Math 3206

Mathematics
Mathematics 3206
GOVERNMENTOF
NEWFOUNDLAND
AND LABRADOR
DivisionofProgramDevelopment
ACKNOWLEDGMENTS
Acknowledgments
The departments of education of New Brunswick, Newfoundland and
Labrador, Nova Scotia, and Prince Edward Island gratefully acknowledge
the contributions of the following groups and individuals toward the
development of this Mathematics 3206 mathematics curriculum guide.
The regional Mathematics Curriculum Committee; current and past

representatives include the following:
New Brunswick
Greta Gilmore, Mathematics Teacher,
Belleisle Regional High School
John Hildebrand, Mathematics Consultant,
Department of Education
Pierre Plourde, Mathematics Teacher,
St. Marys Academy
Nova Scotia
Richard MacKinnon, Mathematics Consultant,
Lynn Evans Phillips, Mathematics Teacher,
Park View Education Centre
Newfoundland and Labrador
Sadie May, Distance Education Coordinator for Mathematics
Patricia Maxwell, Program Development Specialist,
Prince Edward Island
Elaine Somerville, Mathematics/Science Consultant,
The Provincial Curriculum Working Group, comprising teachers

and other educators in Nova Scotia, which served as lead province
in drafting and revising the document.
The pilot teachers and other educators and stakeholders across

Atlantic Canada who contributed to the development of the
Mathematics 3206 curriculum guide.
MATHEMATICS 3206 CURRICULUM GUIDE
ACKNOWLEDGMENTS
ii
CONTENTS
Contents
Introduction
Background ................................................................................ 1
Rationale .................................................................................... 2
Meeting the Needs of All Learners ................................................. 4
Career Connections ..................................................................... 4
Curriculum
Outcomes
Curriculum Outcomes Framework ................................................ 5

Essential Graduation Learnings ..................................................... 5
General Curriculum Outcomes ...................................................... 6
Key-Stage Curriculum Outcomes .................................................. 7
Specific Curriculum Outcomes ..................................................... 7
Linking SCOs and KSCOs for Mathematics 3206 ........................... 8
Program Design
and Components
Program Organization ................................................................ 25

Content Organization ................................................................ 27
Learning and Teaching Mathematics ............................................. 30
Integrating Technology ............................................................... 31
Learning Resources .................................................................... 32
Assessing and Evaluating Student Learning ................................... 33
Course
Organization
Course Design .......................................................................... 37

The Two-Page Spread ................................................................. 37
Unit 1: Patterns ......................................................................... 39
Unit 2: Quadratics ..................................................................... 51
Unit 3: Exponential Growth ....................................................... 63
Unit 4: Circle ........................................................................... 81
Unit 5: Probability .................................................................... 97
iii
CONTENTS
iv
INTRODUCTION
Introduction
Background
The mathematics curriculum for Atlantic Canada has been written in an

effort to align the outcomes for student learning in mathematics with
the recommendations of Curriculum and Evaluation Standards for School
Mathematics (National Council of Teachers of Mathematics, 1989).
This document identifies the primary goal for all students to be the
attainment of mathematical powerthe ability to make mathematical
connections, to reason logically, to communicate and apply
mathematics effectively in problem situations. Since the late 1980s,
several influential publications have affirmed this goal. In addition to
Curriculum and Evaluation Standards for School Mathematics, these
include two publications from the Mathematical Sciences Education
BoardEverybody Counts: A Report to the Nation on the Future of
Mathematics Education (1989) and Reshaping School Mathematics
(1990). In addition to these publications, the National Council of
Teachers of Mathematics (NCTM) published the companion standards
documents Professional Standards for Teaching Mathematics in 1991 and
Assessment Standards for School Mathematics in 1995. In April 2000, the
NCTM published its newest document, Principles and Standards for
School Mathematics, a revision, rewriting, and restatement of the 1989
Curriculum and Evaluation Standards for School Mathematics.
Foundation for the Atlantic Canada Mathematics Curriculum (1996)
firmly established Curriculum and Evaluation Standards for School
Mathematics (NCTM 1989) as a guiding beacon for pursuing this
vision, a vision that fosters the development of mathematically literate
students. Curriculum design has been motivated by a desire to ensure
that students benefit from world-class curriculum and instruction in
mathematics as a significant part of their school learning experience.
More and more, students are being challenged to become problem
solvers, to understand mathematical concepts by becoming active
learners in highly interactive learning experiences. Computers and
calculators are becoming common classroom tools, and innovations in
assessment of student learning (which include portfolios and openended questions) are being used in classrooms.
Mathematics curriculum development in this region has taken place
under the auspices of the Atlantic Provinces Education Foundation
(APEF), an organization sponsored and managed by the governments of
the four Atlantic Provinces. The development process has brought
together teachers and Department of Education officials to cooperatively plan and execute the development of curricula in
mathematics, science, language arts, and some other subject areas. Each
of these curriculum efforts has been aimed at producing a program that
INTRODUCTION
would ultimately support the essential graduation learnings (EGLs), also

developed regionally. The essential graduation learnings, and the
contribution of the mathematics curriculum to their achievement, are
presented in the Outcomes section of the Foundation for the Atlantic
Canada Mathematics Curriculum.
The mathematics foundation document provides an overview of the
philosophy and goals of mathematics curriculum, presenting broad
curriculum outcomes and addressing a variety of issues with respect to
the learning and teaching of mathematics. It describes the mathematics
curriculum in terms of a framework of outcomesGeneral Curriculum
Outcomes (GCOs), which relate to subject strands, and Key-Stage
Curriculum Outcomes (KSCOs), which identify what students are
expected to learn and be able to do by the end of grades 3, 6, 9, and 12.
Each course guide builds on the structure introduced in the foundation
document by relating Specific Curriculum Outcomes (SCOs) to each
KSCO and providing suggestions for learning experiences, instruction,
assessment, and resources.
Rationale
The purposes of high school mathematics are embedded in a context that

is broad and consistent with accelerating changes in todays societya
society that is increasingly dominated by technology and quantitative
methods. Predictions are that high school graduates in the future will
change careers at least four or five times. If we are to develop curriculum
for students who need to be flexible with respect to the workplace and
capable of lifelong learning, high school mathematics must emphasize a
dynamic form of literacy, and high school mathematics instruction must
maximize the opportunity for students to achieve outcomes dealing with
a broad range of topics. Experiences must be provided that encourage
and enable students to gain confidence in their mathematical ability,
solve mathematical problems, reason and communicate mathematically,
and understand the value of mathematics.
Expectations of employers and post-secondary institutions reflect the
need for all students to understand the complexities and technologies of
communication, to ask questions, to assimilate unfamiliar information,
and to work co-operatively. These needs are best addressed by
developing a curriculum that reflects the following beliefs:
Knowing mathematics is doing mathematics.
Mathematics is more than just a collection of concepts and skills to
be mastered; it includes methods of investigating and reasoning,
means of communication, and notions of context. Instructional
settings and student activities should be developed and grow out of
problem situations. This view of learning is summarized in Everybody
Counts (Mathematical Sciences Education Board, 1989).
INTRODUCTION
In reality, no one can teach mathematics. Effective teachers are those

who can stimulate students to learn mathematics. Educational
research offers compelling evidence that students learn mathematics
when they construct their own mathematical understanding. To
understand what they learn, they must enact for themselves verbs that
permeate the mathematics curriculum: examine, represent, transform,
solve, apply, prove, communicate. This happens most readily when
they are in groups, engage in discussion, make presentations, and in
other ways take charge of their own learning.
Mathematics has broad content encompassing many fields.
Some aspects of doing mathematics have changed in the last decade.
For example, quantitative techniques have permeated almost all
intellectual disciplines, and this phenomenon has changed the
fundamental mathematical ideas needed. Although traditional topics
remain very important components of the curriculum, there is a shift
in emphasis from a curriculum dominated by memorization of
isolated facts and procedures and by proficiency with paper-and-pencil
skills to one that also emphasizes conceptual understanding, multiple
representations and connections, mathematical modeling, and
problem solving.
The integration of ideas from algebra and geometry is particularly
strong, with graphical representation playing an important connecting
role. Frequent references to graphing utilities indicate the value of
computers with appropriate graphing software and/or graphing
calculators. Topics from statistics, probability, and discrete
mathematics are now elevated to a more central position for all
students.
Arithmetic computation is not a direct object of study in the high
school mathematics curriculum; however, conceptual and procedural
understandings of number, numeration, and operations and the
ability to make estimations and approximations to judge the
reasonableness of results are strengthened in the context of
applications and problem solving. Emphasis is placed on the role of
technology and appropriate concepts and skills related to their use.
Changes in technology and the broadening of the areas in which
mathematics is applied have resulted in growth and changes in the
discipline of mathematics itself.
New technology not only has made calculations and graphing easier, it
has changed the very nature of the problems important to
mathematics and the methods mathematicians use to investigate
them. Because technology is changing mathematics and its uses,
students should learn to use graphing calculators and computers as
tools for processing information and performing calculations to
investigate and solve problems.
INTRODUCTION
The visualization approach offered through the use of graphing

utilities such as the graphing calculator affords more students greater
access to more mathematics. With the wide availability of technology
comes additional decision making regarding what skills need to be
developed mentally. Some aspects of further development in
mathematics are facilitated when students reach an automatic
response level with certain basic skills.
Meeting the Needs

of All Learners
An important emphasis of this curriculum is the need to deal successfully

with a wide variety of equity and diversity issues. Not only must teachers
be aware of, and adapt instruction to account for, differences in student
readiness as they begin grade 12 and as they progress, but they must also
remain aware of the importance of avoiding gender and cultural biases in
their teaching. Ideally, every student should find his/her learning
opportunities maximized in the mathematics classroom.
The reality of individual student differences must be recognized as
teachers make instructional decisions. While this curriculum guide
presents specific curriculum outcomes for the course, it must be
acknowledged that all students will not progress at the same pace and will
not be equally positioned with respect to attaining a given outcome at
any given time. The specific curriculum outcomes represent, at best, a
reasonable framework for helping students to ultimately achieve the keystage and general curriculum outcomes.
Career
Connections
Mathematics plays a major role in many career options available to

students. Teachers should take every opportunity to point out to
students the variety of career options that utilize mathematics in a
major way. All strands of the mathematics curriculum can be directly
connected with careers. For example, engineering programs require high
levels of algebra, pharmacists, optometrists, carpenters, electricians, and
surveyors use measurement on a day-to-day basis, business draws largely
upon data management, and meteorologists use probability to report on
weather data.
CURRICULUM OUTCOMES
Curriculum Outcomes
Curriculum
Outcomes
Framework
The mathematics curriculum is based on a framework of outcomes

statements articulating what students are expected to know, be able to
do, and value as a result of their learning experiences in mathematics.
This framework comprises statements of the essential graduation
learnings, general curriculum outcomes, key-stage curriculum outcomes,
and specific curriculum outcomes. Foundation for the Atlantic Canada
Mathematics Curriculum articulates general curriculum outcomes and
key-stage curriculum outcomes. Curriculum guides provide specific
curriculum outcomes for each course, together with elaborations and
suggestions for related instructional and assessment strategies and tasks.
Teachers and administrators are expected to refer to the curriculum
outcomes framework to design learning environments and experiences
that reflect the needs and interests of the students.
Essential Graduation
Learnings
Essential graduation learnings are statements describing the knowledge,

skills, and attitudes expected of all students who graduate from high
school. Essential graduation learnings are cross-curricular in nature and
comprise different areas of learning: aesthetic expression, citizenship,
communication, personal development, problem solving, and technological
competence.
Aesthetic Expression
Graduates will be able to respond with critical awareness to various forms of

the arts and be able to express themselves through the arts.
Citizenship
Graduates will be able to assess social, cultural, economic, and environmental

interdependence in a local and global context.
Communication
Graduates will be able to use the listening, viewing, speaking, reading, and
writing modes of language(s) and mathematical and scientific concepts and
symbols, to think, learn, and communicate effectively.
Personal Development
Graduates will be able to continue to learn and to pursue an active, healthy

lifestyle.
Problem Solving
Graduates will be able to use the strategies and processes needed to solve a
wide variety of problems, including those requiring language and
mathematical and scientific concepts
CURRICULUM OUTCOMES
Technological
Competence
Graduates will be able to use a variety of technologies, demonstrate an

understanding of technological applications, and apply appropriate
technologies for solving problems.
Spiritual and Moral

Development
Graduates will demonstrate an understanding and appreciation for the place

of belief systems in shaping the development of moral values and ethical
conduct.
See Foundation for the Atlantic Canada Mathematics Curriculum, pages
46.
General
Curriculum
Outcomes
General curriculum outcomes are statements that identify what students

are expected to know and be able to do upon completion of study in
mathematics. General curriculum outcomes contribute to the attainment
of the essential graduation learnings and are connected to key-stage
curriculum outcomes. The seven general curriculum outcomes for
mathematics are organized in terms of four content strands: number
concepts/number and relationship operations; patterns and relations;
shape and space; and data management and probability.
Number Concepts/Number and Relationship Operations
Students will demonstrate number sense and apply number theory
concepts.
Students will demonstrate operation sense and apply operation
principles and procedures in both numeric and algebraic situations.
Patterns and Relations
Students will explore, recognize, represent, and apply patterns and
relationships, both informally and formally.
Shape and Space
Students will demonstrate an understanding of and apply concepts
and skills associated with measurement.
Students will demonstrate spatial sense and apply geometric concepts,
properties, and relationships.
Data Management and Probability
Students will solve problems involving the collection, display, and
analysis of data.
Students will represent and solve problems involving uncertainty.
CURRICULUM OUTCOMES
Key-Stage
Curriculum
Outcomes
Key-Stage Curriculum Outcomes (KSCOs) are statements that identify

what students are expected to know and be able to do by the end of
grades 3, 6, 9, and 12 as a result of their cumulative learning experiences
in mathematics. This curriculum guide lists key-stage curriculum
outcomes for the end of grade 12 (see p. 17). Specific curriculum
outcomes are referenced to key-stage curriculum outcomes on these same
pages.
Specific
Curriculum
Outcomes
Specific curriculum outcomes are statements identifying what students

are expected to know and be able to do at a particular grade level, which
contribute to the achievement of the key-stage curriculum outcomes.
In the table that follows, the Specific Curriculum Outcomes for Course
1206 and Course 2206 are listed.
CURRICULUM OUTCOMES
GCO A: Students will demonstrate number sense and apply number

theory concepts.
Elaboration: Number sense includes understanding number meanings, developing multiple relationships among
numbers, recognizing the relative magnitudes of numbers, knowing the relative effect of operating on numbers,
and developing referents for measurement. Number theory concepts include such number principles as laws
(e.g., commutative and distributive), factors and primes, and number system characteristics (e.g., density).
The following are the Specific Curriculum Outcomes (SCOs) for Course 1206 and Course 2206.
By the end of Course 1206, students will be expected to
A2 analyse graphs or charts of situations to identify

specific information
A2 relate sets of numbers to solutions of inequalities
A3 demonstrate an understanding of the role of

irrational numbers in applications
A3 demonstrate an understanding of the applications

of random numbers to statistical sampling
A4 approximate square roots

A6 apply properties of numbers when operating upon
expressions and equations
A7 demonstrate and apply an understanding of
discrete and continuous number systems
A9 explore properties of square roots in applications
CURRICULUM OUTCOMES
GCO B: Students will demonstrate operation sense and apply

operation principles and procedures in both numeric and algebraic
situations.
Elaboration: Operation sense consists of recognizing situations in which a given operation would be useful,
building awareness of models and the properties of an operation, seeing relationships among operations, and
acquiring insights into the effects of an operation on a pair of numbers. Operation principles and procedures
would include such items as the effect of identity elements, computational strategies, and mental mathematics.
The following are the Specific Curriculum Outcomes (SCOs) for Course 1206 and 2206.
B1 model (with concrete materials and pictorial

representations) and express the relationships between
arithmetic operations and operations on algebraic
expressions and equations
B3 demonstrate an understanding of the relationship

between arithmetic operations and operations on
equations and inequalities
B3 use concrete materials, pictorial representations,

and symbolism to perform operations on polynomials
B7 estimate and calculate income and deductions
B5 develop, analyse, and apply procedures for matrix

multiplication
B6 solve network problems using matrices
B4 use the calculator correctly and efficiently

B8 solve problems involving budgets
B9 analyse situations and make decisions involving
the financing of purchases
B10 analyse situations and make decisions involving
the cost of transportation
CURRICULUM OUTCOMES
GCO C: Students will explore, recognize, represent, and apply patterns

and relationships, both informally and formally.
Elaboration: Patterns and relationships run the gamut from number patterns and those made from concrete
materials to polynomial and exponential functions. The representation of patterns and relationships will take
on multiple forms, including sequences, tables, graphs, and equations, and these representations will be applied
as appropriate in a wide variety of relevant situations.
C1 express problems in terms of equations and vice

versa
C6 apply the linear programming process to find

optimal solutions
C2 model real-world phenomena with linear and

quadratic equations
C8 demonstrate an understanding of real-world

relationships by translating between graphs, tables,
and written descriptions
C3 gather data, plot the data using appropriate scales,

and demonstrate an understanding of independent
and dependent variables and of domain and range
C4 create and analyse scatter plots using appropriate
technology
C11 express and interpret constraints

C18 interpolate and extrapolate to solve problems
C20 solve systems of equations and inequalities, both
with and without technology
C5 sketch graphs from words, tables, and collected

data
C7 model real-world situations with networks
C8 identify, generalize, and apply patterns
C9 construct and analyse graphs and tables relating
two variables
C10 describe real-world relationships depicted by
graphs, tables of values, and written descriptions
C13 determine and interpret the slope and y-intercept
of a line from a table of values or a graph
C14 determine the equation of a line using the slope
and y-intercept
C15 develop and apply strategies for solving problems
C16 interpret solutions to equations based on context
C17 solve problems using graphing technology
10
CURRICULUM OUTCOMES

on multiple forms, including sequences, tables, graphs, and equations, and these representations will be applied,
as appropriate, in a wide variety of relevant situations.
C18 investigate and find the solution to a problem by

graphing two linear equations, with and without
technology
C26 demonstrate an understanding of the difference

between simple and compound interest
C28 solve simple trigonometric equations
C21 explore and apply functional relationships

informally
C25 solve equations using graphs
C26 solve quadratic equations by factoring
C28 explore and describe the dynamics of change
depicted in tables and graphs
C29 investigate and make and test conjectures
concerning the steepness and direction of a line
C31 graph equations and analyse graphs, both with
and without graphing technology
C32 plot points, given a situation or a table of values,
to help determine if a graph is linear
C33 graph by constructing a table of values by using
graphing technology and, when appropriate, by the
slope y-intercept method
C35 expand and factor polynomial expressions using
perimeter and area models
C36 explore, determine, and apply relationships
between perimeter and area, surface area and volume
C37 represent network problems using matrices and
vice versa
C38 transform linear equations into slope y-intercept
form
C39 make and test conjectures about how linear and
quadratic graphs change as particular values in the
equations change
C40 solve linear equations algebraically
11
CURRICULUM OUTCOMES
GCO D: Students will demonstrate an understanding of and apply

concepts and skills associated with measurement.
Elaboration: Concepts and skills associated with measurement include making direct measurements, using
appropriate measurement units, and using formulas (e.g., surface area, Pythagorean Theorem) and/or
procedures (e.g., proportions) to determine measurements indirectly.
D1 determine and apply formulas for perimeter, area,

surface area, and volume
D4 solve problems using the sine, cosine, and tangent

ratios
D3 relate the trigonometric functions to the ratios in

similar right triangles
D5 apply the Law of Sines, the Law of Cosines, and
D4 use calculators to find trigonometric values of

angles and angles when trigonometric values are
known
1
the formula area of a triangle ABC = bc sin A to
2
solve problems
D6 solve problems involving measurement using

bearings and vectors
D7 determine the accuracy and precision of a
measurement
D8 solve problems involving similar triangles and
right triangles
D10 determine and apply relationships between the
perimeters and areas of similar figures and between
the surface areas and volumes of similar solids
D11 explore, discover, and apply properties of
maximum area and volume
D12 solve problems using the trigonometric ratios
D13 demonstrate an understanding of the concepts of
surface area and volume
D14 apply the Pythagorean Theorem
12
CURRICULUM OUTCOMES
GCO E: Students will demonstrate spatial sense and apply geometric

concepts, properties, and relationships.
Elaboration: Spatial sense is an intuitive feel for ones surroundings and the objects in them and is
characterized by such geometric relationships as (i) the direction, orientation, and perspectives of objects in
space, (ii) the relative shapes and sizes of figures and objects, and (iii) how a change in shape relates to a change
in size. Geometric concepts, properties, and relationships are illustrated by such examples as the concept of
area, the property that a square maximizes area for rectangles of a given perimeter, and the relationships among
angles formed by transversal intersecting parallel lines.
E1 explore properties of, and make and test

conjectures about two- and three-dimensional figures
E2 represent linear programming problems using the

Cartesian coordinate system
E2 solve problems involving polygons and polyhedra
E3 represent systems of inequalities as feasible regions
E6 represent network problems as digraphs

E7 demonstrate an understanding of a proof for the
Pythagorean Theorem
E8 use inductive reasoning when observing patterns,
developing properties, and making conjectures
E10 investigate line and rotational symmetry
E11 draw nets of various polyhedra
13
CURRICULUM OUTCOMES
GCO F: Students will solve problems involving the collection, display

and analysis of data.
Elaboration: The collection, display, and analysis of data involves (i) attention to sampling procedures and
issues, (ii) recording and organizing collected data, (iii) choosing and creating appropriate data displays, (iv)
analysing data displays in terms of broad principles (e.g., display bias) and via statistical measures (e.g., mean)
and (v) formulating and evaluating statistical arguments.
F1 design and conduct experiments using statistical

methods and scientific inquiry
F1 draw inferences about a population from a sample
F2 demonstrate an understanding of concerns and

issues that pertain to the collection of data
F3 construct various displays of data
F4 calculate various statistics using appropriate
technology, analyse and interpret displays, and
describe the relationships
F2 identify bias in data collection, interpretation, and

presentation
F3 demonstrate an understanding of what can be
inferred about a population by examining sample
means and dispersion
F4 demonstrate an understanding of how the size of a
sample affects the variation in sample results
F5 analyse statistical summaries, draw conclusions,

and communicate results about distributions of data
F5 organize and display information in various ways,

with and without technology
F6 solve problems by modelling real-world

phenomena
F7 draw inferences from graphs and tables
F7 explore non-linear data using power and

exponential regression to find a curve of best fit
F12 interpret normal curves and standard deviation to

express levels of confidence
F13 calculate, analyse, and interpret various statistics
F8 determine and apply a line of best fit using linear

regression with technology
F15 design and conduct experiments/surveys to

explore sampling variability
F9 demonstrate an intuitive understanding of

correlation
F17 design and conduct experiments/surveys and

interpret and communicate level of confidence
F10 use interpolation, extrapolation, and equations to

predict and solve problems
F15 approximate a line of best fit from a scatter plot
14
CURRICULUM OUTCOMES
GCO G: Students will represent and solve problems involving

uncertainty
Elaboration: Representing and solving problems involving uncertainty entails (i) determining probabilities by
conducting experiments and/or making theoretical calculations, (ii) designing simulations to determine
probabilities in situations that do not lend themselves to direct experiment, and (iii) analysing problem
situations to decide how best to determine probabilities.

