Gibraltar Leadership Academy

Course Outline

Course Title: Mathematics

Course Code: MPM1D

Course Type: Academic

Grade: 9

Credit Value: 1.0

Prerequisites: None

Co requisites: None

Course developed by: Date: July 2017

Gibraltar Leadership Academy
Course revised by: Date: July 2017
Gibraltar Leadership Academy
Course based on Ministry curriculum document: The
Ontario Curriculum, Grades 9 and 10: Mathematics,
2005

Course Outline Grade 9 (MPM1D)

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 GIBRALTAR LEADERSHIP ACADEMY
Course Outline Drama, Grade 9 (ADA1O)
Department: The Arts

Course Description / Rationale

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 gures 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:
1. demonstrate an understanding of the exponent rules of multiplication and division, and apply them to
simplify expressions;
2. manipulate numerical and polynomial expressions, and solve rst-degree equation apply data-
management techniques to investigate relationships between two variables;
3. demonstrate an understanding of the characteristics of a linear relation;
4. connect various representations of a linear relation.
5. determine the relationship between the form of an equation and the shape of its graph with respect to
linearity and non-linearity;
6. determine, through investigation, the properties of the slope and y-intercept of a linear relation;
7. solve problems involving linear relations
8. determine, through investigation, the optimal values of various measurements;
9. solve problems involving the measurements of two-dimensional shapes and the surface areas and
volumes of three-dimensional gures;
10. verify, through investigation facilitated by dynamic geometry software, geometric properties and
relationships involving two-dimensional shapes, and apply the results to solving problems.

Outline of Course Content

Unit Unit Title Approximate hours
1 Review of Essential Skills 9
2 Algebra 20
3 Linear Equations and Word Problems 20

4 Relations 18
5 Analytic Geometry 18
6 Area/Perimeter/Volume 18
Review and Summative Evaltuation 7
Total Hours: 110

Unit 1 (Review of Essential Skills)

Today, there are a variety of number systems that mathematicians use for a variety of applications. The unit begins by
reviewing these. Number sense is not the ability to count, but the ability to recognize that something has changed in a a
small collection and this is the second topic for review. Applying the rules for order of operations as well as those for
manipulating fractions, changing decimals to percents and vice-versa, ratios and laws for exponents are all reviewed in
this unit.

Course Outline Grade 9 (MPM1D)

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Unit 2 (Algebra)
Algebraic expressions and how to add, subtract, multiply and divide them are the substance of Unit two as students
acquire the skills for simplifying algebraic expressions.

Unit 3 (Linear Equations and Word Problems)

This unit takes time to develop a step by step procedure to solve linear equations. This procedure uses the concept of
opposite operations to isolate for the given variable. Addition and subtraction are opposite operations and multiplication
and division are the second set of opposite operations. We will always use the opposite operation to that which is given
in the linear equation to solve for the variable. We review the distributive law, then attack word problems for solving
linear equations.

Unit 4 (Relations)
The unit begins with Cartesian planes and the graphing of ordered pairs, the two quantities (x and y) are related in some
way and form a relationship. The values that change in this relationship are called variables. Next we look at the relation
y=mx+b. To graph this type of relation, several techniques can be used. Then kinds of surveys, terminology like
interpolation and extrapolation are explained. The final topics involve determining if a set of data will display a
relationship determining central tendency and the three possible scenarios when two relations are graphed on the same
set of axes.

Unit 5 (Analytical Geometry)

We launch our discussion of slope with distance time graphs. The concepts of slope, x and y intercepts, the slopes of
parallel, perpendicular, horizontal and vertical lines will prepare students for the important concept of the equation of a
line and the forms in which it can be written. Spheres concludes the unit.

Unit 6 (Area/Perimeter/Volume)
This unit opens with problems involving the Pythagorean Theorem, then after reviewing areas and perimeters of
polygons, we will move right into calculated areas of composite shapes where the total area of the shape is equal to the
combination of the individual areas of the shapes that make up the composite shape. Determining surface areas of right
prisms and pyramids, cylinders, and cones.

Survival Guide/Concept Book:

The student will make up a review booklet in which he/she will record his/her daily notes and sample problems from
each section. The Survival Guide is designed to be a study guide that can be used as help during an in class assignment
and help prepare the student for quizzes, tests, and projects. (This notebook may not contain homework questions)

Teaching & Learning Strategies

In this class, a variety of teaching strategies will be used to enhance students learning. These include (but are not
limited to): note taking, interactive lessons, cooperative work, investigations, independent learning and study notes.

Obtaining Extra Help:

Students are expected and encouraged to seek extra help from the teacher when needed. From home, students are
encouraged to visit www.khanacademy.com for further explanations on confusing concepts.

