Introduction
Occasionally, the following page will be used for posting practice, assignments, and other items that can help you to learn the Mathematics in this course. Learning Objects
Week 1: Sept 8-11
Week 2: Sept 14-18
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26 Squares: Activity #2
(Linear & Quadratic Relationships) |
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Activity & Lesson: What is Similarity?
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Defining the Primary Trigonometric Ratios
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The Primary Trig Ratios: Finding
Sides & Angles |
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Week 3: Sept 21-25
Success Criteria for Formative Assessment
Assignment: Pythagorean Theorem &
Similar Triangles_Solutions |
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Primary Trig Ratios: Solving Problems
(Lesson Notes) |
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Solutions to Practice: pp. 412-414, #14 & 16 (Primary Trig Ratios: Solving Problems)
Lesson Notes: The Sine Law
(drawn from screencast, Part 1) |
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Week 4: Sept 28-Oct 2
Sine Law (Practice, Student Solutions to p433, #8 and 11)
Exploring the Cosine Law
(Recording Template) |
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Formative Assessment Gallery: Assignment-Primary Trig Ratios (Solutions & Success Criteria for Understanding & Communication)
Conditions for Using the Sine Law
Week 5: Oct 5-9
Writing the Equation of a Line
Week 6: Oct 13-16
Translating Expressions-Prompts
Modeling with Equations: Practice Questions
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Substitution Method: Notes Template
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Elimination Method: Notes Template
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Solution to p39 #15
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Solution to p39 #17 ("Coin Problem", Substitution Method)
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Week 7: Oct 19-23
Modelling with Linear Systems of Equations to Solve Problems (Student Solutions)
Formative Assessment: Linear Systems (Solutions)
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Weeks 8 & 9: Oct 26-Oct 29 & Nov 2-6
Midpoint Formula
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Distance Formula
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Developing the Distance Formula: Student Solutions
Equation of a Circle
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Week 10: Nov 9-13
Assignment: Verifying Geometric Properties
Goals (Ontario Curriculum Document):
Getting Started: Import an 'M' and either a rhombus or trapezoid into DESMOS (two separate graphs) from the images in the gallery, below.
Inquiry: Think about the mathematics that you've been studying this unit (i.e., midpoint, distance formula, equation of a circle) along with the equation of a line, y = mx + b (slope, y-intercept, parallelism, perpendicularity).
Assessment:
Goals (Ontario Curriculum Document):
- "to solve problems using analytic geometry involving the properties of lines and line segments"
- "to verify geometric properties of triangles and quadrilaterals, using analytic geometry"
Getting Started: Import an 'M' and either a rhombus or trapezoid into DESMOS (two separate graphs) from the images in the gallery, below.
- To save your graphs, make sure that you create a free account in DESMOS (www.desmos.com).
- Two class periods will be provided for this assignment (complete for Thursday, Nov 8-15; peer critique to be done Friday, Nov 9-15).
Inquiry: Think about the mathematics that you've been studying this unit (i.e., midpoint, distance formula, equation of a circle) along with the equation of a line, y = mx + b (slope, y-intercept, parallelism, perpendicularity).
- Pose at least one problem about each of the images in your graphs and use DESMOS to help you solve them.
- Justify your solutions, using calculations, where necessary.
Assessment:
- Post one of your completed DESMOS graphs, your inquiry question, and supporting work (i.e., solution and answer to your inquiry question) to our class blog.
- Class blog (Kidblog) at https://goo.gl/Nbpffh (Join code for our class: pdjy7yr)
- Have at least one peer comment on your post (i.e., Peers you can: agree/disagree...explain why OR make a connection to your own work OR choose to make a suggestion about how your peer can take their solution further).
- Your work and the critiques of your peers will receive feedback using the feedback form below. Moving forward, areas for improvement, where necessary, will be indicated. You will have an opportunity to act out upon the feedback provided by your teacher and peers to improve the quality of your assignment.
Assignment Feedback Forms:
Survey:
Following the full completion of all elements of the assignment, please complete the following survey
Week 11: Nov 16-20
Verifying Geometric Properties: Solutions, p110 #14 & #15
In solution 14b (above), mixed radicals and radical numbers were used as exact values. By doing so, one can avoid approximate values by taking square roots. For more information and examples on mixed radicals, check out the following video: https://youtu.be/Ef2gOQbDv7M (embedded, below).
Coordinate Geometry Review Questions (Textbook)_Solutions |
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Week 12: Nov 23-26
Quadratics Unit Pre-skills:
Common Factoring & Expanding |
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Gizmos Log-in Instructions
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Week 13: Nov 30-Dec 4
Factoring Trinomials of the Form, ax^2 + bx + c , a not equal to 1_Day 1_Student Work
Quiz: Polynomials, Expanding & Factoring
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Quiz: Polynomials, Expanding & Factoring (Solutions)
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Investigate: Preparing for Decomposition
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Week 14: Dec 7-11
Investigation: Factoring Difference of
and Perfect Squares_Instructions |
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Factoring Review
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Week 15: Dec 14-18
Section 3.2_Properties of Quadratics_Solutions_7bd_10
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Culminating Project: My Learning Journey Through Grade 10 Mathematics
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DUE: Wednesday, January 20th
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Project Description
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Overall Expectations (Course)
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Communication Rubric
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Thinking Rubric
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Sample Project Forms
Week 16: Jan 4 to 8, 2016
Project: Communicating Your Understanding About Quadratics (Description & Rubrics)
project_communicating_about_quadratics.pdf | |
File Size: | 385 kb |
File Type: |
Converting from Standard to Vertex Form: Getting Ready for Completing the Square (Part 1)