Page 177 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

E. Geometry and Measurement
Overall Expectation
By the end of this course, students will:
E1. Geometric and Measurement Relationships: demonstrate an understanding of the development and use of geometric and measurement relationships, and apply these relationships to solve problems, including problems involving real-life situations
Overall expectation
E1. Geometric and Measurement Relationships
demonstrate an understanding of the development and use of geometric and measurement relationships, and apply these relationships to solve problems, including problems involving real-life situations
Specific expectations
By the end of this course, students will:
E1.1 Geometric and Measurement Relationships
research a geometric concept or a measurement system to tell a story about its development and use in a specific culture or community, and describe its relevance in connection to careers and to other disciplines
Teacher supports
Examples
• stories that students may share involving a geometric concept or a measurement system: o The relationship between the side lengths of a right triangle has been attributed to
Pythagoras (c. 570–490 BCE). However, it was known about by people in other cultures before this, such as the ancient Egyptians, who were using it around 1000 years before Pythagoras. They used a rope with 12 knots, evenly spaced, to form a 3-4-5 triangle with a 90° angle to help build the walls of the pyramids. This 3-4-5 relationship is still used today in construction to determine whether a corner is “square” (90°) or not.
o For centuries, many cultures have used body parts to measure length. These ancient measurements were based on what people could relate to as a unit of measure. For example, a hand was used to measure the height of a horse, and, at some point over the years, since the size of hands differs, horse traders agreed that a “hand” would be
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