Teacher: Mrs. D. Brummitt
Prescribed Learning Outcomes... “I Can…”
Number – develop number sense (30%) / TextbookA1 / demonstrate an understanding of powers with integral bases and whole number exponents by:
· representing repeated multiplication using powers
· using patterns to show a power with an exponent zero is equal to one
· solving problems using powers / 2.1 - 2.2
A2 / demonstrate an understanding of operations on powers with integral bases and whole number exponents / 2.3 – 2.5
A3 / demonstrate an understanding of rational numbers by
· comparing and ordering rational numbers
· solving problems that involve arithmetic operations on rational numbers / 2.3, 3.1 - 3.5
A4 / explain and apply the order of operations, including exponents, with or without a calculator / 2.3, 3.6
A5 / determine the square root of positive rational numbers that are perfect squares / 1.1
A6 / determine an approximate square root of positive rational numbers that are non-perfect squares / 1.2
Patterns and Relations – describe the world and solve problems (35%) / Textbook
Patterns…
B1 / generalize a pattern arising from a problem-solving context using linear equations and verify by substitution / 4.1- 4.2
B2 / graph linear relations, analyze the graph and interpolate or extrapolate to solve problems / 4.3 - 4.5
Variables and Equations… (Note: polynomials of a degree ≤2)
B3 / model and solve problems using linear equations / 6.1 - 6.2
B4 / explain and illustrate strategies to solve single variable linear inequalities with rational coefficients / 6.3 - 6.5
B5 / demonstrate an understanding of polynomials / 5.1 - 5.2
B6 / model, record, and explain operations of addition and subtraction of polynomial expressions concretely, pictorially, symbolically / 5.3 - 5.4
B7 / model, record and explain the operations of multiplication and division of polynomial expressions by monomials, concretely, pictorially, and symbolically / 5.5 - 5.6
Shape and Space – direct/indirect measurement to solve problems (30%) / Textbook
Measurement…
C1 / solve problems and justify the solution strategy using circle properties
· perpendicular from center of a circle to a chord bisects the chord
· measure of the central angle is equal to twice the measure of the inscribed angle subtended by the same arc
· inscribed angles subtended by the same arc are congruent
· tangent to a circle is perpendicular to the radius at the point of tangency / 8.1 – 8.3
3D Objects and 2D Shapes…
C2 / determine the surface area of composite 3D objects to solve problems / 1.3 – 1.4
C3 / demonstrate an understanding of similarity of polygons / 7.3 – 7.4
Transformations…
C4 / draw and interpret scale diagrams of 2D shapes / 7.1 – 7.2, 7.4
C5 / demonstrate an understanding of line and rotation symmetry / 7.5 – 7.7
Trigonometry…if time permits
C / Apply trigonometric ratios -- sine, cosine, tangent -- to solve problems. / Worksheets
Statistics and Probability – collect, display & analyze data to solve problems (5%) / Textbook
Data Analysis…
D1 / describe the effect of: bias, use of language, ethics, cost, time and timing, privacy, cultural sensitivity, on collection of data / 9.2
D2 / select and defend the choice of using either a population or a sample of a population to answer a question / 9.3 – 9.4
D3 / develop and implement a project plan for collection, display, and analysis of data / 9.5
Chance and Uncertainty…
D4 / demonstrate an understanding of the role of probability in society / 9.1
Supplies...
You are expected to arrive to class, prepared to work, when the bell rings. Bring the following items on a daily basis:
· pencil, eraser, ruler, calculator (scientific or graphing), lined paper for the 3-ring binder, and
· text - Math Makes Sense Nine, Pearson. (Note: PDF version can be accessed on teacher website.)
Daily Class Outline…
A daily overview as to what was covered in class: assignments, quizzes/tests, etc. are outlined on Mrs. Brummitt’s web site.
Attendance & Late Arrival...
It is the expectation that students will be in attendance. It is the student’s responsibility to find out what has been missed, if absent.
If you arrive late to class, sit down and start working. When convenient, tell Mrs. Brummitt why late and/or provide a note from a teacher/parent/guardian. As per school policy, consequences will apply upon the 3rd late and all additional lates.
Assessing Student Achievement…
Achievement is based on performance standards as outlined by the Ministry of Education for Math. Please be aware that below is a summary of the criteria for the continuum of learning.
In Progress or Incomplete / Not Yet Within Expectations / Minimally Meeting Expectations / Meeting Expectations / Fully Meeting ExpectationsIP / 1 / 2 / 3 / 4
· Assignment not done.
· Assignment not shown to teacher.
· Assignment missing most to all of the work and cannot be graded. / · Unable to meet basic requirements without close, ongoing assistance.
· Unable to apply math concepts or procedures needed.
· Often includes major errors.
· Work is confusing and/or omits required charts, diagrams, etc.
· More time is needed to complete requirements. / · Work satisfies basic requirements.
· Errors or incomplete.
· Most work is clear, but may be confusing in places.
· Some charts, graphs, diagrams contain omissions.
· Explanations of procedures incomplete. / · Good work.
· Consistent understanding is shown.
· Applies math concepts as needed; may contain minor errors/omissions.
· Work is generally clear and easy to follow.
· Charts diagrams, graphs included, but may contain minor errors.
· Explains procedures logically. / · Outstanding work.
· Work is complete and accurate.
· Identifies & applies math concepts and procedures.
· Student may volunteer an alternative procedure or extension.
· Charts diagrams, graphs included.
· Work is detailed, labeled and logically organized.
Evaluation…
The main focus of evaluation is to provide feedback as to your level of understanding for each concept covered in this course. The evaluation will help you decide what learning outcomes you know and others that require further study and/or practice.
Assignments...Formative. / This is an opportunity to practice the new concept(s) introduced. Each class, time will be provided to develop a better understanding of concepts. This is also a great time to ask questions of the teacher. If assigned questions are not completed in class time, it is the expectation that these will be done as homework.
As this is a demonstration of what you know, work must be shown, as to the steps you took to arrive at the final answer.
All assignments must be completed! Any missing assignments will result in an IP until completed.
Quizzes & Projects…
Assessment of learning. / This is an opportunity to demonstrate what you know, without the help of a textbook, classmate, or teacher, and what still needs further clarification/study.
There is no opportunity to rewrite quizzes.
Projects are an opportunity to apply your understanding of concepts in a “reality” based format.
Any missing quizzes/projects will result in an IP until completed.
Tests…
Assessment of learning. / Tests are the major component of the course mark. All unit tests and cumulative mid-terms will count towards your final grade.
IF a rewrite of a Unit Test is granted, the focus will be on increasing understanding of concepts (and grade). The following criteria needs to be met for a re-write opportunity:
· All assignments and homework completed (clearly labeled, steps shown in detail), along with unit cover sheet and handed in to teacher.
· Test reflection completed.
· Test corrections are done – during lunch or ELO.
· Additional worksheet/textbook questions – to be assigned by teacher.
· Good work habits.
· Good attendance (no/minimal lates).
a limited time period (1-2 weeks) will be provided for each re-write opportunity IF one is granted.
Final Summative… / Comprehensive exam at end of semester.
Work Habits… / This is based on participation, in-class work, attitude, completion of assignments and attendance/lates. / N, S, G
Please refer to CALENDAR tab on Mrs. Brummitt’s web site for daily activities.
Please show this course outline to your parent/guardian.
I have read over the course outline and understand the expectations for Principles of Mathematics 9.
Student Name (print): ______Student Signature: ______
Parent/Guardian Signature: ______Phone Number: ______
Parent/Guardian - email address: ______