Gizmos for Saskatchewan - Mathematics: Calculus (Saskatchewan Foundational and Learning Objective adopted 2005)

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

A: : Introduction

A.2: : To factor the following over a given set: a difference of squares, a sum or difference of cubes, expressions containing rational coefficients, expressions containing negative exponents, expressions of the form x to the n power - y to the n power (n a positive integer), quadratic and higher order polynomials.

A.4: : To solve inequalities by: applying inequality properties, using a sign analysis of factors, using knowledge of the graph of the function.

A.5: : To apply the definition of absolute value to rewrite absolute value expressions, to use operations with absolute value, to use properties of absolute value to solve absolute value equations and inequalities, and to draw graphs of functions containing absolute value.

A.5.a: : To make and justify decisions based upon understanding of calculus concepts (CCT).

A.5.b: : To represent problems and understandings through a variety of communication modes (COM).

A.5.c: : To interact, co-operate, and collaborate through classroom activities and initiatives (PSVS).

B: : Functions

B.1: : To demonstrate a clear understanding of the terms function and relation, and to use function notation.

B.1.a: : To discuss ideas using own language and then later incorporating the related mathematical terminology.

B.1.b: : To identify functions as being polynomial, constant, linear, quadratic, cubic, power, root, reciprocal, rational, algebraic, trigonometric, exponential, logarithmic, or transcendental, and to recognize the basic graph forms thereof.

B.1.c: : To further develop knowledge, skills, and attitudes as lifelong learners.

B.1.d: : To demonstrate a consistent commitment to understanding their own emotions/feelings and their sources, and the abilities to use this understanding to support decision making, constructive social interactions, and strengthen learning.

B.1.e: : To engage in activities that require exploration in order to develop understandings of the concept of functions.

B.1.f: : To represent understandings through a variety of communication modes.

B.2: : To identify functions as being polynomial, constant, identity, linear, quadratic, cubic, power, root, reciprocal, rational, algebraic, trigonometric, exponential, logarithmic, or transcendental, and to recognize the basic graph forms thereof.

B.2.a: : To make and justify decisions based upon understanding of calculus concepts (CCT).

B.2.b: : To further develop knowledge, skills, and attitudes as lifelong learners (IL).

B.2.c: : To demonstrate a consistent commitment to understanding their own emotions/feelings and their sources, and the abilities to use this understanding to support decision making, constructive social interactions, and strengthen learning (PSVS).

B.2.d: : To engage in activities that require exploration in order to develop understandings of the concept of functions (CCT).

B.2.e: : To represent understandings through a variety of communication modes (COM).

B.3: : To determine function values for, and draw the graphs of, piecewise and step functions.

B.6: : To find the domain and range of a function from the graph of the function and from the equation for the function.

B.6.a: : To represent problems and understandings through a variety of communication modes (COM).

B.6.b: : To make and justify decisions based upon understanding of calculus concepts (CCT).

B.7: : To build functions from other functions through function addition, subtraction, multiplication, division, and composition.

B.7.a: : To use language as a tool for learning and communicating (COM).

C: : Limits and Continuity

C.4: : To identify the location of a discontinuity and the type of discontinuity by examining the graph of a function or just the function.

C.4.a: : To engage in activities that require exploration in order to develop understandings of the concept of discontinuities (CCT).

C.7: : To identify the location of an oscillating discontinuity.

D: : Differentiation

D.1: : To interpret the slope of a line as a rate of change, and to find the equation of a line.

D.1.a: : To read graphs for information in order to understand and analyze (NUM).

D.5: : To find derivatives of power functions and polynomial functions without the use of limits.

D.9: : To differentiate functions requiring a selection from, or combinations of, the power, product, quotient, and chain rule and to write the answers in required forms.

E: : Applications of Derivatives to Curve Sketching

E.1: : To find the second derivative of a function.

E.1.a: : To engage in activities that require exploration in order to develop understandings related to derivatives (CCT).

E.5: : To determine the asymptotes (vertical, horizontal) of a function.

Correlation last revised: 9/16/2020

Saskatchewan - Mathematics: Calculus

Saskatchewan Foundational and Learning Objective | Adopted: 2005

A: : Introduction

B: : Functions

C: : Limits and Continuity

D: : Differentiation

E: : Applications of Derivatives to Curve Sketching