Functions, Grade 11

University Preparation MCR3U

This course introduces the mathematical concept of the function by extending students’
experiences with linear and quadratic relations. Students will investigate properties of
discrete and continuous functions, including trigonometric and exponential functions;
represent functions numerically, algebraically, and graphically; solve problems involving
applications of functions; investigate inverse functions; and develop facility in determining
equivalent algebraic expressions. Students will reason mathematically and communicate
their thinking as they solve multi-step problems.

Prerequisite: Principles of Mathematics, Grade 10, Academic

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 MATHEMATICAL PROCESS EXPECTATIONS
The mathematical processes are to be integrated into student learning in all areas of this course.

Throughout this course, students will:

• develop, select, apply, compare, and adapt a variety of problem-solving

Problem Solving strategies as they pose and solve problems and conduct investigations, to
help deepen their mathematical understanding;

• develop and apply reasoning skills (e.g., use of inductive reasoning, deductive
Reasoning and reasoning, and counter-examples; construction of proofs) to make mathematical
Proving conjectures, assess conjectures, and justify conclusions, and plan and construct
organized mathematical arguments;

• demonstrate that they are reflecting on and monitoring their thinking to

help clarify their understanding as they complete an investigation or solve a
Reflecting problem (e.g., by assessing the effectiveness of strategies and processes used,
by proposing alternative approaches, by judging the reasonableness of results,
by verifying solutions);

Selecting Tools and • select and use a variety of concrete, visual, and electronic learning tools and
Computational appropriate computational strategies to investigate mathematical ideas and
Strategies to solve problems;

• make connections among mathematical concepts and procedures, and relate

Connecting mathematical ideas to situations or phenomena drawn from other contexts
(e.g., other curriculum areas, daily life, current events, art and culture, sports);

• create a variety of representations of mathematical ideas (e.g., numeric,

geometric, algebraic, graphical, pictorial representations; onscreen dynamic
Representing
representations), connect and compare them, and select and apply the
appropriate representations to solve problems;

• communicate mathematical thinking orally, visually, and in writing, using precise

Communicating mathematical vocabulary and a variety of appropriate representations, and
observing mathematical conventions.

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A. CHARACTERISTICS OF FUNCTIONS

OVERALL EXPECTATIONS
By the end of this course, students will:

1.

Functions
demonstrate an understanding of functions, their representations, and their inverses, and make
connections between the algebraic and graphical representations of functions using transformations;
2. determine the zeros and the maximum or minimum of a quadratic function, and solve problems
involving quadratic functions, including problems arising from real-world applications;
3. demonstrate an understanding of equivalence as it relates to simplifying polynomial, radical, and
rational expressions.

SPECIFIC EXPECTATIONS
Sample problem: A quadratic function repre-
1. Representing Functions sents the relationship between the height
of a ball and the time elapsed since the ball
By the end of this course, students will: was thrown. What physical factors will MCR3U
1.1 explain the meaning of the term function, and restrict the domain and range of the quad-
distinguish a function from a relation that is ratic function?
not a function, through investigation of linear 1.4 relate the process of determining the inverse
and quadratic relations using a variety of repre- of a function to their understanding of
sentations (i.e., tables of values, mapping dia- reverse processes (e.g., applying inverse
grams, graphs, function machines, equations) operations)
and strategies (e.g., identifying a one-to-one
or many-to-one mapping; using the vertical- 1.5 determine the numeric or graphical represen-
line test) tation of the inverse of a linear or quadratic
function, given the numeric, graphical, or
Sample problem: Investigate, using numeric
algebraic representation of the function, and
and graphical representations, whether the
make connections, through investigation
relation x = y 2 is a function, and justify your
using a variety of tools (e.g., graphing tech-
reasoning.
nology, Mira, tracing paper), between the
1.2 represent linear and quadratic functions using graph of a function and the graph of its
function notation, given their equations, tables inverse (e.g., the graph of the inverse is the
of values, or graphs, and substitute into and reflection of the graph of the function in the
evaluate functions [e.g., evaluate f 1 , given line y = x)
()
2
f(x) = 2x 2 + 3x – 1] Sample problem: Given a graph and a table of
values representing population over time,
1.3 explain the meanings of the terms domain
produce a table of values for the inverse and
and range, through investigation using numer-
graph the inverse on a new set of axes.
CHARACTERISTICS OF FUNCTIONS

