Gizmos for Saskatchewan - Mathematics: 9th Grade (Saskatchewan Foundational and Learning Objective adopted 2009)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

N9: : Number

N9.1: : Demonstrate (concretely, pictorially, and symbolically) understanding of powers with integral bases (excluding base 0) and whole number exponents including:

N9.1.3: : powers with an exponent of zero

N9.1.h: : Apply the exponent laws to expressions involving powers, and determine the quantity represented by the expression, with or without the use of technology.

N9.1.k: : Analyze a simplification of an expression involving powers for errors

N9.2: : Demonstrate understanding of rational numbers including:

N9.2.1: : comparing and ordering

N9.2.2: : relating to other types of numbers

N9.2.3: : solving situational questions.

N9.2.a: : Order a given set of rational numbers, in fraction and decimal form, by placing them on a number line and explaining the reasoning used (e.g., 3/5, - 0.666, 4,? , 0.5,-5/8).

N9.3: : Extend understanding of square roots to include the square root of positive rational numbers.

N9.3.a: : Develop a generalization about what type of number results from the squaring of a rational number.

N9.3.c: : Determine the square root of a rational number that is a perfect square.

N9.3.d: : Determine the rational number for which a given rational number is its square root (e.g., is the square root of what rational number?).

N9.3.e: : Explain and apply strategies involving benchmarks for determining an estimate of the square root of a rational number that is not a perfect square.

N9.3.f: : Determine, with the use of technology, an approximate value for the square root of a rational number that is not a perfect square.

N9.3.g: : Explain why the value shown by technology may only be an approximation of the square root of a rational number.

P9: : Patterns and Relations

P9.1: : Demonstrate understanding of linear relations including:

P9.1.1: : graphing

P9.1.4: : solving situational questions.

P9.1.b: : Sort a set of graphs into representations of linear and nonlinear relations.

P9.1.d: : Generalize strategies for determining if a given linear relation will have a graph that is horizontal, vertical, increasing, or decreasing.

P9.1.i: : Solve situational questions by graphing linear relations and interpreting the resulting graphs.

P9.2.1: : ax = b

P9.2.2: : x/a= b, a ≠ 0

P9.2.3: : ax + b = c

P9.2.4: : x/a + b = c, a ≠ 0

P9.2.5: : ax = b + cx

P9.2.6: : a(x + b) = c

P9.2.7: : ax + b = cx + d

P9.2.8: : a(bx + c) = d(ex + f)

P9.2.9: : a/x = b, x ≠ 0

P9.2.c: : Write a linear equation to represent a particular situation.

P9.2.d: : Observe and describe a situation relevant to self, family, or community which could be represented by a linear equation.

P9.2.e: : Write a linear equation representing the pattern in a given table of values and verify the equation by substituting values from the table.

P9.2.i: : Solve a linear equation symbolically.

P9.2.j: : Analyze the given solution for a linear equation that has resulted in an incorrect solution, and identify and explain the error(s) made.

P9.2.k: : Provide examples from the modern world in which linear equations are used and solved.

P9.3: : Demonstrate understanding of single variable linear inequalities with rational coefficients including:

P9.3.1: : solving inequalities

P9.3.3: : comparing

P9.3.4: : graphing.

P9.3.a: : Observe and describe situations relevant to self, family, or community, including First Nations and Métis communities, that involve inequalities and classify the inequality as being less than, greater than, less than or equal to, or greater than or equal to.

P9.3.b: : Verify whether or not a given rational number is part of the solution set for a linear inequality.

P9.3.f: : Compare and explain the process for solving a linear equation to the process for solving a linear inequality.

P9.3.i: : Graph the solution of a linear inequality on a number line.

P9.3.l: : Solve a situational question involving a single variable linear inequality and graph the solution.

P9.4: : Demonstrate understanding of polynomials (limited to polynomials of degree less than or equal to 2) including:

P9.4.2: : generalizing strategies for addition, subtraction, multiplication, and division

P9.4.5: : comparing for equivalency.

P9.4.d: : Identify the variables, degree, number of terms, and coefficients, including the constant term, of a given simplified polynomial expression and explain the role or significance of each.

P9.4.e: : Identify the type of expression that is represented by a polynomial of degree 1.

P9.4.g: : Critique the statement ?A binomial can never be a degree 2 polynomial?.

P9.4.h: : Write equivalent forms of a polynomial expression by interchanging terms or by decomposing terms, and justify the equivalence.

