for
Mathematics 20-2
2013
This resource is intended to assist teachers with the
provincial implementation of Mathematics 20-2.
For further information, contact:
Alberta Education
Programs of Study and Resources Sector: Mathematics, Arts and Communication
8th Floor, 44 Capital Boulevard
10044 – 108 Street NW
Edmonton, Alberta T5J 5E6
Telephone: 780–427–2984 in Edmonton or
toll-free in Alberta by dialling 310–0000
Fax: 780–422–3745
Copyright © 2013, Alberta Education. The Crown in Right of Alberta, as represented by the Minister of Education.
Permission is given by the copyright owner to reproduce this resource for educational purposes and on a nonprofit basis, with the exception of
materials cited for which Alberta Education does not own copyright.
The Alberta Education team members were from the Programs of Study and Resources Sector, the Assessment Sector, and the French and
International Education Services Sector.
Introduction ............................................................................................................................................................................................................ 1
Purpose ................................................................................................................................................................................................................... 1
The assessment standards for Mathematics 20-2 include an The following statements describe what is expected of
acceptable and an excellent level of performance. Student Mathematics 20-2 students who meet the acceptable standard or the
performance should be measured on a range of tasks, some of which standard of excellence on independent work. The statements
are routine and obvious tasks in familiar contexts, and others which represent the standards against which student achievement is
are nonroutine tasks in unfamiliar contexts. In many cases, a measured.
correlated example from the authorized resources is referenced to
assist in assessing student performance. The authorized resources for
Mathematics 20-2, published by Nelson Canada, are:
• Principles of Mathematics 11: Student Resource
• Principles of Mathematics 11: Teacher Resource.
These students have a basic understanding of the concepts and These students have a comprehensive understanding of the concepts
procedures outlined in the program of studies. They demonstrate and procedures outlined in the program of studies. They demonstrate
their understanding in concrete, pictorial and symbolic modes, and their understanding in concrete, pictorial and symbolic modes, and
can translate from one mode to another. They perform the can translate from one mode to another. They perform the
mathematical operations and procedures that are fundamental to mathematical operations and procedures that are fundamental to
Mathematics 20-2 and apply what they know in daily living Mathematics 20-2, apply what they know in daily living contexts and
contexts. provide alternative solution procedures to verify results.
To meet the acceptable standard, students communicate about To meet the standard of excellence, students communicate about
mathematical situations in an understandable way, using appropriate mathematical situations in a clear way, using numbers, diagrams and
everyday and mathematical terms. They understand mathematical appropriate mathematical terms. They understand mathematical
questions containing objects, diagrams or numbers in familiar contexts, questions containing objects, diagrams or numbers in familiar and
and they construct mathematical models. unfamiliar contexts, and they construct mathematical models using
multiple representations.
Students meeting the acceptable standard apply what they know in Students meeting the standard of excellence apply what they know in
solving straightforward problems in familiar settings and in analyzing solving routine and nonroutine problems in a broad range of settings.
simple mathematical models. They describe the steps they used to solve They describe the steps they used to solve a particular problem, defend
a particular problem, and verify and defend their solution to the their solution to the problem, and, where appropriate, provide
problem. alternative solution procedures to verify results.
Students meeting the acceptable standard have a positive attitude Students meeting the standard of excellence have a positive attitude
toward mathematics and a sense of personal competence in using toward mathematics and show confidence in using mathematics
mathematics. They demonstrate confidence when using common meaningfully. They are self-motivated risk takers who persevere when
mathematical procedures and when applying problem-solving strategies solving novel problems. They take initiative in trying new methods and
in familiar settings. are creative in their approach to problem solving.
General Outcome: Develop spatial sense and proportional • Prior knowledge from previous grade levels/courses includes:
reasoning. – solving rate problems (Grade 8)
– the concept of slope and rates of change (Mathematics 10C)
Specific Outcome – estimation strategies and measurement strategies
(Mathematics 10C)
It is expected that students will: – proportional reasoning and conversions between SI and
imperial (Mathematics 10C).
1. Solve problems that involve the application of rates. • Examples used should be limited to linear rates.
[CN, PS, R] • The emphasis of this outcome should be on the interpretation,
comparison and use of rates.
• Students should be encouraged to use personal strategies to
represent rates in different ways.
