Grade 9 Math

MPM1D MFM1P
1. Number Sense and Algebra 1. Number and Algebra
1.a-Operating with Ep!nents
substitute into and evaluate algebraic expressions involving
exponents (i.e., evaluate expressions involving natural-number
exponents with rational-number bases (Sample problem: A movie
theatre wants to compare the volumes of popcorn in two containers,
a cube with edge length 8. cm and a c!linder
with radius ".# cm and height 8.$ cm. %hich container holds more
popcorn&'(
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 x!;
derive, through the investigation and examination of patterns, the
exponent rules for multipl!ing and dividing monomials, and appl!
these rules in expressions involving one and two variables with
positive exponents(
extend the multiplication rule to derive and understand the power
of a power rule, and appl! it to simplif! expressions involving one
and two variables with positive exponents.
1.b- Simpli"#ing Epressi!ns and S!l$ing E%uati!ns
simplif! numerical expressions involving integers and rational
numbers, with and without the use of technolog!()
relate their understanding of inverse operations to s*uaring and
ta+ing the s*uare root, and appl! inverse operations to simplif!
expressions and solve e*uations(
describe the relationship between the algebraic and geometric
representations of a single-variable term up to degree three [i.e.,
length, which is one dimensional, can be represented by x; area,
which is two dimensional, can be represented by (x)(x) or x2;
volume, which is three dimensional,
can be represented by (x)(x)(x), (x2)(x), or x!;
substitute into and evaluate algebraic expressions involving
exponents (i.e., evaluate expressions involving natural-number
exponents with rational-number bases' (Sample problem: A movie
theatre wants to compare the volumes of popcorn in two containers,
a cube with edge length 8. cm and a c!linder
with radius ".# cm and height 8.$ cm. %hich container holds more
popcorn&'()
add and subtract pol!nomials involving the same variable up to
degree three ,e.g., (-x . ' . (x- /x . "'0, using a variet! of tools
(e.g., algebra tiles, computer algebra s!stems, paper and pencil'(
multipl! a pol!nomial b! a monomial involving the same variable
to give results up to degree three ,e.g., (-x'(/x', -x(x . /'0, using a
variet! of tools (e.g., algebra tiles, drawings, computer algebra
s!stems, paper and pencil'(
solve first-degree e*uations with nonfractional coefficients, using a
variet! of tools (e.g., computer algebra s!stems, paper and pencil'
and strategies (e.g., the balance analog!, algebraic strategies'
(Sample problem: Solve -x . 1 2 3x using the balance analog!.'(
substitute into algebraic e*uations and solve for one variable in the
first degree (e.g., in relationships, in measurement' (Sample
problem: 4he perimeter of a rectangle can be represented as 5 2 -l .
-w. 6f the perimeter of a rectangle is #7 cm and the width is - cm,
determine the length.'.
1&b- Manipulating Epressi!ns and S!l$ing E%uati!ns
simplif! numerical expressions involving integers and rational
numbers, with and without the use of technolog!()
" solve problems re#uiring the manipulation of expressions arising
from applications of percent, ratio, rate, and proportion;$
relate their understanding of inverse operations to s*uaring and
ta+ing the s*uare root, and appl! inverse operations to simplif!
expressions and solve e*uations(
add and subtract pol!nomials with up to two variables ,e.g., (-x
#' . (/x . ', (/x-! . -x!-' . ("x-! 3x!-'0, using a variet! of
tools (e.g., algebra tiles, computer algebra s!stems, paper and
pencil'(
multipl! a pol!nomial b! a monomial involving the same variable
,e.g., -x(x . "', -x-(/x- -x . '0, using a variet! of tools (e.g.,
algebra tiles, diagrams, computer algebra s!stems, paper and pencil'(
expand and simplif! pol!nomial expressions involving one
variable ,e.g., -x("x . ' /x(x . -'0, using a variet! of tools (e.g.,
algebra tiles,
computer algebra s!stems, paper and pencil'(
solve first-degree e*uations, including e*uations with fractional
coefficients, using a variet! of tools (e.g., computer algebra s!stems,
paper and pencil' and strategies (e.g., the balance analog!, algebraic
1.a - S!l$ing Pr!blems 'n$!l$ing Pr!p!rti!nal (eas!ning
)
illustrate e*uivalent ratios, using a variet! of tools (e.g., concrete
materials, diagrams, d!namic geometr! software' (e.g., show that ":3
represents the same ratio as -:/ b! showing that a ramp with a height
of " m and a base of 3 m and a ramp with a height of - m and a base
of / m are
e*uall! steep'(
represent, using e*uivalent ratios and proportions, directl!
