Freekidsbooks Linear Measurement

Version 01
Linear Measure
Apprenticeship and Workplace
Mathematics
(Grade 10/Literacy Foundations Level 7)
© 2012 by Open School BC
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The Data Pages were reproduced with permission from the BC Ministry of Education.
Course History
New, March 2012
Project Partners
This course was developed in partnership with the Distributed Learning Resources Branch of
Alberta Education and the following organizations:
• Black Gold Regional Schools
• Calgary Board of Education
• Edmonton Public Schools
• Peace Wapiti School Division No. 76
• Pembina Hills Regional Division No. 7
• Rocky View School Division No. 41
Project Management: Jennifer Riddel
Content Revisions: Jennifer Riddel
Edit: Leanne Baugh
Math Edit:
Learning Centre of the Greater Victoria School District Continuing Education Program:
Nigel Cocking, Keith Myles, Bill Scott, School District 47, Powell River: Tania Hobson
Module Tests: Barb Lajeunesse, Michael Finnigan (SD 34)
Copyright: Ilona Ugro
Production Technicians: Sharon Barker, Beverly Carstensen, Brian Glover
Art Coordination: Christine Ramkeesoon
Media Coordination: Janet Bartz
Art: Cal Jones
Flash Programming: Sean Cunniam
Narration Recording: MOH Productions and Neil Osborne
Voice Talent: Felix LeBlanc, Kate Eldridge, Wendy Webb and MOH Productions
Advisors: JD Caudle (Yukon Territory), Randy Decker (SD 40), Bev Fairful (Yukon Territory),
Sonya Fern (SD 62), Sandra Garfinkel (SD 39), Richard Giroday (SD 58), Sharon Hann (SD 39),
Tim Huttemann (SD 20), Dan Laidlaw (SD 73), Heather Lessard (SD 53), Gloria Lowe (SD 6), Jan
Malcolm (SD 36), Christina Teskey (OSBC), Jennifer Waughtal (SD 57), Ray Wong (SD 91)

Table of Contents
Section Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V
Linear Measure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson A: Estimating and Measuring Length and Distance. . . . . . . . . . . . 3
Lesson B: Measuring Diameters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson C: Locating Midpoints. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson D: Linear Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Data Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Activity Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | iii

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Section Organization
This section on Linear Measure is made up of several lessons.
Lessons
Lessons have a combination of reading and hands-on activities to give you a
chance to process the material while being an active learner. Each lesson is made
up of the following parts:
Essential Questions
The essential questions included here are based on the main concepts in
each lesson. These help you focus on what you will learn in the lesson.
Focus
This is a brief introduction to the lesson.
Get Started
This is a quick refresher of the key information and skills you will need to be
successful in the lesson.
Activities
Throughout the lesson you will see three types of activities:
• Try This activities are hands-on, exploratory activities.
• Self-Check activities provide practice with the skills and

concepts recently taught.
• Mastering Concepts activities extend and apply the skills you

learned in the lesson.
You will mark these activities using the solutions at the end of each section.
Explore
Here you will explore new concepts, make predictions, and discover patterns.
Bringing Ideas Together

This is the main teaching part of the lesson. Here, you will build on the ideas
from the Get Started and the Explore. You will expand your knowledge and
practice your new skills.
Lesson Summary
This is a brief summary of the lesson content as well as some instructions on
what to do next.
© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | v

At the end of each section you will find:
Solutions
This contains all of the solutions to the Activities.
Appendix
Here you will find the Data Pages along with other extra resources that you need
to complete the section. You will be directed to these as needed.
Glossary
This is a list of key terms and their definitions.
Throughout the section, you will see the following features:
Icons
Throughout the section you will see a few icons used on the left-hand side of
the page. These icons are used to signal a change in activity or to bring your
attention to important instructions.
AWM online resource (optional)

This indicates a resource available on the internet. If you do not have
access, you may skip these sections.
Solutions
vi | APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT © OPEN SCHOOL BC

My Notes
The column on the outside edge of most pages is called “My Notes”. You can use
this space to:
• write questions about things you don’t understand.
• note things that you want to look at again.
• draw pictures that help you understand the math.
• identify words that you don’t understand.
• connect what you are learning to what you already know.
• make your own notes or comments.
Materials and Resources

There is no textbook required for this course.
You will be expected to have certain tools and materials at your disposal while
working on the lessons. When you begin a lesson, have a look at the list of items
you will need. You can find this list on the first page of the lesson, right under the
lesson title.
In general, you should have the following things handy while you work on your
lessons:
• a scientific calculator
• a ruler
• a geometry set
• Data Pages (found in the appendix)
© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | vii

Linear Measure
Linear Measure
If you’ve been around new building sites,
you probably noticed wooden survey
stakes stuck in the ground. Survey stakes
are used to lay out property lines and
foundation perimeters, and to mark
heights for grading and excavation.
Survey stakes are placed in position by

surveyors who take careful measurements
of distance and depth. What they
measure depends on the building plans
set out by engineers and architects.
Estimation and measuring are important

skills in all kinds of work and activities,
ranging from sewing to construction. In
this section you will learn more about
measurement and estimation, and you
will learn how both imperial and SI units
can be used for both. Be prepared to be
active as you work through this section!
In this section you will: Photo by Jonathan Larsen © 2010
• solve problems that involve SI and imperial linear measurements, including

decimal and fractional measurements.
© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | 1

Linear Measure—Lesson A: Estimating and Measuring Length and Distance
Lesson A
Estimating and Measuring Length
and Distance
To complete this lesson, you will need: In this lesson, you will complete:
• a ruler or tape measure that shows • 5 activities
imperial and SI units
• Data Pages
Essential Questions
• How can you estimate length and distance for common imperial and SI units?
• How can you estimate the dimensions of two-dimensional and three-

dimensional objects?
• How can you determine the perimeter of two-dimensional objects?

My Notes Focus
Photo by Jean Morrison © 2010
Justina is designing a small greenhouse for her yard. She has gone
over to her neighbour’s yard for some ideas. She likes the look of her
neighbour’s greenhouse, but she’s not sure the design is large enough
for her needs.
Unfortunately, Justina did not bring her tape measure with her, so
she can’t take precise measurements. Instead, Justina walks the length
and width of the greenhouse. She estimates that the greenhouse is
about five metres long and three metres wide. Justina goes inside the
greenhouse and discovers there is a lot of head room, even for her.
Justina is taller than many of her friends.
How would you estimate the dimensions of the greenhouse in the

photograph?
4 | APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT © OPEN SCHOOL BC

Get Started My Notes
You may have studied two systems of measurement. Do you

remember the names of the two measurement systems?
_________________________________________________________________
_________________________________________________________________
In the following activity you will review the common imperial units
of linear measure.
Activity 1
Try This
Use a tape measure or ruler to measure out each of these common

units of length:
• one inch
• one foot
• one yard
1. What common objects would be about:
a. one inch in length?
___________________________________________________________
b. one foot in length?
___________________________________________________________
c. one yard in length?
___________________________________________________________

2. How could these common objects help you estimate lengths?

My Notes
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Do you remember the relationships between inches, feet, and

yards?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Turn to the solutions at the end of the section and mark

your work.
Explore
How good are you at estimating lengths? In the next activity, you will
test your estimating skills using SI and imperial units.
Before you start the activity, do you remember what “SI” stands for?
_________________________________________________________________
SI stands for Système International, or the International System of

Weights and Measures. SI is sometimes referred to as the metric
system.

Activity 2 My Notes
Try This
You will need a tape measure marked with both imperial and SI units.
Step 1: For each item in the table on the next page, estimate its
length in both SI and imperial units. Record your estimates in the
table.
Be sure to use appropriate units for each instance. For example, you
wouldn’t express the distance around a house in inches; instead, you
would measure such a distance in feet or yards.
Step 2 : Use a measuring tape to measure each item in the table

on the next page in both SI and imperial units. Record your
measurements in the table.
Step 3: In the last column of the table, comment on how accurate

your estimates were. If your estimate was much too large or small,
how could you have refined your estimate? For example, for the
length of your room, could you have walked around the room and
made a better estimate based on how many steps you took?

SI Estimate SI Imperial Imperial Comment

Measurement Estimate Measurement
Distance
Around
Your Head
Your
Height
Length of
Your Arm
Average
Length of
Your Stride
Distance
You Cover
Walking
Ten Steps
Length of
Your Room
Width
of Your
Thumb
Width of
Your Small
Finger
Thickness
of a Dime
Length of
Your Foot
Height of
Your Room
Width of
Your Yard
Turn to the solutions at the end of the section and mark your work.

Bringing Ideas Together My Notes
In the Explore section you polished your estimation skills. You

probably used an object or a part of your body to estimate lengths. In
other words, you used a referent. For instance, you may have paced
off the width of your yard to estimate the distance in yards. Or you
might have used your height to estimate the height of your room.
You may even have used the width of your thumb to estimate the
length of your foot. You used referents in Module 1 to explore SI and
imperial units.
Activity 3
Self-Check
1. What referents could you use for the units of measure in the table
below? A common referent for the inch is given as an example.
Unit Referent
1 in width of a thumb
1 ft
1 yd
1 mm
1 cm
1m

2. Use your referents from question 1 to estimate the dimensions

My Notes
of the following common items. Give your answers in SI and
imperial units.
a. The height of a table.
___________________________________________________________
b. The length, width, and height of a refrigerator.
___________________________________________________________
c. The length, width, and height of a car or truck.
___________________________________________________________
d. The length, width, and thickness of a magazine.
___________________________________________________________

your work.
Distance Around an Object

Often you will need to find the distance around an object in order to
solve a problem. The distance around an object is called its perimeter.
Knowing the perimeter is essential in tasks such as hanging wallpaper,
fencing, installing baseboards, and framing pictures.
Perimeter is a linear measure. Therefore, when you measure the

perimeter of an object, you use units of length, such as metres or feet.
The applet, Perimeter, shows how to calculate the perimeter

for a shape that is not regular. Go to Perimeter (http://media.
openschool.bc.ca/osbcmedia/math/mathawm10/glossary/
Division03/Perimeter/index.html) and select [PLAY] to watch
the animation.

Example 1
My Notes
Photo by bhowe © 2010
Maxine is planning a rectangular patio for her backyard. She has

room for a patio that measures 15 ft long × 12 ft wide. Maxine has
decided that the patio will be built using interlocking bricks, but she
wants a wooden frame around the perimeter. What is the total length
of framing that Maxine will need?
Solution
The perimeter, P, is the length of the four sides added together:
P = 15 ft + 12 ft + 15 ft + 12 ft
= 54 ft
Maxine will need 54 ft of framing for her patio.

My Notes Some Perimeter Formulas

You may already be familiar with the perimeter formulas for
rectangles and squares, but let’s review them briefly.
w w
If l = length, and w = width, then the perimeter of a rectangle is
P=l+w+l+w
This represents
=2l+2w 2 lengths plus 2 widths.
Go to Perimeter and Area (Rectangle) (http://media.openschool.

bc.ca/osbcmedia/math/mathawm10/glossary/Division03/
Rectangle/index.html). This demonstration applet provides
examples of perimeter calculations for rectangles. Move the
l- and w-slider to change the length and width of the
rectangle.
Make a rectangle the size of Maxine’s patio from Example 1. Did you
get the same perimeter?

A square is a special kind of rectangle. All the sides of a square are the
same length. My Notes
If s = length of each side, then the perimeter for a square is
P=s+s+s+s
This represents 4 times the
= 4s
length of each side.
Go to Perimeter and Area (Square) (http://media.openschool.

bc.ca/osbcmedia/math/mathawm10/glossary/Division03/
Square/index.html). This demonstration applet provides
examples of perimeter calculations for squares. Move the
s-slider to change the side length of the square.
Go to your Data Pages and look at "Geometric Formulae." Find the

formula for the perimeter of a rectangle. Notice that the formula for
the perimeter of a square is not in the table. Why do you think it’s
been left out?
_________________________________________________________________
_________________________________________________________________
A square is a type of rectangle. You can use the formula for perimeter
of a rectangle for both squares and rectangles.
s w
s l
P = 4s P = 2l + 2w

When you’re finding the perimeter of squares, you may use either
My Notes
formula. Remember, you should be familiar with the Data Pages since
they will be available to you during the module tests and during the
Provincial Examination.
Using Perimeter Formulas

The following examples show how formulas can help you solve
problems that involve perimeters.
Example 2
Paula wants to purchase a decorative wallpaper border for her living
room. The room is rectangular and measures 4 m by 5 m. How much
border will Paula need to buy?
Solution
4m
5m
You are given w = 4 m and l = 5 m.

Substitute the values w = 4 m
P = 2l + 2w
and l = 5 m given in the diagram.
= 2 (5) + 2 (4)
= 10 + 8
= 18
Paula will need to buy 18 m of wallpaper border.

Example 3
My Notes
The perimeter of a square tile is 4 ft. How long is each side?
Solution
This example is a little different than the others we’ve seen. Here you
are given the perimeter and asked to find the length of the sides.
Substitute the known length of

the perimeter.
Divide both sides by 4

to isolate s.
Both equations mean

Each side of the tile is 1 ft in length. the same thing.
Perimeters of Other Shapes

If a shape is not rectangular or square, you will need to work with the
sides separately. The formula for the perimeter of a triangle is given
on your Data Pages. Please record it here:
_________________________________________________________________
For all other shapes, simply add together the lengths of all the sides.