ic, graphical, and algebraic representations of

the functions f(x) = x, f(x) = x 2, f(x) = √ x, 1.6 determine, through investigation, the relation-
1 ship between the domain and range of a func-
and f(x) = ; describe the domain and range of
x tion and the domain and range of the inverse
a function appropriately (e.g., for y = x 2 + 1,
relation, and determine whether or not the
the domain is the set of real numbers, and the
Sample problem: A quadratic function repre- inverse relation is a function
range is y ≥ 1); and explain any restrictions on
sents the relationship between the height
the domain and range in contexts arising from Sample problem: Given the graph of f(x) = x 2,
of a ball and the time elapsed since the ball
real-world applications graph the inverse relation. Compare the domain
was thrown. What physical factors will
and range of the function with the domain

45
 and range of the inverse relation, and investi-
gate connections to the domain and range of 2. Solving Problems Involving
Quadratic Functions
the functions g(x) = √ x and h(x) = – √ x.
Preparation
University Preparation

1.7 determine, using function notation when By the end of this course, students will:
appropriate, the algebraic representation of
the inverse of a linear or quadratic function, 2.1 determine the number of zeros (i.e.,
given the algebraic representation of the x-intercepts) of a quadratic function, using
function [e.g., f(x) = (x – 2)2 – 5], and make a variety of strategies (e.g., inspecting graphs;
connections, through investigation using a factoring; calculating the discriminant)
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variety of tools (e.g., graphing technology, Sample problem: Investigate, using graphing
Mira, tracing paper), between the algebraic technology and algebraic techniques, the
representations of a function and its inverse transformations that affect the number of
(e.g., the inverse of a linear function involves zeros for a given quadratic function.
applying the inverse operations in the reverse
order) 2.2 determine the maximum or minimum value
of a quadratic function whose equation is
Grade 11,

Sample problem: Given the equations of given in the form f(x) = ax 2 + bx + c, using
several linear functions, graph the functions an algebraic method (e.g., completing the
Grade

and their inverses, determine the equations square; factoring to determine the zeros and
of the inverses, and look for patterns that averaging the zeros)
connect the equation of each linear function
Sample problem: Explain how partially
with the equation of the inverse.
factoring f(x) = 3x 2 – 6x + 5 into the form
1.8 determine, through investigation using f(x) = 3x(x – 2) + 5 helps you determine the
technology, the roles of the parameters minimum of the function.
a, k, d, and c in functions of the form
2.3 solve problems involving quadratic functions
y = af (k(x – d)) + c, and describe these roles
arising from real-world applications and
in terms of transformations on the graphs
represented using function notation
of f(x) = x, f(x) = x 2 , f(x) = √ x, and
1 Sample problem: The profit, P(x), of a video
f(x) = (i.e., translations; reflections in the
x company, in thousands of dollars, is given by
axes; vertical and horizontal stretches and P(x) = – 5x 2 + 550x – 5000, where x is the
compressions to and from the x- and y-axes) amount spent on advertising, in thousands
of dollars. Determine the maximum profit
Sample problem: Investigate the graph
that the company can make, and the amounts
f(x) = 3(x – d)2 + 5 for various values of d,
spent on advertising that will result in a
using technology, and describe the effects of
profit and that will result in a profit of at
changing d in terms of a transformation.
least $4 000 000.
1.9 sketch graphs of y = af (k(x – d)) + c
2.4 determine, through investigation, the trans-
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics

