Mathworks 10 Teacher Resource
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MathWorks 10
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Vancouver, Canada
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Pacific Educational Press
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Teacher Resource
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MathWorks
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Copyright Pacific Educational Press 2010
ISBN 978-1-895766-53-0
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise without the prior written permission of the
publisher.
Printed and bound in Canada
Writers
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Katharine Borgen, Vancouver School Board and University of British Columbia
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Catherine Edwards, Pacific Educational Press
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Sheeva Harrysingh-Klassen, J.H. Bruns Collegiate, Winnipeg
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Mark Healy, West Vancouver Secondary School, West Vancouver
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Craig Yuill, Prince of Wales Secondary School, Vancouver
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Consultants
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Katharine Borgen, PhD, Vancouver School Board and University of British Columbia
John Willinsky, PhD, Public Knowledge Project
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Jordie Yow, Mathematics Reviewer
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Design, Illustration, and Layout
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Warren Clark
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Laraine Coates
Sharlene Eugenio
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Five Seventeen
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Cover photo courtesy Colin Pickell
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Editing
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Christa Bedwin
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Theresa Best
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Diana Breti
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Laraine Coates
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Barbara Dominik
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Catherine Edwards
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Leah Giesbrecht
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Deborah Hutton
Barbara Kuhne
Developed for the Western and Northern Canadian Protocol Apprenticeship and
Workplace Mathematics Program.
Contents
Introduction 9
How to Use the Student Resource 12
How to Use the Teacher Resource 17
1 Unit Pricing and
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Currency Exchange
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Introduction 19
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Curriculum and Chapter Overview 20
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The Mathematical Ideas
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Planning Chapter 1 23
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Chapter Project: The Party Planner co R ALL 26
1.1 Proportional Reasoning 29
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Puzzle It Out: Magic Proportions 37
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1.2 Unit Price 38
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1.3 Setting a Price 42
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1.4 On Sale! 46
1.5 Currency Exchange Rates 50
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Reflect on Your Learning: Unit Pricing and Currency 55
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Sample Chapter Test 58
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Sample Chapter Test: Solutions 62
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Blackline Masters 65
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Alternative Chapter Project:
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Food Planning at a Wilderness Lodge 70
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Alternative Chapter Project: Blackline Masters 75
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2 Earning an Income
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Introduction 80
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Curriculum and Chapter Overview 82
The Mathematical Ideas 83
Planning Chapter 2 84
Chapter Project:
A Payroll Plan for a Summer Business 87
2.1 Wages and Salaries 91
Contents continued
2.2 Alternative Ways to Earn Money 99
Puzzle It Out: A Weird Will 104
2.3 Additional Earnings 105
2.4 Deductions and Net Pay 110
Reflect on Your Learning: Earning an Income 116
Sample Chapter Test 119
Sample Chapter Test: Solutions 123
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Alternative Chapter Project: Outdoor Rock Concert
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Alternative Chapter Project: Blackline Masters 135
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3 Length, Area, and
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Volume
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138
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Introduction
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Curriculum and Chapter Overview 140
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The Mathematical Ideas 141
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Planning Chapter 3 144
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Chapter Project:
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Design an Ice-Fishing Shelter 147
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3.1 Systems of Measurement 151
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3.2 Converting Measurements 164
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3.3 Surface Area 170
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3.4 Volume
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177
Puzzle It Out: The Decanting Puzzle
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Sample Chapter Test
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Sample Chapter Test: Solutions 188
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Blackline Masters 193
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Design and Build a Play Structure 206
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4 Mass,Temperature, and
Volume 214
Introduction 214
Curriculum and Chapter Overview 215
Contents continued
The Mathematical Ideas 216
Planning Chapter 4 217
Chapter Project: Culinary Competition 219
4.1 Temperature Conversions 223
4.2 Mass in the Imperial System 232
4.3 Mass in the Système International 237
Puzzle It Out: The Counterfeit Coin 243
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4.4 Making Conversions 244
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Sample Chapter Test
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Sample Chapter Test: Solutions 255
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Alternative Chapter Project: Measuring Snowload 265
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5 Angles and Parallel Lines nt D R
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273
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Introduction 273
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Curriculum and Chapter Overview 274
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The Mathematical Ideas 275
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Planning Chapter 5 277
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Chapter Project: Create a Perspective Drawing 280
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5.1 Measuring, Drawing, and Estimating Angles
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288
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5.2 Angle Bisectors and Perpendicular Lines 294
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5.3 Non-Parallel Lines and Transversals 299
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5.4 Parallel Lines and Transversals 303
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Puzzle It Out: The Impossible Staircase 307
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Sample Chapter Test 310
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Sample Chapter Test: Solutions 318
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Create a Model of a Tower
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Alternative Chapter Project: Blackline Masters 331
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6 Similarity of Figures 339
Introduction 339
Curriculum and Chapter Overview 340
The Mathematical Ideas 341
Contents continued
Planning Chapter 6 342
Chapter Project: Design a Community Games Room 345
6.1 Similar Polygons 348
6.2 Determining if Two Polygons Are Similar 352
6.3 Drawing Similar Polygons 359
Puzzle It Out: Rationing Chocolate Bars 362
6.4 Similar Triangles 363
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Sample Chapter Test 369
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Sample Chapter Test: Solutions 375
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Build a Miniature Town 381
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Trigonometry of
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Right Triangles
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Introduction 401
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Curriculum and Chapter Overview
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The Mathematical Ideas 403
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Planning Chapter 7 404
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Chapter Project: Design a Staircase for a Home 407
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7.1 The Pythagorean Theorem 410
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7.2 The Sine Ratio 419
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7.3 The Cosine Ratio 426
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7.4 The Tangent Ratio 431
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7.5 Finding Angles and Solving Right Triangles 436
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Puzzle It Out: 16 Squares 441
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Sample Chapter Test 446
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Sample Chapter Test: Solutions 452
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Alternative Chapter Project:
Draw a Scale Map of the School Grounds 471
Alternative Chapter Project: Blackline Masters 476
introduction
MathWorks 10 was developed to deliver the and prior knowledge, and thereby develop
curriculum of the Workplace and Apprenticeship mathematical understanding. Many features of
Mathematics Grade 10 course. the textbook are flexible, so teachers can decide
which communication mode works best in their
The Apprenticeship and Workplace Mathematics
classroom.
pathway was designed for students who may
want to pursue post-secondary studies in trades,
certified occupations, or direct entry into the Connections
workforce. Consequently, MathWorks 10 delivers
The student textbook contains a wealth of
the curriculum outcomes through projects,
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real-world examples and problems, especially
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activities, and problems set in real-world contexts,
those related to apprenticeship programs and
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enabling students to make connections between
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to employment that students can enter after
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school mathematics and the workplace.
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completing secondary school. Connections
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between mathematical processes and real-world
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Conceptual Framework
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applications of those processes are made explicit.
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Concrete examples describe how math is used
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In keeping with the philosophy of the Common
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on the job, and word problems and activities are
Curriculum Framework for Grades 10-12
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contextualized to ensure that students can make
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Mathematics, the student textbook and teacher
connections between the mathematical ideas and
resource incorporate the following aspects of
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the workplace. In addition, connections are made
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learning mathematics:
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across the chapters so that students will be able
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• communication to apply mathematical ideas in different contexts
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• connections when they encounter them.
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• mental mathematics and estimation
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• problem solving
Mental mathematics and estimation
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• reasoning
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• technology Mental mathematics and estimation problems
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• visualization appear throughout the student textbook. Realistic
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• critical thinking problem scenarios show students that mental math
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• cultural considerations and estimation are used in daily life as well as in
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• adapting instruction for diverse student needs the workplace.
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Communication Problem solving
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Students are provided with opportunities to learn Problem solving is fundamental in this textbook.
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by reading, listening, doing, and speaking. Solving Students are encouraged to critique given
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realistic workplace problems and engaging in a solutions, identify errors in given strategies, and
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variety of hands-on activities will enable students develop their own strategies for approaching
to gather information and knowledge in various problems. They are given many opportunities
ways, express their learning, and communicate to develop approaches to problems individually,
with others. The numerous opportunities for class in pairs, and in small groups. Examples with
or small group discussion of contextual problems worked solutions range from simple to multi-
encourage students to share their experiences step processes that build upon prior knowledge
Introduction 9
and skills. Students are challenged to see familiar Critical thinking
mathematics in new scenarios and apply new
Critical thinking is key to problem solving. The
mathematics to solve the multi-step questions.
textbook includes many opportunities for students
to develop analytical and critical thinking skills by
Reasoning strategizing solutions to problems and evaluating
the options presented.
Hands-on activities, puzzles, and projects in
which there is no one set method and no one
set solution challnge students to use analytical Cultural considerations
skills to find a solution. Group discussion of
To reflect the educational interests of western
mathematics problems develops students’ ability to
Canadian students, the images, problems,
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make predictions and conjectures and encourages
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activities, and projects incorporate realistic western
participation by students who have difficulty with
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and northern contexts. This text is mindful of the
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rote algebraic mathematics. It also helps students
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multiethnic composition of Canadian schools.
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to connect the abstract math to a familiar, concrete
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In particular, First Nations, Métis, Inuit, and
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workplace situation.
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francophone perspectives are represented.
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Technology
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Adapting instruction for diverse student needs
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A variety of technologies can be used to complete co R ALL
Many students learn best through experiential
the projects and solve many of the problems in the
learning. With a range of hands-on activities
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textbook. However, technologies are not equally
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and opportunities to adapt teaching strategies,
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available to all students, so there is flexibility and
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the textbook accommodates these learners. The
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choice. The use of communications technologies,
resources are flexible and adaptable to a variety
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such as the internet, and presentation software,
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of learning styles. Hands-on activities, discussion
such as PowerPoint, will further expand students’
topics, and projects that can be completed by
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abilities to collect data and to communicate
pairs or small groups as well as individually
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mathematical ideas to others.
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maximize opportunities to customize the course
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for particular classrooms. Alternative instructional
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Visualization strategies described in the teacher resource support
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this as well. In some cases, students may not
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The development of visualization skills, spatial
have mastered mathematics from earlier grades.
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sense, and measurement sense are fostered
The teacher resource lists essential mathematics
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through the use of technology, graphic organizers,
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students may know from earlier grades and
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manipulatives, and diagrams. The culminating
includes review materials, and the teacher can
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activities of many of the chapter projects are
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decide whether or not students would benefit from
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presented in a visual form, encouraging students
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a review.
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to make the connection between abstract
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mathematical concepts and the physical world.
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In addition, the strong visual components of the Assessment
textbook, including illustrations, photographs,
Teachers use assessment as an investigative tool
graphs, and charts, enrich the presentation of the
to find out as much as they can about what their
material.
students know and can do and what confusions,
preconceptions, or gaps in learning they might
10 MathWorks 10 Teacher Resource
have. Workplace Mathematics 10 supports the • student reflection on the information they
Workplace and Apprenticeship Mathematics Grade gather and the decisions they make to
10 curriculum by incorporating assessment for complete activities and projects;
learning, assessment as learning, and assessment of • hands-on activities and projects that allow
learning. students to learn through discovery, see
patterns, make connections, draw conclusions,
and make predictions;
Assessment for learning
• hands-on activities and projects that require
Teachers use assessment for learning to uncover students to work with mathematics in a
what students believe to be true and to learn more non-algebraic format that challenges their
about the connections students are making and preconceived notions of mathematics, helping
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their prior knowledge, preconceptions, knowledge them to discover a new way of conceptualizing
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gaps, and learning styles. In this textbook, math;
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assessment for learning is addressed through
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• puzzles with multiple possible solutions that
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encourage students to try to find a solution in
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• ongoing dialogue that allows the student to
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any manner that suits their needs;
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reflect on his or her work and the teacher
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• detailed worked examples that allow students
to uncover the student’s mathematics
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to see a step-by-step algebraic process to solve
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misconceptions;
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a problem;
• group discussions of math from prior grades
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• review and practice questions with an answer
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as well as the new concepts, which enable the
key, so students can gauge their progress.
teacher to gauge a student’s prior knowledge
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of the topic and decide how much review is
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necessary; Assessment of learning
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• group discussions of applications of
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Assessment of learning includes strategies designed
mathematics to real-world examples, which
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to confirm what students know, demonstrate
enable students to compare the processes
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whether or not they have met curriculum
they would use to answer the question and
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outcomes or the goals of their individualized
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see that there are multiple ways to solve a
programs, or certify proficiency and make
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problem. This sharing allows students to
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decisions about students’ future programs or
clarify confusions they may have about the
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placements. It is designed to provide evidence
mathematics.
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of achievement to parents, other educators, the
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students themselves, and sometimes to outside
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Assessment as learning groups (such as employers or other educational
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or
institutions). In this textbook, assessment of
Assessment as learning is an active process
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learning is addressed through
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of cognitive restructuring that occurs when
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individuals interact with new ideas. For students
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to be actively engaged in creating their own • project presentations that give students
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understanding, they must become adept at the opportunity to demonstrate their
personally monitoring what they are learning, understanding of the math concepts using
and they must use what they discover from the visuals, technology, and written or oral reports;
monitoring to make adjustments, adaptations, • chapter tests that give students the
and even major changes in their thinking. In this opportunity to demonstrate their mathematical
textbook, assessment as learning is addressed understanding in written form.
through
Introduction 11
How to Use the Student Resource
Introduction
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Each chapter begins with an
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introduction to the mathematical
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concepts addressed in the chapter
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and their relevance to the workplace,
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the learning outcomes, and the key
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mathematical terms students will
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encounter.
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Chapter Project
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Each chapter contains a project
in which students apply the
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mathematical concepts in a real-
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world scenario. The project provides
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students with opportunities to
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reflect on their learning and draw
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connections between the mathematical
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ideas and tools they encounter and
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real-world applications.
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Students will return intermittently
to the project as they work through
the chapter and will complete a
culminating activity at the end that
allows them to synthesize the various
mathematical concepts they have
learned to use.
12 MathWorks 10 Teacher Resource
Math on the Job
Each numbered section within the chapter
begins with a Math on the Job scenario that
briefly describes a job or workplace and
specifically mentions the ways in which
mathematics is used in that job. The scenario
concludes with a problem to be solved as a
class, guided by the teacher.
Explore the Math
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The lessons are called Explore the Math
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and contain a brief explanation of the
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mathematical ideas being considered and real-
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world contexts in which the math is applied.
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Definitions
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Definitions of mathematical terms relevant to
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the lesson are provided. Definitions are also
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included in the end-of-book glossary.
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Examples
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Each lesson includes one to four worked
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examples that model problem-solving
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strategies and techniques for students.
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Where appropriate, the worked examples
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include alternative solutions.
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Hints
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In some sections, hints are provided to help
activate students’ prior knowledge, remind
them of concepts addressed in the chapter,
or encourage reflection.
Introduction 13
Discuss the Ideas
Once students have some familiarity with the
material, they are presented with a contextual
problem to consider and solve. Students can
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work on these in pairs or small groups or the
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teacher can lead a brief class discussion.
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Mental Math and Estimation
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Mental math problems are realistic situations
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in which estimation or mental math is
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required to arrive at a solution.
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Activities
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Each chapter contains several hands-
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on activities that provide opportunities
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for students to work collaboratively
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and apply their learning in a realistic
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context.
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14 MathWorks 10 Teacher Resource
Build Your Skills
The practice problems in each chapter
enable students to build their skills
and gain confidence in their ability to
strategize solutions. These problems
can be used flexibly: they can be
assigned as homework, completed
in the classroom, or solved by pairs
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or small groups of students working
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collaboratively. Answers are included
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at the back of the student book,
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providing an opportunity for self-
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assessment.
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Extend Your Thinking
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Extension questions are in-depth problems
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students solve once they have completed
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the Build Your Skills questions.
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Puzzle It Out
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Each chapter contains a puzzle or game
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that reflects the mathematical ideas in the
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chapter and offers a light-hearted approach
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to mathematical strategy.
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Introduction 15
The Roots of Math
Students are introduced to the history
of mathematics through this short
essay on a topic related to the chapter’s
focus. Where appropriate, Canadian
history is emphasized.
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Reflect on Your Learning
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Each chapter concludes with a
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summary of the concepts learned in
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the chapter.
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Practise Your New Skills
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Students complete the chapter by
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working through a series of problems
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to review and synthesize their
learning.
16 MathWorks 10 Teacher Resource
Time Allotment
MathWorks 10 is structured on the assumption that time for each chapter, expressed as a percentage of
teachers have 90 instructional hours available. The total instructional time.
following chart shows the estimated instructional
mathworks 10 Time Allotment
Chapter % Time
Unit Pricing and Currency Exchange
Earning an Income
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Linear and Area Measurement
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Mass and Temperature
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Angles and Parallel Lines
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Similarity of Figures
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Trigonometry
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How to use the Teacher Resource co R ALL
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This teacher resource is a comprehensive resource is summarized under the heading Why Are These
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Concepts Important?
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for both new and experienced teachers. It outlines
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and discusses the repertoire of instructional
The section concludes with a list of the prior
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and assessment strategies that may be used and
skills and knowledge that students are expected
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identifies the features of the student book and their
to bring to the chapter. You may choose to review
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underlying rationale.
these concepts with your students, depending on
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For each chapter in the student book, the teacher individual classroom needs.
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resource contains the following.
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Planning for Instruction and Assessment
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Introduction
Rubrics have been provided to assist you in
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The chapter introduction locates the chapter within allocating class time, preparing materials, and
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the Apprenticeship and Workplace Mathematics 10 designing your assessment strategy.
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curriculum and maps it to the general and specific
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The technology icon alerts you to activities in
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outcomes addressed in the chapter. T
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which the students may benefit from using
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technology such as computers or the internet.
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The Mathematical Ideas
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In this section, the “big ideas” of the chapter are Chapter Project
described, with examples. This provides some
A detailed description of the chapter project
mathematical background for teachers, if needed,
provides information on the project’s goals,
and explains the chapter’s mathematical focus. The
outcome, prerequisites, and activities. This
workplace relevance of the mathematical concepts
overview will assist you to plan class time for
Introduction 17
project work during the course of the chapter. The hands-on chapter activities allow for a range
The teaching suggestions will assist you with of teaching and learning strategies to be used to
integrating the mathematical concepts into the meet the needs of students with varying interests,
project. A project assessment rubric is provided, as backgrounds, and aptitudes.
well as a student self-assessment rubric.
