To quickly and easily access any blackline master needed for Mathematics 10, just click and print. Chapter 1 BLMs
(3133.0K)
Chapter 2 BLMs
(4382.0K)
Chapter 3 BLMs
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Chapter 4 BLMs
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Chapter 5 BLMs
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Chapter 6 BLMs
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Chapter 7 BLMs
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Chapter 8 BLMs
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Chapter 9 BLMs
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Click here to download  Master 4-Level Project Rubric
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. This replaces Master 1 Project Rubric for teachers who are assessing materials using a 4-level rubric.Download these materials to get the 4-level project rubric notes for each Chapter Project in Mathematics 10. These notes replace the 5-level project rubric notes in the Teacher’s Resource. Unit 1 Project 4-Level Rubric Notes
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Unit 2 Project 4-Level Rubric Notes
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Unit 3 Project 4-Level Rubric Notes
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Unit 4 Project 4-Level Rubric Notes
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Converting Logic eXtension Resources (LXR) Files to ExamView® The Computer Assessment Bank for Mathematics 10 has been produced in ExamView®. If you have LXR test bank questions that you would like to convert to ExamView® so that you have all Mathematics 10 questions in the same program, you might wish to use this explanation of how to do the conversion. Converting LXR Test Banks to ExamView
(1459.0K)
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 Mathematics 10 Curriculum Correlation
(768.0K)
Use this link to download a full correlation showing how the materials and activities in the Mathematics 10 student edition fully meet the WNCP curriculum. |
| Use these links to download the Generic Masters. Generic Masters in PDF format Master 1 Project Rubric
(78.0K)
Master 2 Centimetre Grid Paper
(89.0K)
Master 3 Square Dot Paper
(81.0K)
Master 4 Isometric Dot Paper
(108.0K)
Master 5 Algebra Tiles (Positive Tiles)
(80.0K)
Master 6 Algebra Tiles (Negative Tiles)
(85.0K)
Generic Masters in Word format Master 1 Project Rubric
(39.0K)
Master 2 Centimetre Grid Paper
(436.0K)
Master 3 Square Dot Paper
(325.0K)
Master 4 Isometric Dot Paper
(435.0K)
Master 5 Algebra Tiles (Positive Tiles)
(293.0K)
Master 6 Algebra Tiles (Negative Tiles)
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| Click here to access The Common Curriculum Framework for K-9 Mathematics, May 2006. You will need to scroll down the page to find the correct files, in both English and French. This document provides the new wording for the most recent WNCP curriculum. |
| Watch this how-to video for three easy ways to incorporate PDFs into your Notebook lessons. |
| Math Vids | ||
| An introductory video for TI-Nspire™ shows the keypad and basic functionality. ( http://www.mathvids.com/lesson/mathhelp/767-ti-nspire-intro ) |
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| Math Vids | ||
| Deals with the power rule for exponents. ( http://www.mathvids.com/lesson/mathhelp/794-exponents---power-rule- ) |
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| Math Vids | ||
| Shows how to evaluate problems such as bn with positive exponents, but where the base may be negative.
Explains the difference between –bn and –(bn). Also see related videos on
( http://www.mathvids.com/lesson/mathhelp/763-exponents-part-1---definition-meaning-and-eva... ) |
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| Math Vids | ||
| Explains how negative exponents work. ( http://www.mathvids.com/lesson/mathhelp/791-negative-exponents-part-1 ) |
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| Math Vids | ||
| Demonstrates how to factor some polynomials by factoring out the GCF first. ( http://www.mathvids.com/lesson/mathhelp/1365-factoring-completely---1 ) |
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| Math Vids | ||
| Illustrates simplifying monomial expressions using the rules of exponents. Also see related videos on
( http://www.mathvids.com/lesson/mathhelp/37-simplifying-monomials ) |
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| Math Vids | ||
| Covers how to multiply a monomial by a monomial, and a monomial by a polynomial. Also see related videos on
( http://www.mathvids.com/lesson/mathhelp/974-multiplying-polynomials-1 ) |
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| Math Vids | ||
| Introduces the concept of slope, what it means, and how to find the slope of a line by looking at its graph. Also see related videos on
( http://www.mathvids.com/lesson/mathhelp/1032-graphing-9---intro-to-slope ) |
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| Math Vids | ||
| Deals with how to write equations of lines given information about the line. Also see related videos on
( http://www.mathvids.com/lesson/mathhelp/1050-graphing-18---writing-equations-1 ) |
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| Use these links to download the answers for the Mathematics 10 Student ResourceChapter 1
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Chapter 2
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Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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Chapter 7
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Chapter 8
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Chapter 9
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Click here to get a list of supplies needed to teach the Mathematics 10 program. These supplies are listed according to items that: • may need to be purchased • can be made using resources and directions in the Teacher’s Resource • students own • may be in the classroom or in another location in the school • may be obtained from home A copy of 0.5 Centimetre Grid Paper is also attached for your convenience. |
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Unit 1 Opener Page 2 information about careers in the digital music industry and where to get training | ||
| canoe.ca | ||
| • article about how careers in the music industry have changed ( http://career.lfpress.jobboom.com/career-planning/career-options/2005/09/07/3278260-torsu... ) |
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| Hecterra Publishing Inc. | ||
| • profile of a career in recording arts • Click on Universities or Colleges on the top to find programs related to digital music at these institutions. • You may also click on the province you are interested in to see what training programs are available in that province. ( http://www.canadian- universities.net/Career-Colleges/RAC_Digital_Arts_College.html ) |
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Chapter 1 Page 8 information about photogrammetry | ||
| Dream Computers Pty Ltd | ||
| • job description for photogrammetrist ( http://www.job-descriptions.org/photogrammetrist.html ) |
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Page 22 an illustration of the journey completed by William Loutit | ||
| Shannon Loutitt, the new messengers | ||
| • brief biography of Billy Loutit
• details of several of his heroic accomplishments ( http://www.thenewmessenger.ca/?id=16 ) |
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Page 23 How to Read an Imperial Caliper | ||
| Wikimedia Foundation Inc. | ||
| • how to use a Vernier caliper • the Tips link to a Java applet showing a caliper in action ( http://www.wikihow.com/Use-a-Vernier-Caliper ) |
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Page 27 information about the research done on “frozen light” | ||
| Science Daily LLC | ||
| • article describing the research done at Harvard University to slow and momentarily stop the travel of light ( http://www.sciencedaily.com/releases/2003/05/030522082709.htm ) |
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Page 28 audio files that provide pronunciation of common Inuit words, including qimmiq | ||
| PolarHusky.com | ||
| • pronunciation and definitions of some common Inuit words • Click the links at the top for more information about the North. ( http://www.polarhusky.com/logistics/igloo/?Igloo=qimmiq ) |
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Page 31 enrichment and extra challenge for gifted students | ||
| Gifted and Enrichment BLMs | ||
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( https://paris.mcgraw-hill.com/sites/dl/premium/0070002479/instructor/776000/Ch_1_Gifted_a... ) |
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Chapter 2 Page 40 information about industrial design | ||
| Association of Canadian Industrial Designers | ||
| • definition of industrial design • examples of industrial designers’ work ( http://www.designcanada.org/what-is-ID.html ) |
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Page 46 view enlarged details of each block on the mural mosaic for Example 1 | ||
| Town of Cochrane, AB | ||
| • Click on each block to enlarge the picture. • View other mural mosaics created by the citizens of Cochrane. ( http://www.muralmosaic.com/Cochrane.html ) |
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Page 49 The Canadian Interprovincial Standards Red Seal program provides information about trades that use the SI and imperial measurement systems. | ||
| The Interprovincial Standards Red Seal program | ||
| • Most trades have a profile that lists the essential skills, including numeracy, that are required for that trade. • After you click on an Essential Skills for a particular trade, you will be directed to a government of Canada Web site. Under Essential Skills, click 300 job profiles and then Most Important Skills. ( http://www.red-seal.ca/Site/trades/analist_e.htm ) |
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Page 53 information about Blackfoot Crossing Historical Park | ||
| Blackfoot Crossing Historical Park | ||
| • information about the Siksika Nation and Blackfoot Crossing Historical Park ( http://www.blackfootcrossing.ca/aboutus.html ) |
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Page 61 information about the Muttart Conservatory | ||
| Muttart Conservatory | ||
| • details about the four pyramids of the Muttart Conservatory ( http://www.muttartconservatory.ca/pages/Muttart_AttractionDetails/default.aspx ) |
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Page 61 information on the use of light tents | ||
| Ortery Technologies Inc. | ||
| • description of a light tent, compared with a light box ( http://ortery.com/articles/photo-light-box-vs-photography-lighting-tent.php ) |
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| Jeffrey Bail | ||
| • tutorial on how to make an inexpensive light tent ( http://digital-photography-school.com/how-to-make-a-inexpensive-light-tent ) |
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Page 61 a spreadsheet to help with #18 | ||
| Technology Links | ||
| By entering the stretch ratio and radius, students can get the calculations, determine a pattern, and make predictions. ( http://highered.mcgraw-hill.com/sites/0070002479/student_view0/chapter_2_technology__link... ) |
