Ontario · Grade 12

Foundations for College Mathematics, Grade 12 (College)

  • MAP4C

Ontario’s Grade 12 math course, from Mathematical Models to Data Management.

Units
4
Lessons
15
Skills
59
Provincial exam
None

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 18 skills

Mathematical Models

Exponent Laws and Rational Exponents

  • Exponent laws for multiplying, dividing, and powers of powers

    I can find the exponent laws for multiplying, dividing, and raising a power to a power.

  • Simplifying expressions with integer exponents

    I can simplify algebraic expressions with integer exponents.

  • Investigating the value of a power with a rational exponent

    I can investigate what a power with a rational exponent means.

  • Evaluating numerical expressions with rational exponents and bases

    I can evaluate numerical expressions with rational exponents and rational bases.

Solving Exponential Equations

  • Solving simple exponential equations numerically and graphically

    I can solve simple exponential equations numerically and graphically.

  • Solving real-world exponential problems with a graph or table of values

    I can solve real-world exponential problems using a graph or table of values.

  • Solving exponential equations using a common base

    I can solve exponential equations by finding a common base.

Interpreting Graphs and Describing Trends

  • Interpreting graphs to describe a relationship

    I can interpret a graph to describe the relationship it shows.

  • Describing trends from graphs to make predictions

    I can describe a trend from a graph and use it to make a prediction.

  • Identifying the units of a rate of change from a graph or table

    I can identify the units of a rate of change from a graph or table.

  • Identifying and comparing rate of change: zero, constant, or changing

    I can identify whether a rate of change is zero, constant, or changing, and compare two graphs.

Modelling Graphically

  • Comparing linear, quadratic, and exponential graphs by initial conditions and rate of change

    I can compare linear, quadratic, and exponential graphs by their initial conditions and rate of change.

  • Selecting a linear, quadratic, or exponential model for data

    I can select and use a linear, quadratic, or exponential model to represent real data.

Modelling Algebraically

  • Solving equations of the form xⁿ = a using rational exponents

    I can solve equations of the form xⁿ = a using rational exponents.

  • Determining a variable's value from a real-world formula

    I can find the value of a variable in a real-world formula.

  • Connecting formulas to linear, quadratic, and exponential functions

    I can connect formulas to linear, quadratic, and exponential functions.

  • Solving multi-step real-world problems using formulas

    I can solve multi-step real-world problems using formulas.

  • Gathering information about mathematical modelling in occupations and college programs

    I can find and describe how occupations and college programs use mathematical modelling.

The official wording · 18 outcomes
1.1
determine, through investigation (e.g., by expanding terms and patterning), the exponent laws for multiplying and dividing algebraic expressions involving exponents
1.2
simplify algebraic expressions containing inte- ger exponents using the laws of exponents
1.3
determine, through investigation using a variety of tools (e.g., calculator, paper and pencil, graphing technology) and strategies (e.g., patterning
1.4
evaluate, with or without technology, numeri- cal expressions involving rational exponents and rational bases
1.5
solve simple exponential equations numeri- cally and graphically, with technology
1.6
solve problems involving exponential equa- tions arising from real-world applications by using a graph or table of values generated with technology from a given equation
1.7
solve exponential equations in one variable by determining a common base
1.8
interpret graphs to describe a relationship
1.9
describe trends based on given graphs, and use the trends to make predictions or justify decisions
1.10
recognize that graphs and tables of values communicate information about rate of change, and use a given graph or table of values for a relation to identify the units used to measure rate of change
1.11
identify when the rate of change is zero, constant, or changing, given a table of values or a graph of a relation, and compare two graphs by describing rate of change
1.12
compare, through investigation with techno- logy, the graphs of pairs of relations (i.e., linear, quadratic, exponential) by describing the initial conditions and the behaviour of the rates of change
1.13
recognize that a linear model corresponds to a constant increase or decrease over equal intervals and that an exponential model corresponds to a constant percentage increase or decrease over equal intervals, select a model (i.e., linear, quadratic, exponential) to represent the relationship between numerical data graphically and algebraically
1.14
solve equations of the form x = a using rational exponents
1.15
determine the value of a variable of degree no higher than three, using a formula drawn from an application
1.16
make connections between formulas and lin- ear, quadratic, and exponential functions
1.17
solve multi-step problems requiring formulas arising from real-world applications
1.18
gather, interpret, and describe information about applications of mathematical modelling in occupations, and about college programs