by applying one or more transformations

formational relationship among the family of
to the graphs of f(x) = x, f(x) = x 2 , f(x) = √ x, quadratic functions that have the same zeros,
1
and f(x) = , and state the domain and and determine the algebraic representation of
x
range of the transformed functions a quadratic function, given the real roots of
the corresponding quadratic equation and a
Sample problem: Transform the graph of f(x)
point on the function
to sketch g(x), and state the domain and
range of each function, for the following: Sample problem: Determine the equation of
1 the quadratic function that passes through
f(x) = √ x, g(x) = √ x – 4; f(x) = ,
x (2, 5) if the roots of the corresponding
1
g(x) = – . quadratic equation are 1 + √ 5 and 1 – √ 5.
x+1

46
2.5 solve problems involving the intersection of 3.2 verify, through investigation with and
a linear function and a quadratic function without technology, that √ ab = √ a x √ b,
graphically and algebraically (e.g., determine a ≥ 0, b ≥ 0, and use this relationship to
the time when two identical cylindrical water simplify radicals (e.g., √ 24) and radical
tanks contain equal volumes of water, if one expressions obtained by adding, subtracting,
tank is being filled at a constant rate and the
and multiplying [e.g., (2 + √ 6)(3 – √ 12)]
other is being emptied through a hole in the
bottom) 3.3 simplify rational expressions by adding,
Sample problem: Determine, through investi- subtracting, multiplying, and dividing, and

Functions
gation, the equations of the lines that have a state the restrictions on the variable values
slope of 2 and that intersect the quadratic Sample problem: Simplify
function f(x) = x(6 – x) once; twice; never. 2x 3
2
– , and state the
4x + 6x 2x + 3
restrictions on the variable.
3. Determining Equivalent Algebraic
Expressions* 3.4 determine if two given algebraic expressions
are equivalent (i.e., by simplifying; by
By the end of this course, students will: substituting values)
Sample problem: Determine if the expressions
3.1 simplify polynomial expressions by adding,
2x 2 – 4x – 6
subtracting, and multiplying and 8x2 – 2x(4x – 1) – 6 are
x+1
Sample problem: Write and simplify an equivalent.
expression for the volume of a cube with
edge length 2x + 1.
MCR3U

CHARACTERISTICS OF FUNCTIONS

*The knowledge and skills described in the expectations in this section are to be introduced as needed, and applied and
consolidated, as appropriate, in solving problems throughout the course.

47
 B. EXPONENTIAL FUNCTIONS
Preparation
University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

1. evaluate powers with rational exponents, simplify expressions containing exponents, and describe
11, University

properties of exponential functions represented in a variety of ways;

2. make connections between the numeric, graphical, and algebraic representations of exponential
functions;
3. identify and represent exponential functions, and solve problems involving exponential functions,
including problems arising from real-world applications.
Grade 11,
Grade

SPECIFIC EXPECTATIONS
1.4 determine, through investigation, and
1. Representing Exponential Functions describe key properties relating to domain
and range, intercepts, increasing/decreasing
By the end of this course, students will: intervals, and asymptotes (e.g., the domain
1.1 graph, with and without technology, an expo- is the set of real numbers; the range is the
nential relation, given its equation in the form set of positive real numbers; the function
y = a x (a > 0, a ≠ 1), define this relation as the either increases or decreases throughout its
function f(x) = ax , and explain why it is a domain) for exponential functions represented
function in a variety of ways [e.g., tables of values,
mapping diagrams, graphs, equations of the
1.2 determine, through investigation using a form f(x) = a x (a > 0, a ≠ 1), function
variety of tools (e.g., calculator, paper and machines]
pencil, graphing technology) and strategies
Sample problem: Graph f(x) = 2 x, g(x) = 3 x,
(e.g., patterning; finding values from a graph;
and h(x) = 0.5 x on the same set of axes. Make
interpreting the exponent laws), the value of
m comparisons between the graphs, and explain
a power with a rational exponent (i.e., x n , the relationship between the y-intercepts.
where x > 0 and m and n are integers)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics

