Math 9 Course Outline

Subject: Math 9

Teacher: Royones E. Batalon

Purpose: The purpose of the Course Outline is to support parents in understanding the concepts that students will study within the Alberta Program of Studies.

Themes of Study:

 Compare and order rational numbers
 Collecting data and probabilities

 Solve problems with decimals and fractions, and determine square roots

 Surface area, line symmetry, rotation symmetry, transformations

 Circle geometry

 Exponent laws, powers, order of operations

 Adding, subtracting, multiplying, and dividing polynomials

 Representing linear equations graphically and interpreting graphs

 Solving linear equations

 Representing inequalities, solving inequalities

BIG IDEA Header

                        Outcome(s) from Alberta Education’s Mathematical Program of Studies.

Rational Numbers

            Number (3) – demonstrate an understanding of rational numbers

            Number (4) – explain and apply the order of operations, including exponents, with and without

                                    technology

            Number (5) – determine the square of positive rational numbers that are perfect squares

            Number (6) – determine an approximate square root of positive rational numbers that are non-

                                    perfect squares

Symmetry and Surface Area

            Shape and Space (2) – determine the surface area of composite 3-D objects to solve problems

            Shape and Space (3) – demonstrate an understanding of similarity of polygons

            Shape and Space (4) – draw and interpret scale diagrams of 2-D shapes

            Shape and Space (5) – demonstrate an understanding of line and rotation symmetry

Circle Geometry

            Shape and Space (1) – Solve problems and justify the solution strategy using the following circle

                                    properties

Powers and Exponents

            Number (1) – demonstrate an understanding of powers with integral bases and whole number   

                                    exponents

Number (2) – demonstrate an understanding of operations with powers within integral bases

                       (excluding bases 0) and whole number exponents

Operations with Polynomials

            Patterns and Relations (5) – demonstrate an understanding of polynomials

Patterns and Relations (6) – model, record and explain the operation of addition and subtraction

                         of polynomial expressions, concretely, pictorially and symbolically

Patterns and Relations (7) – model, record and explain the operation of multiplication and

                         division of polynomial expressions, concretely, pictorially and symbolically

Linear Relations and Equations

            Patterns and Relations (1) – generalize a pattern arising from a problem solving context

            Patterns and Relations (2) – graph a linear relation, analyse the graph, and interpolate or

                                    extrapolate

            Patterns and Relations (3) – model and solve problems, using linear equations of all forms

Linear Inequalities

Patterns and Relations (4) – explain and illustrate strategies to solve single variable linear

                        inequalities with rational coefficients within a problem-solving context

Data Analysis

Statistics and Probability (1) – describe the effect of: bias, use of language, ethics, cost, time and

                        timing, privacy, and cultural sensitivity on the collection of data

Statistics and Probability (2) – select and defend the choice of using either population or sample

                        of a population to answer a question

Statistics and Probability (3) – develop and implement a project plan for the collection, display

                        and analysis of data

Statistics and Probability (4) – demonstrate an understanding of the role of probability in society

Key Vocabulary

            Topic 1: Rational numbers, fractions, rules of operations, average, square roots

            Topic 2: Symmetry, surface area, enlargement, reduction

            Topic 3: Tangent, line bisector, perpendicular line

Topic 4: Power, exponents, laws of exponents

            Topic 5: Polynomial, operations of polynomials, lattice multiplication, synthetic division

            Topic 6: Linear relations, equation of a line, graphs of a line, slope, intercepts, patterns

            Topic 7: Inequality, graphs of inequality

            Topic 8: Statistics, probability, sample, population, chance of occurence

Sources to Support

A variety of digital and print resources will be used to help students learn. Some or all of these resources will be used by your child’s teacher in the classroom and can be used by your child to further support their learning outside the classroom (please see resources below). Extra Help will be offered to students at lunch time and after school. PLEASE do not wait until you really do not understand to get help. Ask for help early!

Math Interactives – http://www.learnalberta.ca/content/mejhm/index.html?l=0

            Mathematics Glossary – http://www.learnalberta.ca/content/memg/index.html

            Math Facts and useful links – http://education.alberta.ca/teachers/program/math/parents/links

Assessment and Evaluation of Learning

* Peer and Self-evaluation

* Self-Assessment and reflections

* Teacher Feedback

* Standardized testing

* Review and discussion as a class

How are your child’s grades communicated?

            Your child will be assessed on a four-point scale according to the Indicator Scale. These four indicators will be used to assess your child’s understanding of three reporting stems. The Math 9 stems for grade K-9 are as follows:

STEM 1: Understands mathematical concepts and relationships

STEM 2: Uses mathematical reasoning to analyze and solve problems

STEM 3: Develops effective strategies for mental mathematics and estimation

STEM 4: Develops and applies [efficient] strategies for computation

STEM 5: Models, represents and communicates mathematical ideas

**Additionally, in June there will be the Math 9 Alberta Provincial Achievement Test (PAT) that will cover ALL material covered throughout the year.

Report Card Indicators – What do they mean?

Indicator Scale
1 – Not Meeting	A student has not yet shown they have met grade level expectations according to the Program of Studies. Learning has to be highly structured.
2 – Basic	·         applies learning in familiar and common situations ·         adequate and basic knowledge ·         depth of understanding - basic
3 – Good	·         applies learning in familiar, new learning situations ·         applied in a variety of learning situations ·         depth of understanding -well-developed and in-depth knowledge.
4 - Excellent	·         applies learning in novel, diverse, and unique settings ·         engages in complex learning tasks ·         depth of knowledge – subtle and thorough
NER – No Evaluation Recorded	·         insufficient evidence of learning is available
ELL – English Language Learner	·         language development impacts collection of evidence ·         anecdotal evidence is used to determine level of language proficiency
IPP – Individual Program Plan	·         used when the report card stem is evaluated in the IPP ·         only used if student is identified with special needs

Student Purpose Statement and classroom expectations

I come to Ernest Morrow School to learn and participate in citizenship. It is my right and responsibility to learn and participate in citizenship.

I have a responsibility to:

·         Be in charge of myself

·         Look after myself and others

·         Use my words and positive actions to express my feelings and needs

·         Do my work

·         Work cooperatively with others

·         Listen with my eyes, my heart, and my mind

·         Help everyone belong, feel safe, valued and respected

This is my purpose:

·         In the community of ours

·         In the classroom

·         In the hallway

·         To and from school

·         Online and in group interactions

·         On the bus

Together, WE all succeed!

In our classroom, it is the expectation that everyone treat one another and our space with respect.

Cellphones are allowed in the classroom, they need to be used for educational purposes, and it is expected that while others are speaking and presenting, that cellphones are put away. Backpacks are expected to remain in lockers during the day.

Ways to stay current with your child’s learning:

- Blog: https://batalon9-5.blogspot.com/

- Power School – up to date information for parents to see assessment, attendance, etc.

- Email: rebatalon@cbe.ab.ca