Northwest Territories

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Skills available for Northwest Territories 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.

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M Measurement

  • M.1 Develop spatial sense through direct and indirect measurement.

    • M.11 Solve problems that involve SI and imperial units in surface area measurements and verify the solutions.

    • M.12 Solve problems that involve SI and imperial units in volume and capacity measurements.

      • M.1.2.1 Explain, using examples, the difference between volume and capacity.

      • M.1.2.2 Identify and compare referents for volume and capacity measurements in SI and imperial units.

      • M.1.2.3 Estimate the volume or capacity of a 3-D object or container, using a referent.

      • M.1.2.4 Identify a situation where a given SI or imperial volume unit would be used.

      • M.1.2.5 Solve problems that involve the volume of 3-D objects and composite 3-D objects in a variety of contexts.

      • M.1.2.6 Solve a problem that involves the capacity of containers.

      • M.1.2.7 Write a given volume measurement expressed in one SI unit cubed in another SI unit cubed.

      • M.1.2.8 Write a given volume measurement expressed in one imperial unit cubed in another imperial unit cubed.

      • M.1.2.9 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, calipers and micrometers.

      • M.1.2.10 Determine the capacity of prisms, cones, pyramids, spheres and cylinders, using a variety of measuring tools and methods, such as graduated cylinders, measuring cups, measuring spoons and displacement.

      • M.1.2.11 Describe the relationship between the volumes of:

        • M.1.2.11.a cones and cylinders with the same base and height

        • M.1.2.11.b pyramids and prisms with the same base and height.

      • M.1.2.12 Illustrate, using examples, the effect of dimensional changes on volume.

      • M.1.2.13 Solve a contextual problem that involves the volume of a 3-D object, including composite 3-D objects, or the capacity of a container.

      • M.1.2.14 Solve a contextual problem that involves the volume of a 3-D object and requires the manipulation of formulas.

G Geometry

  • G.1 Develop spatial sense.

    • G.11 Solve problems that involve two and three right triangles.

      • G.1.1.1 Identify all of the right triangles in a given illustration for a context.

      • G.1.1.2 Determine if a solution to a problem that involves two or three right triangles is reasonable.

      • G.1.1.3 Sketch a representation of a given description of a problem in a 2-D or 3-D context.

      • G.1.1.4 Solve a contextual problem that involves angles of elevation or angles of depression.

      • G.1.1.5 Solve a contextual problem that involves two or three right triangles, using the primary trigonometric ratios.

    • G.12 Solve problems that involve scale.

      • G.1.2.1 Describe contexts in which a scale representation is used.

      • G.1.2.2 Determine, using proportional reasoning, the dimensions of an object from a given scale drawing or model.

      • G.1.2.3 Construct a model of a 3-D object, given the scale.

      • G.1.2.4 Draw, with and without technology, a scale diagram of a given object.

      • G.1.2.5 Solve a contextual problem that involves scale.

    • G.13 Model and draw 3-D objects and their views.

      • G.1.3.1 Draw a 2-D representation of a given 3-D object.

      • G.1.3.2 Draw, using isometric dot paper, a given 3-D object.

      • G.1.3.3 Draw to scale top, front and side views of a given 3-D object.

      • G.1.3.4 Construct a model of a 3-D object, given the top, front and side views.

      • G.1.3.5 Draw a 3-D object, given the top, front and side views.

      • G.1.3.6 Determine if given views of a 3-D object represent a given object, and explain the reasoning.

      • G.1.3.7 Identify the point of perspective of a given one-point perspective drawing of a 3-D object.

      • G.1.3.8 Draw a one-point perspective view of a given 3-D object.

    • G.14 Draw and describe exploded views, component parts and scale diagrams of simple 3-D objects.

      • G.1.4.1 Draw the components of a given exploded diagram, and explain their relationship to the original 3-D object.

      • G.1.4.2 Sketch an exploded view of a 3-D object to represent the components.

      • G.1.4.3 Draw to scale the components of a 3-D object.

      • G.1.4.4 Sketch a 2-D representation of a 3-D object, given its exploded view.