Example 4
My Notes
A triangular flowerbed measures 12 ft × 5 ft × 14 ft. Luc wants to put
a decorative border around the flowerbed. What length of decorative
border will he need?
Solution

12 ft 5 ft
14 ft
P=a+b+c
= 12 ft + 5 ft + 14 ft
= 31 ft
A total of 31 ft of decorative border is needed.
Activity 4
Self-Check
1. In farming areas in Western Canada, north-south roads are

normally one mile apart, and east-west roads are two miles apart.
These roads divide the land into a plot.
How far would you drive to go around such a plot once?

2. A road-maintenance worker is My Notes

replacing the white reflective
tape on the border of a stop
sign. If the sign is 10 inches on
one side, how much tape will
she need for the sign? Express
your answer in feet and inches.

Photo by Stacie Stauff Smith Photography © 2010
3. The perimeter of a rectangular picture is 50 cm. If the width of the

picture is 10 cm, what is the length of the picture?

your work.

My Notes Activity 5
Mastering Concepts
A floor plan for a guest room is shown in the diagram. The guest
room still needs baseboards installed. Jacob is helping his mother
determine the length of baseboard needed.
2 ft 6 in
12 ft
closet
9 ft
30 in
Jacob suggests finding the perimeter of the following figure to

estimate the length of baseboard needed.
12 ft
9 ft
Jacob’s mother suggests that he needs to adjust his estimate to

account for the 30-in doorway, because no baseboard will be needed
for the doorway. She also comments that the closet sticks out
from the rest of the room by 2 ft 6 in, and will also need to have
baseboards installed.
After their discussion, Jacob and his mother feel ready to purchase
the right length of baseboard for the guest room. Please answer the
following questions.

1. Specifically, how does the doorway affect the length of baseboard

My Notes
needed?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How does the closet affect the length of baseboard needed?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Baseboard at the local building supply store sells for $0.86 per
linear foot. How much would it cost to install baseboards in the
guest room according to the floor plan?

your work.

My Notes Lesson Summary
The Inuit created stone figures on

the arctic landscape. These stone
figures, or inukshuks, were created
for many reasons—to point the
way for travellers, to indicate a
good hunting or fishing area, to
mark a place of respect, or as a
memorial. This tradition was
common to all peoples of the
circumpolar region.
Look at the height of the children

standing on the base of the
inukshuk in the photograph.
From this photograph what would
you estimate the height of the
inukshuk to be?
Photo by debr22pics © 2010
You discovered that your skill in estimating length and distance

depends on connecting SI and imperial system linear units with
common items called referents. The referents you choose might be
the length of your thumb for an inch, or a long stride for a metre.
Referents are personal. Your referents are probably different from
someone else’s.
You used linear measure to find perimeters. You explored the basic
formulas for the perimeters of rectangles and squares. You also found
the perimeters of a few other shapes. In Lesson D of this section, you
will apply what you know about perimeter to more involved problem
situations.

Linear Measure—Lesson B: Measuring Diameters
Lesson B
Measuring Diameters
• a ruler or tape measure that shows • 7 activities
• several blank sheets of letter-sized paper
• various circular objects, such as jar lids
or cans of various sizes
• several metres of string, ribbon, or yarn
• a calculator
• your Data Pages
Essential Questions
• What are the various parts of a circle?
• How can you measure the inside and outside diameter of a circular object?

My Notes Focus
Photo by Mikhall Olykainen © 2010 Photo by Albo003 © 2010
Potters create lids for some of their dishes. How do they know how
big to make the lid so that it fits on the container?
The potter would need to measure the diameter of the opening in the
pot, and make sure that he or she makes the lid the appropriate size.
What measurement tool might the potter use?
In this lesson we’ll investigate some basic properties of circles. Then

we'll explore a variety of methods and tools that can be used to
measure circular objects.
Get Started
In Lesson A you worked with squares, rectangles, triangles and other

shapes with straight edges. Measuring the sides of such shapes is fairly
easy to do; but how might you measure a curved length?
The circle is one common shape that has a curved edge. In the
following activity, you will review what you know about circles.

Activity 1 My Notes
Try This
If possible, work with a partner to complete this activity.
Step 1: With a pen or pencil, trace the outline of a circular object,

such as the lid of a jar, on a blank piece of paper.
The distance around this circle is called the circle’s circumference.
Step 2: Hold the paper up to the light. Fold the paper in two, so that
the circle is divided into two halves. When you open your sheet of
paper, you will see a crease dividing your circle into two semicircles.
Label the points A and B where the crease cuts the circle.
A B
Step 3: Take your pen or pencil, and trace over the crease from point
A to point B. Line segment AB ( AB ), which divides the circle into
halves, is called a diameter.
Did You Know?

We use the symbol AB to represent the line segment AB.

Step 4: Fold the paper a second time to form a second diameter. Label
My Notes
this diameter CD . Label the point where CD crosses AB , O.
second crease
O
A B first crease
The centre of the circle, O, is where the two diameters intersect. A

radius is a segment that joins the centre of the circle to a point on
the circumference of the circle. Each of the segments OA , OB , OC ,
and OD are radii.
Step 5: Label the following items on your diagram:
• the centre
• a radius
• a diameter
• the circumference
Keep your diagram as a reference tool to use throughout the rest of

the lesson.

your work.

Circles Around Us My Notes

Circles can be found all around us. The following video, Circles, shows
us several different settings where circles can be found. The video also
describes some properties of circles.
Go to Circles (http://media.openschool.bc.ca/osbcmedia/math/

mathawm10/html/mod2_circles.html) and watch this video.
Pi and the Formula for Circumference

The ratio of a circle’s circumference to its diameter is always the same;
it’s a bit larger than 3. Because this ratio does not depend on the size
of the circle, the value of this ratio can be represented by one symbol;
the Greek letter pi (π). Mathematicians use the symbol because it is
impossible to exactly express the value of the ratio with a decimal
number. The symbol, π, represents the exact
circumference
value of the ratio, , for all circles.
diameter
To see an animation that shows the relationship between

the circumference and the diameter of a circle, go to A
Circle Unrolled (http://media.openschool.bc.ca/osbcmedia/math/
mathawm10/glossary/Division03/pi/index.html).
We can summarize the relationship between a circle’s diameter and

circumference as follows:
C
π= ,
d
where
C = circumference
d = length of the diameter
π = 3.141 592 653 589 793 238 462 643 383 279 502 884 197 . . .
The value of π is a non-terminating, non-repeating decimal number.

This means that you can’t write a long-enough decimal representation
to give its exact value.

My Notes
Did You Know?
Many people try memorizing digits of π in 2004, Daniel
Tammet recited 22 514 digits of π. It took him over five hours
to complete this task, and he did it without making a single
mistake!
Have a look at your Data Pages. In the table, “Geometric Formulae”

please find the formula(s) for the circumference of a circle. Record the
formula(s) here:
The diameter and radius

You should have noticed that there are two formulas for
of a circle are related:
circumference. You may use either formula to determine the
circumference of a circle. Choose the one that works best with the
d = 2r
information you are given in a particular question.
1
r= d
2

Example 1
My Notes
Photo by Pierdelune © 2010
The Temple of Hercules—near Rome, Italy—was built in the second

century BCE. This temple has a diameter of 14.8 m.
a. Estimate the temple’s circumference.
b. Use your calculator to determine the circumference—correct to

the nearest tenth of a centimetre.
c. How can you tell if your answer to part b is reasonable?
Solution
a. The circumference is about three times the length of the
diameter.
3 × 15 m = 45 m
So, the circumference is approximately 45 m.
b. You know that d = 14.8 m. You want to determine the value of

C.
Since the diameter was given, use the formula for
circumference that contains d.
C = πd On your calculator: If your calculator does
= π(14.8 m) not have a pi key, use
π ×1 4 . 8
= 46.49557 . . . m 3.1416 for pi in your
calculation.
Round your answer to one decimal place.

Therefore, Remember, ≈ means

My Notes “approximately equal to.”
C ≈ 46.5 m.
The circumference of the temple is approximately 46.5 m.
c. The answer is reasonable, since the estimate in part a was

45 m.
Activity 2
Self-Check
Practise working with the formulas for the circumference of a circle.
1. The diameter of a circular element on an electric stove is 25 cm.
a. What is the element’s radius?
b. Estimate the circumference of the element.
c. Calculate the circumference of the element to the nearest

centimetre.

2. The radius of a two-dollar coin is 14 mm. What is its

My Notes
circumference to the nearest millimetre?

your work.
Explore
You’ve seen that circles and circular shapes are all around us. From
the wheels of cars to cans of soup, circular objects are part of our
everyday lives. Circles provide a particular challenge to measurement.
How do we measure the curved surface of a circle? How do we
measure the diameter of a circular object if we don’t know the centre
point of the circle?
Let’s explore a few ways that we can measure the parts of a circle
using tools you probably have around the house.
• Activity 3 will guide you through a method that involves

tracing, folding and measuring using a ruler.
• Activity 4 will guide you through a method that involves

measuring the circumference of a circular object and then
calculating the length of the diameter and radius.

My Notes Activity 3
Try This
To complete this activity you will need two circular objects, such
as jar lids or cans, as well as a measuring tape or ruler with SI and
imperial units.
Use the table below to record your measurements as you work

through this activity.
Object Radius Radius Diameter Diameter

(mm) (in) (mm) (in)
Step 1: Select the first object (it doesn’t matter which you choose). Set
the object on a blank piece of paper. Trace around the object with a
pen or pencil. Use the paper-folding method described in Get Started
to label the diameter and radius of the circle that you traced onto the
paper.
Step 2: Using a ruler or tape measure, measure the diameter and

radius of the object (to the nearest millimetre). Record these
measurements in the table.
Step 3: Using a ruler or tape measure, measure, to the nearest

sixteenth of an inch, the diameter and radius of the object. Record
these measurements in the table.
Step 4: Repeat steps 1–3 for the second object. When you have filled
out the table, answer the following questions.

Questions:
My Notes
1. How did you find the centre of each circle?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What tool(s) did you use to measure the diameters and radii?
______________________________________________________________
______________________________________________________________
3. How accurate do you think your measurements of each object’s

diameter and radius are? Explain your answer. (Hint: Was the
accuracy of your measurement affected by the tool and/or method
you used?)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

your work.

My Notes Activity 4
Self-Check
To complete this activity, you will need two circular objects, such as
jar lids or cans, as well as a string, a measuring tape or ruler and a
calculator. Please use different objects from those you used in
Activity 3.
Use the table below to record your measurements as you work

through this activity. Be sure to enter the unit you used in the second
column.
Object Circumference ( )
Select the first object (it doesn’t matter which you choose). Determine
the circumference using the following procedure:
• Carefully wrap a length

of string around the
object.
• Cut the string to match

the circumference as
precisely as you can.
Reproduced with permission from Alberta Education.
• Lay the cut length of

string along your ruler or
tape measure to measure
the string.
• Record this measurement Reproduced with permission from Alberta Education.

in the table.

Repeat the above procedure for the second object.

My Notes
Please answer the following questions:
1. Rearrange the formula below to solve for the length of the

diameter (d).
C = πd
2. Use the formula you found in question 1 to find the diameters of

your two objects. Remember, you measured the circumference of
these objects already. Round your answers to the nearest whole
unit.
Object 1 Object 1

3. Rearrange the formula below to solve for the length of the

My Notes
radius (r).
C = 2πr
4. Use the formula you found in question 3 to find the radii of your
two objects. Remember, you measured the circumference of these
objects already. Round your answers to the nearest whole unit.
Object 1 Object 1

5. How accurate do you think your measurements of each object’s

My Notes
diameter and radius are? Explain your answer. (Hint: Was the
accuracy of your measurement affected by the tool and/or method
you used?)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

your work.
In Explore you tried two methods of measuring the diameter (and

radius) of a circle. The two methods used a ruler or tape measure,
which are a common measuring devices.
Your ruler’s level of precision is to the nearest tenth of a centimetre,

or, one millimetre. This is good enough for most everyday
measurements. However, for some jobs like constructing engines
for cars or airplanes, measurements must be more precise. Without
precise measurements, engines will not run efficiently or last long,
and some will not function at all.

Technicians or engineers who build engines use various measuring

My Notes
instruments, including the Vernier calliper and the micrometer. These
instruments can have either SI or imperial units—some even have
both! In this lesson we’ll look at instruments calibrated in SI units.
Photo by Andrjuss © 2010 Photo by rekemp © 2010
Vernier Callipers
The diagram below shows a Vernier calliper.
inside jaws
depth
fixed scale
guage
vernier scale
outside jaws
Photo by AlexanderZam © 2010
The Vernier calliper includes three devices for measuring:
• The outside jaws are used to measure outer dimensions of

objects; for example, the outer diameter of a pipe.
• The inside jaws are used to measure inner dimensions of objects;
for example, the inner diameter of a pipe.
• The stem or depth gauge is used to measure depths of objects; for
example, the depth of a small container.

