Newfoundland and Labrador
Skills available for Newfoundland and Labrador grade 11 math curriculum
Objectives are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.
Show alignments for:
- Newfoundland and Labrador Curriculum: Advanced Mathematics 2200 Newfoundland and Labrador Curriculum: Advanced Mathematics 2200
- Newfoundland and Labrador Curriculum: Mathematics 2201 Newfoundland and Labrador Curriculum: Mathematics 2201
- Newfoundland and Labrador Curriculum: Mathematics 2200 Newfoundland and Labrador Curriculum: Mathematics 2200
- Newfoundland and Labrador Curriculum: Mathematics 2202 Newfoundland and Labrador Curriculum: Mathematics 2202
- WNCP Common Curriculum Frameworks: Apprenticeship and Workplace Mathematics Grade 11 WNCP Common Curriculum Frameworks: Apprenticeship and Workplace Mathematics Grade 11
- WNCP Common Curriculum Frameworks: Foundations of Mathematics Grade 11 WNCP Common Curriculum Frameworks: Foundations of Mathematics Grade 11
- WNCP Common Curriculum Frameworks: Pre-Calculus Grade 11 WNCP Common Curriculum Frameworks: Pre-Calculus Grade 11
- CAMET Foundation for the Atlantic Canada Mathematics Curriculum CAMET Foundation for the Atlantic Canada Mathematics Curriculum
Actions
Surface Area
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Develop spatial sense through direct and indirect measurement.
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11.M1 Solve problems that involve SI and imperial units in surface area measurements and verify the solutions.
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11.M1.1 Explain, using examples, including nets, the relationship between area and surface area.
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11.M1.2 Explain how a referent can be used to estimate surface area.
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11.M1.3 Estimate the surface area of a 3-D object.
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11.M1.4 Solve a problem that involves determining the surface area of 3-D objects, including pyramids and spheres.
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11.M1.5 Solve a contextual problem that involves the surface area of 3-D objects and that requires the manipulation of formulas.
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11.M1.6 Illustrate, using examples, the effect of dimensional changes on surface area.
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Develop algebraic reasoning.
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11.A1 Solve problems that require the manipulation and application of formulas related to:
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11.A1.A volume and capacity
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11.A1.B surface area
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11.A1.C slope and rate of change
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11.A1.D simple interest
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11.A1.E finance charges.
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11.A1.1 Solve a contextual problem involving the application of a formula that does not require manipulation.
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11.A1.2 Solve a contextual problem involving the application of a formula that requires manipulation.
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11.A3 Solve problems by applying proportional reasoning and unit analysis.
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11.A3.1 Explain the process of unit analysis used to solve a problem.
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11.A3.2 Explain, using an example, how unit analysis and proportional reasoning are related.
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11.A3.3 Solve a problem, using unit analysis.
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11.A3.4 Solve a problem within and between systems, using proportions or tables.
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Develop number sense and critical thinking skills.
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11.N1 Analyze puzzles and games that involve numerical reasoning, using problem-solving strategies.
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11.N1.1 Determine, explain and verify a strategy to solve a puzzle or to win a game; e.g.,
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11.N1.1.a guess and check
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11.N1.1.b look for a pattern
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11.N1.1.c make a systematic list
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11.N1.1.d draw or model
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11.N1.1.e eliminate possibilities
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11.N1.1.f simplify the original problem
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11.N1.1.g work backward
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11.N1.1.h develop alternative approaches.
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11.N1.2 Identify and correct errors in a solution to a puzzle or in a strategy for winning a game.
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Drawing and Design
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Develop spatial sense.
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11.G2 Solve problems that involve scale.
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11.G2.1 Describe contexts in which a scale representation is used.
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11.G2.2 Determine, using proportional reasoning, the dimensions of an object from a given scale drawing or model.
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11.G2.3 Construct a model of a 3-D object, given the scale.
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11.G2.4 Draw, with and without technology, a scale diagram of a given object.
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11.G2.5 Solve a contextual problem that involves scales.
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11.G3 Model and draw 3-D objects and their views.
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11.G3.1 Draw a 2-D representation of a given 3-D object.
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11.G3.2 Draw to scale top, front and side views of a given 3-D object.
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11.G3.3 Construct a model of a 3-D object, given the top, front and side views.
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11.G3.4 Draw a 3-D object, given the top, front and side views.
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11.G3.5 Determine if given views of a 3-D object represent a given object, and explain the reasoning.
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11.G3.6 Draw, using isometric dot paper, a given 3-D object.