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
2.1 Explain, using examples, how scale diagrams are used to model a
STUDENT RESOURCE
2-D shape or a 3-D object.
pp. 466–467, Investigation
2.2 Determine, using proportional reasoning, the scale factor, given one
STUDENT RESOURCE
dimension of a 2-D shape or a 3-D object and its representation.
p. 471, #3
2.4 Draw, with or without technology, a scale diagram of a given 2-D shape,
STUDENT RESOURCE
according to a specified scale factor (enlargement or reduction).
p. 472, #8
2.5 Solve a contextual problem that involves a scale diagram. Solve contextual problems Solve contextual problems
where a diagram is where a diagram is not
provided. provided.
STUDENT RESOURCE STUDENT RESOURCE
p. 468, Example 2 p. 474, #17
Specific Outcome • Prior knowledge from previous courses includes area, surface
area and volume formulas (Mathematics 10C). However,
It is expected that students will: students are not expected to memorize area, surface area and
volume formulas.
3. Demonstrate an understanding of the relationships among scale • Teachers should be aware that manipulating some surface area
factors, areas, surface areas and volumes of similar 2-D shapes formulas may evolve into quadratics; care should be exercised
and 3-D objects. when specifying the variable to be isolated in Achievement
[C, CN, PS, R, V] Indicator 3.7.
• The emphasis of this outcome is on conceptual understanding,
not algebraic manipulation.
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
3.1 Determine the area of a 2-D shape, given the scale diagram, and justify the
STUDENT RESOURCE
reasonableness of the result.
p. 476, Example 1
3.2 Determine the surface area and volume of a 3-D object, given the scale
STUDENT RESOURCE
diagram, and justify the reasonableness of the result.
p. 500, #1
3.3 Explain, using examples, the effect of a change in the scale factor on the
STUDENT RESOURCE
area of a 2-D shape.
p. 481, #14
3.4 Explain, using examples, the effect of a change in the scale factor on the
STUDENT RESOURCE
surface area of a 3-D object.
p. 496, Example 1
3.5 Explain, using examples, the effect of a change in the scale factor on the
STUDENT RESOURCE
volume of a 3-D object.
p. 496, Example 1
(continued)
Specific Outcome
It is expected that students will:
Notes
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
(It is intended that deductive reasoning be limited to direct proof.)
1.2 Prove, using deductive reasoning, properties of angles formed by
STUDENT RESOURCE
transversals and parallel lines, including the sum of the angles in a triangle.
p. 78, #1
1.3 Generalize, using inductive reasoning, a rule for the relationship between
the sum of the interior angles and the number of sides (n) in a polygon, STUDENT RESOURCE
with or without technology. p. 94, Part 1
1.5 Verify, with examples, that if lines are not parallel, the angle properties do
STUDENT RESOURCE
not apply.
pp. 70–71, Explore the Math
1.6 Prove, using deductive reasoning, that two triangles are congruent. STUDENT RESOURCE
p. 112, #1
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
2.2 Identify and correct errors in a given solution to a problem that involves
the measures of angles.
2.3 Solve a contextual problem that involves angles or triangles. Solve a problem where a Solve a problem where a
diagram is given. diagram is not given.
STUDENT RESOURCE STUDENT RESOURCE
p. 101, #13 p. 100, #6
2.4 Construct parallel lines, given a compass or a protractor, and explain the Construct and give a Construct and give a
strategy used. partial explanation. complete explanation.
STUDENT RESOURCE STUDENT RESOURCE
p. 72, #3 p. 72, #3
2.5 Determine if lines are parallel, given the measure of an angle at each
intersection formed by the lines and a transversal. STUDENT RESOURCE
p. 72, #5
3. Solve problems that involve the cosine law and the sine law,
excluding the ambiguous case.
[CN, PS, R]
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
3.2 Explain the steps in a given proof of the sine law or cosine law. Explain the steps in a given Explain the steps in a
proof of the sine law. given proof of the cosine
STUDENT RESOURCE law.
pp. 132–133, Investigate the Math STUDENT RESOURCE
pp. 144–145, Investigate the Math
3.3 Solve a contextual problem that requires the use of the sine law or cosine Solve a problem, and Solve a problem, and
law, and explain the reasoning. provide a partial provide a complete
explanation. explanation.