Each chapter includes an alternative chapter Puzzle it out
project with Blackline Masters and a project
Puzzles and games provide ample opportunities for
assessment rubric, to accommodate different class
students to demonstrate mathematical reasoning
interests and learning styles and to provide variety
and to apply new skills in an engaging way. In
from year to year.
addition to solutions to the puzzles that are in
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the student book, the teacher resource includes
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Chapter Subsections alternative puzzles with solutions. Many more
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spatial puzzles and games are available online,
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For each chapter subsection, the teacher resource
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including on the website of the National Library
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follows the format of the student book.
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of Virtual Manipulatives. Use the following key
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Worked solutions have been provided for all word searches: virtual math games; interactive
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questions, including alternative methods of math games; math puzzles; spatial puzzles; spatial
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arriving at solutions and, in some cases, extension games; spatial math games; and virtual math
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activities for students ready for more in-depth games.
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work.
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Teaching notes include alternative teaching Appendix
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strategies. For example, features such as Math
Each chapter concludes with a sample chapter
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on the Job and Discuss the Ideas can be used
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test and worked solutions, graphic organizers and
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as discussion starters in the classroom, and the
other Blackline Masters for the chapter project
teacher resource contains numerous suggestions
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and activities, and the alternative chapter project
for connecting students’ work and life experiences
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teacher and student materials with Blackline
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to the mathematical concepts.
Masters and an assessment rubric.
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18 MathWorks 10 Teacher Resource
Chapter
1 Unit Pricing and Currency Exchange
introduction
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This is one of two chapters in the student textbook to unit pricing and currency exchange. This
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that deliver the outcomes of the Number strand outcome comprises part of the Number strand
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of Apprenticeship and Workplace Mathematics and integrates the Algebra strand. The chart below
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10. In this chapter, students will be introduced
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locates this chapter within the curriculum.
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Number, Grades 10–12
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This chart illustrates the development of the Number strand in the Apprenticeship and Workplace Mathematics pathway
through senior secondary school. The highlighted cells contain the outcomes that chapter 1 addresses.
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Grade 10 Grade 11 Grade 12
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General Outcome General Outcome General Outcome
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Develop number sense and critical Develop number sense and critical Develop number sense and critical
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thinking skills. thinking skills. thinking skills.
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Specific Outcome Specific Outcome Specific Outcome
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It is expected that students will: It is expected that students will: It is expected that students will:
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Solve problems that involve unit Analyze puzzles and games that involve Analyze puzzles and games that involve
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pricing and currency exchange, using numerical reasoning, using problem- logical reasoning, using problem-solving
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proportional reasoning. solving strategies. strategies.
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Demonstrate an understanding of Solve problems that involve personal Solve problems that involve the
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income, including: wages, salary, budgets. acquisition of a vehicle by: buying,
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contracts, commissions, piecework to leasing, leasing to buy.
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calculate gross pay and net pay
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Demonstrate an understanding of Critique the viability of small business
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compound interest. options by considering: expenses, sales,
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profit or loss.
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Demonstrate an understanding of
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financial institution services used to
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access and manage finances.
Demonstrate an understanding of credit
options, including: credit cards, loans.
Algebra, Grade 10
General Outcome
Develop algebraic reasoning.
Chapter 1 Unit Pricing and Currency Exchange 19
Curriculum and chapter overview
General outcome: Number General outcome: Algebra
Develop number sense and critical Develop algebraic reasoning.
thinking skills.
Specific outcome: Specific outcome: Integrated
Solve unit pricing problems using Solve currency exchange problems using throughout the
proportional reasoning. proportional reasoning. chapter.
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Section 1.1: Section 1.2: Section 1.3: Section 1.4: Section 1.5:
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Proportional Unit Price Setting a Price On Sale! Currency
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Reasoning Exchange Rates
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Math on the Job Math on the Job Math on the Job Math on the Job Math on the Job
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Practise Your Prior Explore the Math Explore the Math Explore the Math Explore the Math
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Skills: Ratio Activity 1.3: Discuss the Ideas:
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Discuss the Ideas: Which price is right? Concert promoter Estimation Estimation
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Adapting a recipe
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Build Your Skills Discuss the Ideas: Activity 1.4: Taking Activity 1.5:
Activity 1.1: Seasons and holidays advantage of sales What’s your ride?
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Visualize a proportion Mental Math and promotions survey
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Activity 1.2: Estimation Build Your Skills Activity 1.6: Calculate
Fruit drink taste tester foreign exchange
pa CO ION
Build Your Skills The Roots of Math:
Practise Your Prior Canadian currency Build Your Skills
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Skills: Rate
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Discuss the Ideas:
Cindy Klassen, speed
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skater
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Mental Math and
Estimation
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Practise Your New
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Skills
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Puzzle It Out: Magic
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proportions
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Chapter Project: The
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Party Planner
Reflect on Your Learning
Practise Your New Skills
20 MathWorks 10 Teacher Resource
The Mathematical Ideas
Proportional Reasoning
Many aspects of our world operate according The underlying concept that students will
to proportional rules. In the workplace, the use understand is that the multiplicative relationship is
of proportions can be seen in a wide range of always y = mx, where m is one of the constants of
fields, including nursing, pharmacy, construction proportionality. In the following example, you will
and other building trades, baking, graphic arts, see that the constant m is 5.
photography, land surveying, commodity trading,
and many others. In this chapter we will examine
d.
Example
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proportional reasoning through the lens of the
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workplace.
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The scale on a map states that 1 centimetre
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The lesson structure built into the student textbook represents an actual distance of 5 kilometres. The
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introduces students to each topic by first having map distance between two towns is 8 centimetres.
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them read about or listen to a Math on the Job What is the actual distance?
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situation that incorporates the concept to be
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solution
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explored. Students then explore how algebra can
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be used to solve related problems. Once students co R ALL
The students will start the table with the given
have worked through the algebraic examples,
information, that the ratio between map and
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they will build upon the algebra by discussing a
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real distance is 1:5. They would build the table
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scenario that uses the concept (Discuss the Ideas),
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to 8 cm by following a multiplication pattern,
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trying a mental math question, and by working on
as follows.
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hands-on activities. Project activities allow students
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to synthesize their skills and knowledge and apply 8 × 5 = 40
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them holistically to a real-life situation.
The table they would use would be like this
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The activities model proportional reasoning in two one:
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ways:
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• using tables to see patterns; and Finding Actual Distance
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• solving algebraic expressions. Map distance (cm) 1 2 3 4 5 6 7 8
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Actual distance (km) 5 10 15 20 25 30 35 40
Each of these is described in more detail below.
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Using Tables Algebraic Expressions
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In this chapter, students will explore proportional Each section in this chapter uses algebra to solve
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reasoning using tables in the chapter project, and unit cost and currency exchange problems. As
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in Activity 1.2: Fruit Drink Taste Tester, Activity detailed below, students have used these algebraic
1.3: Which Price Is Right?, Activity 1.4: Taking methods in previous grades to solve proportional
Advantage of Sales Promotions, and Activity 1.5: reasoning questions; however, since the concept
What’s Your Ride? Survey. In each activity, students is being modelled in new contexts and scenarios,
will generate data for their table using patterns, students may have some difficulty setting up the
and then use their data to answer questions. initial proportion.
Chapter 1 Unit Pricing and Currency Exchange 21
The important concept that students will learn is Why Are These Concepts Important?
that all rate pairs describing a given proportional
• Understanding proportionality by using several
situation are equivalent. The same statement is
representations enables students to evaluate
true of the reciprocal of these rate pairs. These
problem situations critically and to determine
two constants of proportionality define the
whether the context is proportional or non-
multiplicative relationship.
proportional.
• Examining the relationships among different
Example
representations is important. Different
representations highlight different aspects
If you travel to a foreign country, you exchange
of the situation, each fostering insights and
Canadian dollars for the currency used there.
d.
interconnections to the other. This allows
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In England, you could exchange $3.00 CAD for
students to understand both why and how the
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£2.00. How many pounds could you exchange for
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strategies work.
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$21.00?
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solution Prior Skills and Knowledge
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The students would first set up a proportion Student work in this chapter will build on certain
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between the Canadian dollar and the English WNCP outcomes from earlier grades. Students will
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pound and then solve for the unknown review these mathematical concepts and skills and
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quantity: apply them in a new context to real-life problems
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pounds involving unit pricing and currency exchange. The
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______ dollars
= _______
following is a list of concepts and mathematics
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dollars pounds
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skills to which students have been exposed in
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or
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grades 8 and 9.
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$21.00
______ £x
= _____
$3.00 £2.00 1. Concepts
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Multiply each side of the equation by the a) Ratios, rates, proportional reasoning;
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common denominator, 3.00 multiplied by
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b) Interpolation, extrapolation;
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2.00, or 6.00.
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( ) ( )
c) Percents;
x 6.00
21.00 = ____
6.00 _____
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3.00 2.00
2. Mathematics Skills
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126.00
______ 6.00x
= _____
a) Identifying equivalent ratios;
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3.00 2.00
or
b) Using a fractional equation to solve for an
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Simplify each side of the equation by dividing
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unknown.
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the numerator by the denominator.
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3. Technology: presentation software, basic
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42.00 = 3.00x
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calculator functions, spreadsheets, and internet
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42.00 search skills. (NB: Some students may not have
_____ =x
3.00 been exposed to spreadsheets, presentation
software, or the internet.)
14.00 = x
Therefore, you would receive £14.00 for
$21.00 CAD.
22 MathWorks 10 Teacher Resource
planning Chapter 1
This chapter will take 2–3 weeks of class time to complete. Class period estimates are based on a class
length ranging from 60 to 75 minutes. These estimates may vary depending on individual classroom needs.
planning for instruction
Section Lesson Focus Estimated Time Materials
1 Introduce the chapter project “The Party Planner” 20 minutes for a class internet, newspapers, flyers,
discussion on the magazines, local stores
opening questions
Blackline Master 1.2
about the project
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1.1 Math on the job: Northern nurse 40 minutes
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Practise your prior skills: Ratio
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Discuss the ideas: Adapting a recipe
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Examples 1, 2
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1.1 Activity 1.1: Visualize a proportion 15 minutes Blackline Master 1.1
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Activity 1.2: Fruit drink taste tester 45 minutes Blackline Master 1.5 or
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co R ALL spreadsheet software
1.1 Practise your prior skills: Rate 1 class
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Discuss the ideas: Cindy Klassen, speed skater
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Examples 1, 2
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Mental math and estimation
pa CO ION
Practise your skills
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Puzzle it out: Magic proportions
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1.2 Math on the job: Organic farmer 1 class
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Explore the math
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Examples 1, 2
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1.2 Activity 1.3: Which price is right? 1 class, if students are internet or local stores
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using the internet at
Build your skills
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school
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1.3 Math on the job: Construction cost estimator 1 class
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Explore the math
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Examples 1, 2
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Discuss the ideas: Concert promoter; Seasons and holidays
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Mental math and estimation
Build your skills
Chapter 1 Unit Pricing and Currency Exchange 23
planning for instruction
Section Lesson Focus Estimated Time Teacher Notes
1.4 Math on the job: Stone and tile business owner 1 class internet, newspapers, flyers,
magazines
Explore the math
Examples 1, 2
Mental math and estimation
Activity 1.4: Taking advantage of sales promotions
Build your skills
Project: Research your ideas 1 class Blackline Master 1.3 or
spreadsheet software, internet
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(if giving time to research
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project)
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1.5 The roots of math: Canadian currency 15 minutes internet
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1.5 Math on the job: Agricultural exporter 1 class internet
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Explore the math
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Mental math and estimation
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Activity 1.5: What’s your ride? survey
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1.5
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Examples 1, 2 1 class
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Activity 1.6: Calculate foreign exchange
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Build your skills
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Project: Make a presentation 1 class to finish word-processing software,
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projects spreadsheet software,
pa CO ION
internet
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Presentation of projects to class 1–2 classes
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Reflect on your learning 1 class
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Practise your new skills
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Chapter test 1 class
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24 MathWorks 10 Teacher Resource
Planning for Assessment
Purpose In the Chapter Teacher Notes
Assessment for Learning • Chapter launch • Make a checklist to keep track of how much
work the students have done on their project
• Project discussions (ongoing)
• Observe how students participate during
• Math on the job scenarios
discussions
• Exploration of new concepts
• Observe how students work through activities
• Activities in small groups, pairs, or individually
• Discuss the ideas
• Mental math and estimation
d.
• Puzzle it out: Magic proportions
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Assessment as Learning Reflection and Practice • Check daily homework and provide feedback
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on questions
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• Build your skills problems
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Challenge your students to find relationships
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•
Prompt students’ self-assessment
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•
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without always using a formula
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• Review student work, provide feedback
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Reflect on your learning
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•
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Assessment of Learning Chapter Review • Have students present their final project to the
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• Chapter project: Planning a party
presenters
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Quizzes
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•
• Give small quizzes as the chapter progresses
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• Chapter test to give as much feedback as possible
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Review assessment records and add unit
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•
results to ongoing records
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Learning Skills/ Observe and record throughout the unit how • Keep a log or journal of observations to aid in
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Mathematical Disposition students are working with new language and reporting
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concepts
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Chapter 1 Unit Pricing and Currency Exchange 25
chapter proJect—The Party Planner
Goals: To use the concept of proportional activity more successfully. This project could also
reasoning to find unit prices, to build skills, and to be completed by small groups of students. A self-
synthesize learning in this chapter. assessment rubric, Blackline Master 1.4 (p. 168),
should be handed out to students early in the
Outcome: In this project, students will integrate
project. It outlines the criteria for evaluation of
the concept of unit pricing into a real-world
their project and suggests some ways to reflect on
scenario in which they create a party concept, plan
their learning.
within a set budget and given parameters, work
with technology, and practise and further develop An alternative project, “Food Planning at a
d.
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presentation skills. Wilderness Lodge,” is included on pp. 70–79.
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This project can be done by small groups or pairs
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Prerequisites: Students need to
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of students as well as individuals.
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understand ratios, proportions, and basic
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calculator functions. If students want to use a
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spreadsheet for the pricing calculations, then some 1. Start to plan
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prior spreadsheet experience would be an asset.
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Introduce the project to your students as you begin
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They will also need to be familiar with presentation
this chapter. This initial part of the project allows
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software if they choose to use it for their co R ALL
for group brainstorming as a class. Most students
presentation. If they are familiar with any layout
will have attended a party, allowing them to draw
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software, they could use it to make party
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upon personal experiences about what activities
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invitations. Familiarity with internet research may
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students enjoy at a party. Suggest that they can
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also be helpful in this project.
make their own choices about the party, but
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pa CO ION
About this Project: This project is divided prepare a few suggestions to help them get started.
into three parts. Initially, students will plan
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To begin the project, have students decide on the
their project and identify areas that they need to
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location they will use. Next, ask them to list the
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research. Partway through the chapter, students
things they will need to consider and buy while
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will apply what they have learned about unit
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planning the party. If they need help with this
pricing and cost comparisons to decide on the
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activity, items to consider (a checklist is included
purchases they will make and work out the costs in
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on Blackline Master 1.2, p.66) include the
several ways. As a final activity, they will develop
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following:
a presentation for their team or club mates,
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including a table or a spreadsheet listing all the • What decorations will you use?
or
components of the party and their respective costs. • What will the invitations look like?
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Students will give this presentation to the class. What activities or entertainment will you plan
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Allow 3–5 minutes for each student. for the party?
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• What kind of music will you play? Do you
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Students should be given a few class periods to
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need to organize a sound system?
work on this project during the time spent on this
• What food do you plan to serve? How will you
chapter. This will allow for questions/feedback
handle food allergies?
from the teacher as well as allowing the teacher
• Will you need to order plates, cutlery, or glasses?
to observe the quality of work as it is done, rather
• Where might you purchase supplies?
than at the end of the chapter. Interim guidance
can help students complete the culminating Emphasize that even though they are planning the
party, students must keep the total budget in mind.
26 MathWorks 10 Teacher Resource
Suggest sources of information that students Assessing the Project
T
can use, such as magazines, party supply
1. Start to plan
stores, catalogues, flyers, newspapers, and
websites. There are a number of online sources of • Record your observations. Provide students
party supplies that students may find helpful. A with numeric information on how they will
keyword search string that may generate useful be assessed using a scheme that meets your
options is “party supplies” plus the place name of reporting needs.
your community or a larger centre nearby where
such supplies might be found, for example, “party 2. Research your ideas
supplies Vancouver.”
• Have students make a checklist of all items
that should be in their project to allow them to
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2. Research your ideas
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reflect on their progress. Blackline Master 1.2
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This segment of the project requires the (p. 66) contains a checklist that students may
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use.
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students. Here they are practising both their
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research and their unit costing skills. Students are 3. Make a presentation
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expected to develop a cost analysis that is within
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• Use the following rubric as a gauge to
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their budget, including all the supplies they would
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accompany a numerical grading rubric you
need to purchase and any other costs, such as
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have created.
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venue rental charges. All their work should be
• Ask students to self-assess their project using
recorded in a table (an example is shown in the
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Blackline Master 1.4 (p. 68).
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student book and reproduced on Blackline Master
• If time doesn’t allow for presentations, have
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1.3, p. 67) or on a spreadsheet.
students set up their projects on their desks
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At the end of this segment of the project, discuss and allow one row of the class at a time to walk
pa CO ION
progress with your students to ensure that all around the classroom to view and comment on
n ON AT
requirements have been met. all the projects.
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• You might want to take photos of students with
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3. Make a presentation their projects to put in their school portfolio.
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In this segment of the project, students will
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synthesize their planning and research
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activities, and practise their presentation skills.
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Presentations to clients are often done with
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handouts and other tools, including presentation
or
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such tools to enhance their project presentation,
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which they will give to the class.
