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CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES

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CREE DICTIONARY OF MATHEMATICAL TERMS WITH VISUAL EXAMPLES by Arzu Sardarli and Ida Swan is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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Fully aligned content

IXL's skills are aligned to the Saskatchewan Curriculum Outcomes and the WNCP Common Curriculum Frameworks, providing comprehensive coverage of math concepts and applications. With IXL's provincial curriculum alignments, you can easily find unlimited practice questions specifically tailored to each learning objective.

Track by curriculum

With the IXL Analytics provincial curriculum centre it's simple to view student progress towards provincial curriculum objectives. The reports in the provincial curriculum centre allow you to quickly evaluate student aptitude and identify trouble spots.

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IXL's skills are aligned to the Saskatchewan Curriculum Outcomes and the WNCP Common Curriculum Frameworks, providing comprehensive coverage of math concepts and applications. With IXL's provincial curriculum alignments, you can easily find unlimited practice questions specifically tailored to each learning objective. With the IXL Analytics provincial curriculum centre it's simple to view student progress towards provincial curriculum objectives.

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A Provincial Resource for Teachers and Leaders of Mathematics in Saskatchewan.

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Alternate Math 7 Notes and Practice (including Journal Prompts)

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Alternate Math 7 Notes and Practice (including Journal Prompts)

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Select the cube, face, or segment along the left navigation.

Then, place the object on the grid where you want it. If your selection is red, on the grid, then it is a location where you can not place the object.

HINT

Draw your shape from back to front and from bottom to top, to assure proper alignment of cubes.

When adding adjacent cubes, be sure to click on the face of the cube you want to be touching.

Create Mode

There are two ways to move objects:

1. Using the Arrow. Simply select and drag the object(s) to a new location.

2. Unit Movement Buttons

The other buttons along the top navigation serve various functions:

Rotate the entire figure by dragging the image or by using the sliders.

Use the Eraser to erase individual objects. You can also select multiple objects with the Pointer and then use the eraser to erase those objects.

Explode- Change all cubes into faces. If two cubes share a face, the face will not be shown. Note that you can not undo this action.

Use the Paint Brush to select a color before you create an object. You can also change the color once an object is created by selecting the object with the color you wish it to be.

Inspect Mode

In the Inspect Mode, you can:

See a 3D or 2D version of your isometric drawing.

Print your isometric drawing, as it is shown in the workspace.

Rotate your isometric drawing.

Choose to display your isometric drawing with or without axis.

Choose to display a solid or transparent isometric drawing.

You can reset all the view at any point by choosing the Reset View button.

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Use this interactive tool to create dynamic drawings on isometric dot paper.

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Example of what a cube looks like vs a net of a cube

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Example of what a cube looks like vs a net of a cube

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This tool allows you to manipulate various geometric solids and investigate their properties.

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National Council of Teachers of Math - Resources

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National Council of Teachers of Math - Resources

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When students become active doers of mathematics, the greatest gains of their mathematical thinking can be realized. The process of sense making begins when we create classrooms full of curious students' thoughts and ideas.

By asking "What do you notice? What do you wonder?" we help our students see problems in big-picture ways.

Self-confidence, reflective skills, and engagement soar, and students discover that the goal is not to be "over and done," but to discover multiple strategies for tackling a problem.

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Notice and Wonder - National Council of Teachers of Mathematics

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What is Notice and Wonder? When students become active doers of mathematics, the greatest gains of their mathematical thinking can be realized. The process of sense making begins when we create classrooms full of curious students' thoughts and ideas. By asking " What do you notice? What do you wonder?"