G9 Principles of Mathematics
Course Description
This course enables students to develop an understanding of mathematical concepts related to
algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different
representations of a linear relation. They will also explore relationships that emerge from the
measurement of three‐dimensional figures and two‐dimensional shapes. Students will reason
mathematically and communicate their thinking as they solve multi‐step problems.
Overall Curriculum Expectations
By the end of this course, students will:
A. NUMBER SENSE AND ALGEBRA
| A1 | Demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions |
| A2 | Manipulate numerical and polynomial expressions, and solve first‐degree equations |
B. LINEAR RELATIONS
| B1 | Apply data‐ management techniques to investigate relationships between two variables |
| B2 | Demonstrate an understanding of the characteristics of a linear relation |
| B3 | Connect various representations of a linear relation |
C. ANALYTIC GEOMETRY
| C1 | Determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non‐linearity |
| C2 | Determine, through investigation, the properties of the slope and y‐intercept of a linear relation |
| C3 | Solve problems involving linear relations |
D. MEASUREMENT AND GEOMETRY
| D1 | Determine, through investigation, the optimal values of various measurements |
| D2 | Solve problems involving the measurements of two‐dimensional shapes and the surface areas and volumes of three‐dimensional figures |
| D3 | Verify through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two‐dimensional shapes, and apply the results to solving problems |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit 1 |
Mathematical Processes Overall Expectations: 1,2 Content: problem solving, communicating, reasoning |
10 hours |
| Unit 2 |
Polynomials Overall Expectations: 1,2,3,4,5 Content: algebraic models, exponents, collecting like terms, distributive property |
14 hours |
| Unit 3 |
Equations Overall Expectations: 1,2,3,4,5 Content: solving simple and multi-step equations, modelling with formulas and algebra |
14 hours |
| Unit 4 |
Geometric Relationships Overall Expectations: 9,10,11 Content: triangles, quadrilaterals, polygons, midpoints and medians |
12 hours |
| Unit 5 |
Modelling with Graphs Overall Expectations: 1,2,3,4,5,6 Content: direct and partial variation, slope and first differences |
10 hours |
| Unit 6 |
Analysis of Linear Relationships Overall Expectations: 1,3,4,5,6,7,8 Content: slope y intercept, standard form, graph using intercepts, parallel and perpendicular lines, finding equations of lines |
14 hours |
| Unit 7 |
Measurement Relationships Overall Expectations: 1,2,9,10,11 Content: perimeter, area, surface area and volume |
14 hours |
| Unit 8 |
Optimizing Measurements Overall Expectations: 1,2,9,10,11 Content: measurement concepts, maximize and minimize area and volume |
8 hours |
| Unit 9 |
Relations Overall Expectations: 3,4,5,6,7,8 |
8 hours |
| Unit 10 |
Final Evaluation Preparation and Execution Overall Expectations: ALL Content: Culminating Task and Final Exam |
6 hours |
| Total : 110 hours |
Strategies actually used in the classroom are indicated in the chart above and reflected in classroom instruction
1. Assessment for learning (AFL) is diagnostic and formative for the purposes of greater learning achievement and is used at the beginning of a unit to help determine a starting point for instruction.
2. Assessment as learning (AAL) is assessment as a process of developing and supporting students’ active participation in their own learning.
3. Assessment of learning (AOL) is assessment for purposes of providing evidence of achievement for reporting. It is conducted at the end of each learning unit/work section and provides students with the opportunity to synthesize/apply/demonstrate their learning and their achievement of the stated expectations.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade, incorporating summative evaluation and a final written examination.
| Percentage of Final Mark | Categories of Mark Breakdown |
|---|---|
| 70% | Term Work student product (tests) Observations(performance tasks) |
| 30% | Final Written Exam 30% |
Within the 70% term mark and the 30% summative mark, the breakdown of the achievement chart categories will be approximately 25% Knowledge/Understanding, Application 25%, Communication 25%, and Thinking/Inquiry 25%.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students. Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
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