# Thank you for a terrific year! Have a great summer!

**Important Information**

We are currently working on reviewing for the final exam.

The class will write a final exam on Thursday, June 13. It will cover each unit that we studied this year.

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 13 – Final Exam day!**

Students wrote the final exam today. Congrats on finishing your Math Apprenticeship & Workplace 9!

**June 11 – Final Exam next class!**

Students answered a few questions related to the angle geometry review worksheet from last day.

Today, students worked on a review of Area and Surface Area, as well as Trigonometry. Students were given an answer key to check their work.

The final exam will be written next class, on Thursday, June 13.

**June 7**

The class worked in groups on two different review sheets. We looked back at finding the perimeter of shapes. This included the circumference of a circle and we also needed to use the Pythagorean Theorem to find side lengths of right triangles. Students also worked on an Angle Geometry review page.

The angle geometry page should be completed for next class.

The final exam will be written on Thursday, June 13.

**June 5**

The class saw the solutions for the similar figures review worksheet from last day.

Students did some warm-up questions on similar figures.

Students were reminded of the major ideas from the rates/ratios/proportional reasoning unit from the first term. For next day, students should complete the even numbered questions on these worksheets:

– Rates/Ratios/Proportional Reasoning review

– Fractions review

There is an answer key on the back of the handout that students were given.

**June 3**

We had a warm-up on converting numbers from one unit to another.

Next, we looked at how to decide if two shapes are similar to each other and to calculate the size of something if we know it is similar to another shape. Students should complete this Similar Figures Review worksheet for next class.

**May 30**

We went over the trigonometry review worksheet at the start of the period. The class then had some time to study and review before writing the trigonometry unit test.

The class began to review for the final exam. We looked at how to convert quantities from one unit to another. Students should complete the review worksheet for next class.

**May 28**

The class started with a reminder of how to calculate lengths of sides of a right triangle using trigonometry. We then marked the quizzes from last day.

The class worked on a trigonometry review worksheet for the rest of the period. This worksheet should be completed for next class.

There will be a unit test next class (Thursday, May 30).

**May 22**

We went over the solutions to the Trigonometry Practice worksheet. We spent some time working on a trigonometry warm-up that was similar to the quiz that we wrote at the end of class today. No homework today, but start students should be reviewing if they are having difficulties.

There will be a unit test in two classes on Thursday, May 30.

**May 17**

Another very small class.

Students went over the question from last day on Sands Secondary, measuring the distance from one corner of the building to another corner.

Students had a warm-up. Afterwards, there was a reminder that for word problems, we draw a picture and then take the relevant information and create a diagram that can be solved with trigonometry. Students had the rest of class to work on the Trigonometry Practice worksheet. There will be a quiz next class.

**May 16**

Today was an extremely small class. We started by marking the four questions that students had handed in at the end of the previous class.

Today we studied the use of trigonometry in the world. We looked at an example of using trigonometry to measure distances in the neighbourhood around Sands Secondary. Students then practiced drawing pictures, followed by diagrams to isolate important information and to ignore extra bits. We finished the class by calculating the distance from the school near the woodworking room to the corner of the school near the girls change room.

**May 14**

The class saw the terms sine, cosine, and tangent and saw that they are the names of the three trig ratios that we have been using for the past week. We also saw the mnemonic SOH CAH TOA which is used to remind us of the following three ratios:

We marked the quizzes from last day.

Students were working on this trigonometry worksheet. Students should complete this worksheet for next day.

Students handed in four questions before they left for the day.

**May 10**

The class had a warm-up reminding them how to use the trig ratios and calculate the length of a side.

We worked on a trigonometry worksheet to practice these ideas further. There is an answer key on the back of the page.

The class wrote a quiz at the end of the class.

**May 8**

Students saw how they did on the group quizzes last day. We then looked at this trigonometry warm-up. We marked these pages together.

We then looked at solving triangles with other angles. Students need a trig table and should do #1-4 on the second page of this worksheet.

There will be a quiz next day that will look similar to the group quiz from last day.

**May 6**

The class started by marking the trigonometry handout from last day.

The class was randomly put into groups of three to write a trigonometry quiz.

We then had a short activity in which students ranked the results of the 2004 Summer Olympics.

**May 2**

We continued looking at trigonometry.

We did this trigonometry handout.