Sample problem: The exponent laws suggest

1 1 2. Connecting Graphs and Equations
that 4 2 x 4 2 = 41. What value would you of Exponential Functions
1
assign to 42 ? What value would you assign
1
3
to 27 ? Explain your reasoning. Extend your By the end of this course, students will:
reasoning to make a generalization about the 2.1 distinguish exponential functions from linear
1
meaning of x n, where x > 0 and n is a natural and quadratic functions by making compar-
number. isons in a variety of ways (e.g., comparing
rates of change using finite differences in
1.3 simplify algebraic expressions containing tables of values; identifying a constant ratio in
integer and rational exponents [e.g., a table of values; inspecting graphs; compar-
1 1
( )
(x 3 ) ÷ x 2 , (x 6 y 3 ) 3 ], and evaluate numeric ing equations)

expressions containing integer and rational Sample problem: Explain in a variety of ways
exponents and rational bases how you can distinguish the exponential
1 function f(x) = 2 x from the quadratic function
[e.g., 2 – 3 , (– 6)3 , 4 2 , 1.01120 ] f(x) = x 2 and the linear function f(x) = 2x.

48
2.2 determine, through investigation using tech- Sample problem: Collect data and graph the
nology, the roles of the parameters a, k, d, and cooling curve representing the relationship
c in functions of the form y = af (k(x – d)) + c, between temperature and time for hot water
and describe these roles in terms of transfor- cooling in a porcelain mug. Predict the shape
mations on the graph of f(x) = ax (a > 0, a ≠ 1) of the cooling curve when hot water cools in
(i.e., translations; reflections in the axes; verti- an insulated mug. Test your prediction.
cal and horizontal stretches and compressions
to and from the x- and y-axes)
3.2 identify exponential functions, including
those that arise from real-world applications
Sample problem: Investigate the graph of

Functions
involving growth and decay (e.g., radioactive
f(x) = 3 x – d – 5 for various values of d, decay, population growth, cooling rates,
using technology, and describe the effects pressure in a leaking tire), given various
of changing d in terms of a transformation. representations (i.e., tables of values, graphs,
2.3 sketch graphs of y = af (k(x – d)) + c by equations), and explain any restrictions that
applying one or more transformations the context places on the domain and range
to the graph of f(x) = ax (a > 0, a ≠ 1), (e.g., ambient temperature limits the range
and state the domain and range of the for a cooling curve)
transformed functions Sample problem: Using data from Statistics
Sample problem: Transform the graph of Canada, investigate to determine if there was
a period of time over which the increase in
f(x) = 3 x to sketch g(x) = 3 – (x + 1) – 2, and state
Canada’s national debt could be modelled
the domain and range of each function.
using an exponential function.
2.4 determine, through investigation using techno-
3.3 solve problems using given graphs or
logy, that the equation of a given exponential
equations of exponential functions arising
function can be expressed using different bases MCR3U
from a variety of real-world applications
[e.g., f(x) = 9 x can be expressed as f(x) = 32x ],
(e.g., radioactive decay, population growth,
and explain the connections between the
height of a bouncing ball, compound interest)
equivalent forms in a variety of ways (e.g.,
by interpreting the graphs or by substituting
comparing graphs; using transformations;
values for the exponent into the equations
using the exponent laws)
Sample problem: The temperature of a
2.5 represent an exponential function with an cooling liquid over time can be modelled
equation, given its graph or its properties by the exponential function
x
Sample problem: Write two equations to rep- 1 30
resent the same exponential function with a
T(x) = 60 ( )
2
+ 20, where T(x) is the
y-intercept of 5 and an asymptote at y = 3. temperature, in degrees Celsius, and x is the
Investigate whether other exponential func- elapsed time, in minutes. Graph the function
tions have the same properties. Use transfor- and determine how long it takes for the tem-
mations to explain your observations. perature to reach 28ºC.