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Page 64 information about careers in the natural resources sector | ||
| InfoMine Inc. | ||
| • list of links to job postings for careers in oil and gas in Canada ( http://www.infooil.com/jobs/c219/canada.jobs.aspx ) |
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| Canadian Forests | ||
| • list of links to job postings for careers in forestry in Canada ( http://www.canadian-forests.com/job.html ) |
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Page 67 a video showing the relationship between the volume of a right cone and the volume of a right cylinder | ||
| Glencoe.com | ||
| • video animation • discusses the volumes of pyramids, cones, and spheres compared to that of a related prism ( http://www.glencoe.com/sites/texas/student/mathematics/assets/animation/prealgebra/PREALG... ) |
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Page 70 information about a career in jewellery making or gemology | ||
| Canadian Gemmological Association at Gemmology Canada | ||
| • description of courses about gems and jewellery ( http://www.canadiangemmological.com/html ) |
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| Canadian Institute of Gemmology | ||
| • links to articles about gems ( http://www.cigem.ca/410.html ) |
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Page 70 a video that describes the cell phone development by Motorola | ||
| Motorola.com | ||
| • history of the development of the cell phone since the 1930s • Click play ??? to watch the video. ( http://www.motorola.com/content.jsp?globalObjectId=7662-10813 ) |
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Page 70 an interactive activity that allows students to explore the relationship between a right cone and a sphere | ||
| Jeff LeMieux | ||
| • Students enter various radii and heights, and then calculate the volume of the related cone, cylinder, and sphere. • Units are not specified. ( http://www2.whidbey.net/ohmsmath/webwork/javascript/cosph.htm ) |
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Page 70 a spreadsheet to help with #19 | ||
| Technology Links | ||
| By entering the stretch ratio and radius, students can get the calculations, determine a pattern, and make predictions. ( http://highered.mcgraw-hill.com/sites/0070002479/student_view0/chapter_2_technology__link... ) |
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Page 71 enrichment and extra challenge for gifted students | ||
| Gifted and Enrichment BLMs | ||
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( https://paris.mcgraw-hill.com/sites/dl/premium/0070002479/instructor/776000/Ch_2_Gifted_a... ) |
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Chapter 3 Page 80 to learn about astronomers and astronomy | ||
| Canadian Astronomical Society | ||
| • links to information about astronomy, including careers and science fair projects ( http://www.cascaeducation.ca/files/students_index.html ) |
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| Canadian Astronomical Society | ||
| • information about studying astronomy, how to become an astronomer, and what astronomers do ( http://www.cascaeducation.ca/files/careers.html ) |
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| Paul Calter, Dartmouth College | ||
| • information about Pythagoras and the Pythagoreans, including number symbolism ( http://www.dartmouth.edu/~matc/math5.geometry/unit3/unit3.html ) |
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| John Lienhard, University of Houston | ||
| • brief history of the Pythagoreans ( http://www.uh.edu/engines/epi213.htm ) |
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Page 90 graphical representations of the sine and cosine ratios | ||
| TutorVista.com | ||
| • graph of y = sin x and a description of some of the features of the graph ( http://www.tutorvista.com/content/math/trigonometry/trigonometry-xi/trigonometric-sine.php ) |
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| TutorVista.com | ||
| • graph of y = cos x and a description of some of the features of the graph ( http://www.tutorvista.com/content/math/trigonometry/trigonometry-xi/trigonometric-cosine.... ) |
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Page 91 find out more about the northern and southern lights, and how parallax is used in astronomy | ||
| Imaginova Corp. | ||
| • information about auroras, including links to related stories ( http://www.space.com/auroras/ ) |
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| Parallax | ||
| • definition of parallax • Click the link near the bottom to find out how astronomers use parallax. ( http://www.ast.cam.ac.uk/~mjp/parallax.html ) |
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Page 93 to learn how trigonometry is reflected in sports | ||
| The Sports Network | ||
| • explanation and examples of using trigonometry to analyse soccer goals ( http://www.tsn.ca/shows/citc/feature/?fid=6286 ) |
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Page 93 information on the gondola at Whistler Blackcomb | ||
| Whistler Blackcomb | ||
| • specific details about the Peak2Peak gondola, including speed, distance, capacity ( http://ww1.whistlerblackcomb.com/p2pg/details/ ) |
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Page 93 information about the sculptures of Floyd Wanner | ||
| Floyd Wanner | ||
| • specifications about some of Floyd Wanner’s sculptures • biography of the artist ( http://www.sculpturebywanner.com/Canada%20Sculpture%20Gallery-For%20Sale-Monumental-Grani... ) |
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Page 100 enrichment and extra challenge for gifted students | ||
| Gifted and Enrichment BLMs | ||
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( https://paris.mcgraw-hill.com/sites/dl/premium/0070002479/instructor/776000/Ch_3_Gifted_a... ) |
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Unit 1 Review and Test Page 105 visit the Regina Plains Museum site | ||
| Regina Plains Museum | ||
| • Follow the links to view museum exhibits, a chronology of Regina, and details about The Glass Wheatfield – A Salute to Canadian Farmers. ( http://www.reginaplainsmuseum.com/ ) |
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Unit 2 Opener Page 108 information about careers related to math, training and qualifications, employment, and job outlook | ||
| United States Department of Labor | ||
| • information about careers that involve mathematics, including a description of the career, training and other qualifications, job outlook, and potential earnings
• This is a U.S. site. ( http://www.bls.gov/oco/oco1002.htm ) |
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Chapter 4 Page 114 information about careers within the arts | ||
| United States Department of Labour | ||
| • description of types of artists • details of training each type of artist might require • projections for U.S. employment of types of artists ( http://www.bls.gov/oco/ocos092.htm ) |
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Page 119 For a factor tree tool that illustrates both prime factorization and common factors | ||
| Utah State University | ||
| • for the number given, type in one factor and it creates a factor tree ( http://nlvm.usu.edu/en/nav/frames_asid_202_g_3_t_1.html ) |
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Page 119 a story about the discovery of the smallest number expressible as the sum of two positive cubes in two different ways | ||
| Wolfram Research Inc. | ||
| • a discussion of special properties of the number 1729 ( http://mathworld.wolfram.com/Hardy-RamanujanNumber.html ) |
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Page 122 information about the Dominion Land Survey system | ||
| Fact Archive.com | ||
| • description of a method of dividing land for surveying • includes locations of north/south dividing lines in Western Canada • link to description of another method which is used in the U.S. ( http://www.fact-archive.com/encyclopedia/Dominion_Land_Survey ) |
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Page 122 information about the Battle of Batoche | ||
| Parks Canada | ||
| • detailed information about the Battle of Batoche, including history of the Métis and other battles ( http://www.pc.gc.ca/lhn-nhs/sk/batoche/natcul/histo5_e.asp ) |
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| Virtual Saskatchewan | ||
| • detailed accounting of the Battle of Batoche ( http://www.virtualsk.com/current_issue/batoche.html ) |
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| Timeline in the Northwest Rebellion | ||
| • timeline from 1884 to 1905 outlining events in the Northwest Rebellion (Battle of Batoche) ( http://members.shaw.ca/bcsk/timelinef/timeline_index.html ) |
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Page 122 information about the Red River Rebellion | ||
| Thames Valley District School Board | ||
| • timeline outlining events in the Red River Rebellion ( http://www.tvdsb.on.ca/nmeadows/Smith/1870%20Conflict%20(Tbl).htm ) |
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Page 125 a video illustrating how carbon-14 dating works | ||
| HowStuffWorks, a Discovery Company | ||
| • video showing how carbon-14 dating is used to determine the age of the Kennewick Man • The Kennewick Man refers to the skeletal remains of a prehistoric man found near Kennewick, Washington, USA. ( http://videos.howstuffworks.com/hsw/22270-the-earliest-immigrants-carbon-14-dating-video.... ) |
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Page 129 information about the Métis flag, which includes an infinity symbol | ||
| Flags of the World | ||
| • click on Description of the Métis flag to read about the symbolism of the infinity symbol in the flag • discussion of the red versus blue background of the Métis flag ( http://flagspot.net/flags/ca_metis.html ) |
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Page 132 a tutorial about the exponent laws | ||
| WTAMU and Kim Seward | ||
| • Scroll down the page to read descriptions and examples of the exponent laws. ( http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut26_exp.htm ) |
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Page 132 information about cave paintings and the dating methods used to determine the age of the artifacts | ||
| Lascaux : learn | ||
| • If you scroll over the words, they become more legible. • The Lascaux cave is in France. ( http://www.culture.gouv.fr/culture/arcnat/lascaux/en/f-init.htm ) |
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Page 132 a database of European painting and sculpture, and a web gallery of artists’ works | ||
| Web Gallery of Art created by Emil Kren and Daniel Marx | ||
| • look up specific artists or choose from a list by clicking at the bottom
• alternatively you can view a tour by clicking Tour at the top ( http://www.wga.hu/index1.html ) |
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Page 132 a video about how bioremediation was used to clean up an oil-contaminated shoreline in Nova Scotia | ||
| Government of Canada | ||
| • listen and view the video or read the transcripts below ( http://www.science.gc.ca/default.asp?Lang=En&n=F8DA49B5-1 ) |
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Page 138 a tutorial on rational exponents | ||
| WTAMU and Kim Seward | ||