proportional relationships arising from realistic situations (Sample
problem:8ou are building a s+ateboard ramp whose ratio of height to
base must be -:/.%rite a proportion that could be used to determine
the base if the height is
".# m.'(
solve for the un+nown value in a proportion, using a variet! of
methods (e.g., concrete materials, algebraic reasoning, e*uivalent
ratios, constant of proportionalit!' (Sample problem: Solve x9" 2
#9-$'(
ma+e comparisons using unit rates (e.g., if #$$ m: of ;uice costs
<-.-7, the unit rate is $."#8=9m:( this unit rate is less than for 1#$
m: of ;uice at </.#7, which has a unit rate of $."17=9m:'(
solve problems involving ratios, rates, and directl! proportional
relationships in various contexts (e.g., currenc! conversions, scale
strategies'(
rearrange formulas involving variables in the first degree, with and
without substitution (e.g., in anal!tic geometr!, in measurement'
(Sample problem: A circular garden has a circumference of /$ m.
%hat is the length of a straight path that goes through the centre of
this garden&'(
solve problems that can be modelled with first-degree e*uations,
and compare algebraic methods to other solution methods (Sample
problem: Solve the following problem in more than one wa!: >onah
is involved in a wal+athon. ?is goal is to wal+ -# +m. ?e begins at
7:$$ a.m. and wal+s at a stead! rate of " +m9h. ?ow man! +ilometres
does he still have left to wal+ at :# p.m. if he is to achieve his goal
drawings, measurement', using a variet! of methods (e.g., using
algebraic reasoning, e*uivalent ratios, a constant of proportionalit!(
using d!namic geometr!
software to construct and measure scale drawings' (Sample problem:
Simple interest is directl! proportional to the amount invested. 6f
:uis invests <8" for one !ear and earns <.-3 in interest, how much
would he earn in interest if he invested <-/# for one !ear&'(
solve problems re*uiring the expression of percents, fractions, and
decimals in their e*uivalent forms (e.g., calculating simple interest
and sales tax( anal!sing data' (Sample problem: @f the -7 students in
a Arade 7 math class, / are ta+ing science this semester. 6f this class
is representative
of all the Arade 7 students in the school, estimate and calculate the
percent of the -/3 Arade 7 students who are ta+ing science this
semester. Bstimate and calculate the number of Arade 7 students this
percent represent
*. +inear (elati!ns *. +inear (elati!ns
*.a - ,sing Data Management t! 'n$estigate (elati!nships
interpret the meanings of points on scatter plots or graphs that
represent linear relations, including scatter plots or graphs in more
than one *uadrant ,e.g., on a scatter plot of height versus age,
interpret the point (/, #$' as representing a student who is / !ears
old and #$ cm tall( identif! points on the graph that represent
students who are taller and !ounger than this student0 (Sample
problem: Aiven a graph that represents the relationship of the Celsius
scale and the Dahrenheit scale, determine the Celsius e*uivalent of
#ED.'(
pose problems, identif! variables, and formulate h!potheses
associated with relationships between two variables (Sample
problem: Foes the rebound height of a ball depend on the height
from which it was dropped&'(
design and carr! out an investigation or experiment involving
*. a - ,sing Data Management t! 'n$estigate (elati!nships
interpret the meanings of points on scatter plots or graphs that
represent linear relations, including scatter plots or graphs in more
than one *uadrant ,e.g., on a scatter plot of height versus age,
interpret the point (/, #$' as representing a student who is / !ears
old and #$ cm tall( identif! points on the graph that represent
students who are taller and !ounger than this student0 (Sample
problem: Aiven a graph that represents the relationship of the Celsius
scale and the Dahrenheit scale, determine the Celsius e*uivalent of
#ED.'(
pose problems, identif! variables, and formulate h!potheses
associated with relationships between two variables (Sample
problem: Foes the rebound height of a ball depend on the height
from which it was dropped&'(
carr! out an investigation or experiment involving relationships
relationships between two variables, including the collection and
organiGation of data, using appropriate methods, e*uipment, and9or
technolog! (e.g., surve!ing( using measuring tools, scientific probes,
the 6nternet' and techni*ues (e.g.,ma+ing tables, drawing graphs'
(Sample problem: Fesign 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 /$ min period, for the purpose of comparison.
