# Thank you for a terrific year! Study for your final exams and have a great summer!

**Important Information**

This course has a provincial exam in June. You will use this data booklet during the exam.

We are currently working on reviewing for the provincial exam.

The final exam will be written on Wednesday, June 19 at 9:00. See here for practice provincial exams.

The marks cut-off for my class will be Friday, June 14th at 3:30 pm. Hand in all missing work before then.

To see you current score for this class, visit Student Connect.

To see what you need to you need on the final exam, download this calculator or see this chart.

**June 12/13/14**

The class had six questions from chapter 4 converting temperature, mass, and volume to other units.

Students worked on the review worksheets for Chapter 5 – Angle Geometry and Chapter 7 – Trigonometry.

Because there is occasionally a question on the exam where you need to read a Vernier caliper or a micrometer, I handed out this handout and questions.

The exam is on Wednesday at 9:00 in the gym. Bring a calculator, pencil, and your textbook. See here for practice exams.

**June 10/11**

We started with a reminder of how the metric system is much more usable than the imperial system and why it has been adopted by nearly every country in the world.

Students worked on a chapter 4 review worksheet. Skip #5. There is an answer key available but the answer to # 4 is incorrect.

The provincial exam will be on Wednesday, June 19.

**June 6/7**

The class had a warm-up on a few different money calculations to review what we did last day. Chapter 1 and 2 have a lot of different topics. We didn’t discuss everything that students may be asked to do on the Provincial Exam.

We had a reminder of the types of things that we did in Chapter 3 – Length, Area, and Volume. Students should do the even number questions for next class.

The provincial exam will be on Wednesday, June 19.

**June 4/5**

The class had a warm-up on Similar Figures to review what we did last day.

Today, we had a reminder of some of the rates and percentages calculations that we need for chapter 1 and 2. Students were given the reviews for chapter 1 and 2 to do. Students should do the even-numbered questions.

Chapter 1 – Prices & Currency Actually I photocopied the wrong review here. I meant to use a different handout. The answer key on the back is wrong.

Chapter 2 – Income (the answer key at the back on the handout works for this page.)

**May 31/June 3**

The class began to review for the exam coming up.

We reviewed the ideas that we saw at the beginning of the year in chapter 6 – Similarity.

Students wrote some notes and then had time to work on the Similarity review. This should be completed for next class.

The provincial exam will take place on Wednesday, June 19.

**May 29/30**

We went over the solutions to the Chapter 7 – Trigonometry review worksheet from last day.

The class wrote the Chapter 7 – Trigonometry test

We will begin reviewing for the provincial exam that will take place on Wednesday, June 19.

**May 27/28**

The class started by marking Trig Quiz 3 from last day. We also went over the solutions to this Inverse Trig Functions worksheet from last day.

We did an inverse trig warm-up to remind ourselves how to solve for the angle if we know at least two sides.

The class worked on a Chapter 7 – Trigonometry review worksheet that covered everything that we have seen this chapter.

There will be a Chapter 7 test next. Block B will write it on Wednesday, May 29. Block E will write it Thursday, May 30.

**May 22/23**

We went over the solutions to the worksheet from last day.

After a quick warm-up, we wrote the third trigonometry quiz of this chapter.

Students saw that we can use the inverse trig functions \(\sin^{-1}\), \(\cos^{-1}\), and \(\tan^{-1}\) to find the size of angle if we know about two of the sides of a right triangle. Students should complete this Inverse Trig Functions worksheet for next day.

There will be a Chapter 7 test in two classes. Block B will write it on Wednesday, May 29. Block E will write it Thursday, May 30.

**May 17/21**

We did a warm-up question to remind us of angles of elevation and depression. We saw that a crucial step in using trigonometry is to be able to extract useful information from a description or a picture so that we can draw a diagram with all the relevant information.

We practiced the trigonometry topics that we have seen in the last few weeks on this Trigonometry Practice worksheet.

There will be a quiz next class.

**May 15/16**

We had a warm-up looking at the three trig ratios

We went over the solutions for the worksheet last day.

We took notes on angles of elevation and depression.

I assigned page 289 #7, page 297 #1-4, and page 305 #2-4. Block B didn’t have time to work in class, so they should do some questions, but not all.

**May 13/14**

The class marked Trig quiz 2, which was written last day.

We took notes on Trigonometry. Students saw that the ratios that we have worked with have names: sine, cosine, and tangent. Specifically, we saw:

Students should memorize the mnemonic SOH CAH TOA and complete this trig worksheet for next day.

