Ontario Curriculum

MPM1D.1.2: Reasoning and Proving

MPM1D.1.2.1: develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

Biconditional Statements

Conditional Statements

MPM1D.1.5: Connecting

MPM1D.1.5.1: make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

Earthquakes 1 - Recording Station

Estimating Population Size

Unit Conversions

MPM1D.1.6: Representing

MPM1D.1.6.1: create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

MPM1D.2.1: demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions;

MPM1D.2.1.2: describe the relationship between the algebraic and geometric representations of a single-variable term up to degree three [i.e., length, which is one dimensional, can be represented by x; area, which is two dimensional, can be represented by (x)(x) or x²; volume, which is three dimensional, can be represented by (x)(x)(x), (x²)(x), or x³];

MPM1D.2.2: manipulate numerical and polynomial expressions, and solve first-degree equations.

MPM1D.2.2.4: add and subtract polynomials with up to two variables [e.g., (2x – 5) + (3x + 1), (3x²y + 2xy²) + (4x²y – 6xy²)], using a variety of tools (e.g., algebra tiles, computer algebra systems, paper and pencil);

MPM1D.2.2.9: solve problems that can be modelled with first-degree equations, and compare algebraic methods to other solution methods (Sample problem: Solve the following problem in more than one way: Jonah is involved in a walkathon. His goal is to walk 25 km. He begins at 9:00 a.m. and walks at a steady rate of 4 km/h. How many kilometres does he still have left to walk at 1:15 p.m. if he is to achieve his goal?).

Modeling and Solving Two-Step Equations

MPM1D.3.1: apply data-management techniques to investigate relationships between two variables;

MPM1D.3.1.1: interpret the meanings of points on scatter plots or graphs that represent linear relations, including scatter plots or graphs in more than one quadrant [e.g., on a scatter plot of height versus age, interpret the point (13, 150) as representing a student who is 13 years old and 150 cm tall; identify points on the graph that represent students who are taller and younger than this student] (Sample problem: Given a graph that represents the relationship of the Celsius scale and the Fahrenheit scale, determine the Celsius equivalent of –5°F.);

Correlation

Least-Squares Best Fit Lines

Solving Using Trend Lines

Trends in Scatter Plots

MPM1D.3.1.4: describe trends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses (e.g., describe the trend observed in the data. Does a relationship seem to exist? Of what sort? Is the outcome consistent with your hypothesis? Identify and explain any outlying pieces of data. Suggest a formula that relates the variables. How might you vary this experiment to examine other relationships?) (Sample problem: Hypothesize the effect of the length of a pendulum on the time required for the pendulum to make five full swings. Use data to make an inference. Compare the inference with the hypothesis. Are there other relationships you might investigate involving pendulums?).

MPM1D.3.2: demonstrate an understanding of the characteristics of a linear relation;

MPM1D.3.2.1: construct tables of values, graphs, and equations, using a variety of tools (e.g., graphing calculators, spreadsheets, graphing software, paper and pencil), to represent linear relations derived from descriptions of realistic situations (Sample problem: Construct a table of values, a graph, and an equation to represent a monthly cellphone plan that costs $25, plus $0.10 per minute of airtime.);

Compound Interest

Linear Functions

Slope-Intercept Form of a Line

Solving Equations by Graphing Each Side

MPM1D.3.2.2: construct tables of values, scatter plots, and lines or curves of best fit as appropriate, using a variety of tools (e.g., spreadsheets, graphing software, graphing calculators, paper and pencil), for linearly related and non-linearly related data collected from a variety of sources (e.g., experiments, electronic secondary sources, patterning with concrete materials) (Sample problem: Collect data, using concrete materials or dynamic geometry software, and construct a table of values, a scatter plot, and a line or curve of best fit to represent the following relationships: the volume and the height for a square-based prism with a fixed base; the volume and the side length of the base for a square-based prism with a fixed height.);

Compound Interest

Correlation

Least-Squares Best Fit Lines

Trends in Scatter Plots

MPM1D.3.2.3: identify, through investigation, some properties of linear relations (i.e., numerically, the first difference is a constant, which represents a constant rate of change; graphically, a straight line represents the relation), and apply these properties to determine whether a relation is linear or non-linear;

MPM1D.3.2.5: determine the equation of a line of best fit for a scatter plot, using an informal process (e.g., using a movable line in dynamic statistical software; using a process of trial and error on a graphing calculator; determining the equation of the line joining two carefully chosen points on the scatter plot).