3. Solving Problems Involving

Exponential Functions

By the end of this course, students will:

3.1 collect data that can be modelled as an expo-

nential function, through investigation with
and without technology, from primary sources,
using a variety of tools (e.g., concrete materials
EXPONENTIAL FUNCTIONS

such as number cubes, coins; measurement

tools such as electronic probes), or from
secondary sources (e.g., websites such as
Statistics Canada, E-STAT), and graph
the data

49
 C. DISCRETE FUNCTIONS
Preparation
University Preparation

OVERALL EXPECTATIONS
By the end of this course, students will:

1. demonstrate an understanding of recursive sequences, represent recursive sequences in a variety of

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ways, and make connections to Pascal’s triangle;

2. demonstrate an understanding of the relationships involved in arithmetic and geometric sequences
and series, and solve related problems;
3. make connections between sequences, series, and financial applications, and solve problems involving
compound interest and ordinary annuities.
Grade 11,
Grade

SPECIFIC EXPECTATIONS
1 2 3
1. Representing Sequences f(n) = 2 n , or as tn = 2 n , or represent , , ,
2 3 4
4 5 6 1 1
By the end of this course, students will: , , , … as t1 = ; tn = t n – 1 + ,
5 6 7 2 n(n + 1)
n n
1.1 make connections between sequences and as f(n) = , or as tn = , where n
n+1 n+1
discrete functions, represent sequences using
is a natural number], and describe the infor-
function notation, and distinguish between a
mation that can be obtained by inspecting
discrete function and a continuous function
each representation (e.g., function notation
[e.g., f(x) = 2x, where the domain is the set of
or the formula for the nth term may show
natural numbers, is a discrete linear function
the type of function; a recursion formula
and its graph is a set of equally spaced points;
shows the relationship between terms)
f(x) = 2x, where the domain is the set of real
numbers, is a continuous linear function and Sample problem: Represent the sequence
its graph is a straight line] 0, 3, 8, 15, 24, 35, … using a recursion
formula, function notation, and the formula
1.2 determine and describe (e.g., in words; using for the nth term. Explain why this sequence
flow charts) a recursive procedure for gen- can be described as a discrete quadratic
erating a sequence, given the initial terms function. Explore how to identify a sequence
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics

(e.g., 1, 3, 6, 10, 15, 21, …), and represent as a discrete quadratic function by inspecting
sequences as discrete functions in a variety the recursion formula.
of ways (e.g., tables of values, graphs)
1.5 determine, through investigation, recursive
1.3 connect the formula for the nth term of a patterns in the Fibonacci sequence, in related
sequence to the representation in function sequences, and in Pascal’s triangle, and
notation, and write terms of a sequence given represent the patterns in a variety of ways
one of these representations or a recursion (e.g., tables of values, algebraic notation)
formula
1.6 determine, through investigation, and
1.4 represent a sequence algebraically using a describe the relationship between Pascal’s
recursion formula, function notation, or the triangle and the expansion of binomials,
formula for the nth term [e.g., represent 2, 4, and apply the relationship to expand bino-
8, 16, 32, 64, … as t1 = 2; tn = 2t n – 1 , as mials raised to whole-number exponents
[e.g., (1 + x)4 , (2x – 1)5 , (2x – y)6 , (x2 + 1)5 ]

50
 2. Investigating Arithmetic and 3. Solving Problems Involving
Geometric Sequences and Series Financial Applications

By the end of this course, students will: By the end of this course, students will:
2.1 identify sequences as arithmetic, geometric, 3.1 make and describe connections between
or neither, given a numeric or algebraic simple interest, arithmetic sequences, and
representation linear growth, through investigation with