**May 9/10**

The class marked the partner quiz that we wrote last day.

We did a warm-up on trigonometry using any sized angles.

Students practiced this on this trigonometry worksheet.

Students wrote a second trigonometry quiz.

**May 7/8**

The class started with a trigonometry warm-up worksheet

Students saw solutions for this worksheet using trigonometry for 30, 45, and 60 degree angles from last day.

Students were paired together and wrote quizzes.

We looked at using a full trig table to use trigonometry to solve for side lengths of any right-angled triangle. Students should complete the odd numbers on the second page of this trig worksheet.

There will be a quiz next day that will be nearly identical to the quiz today, only it will involve angles of any size.

**May 3/6**

We reviewed the trigonometry topics that we have seen during the past three blocks.

Students worked on this worksheet using trigonometry for 30, 45, and 60 degree angles. Students should finish this for next day.

**May 1/2**

The class wrote a quiz on Pythagorean Theorem.

We continued to look at trigonometry and saw that we could find the size of sides in 30-60-90 and 45-45-90 triangles. Students should complete all the questions on the back of this page.

Also do #4 and 8 on this trigonometry page.

**Apr 29/30**

We had a quick review of the Pythagorean Theorem to start the class.

We had a second activity that previewed trigonometry. We looked at the ratios between the opposite side, adjacent side, and hypotenuse of a right-angled triangle. Labeling triangles and ratios.

We went over the questions from last day on the Pythagoras worksheet. Students seemed to need more practice, so I assigned the rest fo the questions from those pages.

There will be a quiz on Pythagoras next day.

**Apr 25/26**

Students had a quick review of similar triangles as a precursor to trigonometry.

We reviewed the Pythagorean Theorem. Students were given a worksheet to practice. Students should do at least questions #3-7 on the worksheet (try to do all of them).

**Apr 23/24**

Students checked their work on the review package from the last two classes. Students wrote the chapter 5 test on Angles and Parallel Lines.

Students in Block E also had a quick review of similar triangles.

**Apr 18/22**

We started by going over the relationships between angles formed by parallel (or non-parallel) lines and a transversal. We looked at the work from last day: #3,4,6 (or 5), 7a on the practice chapter 5 test.

We wrote a quiz on the the relationships between angles. We had time to work on the rest of the practice chapter 5 test worksheet from last day. There will be a chapter 5 test next day.

**Apr 16/17**

We went over each of the questions on the 5.4 worksheet from last day. We did a warm-up determining the relationships between angles formed between lines and a transversal.

Students were given a practice test to work on. They should complete #3,4,6 (or 5), 7a for next day. There will be a quiz on Thursday/Monday for blocks B and E on the relationships between angles. On Tuesday and Wednesday of next week, there will be a chapter 5 test.

**Apr 12/15**

The class began by going over the questions on the second and fourth pages of the handout from last day looking at relationships between angles formed between two non-parallel lines and a transversal. We did this warm-up.

We looked at how the angles relate to each other when we have two parallel lines and a transversal. Students should finish each of the questions on the 5.4 worksheet for next day.

**Apr 10/11**

We had a quick review of complimentary and supplementary angles. We reviewed replicating and bisecting angles.

The class wrote quiz 1 for angle geometry.

We looked at vertically opposite, corresponding, interior and exterior angles. Students should finish the questions on the second and fourth pages of the handout.

**Apr 8/9**

Students taught each other how to replicate or bisect an angle using only a compass and a straight-edge. We had a chance to practice these skills again.

– duplicate an angle or

We looked at how to draw a reflex angle.

There will be a quiz next day.

**Apr 4/5**

The class started by doing a warm-up on drawing and measuring angles, and supplementary and complimentary angles.

Students were given a worksheet to practice these angle geometry topics. There will be a quiz next class.

Students were shown either how to:

– duplicate an angle or

We will continue with these next day.

**Apr 2/3**

The class started by reviewing how to measure and draw angles using this worksheet.

Students took notes on 5.1 – Measuring, Drawing, and Estimating Angles.

Students worked on page 184 #1-5.

**Mar 14/15**

We went over the practice chapter 4 test and had some time to review.

Students wrote the chapter 4 test. Have a good Spring Break and Easter! See you in April.

**Mar 13**

Students worked on their chapter 4 recipe projects in the computer lab.

There will be a Chapter 4 test on Thursday, March 14, and Friday, March 15.

**Mar 11/12**

Students worked on their chapter 4 recipe projects.

