Grade 10 Introduction to

Applied and Pre-Calculus

Mathematics (20S)
A Course for Independent Study

Field Validation Version

G r a de 10 In t roduc t ion to
Applied and Pre-Calculus
Mathemat ics (20S)

A Course for Independent Study

Field Validation Version

2011
M a ni t o b a E d u c a t i o n
Manitoba Education Cataloguing in Publication Data

Grade 10 introduction to applied and pre-calculus mathematics

(20S) : a course for independent study—Field validation
version

ISBN: 978-0-711-4894-1

1. Mathematics—Study and teaching (Secondary).

2. Calculus—Study and teaching (Secondary).
3. Mathematics—Study and teaching (Secondary)—Manitoba.
4. Calculus—Study and teaching (Secondary)—Manitoba.
5. Mathematics—Programmed instruction.
6. Calculus—Programmed instruction.
7. Distance education—Manitoba.
8. Correspondence schools and courses—Manitoba.
I. Manitoba. Manitoba Education.
510
Copyright © 2011, the Government of Manitoba, represented by the Minister
of Education.

Manitoba Education
School Programs Division
Winnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply
with copyright law. If cases are identified where this has not been done, please
notify Manitoba Education. Errors or omissions will be corrected in a future
edition. Sincere thanks to the authors, artists, and publishers who allowed
their original material to be used.

All images found in this document are copyright protected and should not
be extracted, accessed, or reproduced for any purpose other than for their
intended educational use in this document.

Any websites referenced in this document are subject to change without

notice.

Ce document est disponible en français.

Contents

Acknowledgements v

Introduction 1
Course Content 3
What Will You Need? 4
Required Resources 4
Optional Resources 4
Resource Sheet 4
How Will You Know How You’re Doing? 5
Learning Activities 5
Assignments 6
Midterm and Final Exams 7
Practice Exams and Answer Keys 8
What If You Need Help? 8
Your Tutor/Marker 8
Your Learning Partner 8
How Much Time Will You Need? 9
Chart A: Semester 1 9
Chart B: Semester 2 10
Chart C: Full School Year (Not Semestered) 10
When Do You Send in Your Assignments? 11
What Are the Guide Graphics For? 11
Math Goals 12
Getting Started 13

Contents iii
 Module 1: Graphs and Relations 1
Module 1 Introduction 3
Lesson 1: Graphing Independent and Dependent Variables 5
Lesson 2: Domain and Range in Linear Relations 25
Lesson 3: The Slope and Intercepts of a Linear Relation 41
Lesson 4: Calculating Slope 61
Lesson 5: The Equation of a Linear Relation 79
Module 1 Summary 97
Module 1 Learning Activity Answer Keys

Module 2: Number Sense 1

Module 2 Introduction 3
Lesson 1: Factors and Multiples 7
Lesson 2: Squares, Cubes, and Roots 23
Lesson 3: Rational, Irrational, and Radical Numbers 39
Lesson 4: Exponent Laws 1 55
Lesson 5: Exponent Laws 2 67
Module 2 Summary 83
Module 2 Learning Activity Answer Keys

Module 3: Measurement 1
Module 3 Introduction 3
Lesson 1: Linear Measurement 5
Lesson 2: Calipers and Micrometers 23
Lesson 3: Conversions 39
Lesson 4: Volume of Prisms and Pyramids 53
Lesson 5: Surface Area of Prisms and Pyramids 69
Lesson 6: Spheres, Cylinders, and Cones 85
Module 3 Summary 101
Module 3 Learning Activity Answer Keys

iv Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

Module 4: Trigonometry 1
Module 4 Introduction 3
Lesson 1: The Tangent Ratio 7
Lesson 2: The Sine and Cosine Ratios 31
Lesson 3: Solving for Angles 51
Lesson 4: Solving Right Triangles 63
Module 4 Summary 79
Module 4 Learning Activity Answer Keys

Module 5: Relations and Functions 1

Module 5 Introduction 3
Lesson 1: Functions 5
Lesson 2: Domain and Range 21
Lesson 3: Graphing Functions in Functional Notation 37
Module 5 Summary 53
Module 5 Learning Activity Answer Keys

Module 6: Polynomials 1
Module 6 Introduction 3
Lesson 1: Multiplying Polynomials using Tiles 5
Lesson 2: Multiplying Polynomials 27
Lesson 3: Factoring Polynomials 51
Lesson 4: Factoring Trinomials 75
Lesson 5: Factoring a Difference of Squares 95
Module 6 Summary 105
Module 6 Learning Activity Answer Keys

Contents v
 Module 7: Coordinate Geometry 1
Module 7 Introduction 3
Lesson 1: Distance and Midpoint between Two Points 5
Lesson 2: Forms of Linear Relations 25
Lesson 3: Writing Linear Equations 43
Lesson 4: Correlation of Data 59
Lesson 7 Summary 93
Lesson 7 Learning Activity Answer Keys