The Vernier calliper has two scales: a moving (Vernier) scale and a
My Notes
fixed scale. Look closely at these two scales in the picture. The fixed
scale is divided into millimetres or, in other words, 0.1 cm divisions.
The moving (Vernier) scale shows 0.1-millimetre divisions or, in other
words, 0.01 cm divisions.
To read a Vernier calliper, follow this procedure:
Step 1: Close the jaws of the calliper snugly around the object
you wish to measure. (If you are using the inside jaws, place
them inside the object and open them so that they fit snugly
against the inside of the object.)
Step 2: Check where the first line on the moving scale lands.
It will point to a place on the fixed scale. This position
determines the first digits of the reading.
Step 3: Find the last digit of the reading by examining which

line on the moving scale aligns best with a line on the fixed
scale. The line on the moving scale determines this last digit.
The following example will help you read the measurements

taken with a Vernier calliper.
Example 2
Read the following Vernier calliper measurement.
Solution
Refer to the diagram below as you read the following
procedure.
First line on the Align best on the

moving scale moving scale at
reads the fixed 0.05 or the 5th
scale of 2.1 tick mark

• First read the fixed scale using the first line on the moving scale
My Notes
as a pointer. This line points to a place beyond 2.1 cm.
• Now find the line on the moving scale that most closely aligns
with a line on the fixed scale. The moving scale has
10 divisions, and each division represents 0.01 cm. The line
that best matches is the fifth line on the moving scale; that is
0.05 cm.
Therefore, the reading of the calliper = 2.1 + 0.05 = 2.15 cm.
o see an animation of a Vernier calliper in action, go to

T
the AWM Website (http://www.openschool.bc.ca/courses/math/
awm10/mod2.html) and select Vernier Calliper Animation.
I f you’ve never used a Vernier calliper before, try this! Go

to Vernier Calliper (http://media.openschool.bc.ca/osbcmedia/
math/mathawm10/html/calipers/html/Vern.APPLET/index.html).
Follow the instructions and try to read a few different
measurements.
Activity 5
Self-Check
Read the following Vernier calliper measurements. The scales have
been enlarged for easier reading. The calliper is calibrated in SI units.
1.

2.
My Notes
3.
4.

5.
My Notes

your work.
Micrometers
The micrometer is even more precise than the Vernier calliper.
It measures even smaller lengths, such as the diameters of
pipes, rods, nuts and bolts, washers and nails.
The following diagram shows a micrometer.
anvil
spindle lock
bevel
hub or
barrel
thimble
ratchet
Photo by Galushko Sergey © 2010
The object to be measured is placed between the anvil and the

spindle. You can then rotate the drum, using the ratchet, until the
object is secure and you hear three clicks.

The fixed scale on the barrel is divided into 25 main divisions, each
My Notes
representing 0.1 cm (1 mm). Each main division is divided in half.
These subdivisions each represent 0.05 cm (0.5 mm).
The moving scale on the thimble is broken into 50 divisions. One

complete rotation of the thimble represents 50 × 0.01 = 0.50 mm.
Therefore each division on the thimble represents 0.001 cm
(0.01 mm).
Look at the following examples to learn how to read the scales on a

micrometer.
Example 3
Read the following micrometer measurement.
0 5 10
30
thimble
barrel 0–25 mm 25
Solution
Refer to the following diagram as you read the procedure below.
A
0 5 10
30
thimble
barrel 0–25 mm 25
B
Step 1: Read the fixed scale on the barrel.
• The measure of the last mark showing on the upper scale

(indicated by arrow A).
• Check the lower scale. The last mark showing on the lower
scale (indicated by arrow B) is to the left of arrow A. In this case
the number read from the barrel is read as 11 mm.
Step 2: Read the moving scale on the thimble.
• The thimble reading is 0.28 mm.

Step 3: Add the barrel reading to the thimble reading to get your final
My Notes
measurement.
• 11 mm + 0.28 mm = 11.28 mm
Example 4
Read the following micrometer measurement.
0 5 10
30
0–25 mm 25
barrel
thimble
Solution
Refer to the following diagram as you read the procedure below.
A
0 5 10
30
0–25 mm 25
barrel B
thimble
Step 1: Read the fixed scale on the barrel.
• The measure of the last mark showing on the upper scale

(indicated by arrow A).
• Check the lower scale. The last mark showing on the lower
scale (indicated by arrow B) is to the right of arrow A. In this
case, 0.5 is added to 11 mm giving a barrel reading of 11.5 mm.
Step 2: Read the moving scale on the thimble.
• The thimble reading is 0.28 mm.
Step 3: Add the barrel reading to the thimble reading to get your final
measurement.
• 11.5 mm + 0.28 mm = 11.78 mm

o see an animation of a micrometer in action, go to

T
My Notes
Micrometer Animation (http://www.openschool.bc.ca/courses/
math/awm10/mod2.html).
Activity 6
Self-Check
Read the following micrometer measurements. The scales have been
enlarged for easier reading. The micrometer is calibrated in SI units.
1. 0 5
20
0–25 mm 15
2. 0 5 10
45
0–25 mm 40

3. 0 5 10 15 20
My Notes 40
35
0–25 mm
4. 0 5 10
15
10
0–25 mm
5. 0 20
15
0–25 mm
10

your work.

Activity 7 My Notes
Mastering Concepts
Terry is a potter. He is planning to make a
teapot similar to the one in the
photograph. He wants to make sure
that the lid fits the pot properly.
Describe the tools(s) and procedure he
should use.
Photo by Vasilieff © 2010

your work.

Photo by Dmitry Kalinovsky © 2010
Machinists, engineers, and automotive technicians all use tools

such as the Vernier calliper and the micrometer to precisely measure
small distances. These tools are especially helpful in measuring the
diameters of circular objects. Larger versions of the calliper can be
used in pottery, woodworking and other applications where precision
is important.
For most everyday measurements, the ruler is a great tool! In this

lesson you measured the length of curved surfaces using a string and
a ruler. You also looked at the parts of the circle and worked briefly
with circumference. You’ll apply these skills in Lesson D of this
section when we work on solving more complex perimeter problems.

Linear Measure—Lesson C: Locating Midpoints
Lesson C
Locating Midpoints
• a ruler or tape measure showing both • 4 activities
• a compass for drawing circles
• several blank sheets of paper
• a set square from a geometry set
• a calculator
Essential Questions
• How can you determine the midpoint of a linear measurement?
• How can you find the midpoint of a rectangle?

My Notes Focus
Photo by mashe © 2010
Jeff has designed a playhouse for his younger brother and sister. Jeff
intends to bolt the frame of the playhouse together, but he has run
into a problem. Jeff needs to drill a hole into a ceiling beam to attach
a light. If the hole is not centred, the light will be off-centre in the
room.
How will Jeff centre the hole he needs to drill into the beam? How
can he be sure that he has located the midpoint of the beam?
Get Started
How good is your eye? Can you pinpoint the middle of an object just
by looking at it?
Option A: If you have access, use the online media to

complete this activity.
Go to Find the Middle (http://media.openschool.bc.ca/

osbcmedia/math/mathawm10/html/math10_findmiddle.html)
to test your midpoint-finding skills!

Option B: You will need:

My Notes
• Masking tape or sticky note
1. Choose a wall in your room.
2. Standing next to the wall, guess where the middle is. Mark this
spot, using a small bit of tape or a sticky note.
3. Now, stand back and view your wall from the other side of the
room. Does the marked spot look like it’s in the middle?
Did you find it easy or difficult to spot the middle of an object just by
looking at it?
A guess-and-check approach does not always get you to the middle.

Even if you stood back from your wall and the marked point looked
like it was in the middle, it might be a little off. What other method
might you use to find the exact middle of an object? Record your
ideas here:

My Notes Explore
In Get Started, you tried to spot the middle of such objects as a wall, a
triangular flowerbed and the top of a circular table. For each of these,
you had to look at the shape of the object and determine the centre
point. This centre point is often referred to as the midpoint.
In the next activity, we’ll explore some ways to find the midpoint of
an object that are more methodical and reliable than just “eyeballing
it.”
Activity 1
Try This
For this activity you will need a sheet of printer paper, a ruler or tape
measure and a pen.
Part A: Folding to Find the Midpoint
Step 1: Take a blank sheet of standard-sized paper, like the paper

commonly used in computer printers (8 ½ in × 11 in). Fold the sheet
of paper in half from top to bottom.

Step 2: Fold the paper in half again, this time from left to right.
My Notes
Step 3: Unfold the paper. You will see two creases in the paper.
The midpoint of the page is the point where the two folds intersect.
Please keep your folded page handy as you answer the questions
below, and as you move on to Part B of this activity.
Questions:
1. How far is the midpoint of the sheet from the edges of the sheet?
Use your ruler or tape measure to measure these distances along
the vertical and horizontal creases.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What do you notice about these measurements compared to the

My Notes
dimensions of the piece of paper?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. How could folding help you to find the midpoint of a small

object?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. What are the limitations of the folding technique?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Part B: Using Diagonals to Find the Midpoint

My Notes
Step 1: Have your folded page from Part A out. Lay a ruler or straight
edge from one corner of the sheet to the opposite corner. Use your
pen to draw this diagonal.
Step 2: Use your straight edge to draw in the second diagonal.

Questions:
My Notes
1. What do you notice about the two diagonals?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Suggest a way that you could find the centre of a large, rectangular
wooden board. (Folding wood to find the middle would not be an
option.)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

your work.
Dividing Lengths in Half

The folding that you did in Part A of Activity 1 is essentially the same
as dividing the side-lengths in half and then drawing lines across the
page. To find the midpoint of a rectangle without folding, you could
use the following procedure:
Step 1. Measure the side-lengths.

Step 2. Calculate the midpoint of each side-length by dividing it
by 2.
Step 3. Mark the midpoint of each side-length.
Step 4. Draw a line from each midpoint to its opposite midpoint.
Step 5. Mark the midpoint at the point where the two lines
intersect.

Finding the midpoint of a dimension of an object involves dividing

My Notes
a measurement in half—this is the same as dividing by 2. When you
work with measurements in SI, you can use decimals. However, when
you work with imperial measurements, you’ll often use fractions. Let’s
practise dividing fractions.
Example 1
3
What is ÷ 2?
4
Write your answer as a fraction, and as a decimal.
Solution
3 3 1
÷2 = ×
4 4 2
3
=
8
= 3÷8
= 0.375
Or if you have access, you can see the solution to this

example at Dividing Fractions (http://media.openschool.bc.ca/
osbcmedia/math/mathawm10/html/dividing_fractions.htm).
Example 2
1
Find 5 ÷ 2?
2
Solution
Convert the mixed number to
1 11
5 ÷2 = ÷2 an improper fraction.
2 2
11 1 Dividing by 2 is the same as
= × 1
2 2 multiplying by .
11 2
=
4
3 Leave your answer as
=2
4 a mixed number.

My Notes Activity 2
Self-Check
The following questions could be encountered in carpentry, sewing,
or in many other occupations.
1
1. ÷2
2
1
2. 7 ÷2
4

1
3. 9 ÷2 My Notes
4

your work.
So far in this lesson, you’ve looked at ways to find the midpoint of an

object, and you’ve practised dividing fractions. Let’s work through an
example that involves finding the midpoint.
Example 3
A two-by-four board is 92 ½ inches long. Where should this board be
marked in order to cut it into two shorter two-by-four boards of equal
lengths? Express your answer as a mixed number.
Solution
1 185
92 ÷2 = ÷2
2 2
185 1
= ×
2 2
185
=
4
1
= 46
4
The stud should be marked 46 ¼" from one end in order to cut it into
two equal lengths.

My Notes Other Divisions

Some situations require you to divide a length into multiple parts.
For example, you might need to cut a length of wood into four equal
pieces for a construction project, or a piece of ribbon into five half-
inch lengths for a sewing project. Let’s look at two examples before
you move on to the next activity.
Example 4
An interior designer cuts a 24 m rope into 30 equal pieces. How long
is each piece?
Solution
Divide the length of the rope by the number of pieces.
24 m ÷ 30 = 0.8 m
Each piece of rope is 0.8 m long.
Example 5
Melissa is a jeweller and she needs to cut several half-inch pieces of
metal wire. The length of metal wire measures 10 ¼ inches before
Melissa makes any cuts. How many pieces can Melissa cut from the
metal wire?
Solution
To find out how many pieces Melissa can cut, divide the length of the
wire by the length of the cut pieces.
1 1 41 1
10 in ÷ in = in ÷ in
4 2 4 2 When you write the reciprocal
41 2
= in × of ½ in, the units also move to
4 1 in the denominator.
82
=
4
2
= 20 Reduce the fraction to lowest terms.
4
1
= 20 The answer is 20 ½ pieces.
2
Melissa can cut 20 pieces of wire that are each ½ in long. She will
have half a piece left over—or ¼ in of leftover wire.

Activity 3 My Notes
Self-Check
1. Masie wants to drill halfway through a 2 × 4 piece of lumber,
which is 1 ½ in thick. How deep should she drill?
2. Where should a board 85 ½ in long be cut to obtain two equal

lengths?