Correlation

Least-Squares Best Fit Lines

Solving Using Trend Lines

MPM1D.3.3: connect various representations of a linear relation.

MPM1D.3.3.1: determine values of a linear relation by using a table of values, by using the equation of the relation, and by interpolating or extrapolating from the graph of the relation (Sample problem: The equation H = 300 – 60t represents the height of a hot air balloon that is initially at 300 m and is descending at a constant rate of 60 m/min. Determine algebraically and graphically how long the balloon will take to reach a height of 160 m.);

Absolute Value with Linear Functions

Compound Interest

Slope-Intercept Form of a Line

Solving Equations by Graphing Each Side

Standard Form of a Line

MPM1D.3.3.2: describe a situation that would explain the events illustrated by a given graph of a relationship between two variables (Sample problem: The walk of an individual is illustrated in the given graph, produced by a motion detector and a graphing calculator. Describe the walk [e.g., the initial distance from the motion detector, the rate of walk].);

General Form of a Rational Function

MPM1D.3.3.3: determine other representations of a linear relation, given one representation (e.g., given a numeric model, determine a graphical model and an algebraic model; given a graph, determine some points on the graph and determine an algebraic model);

Compound Interest

Linear Functions

Slope-Intercept Form of a Line

MPM1D.3.3.4: describe the effects on a linear graph and make the corresponding changes to the linear equation when the conditions of the situation they represent are varied (e.g., given a partial variation graph and an equation representing the cost of producing a yearbook, describe how the graph changes if the cost per book is altered, describe how the graph changes if the fixed costs are altered, and make the corresponding changes to the equation).

MPM1D.4.1: determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity;

MPM1D.4.1.1: determine, through investigation, the characteristics that distinguish the equation of a straight line from the equations of nonlinear relations (e.g., use a graphing calculator or graphing software to graph a variety of linear and non-linear relations from their equations; classify the relations according to the shapes of their graphs; connect an equation of degree one to a linear relation);

Absolute Value with Linear Functions

Slope-Intercept Form of a Line

MPM1D.4.1.2: identify, through investigation, the equation of a line in any of the forms y = mx + b, Ax + By + C = 0, x = a, y = b;

Linear Inequalities in Two Variables

Point-Slope Form of a Line

Points, Lines, and Equations

Slope-Intercept Form of a Line

Standard Form of a Line

MPM1D.4.1.3: express the equation of a line in the form y = mx + b, given the form Ax + By + C = 0.

MPM1D.4.2: determine, through investigation, the properties of the slope and y-intercept of a linear relation;

MPM1D.4.2.1: determine, through investigation, various formulas for the slope of a line segment or a line (e.g., m = rise/run, m = the change in y/the change in x or m = delta y/delta x, m = (y₂ - y₁)/(x₂ - x₁)), and use the formulas to determine the slope of a line segment or a line;

Cat and Mouse (Modeling with Linear Systems) - Metric

Distance-Time and Velocity-Time Graphs - Metric

Point-Slope Form of a Line

Slope

Slope-Intercept Form of a Line

MPM1D.4.3: solve problems involving linear relations.