Key ideas

  1. Multiplying powers with the same base means adding the exponents; dividing means subtracting them.

  2. Systematic trial with a calculator narrows in on a solution by testing values.

  3. A graph shows how one quantity changes as another changes — describing it means naming both quantities and the pattern between them.

  4. The initial condition is where a graph starts (its value at time zero).

  5. Raising both sides of an equation to a matching rational exponent undoes a power and isolates x.

Watch out for

  • Multiplying the exponents when the operation is actually addition (for multiplying powers).
  • Expecting every exponential equation to have a whole-number solution.
  • Describing only what the graph looks like (its shape) instead of what it means in context.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 17 skills

Personal Finance

Understanding Annuities

  • Key features and real-world applications of annuities

    I can describe the key features and real-world uses of annuities.

  • Investigating the effects of changing annuity conditions

    I can investigate how changing an annuity's conditions affects its outcome.

  • Solving for the amount, present value, and regular payment of an annuity

    I can solve for the amount, present value, and regular payment of an annuity.

  • The advantages of starting annuity deposits earlier

    I can show the advantages of starting annuity deposits earlier.

Understanding and Working With Mortgages

  • Mortgage features and comparing mortgage types

    I can describe mortgage features and compare different types of mortgages.

  • Reading and interpreting an amortization table

    I can read and interpret a mortgage amortization table.

  • Generating an amortization table and calculating total mortgage interest

    I can generate an amortization table and calculate total mortgage interest.

  • Investigating the effects of varying payment periods, payments, and rates on a mortgage

    I can investigate how payment periods, payments, and rates affect a mortgage's cost and length.

Renting or Owning Accommodation

  • Gathering information about the costs of owning and renting

    I can gather information about the costs of owning and renting accommodation.

  • Comparing the advantages and disadvantages of renting versus owning

    I can compare the advantages and disadvantages of renting versus owning.

  • Solving problems with fixed and variable costs of accommodation

    I can solve problems with the fixed and variable costs of owning or renting.

  • Estimating the living costs of different households

    I can estimate living costs for different kinds of households.

Designing Budgets

  • Designing and presenting a savings plan for a long-term goal

    I can design and present a savings plan for a long-term goal.

  • Designing, explaining, and justifying a monthly budget from a case study

    I can design, explain, and justify a monthly budget from a case study.

  • Identifying factors in the affordability of accommodation

    I can identify the factors that affect whether accommodation is affordable.

  • Adjusting a budget for changed circumstances

    I can adjust a budget when circumstances change.

  • Gathering information about personal finance applications in occupations

    I can find and describe how occupations and college programs use personal finance math.