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Chapter 1 Unit Pricing and Currency Exchange 27
Project Assessment rubric
Not Yet Adequate Adequate Proficient Excellent
Conceptual Understanding
• Explanations show shows very limited shows partial under- shows understanding; shows thorough
understanding of unit understanding; expla- standing; explanations explanations are understanding;
pricing, budgeting nations are omitted or are often incomplete or appropriate explanations are
parameters, research inappropriate somewhat confusing effective and thorough
methods, client needs
Procedural Knowledge
• Accurately: limited accuracy; partially accurate; some generally accurate; few accurate and precise;
major errors or omis- errors or omissions errors or omissions very few or no errors
writes and evaluates
sions
d.
unit costs while For example: For example: For example:
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adhering to the For example:
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items are listed, but items are listed items listed and
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• • •
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• item costs are the unit costs are not and unit costs are unit costs are
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creates tables from missing calculated correctly calculated correctly calculated correctly
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the information given
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• unit costs are • may have some • total cost within • total cost within
using pen/paper or
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calculated needed items missing budget budget
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spreadsheets
incorrectly
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• total cost within • sources are listed • sources are listed
calculates total
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• total cost not budget using
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costs, unit costs, and • activities and • activities are
within the budget erroneous unit cost
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taxes for all items entertainment are appropriate for the
purchased • activities and • activities and appropriate for the event and show
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entertainment not entertainment are event and somewhat unusual creativity
theme, invitations,
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appropriate for the appropriate for the imaginative
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decorations, style are • has all
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event event
appropriate • has all presentation presentation
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• sources • presentation handouts, poster, or handouts, poster,
pa CO ION
writes down all
missing poster, handouts, electronic presentation or electronic
sources
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or electronic presentation
• presentation • very few calculation
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presentation includes presentation are good
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poster, handouts, errors • no calculation
handouts, posters or
or electronic project could use errors
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•
electronic display, • project is completed
pr A IC
of
presentation not some more work to
listed items, and a but there is nothing adds some extra
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•
created ensure calculations
cost analysis beyond what is listed creativity to the
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are done correctly
• project is as a minimum project
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incomplete
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Problem-Solving Skills
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• Uses appropriate uses few effective uses some appropriate uses appropriate uses effective and
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strategies to solve strategies; does not strategies, with partial strategies to successfully often innovative
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problems successfully solve problems success, to solve solve most problems and strategies to
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and explain the solutions problems; may have explain solutions successfully solve
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difficulty explaining the problems and explain
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solutions solutions
Communication
• Presents work and does not present work presents work and presents work and presents work
explanations clearly, and explanations explanations with some explanations clearly, using and explanations
using appropriate clearly; uses clarity, using some appropriate mathematical precisely, using a
mathematical few appropriate appropriate mathematical terms range of appropriate
terminology mathematical terms terms mathematical terms
28 MathWorks 10 Teacher Resource
1.1
Proportional Reasoning
Time required for this section: 3 Classes
Math on the Job Simplify each side of the equation by dividing by
the denominator.
Start your class with a discussion about Sandra
120x = 600
Tuccaro’s nursing position. Have a student read
d.
the text aloud to the class. Before presenting the Divide each side by the coefficient of the variable,
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mathematical solution, discuss the fact that drugs 120.
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are packaged in standard doses but the amount
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120x = ____
_____ 600
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of medication that a person needs is individual.
tly
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120 120
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Also mention that in some cases the only medical
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st
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professional available may be a nurse. Thus, the x = 5 mL
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nurse must be capable of adjusting medications to
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Method 2: Find the unit amount of mg/mL first
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suit a patient’s size/weight to administer the proper
by dividing the numerator by the denominator.
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dosage. co R ALL
120 mg ______
_______ 60 mg
=
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Solution 2 mL 1 mL
f t T SS
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Students have used ratios and proportions in
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or Y— P
grade 8. Activate their prior knowledge by giving Then you can ask students how many mg of drugs
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students a few minutes to try to solve the question
pa CO ION
they need.
in this scenario themselves. When presenting the
n ON AT
Since the nurse wants to give the patient 300 mg
solution, you may want to show students that there
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of the drug, she can calculate how many 60 mg
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is more than one method.
units she needs. Since each 60 mg of the drug is
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pr A IC
of
Method 1: Set up a ratio by aligning the same dissolved in 1 mL of fluid, she will need to give the
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units. Students may have seen this method in patient 5 mL of fluid.
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science class, where it is called dimensional
10
analysis. Show the students that the same units Method 3: Nurses use this “nursing rule” to
20
(mg) should cancel each other out, leaving the figure out the doses they need.
©
or
desired units (mL).
Drug prescribed
n
_______________
× Number of measures
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120 mg _____ Dose per “measure”
ut
_______
= 2 mL
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300 mg x
t
The drug prescribed is the 300 mg in the scenario.
is
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To solve for x, multiply both sides of the equation The dose per measure is the diluted solution of
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by the common denominator, 300x. 120 mg that has been mixed into the solution. The
number of measures is the 2 mL in the solution.
( ) (
120
300x ____
300
2 mL
= _____
x )
300x This could be stated in another way.
What you want
36 000x _____________
× The amount it comes in
_______
600x
= _____
What you’ve got
300 x
Chapter 1 Unit Pricing and Currency Exchange 29
Substitute in the actual numbers. try the Discuss the Ideas “adapting a recipe”
300 mg question. Start by asking students if they have ever
_______
× 2 mL = 5 mL had to double a recipe. The idea of doubling is
120 mg
represented by the ratio 1:2. In this case, you want
The dose is 5 mL. You may ask students why it to reduce your recipe using the ratio 20:12, which
would be beneficial for a nurse to memorize such can be simplified to 5:3 or 1.67:1. Consequently,
a rule. students would have to take _ 35 of each amount in
the ingredient list to get the same taste. If students
practise your prior skills make the mistake of multiplying by _ 5 , you could
3
show that would increase the recipe.
ratio
d.
Discuss the Ideas
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Read through the ratio and proportion lesson
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with your class. Pair students up and have them
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Activity 1.1
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visualize a proportion
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co R ALL
BLackline Master 1.1 Solutions to Visualize a Proportion
he FO .
graph paper
f t T SS
1. See answer on the next page.
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This activity can be done by pairs or small
T 2. See answer on the next page.
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groups of students. It reinforces the idea that
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3. Students should notice that when you multiply
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a proportion is a multiplicative relationship and
not an additive one. or divide the two sides of a triangle by the
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same amount, the resulting triangle will be
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This activity leads nicely into a discussion about
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proportional to the original. If you add or
reducing or enlarging pictures. Many students
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subtract length, the triangles do not stay
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of
have digital cameras. They may have done some
proportional.
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editing or resizing using image editing software
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and noticed what happens when they “drag” the
10
photo down or across rather than from the corner
20
of the picture. If they do not enlarge or reduce the
©
or
photo by the same amount on all sides, the photo
n
becomes distorted.
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30 MathWorks 10 Teacher Resource
B
1.
A C
B
2. B
a) b)
B B
d.
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A C A C A C A C
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proportional not proportional
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c) d)
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B B
nt D R
co R ALL
B B
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f t T SS
lo O E
A C A C A C A C
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or Y— P
not proportional proportional
rt P AL
pa CO ION
n ON AT
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uc UA DU
Activity 1.2
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Fruit Drink Taste Tester
pr A IC
of
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In this activity, students could work in small because students could use the “edit—fill down”
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groups to simulate the research teams characteristic feature to expand the table to as many batches as
10
of real-life development settings. This activity they like.
20
©
allows students to visualize proportions in various
or
The pattern in the table works intuitively since the
formats, in this case, algebraically and in tabular
n
first batch is the given recipe, 2 batches double
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form. The activity first builds on patterns, then
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each ingredient, 3 batches triple them, and so on.
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uses the patterns to solve problems that could be
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done algebraically or using technology.
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Students begin the activity by filling in the table.
This is an effective activity to use spreadsheets with
Chapter 1 Unit Pricing and Currency Exchange 31
solutions to taste tester activity
mixing the concentrates
Recipe #1 Recipe #2
Batches Orange concentrate Water (cups) Orange concentrate Water (cups)
(cups) (cups)
1 3 7 2 5
2 6 14 4 10
3 9 21 6 15
4 12 28 8 20
d.
5 15 35 10 25
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6 18 42 12 30
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7 21 49 14 35
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8 24 56 16 40
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9 27 63 18 45
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10 30 70 20 50
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mixing the concentrates
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co R ALL
Recipe #1 Recipe #2
he FO .
f t T SS
Batches Orange concentrate Water (cups) Orange concentrate Water (cups)
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(cups) (cups)
or Y— P
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1 3 7 2 5
pa CO ION
2 =$B$3*A4 =$C$3*A4 =$D$3*A4 =$E$3*A4
n ON AT
3 =$B$3*A5 =$C$3*A5 =$D$3*A5 =$E$3*A5
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4 =$B$3*A6 =$C$3*A6 =$D$3*A6 =$E$3*A6
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5 =$B$3*A7 =$C$3*A7 =$D$3*A7 =$E$3*A7
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6 =$B$3*A8 =$C$3*A8 =$D$3*A8 =$E$3*A8
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7 =$B$3*A9 =$C$3*A9 =$D$3*A9 =$E$3*A9
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8 =$B$3*A10 =$C$3*A10 =$D$3*A10 =$E$3*A10
10
9 =$B$3*A11 =$C$3*A11 =$D$3*A11 =$E$3*A11
20
©
10 =$B$3*A12 =$C$3*A12 =$D$3*A12 =$E$3*A12
or
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1. You would need 300 cups of orange Since Recipe #1 has less water per cup of
t
is
concentrate. Students can use algebra or fill orange concentrate, it would have a stronger
ed
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down on their spreadsheet (3 cups × 100 = orange taste.
300 cups).
3. Proportion:
2. Unit amounts: 5 = ___
__ 2.5
7 = 2.3 water/concentrate (cups) 2 1
Recipe #1: __
3
So 2.5 cups of water are needed for 1 cup of
5 = 2.5 water/concentrate (cups)
Recipe #2: __ concentrate.
2
32 MathWorks 10 Teacher Resource
4. The original recipe makes 10 cups, so 1 batch Practise Your Prior Skills
equals 10 cups. Rate
One way to solve this is first to determine the
In this section, you will discuss the concept of rate.
fraction of a batch that would yield 8 cups.
Since students are in grade 10, getting their drivers’
10 cups 8 cups licences is a big concern. You could take the
_______ = ________
1 batch x batches opportunity to discuss speed limits and how the
posted sign is the maximum rate, that is, 50 km/h,
Multiply both sides by the common
110 km/h, and so on. The major concept that
denominator, x.
students need to remember is that a rate compares
( ) ( )
10 = __
x ___ 8 x
two different units.
d.
1 x
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Note that one of the examples of rates refers to
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10x = 8 the price of lumber for linear foot. Construction
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materials are measured and sold in imperial units.
4
x = __
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5
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Once students have worked out the examples on
st
Simplify the fraction to _45 .
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rate, they could work backwards to check their
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in IB TS
answers.
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To make 8 cups, you need to make _ 45 of a
ts TR H
en IS IG
batch. To determine the portion of each water For example, Michelle earned $95.00 for working
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and concentrate needed, multiply the amounts co R ALL
6 hours at a supermarket checkout. What was her
for one batch by _ 45 . rate of pay?
he FO .
f t T SS
lo O E
4 × 3 = ___
__ 12
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5 5 solution
or Y— P
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amount earned
Rate of pay = _____________
pa CO ION
2
= 2 __
time worked
5
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$95.00
Rate of pay = ______
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4 × 7 = ___
28 6h
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__
5 5
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Rate of pay = $15.85/h
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of
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3
= 5 __ Check: $15.85 × 6 h = $95.10.
5
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10
To make 8 cups of Recipe #1, you would use
Discuss the Ideas
20
2 _25 cups of concentrate and 5 _ 3 cups of water.
©
5 Cindy Klassen, Speed Skater
or
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5. Add all of the cups up first to get total parts
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(2 + 3 + 5 = 10 cups). Since you only want 4 Cindy’s average speed is a rate comparing her
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cups, you need to take __ 4 of each ingredient.
10 speed to the elapsed time. Students could discuss
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how speed skaters alter their actual speed as the
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pineapple juice: 2 × 0.4 = 0.8 race progresses, usually culminating with a sprint
cranberry juice: 3 × 0.4 = 1.2 to the finish line. Thus, an average rate may not
always be the best indicator of an athlete’s ability.
lemon juice: 5 × 0.4 = 2
Cindy’s average speed is a rate comparing her
Check: 0.8 + 1.2 + 2 = 4 cups speed to the elapsed time. The solution is as
follows.
1500 m
__________
= 13.01 m/sec
115.27 sec
Chapter 1 Unit Pricing and Currency Exchange 33
Mental Math and Estimation Then explain that an estimation technique using
rounding would be a better way to aid students
This concept of checking leads to the Mental Math, that have trouble with mental math. So, have the
since the mathematics for the pipe straps is the students round the dollar value to $0.05. Then
same as the “check.” Have students try the mental explain that 5 times 5 equals 25 and 5 times 50
math for a set time—about 2 minutes. Then ask equals 250. Then ask students to look at the
the students to share the strategies they used to decimal value of 0.05 and remind the students that
find the answer. when they multiply, they need to move the decimal
over by the place value (hundredths is 2 places).
Show students the actual value using
Since the decimal is small, they need to make their
multiplication of the actual values.
answer “250.00” smaller, thus moving the decimal
d.
$0.0497 × 50 = $2.49 2 places towards the left to find $2.50.
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Practise your NEW skills: Solutions
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1. To simplify, divide the numerator and 3. Each truck has 4 tires, so 5 trucks have 20
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in IB TS
denominator by 2 to get 4:1. tires.
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en IS IG
Ways to write this ratio include the following. To rotate the tires on 5 trucks, use the
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co R ALL
following proportion.
8 to 2
he FO .
f t T SS
8:2 4 tires
______ 20 tires
= _______
15 m xm
lo O E
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8
__
or Y— P
2 4 = ___
20
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___
15 x
pa CO ION
55 words
2. ________ 2000 words
= __________
1 minute x minutes
n ON AT
The common denominator is 15x.
tio TI C
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55 = _____
2000
___
1 x
( ) ( )
4 = ___
15x ___ 20 15x
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15 x
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of
Multiply each side by the common
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denominator, 1x, or x. 60x = _____
____ 300x
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15 x
( ) (
10
55 = _____
x ___ 2000 ) x
4x = 300
20
1 x
©
or
4x = ____
___ 300
n
55x
____
2000x
= ______
4 4
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1 x
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300
x = ____
t
55x = 2000
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4
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55x = _____
____ 2000
x = 75
55 55
It would take 75 minutes to rotate the tires on
2000
x = _____
5 trucks.
55
Alternatively, you can multiply 15 minutes
x = 36.36 minutes
(time for one truck) by 5 (the number of
It will take the secretary 36 minutes, rounded trucks) to get 75 minutes.
to the nearest minute.
34 MathWorks 10 Teacher Resource
To rotate 2 tires, divide the time for 4 tires in 2. 4350
_____ 870s
= ____
6 145
15 = 7.5 minutes
___ 725 = 6s
2
It would take 7.5 minutes to rotate 2 tires. 725
____ 6s
= __
6 6
4. First, calculate what the salesperson sold in the
121 = s
first two days.
To the nearest centimetre, Siu is 121 cm tall.
6 + 4 = 10 cars
6. To calculate the profits on 50 DVDs, use a
Next, calculate what he or she sold on the
fractional equation.
weekend.
d.
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$2550.00 ________
36 – 10 = 26 cars _________
= x
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200 DVDs 50 DVDs
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Since he or she sold the same number of cars
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2550 ___
_____ = x
tly
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on each day, calculate what was sold each day.
y IO ES
200 50
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st
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2x = 26
The lowest common denominator is 200.
is
in IB TS
( ) ( )
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ts TR H
26
2x = ___
___ 200 _____ x 200
2500 = ___
en IS IG
2 2 200 50
nt D R
co R ALL
2550 = 4x
26
x = ___
he FO .
2
f t T SS
2550
_____ 4x
= ___
4 4
lo O E
x = 13 cars on each day
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or Y— P
$637.50 = x
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Alternatively, since the salesperson sold 26 cars
pa CO ION
in two days and an equal number of cars were The total profit on the sale of 50 DVDs is
n ON AT
sold on each day, divide 26 by 2 to get 13 cars $637.50.
tio TI C
sold on each day.
uc UA DU
Next, calculate the profit on 900 DVDs.
od L E
The proportion of cars sold on Saturday is
pr A IC
of
2550 ____
13:36. _____
= x
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200 900
5. The ratio can be written as _ 5 .
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6 The lowest common denominator is 1800.
10
Let s represent Siu’s height.
20
( ) ( )
2550 = ____
1800 _____ x 1800
©
or
Use the following proportion to solve for s. 200 900
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__ s
5 = ____ 22 950 = 2x
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6 145
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t
22 950 2x
is
Since this is a fractional equation, multiply ______
= ___
ed
2 2
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both sides by the lowest common denominator,
6 multiplied by 145. $11 475.00 = x
( ) ( )
6 × 145 __
6
s 6 × 145
5 = ____
145
The total profit on the sale of 900 DVDs is
$11 475.00.
870 ( __
5 )= ( ____
s )870
6 145
Chapter 1 Unit Pricing and Currency Exchange 35
Alternatively, students could find the profit 8. First, determine what the proportion is for
on one DVD and then multiply the number of each stain.
DVDs sold by this number.
3 Spanish oak:4 red mahogany
_____ x
2550 = __ 3+4=7
200 1
So, for Spanish oak, the ratio is 3:7.
( ) ( )
2550 = __
200 _____
200
x 200
1 For red mahogany, it is 4:7.
2550 = 200x Let s = the amount of Spanish oak needed.
2550 _____ __ s
3 = ___
_____
= 200x
7 12
d.
200 200
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The common denominator is 7 multiplied by
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$12.75 = x 12, or 84.
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( ) ( )
pr
3 = ___
84 __ s 84
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$12.75 × 50 = $637.50
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7 12
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$12.75 × 900 = $11 475.00
st
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252
____ 84s
= ___
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in IB TS
$15.00 7 12
$75.00
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7. ______ = ______
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en IS IG
5 kg x kg 36 = 7s
nt D R
The numerator, 15, has been multiplied by 5
co R ALL
to get 75. To keep the fractions equivalent, the ___ 7s
36 = __
he FO .