Module 8: Systems of Equations 1

Module 8 Introduction 3
Lesson 1: Solving Systems of Linear Equations Graphically 7
Lesson 2: Solving Systems of Linear Equations Algebraically 23
Module 8 Summary 43
Module 8 Learning Activity Answer Keys

Appendix A: Glossary 1

vi Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

Acknowledgements

Manitoba Education gratefully acknowledges the contributions of the following individuals

in the development of Grade 10 Introduction to Applied and Pre-Calculus Mathematics (20S):
A Course for Independent Study.
Writer Bonnie Hildebrand Independent Consultant
Winnipeg

Manitoba Education Carole Bilyk Development Unit

School Programs Division Project Leader Instruction, Curriculum and Assessment Branch
Staff
Louise Boissonneault Document Production Services Unit
Coordinator Educational Resources Branch

Marianne Fenn Distance Learning Unit

Consultant Instruction, Curriculum and Assessment Branch

Lynn Harrison Document Production Services Unit

Desktop Publisher Educational Resources Branch

Myrna Klassen Distance Learning Unit

Consultant Instruction, Curriculum and Assessment Branch

Amanda Konrad Development Unit

Instructional Design Instruction, Curriculum and Assessment Branch
Assistant

Gilles Landry Development Unit

Project Manager Instruction, Curriculum and Assessment Branch

Susan Lee Distance Learning Unit

Coordinator Instruction, Curriculum and Assessment Branch

Grant Moore Document Production Services Unit

Publications Editor Educational Resources Branch

John Murray Development Unit

Consultant Instruction, Curriculum and Assessment Branch

Division du Bureau de Philippe Leclercq Conseiller pédagogique—Mathématiques 9 à 12

l’éducation française Conseiller pédagogique Division du Bureau de l’éducation française Division

Acknowledgements vii
G r a de 10 In t roduc t ion to
Applied and Pre-Calculus
Mathemat ics (20S)

Introduction
 Introduction to the course

Course Content

Welcome to Grade 10 Introduction to Applied and Pre-Calculus Mathematics! This

course is a continuation of the concepts you have been studying in previous
years, as well as an introduction to new topics. It lays the foundation for both
applied and pre-calculus mathematics courses at the Grade 11 and Grade 12
levels. It also develops the skills, ideas, and confidence that you will need to
continue studying math in the future.
Problem solving, communication, reasoning, and mental math are some of
the themes you will discover in each module. You will engage in a variety of
activities that promote the connections between symbolic math ideas and the
world around you.
There are four main areas that you will be exploring: Number, Patterns and
Relations, Shape and Space, and Statistics and Probability.
There is one appendix included in this course. Appendix A is a glossary of
terms and definitions.
This course is divided into eight modules, organized as follows:
QQ Module 1 – Graphs and Relations
QQ Module 2 – Number Sense
QQ Module 3 – Measurement
QQ Module 4 – Trigonometry
QQ Module 5 – Relations and Functions
QQ Module 6 – Polynomials
QQ Module 7 – Coordinate Geometry
QQ Module 8 – Systems of Equations

Introduction 3
 What Will You Need?

Please note that you do not need a textbook to complete this course. All of the
content is included with this package.

Required Resources
Here is a list of things that you must have to complete this course:
QQ a scientific calculator
QQ a metric ruler (15 cm long is fine)
QQ an imperial ruler (6 inches long is fine)
QQ other measurement tools such as a protractor, metre or yard stick, tape
measure
QQ graph paper
QQ a notebook or binder so you can keep your completed learning activities
together (Learning activities are activities that you complete and check
against the answers provided at the end of each module. You do not send
them in for assessment.)

Optional Resources
QQ Access to a computer with spreadsheet and graphing capabilities will be an
advantage, but not a requirement. Use of the Internet may be suggested as a
resource in some places, but if you do not have access to an online computer
you can still complete the related learning activities and assignments
without it.
QQ Access to a photocopier would be helpful because it would let you make
a copy of your assignments before you send them to your tutor/marker.
That way, if you and your tutor/marker want to discuss an assignment, you
would each have a copy to refer to.

Resource Sheet

When you write your exams you will be allowed to take a Resource Sheet
with you into the exam. This sheet will be one letter-sized page, 8½ ‘’ by 11”,
with both sides in your handwriting or typewritten. It is to be submitted with
your exam. The Resource Sheet is not worth any marks.

4 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Many students have found making a Resource Sheet an excellent way to
review. It also provides you with a summary of the important facts of each
module available when you need it. You are asked to complete a Resource
Sheet for each module to help with your studying and reviewing. The
lesson summaries are written for you to use as a guide, as are the module
summaries at the end of each module.
As you complete each module’s Resource Sheet, you will then be able to try to
summarize the sheets from Modules 1, 2, 3, and 4, to prepare your midterm
exam Resource Sheet. Remember, the midterm is based only on the first four
modules of the course.
For the final exam, you will summarize the sheets from Modules 1 to 8 to
prepare your final exam Resource Sheet. Remember, the final exam is based
on all eight modules of the course.

How Will You Know How You’re Doing?