We worked on a practice chapter 4 test.

There will be a Chapter 4 test on Thursday, March 14, and Friday, March 15.

**Mar 7/8**

We discussed some of the more difficult concepts on the worksheet from last day. Students wrote a quiz on Imperial Weights. We took notes on converting volumes from imperial to metric and we looked at converting masses in the metric system.

Students should complete the conversions on the chocolate cake recipe and do the questions from the textbook:

– page 165 #1,2,5

– page 169 #1,2,4

There will be a Chapter 4 test on Thursday, March 14, and Friday, March 15.

**Mar 5/6**

We marked the three questions that were on the back of the notes last day. The class did a warm-up for 4.2 Imperial Weights. We continued this section by looking at converting between tons and pounds.

Students had a two-page handout on that should be completed for next day. There will be a quiz next day on Weights in the Imperial System.

**Mar 1/4**

The class wrote the Celsius – Fahrenheit quiz.

We completed the first part of the Chapter 4 project by creating a menu for a meal that includes an appetizer, a main course, and a dessert.

Students should complete the questions on the handout labelled page 179.

**Feb 27/28**

We continued our work on the Celsius and Fahrenheit temperature scales. We did a warm-up to practice the conversions between the two units. We then discussed how degrees can also be used to describe temperature intervals.

We completed the first part of the Chapter 4 project by creating a menu for a meal that includes an appetizer, a main course, and a dessert.

Students should complete the questions on the handout labelled page 179.

**Feb 25/26**

Students compared the Celsius and Fahrenheit temperature scales. We first graphed the relationship between the two units, then made a scale of our own, and lastly saw how they can be converted to one another using formulas.

Students should complete #1-3 on page 143-144.

The data booklet for geometry formulas and unit conversion factors is the one that you will get during tests and the provincial exam in June.

**Feb 21/22**

Students saw how they did on the volume and capacity quiz from last day.

We wrote the Chapter 3 – Length, Surface Area, & Volume test.

For next day, students should try the puzzle on page 131, and think about a menu for an appetizer, main course, and dessert for their chapter 4 projects.

The data booklet for geometry formulas and unit conversion factors is the one that you will get during tests and the provincial exam in June.

**Feb 19/20**

Students worked on a few warm-up questions before writing a volume and capacity quiz.

Students spent the rest of the block working on two worksheets:

1) Using an imperial inch ruler.

2) A Chapter 3: Measurements – Length, Area, Volume review worksheet. The answer key is available here.

There will be a chapter 3 test on Thursday, Feb. 21 and Friday, Feb. 22.

The data booklet for geometry formulas and unit conversion factors is the one that you will get during tests and the provincial exam in June.

**Feb 14/18**

We worked on some volume questions: a couple conversions; finding which box is bigger; finding the mass of some sand.

Students worked on questions #1,5,8 on page 134 in the textbook.

For next day, students should review using an imperial inch ruler.

There will be a volume quiz on Tuesday, Feb 19, and a chapter 3 test on Thursday, Feb. 21.

**Feb 12**

Students in block E had course planning. We worked on volume worksheet #1 that should be completed next class.

There will be a volume quiz on Tuesday, Feb 19, and a chapter 3 test on Thursday, Feb. 21.

**Feb 8**

Block B students had course planning. We worked in groups at teh end of class finding the amount of pepperoni on a pizza and the surface area of a cylinder.

There will be an area/surface area quiz next class.

**F****eb 7**

Students did a warm-up finding the amount of pepperoni on a pizza and the surface area of a cylinder.

We wrote a quiz on area and surface area.

We started 3.4 Volume and Capacity. Students should do #2, 4, 5 on page 132.

**Feb 5/6**

In groups, students found the surface area of a wagon, and determined the amount of paint that would be needed to cover the entire surface (inside and outside).

Block E students did page 121 #4 and 5, and all students should complete #1-6 on the Surface Area of Solids worksheet for next class.

There will be a quiz on area and surface area on Thur. Feb 7 and Wed. Feb 13.

**F eb 1/4**

Students had a warm-up finding the surface area of a prism, a cone, and a sphere. We went over the answers for #1 and 2 on Surface Area of Pyramids and Cones, and #1 on Surface Area of Spheres from last day.

Together, we worked through the three surface area questions here. Students should complete page 111 #4,5 and page 121 #2 for next day.

There will be a quiz on area and surface area on Thur. Feb 7 and Fri Feb 8.

