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Skills available for Saskatchewan grade 11 math curriculum

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11.WA20.1 Expand and apply understanding of the preservation of equality including solving problems that involve the manipulation and application of formulae for volume and capacity, surface area, slope and rate of change, simple interest, and finance charges.

11.WA20.2 Demonstrate the ability to analyze puzzles and games that involve numerical reasoning and problem solving strategies.

  • 11.WA20.2.a Determine, explain, and verify strategies to solve a puzzle or to win a game such as:

    • 11.WA20.2.a.1 guess and check

    • 11.WA20.2.a.2 look for a pattern

    • 11.WA20.2.a.3 make a systematic list

    • 11.WA20.2.a.4 draw or model

    • 11.WA20.2.a.5 eliminate possibilities

    • 11.WA20.2.a.6 formulate and simplify a problem that is similar to the original problem

    • 11.WA20.2.a.7 work backwards

    • 11.WA20.2.a.8 develop alternative approaches.

  • 11.WA20.2.b Observe and analyze errors in solutions to puzzles or in strategies for winning games to identify and correct errors, if necessary, and explain the reasoning.

  • 11.WA20.2.c Create a variation of a puzzle or a game, and describe a strategy for solving the puzzle or winning the game.

11.WA20.3 Extend and apply understanding of surface area, volume, and capacity using concrete and pictorial models and symbolic representations (SI or imperial units of measurement).

11.WA20.4 Solve problems that involve at least two right triangles.

  • 11.WA20.4.a Analyze and sort a set of illustrations of triangles in a given context according to whether they are right triangles or not, and justify the sort.

  • 11.WA20.4.b Apply personal strategies to determine, with justification, if solutions to problems that involve two or three right triangles are reasonable.

  • 11.WA20.4.c Sketch representations of 2-D shapes or 3-D objects from given contexts or situations.

  • 11.WA20.4.d Apply personal strategies including the primary trigonometric ratios to solve situational questions that involve:

11.WA20.5 Extend and apply understanding of 3-D objects including: top, bottom, and side views, exploded views, component parts, scale diagrams.

11.WA20.6 Demonstrate understanding of personal budgets and their importance for financial planning.

  • 11.WA20.6.a Identify and justify income and expenses that could be included in a personal budget.

  • 11.WA20.6.b Explain considerations that must be made when developing a budget (e.g., prioritizing, recurring and unexpected expenses).

  • 11.WA20.6.c Create a personal budget based on given income and expense data or from personally collected data and justify the reasoning.

  • 11.WA20.6.d Modify a budget to achieve a set of personal goals.

  • 11.WA20.6.e Investigate and analyze, with or without technology, "what if ..." questions related to personal budgets.

  • 11.WA20.6.f Explain, using examples, the advantages of creating personal budgets.

11.WA20.7 Demonstrate understanding of compound interest.

  • 11.WA20.7.a Solve situational questions that involve simple interest, given three of the four values in the formula I=prt and explain the reasoning.

  • 11.WA20.7.b Analyze and generalize the relationship between simple interest and compound interest.

  • 11.WA20.7.c Solve, using a formula, situational questions that involve compound interest.

  • 11.WA20.7.d Explain, using examples, the effect of changing different factors on compound interest such as different compounding periods, different interest rates, and starting at a younger age.

  • 11.WA20.7.e Estimate, using the Rule of 72, the time required for a given investment to double in value and explain the reasoning.

11.WA20.8 Demonstrate understanding of financial institution services used to access and manage personal finances, including credit options.

  • 11.WA20.8.a Research and present orally, with the aid of visuals (electronic or other), various types of banking services available from various financial institutions, such as online services, different types of accounts, telephone banking, mobile banking, ATM banking, or credit cards.

  • 11.WA20.8.b Analyze given or personal situations to determine the type of account that best meets the needs of the criteria for each of the situations.

  • 11.WA20.8.c Research and explain various automated teller machine (ATM) service charges.