You will know how well you are learning by your successful completion of
the following course components:

Learning Activities
Each learning activity has two parts—Part A has BrainPower questions and
Part B has questions related to the content in the lesson.
Do not mail learning activities to your tutor/marker.

Part A: BrainPower
The BrainPower questions are provided as a warm-up activity for you before
trying the other questions. Each question should be completed quickly
and without the use of a calculator. You should be able to complete most of
them without writing out multiple steps on paper. Some of the questions
will directly relate to content you are learning in this course. Some of the
questions will be a review of content from previous courses that you will
need to be able to answer questions from this course.
Being able to do these questions in a few minutes will be helpful to you as
you continue with your studies in mathematics. If you are finding it is taking
you longer to do the questions, you can try one of the following:
QQ work with your learning partner to find more efficient strategies for
completing the questions
QQ ask your tutor/marker for help with the questions

Introduction 5
 QQ search online for websites that help you practise the computations so you
can become more efficient at completing the questions
None of the assignment questions or exam questions will require you to do
the calculations quickly or without a calculator. However, it is for your benefit
to complete the questions as they will help you in the course. Also, being
able to successfully complete the BrainPower exercises will help build your
confidence in mathematics. BrainPower questions are like a warm-up you
would do before competing in a sporting event.

Part B: Lesson Content

One of the easiest and fastest ways to find out how much you have learned is
by completing Part B of the learning activities. These have been designed to
let you assess yourself by comparing your answers with the answer keys at
the end of each module. They are found in every lesson. Some lessons have
more than one. You will need a notebook or looseleaf in which to write your
answers.
Make sure you complete each learning activity. Besides giving you instant
feedback, they will help you practice what you have learned and prepare
you to successfully complete hand-in assignments and exams. Many of
the questions on the exams will be similar to the questions in the learning
activities. So if you were able to answer them correctly, you are likely to do
well on your exams. If you did not answer them correctly, you need to go
back to the lesson and review the instructions and examples. Don’t skip ahead
without learning. If you do, you will be wasting your time, and you won’t be
able to complete later lessons.

Assignments
The assignments have space provided for you to write your answers on
the question sheets. You need to show all your steps as you work out your
solutions and make sure your answers are clear (include units, where
appropriate). There is no answer key for the assignments included at the end
of the module because your tutor/marker will correct these assignments and
then return them to you. These assignments make up 55 percent of your final
mark. You must complete each assignment in order to receive a final mark
in this course. You will mail these assignments to your tutor/maker along
with the appropriate cover page in accordance with the breakdown shown
on the cover sheets found at the end of this Introduction.

6 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Midterm and Final Exams
The course contains a midterm exam and a final exam. You will write them
both under supervision. The midterm exam is based on Modules 1 to 4 and
is worth 20 percent of the final mark of the course. You will write it when
you have completed Module 4. In order to do well on the midterm exam,
you should review all of the work that you have completed from Modules
1 to 4, including all learning activities and assignments. You will require
the following supplies to complete the final exam: pen, pencil, paper, metric
and imperial rulers, a protractor, a scientific calculator, and your midterm
Resource Sheet.
The final exam is cumulative and based on Modules 1 to 8. It is worth 25
percent of the final mark of the course. You will write it when you have
completed Module 8. In order to do well on the final exam, you should review
all of the work that you have completed from Modules 1 to 8, including all
learning activities and assignments. You will require the following supplies
to complete the final exam: pen, pencil, paper, scientific calculator, final exam
Resource Sheet, and metric and imperial rulers.
You are responsible for applying for the exams and making arrangements
to have the exams sent to your proctor from the Independent Study Option
office. Before you finish Module 4, you will need to make arrangements
to write your midterm exam. Before you finish Module 8, you will need to
make arrangements to write your final exam. When you write either of these
exams, you will be supervised by a proctor. Contact the Independent Study
Option (referred to as ISO) at 1-800-465-9915 if you need help arranging this.
Here is how you apply for an exam:
If you are attending school, ask your school’s ISO Facilitator to add your
name to the ISO exam eligibility list. Do this at least three weeks prior to the
next scheduled exam week.
If you are not attending school, check the Examination Request Form for
options available to you. The Examination Request Form was mailed to you
with this course. Fill in this form and mail or fax it three weeks before you are
ready to write your exam. The address is:
ISO Registration
555 Main St.
Winkler, MB R6W 1C4
Fax: 204-325-1719
Phone: 1-800-465-9915

Introduction 7
 Practice Exams and Answer Keys
To help you succeed in your midterm and final exams, you need to write the
practice exams that are found at <www.edu.gov.mb.ca/k12/dl/downloads/
index.html>.
These exams are very similar to the actual exams that you will be writing.
They also include an answer key, so that you can check your answers when
you have finished writing them. This will give you the confidence that you
need to do well on your exams. If you do not have access to the Internet,
contact the Independent Study Option at 1-800-465-9915 to get a copy of the
practice exams and their answer keys.

What If You Need Help?

Here are two people who can help you be successful in your course.

