Subject: Math 21
Outcome: M21.1 – I can extend and apply the understanding of preservation of equality.
Beginning – 1
With assistance I can describe
how a given formula is used in a
home, money, recreation, or
travel context.
With assistance I can solve or
verify solutions to questions that
involve the use of a formula.
With assistance I can solve, with
or without the use of technology,
questions that involve the
application of a formula.
Approaching – 2
I can describe how a given
formula is used in a home,
money, recreation, or travel
context.
I can solve or verify solutions to
questions that involve the use of
a formula.
I can solve, with or without the
use of technology, questions that
involve the application of a
formula.
Proficiency – 3
Mastery – 4
I can verify whether given forms
of the same formula are
equivalent.
I can verify and justify whether
given forms of the same formula
are equivalent.
I can describe how a given
formula is used in a home,
money, recreation, and travel
context.
I can create, solve and verify
solutions to questions that
involve the use of a formula.
I can analyze solutions to
I can solve and verify solutions to questions that involve formulae
questions that involve the use of
to verify the preservation of
a formula.
equality, correct if necessary, and
explain the reasoning.
I can solve, with and without the
use of technology, questions that
involve the application of a
formula.
Subject: Math 21
Outcome: M21.2 – I can use numerical reasoning and problem solving strategies by analyzing
puzzles and games.
Beginning – 1
With assistance I can observe
errors in solutions to puzzles or
in strategies.
With assistance I can solve
simple problems that involve
numerical reasoning.
Approaching – 2
I can observe errors in solutions
to puzzles or in strategies.
I can solve simple problems that
involve numerical reasoning.
Proficiency – 3
Mastery – 4
I can form an opinion, theory, or
conclusion by observing patterns
and identifying properties.
I can observe and analyze errors
in solutions to puzzles and in
strategies to identify errors.
I can solve problems that involve
numerical reasoning.
I can form an opinion and justify
my reasoning by observing
patterns and identifying
properties.
I can observe and analyze errors
in solutions to puzzles and in
strategies to identify and correct
errors and explain my reasoning.
I can create a variation of a
puzzle or game and describe the
strategy for solving the puzzle or
winning the game.
Subject: Math 21
Outcome: M21.3 – I can extend and apply my understanding of measures of central tendency to
analyze data.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
With assistance I can examine the
distribution of a set of data, using
smallest and largest value,
frequency, value in the middle, or
patterns.
I can examine the distribution of
a set of data, using smallest and
largest value, frequency, value in
the middle, or patterns.
I can examine the distribution of
a set of data, using smallest and
largest value, frequency, value in
the middle, and patterns.
I can explain, using examples, the
advantages and disadvantages of
each measure of central
tendency.
I can calculate or interpret
measures of central tendency
including mean or mode solve
problems.
I can calculate and interpret
measures of central tendency
including median to solve
problems.
I can explain the appropriate use
of measures of central tendency
including mean, mode, and
median.
I can compare two sets of data
using measures of central
tendency.
I can compare more than two
sets of data using measures of
central tendency.
With assistance I can calculate or
interpret measures of central
tendency including mean, mode
or median to solve problems.
With assistance I can compare
two sets of data using measures
of central tendency.
Subject: Math 21
Outcome: M21.4 – I can demonstrate and extend my understanding of similarity and
proportional reasoning.
Beginning – 1
With assistance I can draw a
basic scale drawing of a familiar
setting.
With assistance I can analyze a
set of views of 3-D objects to
determine if they represent a
given object.
With assistance I can construct
models of basic 3-D objects given
the top, bottom and side views.
With assistance I can design or
construct a 3-D scale model of a
basic object or space.
Approaching – 2
I can draw a basic scale drawing
of a familiar setting.
Proficiency – 3
Mastery – 4
I can draw a scale diagram of a 2D shape to a specified scale
factor.
I can explain how ratios and
proportionality are related to
similarity of shapes.
I can analyze a set of views of 3-D
objects to determine if they
represent a given object.
I can draw a complex scale
drawing of a familiar setting.
I can explain how scale drawings
are related to similarity, ratios
and proportionality.
I can construct models of basic 3D objects given the top, bottom
and side views.
I can manipulate concrete 3-D
objects to identify, describe, and
sketch top, front and side views.
I can design or construct a 3-D
scale model of a basic object or
space.
I can construct models of
complex 3-D objects, given the
top, bottom, and side views.
I can design and construct a 3-D
scale model of an object or space.
I can solve situational questions
involving the volumes and
surface areas of rectangular
prisms, triangular prisms, and
cylinders, and of related
composite figures.