There will be a quiz next day.

**Apr 30**

The class started trigonometry today. We connected this to similar triangles, by noticing that any triangles that have the same angles will be proportional to each other. The students started with this worksheet.

We looked at labeling the sides of triangles.

Lastly, we looked at calculating the sides of right triangles.

**Apr 26**

The class wrote the Angle Geometry test today.

After class, there was time to look at estimating (calculations and quantities).

**Apr 24**

We went over all the worksheets from last day:

– Both pages on Review Worksheet part 1

– page 11 and 12 from http://teacherweb.com/TX/tagmagnet/OpokuMath/Geometry-Pre-AP-M3-Worksheets.pdf

The class wrote a quiz on Transversals with Parallel and Non-Parallel lines and their angles.

To get ready for the upcoming unit test, students worked on the second review worksheet.

There will be a unit test on Angle Geometry on Friday.

**Apr 22**

The class wrote notes on Transversals with Parallel and Non-Parallel lines. We then did some work that included pages from a few sources:

– page 13 from http://teacherweb.com/TX/tagmagnet/OpokuMath/Geometry-Pre-AP-M3-Worksheets.pdf

– page 2 from http://www.kutasoftware.com/FreeWorksheets/GeoWorksheets/3-Parallel%20Lines%20and%20Transversals.pdf

– Both pages on Review Worksheet part 1

– page 11 and 12 from http://teacherweb.com/TX/tagmagnet/OpokuMath/Geometry-Pre-AP-M3-Worksheets.pdf

Complete these worksheets for next day.

There will be a quiz next day on Transversals with Parallel and Non-Parallel lines and their angles.

There will be a unit test on Angle Geometry on Friday.

**Apr 17 (this update had to be written later, because the internet was down at the school that day)**

The class started by going over the solutions to the worksheet from last day. we reminded ourselves that supplementary angles add up to 180 degrees and that vertically opposite angles are the same size.

Together, we went through some notes on parallel lines and tranversals. For next day, students should finish #7 and #4 on the handout.

There will be a chapter test at the end of next week.

**Apr 15**

In groups, students worked on some practice problems on this worksheet.

Students wrote the second part of the quiz from last day on angle geometry.

We finished by looking at supplementary and vertically opposite angles. Students should complete the worksheet that was handed out.

**Apr 11**

We started by discussing the questions from last day on this worksheet 2.

In groups of 3, students worked on what I described was an angle geometry practice quiz.

Because time in the block was running out, students were given a choice as to which part of the test they wanted to write. In part 1, there was measuring and drawing angles, types of angles, and supplementary/complementary angles. Part 2 was calculating the measure of angles using the angle properties that we have seen in the last two classes.

Students will be writing the second part of the quiz next day.

**Apr 9**

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

We went through the examples on worksheet 2. Students worked on the questions on the back of the page. There was an answer key at the bottom of the page.

The 2nd worksheet that students worked on today was an investigation into the degrees in polygons.

There will be a quiz next day on types of angles, measuring and drawing angles, and calculating angles.

**Apr 5**

The class started by having a reminder of complimentary and supplementary angles. Students were asked to calculate the measures of angles, and their complimentary and supplementary angles.

We worked through some examples of calculating the size of angles. Students practiced these topics on this worksheet (see this answer key).

Before the class ended, students handed in this worksheet.

**Apr 3**

The class began our new unit on Angle Geometry by reviewing using a protractor to measure and draw angles.

We took notes on Types of Angles and Supplementary and Complimentary Angles. The class wrote a worksheet that was handed in before they left.

**Mar 15**

The class had time to review and study before writing a unit test on area and surface area.

Have a good Spring Break and Easter! See you in April.

**Mar 13**

There was a quick review of composite shapes.

The class had time to reflect on their strengths and weaknesses in this unit.

There was a review worksheet with an answer key on the back of the page.

There will be a unit test on area and surface area next class.

**Mar 11**

The class saw the results of the file cabinet puzzle from last day and discussed. There was a quick review of cylinders.

We wrote a quiz with partners.

There will be a unit test on area and surface area on Friday, March 15.

**Mar 7**

The class started by doing a warm-up question on composite shapes.

We worked in groups trying to determine how many sticky notes would cover the sides and top of a cabinet that is 72 in x 36 in x 18 in. The sticky notes are 3″ square.