7 7
f t T SS
denominator, 5, must also be multiplied by 5
lo O E
5.14 = s, rounded off
al N R
to equal x.
or Y— P
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5 × 5 = 25 Let r = the amount of red mahogany needed.
pa CO ION
x = 25 __ 4 = ___
r
n ON AT
7 12
tio TI C
For $75.00, the restaurant could buy 25 kg of Again, the common denominator is 84.
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olives.
( ) ( )
4 = ___
r 84
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84 __
pr A IC
of
7 12
Calculate the cost to buy 20 kg of olives.
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336
____ 84r
= ___
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___ x
15 = ___ 7 12
10
5 20
20
48 = 7r
©
The lowest common denominator is 20.
or
7r
48 = __
n
___
( ) ( )
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x 20
15 = ___
20 ___ 7 7
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5 20
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6.86 = r, rounded off
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ed
300
____ 20x
= ____
R
5 20 For 12 litres, the carpenter needs 6.86 L of red
mahogany and 5.14 L of Spanish oak.
60 = x
It would cost $60.00 to buy 20 kg of olives.
36 MathWorks 10 Teacher Resource
Extend your thinking 40 074 = 5x
9. First, determine how long it would take the 40 074
______
5x
= ___
5 5
bullet train to travel the circumference of the
Earth. 8015 = x
___ x
6 = ______ The bullet train could travel the circumference
30 40 074
of the earth in 8015 minutes.
6 can be simplified to __
The ratio ___ 1 . Now, convert this to days.
30 5
__ x
1 = ______ 8015 min
________
= 133.58 hours
5 40 074 60
d.
ite
The common denominator is 5 multiplied by
ib
133.58 hours
___________
D
= 5.57 days
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40 074. 24
pr
( ) (
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5 × 40 074 __ x
1 = ______ )
tly
fo N E
5 × 40 074 Both Keiko and Yuki underestimated how fast
y IO ES
5 40 074
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the Shinkasen can go!
st
an UT R
Each side of the equation can be simplified to
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in IB TS
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give the following equation.
en IS IG
nt D R
co R ALL
 Puzzle it out
he FO .
f t T SS
Magic Proportions 8. This is where the trial and error comes in.
lo O E
al N R
Once you have completed one solution as a
or Y— P
There are many solutions to this puzzle. Here is
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class, challenge the students to find another
pa CO ION
one strategy to help students get started:
solution.
n ON AT
1. Start by drawing one large 3 × 3 square on the
This would work well as a group activity.
tio TI C
board.
uc UA DU
od L E
2. Have students randomly call out numbers from Some more solutions
pr A IC
of
0–8 to fill in each square with little regard for
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the ratio, but not repeating a number. 0 2 4 2 1 3
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10
3. Add up each row and write the sum at the
20
outside of the box of each row. 1 3 8 0 5 7
©
or
4. Add up each column and write the sum at the
n
5 7 6 4 6 8
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bottom of each column.
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5. Check to see if the numbers on the outside of
is
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the rows and columns form the 1:2:3 ratio. 2 0 4 0 1 5
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6. Most likely, they will not.
1 5 6 2 3 7
7. Then ask students to try moving only one
number at a time to make the row proportion
3 7 8 4 8 6
work. Once the rows work, then check the
impact this had on the column sums.
Chapter 1 Unit Pricing and Currency Exchange 37
1.2
Unit Price
Time required for this section: 2 classes
Math on the Job Explore the math
The application of proportional reasoning to unit
Start the class by having a student read aloud the
costs is new for the students. Explain that the word
scenario describing Linda Fogarty, a self-employed
unit means 1. Unit price is thus the cost of one
d.
organic farmer who has a horticultural technology
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item, and a unit rate is a rate with a denominator
diploma. Discuss the fact that on a farm growing
ib
D
of 1 (for example, earnings per hour or cost per
oh
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and selling produce, materials are rarely purchased
pr
kilogram). In order to convert bulk prices or rate
R
as single items. Therefore, it’s important for the
tly
fo N E
values to unit prices and unit rate values, the
y IO ES
owner to compute unit prices to establish the
ric
student must see that the denominator must be a
st
an UT R
lowest unit cost. Also discuss some of the other
1. Some students, including ESL students, may not
is
in IB TS
applications of math that Linda mentions in her
rm
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realize that the “/” symbol holds the dual purpose
en IS IG
work. Ask students if they can think of any other
of mathematically meaning “divide” and reads also
nt D R
ways that math would be used in this context. co R ALL
as “per” in a rate question.
he FO .
f t T SS
solution
Example
lo O E
al N R
or Y— P
Calculate the unit price by dividing the total price
rt P AL
from each wholesaler by the number of plants. A 200 g bag of chips costs $1.00. A 750 g bag of
pa CO ION
chips costs $2.70. Which size is the better value?
Company A: $45.95/20 = $2.30/plant
n ON AT
tio TI C
Company B: $48.50/24 = $2.02/plant solution
uc UA DU
od L E
Company B’s unit price is $0.28/plant less than To find the unit cost per gram, divide the dollar
pr A IC
of
Company A’s price. value by the number of grams in the package.
re EV CIF
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Other factors to consider include the following:
For the 200 g bag
10
a) Has Linda bought from this wholesaler
20
$1.00
_____
©
before and has she been happy with their = $0.005/g
or
200 g
products?
n
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For the 750 g bag:
ut
b) Are the plants in stock when she needs
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them? $2.70
is
_____ = $0.0036/g
ed
750 g
R
c) Does the wholesaler carry other products
that she needs so that she can optimize her Thus, the best deal is the 750 g bag.
buying efficiency?
38 MathWorks 10 Teacher Resource
Activity 1.3
which price is right?
Introduce this activity by having students read After this discussion, make sure students
the items on the list. Ask the students if they have understand that the mathematical purpose of the
any of the items in their homes and to think of activity is to find unit costs. The business purpose
how the items are packaged. You could prompt is to compare prices in an effort to keep overhead
the discussion by asking if they buy garbage costs to a minimum and make the most profit.
bags as single items, or as packages of 10, 50, or
Assign students to work in pairs to discuss
100. Then proceed to ask if they (or their family
questions 1 and 2.
members) buy items based only on price or does
d.
brand loyalty, quality, or quantity affect their Ask students to complete the extension activity as a
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decisions? take-home assignment. Alternatively, you could ask
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students to bring in copies of newspaper ads and
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After receiving a few answers, discuss with
R
compare unit prices for selected goods in the next
tly
fo N E
students the fact that if comparing equally
y IO ES
class.
ric
favourable brands, the price does sway customers.
st
an UT R
But many companies purposely choose to package
is
in IB TS
rm
Extension
ts TR H
items in different sizes than their competitors do
en IS IG
to make comparison pricing more difficult. Some
nt D R
large stores do put the unit prices (in very small
co R ALL Find two ads for the same product in your local
print) next to the price, but that is not necessarily newspaper and compare the unit prices.
he FO .
f t T SS
the practice in all regions.
lo O E
al N R
Sample Solutions
or Y— P
rt P AL
pa CO ION
Comparing Different Brands—Same Size
n ON AT
tio TI C
Item Items Brand A Unit Brand B Unit
uc UA DU
per pkg. price price
od L E
Light bulbs 4 $2.29 $0.57 $2.99 $0.75
pr A IC
of
re EV CIF
Paper towels 6 $6.49 $1.08 $9.29 $1.55
PA
Garbage bags 20 $8.79 $0.44 $7.48 $0.37
10
Sponges 5 $7.95 $1.59 $7.69 $1.54
20
©
or
n
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ut
rib
Comparing Different Sizes—Same Brand
t
is
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Item Smaller size Price Unit price Larger size Price Unit price
R
Light bulbs 3 $2.49 $0.83 6 $4.49 $0.75
Paper towels 3 $3.69 $1.23 6 $6.49 $1.08
Garbage bags 20 $8.79 $0.44 30 $9.99 $0.33
Sponges 5 $7.95 $1.59 8 $11.99 $1.50
Chapter 1 Unit Pricing and Currency Exchange 39
1. Part A For garbage bags, the package of 30 is the
better buy.
For light bulbs, Brand A offers the lowest unit
cost. For sponges, the package of 8 is the better buy.
For paper towels, Brand A offers the lowest 2. The package containing fewer items might
unit cost. have a lower unit cost if that size package
was on a special promotion. In that case, the
For garbage bags, Brand B offers the lowest
smaller package would be the better buy.
unit cost.
3. You might not choose to buy the product with
For sponges, Brand B offers the lowest unit
the lowest unit price if the number of items in
cost.
the package doesn’t meet your needs, or you
d.
ite
Part B prefer the quality of a different brand. You
ib
D
might have a coupon for a different brand that
oh
VE
For light bulbs, the package of 6 is the better
pr
reduces the unit price, or you might belong to
R
buy.
tly
fo N E
a customer loyalty program that gives points
y IO ES
ric
For paper towels, the package of 6 is the better for a particular brand.
st
an UT R
buy.
is
in IB TS
rm
ts TR H
en IS IG
build your skills: Solutions
nt D R
co R ALL
$1053.00
1. ________ $15.49
4. a) ______
he FO .
= $87.75
= $7.75/shirt
f t T SS
12 2
lo O E
al N R
or Y— P
The unit price of each sink is $87.75. $22.99
______
= $7.66/shirt
rt P AL
3
pa CO ION
2. Package A:
b) 2 packages of 3 plus 1 package of 1?
n ON AT
$19.99
______
= $2.86/kg
tio TI C
7 2($22.99) + $9.98 = $55.96
uc UA DU
od L E
Package B: Or 1 package of 3 plus two packages of 2?
pr A IC
of
re EV CIF
$35.95 $22.99 + 2($15.49) = $53.97
______
= $2.57/kg
PA
14 The best combination is to buy one
10
Package C: package of 3 shirts and two packages of 2.
20
©
or
$50.99 5. First, convert everything to kilograms so all the
______
= $2.43/kg
n
denominator units are the same.
io
21
ut
rib
Package C has the lowest unit cost. 500 g = 0.5 kg
t
is
ed
$120.00 Now, calculate unit price.
3. _______
R
= $30.00/lock
4
$7.50
______
= $15.00/kg
$192.00 0.5 kg
_______
= $32.00/lock
6
$12.50/kg
The first supplier has the lower cost per
lock. When selecting a lock, you should also $19.50
______ = $13.00/kg
1.5 kg
consider the quality of the locks, since you
want them to be secure. So, the second price is the best buy.
40 MathWorks 10 Teacher Resource
Which combination will be the best price for Kit 3:
2.5 kg? $70.50
______
= $0.94
75
Two of the second price plus one of the first?
Kit 3 has the best unit value. How many does
2($12.50) + $7.50 = $32.50
Jason need?
Or 1 of the second price plus one of the third?
First, divide the kits needed by the number of
$12.50 + $19.50 = $32.00 workers to see how many kits are needed.
(You can factor out buying mostly from the 250 workers
___________
= 3.34
first option because it is the most expensive.) 75
d.
The best price for 2.5 kg of meat can be Then calculate how much these 3 kits would
ite
obtained by buying 1 kg at the second price cost.
ib
D
oh
VE
and 1.5 kg at the third.
3 × $70.50 = $211.50
pr
R
tly
fo N E
6. Convert the denominators to kg.
y IO ES
How many workers still need kits if Jason buys
ric
st
an UT R
250 g = 0.25 kg 3 of kit 3?
is
in IB TS
rm
ts TR H
500 g = 0.5 kg First, calculate the maximum number of
en IS IG
workers these 3 kits will cover.
nt D R
Then calculate unit price. co R ALL
$4.25 3 × 75 = 225
_______
= $17.00/kg
he FO .
f t T SS
0.25 kg Then, calculate how many workers still need
lo O E
to be covered by subtracting 225 workers
al N R
$7.95
______
= $15.90/kg
or Y— P
(already covered by 3 of kit 3) from the total
rt P AL
0.5 kg
number of workers.
pa CO ION
$29.50
______
= $14.75/kg
n ON AT
2 250 − 225 = 25
tio TI C
uc UA DU
The last package of meat has the lowest unit price. Kit 1:
od L E
Nonetheless, the other store has two unit prices 25 = 2.78
___
pr A IC
of
that are lower than this, so it would be better to 9
re EV CIF
buy your meat at the other store.
PA
Calculate the total cost of these 3 kits.
10
3 × $42.50 = $127.50
20
Extend your thinking
©
or
Kit 2:
n
7. There are a couple of ways to solve this
io
One kit 2 will cover all 25 workers at a total
ut
problem. Here is one option. First, you need to
rib
cost of $58.25, which is a better buy than three
figure out which kit has the lowest unit price
t
is
of kit 1.
ed
so you can see which kit is the best value. First,
R
calculate the price per worker each kit can Now, calculate the total cost.
cover.
$211.50 (3 of kit 3) + $58.25 (1 of kit 2) =
Kit 1: $269.75
$42.50
______ = $4.72 The least expensive combination is 3 large kits
9 and 1 medium kit at a price of $269.75, before
Kit 2:
taxes.
$58.25
______ = $1.46
40
Chapter 1 Unit Pricing and Currency Exchange 41
1.3
Setting a Price
Time required for this section: 1 class
Math on the Job solution
Start the class with a student reading aloud the Method 1: 2-step process
scenario describing Maurice, the cost estimator for
Convert 45% to a decimal by dividing by 100 to
a construction company. Discuss the number of
d.
get 0.45. Then multiply.
ite
factors that must be taken into consideration when
ib
D
estimating a job and the ramifications that can $55.00 × 0.45 = $24.75
oh
VE
pr
occur when done poorly. For example, estimating
R
To find the selling price, add.
tly
fo N E
too little time can lead to labour shortages (for
y IO ES
ric
example, when hiring for different aspects of $55.00 + $24.75 = $79.75
st
an UT R
the job, the architects may be on a different time
is
in IB TS
Method 2: 1-step process
rm
ts TR H
schedule than the stucco installers), cost overruns,
en IS IG
disappointed clients, and so on. Furthermore, The total that Franka charges is the price she
nt D R
the cost estimator must ensure that the final price
co R ALL
pays plus the markup. Therefore, the selling price
covers all costs plus makes a profit. Remember that is 145% of the price she pays (100% plus 45%
he FO .
f t T SS
building trades use imperial units of measurement. markup). Convert 145% to a decimal by dividing
lo O E
al N R
by 100 to get 1.45. Then multiply.
or Y— P
solution
rt P AL
$55.00 × 1.45 = $79.75
pa CO ION
What is the cost per square foot for stuccoing?
n ON AT
$30 600.00 Example 2
tio TI C
_________
= $8.50/sq ft
uc UA DU
3600
od L E
Using the example above, Franka was adding a
pr A IC
of
Explore the math markup of 145% on the same $55.00 pair of jeans.
re EV CIF
PA
The PST rates given in Figure 1.1 were accurate at Method 1: 2-step process
10
the time of publication. Ensure that students use
Convert 145% to a decimal by dividing by 100 to
20
current rates in their calculations.
©
get 1.45. Then multiply.
or
The idea of percent is familiar to students.
n
$55.00 × 1.45 = $79.75
io
However, many students are used to calculating
ut
rib
percents as a two-step process rather than in To get the selling price, add.
t
is
one step. Help them to incorporate the one-step
ed
$55.00 + $79.75 = $134.75
R
method into their repertoire of skills.
Method 2: 1-step process
Example 1 Convert 145% to a decimal by dividing by 100
to get 1.45. Add the 145% markup to 100% of
Franka purchases jeans wholesale for her designer the original price paid to find 245%. Convert to a
clothing store. She pays $55/pair and charges a decimal and multiply.
markup of 45%. What is the selling price?
$55.00 × 2.45 = $134.75
42 MathWorks 10 Teacher Resource
Recall that multiplying by 1 adds in the original the discussion by asking students to think of items
$55.00 by multiplication rules. Now, changing the that they buy or use in each of the four seasons
1 to a 2 accounts for the fact that 145% means that (for example, snow blowers in the winter, leaf
you are doubling the original price and adding blowers in the fall, lawn mowers in the summer,
45%. and rakes in the spring). Then discuss how
the prices of those items change as the seasons
For some students, you may want to show what a
change. For example, in Winnipeg, local summer
markup of 100% looks like first, then proceed to
produce such as strawberries is much cheaper
145%.
in July than imported produce in December.
Furthermore, holidays often mean that demand for
Discuss the ideas items changes. For example, turkey and ham sales
d.
Concert Promoter usually increase at Thanksgiving.
ite
ib
D
Moreover, students may have discussions in social
oh
VE
This discussion allows students to think about how
pr
studies about the effect natural disasters have on
R
market forces affect pricing decisions. Sometimes
tly
fo N E
prices. For example, flooding during the rainy
y IO ES
a product’s price has an adverse effect on sales.
ric
season in India can cause rising prices, hurricanes
st
an UT R
When that happens, the business owner must
can ruin beaches in Mexico, affecting the tourist
is
in IB TS
make decisions to minimize losses. Students can
rm
ts TR H
industry, and avalanches in BC and Alberta can
en IS IG
begin by discussing the many factors that can affect
affect the ski/snowboarding resorts or equipment
nt D R
concert ticket sales, such as the popularity of the co R ALL
businesses.
band, the price, the number of events occurring at
he FO .
the same time, and so on. Business owners, therefore, need to prepare for the
f t T SS
lo O E
time of the year and adjust prices to take advantage
Have students discuss the questions in small
al N R
or Y— P
of consumers’ seasonal demands.
groups for about 5 minutes. After that, sample
rt P AL
answers could be given to the entire class for a
pa CO ION
sample answers
wrap-up.
n ON AT
1. Mother’s Day (May), high school graduation
tio TI C
uc UA DU
sample answers (June), and weddings (summer) tend to be a
od L E
high volume time. Students may think of other
pr A IC
of
1. Raise the prices, see if you can add another
events that may cause a demand for roses (for
re EV CIF
show, limit the number of tickets per person.
example, Valentine’s Day).
PA
2. Lower the prices, increase the promotions/ads,
10
2. Summer: road trips tend to increase. In light of
give tickets away as radio prizes.
