{"CFDocument":{"uri":"https://opensalt.net/uri/8e41aeb0-543a-11eb-a5f7-a168649778ae","identifier":"8e41aeb0-543a-11eb-a5f7-a168649778ae","lastChangeDateTime":"2021-01-11T18:26:43+00:00","creator":"Canada Math Standards","title":"Western and Northern Canadian Protocol Mathematics - Extra Courses"},"CFItems":[{"uri":"https://opensalt.net/uri/988f1bd2-543a-11eb-bd06-55d07ea02ad5","identifier":"988f1bd2-543a-11eb-bd06-55d07ea02ad5","lastChangeDateTime":"2021-02-05T11:24:12+00:00","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"eaaba9be-9fdf-56b0-9be5-053d48e28cd4","uri":"https://casenetwork.imsglobal.org/uri/eaaba9be-9fdf-56b0-9be5-053d48e28cd4"},"educationLevel":["10"],"fullStatement":"Apprenticeship and Workplace Mathematics, Grade 10","language":"en"},{"uri":"https://opensalt.net/uri/989030d0-543a-11eb-8acb-d9dd8fb6074e","identifier":"989030d0-543a-11eb-8acb-d9dd8fb6074e","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.M.1","fullStatement":"Demonstrate an understanding of the Syst\u00e8me International (SI) by:\r\n\r\n*\tdescribing the relationships of the units for length, area, volume, capacity, mass and temperature\r\n*\tapplying strategies to convert SI units to imperial units.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n*(It is intended that this outcome be limited to the base units and the prefixes milli, centi, deci, deca, hecto and kilo.)*\r\n\r\n1.1\tExplain how the SI system was developed, and explain its relationship to base ten.\r\n1.2\tIdentify the base units of measurement in the SI system, and determine the relationship among the related units of each type of measurement.\r\n1.3\tIdentify contexts that involve the SI system.\r\n1.4\tMatch the prefixes used for SI units of measurement with the powers of ten.\r\n1.5\tExplain, using examples, how and why decimals are used in the SI system.\r\n1.6\tProvide an approximate measurement in SI units for a measurement given in imperial units; e.g., 1 inch is approximately 2.5 cm.\r\n1.7\tWrite a given linear measurement expressed in one SI unit in another SI unit.\r\n1.8\tConvert a given measurement from SI to imperial units by using proportional reasoning (including formulas); e.g., Celsius to Fahrenheit, centimetres to inches.","language":"en"},{"uri":"https://opensalt.net/uri/988fe1ac-543a-11eb-a5dc-b974ed7bb1c7","identifier":"988fe1ac-543a-11eb-a5dc-b974ed7bb1c7","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"General Outcome","CFItemTypeURI":{"title":"General Outcome","identifier":"b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5","uri":"https://opensalt.net/uri/b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5"},"educationLevel":["10"],"fullStatement":"Develop spatial sense through direct and indirect measurement.","language":"en"},{"uri":"https://opensalt.net/uri/988fa692-543a-11eb-ad38-7b77147048ea","identifier":"988fa692-543a-11eb-ad38-7b77147048ea","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Strand","CFItemTypeURI":{"title":"Strand","identifier":"b7ebe6fc-963d-4e71-9b8c-8ea6ff8efd19","uri":"https://opensalt.net/uri/b7ebe6fc-963d-4e71-9b8c-8ea6ff8efd19"},"educationLevel":["10"],"fullStatement":"Measurement","language":"en"},{"uri":"https://opensalt.net/uri/9890509c-543a-11eb-83b3-49f706190cd4","identifier":"9890509c-543a-11eb-83b3-49f706190cd4","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.M.2","fullStatement":"Demonstrate an understanding of the imperial system by:\r\n\r\n*\tdescribing the relationships of the units for length, area, volume, capacity, mass and temperature\r\n*\tcomparing the American and British imperial units for capacity\r\n*\tapplying strategies to convert imperial units to SI units.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n2.1\tExplain how the imperial system was developed.\r\n2.2\tIdentify commonly used units in the imperial system, and determine the relationships among the related units.\r\n2.3\tIdentify contexts that involve the imperial system.\r\n2.4\tExplain, using examples, how and why fractions are used in the imperial system.\r\n2.5\tCompare the American and British imperial measurement systems; e.g., gallons, bushels, tons.\r\n2.6\tProvide an approximate measure in imperial units for a measurement given in SI units; e.g., 1 litre is approximately 1/4 US gallon.