3. Randy wants to drill a hole in the centre of a drawer front. If the

My Notes
front of the drawer measures 30 cm by 15 cm, where is the centre
located from the edges of the drawer front?
4. Alex has a piece of ribbon that measures 5 feet in length. He needs

to cut several 8 ½ -inch pieces for a project he’s working on. How
many pieces can he cut from the length of ribbon?

your work.

Activity 4 My Notes
Mastering Concepts
In Lesson B you traced circles and used a folding technique to find
the centre. But what if folding was not an option? In this activity you
will explore a method of finding the centre of a circular disk. This is
the same method carpenters use.
Note: We don’t often use the term “midpoint” when we’re talking
about circles. Instead, we use the terms “centre” or “centre-point.”
Step 1: On a blank sheet of paper, draw a circle by tracing the bottom

of a cylindrical shape, like a soup can, glass, or jar lid, or using a
compass from your geometry set.
Step 2: Place a set square from a geometry set, or simply the square A “set square” is a tool,
corner of another sheet of paper or a book, on the circle. The right often a clear plastic
angle of the square should be touching the circumference of the triangle, with one corner
circle. Mark where the edges of the square cross the circle and label set at a 90º angle.
the marks A and B. Join points A and B.
Step 3: Place the square on the circle in a new position so that

the right angle of the square is still placed somewhere on the
circumference. Mark where the edges of the square cross the circle
using letters C and D. Join points C and D.

Questions:
My Notes
1. What is segment AB? How can you check your answer by paper-
folding?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How did using the set square a second time help you to locate the
centre of the circle?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Explain, in your own words, how a carpenter might use a

carpenter’s square to locate the centre of a wooden, circular disk.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. Identify situations where you might need to find the centre of a

My Notes
circular object.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

your work.

Photo by Konstantin Gushcha © 2010
You have likely heard the saying “Measure twice and cut once.” If
you have applied your carpentry skills to build a project, you know
how accurate that advice is. Carpenters routinely use the skills you
explored in this lesson to make accurate cuts and avoid waste.
In this lesson you explored some different methods of locating the

midpoints of rectangles, and even looked at the method carpenters
use to locate the centre of a circle. You practised your skills with
dividing fractions as you worked with imperial measurements of
length.

Linear Measure—Lesson D: Linear Problems
Lesson D
Linear Problems
• a ruler or tape measure that shows • 4 activites
• a large suitcase
• a calculator
• Data Pages
Essential Questions
• How do you solve perimeter, circumference, and size problems based on

linear dimensions?
• How can you determine if your answers to linear measurement problems are
reasonable?

My Notes Focus
Photo by Konstantin Gushcha © 2010
Taking your surf board to Hawaii could be a little tricky, but some
airlines actually allow it!
The air traveller in the photograph will be checking more than two
bags prior to his flight. Airlines in Canada have restrictions on the
number and weight of bags travellers can check. Airlines also limit the
linear dimensions of each checked bag. The total of the length, width,
and height cannot exceed 158 cm. You will be assessed a surcharge if
you exceed the limits for the number, weight, or linear dimensions of
checked baggage.
Surcharges for extra pieces, or for overweight and oversized items,

can be pricey. Baggage restrictions are just one type of linear
measurement problem you will encounter in this lesson.
Get Started
In the following activity you will review the formulas for perimeter
and circumference.

Activity 1 My Notes
Self-Check
Match the formulas on the right to the descriptions on the left.
Descriptions Formulas
1. ________ This formula is used to calculate the A. C = 2πr

circumference of a circle when the
diameter is known. B. P = a + b + c
2. ________ This formula is used to calculate the C. P = 2l + 2w

perimeter of a rectangle.
D. C = πd
3. ________ This formula is used to calculate the
perimeter of a square. E. P = 4s

radius is known.

perimeter of a triangle.

your work.
Finding Formulas
The formulas in the matching activity should be familiar to you.
Take out your Data Pages and look for these formulas. Make sure you
understand these formulas and feel comfortable using them.
Explore
As mentioned in the Focus, most airlines place restrictions on the

size and number of baggage items that you can fly with. In the
following activity you will explore linear measurement restrictions
airlines set on checked baggage.

My Notes Activity 2
Self-Check
Please answer the following questions. You will need a measuring tape
to complete this activity.
Canadian airlines restrict the size of checked baggage. Bags with a total
length, width, and height measurement of more than 158 cm are assessed a
surcharge.
1. Suppose you are in Florida, and the measuring tape you have only
shows inches. What is the 158-cm limit in inches? Round your
answer to the nearest inch.
2. Find the biggest suitcase or bag in your house or school (a hockey-

equipment bag would work too). Measure the dimensions of the
suitcase or bag. Does the sum of the length, width and height of
the suitcase you measured exceed the airline limit?

3. Complete the following table by indicating the maximum each

My Notes
missing measurement could be without exceeding the airline’s size
limit.
Length Width Height
80 cm 40 cm
30 in 10 in
1 ft 6 in 8 in

your work.
In Explore you examined one type of linear measurement problem. In

the examples and activities that follow, you will meet a wide variety
of measurement problems. Let’s work through a couple of examples
together.
Example 1
Bill’s front door has a semicircular window like
the one in the picture.
a. Without knowing the exact measurements

of the window, how could you estimate
the window’s perimeter?
b. If the bottom of the window is 68 cm

wide, calculate the perimeter, correct to
the nearest centimetre.
Photo by Jenson © 2010

Solution
My Notes
a. You probably have some idea of how wide a door is. It’s
reasonable to estimate that the average door is about one
metre wide. From the picture it looks like the widest part of
the window—the bottom edge—takes up just over half of the
door’s width. So, let’s estimate that the window is about 60 cm
wide.
To find the perimeter of the
window, you must add the
length of the semicircular
curve to the 60 cm base of the
window. The length of the
semi-circular curve is one-half
the circumference of a circle ~ 60 cm
with the same diameter.
• Find the approximate circumference of a circle with a
diameter of 60 cm: 3 × 60 cm = 180 cm
• Find the circumference of half the circle:
180 cm ÷ 2 = 90 cm
• Find the approximate perimeter of the window:
90 cm + 60 cm = 150 cm
The perimeter of the window in Bill’s door is probably about
150 cm.
b. Now that we know the actual

width of the window, use the
same steps you used to
estimate.
• Find the circumference of a
circle with a diameter of 68 cm
68 cm:
C = πd
C = π(68 cm)
C = 213.6283 . . . cm
• Find the circumference of half the circle:
213.6283 . . . cm ÷ 2 = 106.8141 . . . cm
• Find the perimeter of the window:
106.8141 . . . cm + 68 cm = 174.8141 . . . cm

Rounding to the nearest centimetre, the perimeter of the

My Notes
window in Bill’s door is 175 cm.
Considering that the window was actually 8 cm larger than
our estimate, the answer we calculated seems reasonable.
Example 2
Tracey is building a fence. The fence posts are 8 ft apart. Tracey will
nail vertical spruce fence boards, which are 5 ½ in wide, across the 8-ft
gap.
8 ft
a. How many boards will Tracey use if she wants about a ½-in
space between boards?
b. How much space must Tracey allow on each side of her boards,
if the boards are evenly spaced across the 8-ft gap?
Solution
a. 1
2 ”
1
52 ”

Each fence board plus a gap is:

My Notes
1 1
5 + = 6 in
2 2
Two boards would be:
6 in + 6 in = 12 in, or 1 ft
So, Tracey needs two boards for every foot of the 8 ft gap
between posts.
2 × 8 = 16 boards
b. Tracey will use 16 boards, each with a width of 5 ½ in.

1 16 11
16 × 5 in = × in
2 1 2
176
= in
2
= 88 in
The boards will cover a width of 88 in.
There is 8 ft of space between the posts. Convert this to inches.
8 ft = (8 × 12) in
= 96 in
So, the boards will cover 88 in of the 96 in space. Let’s find out
the total for all the gaps between the boards.
96 in – 88 in = 8 in
Tracey must allow for 17 gaps because there is a gap between
each of the 16 boards as well as between the first board and
the post, and the last board and the post.
So, the gap between boards must be:
8
8 in ÷ 17 = in
17
This answer is reasonable, since the gap must be slightly less
than ½ in.

8 My Notes
Note: in is difficult to measure using a measuring tape.
17
8
Tracy would need to look for a fraction that is close to
17
that she can find on her imperial tape measure.
8
in = 0.4705 . . . in
17 8 15
So, in ≈ in
15 17 32
in = 0.4687 . . . in
32
Tracey can use her imperial tape measure to gap the fence
15
boards since in can be found on the tape measure.
32
Example 3
The following diagram shows the layout of a running track.
50 m
d
The ends of the track are semicircles, 50 m in diameter. The perimeter
of the track is 400 m.
a. Estimate the length d of each straight side, if the perimeter
of the track is 400 m. Note that in this question, d does not
represent diameter.
b. Determine d to the nearest tenth of a metre.

Solution
My Notes
50 m
d
a. Estimate the length d of each straight side.
The two ends of the track form a
circle. The distance around a circle 50 m
is approximately three times the
diameter.
3 × 50 m ≈ 150 m
The total track length is 400 m. The rounded ends are 150 m.
400 m – 150 m ≈ 250 m
250 m ÷ 2 ≈ 125 m
The length of each side, d, is approximately 125 m.
b. Determine d to the nearest tenth of a metre.
C = πd
C = π × 50 m
C = 157 m 50 m
400 m – 150 m = 243 m
243 m ÷ 2 = 121.5 m
I f you have access, you can view the animated solution

at Running Track Solution (http://media.openschool.bc.ca/
osbcmedia/math/mathawm10/html/track/m10_3_m3_020.htm).

Activity 3 My Notes
Self-Check
Solve the following linear measurement problems.
1. The diameter of a golf ball is 4.3 cm.

a. Estimate the number of times
the ball will roll to travel 10 m.
Photo by FloridaStock © 2010
b. Now calculate the number of times the ball will roll to travel
10 m. Round to a whole number of rotations.

2. A residential property has the

My Notes
shape of one quarter of a
circular disk.
As a way of keeping his two
dogs on the property, the owner Deck
plans to place a chain-link fence 30 m
along the edge of the property.
The chain link fence costs House
approximately $8.00 per metre. Shed
What is the cost of fencing the
property? Round your answer
to the nearest dollar.
30 m
3. Jan has prepared a flower bed at one

corner of her house. The flower bed
is shaped as in the diagram.
What is the perimeter of the corner of
5 ft
house
flower bed? Round your answer
to one decimal place. But first
estimate your answer. 5 ft
flower bed

4. The following are plans the Popowich family received from their
My Notes
building contractor for their new house.
20 ft 12 ft 18 ft
15 ft Living Room Dining Bedroom

Room
Bathroom
5 ft Hallway
9 ft
Laundry
10 ft Kitchen Bedroom
36 ft
a. What is the perimeter of their house according to these plans?

b. After the Popowich family looked over the plans, the family
My Notes
considered adding an extra bedroom to the house according to
this revision to the plans. What is the perimeter of their house
according to the revised plans?
20 ft 12 ft 18 ft
15 ft Living Room Dining Bedroom

Room
Bathroom
5 ft Hallway
9 ft
Bedroom
10 ft Laundry Kitchen Bedroom
36 ft

5. Lumber sold as 1 × 6 boards actually have a thickness of ¾ in and

My Notes
a width of 5 ½ in. The height of a stack of 1 × 6 boards is
1 ft 6 ¾ in. How many boards are there in the stack?

your work.

My Notes Activity 4
Mastering Concepts
A 1-m length of wire is bent into a square. Another 1-m length of wire
is bent into a circle.
The diagram is not drawn to scale.
Determine which is larger, the side length of the square or the

diameter of the circle. First use an estimation technique. Then base
your answer on a more precise calculation.

your work.

Lesson Summary My Notes
Photo by Evok20 © 2010
There are restrictions on parcels that can be sent through the mail or
by courier. One of these restrictions is based on the linear dimensions
of the package. The maximum size for one company is based on the
following formula:
size = length + (2 × width) + (2 × height)
Determining whether your shipment is below the maximum allowable

is just one example of the linear problems you might encounter in
everyday situations.
In addition to problem situations involving parcel or baggage size,

you explored problems involving perimeter and circumference. These
problems involved both SI and imperial units.

Linear Measure— Appendix
Linear Measure—
Appendix
Data Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Activity Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Linear Measure—Appendix
TABLE OF CONVERSIONS
1 inch 2.54 centimetres

1 foot 30.5 centimetres
1 foot 0.305 metres
1 foot = 12 inches
1 yard = 3 feet
1 yard 0.915 metres
1 mile = 1760 yards
1 mile 1.6 kilometres
1 kilogram 2.2 pounds
1 litre 1.06 US quarts
1 litre 0.26 US gallons
1 gallon 4 quarts
6
1 British gallon US gallon
5
FORMULAE
Temperature
5
C= ( F 32 )
9
Trigonometry
(Put your calculator in Degree Mode)
• Right triangles
Pythagorean Theorem
a2 + b2 = c2
opposite
sin A = B
hypotenuse
adjacent c
cos A = a
hypotenuse
A
opposite C b
tan A =
adjacent

GEOMETRIC FORMULAE
cm
Key Legend
1
l = length P = perimeter
2
w = width C = circumference
b = base A = area
3
h = height SA = surface area

s = slant height V = volume
4
r = radius
5
d = diameter
6
Geometric Figure Perimeter Area

7
Rectangle P = 2l + 2w
8
or A = lw
9
P = 2 (l + w )
10
Triangle
bh
11
P = a+b+c A=
2
12
Circle
C = d
13
or A = r 2
14
C = 2r
15
Note: Use the value of programmed in your calculator rather

16
than the approximation of 3.14.