%hat factors might affect the outcome of this experiment& ?ow
could !ou design the experiment to account for them&'(
describe trends and relationships observed in data, ma+e inferences
from data, compare the inferences with h!potheses about the data,
and explain an! differences between the inferences and the
h!potheses (e.g., describe the trend observed in the data. Foes a
relationship seem to exist& @f what sort& 6s the outcome consistent
with !our h!pothesis& 6dentif! and explain an! outl!ing pieces of
data. Suggest a formula that relates the variables. ?ow might !ou
var! this experiment to examine other relationships&' (Sample
problem: ?!pothesiGe the effect of the length of a pendulum on the
time re*uired for the pendulum to ma+e five full swings. Hse data to
ma+e an inference. Compare the inference with the h!pothesis. Are
there other relationships !ou might investigate involving
pendulums&'.
between two variables, including the collection and organiGation of
data, using appropriate methods, e*uipment, and9or technolog! (e.g.,
surve!ing( using measuring tools, scientific probes, the 6nternet' and
techni*ues (e.g.,ma+ing tables, drawing graphs' (Sample problem:
5erform an experiment to measure and record the temperature of ice
water in a plastic cup and ice water in a thermal mug over a /$ min
period, for the purpose of comparison. %hat factors might affect the
outcome of this experiment& ?ow could !ou change the experiment
to account for them&'(
describe trends and relationships observed in data, ma+e inferences
from data, compare the inferences with h!potheses about the data,
and explain an! differences between the inferences and the
h!potheses (e.g., describe the trend observed in the data. Foes a
relationship seem to exist& @f what sort& 6s the outcome consistent
with !our h!pothesis& 6dentif! and explain an! outl!ing pieces of
data. Suggest a formula that relates the variables. ?ow might !ou
var! this experiment to examine other relationships&' (Sample
problem: ?!pothesiGe the effect of the length of a pendulum on the
time re*uired for the pendulum to ma+e five full swings. Hse data to
ma+e an inference. Compare the inference with the h!pothesis. Are
there other relationships !ou might investigate involving
pendulums&'.
*.b Determining -hara.teristi.s !" +inear (elati!ns
construct tables of values, graphs, and e*uations, using a variet! 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 e*uation to represent a monthl! cellphone plan that costs <-#,
plus <$.$ per minute of airtime.'(
construct tables of values, scatter plots, and lines or curves of best
fit as appropriate, using a variet! of tools (e.g., spreadsheets,
graphing software, graphing calculators, paper and pencil', for
linearl! related and non-linearl! related data collected from a variet!
