Program of Studies

Program of Studies: [Math 10C] [Math 10-3] [Math 10-4] [Math 20-1] [Math 20-2] [Math 20-3] [Math 20-4] [Math 30-1] [Math 30-2] [Math 30-3]

MATHEMATICS 20-1

[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation

[PS] Problem Solving
[R] Reasoning
[T] Technology
[V] Visualization

Algebra and Number Trigonometry Relations and Functions

Factor Polynomials/Absolute Value Functions Quadratic Functions/Equations Linear/Quadratic Systems and Inequalities Sequences/Series/Reciprocal Functions

General Outcome: Develop algebraic and graphical reasoning through the study of relations.

Specific Outcomes: It is expected that students will:

Analyze arithmetic sequences and series to solve problems.
[CN, PS, R]

9.1 Identify the assumption(s) made when defining an arithmetic sequence or series.
9.2 Provide and justify an example of an arithmetic sequence.
9.3 Derive a rule for determining the general term of an arithmetic sequence.
9.4 Describe the relationship between arithmetic sequences and linear functions.
9.5 Determine t₁, d, n or t_nin a problem that involves an arithmetic sequence.
9.6 Derive a rule for determining the sum of n terms of an arithmetic series.
9.7 Determine t₁, d, n or S_n in a problem that involves an arithmetic series.
9.8 Solve a problem that involves an arithmetic sequence or series.

Analyze geometric sequences and series to solve problems.
[PS, R]

10.1 Identify assumptions made when identifying a geometric sequence or series.
10.2 Provide and justify an example of a geometric sequence.
10.3 Derive a rule for determining the general term of a geometric sequence.
10.4 Determine t₁, r, n or t_n in a problem that involves a geometric sequence.
10.5 Derive a rule for determining the sum of n terms of a geometric series.
10.6 Determine t₁, r, n or S_n in a problem that involves a geometric series.
10.7 Generalize, using inductive reasoning, a rule for determining the sum of an infinite
geometric series.
10.8 Explain why a geometric series is convergent or divergent.
10.9 Solve a problem that involves a geometric sequence or series.

Graph and analyze reciprocal functions (limited to the reciprocal of linear and quadratic functions).
[CN, R, T, V]
[ICT: C6–4.1, C6–4.3]

11.1 Compare the graph of to the graph of y = f (x).

Reciprocal of Linear Functions

The zeros of the graph of y = f (x) are undefined values in the reciprocal function, . A vertical asymptote is generated for each undefined value of the reciprocal function, .

Linked Source - Ron Blond

Reciprocal of Quadratic Functions

The zeros of the graph of y = f (x) are undefined values in the reciprocal function, . A vertical asymptote is generated for each undefined value of the reciprocal function, .

Linked Source - Ron Blond

11.2 Identify, given a function f (x), values of x for which will have vertical asymptotes; and describe their relationship to the non-permissible values of the related rational expression.

Reciprocal of Linear Functions Non-permissible Values

The zeros of the graph of y = f (x) are undefined (non-permissible) values in the reciprocal function, . A vertical asymptote is generated for each non-permissible value of the reciprocal function, .

Linked Source - Ron Blond

Reciprocal of Quadratic Functions Non-permissible Values

The zeros of the graph of y = f (x) are undefined (non-permissible) values in the reciprocal function, . A vertical asymptote is generated for each non-permissible value of the reciprocal function, .

Linked Source - Ron Blond

11.3 Graph, with or without technology, , given y = f (x) as a function or a graph, and explain the strategies used.
11.4 Graph, with or without technology, y = f (x), given as a function or a graph,and explain the strategies used.

March, 2008 http://www.education.alberta.ca/media/655889/math10to12.pdf

2008 Program of Studies with Achievement Indicators: http://education.alberta.ca/media/823110/math10to12_ind.pdf

Authorized Resources: http://www.education.alberta.ca/teachers/program/math/educator/resources.aspx