G3 graph sample distributions and interpret them
using the language of probability
Independent Study
Students in Course 2206 will also conduct an
independent study.
I1 demonstrate an understanding of a mathematical
topic through independent research
I2 communicate the results of the independent
research
I3 demonstrate an understanding of the mathematical
topics presented by other students
15
CURRICULUM OUTCOMES
GCO A: Students will demonstrate number sense and apply number

theory concepts.
In the tables that follow, the Specific Curriculum Outcomes for Mathematics 3206 are listed
beside the corresponding KSCOs. Page references for each outcome are included.
Elaboration: Number sense includes understanding number meanings, developing multiple relationships among
numbers, recognizing the relative magnitudes of numbers, knowing the relative effect of operating on numbers,
and developing referents for measurement. Number theory concepts include such number principles as laws
(e.g., commutative and distributive), factors and primes, and number system characteristics (e.g., density).
Key-Stage Curriculum Outcomes (KSCO)
Specific Curriculum Outcomes (SCO)
By the end of grade 12, students will have achieved the

outcomes for entrygrade 9 and will also be expected to
KSCO i: demonstrate an understanding of number

meanings with respect to the real numbers
A1 demonstrate an understanding of and apply zero

and negative exponents (72, 74)
A2 develop, demonstrate an understanding of, and
apply properties of exponents (72, 74 )
A3 demonstrate an understanding of the role of
irrational numbers in applications (58)
A6 develop an understanding of factorial notation and
apply it to calculating permutations and combinations
(110, 112)
KSCO ii: order real numbers, represent them in

multiple ways (including scientific notation), and
apply appropriate representations to solve problems
A8 demonstrate an understanding of the exponential

growth of compound interest (70)
KSCO iii: demonstrate an understanding of the real

number system and its subsystems by applying a
variety of number theory concepts in relevant
situations
KSCO iv: Some post-secondary intending students
will be expected to explain and apply relationships
among real and complex numbers
16
CURRICULUM OUTCOMES
GCO B: Students will demonstrate operation sense and apply

operation principles and procedures in both numeric and algebraic
situations.
Elaboration: Operation sense consists of recognizing situations in which a given operation would be useful,
building awareness of models and the properties of an operation, seeing relationships among operations, and
acquiring insights into the effects of an operation on a pair of numbers. Operation principles and procedures
would include such items as the effect of identity elements, computational strategies, and mental mathematics.

KSCO i: explain how algebraic and arithmetic

operations are related, use them in problem-solving
situations, and explain and demonstrate the power of
mathematical symbolism
B1 demonstrate an understanding of the relationships

that exist between arithmetic operations and the
operations used when solving equations (58, 60)
B3 apply the quadratic formula (56, 58)
B5 demonstrate an understanding of and apply
compound interest (70, 76, 78)
B6 determine the amount and present value of
annuities (76, 78)
B7 calculate probabilities to solve problems (102,
106, 114)
B8 determine probabilities using permutations and
combinations (114)
KSCO ii: derive, analyse, and apply computational

procedures (algorithms) in situations involving all
representations of real numbers
B9 perform operations on algebraic expressions and

equations (58, 60)
KSCO iii: derive, analyse, and apply algebraic

procedures (including those involving algebraic
expressions and matrices) in problem situations
KSCO iv: apply estimation techniques to predict, and
justify the reasonableness of, results in relevant
problem situations involving real numbers
KSCO v: Some post-secondary-intending students
will be expected to apply operations on complex
numbers to solve problems
17
CURRICULUM OUTCOMES


KSCO i: model real-world problems using functions,

equations, inequalities, and discrete structures
C1 model real-world phenomena using quadratic

equations (52, 54, 60)
KSCO ii: represent functional relationships in

multiple ways (e.g., written descriptions, tables,
equations, and graphs) and describe connections
among these representations
C4 demonstrate an understanding of patterns that are

arithmetic, power, and geometric (44, 46, 48)
C5 determine and describe patterns and use them to
solve problems (40, 52, 64, 66, 74)
C6 explore, describe, and apply the Fibonacci
sequence (42)
C7 relate arithmetic patterns to linear relations (44)
C8 describe and translate between graphical, tabular,
and written representations of quadratic relationships
(54)
C11 describe and translate between graphical, tabular,
and written representations of exponential
relationships (64, 66, 72)
KSCO iii: interpret algebraic equations and

inequalities geometrically and geometric relationships
algebraically
KSCO iv: solve problems involving relationships,
using graphing technology as well as paper-and-pencil
techniques
C12 describe and apply the characteristics of

quadratic relationships (52, 54)
C13 describe and apply the characteristics of
exponential relationships (64, 66, 72)
C14 determine and interpret x-intercepts of quadratic
functions (56)
C21 create and analyse scatter plots and determine
equations for the curves of best fit, using appropriate
technology (44, 52, 54, 68)
C23 solve problems involving quadratic equations
(56, 58, 60)
C25 solve problems involving exponential equations
(68)
C26 solve problems that require the application of
compound interest (70, 76, 78)
18
CURRICULUM OUTCOMES
GCO C: Students will explore, recognize, represent and apply patterns


KSCO v: analyse and explain the behaviours,

transformations, and general properties of types of
equations and relations
C29 analyse tables and graphs to distinguish between

linear, quadratic, and exponential relationships (52,
64, 66)
KSCO vi: perform operations on and between

functions
KSCO vii: Some post-secondary intending students
will be expected to describe and explore the concept
of continuity of a function
KSCO viii: Some post-secondary-intending students
will be expected to investigate limiting processes by
examining infinite sequences and series
KSCO ix: Some post-secondary-intending students
will be expected to make connections among
trigonometric functions, polar coordinates, complex
numbers, and series
19
CURRICULUM OUTCOMES
GCO D: Students will demonstrate an understanding of and apply

concepts and skills associated with measurement.
Elaboration: Concepts and skills associated with measurement include making direct measurements, using
appropriate measurement units, and using formulas (e.g., surface area, Pythagorean Theorem) and/or
procedures (e.g., proportions) to determine measurements indirectly.

KSCO i: measure quantities indirectly, using

techniques of algebra, geometry, and trigonometry
KSCO ii: determine measurements in a wide variety
of problem situations and determine specified degrees
of precision, accuracy, and error of measurements
KSCO iii: apply measurement formulas and
procedures in a wide variety of contexts
D2 determine midpoints and the length of line

segments using coordinate geometry (86, 90)
KSCO iv: demonstrate an understanding of the

meaning of area under a curve
20
CURRICULUM OUTCOMES
GCO E: Students will demonstrate spatial sense and apply geometric

concepts, properties, and relationships.
Elaboration: Spatial sense is an intuitive feel for ones surroundings and the objects in them and is
characterized by such geometric relationships as (i) the direction, orientation, and perspectives of objects in
space, (ii) the relative shapes and sizes of figures and objects, and (iii) how a change in shape relates to a change
in size. Geometric concepts, properties, and relationships are illustrated by such examples as the concept of
area, the property that a square maximizes area for rectangles of a given perimeter, and the relationships among
angles formed by transversal intersecting parallel lines.

KSCO i: extend spatial sense in a variety of

mathematical contexts
KSCO ii: interpret and classify geometric figures,
translate between synthetic (Euclidean) and
coordinate representations, and apply geometric
properties and relationships
E1 perform geometric constructions and analyse the

properties of the resulting figures (82, 84, 88, 90, 92)
E2 describe and apply symmetry (88)
KSCO iii: analyse and apply Euclidean

transformations, including representing and applying
translations as vectors
KSCO iv: represent problem situations with
geometric models (including the use of trigonometric
ratios and coordinate geometry) and apply properties
of figures
KSCO v: make and test conjectures about, and
deduce properties of and relationships between, twoand three-dimensional figures in multiple contexts
KSCO vi: demonstrate an understanding of the
operation of axiomatic systems and the connections
among reasoning, justification, and proof
KSCO vii: some post-secondary-intending students
will be expected to represent and apply vectors in
three dimensions, algebraically and geometrically
E5 apply inductive reasoning to make conjectures in

geometric situations (82, 84, 88, 90, 92)
E6 explore, make conjectures about, and apply centres
of circles (82, 88)
E7 explore, make conjectures about, and apply chord
properties in circles (82, 90)
E8 explore, make conjectures about, and apply angle
relationships in circles (82, 92)
E10 present informal deductive arguments (80, 82,
86, 88, 90, 92, 94)
21
CURRICULUM OUTCOMES
GCO F: Students will solve problems involving the collection, display

and analysis of data.
Elaboration: The collection, display, and analysis of data involves (i) attention to sampling procedures and
issues, (ii) recording and organizing collected data, (iii) choosing and creating appropriate data displays, (iv)
analysing data displays in terms of broad principles (e.g., display bias) and via statistical measures (e.g., mean),
and (v) formulating and evaluating statistical arguments.

KSCO i: understand sampling issues and their role

with respect to statistical claims
KSCO ii: extend construction (both manually and via
appropriate technology) of a wide variety of data
displays
KSCO iii: use curve fitting to determine the
relationship between, and make predictions from, sets
of data and be aware of bias in the interpretation of
results
F2 use curve fitting to determine the equations of

exponential relationships (68)
KSCO iv: determine, interpret, and apply as

appropriate a wide variety of statistical measures and
distributions
F4 interpolate and extrapolate to predict and solve

problems (54, 68)
F3 use curve fitting to determine the equations of

quadratic relationships (54)
KSCO v: design and conduct relevant statistical

experiments (e.g., projects with respect to current
issues, career applications, a/o other disciplines) and
analyse and communicate the results using a range of
statistical arguments
KSCO vi: Some post-secondary intending students
will be expected to test hypotheses using appropriate
statistics
22
CURRICULUM OUTCOMES
GCO G: Students will represent and solve problems involving

uncertainty
Elaboration: Representing and solving problems involving uncertainty entails (i) determining probabilities by
conducting experiments and/or making theoretical calculations, (ii) designing simulations to determine
probabilities in situations that do not lend themselves to direct experiment, and (iii) analysing problem
situations to decide how best to determine probabilities.

KSCO i: design and conduct experiments and/or

simulations to model and solve a wide variety of
relevant probability problems, and interpret and judge
the probabilistic arguments of others
G1 develop and apply simulations to solve problems

(104)
KSCO ii: build and apply formal concepts and

techniques of theoretical probability (including the
use of permutations and combinations as counting
techniques)
G2 demonstrate an understanding that determining

probability requires the quantifying of outcomes (98)
G3 demonstrate an understanding of the fundamental
counting principle, and apply it to calculate
probabilities (98, 100, 106)
G4 apply area diagrams and tree diagrams to interpret
and determine probabilities of dependent and
independent events(106)
G6 demonstrate an understanding of the difference
between probability and odds (102)
G7 distinguish between situations that involve
permutations and combinations (108, 112)
KSCO iii: understand the differences among, and

relative merits of, theoretical, experimental, and
simulation techniques
KSCO iv: relate probability and statistical situations
KSCO v: Some post-secondary-intending students
will be expected to create and interpret discrete and
continuous probability distributions and apply them
in real-world situations
23
CURRICULUM OUTCOMES
24
PROGRAM DESIGN AND COMPONENTS
Program Design and Components

Program
Organization
The mathematics curriculum is designed to make a significant

contribution towards students meeting each of the essential graduation
learnings (EGLs), with the communication and problem-solving EGLs
relating particularly well to the unifying ideas of the curriculum (see the
Outcomes section of Foundation for the Atlantic Canada Mathematics
Curriculum). Specific curriculum outcomes represent the means by
which students work toward accomplishing the key-stage curriculum
outcomes, the general curriculum outcomes, and ultimately, the essential
graduation learnings.
Outcomes Framework
Essential Graduation
Learnings (EGLs)
broad cross-curricular
expectations
Examples
Graduates will be able to use the listening,
viewing, speaking, reading, and writing modes of
language(s) and mathematics and scientific
concepts and symbols to think, learn, and
communicate effectively.
contributes to
General Curriculum
Outcomes (GCOs)
broad mathematical
expectations
Graduates will explore, recognize, represent, and

apply patterns and relationships, both informally
and formally.
contributes to
Key-Stage Curriculum
Outcomes (KSCOs)at
the end of grades 3, 6, 9,
and 12
By the end of grade 12, students will be expected

to represent functional relationships in multiple
ways (e.g., written descriptions, tables, equations,
and graphs) and describe connections among
these representations.
contributes to
Specific Curriculum
Outcomes (SCOs)for
each grade level
By the end of Course 3206, students will be

expected to describe and translate between
graphical, tabular, and written representations of
quadratics relationships.
25
It is important to emphasize that the presentation of the specific

curriculum outcomes in this guide follows a suggested teaching
sequence. Student and teacher resources have been developed to
complement the curriculum guide.
It is recognized that students understandings of concepts will vary in
terms of depth and breadth. Curriculum and Evaluation Standards for
School Mathematics recommends that the study of mathematics for every
student revolve around a core curriculum differentiated by the depth
and breadth of the treatment of the topics and by the nature of the
applications (p. 9). While it is expected that all students will work
toward achievement of the same outcomes, it is recognized that students
will demonstrate different levels of performance.
Program Level
Course 1
Advanced
Mathematics
Academic
1204
Practical
Mathematics 1206
Course 2
Mathematics 2205
Course 3
Course 4
Mathematics 3205
Mathematics 3207
Mathematics 2204
Mathematics 3204
Mathematics 3103
Mathematics 2206
Mathematics 3206
Students completing Mathematics 1206 may wish to select Mathematics

2206 or Mathematics 3206 since these two courses they can be done in
either order. It is recommended that students do mathematics in each
year of high school.
All students, at all program levels, will work toward achievement of the
same key-stage outcomes. While the key-stage curriculum outcomes are
intended as targets for all students, they will not be expected to achieve
them at a single level of performance. As well, there will be an additional
small percentage of students who will see their outcomes significantly
altered in individual educational programs.
Many of the specific curriculum outcomes for each course at the same
grade level are the same, but not all. It is expected that some students
can move from one program level to another, especially early in the high
school program. This change is typically easier in level I than in
subsequent years.
The students in practical-level courses including Mathematics 3206 will
be expected to meet the same key-stage curriculum outcomes and some
of the same specific (course) outcomes as those in academic and
advanced level. As well, the instructional environment and philosophy
should be the same at all levels. The significant difference between
practical- and academic-level courses will be with respect to the level and
nature of performance expected in regard to each outcome.
26
By and large, the practical-level courses should be characterized by a

greater focus on concrete activities, models, and applications, with less
emphasis given to formalism, symbolism, computational or symbolmanipulating facility, and mathematical structure. Academic- and
advanced-level courses involve greater attention to abstraction and more
sophisticated generalizations, while the practical-level course should see
less time spent on complex exercises and connections with advanced
mathematical ideas.
Typically, students who choose practical-level courses are those who may
have experienced considerable difficulty in mathematics throughout their
schooling and may lack confidence in their ability to learn. In addition,
their literacy skills may not be on par with students of the same age.
They may need more time on new concepts in order to understand them
and may need connections presented in more explicit ways. They often
exhibit lower self-esteem (in relation to mathematics) and require a pace
that accommodates the revisiting and reinforcing of concepts, skills, and
knowledge. These students need equal or perhaps greater access to
technology than their peers.
By way of a brief illustration, students at all levels should develop an
understanding of exponential relationships. Students taking practicallevel courses have as much need as others to understand the nature of
exponential relationships, given the place of these relationships in
universal everyday issues such as provincial and national debt and world
population dynamics. The nature of exponential relationships can be
developed through concrete, hands-on experiments and data analysis that
do not require a lot of formalism or symbol manipulation. The more
formal and symbolic operations on exponential relationships will be
much more prevalent in the academic- and advanced-level courses.
Content
Organization
The NCTM Curriculum and Evaluation Standards for School Mathematics

(1989) establishes mathematical problem solving, communication,
reasoning, and connections as central elements of the mathematics
curriculum. Foundation for the Atlantic Canada Mathematics Curriculum
(APEF, 1996) further emphasizes these unifying ideas and presents them
as being integral to all aspects of the curriculum (see pp. 711). Indeed,
while the general curriculum outcomes are organized around content
strands, every opportunity has been taken to infuse the key-stage
curriculum outcomes with one or more of the unifying ideas.
These unifying ideas serve to link the content to methodology. They
make it clear that mathematics is to be taught in a problem-solving
mode, that classroom activities and student assignments must be
structured to provide opportunities for students to communicate
27
mathematically, that teacher encouragement and questioning should

enable students to explain and clarify their mathematical reasoning, and
that the mathematics with which students are involved on any given day
must be connected to other mathematics, other disciplines, and/or the
world around them.
The mathematical content identified in the strands must not be viewed
as independent units of study, but must be organized to develop depth
as well as breadth. For this depth to be developed, a number of common
connections must be visible to unify the core content. The unifying
connections are as follows.
Mathematical
Modeling
Throughout the strands of mathematics that are being studied, students

need to see that mathematics is valuable in making predictions in the
real-world. Some basic mathematical structures that are used in modeling
include graphs, equations, tables, and algorithms. Students need to
understand also the limitations of modeling real situations, which are
most often very complex.
In some situations the modeling appears to be straightforward. Vectors
can be used to model the movement of an aeroplane in a wind current;
exponential functions can be used to model population growth; and
quadratics can be used to model trajectory paths. At other times the
model may require transformations in the data. Regression analysis
allows us to better understand data from some real situations. In
examining population growth, exponential functions may produce a
better fit of the data to make predictions. Probability simulation may be
used to model processes involving gambling, insurance, and genetics.
Relations and
Functions
An emphasis in the high school mathematics program is the study of

relationships between two quantities. Across all strands of the
mathematics program, students need to see the various ways in which
one quantity can vary in relation to another. This study will precede the
basic notion of function, how input and output are related, and how
functions may be described in various ways, such as verbally, graphically,
algebraically, and numerically in tables. A formula such as the one for the
area of a circle, A (r ) = r 2 , does not in itself provide a meaning of the
relationship. Students need to see how a change in the radius r results
in a corresponding change in the area A(r). This can be described
verbally or graphically.
The type of mathematical reasoning that has students understand that
the value of one variable may depend on the value of another pervades all
strands of mathematics. In discrete mathematics the relations are not
continuous, but progress in steps; in exponential functions the functions
28
are used to model growth and decay. In geometry we can examine

relationships that exist between the image and its object for a given
transformation, and in probability we may also view the probability of
an event as a function of the number of choices available.
Communicating
Mathematics
Communicating in mathematics helps students to develop insight into

the nature of mathematics. Much of mathematics involves solving
problems where students are required to develop, interpret, and analyse
algorithms. When students are given a problem, they should be given
opportunities to share the various ways they solved the problem so that
they can compare the effectiveness, the efficiency, and the relative
appropriateness of the methods used. It is through this type of
communication that students deepen their understanding and extend
their ability to reason. Technology continues to advance, resulting in a
change in the type of problems that we can solve. It is important for
students to be able to communicate by using technology to solve
problems.
Mathematical arguments help students address questions such as How
do I know if Im correct? Is this always true? Is there any solution to
satisfy these conditions? When students are asked to justify a result,
they must be able to see how things fit together in a natural way.
Mathematical justification communicates a students understanding and
allows the student to express ideas in many different ways, including
discussions of what is and is not accepted. Students may, for example, be
asked to clarify when it is appropriate to use an exponential equation.
Mathematical discourse should be part of every lesson, since it promotes
both reasoning and understanding in mathematics. Likewise, when
students are asked to write about their mathematical understanding, they
are forced to clarify their thinking in order to reasonably communicate
it.
Multiple
Representations
Real understanding in mathematics is present when students are able to

use and choose representations to clarify and communicate. Students
who are in control of their learning may choose or find the
representation they find most useful. For example, a student who has
studied the quadratic function demonstrates mathematical power when
he or she is able to move between the graph and the equation to find
solutions to the quadratic equation or inequality and understands the
implications of these solutions.
An understanding of the multiple ways of representing an idea or solving
a problem as well as the recognition of the equivalence of the various
representations results in deeper understandings of mathematical
29
structure and process. For example, if students examine the same

geometry concepts from a Euclidean, analytical, and transformational
approach, they will develop a much stronger intuitive understanding of
these concepts.
Learning and
Teaching
Mathematics
What students learn is fundamentally connected to how they learn it.