*.b. Determining -hara.teristi.s !" +inear (elati!ns
construct tables of values and graphs, using a variet! 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
monthl! cellphone plan that costs <-#, plus <$.$ per minute of
airtime.'(
construct tables of values, scatter plots, and lines or curves of best
fit as appropriate, using a variet! of tools (e.g., spreadsheets,
graphing software, graphing calculators, paper and pencil', for
linearl! related and non-linearl! related data collected from a variet!
of sources (e.g., experiments, electronic secondar! sources,
patterning with concrete materials' (Sample problem: Collect data,
using concrete materials or d!namic geometr! 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 s*uare-based prism with a fixed base( the volume and the side
length of the base for a s*uare-based prism with a fixed height.'(
identif!, through investigation, some properties of linear relations
(i.e., numericall!, the first difference is a constant, which represents a
constant rate of change( graphicall!, a straight line represents the
relation', and appl! these properties to determine whether a relation
is linear or non-linear(

compare the properties of direct variation and partial variation in
applications, and identif! the initial value (e.g., for a relation
described in words, or represented as a graph or an e*uation'
(Sample problem: 8oga costs <-$ for registration, plus <8 per
class.4ai chi costs <- per class. %hich situation represents a direct
variation, and which represents a partial variation& Dor each relation,
what is the initial value& Bxplain !our answers.'(
determine the e*uation of a line of best fit for a scatter plot, using
an informal process (e.g., using a movable line in d!namic statistical
software( using a process of trial and error on a graphing calculator(
determining the e*uation of the line ;oining two carefull! chosen
points on the scatter plot'.
of sources (e.g., experiments, electronic secondar! sources,
patterning with concrete materials' (Sample problem: Collect data,
using concrete materials or d!namic geometr! 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 s*uare-based prism with a fixed base( the volume and the side
length of the base for a s*uare-based prism with a fixed height.'(
identif!, through investigation, some properties of linear relations
(i.e., numericall!, the first difference is a constant, which represents a
constant rate of change( graphicall!, a straight line represents the
relation', and appl! these properties to determine whether a relation
is linear or
non-linear.
compare the properties of direct variation and partial variation in
applications, and identif! the initial value (e.g., for a relation
described in words, or represented as a graph or an e*uation'
(Sample problem: 8oga costs <-$ for registration, plus <8 per
class.4ai chi costs <- per class. %hich
situation represents a direct variation, and which represents a partial
variation& Dor each relation, what is the initial value& Bxplain !our
answers.'(
express a linear relation as an e*uation in two variables, using the
rate of change and the initial value (e.g., Iei is raising funds in a
charit! wal+athon( the course measures -# +m, and Iei wal+s at a
stead! pace of " +m9h( the distance she has left to wal+ can be
expressed as d 2 -# "t,
where t is the number of hours since she started the wal+'(
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 communit! g!m is <"$ per evening, plus <- per person for
e*uipment rental( the vertical intercept, "$, represents the <"$ cost of
renting the g!m( the value of the rate of change, -, represents the <-
cost per person', and describe a situation that could be modelled b! a
given linear e*uation (e.g., the linear e*uation I 2 #$ . 3d could
model the mass of a shipping pac+age, including #$ g for the
pac+aging material, plus 3 g per fl!er added to the pac+age'.
*.. -!nne.ting /ari!us (epresentati!ns !" +inear (elati!ns
determine values of a linear relation b! using a table of values, b!
using the e*uation of the relation, and b! interpolating or
extrapolating from the graph of the relation (Sample problem: 4he
e*uation ? 2 /$$ 3$t represents the height of a hot air balloon that
is initiall! at /$$ m and is descending at a constant rate of 3$ m9min.
Fetermine algebraicall! and graphicall! how long the balloon will
ta+e to reach a height of 3$ m.'(
describe a situation that would explain the events illustrated b! a
given graph of a relationship between two variables (Sample
problem: 4he wal+ of an individual is illustrated in the given graph,
produced b! a motion detector and a graphing calculator. Fescribe
the wal+ ,e.g., the initial distance from the motion detector, the rate
of wal+0.'(
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'(
describe the effects on a linear graph and ma+e the corresponding
changes to the linear e*uation when the conditions of the situation
the! represent are varied (e.g., given a partial variation graph and an
e*uation representing the cost of producing a !earboo+, describe
how the graph changes if the cost per boo+ is altered, describe how
the graph changes if the fixed costs are altered, and ma+e the
corresponding changes to the e*uation'.