Your Tutor/Marker
The first person who can help you is your tutor/marker. Tutor/markers are
experienced teachers who tutor ISO students and mark assignments and
exams. If you are having difficulty at any time during this course, be sure to
contact your tutor/marker by phone or email. They are there to help you. If
you are not sure how to contact your tutor/marker, phone the Independent
Study Option at 1-800-465-9915.
The first learning activity and assignment for this course will involve
contacting your tutor/marker.

Your Learning Partner

The next person who can help you with your course is a learning partner.
A learning partner is someone you choose who will help you learn. It may
be someone who knows something about math, but it doesn’t have to be. A
learning partner could be someone else who is taking this course, a teacher,
parent, sibling, a friend, or anybody else who can help you. Most importantly,
a learning partner should be someone you feel comfortable with and who will
support you as you work through this course.
Your learning partner can help you keep on schedule, check your work, help
you make sense of assignments, read your course with you, or look at your
learning activities and respond to them. You may even study for your exam
with your learning partner.

8 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 One of the best ways that your learning partner can help you is by reviewing
your midterm and final practice exams with you. These are found here:
<www.edu.gov.mb.ca/k12/dl/downloads/index.html>, along with their
answer keys. Your learning partner can administer your practice exam, check
your answers with you, and then help you learn the things that you missed.

How Much Time Will You Need?

Learning through independent study has several advantages over learning

in the classroom. You are in charge of how you learn and can choose how
quickly you will complete the course. You don’t have to wait for your teacher
or classmates, and you can work as quickly as you want. You can also
complete as many lessons at a time as you want. Read the next few pages to
get an idea of how to pace yourself. You have one full year from the date of
your registration to complete this course, but the pace at which you complete
the course is up to you.

Chart A: Semester 1
Here is a suggested timeline that you can follow if you start your course in
September and need to complete it by the end of January.

Module Completion Date

Module 1 mid September
Module 2 late September
Module 3 mid October
Module 4 and Midterm Exam mid November
Module 5 late November
Module 6 early December
Module 7 mid December
Module 8 and Final Exam mid January

Introduction 9
 Chart B: Semester 2
Here is a suggested timeline that you can follow if you start your course in
January and need to complete it by June.

Module Completion Date

Module 1 mid February
Module 2 late February
Module 3 mid March
Module 4 and Midterm Exam late March
Module 5 mid April
Module 6 late April
Module 7 mid May
Module 8 and Final Exam late May

Chart C: Full School Year (Not Semestered)

Here is a suggested timeline that you can follow if you have registered for
this course in September and would like to complete it by June.

Module Completion Date

Module 1 late September
Module 2 late October
Module 3 late November
Module 4 and Midterm Exam mid January
Module 5 mid February
Module 6 mid March
Module 7 mid April
Module 8 and Final Exam late May

Do not wait until the last minute to complete your work, since your tutor/
marker may not be available to mark it immediately. Make sure that you
leave enough time for your work to travel through the mail, as that might
take over a week. It may also take a few weeks for your tutor/marker to mark
everything and send the marks to your school.
If you need this course to graduate this school year, remember to schedule
and complete your final exam by June 1.

10 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 When Do You Send in Your Assignments?

You’ll be mailing your assignments to your tutor/marker in accordance

with the breakdown shown on the cover sheets found at the end of
this Introduction. Each time you mail something, you must include the
appropriate Cover Sheet, found at the end of the Introduction.

What Are the Guide Graphics For?

Graphics have been placed inside the margins of the course to identify a
specific task. Each graphic has a specific purpose to guide you. A description
of each graphic is described below:

Lesson Introduction: The introduction sets the stage for

the lesson. It may draw upon prior knowledge or briefly
describe the organization of the lesson. It also lists the
outcomes for the lesson. These describe what you will
learn.
Learning Activity: Complete this learning activity to
help you review or practise what you have learned and
prepare for your assignment and exam. You will not send
learning activities to your tutor/marker.

Assignment: This is an assignment that you complete

and send to your tutor/marker. You will be sending in
your assignments at the end of every module.

Mail-in: Indicates when it is time to mail in your

assignments.

Tutor/Marker: Indicates when the tutor/marker is

referenced in helping the student.

Learning Partner: Indicates when the student may seek

help from their learning partner.

Resource Sheet: Indicates material that may be valuable

to include on your resource sheet.

Introduction 11
 Applied Mathematics: Indicates mathematical
approaches that are related to applied math.

∑∞π√ Pre-Calculus Mathematics: Indicates mathematical

approaches that are related to pre-calculus
ƒ mathematics.

Math Goals

In Module 1, Lesson 1, you will be asked to contact your tutor/marker to

discuss your math goals. Having this conversation with your tutor/marker
has two important purposes. First, it introduces you to a very valuable
resource—your tutor/marker. He or she is available for you to answer
questions, explain concepts, and guide you through this course. You can
discuss your math learning and progress. Feel free to contact your tutor/
marker by phone or email at any time during this course. The second
important purpose of this assignment is to get you thinking about your math
goals. You may have a future career in mind, and this course is getting you
one step closer to it by filling a prerequisite for a future required course.
There may be specific skills or topics you are interested in learning about, and
they are covered in this course. If you are unsure of your math goals or why
they are important, consider this:
QQ goals give you a sense of direction and purpose in taking this course
QQ goals help motivate you to learn and do your best, even when its tough
QQ when you accomplish your goals, there is a great sense of achievement and
success
Good goals need to be realistic and specific, and they should reflect what is
important to you. They should give you direction and take you further down
the path from where you have been to where you want to go.