Functions
technology (e.g., use a spreadsheet or
2.2 determine the formula for the general
graphing calculator to make simple interest
term of an arithmetic sequence [i.e.,
calculations, determine first differences in
tn = a + (n – 1)d ] or geometric sequence
the amounts over time, and graph amount
(i.e., tn = ar n – 1), through investigation
versus time)
using a variety of tools (e.g., linking cubes,
algebra tiles, diagrams, calculators) and Sample problem: Describe an investment
strategies (e.g., patterning; connecting the that could be represented by the function
steps in a numerical example to the steps in f(x) = 500(1 + 0.05x).
the algebraic development), and apply the 3.2 make and describe connections between
formula to calculate any term in a sequence compound interest, geometric sequences,
2.3 determine the formula for the sum of an and exponential growth, through investiga-
arithmetic or geometric series, through inves- tion with technology (e.g., use a spreadsheet
tigation using a variety of tools (e.g., linking to make compound interest calculations,
cubes, algebra tiles, diagrams, calculators) determine finite differences in the amounts
and strategies (e.g., patterning; connecting over time, and graph amount versus time)
the steps in a numerical example to the steps MCR3U
Sample problem: Describe an investment
in the algebraic development), and apply that could be represented by the function
the formula to calculate the sum of a given f(x) = 500(1.05)x .
number of consecutive terms
3.3 solve problems, using a scientific calculator,
Sample problem: Given the following array
that involve the calculation of the amount,
built with grey and white connecting cubes,
A (also referred to as future value, FV ),
investigate how different ways of determin-
the principal, P (also referred to as
ing the total number of grey cubes can be
present value, PV ), or the interest rate
used to evaluate the sum of the arithmetic
per compounding period, i, using the
series 1 + 2 + 3 + 4 + 5. Extend the series,
compound interest formula in the form
use patterning to make generalizations for
A = P(1 + i) n [or FV = PV(1 + i) n ]
finding the sum, and test the generalizations
for other arithmetic series. Sample problem: Two investments are
available, one at 6% compounded annually
and the other at 6% compounded monthly.
Investigate graphically the growth of each
investment, and determine the interest
earned from depositing $1000 in each
investment for 10 years.

3.4 determine, through investigation using

technology (e.g., scientific calculator, the
TVM Solver on a graphing calculator, online
tools), the number of compounding periods, n,
using the compound interest formula in the
form A = P(1 + i) n [or FV = PV(1 + i) n ];
describe strategies (e.g., guessing and check-
DISCRETE FUNCTIONS

2.4 solve problems involving arithmetic and geo-

metric sequences and series, including those ing; using the power of a power rule for
arising from real-world applications exponents; using graphs) for calculating this
number; and solve related problems

51
 3.5 explain the meaning of the term annuity, and Sample problem: Compare the amounts at
determine the relationships between ordinary age 65 that would result from making an
simple annuities (i.e., annuities in which pay- annual deposit of $1000 starting at age 20,
Preparation
University Preparation

ments are made at the end of each period, and or from making an annual deposit of $3000
compounding and payment periods are the starting at age 50, to an RRSP that earns 6%
same), geometric series, and exponential interest per annum, compounded annually.
growth, through investigation with techno- What is the total of the deposits in each
logy (e.g., use a spreadsheet to determine and situation?
graph the future value of an ordinary simple
annuity for varying numbers of compounding
3.7 solve problems, using technology (e.g., scien-
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tific calculator, spreadsheet, graphing calcula-

periods; investigate how the contributions of
tor), that involve the amount, the present
each payment to the future value of an ordi-
value, and the regular payment of an ordinary
nary simple annuity are related to the terms
simple annuity (e.g., calculate the total
of a geometric series)
interest paid over the life of a loan, using a
3.6 determine, through investigation using spreadsheet, and compare the total interest
technology (e.g., the TVM Solver on a graph- with the original principal of the loan)
Grade 11,

ing calculator, online tools), the effects of

changing the conditions (i.e., the payments,
Grade

the frequency of the payments, the interest

rate, the compounding period) of ordinary
simple annuities (e.g., long-term savings
plans, loans)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics

52
D. TRIGONOMETRIC FUNCTIONS

Mathematics for
OVERALL EXPECTATIONS
By the end of this course, students will:

1.