The view of learning mathematics as an integrated set of intellectual tools
for making sense of mathematical situations has created a need for new
forms of classroom organization, communication patterns, and
instructional strategies. The teacher is no longer the sole dispenser of
knowledge but is rather a facilitator and educational conductor whose
major roles include
creating a classroom environment to support the teaching and
learning of mathematics
setting goals and selecting or creating mathematical tasks to help the
students reach these goals
stimulating and managing classroom discourse so that the students
are clearer about what is being taught
analysing student learning, the mathematical tasks, and the
environment in order to make ongoing instructional decisions
Good mathematics teaching and learning take place in a range of
situations. Instructional settings and strategies should create a climate
that reflects the constructive, active view of the learning process. This
means that learning does not occur by passive absorption and imitation
but rather as students actively assimilate new information and construct
their own meanings.
Students opportunities to learn mathematics are a function of the
setting and the kinds of tasks and discourse in which they participate.
What students learn about particular concepts and procedures and their
own mathematical thinking depends upon the ways in which they engage
in mathematical activity in their classrooms. Their dispositions toward
mathematics are also shaped by such experiences. Consequently, the goal
of developing students mathematical power requires careful attention to
pedagogy as well as to the curriculum.
Mathematics instruction should vary and should include opportunities
for group and individual assignments, discussion between teacher and
students and among students, appropriate project work, practice with
mathematical methods, and exposition by the teacher.
Instructional settings should include varied learning environments, which
encourage the development of specific co-operative behaviours. Students
should be expected to work together to help each other, and at the same
time they can be expected to complete individual projects. Students
develop strategies and skills in asking questions, listening, showing,
explaining, finding out what others think, and determining ways to
complete a project.
30
Summary of Changes
in Instructional
Practices
Moving away from
teacher and text as exclusive sources of knowledge

rote memorization of facts and procedures without understanding
extended periods of individual practising of routine tasks without
applications
instruction based almost completely on teacher exposition
a total emphasis on paper-and-pencil manipulative skill work
testing with the sole purpose of assigning grades
toward practices that include
the active involvement of students in constructing and applying

mathematical ideas
problem solving as a means as well as a goal of instruction

effective questioning techniques that promote student interaction
the use of a variety of instructional formats (small groups,
explorations, peer instruction, whole class, project work)
use of computers and calculators as tools for learning and doing

mathematics when appropriate
student communication of mathematical ideas orally and in writing

the establishment and application of the interrelatedness of
mathematical topics
the systematic maintenance of student learnings and embedding
review in the context of new topics and problem situations
assessment of learning as an integral part of instruction
Integrating
Technology
The integration of computers, graphing calculators, video technology,

and other technologies into the mathematics classroom allows students
to
explore individual or groups of related computations or functions
quickly or easily
create and explore numeric and geometric situations for the purpose
of developing conjectures
perform simulations of situations that would otherwise be impossible
to examine
easily link different representations of the same information
model situations mathematically
observe the effects of simple changes in parameters or coefficients
analyse, organize, and display data
31
All of these situations enhance investigarive learning and problem-solving

potential. At the same time, teachers have the opportunity to use
technology to communicate with fellow mathematics teachers, to share
lessons with experts, and to expose their students to information that
would otherwise be inaccessible.
Students will need to learn to make judgments as to when the use of
technology is appropriate and when it is not. In all situations, it is
imperative that technology be used both as a tool to include, rather than
exclude, students and as a means of creating new teaching strategies, and
it must allow students exposure to more mathematical concepts.
Learning
Resources
This curriculum document represents the central resource for the teacher
of mathematics with respect to Mathematics 3206 of the high school
mathematics program. Other resources are ancillary to it. This guide
should serve as the focal point for all daily, unit, and yearly planning, as
well as a reference point to determine the extent to which the curriculum
outcomes have been met.
Nevertheless, other resources will be significant in the mathematics
classroom. Textual and other print resources will be significant to the
extent they support the curriculum goals. Schools, school districts, and
Departments of Education should work together in making professional
resources available to teachers as they seek to broaden their instructional
and mathematical skills. As well, manipulative materials and appropriate
access to technological resources need to be at hand.
It is highly recommended that teachers familiarize themselves not only
with Foundation for the Atlantic Canada Mathematics Curriculum, but
also with Curriculum and Evaluation Standards for School Mathematics,
Professional Standards for Teaching Mathematics, Assessment Standards for
School Mathematics, and Principles and Standards for School Mathematics
(NCTM, April 2000). Because of the extent of information contained in
these documents, teachers are cautioned that assimilation of the ideas
contained will require much reflection, discussion, and rereading. All
high school mathematics teachers may wish to join the National Council
of Teachers of Mathematics (NCTM) for professional growth.
Membership can include a subscription to The Mathematics Teacher, a
journal that contains a wealth of information and practical teaching
suggestions. Institutional or individual membership can be obtained by
telephoning 1-800-235-7566 (NCTM order office), or by contacting the
NCTM representative on your mathematics teacher associations
executive.
32
Assessing and
Evaluating Student
Learning
In recent years there have been calls for change in the practices used to
assess and evaluate students progress. Many factors have set the demands
for change in motion, including the following:
new goals for mathematics education as outlined in Curriculum and
Evaluation Standards for School Mathematics
The curriculum standards provide educators with specific information
about what students should be able to do in mathematics. These goals
go far beyond learning a list of mathematical facts; to also emphasize
such competencies as creative and critical thinking, problem solving,
working collaboratively, and the ability to manage ones own learning.
Students are expected to be able to communicate mathematically, to
solve and create problems, to use concepts to solve real-world
applications, to integrate mathematics across disciplines, and to
connect strands of mathematics. For the most part, assessments used
in the past have not addressed these goals. New approaches to
assessment are needed if we are to teach and address the goals set out
in Curriculum and Evaluation Standards for School Mathematics.
understanding the bonds linking teaching, learning, and assessment
Much of our understanding of learning has been based on a theory
that viewed learning as the accumulation of discrete skills. Cognitive
views of learning call for an active, constructive approach in which
learners gain understanding by building their own knowledge and
developing connections between the facts and concepts. Problem
solving and reasoning become the emphases rather than the
acquisition of isolated facts. Conventional testing, in which students
answered questions for the purpose of determining if they could recall
the type of question and the procedure to be used, provides a
window into only one aspect of what a student has learned.
Assessments that require students to solve problems, demonstrate
skills, create products, and create portfolios of work reveal more
about the students understanding and reasoning of mathematics. If
the goal is to have students develop reasoning and problem-solving
competencies, then teaching must reflect such, and in turn,
assessment must reflect what is valued in teaching and learning.
Feedback from assessment directly affects learning. The development
of problem-solving and higher-order thinking skills will be a realized
only if assessment practices are in alignment with these goals.
In planning assessment, it is important to decide whether technology
will be permitted. Certain assessment items become trivial when
technology is used. It is recommended that when technology is an
integral part of instruction, it should be permitted when those aspects
are assessed. However, there will be times when assessment tools are
created such that it is inappropriate to permit technology use. When
the goal is for students to demonstrate mental facility, calculator use
can interfere.
33
limitations of the present methods used to determine student achievement

Does the present method of assessment provide the student with
information on how to improve performance? The development of
methods of assessment that provide accurate information about
students academic achievement is much needed. This information
will guide teachers in decision making to improve both learning and
teaching.
What Is Assessment?
Assessment allows teachers to communicate to students what activities

and learning outcomes they truly value. In order for teachers to assess
students effectively in a mathematics curriculum that emphasizes
applications and problem solving, they need to employ devices that
recognize the reasoning involved in the process as well as in the product.
Assessment Standards for School Mathematics (NCTM, 1995, p. 3) defines
assessment as the process of gathering evidence about a students
knowledge of, ability to use, and disposition toward, mathematics and of
making inferences from that evidence for a variety of purposes.
Assessment can be informal or formal. Informal assessment occurs while
instruction is occurring. It is a mind-set, a daily activity that helps the
teacher answer the question, Is what is taught being learned? Its
primary purpose is to collect information so that the teacher can make
decisions to improve instructional strategies. For many teachers the
strategy of making annotated comments about a students work is part of
the informal assessment. Assessment must do more than determine a
score for the student. It should do more than portray a level of
performance. It should direct teachers communication and actions.
Assessment must anticipate subsequent action.
Formal assessment requires the organization of an assessment event. In
the past, mathematics teachers may have restricted these events to
quizzes, tests, or exams. As the outcomes for mathematics education
broaden these assessment techniques become more limited. Some
educators would argue that informal assessment provides better-quality
information because it is in a context that can be put to immediate use.
Why Should We
Assess Students?
34
We should assess students in order to

improve instruction by identifying successful instructional strategies
identify and address specific sources of the students
misunderstandings
inform the students about their strengths in skills, knowledge, and
learning strategies
inform parents of their childs progress so that they can provide more
effective support
certify the level of achievement for each outcome
If we assume that assessment is integral to instruction and that it will
enable effective intervention in instruction, then it is essential that
teachers develop a repertoire of assessment strategies.
Assessment
Strategies
Some assessment strategies that teachers may employ include the

following.
Documenting classroom
behaviours
In the past teachers have generally made observations of students

persistence, systematic working, organization, accuracy, conjecturing,
modeling, creativity, and ability to communicate ideas, but often failed
to document them. Certainly the ability to manage the documentation
played a major part. Recording information signals to the student those
behaviours that are truly valued. Teachers should focus on recording only
significant events, which are those that represent a typical students
behaviour or a situation where the student demonstrates new
understanding or a lack of understanding. Using a class list, teachers can
expect to record comments on approximately four students per class. The
use of an annotated class list allows the teacher to recognize where
students are having difficulties and to identify students who may be
spectators in the classroom. However, for summative purposes, grades
should reflect the degree to which students achieve the curriculum
outcomes.
Using a portfolio or student

journal
Having students assemble on a regular basis responses to various types of

tasks is part of an effective assessment scheme. Responding to openended questions allows students to explore the bounds and the structure
of mathematical categories. As an example, students are given a triangle
in which they know two sides or an angle and a side and they are asked
to find out everything they know about the triangle. This is preferable to
asking students to find the side of a triangle in a trigonometry question,
because it is less prescriptive and allows students to explore the problem
in many different ways, and gives them the opportunity to use many
different procedures and skills. Students should be monitoring their own
learning by being asked to reflect and write about questions such as
What is the most interesting thing you learned in mathematics class
this week?
What do you find difficult to understand?
How could the teacher improve mathematics instruction?
Can you identify how the mathematics we are now studying is
connected to the real world?
35
In the portfolio or in a journal teachers can observe the development of

the students understanding and progress as a problem solver. Students
should be doing problems that require varying lengths of time and
represent both individual and group effort. What is most important is
that teachers discuss with their peers what items are to be part of a
meaningful portfolio and that students also have some input into the
assembling of a portfolio.
Projects and investigative
reports
Students should have opportunities to do projects at various times

throughout the year. For example, they may conduct a survey and do a
statistical report, they may do a project by reporting on the contribution
of a mathematician, or the project may involve building a threedimensional shape. Students should also be given investigations in which
they learn new mathematical concepts on their own. Excellent materials
can be obtained from the National Council of Teachers of Mathematics,
including the Student Math Notes. (These news bulletins can be
downloaded from the Internet.)
Written tests, quizzes, and

exams
Written tests have been accused of being limited to assessing a students

ability to recall and replicate mathematical facts and procedures. Some
educators would argue that asking students to solve contrived
applications usually within time limits provides us with little knowledge
of the students understanding of mathematics. However, a test that is
properly developed can be the most valid and reliable method of
collecting information about the degree to which students have achieved
the curriculum outcomes.
How might we improve the use of written tests?
Our challenge is to improve the nature of the questions being asked,
so that we are gaining information about the students understanding
and comprehension as well as procedural knowledge.
Tests must be designed so that questions being asked reflect the
expectations of the outcomes being addressed.
Teachers must also reflect on the quality of the test being given to
students. Are they being asked to evaluate, analyse, and synthesize
information, or are they simply being asked to recall isolated facts
from memory? Teachers should develop a table of specifications when
planning their tests. A table of specifications will help ensure that the
test surveys all relevant outcomes and that it addresses conceptual,
procedural, and problem solving levels.
There is a professional obligation to ensure that the assessment
reflects those skills and behaviours that are truly valued. The bottom
line is that good assessment is as important as good instruction. They
go hand in hand in promoting student achievement.
36
COURSE ORGANIZATION
Course Organization
Course Design
This section of the guide presents the Mathematics 3206 curriculum

outcomes that students are expected to achieve during the year. Teachers
are encouraged, however, to consider what comes before and what
follows to better understand how the students learnings at a particular
course level are part of a bigger picture of concept and skill development.
Mathematics 3206 is organized into five units: Patterns, Quadratics,
Exponential Growth, Geometry, and Probability. The presentation of the
specific curriculum outcomes in each unit reflects a suggested teaching
sequence.
The Two-Page
Spread
The following pages detail curriculum outcomes. Each two-page spread

is dedicated to a small number of specific curriculum outcomes. As much
as possible, connections are made through references to other pages of
related outcomes or topics.
At the top of each page the unit topic is presented, with the appropriate
specific curriculum outcome(s) (SCOs) displayed in the left-hand
column. The second column presents the elaboration of the outcomes
and instructional strategies and suggestions, as well as some examples
that might be used to illustrate achievement of outcomes. Often, the
left-hand pages can be read independently of the right-hand pages. The
third column includes worthwhile tasks for instruction and/or assessment
purposes. While the strategies, suggestions, and examples are not
intended to be rigidly applied, they will help to further clarify the
specific curriculum outcome(s) and to illustrate ways to work toward the
outcome(s) while maintaining an emphasis on problem solving,
communication, reasoning, and connections.
The final column is entitled Suggested Resources and will, with the
teachers additions, over time become a collection of useful references to
resources that are particularly valuable with respect to achieving the
outcome(s) given.
37
COURSE ORGANIZATION
38
Unit 1
Patterns
(10 Hours)
PATTERNS
Patterns
Outcomes
ElaborationInstructional Strategies/Suggestions
SCO: By the end of

Mathematics 3206, students
will be expected to
C5 Mathematics curriculum should be organized around problem solving. Classroom

environments should be created in which problem solving can flourish and problemsolving strategies are developed and discussed. One such strategy is to search for and
describe patterns. In the following example, students should make an organized list to
help them look for the pattern. Once the pattern is discovered, students should use it
in solving the problem. For example:
C5 determine and describe

patterns and use them to
solve problems
Scientists have invented a time machine (1983). By setting the dial, you can move
forward in time. Set it forward 6 minutes and you will be in the year 1988. Set it
forward 16 minutes, and you will be in the year 1993; Set it forward 26 minutes,
and you will be in the year 1998; 36 minutes, year 2003. If the machine continues
in this manner, in what year will you be if the timer is set ahead 65 minutes?
This information can be organized as follows:
Time set forward
0
6
16
26
36
Year
1985
1988
1993
1998
2003
65
Students might notice that the numbers (after the second) in the first column
increase by 10, while the years (after the second) in the second column increase
by 5. They could use this pattern to predict the answer for 66, then adjust for 65.
Some students may even plot the ordered pairs and use the graph to verify or make
predictions.
Students should extend the patterns they observe and describe the pattern using
numbers, words, pictures and/or geometric shapes. For example, see the activities in
on the next page.
40
PATTERNS
Patterns
Worthwhile Tasks for Instruction and/or Assessment
Suggested Resources
Performance (C5)
Hirsch, Christian R., and

Robert A. Laing, eds.
Activities for Active Learning
and Teaching: Selections from
the Mathematics Teacher.
Reston, VA: NCTM, 1993.
1) For each of the following sets, give the next element of the set. State in your own
words what you think the patterning rule is.
a) 80, 40, 20, 10, _____
Patterning rule: ______________
b) James, Jill, Joan, John, ________
Patterning rule: _________
c) 1, 8, 27, 64, 125, ________
Patterning rule: ___________
e) 1, 1, 2, 3, 5, 8, 13, ___________
Patterning rule: ______________
f) Alvin, Barbara, Carla, Dennis, __________
Patterning rule: ________________
Barry, Maurice, et al,

Constructing Mathematics
Book 3 - Thomson, Nelson
Learning, Chapter 1.
g)
h)
1 2 3 4
, , , , ...
2 3 4 5
Patterning rule: __________

i) 6, 30, 150, 750: ___________
j)
2) For parts a) and b), given a few beginning elements and the last element, fill in the
missing elements in each pattern.
a)
b)
3) An empty street car picks up five passengers at the first stop, drops off two
passengers at the second stop, picks up five passengers at the third stop, drops off
two passengers at the fourth stop, and so on. If it continues in this manner, how
many passengers will be on the streetcar after the 16th stop?
41
PATTERNS
Patterns
Outcomes
SCO: By the end of

will be expected to
C6 One of the greatest mathematicians of the Middle Ages was Leonardo of Pisa,
called Fibonacci. He wrote a book on arithmetic and algebra titled Liber Abacci. This
book was influential in introducing to Europe the Hindu-Arabic numerals with which
we now write numbers. One of the many interesting problems in this book was about
rabbits. Students might be asked to solve this problem and look for a pattern.
C6 explore, describe, and

apply the Fibonacci Sequence
A pair of rabbits one month old are too young to produce more rabbits, but
suppose that in their second month and every month thereafter they produced a
new pair. If each new pair of rabbits does the same and none of the rabbits die,
how many pairs of rabbits will there be at the beginning of each month?
The number of pairs of rabbits at the beginning of each month form a sequence:
1, 1, 2, 3, 5, 8, 13 ... known as the Fibonacci Sequence. Its terms follow a
simple pattern. Ask the students to describe this pattern.
The Fibonacci Sequence has shown up in an amazingly wide variety of creations. For
example:
1) The petals of many flower speciestheir petals commonly occur only in Fibonacci
number configurations.
2) The seeds in the flower head of a sunflower spiral in two different directionsthe
numbers of spirals are Fibonacci numbers.
3) The same is true in the spiral of pineapples, and pine cones.
4) In many trees, the leaves spiral around the stem. The number of turns required to
find a leaf in a position directly above another leaf is a Fibonacci number.
5) There is also a connection between the Fibonacci Sequence and musical scales
6) Likewise, this sequence is shown in the reproduction of bees.
Students can explore some of the above situations to find out more about how the
sequence applies to the situations listed. See the next page for examples.
Students might also explore the ratio between terms in the sequence and connect it to
1 5
. If the largest square is removed from a rectangle whose
2
the Golden Ratio
dimensions are in the golden ratio (length: width), another rectangle will remain
whose dimensions are, again, the golden ratio. To explore the ratios between
successive terms, ask students to divide the larger term by the one that precedes it.
For example, 5 divided by 3, or 13 divided by 8, or 34 divided by 21. Ask them to
record the answers for several of these ratios as decimals and notice the pattern that
seems to be developing as the terms get larger. Compare the ratios to the decimal
approximation of the golden ratio. (The successive ratios seem to be approaching the
value of the golden ratio.)
... continued
42
PATTERNS
Patterns
Suggested Resources
Performance (C6)
1) In Fibonaccis rabbit problem,
a) How many pairs of rabbits will there be at the beginning of the seventh month?
b) How many pairs will there be at the beginning of the 12th month?
c) How many pairs of adult rabbits (at least one month old) will there be at the
beginning of the seventh month?
d) How many baby rabbits (less than one month old)
will there be?
2) Fibonacci numbers have some remarkable properties.
a) Find the missing numbers in this sequence of
sums.
b) Describe the pattern.
Dalton, Leroy C., Algebra in

the Real World, Dale
Seymour Publications, 1983
3 Use the patterns to answer the following questions:

a) Guess the sum of the first 10 terms of the Fibonacci Sequence without adding them.
b) Write the next line in Pattern B.
c) Guess the sum of the squares of the first 10 terms of the Fibonacci Sequence without
adding them.
d) Which pattern, A, B, or C, do these figures illustrate:
Pattern A
Pattern B
Pattern C
Pattern D
43
PATTERNS
Patterns
Outcomes
SCO: By the end of

will be expected to
C4 Students extend previous knowledge to describe and reason about a variety of contexts
using the mathematical relationships. They should have had experience in creating and using
symbolic and graphical representation of patterns, especially those tied to linear and
quadratic growth. In this course these experiences will be extended to arithmetic, quadratic,
and geometric sequences, with particular focus on quadratic and exponential relations.
C4 demonstrate an
understanding of patterns that
are arithemetic, quadratic,
cubic, and geometric
C7 relate arithmetic patterns
to linear relations
C21 create and analyse scatter
plots and determine equations
for the curves of best fit,
using appropriate technology
To begin this unit, students should extend their work with patterns to include investigation
of sequences of numbers that fall into two categories:
1) arithmetic sequences (a sequence with a common difference between consecutive terms)
2) quadratic sequences (a sequence made up of consecutive terms found by raising
consecutive counting numbers to the same power)
C7 Students should clearly see that an arithmetic sequence leads to a relationship that is
linear and can be described as a rule. Students could be given the sequence 2 5 8 11 14
and be asked for the 100th term. They can see
(t1) is
1 st term
that there is a common difference of 3, and by
nd
term
) is
2
(t
2
completing an organized list they might be able
rd
th
th
term
) is
3
(t
3
to predict the 100 term, then the n term.
Teachers should help students to note that
5 th term
(t4) is
numbers in an arithmetic sequence have a
th
100 term (t100) is
common difference, that the common difference
th
term
n
(tn) is
is a constant, and that it is connected to the slope
of the line. When the pattern is expressed with symbols, students need to make sense of the
constant term in the equation and its connection to the pattern. Note: the general formula
for arithmetic sequence is not part of the course.
Students should always be given the opportunity to work with the five representations of a
concept; context, concrete, pictorial, verbal, and symbolic as the concept is being developed.
Students might be given the diagram of towers and be asked to construct it with cubes and
record the heights. Then, they should describe the pattern in words and perhaps attempt to
create a context for which this pattern exists. They could then graph this relationship.
Students could talk about the height of the towers increasing by 3 as the tower number
increases by 1. They should see that this is connected to
the slope of the graph, and that the slope is the
coefficient of the independent variable in the equation.
They could examine the y-intercept and discuss why it
has no meaning in this context. They might conclude
that the y-intercept would be 1 and that it would
represent the next height of towers (if that were
possible) in the other direction. Finally, they might be
asked to describe the relationship between the tower number in the sequence and the height
of the tower and predict the height of the 10th tower. They might do this by obtaining an
equation that would represent the relationship between the number of the towers and their
heights.
C21 As a way of getting their equation, students could use graphing technology. To do this,
for example, they could enter the tower number in list 1 and the height of each tower in list
2 on a TI-83 and use LinReg to obtain the equation y = 3x 1. It is important to discuss
with students that while LinReg produces an equation, it is meaningful only in the context
for integers greater than or equal to 1.
... continued
44
PATTERNS
Patterns
Suggested Resources
Performance (C4/C21)
1) Complete each sequence and find the nth term.
a) 2, 4, 6, 8, 10, _, _, _, ... nth.
b) 3, 6, 9, 12,
_, _, _, ... nth.
c) 2, 7, 12, 17,
_, _, _, ... nth.