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11.G3.7 Draw a one-point perspective view of a given 3-D object.
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11.G3.8 Identify the point of perspective of a given one-point perspective drawing of a 3-D object.
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11.G4 Draw and describe exploded views, component parts and scale diagrams of simple 3-D objects.
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11.G4.1 Draw the components of a given exploded diagram, and explain their relationship to the original 3-D object.
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11.G4.2 Sketch an exploded view of a 3-D object to represent the components.
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11.G4.3 Draw to scale the components of a 3-D object.
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11.G4.4 Sketch a 2-D representation of a 3-D object, given its exploded view.
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Volume and Capacity
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Develop spatial sense through direct and indirect measurement.
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11.M2 Solve problems that involve SI and imperial units in volume and capacity.
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11.M2.1 Explain, using examples, the difference between volume and capacity.
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11.M2.2 Identify and compare referents for volume and capacity measurements in SI and imperial units.
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11.M2.3 Identify a situation where a given SI or imperial volume unit would be used.
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11.M2.4 Estimate the volume or capacity of a 3-D object or container, using a referent.
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11.M2.5 Write a given volume measurement expressed in one SI unit cubed in another SI unit cubed.
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11.M2.6 Write a given volume measurement expressed in one imperial unit cubed in another imperial unit cubed.
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11.M2.7 Write a given capacity expressed in one unit as another unit in the same measurement system.
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11.M2.8 Determine the volume of prisms, cones, cylinders, pyramids, spheres and composite 3-D objects, using a variety of measuring tools such as rulers, tape measures, callipers, micrometers, and displacement.
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11.M2.9 Determine the capacity of prisms, cones, pyramids, spheres and cylinders, using a variety of measuring tools and methods such as graduated cylinders, measuring cups, and measuring spoons.
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11.M2.10 Illustrate, using examples, the effect of dimensional changes on volume.
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11.M2.11 Describe the relationship between the volumes of:
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11.M2.11.a cones and cylinders with the same base and height
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11.M2.11.b pyramids and prisms with the same base and height.
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11.M2.12 Solve a contextual problem that involves the volume of a 3-D object, including composite 3-D objects, or the capacity of a container.
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11.A3 Solve problems by applying proportional reasoning and unit analysis.
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11.A3.3 Solve a problem, using unit analysis.
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11.A1 Solve problems that require the manipulation and application of formulas related to:
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11.A1.A volume and capacity
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11.A1.B surface area
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11.A1.C slope and rate of change
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11.A1.D simple interest
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11.A1.E finance charges.
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11.A1.1 Solve a contextual problem involving the application of a formula that does not require manipulation.
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11.A1.2 Solve a contextual problem involving the application of a formula that requires manipulation.
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11.A1.3 Describe, using examples, how a given formula is used in a trade or an occupation.
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11.A1.4 Create and solve a contextual problem that involves a formula.
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11.A1.5 Identify and correct errors in a solution to a problem that involves a formula.
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Interpreting Graphs
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Develop statistical reasoning.
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11.S1 Solve problems that involve creating and interpreting graphs, including:
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11.S1.A bar graphs
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11.S1.B histograms
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11.S1.C line graphs
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11.S1.D circle graphs.
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11.S1.1 Determine the possible graphs that can be used to represent a given data set, and explain the advantages and disadvantages of each.
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11.S1.2 Create, with and without technology, a graph to represent a given data set.
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11.S1.3 Solve a contextual problem that involves the interpretation of a graph.
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11.S1.4 Describe trends in the graph of a given data set.
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11.S1.5 Interpolate and extrapolate values from a given graph.
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11.S1.6 Explain, using examples, how the same graph can be used to justify more than one conclusion.
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11.S1.7 Explain, using examples, how different graphic representations of the same data can be used to emphasize a point of view.
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Banking and budgets
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Develop number sense and critical thinking skills.
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11.N4 Demonstrate an understanding of financial institution services used to access and manage finances.
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11.N4.1 Describe the type of banking services available from various financial institutions, such as online services.
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11.N4.2 Describe the type of accounts available at various financial institutions.
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11.N4.3 Identify the type of account that best meets the needs for a given set of criteria.
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11.N4.4 Describe the advantages and disadvantages of online banking.
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11.N4.5 Identify and explain various automated teller machine (ATM) service charges.
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11.N4.6 Describe the advantages and disadvantages of debit card purchases.
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11.N4.7 Describe ways that ensure the security of personal and financial information; e.g., passwords, encryption, protection of personal identification number (PIN) and other personal identity information.
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11.N2 Solve problems that involve personal budgets.