\r\n2.7\tWrite a given linear measurement expressed in one imperial unit in another imperial unit.\r\n2.8\tConvert a given measure from imperial to SI units by using proportional reasoning (including formulas); e.g., Fahrenheit to Celsius, inches to centimetres.","language":"en"},{"uri":"https://opensalt.net/uri/98906de8-543a-11eb-9bc2-19753b2675e7","identifier":"98906de8-543a-11eb-9bc2-19753b2675e7","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.M.3","fullStatement":"Solve and verify problems that involve SI and imperial linear measurements, including decimal and fractional measurements.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n*(It is intended that the four arithmetic operations on decimals and fractions be integrated into the problems.)*\r\n\r\n3.1\tIdentify a referent for a given common SI or imperial unit of linear measurement.\r\n3.2\tEstimate a linear measurement, using a referent.\r\n3.3\tMeasure inside diameters, outside diameters, lengths, widths of various given objects, and distances, using various measuring instruments.\r\n3.4\tEstimate the dimensions of a given regular 3-D object or 2-D shape, using a referent; e.g., the height of the desk is about three rulers long, so the desk is approximately three feet high.\r\n3.5\tSolve a linear measurement problem including perimeter, circumference, and length + width + height (used in shipping and air travel).\r\n3.6\tDetermine the operation that should be used to solve a linear measurement problem.\r\n3.7\tProvide an example of a situation in which a fractional linear measurement would be divided by a fraction.\r\n3.8\tDetermine, using a variety of strategies, the midpoint of a linear measurement such as length, width, height, depth, diagonal and diameter of a 3-D object, and explain the strategies.\r\n3.9\tDetermine if a solution to a problem that involves linear measurement is reasonable.","language":"en"},{"uri":"https://opensalt.net/uri/98908c2e-543a-11eb-ae99-c38c7dd311f2","identifier":"98908c2e-543a-11eb-ae99-c38c7dd311f2","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.M.4","fullStatement":"Solve problems that involve SI and imperial area measurements of regular, composite and irregular 2-D shapes and 3-D objects, including decimal and fractional measurements, and verify the solutions.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n*(It is intended that the four arithmetic operations on decimals and fractions be integrated into the problems.)*\r\n\r\n4.1\tIdentify and compare referents for area measurements in SI and imperial units.\r\n4.2\tEstimate an area measurement, using a referent.\r\n4.3\tIdentify a situation where a given SI or imperial area unit would be used.\r\n4.4\tEstimate the area of a given regular, composite or irregular 2-D shape, using an SI square grid and an imperial square grid.\r\n4.5\tSolve a contextual problem that involves the area of a regular, a composite or an irregular 2-D shape.\r\n4.6\tWrite a given area measurement expressed in one SI unit squared in another SI unit squared.\r\n4.7\tWrite a given area measurement expressed in one imperial unit squared in another imperial unit squared.\r\n4.8\tSolve a problem, using formulas for determining the areas of regular, composite and irregular 2-D shapes, including circles.\r\n4.9\tSolve a problem that involves determining the surface area of 3-D objects, including right cylinders and cones.\r\n4.10\tExplain, using examples, the effect of changing the measurement of one or more dimensions on area and perimeter of rectangles.\r\n4.11\tDetermine if a solution to a problem that involves an area measurement is reasonable.","language":"en"},{"uri":"https://opensalt.net/uri/98916c84-543a-11eb-b03c-394f3310f5a3","identifier":"98916c84-543a-11eb-b03c-394f3310f5a3","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.G.2","fullStatement":"Demonstrate an understanding of the Pythagorean theorem by:\r\n\r\n*\tidentifying situations that involve right triangles\r\n*\tverifying the formula\r\n*\tapplying the formula\r\n*\tsolving problems.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n2.1\tExplain, using illustrations, why the Pythagorean theorem only applies to right triangles.