đź“š MCV4U S1

About These Expectations

The expectations in this folder are reproduced from The Ontario Curriculum, Grades 11 and 12: Mathematics (revised 2007), the Grade 12 university preparation course MCV4U — Calculus and Vectors, published by the Ontario Ministry of Education.

The official sources

Calculus and Vectors, Grade 12, University Preparation (MCV4U) — Ontario Curriculum and Resources

The verbatim text is from the Ministry’s published document (MCV4U appears on pages 99–110). © Queen’s Printer for Ontario, 2007. Reproduced for educational use.

About the codes

The 2007 document prints the strand letters — its headings read “A. Rate of Change” and so on — and numbers each strand’s overall expectations 1., 2., … and its specific expectations 1.1, 1.2, …. What it does not print is the combined form: codes like A1 and C2.3, used throughout this site, join the printed letter to the printed number in the style teachers and course outlines commonly use. They are consistent within this site, but you will not find the combined codes printed in the Ministry’s pages.

A few honesty notes about the reproduction:

  • Expectations A3.5 and B2.3 end with a printed asterisk pointing at the same footnote, reproduced here once: “The emphasis of this expectation is on the application of the derivative rules and not on the simplification of resulting complex algebraic expressions.”
  • Two sample problems are printed beside graphs that cannot be reproduced as text (a function with a corner at a point P in A1.2, and a graph of y = g(x) in B1.4); bracketed notes mark their places.
  • The mathematics is typeset (stacked fractions, radical bars, vector arrows) the way the document prints it, using LaTeX — wording untouched.

Each page keeps its code, and every lesson, exploration, and task in this course links back to the codes it addresses. The codes are also tags, so every page tagged #B2 can be gathered in one place.

Why the codes matter more than they look

A code is a shared address. When a student asks “why are we doing this?”, the answer is a link. When a department writes a course outline, or a teacher takes over a class partway through, the codes are what make one person’s planning legible to another.