Functions
determine the values of the trigonometric ratios for angles less than 360º; prove simple trigonometric

Work and Everyday Life

identities; and solve problems using the primary trigonometric ratios, the sine law, and the cosine law;
2. demonstrate an understanding of periodic relationships and sinusoidal functions, and make
connections between the numeric, graphical, and algebraic representations of sinusoidal functions;
3. identify and represent sinusoidal functions, and solve problems involving sinusoidal functions,
including problems arising from real-world applications.

SPECIFIC EXPECTATIONS

Sample problem: Prove that

1. Determining and Applying
1 – cos 2 x = sinxcosx tanx.
Trigonometric Ratios
1.6 pose problems involving right MCR3U
By the end of this course, students will: triangles and oblique triangles in two-
1.1 determine the exact values of the sine, cosine, dimensional settings, and solve these and
and tangent of the special angles: 0º, 30º, 45º, other such problems using the primary
60º, and 90º trigonometric ratios, the cosine law, and
the sine law (including the ambiguous case)
1.2 determine the values of the sine, cosine, and
tangent of angles from 0º to 360º, through 1.7 pose problems involving right triangles and
investigation using a variety of tools (e.g., oblique triangles in three-dimensional set-
dynamic geometry software, graphing tools) tings, and solve these and other such pro-
and strategies (e.g., applying the unit circle; blems using the primary trigonometric ratios,
examining angles related to special angles) the cosine law, and the sine law
Sample problem: Explain how a surveyor
1.3 determine the measures of two angles from
could find the height of a vertical cliff that
0º to 360º for which the value of a given
is on the other side of a raging river, using
trigonometric ratio is the same
a measuring tape, a theodolite, and some
1.4 define the secant, cosecant, and cotangent trigonometry. Determine what the surveyor
ratios for angles in a right triangle in might measure, and use hypothetical values
terms of the sides of the triangle (e.g., for these data to calculate the height of the
hypotenuse cliff.
sec A = ), and relate these ratios
adjacent
to the cosine, sine, and tangent ratios (e.g.,
1 2. Connecting Graphs and Equations
sec A = ) of Sinusoidal Functions
cos A
TRIGONOMETRIC FUNCTIONS

1.5 prove simple trigonometric identities, using

the Pythagorean identity sin 2 x + cos 2 x = 1; By the end of this course, students will:
sin x
the quotient identity tanx = cosx ; and 2.1 describe key properties (e.g., cycle, amplitude,
1 period) of periodic functions arising from
the reciprocal identities sec x = , real-world applications (e.g., natural gas
cosx
1 1 consumption in Ontario, tides in the Bay
cscx = , and cotx =
sinx tanx of Fundy), given a numeric or graphical
representation

53
 2.2 predict, by extrapolating, the future behaviour 2.8 represent a sinusoidal function with an
of a relationship modelled using a numeric or equation, given its graph or its properties
graphical representation of a periodic function
Preparation

Sample problem: A sinusoidal function has an

University Preparation

(e.g., predicting hours of daylight on a particu-

amplitude of 2 units, a period of 180º, and a
lar date from previous measurements; predict-
maximum at (0, 3). Represent the function with
ing natural gas consumption in Ontario from
an equation in two different ways.
previous consumption)