STUDENT RESOURCE STUDENT RESOURCE
p. 161, #3 p. 162, #6
(continued)
General Outcome: Develop number sense and logical reasoning. • Teachers should be aware that many mathematical concepts are
embedded in language that may be difficult or challenging for
Specific Outcome some students. Therefore, teachers should encourage dialogue
and discussion among students.
It is expected that students will:
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
Outcomes with Assessment Standards for Mathematics 20-2 Number and Logic / 15
©Alberta Education, Alberta, Canada 2013
(continued)
Achievement Indicators Acceptable Standard Standard of Excellence
1.5 Prove algebraic and number relationships such as divisibility rules, Write a proof using Write a proof using
number properties, mental mathematics strategies or algebraic number examples or numeric algebraic reasoning.
tricks. verification. STUDENT RESOURCE
STUDENT RESOURCE p. 33, #17
p. 33, #17 (Jamie’s work)
(Joan and Garnet’s work)
1.6 Prove a conjecture, using deductive reasoning (not limited to two column Write a proof involving a Write a proof involving a
proofs). simple relationship. complex relationship.
STUDENT RESOURCE STUDENT RESOURCE
p. 31, #2 p. 33, #15
1.7 Determine if a given argument is valid, and justify the reasoning. Determine the validity, Determine the validity,
with partial justification. with complete
STUDENT RESOURCE justification.
p. 32, #8 STUDENT RESOURCE
p. 35, #6; p. 44, #9
1.8 Identify errors in a given proof; e.g., a proof that ends with 2 = 1.
STUDENT RESOURCE
p. 44, #7
1.9 Solve a contextual problem that involves inductive or deductive reasoning. Write a complete solution Write a complete solution
that involves inductive that involves deductive
reasoning, or a partial reasoning.
solution that involves STUDENT RESOURCE
deductive reasoning. p. 50, #11
STUDENT RESOURCE
p. 51, #16
16 / Number and Logic Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada
Number and Logic (continued)
Specific Outcome
2. Analyze puzzles and games that involve spatial reasoning, using problem-solving strategies.
[CN, PS, R, V]
Notes:
• Online games should be used with caution, as games that automatically complete some steps can obscure the mathematics involved.
• A variety of puzzles and games that involve logical reasoning should be used. They may include commercial games, such as Sudoku,
Einstein puzzles, Clue, Mancala, Factory Balls, Pebble Jump, Nim and Mastermind; cribbage, solitaire and other card games; chess; or
puzzles and games designed by students.
• (It is intended that this outcome be integrated throughout the course by using sliding, rotation, construction, deconstruction and similar
puzzles and games.)
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
(It is intended that this outcome be integrated throughout the course by using sliding, rotation, construction, deconstruction and similar puzzles
and games.)
guess and check p. 52, Investigate the Math, A–C p. 53, Example 1, Your Turn
look for a pattern
make a systematic list
draw or model
eliminate possibilities
simplify the original problem
work backward
develop alternative approaches.
(continued)
Outcomes with Assessment Standards for Mathematics 20-2 Number and Logic / 17
©Alberta Education, Alberta, Canada 2013
(continued)
Achievement Indicators Acceptable Standard Standard of Excellence
Identify and correct Identify and correct less
2.2 Identify and correct errors in a solution to a puzzle or in a strategy for
obvious errors in a obvious errors in a solution
winning a game.
solution or strategy. or strategy.
2.3 Create a variation on a puzzle or a game, and describe a strategy for Create a variation and Create a variation and
solving the puzzle or winning the game. partially describe a new completely describe the
strategy. winning strategy or
solution to the puzzle or
game.
STUDENT RESOURCE
p. 57, #15
18 / Number and Logic Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada
Number and Logic (continued) Notes
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
3.2 Express an entire radical with a numerical radicand as a mixed radical. STUDENT RESOURCE
p. 182, #4, #5
3.3 Express a mixed radical with a numerical radicand as an entire radical. STUDENT RESOURCE
p. 183, #11
3.4 Perform one or more operations to simplify radical expressions with Perform operations on Perform operations on
numerical or variable radicands. radical expressions that radical expressions whose
involve only numerical radicands contain
radicands. variables.
STUDENT RESOURCE STUDENT RESOURCE
p. 198, #5 p. 212, #6
(continued)
Outcomes with Assessment Standards for Mathematics 20-2 Number and Logic / 19
©Alberta Education, Alberta, Canada 2013
(continued)
Achievement Indicators Acceptable Standard Standard of Excellence
3.5 Rationalize the monomial denominator of a radical expression. STUDENT RESOURCE
p. 199, #13
3.6 Identify values of the variable for which the radical expression is defined. STUDENT RESOURCE
p. 211, #1
20 / Number and Logic Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada
Number and Logic (continued) Notes
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
(It is intended that the equations have only one radical.)