  



From the diagram, you can see that goals can be long-term or short-term, but
they are the pathway that takes you from where you were/are, closer to where
you want to go.

12 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Getting Started

Now that you have contacted your tutor/marker and set some goals, take
some time right now to skim through the course material, locate your Cover
Sheets, and familiarize yourself with how the course is organized. And get
ready to learn!

Introduction 13
 Notes

14 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

G r a de 10 In t roduc t ion to
Applied and Pre-Calculus
Mathemat ics (20S)

Module 1
Graphs and Relations
 M o d u l e 1:
Gr aphs and R el at ions

Introduction

This first module forms a foundation for the mathematical concepts you will
use in both pre-calculus and applied mathematics in the future, including
upcoming modules in this course. It, in turn, is based on ideas and skills
developed in previous math courses you have taken. This module will focus
on the relationships among data, graphs, and contexts, and use a variety of
ways to describe them. Specific attention will be given to linear relations,
and their slope, intercepts, domain, and range. You will use words, ordered
pairs, tables of values, graphs, and equations as means to describe the
characteristics of linear relations.

Assignments in Module 1
The following five assignments are to be sent to your tutor/marker when you
have completed this module.

Lesson Assignment Number Assignment Title

Graphing Independent and Dependent
1 Assignment 1.1
Variables

2 Assignment 1.2 Domain and Range

3 Assignment 1.3 Slopes, Intercepts, Domain, and Range

4 Assignment 1.4 What We Can Tell From Slope

5 Assignment 1.5 Slope y-Intercept Equation

Once you have completed all the hand-in assignments, you will need to send
them to your tutor/marker for marking to the address below. Note that the
Learning Activities in each lesson need not be sent in for marking. Don’t
forget to include the Module 1 Cover Sheet for identification and for keeping
track of your marks.
ISO Tutor/Marker
555 Main Street
Winkler, Manitoba
R6W 1C4

M o dul e 1: G r ap h s an d Re l at i o n s 3
 Resource Sheet

When you write your midterm exam you will be allowed to take a Midterm
Exam Resource Sheet with you into the exam. This sheet will be one letter-
sized page, 8½ ‘’ by 11”, with both sides in your handwriting or typewritten. It
is to be submitted with your exam. The Midterm Exam Resource Sheet is not
worth any marks.
Many students have found making a Resource Sheet an excellent way to
review. It provides you with a summary of the important facts of each module
that is available when you need it. You are asked to complete a Resource
Sheet for each module to help with your studying and reviewing. The
lesson summaries are written for you to use as a guide, as are the module
summaries at the end of each module.
To prepare you for making such a sheet, a list of instructions is provided
below for you to complete as you work through Module 1. You might use your
Module 1 Resource Sheet for math terms, formulas, sample questions, or a list
of places where you often make mistakes. You might write out what you need
or you might refer to page numbers in the lessons to be carefully reviewed
when studying for the exams.
As you complete each module’s Resource Sheet, you will then be able to try to
summarize the sheets from Modules 1, 2, 3, and 4, to prepare your Midterm
Exam Resource Sheet. The midterm exam is based on the first four modules
of the course. Since the final exam is based on all eight modules of the course,
you will create a new Resource Sheet for your final exam.

Resource Sheet for Module 1

1. List the math terms that are introduced in each lesson.
2. List any of the formulas stated in each lesson.
3. What strategies for making calculations were discussed in each lesson?
4. What questions need to be copied onto your Resource Sheet as being
representative of the questions in each lesson?
5. What questions were the most difficult? List page numbers on your Module
Resource Sheet so that you can redo these questions before the exam. If any
of these problems are “sticklers”, you could then write the problems and
solutions on your Midterm Exam Resource Sheet so that you have them with
you during the exam.
6. What other reminders do you need to make to yourself, to help you prepare
for the exam?

4 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 L e s s o n 1 : G r a p h i n g I n d e p e n d e n t and
D e p e n d e n t Va r i a b l e s

Lesson Focus

In this lesson, you will

q describe the properties of a good graph and create or sketch
graphs
q identify the independent and dependent variables in a graph or
context
q identify continuous data in context
q describe the relationships between graphs and contexts

Lesson Introduction

If you are given a bunch of numbers in a chart and are expected to

understand and make sense of how the numbers are related, it can be a really
difficult and confusing task. Sometimes organizing the data by graphing can
make it easier to see the relationships. Graphs are visual representations of
data, and you can use them to describe or explain situations. In this lesson,
you will review what makes a good graph, and create scatterplot graphs
to represent situations and display data. Using specific contexts, you will
identify continuous data, and the dependent and the independent variables in
graphs.