17
18
19
20

Data Page 2 Apprenticeship and Workplace Mathematics 10
Geometric Figure Surface Area
Inches
Cylinder
Atop = r 2
r
• Abase = r 2
h
1
Aside = 2rh
SA = 2r 2 + 2rh
Sphere
SA = 4r 2
2
r or
•
SA = d 2
3
Cone
Aside = rs
s Abase = r 2
h
SA = r 2 + rs
4
r
Square-Based Pyramid 1
Atriangle = bs ( for each triangle )
2
s Abase = b 2
5
h
SA = 2bs + b 2
b b
Rectangular Prism SA = wh + wh + lw + lw + lh + lh
6
or
h w
l SA = 2 ( wh + lw + lh )
General Right Prism SA = the sum of the areas of

all the faces
7
General Pyramid SA = the sum of the areas of

all the faces
8
Note: Use the value of programmed in your calculator rather

than the approximation of 3.14.
Apprenticeship
© OPEN SCHOOLand Workplace
BC Mathematics 10 Data ETEXT
APPRENTICESHIP AND WORKPLACE MATHEMATICS Page 3 | 87
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Weekly (52 pay periods a year) Hebdomadaire (52 périodes de paie par année)
Pay Pay Pay Pay
Rémunération CPP Rémunération CPP Rémunération CPP Rémunération CPP
RPC RPC RPC RPC
From - De To - À From - De To - À From - De To - À From - De To - À
358.11 - 358.31 14.40 372.66 - 372.85 15.12 387.20 - 387.40 15.84 401.75 - 401.94 16.56
358.32 - 358.51 14.41 372.86 - 373.05 15.13 387.41 - 387.60 15.85 401.95 - 402.14 16.57
358.52 - 358.71 14.42 373.06 - 373.25 15.14 387.61 - 387.80 15.86 402.15 - 402.35 16.58
358.72 - 358.91 14.43 373.26 - 373.46 15.15 387.81 - 388.00 15.87 402.36 - 402.55 16.59
358.92 - 359.11 14.44 373.47 - 373.66 15.16 388.01 - 388.20 15.88 402.56 - 402.75 16.60
359.12 - 359.32 14.45 373.67 - 373.86 15.17 388.21 - 388.41 15.89 402.76 - 402.95 16.61
359.33 - 359.52 14.46 373.87 - 374.06 15.18 388.42 - 388.61 15.90 402.96 - 403.15 16.62
359.53 - 359.72 14.47 374.07 - 374.26 15.19 388.62 - 388.81 15.91 403.16 - 403.36 16.63
359.73 - 359.92 14.48 374.27 - 374.47 15.20 388.82 - 389.01 15.92 403.37 - 403.56 16.64
359.93 - 360.12 14.49 374.48 - 374.67 15.21 389.02 - 389.21 15.93 403.57 - 403.76 16.65
360.13 - 360.33 14.50 374.68 - 374.87 15.22 389.22 - 389.42 15.94 403.77 - 403.96 16.66
360.34 - 360.53 14.51 374.88 - 375.07 15.23 389.43 - 389.62 15.95 403.97 - 404.16 16.67
360.54 - 360.73 14.52 375.08 - 375.27 15.24 389.63 - 389.82 15.96 404.17 - 404.37 16.68
360.74 - 360.93 14.53 375.28 - 375.48 15.25 389.83 - 390.02 15.97 404.38 - 404.57 16.69
360.94 - 361.13 14.54 375.49 - 375.68 15.26 390.03 - 390.22 15.98 404.58 - 404.77 16.70
361.14 - 361.34 14.55 375.69 - 375.88 15.27 390.23 - 390.43 15.99 404.78 - 404.97 16.71
361.35 - 361.54 14.56 375.89 - 376.08 15.28 390.44 - 390.63 16.00 404.98 - 405.17 16.72
361.55 - 361.74 14.57 376.09 - 376.28 15.29 390.64 - 390.83 16.01 405.18 - 405.38 16.73
361.75 - 361.94 14.58 376.29 - 376.49 15.30 390.84 - 391.03 16.02 405.39 - 405.58 16.74
361.95 - 362.14 14.59 376.50 - 376.69 15.31 391.04 - 391.23 16.03 405.59 - 405.78 16.75
362.15 - 362.35 14.60 376.70 - 376.89 15.32 391.24 - 391.44 16.04 405.79 - 405.98 16.76
362.36 - 362.55 14.61 376.90 - 377.09 15.33 391.45 - 391.64 16.05 405.99 - 406.18 16.77
362.56 - 362.75 14.62 377.10 - 377.29 15.34 391.65 - 391.84 16.06 406.19 - 406.39 16.78
362.76 - 362.95 14.63 377.30 - 377.50 15.35 391.85 - 392.04 16.07 406.40 - 406.59 16.79
362.96 - 363.15 14.64 377.51 - 377.70 15.36 392.05 - 392.24 16.08 406.60 - 406.79 16.80
363.16 - 363.36 14.65 377.71 - 377.90 15.37 392.25 - 392.45 16.09 406.80 - 406.99 16.81
363.37 - 363.56 14.66 377.91 - 378.10 15.38 392.46 - 392.65 16.10 407.00 - 407.19 16.82
363.57 - 363.76 14.67 378.11 - 378.31 15.39 392.66 - 392.85 16.11 407.20 - 407.40 16.83
363.77 - 363.96 14.68 378.32 - 378.51 15.40 392.86 - 393.05 16.12 407.41 - 407.60 16.84
363.97 - 364.16 14.69 378.52 - 378.71 15.41 393.06 - 393.25 16.13 407.61 - 407.80 16.85
364.17 - 364.37 14.70 378.72 - 378.91 15.42 393.26 - 393.46 16.14 407.81 - 408.00 16.86
364.38 - 364.57 14.71 378.92 - 379.11 15.43 393.47 - 393.66 16.15 408.01 - 408.20 16.87
364.58 - 364.77 14.72 379.12 - 379.32 15.44 393.67 - 393.86 16.16 408.21 - 408.41 16.88
364.78 - 364.97 14.73 379.33 - 379.52 15.45 393.87 - 394.06 16.17 408.42 - 408.61 16.89
364.98 - 365.17 14.74 379.53 - 379.72 15.46 394.07 - 394.26 16.18 408.62 - 408.81 16.90
365.18 - 365.38 14.75 379.73 - 379.92 15.47 394.27 - 394.47 16.19 408.82 - 409.01 16.91
365.39 - 365.58 14.76 379.93 - 380.12 15.48 394.48 - 394.67 16.20 409.02 - 409.21 16.92
365.59 - 365.78 14.77 380.13 - 380.33 15.49 394.68 - 394.87 16.21 409.22 - 409.42 16.93
365.79 - 365.98 14.78 380.34 - 380.53 15.50 394.88 - 395.07 16.22 409.43 - 409.62 16.94
365.99 - 366.18 14.79 380.54 - 380.73 15.51 395.08 - 395.27 16.23 409.63 - 409.82 16.95
366.19 - 366.39 14.80 380.74 - 380.93 15.52 395.28 - 395.48 16.24 409.83 - 410.02 16.96
366.40 - 366.59 14.81 380.94 - 381.13 15.53 395.49 - 395.68 16.25 410.03 - 410.22 16.97
366.60 - 366.79 14.82 381.14 - 381.34 15.54 395.69 - 395.88 16.26 410.23 - 410.43 16.98
366.80 - 366.99 14.83 381.35 - 381.54 15.55 395.89 - 396.08 16.27 410.44 - 410.63 16.99
367.00 - 367.19 14.84 381.55 - 381.74 15.56 396.09 - 396.28 16.28 410.64 - 410.83 17.00
367.20 - 367.40 14.85 381.75 - 381.94 15.57 396.29 - 396.49 16.29 410.84 - 411.03 17.01
367.41 - 367.60 14.86 381.95 - 382.14 15.58 396.50 - 396.69 16.30 411.04 - 411.23 17.02
367.61 - 367.80 14.87 382.15 - 382.35 15.59 396.70 - 396.89 16.31 411.24 - 411.44 17.03
367.81 - 368.00 14.88 382.36 - 382.55 15.60 396.90 - 397.09 16.32 411.45 - 411.64 17.04
368.01 - 368.20 14.89 382.56 - 382.75 15.61 397.10 - 397.29 16.33 411.65 - 411.84 17.05
368.21 - 368.41 14.90 382.76 - 382.95 15.62 397.30 - 397.50 16.34 411.85 - 412.04 17.06
368.42 - 368.61 14.91 382.96 - 383.15 15.63 397.51 - 397.70 16.35 412.05 - 412.24 17.07
368.62 - 368.81 14.92 383.16 - 383.36 15.64 397.71 - 397.90 16.36 412.25 - 412.45 17.08
368.82 - 369.01 14.93 383.37 - 383.56 15.65 397.91 - 398.10 16.37 412.46 - 412.65 17.09
369.02 - 369.21 14.94 383.57 - 383.76 15.66 398.11 - 398.31 16.38 412.66 - 412.85 17.10
369.22 - 369.42 14.95 383.77 - 383.96 15.67 398.32 - 398.51 16.39 412.86 - 413.05 17.11
369.43 - 369.62 14.96 383.97 - 384.16 15.68 398.52 - 398.71 16.40 413.06 - 413.25 17.12
369.63 - 369.82 14.97 384.17 - 384.37 15.69 398.72 - 398.91 16.41 413.26 - 413.46 17.13
369.83 - 370.02 14.98 384.38 - 384.57 15.70 398.92 - 399.11 16.42 413.47 - 413.66 17.14
370.03 - 370.22 14.99 384.58 - 384.77 15.71 399.12 - 399.32 16.43 413.67 - 413.86 17.15
370.23 - 370.43 15.00 384.78 - 384.97 15.72 399.33 - 399.52 16.44 413.87 - 414.06 17.16
370.44 - 370.63 15.01 384.98 - 385.17 15.73 399.53 - 399.72 16.45 414.07 - 414.26 17.17
370.64 - 370.83 15.02 385.18 - 385.38 15.74 399.73 - 399.92 16.46 414.27 - 414.47 17.18
370.84 - 371.03 15.03 385.39 - 385.58 15.75 399.93 - 400.12 16.47 414.48 - 414.67 17.19
371.04 - 371.23 15.04 385.59 - 385.78 15.76 400.13 - 400.33 16.48 414.68 - 414.87 17.20
371.24 - 371.44 15.05 385.79 - 385.98 15.77 400.34 - 400.53 16.49 414.88 - 415.07 17.21
371.45 - 371.64 15.06 385.99 - 386.18 15.78 400.54 - 400.73 16.50 415.08 - 415.27 17.22
371.65 - 371.84 15.07 386.19 - 386.39 15.79 400.74 - 400.93 16.51 415.28 - 415.48 17.23
371.85 - 372.04 15.08 386.40 - 386.59 15.80 400.94 - 401.13 16.52 415.49 - 415.68 17.24
372.05 - 372.24 15.09 386.60 - 386.79 15.81 401.14 - 401.34 16.53 415.69 - 415.88 17.25
372.25 - 372.45 15.10 386.80 - 386.99 15.82 401.35 - 401.54 16.54 415.89 - 416.08 17.26
372.46 - 372.65 15.11 387.00 - 387.19 15.83 401.55 - 401.74 16.55 416.09 - 416.28 17.27
Employee's maximum CPP contribution for the year 2009 is $2,118.60 B-6 La cotisation maximale de l'employé au RPC pour l'année 2009 est de 2 118,60 $
88 Data
| APPRENTICESHIP
Page 4 AND WORKPLACE MATHEMATICS ETEXT © OPEN Mathematics
Apprenticeship and Workplace SCHOOL BC10
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Cotisation Cotisation Cotisation Cotisation
From - De To - À d'AE From - De To - À d'AE From - De To - À d'AE From - De To - À d'AE
333.24 - 333.81 5.77 374.86 - 375.43 6.49 416.48 - 417.05 7.21 458.10 - 458.67 7.93
333.82 - 334.39 5.78 375.44 - 376.01 6.50 417.06 - 417.63 7.22 458.68 - 459.24 7.94
334.40 - 334.97 5.79 376.02 - 376.58 6.51 417.64 - 418.20 7.23 459.25 - 459.82 7.95
334.98 - 335.54 5.80 376.59 - 377.16 6.52 418.21 - 418.78 7.24 459.83 - 460.40 7.96
335.55 - 336.12 5.81 377.17 - 377.74 6.53 418.79 - 419.36 7.25 460.41 - 460.98 7.97
336.13 - 336.70 5.82 377.75 - 378.32 6.54 419.37 - 419.94 7.26 460.99 - 461.56 7.98
336.71 - 337.28 5.83 378.33 - 378.90 6.55 419.95 - 420.52 7.27 461.57 - 462.13 7.99
337.29 - 337.86 5.84 378.91 - 379.47 6.56 420.53 - 421.09 7.28 462.14 - 462.71 8.00
337.87 - 338.43 5.85 379.48 - 380.05 6.57 421.10 - 421.67 7.29 462.72 - 463.29 8.01
338.44 - 339.01 5.86 380.06 - 380.63 6.58 421.68 - 422.25 7.30 463.30 - 463.87 8.02
339.02 - 339.59 5.87 380.64 - 381.21 6.59 422.26 - 422.83 7.31 463.88 - 464.45 8.03
339.60 - 340.17 5.88 381.22 - 381.79 6.60 422.84 - 423.41 7.32 464.46 - 465.02 8.04
340.18 - 340.75 5.89 381.80 - 382.36 6.61 423.42 - 423.98 7.33 465.03 - 465.60 8.05
340.76 - 341.32 5.90 382.37 - 382.94 6.62 423.99 - 424.56 7.34 465.61 - 466.18 8.06
341.33 - 341.90 5.91 382.95 - 383.52 6.63 424.57 - 425.14 7.35 466.19 - 466.76 8.07
341.91 - 342.48 5.92 383.53 - 384.10 6.64 425.15 - 425.72 7.36 466.77 - 467.34 8.08
342.49 - 343.06 5.93 384.11 - 384.68 6.65 425.73 - 426.30 7.37 467.35 - 467.91 8.09
343.07 - 343.64 5.94 384.69 - 385.26 6.66 426.31 - 426.87 7.38 467.92 - 468.49 8.10
343.65 - 344.21 5.95 385.27 - 385.83 6.67 426.88 - 427.45 7.39 468.50 - 469.07 8.11
344.22 - 344.79 5.96 385.84 - 386.41 6.68 427.46 - 428.03 7.40 469.08 - 469.65 8.12
344.80 - 345.37 5.97 386.42 - 386.99 6.69 428.04 - 428.61 7.41 469.66 - 470.23 8.13
345.38 - 345.95 5.98 387.00 - 387.57 6.70 428.62 - 429.19 7.42 470.24 - 470.80 8.14
345.96 - 346.53 5.99 387.58 - 388.15 6.71 429.20 - 429.76 7.43 470.81 - 471.38 8.15
346.54 - 347.10 6.00 388.16 - 388.72 6.72 429.77 - 430.34 7.44 471.39 - 471.96 8.16
347.11 - 347.68 6.01 388.73 - 389.30 6.73 430.35 - 430.92 7.45 471.97 - 472.54 8.17
347.69 - 348.26 6.02 389.31 - 389.88 6.74 430.93 - 431.50 7.46 472.55 - 473.12 8.18
348.27 - 348.84 6.03 389.89 - 390.46 6.75 431.51 - 432.08 7.47 473.13 - 473.69 8.19
348.85 - 349.42 6.04 390.47 - 391.04 6.76 432.09 - 432.65 7.48 473.70 - 474.27 8.20
349.43 - 349.99 6.05 391.05 - 391.61 6.77 432.66 - 433.23 7.49 474.28 - 474.85 8.21
350.00 - 350.57 6.06 391.62 - 392.19 6.78 433.24 - 433.81 7.50 474.86 - 475.43 8.22
350.58 - 351.15 6.07 392.20 - 392.77 6.79 433.82 - 434.39 7.51 475.44 - 476.01 8.23
351.16 - 351.73 6.08 392.78 - 393.35 6.80 434.40 - 434.97 7.52 476.02 - 476.58 8.24
351.74 - 352.31 6.09 393.36 - 393.93 6.81 434.98 - 435.54 7.53 476.59 - 477.16 8.25
352.32 - 352.89 6.10 393.94 - 394.50 6.82 435.55 - 436.12 7.54 477.17 - 477.74 8.26
352.90 - 353.46 6.11 394.51 - 395.08 6.83 436.13 - 436.70 7.55 477.75 - 478.32 8.27
353.47 - 354.04 6.12 395.09 - 395.66 6.84 436.71 - 437.28 7.56 478.33 - 478.90 8.28
354.05 - 354.62 6.13 395.67 - 396.24 6.85 437.29 - 437.86 7.57 478.91 - 479.47 8.29
354.63 - 355.20 6.14 396.25 - 396.82 6.86 437.87 - 438.43 7.58 479.48 - 480.05 8.30
355.21 - 355.78 6.15 396.83 - 397.39 6.87 438.44 - 439.01 7.59 480.06 - 480.63 8.31
355.79 - 356.35 6.16 397.40 - 397.97 6.88 439.02 - 439.59 7.60 480.64 - 481.21 8.32
356.36 - 356.93 6.17 397.98 - 398.55 6.89 439.60 - 440.17 7.61 481.22 - 481.79 8.33
356.94 - 357.51 6.18 398.56 - 399.13 6.90 440.18 - 440.75 7.62 481.80 - 482.36 8.34
357.52 - 358.09 6.19 399.14 - 399.71 6.91 440.76 - 441.32 7.63 482.37 - 482.94 8.35
358.10 - 358.67 6.20 399.72 - 400.28 6.92 441.33 - 441.90 7.64 482.95 - 483.52 8.36
358.68 - 359.24 6.21 400.29 - 400.86 6.93 441.91 - 442.48 7.65 483.53 - 484.10 8.37
359.25 - 359.82 6.22 400.87 - 401.44 6.94 442.49 - 443.06 7.66 484.11 - 484.68 8.38
359.83 - 360.40 6.23 401.45 - 402.02 6.95 443.07 - 443.64 7.67 484.69 - 485.26 8.39
360.41 - 360.98 6.24 402.03 - 402.60 6.96 443.65 - 444.21 7.68 485.27 - 485.83 8.40
360.99 - 361.56 6.25 402.61 - 403.17 6.97 444.22 - 444.79 7.69 485.84 - 486.41 8.41
361.57 - 362.13 6.26 403.18 - 403.75 6.98 444.80 - 445.37 7.70 486.42 - 486.99 8.42
362.14 - 362.71 6.27 403.76 - 404.33 6.99 445.38 - 445.95 7.71 487.00 - 487.57 8.43
362.72 - 363.29 6.28 404.34 - 404.91 7.00 445.96 - 446.53 7.72 487.58 - 488.15 8.44
363.30 - 363.87 6.29 404.92 - 405.49 7.01 446.54 - 447.10 7.73 488.16 - 488.72 8.45
363.88 - 364.45 6.30 405.50 - 406.06 7.02 447.11 - 447.68 7.74 488.73 - 489.30 8.46
364.46 - 365.02 6.31 406.07 - 406.64 7.03 447.69 - 448.26 7.75 489.31 - 489.88 8.47
365.03 - 365.60 6.32 406.65 - 407.22 7.04 448.27 - 448.84 7.76 489.89 - 490.46 8.48
365.61 - 366.18 6.33 407.23 - 407.80 7.05 448.85 - 449.42 7.77 490.47 - 491.04 8.49
366.19 - 366.76 6.34 407.81 - 408.38 7.06 449.43 - 449.99 7.78 491.05 - 491.61 8.50
366.77 - 367.34 6.35 408.39 - 408.95 7.07 450.00 - 450.57 7.79 491.62 - 492.19 8.51
367.35 - 367.91 6.36 408.96 - 409.53 7.08 450.58 - 451.15 7.80 492.20 - 492.77 8.52
367.92 - 368.49 6.37 409.54 - 410.11 7.09 451.16 - 451.73 7.81 492.78 - 493.35 8.53
368.50 - 369.07 6.38 410.12 - 410.69 7.10 451.74 - 452.31 7.82 493.36 - 493.93 8.54
369.08 - 369.65 6.39 410.70 - 411.27 7.11 452.32 - 452.89 7.83 493.94 - 494.50 8.55
369.66 - 370.23 6.40 411.28 - 411.84 7.12 452.90 - 453.46 7.84 494.51 - 495.08 8.56
370.24 - 370.80 6.41 411.85 - 412.42 7.13 453.47 - 454.04 7.85 495.09 - 495.66 8.57
370.81 - 371.38 6.42 412.43 - 413.00 7.14 454.05 - 454.62 7.86 495.67 - 496.24 8.58
371.39 - 371.96 6.43 413.01 - 413.58 7.15 454.63 - 455.20 7.87 496.25 - 496.82 8.59
371.97 - 372.54 6.44 413.59 - 414.16 7.16 455.21 - 455.78 7.88 496.83 - 497.39 8.60
372.55 - 373.12 6.45 414.17 - 414.73 7.17 455.79 - 456.35 7.89 497.40 - 497.97 8.61
373.13 - 373.69 6.46 414.74 - 415.31 7.18 456.36 - 456.93 7.90 497.98 - 498.55 8.62
373.70 - 374.27 6.47 415.32 - 415.89 7.19 456.94 - 457.51 7.91 498.56 - 499.13 8.63
374.28 - 374.85 6.48 415.90 - 416.47 7.20 457.52 - 458.09 7.92 499.14 - 499.71 8.64
Yearly maximum insurable earnings are $42,300 Le maximum annuel de la rémunération assurable est de 42 300 $
Yearly maximum employee premiums are $731.79 La cotisation maximale annuelle de l'employé est de 731,79 $
The premium rate for 2009 is 1.73 % Le taux de cotisation pour 2009 est de 1,73 %
C-3