*.. -!nne.ting /ari!us (epresentati!ns !" +inear (elati!ns and
S!l$ing Pr!blems ,sing the (epresentati!ns
determine values of a linear relation b! using a table of values, b!
using the e*uation of the relation, and b! interpolating or
extrapolating from the graph of the relation (Sample problem: 4he
e*uation ? 2 /$$ 3$t represents the height of a hot air balloon that
is initiall! at /$$ m and is descending at a constant rate of 3$ m9min.
Fetermine algebraicall! and graphicall! its height after /.# min.'(
describe a situation that would explain the events illustrated b! a
given graph of a relationship between two variables (Sample
problem: 4he wal+ of an individual is illustrated in the given graph,
produced b! a motion detector and a graphing calculator. Fescribe
the wal+ ,e.g., the initial distance from the motion detector, the rate
of wal+0.'(
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'(
describe the effects on a linear graph and ma+e the corresponding
changes to the linear e*uation when the conditions of the situation
the! represent are varied (e.g., given a partial variation graph and an
e*uation representing the cost of producing a !earboo+, describe
how the graph changes if the cost per boo+ is altered, describe how
the graph changes if the fixed costs are altered, and ma+e the
corresponding changes to the e*uation'(
0. Anal#ti. Ge!metr#
0.a 'n$estigating the (elati!nship 1etween the E%uati!n !" a
*.ii
s!l$e pr!blems that .an be m!delled with "irst-degree
(elati!n and the Shape !" 'ts Graph
J! the end of this course, students will:
determine, through investigation, the characteristics that
solve problems that can be modelled with first-degree e*uations,
and compare the algebraic method to other solution methods (e.g.,
graphing' (Sample problem: Jill noticed it snowing and measured
that # cm of snow had alread! fallen. Furing the next hour, an
additional .# cm of snow fell. 6f it continues to snow at this rate,
how man! more hours will it ta+e until a total of -.# cm of snow
has accumulated&'( distinguish the e*uation of a straight line from
the e*uations of nonlinear relations (e.g., use a graphing calculator or
graphing software to graph a variet! of linear and non-linear
relations from their e*uations( classif! the relations according to the
shapes of their graphs( connect an e*uation of degree one to a linear
relation'(
identif!, through investigation, the e*uation of a line in an! of the
forms ! 2 mx . b, Ax . J! . C 2 $, x 2 a, ! 2 b(
express the e*uation of a line in the form ! 2 mx . b, given the
form Ax . J! . C 2 $.
e%uati!ns& and .!mpare the algebrai. meth!d t! !ther s!luti!n
meth!ds 2e.g.& graphing' (Sample problem: Jill noticed it snowing
and measured that # cm of snow had alread! fallen. Furing the next
hour, an additional .# cm of snow fell. 6f it continues to snow at this
rate, how man! more hours will it ta+e until a total of -.# cm of
snow has accumulated&'(
0.b - 'n$estigating the Pr!perties !" Sl!pe
determine, through investigation, various formulas for the slope of
a line segment or a line, and use the formulas to determine the slope
of a line segment or a line(
identif!, through investigation with technolog!, the geometric
significance of m and b in the e*uation ! 2 mx . b(
determine, through investigation, connections among the
representations of a constant rate of change of a linear relation (e.g.,
the cost of producing a boo+ of photographs is <#$, plus <# per boo+,
so an e*uation is C 2 #$ . #p( a table of values provides the first
difference of #( the rate
of change has a value of #, which is also the slope of the
corresponding line( and # is the coefficient of the independent
*b.ii - 'n$estigating -!nstant (ate !" -hange
determine, through investigation, that the rate of change of a linear
relation can be found b! choosing an! two points on the line that
represents the relation, finding the vertical change between the points
(i.e., the rise' and the horiGontal change between the points (i.e., the
run', and writing the ratio rise9run (i.e., rate of change 2 rise9run'(
determine, through investigation, connections among the
representations of a constant rate of change of a linear relation (e.g.,
the cost of producing a boo+ of photographs is <#$, plus <# per boo+,
so an e*uation is C 2 #$ . #p( a table of values provides the first
difference of #( the
rate of change has a value of #( and # is the coefficient of the
independent variable, p, in this e*uation'(
variable, p, in this e*uation'(
identif!, through investigation, properties of the slopes of lines and
line segments (e.g., direction, positive or negative rate of change,
steepness, parallelism, perpendicularit!', using graphing technolog!