20
rising gasoline costs, encourage students to talk
©
or
3. There are not many circumstances, since your about trade and economic fluctuations.
n
goal is to at least break even. However, in some
io
3. The price of toys at Christmas: students will be
ut
dire circumstances, it may be better to make
rib
able to suggest many examples.
some money rather than no money.
t
is
ed
4. Certain jewellery pieces, such as blue
R
Discuss the ideas diamonds or real fresh-water pearls, expensive
watches like Patek Philippe or Rolex, rare art
Seasons and Holidays
works, first edition books, certain foods such
as caviar.
This discussion builds upon the Concert Promoter
discussion as the change in season and holidays 5. Answers will vary, but students may notice that
also changes consumer demand. You could begin prices are often set just below a psychological
Chapter 1 Unit Pricing and Currency Exchange 43
turning point, such as $39.95 instead of kilogram also creates the impression that items
$40.00. Other examples in which goods and are less expensive than they are.
services are advertised to seem less expensive
than they are include plane fares that do
Mental Math and Estimation
not include taxes and fuel surcharges, one-
way trips instead of round trips, hotel prices
Ask students to work in pairs to collaborate on
quoted by one night prices when a minimum
strategies. Students should be able to see that the
stay is three nights. Sometimes manufacturers
price difference between the two helmets is $5.00
advertise an old price but have reduced the size
and multiply that by 25 to arrive at $125.00.
of the package. Selling foods using the 100-
gram price rather than the price per pound or
d.
ite
ib
D
oh
VE
build your skills: Solutions
pr
R
tly
fo N E
y IO ES
These solutions were worked out using the tax You would pay $217.68 for a hard hat and a
ric
st
an UT R
rates in effect at the time of publication and are pair of steel-toed boots in Saskatchewan.
is
in IB TS
included on p. 29 of the student book.
rm
ts TR H
4. As a percentage, the regular price plus the
en IS IG
1. As a percentage, the regular price plus the markup is 100% plus 25%, or 125%.
nt D R
markup is 100% plus 60%, which equals
co R ALL
The sink:
160%.
he FO .
f t T SS
$89.95 × 1.25 = $112.44
lo O E
1.60 × $22.75 = $36.40 a shirt
al N R
or Y— P
The bathtub:
2. $49.95 + (2 × $129.95) = $309.85
rt P AL
$639.95 × 1.25 = $799.94
pa CO ION
GST is 5%.
n ON AT
5 = 0.05 2 faucets:
____
tio TI C
100
uc UA DU
2 × $74.95 = $149.90
od L E
0.05 × $309.85 = $15.49
pr A IC
of
$149.90 × 1.25 = $187.38
re EV CIF
The total GST paid on the items is $15.49.
Add to find the total she charged her customer,
PA
$309.85 + $15.50 = $325.34 excluding tax.
10
20
The total cost of the items, including tax, is $112.44 + $799.94 + $187.38 = $1099.76
©
or
$325.35.
5. a) 50 × $3.50 = $175.00
n
io
3. $49.95 + $129.95 = $179.90
ut
175 × $3.99 = $698.25
rib
t
As a percentage, the Fort McMurray price plus
is
250 × $2.00 = $500.00
ed
the markup is 100% plus 10%, which equals
R
110%. $175.00 + $698.25 + $500.00 = $1373.25
$179.90 × 1.10 = $197.89 Her total income is $1373.25.
As a percentage, the Saskatchewan price with b) 100 × $3.50 = $350.00
PST and GST is 100% plus 5% GST plus
100 × $2.00 = $200.00
5% PST, or 110%.
$197.89 × 1.10 = $217.68
44 MathWorks 10 Teacher Resource
She receives $150.00 more income if she Extend your thinking
sells 100 quarts directly from her farm.
Students may suggest that she would sell to 8. First, convert kilograms to grams.
a wholesaler because she may receive large
orders from wholesalers or she may not be 10 kg × 1000 = 10 000 g
able to sell all her crop directly or at the Find the unit price per gram.
farmers’ market.
$175.00
________
= $0.0175/g
6. a) $2.50 × 1.15 = $2.88 10 000 g
The new unit price would be $2.88. Calculate the price for 250 g.
b) First, find the difference in price per 250 g × $0.0175 = $4.38
d.
ite
person.
a) Student answers will vary but they should
ib
D
oh
VE
$2.88 − $2.50 = $0.38 consider overhead costs such as the rent
pr
R
and utilities for the store; equipment costs
tly
fo N E
Then, find the difference for 100 people.
y IO ES
ric
such as a display fridge for the cheese
st
an UT R
$0.38 × 100 = $38.00 and knives or other tools; materials for
is
in IB TS
displaying, storing, and packaging the
rm
ts TR H
She would make $38.00.
en IS IG
cheese such as plastic wrap; and staff
nt D R
c) Student answers will vary but should co R ALLtime for stocking, cutting, and serving the
show they have considered various options cheese.
he FO .
such as trying to source less expensive
f t T SS
ingredients and supplies; making her b) $4.38 × 1.40 = $6.13
lo O E
al N R
portions per person smaller; or trying
or Y— P
It would cost $6.13 for 250 grams.
rt P AL
to find ways she can be more efficient
pa CO ION
with her time, including perhaps hiring a c) Since the customer is getting a discount of
15%, they are paying 85% of the original
n ON AT
delivery person.
price (100% − 15%).
tio TI C
uc UA DU
7. Answers will vary but students may suggest
$6.13 × 0.85 = $5.21
od L E
discounts of as much as 50%, since that is
pr A IC
of
a fairly common discount for out-of-season The price would be $5.21.
re EV CIF
items. Students should recognize that Marie’s
PA
profits will be lower, but that some revenue is d) Yes, you would still be making a gross
10
better than no revenue on those items. Marie’s profit.
20
©
reasoning would be that she has paid for these $5.21 − $4.38 = $0.83
or
items and that it’s best if she tries to recover
n
io
some of the money she spent. But you would also need to consider
ut
whether this smaller margin would cover
rib
t
your additional costs, as discussed in a).
is
ed
R
Chapter 1 Unit Pricing and Currency Exchange 45
1.4
On Sale!
Time REquired for this section: 2 classes
Math on the Job Cost Method 1: 2-step process
First find the percent discount on one tile and
Start the class with a student reading aloud the
subtract that amount from the original price.
scenario featuring Daniel, the owner of a stone
Remember to convert the percent to a decimal.
d.
and tile company. Discuss with students how
ite
businesses like to keep their stock up-to-date so $6.99 × 0.15 = $1.0485
ib
D
oh
that customers will want to keep coming back to
VE
$6.99 − $1.05 = $5.94 per tile
pr
R
see what’s new and trendy. Discuss the fact that
tly
fo N E
y IO ES
the price of many building items decreases when $5.94 × 50 = $297.00
ric
st
an UT R
larger quantities are purchased (such as the price
Cost Method 2: 1-step process
is
in IB TS
of limestone per square yard or lumber per linear
rm
ts TR H
foot, and so on). In order to turn over their stock,
en IS IG
If the discount per tile is 15%, then you can
nt D R
businesses tend to have end-of-season sales and calculate the discount percentage.
co R ALL
clearances. Have students make a connection
100% − 15% = 85%
he FO .
to sales that they have attended and when they
f t T SS
occurred. Students then could discuss whether $6.99 × 0.85 = $5.94 a tile
lo O E
al N R
a purchase they made was needed or an impulse
or Y— P
Multiply to find the total cost.
rt P AL
motivated by the “sale” tag.
pa CO ION
$5.94 × 50 = $297.00
n ON AT
solution
tio TI C
uc UA DU
Imperial measurements are standard in the Explore the math
od L E
construction trades. Discuss with students the
pr A IC
of
Discuss with students some current promotions
number of tiles needed. Each tile is 12″ × 12″ or
re EV CIF
that they have seen on television or in the local
1′ × 1′. Calculate using feet since the price is given
PA
store. Ask them if they think the sales promotions
per square foot. Since 50 square feet of slate are
10
work. Are there cases when a store holds too many
needed, calculate the cost of 50 tiles.
20
sales (for example, some electronics stores have
©
or
Note: Some students may not understand the weekly sales flyers)? If so, how might that affect
n
concept of “square feet.” Draw a square on the consumer behaviour (customers take the sale for
io
ut
board and label each side as 4. Then draw in granted, thereby hesitating to buy at full price)?
rib
vertical and horizontal lines within the square
t
is
ed
to total 16 boxes within the space. Each side
Mental Math and Estimation
R
measures 4 linear feet. The area within the square
becomes the square footage since the area of the
Students should be able to round the price up to
square (4 × 4) is 16. In this example, 50 square
$1000.00 and realize that 20% is $200.00 so they
feet could be represented by a 10′ × 5′ rectangle
will pay about $800.00 at the sale price before
or a 25′ × 2′ rectangle, or some other shape.
taxes. Ask students to share their personal strategy
Point out that the shape does not have to be a
with a partner.
square; remind students that it is area that is being
discussed.
46 MathWorks 10 Teacher Resource
Activity 1.4
taking advantage of sales promotions
Ask students to work in pairs for this activity, Sample solutions
role-playing roommates in their first apartment.
Sample answers for questions 1 and 2 are shown in
Have them look through flyers or internet sales
the table below.
sites to comparison shop. Remind students that
usually first-time homeowners/renters have limited
budgets, which is why you need to buy the items
on sale.
d.
Assessing promotions
ite
ib
Item Store name* Product* Promotional pitch Regular price Sale price Percent discount
oh
VE
pr
Stereo Discontinuing item $699.99 $499.99 29%
tly
fo N E
sale
y IO ES
ric
Couch Pre-holiday sale $569.99 $484.49 15%
st
an UT R
is
in IB TS
rm
ts TR H
* Students will fill in the exact store and product information from the sources they use.
en IS IG
nt D R
3. The first store advertised a $200.00 discount. co R ALL 4. The promotions were not misleading but you
The percent discount is 29%. had to read the fine print on the first store’s
he FO .
sales flyer to see that the reduced price was
f t T SS
The second store advertised a 15% discount.
only in effect for one week.
lo O E
al N R
The discount amount is $85.50. The sale price
or Y— P
would, therefore, be the original cost minus the 5. Ask students to compare answers and see who
rt P AL
found the best price for each item.
pa CO ION
discount.
n ON AT
$569.99 – $85.50 = $484.49
tio TI C
uc UA DU
od L E
build your skills: Solutions
pr A IC
of
re EV CIF
1. a) Calculate the price of a package at half $2.94
______
= 0.249
PA
price by dividing by 2. $11.78
10
This can be rounded to 25%.
20
$5.89
_____
= $2.95, rounded off
©
2
or
This can also be done mentally: one
n
Calculate the cost of one package at full package is 50% off so you are paying 75%
io
ut
price and one package at half price. of the total price on two packages.
rib
t
is
$5.89 + $2.95 = $8.84 2. a) At Ross’s store, the total price, including
ed
GST, can be found by adding 100%
R
b) First, calculate the total regular price. and 5%, converting to a decimal, and
2 × $5.89 = $11.78 multiplying the price by 1.05.
Then, calculate the difference between $49.95 × 1.05 = $52.45
the regular cost and sale costs for the two At Al’s store, subtract the discount percent,
packages. 15%, from 100%, and convert to a
$11.78 − $8.84 = $2.94 decimal. Then multiply the price by 0.85
to find the sale price.
Finally, calculate the percentage.
Chapter 1 Unit Pricing and Currency Exchange 47
$55.95 × 0.85 = $47.56 Find the total savings on labour for 16 hours.
Then, calculate the sale price plus GST. $1.80 × 16 = $28.80
$47.56 × 1.05 = $49.94 You would save $28.80 on labour.
b) Al is right—with the sale, the racquet at his 5. a) Calculate the total cost of 20 fans at each
store is less expensive. store.
3. a) Calculate cost of morning highlights. The first wholesaler offers 5% off $157.00.
Convert 15% to a decimal and subtract
Calculate the cost of one fan with the
that amount from the original price.
discount.
$55.00 × 0.15 = $8.25
d.
$157.00 × 0.95 = $149.15
ite
$55.00 − $8.25 = $46.75
ib
D
Then, calculate the cost with GST.
oh
VE
pr
Calculate cost of mid-afternoon highlights.
R
$149.15 × 1.05 = $156.61
tly
fo N E
y IO ES
$55.00 − $5.00 = $50.00
ric
Find the cost of 20 fans.
st
an UT R
is
Morning appointments will get you the
in IB TS
$156.61 × 20 = $3132.15
rm
ts TR H
lowest price on highlighting.
en IS IG
The second wholesaler charges $149.00
nt D R
b) Answers will vary but students should offer co R ALL each for orders of 10 or more. Find the
reasons for their answers. For example, the
cost of one fan, with GST.
he FO .
discount will appeal more because it allows
f t T SS
$149.00 × 1.05 = $156.45
lo O E
you to save more money, or the coupon
al N R
or Y— P
will appeal more because you know
Find the cost of twenty fans.
rt P AL
immediately how much you are saving
pa CO ION
without having to do any calculations. The $156.45 × 20 = $3129.00
n ON AT
time of day the person is available will also
b) The second wholesaler offers a better buy.
tio TI C
affect his or her choice.
uc UA DU
6. a) Calculate the percentage of markdown
od L E
4. First, calculate the roofer’s savings with a 20%
pr A IC
of
each item has been given.
discount. Convert 20% to a decimal.
re EV CIF
Shirts:
PA
$27.50 × 0.20 = $5.50
10
$31.99 – $19.99 = $12.00 discount
Calculate your cost of materials if he passes on
20
©
50% of his discount by dividing by 2. $12.00
______
or
= 0.375
$31.99
n
io
$5.50
_____
= $2.75
ut
2 The discount is 38%, rounded to the nearest
rib
t
percent.
is
Your discount on a square metre is $2.75.
ed
R
Shorts:
$27.50 – $2.75 = $24.75
$24.95 − $16.95 = $8.00 discount
Your cost for a square metre would be $24.75.
______$8.00
= 0.32
$24.75/m2 × 74 m2 = $1831.50 $24.95
Calculate his hourly rate with a 5% discount. The discount is 32%.
Convert 5% to a decimal.
Jacket:
$36.00 × 0.05 = $1.80
$49.99 − $24.99 = $25.00 discount
48 MathWorks 10 Teacher Resource
$25.00
______ = 0.5 Calculate the discount price by subtracting
$49.99
5% from 100% of the total price to find
The discount is 50%. 95%. Convert to a decimal and multiply to
find the discounted price.
b) Add up all the discounts.
$26.00/h × 0.95 = $24.70/h
12.00 + $8.00 + $25.00 = $45.00 total
$
savings Find the total discounted price before tax.
Or you can calculate the total regular price. $24.70/h × 55h = $1358.50
$31.99 + $24.95 + $49.99 = $106.93 Find the total price, including tax.
Calculate the total sale price. $1358.50 × 1.12 = $1521.52
d.
ite
$19.99 + $16.95 + $24.99 = $61.93 Calculate the savings.
ib
D
oh
VE
Find the total savings. $1601.60 − $1521.52 = $80.08
pr
R
tly
fo N E
y IO ES
$106.93 – $61.93 = $45.00 Your total savings are $80.08.
ric
st
an UT R
The most money is saved on the jacket. b) Similarly, calculate the second person’s
is
in IB TS
rm
ts TR H
savings.
en IS IG
nt D R
Extend your thinking co R ALL $26.00 × 60 × 1.12 = $1747.20
regular price
he FO .
7. a) 5% GST + 7% PST = 12% total tax
f t T SS
$24.70 × 60 × 1.12 = $1659.84
lo O E
Calculate the regular price. discount price
al N R
or Y— P
rt P AL
$26.00/h × 55 h = $1430.00 $1747.20 − $1659.84 = $87.36
pa CO ION
Add 12% to 100% of the total price to find The total savings are $87.36.
n ON AT
112%. Convert to a decimal and multiply.
tio TI C
Then, calculate the difference in what you
uc UA DU
$1430.00 × 1.12 = $1601.60 saved.
od L E
pr A IC
of
$87.36 − $80.08 = $7.28
re EV CIF
PA
The owners of the second house save $7.28
10
more than you do.
20
the roots of math
©
or
n
Canadian currency
io
ut
rib
Solutions
t
is
ed
R
1. Answers will vary. In BC, the Tsimshian service, the original monetary value of the
people used Eulachon oil for trade. Other items item, or the rarity of the item.
used for trade by First Nations people included
preserved meats, rare stones, tools, and furs. 3. Answers will vary. Possible answers could
include that money is valuable because it can
2. Answers will vary. Possible factors to consider be exchanged for goods or services, or that the
when determining the value of goods or value of a country’s currency depends on the
services include the time spent providing a strength of its economy.
Chapter 1 Unit Pricing and Currency Exchange 49
1.5
Currency Exchange Rates
Time REquired for this section: 2 classes
Math on the Job
Start the class with a student reading aloud about have learned previously from the media or from
Naomi Coates, the office manager for a potato another source about exchange rates.
grower. Have students think about items that they
d.
use at home that are not usually from Canada, such Explore the math
ite
as electronics, vehicles, or clothes. Since many
ib
D
oh
VE
items come from international sources, the buyer After reading the Explore the Math lesson on
pr
R
of the items must convert Canadian dollars to the currency, you may want to try the extension
tly
fo N E
y IO ES
ric
international currency of the country where the activity on exchange rates. In this extension,
st
an UT R
product is being purchased. Then have students students explore the issues that underlie exchange
is
in IB TS
think of items that Canada exports, for example, rates and their purpose. Before beginning the
rm
ts TR H
en IS IG
wheat, apples, and buses. Again, the seller must activity, you will want to explain a little more about
nt D R
convert the amount received from the buyer to exchange rates and how they are established. Most
co R ALL
Canadian funds. Sellers must also price the product of the world’s major currencies are flexible in that
he FO .
f t T SS
to minimize losses from the fluctuating dollar. they rise or fall with changes in the supply and
lo O E
demand for the currency, but nations sometimes
al N R
This discussion can lead into considering the effect
or Y— P
intervene to try to manage their currency’s rate of
that the rise or fall of the Canadian dollar has on
rt P AL
exchange. Changes in exchange rates can affect
pa CO ION
manufacturers, agricultural producers, mills, and
trade among nations and a nation’s domestic
other businesses that depend on import and/or
n ON AT
economy. The value of a nation’s currency, and thus
export of goods. A linked discussion can address
tio TI C
its exchange rate compared to other currencies, is
uc UA DU
the impact currency exchange rates have on
influenced by many factors, from the general—a
od L E
consumer prices. Challenge students to think of
pr A IC
of
country’s economic and political situation—to the
re EV CIF
examples from their own lives and from what they
specific—interest and employment rates.