Apprenticeship and Workplace Mathematics 10 Data Page 5
Federal tax deductions Retenues d'impôt fédéral

Effective January 1, 2009 En vigueur le 1er janvier 2009
Also look up the tax deductions Cherchez aussi les retenues d'impôt
in the provincial table dans la table provinciale
Pay Federal claim codes/Codes de demande fédéraux
Rémunération 0 1 2 3 4 5 6 7 8 9 10
From Less than Deduct from each pay

De Moins de Retenez sur chaque paie
335 - 339 44.65 15.55 12.70 7.00 1.30

339 - 343 45.20 16.10 13.25 7.55 1.85
343 - 347 45.80 16.65 13.80 8.10 2.45
347 - 351 46.35 17.20 14.35 8.65 3.00
351 - 355 46.90 17.75 14.90 9.25 3.55
355 - 359 47.45 18.35 15.50 9.80 4.10
359 - 363 48.00 18.90 16.05 10.35 4.65
363 - 367 48.60 19.45 16.60 10.90 5.25
367 - 371 49.15 20.00 17.15 11.45 5.80 .10
371 - 375 49.70 20.55 17.70 12.05 6.35 .65
375 - 379 50.25 21.15 18.30 12.60 6.90 1.20
379 - 383 50.80 21.70 18.85 13.15 7.45 1.80
383 - 387 51.40 22.25 19.40 13.70 8.00 2.35
387 - 391 51.95 22.80 19.95 14.25 8.60 2.90
391 - 395 52.50 23.35 20.50 14.85 9.15 3.45
395 - 399 53.05 23.95 21.10 15.40 9.70 4.00
399 - 403 53.60 24.50 21.65 15.95 10.25 4.60
403 - 407 54.20 25.05 22.20 16.50 10.80 5.15
407 - 411 54.75 25.60 22.75 17.05 11.40 5.70
411 - 415 55.30 26.15 23.30 17.65 11.95 6.25 .55
415 - 419 55.85 26.75 23.90 18.20 12.50 6.80 1.15
419 - 423 56.40 27.30 24.45 18.75 13.05 7.40 1.70
423 - 427 57.00 27.85 25.00 19.30 13.60 7.95 2.25
427 - 431 57.55 28.40 25.55 19.85 14.20 8.50 2.80
431 - 435 58.10 28.95 26.10 20.45 14.75 9.05 3.35
435 - 439 58.65 29.50 26.70 21.00 15.30 9.60 3.95
439 - 443 59.20 30.10 27.25 21.55 15.85 10.20 4.50
443 - 447 59.80 30.65 27.80 22.10 16.40 10.75 5.05
447 - 451 60.35 31.20 28.35 22.65 17.00 11.30 5.60
451 - 455 60.90 31.75 28.90 23.25 17.55 11.85 6.15 .50
455 - 459 61.45 32.30 29.50 23.80 18.10 12.40 6.75 1.05
459 - 463 62.00 32.90 30.05 24.35 18.65 12.95 7.30 1.60
463 - 467 62.60 33.45 30.60 24.90 19.20 13.55 7.85 2.15
467 - 471 63.15 34.00 31.15 25.45 19.80 14.10 8.40 2.70
471 - 475 63.70 34.55 31.70 26.05 20.35 14.65 8.95 3.30
475 - 479 64.25 35.10 32.30 26.60 20.90 15.20 9.55 3.85
479 - 483 64.80 35.70 32.85 27.15 21.45 15.75 10.10 4.40
483 - 487 65.40 36.25 33.40 27.70 22.00 16.35 10.65 4.95
487 - 491 65.95 36.80 33.95 28.25 22.60 16.90 11.20 5.50
491 - 495 66.50 37.35 34.50 28.85 23.15 17.45 11.75 6.10 .40
495 - 499 67.05 37.90 35.10 29.40 23.70 18.00 12.35 6.65 .95
499 - 503 67.60 38.50 35.65 29.95 24.25 18.55 12.90 7.20 1.50
503 - 507 68.20 39.05 36.20 30.50 24.80 19.15 13.45 7.75 2.05
507 - 511 68.75 39.60 36.75 31.05 25.40 19.70 14.00 8.30 2.65
511 - 515 69.30 40.15 37.30 31.65 25.95 20.25 14.55 8.90 3.20
515 - 519 69.85 40.70 37.90 32.20 26.50 20.80 15.15 9.45 3.75
519 - 523 70.40 41.30 38.45 32.75 27.05 21.35 15.70 10.00 4.30
523 - 527 71.00 41.85 39.00 33.30 27.60 21.95 16.25 10.55 4.85
527 - 531 71.55 42.40 39.55 33.85 28.20 22.50 16.80 11.10 5.45
531 - 535 72.10 42.95 40.10 34.45 28.75 23.05 17.35 11.70 6.00 .30
535 - 539 72.65 43.50 40.70 35.00 29.30 23.60 17.90 12.25 6.55 .85
539 - 543 73.20 44.10 41.25 35.55 29.85 24.15 18.50 12.80 7.10 1.40
543 - 547 73.80 44.65 41.80 36.10 30.40 24.75 19.05 13.35 7.65 2.00
547 - 551 74.35 45.20 42.35 36.65 31.00 25.30 19.60 13.90 8.25 2.55
551 - 555 74.90 45.75 42.90 37.25 31.55 25.85 20.15 14.50 8.80 3.10
This table is available on TOD D-2 Vous pouvez obtenir cette table sur TSD