\r\n2.2\tVerify the Pythagorean theorem, using examples and counterexamples, including drawings, concrete materials and technology.\r\n2.3\tDescribe historical and contemporary applications of the Pythagorean theorem.\r\n2.4\tDetermine if a given triangle is a right triangle, using the Pythagorean theorem.\r\n2.5\tExplain why a triangle with the side length ratio of 3:4:5 is a right triangle.\r\n2.6\tExplain how the ratio of 3:4:5 can be used to determine if a corner of a given 3-D object is square (90\u00ba) or if a given parallelogram is a rectangle.\r\n2.7\tSolve a problem, using the Pythagorean theorem.","language":"en"},{"uri":"https://opensalt.net/uri/9890e7dc-543a-11eb-8912-cd2ab3433cc1","identifier":"9890e7dc-543a-11eb-8912-cd2ab3433cc1","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"General Outcome","CFItemTypeURI":{"title":"General Outcome","identifier":"b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5","uri":"https://opensalt.net/uri/b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5"},"educationLevel":["10"],"fullStatement":"Develop spatial sense.","language":"en"},{"uri":"https://opensalt.net/uri/9890ac4a-543a-11eb-8538-e7a074de87fe","identifier":"9890ac4a-543a-11eb-8538-e7a074de87fe","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Strand","CFItemTypeURI":{"title":"Strand","identifier":"b7ebe6fc-963d-4e71-9b8c-8ea6ff8efd19","uri":"https://opensalt.net/uri/b7ebe6fc-963d-4e71-9b8c-8ea6ff8efd19"},"educationLevel":["10"],"fullStatement":"Geometry","language":"en"},{"uri":"https://opensalt.net/uri/98919b46-543a-11eb-bbcb-9b3de6671692","identifier":"98919b46-543a-11eb-bbcb-9b3de6671692","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.G.3","fullStatement":"Demonstrate an understanding of similarity of convex polygons, including regular and irregular polygons.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n3.1\tDetermine, using angle measurements, if two or more regular or irregular polygons are similar.\r\n3.2\tDetermine, using ratios of side lengths, if two or more regular or irregular polygons are similar.\r\n3.3\tExplain why two given polygons are not similar.\r\n3.4\tExplain the relationships between the corresponding sides of two polygons that have corresponding angles of equal measure.\r\n3.5\tDraw a polygon that is similar to a given polygon.\r\n3.6\tExplain why two or more right triangles with a shared acute angle are similar.\r\n3.7\tSolve a contextual problem that involves similarity of polygons.","language":"en"},{"uri":"https://opensalt.net/uri/9891c90e-543a-11eb-913b-b1eb786469cc","identifier":"9891c90e-543a-11eb-913b-b1eb786469cc","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.G.4","fullStatement":"Demonstrate an understanding of primary trigonometric ratios (sine, cosine, tangent) by:\r\n\r\n*\tapplying similarity to right triangles\r\n*\tgeneralizing patterns from similar right triangles\r\n*\tapplying the primary trigonometric ratios\r\n*\tsolving problems.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n4.1\tShow, for a specified acute angle in a set of similar right triangles, that the ratios of the length of the side opposite to the length of the side adjacent are equal, and generalize a formula for the tangent ratio.\r\n4.2\tShow, for a specified acute angle in a set of similar right triangles, that the ratios of the length of the side opposite to the length of the hypotenuse are equal, and generalize a formula for the sine ratio.\r\n4.3\tShow, for a specified acute angle in a set of similar right triangles, that the ratios of the length of the side adjacent to the length of the hypotenuse are equal, and generalize a formula for the cosine ratio.\r\n4.4\tIdentify situations where the trigonometric ratios are used for indirect measurement of angles and lengths.\r\n4.5\tSolve a contextual problem that involves right triangles, using the primary trigonometric ratios.\r\n4.6\tDetermine if a solution to a problem that involves primary trigonometric ratios is reasonable.","language":"en"},{"uri":"https://opensalt.net/uri/9891f6cc-543a-11eb-a791-35b047c96b97","identifier":"9891f6cc-543a-11eb-a791-35b047c96b97","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.G.1","fullStatement":"Analyze puzzles and games that involve spatial reasoning, using problem-solving strategies.