Next day we will see which group came the closest to the correct total. There will be a quiz on proportional reasoning and area. There will be a unit test on area and surface area on Friday, March 15.

**Mar 5**

The class started by working in pairs on a worksheet called Area of Composite Shapes. We went over the solutions together as a class. We then worked on the questions on Surface Area and Proportional Reasoning worksheet.

**Mar 1**

We went over the answers to the proportional reasoning with area and surface area worksheet. Student wrote a quiz on area and surface area.

Students spent time working on the area of composite shapes. We did these examples together and students worked in groups on other questions.

**Feb 27**

The class reviewed how to find the surface area of a cylinder.

We did some examples of using proportional reasoning with area and surface area. Students should complete the questions on the back of the notes for next day.

Also, there will be a quiz next day on area and surface area. We will continue looking at proportional reasoning after the quiz.

**Feb 25**

The class worked on finding the surface area of the triangular and rectangular prisms found here. We went over the work on that page and also the eight prisms on this worksheet from last day.

We took notes on finding the Surface Area of Cylinders. Students should calculate the surface areas of the cylinders on page 2 of this worksheet.

**Feb 21**

The class did a warm-up finding the area of 3 rectangles and three triangles. Students exchanged work and marked each other.

We went over the practice from last day (available here and here). We went through the Surface Area of Prisms examples on this handout before we tried the eight prisms on this worksheet. Students should complete as many of the prisms as they need to feel comfortable with calculating surface area.

**Feb 19**

For homework last day, students should have found the area of a triangle using the three sets of bases and heights. We started today by looking at the questions on the second page of area of a triangle. Here, students discuss the precision that is possible when we measure using cm rulers.

We took notes on finding the area of a rectangle and a triangle.

Students were then given a page with the nets of a rectangular and triangular prism. Students should use this page to calculate the area of each of the faces on the nets and add them to find the surface area of both of the nets. This should be completed for next day.

**Feb 14**

The class was measuring the area of a triangle. We had three sets of bases and heights to measure. We should be able to calculate the area three times. We will discuss precision next day when we look at this page again.

The class should also calculate the area of the three rectangles and the two triangles in this triangular prism.

**Feb 12**

The class worked on three worksheets today.

The class did a worksheet called Substitution Exhilaration, in which they needed to calculate the value of expressions after substituting numbers into the variables. Next, students found the area of a rectangle, circle, and triangle on their page. Lastly, students had a third worksheet. They should do #1, 2abdf for next day. In #1, they are calculating the perimeter of the shape. In #2, they are finding the area of the shape. We discussed the first two worksheets in class.

**Feb 7**

The class saw their currency conversion quizzes from last day. We also went through the answer key for the review study guide from last day.

The class wrote the unit test for the Lengths, Currency, and Converting Units.

**Feb 5**

The class did three warm-up questions converting currencies to other currencies. We went over the answers to the World Traveler Currency worksheet.

Students wrote the a quiz on currency conversions. We worked on a review study guide.

There will be a perimeter/converting units unit test next class.

**F**eb 1

The class did a warm-up converting currencies to other currencies. An example of the type of conversions that students need to be able to do is “If I go to California with $400 CAD, exchange it for USD, and then spend $50, how much American money will I have left?

We went over the answers for Converting Currencies worksheet from last day. For the last question, we needed to know that 1 L = 0.26 gallons. We found this today on the data page.

The class worked on converting Canadian money to local currencies in various countries in the world on the World Traveler Currency worksheet. We did #1-7 on the front. Students who had the front continued to work on the back. The front should be completed for next day.

There will be a currency quiz next class and a perimeter/converting units unit test on Thursday, Feb. 7.

**Jan 30
**

We started the class by marking the Converting Units Worksheet #3. This was a good warm-up for the quiz on finding the perimeter of a shape and converting units, which we wrote after the worksheet.

We looked at converting currencies to other currencies.

Students worked on the Converting Currencies worksheet. This should be completed by next day.

**J**an 28

Students began the class by doing this warm-up page on The Pythagorean Theorem. Students were reminded how to convert measurements from one unit to another, which we did in the previous 3 or 4 weeks. Students should complete the Converting Units Worksheet #3 for next day.

There will be a quiz on finding the perimeter of a shape and converting units next class.