MPM1D.4.3.1: graph lines by hand, using a variety of techniques (e.g., graph y = 2/3x – 4 using the y-intercept and slope; graph 2x + 3y = 6 using the x- and y-intercepts);

Cat and Mouse (Modeling with Linear Systems) - Metric

Point-Slope Form of a Line

Slope-Intercept Form of a Line

Standard Form of a Line

MPM1D.4.3.2: determine the equation of a line from information about the line (e.g., the slope and y-intercept; the slope and a point; two points) (Sample problem: Compare the equations of the lines parallel to and perpendicular to y = 2x – 4, and with the same x-intercept as 3x – 4y = 12. Verify using dynamic geometry software.);

Linear Inequalities in Two Variables

Point-Slope Form of a Line

Slope-Intercept Form of a Line

Standard Form of a Line

MPM1D.4.3.3: describe the meaning of the slope and y-intercept for a linear relation arising from a realistic situation (e.g., the cost to rent the community gym is $40 per evening, plus $2 per person for equipment rental; the vertical intercept, 40, represents the $40 cost of renting the gym; the value of the rate of change, 2, represents the $2 cost per person), and describe a situation that could be modelled by a given linear equation (e.g., the linear equation M = 50 + 6d could model the mass of a shipping package, including 50 g for the packaging material, plus 6 g per flyer added to the package);

Cat and Mouse (Modeling with Linear Systems) - Metric

Slope-Intercept Form of a Line

MPM1D.4.3.5: determine graphically the point of intersection of two linear relations, and interpret the intersection point in the context of an application (Sample problem: A video rental company has two monthly plans. Plan A charges a flat fee of $30 for unlimited rentals; Plan B charges $9, plus $3 per video. Use a graphical model to determine the conditions under which you should choose Plan A or Plan B.).

Cat and Mouse (Modeling with Linear Systems) - Metric

Point-Slope Form of a Line

Solving Equations by Graphing Each Side

Solving Linear Systems (Matrices and Special Solutions)

Solving Linear Systems (Slope-Intercept Form)

Standard Form of a Line

MPM1D.5.1: determine, through investigation, the optimal values of various measurements;

MPM1D.5.1.1: determine the maximum area of a rectangle with a given perimeter by constructing a variety of rectangles, using a variety of tools (e.g., geoboards, graph paper, toothpicks, a pre-made dynamic geometry sketch), and by examining various values of the area as the side lengths change and the perimeter remains constant;

Perimeter and Area of Rectangles

MPM1D.5.1.2: determine the minimum perimeter of a rectangle with a given area by constructing a variety of rectangles, using a variety of tools (e.g., geoboards, graph paper, a premade dynamic geometry sketch), and by examining various values of the side lengths and the perimeter as the area stays constant;

Perimeter and Area of Rectangles

MPM1D.5.1.3: identify, through investigation with a variety of tools (e.g. concrete materials, computer software), the effect of varying the dimensions on the surface area [or volume] of square-based prisms and cylinders, given a fixed volume [or surface area];

Surface and Lateral Areas of Prisms and Cylinders

MPM1D.5.2: solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures;

MPM1D.5.2.2: solve problems using the Pythagorean theorem, as required in applications (e.g., calculate the height of a cone, given the radius and the slant height, in order to determine the volume of the cone);

Surface and Lateral Areas of Pyramids and Cones

MPM1D.5.2.3: solve problems involving the areas and perimeters of composite two-dimensional shapes (i.e., combinations of rectangles, triangles, parallelograms, trapezoids, and circles) (Sample problem: A new park is in the shape of an isosceles trapezoid with a square attached to the shortest side. The side lengths of the trapezoidal section are 200 m, 500 m, 500 m, and 800 m, and the side length of the square section is 200 m. If the park is to be fully fenced and sodded, how much fencing and sod are required?);

Area of Parallelograms

Area of Triangles

MPM1D.5.2.5: determine, through investigation, the relationship for calculating the surface area of a pyramid (e.g., use the net of a square-based pyramid to determine that the surface area is the area of the square base plus the areas of the four congruent triangles);

Surface and Lateral Areas of Prisms and Cylinders

MPM1D.5.2.6: solve problems involving the surface areas and volumes of prisms, pyramids, cylinders, cones, and spheres, including composite figures (Sample problem: Break-bit Cereal is sold in a single-serving size, in a box in the shape of a rectangular prism of dimensions 5 cm by 4 cm by 10 cm. The manufacturer also sells the cereal in a larger size, in a box with dimensions double those of the smaller box. Compare the surface areas and the volumes of the two boxes, and explain the implications of your answers.).