PA
extension Activity
10
20
exchange rates around the world
©
or
n
In this activity, students are divided into two there should be 4 of one item (such as pencils) and
io
ut
different groups: country A and country B. The 2 each of 4 different items (such as 2 postcards,
rib
residents of each country participate in two 2 stickers, etc.). Also have 50 to 100 each of 2
t
is
ed
auctions. In the first, students can only buy goods different smaller items (such as soft and hard
R
produced in their own countries while in the candies). In the following description, specific
second, they exchange their currency with foreign items are used, but you are free to choose whatever
currency to buy foreign goods. will work best with your class. Now, split these
items into two sets so that you have identical sets
Materials: Prepare 2 bags with 100 paperclips
for auction 1 and 2.
in each and 2 bags with 200 beans in each to be
used as currency. For the items to be auctioned,
50 MathWorks 10 Teacher Resource
Auction 1: For this auction, the two countries Auction 2: For this auction, trade is allowed
are not allowed to trade with each other. Country between the two countries. Distribute the second
A uses paperclips for money while country B uses set of currency to the students as before and give
beans. Distribute the 100 paperclips among the the leaders the second set of goods.
students in country A and the 200 beans among
In order to buy something from another country,
the students in county B, giving students unequal
you must have the right currency. Before the
amounts. This represents the income they earned
auction, allow the students to barter with one
during the past year.
another to trade currencies. There is no fixed rate
Both countries produce one good that is the and no one has to exchange if they do not want
same (the pencils) and other goods that are to. When students exchange currency, they must
unique (postcards, bumper stickers, etc.). List report it on the board, listing how many paperclips
d.
ite
each country’s goods on the board. For example, were exchanged for how many beans.
ib
D
country A produces postcards, packs of gum,
oh
Run the auctions for both countries simultaneously
VE
pencils, and a large supply of soft candy. Country B
pr
R
as before. Students choose which country’s items
tly
fo N E
produces chocolate bars, bumper stickers, pencils,
y IO ES
they want and thus at which auction they will be.
ric
and a large supply of hard candy.
st
an UT R
Again, record the prices the larger items go for and,
is
in IB TS
Have students volunteer, or choose leaders for when the auction is finished, let the students buy
rm
ts TR H
en IS IG
each country. Each leader stands in front of their the candies.
nt D R
country’s residents with the items their country co R ALL
When these auctions are complete:
has produced in the last year—for country A, a
he FO .
postcard, a pack of gum, a pencil, and the soft Compare the number of beans and paperclips
f t T SS
•
candy and for B, a chocolate bar, a bumper sticker, paid for auctioned items. Again, the number
lo O E
al N R
a pencil, and the hard candy. of beans paid was likely more than paperclips.
or Y— P
rt P AL
Popular goods may have higher prices in
Hold the auctions at the same time. The leader
pa CO ION
the second auction because there were more
auctions off the three larger goods to the highest
n ON AT
potential buyers.
bidder within each country. Record the prices
tio TI C
• Explain that an exchange rate is defined as the
uc UA DU
they go for. Then students buy the small items
price or value of a nation’s currency in terms of
od L E
with their currency until everyone has something
pr A IC
of
another nation’s currency, and ask students to
(students may not save their money).
re EV CIF
share their experiences with exchange rates.
PA
Collect all the currency after the auction. When the • Determine the exchange rate in the auction
10
auctions are finished: activity.
20
• Ask students to suggest reasons why people
©
• Compare the amount of currency paid for the 3
or
in one country would want currency from
larger items in each country. The country with
n
another.
io
more currency (beans)probably paid more.
ut
rib
• Compare the price of the same item for both
t
is
countries. Again, those with beans likely paid Mental Math and Estimation
ed
R
more.
• Ask students to discuss whether the people in One strategy for solving this question is suggested
the country with more currency (the beans) are here. Students may suggest other methods. Ask
richer. Students should come to the conclusion students to share their strategy with a partner.
that the amount of currency in circulation
First round €95.00 up to €100.00. Then round
does not make the country wealthier. What is
1.644 to 1.5. Add 50% of 100 to 100 to get
important is how much the currency will buy
$150.00, the approximate price of the hotel room.
in different countries.
Chapter 1 Unit Pricing and Currency Exchange 51
Activity 1.5
What’s Your Ride? Survey
This activity allows students to discover the The Royal Bank website (www.rbcroyalbank.com)
difference between buy and sell rates as well as lists both buy and sell rates. This is why it is one
to explore different world currencies. To start of the recommended sites. The site www.XE.com
this activity, have students look at the chart and is an alternative site that could be consulted. Note,
the range of prices listed in the column Foreign however, that these are external websites and
amount. Ask them to guess which vehicle costs the are not endorsed by either the WNCP or Pacific
most in Canadian dollars and which costs the least. Educational Press.
In doing the currency conversions, students Figure 1.2, on p. 45 of the student book, was
T
d.
ite
will discover that some websites list separate compiled from two websites, the Royal Bank of
ib
D
buy and sell rates, while others list mid-market Canada and HSBC.
oh
VE
pr
rates or nominal rates. Mid-market rates are
tly
fo N E
derived from the mid-point between the buy and
Extension
y IO ES
ric
sell rates of large-value transactions in the global
st
an UT R
currency market. The Bank of Canada currency
is
in IB TS
Conduct online research to select two additional
rm
ts TR H
converter lists a nominal rate, which shows where
en IS IG
vehicles from countries of your choice. Research
the bank estimates the market to have been at
nt D R
the models and their prices in the currency of
co R ALL
noon on that day. Since buy rates and sell rates
their origin. Using an online currency converter,
include overhead and profit margins that are set
he FO .
determine the price in Canadian dollars.
f t T SS
independently by each foreign currency provider,
lo O E
al N R
they will vary depending on the provider and will
or Y— P
always be different than the mid-market rates and
rt P AL
pa CO ION
the nominal rates.
n ON AT
tio TI C
uc UA DU
sample Solutions
od L E
pr A IC
of
The table below gives sample answers for question 1.
re EV CIF
PA
comparing cars
10
Name of Make and model of Name of Exchange rate Foreign Canadian
20
country vehicle currency amount amount
©
or
France Fiat 500 euro 1.597 95 €10 900.00 $17 427.66
n
io
India Maruti Gypsy King rupee 0.024 1358 Rs 537 921.07 $12 983.16
ut
rib
England Mini Cooper S pound 2.029 99 £16 245.00 $32 977.19
t
is
ed
United States Dodge Ram 3500 US dollar 1.024 88 US$30 420.00 $31 176.85
R
Japan Daihatsu Move Latte L yen 0.009 48742 ¥1 073 380.00 $10 183.61
Rates as of October 10, 2008
52 MathWorks 10 Teacher Resource
2. This question allows students to get engaged 4. a) The bank builds a profit margin and
in the topic by finding photos and prices of overhead into their buy and sell rates. In
vehicles in different countries. Auto show other words, they do not convert money
websites, such as for the Dubai motor show, for free. The buy rate that the bank offers
are a good place to find representative makes on the euro on this date is €0.6079 for
and models. However, if time is an issue or $1.00 CAD compared to a sell rate of
if the classroom does not have high-speed €0.6130.
internet access, simply ask students to choose
b) Using the currency convertor at
one vehicle from the list.
www.rbcroyalbank.com, you determine
3. The following sample answers use the price of that converting €10 900.00 to Canadian
the Fiat 500 as listed in the table. dollars will yield $17 146.79 CAD.
d.
ite
a) Using the calculator at the Royal Bank $17 781.17 − $17 146.79 = $634.38
ib
D
oh
website (www.rbcroyalbank.com), you
VE
The difference between the buy and sell
pr
R
determine that to buy €10 900.00, you
tly
fo N E
rates is significant when you are converting
y IO ES
will need $17 781.17 CAD. The rate for
ric
money at the bank.
st
an UT R
$1.00 CAD is €0.6130.
is
in IB TS
rm
ts TR H
b) The Bank of Canada website lists a nominal
Extension Solution
en IS IG
rate, which is neither a buy rate nor a sell
nt D R
rate. This question requires students to find co R ALL
You may want to alert students that finding prices
the sell rate (the bank is selling the euro to
he FO .
in the currency where the car originates can be
f t T SS
the customer), so the Royal Bank sell rate will
challenging, especially since some websites will not
lo O E
likely be higher than the nominal rate. On
al N R
or Y— P
be in English. Also, many websites will list prices
October 24, 2008, the Bank of Canada rate
rt P AL
in US dollars.
for €10 900.00 was $17 564.26 CAD while
pa CO ION
the RBC sell rate was $17 781.17 CAD.
n ON AT
tio TI C
uc UA DU
Activity 1.6
od L E
pr A IC
of
Calculate Foreign exchange
re EV CIF
PA
This activity allows students to investigate the sample solutions
10
impacts of buying items from outside Canada,
Answers will vary. For question 4, students may
20
using the currency exchange skills they have
©
suggest that buying from a foreign source could
or
developed. Remind students that the fluctuating
be less expensive and allow a wider choice than
n
dollar can have a big impact on whether this is an
io
buying locally. They may also suggest that buying
ut
effective way to buy things, and that there may be
rib
from a foreign source could take longer, that it
t
extra costs such as duty and shipping to consider.
is
is difficult to assess the quality of an item when
ed
R
buying online, and that duty and shipping may
eliminate any price differential.
Chapter 1 Unit Pricing and Currency Exchange 53
build your skills: Solutions
1. You would choose the bank selling rate to buy 5. Use the bank selling rate because the bank is
these currencies. selling these currencies to you.
a) 1.644 814 $650.00
_________
a)
= 395.18 euros
1.644 814
b) 0.133 451
b) $650.00
_________
= 639.13 francs
c) 0.019 360 1.017 007
c) $650.00
_________
= 3702.48 kronor
2. You would choose the bank buying rate to sell
0.175 558
these currencies.
d.
d) 3702.00 kroner × 0.165 558 = $612.98 CAD
ite
a) 0.009 295
ib
D
She receives a lower amount back because
oh
VE
b) 0.950 964
bank buy and sell rates are different—the
pr
R
tly
fo N E
c) 1.004 350 banks build in a profit margin for exchanging
y IO ES
ric
money.
st
an UT R
3. Use bank buying rates because the bank is
is
in IB TS
buying the currency from you. 6. Chris is buying these currencies so he will pay
rm
ts TR H
en IS IG
the bank selling rate.
a) 4500.00 pesos × 0.083 443 =
nt D R
$375.49 CAD
co R ALL Pebble Beach:
he FO .
b) $25 000.00 Hong Kong × 0.128 451 = $5000.00 × 1.038 650 = $5193.25 CAD
f t T SS
lo O E
$3211.28 CAD
St. Andrew’s:
al N R
or Y— P
c) 2200.00 euros × 1.580 814 =
rt P AL
£8500.00 × 2.060 146 = $17 511.24 CAD
pa CO ION
$3477.79 CAD
Spring City Golf & Lake Resort:
n ON AT
d) 8545.00 Scottish pounds × 1.996 146 =
tio TI C
$17 057.07 CAD ¥26 600.00 × 0.162 600 = $4325.16 CAD
uc UA DU
od L E
4. Use the bank sell rate because the bank is SAFRA Resort & Country Club:
pr A IC
of
selling the currency to you.
re EV CIF
S$15 000.00 × 0.762 280 = $11 434.20 CAD
PA
$1200.00 CAD
______________ = €729.57 Leopoldsdorf:
10
1.644 814
20
€4000.00 × 1.644 814 = $6579.26 CAD
©
Megan will have €729.57 in the local currency
or
for her expenses in Germany.
n
io
ut
rib
t
Golf Vacation
is
ed
Country Golf course Estimated funds Estimated funds
R
needed needed in CAD
United States Pebble Beach US$5000.00 $5193.25
Scotland St. Andrew’s £8500.00 $17 511.24
China Spring City Golf & Lake Resort ¥26 600.00 $4325.16
Singapore SAFRA Resort & Country Club S$15 000.00 $11 434.20
Austria Leopoldsdorf €4000.00 $6579.26
54 MathWorks 10 Teacher Resource
Extend your thinking dollars, which you will then convert to
Canadian dollars.
7. a) The answer to this question will depend on
US:
when the conversion website was accessed.
$8.95 + $1.00 = $9.95
$8.95 CAD = US$8.73
(rate: 1 CAD = 0.975 229 USD) $9.95 ÷ 1.004 350 = US$9.91
$8.95 CAD = A$9.39 Australia:
(rate: 1 CAD = 1.049 05 AUD)
$8.95 + $2.00 = $10.95
b) Use the bank buy rates for this question
$10.95 ÷ 0.950 964 = A$11.51
because you will be selling the vinegar
d.
ite
abroad and thus receiving US or Australian You would have to set the US price at
ib
D
$9.91 and the Australian price at $11.51.
oh
VE
pr
R
tly
fo N E
Reflect on your Learning
y IO ES
ric
st
an UT R
Unit pricing and currency
is
in IB TS
rm
ts TR H
en IS IG
Ask students to review and reflect on the list of
nt D R
new skills and knowledge they have encountered co R ALL
in this chapter.
he FO .
f t T SS
Practise your new skills: Solutions
lo O E
al N R
or Y— P
rt P AL
1. a) For the first part of this question, you can 4. For the first part of this question, students
pa CO ION
divide 80 by 2 to find 40 km in half an should demonstrate that the answer is no. They
n ON AT
hour. can demonstrate this by converting both sides
tio TI C
to a decimal or finding a common denominator
uc UA DU
For the second part of this question, you
to compare the fractions.
od L E
multiply 80 km by 2 to get 160 km, and
pr A IC
of
then add the 40 km from above to find __ 4 ≠ __
5
re EV CIF
6 7
200 km in two-and-a-half hours.
PA
__ 8
5 ≠ ___
10
b) To find the amount of Canadian dollars for 7 10
20
10.00 euros, multiply the exchange rate by 4 ≠ ___
__ 8
©
or
10 to get $15.90 CAD. 6 10
n
io
These are not proportional.
ut
2. Using proportional reasoning, the bakery
rib
would sell 300 loaves of white bread that day. If you reduce an 8″ × 10″ photograph, you can
t
is
ed
make any proportion that is equivalent to 8:10.
R
30 = 7.5 m/second
3. a) ___ For example, 4:5 or 2.5:3.125.
4
$1.89
5. a) _____ = $0.38/lb
$2.80
b) _____
= $0.23/egg, 5 lbs
12
rounded to the nearest cent $5.99
______
= $0.30/lb
20 lbs
The 20 lb bag is the better buy.
Chapter 1 Unit Pricing and Currency Exchange 55
b) You will want to consider the quality of the Each side can be simplified by dividing the
potatoes and the quantity that you can use. numerator by the denominator.
You would also consider the type of potato
20 = 12x
and perhaps whether it is organic or not.
Students may offer a variety of answers. 20 = ____
___ 12x
12 12
$15.00
c) ______ = $0.20/lb
75 lbs 1.666 = x
This is the best buy but you will want to Now, convert 1.666 back to a fraction to
consider whether or not you will use 75 lbs get 1 _23 cups of flour.
of potatoes.
Sugar:
d.
ite
6. Calculate the price at Krazy Krazy.
x
0.5 = __
___
ib
D
12 8
oh
VE
$1299.99 − $300.00 = $999.99
pr
( ) ( )
R
x 96
0.5 = __
96 ___
tly
fo N E
Calculate the price at Too Good To Be True.
y IO ES
12 8
ric
st
an UT R
$1299.99 × 0.30 = $390.00
is
in IB TS
48 = ____
___ 96x
rm
ts TR H
$1299.99 − $390.00 = $909.99 12 8
en IS IG
nt D R
$909.99 × 1.05 = $955.49 co R ALL 4 = 12x
Too Good To Be True offers the best deal. 4 = ____
___ 12x
he FO .
f t T SS
12 12
lo O E
7. a) The simplest way to solve this problem
al N R
or Y— P
is to realize that 1 cup of sugar is double 0.333 = x
rt P AL
the amount called for in the recipe, so you
Again, convert back to a fraction to get _ 13
pa CO ION
need to double the flour.
cup of sugar.
n ON AT
1 cups × 2 = 4 __
2 __ 2 cups
tio TI C
2 2 8. a) Let x be the number of Canadian dollars.
uc UA DU
2
__
4 cups = 5 cups of flour
od L E
2
€500.00
________ = €1.00
_____
pr A IC
of
b) To make this simpler to solve, students x $1.59
re EV CIF
may first want to convert the fractions of
PA
cups to a decimal. $ (
1.59x €500.00
________
) (
= €1.00
_____
$1.59x )
10
x $1.59
20
1 cups = 2.5 cups
2 __
©
2 1.59(500.00) = x
or
1 cup = 0.5 cups
n
__ $795.00 = x
io
2
ut
rib
Flour: It will cost her $795.00 CAD to buy
t
is
€500.00.
x
2.5 = __
ed
___
12 8
R
b) $795.00 × 1.005 = $798.98
The common denominator is 12 multiplied
The final cost is $798.98.
by 8, or 96.
9. a) First, calculate the total amount she spent
12( ) ( ) x 96
2.5 = __
96 ___
8
in euros.
15(€28.92) + 40(€9.95) = €831.80
240 = ____
____ 96x
12 8
56 MathWorks 10 Teacher Resource
Then, determine the unit rate for 1 euro. c) Students can plot this using pen and paper
or, if using a spreadsheet, they can use
$1.00
_______ = 1.5437 the built-in graphing tool and choose the
€0.6478
scatter plot feature. Students should extend
Multiply the unit rate by the total amount their original tables first so that they can
she spent. then extend their graph to answer the
following question.