| • review of exponential rules followed by examples involving rational exponents ( http://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut38_ratexp.htm ) |
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Page 140 information about Sir Isaac Newton and Gottfried Leibnitz and the calculus controversy | ||
| John Lienhard, University of Houston | ||
| • the history of the controversy over who created calculus first: Newton or Leibnitz ( http://www.uh.edu/engines/epi1375.htm ) |
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| G. Donald Allen, Texas A & M University | ||
| • descriptions of the calculus created by Leibnitz and Newton ( http://www.math.tamu.edu/~dallen/masters/EarlyCalculus/calc1.pdf ) |
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Page 140 information about Johannes Kepler’s work on planetary motion | ||
| Johannes Kepler: The Laws of Planetary Motion | ||
| • Kepler’s laws of planetary motion • examples using Kepler’s laws ( http://csep10.phys.utk.edu/astr161/lect/history/kepler.html ) |
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Page 140 a lesson involving the formula that expresses the relationship between the pitches of adjacent musical notes | ||
| Province of British Columbia | ||
| • example of how mathematics can be applied to tuning a piano ( http://www.bced.gov.bc.ca/careers/aa/lessons/aom15.htm ) |
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Page 142 an animation of the golden rectangle | ||
| Utah State University | ||
| • Click play ??? to view a golden rectangle ( http://nlvm.usu.edu/en/nav/frames_asid_133_g_4_t_1.html ) |
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Page 146 a video about expressing roots with fractional exponents | ||
| HowStuffWorks, a Discovery Company | ||
| • video explaining how to express a root with a fractional exponent, including negative exponents, and how to simplify the expressions to lowest terms ( http://videos.howstuffworks.com/hsw/7963-pre-algebra-3-fractional-exponents-video.htm ) |
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Page 150 information about the Fibonacci sequence in art and architecture | ||
| Ron Knott | ||
| • links to many mathematical topics including the relationships between the Fibonacci sequence and film, poetry, music, and so on. ( http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibInArt.html ) |
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Page 150 an animation of the connection between the Fibonacci sequence and the golden ratio | ||
| Utah State University | ||
| • Click Parent/Teacher at the top to read information about the Fibonacci sequence and the golden ratio ( http://nlvm.usu.edu/en/nav/frames_asid_315_g_4_t_1.html ) |
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Page 150 information about several famous irrational numbers | ||
| MathsIsFun.com | ||
| • examples and descriptions of several famous irrational numbers ( http://www.mathsisfun.com/irrational-numbers.html ) |
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Page 150 information about the origin of the term algebra | ||
| Maths Is Good For You | ||
| • history of the where the term algebra came from • Click on origin of algebra for further information. ( http://www.mathsisgoodforyou.com/people/alkhwarizmi.htm ) |
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Page 151 enrichment and extra challenge for gifted students | ||
| Gifted and Enrichment BLMs | ||
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( https://paris.mcgraw-hill.com/sites/dl/premium/0070002479/instructor/776000/Ch_4_Gifted_a... ) |
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Chapter 5 Page 166 definitions of some of the mathematics terms in this chapter | ||
| Purplemath | ||
| • definitions of polynomial and term • demonstrates evaluation of polynomials as well as multiplying and collecting like terms ( http://www.purplemath.com/modules/polydefs.htm ) |
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| Scienceray site | ||
| • provides definitions of greatest common factor and least common multiple, along with examples of finding each ( http://www.scienceray.com/Mathematics/Algebra/Greatest-Common-Factor-and-Least-Common-Mul... ) |
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Page 163 research Aboriginal geometric designs | ||
| The National Gallery of Canada | ||
| • view Aboriginal art ( http://www.gallery.ca/english/110.htm ) |
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Page 169 to view prints by Inuit artists | ||
| ABoriginArt Inc. | ||
| • to view more Inuit prints, click a category on the left under Inuit Prints • For a list of Inuit artists and their biographies, click the button on the right. ( http://www.inuitarteskimoart.com/index.php?cPath=82 ) |
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Page 183 information and practice with factoring trinomials | ||
| Lawrence Spector | ||
| • describes factoring by trial and error and has many practice questions for students to try ( http://www.themathpage.com/Alg/factoring-trinomials.htm ) |
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| Google Video | ||
| • a number of videos directed toward factoring polynomials. There is a lecture format to most of these videos. ( http://video.google.com/videosearch?hl=en&client=safari&rls=en-us&ei=2-eMSfjLHYzaNP-Uva0L... ) |
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Page 193 an opportunity to practise factoring special product | ||
| Hotmath.com | ||
| • an opportunity to practise factoring special product polynomials ( http://hotmath.com/help/gt/genericalg1/section_6_9.html ) |
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Page 196 to see other examples of Gena LaCoste’s work and to learn more about the artist | ||
| Gena LaCoste | ||
| • artist’s biography along with gallery images ( http://www.genalacoste.com/ ) |
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Page 198 review of factoring polynomials | ||
| James Brennan | ||
| • provides a summary with examples of all algebraic methods of factoring polynomials ( http://www.jamesbrennan.org/algebra/polynomials/factoring_polynomials.htm ) |
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Page 198 enrichment and extra challenge for gifted students | ||
| Gifted and Enrichment BLMs | ||
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( https://paris.mcgraw-hill.com/sites/dl/premium/0070002479/instructor/776000/Ch_5_Gifted_a... ) |
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Unit 2 Project Page 202 information about how to develop a multimedia presentation that can be created in a web tool using images, audio, and/or video | ||
| cogdogroo.wikispaces.com | ||
| • information and links to 50 web tools that can be used to develop a multimedia presentation • To view the videos, click on Dominoe and then click Embedded beside the particular tool. ( http://cogdogroo.wikispaces.com/StoryTools ) |
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Chapter 6 Page 214 (6.1, end of Investigate) • skateboarding and ollies | ||
| Graspr | ||
| • instructional video showing how to do an ollie ( http://www.graspr.com/videos/Ollie ) |
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| YouTube | ||
| • instructional video showing how to do an ollie ( http://www.youtube.com/watch?v=isQ885OC6ew ) |
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| Wikipedia | ||
| • information about skateboarding history, culture, and more ( ttp://en.wikipedia.org/wiki/Skateboarding ) |
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Page 217 (6.1 after Link the Ideas) • footage of wakeboarding | ||
| eHow | ||
| • instructional video demonstrating how to do turns on a wakeboard ( http://www.ehow.com/video_2355860_control-direction-wakeboard.html ) |
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| YouTube | ||
| • video footage of wakeboarding ( http://www.youtube.com/watch?v=y2oy7b4SFgE ) |
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Page 222 (6.2 end of Investigate) • Leonardo da Vinci’s study of human proportions | ||
| Wikipedia | ||
| • information about Leonardo da Vinci’s drawing Vitruvian Man ( http://en.wikipedia.org/wiki/Vitruvian_Man ) |
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| John Gorman, Stanford University | ||
| • discussion of Leonardo da Vinci’s drawing Vitruvian Man ( http://leonardodavinci.stanford.edu/submissions/clabaugh/history/leonardo.html ) |
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| da Vinci Life | ||
| • information about Leonardo da Vinci and his drawing Vitruvian Man ( http://www.davincilife.com/vitruvianman.html ) |
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Page 224 (6.2 end of Link the Ideas) • Les Folies Grenouilles | ||
| St. Pierre Frog Follies | ||
| • information about the Frog Follies in St. Pierre, Manitoba ( http://www.frogfollies.com/ ) |
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Page 227 (6.2 end of CYU) • Aboriginal legends about killer whales and killer whales in Aboriginal art | ||
| Killer Whale | ||
| • Killer Whale painting by Dean Heron and the Tlingit legend of the killer whale ( http://www.deanheron.com/killerwhale.htm ) |
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| Teya Peya Productions | ||
| • Aboriginal animal stories and legends ( http://www.shannonthunderbird.com/stories%20N-Z.htm ) |
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Page 227 (6.2 end of CYU) • Haida pronunciation | ||
| Sealaska Heritage Institute | ||
| • information about the Haida language, including recordings of some words ( http://www.haidalanguage.org/ ) |
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Page 227 (6.2 end of CYU) • earthquakes in Canada | ||
| Dan Gwendzil, University of Saskatchewan | ||
| • information about earthquakes in Canada ( http://www.iamamerica.com/media/Canadian_Earthquakes.pdf ) |
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Page 236 (6.4 end of Investigate) • concept attainment | ||
| Saskatoon Public Schools | ||
| • information about a variety of instructional strategies, including concept attainment ( http://olc.spsd.sk.ca/DE/PD/Instr/strats/cattain/index.html ) |
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| University of Saskatchewan | ||
| • information for teachers about concept attainment ( http://www.usask.ca/education/coursework/mcvittiej/methods/conatt.html ) |
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Page 238 (6.4 end of Link the Ideas) • online function machine | ||
| Math Playground | ||
| • a virtual function machine that allows students to choose the level of difficulty ( http://www.mathplayground.com/functionmachine.html ) |
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Page 241 (6.4 end of CYU) • buffalo jumps (Head Smashed-In Buffalo Jump) and the importance of buffalo to the Blackfoot culture | ||
| Parks Canada | ||
| • Head Smashed-In Buffalo Jump in Alberta ( http://www.pc.gc.ca/progs/spm-whs/itm2/site6.aspx ) |
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| UNESCO | ||
| • Head Smashed-In Buffalo Jump in Alberta ( http://whc.unesco.org/en/list/158 ) |
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| The Canadian Encyclopedia | ||
| • information about how the Blackfoot people depended on bison ( http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCESearchMedia&Params=A1&MediaId=25... ) |