The official wording · 17 outcomes
2.1
gather and interpret information about annu- ities, describe the key features of an annuity, and identify real-world applications
2.2
determine, through investigation using tech- nology (e.g., the TVM Solver on a graphing calculator; online tools), the effects of chang- ing the conditions
2.3
solve problems, using technology (e.g., scien- tific calculator, spreadsheet, graphing calcula- tor), that involve the amount, the present value, and the regular payment of an ordinary simple annuity
2.4
demonstrate, through investigation using technology (e.g., a TVM Solver), the advan- tages of starting deposits earlier when invest- ing in annuities used as long-term savings plans
2.5
gather and interpret information about mort- gages, describe features associated with mortgages
2.6
read and interpret an amortization table for a mortgage
2.7
generate an amortization table for a mortgage, using a variety of tools and strategies
2.8
determine, through investigation using tech- nology (e.g., TVM Solver, online tools, finan- cial software), the effects of varying payment periods, regular payments, and interest rates on the length of time needed to pay off a mortgage and on the total interest paid
2.9
gather and interpret information about the procedures and costs involved in owning and in renting accommodation
2.10
compare renting accommodation with owning accommodation by describing the advantages and disadvantages of each
2.11
solve problems, using technology (e.g., calcu- lator, spreadsheet), that involve the fixed costs
2.12
gather, interpret, and describe information about living costs, and estimate the living costs of different households
2.13
design and present a savings plan to facilitate the achievement of a long-term goal
2.14
design, explain, and justify a monthly budget suitable for an individual or family described in a given case study
2.15
identify and describe the factors to be consi- dered in determining the affordability of accommodation in the local community
2.16
make adjustments to a budget to accommo- date changes in circumstances
2.17
gather, interpret, and describe information about applications of the mathematics of per- sonal finance in occupations

Key ideas

  1. An annuity is a series of equal payments made at regular intervals.

  2. A mortgage is an annuity where the present value is the amount borrowed to buy a home.

  3. Owning and renting both come with procedures (applications, closing costs, deposits) and ongoing costs.

  4. A savings plan connects a goal amount, a timeline, and a regular saving amount using annuity math.

  5. RRSPs, mortgages, RRIFs, and RESPs are all real-world examples of annuities.

Watch out for

  • Thinking an annuity always means saving money, not realizing loans like mortgages are annuities too.
  • Thinking all mortgages work identically regardless of type.
  • Assuming rent is the only cost of renting, ignoring deposits or utilities.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 11 skills

Geometry and Trigonometry

Solving Problems Involving Measurement and Geometry

  • Converting between the imperial and metric systems

    I can convert between the imperial and metric systems as needed.

  • Solving real-world problems with areas of rectangles, triangles, circles, and composite shapes

    I can solve real-world problems with the areas of rectangles, triangles, circles, and composite shapes.

  • Solving real-world problems with volumes and surface areas of prisms, cylinders, and composite figures

    I can solve real-world problems with volumes and surface areas of prisms, cylinders, and composite figures.

Investigating Optimal Dimensions

  • Recognizing and explaining the significance of optimal perimeter, area, surface area, and volume

    I can recognize and explain why optimal dimensions matter in real applications.

  • Determining the optimal dimensions of a 2D shape for a given constraint

    I can find the optimal dimensions of a 2D shape for a given constraint.

  • Determining the optimal dimensions of a prism or cylinder for a given constraint

    I can find the optimal dimensions of a 3D prism or cylinder for a given constraint.

Solving Problems Involving Trigonometry

  • Solving real-world 2D problems with right and acute triangles

    I can solve real-world 2D problems using right and acute triangles.

  • Connecting trigonometric ratios of obtuse angles to acute angles

    I can connect trig ratios of obtuse angles to those of acute angles.

  • Determining the sine, cosine, and tangent of obtuse angles

    I can determine the sine, cosine, and tangent of obtuse angles.

  • Solving real-world problems with oblique triangles using the sine and cosine laws

    I can solve real-world oblique triangle problems using the sine law and cosine law.

  • Gathering information about trigonometry applications in occupations

    I can find and describe how occupations and college programs use trigonometry.

