2021

Mathematics GRADE 9 (MTH1W)

OVERALL AND SPECIFIC EXPEC TATIONS

STRAND AA: Social-Emotional Learning (SEL)

Skills in Mathematics
Throughout this course, in the context of learning related to the other strands,
AA
students will:

AA1. develop and explore a variety of social-emotional learning skills in a context that
supports and reflects this learning in connection with the expectations across all other strands

This overall expectation is to be included in classroom instruction, but not in assessment, evaluation, or reporting.
See further information about approaches to instruction that support all students as they work to apply
mathematical thinking, make connections, and develop healthy identities as mathematics learners to foster
well-being and the ability to learn mathematics.

STRAND A: Mathematical Thinking and Making Connections

Throughout this course, in connection with the learning in the other strands, students will:

A1. apply the mathematical processes to develop a conceptual understanding of,

A
and procedural fluency with, the mathematics they are learning

A2. make connections between mathematics and various knowledge systems, their lived
experiences, and various real-life applications of mathematics, including careers

This strand has no specific expectations. Students’ learning related to this strand takes place in the context of
learning related to strands B through F, and it should be assessed and evaluated within these contexts.

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 STRAND B: Number
By the end of this course, students will:

B1. demonstrate an understanding of the development and use of numbers, and make
B
connections between sets of numbers

Development and Use of Numbers

B1.1 research a number concept to tell a story about its development and use in a specific culture,
and describe its relevance in a current context

Number Sets

B1.2 describe how various subsets of a number system are defined, and describe similarities
and differences between these subsets

B1.3 use patterns and number relationships to explain density, infinity, and limit as they relate
to number sets

B2. represent numbers in various ways, evaluate powers, and simplify expressions by using
the relationships between powers and their exponents

Powers

B2.1 analyse, through the use of patterning, the relationship between the sign and size of an
exponent and the value of a power, and use this relationship to express numbers in scientific
notation and evaluate powers

B2.2 analyse, through the use of patterning, the relationships between the exponents of powers
and the operations with powers, and use these relationships to simplify numeric and algebraic
expressions

B3. apply an understanding of rational numbers, ratios, rates, percentages, and proportions,
in various mathematical contexts, and to solve problems

Rational Numbers

B3.1 apply an understanding of integers to describe location, direction, amount, and changes
in any of these, in various contexts

B3.2 apply an understanding of unit fractions and their relationship to other fractional amounts,
in various contexts, including the use of measuring tools

B3.3 apply an understanding of integers to explain the effects that positive and negative signs
have on the values of ratios, rates, fractions, and decimals, in various contexts

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 Applications

B3.4 solve problems involving operations with positive and negative fractions and mixed
numbers, including problems involving formulas, measurements, and linear relations,
using technology when appropriate

B3.5 pose and solve problems involving rates, percentages, and proportions in various contexts,
including contexts connected to real-life applications of data, measurement, geometry,
linear relations, and financial literacy

STRAND C: Algebra
By the end of this course, students will:

C1. demonstrate an understanding of the development and use of algebraic concepts

C
and of their connection to numbers, using various tools and representations

Development and Use of Algebra

C1.1 research an algebraic concept to tell a story about its development and use in a specific
culture, and describe its relevance in a current context

Algebraic Expressions and Equations

C1.2 create algebraic expressions to generalize relationships expressed in words, numbers,

and visual representations, in various contexts

C1.3 compare algebraic expressions using concrete, numerical, graphical, and algebraic
methods to identify those that are equivalent, and justify their choices

C1.4 simplify algebraic expressions by applying properties of operations of numbers,

using various representations and tools, in different contexts

C1.5 create and solve equations for various contexts, and verify their solutions

C2. apply coding skills to represent mathematical concepts and relationships dynamically,
and to solve problems, in algebra and across the other strands

Coding

C2.1 use coding to demonstrate an understanding of algebraic concepts including variables,

parameters, equations, and inequalities

C2.2 create code by decomposing situations into computational steps in order to represent
mathematical concepts and relationships, and to solve problems

C2.3 read code to predict its outcome, and alter code to adjust constraints, parameters,
and outcomes to represent a similar or new mathematical situation

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 C3. represent and compare linear and non-linear relations that model real-life situations,
and use these representations to make predictions

Application of Linear and Non-Linear Relations

C3.1 compare the shapes of graphs of linear and non-linear relations to describe their rates of
change, to make connections to growing and shrinking patterns, and to make predictions