M o dul e 1: G r ap h s an d Re l at i o n s 5
 Learning Activity 1.1

This learning activity is the only one that doesn’t include a BrainPower
section, although it still has two parts.
Part A: Contacting Your Tutor/Marker

Your first task in this course is to contact your tutor/marker by phone (you
will have received his/her phone number in the mail with the course), or
interview your learning partner.
Be ready to discuss the following topics and the reasons for your answers
with your tutor/marker or learning partner. If you like, make some notes
below before you call in order to help you feel prepared. Feel free to add any
other questions or comments that you may have.
1. I am taking this course by distance education because

2. What I like about math and can do mathematically is (include favourite

topic, skill, where you use math, etc.)

continued

6 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Learning Activity 1.1 (continued)
3. What I dislike about math or have difficulty doing is

4. Previous math experiences that influence the way I feel about math are

5. The next math course I would like to take is

6. What I am hoping this course will help me accomplish and learn for the
future

continued

M o dul e 1: G r ap h s an d Re l at i o n s 7
Learning Activity 1.1 (continued)
7. What I am doing/how I will organize things to help me succeed in this
course

During your phone conversation, jot down a sentence or two about what you
and your tutor talk about, in the spaces above. For example, if you are taking
this course because it doesn’t fit into your schedule at school or because you
travel a lot with your basketball team and this is more convenient, state that
in the space below question 1.

Part B: Where You Want to Go in Math

Use the answers to the questions from the conversation with your tutor/
marker as a starting point and fill in the following diagram. In the Math
History box, jot down point-form notes about your prior experience and
knowledge about math (questions 2, 3, and 4). In the Math Destination box,
jot down what completing this course will help you accomplish in the future
(questions 5 and 6).
In between the boxes, write down what you will need to do to move down the
pathway from your History to your Destination.

Math History Pathway Math Destination

continued

8 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Learning Activity 1.1 (continued)
For example, if your destination includes needing a 75% in this course so
that you can feel confident going into Grade 11 Pre-Calculus Mathematics in
order to take nursing at college, or you need to learn how to solve equations,
what will help you accomplish this? It may mean figuring out how you best
learn and study math. It may mean setting up a schedule so you complete
the assignments on time. You may need to find your calculator manual and
figure out how to use it, set up regular appointments with your learning
partner, research a topic on the Internet, or read a textbook about a certain
math concept or skill. Your pathway is unique to you.
As you move through this course and work on achieving your goals, self-
assessment is important for you to determine whether you are getting closer
to your destination. It helps you determine whether the steps along your
pathway are taking you in the right direction. You will need to periodically
ask yourself: Am I doing my assignments? Are my note-taking skills
improving? How often have I contacted my tutor/marker or worked with my
learning partner? Have I found useful homework websites? Is my schedule
working? What do I need to change or adjust so I can get to my destination?
You will repeatedly go through this cycle of looking at where you have been,
where you want to go, and where you currently are. At any time, you may
want to revise your goals or set new ones as you evaluate your own progress
and learning.
QQ Look back/history—reflect on what you know, how far you have come.
QQ Look around/pathway­—assess if you are achieving your goals, determine if
new learning or understanding has occurred, and check your progress.
QQ Look forward/destination—determine what you want to know, set goals.
Each time you go through these steps, you will become better at mathematics!
It is important that you keep this diagram handy as you will revisit it at other
points in this course.

M o dul e 1: G r ap h s an d Re l at i o n s 9
 Graphing

Graphs
Think about what you know about graphs and where you have used or seen
them.
One way to display what you know about a topic is to create a word web. A
word web is a diagram that shows how the different parts or ideas related to
a topic are connected. It helps you to think about what you already know and
can do, and helps you identify any gaps in your knowledge.
If you are unfamiliar with word webs, they are created by starting with
a main concept or topic in the centre of your diagram, and then showing
related ideas in connected bubbles around it. They can be drawn by hand or
with a computer. To give you an idea of how a word web may be constructed,
here is an example of a word web about sports.

television physiotherapy statistics

basketball
hockey
online broadcasting football
careers
or journalism
professional figure skating
newspaper
or magazines
radio
sports
skydiving
benefits extreme

physical fitness rock climbing

Olympics
team
individual winter
sportsmanship
and cooperation karate marathon Vancouver 2010

soccer baseball summer

cycling

10 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Learning Activity 1.2

Complete the following, and check your answers in the learning activity keys
found at the end of this module.
Part A: BrainPower

You should be able to complete the following eight questions in a few minutes
without the use of a calculator or pencil and paper. The first few times you do
these questions, your learning partner can help you figure out strategies to
solve them.
1. There are 22 yard markers on a Canadian football field. Each marker
represents five yards. How long is a Canadian football field?
3 4
2. If Evan eats of a pizza and Nick eats of a pizza, how many pizzas do
5 5
they have to order so that both can eat as much as they like?
18
3. Simplify the following fraction to lowest terms: .
27