SS9: : Shape and Space

SS9.1: : Demonstrate understanding of circle properties including:

SS9.1.2: : inscribed angles subtended by the same arc have the same measure

SS9.1.3: : the measure of a central angle is twice the measure of an inscribed angle subtending the same arc

SS9.1.a: : Observe and describe situations relevant to self, family, or community that involve circles, chords, central angles, inscribed angles, radii, arcs, and/or points of tangency.

SS9.1.c: : Generalize, from personal explorations, the relationship between the measures of inscribed angles subtended by the same arc.

SS9.1.d: : Generalize, from personal explorations, the relationship between the measure of a central angle and the measure of inscribed angles subtended by the same arc.

SS9.1.g: : Describe examples of where First Nations and Métis, past and present, lifestyles and worldviews demonstrate one or more of the circle properties (e.g., tipi and medicine wheel).

SS9.1.h: : Solve a situational question involving the application of one or more of the circle properties.

SS9.2: : Extend understanding of area to surface area of right rectangular prisms, right cylinders, right triangular prisms, to composite 3-D objects.

SS9.2.b: : Analyze a composite 3-D object to identify areas of overlap and explain the impact of these areas on determining the surface area of the composite 3-D object.

SS9.2.c: : Critique the statement ?To find the surface area of a composite 3-D object, add together the surface areas of the individual 3-D objects from which the composite 3-D object is comprised?.

SS9.2.d: : Determine the surface area of composite 3-D objects.

SS9.2.f: : Give dimensions for a single 3-D object that will have the same surface area as a composite 3-D object.

SS9.3.d: : Explain how ratios and proportionality are related to similarity of polygons.

SS9.3.e: : Draw a polygon similar to a given polygon and explain the strategies used.

SS9.3.f: : Solve situational questions involving the similarity of polygons.

SS9.3.h: : Explain how scale diagrams are related to similarity, ratios, and proportionality.

SS9.3.i: : Draw a diagram to scale that represents an enlargement or reduction of a given 2-D shape and explain the strategies used.

SS9.3.j: : Explain how to determine the scale factor for a given 2-D shape and an enlargement or reduction of the shape.

SS9.3.k: : Verify whether or not a given diagram is a scale diagram of a 2-D shape and, if it is, identify the scale factor for the diagram.

SS9.3.l: : Solve situational questions involving scale diagrams and scale factors.

SP9: : Statistics and Probability

SP9.1: : Demonstrate understanding of the effect of:

SP9.1.8: : population or sample on data collection.

SP9.1.b: : Provide examples to illustrate how bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity may influence the data collected.

SP9.1.c: : Identify situations relevant to self, family, or community where a set of data was collected and classify each situation as involving a sample or the population.

SP9.1.e: : Provide an example of a question where a limitation precludes the use of a population and describe the limitation (e.g., too costly, not enough time, limited resources).

SP9.2: : Demonstrate an understanding of the collection, display, and analysis of data through a project.

SP9.2.a: : Devise a project plan related to a situation relevant to self, family, or community, that involves:

SP9.2.a.1: : formulating a question for investigation

SP9.2.a.2: : choosing a data collection method that includes social considerations

SP9.2.a.3: : electing a population or a sample, and justifying the choice

SP9.2.a.4: : collecting the data

SP9.2.a.5: : displaying the collected data in an appropriate manner

SP9.2.a.6: : drawing conclusions to answer the question.

SP9.2.b: : Create and apply a rubric to assess a project that includes the assessment of all requirements for the project.

SP9.2.c: : Complete the project according to the plan, draw conclusions, and communicate findings to an audience.

SP9.3: : Demonstrate an understanding of the role of probability in society.

SP9.3.b: : Analyze the meaningfulness of a probability against the limitations of assumptions associated with that probability.

SP9.3.c: : Provide examples of how a single probability could be used to support opposing positions.

SP9.4: : Research and present how First Nations and Métis peoples, past and present, envision, represent, and make use of probability and statistics.

SP9.4.b: : Compare the significance, representation, and use of probability and statistics for different First Nations and Métis peoples, and other cultures.

Correlation last revised: 9/16/2020

Saskatchewan - Mathematics: 9th Grade

Saskatchewan Foundational and Learning Objective | Adopted: 2009

N9: : Number

P9: : Patterns and Relations

SS9: : Shape and Space

SP9: : Statistics and Probability