FP10.3
Demonstrate understanding of SI and imperial units of measurement including:
  • linear measurement
  • surface area of spheres, and right cones, cylinders, prisms, and pyramids
  • volume of spheres, and right cones, cylinders, prisms, and pyramids
  • relationships between and within measurement systems.

[C, CN, ME, PS, R, V]

Indicators for this outcome
It is intended that students explore, analyze for patterns, and develop understanding of many units in both systems of measurement. These units include: metres, along with appropriate prefixes such as kilo, hecta, deci, centi, and milli, as well as hectare (SI system) inch, foot, yard, mile, acre (imperial system).
(a)

Provide personal referents for linear measurements, including millimetre, centimetre, metre, kilometre, inch, foot, yard, and mile and explain the choices.

(b)

Justify the choice of units and or referents for determining or estimating linear, surface area, or volume measurements in different contexts.

(c)

Explain the selection of measurement instruments (e.g., rulers, callipers, or tape measures) and the strategies used to determine linear measurements (e.g., circumference of a bottle, length of a curve, or perimeter of the base of an irregular 3-D object).

(d)

Critique the statement “the length of the wall is greater in yards than it is in metres”.

(e)

Compare the size of SI and imperial units of measurement (linear, surface area, and volume) using referents.

(f)

Develop, generalize, explain, and apply strategies and/or formulas for converting between units within the imperial or SI system of measurements, limited to linear, surface area, and volume units. (e.g., converting square feet to square yards or m3 to cm3).

(g)

Develop, generalize, explain and apply strategies and/or formulas for converting between:

  • SI and imperial units of linear, surface area, and volume measure
  • imperial and SI units of linear, surface area, and volume measure.
(h)

Verify, with explanation (such as unit analysis and/or mental mathematics and estimation), a conversion of units (within the SI or imperial systems of measurement or between them).

(i)

Analyze 3-D objects, their nets, and labelled diagrams to develop and generalize strategies and/or formulas for determining the surface area and volume of right cones, cylinders, prisms, and pyramids and composite objects.

(j)

Solve, using personal strategies and/or formulas, situational questions related to surface area, volume, and dimensions of right cones, cylinders, prisms, and pyramids, and composite 3-D objects.

(k)

Apply formulas to determine the surface area and/or volume of spheres.

(l)

Explain the relationship between the volumes of:

  • right cones and right cylinders with the same base and height
  • right pyramids and right prisms with the same base and height.
(m)

Analyze a treaty for its inclusion of measurements, such as in the surveying for land entitlement, and create and solve situational questions that are relevant to self, family, and community.

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R053238
Pearson Foundations and Pre-calculus Mathematics 10. Student Edition(WNCP ed.)
The student text encourages the "big ideas" approach to develop concepts on what is important to think, do and understand. The teaching for understanding instructional approach develops deeper understanding of the concepts. Each chapter in the student text includes checkpoints, a study guide, a review, a practice test and a project.
•  Pearson Foundations and Pre-calculus Mathematics 10. Teacher Resource with CD
Media and Formats : Book
Price : $100.01
Record posted/updated: August 13, 2019