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11.N2.1 Identify income and expenses that should be included in a personal budget.
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11.N2.2 Explain considerations that must be made when developing a budget; e.g., prioritizing, recurring and unexpected expenses.
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11.N2.3 Create a personal budget based on a given income and expense data.
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11.N2.4 Collect income and expense data, and create a budget.
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11.N2.5 Modify a budget to achieve a set of personal goals.
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11.N2.6 Investigate and analyze, with or without technology, "What if..." questions related to personal budgets.
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11.N3 Demonstrate an understanding of compound interest.
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11.N3.1 Solve a problem that involves simple interest, given three of the four values in the formula I = Prt.
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11.N3.2 Compare simple and compound interest, and explain their relationship.
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11.N3.3 Solve, using a formula, a contextual problem that involves compound interest.
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11.N3.4 Explain, using examples, the effect of different compounding periods on calculations of compound interest.
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11.N3.5 Estimate, using the Rule of 72, the time required for a given investment to double in value.
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11.N5 Demonstrate an understanding of credit options, including:
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11.N5.A credit cards
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11.N5.B loans.
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11.N5.1 Compare advantages and disadvantages of different types of credit options, including bank and store credit cards, personal loans, lines of credit, overdraft.
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11.N5.2 Make informed decisions and plans related to the use of credit, such as service charges, interest, payday loans and sales promotions, and explain the reasoning.
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11.N5.3 Describe strategies to use credit effectively, such as negotiating interest rates, planning payment timelines, reducing accumulated debt and timing purchases.
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11.N5.4 Compare credit card options from various companies and financial institutions.
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11.N5.5 Solve a contextual problem that involves credit cards or loans.
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11.A1 Solve problems that require the manipulation and application of formulas related to:
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11.A1.A volume and capacity
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11.A1.B surface area
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11.A1.C slope and rate of change
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11.A1.D simple interest
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11.A1.E finance charges.
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11.A1.1 Solve a contextual problem involving the application of a formula that does not require manipulation.
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11.A1.2 Solve a contextual problem involving the application of a formula that requires manipulation.
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11.A1.5 Identify and correct errors in a solution to a problem that involves a formula.
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Slope
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Develop algebraic reasoning.
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11.A1 Solve problems that require the manipulation and application of formulas related to:
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11.A1.A volume and capacity
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11.A1.B surface area
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11.A1.C slope and rate of change
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11.A1.D simple interest
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11.A1.E finance charges.
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11.A1.6 Explain and verify why different forms of the same formula are equivalent.
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11.A1.5 Identify and correct errors in a solution to a problem that involves a formula.
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11.A1.1 Solve a contextual problem involving the application of a formula that does not require manipulation.
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11.A1.4 Create and solve a contextual problem that involves a formula.
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11.A1.3 Describe, using examples, how a given formula is used in a trade or an occupation.
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11.A2 Demonstrate an understanding of slope:
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11.A2.A as rise over run
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11.A2.B as rate of change
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11.A2.C by solving problems.
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11.A2.1 Describe contexts that involve slope; e.g., ramps, roofs, road grade, flow rates within a tube, skateboard parks, ski hills.
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11.A2.2 Explain, using diagrams, the difference between two given slopes (e.g., a 3:1 and a 1:3 roof pitch), and describe the implications.
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11.A2.3 Describe the conditions under which a slope will be either 0 or undefined.
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11.A2.4 Explain, using examples and illustrations, slope as rise over run.
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11.A2.5 Verify that the slope of an object, such as a ramp or a roof, is constant.
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11.A2.6 Explain, using illustrations, the relationship between slope and angle of elevation; e.g., for a ramp with a slope of 7:100, the angle of elevation is approximately 4°.
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11.A2.7 Explain the implications, such as safety and functionality, of different slopes in a given context.
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11.A2.8 Explain, using examples and illustrations, slope as rate of change.
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11.A2.9 Solve a contextual problem that involves slope or rate of change.
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Right Triangles and Trigonometry
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Develop spatial sense.
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11.G1 Solve problems that involve two and three right triangles.
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Develop spatial sense.
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11.G1.1 Solve a contextual problem that involves angles of elevation or angles of depression.
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11.G1.2 Sketch a representation of a given description of a problem in a 2-D or 3-D context.
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11.G1.3 Solve a contextual problem that involves two or three right triangles, using the primary trigonometric ratios.
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11.G1.4 Identify all of the right triangles in a given illustration for a context.
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11.G1.5 Determine if a solution to a problem that involves two or three right triangles is reasonable.
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