to facilitate investigations, where appropriate.
0... - ,sing the Pr!perties !" +inear (elati!ns t! S!l$e Pr!blems
graph lines b! hand, using a variet! of techni*ues
determine the e*uation of a line from information about the line
(e.g., the slope and !-intercept( the slope and a point( two points'
(Sample problem: Compare the e*uations of the lines parallel to and
perpendicular to ! 2 -x ", and with the same x-intercept as /x "!
2 -. Kerif!
using d!namic geometr! software.'(
describe the meaning of the slope and !-intercept for a linear
relation arising from a realistic situation (e.g., the cost to rent the
communit! g!m is <"$ per evening, plus <- per person for
e*uipment rental( the vertical intercept, "$, represents the <"$ cost of
renting the g!m( the value of the rate of change, -, represents the <-
cost per person', and describe a situation that could be modelled b! a
given linear e*uation (e.g., the linear e*uation I 2 #$ . 3d could
model the mass of a shipping pac+age, including #$ g for the
pac+aging material, plus 3 g per fl!er added to the pac+age'(
identif! and explain an! restrictions on the variables in a linear
relation arising from a realistic situation (e.g., in the relation C 2 #$
. -#n,C is the cost of holding a part! in a hall and n is the number of
guests( n is restricted to whole numbers of $$ or less, because of the
siGe of the
hall, and C is conse*uentl! restricted to <#$ to <-##$'(
determine graphicall! the point of intersection of two linear
relations, and interpret the intersection point in the context of an
application (Sample problem: A video rental compan! has two
monthl! plans. 5lan A charges a flat fee of </$ for unlimited rentals(
5lan J charges <7, plus </ per video. Hse a graphical model to
determine the conditions under which !ou should choose 5lan A or
determine graphicall! the point of intersection of two linear
relations, and interpret the intersection point in the context of an
application (Sample problem: A video rental compan! has two
monthl! plans. 5lan A charges a flat fee of </$ for unlimited rentals(
5lan J charges <7, plus </ per video. Hse a graphical model to
determine the conditions under which !ou should choose 5lan A or
5lan J.'(
select a topic involving a two-variable relationship (e.g., the
amount of !our pa! che*ue and the number of hours !ou wor+(
trends in sports salaries over time( the time re*uired to cool a cup of
coffee', pose a *uestion on the topic, collect data to answer the
*uestion, and present its solution using appropriate representations of
the data (Sample problem: 6ndividuall! or in a small group, collect
data on the cost compared to the capacit! of computer hard drives.
5resent the data numericall!, graphicall!, and ,if linear0
algebraicall!. Fescribe the results and an! trends orall! or b! ma+ing
a poster displa! or b! using presentation software.'.
5lan J.'.
3. Measurement and Ge!metr# 0. Measurement and Ge!metr#
3.a Optimal /alues
determine the maximum area of a rectangle with a given perimeter
b! constructing a variet! of rectangles, using a variet! of tools (e.g.,
geoboards, graph paper, toothpic+s, a pre-made d!namic geometr!