Performance (C4/C7)
2) Explain why each of the above is called an arithmetic sequence.
Performance (C4/C7/C21)
3) Explore the following dot patterns and determine if they form an arithmetic
sequence or not. Explain.
number of dots per side: n 1 2 3 4 ... 10... 20
number of dots in array: s
number of dots on one side: n 1 2 3 4 ... 10... 20

number of dots in array: T
4) If this graph represents a sequence of numbers

a) Is the sequence arithmetic?
b) What would be the value of the 8th term?
c) Describe the sequence in words.
d) Describe the n th term.
Performance (C7)
5) a) Create an arithmetic sequence with seven terms, and
explain why it could be described using a linear relation.
b) Using y = 3x + 10, develop an arithmetic sequence with six terms.
45
PATTERNS
Patterns
Outcomes
SCO: By the end of

will be expected to
C4 Ask students to examine the dot pattern given below and complete the table of
values.
C4 demonstrate an
are arithmetic, quadratic,
n 1 2 3 4 ... 10 ... 20 ... n

s 1 4 9 16
They might notice that each n-value (the number of dots on each side of the square)
is squared to get each s-value (the number of dots in the whole array). They could use
this to predict the answers for n = 10 and 20. Students could then describe the
pattern in words and arrive at s = n2.
They should be able to describe the difference
between this pattern and the arithmetic patterns
looked at previously. Here, there is no common
difference between successive terms. The differences
are 3, 5, and 7. However, if the common differences
are subtracted students would see a common difference occur at the second level.
When this happens students should understand that an equation with an n2
(quadratic) will result. Coming up with the equation is not the goal, however. They
should understand that there is a way to describe the relationship with an equation.
The sequence where there is a common difference but it is not at the first level is a
quadratic sequence.
Students might use cubes to build towers (see the discussion on the previous page) to
compare the growth rate visually between a quadratic relationship and that of an
arithmetic sequence (linear relationship).
As suggested above, quadratic sequences have common differences only after the first
level of differences. Students should examine the following diagram, extend the
diagram, and complete a table. The sequence represents the number of cubes in each
element of the pattern.
125 216
Ask students to determine if this pattern is quadratic (common difference at the

second level). Ask the students to find a third set of differences in the same way that
they found the second set of differences. This common difference at the third level
denotes a cubic relationship. Ask them to describe the pattern in words. Ask students
to draw a graph of this situation and the rectangular dot pattern at the top of the page
and discuss what is the same about the graphs and what is different. They should now
be able to contrast the cubic relationship with the quadratic sequence.
46
PATTERNS
Patterns
Suggested Resources
Performance (C4)
1) The area of the following regions is the number of units inside.

a) Copy and complete the following number sequence for the areas of these
regions. 2 5 __ __ __ __
b) What kind of sequence do the areas form?
c) Copy and complete the number sequence of the perimeters 6, 10, _, _, _
d) What kind of sequence do the perimeters form? Explain.
2) These figures illustrate a sequence of squares in which the length of the side is
successively doubled.
a)
b)
c)
d)
What are the perimeters of these four squares?

What happens to the perimeter of a square if the length of its side is doubled?
What are the areas of these four squares?
What happens to the area of a square if the length of its side is doubled?
3) The first terms in the sequence of triangular numbers are illustrated by the figures
below.
a) Write the five numbers illustrated and continue the sequence to show the next
five terms.
b) Find the differences between the terms. Is there a common difference?
c) Find the difference between the terms in the differences.
d) Are triangular numbers terms in an arithmetic sequence? Explain.
4) Teachers could ask students to explain how finding common differences in patterns
helps identify the type of sequence, and how that might help them identify what
kind of equation might represent.
47
PATTERNS
Patterns
Outcomes
SCO: By the end of

will be expected to
C4 Students should continue the study of patterns to note that not all sequences of
number have common differences. A geometric sequence is a number sequence in
which each successive term may be found by multiplying by the same number.
Students should be able to contrast geometric sequences with other sequences.
C4 demonstrate an
are arithmetic, quadratic,
The figure at the right shows three stacks of

matho chips. The stacks illustrate the first three
terms of a geometric sequence. To discover this,
students might answer the following questions:
1) What are the first three terms?
2) Is there a common difference?
3) Is there a common ratio?
4) What are the next three terms of the sequence?
If the number by which each term is multiplied (common ratio) is greater than 1, the
sequence grows at an increasing rate. Students should be asked to describe what
happens to the terms in the sequence if the common ratio is less than 1. They should
look at various contexts in which geometric sequences occur.
When a piano is tuned, the first note to be tuned is the A above middle C. It has a
frequency of 440 cycles per second. Then the other seven As on the keyboard are
tuned so that their frequencies form a geometric sequence. For example, given the
piano keyboard and two of the frequencies:
Students could be asked:

1) What is the common ratio of this sequence?
2) Find the frequencies of the other As.
3) Write all eight terms of the sequence and then cross out every second term. Do the
remaining terms form a geometric sequence? Explain.
4) Sketch a graph of all eight terms. How does it compare to the graphs of arithmetic
and quadratic sequences?
48
PATTERNS
Patterns
Suggested Resources
Performance (C4)
1) Teachers could ask students to copy the following geometric sequences, writing in
the missing terms:

2) When a rubber ball is dropped from a height of

1280 cm, the heights in cm of the first few
bounces form a geometric sequence:
a) What is the common ratio of this sequence?

b) Find the lengths of the third and fourth bounces.
3) Teachers could ask students to tell whether each of the following number sequences
is arithmetic, geometric, quadratic, or cubic. If the sequence is arithmetic, give the
common difference. If it is geometric, give the common ratio. If other, explain
why.
25 K
a)
5 10 15 20
b)
2 8 32 128 512 K
c)
d)
10
15 K
K
80 40 20 10
e)
3 20 37 54
71 K
f)
2 6 24 120 720 K
g)
60 51 42 33 24 K
h)
32 48 72 108 162 K
4) Teachers could ask students to use graphs to show how there is a difference in any
three patterns above. Explain how the graph helps you decide if the sequence is
arithmetic, or geometric.
5) Stella explained that the sequence {7, 43, 125, 271, 499, 827, 1273, 1855 ... } is
linear because it has a common difference. Discuss whether you agree with Stellas
reasoning.
49
PATTERNS
Patterns
Outcomes
SCO: By the end of

will be expected to
50
Unit 2
Quadratics
(15-20 Hours)
QUADRATICS
Quadratics
Outcomes
SCO: By the end of

will be expected to
C29/C12/C1 In Mathematics 1206 and in the preceding unit of this course, students have
analysed and applied arithmetic sequences and have connected them to linear relations,
reaffirming their understanding that a linear relation represents a constant growth rate. In
this course, as students begin to study quadratic relationships, they should note connections
to these quadratic sequences (common difference at the second level), examined in the
previous chapter.
C29 analyse tables and graphs

to distinguish between linear,
quadratic, and exponential
relationships
C12 describe and apply the
characteristics of quadratic
relationships
C1 model real-world
phenomena using quadratic
equations
plots and determine
equations for the curves of
best fit using appropriate
technology
solve problems
C29/C12/C1/C21 In this unit students should examine situations presented in graphs and
tables, and determine if they can be described as a linear or quadratic relationships. Students
should be able to determine equations for patterns using regression and whether the
relationship has a maximum or minimum value by examining the numerical coefficient of
the x2 term. If the numerical coefficient of x2 is negative, then the graph is reflected in the xaxis causing the vertex to be at the highest point of the graph, giving a maximum value. They
should also be able to get this information from a table. Finally, students should be able to
solve problems by interpolating or extrapolating using the graph or equation.
C29/C12/C1/C5 The campsite problem (on the next page) asks campers to stake out their
campsite with 50 metres of string with which they are to create the rectangular boundary.
One side does not require string, being a river bank.
Students must find the length and width
measurements to maximize the area of their campsite.
As students plot a graph of width versus area they will
note that as they increase the width a unit at a time,
the area of the campsite does not increase at a constant
rate. They will see as they continue to plot ordered
pairs that the graph will take on a parabolic shape.
Since the graph has its vertex at the highest point,
students should expect the coefficient of x2 in the
equation to be negative.
C5/E2 From the table of width versus area,
students should notice the symmetry in the
area values. They should also notice that as
the width increases metre by metre the area
increases at a different rate each time.
They should be able to say that the relationship is
quadratic and that the graphical representation
would be parabolic.
A similar pattern can be seen in the table at the
right. Students should be able to predict the next yvalue using common differences between successive
y-terms, the next two y-values will be 12 and 10.
Students should focus on the visual patterns and the symmetry in both the graph and the
table. This is particularly evident in the table and graph shown below.
52
QUADRATICS
Quadratics
Suggested Resources
Pencil and Paper (C29/C12)

1) Which of the following tables do you think will produce a i) linear relationship? ii)
quadratic relationship? iii) neither? Explain.
a)
x 0 1 2 3 4 5
y 2 4 6 8 10 12
b)
x 3 2 1 0 1 2
x 5 3 1 1 3 5
c)
y 18 8 2 0 2 8
y 16 12 8 4 0 4
2) Compare the data in these tables. Which table(s) do you think represents a
quadratic relationship? Explain your thinking and tell whether the coefficient of
the quadratic term is positive or negative.
a) x 1 2 3 4 5 6 7
y 90 75 60 45 30 15 0
b) x 0 10 20 30 40 50
y 5 11 16 20 23 25
c) x 0 1 2 3 4 5 6 7 8 9 10
y 0 10 18 24 28 30 30 28 24 18 10
Pencil and Paper (C1/C29/C12)

3) The following table represents the height of
the water in a tank as the tank is being
drained. Do you think the pattern in the
graph represents a quadratic relationship?
Explain.
Time
(min)
Height
(cm)
0 1
2
3
4 5
12 7.6 4.2 1.8 0.4 0
4) Create a graph and/or a table of values that represents a relationship that is linear,
quadratic, or neither. Give it to your partner and ask him/her to determine which it
is and explain why.
Pencil and Paper (C21)
5) For questions 1, 2, and 3 above, determine the equation for the curve of best fit
using technology.
Performance (C1/C5/E2)
6) As campers arrive at By the River campsite, they are given string (50 m) and four
stakes with which they are to mark out a rectangular region for their tent. Antoine
suggests that they use the river for one boundary, which would give more string for
the other sides.
a) Andre wants to make the width (the sides perpendicular to the river) 10 m.
What will be the length of the other side?
b) Describe fully in words how the length of the boundary changes as the width
increases through all possible values.
c) Find the area enclosed by the boundary for each different width.
d) Sketch a graph to show how the area enclosed changes as the width increases.
e) Crystal wants to find the dimensions that produce the greatest area.
i) Describe in words a method by which you could find this length and
width.
ii) Use your method to help Crystal.
53
QUADRATICS
Quadratics
Outcomes
SCO: By the end of

will be expected to
C1/C21/F3 To get the equation for a parabola, students should create a scatter plot from
data. The focus should be on using the given information to generate enough data points so
that students can determine the curve of best fit for the scatter plot using appropriate
technology. They will use quadratic regression to determine the equation, unless the
pattern is obvious.

plots and determine equations
for the curves of best fit using
appropriate technology
F3 use curve fitting to
determine the equations of
quadratic relationships
F4 interpolate and
extrapolate to predict and
solve problems
characteristics of quadratic
relationships
C1 model real-world
equations
C8 describe and translate
between graphical, tabular,
and written representations of
quadratic relationships
F3/F4 Students would choose quadratic regression when they are quite sure of a parabolic
shape.
The emphasis should be on exploring the visual display of the relationship. Students should
be aware that this relationship can be represented by an equation they could generate using
technology. They should use the graph and the equation to make predictions and answer
questions. Students should have a variety of experiences exploring the use of quadratic
regression. Students should be given contexts where it is of interest to them to interpolate
and extrapolate.
Example:
A company is planning to make 15-cm circular personal pizzas and party pizzas (50 cm).
They want to determine what price to charge for each new size pizza. Their current price
list for other circular pizzas is given in the table below:
Diameter (cm) 25 30 38 46
Price in dollars 5.25 6.33 9.00 12.93
Ask students to create a graph of the relationship and estimate the price of 15-cm and
50-cm pizzas using the graph. Have them predict the price of a 40-cm pizza. Students
should note that it makes sense that this relationship is quadratic, since the area of a circle
is obtained by squaring the radius, and squaring a variable leads to a quadratic
relationship. An extension of this activity might be to provide various brochures from
local pizza places and have different groups of students find the mathematical model for
each place. They should present their findings as an advertisement for a pizza place that is
introducing their new personal and party-size pizzas.
C12 Students should, through a variety of experiences with relations, come to recognize the
elements in a real-world problem that suggest a particular model, e.g., area suggests a
quadratic function, since it changes at a different rate as the width of the rectangle increases.
Trajectory suggests a quadratic function just in its natural going-up-and-down pattern, with
a maximum value, denoted in the equation by a negative coefficient of x2.
C1/C8 Students must be able to model situations with and solve problems using a quadratic
relation. Situations may be presented in words (or words and equations) or by graphs and/or
tables of values. When solving a problem, students might be expected to use an equation to
predict or to get a table to see the maximum value. They might begin by collecting data or
reading the given data, or by creating graphs using appropriate scales, domains, and ranges.
For example, the problem might be to calculate the hangtime of a punt in a football game.
Students can picture the ball after it is kicked. The path it follows looks parabolic. A
proper domain can easily be selected since the ball is not likely to hang longer than 6
seconds. The range is limited by the height the ball will reach.
54
QUADRATICS
Quadratics
Suggested Resources
Performance (C1/C21/F3/F4/C8)

1) Teachers could ask students to collect data, sketch a graph, and model the following
situation in order to predict answers and solve the problem:
Extend a 3 m wire from the back of a desk to the top of the chalkboard and mark
10 cm intervals. For a starting position, let a carrier roll along the wire, and time
how long it takes for the carrier to reach each of the marks along the wire up to 2
m. From this data, predict how long it will take to reach 2.5 m and 3 m. Verify
your prediction.
2) Chantal pulled the plug in her bathtub and watched closely as the water drained.
She made marks on her tub and used them later to determine the quantity of
water remaining in the tub at various time intervals. The table contains the data
she determined.
Time in seconds
15 25
48
60 71 100 120 130 150 180 190
Water (litres) remaining 55 51.1 42.6 38.6 35 26.5 21.4 18.8 14.6 9.5 7.9
a) Teachers could ask the students to model the data with an equation using
technology expressing litres of water remaining in terms of time.
b) Teachers could ask the students how much water was in the tub when the plug
was pulled how long will it take to empty, and to explain why they chose to
model the data with the function they chose.
Computer Software:
1. Parris, Richard, Winstats

(available free from http://
math.exeter.educ/rparris)
This is excellent for
scatterplots and
regressions
2. Parris, Richard, Winplot
math.exeter.edu/rparris
This is excellent
graphing software
3) This picture represents the path of a ball as it flies through the air.
a) Ask students to describe how the height of
the golf ball changes.
b) Ask them to sketch a graph to illustrate their
description and explain why they drew it like
they did.
c) When a golf ball travels through the air (goes
way up into the sky, then comes back to land
on the ground) do you think it maintains the
same speed at all times? Explain.
d) Where in its flight is the speed of the ball the
slowest? Explain.
4) I threw a ball up into the air from the roof of my house. It landed on the street.
Sketch a picture of the flight of the ball. How is it the same as the flight of the golf
ball in question #3? How is it different?
5) From the table below, describe in words the relationship between an embryos
length and age.
Age (months) 2 3 4 5 6
Length (cm) 1 9 14 18 20
55
QUADRATICS
Quadratics
Outcomes
SCO: By the end of

will be expected to
C14 In a previous course, students explored the factors of a quadratic equation and their
connection to the horizontal axis intercepts on graphs. In this course students will be
expected to solve all quadratic equations by using graphs (e.g., reading horizontal axis
intercepts) or by using the quadratic formula.
C14 determine and interpret

x-intercepts of quadratic
functions
Students should explore horizontal axis intercepts in a meaningful context. For example, a
problem involving diving off a cliff gives students an opportunity to explore the vertex
coordinates and horizontal axis intercepts in a meaningful way. Because it is a graph of
height versus horizontal distance, this graph is in fact a picture of the event.
B3 apply the quadratic

formula
The vertex coordinates represent the maximum

height of the diver, and the horizontal distance
travelled to obtain the maximum height. The
horizontal axis intercepts represent the horizontal
distance travelled to the water-entry point.
C23 solve problems involving

quadratic equations
The equation h = 88 + d 0.85 d2 expresses the

distance above the water h versus d, the horizontal
distance travelled. Students should graph the relationship and explore the values at the hintercept, the top of the curve, and the d-intercept. Interpret each of these values with
respect to the problem. A lot of discussion and guidance will be required initially to assist
students in determining an appropriate window setting for their graphing calculator.
B3/C23 In the above example, most students would use technology to enter the equation,
draw its graph, and trace to get values for the vertex and the d- and h-intercepts. In a
previous course students connected horizontal axis intercepts to solve equations where h = 0.
To motivate the need for the quadratic formula to be introduced, students should be given a
quadratic equation to solve for which technology can produce only an approximate answer.
To get the exact answer requires an algebraic process. Give the students the quadratic
formula (see below) and ask them to use it to obtain values for the independent variable,
then compare these unknowns to the values approximated from the graph. In previous
courses, students also learned to find the horizontal axis intercepts (x-intercept) using
factoring. Students should understand that the quadratic formula can be used instead of
factoring, especially, when factoring is not possible. When ax2 + bx + c = 0 and a 0 is
solved for x, the result is b b 4 ac .
2
2a
It is only necessary for students to be able to use and apply the quadratic formula. Students
might then be asked to use the quadratic formula to determine where the diver enters the
water. Since the quadratic formula has a symbol, two possible roots will result. Only one
would represent where the diver enters the water. The other is an inadmissable root. Take
this opportunity to talk about inadmissable root and how, in real context, often the use of
only one of the roots of the equation is appropriate. Students need to use the formula several
times to get used to substituting the values for a, b, and c. As well, they should check the
answers with the graphing calculator to ensure that the use of the formula is correct and to
validate for themselves that the formula really does work.
... continued
56
QUADRATICS
Quadratics
Suggested Resources
1) Richard and Elaine shot two missiles at a target whose coordinates are (71, 0).
Richards missile followed a path defined by the equation h = t2 + 60t + 828,
while Elaines missile followed a path defined by the equation h = t2 + 60t + 892,
where h is height in metres and t is time in seconds. Both missiles overshot the
target. Which missile overshot the target the most? Richard said that his missile
was three times further from the target than Elaines. Is he correct? Justify.

Performance (C14/B3)
2) a) Solve the following quadratic equations, then use the solution(s) to match each
equation with its corresponding graph, if possible:
i)
x2 3x 10 = 0
ii)
x2 = 2x +15
iii)
x2 25 = 0
iv)
x2 + x = 12
v)
x2 + x + 12 = 0
vi)
x2 = 3x + 5
3) In 1919, Babe Ruth hit a very long home run in a baseball game between the
Boston Red Sox and the New York Giants. The trajectory of the ball is given by
the equation y = 0.0017 x 2 + x + 3, where x represents the horizontal distance
(in feet) and y the vertical distance (in feet) of the ball from home plate.
a) What was the greatest height reached by the ball? [150]
b) How far from home plate did the ball land? [591]
c) At what height was the ball when it crossed the plate? [3]
... continued
57
QUADRATICS
Quadratics
Outcomes
SCO: By the end of

will be expected to
A3 Since irrational numbers arise when solving quadratic equations, discussion should
centre around whether an exact or an approximate solution is appropriate. Students will
always be expected to give their answers using significant digits correctly. Students should be
fully cognizant of the inaccuracies caused by rounding errors.
B3 apply the quadratic

formula
B1/B9 Consider this example:

quadratic equations
A3 demonstrate an
understanding of the role of
irrational numbers in
applications
B1 demonstrate an
understanding of the
relationships that exist
between arithmetic
operations and the operations
used when solving equations
B9 perform operations on
algebraic expressions and
equations
if x 2 = 25
x = 5, and discuss the reasoning that should occur:
if x = 5, then x 2 = 25
if x = 5, then x 2 = 25
This brief activity provides opportunity for worthwhile discussion that solidifies
students understanding of operation sense and the underlying importance of
definitions and order of operations. For example, the difference between 22 and (
2)2 can be understood by recognizing what the base is and then performing the
squaring operation first.
Students should also understand that if (x + 2) (x + 3) = 0, then one or both of the
factors (x + 2) and (x + 3) must be zero, and how this leads to the solution that has
two possible answers. For example:
if x + 2 = 0
x = 2
if x + 3 = 0
x = 3
{2, 3}
58
QUADRATICS
Quadratics
Suggested Resources
Pencil/Paper (B3/A3)
4) Hector has been told that the width (x) of a
3x = 5 2x 2
rectangular field can be found using the equation
3x = 5 2x2 . On the right, he is using the quadratic
step 1: 2 x 2 + 3x 5 = 0
formula to find the width.
a) State the equation.
3 9 + 40
step 2:
b) Explain what Hector did to get the equation in
4
step 1.
c) Explain what Hector did to get the equation in step 2. Is he correct? Explain.
d) Ask students to solve the original equation. Ask them what number system is
represented in the solution?

5) Revisit question 1) on the last two-page spread. Ask students to use the quadratic
formula to determine the time it would take for each missile to hit the ground.
Compare the answers obtained this time to the answers obtained the first time.
Compare your answers. How are they the same? Different?
6) a) Explain how the graphing calculator displays the x-intercepts, and how this is
different than the answer you get using the quadratic formula.
b) Redo question 2) on the last two-page spread using the quadratic formula.
Compare your answers.
59
QUADRATICS
Quadratics
Outcomes
SCO: By the end of

will be expected to
C1/C23 Students should be involved in solving a variety of problems using various

techniques that involve quadratic equations. The expectation is that students would often use
technology as a tool in solving the problems. If an equation is required, students should
determine the equation using quadratic regression. To solve the equation, they can let y = 0
and then use the x-intercepts of the graph, or the quadratic formula, to obtain the roots.
Spreadsheets might be a tool that could help students solve problems.
C1 model real-world
equations
quadratic equations
B9 perform operations on
algebraic expressions and
equations
B1 demonstrate an
relationships that exist
between arithmetic
operations and the operations
used when solving equations
The campsite problem discussed on pp. 52-53, and pasture problem problem discussed
on the opposite page provide the opportunity for students to use a trial and error approach,
and perhaps a spreadsheet to help with the calculations. In the campsite problem, they
might begin by trying a width dimension of 5 m. This should lead them to reason that the
length would have to be 50 m less twice the 5 m or 40 m. Students might organize the trials
into a table with headings Width, Length, and Area. Some students may wish to go further
and set up a spreadsheet, or use the table feature on the graphing calculator. For
instructions on how to use the T.I-83 plus graphing calculator for a similar activity, refer to
the handout from the Newfoundland and Labrador Department of Educations
Mathematics 3204/3205: Supplementary Support Materials, Unit I, Investigation 4. This
supplementary document was sent out to all schools and can also be found on the
Department of Education website. This approach would require them to establish formulas
for the three categories x for width, 50 2x for length, and x (50 2x), for area. Then
as they enter different width values, the length and area would automatically appear on the
spreadsheet.
Others may graph the width versus the area and find the maximum by tracing the path to
the curve until they find the highest point. They would then be expected to interpret it as
the greatest area.
C23/B9/B1 When using a quadratic equation to solve a problem students might first have
to rearrange the equation into general form (ax2 + bx + c = 0), so they can determine the
values for a, b, and c. They should be aware of the equation-solving process that allows them
to manipulate the equation into the appropriate form. For example, if given the equation
2 ( x + 5) = 3x,2 students might first expand the left hand side, thus enabling them to
rearrange the equation so that the sum of the terms will be zero.
2 ( x + 5 ) = 3x 2
2 x 10 = 3 x 2
0 = 3 x 2 +2 x +10
C1/C21/C23/F3 A trajectory problem usually includes an equation that represents the

path of the object. Students might evaluate this equation for various heights. The graph of
each equation can be traced to find solutions (x-intercepts) of the corresponding quadratic
equation or maximum heights. Other trajectory problems may give certain information and
expect students to determine the equation that describes the path. This can be done by
entering the data points in lists, creating a scatter plot, and finding the curve of best fit using
quadratic regression. Sometimes students are asked to find the maximum height. Knowing
the time it takes to reach a maximum height is halfway between the x-intercepts (symmetry
of the parabola) might provide another way for students to calculate the maximum height
(assuming the x-intercepts exist).
60
QUADRATICS
Quadratics
Suggested Resources
Performance (C1/C23/B9/B1)
1) A football is kicked into the air and follows the path h = 2x2 + 16x, where x is the
time in seconds and h is the height in metres.
a) What is the maximum height of the football?
b) How long does the ball stay in the air?
c) How high is the ball at 6 seconds?
d) How long does it take the ball to reach a height of 15 m?