I can explain the effect of a
change in scale factor on the area
of a 2-D shape or the surface area
or volume of a 3-D object.
I can analyze a set of views of 3-D
objects to determine if they
represent a given object and
explain the reasoning.
I can describe the relationship
between the area of the base and
the volume of a 3-D object.
Subject: Math 21
Outcome: M21.5 – I can demonstrate my understanding of angles.
Beginning – 1
Approaching – 2
Proficiency – 3
With assistance I can observe
pairs of lines as perpendicular,
parallel, or neither.
I can observe pairs of lines as
perpendicular, parallel, or
neither.
I can observe and sort pairs of
lines as perpendicular, parallel,
or neither.
With assistance I can generalize
relationships between pairs of
angles formed by parallel lines
and a transversal such as
corresponding angles or
vertically opposite angles, or
alternate interior angles or
alternate exterior angles or
interior angles on the same side
as the transversal or exterior
angles on the same side of the
transversal.
I can generalize relationships
between pairs of angles formed
by parallel lines and a transversal
such as corresponding angles or
vertically opposite angles, or
alternate interior angles or
alternate exterior angles or
interior angles on the same side
as the transversal or exterior
angles on the same side of the
transversal.
I can generalize, develop and
apply relationships between
pairs of angles formed by parallel
lines and a transversal including
corresponding angles, vertically
opposite angles, alternate
interior angles, alternate exterior
angles, interior angles on the
same side as the transversal, and
exterior angles on the same side
of the transversal.
Mastery – 4
I can observe and sort pairs of
lines as perpendicular, parallel,
or neither and justify my
reasoning.
I can generalize, develop, explain
and apply relationships between
pairs of angles formed by parallel
lines and a transversal including
corresponding angles, vertically
opposite angles, alternate
interior angles, alternate exterior
angles, interior angles on the
same side as the transversal, and
exterior angles on the same side
of the transversal.
Subject: Math 21
Outcome: M21.6 – I can demonstrate my understanding of primary trigonometric ratios.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
With assistance I can observe a set
of similar right triangles.
I can observe a set of similar right
triangles.
I can determine the missing angle in
a triangle.
I can describe how a trigonometric
formula is used in the home context.
With assistance I can generalize
relationships between slopes in
given contexts.
I can generalize relationships
between slopes in given contexts.
I can analyze a set of similar right
triangles and draw conclusions
about the ratios of the lengths.
I can analyze solutions to questions
that involve primary trigonometric
ratios to determine if they are
reasonable and explain the
reasoning.
With assistance I can generalize the
relationship between slope and
angle of elevation.
With assistance I can solve simple
questions that involve slope or rate
of change.
I can generalize the relationship
between slope and angle of
elevation.
I can solve simple questions that
involve slope or rate of change.
I can apply formulae for the primary
trigonometric ratios.
I can analyze solutions to questions
that involve primary trigonometric
ratios to determine if they are
reasonable.
I can analyze and generalize
relationships between slopes in
given contexts.
I can describe conditions under
which a slope will be either 0 or
undefined.
I can analyze slopes of objects to
determine if the slope is contant.
I can analyze and generalize the
relationship between slope and
angle of elevation.
I can solve questions that involve
slope or rate of change.
I can research and present contexts
that involve slope including the
mathematics involved.
I can analyze and generalize
relationships between slopes in
given contexts and explain the
implications of each slope.
I can describe conditions under
which a slope with be either 0 or
undefined and explain the
reasoning.
I can analyze slopes of objects to
determine if the slope is constant
and explain my reasoning.
I can analyze, generalize and explain
the relationship between slope and
angle of elevation.
I can solve questions that involve
slope or rate of change and explain
why solutions are reasonable or not.
Subject: Math 21
Outcome: M21.7 – I can demonstrate my understanding of the mathematics involved in an area
of interest.
Beginning – 1
With assistance I can compare
social justice issues that are
present in the location of choice
to those present in my
community.
With assistance I can identify
cultural activities and or views of
mathematics from a location of
my choice.
With assistance I can identify
controversial issues or historical
events that are or have occurred
in a location of my choice.
Approaching – 2
I can compare social justice
issues that are present in the
location of choice to those
present in my community.
I can identify cultural activities
and or views of mathematics
from a location of my choice.
I can identify controversial issues
or historical events that are or
have occurred in a location of my
choice.
Proficiency – 3
I can investigate and summarize
tourist information around a
location of interest.
Mastery – 4
I can organize and create a
presentation on a chosen
location.