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n*(It is intended that this outcome be integrated throughout the course by using sliding, rotation, construction, deconstruction and similar puzzles and games.)*\r\n\r\n1.1\tDetermine, explain and verify a strategy to solve a puzzle or to win a game; e.g.,\r\n* guess and check\r\n* look for a pattern\r\n* make a systematic list\r\n* draw or model\r\n* eliminate possibilities\r\n* simplify the original problem\r\n* work backward\r\n* develop alternative approaches.\r\n\r\n1.2\tIdentify and correct errors in a solution to a puzzle or in a strategy for winning a game.\r\n1.3\tCreate a variation on a puzzle or a game, and describe a strategy for solving the puzzle or winning the game.","language":"en"},{"uri":"https://opensalt.net/uri/98922584-543a-11eb-904c-f982f4c39053","identifier":"98922584-543a-11eb-904c-f982f4c39053","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.G.5","fullStatement":"Solve problems that involve parallel, perpendicular and transversal lines, and pairs of angles formed between them.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n5.1\tSort a set of lines as perpendicular, parallel or neither, and justify this sorting.\r\n5.2\tIllustrate and describe complementary and supplementary angles.\r\n5.3\tIdentify, in a set of angles, adjacent angles that are not complementary or supplementary.\r\n5.4\tIdentify and name pairs of angles formed by parallel lines and a transversal, including corresponding angles, vertically opposite angles, alternate interior angles, alternate exterior angles, interior angles on same side of transversal and exterior angles on same side of transversal.\r\n5.5\tExplain and illustrate the relationships of angles formed by parallel lines and a transversal.\r\n5.6\tExplain, using examples, why the angle relationships do not apply when the lines are not parallel.\r\n5.7\tDetermine if lines or planes are perpendicular or parallel, e.g., wall perpendicular to floor, and describe the strategy used.\r\n5.8\tDetermine the measures of angles involving parallel lines and a transversal, using angle relationships.\r\n5.9\tSolve a contextual problem that involves angles formed by parallel lines and a transversal (including perpendicular transversals).","language":"en"},{"uri":"https://opensalt.net/uri/9892534c-543a-11eb-a268-6955325b707d","identifier":"9892534c-543a-11eb-a268-6955325b707d","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.G.6","fullStatement":"Demonstrate an understanding of angles, including acute, right, obtuse, straight and reflex, by:\r\n\r\n*\tdrawing\r\n*\treplicating and constructing\r\n*\tbisecting\r\n*\tsolving problems.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n6.1\tDraw and describe angles with various measures, including acute, right, straight, obtuse and reflex angles.\r\n6.2\tIdentify referents for angles.\r\n6.3\tSketch a given angle.\r\n6.4\tEstimate the measure of a given angle, using 22.5\uf0b0, 30\uf0b0, 45\uf0b0, 60\uf0b0, 90\uf0b0 and 180\uf0b0 as referent angles.\r\n6.5\tMeasure, using a protractor, angles in various orientations.\r\n6.6\tExplain and illustrate how angles can be replicated in a variety of ways; e.g., Mira, protractor, compass and straightedge, carpenter\u2019s square, dynamic geometry software.\r\n6.7\tReplicate angles in a variety of ways, with and without technology.\r\n6.8\tBisect an angle, using a variety of methods.\r\n6.9\tSolve a contextual problem that involves angles.","language":"en"},{"uri":"https://opensalt.net/uri/98931976-543a-11eb-801e-15b5ae4fd988","identifier":"98931976-543a-11eb-801e-15b5ae4fd988","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.N.1","fullStatement":"Solve problems that involve unit pricing and currency exchange, using proportional reasoning.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n1.1\tCompare the unit price of two or more given items.\r\n1.2\tSolve problems that involve determining the best buy, and explain the choice in terms of the cost as well as other factors, such as quality and quantity.\r\n1.3\tCompare, using examples, different sales promotion techniques; e.g., deli meat at $2 per 100 g seems less expensive than $20 per kilogram.