Ontario Curriculum
2.1.1: demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions;
Beam to Moon (Ratios and Proportions)
Dividing Exponential Expressions
Estimating Population Size
Exponents and Power Rules
Multiplying Exponential Expressions
Similar Figures - Activity A
Similar Polygons
2.1.2: manipulate numerical and polynomial expressions, and solve first-degree equations.
Addition of Polynomials - Activity A
Modeling and Solving Two-Step Equations
Simplifying Radicals - Activity A
Solving Two-Step Equations
2.2.3: derive, through the investigation and examination of patterns, the exponent rules for multiplying and dividing monomials, and apply these rules in expressions involving one and two variables with positive exponents;
Dividing Exponential Expressions
Multiplying Exponential Expressions
Polling: Neighborhood
2.2.4: extend the multiplication rule to derive and understand the power of a power rule, and apply it to simplify expressions involving one and two variables with positive exponents.
Arithmetic and Geometric Sequences
Dividing Exponential Expressions
Exponents and Power Rules
Finding Patterns
Geometric Sequences
Multiplying Exponential Expressions
2.3.2: solve problems requiring the manipulation of expressions arising from applications of percent, ratio, rate, and proportion;
Beam to Moon (Ratios and Proportions)
Estimating Population Size
Polling: Neighborhood
2.3.4: add and subtract polynomials with up to two variables [e.g., (2x - 5) + (3x + 1), (3x_y + 2xy_) + (4x_y - 6xy_)], using a variety of tools (e.g., algebra tiles, computer algebra systems, paper and pencil);
Addition of Polynomials - Activity A
2.3.7: solve first-degree equations, including equations with fractional coefficients, using a variety of tools (e.g., computer algebra systems, paper and pencil) and strategies (e.g., the balance analogy, algebraic strategies);
Modeling and Solving Two-Step Equations
Solving Two-Step Equations
2.3.9: 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 One-Step Equations - Activity A
Modeling and Solving Two-Step Equations
Solving Two-Step Equations
3.1.2: demonstrate an understanding of the characteristics of a linear relation;
Introduction to Functions
Linear Functions
Point-Slope Form of a Line - Activity A
Polynomials and Linear Factors
Slope-Intercept Form of a Line - Activity A
Using Tables, Rules and Graphs
3.1.3: connect various representations of a linear relation.
Distance-Time Graphs
Distance-Time and Velocity-Time Graphs
Introduction to Functions
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Using Algebraic Equations
Using Tables, Rules and Graphs
3.2.1: 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.);
Scatter Plots - Activity A
Solving Using Trend Lines
3.2.4: 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?).
Arithmetic Sequences
Arithmetic and Geometric Sequences
Finding Patterns
Geometric Sequences
Populations and Samples
Solving Using Trend Lines
3.3.1: 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.);
Introduction to Functions
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Solving Equations By Graphing Each Side
Using Tables, Rules and Graphs
3.3.2: 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.);
Arithmetic Sequences
Arithmetic and Geometric Sequences
Functions Involving Square Roots
Introduction to Functions
Linear Functions
Solving Using Trend Lines
Unit Circle
Using Tables, Rules and Graphs
3.3.3: 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;
Cosine Function
Cubic Function Activity
Exponential Functions - Activity A
Fourth-Degree Polynomials - Activity A
Functions Involving Square Roots
General Form of a Rational Function
Introduction to Functions
Linear Functions
Logarithmic Functions - Activity A
Point-Slope Form of a Line - Activity A
Quadratic and Absolute Value Functions
Quadratics in Factored Form
Quadratics in Polynomial Form - Activity A
Radical Functions
Rational Functions
Sine Function
Slope-Intercept Form of a Line - Activity A
Unit Circle
3.3.4: compare the properties of direct variation and partial variation in applications, and identify the initial value (e.g., for a relation described in words, or represented as a graph or an equation) (Sample problem: Yoga costs $20 for registration, plus $8 per class.Tai chi costs $12 per class. Which situation represents a direct variation, and which represents a partial variation? For each relation, what is the initial value? Explain your answers.);
Determining a Spring Constant
Direct Variation
Direct and Inverse Variation
3.3.5: 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).
Point-Slope Form of a Line - Activity A
Scatter Plots - Activity A
Solving Using Trend Lines
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 how long the balloon will take to reach a height of 160 m.);
Direct Variation
Direct and Inverse Variation
Distance-Time Graphs
Distance-Time and Velocity-Time Graphs
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Using Tables, Rules and Graphs
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].);
Distance-Time Graphs
Distance-Time and Velocity-Time Graphs
Linear Functions
Point-Slope Form of a Line - Activity A
Polynomials and Linear Factors
Slope-Intercept Form of a Line - Activity A
Using Tables, Rules and Graphs
3.4.3: 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);
Determining a Spring Constant
Direct Variation
Direct and Inverse Variation
Introduction to Functions
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Using Algebraic Equations
Using Tables, Rules and Graphs
3.4.4: 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).