4. You are working at the stadium where they don’t have an electronic till. The
customer is buying popcorn for $3.80. If the customer gives you a $5.00 bill,
how much change will you give them?
5. Rank the numbers from highest to lowest: 0.5, 0.05, 0.3, 0.09, and 0.25.
6. Solve for m: 2 – m = 14.
7. The distance to the mall from your house is 8 km. Your friend lives half as
far away from the mall. What is the distance from your friend’s house to the
mall?
8. Write the percent as a decimal: 62%.
continued

M o dul e 1: G r ap h s an d Re l at i o n s 11
Learning Activity 1.2 (continued)
Part B: Word Web

Remember, these questions are similar to the ones that will be on your
assignments, your midterm, and final exams. So, if you were able to answer
them correctly, you are likely to do well on your assignments and exams.
If you did not answer them correctly, you need to go back to the lesson and
learn them.
Create a word web showing what you know about graphs. Use bubbles
to indicate new ideas or characteristics, and lines to show how they are
connected.



12 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Dependent and Independent Variables
If you have been shopping for a handheld media device that can play music
and videos and surf the Internet, you will have noticed that its cost is affected
by many factors. You could describe these relationships or patterns using
words (verbally or written), equations (theoretically), or with a graph (visual).
A graph is a visual representation used to show a numerical relationship.
Say you do some online shopping and your comparisons indicate that
you could get a device with a capacity between 1 and 32 gigabytes (GB)
of memory space at a cost between $55 and $430. There is not enough
information given to come up with an equation to describe how cost and
capacity are related, but you can describe it with words. Verbally, this
relationship can be explained by saying that the cost goes up as the capacity
goes up. To visually display the relationship between two variables, you need
to first determine which of the two variables being compared depends on, or
is affected by, the other variable.
The dependent variable is the item that is affected by changes in the other,
and it is graphed on the vertical or y-axis. The independent variable is the
item being compared that is not affected by the other, and it is usually placed
along the horizontal or x-axis.




















This graphic may be helpful to include on your Resource Sheet.

M o dul e 1: G r ap h s an d Re l at i o n s 13
 When buying a media device, the cost generally depends on the size of the
storage space or memory capacity. Using the written description given above,
the relationship between cost and capacity in a handheld media device may
be represented as:







 


As the capacity goes up, the cost goes up.

Example 1
Determine which variable is dependent and which variable is independent,
and sketch a possible graph to describe the relationship between the number
of people at a party and the number of pizzas ordered.
Solution:
The number of pizzas ordered depends on the number of people at the party.
 

 
 




 



 



14 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Example 2
Pretend that you are at your favourite ski hill. You take the chairlift to the
top, then ski down as quickly as possible. You want to graph the relationship
of how high you are on the hill (elevation) compared to the time from when
you get on the chairlift until you get back down the hill. Determine which
variable is dependent and which is independent, and sketch a possible graph.
Solution:
Your elevation depends on the time (independent).
Your Elevation for One Run Up
the Chair Lift and Down the Hill

Elevation
(m)

Time (minutes)

Example 3
Create and explain a situation with a dependent and an independent variable
that would fit the following graph. Label the graph with your variables and
units.

M o dul e 1: G r ap h s an d Re l at i o n s 15
 Solution:
One possible context could be that the number of litres of fuel in a car’s tank
(dependent) depends on how many hours of driving time (independent) have
elapsed since the tank was filled.
How Much Fuel Is Left
As You Drive Your Car

Fuel in
Tank
(L)

Driving Time (h)

Ordered Pairs
An ordered pair (also called a coordinate pair) is a set of two numbers
named in a specific order, represented by (x, y). The first number, x,
represents the independent variable, graphed along the x-axis, and the second
number, y, represents the dependent variable, graphed along the y-axis. When
an ordered pair is graphed on a scatterplot, it represents a unique point on the
coordinate plane or grid.

Ordered pairs appear in multiple lessons, so you may want to include the
definition on your Resource Sheet.

Constructing Graphs from Data

The following data were collected during your comparison shopping for a
handheld media device.

Capacity (GB) 1 2 8 16 32

Cost ($) 55 75 170 240 430

Create a scatterplot graph to display the relationship between these variables.

16 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Graphs can be drawn by hand on graph paper, or generated using technology.
Spreadsheets or graphing calculators, graphing freeware, or programs like
Graphical Analysis may be used. In any case, a good graph has the following
components:
QQ Labels: The x-axis and y-axis have labels to identify the variable and units
used.
QQ Scale: Look at the smallest and largest data points given. The values along
the axes go slightly beyond these values, and each interval is divided into
equal increments. When appropriate, start each scale at zero.
QQ Shape and size: The graph is square, and the data are spread out over most
of the space.
QQ Title: A title indicates what the graph is about.