Data Page 6 Apprenticeship and Workplace Mathematics 10
British Columbia provincial tax deductions Retenues d'impôt provincial de la Colombie-Britannique

Effective January 1, 2009 En vigueur le 1er janvier 2009
Also look up the tax deductions Cherchez aussi les retenues d'impôt
in the federal table dans la table fédérale
Pay Provincial claim codes/Codes de demande provinciaux
Rémunération 0 1 2 3 4 5 6 7 8 9 10
From Less than Deduct from each pay

De Moins de Retenez sur chaque paie
343 * .00 *You normally use claim code ''0'' only for
non-resident employees. However, if you
343 - 345 9.30 .20
have non-resident employees who earn less
345 - 347 9.45 .35 than the minimum amount shown in the ''Pay''
347 - 349 9.60 .50 column, you may not be able to use these
tables. Instead, refer to the ''Step-by-step
349 - 351 9.80 .65 calculation of tax deductions'' in Section ''A''
351 - 353 9.95 .80 of this publication.
353 - 355 10.10 .95
*Le code de demande «0» est normalement
355 - 357 10.25 1.15 .10 utilisé seulement pour les non-résidents.
357 - 359 10.40 1.30 .25 Cependant, si la rémunération de votre
employé non résidant est inférieure au
359 - 361 10.55 1.45 .40
montant minimum indiqué dans la colonne
361 - 363 10.75 1.60 .60 «Rémunération», vous ne pourrez peut-être
363 - 365 10.90 1.75 .75 pas utiliser ces tables. Reportez-vous
alors au «Calcul des retenues d'impôt, étape
365 - 367 11.05 1.90 .90 par étape» dans la section «A» de
367 - 369 11.20 2.10 1.05 cette publication.
369 - 371 11.35 2.25 1.20
371 - 373 11.50 2.40 1.35
373 - 375 11.70 2.55 1.55
375 - 377 11.85 2.70 1.70
377 - 379 12.00 2.90 1.85
379 - 381 12.15 3.05 2.00
381 - 383 12.30 3.20 2.15 .10
383 - 385 12.45 3.35 2.30 .25
385 - 387 12.65 3.50 2.50 .45
387 - 389 12.80 3.65 2.65 .60
389 - 391 12.95 3.85 2.80 .75
391 - 393 13.10 4.00 2.95 .90
393 - 395 13.25 4.15 3.10 1.05
395 - 397 13.40 4.30 3.30 1.20
397 - 399 13.60 4.45 3.45 1.40
399 - 401 13.75 4.60 3.60 1.55
401 - 403 13.90 4.80 3.75 1.70
403 - 405 14.05 4.95 3.90 1.85
405 - 407 14.20 5.10 4.05 2.00
407 - 409 14.35 5.25 4.25 2.15 .10
409 - 411 14.55 5.40 4.40 2.35 .30
411 - 413 14.70 5.55 4.55 2.50 .45
413 - 415 14.85 5.75 4.70 2.65 .60
415 - 417 15.00 5.90 4.85 2.80 .75
417 - 419 15.15 6.05 5.00 2.95 .90
419 - 421 15.30 6.20 5.20 3.10 1.05
421 - 423 15.50 6.35 5.35 3.30 1.25
423 - 425 15.65 6.50 5.50 3.45 1.40
425 - 427 15.80 6.70 5.65 3.60 1.55
427 - 429 15.95 6.85 5.80 3.75 1.70
429 - 431 16.10 7.00 5.95 3.90 1.85
431 - 433 16.25 7.15 6.15 4.10 2.00
433 - 435 16.45 7.30 6.30 4.25 2.20 .15
435 - 437 16.60 7.45 6.45 4.40 2.35 .30
437 - 439 16.75 7.65 6.60 4.55 2.50 .45
439 - 441 16.90 7.80 6.75 4.70 2.65 .60
441 - 443 17.05 7.95 6.90 4.85 2.80 .75
443 - 445 17.20 8.10 7.10 5.05 2.95 .90
445 - 447 17.40 8.25 7.25 5.20 3.15 1.10
447 - 449 17.55 8.40 7.40 5.35 3.30 1.25
449 - 451 17.70 8.60 7.55 5.50 3.45 1.40
This table is available on TOD E-1 Vous pouvez obtenir cette table sur TSD

Apprenticeship and Workplace Mathematics 10 Data Page 7
Linear Measure—Appendix —Solutions
Solutions
Section —Lesson A: Estimating and Measuring Length and
Distance
Lesson A: Activity 1: Try This
1. Answers will vary.
2. You could compare the object you’re measuring to one of the common objects.
3. 1 yd = 3 ft ; 1 yd = 36 in; 1 ft = 12 in
Lesson A: Activity 2: Try This
Answers will vary. Sample entries are given.

Distance 50 cm 21 in
Around
Your Head
Your 186 cm 6 ft 1 in
Height
Length of 90 cm 2 ft 6 in
Your Arm
Average 90 cm 1 yd
Length of
Your Stride
Distance 8m 9 yd
You Cover
Walking
Ten Steps
Length of
Your Room
Width 2.5 cm 1 in
of Your
Thumb


Width of 1 cm 1
Your Small in
2
Finger
Thickness 1 mm 1
of a Dime in
16
Length of 25 cm 10 in
Your Foot
Height of 2.5 m 8 ft
Your Room
Width of
Your Yard
Lesson A: Activity 3: Self-Check
1. What you use as a referent is your choice. Sample answers are provided below.

Unit Referent
1 in width of a thumb
1 ft width of a square floor tile or length of a large shoe
distance from your nose to the tips of your fingers

1 yd of your outstretched arm; long step or stride; height
of a kitchen stove; height of a doorknob; width of a
door
1 mm thickness of a dime
1 cm width of your little finger
1m long stride
2. Use a tape measure or ruler to check your estimates.

Lesson A: Activity 4: Self-Check
1.
w = 1 mi, l = 2 mi
P = 2l + 2w
= 2 (2 mi) + 2 (1 mi)
= 4 mi + 2 mi
= 6 mi
You would have to drive 6 miles to travel once around the area bound by the
four roads.
2. A stop sign is a regular octagon. This means that the sign’s eight sides are of
equal length. Each side measures 10 in.
P = 8 × 10 in
= 80 in
The perimeter of the stop sign is 80 in long. Now, convert the length in inches
to a measurement in feet and inches. There are 12 inches in a foot, so divide 80
by 12.
6 ← quotient – # of feet
)
12 80
72
8 ← remainder – # of inches
The road-maintenance worker needs 6 ft 8 in of tape for each stop sign.

3. l
10 cm 10 cm
P = 2l + 2w
50 cm = 2l + 2 (10 cm)
50 cm = 2l + 20 cm Subtract 20 cm from both sides.
50 cm – 20 cm = 2l + 20 cm – 20 cm
30 cm = 2l
Divide both sides by 2 to isolate l.
30 cm 2l
=
2 2
15 cm = l
l = 15 cm
The length of the rectangular picture is 15 cm.
Lesson A: Activity 5: Mastering Concepts
1. The doorway reduces the length of baseboard needed by 30 in.
2. For every inch the wall sticks out, the amount of baseboard needed increases by
double, because the baseboard has to run out that distance and come back the
same distance. So, for this room, you have to double 2 ft 6 in to calculate the
extra baseboard needed.

2 ft 6 in is the same
as 2 ft + 6 in
3.
2 ← # of feet
12 30 )
24
6 ← # of inches
So 30 in = 2 ft 6 in
1
44 ft 6 in is the same as 44 ft.
2
1 ft costs $0.86.
1 1
Cost of 44 ft = 44 ft × $0.86 / ft
2 2
= $38.27
The baseboard for the guest room would cost $38.27.
Section —Lesson B: Measuring Diameters

Lesson B: Activity 1: Try This
circumference
C
diameter
O
A B
centre radius
D

Lesson B: Activity 2: Self-Check
1. a. Since d = 25 cm,
25 cm
r=
2
= 12.5 cm
b. The circumference is about 3 × 25 cm, or 75 cm.
c. Since the diameter was given, use
C = πd
= π × 25 cm
Enter the following key stokes on your calculator.
π ×2 5 =
Your display should be 78.539816 . . .

Round your answer to the nearest cm.
C ≈ 79 cm
The circumference is about 79 cm. An answer of 79 cm is reasonable, since
the estimate was 75 cm.
2. You know r = 14 mm. You want to find C.

Since the diameter was given, use
C = 2πr
= 2π × 14 mm
Enter the following keystrokes on your calculator.

2 π ×1 4 =
Your display should be 87.9645943 . . .

Round your answer to the nearest mm.
C ≈ 88 mm
The circumference is about 88 mm.

1. The centre of the circle is located at the point where two diameters meet. The
diameters were created by folding the circle’s tracing in half.
2. Answers will vary. You should have used a ruler or a tape measure. Depending
on your tools, you may have had to use multiple tools to obtain measurements
in SI and imperial units.
3. Answers will vary. You can obtain fairly precise measurements (to the nearest
millimetre or sixteenth of an inch) using a ruler. However, when you traced the
object, you may not have traced the exact size of the object (usually tracings
are slightly larger). Error in your tracing will decrease the accuracy of your
measurements.
1. C = π d
C πd
=
π π
C C
= d= OR d
π π
C = 2π r
3.
C 2π r
=
2π 2π
C C
= r= OR r
2π 2π
5. Answers will vary. Since you calculated the diameter and radius lengths based on
the length of the circumference, the accuracy of these measurements depend on
the accuracy of the circumference measurement. You can obtain fairly accurate
measurements (to the nearest millimetre or sixteenth of an inch) using a ruler.
However, when you wrapped the string around the object, you may not have
measured the exact size of the object. Using string can be awkward, especially
on very small or very large objects, and you may have ended up with a slightly
larger or smaller measurement.


1. 3.64 cm
2. 2.37 cm
3. 4.76 cm
4. 1.93 cm
5. 3.32 cm

1. 7 + 0.18 = 7.18 mm
2. 12 + 0.43 = 12.43 mm
3. 21.5 + 0.37 = 21.87 mm
4. 13.5 + 0.12 = 13.62 mm
5. 4 + 0.15 = 4.15 mm
Lesson B: Activity 7: Mastering Concepts
The best tool for this job is the Vernier calliper. Terry should use the inside jaws to
measure the diameter of the opening of the pot. He will need to make the lid just
slightly smaller than the opening—but not too much smaller, or the lid will fall in.
Once he’s made the lid, he can use the outside jaws to measure the diameter of the
part of the lid that fits inside the opening of the pot. (Measuring the lid is easier
than putting the lid into the pot to see if it fits. The clay will be wet and doing the
latter might cause damage to either of the pieces.)
Note:
• Terry could use a ruler, but it wouldn’t be as precise as a calliper. Also, a
calliper is much easier to use. With a ruler, he’d have to guess where the
centre point of the opening is (in order to ensure he is measuring the
diameter). With a Calliper, the jaws will close (or open, in the case of the
inside jaws) on the widest part of the circle, resulting in an accurate diameter
measurement.
• The micrometer is used for much smaller measurements.

Section —Lesson C: Locating Midpoints

Lesson C: Activity 1: Try This
Part A:
1. From the top of the sheet, the centre should be 5 ½ in (14 cm).
From the sides of the sheet, the centre should be 4 ¼ in (10.8 cm).
2. The distance from the top of the sheet to the centre is half of the distance from
the top to the bottom. 5 ½ = 11 ÷ 2 (or 14 cm = 27.9 cm ÷ 2)
The distance from the side of the sheet to the centre is half of the distance from
one side to the other. 4 ¼ = 8 ½ in ÷ 2 (or 10.8 cm = 21.6 cm ÷ 2)
3. You could trace the object onto a piece of paper, fold to find the midpoint and
then lay the tracing back over the object and mark the centre.
4. For large objects, the folding technique won’t work. For example, if you were
trying to hang a picture on a wall, and needed to know the midpoint, you
couldn’t use the folding technique because the wall is too big to trace onto a
piece of paper. Also, the folding technique’s accuracy depends on the accuracy
of your tracing and folding. It is not the most precise way to find the midpoint.
Part B:
1. The diagonals of the rectangle cross where the creases meet. This is the middle
point of the sheet of paper. Therefore, the diagonals pass through the midpoint
of the page.
2. Use a straightedge to draw the boards diagonals (lines that connect opposite
corners). The point where the diagonals meet is the midpoint of the surface of
the board.