2) Farmer Brown has many hectares of pasture that have not

been fenced. His sister Ethel asks her brother if she can use
some of his land to keep her cattle. He decides that he can
spare some pasture area down by the old stone wall. He has
440 m of fencing. Ethel wants to use the 440 m of fence to create three walls (the
stone wall will be the fourth) of a rectangular area.
a) Create a table with the following headings: width, length, area.
b) Create a graph of area versus width.
c) Find the measurements of this rectangle so that she will have a maximum
amount of grass.
d) What will be the area? How do you know its a maximum? Explain.
3) Tracie and Nathaniel are doubling the floor area of their camp, which now measures
48 square metres. The equation x2 8x 16 = 96 represents the new floor
(enlarged area) whose width is x metres. Use the equation to find the dimensions of
the new floor.
Enrichment (C1/C23/B9/B1/C21/F3)
1) An ice cream specialty shop currently sells 240 ice cream cones per day at a price
of $3.50 each. Based on results from a survey, for each $0.25 decrease in price
sales will increase 60 cones per day. If the shop pays $2.00 for each ice cream cone,
what price will maximize the profit?
61
QUADRATICS
Quadratics
Outcomes
SCO: By the end of

will be expected to
62
Unit 3
Exponential Growth
(20 Hours)
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
C29/C13/C11/C5 Having already studied linear and quadratic relations in this and
previous courses, students should extend their study of relationships to those that are
exponential. Students have connected linear functions with arithmetic sequences and
quadratic functions with quadratic sequences, and now they should connect exponential
functions with geometric sequences. For example, they might want to revisit the paper
folding activity (from an earlier course) that produced data for the thickness of a simple sheet
of paper. When they graph this relationship, they may not be able to distinguish it from a
quadratic relationship at first. The students fold the paper in half, in half again, etc. They
can easily see from the table that after folding the paper in half the fifth time, they have a
thickness 32 times what they started with.

relationships
characteristics of exponential
relationships
exponential relationships
solve problems
Number of folds 0 1 2 3 4 5
Thickness
1 2 4 8 16 32
Powers of 2
20 2 1 2 2 2 3 2 4 2 5
Ask them to extend the table using their understanding of the pattern. Have students create
and graph a similar table for the quadratic relationship y = x2. Ask them to describe what
happens to both graphs and tables after the seventh value. When asked to find a pattern in
the data, students will try constant growth and see that the data is not linear. They might try
common difference and find that the data is not quadratic. Students should note the
common ratio, e.g., and hence connect this kind of relationship to geometric sequence.
C13 Teachers should talk to students about the growth characteristic of exponential
relationships. As one variable increases at a constant rate, the other increases or decreases as
a multiple of the previous one, e.g., the common ratio between terms for the situation above
is 2.
C29/C13/C11/C5
Return to the paper-folding activity and focus Number of folds 0 1
1
on the area of the paper. Students should
Area
1
2
notice that as the paper is folded in half, the
0
1
1
each time
area gets smaller by a factor of
2
(e.g.,
Powers of 2
3
1
4
1
8
2 2 2 3
1
1
1
the original, the original, the original, ...). They
2
4
8
can compare this situation, its table, and graph with the
thickness situation and note that both are exponentialthe
first, a growth; the second, a decay. Students could be asked to
consider if the area would ever become zero.
This might help them understand that an exponential
relationship should always approach an asymptote (a line to
which the graph approaches at an extreme value but never
touches).
64
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
Paper and Pencil (C29/C13)

1) Given these three tables of data taken from three different experiments,
a) which, if any, do you think represent an exponential relationship? Explain your
reasoning. [Ans.: ii]
b) if any are exponential, explain whether they are growth or decay. [ans.: (ii) is
growth]
(i)
13
11
(ii)
y 4 32 84 160 532 340
(iii)
y 13 117 1053 13689

13
y 17.5 .825 1.825 2.825 5.825 6.175
(ii)
(iii)
Computer Software:
1. Parris, Richard, Winstats
11
2) Which of these graphs might represent an exponential relationship? Explain your

reasoning.
(i)

(iv)

math.exeter.educ/rparris)
This is excellent for
scatterplots and
regressions
2. Parris, Richard, Winplot
math.exeter.edu/rparris)
This is excellent
graphing software
Paper and Pencil (C11/C5)

3) Take a sheet of paper and fold it in half. You now have two sections. Fold in half
again. You now have four sections, and so on. Complete the table
Number of folds: n
0 1 3 4 5 6
Number of sections: S 1 2 4 8
a) Explain how to express all the S-values as an exponential relationship with a base
of 2.
b) Use what you found in (a) to predict the number of sections after 8 folds; 10
folds. Discuss whether this many folds would be possible.
c) Sketch a graph using the values you have obtained so far. Should you join the
dots? Explain.
d) What kind of relationship does your graph representlinear, quadratic, or
exponential? Explain how you know. Is it growth or decay? Explain.
Paper and Pencil (C29/C13/C11/C5)
4) Ima Clever is the hottest math teacher around. One major school is so anxious to
hire her that they offered her a choice of three salary options.
Option 1: $30 for the first day of work, but overall earnings double for each
additional day of work
Option 2: Three cents for the first day of work, but overall earnings triple for each
additional day of work
Option 3: A flat rate of $300 000 a day for the 195-day school year.
Ask students to determine which contract Ima should sign. Have them explain fully
using graphs, tables, and written reports.
65
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
C29/C13/C5 Having just studied quadratic relationships in the previous unit,

students should compare the two functions (quadratic and exponential) with
particular focus on their growth characteristics. For example, consider the allowance
problem:

relationships
relationships
patterns and use them to solve
problems
Byron and Jethro were comparing their allowances. Byron receives 1 cent on the
first day, 4 cents on the second, 9 cents on the third, 16 cents on the fourth day,
and so oneach day receiving an amount equal to the the square of the day of the
month in cents. Jethro convinced his parents to pay him 1 cent on the first day of
the month, 2 cents on the second day, 4 cents on the third day, and so oneach
next day receiving double the amount than on the previous day. Who has more
money accumulated at the end of one week, two weeks, three weeks, a month?
C11 Students might want to model the growth of the allowances using towers of
cubes and create tables to compare the accumulated amounts of money, for both
Byron and Jethro as the month progresses. Students should try to describe the rates of
growth in words and draw graphs.

Accumulated Amounts
day
1 2
Byron 1 5 14 30 55
Jethro 1 3
15 31
C29/C13/C5/C11 Simple and compound interest situations provide good contexts

for examining and comparing rates of growth that are linear and exponential in nature.
From a practical situation of $500 growing at 6% compounded annually, a graph can
be generated. Students could consider the value of money after three years and
compare it to the value in a simple interest situation. A graphical display should be
examined.
Simple Interest
Compound Interest
Students should feel comfortable moving from one representation to the other (graph,
table, context, verbal, symbol) regardless of what representation of the exponential
relationship they are given. Given the graph, they should be able to recognize its shape
and represent it with a table or in words. Given the table of values, they should be
able to see the exponential pattern and describe it in words.
66
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
1) A culture of bacteria was grown in a laboratory. The table below shows the number of
bacteria present at different times.
Time (hours)
Number
100 126 160 200 250 316 400 500

a) Begin by studying the table. Can you see any pattern in the data?
b) Compare the numbers of bacteria in the culture at zero hours and at three hours. In
the same way, compare the numbers at one and four hours, two and five hours, three
and six hours, four and seven hours. What do you notice? Use the pattern you have
found to predict the number of bacteria after 8, 9, 10, and 11 hours.
c) What is the approximate growth ratio (population increase per hour)? What do you
notice? Use this to predict the number of bacteria after 8, 9, 10, and 11 hours. Do
your answers agree with your earlier predictions?
2) Why do you think that the Canadian government declared chain letters illegal? Use
words, graphs, tables, and/or equations to help explain your answer.
A chain letter usually contains a message that encourages the reader to send money or
a gift to the top name on a list of up to 10 names, then to erase the top name and add
his or her own name to the bottom of the list. Then the reader is to send this letter to
20 friends, asking each of them to do the same.
Performance (C29/C13/C5/C11)
3) Match the situation given with the relationship (linear, quadratic, exponential) that
would best describe the value of the investment rate.
Situation 1: Billy invests in his friends new cyclo-motor machine. Billy gives $500 to
his friend. His friend says that each month he would set aside 1% of Billys
investment and return the $500 plus the amount set aside at the end of two years.
Situation 2: Maria invests in Sallys ITS business. Sally says she will repay Maria the
amount of money invested plus the amount earned at 12% yearly interest. The first
month she will calculate 1% of the amount invested and add it to the invested amount so
that the next month the 1% will be calculated on the new total, thus earning interest on
the amount plus interest.
Situation 3: Sally offers Harold a different deal. She says she will repay him with the
money that accumulates after she puts $1 into an account and each month triples the
amount that was put in the last time.
a) Which way would you prefer to invest your money? Explain your reasoning. Include
tables of values and graphs.
4) Given the graph
a) Prepare a table of values.
b) Explain how you know that the relationship in the
graph is exponential.
c) Describe the relationship using the context of
compound interest.
67
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
C21 Exponential relationships, compound interest, population growth, and the

allowance problem provide interesting contexts. If appropriate technology is available,
students can conduct an experiment and collect data using technology. Such
experiments should result in data that looks exponential (bacteria growth or
radioactive decay; heat build-up in a car on a sunny day; or the cooling of a cup of
coffee as it sits untouched). Again the focus should be on identifying independent and
dependent variables and recognizing that the relation has a pattern. Furthermore, the
pattern can be described by a curve on a graph and by an equation. If the context
suggests that the pattern approaches an asymptote, then students should choose
exponential regression. All students should be able to generalize the exponential
pattern to a function using graphing technology.

plots and determine
equations for the curves of
best fit using appropriate
technology
F2 use curve fitting to
determine the equations of
F4 interpolate and extrapolate
to predict and solve problems
exponential equations
F2/F4C25 From the graphs, students should be able to

interpolate and extrapolate answers to help them see
values that indicate different growth rates. They should
sketch and use technology to obtain the curve of best
fit. For example, students might conduct an
experiment to test how the horizontal distance that
a ball travels between bounces is related to the
number of bounces completed. They should
recognize that the data is exponential (that is,
there is a common ratio). Students should be
encouraged to fit their data to the equation
y = ABx where x is the number of bounces and y is
horizontal distance. Ask the students to determine
that A roughly represents the initial horizontal
distance the ball travelled before the first bounce. They could verify this by letting x =
0, B0 = 1 and therefore y = A when the number of bounces = 0. Students could also
drop a basketball or volleyball from a height of 2-3 m and record the successive
bounce heights. (A motion detector such as the Calculator Based Ranger [CBR] can
be used.)
C21/F2/F4/C25 Ask students to enter A * B ^ x into y1 = on the function screen of a
TI-83+ graphing calculator. If the initial horizontal distance is 12.5 cm, have students
set A equal to that value (on the calculator home screen type 12.5 STO A ).Then
have students try various values for B beginning with B = 1 and press graph to
compare the equation to the data for best fit. Eventually a value for B will result in the
best-fit curve. Have students interpret the B-value and come to realize that it is the
same value as the common ratio.
When students need to find the equation they would be expected to use exponential
regression. Ask students to check their work by finding the exponential equation
using exponential regression.
68
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
Performance (C21/F2/F4/C25)
1) Any cube larger than 2 2 2 cm
dimensions
constructed with cubes will, when
of the cube
dropped in a paint can and removed, have
3 3 3
some of its cubes with three faces painted,
4 4 4
some with two faces painted, some with
5 5 5
one face painted, and some with no faces
M
painted. For any n n n cube (n > 2),
n n n
complete the table and use it to generate
an equation that can be used to determine
the number of faces with:
a) no faces painted
b) one face painted
c) two faces painted
d) three faces painted.
number of faces painted

0
12

2) Conduct the following experiment to determine how long it takes a cup of boiled water
to lose half its heat.
a) boil water and pour into a cup
b) insert temperature probe
c) gather temperature data and create a scatter plot
d) fit a curve to the data and find its equation
3) Tower of Hanoi Problem. Use a 1 3 grid and havee
number
minimum
available several blocks, each a different size. With one
of blocks
moves
or more blocks placed in one cell (on top of one
1
1
another in descending order of sizecalled a tower),
2
3
the objective is to transfer the tower to another cell in
3
the minimum number of moves obeying these rules: (1)
4
move only one block at a time to constitute one move
and (2) a block may only be placed on top of a larger
5
block (or on no block) at any time.
a) Complete the table for this game.
b) Generate the function that would relate the number of blocks to the minimum
number of moves.
Paper and Pencil (C21/F2/F4/C25)
4) A population growth equation P = 3.8(1.017)t gives an annual percentage population
growth of 1.7% for Australia, where P represents population and t represents time in
years.
a) Write the annual percentage growth rate of a country whose population is given by P
= 60(1.035)t.
b) A countrys population has an annual percentage growth of 6.4%. Its population in
1985 was 53 million. Write an equation to give the population in millions t years from
1985.
c) If r is the annual percentage growth, and the initial population is P, write the equation
that gives the population at time t.
5) Kate bought a computer for $3000 to use in a business she is setting up. If it depreciates
at a rate of 30% per year, what will be the depreciated value after one year, two years, ...
five years? Find an expression for its value after n years and show it on a graph.
Approximately how long does it take for the value of the computer to reduce to half the
present amount?
69
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
A8 In todays financial world, most situations are not calculated using simple interest (I =
Prt). Interest is not calculated just once during the life of a loan or investment, but quite
frequently. For example, the mortgage on a house may be compounded semi-annually.
Students should understand that if they invest their money in a situation that involves
compound interest, they will be paid interest on their interest. As the money accumulates in
this way, the growth is exponential. Have students explain how they know this.
A8 demonstrate an
exponential growth of
compound interest
C26 solve problems that
require the application of
compound interest
B5 demonstrate an
understanding of and apply
compound interest
C26 Students should explore the different ways that compound interest is used in banking
and through investment. This will include some work with annuities (see p. 76).
$100 is invested at 10% per year compounded semi-annually and is cashed after two
years. Interest will be calculated four times (two times each year). At the end of six
months the $100 investment will earn 5% (compounded semi-annually), so that six
months later your $105 will earn 5% interest again, growing to $110.25. At the end of
the fourth interest-earning period (two years) the $100 will have grown to $121.55. Ask
students to create a table and plot the relationship between time periods and total
amount of money. Ask them to explain the patterns they see. What is the common ratio?
B5/A8 Students should learn that the calculation described above can be done more
efficiently using the formula A = P (1 + r) t where t is the number of compounding periods.
To help students understand this formula, ask them to find 5% of $100 and then add it to
$100. They should get 100 0.05 $5 , added to $100 (1 0 0 1.05 105 ) . Help them
understand that the (1 + r) is the 105%. (It may help some to show that P (1 + r) is the same
as P + Pr or $100 + $100 0.05 .) Ask students to explain why A = P (1 + r)t describes an
exponential relationship. How is the formula A = P (1 + r)t the same as y = abx? Ask students
to relate the a and P, and the b and (1 + r).
To help students understand the exponent t, you might have them use the constant feature
on their calculators. For example, on the TI-83 have students do the first calculation (first
compounding period) 100 enter 2nd ans x 1.05 enter , then just press enter
for each subsequent compounding period. Ask students to describe what is x happening
and how the number of times they push enter relates to the value for t, the number of
compounding periods.
A8/C26/B5 Students should use the compound interest formula not only to determine
how much an investment will be worth some day, but also how much needs to be invested
A
now (present value) to provide a certain sum at some future date. (1 + r )1

In the study of compound interest students might investigate how long it takes for an
amount to double if it is invested at different rates. This should lead to the rule of 72,
which students can then use to quickly approximate doubling time given a particular
situation. If an amount is invested at 7.2% it will take approximately 10 years to double.
Also, if an amount is invested at 10%, it will double in approximately 7.2 years.
70
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
Pencil and Paper (A8)

1) Two situations are given below.
Situation 1: Jeff borrows $1000 from his brother Mike. Mike, to be fair, asks
Jeff to pay him back the $1000 in one year, plus the interest that accumulates at
8% over the year.
Situation 2: Sharon borrows $1000 from her banker Bill. Bill tells Sharon that
he can lend her $1000 for a year at 8% per year compounded monthly. She
must repay the loan in one year.

a) Explain how the debt growth in these situations is different. Explain why.
b) Which situation requires more money to satisfy? Explain why.
c) Graph these two situations and describe how the graphs differ.
Performance (A8/C26/B5)
3) Islays grandmother Sharon gave Islays mother $1200 on the day Islay was born.
Islays mother invested the money at 11.4% per year compounded quarterly.
Complete the following steps to see how much money Islay will have on her 18th
birthday.
a) 0 months = $1200
0.114
b) 3 months = $1200 x 1+
= $1200 (1.0285 ) = ____
0.114 0.114
c) 6 months = $1200 x 1+
( 285 )2 = ____
1+
= $1200 1.0
4
4
0.114
3
d) 9 months = $1200 x 1+
x ________= $1200 (1.0285 ) = ____
4
e) 1 year
0.114
= $1200 x 1+
x ________ = ____________ = ____
4
f) 2 years
0.114
= $1200 x 1+
x ________ = ____________ = ____
4
0.114
g) 10 years = $1200 x 1+
x ________= ____________ = ____
4
0.114
h) 18 years = $1200 x 1+
x ________= ____________ = ____
4
Performance (A8/C26/B5)
4) Islay decides to cash in the money from the investment (#3) just after her 18th
birthday to use it as a down payment on the purchase of a car. The car she needs
will cost $14 595.27 including tax. She borrows the difference at 12.4% per year
compounded semi-annually over three years. What will be her monthly payments?
(Use the Time-Value-Money APPS for this question.)
5) Bobby has just won $50 000 in the lottery. He decides to invest just enough of
the $50 000 so that in three years he can purchase a $30 000 car. He will invest
now at 12.5% per year compounded quarterly. How much of the $50 000 will be
left to buy his math teacher a present? (Ans: $29 262.63)
71
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
C11 Now that students have had some opportunity to analyse graphs and use them
to explore rates of change, they should take some time to explore other patterns. In
particular, they should explore the pattern that determines the shape and location of
the exponential graphs and how that might change as the equation changes. By
looking at graphs of y = 2 x and y = 3 x and y = 10 x, students should notice that they all
pass through the point (0, 1), the focal point.

relationships
C13/A1/A2 Studying patterns in the graphs and tables will bring up many important
concepts dealing with number sense. For example,
i) In the paragraph above students should be able to generalize that any base to
the exponent 0 will result in 1.
ii) In creating the table for y = 2x, when x = 1, 2 , y will result in fractions
A1 demonstrate an
zero and negative exponents
A2 develop, demonstrate an
understanding of, and apply
properties of exponents
1 1
, , ... Instead, students may use their calculators and get y-values of 0.5,
2 4
0.25 ...
1
2
1
4
1
2
Upon further investigation, they should notice that 2 = , and 2 = , and
3 1 =
1
1
2
, and 3 = . Pronouncing decimals as fractions will help students make the
3
9
connections. For example, when students see 0.5, they should say this as fivetenths, and 0.25 is pronounced twenty-five hundredths. All of this will be visually
reinforced as they find these corresponding values on the graphs. Students should be
able to describe these equalities in words, and they should be encouraged to view
1
numbers in their various representations 10 10 0.1 . This is a logical

1
connection with the approach taken in earlier grades but needs to be reinforced and
extended. Mental math activities should reinforce understanding.
Students should look closely at the generalized equation y = a x and explore what
happens to its graph:
a) when
i)
a=1
ii)
0<a<1
iii) a = 0
iv)
v)
a<0
a>1
b) Students should graph y = 2 x and trace for y-values when

i)
x=0
iv)
x=
1
2
ii)
x = -1
v)
x=
1
3
iii)
x=1
(A table might be helpful)
72
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
Mental math (C11/C13/A1)

1) Match each graph in the left column to a given description in the right column, if
possible.
Graph
a)
Stimulus

i) On the first day I received one cent, the second day two
cents, the third day four cents, the fifth day eight
cents, ... [Ans: (c) ]
ii) y = bx, where b is greater than 0 and less than 1
[Ans: (a) ]
iii) y = 2 x [Ans: (a) ]
b)
iv) I poured myself some coffee that was too hot to

drink, so I let it cool. I fell asleep. [Ans: (b) ]
x

v) y = [Ans: (c) ]
2
3
vi)
c)
x 3
y 30
10 5 4.99
[Ans: (a) is best match ]
d)
Pencil and Paper (C13/A1/A2)

1
3
1
2
1
2) Explain how you would know that if 2 = , then = .
2
3
2

3) Use the graph y = 4 x to explain why 40 = 1.
4) Evaluate:
i)
5
ii) 30 + 2 2
73
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
A2/A1/C5 Students may already have realized from their work with compound
interest and money growth that, in the equation A = 750 (1.05)n , when
n = 0, (1.05)0 = 1, and since they have not yet invested their money (n = 0), they still
have the $750 they started with.
A2 develop, demonstrate an
understanding of, and apply
properties of exponents
A1 Zero and negative exponents can be explored using patterns when exponential
functions are studied. For example, complete the table below for y = 10 x by
generalizing the pattern observed.
A1 demonstrate an
zero and negative exponents
patterns and use them to solve
problems
104
10000
10-1
103
1000
10-2
102
100
10-3
101
10
100
rule?
10-4
As students explore negative exponents, they should realize that a number with a
negative exponent can always be written with a positive exponent, but one form is not
better than another, just different. Traditional teaching of exponents has left the
impression that a base raised to a negative exponent should be changed to a base
raised to a positive. In many contexts (e.g., scientific notation) the negative exponent
is preferred.
C5 Students have learned in previous courses that scientific notation can be used to
record numbers using proper significant digits. For example, to express the number
2900 (two significant digits) with three significant digits, use this form: 2.90 10 3 .
An effort should be made to remind students of the patterns for scientific notation.
Discussion: If you want to express 385 as a number in scientific notation, then you
could write 385 as
74
385
100 , which simplifies to 3.85 100, or 3.85 10 2 .
100
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
Pencil and Paper (A2/A1)

1) Use the graph of y = 3 x to explain why:
2
a) 3 =
1
9
b) 30 = 1

c) 3 0.5 B 1.732
2) Rewrite in another form:

a) 2 3 with a positive exponent
b) 3120
c) 1 as a power of 10.
1
d) 8 with a base 2

e) 3 250 000 in scientific notation
3) Explain how 625 can be expressed using base 5.
Mental math (A2/A1)
4) Express
a) 32 with a base 2
b) 27 with a base 3
c) 16 as a power of 2.
d) 23 with a positive exponent

e) 47 with a negative exponent
1
f) 2
as a whole number
5) Solve
a) 4x = 16 b) 3x = 9 c) 2(5x) = 50 d) 33 = x
Performance (A2/A1/C5)
1
6) Greg loses points on a test for saying that
2
equals 28 . Tell Greg what error
he made, and how to avoid it in the future.