**Jan 30/31**

Students had a warm-up finding the surface area of a prism and a cylinder.

We took notes on finding the surface area of cones, spheres, and square-based pyramids.

Students should do #1 and 2 on Surface Area of Pyramids and Cones, and #1 on Surface Area of Spheres.

**J an 29**

Students took notes on finding the surface area of 3D shapes.

We began to work on the Surface Area of Prisms and Cylinders worksheet. They should find the surface areas of #1,5,6,7,and 9 for next class.

**Jan 25/28**

Students did a warm-up where they found how much the material would cost if you wanted molding in a bedroom of a certain size.

We wrote a quiz on converting units and length.

We began to work on surface area of 3D shapes. We looked at a rectangular prism. Block E had time to begin the Surface Area of Prisms and Cylinders worksheet. They should find the surface areas of #1,5,6,7,and 9.

**Jan 23/24**

Students started by finding the perimeter of two rectangles and a circle. We needed to convert units to do this.

We worked through an example of using sheets of plywood to build with. We needed to consider how our leftover pieces of wood may or may not be useful for different projects.

Students should complete page 102 #4,7 and page 111 #4,6 for next day.

There will be a quiz next day on lengths.

**Jan 21/22**

Students worked in groups to find the perimeter of railing around a statue, and subsequently, how many pieces of railing would be needed. They followed this by looking at page 102 #2,3 and page 111 #1-3. These questions should be completed for next class.

**Jan 17/18**

We went over the answers on the first side of Converting lengths in feet and inches to just feet or inches that students should have done from last day. We continued working through this worksheet to see how to convert lengths in feet and inches to feet.

We did questions #1 (a-c) in section 3.1 in the textbook.

Students wrote Chapter 3 Quiz 1 on measuring and converting lengths to different units.

**Jan 15/16**

We went over a-d on the back of this page. Each of those questions were one-step conversions from one unit to another. We discussed how we might have two-step conversions if we don’ t have the needed conversion factors. We did the questions e, f, and g on the worksheet from last day.

Students practiced converting lengths that were written in feet and inches. We focused on converting to inches, and will look at converting to feet next day. Students will have to have completed the first side of this sheet for next day.

There is going to be a quiz next day on measuring and converting lengths.

**Jan 11/14**

We again practiced measuring using rulers; we looked at both the metric and imperial rulers found on this handout.

We brainstormed to find referents for common measurements.

We looked at converting length units to other lengths. Students should do Ex. 3 on the front and a-d on the back of this page.

**Jan 9/10**

We went over the solutions to the worksheet from last day on calculations involving fractions.

Using this handout, we looked at the differences between the metric and imperial systems of measurement. We even made a large sheet of paper size ruler to measure how many papers long things are. We practiced measuring lengths using inches, cm, and mm.

**Jan 7/8**

Students looked at a worksheet that asked them to use fractions in their calculations. This gave us an opportunity to review our fraction operations. Students should have the entire worksheet booklet completed for next day.

We will follow this up by looking at the imperial system of measurement.

**Dec 21**

Students learned and played two games: KenKen and Blackjack.

**Dec 19 and 20**

Students wrote the December Midterm Exam.

**Dec 17 and 18**

Students are preparing for their December Midterm Exam, which is next class. The exam will include a multiple choice section, and a written section. It covers the three chapters that have been completed so far this year. Students worked on this worksheet. Here is an answer key.

Students were also given an opportunity to see their tests from Chapter 2, which were written in the previous class.

**Oct 26 and 29**

We did a short unit prices warm-up

We took notes rates and proportional reasoning.

Students were given a worksheet to practice these ideas. They should do:

- first page: #4,5
- second page: #2a – d
- third page: #4
- fourth page: #7, 8

There will be a quiz next day on rates, ratios, and proportional reasoning.

**Oct 24 and 25**

We did a warm-up worksheet on finding the unit price of different products and were able to decide which item was the best deal if we are given more than one option.

We took notes on proportional reasoning where we were told a price for a certain number of items, and we were able to find the price of a different number of items.

Students should complete page 21 #3,4,6,7 (block B was originally assigned questions 3-6) for next day.

This video is related: http://www.youtube.com/watch?v=EtclcWGG7WQ

**Oct 22 and 23**

We started chapter 1.

We took notes on finding unit rates, and specifically a unit price. Students then worked on the Build Your Skills in section 1.2. We did #1-6.

**Oct 17 and 18**

We went over Review 2 worksheet. This worksheet reminds students how to check to see if two shapes are similar to each other.