1.5437 × 831.80 = 1284.05
The fabric cost $1284.05 CAD.
10. a) Divide $27.00 by 3 to find $9.00/h.
d.
You have $1.50 unaccounted for, and
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$1.50 divided by 3 is $0.50. Add this to
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$9.00 to get $9.50/hr.
pr
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tly
fo N E
b) Copy the following table or use a
y IO ES
ric
spreadsheet to make a table showing the
st
an UT R
number of hours versus dollars earned.
is
in IB TS
rm
ts TR H
en IS IG
Calculating Earnings
nt D R
co R ALL
Hours Dollars earned
0 0
he FO .
f t T SS
1 $9.50
lo O E
al N R
or Y— P
2 $19.00
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3 $28.50
pa CO ION
4 $38.00
n ON AT
d) Student answers for this question will vary
tio TI C
5 $47.50 since they are reading their own graph, but
uc UA DU
the values they determine should be close
od L E
pr A IC
of
to the following calculated values.
To find the dollars earned, multiply the
re EV CIF
number of hours by the hourly rate. 3.5 hours worked:
PA
10
On a spreadsheet, students would use the $9.50(3.5) = $33.25
20
following formulas. They can also use the
©
She will earn $33.25 for working 3.5 hours.
or
“edit—fill down” feature to carry the first
n
formula down the table. 12.5 hours worked:
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rib
$9.50(12.5) = $118.75
t
is
Calculating Earnings
ed
Hours Dollars earned
She will earn $118.75 for working
R
12.5 hours.
0 =A3*9.50
1 =A4*9.50
2 =A5*9.50
3 =A6*9.50
4 =A7*9.50
5 =A8*9.50
Chapter 1 Unit Pricing and Currency Exchange 57
Sample chapter test
Name: Date:
Part A: Multiple Choice
Choose the best response to each of the following questions:
1. Jean and her best friend, Verna, want to buy 3 DVDs that are regularly priced at $20.00 each. Today,
three stores, A, B, and C, have the DVDs on sale. At which store will the friends spend the least
d.
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amount of money if they buy 3 DVDs?
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DVD Sales
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Store Sale offer
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A Buy 1 and get 2 for half price!
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B All DVDs on sale at 35% off!
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C Buy two and get one free!
nt D R
co R ALL
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a) Store A b) Store B c) Store C d) Stores A and C
f t T SS
lo O E
al N R
or Y— P
2. Lisa is managing a popular new band. Each of the songs the band plays is 3 to 5 minutes long. Lisa
rt P AL
needs to let the venue where the band will be performing know approximately how many songs they
pa CO ION
will play in two hours. Which is the best estimate?
n ON AT
a) 8 songs b) 12 songs c) 20 songs d) 30 songs
tio TI C
uc UA DU
od L E
3. Whose rate of pay is the highest?
pr A IC
of
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a) Antoine earns $66.00 in 8 hours. b) Laurie earns $72.00 in 5 hours.
PA
c) Ken earns $51.00 in 5 hours. d) Sara earns $89.00 in 6 hours.
10
20
©
4. Janine just came home from a vacation in Cancún, Mexico and has 300.00 pesos left over. If the bank
or
buys pesos at $0.083 443 CAD, how much will Janine get back in Canadian dollars?
n
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a) $25.03 b) $3595.27 c) $359.53 d) $250.30
rib
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5. Adelina will be going to a construction trade show in Paris this year. Her budget is $1200.00 CAD. If
R
the bank sell rate is one euro for $1.644 814 CAD, how many euros will she have to spend in Paris?
a) €1973.78 b) €729.57 c) €731.71 d) €1968.00
58
Part B: Short Answer
1. Find the unit cost of each of the following items. Show your calculations.
a) a package of 10 wood floor tiles for $69.07 b) a package of 25 Richelieu screws for $1.45
d.
2. Write as a unit rate. Show your calculations.
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a) 25 m of tape for $0.95 b) 120 words typed in 3 minutes
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fo N E
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c) driving 240 km in 4 hours d) $22.80 for 3 hours of work
he FO .
f t T SS
lo O E
al N R
or Y— P
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pa CO ION
n ON AT
tio TI C
uc UA DU
od L E
Part C: Extended Answer
pr A IC
of
re EV CIF
1. Samir must arrange for catering for a lunch at the office where he works. The caterer tells him that
PA
they charge $65.00 for six people and $12.00 for each additional person. There will be between 9 and
10
15 people at the lunch. Before he can place the order, the accounting office needs Samir to complete a
20
©
budget form that shows the price for each person.
or
n
a) Find the cost for each person if 10 people attend the lunch. Show your calculations.
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59
b) Fill in the table and show your calculations below.
Number of people 9 10 11 12 13 14 15
Cost
d.
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in IB TS
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nt D R
2. Patrick and Lylah work as lift truck operators in a warehouse. They can unload pallets of goods off
co R ALL
transport trucks and shelve them at the same speed. It takes Patrick 1 hour to unload and shelve 17
he FO .
f t T SS
pallets. How long would it take Lylah to unload and shelve 25 pallets? Show your work.
lo O E
al N R
or Y— P
rt P AL
pa CO ION
n ON AT
tio TI C
uc UA DU
od L E
pr A IC
of
re EV CIF
3. The Winnipeg Harvest food bank has started its semi-annual food drive. To support the drive, local
PA
grocery stores have advertised a sale on canned soup. Two different brands of soup are available in
10
large quantities. Tastes Like Homemade is being sold at $18.89 for 12 cans of 284 mL. Savory Soup is
20
being sold at $30.69 for 24 cans of 284 mL.
©
or
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a) Which is the better deal between these two brands? Justify your answer by showing two different
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ways to solve this question.
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60
b) If a school raises $500.00 to buy soup for the food bank, how many cans of the lowest-priced
soup can the school buy?
4. Stan has a part-time job working 12 hours a week. His gross pay is $110.20 a week. Cecelia has a
part-time job working 8 hours a week. Her gross pay is $90.40 a week.
a) Find the ratio of the number of hours Stan works to the number of hours Cecelia works during a
week.
d.
ite
b) Find Stan’s gross hourly rate of pay.
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c) Find Cecelia’s gross hourly rate of pay.
pr
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fo N E
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d) Find the ratio of Stan’s gross hourly rate of pay to Cecelia’s gross hourly rate of pay.
ric
st
an UT R
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in IB TS
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en IS IG
nt D R
co R ALL
he FO .
f t T SS
lo O E
5. You have decided to buy a new car and must choose between a regular model and a hybrid model.
al N R
or Y— P
The hybrid model uses less fuel since it uses an electric motor to power the car when it is possible.
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pa CO ION
Model Price including taxes Average fuel economy
n ON AT
and shipping (L/100 km)
tio TI C
uc UA DU
Regular model $24 456.00 12.4
od L E
Hybrid model $25 840.00 10.8
pr A IC
of
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a) How many litres of fuel will be required to drive each vehicle 24 000 km?
10
b) Fuel costs $1.03/litre. How many kilometres would you need to drive to save enough money in
20
©
fuel to pay for the extra cost to buy the hybrid?
or
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c) Why might you choose to purchase the hybrid even if you planned to sell the car in 2 years?
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61
Sample Chapter test: Solutions
Part A: Multiple Choice
1.00 peso
_________ 300.00 pesos
1. Store A: 4. = ____________
$0.083 443 x
$20.00 + 0.5($20.00) + 0.5($20.00) =
$40.00
Store B:
(
1
0.083 433x ________
0.083 443 ) ( )
300
= ____
x
0.083 433x
x = 0.083 443(300)
0.35 × $20.00 = $7.00
d.
ite
x = $25.03
$20.00 − $7.00 = $13.00
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The answer is a).
pr
$13.00 × 3 = $29.00
tly
fo N E
$1.644 814 CAD = $1200.00
5. ______________ CAD
______________
y IO ES
ric
Store C:
1.00 euro x euros
st
an UT R
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in IB TS
$20.00 + $20.00 = $40.00
(
x 1.644 814
) (
1200.00 )
rm
________
= _______
ts TR H
x
en IS IG
The answer is b). Store B has the best offer. 1 x
nt D R
co R ALL
1.644 814x = 1200
2. To estimate how many songs can be played in
he FO .
f t T SS
one hour, use 4 minutes as the average song
1.644 814x = ________
_________ 1200
1.644 814 1.644 814
lo O E
length and convert 2 hours to minutes.
al N R
or Y— P
2 h × 60 = 120 min x = €729.57
rt P AL
pa CO ION
4 min She will have 729.57 euros to spend. The
______ 120xmin
= _______
n ON AT
1 song answer is b).
tio TI C
( ) ( )
uc UA DU
4 = ____
x __ 120 x
od L E
1 x Part B: Short Answer
pr A IC
of
re EV CIF
4x = 120
$69.07
PA
1. a) ______ = $6.90/tile
4x = ____ 10 tiles
___ 120
10
4 4
20
$1.45
b) ________
©
= $0.06/screw, rounded
or
x = 30 25 screws
n
to the nearest cent
io
The answer is d). They can play about 30
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rib
songs in two hours. $0.95
2. a) ______
t
= $0.04/min, rounded to
is
25 min
ed
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3. Students should be able to narrow this down the nearest cent
to either b) or d) by looking at the numbers.
(Laurie and Sara earn more in less time than 120 words
b) _________
= 40 words/min
3 min
either Antoine or Ken.)
b) $72.00 ÷ 5 h = $14.40/h 240 km
c) _______
= 60 km/h
4h
d) $89.00 ÷ 6 h = $14.83/h
$22.80
d) ______
= $7.60/h
The answer is d). 3h
62 MathWorks 10 Teacher Resource
Part C: Extended Answer
1. a) 10 − 6 = 4 people, in addition to the 6 for
$65.00.
$65.00 + 4($12.00) = $113.00 total cost
$113.00 ÷ 10 people = $11.30/person
b)
Number of people 9 10 11 12 13 14 15
d.
Cost $101.00 $113.00 $125.00 $137.00 $149.00 $161.00 $173.00
ite
ib
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( ) ( )
pr
2. First, find how much time it takes Patrick to 30.96
12x _____ 500
= ____
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12x
tly
fo N E
unload 1 pallet. 12 x
y IO ES
ric
st
an UT R
371.52x
_______
6000x
= ______
60 mins x
is
in IB TS
________
= 3.53 mins/pallet 12
rm
17 pallets
ts TR H
en IS IG
30.96x = 6000
nt D R
Then, multiply the number of pallets Lylah will co R ALL
unload and shelve by this unit rate. 30.96x
______ 6000
= _____
he FO .
30.96 30.96
f t T SS
3.53 × 25 = 88.24
lo O E
x = 193.80
al N R
It will take her about 89 minutes to move 25
or Y— P
rt P AL
pallets. Because you cannot buy a portion of a can
pa CO ION
of soup, round up to get 194 cans.
n ON AT
3. a) One way to solve this is to find the unit
tio TI C
price of both cans of soup. 4. a) The ratio of hours worked is 12:8,
uc UA DU
simplified to 3:2.
od L E
$18.89/12 cans = $1.57/can
pr A IC
of
b) Stan’s gross hourly rate of pay is
re EV CIF
$30.69/24 cans = $1.28/can
$110.20 ÷ 12 = $9.18
PA
Another way to solve this would be
10
to notice that the price of Tastes Like c) Cecelia’s gross hourly rate of pay is
20
Homemade can be doubled to get the $90.40 ÷ 8 or $11.30.
©
or
price of 24 cans so the two brands can be d) The ratio of Stan’s gross hourly rate of
n
io
compared. pay to Cecelia’s gross hourly rate of pay is
ut
rib
$18.89 × 2 = $37.78 $9.18:$11.30.
t
is
ed
Students may suggest other methods. 5. a) Regular model:
R
12.4 L
_______
= 0.124 L/km
Savory Soup is the better deal. 100 km
$30.96
b) _______ $500.00
= _______
If the car uses 0.124 L/km and is driven
12 cans x cans 24 000 km, multiply the L/km by 24 000.
24 000 × 0.124 = 2976 L
Chapter 1 Unit Pricing and Currency Exchange 63
Hybrid model: the hybrid model, how many km do you
10.8 L need to drive to save $1384.00?
_______
= 0.108 L/km
100 km
$0.065 96 = ________
________ $1384.00
If the car uses 0.108 L/km and is driven 1 x
24 000 km, multiply L/km by 24 000.
24 000 × 0.108 = 2592 L (
x ________
1 ) (
$0.065 96 = ________
$1384.00
x
)
x
The regular model would use 2976 L of 0.065 96x = 1384.00
fuel, and the hybrid model would use
2592 L if you drove 24 000 km. 1384.00
x = _______
0.065 96
d.
b) First find the difference in price between
ite
x = 20 982.41 km
the two models.
ib
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You would need to drive 20 982.41 km to
$25 840.00 – $24 456.00 = $1384.00
pr
R
save enough in fuel costs to pay the extra
tly
fo N E
y IO ES
Determine the cost of fuel for 1 km for
ric
cost of the hybrid model.
st
an UT R
each car.
is
in IB TS
c) Your reasons for buying the hybrid could
rm
ts TR H
Regular: include:
en IS IG
nt D R
0.124 × $1.03 = $0.127 72 co R ALL• you wish to save the environment
Hybrid: • you think the price of fuel will rise
he FO .
f t T SS
0.108 × $1.03 = $0.111 24
lo O E
• you think the hybrid will get a better
al N R
or Y— P
resale price
Then consider the difference in fuel costs
rt P AL
per km.
pa CO ION
n ON AT
$0.127 72 – $0.111 24 = $0.065 96
tio TI C
uc UA DU
If you save 6.596 cents per km by driving
od L E
pr A IC
of
re EV CIF
PA
10
20
©
or
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64 MathWorks 10 Teacher Resource
Name:
R
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is ©
trib 20
Blackline Master 1.1
ut 10
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or
re EV CIF
pr A IC
graph paper (0.5 cm x 0.5 cm)
od L E
uc UA DU
tio TI C
n ON AT
of
pa CO ION
rt P AL
or Y— P
al N R
lo O E
f t T SS
he FO .
Date:
co R ALL
nt D R
en IS IG
ts TR H
in IB TS
an UT R
y IO ES
fo N E
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st D
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d.
65
Blackline Master 1.2
Chapter Project Checklist
Name: Date:
Party Planning checklist
Where will the party be held?
d.
Is there a rental fee? If so, how much?
ite
Include this expense in your budget.
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fo N E
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What decorations will you choose?
st
an UT R
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in IB TS
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ts TR H
en IS IG
nt D R
What will the invitations look like? co R ALL
he FO .
f t T SS
lo O E
What activities or entertainment will you
al N R
or Y— P
plan for guests?
rt P AL
pa CO ION
n ON AT
What kind of music will you choose?
tio TI C
uc UA DU
od L E
pr A IC
of
What food and drinks will you need? How
re EV CIF
will you handle food allergies?
PA
10
20
What items such as plates, cutlery, and
©
glasses do you need? How many will you
or
need?
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Where might you purchase supplies?
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Other notes?
66
Name:
Purchases
R
ed
Party Supplies
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trib 20
Blackline Master 1.3
ut 10
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or
re EV CIF address)
pr A IC
od L E
Chapter ProjectSupply List
uc UA DU
Name of store
tio TI C
n ON AT
of
pa CO ION
rt P AL
or Y— P
(if online, include the website
al N R
lo O E
f t T SS
he FO .
Date:
co R ALL
Unit cost
nt D R
en IS IG
ts TR H
in IB TS
an UT R
needed
Number
of items
y IO ES
fo N E
rm R
is VE
st D
PST)
ric
Taxes
tly
(GST and
pr
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d.
Total cost
67
Blackline Master 1.4
Student project Self-Assessment
Name: Date:
To evaluate how well you did on your project, you will want to consider the following:
• the thoroughness of your research
• the accuracy of your calculations and budgeting
• the effectiveness of your use of technology for researching, organizing, and presenting
• the creativity you brought to planning and presenting
• your completion of all the assigned tasks on time
d.
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How do you feel you have done overall, given the criteria above?
tly
fo N E
y IO ES
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st
an UT R
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in IB TS
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en IS IG
nt D R
co R ALL
Were you able to complete all aspects of the project? If not, why? Did you allot your time effectively?
he FO .
f t T SS
lo O E
al N R
or Y— P
rt P AL
pa CO ION
In what areas did you excel?
n ON AT
tio TI C
uc UA DU
od L E
pr A IC
of
re EV CIF
PA
Are there areas in which you could improve?
10
20
©
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If you collaborated with a partner or a small group, what strengths did each person bring to the project?
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If you had the project to do over again, what would you do differently?
68
Name:
9
8
7
6
5
4
3
2
1
10
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(cups)
trib 20
Blackline Master 1.5
ut 10
io
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or
re EV CIF
Batches Orange concentrate
mixing the concentrates
pr A IC
od L E
uc UA DU
Recipe #1
Mixing the Concentrates Table
tio TI C
n ON AT
of
pa CO ION
Water (cups)
rt P AL
or Y— P
al N R
lo O E
f t T SS
he FO .
Date:
co R ALL
(cups)
nt D R
en IS IG
ts TR H
in IB TS
an UT R
y IO ES
Orange concentrate
fo N E
rm R
is VE
D
Recipe #2
st
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Water (cups)
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d.
69
Alternative chapter proJect—Food Planning at a wilderness lodge
Teacher Materials
GOALS: To use the concept of proportional Students should be given a few class periods to
reasoning to find unit prices, to build skills, and to work on this project during the time spent on this
synthesize learning in this chapter. chapter. This will allow for questions/feedback
from the teacher as well as allowing the teacher
OUTCOME: In this project, students will integrate
to observe the quality of work as it is done, rather
the concept of unit pricing into a real-world
than at the end of the chapter. Interim guidance
scenario in which they role-play the cook at a
can help the students complete the culminating
wilderness ecotourism lodge, planning a menu
d.
activity more successfully.
ite
for a 3-day trip for a family of four. They will
ib
D
work within a set budget, using technology if This project could be completed by pairs or small
oh
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pr
appropriate, and practise and further develop their groups of students acting as co-workers at a
tly
fo N E
presentation skills. wilderness lodge, or by individuals.
y IO ES
ric
st
an UT R
T PREREQUISITES: Students need to An assessment rubric for this project follows.
is
in IB TS
understand ratios and proportions and basic Blackline Master 1.5a (p. 79), which should
rm
ts TR H
en IS IG
calculator functions. If students want to use a be handed out to students early in the project,
nt D R
spreadsheet for the pricing calculations, then some outlines the criteria for evaluation of their project
co R ALL
prior spreadsheet experience would be an asset. and suggests some ways in which they can reflect
he FO .