\r\n1.4\tDetermine the percent increase or decrease for a given original and new price.\r\n1.5\tSolve, using proportional reasoning, a contextual problem that involves currency exchange.\r\n1.6\tExplain the difference between the selling rate and purchasing rate for currency exchange.\r\n1.7\tExplain how to estimate the cost of items in Canadian currency while in a foreign country, and explain why this may be important.\r\n1.8\tConvert between Canadian currency and foreign currencies, using formulas, charts or tables.","language":"en"},{"uri":"https://opensalt.net/uri/9892c908-543a-11eb-b2fb-25b991530656","identifier":"9892c908-543a-11eb-b2fb-25b991530656","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"General Outcome","CFItemTypeURI":{"title":"General Outcome","identifier":"b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5","uri":"https://opensalt.net/uri/b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5"},"educationLevel":["10"],"fullStatement":"Develop number sense and critical thinking skills.","language":"en"},{"uri":"https://opensalt.net/uri/98928484-543a-11eb-b16a-77669c2ee586","identifier":"98928484-543a-11eb-b16a-77669c2ee586","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Strand","CFItemTypeURI":{"title":"Strand","identifier":"b7ebe6fc-963d-4e71-9b8c-8ea6ff8efd19","uri":"https://opensalt.net/uri/b7ebe6fc-963d-4e71-9b8c-8ea6ff8efd19"},"educationLevel":["10"],"fullStatement":"Number","language":"en"},{"uri":"https://opensalt.net/uri/98934838-543a-11eb-bae7-1b97c0d95a67","identifier":"98934838-543a-11eb-bae7-1b97c0d95a67","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.N.2","fullStatement":"Demonstrate an understanding of income, including:\r\n\r\n* wages\r\n* salary\r\n* contracts\r\n* commissions\r\n* piecework\r\n\r\nto calculate gross pay and net pay.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n2.1\tDescribe, using examples, various methods of earning income.\r\n2.2\tIdentify and list jobs that commonly use different methods of earning income; e.g., hourly wage, wage and tips, salary, commission, contract, bonus, shift premiums.\r\n2.3\tDetermine in decimal form, from a time schedule, the total time worked in hours and minutes, including time and a half and/or double time.\r\n2.4\tDetermine gross pay from given or calculated hours worked when given:\r\n\uf09f\tthe base hourly wage, with and without tips\r\n\uf09f\tthe base hourly wage, plus overtime (time and a half, double time).\r\n2.5\tDetermine gross pay for earnings acquired by:\r\n\uf09f\tbase wage, plus commission\r\n\uf09f\tsingle commission rate.\r\n2.6\tExplain why gross pay and net pay are not the same.\r\n2.7\tDetermine the Canadian Pension Plan (CPP), Employment Insurance (EI) and income tax deductions for a given gross pay.\r\n2.8\tDetermine net pay when given deductions; e.g., health plans, uniforms, union dues, charitable donations, payroll tax.\r\n2.9\tInvestigate, with technology, \u201cwhat if \uf0bc\u201d questions related to changes in income; e.g., \u201cWhat if there is a change in the rate of pay?\u201d\r\n2.10\tIdentify and correct errors in a solution to a problem that involves gross or net pay.\r\n2.11\tDescribe the advantages and disadvantages for a given method of earning income; e.g., hourly wage, tips, piecework, salary, commission, contract work.","language":"en"},{"uri":"https://opensalt.net/uri/98940160-543a-11eb-aa66-d9b4fe3758e0","identifier":"98940160-543a-11eb-aa66-d9b4fe3758e0","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"Specific Outcome","CFItemTypeURI":{"title":"Specific Outcome","identifier":"3e5be68c-4f8e-11eb-a0ef-3180514c92f9","uri":"https://opensalt.net/uri/3e5be68c-4f8e-11eb-a0ef-3180514c92f9"},"educationLevel":["10"],"humanCodingScheme":"10.A.1","fullStatement":"Solve problems that require the manipulation and application of formulas related to:\r\n\r\n*\tperimeter\r\n*\tarea\r\n* the Pythagorean theorem\r\n*\tprimary trigonometric ratios\r\n*\tincome.","notes":"**Achievement Indicators**\r\n\r\n*The following set of indicators **may** be used to determine whether students have met the corresponding specific outcome.*\r\n\r\n*(It is intended that this outcome be integrated throughout the course.)*\r\n\r\n1.1\tSolve a contextual problem that involves the application of a formula that does not require manipulation.