2.1.1: demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions;
2.1.2: manipulate numerical and polynomial expressions, and solve first-degree 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;
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.
2.3.2: solve problems requiring the manipulation of expressions arising from applications of percent, ratio, rate, and proportion;
2.3.4: 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);
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);
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);
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?).
3.1.2: demonstrate an understanding of the characteristics of a linear relation;
3.1.3: connect various representations of a linear relation.
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.);
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?).
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.);
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.);
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;
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.);
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).
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.);
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);
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).
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;
4.1.2: determine, through investigation, the properties of the slope and y-intercept of a linear relation;
4.1.3: solve problems involving linear relations.
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);
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;
4.2.3: express the equation of a line in the form y = mx + b, given the form Ax + By + C = 0.
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;
4.3.2: identify, through investigation with technology, the geometric significance of m and b in the equation y = mx + b;
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);
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.
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);
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.);
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);
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);
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.).
5.1.2: solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures;
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.
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;
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;
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];
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);
5.3.1: relate the geometric representation of the Pythagorean theorem and the algebraic representation a² + b² = c²;
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);
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?);
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;
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);
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.).
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.);
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);
Correlation last revised: 8/18/2015