They will also need to be familiar with presentation on their learning.
f t T SS
lo O E
software if they choose to use it for their
al N R
or Y— P
presentations. If they are familiar with any layout
1. Start to plan
rt P AL
software they could use it to create a menu.
pa CO ION
Familiarity with internet research will also be Introduce the project to your students as you
n ON AT
helpful in this project. For this project, students begin this chapter. This initial part of the project
tio TI C
will use retail prices for the supplies they need. allows for group brainstorming as a class. Students
uc UA DU
may not be familiar with wilderness lodges and
od L E
ABOUT THIS PROJECT: This project is divided
pr A IC
of
ecotourism trips, so be prepared to share some
into three parts. Initially, students will create
re EV CIF
background information with them (see Blackline
an overall plan for the project using a checklist
PA
Master 1.1a (p. 75) for a brief description that you
(Blackline Master 1.2a, p. 76), plan a menu, and
10
can hand out to students, or do an internet search
identify areas that they need to research. Partway
20
for an example in your province or territory). Many
©
through the chapter, students will apply what
or
students will have gone on a picnic, a camping
they have learned about unit pricing and cost
n
trip, or out on the land following their people’s
io
comparisons to decide on the purchases they will
ut
traditional way of life, so allow them to connect
rib
make and work out costs in several ways. As a
t
with their own experiences as a starting point for
is
final activity, they will develop a presentation for
ed
this project.
R
the manager of their wilderness lodge, including
a planned menu for four people for three days, Explain to students that they will role-play the cook
a table or spreadsheet listing all the food items at a wilderness lodge that offers ecotourism trips
needed for the trip, plus any picnic supplies and to families and individuals. In this case, they are to
their respective costs. Students will give their plan the food for a family of four (two adults and
presentation to the class. Allow 3–5 minutes per two teenagers) for a three-day trip. The family will
student. spend nights at the lodge and will eat breakfast and
dinner there. The visitors will spend their days out
70 MathWorks 10 Teacher Resource
on the land and will need a picnic lunch to carry delivered to their homes, online sites for grocery
with them. Tell students that they are to develop stores (most grocery stores chains and some
a healthy menu for the family members. A good independent stores now have their own websites,
starting point for developing a nutritious menu plan including weekly flyers with pricing information).
is the Canada Food Guide. This is available online
At the end of this segment of the project, discuss
at www.hc-sc.gc.ca/fn-an/food-guide-aliment/
progress with your students to ensure that all
index-eng.php or may be available in your school
requirements have been met.
library. Students may need some assistance
navigating through the Canada Food Guide site
to find the information they need. Using the link 3. Make a presentation
for Choose Foods is helpful. Students can click
In this segment of the project, students will
d.
through to a small chart that lists the number of
ite
synthesize their planning and research activities
servings for each group for children, teens, and
ib
D
and practise their presentation skills. Presentations
oh
adults by gender that will help them calculate
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pr
to a manager or company owner are often
R
the number of servings. Students may choose
tly
fo N E
done with handouts and other tools, including
y IO ES
to include traditional foods on their menus. The
ric
presentation software, posters, or folders
st
an UT R
budget for the family’s meals (and any related
containing several items (in this case, the menu,
is
in IB TS
expenses) is $600.00.
rm
ts TR H
the pricing research in a table or spreadsheet,
en IS IG
Students may find Blackline Master 1.2a (p. 76), and the spreadsheets or tables reflecting the cost
nt D R
which contains a checklist of items to complete in co R ALL
analysis). Provide students with copies of Blackline
each segment of the project, useful in organizing Master 1.5a (p. 79) to give them an opportunity to
he FO .
f t T SS
their project. A graphic organizer, Blackline Master reflect on their learning.
lo O E
1.3a (p. 77), is provided so students can record
al N R
or Y— P
their menu and ensure that each meal is included.
rt P AL
Extensions
pa CO ION
1. Some wilderness lodges have a practice of
n ON AT
2. Research your ideas
helping guests turn the results of their berry-
tio TI C
uc UA DU
This segment of the project requires the largest picking activities into sweet treats back at the
od L E
amount of work on the part of students. Here, they lodge. This practice can be used as the basis
pr A IC
of
are practising both their research and their unit of an extension activity in which students use
re EV CIF
costing skills. Students are expected to develop a proportional reasoning to find how many pies
PA
cost analysis that is within their budget, including the cook can bake, given a certain quantity
10
all the food supplies they would need to purchase, of berries and the amount needed for a pie.
20
©
and any other costs, such as those needed for This activity could be adapted for muffins, a
or
the picnic lunches (for example, garbage bags, crumble, or other baking that includes berries
n
io
preferably biodegradable, for packing garbage off as an ingredient.
ut
rib
the land, “green” cloth napkins, insulated re-
t
Scenario: The family has spent the day
is
usable drink containers, and so on). All their work
ed
berry-picking. The father has picked a quart
should be recorded in a table or on a spreadsheet.
R
of blueberries (if necessary, remind students
Blackline Master 1.4a (p. 78) will help students
that a quart contains 4 cups). Each of the two
record their research. Remind students that a
teenagers has only picked two cups. And the
wilderness lodge would try to follow “green”
mother has picked another quart. If it takes
practices in their decision-making.
4 cups of blueberries to make a pie, how
Suggest sources of information that students can many pies will the cook at the lodge be able
use for their research, for example, grocery store to make?
flyers in their local newspaper, flyers that are
Chapter 1 Unit Pricing and Currency Exchange 71
SOLUTION SOLUTION
Students will reason that each of the mother, Solutions will vary, according to the countries
father, and the two teenagers together have selected and the exchange rates on the day
picked the 4 cups needed for a pie. So the they are researched. Ensure that students use
cook will be able to bake three blueberry the correct rate. Travellers coming to Canada
pies. Students might also convert the quart to will be buying Canadian dollars in their local
4 cups, add all the cups together to find 12, currency and will, therefore, be purchasing at
and divide by 3. the bank selling rate.
2. If you would like to include an activity that
requires students to apply their foreign
d.
exchange skills, you could develop a related
ite
activity in which the wilderness lodge
ib
D
oh
VE
advertises its services in two foreign countries,
pr
R
for example, the United States and England.
tly
fo N E
y IO ES
Students could use a rate of $1000.00 CAD
ric
st
an UT R
a day/person and convert this rate into US
is
in IB TS
dollars and English pounds. They could then
rm
ts TR H
en IS IG
design an advertisement or poster using the
nt D R
converted price. co R ALL
he FO .
f t T SS
lo O E
al N R
or Y— P
rt P AL
pa CO ION
n ON AT
tio TI C
uc UA DU
od L E
pr A IC
of
re EV CIF
PA
10
20
©
or
n
io
ut
rib
t
is
ed
R
72 MathWorks 10 Teacher Resource
Project Assessment rubric: Food planning at a wilderness lodge
Not Yet Adequate Adequate Proficient Excellent
Conceptual Understanding
• Explanations show shows very limited shows partial under- shows understanding; shows thorough
understanding of unit understanding; expla- standing; explanations explanations are understanding;
pricing, budgeting nations are omitted or are often incomplete or appropriate explanations are
parameters, research inappropriate somewhat confusing effective and thorough
methods, client needs
Procedural Knowledge
• Accurately: limited accuracy; partially accurate; some generally accurate; few accurate and precise;
major errors or errors or omissions errors or omissions very few or no errors
writes and evaluates
omissions
d.
unit costs while For example: For example: For example:
ite
adhering to the For example:
ib
• items are listed • items are listed • items listed
D
budget
oh
VE
• item costs are but the unit costs and unit costs and unit costs
pr
R
creates tables from missing are not calculated are calculated are calculated
tly
fo N E
the information found correctly correctly correctly
y IO ES
ric
• unit costs are
using pen/paper or
st
an UT R
calculated • may have some • total cost within • total cost
spreadsheets
is
in IB TS
incorrectly needed items budget within budget
rm
ts TR H
calculates total missing
en IS IG
• total cost not • sources are listed • sources are
costs, unit costs, and
nt D R
within the • total cost within
co R ALL listed
taxes for all items • presentation
budget budget using
purchased includes a detailed • presentation
erroneous unit
he FO .
f t T SS
• sources menu and thor- includes an
menu is nutritious cost
lo O E
missing ough cost analysis appealing and
al N R
and appealing
sources included detailed menu
or Y— P
•
• presentation • very few calcula-
rt P AL
records all sources and a thorough
does not • presentation tion errors
pa CO ION
cost analysis
presentation includes include a included a basic
• project is com-
n ON AT
the menu and a table menu or cost menu and cost • no calculation
pleted but there
tio TI C
or spreadsheet with analysis analysis errors
uc UA DU
is nothing beyond
a cost analysis
project is project could use what is listed as a adds some
od L E
• • •
pr A IC
of
incomplete some more work minimum extra creativity
re EV CIF
to ensure calcula- to the project
tions are done
PA
correctly
10
Problem-Solving Skills
20
©
• Uses appropriate uses few effective uses some appropriate uses appropriate uses effective and
or
strategies to solve strategies; does not strategies, with partial strategies to successfully often innovative
n
io
problems successfully solve problems success, to solve solve most problems and strategies to
ut
and explain the solutions problems; may have explain solutions successfully solve
rib
t
difficulty explaining the problems and explain
is
ed
solutions solutions
R
Communication
• Presents work and does not present work presents work and presents work and presents work
explanations clearly, and explanations explanations with some explanations clearly, using and explanations
using appropriate clearly; uses clarity, using some appropriate mathematical precisely, using a
mathematical few appropriate appropriate mathematical terms range of appropriate
terminology mathematical terms terms mathematical terms
Chapter 1 Unit Pricing and Currency Exchange 73
Alternative chapter proJect—Food Planning at a wilderness lodge
Student Materials
Start to plan
In this project, you will imagine that you are the cook at a wilderness lodge in the Northwest
Territories that offers ecotourism trips to families. The lodge is located on a lake in the barrenlands.
Your project is to plan the menu for a 3-day ecotourism trip for a family consisting of two adults
and two teenagers. The family will eat breakfast and dinner in the lodge, but they will need a
picnic lunch to take out on the land during the day. You may complete this project on your own or
work with a small group to complete the menu plan.
Your budget for food and any other supplies you may need is $600.00 for the family for three days.
Your goal is to plan a healthy menu for the family that you can prepare within this budget.
d.
ite
T • First, consult the Canada Food Guide to research the daily serving requirements for different
ib
D
oh
food groups. The Canada Food Guide can be found online at: www.hc-sc.gc.ca/fn-an/
VE
pr
food-guide-aliment/index-eng.php.
tly
fo N E
y IO ES
Using the information you found in the Canada Food Guide, prepare a menu plan for three days
ric
•
st
for this family. For each day, the family members need:
an UT R
is
in IB TS
breakfast at the lodge;
rm
ts TR H
en IS IG
a packed lunch to take out on the land; and
nt D R
co R ALL
dinner at the lodge.
he FO .
Remember that you need 4 servings for each family member.
f t T SS
lo O E
• Next, list the items you will need to research. Are there any non-food items that will be needed
al N R
or Y— P
for the picnic? Remember that ecotourists need to pack all their garbage out and prefer to use
rt P AL
biodegradable or recyclable materials.
pa CO ION
Research Your Ideas
n ON AT
tio TI C
Now you will put your menu plan into action.
uc UA DU
od L E
• Using local foodstore flyers, the newspaper, or online grocery store sites, research the cost of
pr A IC
of
the food and other items on your menu. Remember to buy enough for 4 people. Make a table or
re EV CIF
spreadsheet to record your research. Include the item, the amount you need, the unit price, and
PA
the total price.
10
• Is the amount within your budget? If not, you may have to revise your menu.
20
©
• Once you have done your research, calculate the cost of each meal.
or
n
• Then, work out the cost of the meals for each person.
io
ut
T Once you’ve met your budget, create a printed menu. You can use graphic design or word
rib
•
processing software or calligraphy, if you know it.
t
is
ed
R
Make a PRESENTATION
Your project file will contain the following information:
• the menu for each day of the ecotourism trip;
• a table or spreadsheet listing all the items you plan to buy, along with their unit price and their
total cost; and
• calculations showing how much each meal costs (for 4 people) and how much each person’s
meals over the three days will cost.
74 MathWorks 10 Teacher Resource
Blackline Master 1.1a
Wilderness Lodges and Ecotourism—some background information
Name:
The model used for this project is a real wilderness lodgeDate:
located on a lake
in the barrenlands in the Northwest Territories, where visitors go to see great
caribou herds, among other things. The practices of this lodge are similar to
those found in many other areas.
Guests stay at the lodge and spend their time out on the land on a variety of
activities, including:
• hiking
• mountain biking
d.
ite
• kayaking and canoeing
ib
D
• fishing (catch and release)
oh
VE
• wildlife viewing
pr
R
tly
fo N E
• nature photography
y IO ES
ric
• berry-picking
st
an UT R
is
in IB TS
In the evenings, there are several indoor activities. The cook at the lodge is
rm
ts TR H
en IS IG
happy to take the berries that visitors pick and transform them into sweet
nt D R
treats. Guests can learn from local people about the traditions and history of
co R ALL
the First Nations and Inuvialuit peoples of the Northwest Territories. On dark
he FO .
nights, guests may be able to view the colourful curtains of light called the
f t T SS
aurora borealis, which is Latin for northern lights.
lo O E
al N R
or Y— P
rt P AL
Protocols
pa CO ION
n ON AT
Guests at a wilderness lodge that specializes in ecotourism should follow
tio TI C
uc UA DU
safety protocols and show respect for the environment.
od L E
pr A IC
of
Safety Protocols
re EV CIF
• respect what your guide tells you because he or she is familiar with the
PA
area
10
• don’t go out on the land by yourself
20
• do not approach wildlife closely, particularly potentially dangerous larger
©
or
animals
n
• let someone at the lodge know where you are going and when to expect
io
ut
you back again
rib
• take a map and a GPS, if you have one
t
is
ed
R
Respect for the Environment
• keep a distance from wildlife so as not to disturb them in their natural
habitat
• pack out all garbage from daytrips
• try and use only biodegradable or recyclable items
• don’t go out on the land by yourself
75
Blackline Master 1.2a
Project Checklist
Name: Date:
Food Planning checklist
Have you consulted the Canada Food Guide
in order to plan a nutritious menu?
d.
Have you planned the menu for breakfast,
ite
a picnic lunch, and dinner for a family of 4
ib
D
people?
oh
VE
pr
R
tly
fo N E
y IO ES
ric
Have you researched food prices?
st
an UT R
is
in IB TS
rm
ts TR H
en IS IG
nt D R
Did you check your budget and adjust your co R ALL
menu as necessary?
he FO .
f t T SS
lo O E
al N R
Did you create your menu using software or
or Y— P
calligraphy?
rt P AL
pa CO ION
n ON AT
Have you created a table or spreadsheet
tio TI C
uc UA DU
listing all your purchases?
od L E
pr A IC
of
re EV CIF
Did you work out the total cost, the cost per
PA
meal, and the cost per person?
10
20
©
or
Have you assembled the materials you need?
n
(Your menu and your cost analysis.)
io
ut
rib
t
is
ed
Have you planned your presentation?
R
Have you created any materials you wish to
use to enhance your presentation, such as a
poster or presentation software slide show?
76
Day 3
Day 2
Day 1
Name:
• coffee
R
Menu Plan
• yoghurt
ed
is ©
t
• orange juice
rib 20
• oatmeal with
ut 10
Blackline Master 1.3a
io
n
berries and milk
PA
or
re EV CIF
pr A IC
od L E
uc UA DU
tio TI C
n ON AT
of
pa CO ION
rt P AL
or Y— P
al N R
lo O E
f t T SS
he FO .
A sample breakfast menu is suggested here to get you started.
Date:
co R ALL
nt D R
en IS IG
ts TR H
in IB TS
an UT R
y IO ES
fo N E
rm R
is VE
st D
ric
tly
pr
oh
ib
ite
d.
77
78
Name:
Source of item
R
ed
is ©
Food price Chart
trib 20
grocery store flyer
ut 10
Blackline Master 1.4a
io
n
Food Price research
PA
or
re EV CIF
pr A IC
Item
od L E
uc UA DU
tio TI C
n ON AT
of
pa CO ION
rt P AL
chicken breast
or Y— P
al N R
lo O E
f t T SS
he FO .
Date:
co R ALL
nt D R
en IS IG
2 lb.
ts TR H
in IB TS
Amount needed
an UT R
y IO ES
fo N E
rm R
is VE
D
Unit Price
TOTAL
st
$8.97/lb.
ric
tly
pr
oh
ib
ite
d.
Total Price
$17.94
Blackline Master 1.5a
Student project Self-Assessment
Name: Date:
To evaluate how well you did on your project, you will want to consider the following:
• the thoroughness of your research
• the accuracy of your calculations and budgeting
• the effectiveness of your use of technology for organizing and presenting
• the creativity you brought to planning and presenting
• your completion of all the assigned tasks on time
d.
ite
ib
D
oh
VE
pr
How do you feel you have done, given the criteria above?
tly
fo N E
y IO ES
ric
st
an UT R
is
in IB TS
rm
ts TR H
en IS IG
nt D R
co R ALL
Were you able to complete all aspects of the project? If not, why? Did you allot your time effectively?
he FO .
f t T SS
lo O E
al N R
or Y— P
rt P AL
pa CO ION
In what areas did you excel?
n ON AT
tio TI C
uc UA DU
od L E
pr A IC
of
re EV CIF
PA
Are there areas in which you could improve?
10
20
©
or
n
io
ut
rib
If you collaborated with a partner or a small group, what strengths did each person bring to the project?
t
is
ed
R
If you had the project to do over again, what would you do differently?
79
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