\r\n1.2\tSolve a contextual problem that involves the application of a formula that requires manipulation.\r\n1.3\tExplain and verify why different forms of the same formula are equivalent.\r\n1.4\tDescribe, using examples, how a given formula is used in a trade or an occupation.\r\n1.5\tCreate and solve a contextual problem that involves a formula.\r\n1.6\tIdentify and correct errors in a solution to a problem that involves a formula.","language":"en"},{"uri":"https://opensalt.net/uri/9893bd5e-543a-11eb-94dc-c74a1d9062ee","identifier":"9893bd5e-543a-11eb-94dc-c74a1d9062ee","lastChangeDateTime":"2021-01-11T18:27:00+00:00","CFItemType":"General Outcome","CFItemTypeURI":{"title":"General Outcome","identifier":"b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5","uri":"https://opensalt.net/uri/b964c5a6-4f84-11eb-aa04-7d99c3cd2bf5"},"educationLevel":["10"],"fullStatement":"Develop algebraic 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mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics.\r\n\r\nStudents are expected to:\r\n* communicate in order to learn and express their understanding\r\n* connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines\r\n* demonstrate fluency with mental mathematics and estimation\r\n* develop and apply new mathematical knowledge through problem solving\r\n* develop mathematical reasoning\r\n* select and use technologies as tools for learning and solving problems\r\n* develop visualization skills to assist in processing information, making connections and solving problems.\r\n\r\nThe Common Curriculum Framework incorporates these seven interrelated mathematical processes that are intended to permeate teaching and learning along with the use of technology.","language":"en"},{"uri":"https://opensalt.net/uri/ac048d8c-67a4-11eb-9abd-01b47a0a904a","identifier":"ac048d8c-67a4-11eb-9abd-01b47a0a904a","lastChangeDateTime":"2021-02-05T11:24:12+00:00","CFItemType":"Process","CFItemTypeURI":{"title":"Process","identifier":"b32fbc6e-ca35-422d-a997-07a54bd16ce2","uri":"https://opensalt.net/uri/b32fbc6e-ca35-422d-a997-07a54bd16ce2"},"educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"humanCodingScheme":"[C]","fullStatement":"Communication","notes":"*Students must be able to communicate mathematical ideas in a variety of ways and contexts.*\r\n\r\nStudents need opportunities to read about, represent, view, write about, listen to and discuss mathematical ideas. These opportunities allow students to create links between their own language and ideas, and the formal language and symbols of mathematics.\r\n\r\nCommunication is important in clarifying, reinforcing and modifying ideas, attitudes and beliefs about mathematics. Students should be encouraged to use a variety of forms of communication while learning mathematics. Students also need to communicate their learning using mathematical terminology.\r\n\r\nCommunication can help students make connections among concrete, pictorial, symbolic, verbal, written and mental representations of mathematical ideas.","language":"en"},{"uri":"https://opensalt.net/uri/ac07053a-67a4-11eb-94d8-850c56d53818","identifier":"ac07053a-67a4-11eb-94d8-850c56d53818","lastChangeDateTime":"2021-02-05T11:24:12+00:00","CFItemType":"Process","CFItemTypeURI":{"title":"Process","identifier":"b32fbc6e-ca35-422d-a997-07a54bd16ce2","uri":"https://opensalt.net/uri/b32fbc6e-ca35-422d-a997-07a54bd16ce2"},"educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"humanCodingScheme":"[CN]","fullStatement":"Connection","notes":"*Through connections, students should begin to view mathematics as useful and relevant.*\r\n\r\nContextualization and making connections to the experiences of learners are powerful processes in developing mathematical understanding. When mathematical ideas are connected to each other or to real-world phenomena, students can begin to view mathematics as useful, relevant and integrated.\r\n\r\nLearning mathematics within contexts and making connections relevant to learners can validate past experiences, and increase student willingness to participate and be actively engaged.