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| Sask Schools | ||
| • information about the Aboriginal people in Saskatchewan ( http://www.saskschools.ca/~gregory/firstnations/index.html ) |
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Page 246 (6.5 end of Link the Ideas) • interactive activities related to slope | ||
| Ron Blond | ||
| • applet showing slope of a line segment ( http://www.ronblond.com/M10/sl.APPLET/index.html ) |
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| Math Open Ref | ||
| • information about the slope of a line; includes an applet ( http://www.mathopenref.com/coordslope.html ) |
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| Math Open Ref | ||
| • applet showing how changing m and b in an equation of the form y = mx + b affects the graph of the line ( http://www.mathopenref.com/coordequation.html ) |
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Chapter 7 Page 258 (7 end of Ch Opener) • careers | ||
| Society for American Archaeology | ||
| • information about archaeology ( http://www.saa.org/publicftp/PUBLIC/resources/Careers.html ) |
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| Dinosaurs - A Career in Paleontology | ||
| • information about paleontology ( http://www.greatwebsights.com/dinosaurs/career.htm ) |
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| RCMP | ||
| • information about career opportunities with the RCMP ( http://www.rcmp-grc.gc.ca/recruiting-recrutement/home-accueil/introduction-eng.htm ) |
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| Forensic Laboratory Analyst | ||
| • information about forensic analysis ( http://alis.alberta.ca/occinfo/Content/RequestAction.asp?aspAction=GetHTMLProfile&format=... ) |
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| Civil Engineering | ||
| • information about civil engineers ( http://whatiscivilengineering.csce.ca/ ) |
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Page 261 (7.1 end of Investigate) • extension of a spring with different forces | ||
| YouTube | ||
| • video showing how the extension of a spring changes when different forces are applied ( http://www.youtube.com/watch?v=q04VvdOx2Gw ) |
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Page 264 (7.1 end of Link the Ideas) & how to make a dunk tank | ||
| EHow | ||
| & step-by-step instructions on how to build a dunk tank ( http://www.ehow.com/how_2319556_build-dunk-tank.html ) |
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Page 264
(7.1 end of Link the Ideas) • graphical representation of loss, break-even, profit | ||
| Atlantic Canada Opportunities Agency | ||
| • see Appendix E, Breakeven Analysis ( http://www.acoa.ca/English/publications/FactSheetsAndBrochures/Pages/Planningfor.aspx ) |
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Page 264 (7.1 end of Link the Ideas) • how submarines work | ||
| Explain That Stuff! | ||
| • information about the history and components of submarines ( http://www.explainthatstuff.com/submarines.html ) |
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Page 266
(7.1 end of CYU)
• NATO | ||
| North Atlantic Treaty Organization (NATO) | ||
| • NATO web site ( http://www.nato.int/cps/en/natolive/index.htm ) |
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Page 266 (7.1 end of CYU) • using bones to age dinosaurs | ||
| How Stuff Works | ||
| • explains how scientists determine the age of dinosaur bones ( http://science.howstuffworks.com/dinosaur-bone-age.htm/printable ) |
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Page 266 (7.1 end of CYU) • extinct animals | ||
| Extinct Animal | ||
| • information about extinct and endangered species ( http://www.extinctanimal.com/ ) |
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Page 272 (7.2 end of Link the Ideas) • computer memory | ||
| How Much Data Is That? | ||
| • information about how storage capacity on a computer hard drive is measured ( http://www.jamesshuggins.com/h/tek1/how_big.htm ) |
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Page 274 (7.2 end of CYU) • types of exercise and calories burned | ||
| Nutristrategy | ||
| • lists the number of calories burned for a variety of activities ( http://www.nutristrategy.com/activitylist4.htm ) |
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Page 281 (7.3 end of CYU) • paleontology in Canada | ||
| Government of Canada | ||
| • a variety of links related to paleontology ( http://www.science.gc.ca/Subject_Directory/Environment/Earth/Paleontology-WS6DE01DC2-1_En... ) |
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| Natural Resources, Canada | ||
| • information about paleontology ( http://gsc.nrcan.gc.ca/org/calgary/research/paleontology_e.php ) |
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| The Paleontology Portal, Alberta | ||
| • information about paleontology and geology ( http://data.paleoportal.org/index.php?globalnav=time_space§ionnav=state&name=Alberta ) |
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Chapter 8 Page 298 (Unit 4 Opener) • information about careers related to mathematics | ||
| Environment Canada | ||
| • information about water management • see Water Modelling for applications of mathematics to water management ( http://www.ec.gc.ca/eau-water/default.asp?lang=En&n=DF9EE875-1 ) |
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| BC Ministry of Education | ||
| • lessons demonstrating how mathematics are used in a variety of careers ( http://www.bced.gov.bc.ca/careers/aa/lessons/math.htm ) |
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Page 305 (8 end of Ch Opener) • biologists | ||
| T. L Hui | ||
| • job description for biological scientist ( http://xpmath.com/careers/jobsresult.php?groupID=2&jobID=29 ) |
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| B.C. Ministry of the Environment | ||
| • description of a career as a wildlife biologist ( www.env.gov.bc.ca/careers/jobs/biologists_wb.html ) |
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| John H. Roese | ||
| • description of requirements for a career as a wildlife biologist ( www.biologyreference.com/Ve-Z/Wildlife-Biologist.html ) |
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Page 322 (8.2 end of CYU) • Test of Metal mountain bike race, Squamish, BC | ||
| Test of Metal | ||
| • Test of Metal web site ( http://testofmetal.com/ ) |
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Page 331 (8 Review) • enrichment and extra challenge (solving linear systems graphically) | ||
| Gifted and Enrichment BLMs | ||
|
( https://paris.mcgraw-hill.com/sites/dl/premium/0070002479/instructor/776000/Ch_8_Gifted_a... ) |
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Page 344 (9.1 end of Link the Ideas) • Abbotsford Air Show | ||
| Abbotsford Air Show | ||
| • Abbotsford International Airshow web site ( http://www.abbotsfordairshow.com/ ) |
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Page 350 (9.2, end of Link the Ideas) • carbon offsets | ||
| Pacific Carbon Trust | ||
| • information about carbon offsets ( http://www.pacificcarbontrust.com/BCOffsets/WhatisaCarbonOffset/tabid/95/Default.aspx ) |
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| David Suzuki Foundation | ||
| • information about how to be carbon neutral ( http://www.davidsuzuki.org/Climate_Change/What_You_Can_Do/carbon_neutral.asp ) |
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Page 352 (9.2, end of CYU) • Communities in Bloom | ||
| Communities in Bloom | ||
| • Communities in Bloom web site ( http://www.communitiesinbloom.ca/ ) |
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Page 356 (9.3 end of Link the Ideas) • the Folklorama and Folkfest | ||
| Folkorama | ||
| • information about Folklorama in Winnipeg ( http://www.folklorama.ca/ ) |
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| Saskatoon Folkfest | ||
| • information about Folkfest in Saskatooon ( http://www.saskatoonfolkfest.ca/ ) |
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Page 358 (9.3, end of CYU) • Cirque du Soleil | ||
| Cirque du Soleil | ||
| • information and video about shows ( http://www.cirquedusoleil.com/ ) |
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| The Canadian Encyclopedia | ||
| • information about Cirque du Soleil ( http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0010104 ) |
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Page 358 (9.3, end of CYU) • graphing calculator activities related to systems of equations | ||
| Texas Instruments | ||
| • you must create a free account in order to access learning materials ( http://www.ti-mathnspired.com/algebra/systems-of-linear-equations/what-is-a-solution-to-a... ) |
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Page 365 (Unit 4 Review and Test) • Thelon River | ||
| The Canadian Heritage Rivers System | ||
| • information and stories about the Thelon River in Nunavut ( http://www.chrs.ca/Rivers/Thelon/Thelon_e.htm ) |
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| Nunavut Parks | ||
| • information about Thelon Heritage River ( http://www.nunavutparks.com/english/parks-special-places/thelon-heritage-river/overview.a... ) |
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Page 365 (Unit 4 Review and Test) • the Batoche, Saskatchewan | ||
| Parks Canada | ||
| • information about Batoche, the last battlefield of the Northwest Rebellion ( http://www.pc.gc.ca/eng/lhn-nhs/sk/batoche/index.aspx ) |
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Page 365 (Unit 4 Review and Test) • wallhangings by Mary Kuutsiq Mariq | ||
| Smithsonian | ||
| Smithsonian, National Museum of the American Indian ( http://www.nmai.si.edu/searchcollections/item.aspx?irn=276334&partyid=1339&src=1-2 ) |
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Texas Instruments Textbook Alignments Review and select activities from TI's Activities Exchange that are aligned to the unit and section of your Mathematics 10 textbook. Each activity you select can also be checked to see how it aligns to the WNCP Common Curriculum Framework. http://education.ti.com/educationportal/sites/US/nonProductSingle/pubconnect_mcgrawhill_ryerson_ca.html TI-Nspire™ Tech Masters in OS 2.1 Click here to get Tech Masters showing how to do specific questions and examples in Chapters 2, 7, and 8 using TI-Nspire™. These Tech Masters are in OS 2.1. The documents are in Microsoft® Word so that you can update the directions for future versions of the TI-Nspire™ operating system. TM2-1 How to Do Page 79 #18 Using TI-Nspire
(159.0K)
TM2-3 How to Do Page 91 #19 Using TI-Nspire
(156.0K)
TM7-1 How to Do Page 343 Example 1 Using TI-Nspire
(172.0K)
TM8-1 How to Do Page 420 Example 2 Using TI-Nspire
(114.0K)
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Mathematics 10 Time Lines
(367.0K)
Click here to access the Time Lines for Mathematics 10. This chart provides a summary of the average amount of time needed to handle each element in the Mathematics 10 student resource. |
| Use these links to download the Warm-Ups for each chapter. These materials provide cumulative review for the student resource to that point, as well as mental math practice. Answers are provided. Feel free to make these materials into worksheets or overheads students can work on at the beginning of each class.
