Newfoundland & Labrador · Grade 10
Mathematics 1201 (Academic)
Newfoundland & Labrador’s Grade 10 math course, from Roots and Powers to Trigonometry.
- Units
- 5
- Lessons
- 13
- Skills
- 42
- Provincial exam
- None
- Official curriculum
- gov.nl.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 10 skills
Roots and Powers
Radicals and Rational Exponents
The meaning of a radical's index
I can explain what the index of a radical tells me.
Skill 1.1
Rational exponents as radicals
I can switch between rational-exponent form and radical form.
Skill 1.2
Applying the exponent laws
I can simplify expressions using the exponent laws.
Skill 1.3
Finding errors in power simplifications
I can spot and fix mistakes when powers are simplified.
Skill 1.4
Perfect Squares, Cubes and Roots
Perfect squares and perfect cubes
I can tell whether a number is a perfect square, a perfect cube, or neither.
Skill 1.5
Finding square roots and cube roots
I can find square roots and cube roots of perfect squares and cubes.
Skill 1.6
Prime factors, GCF and LCM
I can find prime factors, the GCF, and the LCM of whole numbers.
Skill 1.7
Mixed Radicals and the Real Numbers
Mixed and entire radicals
I can rewrite radicals as mixed radicals and as entire radicals.
Skill 1.8
Rational and irrational numbers
I can sort numbers into rational and irrational and show how the real-number subsets relate.
Skill 1.9
Estimating and ordering irrational numbers
I can estimate, locate, and order irrational numbers on a number line.
Skill 1.10
The official wording · 10 outcomes
- 1.1
- Explain, using examples, the meaning of an index of a radical
- 1.2
- Express powers with rational exponents as radicals and vice versa
- 1.3
- Apply the exponent laws
- 1.4
- Identify and correct errors in the simplification of an expression that involves powers
- 1.5
- Determine, concretely, whether a given whole number is a perfect square, a perfect cube or neither
- 1.6
- Determine, using a variety of strategies, the square root of a perfect square, and explain the process
- 1.7
- Determine, using a variety of strategies, the greatest common factor or least common multiple of a set of whole numbers, and explain the process
- 1.8
- Express a radical as a mixed radical in simplest form
- 1.9
- Sort a set of numbers into rational and irrational numbers
- 1.10
- Determine an approximate value of a given irrational number
Key ideas
The index of a radical names the root: index 2 = square root, index 3 = cube root.
A perfect square is a whole number times itself; a perfect cube is a whole number cubed.
A mixed radical pulls out the largest perfect-square (or cube) factor of the radicand.
A radical with index n asks: what number raised to the power n gives the radicand?
Prime factorization shows it: pairs of primes make a square, triples make a cube.
Watch out for
- Thinking every radical is a square root.
- Assuming any even number is a perfect square.
- Pulling out a factor that is not a perfect square.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Factors and Products
Multiplying Polynomials
Binomials as an area model
I can multiply two binomials using an area model and record it symbolically.
Skill 2.1
Multiplying polynomials symbolically
I can multiply polynomials symbolically and collect like terms.
Skill 2.2
Explaining and checking multiplication strategies
I can explain a general strategy for multiplying polynomials and find errors in one.
Skill 2.3
Factoring Polynomials
Common factors and the factor-multiply link
I can factor out the greatest common factor of a polynomial.
Skill 2.4
Factoring trinomials
I can factor a trinomial and check it by multiplying back.
Skill 2.5
The difference of squares
I can factor a difference of squares and explain why it is a special trinomial case.
Skill 2.6
The official wording · 6 outcomes
- 2.1
- Model the multiplication of two given binomials, concretely or pictorially, and record the process symbolically
- 2.2
- Multiply two polynomials symbolically, and combine like terms in the product
- 2.3
- Generalize and explain a strategy for multiplication of polynomials
- 2.4
- Determine the common factors in the terms of a polynomial, and express the polynomial in factored form, concretely, pictorially and symbolically
- 2.5
- Model the factoring of a trinomial, concretely or pictorially, and record the process symbolically
- 2.6
- Factor a polynomial that is a difference of squares, and explain why it is a special case of trinomial factoring where
Key ideas
An area model splits each binomial along a side of a rectangle; the four sub-areas are the partial products.
The greatest common factor is the largest monomial that divides every term.
This is the same distribution as multiplying two two-digit numbers by place value.