\r\n\r\nThe brain is constantly looking for and making connections. \u201cBecause the learner is constantly searching for connections on many levels, educators need to orchestrate the experiences from which learners extract understanding\u2026 Brain research establishes and confirms that multiple complex and concrete experiences are essential for meaningful learning and teaching\u201d (Caine and Caine, 1991, p. 5).","language":"en"},{"uri":"https://opensalt.net/uri/ac0998b8-67a4-11eb-8521-55b0e02d3c94","identifier":"ac0998b8-67a4-11eb-8521-55b0e02d3c94","lastChangeDateTime":"2021-02-05T11:24:12+00:00","CFItemType":"Process","CFItemTypeURI":{"title":"Process","identifier":"b32fbc6e-ca35-422d-a997-07a54bd16ce2","uri":"https://opensalt.net/uri/b32fbc6e-ca35-422d-a997-07a54bd16ce2"},"educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"humanCodingScheme":"[ME]","fullStatement":"Mental Mathematics and Estimation","notes":"*Mental mathematics and estimation are fundamental components of number sense.*\r\n\r\nMental mathematics is a combination of cognitive strategies that enhances flexible thinking and number sense. It is calculating mentally without the use of external memory aids.\r\n\r\nMental mathematics enables students to determine answers without paper and pencil. It improves computational fluency by developing efficiency, accuracy and flexibility.\r\n\r\nEven more important than performing computational procedures or using calculators is the greater facility that students need\u2014more than ever before\u2014with estimation and mental mathematics (National Council of Teachers of Mathematics, May 2005).\r\n\r\nStudents proficient with mental mathematics \u201cbecome liberated from calculator dependence, build confidence in doing mathematics, become more flexible thinkers and are more able to use multiple approaches to problem solving\u201d (Rubenstein, 2001).\r\n\r\nMental mathematics \u201cprovides a cornerstone for all estimation processes offering a variety of alternate algorithms and non-standard techniques for finding answers\u201d (Hope, 1988).\r\n\r\nEstimation is a strategy for determining approximate values or quantities, usually by referring to benchmarks or using referents, or for determining the reasonableness of calculated values. Students need to know how, when and what strategy to use when estimating.\r\n\r\nEstimation is used to make mathematical judgements and develop useful, efficient strategies for dealing with situations in daily life.","language":"en"},{"uri":"https://opensalt.net/uri/ac0a4542-67a4-11eb-9836-733eba36026a","identifier":"ac0a4542-67a4-11eb-9836-733eba36026a","lastChangeDateTime":"2021-02-05T11:24:12+00:00","CFItemType":"Process","CFItemTypeURI":{"title":"Process","identifier":"b32fbc6e-ca35-422d-a997-07a54bd16ce2","uri":"https://opensalt.net/uri/b32fbc6e-ca35-422d-a997-07a54bd16ce2"},"educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"humanCodingScheme":"[PS]","fullStatement":"Problem Solving","notes":"*Learning through problem solving should be the focus of mathematics at all grade levels.*\r\n\r\nLearning through problem solving should be the focus of mathematics at all grade levels. When students encounter new situations and respond to questions of the type, \u201cHow would you...? \u201d or \u201cHow could you...? \u201d the problem-solving approach is being modelled. Students develop their own problem-solving strategies by being open to listening, discussing and trying different strategies.\r\n\r\nIn order for an activity to be problem-solving based, it must ask students to determine a way to get from what is known to what is sought. If students have already been given ways to solve the problem, it is not a problem, but practice. A true problem requires students to use prior learnings in new ways and contexts. Problem solving requires and builds depth of conceptual understanding and student engagement.\r\n\r\nProblem solving is a powerful teaching tool that fosters multiple, creative and innovative solutions. Creating an environment where students openly look for and engage in finding a variety of strategies for solving problems empowers students to explore alternatives and develops confident, cognitive, mathematical risk takers.","language":"en"},{"uri":"https://opensalt.net/uri/ac0c680e-67a4-11eb-919f-7f0e9d8b6276","identifier":"ac0c680e-67a4-11eb-919f-7f0e9d8b6276","lastChangeDateTime":"2021-02-05T11:24:12+00:00","CFItemType":"Process","CFItemTypeURI":{"title":"Process","identifier":"b32fbc6e-ca35-422d-a997-07a54bd16ce2","uri":"https://opensalt.net/uri/b32fbc6e-ca35-422d-a997-07a54bd16ce2"},"educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"humanCodingScheme":"[R]","fullStatement":"Reasoning","notes":"*Mathematical reasoning helps students think logically and make sense of mathematics.