2.3 make connections between the sine ratio and

the sine function and between the cosine ratio 3. Solving Problems Involving
Sinusoidal Functions
11, University

and the cosine function by graphing the

relationship between angles from 0º to 360º
and the corresponding sine ratios or cosine By the end of this course, students will:
ratios, with or without technology (e.g., by
3.1 collect data that can be modelled as a sinu-
generating a table of values using a calculator;
soidal function (e.g., voltage in an AC circuit,
by unwrapping the unit circle), defining this
sound waves), through investigation with
relationship as the function f(x) = sinx or
Grade 11,

and without technology, from primary

f(x) = cosx, and explaining why the relation-
sources, using a variety of tools (e.g., concrete
ship is a function
Grade

materials, measurement tools such as motion

2.4 sketch the graphs of f(x) = sinx and sensors), or from secondary sources (e.g.,
f(x) = cosx for angle measures expressed websites such as Statistics Canada, E-STAT),
in degrees, and determine and describe and graph the data
their key properties (i.e., cycle, domain, range,
Sample problem: Measure and record
intercepts, amplitude, period, maximum
distance−time data for a swinging pendulum,
and minimum values, increasing/decreasing
using a motion sensor or other measurement
intervals)
tools, and graph the data.
2.5 determine, through investigation using tech- 3.2 identify periodic and sinusoidal functions,
nology, the roles of the parameters a, k, d, and
including those that arise from real-world
c in functions of the form y = af(k(x – d)) + c,
applications involving periodic phenomena,
where f(x) = sinx or f(x) = cosx with angles
given various representations (i.e., tables of
expressed in degrees, and describe these roles
values, graphs, equations), and explain any
in terms of transformations on the graphs of
restrictions that the context places on the
f(x) = sinx and f(x) = cosx (i.e., translations;
domain and range
reflections in the axes; vertical and horizontal
stretches and compressions to and from the Sample problem: Using data from Statistics
x- and y-axes) Canada, investigate to determine if there was
a period of time over which changes in the
Sample problem: Investigate the graph
population of Canadians aged 20–24 could be
f(x) = 2sin(x – d) + 10 for various values of d,
modelled using a sinusoidal function.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Mathematics

using technology, and describe the effects of

changing d in terms of a transformation. 3.3 determine, through investigation, how sinu-
soidal functions can be used to model periodic
2.6 determine the amplitude, period, phase phenomena that do not involve angles
shift, domain, and range of sinusoidal
functions whose equations are given in Sample problem: Investigate, using graphing
the form f(x) = asin(k(x – d)) + c or technology in degree mode, and explain how
f(x) = acos(k(x – d)) + c the function h(t) = 5sin(30(t + 3)) approxi-
mately models the relationship between the
2.7 sketch graphs of y = af(k(x – d)) + c by height and the time of day for a tide with an
applying one or more transformations to the amplitude of 5 m, if high tide is at midnight.
graphs of f(x) = sinx and f(x) = cosx, and state
the domain and range of the transformed 3.4 predict the effects on a mathematical model
functions (i.e., graph, equation) of an application
involving periodic phenomena when the
Sample problem: Transform the graph of
conditions in the application are varied
f(x) = cos x to sketch g(x) = 3cos2x – 1, and
(e.g., varying the conditions, such as speed
state the domain and range of each function.
and direction, when walking in a circle in
front of a motion sensor)

54
 Sample problem: The relationship between Sample problem: The height above the

Mathematics for
the height above the ground of a person rid- ground of a rider on a Ferris wheel can be
ing a Ferris wheel and time can be modelled modelled by the sinusoidal function
using a sinusoidal function. Describe the h(t) = 25 sin(3(t – 30)) + 27, where h(t) is
effect on this function if the platform from the height, in metres, and t is the time, in
which the person enters the ride is raised by seconds. Graph the function, using graphing
1 m and if the Ferris wheel turns twice as fast. technology in degree mode, and determine
the maximum and minimum heights of the
3.5 pose problems based on applications involving rider, the height after 30 s, and the time

Functions
a sinusoidal function, and solve these and
required to complete one revolution.

Work and Everyday Life

other such problems by using a given graph
or a graph generated with technology from
a table of values or from its equation

MCR3U

TRIGONOMETRIC FUNCTIONS

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