Factoring and multiplying are inverse processes; expanding the factors returns the original.
Distribute every term of one polynomial across every term of the other.
Watch out for
- Multiplying only the first and last terms.
- Taking out only part of the common factor.
- Losing a middle term when combining.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 17 skills
Relations and Functions
Graphs, Relations and Functions
Situations and graphs
I can connect a real situation with its graph in both directions.
Skill 3.1
Representing relations
I can represent a relation as a table, ordered pairs, graph, or equation.
Skill 3.2
Deciding whether a relation is a function
I can decide whether a relation is a function.
Skill 3.3
Domain and range
I can find the domain and range of a relation and name the variables.
Skill 3.4
Slope and Linear Relations
Recognizing linear relations
I can decide whether a relation is linear from a table, graph, or equation.
Skill 3.5
Slope as rise over run
I can calculate the slope of a line from rise and run.
Skill 3.6
Interpreting slope and its sign
I can interpret slope as a rate of change and read its sign.
Skill 3.7
Drawing lines and parallel/perpendicular
I can draw a line from a slope and a point, and test lines for parallel or perpendicular.
Skill 3.8
Intercepts and Forms of Linear Equations
Intercepts of a linear relation
I can find the intercepts of a line and use them.
Skill 3.9
Graphing from slope-intercept, general, and slope-point form
I can graph a line given in any of the three standard forms.
Skill 3.10
Comparing and converting forms
I can rewrite a linear relation between forms and spot equivalent lines.
Skill 3.11
Writing the equation of a line
I can write the equation of a line from the information I am given.
Skill 3.12
Linear Functions and Function Notation
Linear functions in function notation
I can write a linear function in function notation.
Skill 3.13
Evaluating linear functions
I can evaluate a linear function forward and backward.
Skill 3.14
Systems of Linear Equations
Modelling with a system of equations
I can model a real situation as a system of linear equations.
Skill 3.15
Solving systems graphically
I can solve a system of linear equations by graphing.
Skill 3.16
Solving systems algebraically
I can solve a system of linear equations algebraically.
Skill 3.17
The official wording · 17 outcomes
- 3.1
- Sketch a possible graph for a given situation
- 3.2
- Represent a relation in a variety of ways
- 3.3
- Determine if a set of ordered pairs represents a function.
- 3.4
- Determine, and express in a variety of ways, the domain and range of a graph, a set of ordered pairs or a table of values
- 3.5
- Determine whether a table of values or a set of ordered pairs represents a linear relation, and explain why or why not
- 3.6
- Determine the slope of a line segment by measuring and calculating the rise and run
- 3.7
- Explain, using examples, slope as a rate of change
- 3.8
- Draw a line, given its slope and a point on the line
- 3.9
- Determine the intercepts of the graph of a linear relation, and state the intercepts as values of ordered pairs
- 3.10
- Graph, with and without technology, a linear relation given in slope-intercept, general or slope-point form, and explain the strategy used to create the graph
- 3.11
- Express a linear relation in different forms, and compare their graphs
- 3.12
- Write the equation of a linear relation, given its slope and the coordinates of a point on the line, and explain the reasoning
- 3.13
- Express the equation of a linear function in two variables, using function notation
- 3.14
- Determine the related range value, given a domain value for a linear function
- 3.15
- Model a situation, using a system of linear equations
- 3.16
- Determine and verify the solution of a system of linear equation graphically, with and without technology
- 3.17
- Determine and verify the solution of a system of linear equations algebraically
Key ideas
The shape of a graph reflects how a quantity changes over time or with another quantity.
A linear relation has a constant rate of change: equal input steps give equal output steps.
The x-intercept has y = 0; the y-intercept has x = 0.
Function notation f(x) names the output for input x; y and f(x) mean the same thing here.
A system is two or more linear equations that must hold at the same time.
Watch out for
- Connecting discrete data with a line.
- Calling a curve linear because points look close to a line.
- Swapping which coordinate is zero.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 6 skills
Measurement
Surface Area and Volume
Surface area of 3-D objects
I can find the surface area of common 3-D objects.
Skill 4.1
Volume and volume relationships
I can find the volume of common 3-D objects and use volume relationships.
Skill 4.2
Spheres and composite objects
I can find the surface area and volume of a sphere and of composite objects.
Skill 4.3
Linear Measure and Unit Conversion
Referents and estimating linear measure
I can use referents to estimate and choose linear measurement units.