*\r\n\r\nMathematical reasoning helps students think logically and make sense of mathematics. Students need to develop confidence in their abilities to reason and justify their mathematical thinking.\r\nHigh-order questions challenge students to think and develop a sense of wonder about mathematics.\r\n\r\nMathematical experiences in and out of the classroom provide opportunities for inductive and deductive reasoning. Inductive reasoning occurs when students explore and record results, analyze observations, make generalizations from patterns and test these generalizations. Deductive reasoning occurs when students reach new conclusions based upon what is already known or assumed to be true.","language":"en"},{"uri":"https://opensalt.net/uri/ac0e868e-67a4-11eb-987a-f550d89348f7","identifier":"ac0e868e-67a4-11eb-987a-f550d89348f7","lastChangeDateTime":"2021-02-05T11:24:12+00:00","educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"humanCodingScheme":"[T]","fullStatement":"Technology","notes":"*Technology contributes to the learning of a wide range of mathematical outcomes, and enables students to explore and create patterns, examine relationships, test conjectures and solve problems.*\r\n\r\nTechnology contributes to the learning of a wide range of mathematical outcomes, and enables students to explore and create patterns, examine relationships, test conjectures and solve problems.\r\n\r\nCalculators and computers can be used to:\r\n* explore and demonstrate mathematical relationships and patterns\r\n* organize and display data\r\n* extrapolate and interpolate\r\n* assist with calculation procedures as part of solving problems\r\n* decrease the time spent on computations when other mathematical learning is the focus\r\n* reinforce the learning of basic facts and test properties\r\n* develop personal procedures for mathematical operations\r\n* create geometric displays\r\n* simulate situations.\r\n* develop number sense.\r\n\r\nTechnology contributes to a learning environment in which the growing curiosity of students can lead to rich mathematical discoveries at all grade levels. While technology can be used in K\u20133 to enrich learning, it is expected that students will meet all outcomes without the use of technology.","language":"en"},{"uri":"https://opensalt.net/uri/ac0fb4dc-67a4-11eb-a314-0fd575ee8977","identifier":"ac0fb4dc-67a4-11eb-a314-0fd575ee8977","lastChangeDateTime":"2021-02-05T11:24:12+00:00","CFItemType":"Process","CFItemTypeURI":{"title":"Process","identifier":"b32fbc6e-ca35-422d-a997-07a54bd16ce2","uri":"https://opensalt.net/uri/b32fbc6e-ca35-422d-a997-07a54bd16ce2"},"educationLevel":["KG","01","02","03","04","05","06","07","08","09","10","11","12"],"humanCodingScheme":"[V]","fullStatement":"Visualization","notes":"*Visualization is fostered through the use of concrete materials, technology and a variety of visual representations.*\r\n\r\nVisualization \u201cinvolves thinking in pictures and images, and the ability to perceive, transform and recreate different aspects of the visual-spatial world\u201d (Armstrong, 1993, p. 10). The use of visualization in the study of mathematics provides students with opportunities to understand mathematical concepts and make connections among them.\r\n\r\nVisual images and visual reasoning are important components of number, spatial and measurement sense. Number visualization occurs when students create mental representations of numbers.\r\n\r\nBeing able to create, interpret and describe a visual representation is part of spatial sense and spatial reasoning. Spatial visualization and reasoning enable students to describe the relationships among and between 3-D objects and 2-D shapes.\r\n\r\nMeasurement visualization goes beyond the acquisition of specific measurement skills. 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