Technology Education IRPAppendix F: Illustrative Examples
Mathematics 9


NUMBER (Number Concepts)

In order to prepare students to develop a number sense of powers with integral exponents and variable and rational bases, it is expected that students will:

Prescribed Learning Outcomes
Illustrative Examples

  • give examples of situations where answers would involve the positive (principal) square root or both positive and negative square roots of a number



What two values satisfy x2 = 16?

 

 

*If you wanted to find the length of one side of a garden whose area is 25 m2, explain why you would use only the positive square root of 25.

 

 

A square has one corner at (0, 0) and an area of 36 square units. Find the possible coordinates of the other vertices.


 

  • illustrate power, base, coefficient, and exponent, using rational numbers or variables as bases or coefficients

What is the value of the coefficient in the expression -x4? ?

 

Use cubes or draw diagrams to represent and explain the difference between 23 and 32.

 

 

When an object is falling, the relationship between distance travelled and time is given as d = t2. Identify the power, base, coefficient, and exponent of this formula. If the exponent were changed to 3 and the coefficient to 4, what would the new equation look like?

 

 

The surface area of a sphere is given by the formula , and the volume is given by . Compare these with the formulae for the volume and surface area of a cube of side r. Indicate those parts of the expressions that are coefficients, powers, bases, and exponents. What do the volume formulae have in common? Is this usually true?

 

 

Which is greater, 2-5 or 5-2? Explain your reasoning. Compare your answer with your calculator answers.

 


Previous Page | Prev| TOC |Next | Next Page

© Copyright 2001 All Rights Reserved. BC MOE Standards Department.
Maintained by: Mathematics Coordinator

Revised: September 1, 2001

  BC Ministry of Education Home Page