s+etch', and b! examining various values of the area as the side
lengths change and the perimeter remains constant(
determine the minimum perimeter of a rectangle with a given area
b! constructing a variet! of rectangles, using a variet! of tools (e.g.,
geoboards, graph paper, a premade d!namic geometr! s+etch', and
b! examining various values of the side lengths and the perimeter as
the area sta!s constant(
identif!, through investigation with a variet! of tools (e.g. concrete
materials, computer software', the effect of var!ing the dimensions
on the surface area ,or volume0 of s*uare-based prisms and
c!linders, given a fixed volume ,or surface area0(
explain the significance of optimal area, surface area, or volume in
various applications (e.g., the minimum amount of pac+aging
material( the relationship between surface area and heat loss'(
pose and solve problems involving maximiGation and minimiGation
of measurements of geometric shapes and figures (e.g., determine the
dimensions of the rectangular field with the maximum area that can
be enclosed b! a fixed amount of fencing, if the fencing is re*uired
on onl! three sides' (Sample problem: Fetermine the dimensions of
a s*uare-based, opentopped prism with a volume of -" cm/ and with
the minimum surface area.'.
0.a -'n$estigating the Optimal /alues !" Measurements !"
(e.tangles
determine the maximum area of a rectangle with a given perimeter
b! constructing a variet! of rectangles, using a variet! of tools (e.g.,
geoboards, graph paper, toothpic+s, a pre-made d!namic geometr!
s+etch', and b! examining various values of the area as the side
lengths change and the perimeter remains constant(
determine the minimum perimeter of a rectangle with a given area
b! constructing a variet! of rectangles, using a variet! of tools (e.g.,
geoboards, graph paper, a premade d!namic geometr! s+etch', and
b! examining various values of the side lengths and the perimeter as
the area sta!s constant(
solve problems that re*uire maximiGing the area of a rectangle for
a fixed perimeter or minimiGing the perimeter of a rectangle for a
fixed area (Sample problem:8ou have $$ m of fence to enclose a
rectangular area to be used for a snow sculpture competition. @ne
side of the area is bounded
b! the school, so the fence is re*uired for onl! three sides of the
rectangle. Fetermine the dimensions of the maximum area that can
be enclosed.'.
3.b Perimeter& Sur"a.e Area and /!lume 0. b - S!l$ing Pr!blems 'n$!l$ing Perimeter& Area& and /!lume
relate the geometric representation of the 5!thagorean theorem and
the algebraic representation a- . b- 2 c-(
solve problems using the 5!thagorean theorem, as re*uired 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'(
solve problems involving the areas and perimeters of composite
two-dimensional shapes (i.e., combinations of rectangles, triangles,
parallelograms, trapeGoids, and circles' (Sample problem: A new
par+ is in the shape of an isosceles trapeGoid with a s*uare attached
to the shortest side. 4he side lengths of the trapeGoidal section are
-$$ m, #$$ m, #$$ m, and 8$$ m, and the side length of the s*uare
section is -$$ m. 6f the par+ is to be full! fenced and sodded, how
much fencing and sod are re*uired&'(
develop, through investigation (e.g., using concrete materials', the
formulas for the volume of a p!ramid, a cone, and a sphere.
determine, through investigation, the relationship for calculating
the surface area of a p!ramid (e.g., use the net of a s*uarebased
p!ramid to determine that the surface area is the area of the s*uare
base plus the areas of the four congruent triangles'(
solve problems involving the surface areas and volumes of prisms,
p!ramids, c!linders, cones, and spheres, including composite figures
(Sample problem: Jrea+-bit Cereal is sold in a single-serving siGe, in
a box in the shape of a rectangular prism of dimensions # cm b! "
cm b! $ cm. 4he manufacturer also sells the cereal in a larger siGe,
in a box with dimensions double those of the smaller box. Compare
the surface areas and the volumes of the two boxes, and explain the
implications of !our answers.'.