6.42 10
using estimation. Explain your solution.
2.91 107
14
7) Divide
75
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
C26/B5 Students should solve a variety of problems using various techniques that involve
exponential equations. Several of these contexts have been referred to in earlier elaboration
such as compound interest, the allowance problem, and population growth.

compound interest
B5 demonstrate an
compound interest
B6 determine the amount
and present value of annuities
Compound interest should be used by students to determine:

the amount of an investment over a period of time with different compounding periods.
For example, calculate the amount of money Amanda will have at age 18 if $5000 is
invested at 10% per year, compounded monthly when she is one year old.
(12)(17)
0.1
A = $5000 1 +
12
the present value of a loan payment. For example, Toby decides to invest enough money
now so that in 3 years, he can help his daughter buy a car. He wants to give her $3000.
How much must he invest now at 12.5% compounded semi-annually?
3000 = P(1 + .0625)2(3)

3000
P =
6
1.0625
B6 An annuity is a sequence of payments made at equal time intervals. The amount of the
annuity is the sum of the sequence of payments, including all the interest earned. Examples
of annuities include mortgage payments, pension cheques, and payments made to repay
loans. Annuities can be illustrated visually with a time diagram. Consider Wiburs situation:
Wilbur wishes to save money for a stereo system. He plans to set aside $50 per month,
beginning at the end of January, and to invest his money in a savings program that
pays at 12% per year compounded monthly. Wilburs last payment will be made at
the end of December.
Note that Wilburs first payment is at the end of the first payment period. Wilburs
January payment will earn interest at 12% per year, compounded monthly, for 11
months. Using the compound interest formula
nt
i
A = P 1 +
n
= 50 (1 + 0.01) or 50 (1.01)
11
11
Similarly his second payment will be 50(1.01)10 , and these payments for a
sequence of values all the way to the December payment of 50(1.01)0 , or just
$50.
Students can be given the formulas for interest, annuities, etc. when in testing
situations in this course.
... continued
76
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
Performance (C26/B5)
1) Dorothy buys a $15 000 car. She is able to pay $3000 as a down payment. She
borrows the rest of the money from a bank at 10.25% per year, compounded semiannually over five years. If she makes payments at the end of each month, what is
the total amount she will pay for the car? [Ans: $18 311.24 ]
2) Ronnie would like to have $8500 available when he graduates from high school to
help expand his business. How much should he invest now at 12% per year,
compounded monthly, in order to have the $8500 two years from now?
3) Mr. and Mrs. Maze wish to give their newborn son a cheque for $20 000 on his
21 st birthday. How much money must they invest at his birth if the money will
earn 4.8% per year compounded semi-annually.
a) Read Arthurs solution and attempt to find any errors.
b) Explain to Arthur what he did wrong and how to fix it.

20000 ( 1 + .048 )
2
21
Arthurs solution begins ... A =

Performance (C26/B5/B6)
4) The following time diagram represents the amount of an annuity with a term of
five years:
a) What is the payment being made?
b) What is the annual interest rate?
c) What is the compounding period?

5) Cindy plans to save for her new baby that she plans to have in three years. She
decides to invest $1000 twice a year at 9.8% per year, compounded semi-annually.
Draw a time diagram to represent her investment.
6) A deck can be built for $2 300. How much should you start investing every month
if the interest rate is 8% per year, compounded monthly, and you hope to have
enough cash in 18 months?
77
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
B6 The same pattern will continue for all Wilburs payments. Wilburs 11th or secondlast payment will be made at the end of November. This $50 payment will earn
interest for only one month, so it will amount to 50(1.01)1 . His final payment will
earn no interest, since he plans to take all the savings and buy the stereo.

compound interest
B5 demonstrate an
compound interest
B6 determine the amount
and present value of annuities
Each of his payments earns interest except the last, and the accumulated sum,
including interest, becomes the total amount he receives. To find the total amount,
students should add the 12 payments
50(1.01)0 + 50(1.01)1 + 50(1.01)2 + ... + 50(1.01)12 .
B6/C26/B5 Students should be encouraged to use the Finance feature on the TI-83
calculator to find the sum, in addition to adding the 12 payments as in the example
above. Using the Finance feature, students will select 1:TVM Solver ... and enter
values in appropriate places. N is the total number of payments (12 in the above
example). I% asks for the interest rate as a percentage. PV is the present value (zero in
this case since Wilbur begins with no money). PMT is the payment amount ($50 in
this case). FV is the future value, which is the sum of all the payments and
accumulated interest (the sum of the 12 payments in the example above). Since this is
the amount students need to find, they will leave the value as zero and come back to
this in a moment. P/Y is the number of payment periods (in this case 12), and C/Y is
the number of compounding periods (in this case 12). The payments are at the end of
the month. Now return the cursor to the FV, and press Solve (2nd Enter) to
calculate the sum, or future value.
A variation on the annuity problem would happen when a future value is given and
the present value is asked for. For example:
Lucy and Pierre are saving money to celebrate their parents 50th anniversary in
three years. They would like to have $5000 for the occasion. What would they
have to invest now at 10% per year, compounded monthly, to reach their
objective?
5000 = P(1 + .083)36
P = 5000/(1.083)36
78
EXPONENTIAL GROWTH
Exponential Growth
Suggested Resources
Performance (B6/C26/B5)
7) The following time diagram represents the amount of an annuity with a term of
five years:

a) How does the diagram help you to recognize that this represents an annuity
situation?
b) What is the periodic payment?
c) What is the annual interest rate?
d) How many payments are made?
8) Betty Lou begins to work part-time when she turns 16 and plans to begin the
course at age 19. She is looking to her future costs of education. She wants to
know how much money she will need to set aside at the beginning of each month
at 10% per year, compounded monthly, in order to have $10,000 for first year of
studies in an information technology course. [Ans: $237.36 ]
9) Complete the time diagram.
The interest is 7% per year, compounded annually. Payments of $1500 are made
annually for 10 years.
10) Cindi plans to save for community college in three years. She decides to invest
$1000 twice a year at 15% per year, compounded semi-annually. Draw a time
diagram to represent her investment.
11) Joanne and Sheila set up an annuity so that in 12 years they will have enough
money to purchase a new tractor for their horse farm. They deposit $4750 at the
end of every six months in an account that earns 11% per year, compounded
semi-annually. Set up a time diagram to illustrate their situation.
12) The Allens are interested in buying the house listed in the following ad:
Saint John, 2 storey, 3 BRs, centre hall plan, immaculate decor, hardwood floors,
ground-level family room, and new kitchen. Huge mature treed lot. Asking
$264 800.
They have a down payment of $150 000 and would take a mortgage with their
bank at 12.5% per year, compounded monthly, and amortized over 25 years.
a) What is the value of the mortgage?
b) What is the monthly interest rate?
c) How many mortgage payments will they have to make?
d) What are their monthly payments?
79
EXPONENTIAL GROWTH
Exponential Growth
Outcomes
SCO: By the end of

will be expected to
80
Unit 4
Circle Geometry
(30 Hours)
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
E1 Geometry is a rich field of mathematical study. The world around us is inherently

geometric, and humankinds creations most often reflect geometric principles. The
concrete and visual nature of geometry resonates with certain learning styles, and
geometrys pervasiveness in our environment facilitates connecting the study of
geometry to meaningful situations. This is as true for circle geometry, the focus of this
unit, as for geometry in general. Whether determining the correct location for handles
on a bucket, finding the centre of a circle in an irrigation project, or determining the
length of a tangent to the earth from an orbiting satellite, properties of circles (and
lines, line segments, and/or angles associated with them) come into play.
E1 perform geometric
constructions and analyse the
properties of the resulting
figures
E5 apply inductive reasoning
to make conjectures in
geometric situations
E10 present informal
deductive arguments
E6 explore, make conjectures
about, and apply centres of
circles
about, and apply chord
properties in circles
about, and apply angle
relationships in circles
E5/E10 Geometric figures such as segments, lines, angles, polygons, circles, and
planes are each sets of points that are subsets of the universal set called space. In
synthetic (Euclidean) geometry, these geometric figures can be drawn anywhere on a
plane in space; in analytical (coordinate) geometry, a reference system is added, and
important points on the figures are assigned coordinates. Using transformations,
these figures, with or without coordinates, can be moved in space by following
specific rules. In all perspectives students seek to discover patterns among figures or
within a fixed figure.
Students need many opportunities to explore geometric situations, look for common
elements (or patterns) in them, and make appropriate conjectures. They also need to
reach an understanding that, while this inductive process of observing multiple cases
and conjecturing seems to imply the truth of a relationship, deductive reasoning is
required to establish the truth of any conjecture in general. As part of this process,
students should also realize that measurements with tools i) are not accurate and ii)
deal only with specific cases and are, therefore, not adequate as proofs.
Students should be exposed to informal proof, with the understanding that a logical
argument can take many different forms. This unit provides the opportunity for
students to present informal deductive arguments.
E6/E7/E8/E5/E10 In particular, contexts will be explored, and theorems conjectured,
proven, and applied, with respect to chord properties in circles, inscribed and central
angle relationships, and centres of circles. The treatment of these circle topics is not
intended to be exhaustive, but is determined to a significant extent by the contexts
examined.
82
CIRCLE GEOMETRY
Circle Geometry
Suggested Resources
Activity (E1/E6/E5)

1) a) Begin with a circle of any size (given to the student).

i)
Fold the circle in half make a crease.
ii)
Open up the circle and fold in half differently.
iii)
Open up the circle and investigate the intersection point.
iv)
Compare results with classmates.
v)
Make a conjecture; test the conjecture.
b) Begin with a circle of any size (given to the student).
i)
Make a fold anywhere on the circlemake a crease.
ii)
Repeat the first step with a second fold and crease.
iii)
Mark the first fold AB at its end point, the second CD.
iv)
Fold A onto B make a crease.
v)
Open the circle, fold C onto D make a crease.
vi)
Investigate the intersection of the last two creases.
vii) Compare results with classmates.
viii) Make a conjecture; test the conjecture.
Journal (E10/E8)
2) Students have been asked to make the logical argument that an angle subtended in
a semicircle is 90. Mary Beth wants to use the relationship between inscribed and
central angles. Explain how she would use this relationship in her arguments.
Journal (E10/E7)
3) In the diagram the segments AB and CD are chords of the
circle with centre O. Describe how you would convince your
partner that AB > CD without measuring the segments AB
and CD.
Curriculum and Evaluation

Standards for School
Mathematics (NCTM, 1989)
Geometry from Multiple
Perspectives. Addenda Series,
Grades 9-12, (NCTM, 1991)
Computer Software
1) Richard Parris Wingeom
(free from http://
mathexeter.edu/rparris)
2) Geometers Sketchpad
3) APPs for the IT-83 Plus Cabri Jr (free from http://
education.ti.com)
83
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
E1/E5 If students begin with a large isosceles triangle, they

should explore
figures
a) how to construct the circumcircle

b) how to construct the incircle
These require students to investigate the intersection points of
perpendicular bisectors and angle bisectors. They should explore
the construction of incircles and circumcircles for scalene and obtuse triangles.
After their exploring, students might conjecture
The three perpendicular bisectors of the sides of any triangle intersect at one point,
and this point is the centre of the circumscribed circle.
The three angle bisectors of any triangle intersect at one point and this point is the
centre of the inscribed circle.
Geometry software affords students the opportunity to investigate geometric
properties inductively. A more universally available and equally interesting opportunity
exists with Patty Paper. (Patty Papers are the small squares of paper that are used by
supermarkets to seperate hamburger patties) With a minimum of instruction and very
few definitions and assumptions, students can perform the six basic Euclidean
constructions, go on to investigate properties of points of intersection of medians,
altitudes, angle bisectors, and perpendicular bisectors within triangles and among the
extensions, and discover centres of inscribed and circumscribed circles. This emphasis
on inductive reasoning is very important as it keeps the geometry alive and forces
students to be clear and accurate in their use of appropriate language and symbolism
in geometry.
84
CIRCLE GEOMETRY
Circle Geometry
Suggested Resources
Performance (E1/E5)

1) Construct by paper folding the three perpendicular bisectors in each of the

following triangles. What conjecture might you make about the three perpendicular
bisectors of a triangle? [The point of intersection is the centre of the circumcircle.]

2) Construct by paper folding the three angle bisectors in each of the above
triangles. What conjecture might you make about the three angle bisectors of a
triangle? [The point of intersection is the centre of the incircle.]
3) Given the V ABC with AB = AC. Construct the perpendicular bisector of BC and
the angle bisector of BAC . Do the same for two other
different isosceles triangles. What conjecture can you make.
Explain how you might test your conjecture. Why do you
believe your conjecture is correct?n [The bisector of the vertex
angle is the altitude to the base or is a bisector of the base.]
4) Using the same triangle V ABC as above, fold the triangle on the perpendicular
bisector that you constructed. Where is the image of C? Do you think this will be
true for all isosceles triangles? Explain.
5) Given V ABC . Bisect ABC . Pick any point on the bisector and draw
perpendiculars to the two sides of the angle ABC . Pick
another point and do the same. Make a conjecture about
these two perpendiculars. Explain how to test your
conjecture.[Any point on the angle bisector is equidistant
from the sides/arms of the angle.]

Computer Software
(free from http://
education.ti.com)
85
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
D2 Students should understand that the determination of midpoint and length of an

oblique line segment cannot be read from a graph or picture as readily as they can for
horizontal and vertical lines. Students can generalize from activities such as on p. 85
StandardsA Core Curriculum, Addenda Series, (NCTM) to a formula for
midpoint and distance (see next page).
D2 determine midpoints and

the lengths of line segments
using coordinate geometry
deductive arguments
In the activity on the next page, teachers should ask students to respond to the two
questions above the graph in the first paragraph. The teacher might provide diagrams
for each situation and have students orally discuss how they might find the middle of
( )
the goal line AB or how to determine how far the ball is from the middle of the
goal line. Parts (a), (b), (c), and (d) in the third column are designed to help lead the
students to be able to better answer the questions being discussed.
For example, finding the lengths AC and BC on the graph in column three are simple
for students, since they just have to count from A to C to get the length AC and from
C to B to get the length CB. Part (b) assures that students note the right angle and
thus in (c) can use the Pythagorean relationship to find length AB. In (d) students
should find midpoints of AC and BC by going halfway. Teachers should help
x1 + x2 , y1 + y2
students connect the halfway coordinates with
= (mean of x2
2
coordinates, means of y- coordinates), so that students can use this midpoint formula
to find the midpoint of AB.
When students attempt (e) remind them how they found the length of AB using the
Pythagorean Theorem. The teacher then needs to lead them to see that the
coordinates can be used to get the same result. By subtracting the x values for A and B
they get the length AC, and by subtracting the y values they get length BC; thus
developing the distance formula: d =
2
( x2 x1 ) 2 + ( y 2 y1 ) . Part (e) provides
another opportunity to make that connection.

D2/E10 Students could practise the use of the distance formula and midpoint formula
in the context of the questions and activities from previous pages. For example, from
1) on page 83 have students use the distance formula to check their conjecture that
the point of intersection from the three perpendicular bisectors of the three sides of
any triangle will be equidistant to the three vertices of the triangle. This point is the
circumcentre of the triangle. Give them the coordinates for the three vertices and the
centre of the circle and have them check the length of the three radii.
86
CIRCLE GEOMETRY
Circle Geometry
Suggested Resources
Activity (D2)

1) You are a computer game designer. In the game you are designing, a player needs to
toss a ball to land as close as possible to the centre of a goal line. Sometimes the
goal line is horizontal, but not always. You know that the computer screen is made
up of pixels that can be assigned coordinates. How can you find the midpoint of
any goal line, and how can you determine the
distance of the players ball from the centre of the
goal line?
a) How long is AC? BC?
b) What kind of angle is <ACB?
c) Find the distance AB.

d) Find the midpoints of AB, BC, AC.

e) Create a right triangle to help you find the length of RS in each diagram.
Computer Software
(i)
(ii)
(iii)
R (1,7)
S
(6,4)

(free from http://
S (6,2)
(2,1)

education.ti.com)
2) Ask students to find the midpoints of AB and AC , then

ask them to find the length of the segment joining these
points. Ask students to compare its length to the length
BC and to describe what property they have examined. Ask
students to discuss whether they have proved this or not.
1
[Length of Segment = (BC) ]
2
87
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
E1/E6/E5 Students need to begin their study of circles by exploring patterns and
making and verifying conjectures. They might begin their exploration with an activity
like the following:
figures
about, and apply centres of
circles
E2 describe and apply
symmetry
deductive arguments
Activity
On a blank sheet of paper (or using technology) place any two points P and Q.
Construct a circle that passes through P and Q such that PQ is not the diameter
and explain how you located the centre (C). What kind of a triangle must PQC
be? Explain.
Construct three other circles that pass through P and Q. Name their centres D, E,
and F.
Fold P onto Q, making a crease to indicate the fold line.
What do you notice about the points C, D, E, and F?
Name the point where the crease intersects P, Q, as M. Is M the midpoint of PQ?
Justify your answer.
Is PQ to the fold line? How do you know?
Make a conjecture. Test your conjecture.
Take any point A on the fold line, join it to P and Q. Make a conjecture. Test your
conjecture.
E1/E6/E5/E2 While exploring patterns (as in the previous activity), students might
use paper-folding techniques and/or measurement tools like rulers, dividers,
compasses, and protractors. In so doing they will be using both transformational and
Euclidean techniques. They will also be observing lines and points of symmetry, and
they should be expected to describe the symmetry and how it defines certain figures
like isosceles triangles and rhombi. They will also be using inductive reasoning to
make conjectures such as
Any point that is equidistant from two points on a circle must be on the
perpendicular bisector of the chord joining those two points, or its converse
Any point that is on the perpendicular bisector of a chord of a circle must be
equidistant from the end points of that chord.
E1/E10 Teachers will need to model the thinking processes necessary to generate
informal proofs. As well, it may well be necessary to spend time reaquainting students
with the geometric properties with which they are already familiar (e.g., congruent
triangles, angle sum of a triangle, vertically opposite angles, parallel line theorems).
Consider passing out transparencies to students copied from a
blackline master such as the diagram shown. Have each student
or group locate at least one point that is equidistant from the
endpoints of the chord. Overlay the transparencies on the
overhead to see that the points form the perpendicular bisector
of the chord.
88
CIRCLE GEOMETRY
Circle Geometry
Suggested Resources
Activity (E1/E6/E5/E2/E10)

1) a) Students begin with an isosceles triangle. Ask them to construct two

perpendicular bisectors, and label the intersection point P. Have them measure
the distance from P to the three vertices. Ask them to draw a conclusion based
on their measures. [Answer: P is equidistant to the vertices.]
b) Using a compass have students construct a circle with radius the distance from
P to one vertex. This circle is called the circumscribed circle or circumcircle of
the triangle. Have students explain what they think circumscribed means.
c) Students start again with another isosceles triangle. Have them bisect the two
base angles of the isosceles triangle by paper-folding methods and name the
intersection point Q. Through Q have them fold the paper so that one baseangle vertex maps onto the other. Ask them to describe what must be true
about the angle formed by the paper fold and the base of the triangle. Call this
point M [a 90-degree angle].
d) Again, using paper folding, have students bisect the third angle and describe
what points the crease in the paper includes [includes Q, and P, and M]. Ask
students if they think this will be true for all types of triangles. Have them test
what they think on different triangles [on all triangles it will include Q].
e) Folding through Q, have students fold the third vertex onto each of the base
vertices, making a crease each time. Have them name the intersection points
(the crease with each side of the triangle) N and S. Ask them what they think
will be true about QM, QN, and QS [same length]. Have them check their
predictions.
f) Using QM as radius, have students construct a circle, centre Q. This circle is
called the incircle of the triangle. Have students explain what an incircle is.