Questions BLM 1.03 Chapter 1 Warm-Up
(110.0K)
BLM 2.03 Chapter 2 Warm-Up
(207.0K)
BLM 3.03 Chapter 3 Warm-Up
(179.0K)
BLM 4.03 Chapter 4 Warm-Up
(133.0K)
BLM 5.03 Chapter 5 Warm-Up
(47.0K)
BLM 6.03 Chapter 6 Warm-Up
(132.0K)
BLM 7.03 Chapter 7 Warm-Up
(170.0K)
BLM 8.03 Chapter 8 Warm-Up
(64.0K)
BLM 9.03 Chapter 9 Warm-Up
(45.0K)
Answers Chapter 1 Warm-Up Answers
(79.0K)
Chapter 2 Warm-Up Answers
(87.0K)
Chapter 3 Warm-Up Answers
(60.0K)
Chapter 4 Warm-Up Answers
(88.0K)
Chapter 5 Warm-Up Answers
(38.0K)
Chapter 6 Warm-Up Answers
(132.0K)
Chapter 7 Warm-Up Answers
(114.0K)
Chapter 8 Warm-Up Answers
(115.0K)
Chapter 9 Warm-Up Answers
(71.0K)
|
Click here for the Mathematics 10 Year-End Exam – Option 1. The exam includes:
 Year-End Exam Option 1 Blueprint Year-End Exam Option 1 Multiple Choice and Numerical Response (298.0K) Year-End Exam Option 1 Written Response (142.0K) Year-End Exam Option 1 Answer Sheet (110.0K) Year-End Exam Option 1 Answers (99.0K) |
Click here for the Mathematics 10 Year-End Exam – Option 2. The exam includes:
Year-End Exam Option 2 Blueprint (129.0K) Year-End Exam Option 2 Multiple Choice and Numerical Response (345.0K) Year-End Exam Option 2 Written Response (150.0K) Year-End Exam Option 2 Answer Sheet (110.0K) Year-End Exam Option 2 Answers (91.0K) |
| adjacent side | The side that forms one of the arms of the acute angle being considered in a right triangle, but is not the hypotenuse. |
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| altitude (of a triangle) | The perpendicular distance from a vertex to the opposite side. |
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| angle of depression | The angle formed by the horizontal and a line of sight below the horizontal. |
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| angle of elevation | The angle formed by the horizontal and a line of sight above the horizontal. |
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| apex | The highest point of a pyramid, perpendicular and opposite to the base. |
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| base | (of a three-dimensional object) The bottom face of a three-dimensional object that is orientated in a traditional way. |
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| binomial | A polynomial with two terms. For example, x2 + 3, m2n + 4n, and 2x – 5y are binomials. |
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| circumference | The boundary or perimeter of a circle. This is a linear measurement. It is often represented by the variable C. |
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| coincident lines | Lines that occupy the same position. In a graph of two coincident lines, any point of either line lies on the other line. |
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| common factor | A term that is a factor of two or more terms. For example, 2 is a common factor of 4, 12, and 18, and x is a common factor of x2, xy, and xy2. |
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| degree (of a polynomial) | The degree of the highest-degree term in a polynomial. For example, the polynomial 7a2 – 3a has a degree of two. |
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| degree (of a term) | The sum of the exponents on the variable in a single term. For example, the degree 3x2z2 is 5. A variable with no exponent has a degree of one, so 3a has a degree of one. |
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| dependent variable | The variable whose values depend on those of the independent variable.  |
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| difference of squares | An expression of the form a2 – b2 that involves the subtraction of two squares. For example, x2 – 4 and y2 – 25 are differences of squares. |
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| discrete data | Data values on a graph that are not connected.  |
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| |||||||
| distributive property | The rule that states a(b + c) = ab + ac. For example, 40(20 + 6) = (40)(20) + (40)(6). |
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| |||||||
| |||||||
| domain | The set of all possible values for the independent variable in a relation. |
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| |||||||
| |||||||
| elimination method | An algebraic method of solving a system of equations. Add or subtract the equations to eliminate one variable and solve for the other variable. |
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| |||||||
| entire radical |
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| |||||||
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| |||||||
| exponent | The number of times you multiply the base in a power by itself. For example, in 23, the exponent is 3, so the base is multiplied by itself three times. 2 × 2 × 2 = 8. |
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| |||||||
| face | A flat or curved surface of a three-dimensional object.  |
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| factor | Any number or variable that, when multiplied with one or more other numbers or variables, forms a product. For example, the factors of 12 are 1, 2, 3, 4, 6, and 12, and the factors of a2b are a, a, and b. |
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| |||||||
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| |||||||
| function | A relation in which each value of the independent variable is associated with exactly one value of the dependent variable. For every value in the domain there is a unique value in the range. |
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| |||||||
| |||||||
| |||||||
| function notation | A notation used when a relation is a function. It is written f(x) and read as “f of x” or “f at x.” |
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| |||||||
| general form | The equation of a line in the form Ax + By + C = 0, where A, B, and C are real numbers, and A and B are not both zero. By convention, A is a whole number. This means that A will always be positive. |
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| |||||||
| |||||||
| greatest common factor (GCF) | The largest factor shared by two or more terms. For example, the GCF of 12 and 28 is 4, and the GCF of x2yz and x2y3 is x2y. |
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| |||||||
| hypotenuse | The side opposite the right angle in a right triangle.  |
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| imperial system | A system of measurement based on British units |
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| |||||||
| independent variable | The variable for which values are selected.  |
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| index | Indicates what root to take.  |
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| irrational number |
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| |||||||
| lateral area | The surface that joins two bases of a three-dimensional object or that joins the base to the highest point.  |
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| |||||||
| |||||||
| |||||||
| least common multiple (LCM) | The smallest multiple shared by two or more terms. For example, the LCM of 6 and 8 is 24. |
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| |||||||
| like terms | Terms that have the same variable(s) raised to the same exponent(s). For example, 3x and –2x are like terms. |
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| |||||||
| |||||||
| |||||||
| metric system | A system of measurement in which all units are based on powers of ten. The metre is the basic unit of length. |
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| mixed radical |
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| monomial |
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| |||||||
| |||||||
| |||||||
| multiple (of a number) | The product of a given number and an integral value. For example, the multiples of 5 are 5, 10, 15, 20, .... |
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| |||||||
| |||||||
| |||||||
| non-linear relation | A relation that does not form a straight line when the data are plotted on a graph.  |
||||||
| |||||||
| |||||||
| |||||||
| opposite side | The sides across from the acute angle being considered in a right triangle. It is the side that does not form one of the arms of the angle being considered.  |
||||||
| |||||||
| |||||||
| |||||||
| parallel lines | Lines in the same plane that do not intersect. They have the same slope but different intercepts. |
||||||
| |||||||
| |||||||
| |||||||
| parameter | A variable that has a constant value in a particular equation. |
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| |||||||
| |||||||
| |||||||
| perfect cube | A number that can be expressed as the product of three equal factors. For example, 64 = (4)(4)(4) or 43. |
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| |||||||
| |||||||
| |||||||
| perfect square | A number that can be expressed as the product of two equal factors. For example, 16 = (4)(4) or 42. |
||||||
| |||||||
| |||||||
| |||||||
| perfect square trinomial | The result of squaring a binomial. For example, (x + 5)2 = x2 + 10x + 25 is a perfect square trinomial. |
||||||
| |||||||
| |||||||
| |||||||
| perpendicular lines | Two lines that intersect at right angles (90°). These two lines have slopes that are negative reciprocals of each other. |
||||||
| |||||||
| |||||||
| |||||||
| point of intersection | A point at which two lines touch or cross. |
||||||
| |||||||
| |||||||
| |||||||
| polynomial | An algebraic expression formed by adding or subtracting terms. For example, x + 5, 2d – 2.4, and 3s2 + 5s – 6 are polynomials. |
||||||
| |||||||
| |||||||
| |||||||
| power | An expression made up of a base and an exponent. For example, in the power 63, 6 is the base and 3 is the exponent. |
||||||
| |||||||
| |||||||
| |||||||
| primary trigonometric ratios | The three ratios—sine, cosine, and tangent—defined in a right triangle. |
||||||
| |||||||
| |||||||
| |||||||
| prime factor | A factor that is a prime number; that is, a number divisible only by 1 and itself. For example, the prime factors of 10 are 2 and 5. |
||||||
| |||||||
| |||||||
| |||||||
| prime factorization | The process of writing a number as a product of its prime factors. For example, the prime factorization of 24 is 2 × 2 × 2 × 3. |
||||||
| |||||||
| |||||||
| |||||||
| prism | A three-dimensional object with two parallel and congruent polygon bases and rectangular sides. |
||||||
| |||||||
| |||||||
| |||||||
| pyramid | A three-dimensional object with one base and the same number of triangular faces as there are sides on the base.  |
||||||
| |||||||
| |||||||
| |||||||
| radical | Consists of a root symbol, an index, and a radicand.
 |
||||||
| |||||||
| |||||||
| |||||||
| radicand | The quantity under the radical sign.  |
||||||
| |||||||
| |||||||
| |||||||
| range | The set of all possible values for the dependent variable as the independent variable takes on all possible values of the domain. |
||||||
| |||||||
| |||||||
| |||||||
| rational exponent | An exponent that can be expressed as the quotient of two integers, where the divisor is not zero.
|
||||||
| |||||||
| |||||||
| |||||||
| rational number | A number that can be expressed as the quotient of two integers, where the divisor is not zero.
|
||||||
| |||||||
| |||||||
| |||||||
| referent | An item that an individual uses as a measurement for estimating. For example, the height of the doorknob above the floor is about 1 m, or the thickness of a dime is about 1 mm. |
||||||
| |||||||
| |||||||
| |||||||
| relation | An association between two quantities. It can be presented in words, as an equation, as a table of values, as ordered pairs, or as a graph. |
||||||
| |||||||
| |||||||
| |||||||
| set notation | A formal mathematical way to give the values of domain and range. For example, the domain is {x | x ≤ 10, x ∈ R} and the range is {y | y > 20, y ∈ R}. |
||||||
| |||||||
| |||||||
| |||||||
| SI (Système International d’Unités) | A system of measurement in which all units are based on powers of ten. The metre is the basic unit of length. |
||||||
| |||||||
| |||||||
| |||||||
| sine ratio | For an acute angle in a right triangle, the ratio of the length of the opposite side to the length of the hypotenuse.
 |
||||||
| |||||||
| |||||||
| |||||||
| slant height | The shortest lateral distance from the edge of the base of a cone or pyramid to its highest point.  |
||||||
| |||||||
| |||||||
| |||||||
| slope | The ratio of the vertical change, or rise, to the horizontal change, or run, of a line or line segment. Slope is not expressed with units.  |
||||||
| |||||||
| |||||||
| |||||||
| slope-intercept form | The equation of a line in the form y = mx + b, where m is the slope of the line and b is the y-intercept. |
||||||
| |||||||
| |||||||
| |||||||
| slope-point form | The equation of a non-vertical line in the form y – y1 = m(x – x1), where m is the slope and (x1, y1) are the coordinates of a point on the line. |
||||||
| |||||||
| |||||||
| |||||||
| solution (to a system of linear equations) | A point of intersection of the lines on a graph. It is an ordered pair that satisfies both equations, or a pair of values occurring in the tables of values of both equations. |
||||||
| |||||||
| |||||||
| |||||||
| solution (to a system of linear equations) | A point of intersection of the lines on a graph. It is an ordered pair that satisfies both equations, or a pair of values occurring in the tables of values of both equations. |
||||||
| |||||||
| |||||||
| |||||||
| sphere | A round, ball-shaped object. It is a set of points in space that are a given distance (radius) from a fixed point (centre).  |
||||||
| |||||||
| |||||||
| |||||||
| square root |
|
||||||
| |||||||
| |||||||
| |||||||
| substitution method | An algebraic method of solving a system of equations. Solve one equation for one variable. Then, substitute that value into the other equation and solve for the other variable. |
||||||
| |||||||
| |||||||
| |||||||
| surface area | The number of square units needed to cover a three-dimensional object. It is the sum of the areas of all the faces of an object.  |
||||||
| |||||||
| |||||||
| |||||||
| system of linear equations | Two or more linear equations involving common variables |
||||||
| |||||||
| |||||||
| |||||||
| tangent (of a circle) | A line that touches a circle at exactly one point. The line is perpendicular to the radius at that point. The point where the line touches the circle is called the point of tangency. |
||||||
| |||||||
| |||||||
| |||||||
| tangent ratio | For an acute angle in a right triangle, the ratio of the length of the opposite side to the length of the adjacent side.