The official wording · 11 outcomes
3.1
perform required conversions between the imperial system and the metric system using a variety of tools
3.2
solve problems involving the areas of rectan- gles, triangles, and circles, and of related composite shapes, in situations arising from real-world applications
3.3
solve problems involving the volumes and surface areas of rectangular prisms, triangular prisms, and cylinders, and of related compo- site figures, in situations arising from real- world applications
3.4
recognize, through investigation using a variety of tools (e.g., calculators; dynamic geometry software; manipulatives such as tiles, geoboards, toothpicks) and strategies
3.5
determine, through investigation using a variety of tools (e.g., calculators, dynamic geometry software, manipulatives) and strat- egies (e.g., modelling; making a table of values; graphing), the optimal dimensions of a two- dimensional shape
3.6
determine, through investigation using a vari- ety of tools and strategies (e.g., modelling with manipulatives; making a table of values; graphing), the optimal dimensions of a right rectangular prism, a right triangular prism, and a right cylinder
3.7
solve problems in two dimensions using metric or imperial measurements, including problems that arise from real-world applica- tions (e.g., surveying, navigation, building construction), by determining the measures of the sides and angles of right triangles using the primary trigonometric ratios, and of acute triangles using the sine law and the cosine law
3.8
make connections between primary trigono- metric ratios (i.e., sine, cosine, tangent) of obtuse angles and of acute angles, through investigation using a variety of tools and strategies
3.9
determine the values of the sine, cosine, and tangent of obtuse angles
3.10
solve problems involving oblique triangles, including those that arise from real-world applications, using the sine law (in non- ambiguous cases only) and the cosine law, and using metric or imperial units
3.11
gather, interpret, and describe information about applications of trigonometry in occupa- tions, and about college programs that explore these applications

Key ideas

  1. Many trades and everyday contexts in Canada still use imperial units (feet, inches) alongside metric.

  2. 'Optimal' means the best value for a goal — like the least material used or the most space enclosed.

  3. Right triangles are solved with the primary trig ratios (sine, cosine, tangent).

  4. Tools like conversion tables, calculators, and online converters make conversions fast and accurate.

  5. Real businesses and designers care about optimal dimensions to save money or materials.

Watch out for

  • Mixing up which conversion factor to multiply versus divide by.
  • Assuming 'bigger is always better' without considering cost or material tradeoffs.
  • Trying to use right-triangle trig ratios on a triangle that has no right angle.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 13 skills

Data Management

Working With Two-Variable Data

  • Distinguishing situations needing one-variable versus two-variable analysis

    I can tell when a situation needs one-variable or two-variable data analysis.

  • Designing questionnaires and experiments for two-variable data

    I can design a fair questionnaire or experiment to gather two-variable data.

  • Collecting and organizing two-variable data from primary and secondary sources

    I can collect and organize two-variable data from primary and secondary sources.

  • Creating a scatter plot for two-variable data

    I can create a scatter plot to summarize two-variable data.

  • Determining the equation of a line of best fit

    I can determine the equation of a line of best fit.

Interpreting and Drawing Conclusions From Two-Variable Data

  • Interpreting a line of best fit and reasons for misinterpretation

    I can interpret a line of best fit and recognize reasons for misinterpretation.

  • Assessing whether a linear model is appropriate by examining correlation

    I can assess whether a linear model fits two-variable data by checking correlation.

  • Drawing and judging conclusions from two-variable data analysis

    I can draw and judge conclusions from two-variable data analysis.

Applying Data Management

  • Recognizing and interpreting common statistical terms used in the media

    I can recognize and interpret common statistical terms used in the media.

  • Describing and solving problems using media indices

    I can describe media indices and solve problems using them.

  • Interpreting media statistics and explaining how statistics are used and misused

    I can interpret media statistics and explain how they can be used or misused.

  • Assessing the validity of conclusions presented in the media

    I can assess the validity of conclusions presented in the media.

  • Gathering information about data management applications in occupations

    I can find and describe how occupations and college programs use data management.