Computer Software
(free from http://
education.ti.com)
Activity (E1/E6/E5)
g) Have students explore the two centre points (the circumcentre and the incentre)
and describe what they notice about them. Have them include discussion about
why this might be true on this triangle.
h) Have students describe the symmetry in the triangle, and include in their
discussion the terms bisector of the vertex angle, the perpendicular bisector of
the base, median, and altitude.
i) Have students examine the intersection points that occur when they draw the
three medians and the three altitudes of a triangle. Have them compare these
points of intersection with points P and Q, using isosceles triangles as well as
other triangles. Students should discuss how symmetry plays a role in all of the
above conjectures, and describe the special characteristics of symmetry in
isosceles and equilateral triangles.
j) Have students solve this problem: Mary and Bill both want their inscribed
circle to pass through the centre of their circumscribed circle. How can they
achieve this? [Ansl: Construct an isosceles right triangle]
Note: This is a good problem to explore using geometry software.
89
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
E1/E7 While students are considering the shape of their isosceles triangle, the
opportunity may arise for them to explore the relationships between chord length and
nearness to the centre of the circle.
figures
about, and apply chord
properties in circles
deductive arguments
D2 determine midpoints and
the length of line segments
using coordinate geometry
Activity:
a) Begin with a circle (make your own) and mark the centre point.
By folding, create five chords (creases) of different lengths.
Fold one end of each chord onto itselfmake a crease.
Investigate the lengths of these creases from the centre of the circle to the
chordmake a conjecture.
b) Begin with any circle (make your own) and mark the centre point.
Make five folds creating 5 chords all of equal length (fold into the centre).
Investigate the distance that each is from the centremake a conjecture.
E1/E7/E5 From (a), students might conjecture that the longer the chord is, the closer
it is to the centre; from (b), chords of equal length are the same distance to the centre.
E10/D2 Students might use coordinates to find lengths and
midpoints to help reach these conjectures. For example, by
superimposing a coordinate system, students can calculate the
midpoints of AC and BC and the distances for the
midpoints to the centre.
90
CIRCLE GEOMETRY
Circle Geometry
Suggested Resources
Performance (E1/E7/E5/E10)

1) Construct two circles with the same radius r so that each circle passes through the
centre of the other circle. Label the centres P and Q, and construct the segment
PQ. The two circles intersect at A and B.
a) What is the relationship between the segments AB and PQ? Explain your
thinking. [AB PQ ]
b) Explain how you might prove your conjecture in (a).
2) Construct a large circle and two non-parallel congruent chords
that are not diameters.
a) Compare their distances to the centre of the circle. [They
are the same.]
b) Write your findings in (a) as a conjecture.
c) Test your conjecture on other circles.
d) Explain how you might prove your conjecture.
Performance (D2)
3) Do question 2 above one more time, this time on a piece of graph paper. Use
coordinates to find distances. Start with the centre at (0, 0).
4) Given that A (7, 9) and B (3, 5) are the endpoints of the diameter of a circle,
show that C (2, 2) is the centre. Determine if the
point D (9, 7) is on the circle. Explain.
5) Given the diagram, and the coordinates for A, B,
C, and D, ask students to find the midpoints of
AB and CD . Have them explain why this point
must be the centre of the circle.

Computer Software
(free from http://
education.ti.com)
Performance (E1)
6) Use a circular object to trace a circle onto your
paper. Without using a compass, locate the centre of the
circle. (Use a compass to check your work.)
Performance (E1/E7)
7) A piece of circular plate was recently dug up on an island
in the Mediterranean Ocean. The discoverer of the plate
wishes to calculate the diameter of the original plate.
Describe how he could do this.
91
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
E1/E8/E5 While exploring ideas and relationships within circles, some students made
the following conjectures:
a)
The central angle marked 1 is twice the measurement of

the inscribed angle marked 2, and they both are connected
to end points of the same arc, marked 3.
b)
Inscribed angles (1, 2, 3) that share the same arc, marked

4, all have the same measure.
c)
Angles inscribed in semicircles are right angles.
d)
When the centre of the circle is joined to a point where a

segment touches the circle, a right angle is formed.
figures
about, and apply angle
relationships in circles
92
CIRCLE GEOMETRY
Circle Geometry
Suggested Resources
Activity (E1/E8/E5)

1) a) Draw any circle. Select any minor arc

AB . Join the endpoints of the arc to the
centre of the circle. Pick any point P on the major arc AB
. Join the endpoints
of the arc
AB to the point P. What conjecture can you make with respect to
the relationship between the measurements of the two angles? [The central
angle = 2 (inscribed angle) when subtended by the same arc.]
b) Pick two other points R and S in the major arc
AB. What new conjecture can
you make with respect to the angle measures. [The inscribed angles subtended
by the same arc are equal. In this case, APB = ARB = ASB. ]
c) Construct another circle with diameter PQ . Select any position R on the
circumference. Measure the angle PRQ [ PRQ = 900 ]. Do you think you
will get a different answer depending on where you select the point R? Explain.
d) Begin with a circle on a rectangular sheet of paper.
i) Make a fold at three different points on the circumference to produce
creases that touch the circle at only those three points. [These creases will
be tangents to the circle.]
ii) Join the points to the centre and investigate the angles formed between the
radii and the tangentsmake a conjecture. [A radius is perpendicular to a
tangent at the point of tangency.]
e) Answer the following questions based on your
conjectures. O is the centre of the circle.
0
i) if ARM = 32 , then AOM =
[64 ]
ii) if SA is tangent at A, then
SAO =

Computer Software
(free from http://
education.ti.com)
[900 ]
0
iii) if ARM = 44 then APM =
[44 ]
iv) Draw the angle AMD , what is its measure?
Explain. [900 . It is inscribed in a semicircle.]
Performance (E1/E8/E5)
2) Using geometry software,
a) Construct a circle, with any two chords that do not intersect
within the circle.
b) Extend the chords to intersect outside the circle.
c) Make a conjecture relating the measure of the angle formed
outside the circle by the intersecting chords and the measures of the two
intercepted arcs. [The angle is equal to half the difference of the measures of the
two intercepted arcs.]
Performance (E10)
3) O is the centre of the circle shown at the right above. The two central angles are
congruent. Write a argument that would convince your friend that AB = MN.
93
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
E10 As students make conjectures and test their validity, they should be encouraged
to go beyond testing the conjectures by explaining or trying to verify them with
logical, deductive reasoning.

deductive arguments
Students should understand that logical arguments need to be presented in an

organized way to prove that their conjectures are true. However, at this level, the
deductive arguments can be presented informally. For example, the following scenario
might take place:
In Mr. Doodles math class, a group of students were trying to prove the conjecture
that the perpendicular bisector of a chord passes through the centre of a circle.
a) James said, Oh, thats easy! Just fold one end of the chord onto the other,
make a crease, and see if it goes through the centre. Michelle said, Yeah,
James, that would work, but it doesnt prove it. Kenny jumped in, saying If
the crease is the perpendicular bisector of the chord, doesnt that mean that any
point on it is equidistant to the end points of the chord?
b) Jennifers proof begins: The chord lie on the x-axis with end points A (5, 0)
and B (5, 0). Then the y-axis is the perpendicular bisector at (0, 0), the
midpoint of AB. Then, she asked the class, If the radius of the circle is 10,
find the centre. If the radius is 7, find the centre. What conclusion can you
make about the centre and the perpendicular bisector?
c) Malcolm asks, What if were given coordinates for the endpoints of the chord
AB , and for the centre, O, of the circlecould we prove it then? Couldnt wee
just say that if the distances OA and OB are equal, then O is on the
perpendicular bisector of AB since the triangle OAB is isosceles, and an
isosceles triangle has one line of symmetry, which is a perpendicular bisector.
Angle measurement can be used to deduce properties and
relationships. For example, students could be asked to find a
relationship between the angle COA and the angle CBA in the
following diagram. Students would say that m B+ m A = 50
because of the exterior angle relationship.
They then would deduce m B = 25 and is half of the measure
of angle COA because the D OBA is isosceles (equal radii).
94
CIRCLE GEOMETRY
Circle Geometry
Suggested Resources
Performance (E10)

1) The dEntremonts backyard is the shape of a quadrilateral marked by corners that

could be located on a Cartesian Plane at A (0, 5), B (0, 0), C (12, 0), and D (9,
8). Jean thought if she tied string to the midpoints of each side he would have a
rectangle. Marie thought it would be a square. Were either of them correct?
Explain.
2) Sarah draws a diagram like this and says that she conjectures that some triangles are
congruent. She writes the following statements to present her argument:
If I fold on PM , O will fold onto itself and A has to land
on B. So, the V AOM fits perfectly on V BOM . Theyre
re
congruent.
Do you agree that this proves that the triangles are
congruent? Explain.

Computer Software
3) To prove that the inscribed angle is half the central angle,

Andrew gave the following argument:
Since AO, BO, and CO are equal radii of a circle, then
V ABO and V BCO are isosceles so that the base angles
have equal measures.
a = 20 + 20 = 40
b = 30 + 30 = 60
So a + b = 100
but m ABC = 20 + 30 = 50
So the central angle is half the inscribed angle.

(free from http://
education.ti.com)
Celia said that this does not prove for all angle measures,
only for those given in the diagram (1). Use diagram (2) to
prove for all angle measures.
4) Given any isosceles triangle, explain why you think that the intersection of the
bisectors of the base angles would be the centre for the inscribed circle.
Performance (E10)
5) Caleb conjectured that every triangle has an inscribed circle. Henry does not think
he is correct. How could you convince Henry that Caleb is correct?
6) a) Show by construction that the three medians of a triangle intersect at one
point.
b) Do you think this will always be true? Test your
conjecture on this triangle.
c) Do you think that the intersection of the medians is
on the same line as the centres of the inscribed and
circumscribed circles of any triangle? Explain.
95
CIRCLE GEOMETRY
Circle Geometry
Outcomes
SCO: By the end of

will be expected to
96
Unit 5
Probability
(15-20 Hours)
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
G2 Every day, students experience a variety of situations. Some involve making

decisions based on their previous knowledge of similar situations.
G2 develop an understanding
that determining probability
requires the quantifying of
outcomes
G3 demonstrate an
fundamental counting
principle and apply it to
calculate probabilities
Should they do their math homework tonight or during their spare period before
math class tomorrow?
Should they challenge a friend to a game of racquetball or checkers?
Should they buy a ticket on a car raffle?
Should they take their umbrella today?
Before making the decision, what they must ask themselves is What is the chance of
this decision working out in my favour?
In probability, events are given numbers ranging from 0 to 1, where 0 refers to things
that never happen and 1 refers to things that always happen.
In their previous studies (grades 79) students have created and solved problems
using probabilities, including the use of tree and area diagrams, and simulations.
They have compared theoretical and experimental probabilities of both single and
complementary events, and dependent and independent events. Theoretical
probabilities are those that result from theory (what should happen mathematically),
while experimental probabilities are those that result from experiments or repeated
trials of performing the event. Students also have examined how to calculate the
probability of complementary events. The probability of an event happening and its
complement add to make 1. They also study two independent events, A and B, where
the probability of A and B is equal to P ( A ) P ( B ) .
G2/G3 Sometimes the task of listing and counting all the outcomes in a given
situation is unrealistic because the sample space may contain hundreds or thousands
of outcomes.
The fundamental counting principle enables students to find the number of
outcomes without listing and counting each one. If the number of ways of choosing
event A is n(A) and the number of ways of choosing an independent event B is n(B),
then n ( A and then B ) = n ( A ) n ( B ) , and n(A or B) = n(A) + n(B). The first is the
multiplication principle, the second, the addition principle.
Sometimes events are not independent. For example, suppose a box contains three
red marbles and two blue marbles, all the same size. A marble is drawn at random.
The probability that it is red is
picking a red marble again is
3
. If the marble is then replaced, the probability of
5
3
. However, if it is not replaced, then when another
5
2
. The probability for the
5
second selection of a marble is dependent on the first selection not being returned to
the box.
marble is picked the probability of it being red is now
... continued
98
PROBABILITY
Probability
Suggested Resources
Activity (G2/G3)

1) Two students are playing grab with a deck of special grab cards. One student
has a triangular shaped deck with 16 ones, 12 twos, 8 threes, and 4 fours. The
other has a rectangular-shaped deck with 10 each of ones, twos, threes, and fours.
The decks are well shuffled. One person turns over the top card of the triangular
deck while the second person turns over the top card of the rectangular deck. A
grab is made when two cards match (a double).
a) There are 40 cards in each deck. What is the total number of pairs of cards
which could be played? [Ans: 32, since there are at most 10 matches for ones,
10 matches for twos, 8 matches for threes and 4 for fours.]
b) How many of these pairs are double ones; that is, a one from the triangular
deck and a one from the rectangular deck? [Ans: 10]
c) How many are double twos? double threes? double fours?
d) For equally likely outcomes, the probability of an event is the number of
outcomes that correspond to the event divided by what?
e) So, the probability of a double one is what divided by the total number of
pairs?
f) Use the multiplication principle and your answers to (c) to find the probability
of i) a double one, ii) a double two, iii) a double
g) A circular deck has 10 ones, 20 twos, 10 threes, and no fours. Calculate the
probability of a grab if a triangular deck is played against a circular deck.
Computer Software:
Richard Parris, Winstats
(free from http://
For the TI-83 Plus
APP - Probsim (free from
http://education.ti.com)
Performance (G2/B3)
2) Telephone numbers are often used as random number generators. Assume that a
computer randomly generates the last digit of a telephone number. What is the
probability that the number is:
a) an 8 or 9 ? [Ans: 1 ]
5
b) odd or under 4 ?
[Ans:
1
4
2
7
+
= ]
5 10
10 10
c) odd or greater than 2 ? [Ans: 5 + 7 4 = 4 ]

10
10
10
3) A airplane holds 176 passengers, 35 seats are reserved for business travellers,
including 15 aisle seats, 40 of the remaining seats are aisle seats. If a late passenger
is randomly assigned a seat, find the probability of getting an aisle seat or one in
the business travellers section.
4) Use the given table, which represents the number of people Age
Number
who died from accidents and their respective ages, and in
04
3843
each case assuming that one person is selected at random
514
4226
from this group
1524
19 975
a) Find the probability of selecting someone under 5 or
2544
27 201
over 74.
4564
14 733
b) Find the probability of selecting someone from 15 to
6574
8 499
64.
75+
16 800
c) Find the probability of selecting someone under 45 or
from 25 to 74.
99
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
G3 How is the fundamental counting principle related to probability? Consider the

marble situation described at the bottom of the previous page. The probability of
G3 demonstrate an
calculate probabilities of
dependent and independent
events
selecting red for the first marble is

replacement is
3
, while the probability of selecting blue without
5
2
. The probability of selecting a red and a blue without replacement
4
3 2 6
would be P ( r and b) = = .
5 4 20
Consider the experiment of a single toss of a standard die. There are six equally likely
outcomes: 1, 2, 3, 4, 5, and 6. Define certain events as follows:
A: observe a 2
B: observe a 6
C: observe an even number
D: observe a number less than 5.
1
1
(observe a 2), P ( B) = (observe a 6). What about P(A or B) (observe a
6
6
2 or 6)? This can be shown two ways:
P ( A) =
n ( A) + n ( B )
total number of ways
1+ 1 2
= or P (A or B)= P (A)+ P (B )= 1 + 1 = 2 .
6
6
6 6 6
Will this be true for any two events? The events observe a 2, and observe a 6 are
called mutually exclusive events, or disjoint because one can observe only a 2 or a 6,
not both at the same time. On the other hand, events like
C and D above have at least one element in common, and
therefore are not mutually exclusive. Consider the events
C and D.
The event (C or D) includes all the outcomes in C or D
or both. That is,
P(C or D ) = P (observe an even number or a number less than five)
= (observe 2, 4, 6, or observe 1, 2, 3, 4)
Every outcome except five is included in (C or D). Thus there are exactly 5 favourable
outcomes. Thus P(C or D ) =
3 4 7
5
. But P (C ) + P ( D) = + = , which cannot be
6
6 6 6
possible since it exceeds 1.

The outcomes 2 and 4 are contained in both C and D and are being counted twice.
They must be removed. There is an overlap.
P (C or D)= P (C )+ P (D )- P (C and D )=
100
3 4 2 5
+
=
6 6 6 6
PROBABILITY
Probability
Suggested Resources
Performance (G3)

1) Discuss whether the following pairs of events are mutually exclusive and whether they are
independent. [Note: some groups may be sensitive to examples using a standard deck of
cards.)
a) The weather is fine; I walk to work.
b) I cut a deck of cards obtaining a queen; you cut a 5.
c) I cut the deck and have a red card; you cut a card with an odd number.
d) I select a voter who registered Liberal; you select a voter who is registered Tory.
e) I found a value for x to be greater than 2; you found x to have a value greater than
3.
f) I selected two cards from the deck; the first was a face-card, the second was red.
2) If 366 different possible birthdays are each written on a different slip of paper and put in
a hat and mixed,
a) Find the probability of making one selection and getting a birthday in April or
51
October. [Ans:
]
366
b) Find the probability of making one selection that is the first day of a month or a July
date. [Ans: 12 + 31 1 = 42 = 7 ]
366
366
366
366
Computer Software:
(free from http://
For the TI-83 Plus
61
3) A store owner has three student part-time employees who are independent of each other.
The store cannot open if all three are absent at the same time.
a) If each of them averages an absenteeism rate of 5%, find the probability that the store
cannot open on a particular day. [Ans: 1 x 1 x 1 = 1 = 0.000125]
20
20
20
8000
b) If the absenteeism rates are 2.5%, 3%, and 6% respectively for three different
employees, find the probability that the store cannot open on a particular day.
c) Should the owner be concerned about opening in either situation a) or b)? Explain.
4) There are 6 defective bolts in a bin of 80 bolts. The entire bin is approved for shipping if
no defects show up when 3 are randomly selected.
a) What is the probability of approval if the selected bolts are replaced? not replaced?
b) Compare the results. Which procedure is more likely to reveal a defective bolt?
Which procedure do you think is better? Explain.
5) Mary randomly selects a marble from a bag containing 13 each of black, white, red and
blue marbles. The marbles of each color are numbered from 1 to 13. What is the
probability that Mary will select either a 10 or a red? Below is Freds solution. Explain
what Fred is thinking. Will his attempt lead to a correct answer? Explain.
P (10 or red) =
Journal
4 + 13 17
=
52
52
6) Consider the table of experimental results. Comment on the following solution attempts.
a) If one of the 2072 subjects is
randomly selected, the probability of
getting someone who took Seldane
or a placebo is 781
665
1446
2072
2072
4144
0.3489
b) If one of the 2072 subjects is randomly selected, the probability of getting someone
who took Seldane or experienced drowsiness can be found by
781
237
+
2072 2072
1018
2072
0.491
101
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
G6 Expressions of likelihood are often given as odds. For example, 50:1, expressed
fifty to one, is an expression of odds for a situation where the event is not very
likely to happen. The use of odds makes it easier to deal with money exchanges that
result from gambling. The likelihood of an event can be expressed in terms of the
G6 demonstrate an
difference between probability
and odds
B7 calculate probabilities to
solve problems
odds against that event, or the odds in favour. For exam p le,if P (A)=
against
A=
P( A)
P (A)
3
5
2
5
2
, then odds
5
3
er
2 where A is the complement of A or not A. The answer
is expressed as 3:2, or three to two. The corresponding odds in favour are 2:3.
In other words, odds against equals the ratio of unfavourable outcomes to favourable
outcomes. Odds in favour equals the ratio of favourable outcomes to unfavourable
outcomes.
For bets, the odds against an event represent the ratio of net profit to the amount bet.
odds against event A = (net profit) : (amount bet)
Suppose a bet pays 50:1. If the odds arent specified as being in favour or against,
they are probably the odds against the event occurring. If a person were to win a bet
with 50:1 odds, that person would make a profit of $50 for each $1 bet. The person
would collect $51.
G6/B7 Suppose an electrical circuit has 50:1 odds against failure. What are the odds
against two such separate and independent circuits both failing? The best way to
solve this problem is to first convert the 50:1 odds to the corresponding probability
of failure 51 . Use the multiplication rule:
1 1
1
=
. This gives the probability
51 51 2601
of both circuits failing and is equivalent to odds of 2600:1.

Consider also a bag containing 50 black marbles and 1 white marble. The odds
against picking a white marble are 50:1 but the probability of selecting a white marble
is 1 .
51
When performing calculations involving likelihoods, use probability values between 0

and 1, not odds. This is why more time is spent on probability even though odds
seem to be heard more often.
102
PROBABILITY
Probability
Suggested Resources
Pencil and Paper (G6)
Nova Scotia. Department of

Health, Drawing the Line: A
Resource for the Prevention of
Problem Gambling. Halifax:
communications Nova Scotia,
1997.
1) Ask students to complete the following conversions: [Note: Some groups may be sensitive
to situations involving gambling.]
a) If P(A) = 2/7, find the odds against event A occurring.
[Answer: 5:2]
b) Find the probability of event A if the odds against it are 9:4.
[Answer: 4/13]
c) If the odds against an event are 7:3, what are the odds against
this event occurring in all of three separate and independent trials? [Answer: 973:27]
d) In a fair game, all of the money lost by some players is won by
others. For one fair game, a $2 bet nets a profit of $16. Find
the odds against winning and find the probability of winning. [Answer: 8:1, 1/9]
e) A standard roulette wheel has 38 different slots numbered 1
through 36 and 0, and 00. If you bet on any individual number,
the casino gives you odds of 35:1. What would be fair odds if
the casino did not have an advantage?
[Answer: 37:1]
f) The actual odds against winning when you bet on odds at
roulette are 10:9. What is the probability of winning?
Computer Software:
[Answer: 9/19]
Performance (G6/B7)
2) A slot machine has three drums, each of which contains different symbols, often fruit and
bars. When the machine is activated all three drums roll. On this machine the first drum
stops first, then the second drum, then the third. If the drums stop at a winning
combination of symbols, then coins will fall into a metal tray. The chance of this
happening depends on the distribution of the symbols on the drums. The table below
shows a typical distribution: [Note: Some groups may be sensitive to examples involving
Drum 3
Drum 2
Drum 1
Symbol
gambling.]
cherry
lemon
plum
orange
banana
bar
double bar
6
3
1
4
3
2
3
6
1
5
5
1
3
1


(free from http://
For the TI-83 Plus
1
6
7
2
4
1
1
a) Ask students to complete the following table:

Winning Outcome
Average Frequency Per
Probability
Payoff Odds
dbl bar, dbl bar, dbl bar

bar, bar, bar
plum, plum, bar
orange, orange, banana
cherry, cherry, plum
lemon, lemon, lemon
cherry, cherry, lemon
plum, lemon, cherry
3 1 1 = 3
3/7500=
1 5 1 = 5
5/7500=
500 to 1
300 to 1
400 to 1
20 to 1
3 to 1
75 to 1
5 to 1
2 to 1
b) How do you think the pay-off odds were determined?