I can organize a presentation on a I can identify and explain cultural
chosen location.
activities or views of
mathematics.
I can analyze the physical or
architectural structures of a
location of interest.
I can analyze the cultural items
related to mathematics from a
location of my choice.
I can analyze the influences that
historically significant events
(from a location of my choice)
have had on the currect field of
mathematics.
Subject: Math 21
Outcome: M21.8 – I can demonstrate my understanding of budgets.
Beginning – 1
With assistance I can identify
fixed and variable expenses that
could be included in a personal
budget.
With assistance I can analyze a
budget.
With assistance I can record
purchases to determine personal
expenditures.
With assistance I can investigate,
plan, design or prepare a budget.
Approaching – 2
Proficiency – 3
Mastery – 4
I can identify fixed and variable
expenses that could be included
in a personal budget.
I can research the costs of
expenses to create a personal
budget.
I can explain the considerations
that must be made when
developing a budget.
I can analyze a budget.
I can analyze and modify a
budget to achieve a set of
personal goals.
I can research the costs of
expenses to create and justify a
personal budget.
I can record and monitor
purchases to determine personal
expenditures.
I can explain the advantages and
challenges of creating personal
budgets.
I can record purchases to
determine personal
expenditures.
I can investigate, plan, design or
prepare a budget.
I can investigate, plan, design and
prepare a budget.
I can create a monthly
transportation budget that
involves the fixed costs and
variable costs of owning and
operating a vehicle.
Subject: Math 21
Outcome: M21.9 – I can demonstrate my understanding of financial institution services.
Beginning – 1
With assistance I can consider
the services that banking
institutes and financial advisors
offer to assist in personal
budgeting.
With assistance I can discuss the
use of cheques.
With assistance I can determiner
simple interest or compound
interest.
With assistance I can compare
simple interest and compound
interest.
Approaching – 2
I can consider the services that
banking institutes and financial
advisors offer to assist in
personal budgeting.
I can discuss the use of cheques.
I can determiner simple interest
or compound interest.
I can compare simple interest
and compound interest.
Proficiency – 3
I can research various types of
banking services available from
various financial institutions.
I can analyze the type of account
that best meets the criteria for
provided examples and
situations.
I can research various charges
acquired.
I can discuss the use of cheques
and determine how to write
them.
I can determine simple interest
and compound interest.
I can estimate the time required
for a given investment to double
in value.
I can describe the methods taken
to ensure the security of personal
and financial information and
their effectiveness.
Mastery – 4
I can research and explain
various charges acquired when
using chequing accounts, ATMs,
and savings accounts.
I can describe the advantages and
disadvantages of various
accounts and methods of
payment.
I can research and discuss
various investment options.
I can explain the effect of
changing different factors on
compound interest.
Subject: Math 21
Outcome: M21.10 – I can demonstrate my understanding of financial decision making.
Beginning – 1
With assistance I can compare the
advantages and disadvantages of
various credit cards.
With assistance I can identify and
compare an installment charge
account or a thirty-day account.
With assistance I can compare
renting, leasing and buying of large
cost items.
With assistance I can determine the
costs related to renting and buying
housing.
With assistance I can collect
information about the procedures
and costs involved in insuring a
vehicle and the factors affecting
insurance rates.
Approaching – 2
I can define credit.
Proficiency – 3
Mastery – 4
I can define credit and determine its
appropriate use.
I can research and discuss various
borrowing options.
I can compare the advantages and
disadvantages of various credit
cards.
I can discuss various borrowing
options.
I can identify and compare an
installment charge account or a
thirty-day account.
I can gather and interpret
information about credit ratings to
develop an understanding.
I can gather and interpret
information about credit ratings and
describe the factors used to
determine credit ratings as well as
the consequences of a good or bad
credit rating.
I can compare renting, leasing and
buying of large cost items.
I can research a variety of credit
cards and I can discuss the effects of
carrying an outstanding balance on
a credit card.
I can determine the costs related to
renting and buying housing.
I can collect information about the
procedures and costs involved in
insuring a vehicle and the factors
affecting insurance rates.
I can determine the total cost of a
compound interest loan from
various institutions under a variety
of conditions.
I can compare renting, leasing, and
buying of large cost items and
generate reasons for considering
each choice.
I can research and present various
options for purchasing or leasing a
vehicle. I can solve questions that
involve the purchase, lease, or lease
to purchase a vehicle. I can collect
and interpret information about the
procedures and costs involved in
insuring a vehicle and the factors
affecting insurance rates.
I can justify a decision related to
buying, leasing or leasing to buy a
vehicle.