**J**an 24

We watched two videos to remind us of the Pythagorean Theorem from last day: Pythagoras in Motion and Pythagorean Theorem Water Demo.

We continued by going over the practice Pythagoras questions from last day. In groups, students determined whether a castle was at risk in an attack.

Students then worked on a Pythagorean Theorem Worksheet. Students worked on #7, 8, 13-17, 19, 21. The answers were on the worksheet, and can be found on pages 3 and 4 of the digital PDF if you click the link.

**Jan 22
**

We started with a warm-up to review squares and square roots of numbers. We reminded ourselves how these corresponded to the lengths and areas of squares.

We did notes on The Pythagorean Theorem. Students then had time to practice some questions themselves. Here are the practice Pythagoras questions. These questions should be finished for next day.

**Jan 18**

We did a very brief review of converting units and then continued on to look at notes of Squares and Square Roots.

Students were given a worksheet. For next day, do #9-16,18,19. For #13, give an answer in mm and cm. For #14, give an answer in cm and ft. For #19, give an answer in m and km.

**Jan 16**

We looked at the solutions for the Measuring Perimeter worksheet is available here. Students were to have completed the questions on the last two pages, except the very last question with the semi-circle.

There was a quiz on converting units.

**Jan 14**

Students did a warm-up where they practiced converting lengths from one unit to another unit of length. The conversion factors can bee found in this booklet, in agendas, online, or elsewhere.

We started to measure the perimeters of rectangles, irregular polygons, and circles. The notes and the worksheet is available here. Do the last two pages, except the very last question with the semi-circle.

There will be a quiz next day on converting units.

**Jan 10
**

We finished going over the examples on the second side of this page.

Students have been given a data page from this booklet to find the various conversion factors to convert units with.

Students practiced converting measures of lengths into other units of lengths. We also saw some examples where we were not given the conversion factor needed, so we had to use two steps to find the appropriate units. The worksheet should be finished for next day.

**Jan 8**

Students created their own units of length (e.g. hats, Karl shoes, etc.). They measured the size of the classroom in their units. We then talked about converting units, so that they could convert their units to something comparable to each other. We used this page.

**Dec 21**

Students learned and played two games: KenKen and Blackjack.

**Dec 19**

Students wrote the December Midterm Exam.

**Dec 17
**

We continued to prepare for the December Midterm Exam. Students had this worksheet from the previous day. We went over the answers to the worksheet in class.

**Oct 25**

Students worked in groups to make some decisions on shopping for Halloween. Each group explained how they would spend their $20.

We looked at the solutions for the back side of the worksheet from last day: Rates Worksheet #2.

Students wrote Rate Quiz 1.

**Oct 23**

Students did a warm-up to practice calculating and writing a rate. We discussed the idea that a unit price is a special type of rate.

We finished the notes on unit prices to get the best deal possible and students had a chance to practice these ideas on Rates Worksheet #2. Complete the worksheet for next day. There will be a quiz on Thursday on rates, unit prices, getting the best deal (and converting between g and kg).

**Oct 18**

Students did a warm-up to practice calculating and writing a rate.

We took notes on unit prices to get the best deal possible and students had a chance to practice these ideas on a Rates Worksheet #2. Complete the first side of the worksheet for next day. There will be a quiz on Thursday.

**Oct 16**

Students did a warm-up where they discussed and made some consumer decisions.

We took notes on calculating rates and students had a chance to practice these ideas on a worksheet.

Students had a chance to see their similarity unit tests from last class.

**Oct 12**

We marked the review worksheet.

Students had a chance to read one another’s tutorial booklets, which were then handed in.

Students wrote the Similar Figures unit test.

After the test, we looked at a couple of puzzles.

**Oct 10**

Students were given time to work on their tutorial booklets. They should make a booklet teaching similarity, while explaining how to solve **just one** of the three questions on the handout. Last week, we had the chance to watch a few different videos to see how other people explained topics while trying to answer a sample question.

We also did a worksheet to review the main ideas of this unit.

There will be a unit test next class. The worksheet and booklets should be completed for next class.

**Oct 12**

The class began by going over the review worksheet. Students handed in their tutorial booklets. Students wrote their first unit test of the year.

After the test, students worked on these puzzles.