 |
||||||
| |||||||
| |||||||
| |||||||
| term | A number or a variable, or the product of numbers and variables. For example, the expression 5x and 3 has two terms: 5x and 3. |
||||||
| |||||||
| |||||||
| |||||||
| trinomial | A polynomial with three terms. For example, x2 + 3x – 1 and 2x2 – 5xy + 10y2 are trinomials. |
||||||
| |||||||
| |||||||
| |||||||
| vertical line test | A test to see if a graph represents a function. If any vertical line crosses the graph at more than one point, the relation is not a function. The graph on the left is a relation. The graph on the right is not. |
||||||
| |||||||
| |||||||
| |||||||
| volume | The amount of space a three-dimensional object occupies. It is measured in cubic units. |
||||||
| |||||||
| |||||||
| |||||||
| x-intercept | The x-coordinate of the point where a line or curve crosses the x-axis. It is the value of x when y = 0. |
||||||
| |||||||
| |||||||
| |||||||
| y-intercept | The y-coordinate of the point where a line or curve crosses the y-axis. It is the value of y when x = 0. |
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|
Page 7 Information About Photogrammetrists | ||
| Dream Computers Pty Ltd | ||
| • job description for photogrammetrist ( http://www.job-descriptions.org/photogrammetrist.html ) |
||
| ||
| ||
| ||
| Education-online-search.com | ||
| • duties, skills, training, job outlook for photogrammetrist ( http://www.education-online-search.com/articles/careers/vocational_careers/photogrammetri... ) |
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Page 10 Video Showing How to Read an SI Caliper | ||
| Wikimedia Foundation Inc. | ||
| • steps to reading an SI caliper ( http://en.wikipedia.org/wiki/File:Using_the_caliper_new_en.gif ) |
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| ||
| ||
| ||
| David M. Harrison, Dept. of Physics, Univ. of Toronto | ||
| • explanation of how to read a vernier caliper • Fixed scale is shifted 1 mm to the right of the left jaw, so accurate measurement of item is indicated at zero on the moving scale. ( http://www.upscale.utoronto.ca/PVB/Harrison/Vernier/Vernier.html ) |
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Page 19 Learn About the History of Music Distribution | ||
| Wikimedia Foundation Inc. | ||
| • history of the music industry including methods of distributing music ( http://en.wikipedia.org/wiki/Music_industry ) |
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Page 23 How to Read an Imperial Caliper | ||
| Wikimedia Foundation Inc. | ||
| • how to use a Vernier caliper • the Tips link to a Java applet showing a caliper in action ( http://www.wikihow.com/Use-a-Vernier-Caliper ) |
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Page 33 learn about past and present music storage devices | ||
| Wikimedia Foundation Inc. | ||
| • information on 78 rpm records, as well as record albums, other record speeds, and so on. ( http://en.wikipedia.org/wiki/Gramophone_record#78.C2.A0rpm_disc_size ) |
||
| ||
| ||
| ||
| Wikimedia Foundation Inc. | ||
| • history of cassette tapes • information about cassette tapes and players/recorders ( http://en.wikipedia.org/wiki/Compact_audio_cassette ) |
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| ||
| ||
| ||
| About.com, part of The New York Times Company | ||
| • history of MP3 ( http://inventors.about.com/od/mstartinventions/a/MPThree.htm ) |
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Page 37 Learn About Laser Technology Related to Music Storage | ||
| Wikipedia Foundation Inc. | ||
| • information on how CDs are manufactured and how lasers are involved ( http://en.wikipedia.org/wiki/CD_manufacturing ) |
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Page 55 Learn About Industrial Design | ||
| Association of Canadian Industrial Designers | ||
| • definition of industrial design • examples of industrial designers’ work ( http://www.designcanada.org/what-is-ID.html ) |
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Page 57 Learn About How Vinyl Records are Made | ||
| eil.com | ||
| • detailed outline of how to make a vinyl record ( http://eil.com/explore/guide/vinyl_making.asp ) |
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| ||
| ||
| Google videos | ||
| • hear a recording done on a wax cylinder; see the machine ( http://video.google.ca/videoplay?docid=7674917925194039795&ei=ag6LS96tAZ-6qwLUsOW7Aw&q=wa... ) |
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| ||
| ||
| YouTube | ||
| • see machine recording and hear recording on wax cylinder ( http://www.youtube.com/watch?v=WVTMPbMrU_0 ) |
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| ||
| YouTube | ||
| • brief history of wax cylinder recording ( http://www.youtube.com/watch?v=_C6noBmD0cw ) |
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Page 67 Learn about Blackfoot Crossing Historical Park | ||
| Blackfoot Crossing Historical Park | ||
| • information about the Siksika Nation and Blackfoot Crossing Historical Park ( http://www.blackfootcrossing.ca/aboutus.html ) |
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Page 81 Video showing the relationship between the volume of a right cone and the volume of a right cylinder | ||
| Glencoe.com | ||
| • video animation • discusses the volumes of pyramids, cones, and spheres compared to that of a related prism ( http://www.glencoe.com/sites/texas/student/mathematics/assets/animation/prealgebra/PREALG... ) |
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Page 90 Video that describes the cell phone development by Motorola | ||
| Motorola.com | ||
| • history of the development of the cell phone since the 1930s • Click play ??? to watch the video. ( http://www.motorola.com/content.jsp?globalObjectId=7662-10813 ) |
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Page 151 Learn About Artists | ||
| QandAs.com | ||
| • description of what an artist does, including several types of artists ( http://career.qandas.com/jobs/what-does-an-artist-do.html ) |
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| ||
| University of Regina | ||
| • article about how artists use math ( http://mathcentral.uregina.ca/beyond/articles/Art/art1.html ) |
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Page 154 Learn about perfect squares and square roots | ||
| Jim Reed | ||
| • definitions and examples of perfect squares and square roots • If you enter a number, the calculator gives the positive and negative square roots ( http://argyll.epsb.ca/jreed/math9/strand1/1103.htm ) |
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Page 155 Learn about prime factorization and to use a prime factorization tool | ||
| MathsIsFun.com | ||
| • definitions and examples of prime numbers and prime factorization • To use prime factorization tool, scroll to the bottom of the page and click the link. After you enter your number, make sure you click Go. ( www.mathsisfun.com/prime-factorization.html ) |
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Page 185 Information about the golden ratio and the golden rectangle | ||
| MathsIsFun.com | ||
| • explanation of the golden ratio, including steps to calculate it and where it might be found in architecture ( www.mathsisfun.com/numbers/golden-ratio.html ) |
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| ||
| ||
| Wolfram Research | ||
| • explanation of the golden ratio, with a link to the golden rectangle ( http://mathworld.wolfram.com/GoldenRatio.html ) |
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| ||
| ||
| Wolfram Research | ||
| • explanation of the golden rectangle ( http://mathworld.wolfram.com/GoldenRectangle.html ) |
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Page 189 Information about pentagrams and how to draw one | ||
| MathsIsFun.com | ||
| • definition of a pentagram, including ratios of the lengths and tips for drawing a pentagram ( www.mathsisfun.com/geometry/pentagram.html ) |
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Page 194 Information about Canada’s satellites | ||
| Government of Canada – Space Agency | ||
| • description of different types of satellites • provides links to specific details about each Canadian satellite at the bottom of the page ( www.asc-csa.gc.ca/eng/satellites/default.asp ) |
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Page 195 Information about Fibonacci spirals | ||
| Ron Knott | ||
| • scroll down for information on Fibonacci spirals and where examples are found in nature ( www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibnat.html ) |
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Page 267 (Chapter Opener, Career Link) • information about forensic scientists | ||
| Simon Fraser University | ||
| • describes the discipline of forensic science and some of the sub-specialties ( http://www.sfu.ca/~ganderso/forensic_science.htm ) |
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| ||
| ||
| Canadian Society of Forensic Science | ||
| • information education programs and careers in forensic science ( http://www.csfs.ca/ ) |
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Page 269 (6.1 Investigate) • interactive investigation of distance-time graphs | ||
| Math Warehouse | ||
| • move a ship across the screen and explore the relationship between distance and time ( http://graphs.mathwarehouse.com/distance-time-graph-activity.php ) |
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Page 276 (6.1 #9) • the wooden roller coaster, The Coaster, at the PNE | ||
| YouTube | ||
| • video of construction of the wooden roller coaster, The Coaster, at the PNE ( http://www.youtube.com/watch?v=0guSx7FcKmY ) |
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| ||
| ||
| ||
| YouTube | ||
| • ride The Coaster, at the PNE ( http://www.youtube.com/watch?v=Ml8YOnXkdvw ) |
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Page 298 (6.3 Example 2) • graph of a rider’s height above the ground when on a Ferris wheel | ||
| Ferris Wheel | ||
| • applet showing how rotation of wheel relates to height-time graph ( http://www.mc.maricopa.edu/~dschultz/FerrisWheel/ferriswheel.html ) |
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| ||
| <applet to come> | ||
| <applet to come> ( # ) |
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Page 329 (6.5 #19, Mini Lab) • avalanche safety | ||
| Canadian Avalanche Centre | ||
| • information on trip planning, gear, and safety ( http://www.avalanche.ca/cac/ ) |
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Page 339 (Chapter Opener, Career Link) • information about archaeologists | ||
| Parks Canada | ||
| • this site offers information on archaeology • students can take virtual 3-D tours of some of Canada’s archaeological sites ( http://www.pc.gc.ca/eng/progs/arch/index.aspx ) |
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Page 375 (7.3 Example 3) • learn more about mountain climbing | ||
| British Columbia Mobility Opportunities Society | ||
| • information on mountain climbing endeavours by Brad Zdanivsky and other people with physical disabilities ( http://www.bcmos.org/main/extreme_hikes.php ) |
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| ||
| Government of Alberta | ||
| • information of mountain climbing and other tourism activities, including popular locations in Alberta ( http://www1.travelalberta.com/en-media/index.cfm?pageid=2107 ) |
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Page 380 (7.3 #17) • components of population growth in parts of Canada | ||
| Government of Canada | ||
| • statistics on population growth in each province or territory ( http://www40.statcan.ca/l01/cst01/demo33c-eng.htm ) |
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Page 415 (Chapter Opener, Career Link) • information about biologists | ||
| T. L | ||
| • job description for biological scientist, including salary and mathematics topics used by biologists ( http://xpmath.com/careers/jobsresult.php?groupID=2&jobID=29 ) |
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| ||
| ||
| ||
| B.C. Ministry of the Environment | ||
| • description of a career as a wildlife biologist, including salary range and educational requirements ( www.env.gov.bc.ca/careers/jobs/biologists_wb.html ) |
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| ||
| ||
| ||
| John H. Roese | ||
| • description of requirements for a career as a wildlife biologist ( www.biologyreference.com/Ve-Z/Wildlife-Biologist.html ) |
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Page 442 (8.2 #9 Unit Project) • information about low-flow shower heads and other water-saving fixtures | ||
| BC Hydro | ||
| • strategies to conserve water in the home ( http://www.bchydro.com/guides_tips/green-your-home/water_guide.html ) |
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| ||
| ||
| Statistics Canada | ||
| • articles and statistics on water use and conservation ( http://www.statcan.gc.ca/stcsr/query.html?qt=water&col=alle&ht=0&qp=%2Btopic%3A113113165&... ) |
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Page 446 (8.3 Intro) • information about Arctic Winter Games | ||
| CBC Sports Archives | ||
| • includes television and radio clips about the Arctic Winter Games ( http://archives.cbc.ca/sports/more_sports/topics/1194/ ) |
||
| ||
| ||
| ||
| The Canadian Encyclopedia | ||
| • history of the Arctic Winter Games ( http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=a1ARTA0000299 ) |
