N9.1.a Demonstrate the difference between the exponent and base of a power by representing two powers with exponent and base interchanged (e.g., 2³ and 3² or 10³ and 3 to the tenth power) using repeated multiplication or concrete models and describe the result.
N9.1.b Predict which of two powers represents the greater quantity, explain the reasoning, and verify using technology.
N9.2.d Provide examples to explain how knowing about how to add, subtract, multiply, and divide integers and positive rational numbers informs knowing how to add, subtract, multiply, and divide rational numbers.
N9.3.g Explain why the value shown by technology may only be an approximation of the square root of a rational number.
N9.3.h Describe a strategy that, if applied to writing a decimal number, would result in an irrational number (e.g., students describe a strategy in which they repeatedly write the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 but separate each group of these digits by an increasing number of repeats of the digit 7 or 0.0123456789701234567897701234567897770123…).
N9.3.i Determine a rational number whose square root would be between two given rational numbers and explain the reasoning used (e.g., a rational number whose square root is between 1/2 and 1/3 would be between 1/4 and 1/9 because those are 1/2 and 1/3 squared. I need to find a number between 1/4 and 1/9. I can do this by making the two fractions into fractions of the same type: 9/36 and 4/36. One number between these is 6/36 or 4/36).
P9.3.a Observe and describe situations relevant to self, family, or community, including First Nations and Métis communities, that involve inequalities and classify the inequality as being less than, greater than, less than or equal to, or greater than or equal to.
P9.3.b Verify whether or not a given rational number is part of the solution set for a linear inequality.
SS9.2.e Solve situational questions involving the surface area of composite 3-D objects.
SS9.2.f Give dimensions for a single 3-D object that will have the same surface area as a composite 3-D object.
SS9.2.g Approximate the surface area of a 3-D object from the natural environment using composites of standard 3-D objects such as right rectangular prisms, right cylinders, and right triangular prisms.
SS9.3. Demonstrate understanding of similarity of 2-D shapes.
SS9.3.a Observe and describe 2-D shapes, relevant to self, family, or community, that are similar.
SS9.3.b Explain the difference between similarity and congruence of polygons.
SP9.1.a Analyze given case studies of data collection, including data pertaining to First Nations and Métis peoples, and identify potential problems related to bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity.
SP9.1.b Provide examples to illustrate how bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity may influence the data collected.
SP9.1.c Identify situations relevant to self, family, or community where a set of data was collected and classify each situation as involving a sample or the population.
SP9.1.d Provide an example of a situation in which a population may be used to answer a question, and justify the choice.
SP9.1.e Provide an example of a question where a limitation precludes the use of a population and describe the limitation (e.g., too costly, not enough time, limited resources).
SP9.1.f Identify and critique given examples in which a generalization from a sample of a population, including from First Nations and Métis data, may or may not be valid for the population.
SP9.1.g Explain different strategies for trying to minimize negative effects on data collection.
SP9.1.h Explain the importance of protocols for respectful data collection and information sharing.
SP9.2 Demonstrate an understanding of the collection, display, and analysis of data through a project.
SP9.2.a Devise a project plan related to a situation relevant to self, family, or community, that involves:
SP9.2.a.1 formulating a question for investigation
SP9.2.a.2 choosing a data collection method that includes social considerations
SP9.2.a.3 electing a population or a sample, and justifying the choice
SP9.2.a.4 collecting the data
SP9.2.a.5 displaying the collected data in an appropriate manner
SP9.4 Research and present how First Nations and Métis peoples, past and present, envision, represent, and make use of probability and statistics.
SP9.4.a Gather and document information regarding the significance and use of probability and statistics for at least one First Nation or Métis peoples from a variety of sources such as Elders and traditional knowledge keepers.
SP9.4.b Compare the significance, representation, and use of probability and statistics for different First Nations and Métis peoples, and other cultures.
SP9.4.c Communicate concretely, pictorially, orally, visually, physically, and/or in writing, what has been learned about the envisioning, representing, and use of probability and statistics by First Nations and Métis peoples and how these understandings parallel, differ from, and enhance one's own mathematical understandings about probability and statistics.