The capacity varies from 1 to 32 GB, so the values along the x-axis (domain)
40
could be from 0 to 40. There are 10 tick marks along the axis, so  4. Use
10
even increments of 4 or 5.
The cost ranges from $55 to $430 so you could use values of 0 to 450 along the
 450 
y-axis  = 45. Using increments of 45 or 50 would give you a nice square
 10 
graph, with the data appropriately spread out over the graph area. Remember
to include labels, units, and a title.
To plot the data points on the scatterplot, start with one (capacity, cost) pair,
like (1, 55). The capacity is the independent variable and so is graphed along
the x-axis, while the cost is the dependent variable and is graphed along the
y-axis. The pairs are always stated as (x, y). Find where 1 would be along
the x-axis and slide up from there until you are at about 55 along the y-axis.
Make a mark where these two meet. Continue until you have plotted all the
(capacity, cost) pairs.

M o dul e 1: G r ap h s an d Re l at i o n s 17


y Hand-Held Device Comparison

450 
405

360

315

270

Cost ($)

225

180 

135

90

55 
45

0
0 4 8 12 16 20 24 28 32 36 40 x
1
Capacity (GB)

18 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Continuous Data
This scatterplot has dots representing the cost and capacity of media players.
Would it make sense to connect the dots with a line? Think about what the
line would represent. Is it possible to purchase a media device with 71.3 GB?
Not likely! You can only buy devices with a specific number of GBs, so the
data are not continuous. They must be displayed using individual dots.
In the same way, when graphing the number of pizzas ordered for a party
like in Example 1, connecting the dots would be inappropriate, as you cannot
order partial pizzas, or have half a person attending a party. On the other
hand, the graph above indicating the litres of fuel and time spent driving can
be represented using a line, because the values along the line are all valid
possibilities. You can have fractions of time and partial litres of fuel. These are
continuous data—the data points can be connected with a line, and all values
along the line are valid or meaningful.

Learning Activity 1.3

Complete the following, and check your answers in the learning activity keys
found at the end of this module.
Part A: BrainPower

You should be able to complete the following eight questions in a few minutes
without the use of a calculator or pencil and paper. The first few times you do
these questions, your learning partner can help you figure out strategies to
solve them.
1. What is the range of the following numbers: 2, 6, 4, 8, 7, 13, 11?
2. You are going to the store to buy a drink with $2.05 in your pocket. If a
drink costs $1.75, will you be able to buy one?
6
3. Simplify the fraction .
2
4. Write the ratio as a fraction: 5:2.
5. Solve for a: 9 + a = 13.
6. Write the next two numbers in the pattern: 1, 2, 4, 8, ___ , ___ .
continued

M o dul e 1: G r ap h s an d Re l at i o n s 19
Learning Activity 1.3 (continued)
7. You want to bring freezies to your last soccer game of the season. You want
to have enough so that each player gets two. If you have 18 people on your
team, how many freezies do you need?
8. You are helping your dad build a rectangular deck. If it is 2 m long and 3 m
wide, what is the area that it takes up in your yard?

Part B: Independent vs. Dependent Variables and Continuous Data

Remember, these questions are similar to the ones that will be on your
assignments, your midterm, and final exams. So, if you were able to answer
them correctly, you are likely to do well on your assignments and exams.
If you did not answer them correctly, you need to go back to the lesson and
learn them.
1. State which variable is independent and which variable is dependent in each
of the following contexts:
a) Hours worked in a week with pay of $20 per hour
b) Final exam mark and average quiz marks for a Grade 10 Math class
c) Coffee temperature and the time since the cup was poured
d) Average monthly temperature in Manitoba during the months from
January to December
2. Are the situations in question 1 continuous? Explain.
3. Sketch a possible graph based on the contexts given in Question 1. Four
graph frames are provided below or you may create your own.

continued

20 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Learning Activity 1.3 (continued)
4. Create a possible context that would result in the following graphs. Label
each graph with independent and dependent variables, units, appropriate
scales (values along the axes), and a title.
 


 

 



 

 
 

 



 



5. Construct a good graph of the following data. It may be done by hand on
graph paper or with technology.
A random sample of 11 people was drawn from the population of people
between the ages of 30 and 40 who were employed full time in Brandon.
The number of years of their schooling and annual income in thousands of
dollars was recorded for each of the 11 people. The data are given below:

Schooling (years) 10 7 12 11 16 12 18 8 12 14 16

Income ($1000) 32 20 45 43 65 42 75 28 40 60 65

a) Which variable, schooling or income, is the independent variable? Which

is the dependent variable?
continued

M o dul e 1: G r ap h s an d Re l at i o n s 21
Learning Activity 1.3 (continued)
b) Graph the data with appropriate scales on the grid below and draw the
line of best fit.

c) Are the data continuous?

Lesson Summary

Graphs can help you understand data and situations by creating a visual
representation of them. You have learned how to create a good scatterplot
graph and how to identify continuous data, dependent variables, and
independent variables. In the next lesson, you will build on these concepts
and look at what linear graphs are, what restrictions there are on the domain
and range of the graph, and find other ways to represent relationships
between variables.

22 Grade 10 Introduc tion to Applied and Pre-Calculus Mathematics

 Released 2011

Printed in Canada
Imprimé au Canada