C3.2 represent linear relations using concrete materials, tables of values, graphs, and equations,
and make connections between the various representations to demonstrate an understanding
of rates of change and initial values

C3.3 compare two linear relations of the form y = ax + b graphically and algebraically,
and interpret the meaning of their point of intersection in terms of a given context

C4. demonstrate an understanding of the characteristics of various representations of

linear and non-linear relations, using tools, including coding when appropriate

Characteristics of Linear and Non-Linear Relations

C4.1 compare characteristics of graphs, tables of values, and equations of linear and
non-linear relations

C4.2 graph relations represented as algebraic equations of the forms x = k, y = k, x + y = k, x – y = k,

ax + by = k, and xy = k, and their associated inequalities, where a, b, and k are constants, to identify
various characteristics and the points and/or regions defined by these equations and inequalities

C4.3 translate, reflect, and rotate lines defined by y = ax, where a is a constant, and describe how
each transformation affects the graphs and equations of the defined lines

C4.4 determine the equations of lines from graphs, tables of values, and concrete representations
of linear relations by making connections between rates of change and slopes, and between initial
values and y-intercepts, and use these equations to solve problems

STRAND D: Data
By the end of this course, students will:

D1. describe the collection and use of data, and represent and analyse data involving
D
one and two variables

Application of Data

D1.1 identify a current context involving a large amount of data, and describe potential
implications and consequences of its collection, storage, representation, and use

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 Representation and Analysis of Data

D1.2 represent and statistically analyse data from a real-life situation involving a single variable
in various ways, including the use of quartile values and box plots

D1.3 create a scatter plot to represent the relationship between two variables, determine the
correlation between these variables by testing different regression models using technology,
and use a model to make predictions when appropriate

D2. apply the process of mathematical modelling, using data and mathematical concepts from
other strands, to represent, analyse, make predictions, and provide insight into real-life situations

Application of Mathematical Modelling

D2.1 describe the value of mathematical modelling and how it is used in real life to inform decisions

Process of Mathematical Modelling

D2.2 identify a question of interest requiring the collection and analysis of data, and identify the
information needed to answer the question

D2.3 create a plan to collect the necessary data on the question of interest from an appropriate
source, identify assumptions, identify what may vary and what may remain the same in the
situation, and then carry out the plan

D2.4 determine ways to display and analyse the data in order to create a mathematical model to
answer the original question of interest, taking into account the nature of the data, the context,
and the assumptions made

D2.5 report how the model can be used to answer the question of interest, how well the model
fits the context, potential limitations of the model, and what predictions can be made based
on the model

STRAND E: Geometry and Measurement

By the end of this course, students will:

E1. demonstrate an understanding of the development and use of geometric and measurement
E
relationships, and apply these relationships to solve problems, including problems involving
real-life situations

Geometric and Measurement Relationships

E1.1 research a geometric concept or a measurement system to tell a story about its development
and use in a specific culture or community, and describe its relevance in connection to careers and
to other disciplines

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 E1.2 create and analyse designs involving geometric relationships and circle and triangle
properties, using various tools

E1.3 solve problems involving different units within a measurement system and between
measurement systems, including those from various cultures or communities, using various
representations and technology, when appropriate

E1.4 show how changing one or more dimensions of a two-dimensional shape and a three-
dimensional object affects perimeter/circumference, area, surface area, and volume, using
technology when appropriate

E1.5 solve problems involving the side-length relationship for right triangles in real-life situations,
including problems that involve composite shapes

E1.6 solve problems using the relationships between the volume of prisms and pyramids and
between the volume of cylinders and cones, involving various units of measure

STRAND F: Financial Literacy

By the end of this course, students will:

F1. demonstrate the knowledge and skills needed to make informed financial decisions
F
Financial Decisions

F1.1 identify a past or current financial situation and explain how it can inform financial decisions,
by applying an understanding of the context of the situation and related mathematical knowledge

F1.2 identify financial situations that involve appreciation and depreciation, and use associated
graphs to answer related questions

F1.3 compare the effects that different interest rates, lengths of borrowing time, ways in which
interest is calculated, and amounts of down payments have on the overall costs associated with
purchasing goods or services, using appropriate tools

F1.4 modify budgets displayed in various ways to reflect specific changes in circumstances,
and provide a rationale for the modifications

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