Skill 4.4
Measuring and personal strategies
I can measure lengths with instruments and design a strategy for tricky measurements.
Skill 4.5
Converting within and between SI and imperial
I can convert measurements within and between SI and imperial systems.
Skill 4.6
The official wording · 6 outcomes
- 4.1
- Determine the surface area of a right cone, right cylinder, right prism, or a right pyramid, using an object or its labelled diagram
- 4.2
- Determine the volume of a right cone, right cylinder, right prism, or right pyramid using an object or its labelled diagram
- 4.3
- Determine the surface area and volume of a sphere, using an object or its labelled diagram
- 4.4
- Provide referents for linear measurements, including millimetre, centimetre, metre, kilometre, inch, foot, yard and mile, and explain the choices
- 4.5
- Solve problems that involve linear measure, using instruments such as rulers, calipers or tape measures
- 4.6
- Using proportional reasoning, convert a measurement within or between SI and imperial systems
Key ideas
Surface area is the total area of all faces or surfaces of a solid.
A referent is a familiar length used to estimate: a fingernail is about a centimetre, a doorway about two metres.
Each solid has its own surface-area formula; a labelled diagram organizes the parts.
Comparing SI and imperial referents helps you judge and convert between them.
Given the surface area, you can solve backward for a missing dimension.
Watch out for
- Forgetting a face or the two circular ends of a cylinder.
- Choosing a unit far too large or small for the object.
- Using slant height and vertical height interchangeably.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 3 skills
Trigonometry
Right-Triangle Trigonometry
The primary trigonometric ratios
I can label a right triangle and define the primary trig ratios.
Skill 5.1
Finding missing sides and angles
I can find missing sides and angles in a right triangle.
Skill 5.2
Solving problems with trig and Pythagoras
I can solve real measurement problems using trigonometry and the Pythagorean theorem.
Skill 5.3
The official wording · 3 outcomes
- 5.1
- Explain the relationships between similar right triangles and the definitions of the primary trigonometric ratios
- 5.2
- Use the primary trigonometric ratios to determine the measure of a missing angle in a right triangle
- 5.3
- Solve a problem that involves indirect and direct measurements, using the trigonometric ratios, the Pythagorean theorem and measurement instruments such as a clinometer or metre stick
Key ideas
For an acute angle, the sides are the hypotenuse, the opposite, and the adjacent.
Sine, cosine, and tangent are ratios of pairs of these sides.
Similar right triangles have the same ratios, which is why the ratios depend only on the angle.
Choose the ratio that uses the known and unknown sides.
Inverse trig functions recover an angle from a ratio; solving a triangle finds all unknown sides and angles.
Watch out for
- Labelling opposite and adjacent relative to the wrong angle.
- Placing the hypotenuse incorrectly.
- Using an inverse function to find a side (or a ratio to find an angle by mistake).
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
Which course?
Newfoundland & Labrador has 2 math courses for Grade 10. Here they are side by side.
- Mathematics 1201 (Academic)This course5 units · 42 skillsNo provincial examWhat it coversRoots and Powers · Factors and Products · Relations and Functions · Measurement · Trigonometry
- Mathematics 12024 units · 32 skillsNo provincial examWhat it coversConsumerism and Getting Paid · Formulas · Measuring Length, Area, and Angles · Trigonometry
What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.
The official curriculum
This page follows Newfoundland & Labrador’s own curriculum for Mathematics 1201 (Academic).
Study it in MapleMind
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Course Companion
Your year in one workbook
A fun way to keep Mathematics 1201 (Academic) organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
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Questions about Mathematics 1201 (Academic)
What is Mathematics 1201 (Academic)?
Newfoundland & Labrador’s Grade 10 math course: 5 units and 42 skills, from Roots and Powers to Trigonometry.
What units are in Mathematics 1201 (Academic)?
1. Roots and Powers, 2. Factors and Products, 3. Relations and Functions, 4. Measurement and 5. Trigonometry.
Is there a provincial exam for Mathematics 1201 (Academic)?
No. Newfoundland & Labrador gives no provincial exam for Mathematics 1201 (Academic).
What comes after Mathematics 1201 (Academic)?
Mathematics 2200, Mathematics 2201 (Academic) and Mathematics 2202.
Can MapleMind help with Mathematics 1201 (Academic)?
Yes. MapleMind teaches every skill of Mathematics 1201 (Academic), step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for Mathematics 1201 (Academic)
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