Defining a Line with Two Points
Direct Variation
Direct and Inverse Variation
Linear Functions
Point-Slope Form of a Line - Activity A
Roots of a Quadratic
Slope-Intercept Form of a Line - Activity A
Solving Equations By Graphing Each Side
Standard Form of a Line
Using Algebraic Equations
4.1.1: determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity;
Classifying Triangles
Linear Functions
Perimeter, Circumference, and Area - Activity B
Point-Slope Form of a Line - Activity A
Rectangle: Perimeter and Area
Slope-Intercept Form of a Line - Activity A
Special Quadrilaterals
4.1.2: determine, through investigation, the properties of the slope and y-intercept of a linear relation;
Distance-Time Graphs
Distance-Time and Velocity-Time Graphs
Linear Functions
Perimeter, Circumference, and Area - Activity B
Point-Slope Form of a Line - Activity A
Prisms and Cylinders - Activity A
Pyramids and Cones - Activity A
Slope - Activity B
Slope-Intercept Form of a Line - Activity A
4.1.3: solve problems involving linear relations.
Classifying Quadrilaterals - Activity B
Classifying Triangles
Linear Functions
Parallelogram Conditions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Special Quadrilaterals
4.2.1: 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);
Area of Parallelograms - Activity A
Classifying Triangles
Cosine Function
Functions Involving Square Roots
Geoboard: The Pythagorean Theorem
Linear Functions
Perimeter, Circumference, and Area - Activity B
Point-Slope Form of a Line - Activity A
Polynomials and Linear Factors
Rectangle: Perimeter and Area
Sine Function
Slope-Intercept Form of a Line - Activity A
Special Quadrilaterals
4.2.2: identify, through investigation, the equation of a line in any of the forms y = mx + b, Ax + By + C = 0, x = a, y = b;
Area of Parallelograms - Activity A
Classifying Triangles
Defining a Line with Two Points
Geoboard: The Pythagorean Theorem
Perimeter, Circumference, and Area - Activity B
Point-Slope Form of a Line - Activity A
Rectangle: Perimeter and Area
Slope-Intercept Form of a Line - Activity A
Special Quadrilaterals
Using Tables, Rules and Graphs
4.2.3: express the equation of a line in the form y = mx + b, given the form Ax + By + C = 0.
Area of Parallelograms - Activity A
Defining a Line with Two Points
Minimize Perimeter
Perimeter, Circumference, and Area - Activity B
Rectangle: Perimeter and Area
Slope-Intercept Form of a Line - Activity A
Special Quadrilaterals
Using Tables, Rules and Graphs
4.3.1: 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;
Distance Formula - Activity A
Ellipse - Activity A
Geoboard: The Pythagorean Theorem
Hyperbola - Activity A
Point-Slope Form of a Line - Activity A
Pythagorean Theorem - Activity A
Pythagorean Theorem - Activity B
Slope - Activity B
Slope-Intercept Form of a Line - Activity A
4.3.2: identify, through investigation with technology, the geometric significance of m and b in the equation y = mx + b;
Defining a Line with Two Points
Distance Formula - Activity A
Geoboard: The Pythagorean Theorem
Point-Slope Form of a Line - Activity A
Pyramids and Cones - Activity A
Pythagorean Theorem - Activity A
Pythagorean Theorem - Activity B
Slope - Activity B
Slope-Intercept Form of a Line - Activity A
Surface and Lateral Area of Pyramids and Cones
Using Tables, Rules and Graphs
4.3.3: determine, through investigation, connections among the representations of a constant rate of change of a linear relation (e.g., the cost of producing a book of photographs is $50, plus $5 per book, so an equation is C = 50 + 5p; a table of values provides the first difference of 5; the rate of change has a value of 5, which is also the slope of the corresponding line; and 5 is the coefficient of the independent variable, p, in this equation);
Area of Parallelograms - Activity A
Distance-Time Graphs
Distance-Time and Velocity-Time Graphs
Linear Functions
Perimeter, Circumference, and Area - Activity B
Point-Slope Form of a Line - Activity A
Rectangle: Perimeter and Area
Slope - Activity B
Slope-Intercept Form of a Line - Activity A
Special Quadrilaterals
Using Tables, Rules and Graphs
4.3.4: identify, through investigation, properties of the slopes of lines and line segments (e.g., direction, positive or negative rate of change, steepness, parallelism, perpendicularity), using graphing technology to facilitate investigations, where appropriate.