4.3 Verify, by substitution, that the values determined in solving a radical
STUDENT RESOURCE
equation are roots of the equation.
p. 216, Example 1
(continued)
Outcomes with Assessment Standards for Mathematics 20-2 Number and Logic / 21
©Alberta Education, Alberta, Canada 2013
(continued)
Achievement Indicators Acceptable Standard Standard of Excellence
Provide an explanation Provide an explanation
that is limited to that includes restrictions
4.4 Explain why some roots determined in solving a radical equation are verification of extraneous of the variables in the
extraneous. roots by substitution. radicand.
STUDENT RESOURCE STUDENT RESOURCE
p. 216, Example 1 p. 222, #3
22 / Number and Logic Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada
Topic: Statistics Notes
General Outcome: Develop statistical reasoning. • Prior knowledge from previous grades includes:
– measures of central tendency (Grade 7).
Specific Outcome
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
1.2 Calculate, using technology, the population standard deviation of a data
STUDENT RESOURCE
set.
p. 261, #2
1.3 Explain, using examples, the properties of a normal curve, including the
mean, median, mode, standard deviation, symmetry and area under the STUDENT RESOURCE
curve. p. 280, #9
1.4 Determine if a data set approximates a normal distribution, and explain
STUDENT RESOURCE
the reasoning.
pp. 276–277, Example 4a
(continued)
1.7 Solve a contextual problem that involves the interpretation of standard
STUDENT RESOURCE
deviation.
p. 262, #8
1.8 Determine, with or without technology, and explain the z-score for a
STUDENT RESOURCE
given value in a normally distributed data set.
p. 292, #10
1.9 Solve a contextual problem that involves normal distribution. Solve a problem that Solve a problem that
involves determining a involves determining a
probability, given a data data point, given a
point or a z-score. probability or area under
STUDENT RESOURCE the normal curve.
p. 282, #16 STUDENT RESOURCE
p. 294, #20
Notes
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
(It is intended that the focus of this outcome be on interpretation of data rather than on statistical calculations.)
2.2 Explain, using examples, the significance of a confidence interval, margin of error or
STUDENT RESOURCE
confidence level.
p. 303, #7
2.3 Make inferences about a population from sample data, using given confidence intervals,
STUDENT RESOURCE
and explain the reasoning.
p. 305, #4
2.4 Provide examples from print or electronic media in which confidence intervals and
STUDENT RESOURCE
confidence levels are used to support a particular position.
p. 303, #7
2.5 Interpret and explain confidence intervals and margin of error, using examples found in
print or electronic media. STUDENT RESOURCE
p. 302, #3
2.6 Support a position by analyzing statistical data presented in the media. Argument is based Argument is based
on a partial analysis on a complete
of the statistics for analysis of the
the data, such as data, including all
only considering the relevant statistics.
mean. STUDENT RESOURCE
STUDENT RESOURCE p. 304, Math in Action
p. 304, Math in Action
Specific Outcome
Notes
Outcomes with Assessment Standards for Mathematics 20-2 Relations and Functions / 27
©Alberta Education, Alberta, Canada 2013
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
(It is intended that completion of the square not be required.)
1.2 Determine the equation of the axis of symmetry of the graph of a
STUDENT RESOURCE
quadratic function, given the x-intercepts of the graph.
p. 334, #9
1.4 Determine the domain and range of a quadratic function. STUDENT RESOURCE
p. 334, #11c
1.6 Solve a contextual problem that involves the characteristics of a quadratic Solve a problem when the Solve a problem when the
function. quadratic function and/or quadratic function and its
its graph are given. graph are not given.
STUDENT RESOURCE STUDENT RESOURCE
p. 366, #13 p. 367, #18
28 / Relations and Functions Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada
Relations and Functions (continued)
Specific Outcome
Notes
Outcomes with Assessment Standards for Mathematics 20-2 Relations and Functions / 29
©Alberta Education, Alberta, Canada 2013
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
2.3 Determine, using the quadratic formula, the roots of a quadratic equation. Determine the roots in Determine the roots in
decimal or radical form. simplest radical form.