Students wrote the first test of the year.

Students handed in the first project of the year. If you have not handed in the project, it is now late. Get it in as soon as possible.

**Oct 15 and 16**

We went over the Review 1 worksheet. This worksheet reminded students how to calculate the size of similar shapes.

We worked on Review 2 worksheet. This worksheet reminds students how to check to see if two shapes are similar to each other. Complete this for next day.

We continued the project for this chapter: a community games room. Students are creating a 1:50 scale floor plan of their games room.

Next day there will be a chapter test and your projects are due.

**Oct 11 and 12**

We began to review for the chapter test that will be written two classes from now. Complete this review for next day.

We continued the project for this chapter: a community games room. Students are creating a 1:50 scale floor plan of their games room.

We also had a chance to go over the last quiz that students wrote. (Quiz #3)

There will be a chapter test on Wednesday and Thursday next week, and the projects are due that day.

**Oct 9 and 10**

We did a warm-up looking a a shape made up of two triangles. We had to flip a triangle to line it up all the corresponding parts before we could solve for the unknown side.

We continued the project for this chapter: a community games room. Students are creating a 1:50 scale floor plan of their games room.

there will be a chapter test on Wednesday and Thursday next week, and their projects are due that day.

**Oct 4 and 5**

We warmed up by comparing two similar shapes and answering questions like “How many times bigger is this than that? How many times smaller is this than that? How many times as big as this is that?” We followed this by asking which of those gave us the scale factor in our examples.

We went over the solutions to the worksheet from last day.

We wrote the third quiz of the year – calculating lengths and similar triangles.

We started the project for this chapter: a community games room. Students should have a list of items that would be found in a games room and before the next class students should find out how big each of the items are.

**Oct 2 and 3**

We did a warm-up on finding the lengths of similar triangles.

Students worked in groups on a worksheet that was labelled Practice Chapter Test.

There will be a quiz next day on calculating lengths and similar triangles.

**Sep 28 and Oct 1**

We did a warm-up on calculating the lengths of similar shapes.

We talked about different ways to know whether triangles are similar or not.

Students worked on page 262 #3-5 and page 268 #9.

There will be a quiz on Thursday/Friday on calculating lengths and whether triangles are similar or not.

**Sep 26 and 27**

Students took notes on calculating the lengths of similar shapes if you know a pair of corresponding sides (or if you know the scale factor).

They practiced this idea on a worksheet.

**Sept 21 and 25**

We did a warm-up on whether shapes are similar or not and properly writing scale factors (copy over actual size) in fraction form.

Students practiced with a worksheet

We wrote a quiz on similarity and scale factors.

**Sept 19 and 20**

We did a warm-up on whether shapes are similar or not

We took notes on writing a scale factor properly:

- it is always the copy size divided by the actual size
- it is usually seen as a fraction in lowest terms.

Students should complete page 243 #1a, 2ab, 3, 5 by next day. Check your answers as you go.

Quiz next day on similarity and scale factors.

**Sept 17 and 18**

We had a short warm-up quiz on scaling numbers larger or smaller

We took notes on determining whether shapes are similar or not.

Students should complete page 232 #1-5 by next day. Check your answers as you go.

**Sept 13 and 14**

We looked at scaling numbers larger or smaller.

Students have a warm-up quiz next day.

**Sept 11 and 12**

Students were scaling a recipe up and down to make desserts for specific numbers of people, or using a specific amount of one ingredient.

**Sept 7 and 10**

Students discussed the size of a model of St. Peter’s Basilica.

Students should be able to find the size of a model given some information. For example, a model is 100 times smaller than a 40 ft building. Students also found that they were motivated to convert to other units (cm or inches) to make their measurements more useful.

One block also discussed the number of grandkids that the Duggars might have.

**Sept 5 and 6**

We discussed the course outline

We worked on defining a classroom culture that is healthy, productive, and engaging. Striving for that culture will be a goal for our class each day for the rest of the year.

**Chapter 1 – Unit Pricing and Currency Exchange**

“Both in the workplace and in your daily life, you will need to make decisions about what to buy and how to pay the best price for what you need. In this chapter, you will use some familiar mathematics concepts – in a new context.” (MathWorks 10, page 10)

By the end of this chapter, you will be able to…

- 1A – use a rate or a ratio to determine the amount of something
- 1B – determine which product gives the best value for your money, and discuss other important factors
- 1C – calculate percentages that are saved or added to costs
- 1D – calculate final costs, including taxes, sales, etc.