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Page 467 (CO, Career Link) • information about air traffic controllers | ||
| NavCanada | ||
| • video showing the role of an ATC
• NavCanada is responsible for all ATC licensing in Canada ( http://takecharge.navcanada.ca/en/content/coolstuff ) |
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Page 469 (9.1, Investigate) • practise the algebraic method with a virtual scale | ||
| Algebra Balance Scales | ||
| The activity Algebra Balance Scales has a Java applet that uses a balance scale with one variable equations. ( www.tutor.com/Resources/SubTopic.aspx?id=204 ) |
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Page 477 (9.1, #17) • information about Wascana Waterfowl Par | ||
| Wascana Centre | ||
| • includes information about the Wascana Waterfowl Park and other parks in Regina, SK. ( http://www.wascana.sk.ca/waterfowlpark.html ) |
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Page 481 (9.2, Investigate) • practise the algebraic method with a virtual scale | ||
| NCTM | ||
| • This applet uses a virtual pan balance to compare algebraic expressions. ( http://illuminations.nctm.org/ActivityDetail.aspx?ID=10 ) |
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| Utah State University, National Library of Virtual Manipulatives | ||
| • This applet uses a virtual balance scale to help students manipulate algebraic expressions. ( http://nlvm.usu.edu/en/nav/frames_asid_324_g_4_t_2.html ) |
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Page 506 (Unit 4 Project closer) • information about reducing water use in the home | ||
| Environment Canada | ||
| • suggestions for reducing water use in the home and in the community ( http://ec.gc.ca/eau-water/default.asp?lang=En&n=344B115B-1 ) |
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| Natural Resources Canada | ||
| • suggestions for reducing water use in the home ( http://oee.nrcan.gc.ca/residential/personal/new-homes/water-conservation.cfm?attr=4 ) |
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| Do you want to do better in math? Check out this link for some suggestions that will help you. |
| Tower of Hanoi | ||
| In this puzzle, a (variable) number of rings are placed in a “tower”, largest to smallest. The object is to move the rings, one at a time, onto two additional towers, until all of the rings are on the last tower. ( http://www.dynamicdrive.com/dynamicindex12/towerhanoi.htm ) |
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| Math Hangman | ||
| Guess the letters in the words or phrases selected by the computer before you run out of moves. This game will stretch your knowledge and your vocabulary. ( http://www.mathsisfun.com/games/hangman-game-with-math-words.html ) |
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| Sprouts | ||
| This is a game for two players. Take turns drawing curves between any two dots. The player who draws the last possible curve wins. The curves must not intersect, and no more than three curves may come from any dot. ( http://www.math.utah.edu/~alfeld/Sprouts/ ) |
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| Daleks | ||
| This keyboard-controlled game is based on the television series Dr. Who. The goal is to help Dr. Who escape the Daleks (evil robots). To win, you will need your knowledge of two-dimensional geometry, logical thinking, and planning skills. ( http://www.koobifora.com/daleks/ ) |
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| Set Game | ||
| This card game may seem simple at first, but it will surprise you. The cards have four attributes: colour, shape, number, and shading. To score, you must find three cards that are either all alike or all different within each of the four categories. Mentally juggling all four categories is more challenging than it sounds! ( http://2n1.org/applets/set/ ) |
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| Awari | ||
|
Awari is an ancient game that was played using stones and holes in the ground. The object is to capture the greatest number of stones. ( http://www.copleys.com/awari.htm ) |
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| 3-D Noughts and Crosses | ||
| A three-dimensional version of the popular game tic-tac-toe. The game has four layers, each with a 4-by-4 grid. Use this game to improve your ability to think in three dimensions. ( http://web.ukonline.co.uk/arthur.vause/ThreeDoxo.html ) |
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| The Factor Game | ||
| How well do you know the factors of numbers from 1 to 100? Take turns (with another player or with the computer) identifying the factors of a number chosen by your opponent. The game ends when there are no more numbers and factors to select. The winner is the player with the greatest sum. Play a few times to develop a strategy! ( http://illuminations.nctm.org/tools/tool_detail.aspx?id=12 ) |
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| The Game of Life | ||
| The Game of Life uses biological growth patterns and mathematical patterning to simulate the growth or death of a culture. The object is to create a living system that is able to sustain itself. ( http://www.math.com/students/wonders/life/life.html ) |
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| Knot Funny | ||
| This game challenges you to unscramble 16 numbers in a 4-by-4 grid. The catch is that you cannot move individual squares; you have to work with a block of numbers at a time. Although it looks simple, unravelling the scramble will test your patterning skills. ( http://javaboutique.internet.com/KnotFunny/ ) |
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| Rubik??s Illusion | ||
| Your goal: get five of your pieces in a row on this 8-by-4 grid before the computer does. The catch: there is a mirror that doubles the number of squares and doubles each move. There are six levels of difficulty. ( http://www.dotsphinx.com/games/rubik/illusion/ ) |
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| Nim | ||
| This applet simulates the original Nim game. You and the computer take turns removing objects from the rows; whoever removes the last object wins. There are many versions of Nim available, so you can use your favourite search engine to find variations on this game. ( http://britton.disted.camosun.bc.ca/nim.htm ) |
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| The Fruit Game | ||
| The Fruit Game is an interactive Nim-type game. The object is to beat the computer by removing the last piece of fruit from the table. ( http://www.2020tech.com/fruit/index.html ) |
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| Safebreaker | ||
| The object of this game is to break the five-digit code in the fewest number of trials. After each trial, the computer gives you feedback on which digits are not in the code; which digits are in the code but in the wrong place; and which digits you have identified correctly. ( http://www.pimpernel.com/safe/ ) |
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| Hex-7 | ||
|
Hex-7 is a strategy game that requires players to build a path across a playing surface made up of hexagons. ( http://www.mazeworks.com/hex7/index.htm ) |
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| Pentominoes | ||
| Pentominoes a set of shapes, each made up of five squares. The challenge is to completely tile a section of the plane. Pentominoes can be rotated or flipped before being placed. ( http://www.math.clemson.edu/~rsimms/java/pentominoes/ ) |
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| Rubik??s Cube | ||
| The applet allows you to manipulate a Rubik??s Cube in three dimensions. More challenging puzzles, such as a 5-by-5-by-5 cube are available. ( http://www.mud.ca/puzzler/JPuzzler/JPuzzler.html ) |
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| The Chaos Game | ||
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The Chaos Game makes use of the Sierpinski Triangle and fractals to present a challenging puzzle. There are four levels of difficulty provided. ( http://math.bu.edu/DYSYS/applets/chaos-game.html ) |
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| Resizing Jigsaw | ||
| The pieces in this jigsaw puzzle are not the correct size. Each piece must be scaled before it can be added to the puzzle. There is a time limit to determine the correct scale for each piece. ( http://pbskids.org/cyberchase/games/sizeandscale/sizeandscale.html ) |
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Page 7 Information About Photogrammetrists | ||
| Dream Computers Pty Ltd | ||
| • job description for photogrammetrist ( http://www.job-descriptions.org/photogrammetrist.html ) |
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| Education-online-search.com | ||
| • duties, skills, training, job outlook for photogrammetrist ( http://www.education-online-search.com/articles/careers/vocational_careers/photogrammetri... ) |
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Page 10 Video Showing How to Read an SI Caliper | ||
| Wikimedia Foundation Inc. | ||
| • steps to reading an SI caliper ( http://en.wikipedia.org/wiki/File:Using_the_caliper_new_en.gif ) |
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| David M. Harrison, Dept. of Physics, Univ. of Toronto | ||
| • explanation of how to read a vernier caliper • Fixed scale is shifted 1 mm to the right of the left jaw, so accurate measurement of item is indicated at zero on the moving scale. ( http://www.upscale.utoronto.ca/PVB/Harrison/Vernier/Vernier.html ) |
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Page 19 Learn About the History of Music Distribution | ||
| Wikimedia Foundation Inc. | ||
| • history of the music industry including methods of distributing music ( http://en.wikipedia.org/wiki/Music_industry ) |
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Page 23 How to Read an Imperial Caliper | ||
| Wikimedia Foundation Inc. | ||
| • how to use a Vernier caliper • the Tips link to a Java applet showing a caliper in action ( http://www.wikihow.com/Use-a-Vernier-Caliper ) |
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Page 33 learn about past and present music storage devices | ||
| Wikimedia Foundation Inc. | ||
| • information on 78 rpm records, as well as record albums, other record speeds, and so on. ( http://en.wikipedia.org/wiki/Gramophone_record#78.C2.A0rpm_disc_size ) |
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| Wikimedia Foundation Inc. | ||
| • history of cassette tapes • information about cassette tapes and players/recorders ( http://en.wikipedia.org/wiki/Compact_audio_cassette ) |
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| About.com, part of The New York Times Company | ||
| • history of MP3 ( http://inventors.about.com/od/mstartinventions/a/MPThree.htm ) |
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Page 37 Learn About Laser Technology Related to Music Storage | ||
| Wikipedia Foundation Inc. | ||
| • information on how CDs are manufactured and how lasers are involved ( http://en.wikipedia.org/wiki/CD_manufacturing ) |
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Page 55 Learn About Industrial Design | ||
| Association of Canadian Industrial Designers | ||
| • definition of industrial design • examples of industrial designers’ work ( http://www.designcanada.org/what-is-ID.html ) |
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Page 57 Learn About How Vinyl Records are Made | ||
| eil.com | ||
| • detailed outline of how to make a vinyl record ( http://eil.com/explore/guide/vinyl_making.asp ) |
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| Google videos | ||
| • hear a recording done on a wax cylinder; see the machine ( http://video.google.ca/videoplay?docid=7674917925194039795&ei=ag6LS96tAZ-6qwLUsOW7Aw&q=wa... ) |
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| YouTube | ||
| • see machine recording and hear recording on wax cylinder ( http://www.youtube.com/watch?v=WVTMPbMrU_0 ) |
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| YouTube | ||
| • brief history of wax cylinder recording ( http://www.youtube.com/watch?v=_C6noBmD0cw ) |
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Page 67 Learn about Blackfoot Crossing Historical Park | ||
| Blackfoot Crossing Historical Park | ||
| • information about the Siksika Nation and Blackfoot Crossing Historical Park ( http://www.blackfootcrossing.ca/aboutus.html ) |
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Page 81 Video showing the relationship between the volume of a right cone and the volume of a right cylinder | ||
| Glencoe.com | ||
| • video animation • discusses the volumes of pyramids, cones, and spheres compared to that of a related prism ( http://www.glencoe.com/sites/texas/student/mathematics/assets/animation/prealgebra/PREALG... ) |
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Page 90 Video that describes the cell phone development by Motorola | ||
| Motorola.com | ||
| • history of the development of the cell phone since the 1930s • Click play ??? to watch the video. ( http://www.motorola.com/content.jsp?globalObjectId=7662-10813 ) |
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The following files will assist you with completing #18 on page 79 in your textbook. Use the link to the software that you have on your computer.