Pyramids and Cones - Activity A
Slope - Activity B
4.4.1: 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);
Defining a Line with Two Points
Investigating Angle Theorems - Activity A
Point-Slope Form of a Line - Activity A
Polygon Angle Sum - Activity A
Slope - Activity B
Slope-Intercept Form of a Line - Activity A
Standard Form of a Line
Triangle Angle Sum - Activity A
4.4.2: 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.);
Defining a Line with Two Points
Investigating Angle Theorems - Activity A
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Triangle Angle Sum - Activity A
Using Tables, Rules and Graphs
4.4.3: 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);
Linear Functions
Point-Slope Form of a Line - Activity A
Slope - Activity B
Slope-Intercept Form of a Line - Activity A
4.4.4: identify and explain any restrictions on the variables in a linear relation arising from a realistic situation (e.g., in the relation C = 50 + 25n,C is the cost of holding a party in a hall and n is the number of guests; n is restricted to whole numbers of 100 or less, because of the size of the hall, and C is consequently restricted to $50 to $2550);
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
4.4.5: 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.).
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
5.1.2: solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures;
Perimeter, Circumference, and Area - Activity B
Prisms and Cylinders - Activity A
Pyramids and Cones - Activity A
5.1.3: verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems.
Classifying Quadrilaterals - Activity B
Classifying Triangles
Parallelogram Conditions
Special Quadrilaterals
5.2.1: 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;
Area of Parallelograms - Activity A
Geoboard: The Pythagorean Theorem
Perimeter, Circumference, and Area - Activity B
Prisms and Cylinders - Activity A
Rectangle: Perimeter and Area
Special Quadrilaterals
5.2.2: 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;
Geoboard: The Pythagorean Theorem
Perimeter, Circumference, and Area - Activity B
Rectangle: Perimeter and Area
Special Quadrilaterals
5.2.3: 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];
Prisms and Cylinders - Activity A
Pyramids and Cones - Activity A
Surface and Lateral Area of Prisms and Cylinders
5.2.4: explain the significance of optimal area, surface area, or volume in various applications (e.g., the minimum amount of packaging material; the relationship between surface area and heat loss);
Prisms and Cylinders - Activity A
Pyramids and Cones - Activity A
5.3.1: relate the geometric representation of the Pythagorean theorem and the algebraic representation a_ + b_ = c_;
Distance Formula - Activity A
Ellipse - Activity A
Geoboard: The Pythagorean Theorem
Hyperbola - Activity A
Pythagorean Theorem - Activity A
Pythagorean Theorem - Activity B
5.3.2: 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);
Distance Formula - Activity A
Geoboard: The Pythagorean Theorem
Pythagorean Theorem - Activity A
Pythagorean Theorem - Activity B
5.3.3: 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 - Activity A
Perimeter, Circumference, and Area - Activity B
Rectangle: Perimeter and Area
5.3.4: 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 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;
Pyramids and Cones - Activity A
5.3.5: determine, through investigation, the relationship for calculating the surface area of a pyramid (e.g., use the net of a squarebased pyramid to determine that the surface area is the area of the square base plus the areas of the four congruent triangles);
Pyramids and Cones - Activity A
Surface and Lateral Area of Prisms and Cylinders
Surface and Lateral Area of Pyramids and Cones
5.3.6: 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 - Activity A
Pyramids and Cones - Activity A
Surface and Lateral Area of Prisms and Cylinders
Surface and Lateral Area of Pyramids and Cones
5.4.1: 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.);
Investigating Angle Theorems - Activity A
Polygon Angle Sum - Activity A
Triangle Angle Sum - Activity A
5.4.2: determine, through investigation using a variety of tools (e.g., dynamic geometry software, paper folding), and describe some properties of polygons (e.g., the figure that results from joining the midpoints of the sides of a quadrilateral is a parallelogram; the diagonals of a rectangle bisect each other; the line segment joining the midpoints of two sides of a triangle is half the length of the third side), and apply the results in problem solving (e.g., given the width of the base of an A-frame tree house, determine the length of a horizontal support beam that is attached half way up the sloping sides);
2.2.1: substitute into and evaluate algebraic expressions involving exponents (i.e., evaluate expressions involving natural-number exponents with rational-number bases [e.g., evaluate (3/2)_ by hand and 9.8_ by using a calculator]) (Sample problem: A movie theatre wants to compare the volumes of popcorn in two containers, a cube with edge length 8.1 cm and a cylinder with radius 4.5 cm and height 8.0 cm. Which container holds more popcorn?);
Part:Part and Part:Whole Ratios
Polling: Neighborhood
2.2.2: 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 x_; volume, which is three dimensional, can be represented by (x)(x)(x), (x_)(x), or x_];
Beam to Moon (Ratios and Proportions)
Estimating Population Size
Part:Part and Part:Whole Ratios
Polling: Neighborhood
2.2.5: 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?);
Beam to Moon (Ratios and Proportions)
Estimating Population Size
Part:Part and Part:Whole Ratios
Similar Figures - Activity A
Similar Polygons
2.2.6: solve problems requiring the expression of percents, fractions, and decimals in their equivalent forms (e.g., calculating simple interest and sales tax; analysing data) (Sample problem: Of the 29 students in a Grade 9 math class, 13 are taking science this semester. If this class is representative of all the Grade 9 students in the school, estimate and calculate the percent of the 236 Grade 9 students who are taking science this semester. Estimate and calculate the number of Grade 9 students this percent represents.).