“Once you enter the workforce, you will earn an income. In this chapter, you will learn about some of the different ways that income is calculated and paid by employers – or by yourself, if you are self-employed. You will be introduced to some of the deductions that may reduce your pay, including taxes and government and industry benefit programs. You will use some mathematics you are familiar with, such as fractions, percents, and rates, to make calculations in the context of earning an income.” (MathWorks 10, page 52)

By the end of this chapter, you will be able to…

- 2A – calculate total earnings if you know the rate of pay and the number hours worked
- 2B – calculate the number of hours worked or the rate of pay if you know the total hours
- 2C – explain the difference between different payment types
- 2D – calculate deductions and find the net pay

**Chapter 3 – Length, Area, and Volume**

“Measurement is an essential skill that everyone uses every day to make sense of the physical world. In the workplace, you will need to know how to take accurate measurements and how to estimate measurements. In this chapter, you will use your knowledge of fractions, decimals, ratios, and estimation to learn about measurement using both the Système international d’unités (SI) and the imperial system of measurement.” (MathWorks 10, page 92)

By the end of this chapter, you will be able to…

- 3A – convert measurements between different imperial units
- 3B – convert measurements from SI units to imperial units and from imperial units to SI units
- 3C – calculate perimeter, circumference, and area in imperial units
- 3D – calculate the surface area of three-dimensional objects in imperial units
- 3E – estimate measurements using a referent

**Chapter 4 – Mass, Temperature, and Volume**

“In this chapter, you will consider temperature in the Celsius and Fahrenheit scales and measure the weight and mass in the Système internationale (SI) and imperial system. In the workplace and in everyday life, these measurements are applied in a variety of contexts, including cooking, medicine, farming, and building construction.” (MathWorks 10, page 136)

By the end of this chapter, you will be able to…

- 4A – convert from degrees Celsius to degrees Fahrenheit
- 4B – convert from degrees Fahrenheit to degrees Celsius
- 4C – calculate mass and weight in both the SI and imperial systems
- 4D – convert mass and weights to different units in both the SI and imperial systems

**Chapter 5 – Angles and Parallel Lines**

“Every day, in our homes, at work, or when travelling from one place to another, we encounter angles and parallel lines. They can be found in buildings, furniture, graphic designs, city layouts, and many other places. In this chapter, you will learn about how angles are measured and created for workplace applications and how combinations of angles and lines can be used to create parallel and non-parallel lines.” (MathWorks 10, page 172)

By the end of this chapter, you will be able to…

- 5A – measure and draw angles of various measures
- 5B – estimate angle measures using referents
- 5C – bisect an angle
- 5D – describe angles and determine the relationship between two angles
- 5E – solve problems that involve parallel, perpendicular and transversal lines, and pairs of angles formed between them

**Chapter 6 – Similarity of Figures**

“When you draw an image of something that is larger or smaller than the original, you create an image that is similar to the actual object. Architects. engineers, and construction workers use blueprints and plans that are smaller than the real buildings they create. Microbiologists and computer engineers use diagrams that are larger than the real-life items they study or make. Toy and furniture makers create scale drawings of toys and furniture to help customers assemble these items from parts.” (MathWorks 10, page 224)

By the end of this chapter, you will be able to…

- 6A – use corresponding angle measures to determine if two polygons are similar or not
- 6B – use corresponding side lengths to determine if two polygons are similar or not
- 6C – calculate the scale factor of an enlargement or reduction
- 6D – solve for the new or original length of an enlargement or reduction
- 6E – draw an enlargement or reduction that is to scale
- 6F – determine whether triangles are similar to each other by using the three methods (angle-angle; side-angle-side; side-side-side)

**Chapter 7 – Trigonometry of Right Triangles**

“In this final chapter, you will be looking at trigonometric ratios. You will be actively involved in creating tables of values that will help you understand what the different ratios stand for and how to apply them.

Trigonometric ratios are used in many different professions and trades. Carpenters, pipefitters, and even seamstresses use them on a regular basis.” (MathWorks 10, page 270)

By the end of this chapter, you will be able to…

- 7A – use the Pythagorean theorem to find the missing side of a right triangle
- 7B – find the missing side of a right triangle using Pythagorean triples without calculators
- 7C – determine which of the three trigonometric functions applies to a given situation
- 7D – use the three basic trigonometric functions to calculate the length of a side of a right triangle
- 7E – use the three basic trigonometric functions to calculate an angle of a right triangle