Prisms and Cylinders

Pyramids and Cones

Surface and Lateral Areas of Prisms and Cylinders

Surface and Lateral Areas of Pyramids and Cones

MPM1D.5.3: verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems.

MPM1D.5.3.1: determine, through investigation using a variety of tools (e.g., dynamic geometry software, concrete materials), and describe the properties and relationships of the interior and exterior angles of triangles, quadrilaterals, and other polygons, and apply the results to problems involving the angles of polygons (Sample problem: With the assistance of dynamic geometry software, determine the relationship between the sum of the interior angles of a polygon and the number of sides. Use your conclusion to determine the sum of the interior angles of a 20-sided polygon.);

MFM1P.1.2: Reasoning and Proving

MFM1P.1.2.1: develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures, and justify conclusions, and plan and construct organized mathematical arguments;

Biconditional Statements

Conditional Statements

MFM1P.1.5: Connecting

MFM1P.1.5.1: make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports);

Earthquakes 1 - Recording Station

Estimating Population Size

Unit Conversions

MFM1P.1.6: Representing

MFM1P.1.6.1: create a variety of representations of mathematical ideas (e.g., numeric, geometric, algebraic, graphical, pictorial representations; onscreen dynamic representations), connect and compare them, and select and apply the appropriate representations to solve problems;

MFM1P.2.1: solve problems involving proportional reasoning;

MFM1P.2.1.1: illustrate equivalent ratios, using a variety of tools (e.g., concrete materials, diagrams, dynamic geometry software) (e.g., show that 4:6 represents the same ratio as 2:3 by showing that a ramp with a height of 4 m and a base of 6 m and a ramp with a height of 2 m and a base of 3 m are equally steep);

Part-to-part and Part-to-whole Ratios

MFM1P.2.1.2: represent, using equivalent ratios and proportions, directly proportional relationships arising from realistic situations (Sample problem: You are building a skateboard ramp whose ratio of height to base must be 2:3. Write a proportion that could be used to determine the base if the height is 4.5 m.);

MFM1P.2.1.3: solve for the unknown value in a proportion, using a variety of methods (e.g., concrete materials, algebraic reasoning, equivalent ratios, constant of proportionality) (Sample problem: Solve x/4 = 15/20.);

MFM1P.2.1.4: make comparisons using unit rates (e.g., if 500 mL of juice costs $2.29, the unit rate is 0.458¢/mL; this unit rate is less than for 750 mL of juice at $3.59, which has a unit rate of 0.479¢/mL);

MFM1P.2.1.5: solve problems involving ratios, rates, and directly proportional relationships in various contexts (e.g., currency conversions, scale drawings, measurement), using a variety of methods (e.g., using algebraic reasoning, equivalent ratios, a constant of proportionality; using dynamic geometry software to construct and measure scale drawings) (Sample problem: Simple interest is directly proportional to the amount invested. If Luis invests $84 for one year and earns $1.26 in interest, how much would he earn in interest if he invested $235 for one year?);

MFM1P.2.2: simplify numerical and polynomial expressions in one variable, and solve simple first-degree equations.

MFM1P.2.2.2: relate their understanding of inverse operations to squaring and taking the square root, and apply inverse operations to simplify expressions and solve equations;

Simplifying Algebraic Expressions I

Solving Two-Step Equations

Square Roots

MFM1P.2.2.3: describe the relationship between the algebraic and geometric representations of a single-variable term up to degree three [i.e., length, which is one dimensional, can be represented by x; area, which is two dimensional, can be represented by (x)(x) or x²; volume, which is three dimensional, can be represented by (x)(x)(x), (x²)(x), or x³];

MFM1P.2.2.7: solve first-degree equations with nonfractional coefficients, using a variety of tools (e.g., computer algebra systems, paper and pencil) and strategies (e.g., the balance analogy, algebraic strategies) (Sample problem: Solve 2x + 7 = 6x – 1 using the balance analogy.);

MFM1P.3.1: apply data-management techniques to investigate relationships between two variables;