N Number

  • N.1 Develop number sense and critical thinking skills.

    • N.11 Analyze puzzles and games that involve numerical reasoning, using problem-solving strategies.

      • N.1.1.1 Determine, explain and verify a strategy to solve a puzzle or to win a game; e.g.,

        • N.1.1.1.a guess and check

        • N.1.1.1.b look for a pattern

        • N.1.1.1.c make a systematic list

        • N.1.1.1.d draw or model

        • N.1.1.1.e eliminate possibilities

        • N.1.1.1.f simplify the original problem

        • N.1.1.1.g work backward

        • N.1.1.1.h develop alternative approaches.

      • N.1.1.2 Identify and correct errors in a solution to a puzzle or in a strategy for winning a game.

      • N.1.1.3 Create a variation on a puzzle or a game, and describe a strategy for solving the puzzle or winning the game.

    • N.12 Solve problems that involve personal budgets.

      • N.1.2.1 Identify income and expenses that should be included in a personal budget.

      • N.1.2.2 Explain considerations that must be made when developing a budget; e.g., prioritizing, recurring and unexpected expenses.

      • N.1.2.3 Create a personal budget based on given income and expense data.

      • N.1.2.4 Collect income and expense data, and create a budget.

      • N.1.2.5 Modify a budget to achieve a set of personal goals.

      • N.1.2.6 Investigate and analyze, with or without technology, "what if …" questions related to personal budgets.

    • N.13 Demonstrate an understanding of compound interest.

      • N.1.3.1 Solve a problem that involves simple interest, given three of the four values in the formula I=Prt.

      • N.1.3.2 Compare simple and compound interest, and explain their relationship.

      • N.1.3.3 Solve, using a formula, a contextual problem that involves compound interest.

      • N.1.3.4 Explain, using examples, the effect of different compounding periods on calculations of compound interest.

      • N.1.3.5 Estimate, using the Rule of 72, the time required for a given investment to double in value.

    • N.14 Demonstrate an understanding of financial institution services used to access and manage finances.

      • N.1.4.1 Describe the type of banking services available from various financial institutions, such as online services.

      • N.1.4.2 Describe the types of accounts available at various financial institutions.

      • N.1.4.3 Identify the type of account that best meets the needs for a given set of criteria.

      • N.1.4.4 Identify and explain various automated teller machine (ATM) service charges.

      • N.1.4.5 Describe the advantages and disadvantages of online banking.

      • N.1.4.6 Describe the advantages and disadvantages of debit card purchases.

      • N.1.4.7 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.

    • N.15 Demonstrate an understanding of credit options, including:

      • N.15.a credit cards

      • N.15.b loans.

      • N.1.5.1 Compare advantages and disadvantages of different types of credit options, including bank and store credit cards, personal loans, lines of credit, overdraft.

      • N.1.5.2 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.

      • N.1.5.3 Describe strategies to use credit effectively, such as negotiating interest rates, planning payment timelines, reducing accumulated debt and timing purchases.

      • N.1.5.4 Compare credit card options from various companies and financial institutions.

      • N.1.5.5 Solve a contextual problem that involves credit cards or loans.

      • N.1.5.6 Solve a contextual problem that involves credit linked to sales promotions.

A Algebra

S Statistics

  • S.1 Develop statistical reasoning.

    • S.11 Solve problems that involve creating and interpreting graphs, including:

      • S.11.a bar graphs

      • S.11.b histograms

      • S.11.c line graphs

      • S.11.d circle graphs.

      • S.1.1.1 Determine the possible graphs that can be used to represent a given data set, and explain the advantages and disadvantages of each.

      • S.1.1.2 Create, with and without technology, a graph to represent a given data set.

      • S.1.1.3 Describe the trends in the graph of a given data set.

      • S.1.1.4 Interpolate and extrapolate values from a given graph.

      • S.1.1.5 Explain, using examples, how the same graph can be used to justify more than one conclusion.

      • S.1.1.6 Explain, using examples, how different graphic representations of the same data set can be used to emphasize a point of view.

      • S.1.1.7 Solve a contextual problem that involves the interpretation of a graph.