relate the geometric representation of the 5!thagorean theorem to
the algebraic representation a- . b- 2 c-(
solve problems using the 5!thagorean theorem, as re*uired in
applications (e.g., calculate the height of a cone, given the radius and
the slant height, in order to determine the volume of the cone'(
solve problems involving the areas and perimeters of composite
two-dimensional shapes (i.e., combinations of rectangles, triangles,
parallelograms, trapeGoids, and circles' (Sample problem: A new
par+ is in the shape of an isosceles trapeGoid with a s*uare attached
to the shortest side.4he side lengths of the trapeGoidal section are
-$$ m, #$$ m, #$$ m, and 8$$ m, and the side length of the s*uare
section is -$$ m. 6f the par+ is to be full! fenced and sodded, how
much fencing and sod are re*uired&'(
develop, through investigation (e.g., using concrete materials', the
formulas for the volume of a p!ramid, a cone, and a sphere
solve problems involving the volumes of prisms, p!ramids,
c!linders, cones, and spheres (Sample problem: Jrea+-bit Cereal is
sold in a single-serving siGe, in a box in the shape of a rectangular
prism of dimensions # cm b! " cm b! $ cm. 4he manufacturer also
sells the cereal in a larger siGe, in a box with dimensions double
those of the smaller box. Ia+e a h!pothesis about the effect on the
volume of doubling the dimensions.4est !our h!pothesis using the
volumes of the two boxes, and discuss the result.'.
3..- Ge!metri. (elati!nships
determine, through investigation using a variet! of tools (e.g.,
d!namic geometr! software, concrete materials', and describe the
properties and relationships of the interior and exterior angles of
triangles, *uadrilaterals, and other pol!gons, and appl! the results to
0... - 'n$estigating and Appl#ing Ge!metri. (elati!nships
determine, through investigation using a variet! of tools (e.g.,
d!namic geometr! software, concrete materials', and describe the
problems involving the
angles of pol!gons (Sample problem:%ith the assistance of d!namic
geometr! software, determine the relationship between the sum of
the interior angles of a pol!gon and the number of sides. Hse !our
conclusion to determine the sum of the interior angles of a -$-sided
pol!gon.'(
determine, through investigation using a variet! of tools (e.g.,
d!namic geometr! software, paper folding', and describe some
properties of pol!gons (e.g., the figure that results from ;oining the
midpoints of the sides of a *uadrilateral is a parallelogram( the
diagonals of a rectangle bisect each other( the line segment ;oining
the midpoints of two sides of a triangle is half the length of the third
side', and appl! the results in problem solving (e.g., given the width
of the base of an A-frame tree house, determine the length of a
horiGontal support beam that is attached half wa! up the sloping
sides'(
pose *uestions about geometric relationships, investigate them, and
present their findings, using a variet! of mathematical forms (e.g.,
written explanations, diagrams, d!namic s+etches, formulas, tables'
(Sample problem: ?ow man! diagonals can be drawn from one
vertex of a -$-sided pol!gon& ?ow can 6 find out without counting
them&'(
illustrate a statement about a geometric propert! b! demonstrating
the statement with multiple examples, or den! the statement on the
basis of a counter-example, with or without the use of d!namic
geometr! software (Sample problem: Confirm or den! the following
statement: 6f a *uadrilateral has perpendicular diagonals, then it is a
s*uare.'.
properties and relationships of the interior and exterior angles of
triangles, *uadrilaterals, and other pol!gons, and appl! the results to
problems involving the
angles of pol!gons (Sample problem:%ith the assistance of d!namic
geometr! software, determine the relationship between the sum of
the interior angles of a pol!gon and the number of sides. Hse !our
conclusion to determine the sum of the interior angles of a -$-sided
pol!gon.'(
determine, through investigation using a variet! of tools (e.g.,
d!namic geometr! software, concrete materials', and describe the
properties and relationships of the angles formed b! parallel lines cut
b! a transversal, and appl! the results to problems involving parallel
lines (e.g., given a diagram of a rectangular gate with a supporting
diagonal beam, and given the measure of one angle in the diagram,
use the angle properties of triangles and parallel lines to determine
the measures of the other angles in the diagram'(
create an original d!namic s+etch, paperfolding design, or other
illustration that incorporates some of the geometric properties from
this section, or find and report on some real-life application(s' (e.g.,
in carpentr!, sports, architecture' of the geometric properties.