**Oct 10**

Students continued their work on their tutorial booklets. They also began to review for the unit test which is next day. Both the worksheet and the booklet should be completed for next day.

**Oct 5**

We started with a warm-up to review the scale factor and calculating length topics that we have loked at recently.

Students wrote the second quiz of the year.

Students were given pieces of paper to make the pages of their tutorial booklets. They should make a booklet teaching similarity, while explaining how to solve one of the three questions on the handout. On Wednesday, we had the chance to watch a few different videos to see how other people explained topics while trying to answer a sample question.

There will be a unit test next Friday.

**Oct 3**

During the warm-up, looked at comparing the sizes of numbers and shapes.

We began to look at some video tutorials to notice some of the strategies that the creators had used to make their videos as useful and informative as possible. Next day we will begin to create a tutorial booklet that would guide a reader through a similar shape problem. Hand out here.

There will be a quiz next day (friday) on scale factors and calculating the lengths of similar shapes.

**Oct 1**

During the warm-up, we reviewed similarity, scale factors, and calculating lengths.

Students should complete these questions for next day.

There will be a quiz on Friday on calculating scale factors and lengths.

**Sept 27**

Students took notes on similarity.

Students a worksheet practicing similar shapes.

**Sept 25**

We took notes on calculating the lengths of similar shapes.

Students worked on two worksheets where they needed to calculate lengths.

Students also spent a bit of time looking at some columns of a times table.

**Sept 20**

We went over the worksheet from last day.

We did a warm-up on scaling numbers and similar figures.

**Sept 18**

Students took notes on similar polygons and saw that there are two requirements for shapes to be similar:

- Every corresponding side must be multiplied by the same scale factor
- All angles must be identical.

**Sept 14**

We finished our discussion about giant and mini squirrels, ants, and Mr. Hills.

We took notes on scaling numbers larger or smaller, and what it means for something to be twice as big, twice as small, or 0.5 times as big.

We had a chance to practice these ideas. Finish this worksheet for next day.

**Sept 12**

Students completed the worksheet from last day.

We did #1-12 on multiplying/dividing by positive numbers bigger and smaller than 1.

We also debated the odds that a giant Mr. Hill who is ten times bigger than the real Mr. Hill would have in a fight against a giant squirrel (50 times larger), or a 37 cm Mr. Hill vs. a large ant three times bigger than a regular ant.

**Sept 10**

Students were looking at a dessert recipe and making it a larger or smaller batch.

Students looked at making a recipe that is made for 8 people work for larger or smaller groups.

Students also looked at restrictions. For example, if there is not enough milk to make a full batch.

**Sept 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.

**Unit 1 – Similar Figures and Similarity**

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

- 1A – use corresponding angle measures to determine if two polygons are similar or not
- 1B – use corresponding side lengths to determine if two polygons are similar or not
- 1C – calculate the scale factor of an enlargement or reduction
- 1D – calculate the length of a side of a polygon if you know the size of a similar one

**Unit 2 – Money, Unit Prices, and Proportional Reasoning**

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

- 2A – calculate the unit rate or unit price of an item
- 2B – use a rate or a ratio to determine the amount of something
- 2C – convert between dollars and cents and between grams and kilograms
- 2D -determine which product gives the best value for your money
- 2E – using proportional reasoning, determine the amount of something

**Unit 3 – Rational Numbers (i.e. Fractions)**

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

- 3A – demonstrate an understanding of adding, subtracting, multiplying, and dividing fractions and mixed numbers, concretely, pictorially, and symbolically
- 3B – explain and apply the order of operations
- 3C – solve problems that involve operations (+, -, ×, ÷) on rational numbers

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

- 4A – Convert SI units to other SI units
- 4B – Convert Imperial units to other Imperial units
- 4C – Convert between Imperial units and SI units
- 4D – Find the perimeter of a 2D shape in any units
- 4E – Convert volumes to other units of volume
- 4F – Convert currencies to other currencies
- 4G – Convert time to other units of time

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

- 5A –
- 5B –
- 5C –
- 5D –
- 5E –

**Unit 6 – The Pythagorean Theorem**

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

- 6A –
- 6B –
- 6C –
- 6D –
- 6E –

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

- 7A –
- 7B –
- 7C –
- 7D –

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

- 8A –
- 8B –
- 8C –
- 8D –