c) For each of the winning combinations above, calculate the average total dollars paid
out per 7500 plays.
d) If these are the only winning combinations, about how many times, on average, can a
player expect to win per 7500 plays?
103
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
G1 Simulation is a procedure developed for answering questions about real problems

by running experiments that closely resemble the real situation.
G1 develop and apply

simulations to solve problems
Suppose the students want to find the probability that a family with 3 children
contains exactly one girl. If students cannot compute the theoretical probability and
do not have the time to locate three-child families for observation, the best plan might
be to simulate the outcomes for three-child families. One way to accomplish this is to
toss three coins to represent the three births. A head could represent the birth of a
girl. Then, observing exactly one head in a toss of three coins would be similar, in
terms of probability, to observing exactly one girl in a three-child family. Students
could easily toss the three coins many times to estimate the probability of seeing
exactly one head. The result gives them an estimate of the probability of seeing exactly
one girl in a three-child family. This is a simple problem to simulate, but the idea is
very useful in complex problems for which theoretical probabilities may be nearly
impossible to obtain.
Students need work on connecting simulation results to the original problem. When
choosing a simple device to model the key components in the problem, they have to
be careful to choose a model that generates outcomes with probabilities to match
those of the real situation. Students could use devices such as coins, dice, spinners,
objects in a bag, random numbers tables and random number generators. On the TI83 plus, the built-in function randBin (found under Math-PRB) can simulate many
situations.
Students need to understand that the experimental probability approaches the
theoretical probability as the number of trials increases. They should also realize that
knowing the probability of an event gives them no predicting power as to what the
outcome of the next trial will be. However, after enough trials, they should be able to
predict with some confidence what the overall results will be.
When conducting simulations students should follow a process like the one outlined
below (see next page for an actual class activity):
Step 1: State the problem clearly.
Step 2: Define the key components.
Step 3: State the underlying assumptions.
Step 4: Select a model to generate the outcomes for a key component.
Step 5: Define and conduct a trial.
Step 6: Record the observation of interest.
Step 7: Repeat steps 5 and 6 until 50 trials are reached.
Step 8: Summarize the information and draw conclusions.
104
PROBABILITY
Probability
Suggested Resources
Activity (G1)

1) Marie has not studied for her history exam. She knows none of the answers on the
seven-question true-and-false section of the test. She decides to guess at all seven.
Estimate the probability that Marie will guess the correct answers to four or more
of the seven questions. Ask students to complete the following:
a) What is it that you are being asked to do?
b) To perform a simulation, what assumptions should you make?
c) Describe the model you would choose to perform the simulation.
d) Pretend that you are watching the simulation. Describe what you observe for
the entire simulation.
e) What conclusion do you think would be made?
2) Suppose a stick, or a piece of raw spaghetti, has been broken at two random
points. What is the probability that the three pieces will form a triangle? (pieces
must touch end to end).
a) Ask students to describe the process that might be used to estimate the answer
using experimental probability.
b) Instead, ask students to conduct a simulation. Assume the spaghetti is 100 units
long. Generate two random numbers between 0 and 100 using each as a side of
a triangle. Determine the length of the third side. Check to see if the numbers
represent the lengths of the side of a triangle?
c) Repeat a number of times to determine the experimental probability and
compare with others in your class.
Computer Software:
(free from http://
For the TI-83 Plus
Performance
3) Dale, a parachutist, jumps from an airplane and lands in a field. What are the
chances that Dale will land in a particular numbered plot? Make a field grid using a
normal sheet of graph paper divided into four equal areas.
a) Model the situation by tossing a thumbtack onto the grid from a metre or more
away. (If the tack bounces off the sheet, dont count it as a toss.) In your
response consider several questions:
i)
Is there an equal chance to land in each plot?
ii)
How many times did Dale land in plot 1?
iii)
Compare what was found in the experiment with what you expected to
find.
b) Conduct the experiment again, but use a field divided into plots A and B to
find the probability that Dale will land in Plot A.
c) Perform a simulation to answer the same problem as in
(b). Compare the results of the simulation with that of
the experiment. Comment.
4) Perform simulations to estimate the probability of each
event.
a) What is the probability that all five children in a family will be girls?
105
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
G4 A certain restaurant offers select-your-own sandwiches. That is, a person may

select one item from each of the categories listed. It is important to be sure that all
the possible outcomes are known and that they are equally likely. Only then can the
theoretical probability of events be calculated. A tree diagram is one way to do this:
G4 apply area diagrams and

tree diagrams to interpret and
determine probabilities of
dependent and independent
events
Bread
Filling
Extras
white
whole-wheat
tuna
chicken
cheese
egg
sprouts
lettuce
solve problems
G3 demonstrate an
calculate probabilities
From the tree diagram students can really see that there are 16 equally likely outcomes
They could use the Fundamental Counting Principle to check their results
(2 4 2 = 16).
G4/B7/G3 Using an area model gives a pictorial representation of the analysis, which
provides visual insights into the concepts of probability. Reliance on geometric skills
allows the development of those concepts, which a lack of arithmetic skills would
normally impede. Dividing a region in proportion to the appropriate probabilities
appeals to students intuitive understanding of probability. For example:
Rita has two dice, one red, one blue. Help her determine the probability of having the
red die show an even number and the blue die an odd number. Using a square to
1
of the square to represent the
2
probability, the red die will show an even number. Students should
be asked to explain why this makes sense. Have students complete
the problem. They should then shade the upper half of the square
to represent the blue die showing an odd number (three odd
numbers of six possible numbers). The overlapped shaded region
will indicate the probability of both events being true.
Blue die
represent one, Rita thinks she should shade

odd
even
even odd
Red die
Using a similar method, ask students to find the probability that when Rita throws
both dice, the red one shows a number less than five, and the blue one, a number
greater than one.
The teacher might ask students to check their answers using tree diagrams and/or the
4
fundamental counting principle
106
5 20 5
=
=
.
6 36 9
PROBABILITY
Probability
Suggested Resources
Performance (G4/B7/G3)
Newan, Claire et al. Exploring

Probability. The Quantitative
Literacy Series. Palo Alto,
CA: Dale Seymour
Publications, 1987.
1) Barb and Ann are having a contest to see who can hit a target first. Both Barb and
Ann have a 50% chance of hitting their target on each shot. If Barb lets Ann go
first each time, what is the probability that Ann wins?
2) A certain restaurant offers select-your-own desserts. That is, a person may select
one item from each of the categories listed:
Ice Cream
Sauce
Extras
vanilla
chocolate cherries
strawberry
caramel
peanuts
chocolate mint
a) Using a tree diagram, list all possible desserts that can be ordered.
b) Would you expect the choices of a dessert to be equally likely for most
customers?
c) If the probability of selecting chocolate mint ice cream is 40%, and vanilla ice
cream is 10%, chocolate sauce is 70%, and cherries 20%, describe the dessert
with the highest probability of being selected.
3) A certain model car can be ordered with one of three engine sizes, with or without
air conditioning, and with automatic or manual transmission.
a) Show, by means of a tree diagram, all the possible ways this model car can be
ordered.
b) Suppose you want the car with the smallest engine, air conditioning, and
manual transmission. A car agency tells you there is only one of the cars on
hand. What is the probability that it has the features you want, if you assume
1
the outcomes to be equally likely? [Ans: ]

Computer Software:
(free from http://
For the TI-83 Plus
12
4) In a restaurant there are four kinds of soup, 12 entrees, six desserts, and three
drinks. How many different four-course meals can a patron choose from? If 4 of
the 12 entrees are chicken and two of the desserts involve cherries, what is the
probability that someone will order wonton soup, a chicken dinner, a cherry dessert
and milk? [Ans: 864 and 8 = 1 ]
864
108
5) Licence plates for cars often have three letters of the alphabet then three digits from
0 to 9. How many possible different licence plates can be produced? What is the
probability of having the plate CAR 000?
6) A spinner is marked with an A or B as shown. Each round consists of either one or
two spins. The player with the highest score wins. To begin the game, player 1
spins first. If the spinner lands in the area marked A, player 1 scores a point, and
this ends the round, and player 2 spins again to begin round 2. If on the first spin
the spinner lands in the area marked B, then player 2 spins the spinner; player 2
scores 2 points if the spinner lands in B, and player 1 scores 1 point if it lands in A.
Use the square grid to.
a) Find P(A will score on a given round).
b) Find P(B will score on a given round).
107
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
G7 Before describing different situations in terms of permutations and combinations,

students need to have an opportunity to solve simple counting problems (see
elaboration for G2/G3, p. 98). They may wish to organize their work into systematic
lists and/or tree diagrams. As the number of choices increase, they should see the need
for a way to count more efficiently. For example:
G7 distinguish between
situations that involve
permutations and
combinations
a) How many different routes can you take from Sydney to

Halifax through Antigonish?
b) How many routes are there from Antigonish to either
Halifax or Sydney?
Following this, the class might be split into two groupsone
to do Problem A, the other Problem B. Students should
present their solutions to the class.
Problem A: Suppose there were three people, Adam, Marie, and Brian, standing in
line at a banking machine. In how many different ways could they order themselves?
Problem B: The executive of the student council has five members. In how many
ways can a committee of three people be formed?
Solutions might look like the following:
Problem A: using a systematic list: A M B, A B M, M B A, M A B, B A M, B M A
Problem B: using a systematic list: if Adam, Marie, and Brian along with Dennis and
Elaine were on the executive, then to select committees of three, starting with Adam,
Marie and Brian, the five permutations in the answer to A above would result in the
same five people being the committee, so they represent one combination. e.g., AMB
on the committee is the same as MBA.
108
PROBABILITY
Probability
Suggested Resources
The essential difference between these two situations needs to be discussed and
emphasized. Eventually, Problem A should be described as a permutation (order is
important), Problem B as a combination (order not important).

Pencil and Paper (G7)

1) For each of the following, decide whether permutations or combinations are
involved:
a) the number of committees of 2 that can be formed from a group of 12 people
[Combination]
b) the number of possible lineups for a baseball team that can be formed from 12
people (a baseball team consists of nine players, as follows: pitcher; catcher; first,
second, and third basemen; shortstop; right, centre, and left-fielders)
[Permutation]
c) the number of five-letter licence plates that can be formed from 12 different
letters [Permutation]
d) the number of six subsets that can be formed from 12 different letters
[Combination]
e) the number of five-man basketball teams that can be formed from 10 players
[Combination]
f) the number of ordered triples that can be formed from 10 different numbers
[Permutation]
g) the number of ordered triples that can be formed from the numbers 1, 1, 1, 3,
3, 5, 5, 5, 5, and 4 [Permutation]
Computer Software:
(free from http://
For the TI-83 Plus
2) The manager of a baseball team needs to decide the batting order for the season
opener. In how many ways can the first four batters be arranged on the batting
roster? Is this a permutation or combination question? Explain. [Ans: 24;
Permutation]
3) As a promotion, a record store placed 12 tapes in one basket and 10 compact discs
in another. Pierre was the one millionth customer and was allowed to select 4 tapes
and 4 compact discs. To find how many selections that can Pierre make, does one
use permutations or combinations? Explain. [Combination]
4) Three identical red balls (R) and two identical white balls (W) are placed in a box.
How many ways are there of selecting the balls in the following order? [Ans: 12]
RWRRW
5) Find the total number of arrangements of the letters of the word SILK. [Ans: 24]
109
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
A6 As students refine their methods of counting, they are introduced to

n! (n factorial) to represent the number of ways to arrange n distinct objects in a line.
Example 1, the product rule can be used to find the number of possible arrangements
for three people standing in a line. There are three people to choose from for the front
of the line. For each of these choices, there are two people to choose for the second
position in the line. For each of these choices, there is one person to choose from the
end of the line. Therefore, there are 6 possible arrangements.
A6 develop an understanding
of factorial notation and apply
it to calculating permutations
and combinations
Example 2, at a music festival, eight trumpet players competed in the Baroque class.
After the judging, they were awarded 1st, 2nd, 3rd ... down to 8th place. In how many
ways could their placements be awarded?
If all the trumpet players were given a standing, first, second, third, ... , eighth, then
there are eight people eligible for first, which leaves seven eligible for second, six
people eligible for third ... leading to a calculation 8 7 6 5 4 3 2 1 . This
product can be written in a compact form as 8! and is read eight factorial.
In general,n ! = n(n - 1)(n - 2) (3)(2 )(1),where n N and we define 0! = 1.
A6 If there are only three prizes to be given, how many ways could placement be
awarded?
Students should reason that eight people are eligible to come first, only seven are
eligible to come second, and six are eligible to come third 8 7 6 336 . This
could be worded How many permutations are there of eight distinct objects taken
three at a time?
A1/G8 The symbol commonly used to represent this is 8 P3 , or nP3 for the number of
n objects taken r at a time. Students should notice that
P = 8 7 6
8 3
P =
8 7 6 5 4 3 2 1
5 4 3 2 1
P3 =
8!
5!
P3 =
8!
(8 3 ) !
8 3
In general, n Pr =
Students should note that when five people are to

be arranged in a straight line there would be 5! or
120 ways to do this. However, if the same five
people were to be arranged around a table in the
order, say A, B, C, D, and E, their relative
position to each other would not be
distinguishable.
n!
(n - r ) !
Thus, the total number of arrangements would be:
110
P
5
5 5
5!
= 4! = 24 .
5
PROBABILITY
Probability
Suggested Resources
Pencil and Paper (A6)

1) The town of Karsville, population 32 505, is designing its own licence plates for
residents to place on the front of their automobiles.
a) Ask students to use counting principles to determine the best of the following
three options and to explain their choice:
i)
ii)
iii)
a licence made from using four single-digit numerals from 1 to 9

a licence made of three single-digit numerals from 1 to 9, and one letter
from the alphabet
a licence made from three single-digit numerals from 1 to 9, and two
letters from the alphabet.
b) Ask students to select the best combination of single-digits from 1 to 9 and

letters to suit the purposes of this town, and defend their selection.
2) The figure shows three black marbles and two white marbles.
Suppose they are in a box. Without looking in the box, randomly
choose two of the five marbles. How many ways are there to select
two marbles that are the same colour? Each a different colour?
Computer Software:
(free from http://
For the TI-83 Plus
Pencil and Paper (A6/G8)

6) a) Indicate which of the following are true (T) and which are false (F).
i)
5!
= 5 4 [ (F) ]
4!
ii)
10
iii)
iv)
8 2
8=
10!
[ (T) ]
7!
P = 56 [ T ]
100 P4 = 100 99 98 97 [ T ]
b) Create a story where each expression above would be used in the solution.
Paper and Pencil (A6/G8)
7) There are five non-collinear points on a plane.
a) How many segments can be formed using these five points as endpoints?
b) If consecutive points are joined, a convex polygon is formed. How many
diagonals does this polygon have?
8) A local pizza restaurant has a special on its 4-ingredient 20-cm pizza. If there are 15
ingredients from which to choose, how many different specials are possible?
111
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
A6/G7 There are five members on the executive of the students council. If these five
were elected from a list of 10 candidates for executive positions, the number of ways
10 people can be slotted into five positions would be found using permutations
A6 develop an understanding
of factorial notation and apply
it to calculating permutations
and combinations
G7 distinguish between
situations that involve
permutations and
combinations
10 5
10!
= 30240 .
(10 - 5)!
Now, from these five elected people a committee of three is struck: If the five people
are represented by A, B, C, D, and E, then clearly a committee with A, B, and C is
the same as a committee with C, A, and B. So, the order of the selection is not
important, and the arrangement is called a combination. Therefore, since ABC, ACB,
BAC, BCA, CAB, and CBA are all considered the same committee, they represent
one combination. The number of permutations of A, B, and C is 3!. Thus, the
number of committees from the original list of 10 candidates
number of ways the executive was chosen
3!
30240
=
3!
= 5040
P
That is 10C 3 = 10 3 = 5040
3!
=
and the number of committees from the five people on the executive selected would
be 5 C 3 =
P
3!
5 3
10 .
Students should now apply combinations in a few simple problems where they would
n!
be expected to use the formula r = 5 C3 = r ! (n - r ) ! or use technology that performs
combination calculations.
112
PROBABILITY
Probability
Suggested Resources
Performance (A6/G7)

1) Mrs. Sandhurst has the following books on her reading list: Great Expectations,
Lord of the Flies, The Great Gatsby, Wuthering Heights, Fifth Business, The Stone
Angel.
a) In how many ways can Mrs. Sandhurst arrange these books on her bookshelf?
[Ans: 720]
b) What is the probability that Fifth Business is next to The Stone Angel on her
1
shelf? [Ans: 3 ]
c) If a student borrows two of the books before she arranges them on the shelf,
how many fewer arrangements does she have? [Ans: 114]
d) If she arranges any four of the books on the shelf, how many fewer arrangements
does she have? [Ans: 96]
2) On the pinball machine below, a ball falls from the top to the bottom. How many
different paths can the ball follow assuming the ball falls without being pushed
upwards? [Ans: 4 x 4 x 3 = 48]
Computer Software:
(free from http://
For the TI-83 Plus
Ball shot from starting position

3) In how many ways can
a) a committee of four people be selected from eight people? [Ans: 70]
b) a team of five players be selected from seven people? [Ans: 21]
c) a study group of 4 people be selected from 10 students? [Ans: 210]
4) A local pizza restaurant has a special on its 5-ingredient 22-cm pizza. If there are 12
ingredients from which to choose, how many different specials are possible?
[Ans: 792]
113
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
B8/B7 Students should now apply n Pr and n Cr to probability problems.
B8 determine probabilities
using permutations and
combinations
solve problems
One practical use of permutations and combinations is in the field of probability. For
example, a deck of 52 cards is shuffled well. What is the probability that A, K, Q of
spades will be dealt to you as the first three cards?
Students might reason that since they want to see three particular cards from 52
possible cards, they would use nPr or 52 P3.
52
P3 =
52!
(52 - 3)!
52!
132 600
49!
and only one of those outcomes is favourable, so

P( A , K , Q) =
1
132600
Combinations are sometimes used along with other counting techniques. For
example, ask students to read the following problem, analyse Susans solution, identify
any error and report their findings:
Susan belongs to the schools seven member in-line skaters club. The club has been
asked to select two girls and two boys to go to Toronto to take part in a skaters
convention. What is the probability that Susan will be selected if there are three
boys and four girls in the club?
Susans solution:
there are 4 C2 ways to select two girls
so, 4 C 2 = 4!/(2!2!)= 6 ways
there are 3 C2 ways to select two boys
so, 3 C 2 = 3!/ (1!2!)= 3 ways
because there must be two girls and two boys, there are 6 + 3 = 9 ways of
forming the group that is going
if the four people are selected at random, the probability that Susan is selected
would be 1 in 9
114
PROBABILITY
Probability
Suggested Resources
Performance (B8)

1) There are 30 students in your mathematics class. Three students are selected to sit
on a committee.
a) How many committees can be formed if each member has equal status?
b) How many committees can be formed if the first person chosen is the
chairman, the second is the secretary, and the third is the treasurer?
2) Five identical red balls (R) and two identical white balls (W) are placed in a box.
How many distinguishable ways are there of selecting the balls in the following
order?
RWRRWRR
Computer Software:
(free from http://
Performance (B8/B7)
3) Nine people try out for nine positions on a baseball team. Each position is filled by
selecting players at random. Assume all players are equally qualified for every
position.
a) In how many ways could the positions be filled?
b) What is the probability that Duffy will be the pitcher?
c) What is the probability that David, George or Duffy will be first baseman?
d) What is the probability that David, George, or Duffy will be first baseman and
Eleanor or Georgina will be pitcher?
For the TI-83 Plus

4) The numbers on a raffle ticket contain three digits. The first digit cannot be zero.
a) What is the probability of ticket number 917 winning the grand prize? What
assumption did you make?
b) What is the probability that a ticket with three as a second digit wins the grand
prize?
5) Three black marbles and two white marbles are in a box. Without looking in the
box player A randomly chooses two of the five marbles. If they are the same colour,
player A wins, if they are a different colour, player B wins.
a) What is the probability that player A wins? __________
What is the probability that player B wins? __________
b) Some combinations of black and white marbles will produce a fair game. Can
you find a combination to make it a fair game? Can you find another?
c) Create a simulation for this game.
115
PROBABILITY
Probability
Outcomes
SCO: By the end of

will be expected to
116

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Mathematics

The regional Mathematics Curriculum Committee; current and past

The Provincial Curriculum Working Group, comprising teachers

The pilot teachers and other educators and stakeholders across

MATHEMATICS 3206 CURRICULUM GUIDE

MATHEMATICS 3206 CURRICULUM GUIDE

Curriculum Outcomes Framework ................................................ 5

Program Organization ................................................................ 25

Course Design .......................................................................... 37

MATHEMATICS 3206 CURRICULUM GUIDE

MATHEMATICS 3206 CURRICULUM GUIDE

The mathematics curriculum for Atlantic Canada has been written in an

MATHEMATICS 3206 CURRICULUM GUIDE

would ultimately support the essential graduation learnings (EGLs), also

The purposes of high school mathematics are embedded in a context that

MATHEMATICS 3206 CURRICULUM GUIDE

In reality, no one can teach mathematics. Effective teachers are those

MATHEMATICS 3206 CURRICULUM GUIDE

The visualization approach offered through the use of graphing

Meeting the Needs

An important emphasis of this curriculum is the need to deal successfully

Mathematics plays a major role in many career options available to

MATHEMATICS 3206 CURRICULUM GUIDE

The mathematics curriculum is based on a framework of outcomes

Essential graduation learnings are statements describing the knowledge,

Graduates will be able to respond with critical awareness to various forms of

Graduates will be able to assess social, cultural, economic, and environmental

Graduates will be able to continue to learn and to pursue an active, healthy

MATHEMATICS 3206 CURRICULUM GUIDE

Graduates will be able to use a variety of technologies, demonstrate an

Spiritual and Moral

Graduates will demonstrate an understanding and appreciation for the place

General curriculum outcomes are statements that identify what students

MATHEMATICS 3206 CURRICULUM GUIDE

Key-Stage Curriculum Outcomes (KSCOs) are statements that identify

Specific curriculum outcomes are statements identifying what students

MATHEMATICS 3206 CURRICULUM GUIDE

GCO A: Students will demonstrate number sense and apply number

By the end of Course 1206, students will be expected to

By the end of Course 2206, students will be expected to

A2 analyse graphs or charts of situations to identify

A2 relate sets of numbers to solutions of inequalities

A3 demonstrate an understanding of the role of

A3 demonstrate an understanding of the applications

A4 approximate square roots

MATHEMATICS 3206 CURRICULUM GUIDE

GCO B: Students will demonstrate operation sense and apply

By the end of Course 1206, students will be expected to

By the end of Course 2206, students will be expected to

B1 model (with concrete materials and pictorial

B3 demonstrate an understanding of the relationship

B3 use concrete materials, pictorial representations,

B7 estimate and calculate income and deductions

B5 develop, analyse, and apply procedures for matrix

MATHEMATICS 3206 CURRICULUM GUIDE

B4 use the calculator correctly and efficiently

GCO C: Students will explore, recognize, represent, and apply patterns

By the end of Course 1206, students will be expected to

By the end of Course 2206, students will be expected to

C1 express problems in terms of equations and vice

C6 apply the linear programming process to find

C2 model real-world phenomena with linear and

C8 demonstrate an understanding of real-world

C3 gather data, plot the data using appropriate scales,