MFM1P.3.1.1: interpret the meanings of points on scatter plots or graphs that represent linear relations, including scatter plots or graphs in more than one quadrant [e.g., on a scatter plot of height versus age, interpret the point (13, 150) as representing a student who is 13 years old and 150 cm tall; identify points on the graph that represent students who are taller and younger than this student] (Sample problem: Given a graph that represents the relationship of the Celsius scale and the Fahrenheit scale, determine the Celsius equivalent of –5°F.);

Correlation

Least-Squares Best Fit Lines

Solving Using Trend Lines

Trends in Scatter Plots

MFM1P.3.1.4: describe trends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses (e.g., describe the trend observed in the data. Does a relationship seem to exist? Of what sort? Is the outcome consistent with your hypothesis? Identify and explain any outlying pieces of data. Suggest a formula that relates the variables. How might you vary this experiment to examine other relationships?) (Sample problem: Hypothesize the effect of the length of a pendulum on the time required for the pendulum to make five full swings. Use data to make an inference. Compare the inference with the hypothesis. Are there other relationships you might investigate involving pendulums?).

MFM1P.3.2: determine the characteristics of linear relations;

MFM1P.3.2.1: construct tables of values and graphs, using a variety of tools (e.g., graphing calculators, spreadsheets, graphing software, paper and pencil), to represent linear relations derived from descriptions of realistic situations (Sample problem: Construct a table of values and a graph to represent a monthly cellphone plan that costs $25, plus $0.10 per minute of airtime.);

Compound Interest

Linear Functions

Slope-Intercept Form of a Line

MFM1P.3.2.2: construct tables of values, scatter plots, and lines or curves of best fit as appropriate, using a variety of tools (e.g., spreadsheets, graphing software, graphing calculators, paper and pencil), for linearly related and non-linearly related data collected from a variety of sources (e.g., experiments, electronic secondary sources, patterning with concrete materials) (Sample problem: Collect data, using concrete materials or dynamic geometry software, and construct a table of values, a scatter plot, and a line or curve of best fit to represent the following relationships: the volume and the height for a square-based prism with a fixed base; the volume and the side length of the base for a square-based prism with a fixed height.);

Compound Interest

Correlation

Least-Squares Best Fit Lines

Trends in Scatter Plots

MFM1P.3.2.3: identify, through investigation, some properties of linear relations (i.e., numerically, the first difference is a constant, which represents a constant rate of change; graphically, a straight line represents the relation), and apply these properties to determine whether a relation is linear or non-linear.

MFM1P.3.3: demonstrate an understanding of constant rate of change and its connection to linear relations;

MFM1P.3.3.1: determine, through investigation, that the rate of change of a linear relation can be found by choosing any two points on the line that represents the relation, finding the vertical change between the points (i.e., the rise) and the horizontal change between the points (i.e., the run), and writing the ratio rise/run (i.e., rate of change = rise/run);

Cat and Mouse (Modeling with Linear Systems) - Metric

Point-Slope Form of a Line

Slope-Intercept Form of a Line

MFM1P.3.3.5: describe the meaning of the rate of change and the initial value for a linear relation arising from a realistic situation (e.g., the cost to rent the community gym is $40 per evening, plus $2 per person for equipment rental; the vertical intercept, 40, represents the $40 cost of renting the gym; the value of the rate of change, 2, represents the $2 cost per person), and describe a situation that could be modelled by a given linear equation (e.g., the linear equation M = 50 + 6d could model the mass of a shipping package, including 50 g for the packaging material, plus 6 g per flyer added to the package).

MFM1P.3.4: connect various representations of a linear relation, and solve problems using the representations.