STUDENT RESOURCE STUDENT RESOURCE
p. 433, #5 p. 420, #6a
2.4 Explain the relationships among the roots of an equation, the zeros of the
STUDENT RESOURCE
corresponding function and the x-intercepts of the graph of the function.
p. 399, Example 2
2.5 Explain, using examples, why the graph of a quadratic function may have
STUDENT RESOURCE
zero, one or two x-intercepts.
p. 399, Example 2
2.6 Express a quadratic equation in factored form, given the zeros of the Determine a possible Determine a possible
corresponding quadratic function or the x-intercepts of the graph of the equation. equation and include an
function. STUDENT RESOURCE explanation about why there
p. 412, #7 are many correct equations.
STUDENT RESOURCE
p. 412, #12
2.7 Solve a contextual problem by modelling a situation with a quadratic Provide a partial solution Provide a complete solution
equation and solving the equation. to a problem. to a problem.
STUDENT RESOURCE
p. 421, #10
30 / Relations and Functions Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada
Topic: Mathematics Research Project
General Outcome: Develop an appreciation of the role of
mathematics in society.
Specific Outcome
Notes
Outcomes with Assessment Standards for Mathematics 20-2 Mathematics Research Project / 31
©Alberta Education, Alberta, Canada 2013
Achievement Indicators
The following set of indicators may be used to determine whether students have met the corresponding specific outcome.
1.4 Identify controversial issues, if any, and present multiple sides of the
issues with supporting data.
1.5 Organize and present the research project, with or without technology.
32 / Mathematics Research Project Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada
Appendix: Mathematics Directing Words
Discuss The word “discuss” will not be used as a directing word on mathematics examinations because it is not used
consistently to mean a single activity.
Algebraically Use mathematical procedures that involve letters or symbols to represent numbers.
Analyze Make a mathematical or methodical examination of parts to determine aspects of the whole; e.g., nature, proportion,
function, interrelationship.
Compare Examine the character or qualities of two things by providing characteristics of both that point out their mutual
similarities and differences.
Contrast/Distinguish Point out the differences between two things that have similar or comparable natures.
Define Provide the essential qualities or meaning of a word or concept; make distinct and clear by marking out the limits.
Describe Give a written account or represent the characteristics of something, using a figure, model or picture.
Design/Plan Construct a plan, i.e., a detailed sequence of actions, for a specific purpose.
Determine Find a solution, to a specified degree of accuracy, to a problem by showing appropriate formulas, procedures and
calculations.
Enumerate Specify one-by-one or list in a concise form and according to some order.
Evaluate Give the significance or worth of something by identifying the good and bad points or the advantages and
disadvantages.
Explain Make clear what is not immediately obvious or entirely known; give the cause of or reason for; make known in detail.
Graphically Use a drawing that is produced electronically or by hand and that shows a relation between certain sets of numbers.
Outcomes with Assessment Standards for Mathematics 20-2 Appendix: Mathematics Directing Words / 33
©Alberta Education, Alberta, Canada 2013
How Show in what manner or way, with what meaning.
Hypothesize Form a tentative proposition intended as a possible explanation for an observed phenomenon; i.e., a possible cause for
a specific effect. The proposition should be testable logically and/or empirically.
Illustrate Make clear by providing an example. The form of the example must be specified in the question; i.e., word
description, sketch or diagram.
Infer Form a generalization from sample data; arrive at a conclusion by reasoning from evidence.
Interpret State the meaning of something; present information in a new form that adds meaning to the original data.
Justify/Show How Show reasons for or give facts that support a position.
Model Find a model (in mathematics, a model of a situation is a pattern that is supposed to represent or set a standard for a
real situation) that does a good job of representing a situation.
Outline Give, in an organized fashion, the essential parts of something. The form of the outline must be specified in the
question; i.e., lists, flowcharts, concept maps.
Prove Establish the truth or validity of a statement for the general case by providing factual evidence or a logical argument.
Sketch Provide a drawing that represents the key features of an object or a graph.
Solve Give a solution for a problem; i.e., explanation in words and/or numbers.
Verify Establish, by substitution for a particular case or by geometric comparison, the truth of a statement.
34 / Appendix: Mathematics Directing Words Outcomes with Assessment Standards for Mathematics 20-2
2013 ©Alberta Education, Alberta, Canada