  • 11.WA20.8.d Describe the advantages and disadvantages of:

    • 11.WA20.8.d.1 online banking

    • 11.WA20.8.d.2 debit card purchases

    • 11.WA20.8.d.3 different types of credit options, including bank and store credit cards, personal loans, lines of credit, and overdraft.

  • 11.WA20.8.e Describe ways that try to ensure the security of personal and financial information (e.g., passwords, encryption, protection of personal identification number (PIN) and other personal identity information).

  • 11.WA20.8.f Research, compare, and report on credit card options from various companies and financial institutions.

  • 11.WA20.8.g Analyze credit options related to the use of credit, such as service charges, interest, payday loans, and sales promotions, to make informed decisions and plans and explain the reasoning.

  • 11.WA20.8.h Describe strategies to use credit effectively, such as negotiating interest rates, planning payment timelines, reducing accumulated debt, and timing purchases.

  • 11.WA20.8.i Solve situational questions that involve credit linked to sales promotions, credit cards, or loans.

  • 11.WA20.8.j Critique the statement, "It is always better to have the lowest possible limit on a credit card."

11.WA20.9 Demonstrate concretely, pictorially, and symbolically (with and without the use of technology) an understanding of slope with respect to: rise over run, rate of change, solving problems.

  • 11.WA20.9.a Research and present contexts that involve slope including the mathematics involved (e.g., ramps, roofs, road grade, flow rates within a tube, skateboard parks, ski hills).

  • 11.WA20.9.b Analyze and generalize relationships between slopes in given contexts such as 3:1 and a 1:3 roof pitch or slopes that are usually described by a colour for downhill skiing and snowboarding, and explain implications of each slope including safety and functionality.

  • 11.WA20.9.c Describe conditions under which a slope will be either 0 or undefined and explain the reasoning.

  • 11.WA20.9.d Critique the statement, "It requires less effort to independently use a wheelchair to climb a ramp of a certain height that has a slope of 1:12 rather than a slope of 1:18."

  • 11.WA20.9.e Justify, using examples and illustrations:

  • 11.WA20.9.f Analyze slopes of objects, such as ramps or roofs, to determine if the slope is constant and explain the reasoning.

  • 11.WA20.9.g Analyze, generalize, and explain, using illustrations, the relationship between slope and angle of elevation (e.g., for a ramp (or pitch of a roof, grade on a road, slope in pipes for plumbing, azimuth in the sky) that has a slope of 7:100, the angle of elevation is approximately 4 degrees).

  • 11.WA20.9.h Solve situational questions that involve slope or rate of change, verify and explain why solutions are reasonable or not.

11.WA20.10 Extend and apply proportional thinking to solve problems that involve unit analysis and scale.

11.WA20.11 Extend and apply understanding of representing data using graphs including: bar graphs, histograms, line graphs, circle graphs.

  • 11.WA20.11.a Pose questions that could be answered using histograms, construct the histogram, and draw conclusions.

  • 11.WA20.11.b Analyze and compare sets of bar graphs and histograms.

  • 11.WA20.11.c Analyze sets of data in a variety of contexts to determine and create, with or without technology, possible graphs that could be used to represent the data and explain the advantages and disadvantages of each graph.

  • 11.WA20.11.d Critique the statement, "All histograms are bar graphs and all bar graphs are histograms."

  • 11.WA20.11.e Analyze graphs including bar graphs, histograms, line graphs, and circle graphs to determine and describe trends.

  • 11.WA20.11.f Explain, using examples:

    • 11.WA20.11.f.1 how the same graph can be used to justify more than one conclusion

    • 11.WA20.11.f.2 how different graphic representations of the same data set can be used to emphasize a point of view

    • 11.WA20.11.f.3 what happens if the graph is drawn to the wrong scale

    • 11.WA20.11.f.4 why the graph selected is not reflective of the data set.

  • 11.WA20.11.g Solve, using a variety of strategies including interpolation and extrapolation, contextual problems that involve data analysis and graphs.