Microsoft® Excel  SE page 79 Check Your Understanding #18
(18.0K)
TI'Nspire™  SE page 79 Check Your Understanding #18
(1.0K)
The following files will assist you with completing #19 on page 91 in your textbook. Use the link to the software that you have on your computer.
Microsoft® Excel SE page 91 Check Your Understanding #19
(18.0K)
TI'Nspire™ SE page 91 Check Your Understanding #19
(1.0K)
* To extract the files from the zip folder, a software compression utility is required. A free evaluation version of Winzip is available here.
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Page 151 Learn About Artists | ||
| QandAs.com | ||
| • description of what an artist does, including several types of artists ( http://career.qandas.com/jobs/what-does-an-artist-do.html ) |
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| University of Regina | ||
| • article about how artists use math ( http://mathcentral.uregina.ca/beyond/articles/Art/art1.html ) |
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Page 154 Learn about perfect squares and square roots | ||
| Jim Reed | ||
| • definitions and examples of perfect squares and square roots • If you enter a number, the calculator gives the positive and negative square roots. ( http://argyll.epsb.ca/jreed/math9/strand1/1103.htm ) |
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Page 155 Learn about prime factorization and to use a prime factorization tool | ||
| MathsIsFun.com | ||
| • definitions and examples of prime numbers and prime factorization • To use prime factorization tool, scroll to the bottom of the page and click the link. After you enter your number, make sure you click Go. ( www.mathsisfun.com/prime-factorization.html ) |
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Page 185 Information about the golden ratio and the golden rectangle | ||
| MathsIsFun.com | ||
| • explanation of the golden ratio, including steps to calculate it and where it might be found in architecture ( www.mathsisfun.com/numbers/golden-ratio.html ) |
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| Wolfram Research | ||
| • explanation of the golden ratio, with a link to the golden rectangle ( http://mathworld.wolfram.com/GoldenRatio.html ) |
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| Wolfram Research | ||
| • explanation of the golden rectangle ( http://mathworld.wolfram.com/GoldenRectangle.html ) |
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Page 189 Information about pentagrams and how to draw one | ||
| MathsIsFun.com | ||
| • definition of a pentagram, including ratios of the lengths and tips for drawing a pentagram ( www.mathsisfun.com/geometry/pentagram.html ) |
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Page 194 Information about Canada’s satellites | ||
| Government of Canada – Space Agency | ||
| • description of different types of satellites • provides links to specific details about each Canadian satellite at the bottom of the page ( www.asc-csa.gc.ca/eng/satellites/default.asp ) |
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Page 195 Information about Fibonacci spirals | ||
| Ron Knott | ||
| • scroll down for information on Fibonacci spirals and where examples are found in nature ( www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibnat.html ) |
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Page 267 (Chapter Opener, Career Link) • information about forensic scientists | ||
| Simon Fraser University | ||
| • describes the discipline of forensic science and some of the sub-specialties ( http://www.sfu.ca/~ganderso/forensic_science.htm ) |
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| Canadian Society of Forensic Science | ||
| • information education programs and careers in forensic science ( http://www.csfs.ca/ ) |
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Page 269 (6.1 Investigate) • interactive investigation of distance-time graphs | ||
| Math Warehouse | ||
| • move a ship across the screen and explore the relationship between distance and time ( http://graphs.mathwarehouse.com/distance-time-graph-activity.php ) |
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Page 276 (6.1 #9) • the wooden roller coaster, The Coaster, at the PNE | ||
| YouTube | ||
| • video of construction of the wooden roller coaster, The Coaster, at the PNE ( http://www.youtube.com/watch?v=0guSx7FcKmY ) |
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| YouTube | ||
| • ride The Coaster, at the PNE ( http://www.youtube.com/watch?v=Ml8YOnXkdvw ) |
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Page 298 (6.3 Example 2) • graph of a rider’s height above the ground when on a Ferris wheel | ||
| Ferris Wheel | ||
| • applet showing how rotation of wheel relates to height-time graph ( http://www.mc.maricopa.edu/~dschultz/FerrisWheel/ferriswheel.html ) |
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| Ferris Wheel Applet | ||
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( ../../school/secondary/math10_ise/297domainandrange.swf ) |
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Page 329 (6.5 #19, Mini Lab) • avalanche safety | ||
| Canadian Avalanche Centre | ||
| • information on trip planning, gear, and safety ( http://www.avalanche.ca/cac/ ) |
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Page 339 (Chapter Opener, Career Link) • information about archaeologists | ||
| Parks Canada | ||
| • this site offers information on archaeology • students can take virtual 3-D tours of some of Canada’s archaeological sites ( http://www.pc.gc.ca/eng/progs/arch/index.aspx ) |
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Page 375 (7.3 Example 3) • learn more about mountain climbing | ||
| British Columbia Mobility Opportunities Society | ||
| • information on mountain climbing endeavours by Brad Zdanivsky and other people with physical disabilities ( http://www.bcmos.org/main/extreme_hikes.php ) |
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| Government of Alberta | ||
| • information of mountain climbing and other tourism activities, including popular locations in Alberta ( http://www1.travelalberta.com/en-media/index.cfm?pageid=2107 ) |
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Page 380 (7.3 #17) • components of population growth in parts of Canada | ||
| Government of Canada | ||
| • statistics on population growth in each province or territory ( http://www40.statcan.ca/l01/cst01/demo33c-eng.htm ) |
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Page 415 (Chapter Opener, Career Link) • information about biologists | ||
| T. L | ||
| • job description for biological scientist, including salary and mathematics topics used by biologists ( http://xpmath.com/careers/jobsresult.php?groupID=2&jobID=29 ) |
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| B.C. Ministry of the Environment | ||
| • description of a career as a wildlife biologist, including salary range and educational requirements ( www.env.gov.bc.ca/careers/jobs/biologists_wb.html ) |
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| John H. Roese | ||
| • description of requirements for a career as a wildlife biologist ( www.biologyreference.com/Ve-Z/Wildlife-Biologist.html ) |
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Page 442 (8.2 #9 Unit Project) • information about low-flow shower heads and other water-saving fixtures | ||
| BC Hydro | ||
| • strategies to conserve water in the home ( http://www.bchydro.com/guides_tips/green-your-home/water_guide.html ) |
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| Statistics Canada | ||
| • articles and statistics on water use and conservation ( http://www.statcan.gc.ca/stcsr/query.html?qt=water&col=alle&ht=0&qp=%2Btopic%3A113113165&... ) |
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Page 446 (8.3 Intro) • information about Arctic Winter Games | ||
| CBC Sports Archives | ||
| • includes television and radio clips about the Arctic Winter Games ( http://archives.cbc.ca/sports/more_sports/topics/1194/ ) |
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| The Canadian Encyclopedia | ||
| • history of the Arctic Winter Games ( http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=a1ARTA0000299 ) |
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Page 467 (CO, Career Link) • information about air traffic controllers | ||
| NavCanada | ||
| • video showing the role of an ATC
• NavCanada is responsible for all ATC licensing in Canada ( http://takecharge.navcanada.ca/en/content/coolstuff ) |
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Page 469 (9.1, Investigate) • practise the algebraic method with a virtual scale | ||
| Algebra Balance Scales | ||
| The activity Algebra Balance Scales has a Java applet that uses a balance scale with one variable equations. ( www.tutor.com/Resources/SubTopic.aspx?id=204 ) |
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Page 477 (9.1, #17) • information about Wascana Waterfowl Par | ||
| Wascana Centre | ||
| • includes information about the Wascana Waterfowl Park and other parks in Regina, SK. ( http://www.wascana.sk.ca/waterfowlpark.html ) |
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Page 481 (9.2, Investigate) • practise the algebraic method with a virtual scale | ||
| NCTM | ||
| • This applet uses a virtual pan balance to compare algebraic expressions. ( http://illuminations.nctm.org/ActivityDetail.aspx?ID=10 ) |
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| ||
| Utah State University, National Library of Virtual Manipulatives | ||
| • This applet uses a virtual balance scale to help students manipulate algebraic expressions. ( http://nlvm.usu.edu/en/nav/frames_asid_324_g_4_t_2.html ) |
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Page 506 (Unit 4 Project closer) • information about reducing water use in the home | ||
| Environment Canada | ||
| • suggestions for reducing water use in the home and in the community ( http://ec.gc.ca/eau-water/default.asp?lang=En&n=344B115B-1 ) |
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| ||
| Natural Resources Canada | ||
| • suggestions for reducing water use in the home ( http://oee.nrcan.gc.ca/residential/personal/new-homes/water-conservation.cfm?attr=4 ) |
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