The official wording · 13 outcomes
4.1
distinguish situations requiring one-variable and two-variable data analysis, describe the associated numerical summaries (e.g., tally charts, summary tables) and graphical sum- maries
4.2
describe characteristics of an effective survey (e.g., by giving consideration to ethics, priva- cy, the need for honest responses, and possi- ble sources of bias, including cultural bias), and design questionnaires
4.3
collect two-variable data from primary sources, through experimentation involving observa- tion or measurement, or from secondary sources
4.4
create a graphical summary of two-variable data using a scatter plot
4.5
determine an algebraic summary of the rela- tionship between two variables that appear to be linearly related (i.e., the equation of the line of best fit of the scatter plot)
4.6
describe possible interpretations of the line of best fit of a scatter plot
4.7
determine whether a linear model (i.e., a line of best fit) is appropriate given a set of two- variable data, by assessing the correlation
4.8
make conclusions from the analysis of two- variable data
4.9
recognize and interpret common statistical terms (e.g., percentile, quartile) and expres- sions
4.10
describe examples of indices used by the media (e.g., consumer price index, S&P/TSX composite index, new housing price index) and solve problems by interpreting and using indices
4.11
interpret statistics presented in the media
4.12
assess the validity of conclusions presented in the media by examining sources of data
4.13
gather, interpret, and describe information about applications of data management in occupations, and about college programs that explore these applications

Key ideas

  1. One-variable analysis asks about the frequency of a single thing; two-variable analysis asks about a relationship between two things.

  2. A line of best fit can be interpreted as showing that two variables are linearly related.

  3. Terms like percentile and quartile describe where a value sits within a data set.

  4. The type of question being asked determines which kind of analysis and summary fits.

  5. Misinterpretations happen from small samples, ignoring outliers, or stretching a weak correlation too far.

Watch out for

  • Treating any data set with two columns as automatically requiring two-variable analysis.
  • Treating a line of best fit as proof of cause and effect rather than just a relationship.
  • Confusing percentile with percentage (a 90th percentile mark isn't necessarily 90%).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Ontario’s own curriculum for Foundations for College Mathematics, Grade 12 (College).

The Ontario Curriculum, Grades 11 and 12: MathematicsOntario Ministry of Education · dcp.edu.gov.on.ca · Read July 27, 2026

Textbooks

The textbooks Ontario Ministry of Education lists for Foundations for College Mathematics, Grade 12 (College):

  • McGraw-Hill Ryerson Foundations for College Mathematics 12McGraw-Hill Ryerson · 2009
  • Pearson Foundations for College Mathematics 12Pearson Education Canada · 2009

From the Trillium List, read October 27, 2026. ontario.ca

Strands

The strands of Ontario’s curriculum for Foundations for College Mathematics, Grade 12 (College), with their outcomes and the units that teach them
StrandOutcomesTaught in
AMathematical ModelsOutcomes 18Taught in Unit 1
BPersonal FinanceOutcomes 17Taught in Unit 2
CGeometry and TrigonometryOutcomes 11Taught in Unit 3
DData ManagementOutcomes 13Taught in Unit 4

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Geography of Canada, Grade 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeography of Canada, Grade 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geography of Canada, Grade 9, another Ontario course, partway through Unit 2.

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Questions about Foundations for College Mathematics, Grade 12 (College)

What is Foundations for College Mathematics, Grade 12 (College)?

Ontario’s Grade 12 math course: 4 units and 59 skills, from Mathematical Models to Data Management.

What units are in Foundations for College Mathematics, Grade 12 (College)?

1. Mathematical Models, 2. Personal Finance, 3. Geometry and Trigonometry and 4. Data Management.

Is there a provincial exam for Foundations for College Mathematics, Grade 12 (College)?

No. Ontario gives no provincial exam for Foundations for College Mathematics, Grade 12 (College).

What textbook does Foundations for College Mathematics, Grade 12 (College) use?

The textbooks Ontario Ministry of Education lists for Foundations for College Mathematics, Grade 12 (College): McGraw-Hill Ryerson Foundations for College Mathematics 12, McGraw-Hill Ryerson and Pearson Foundations for College Mathematics 12, Pearson Education Canada.

Can MapleMind help with Foundations for College Mathematics, Grade 12 (College)?

Yes. MapleMind teaches every skill of Foundations for College Mathematics, Grade 12 (College), step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

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