MFM1P.3.4.1: determine values of a linear relation by using a table of values, by using the equation of the relation, and by interpolating or extrapolating from the graph of the relation (Sample problem: The equation H = 300 – 60t represents the height of a hot air balloon that is initially at 300 m and is descending at a constant rate of 60 m/min. Determine algebraically and graphically its height after 3.5 min.);

Absolute Value with Linear Functions

Compound Interest

Slope-Intercept Form of a Line

Solving Equations by Graphing Each Side

Standard Form of a Line

MFM1P.3.4.2: describe a situation that would explain the events illustrated by a given graph of a relationship between two variables (Sample problem: The walk of an individual is illustrated in the given graph, produced by a motion detector and a graphing calculator. Describe the walk [e.g., the initial distance from the motion detector, the rate of walk].);

MFM1P.3.4.3: determine other representations of a linear relation arising from a realistic situation, given one representation (e.g., given a numeric model, determine a graphical model and an algebraic model; given a graph, determine some points on the graph and determine an algebraic model);

Compound Interest

Linear Functions

Slope-Intercept Form of a Line

MFM1P.3.4.4: solve problems that can be modelled with first-degree equations, and compare the algebraic method to other solution methods (e.g., graphing) (Sample problem: Bill noticed it snowing and measured that 5 cm of snow had already fallen. During the next hour, an additional 1.5 cm of snow fell. If it continues to snow at this rate, how many more hours will it take until a total of 12.5 cm of snow has accumulated?);

MFM1P.3.4.5: describe the effects on a linear graph and make the corresponding changes to the linear equation when the conditions of the situation they represent are varied (e.g., given a partial variation graph and an equation representing the cost of producing a yearbook, describe how the graph changes if the cost per book is altered, describe how the graph changes if the fixed costs are altered, and make the corresponding changes to the equation);

Absolute Value with Linear Functions

Points, Lines, and Equations

MFM1P.3.4.6: determine graphically the point of intersection of two linear relations, and interpret the intersection point in the context of an application (Sample problem: A video rental company has two monthly plans. Plan A charges a flat fee of $30 for unlimited rentals; Plan B charges $9, plus $3 per video. Use a graphical model to determine the conditions under which you should choose Plan A or Plan B.);

Cat and Mouse (Modeling with Linear Systems) - Metric

Point-Slope Form of a Line

Solving Equations by Graphing Each Side

Solving Linear Systems (Matrices and Special Solutions)

Solving Linear Systems (Slope-Intercept Form)

Standard Form of a Line

MFM1P.4.2: solve problems involving the measurements of two-dimensional shapes and the volumes of three-dimensional figures;

MFM1P.4.2.1: relate the geometric representation of the Pythagorean theorem to the algebraic representation a² + b² = c²;

Pythagorean Theorem

Pythagorean Theorem with a Geoboard

MFM1P.4.2.2: solve problems using the Pythagorean theorem, as required in applications (e.g., calculate the height of a cone, given the radius and the slant height, in order to determine the volume of the cone);

Pythagorean Theorem

Pythagorean Theorem with a Geoboard

MFM1P.4.2.3: solve problems involving the areas and perimeters of composite two-dimensional shapes (i.e., combinations of rectangles, triangles, parallelograms, trapezoids, and circles) (Sample problem: A new park is in the shape of an isosceles trapezoid with a square attached to the shortest side. The side lengths of the trapezoidal section are 200 m, 500 m, 500 m, and 800 m, and the side length of the square section is 200 m. If the park is to be fully fenced and sodded, how much fencing and sod are required?);

Area of Parallelograms

Area of Triangles

MFM1P.4.2.4: develop, through investigation (e.g., using concrete materials), the formulas for the volume of a pyramid, a cone, and a sphere (e.g., use three-dimensional figures to show that the volume of a pyramid [or cone] is 1/3 the volume of a prism [or cylinder] with the same base and height, and therefore that V(pyramid) = V(prism)/3 or V(pyramid) = (area of base)(height)/3;

MFM1P.4.2.5: solve problems involving the volumes of prisms, pyramids, cylinders, cones, and spheres (Sample problem: Break-bit Cereal is sold in a single-serving size, in a box in the shape of a rectangular prism of dimensions 5 cm by 4 cm by 10 cm. The manufacturer also sells the cereal in a larger size, in a box with dimensions double those of the smaller box. Make a hypothesis about the effect on the volume of doubling the dimensions. Test your hypothesis using the volumes of the two boxes, and discuss the result.).

Prisms and Cylinders

Pyramids and Cones

Correlation last revised: 9/24/2019

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.