Lesson C: Activity 2: Self-Check

1 1 1
1. ÷2= ×
2 2 2
1
=
4
1 29
2. 7 ÷2= ÷2
4 4
29 1
= ×
4 2
29
=
8
5
=3
8
1 37
3. 9 ÷2= ÷2
4 4
37 1
= ×
4 2
37
=
8
5
=4
8
Lesson C: Activity 3: Self-Check

1 3
1. 1 ÷2= ÷ 2
2 2
3 1
= ×
2 2
3
=
4
Masie should drill ¾" into the wood.
1 171
2. 85 ÷2= ÷2
2 2
171 1
= ×
2 2
171
=
4
3
= 42
4
The board should be cut at 42 ¾ inches from either end.

3. 30 cm ÷ 2 = 15 cm
15 cm ÷ 2 = 7.5 cm
The centre of the drawer front is 15 cm from either side, and is 7.5 cm from the
top and bottom edges.
4. First, convert the length of the ribbon into inches.

5 feet = (5 × 12) inches
= 60 inches
Now divide the length of the ribbon by the length of the pieces that need to be
cut.
1 60 17
60 inches ÷ 8 inches = in ÷ in
2 1 2
60 2
= in ×
1 17 in
120
=
17
1
=7
17
Alex can cut 7 full pieces and will have a little bit of ribbon leftover.
Lesson C: Activity 4: Mastering Concepts
1. Segment AB is a diameter of the circle. If you fold the diagram along AB and
hold the folded paper up to the light, you will see that two halves of the circle
coincide. One semi-circle falls on the other semi-circle.
2. By creating a second diameter, you can locate the centre of the circle. Since all
diameters go through the centre of the circle, the intersection point of the two
diameters that you sketched is the circle’s centre.
3. Proceed as with the circle drawn on paper. Place the right-angle corner of the
carpenter’s square right at the circular edge of the disk. Mark the points where
the top edges of the square cross the disk. Join those points. That line is one
diameter of the disk. Make a second diameter in the same way. The intersection
of the diameters is the centre.
4. You might need to find centres in the following situations:
• drilling a hole at the centre of a disk

• art work
• design work

Section —Lesson D: Linear Problems

Lesson D: Activity 1: Self-Check
Descriptions Formulas
1. D This formula is used to calculate the A. C = 2πr

diameter is known. B. P = a + b + c
2. C This formula is used to calculate the C. P = 2l + 2w

perimeter of a rectangle.
D. C = πd
3. E This formula is used to calculate the
perimeter of a square. E. P = 4s
4. A This formula is used to calculate the

radius is known.
5. B This formula is used to calculate the

perimeter of a triangle.
1. 1 in = 2.54 cm
158
158 cm = in
2.54
= 62.20472441 . . . in
≈ 62 in
The 158 cm limit is 62 inches.
2. Answers will vary. A sample response is given below.

The dimensions of the luggage are 79 cm by 41 cm by 30 cm.
Sum of dimensions = length + width + height
= 79 cm+ 41 cm + 30 cm
= 150 cm
The sum of the dimensions of this suitcase does not exceed the 158-cm airline
limit.

3. Length Width Height
80 cm 40 cm 38 cm
30 in 22 in 10 in
36 in 1 ft 6 in = 18 in 8 in
1. a. Start with your estimate.

d = 4.3 cm ≈ 4 cm
The circumference is about three times the length of the diameter.
C ≈ 3 × d
≈ 3 × 4 cm
≈ 12 cm
When the ball rotates once, it travels about 12 cm.
Divide to find the number of rotations in 1 m. Remember, 1 m = 100 cm.
100 cm ÷ 12 cm ≈ 8 rotations
In 10 m, the ball will rotate about 10 × 8 m, or 80 times.
b. Now find the exact number of rotations.
C = πd
= π × 4.3 cm
= 13.5088 . . . cm
The ball travels 13.5088 . . . cm in one rotation.
1 m = 100 cm
10 m = 10 × 100 cm
= 1000 cm
Find the number of rotations in 10 m, or 1000 cm.
1000 cm ÷ 13.5088 . . . cm = 74.0255 . . . rotations
The ball will rotate about 74 times, which is reasonable as the estimated
answer was about 80 rotations.

2. P = 30 m + 30 m + ¼ C circumference of a circle with a radius of 30 m
= 60 m + ¼ (2 × π × 30 m)
= 107.1238898 . . . m
≈107.12 m
So, the perimeter is about 107.12 m.
Fencing costs $8.00 per metre.
So, 107.12 m costs
107.12 × $8.00 = $856.96
To the nearest dollar, the fence will cost $857.00.
3. Estimate the perimeter, P.

The diameter of the circular part is:
2 × 5 ft = 10 ft
P ≈ 5 ft + 5 ft + ¾ C circumference of a circle with a diameter of 10 ft
P ≈ 10 ft + 0.75 × 30 ft
P ≈ 10 ft + 22.5 ft
P ≈ 32.5 ft
The perimeter is about 32.5 ft.
Refine your answer.
P = 5 ft + 5 ft + ¾(π × 10) ft
= 33.5619449 . . . ft
The perimeter is about 33.6 ft. This answer is reasonable, since the estimate was
32.5 ft.
4. a. Start from the top, right corner of the house and move clockwise.
The top of the diagram is:
20 ft + 12 ft + 18 ft = 50 ft
The right side of the diagram is:
15 ft + 5 ft + 10 ft = 30 ft
The total distance across the bottom must be the same as across the top, or
50 ft.
The total distance along the left side must be the same as along the right, or
30 ft.

Therefore,
P = 50 ft + 30 ft + 50 ft + 30 ft
= 160 ft
b. The perimeter of the house is unchanged. Why? Putting in the bedrooms in
the plans was done by simply replacing two line segments with two others of
the same length.
You can think of the two line segments as having been simply moved to
include the new bedroom in the revised plans. Therefore, the perimeter of
the house remains unchanged. The perimeter of the house is still 160 ft.
You can also determine the value of the perimeter of the enlarged house by
calculating as you did part a. You will arrive at the same answer.
5. Convert the height of the stack to inches.

1 ft 6 ¾ in = 12 in + 6 ¾ in
= 18 ¾ in
Divide the height of the stack by the thickness of one board to determine the
number of boards.
3 3 75 3
18 in ÷ in = in ÷ in
4 4 4 4
75 4
= in ×
4 3 in
300
=
12
= 25
There are 25 boards in the stack.
Lesson D: Activity 4: Mastering Concepts
1. Estimation
Recall the relationship between the circumference (C) of a circle and its diameter
1
(d). Since C is approximately 3d, d is about C.
3
C=1m The length of wire used to make the circle is 1 m.
So,
1
d = (1 m)
3
1
= m
3

For a square, its perimeter (P) equals 4 times the side length (s).
So,
1
s= P
4
P=1m The length of wire used to make the square is 1m.
So,
1
s = (1 m)
4
1
= m
4
1
Since m is larger than ¼ m, d is greater than s.
3
Therefore, the diameter of the circle is larger than the side of the square.
Calculation
Now calculate to find a more precise answer.
1 m = 100 cm
Find the side length, s of the square.
P = 4s
100 cm = 4s
100 cm 4s
=
4 4
25 cm = s
OR
s = 25 cm
The side length of the square is 25 cm.
Find the diameter (d) of the circle.
C = πd
100 = π d
100 π d
=
π π
100 cm
d=
π
= 31.830998862 . . . cm
= 31.8 cm
The diameter of the circle is over 31.8 cm.

The diameter of the circle is larger than the side-length of the square.

Linear Measure—Appendix —Glossary
Glossary
apex
the point furthest from a base in a cone
area
a measurement of how many square units into which a surface may be divided
For example, if your living room carpet can be divided into 10 square metres, its
area is 10 m2.
centre
a point of a circle that is at the circle’s middle
circumference
the perimeter of, or the distance around, a circle
composite figure
any shape formed by combining simpler shapes
Combining simpler shapes such as the triangle, rectangle, parallelogram, and circle
results in a composite figure.
cone
a three-dimensional object made up of a flat circular base and an attached curved
surface that comes to a point called the apex
cube
a rectangular prism for which all faces are identical squares
cylinder
a three-dimensional object that has two congruent circular bases attached by a
curved surface
diagonal
a straight line joining any two non-adjacent vertices of a polygon
Non-adjacent vertices are vertices that are not end points of the same side. For
example, a diagonal of a rectangle is a line joining opposite corners.
diameter
a line segment that divides a circle in half
A diameter of a circle passes through the circle’s centre point.

face
a 2-D side of a prism
horizontal
parallel to the level of the ground
On a sheet of paper, the horizontal direction is parallel to the top and bottom sides
of the paper.
linear measurement
the measurement of length
Units of linear measure include centimetre, metre, kilometre, inch, foot, and yard.
midpoint
the point at the middle or centre of an object
net
a two-dimensional (2-D) pattern used to create, by folding and joining, a three–
dimensional (3-D) object
parallelogram
a quadrilateral in which opposite sides are parallel and are the same length
perimeter
the linear distance around the outside of a shape
pyramid
a 3-D object having a polygonal base and triangular sides with a common vertex
quadrilateral
a four-sided polygon
Quad represents four. Lateral represents side.
radius
a line segment that joins the centre of a circle to a point on the diameter of the
circle
rectangular prism
a 3-D object for which all the sides are rectangles
A cardboard box is an example of a rectangular prism.

referent
an object or part of the human body you can refer to when estimating length or
distance
scale factor
a number used to multiply the dimensions of a 2-D object such as a rectangle
semicircle
half of a circle
slant height
the shortest distance from the apex of a cone to its base along its curved surface
surface area
the measure of how much exposed area a solid object has, expressed in square units;
the combined area of all of the surfaces of a three-dimensional object
trapezoid
a quadrilateral with one pair of parallel sides
two-dimensional (2-D) object

an object having just two dimensions
A 2-D object has length and width but no depth or thickness.
vertical
perpendicular to the level of the ground
On a sheet of paper, the vertical direction is parallel to the left and right sides of the
paper.

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Version 01

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | iii

Download Adobe Acrobat Reader:

• Try This activities are hands-on, exploratory activities.

• Self-Check activities provide practice with the skills and

• Mastering Concepts activities extend and apply the skills you

Bringing Ideas Together

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | v

At the end of each section you will find:

Throughout the section, you will see the following features:

AWM online resource (optional)

vi | APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT © OPEN SCHOOL BC

• write questions about things you don’t understand.

• note things that you want to look at again.

• draw pictures that help you understand the math.

• identify words that you don’t understand.

• connect what you are learning to what you already know.

• make your own notes or comments.

Materials and Resources

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | vii

Survey stakes are placed in position by

Estimation and measuring are important

In this section you will: Photo by Jonathan Larsen © 2010

• solve problems that involve SI and imperial linear measurements, including

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | 1

• How can you estimate the dimensions of two-dimensional and three-

• How can you determine the perimeter of two-dimensional objects?

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | 3

Photo by Jean Morrison © 2010

How would you estimate the dimensions of the greenhouse in the

4 | APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT © OPEN SCHOOL BC

Get Started My Notes

You may have studied two systems of measurement. Do you

Use a tape measure or ruler to measure out each of these common

1. What common objects would be about:

a. one inch in length?

b. one foot in length?

c. one yard in length?

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | 5

2. How could these common objects help you estimate lengths?

3. Do you remember the relationships between inches, feet, and

Turn to the solutions at the end of the section and mark

SI stands for Système International, or the International System of

6 | APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT © OPEN SCHOOL BC

Step 2 : Use a measuring tape to measure each item in the table

Step 3: In the last column of the table, comment on how accurate

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | 7

SI Estimate SI Imperial Imperial Comment

8 | APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT © OPEN SCHOOL BC

Bringing Ideas Together My Notes

In the Explore section you polished your estimation skills. You

© OPEN SCHOOL BC APPRENTICESHIP AND WORKPLACE MATHEMATICS ETEXT | 9

2. Use your referents from question 1 to estimate the dimensions

a. The height of a table.

b. The length, width, and height of a refrigerator.

c. The length, width, and height of a car or truck.

d. The length, width, and thickness of a magazine.

Turn to the solutions at the end of the section and mark

Distance Around an Object

Perimeter is a linear measure. Therefore, when you measure the

The applet, Perimeter, shows how to calculate the perimeter

Go to Perimeter and Area (Rectangle) (http://media.openschool.

Go to Perimeter and Area (Square) (http://media.openschool.

Go to Circles (http://media.openschool.bc.ca/osbcmedia/math/