2.3.3: relate their understanding of inverse operations to squaring and taking the square root, and apply inverse operations to simplify expressions and solve equations;
2.3.5: multiply a polynomial by a monomial involving the same variable [e.g., 2x(x + 4), 2x_(3x_ - 2x + 1)], using a variety of tools (e.g., algebra tiles, diagrams, computer algebra systems, paper and pencil);
Addition of Polynomials - Activity A
2.3.6: expand and simplify polynomial expressions involving one variable [e.g., 2x(4x + 1) - 3x(x + 2)], using a variety of tools (e.g., algebra tiles, computer algebra systems, paper and pencil);
Polynomials and Linear Factors
2.3.8: rearrange formulas involving variables in the first degree, with and without substitution (e.g., in analytic geometry, in measurement) (Sample problem: A circular garden has a circumference of 30 m. What is the length of a straight path that goes through the centre of this garden?);
Modeling and Solving Two-Step Equations
Solving Two-Step Equations
3.1.1: apply data-management techniques to investigate relationships between two variables;
3.1.4: connect various representations of a linear relation, and solve problems using the representations.
Introduction to Functions
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Using Algebraic Equations
Using Tables, Rules and Graphs
3.2.3: design and carry out an investigation or experiment involving relationships between two variables, including the collection and organization of data, using appropriate methods, equipment, and/or technology (e.g., surveying; using measuring tools, scientific probes, the Internet) and techniques (e.g.,making tables, drawing graphs) (Sample problem: Design and perform an experiment to measure and record the temperature of ice water in a plastic cup and ice water in a thermal mug over a 30 min period, for the purpose of comparison. What factors might affect the outcome of this experiment? How could you design the experiment to account for them?);
3.4.5: 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).
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
3.5.1: 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.);
Linear Functions
Point-Slope Form of a Line - Activity A
Quadratic and Absolute Value Functions
Slope-Intercept Form of a Line - Activity A
Using Tables, Rules and Graphs
3.5.2: 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].);
Exponential Functions - Activity A
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
3.5.3: 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);
Distance-Time Graphs
Distance-Time and Velocity-Time Graphs
Linear Functions
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Using Tables, Rules and Graphs
3.5.4: 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?);
Modeling One-Step Equations - Activity A
Modeling and Solving Two-Step Equations
3.5.5: 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);
Defining a Line with Two Points
Point-Slope Form of a Line - Activity A
Roots of a Quadratic
Slope-Intercept Form of a Line - Activity A
Solving Equations By Graphing Each Side
Standard Form of a Line
3.5.6: 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.);
Linear Functions
Modeling Linear Systems - Activity A
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Using Tables, Rules and Graphs
3.5.7: select a topic involving a two-variable relationship (e.g., the amount of your pay cheque and the number of hours you work; trends in sports salaries over time; the time required to cool a cup of coffee), pose a question on the topic, collect data to answer the question, and present its solution using appropriate representations of the data (Sample problem: Individually or in a small group, collect data on the cost compared to the capacity of computer hard drives. Present the data numerically, graphically, and [if linear] algebraically. Describe the results and any trends orally or by making a poster display or by using presentation software.).
Defining a Line with Two Points
Point-Slope Form of a Line - Activity A
Slope-Intercept Form of a Line - Activity A
Standard Form of a Line
Using Algebraic Equations
Using Algebraic Expressions
4.3.5: 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 - Activity A
Pyramids and Cones - Activity A
Correlation last revised: 5/15/2009