Course Type: Academic
Course Code: MPM1D
Credit Value: 1
Curriculum Policy Document: Mathematics, The Ontario Curriculum, Grades 9 and 10, 2005 (Revised)
This course is based on the expectations and guidelines set by Ministry of Education’s Ontario Curriculum documents for Grade 9 and 10 Mathematics.
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.
By the end of this course, students will:
- demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions;
- manipulate numerical and polynomial expressions, and solve first-degree equations.
- apply data-management techniques to investigate relationships between two variables;
- demonstrate an understanding of the characteristics of a linear relation;
- connect various representations of a linear relation.
- determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity;
- determine, through investigation, the properties of the slope and y-intercept of a linear relation;
- solve problems involving linear relations.
- determine, through investigation, the optimal values of various measurements;
- solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures;
- verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems.
Grade 9 Math is broken down into the following units:
|1||Introduction to Grade 9 Math|
The overall course is broken into Term Work and the Final Exam:
Both the Term work and the Final Exam are broken into the following skill categories:
Each activity accumulates the following mark total (Note: Marks are weighted by skill categories, not by activities):
There is no required textbook for this course.
For additional resources, the recommended textbooks are:
- Principles of Mathematics 9, McGraw-Hill Ryerson
- Principles of Mathematics 9, Nelson Education
Student Achievement Levels
Assessment and evaluation is guided by the Ministry of Education’s Growing Success policy document. Student achievement will be communicated formally to parent(s)/guardian(s) by means of the Provincial Report Card for grades 9 – 12 courses. Information about student reporting, along with yearly communication timelines, can be found on the ‘Programs’ page of the Ministry of Education website. The levels of achievement are associated with percentage grades, and are defined as follows:
|Percentage||Achievement of the Provincial Curriculum Expectations|
|80-100%||The student has demonstrated the required knowledge and skills with a high degree of effectiveness. Achievement surpasses the provincial standard. (Level 4)|
|70-79%||The student has demonstrated the required knowledge and skills with considerable
effectiveness. Achievement meets the provincial standard. (Level 3)
|60-69%||The student has demonstrated the required knowledge and skills with some
effectiveness. Achievement approaches the provincial standard. (Level 2)
|50-59%||The student has demonstrated the required knowledge and skills with limited
effectiveness. Achievement falls much below the provincial standard. (Level 1)
|Below 50%||The student has not demonstrated the required knowledge and skills. Extensive
remediation is required.