Late Assignment Submission Policy

Students are responsible not only for their behaviour in the classroom and the school but also for providing evidence
of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved
by the teacher. Growing Success, page 43. If a student has not already procured an extension from a teacher and does
not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for
a full mark. Any work submitted after this will be marked and given a mark up to 50.

Resources
Nelson Principles of Mathematics 9 e-text

Plagiarism
Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas
of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic,
personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be
tolerated at GLA. The first offence will result in a mark of zero and all previous work may be put to scrutiny.
Subsequent offence may result in removal from school.

Course Outline Grade 9 (MPM1D)

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Use of Technology
Laptops, smart phones and I-pads are not always required in the MPM1D course. However, on the occasion we are
using technology, please adhere to the guidelines below:

It is the students responsibility what is shown on their device and who they allow to use their device
Students should bring their device to class only if it has been requested by the Teacher.
Students should be aware of the schools policy on internet use and acceptable websites please refer to your agenda.

Some Considerations for Program Planning

Motivating students and instilling positive habits of mind, such as a willingness and determination to persist, to think
and communicate with clarity and precision, to take responsible risks, and to question and pose problems, are also
integral to high-quality instruction. Since no single instructional approach can meet all the needs of each learner,
teachers select classroom activities that are based on an assessment of students individual needs, proven learning
theory, and best practices. In effective Math programs, teachers present and assess content in a variety of techniques
keeping the diverse abilities of all the students. They also provide frequent opportunities for students to rehearse,
practice, and apply skills and strategies, and to make their own choices.
To make new learning more accessible to students, teachers draw upon the knowledge and skills students have acquired
in previous years in other words, they help activate prior knowledge. It is important to assess where students are in
their mathematical growth and to bring them forward in their learning.
In planning mathematics courses for exceptional students, teachers should begin by examining both the curriculum
expectations for the course and the needs of the individual student to determine which of the following options is
appropriate for the student: no accommodations8 or modifications; or accommodations only; or modified
expectations, with the possibility of accommodations
Literacy skills can play an important role in student success in mathematics courses. Many of the activities and tasks
students undertake in math courses involve the use of written, oral, and visual communication skills. For example,
students use language to record their observations, to explain their reasoning when solving problems, to describe their
inquiries in both informal and formal contexts, and to justify their results in small-group conversations, oral
presentations, and written reports. The language of mathematics includes special terminology. The study of mathematics
consequently encourages students to use language with greater care and precision and enhances their ability to
communicate effectively.
Teachers can promote students awareness of careers involving mathematics by exploring applications of concepts and
providing opportunities for career-related project work. Such activities allow students the opportunity to investigate
mathematics-related careers compatible with their interests, aspirations, and abilities.
The Ontario Curriculum, Grade 9-10, Mathematics, 2007 (Revised), Grades 9 to 12 Program Planning and Assessment,
(Updated 2009)

Term Work (70%) Category Weight

In class assignments (14%) Knowledge & Understanding (35%)
Tests (42%) Application (35%)
Quizzes (10.5%) Communication (15%)
Survival Guide (3.5%) Thinking/Inquiry (15%)

Cumulative Evaluation (30%)

Final Exam (30%)

ASSESSMENT AND EVALUATION POLICY: Evidence of student achievement for evaluation is collected over time from three different sources
observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student
learning. (Growing Success, 39)
In class activities, group work, discovery questions, class questions, board work, homework check, etc.
Term Work: 70% Seventy per cent of the grade will be based on evaluation conducted throughout the course. Growing Success,41
Final Evaluation = 30% Thirty per cent of the grade will be based on a final evaluation administered at or towards the end of the course. This
evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of
evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall
expectations for the course. (Growing Success,41)

Course Outline Grade 9 (MPM1D)

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STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE:
Assessment and Evaluation
Evaluation in this course will be continuous throughout the semester and will include a variety of evaluation methods.
Assessment for Learning Assessment as Learning Assessment of Learning

Student Product Student Product Student Product

Diagnostic test Assignment Assignment

Pre-tests Tests (scale/rubric)

Review questions
Quizzes Exam
Entrance tickets
Peer feedback (anecdotal) Quizzes
Exit tickets
Entrance ticket

Observation Observation Observation

Whole class discussions (anecdotal) Class discussions (anecdotal) In-class questions

Performance tasks (anecdotal/scale) Peer explanation (anecdotal)

Practice questions (anecdotal)
Participation

Conversation Conversation Conversation

Student teacher conferences Student teacher conferences Student teacher conferences

(checklist) (checklist)
(checklist)
Question and Answer Session
Class participation (anecdotal) Class participation (anecdotal) (checklist)

LEARNING SKILLS
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation

Course Outline Grade 9 (MPM1D)

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