Download Math 9 Long Range Plans 2015

LONG RANGE PLANS
MATHEMATICS 9
GLENMARY SCHOOL
2015-2016
MR. E. GILMOUR/MRS. A. LAVOIE/MR. D. MOFFET
Goals for Students
The main goals of mathematics education are to prepare students to:
 Use mathematics confidently to solve problems
 Communicate and reason mathematically
 Appreciate and value mathematics
 Make connections between mathematics and its applications
 Commit themselves to lifelong learning
 Become mathematically literate adults, using mathematics to contribute to society
Required Material
The text we will be using is: MATH MAKES SENSE 9 by Trevor Brown et. al., Pearson Education Canada
2009. Throughout the school year, students may be asked to bring in materials for various projects. The main
student materials are:
 a binder with a coil notebook in it
 scientific calculator
 graph paper
 pencils
 geometry set.
Mathematical Processes: There are critical components that students must encounter in a mathematics
program in order to achieve the goals of mathematics education and embrace lifelong learning in mathematics.
There are seven interrelated mathematical processes that are intended to permeate teaching and learning.
 Communication [C]
 Connections [CN]
 Mental Mathematics and Estimation [ME]
 Problem Solving [PS]
 Reasoning [R]
 Technology [T]
 Visualization [V]
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Course Content:
Unit 1: Squares and Square Roots
Strand: Number
General Outcome: Develop Number Sense
Specific Outcomes
5. Determine the square root of positive rational numbers that are perfect squares. [C, CN, PS, R, T]
6. Determine an approximate square root of positive rational numbers that are non-perfect squares. [C,
CN, PS, R, T]
Textbook Link: Chapter 1
Approximate Time: 2 weeks
Unit 2: Rational Numbers
Strand: Number
General Outcome: Develop Number Sense
Specific Outcome
3. Demonstrate an understanding of rational numbers by:
 Comparing and ordering rational numbers
 Solving problems that involve arithmetic operations on rational numbers
[C, CN, PS, R, T]
Textbook Link: Chapter 3
Approximate Time: 3 – 4 weeks
Unit 3: Transformations
Strand: Shape and Space (Transformations)
General Outcome: Describe and analyze position and motion of objects and shapes.
Specific Outcome
5. Demonstrate an understanding of line and rotation symmetry. [C, CN, PS, V]
Textbook Link: Chapter 7
Approximate Time: 2 weeks
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Unit 4: Linear Equations
Strand: Patterns and Relations (Variables and Equations)
General Outcome: Represent algebraic expressions in multiple ways.
Specific Outcome
3. Model and solve problems, using linear equations of the form:
 ax  b
x

 b, a  0
a
 ax  b  c
x

 b  c, a  0
a
 ax  b  cx
 a  x  b  c
ax  b  d  ex  f 
a
 b, x  0

x
where a, b, c, d , e and f are rational numbers.
[C, CN, PS, V]

Textbook Link: Chapter 6
Approximate Time: 3 – 4 weeks
Unit 5: Similarity of Polygons
Strand: Shape and Space (3-D and 2-D Shapes; Transformations)
General Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze
the relationships among them. Describe and analyze position and motion of objects and
shapes.
Specific Outcome
3. Demonstrate an understanding of similarity of polygons. [C, CN, PS, R, V]
4. Draw and interpret scale diagrams of 2-D shapes. [CN, R, T, V]
Textbook Link: Chapter 7
Approximate Time: 2 – 3 weeks
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Unit 6: Powers and Exponents
Strand: Number
General Outcome: Develop number sense.
Specific Outcome
1. Demonstrate an understanding of powers with integral bases (excluding base 0) and whole number
exponents by:
 representing repeated multiplication, using powers
 using patterns to show that a power with an exponent of zero is equal to one
 Solving problems involving powers.
[C, CN, PS, R]
2. Demonstrate an understanding of operations on powers with integral bases (excluding base 0) and whole
number exponents:  a m  a n   a m  n ; a m  a n  a mn , m  n ;  a m   a mn ;  ab   a mb m ;
n
m
n
an
a

,b  0
 
bn
b
[C, CN, PS, R, T]
4. Explain and apply the order of operations, including exponents, with and without technology. [PS, T]
Textbook Link: Chapter 2
Approximate Time: 4 – 5 weeks
Unit 7: Linear Relations
Strand: Patterns and Relations (Patterns)
General Outcome: Use patterns to describe the world and to solve problems.
Specific Outcome
1. Generalize a pattern arising from a problem solving context, using a linear equation, and verify by
substitution. [C, CN, PS, R, V]
2. Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems. [C, CN, PS,
R, T, V]
Textbook Link: Chapter 4
Approximate Time: 3 – 4 weeks
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Unit 8: Polynomials
Strand: Patterns and Relations (Variables and Equations)
General Outcome: Represent algebraic expressions in multiple ways.
Specific Outcome
5. Demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2).
[C, CN, R, V]
6. Model, record and explain the operations of addition and subtraction of polynomial expressions, concretely,
pictorially and symbolically (limited to polynomials of degree less than or equal to 2). [C, CN, PS, R, V]
7. Model, record and explain the operations of multiplication and division of polynomial expressions, (limited
to polynomials of degree less than or equal to 2) by monomials, concretely, pictorially and symbolically [C,
CN, R, V]
Textbook Link: Chapter 5
Approximate Time: 3 – 4 weeks
Unit 9: Surface Area
Strand: Shape and Space (3-D Objects and 2-D Shapes)
General Outcome: Describe the characteristics of 3-D objects and 2-D shapes and analyze
the relationships among them.
Specific Outcome
2. Determine the surface area of composite 3-D objects to solve problems. [C, CN, PS, R, V]
Textbook Link: Chapter 1
Approximate Time: 2 weeks
Unit 10: Circle Geometry
Strand: Shape and Space (Measurement)
General Outcome: Use direct and indirect measurement to solve problems
Specific Outcome
1. Solve problems and justify the solution strategy, using the following circle properties:
 The perpendicular from the center of a circle to a chord bisects the chord
 The measure of the central angle is equal to twice the measure of the inscribed angle subtended by the
same arc
 The inscribed angles subtended by the same arc are congruent
 A Tangent to a circle is perpendicular to the radius at the point of tangency.
[C, CN, PS, R, T, V]
Textbook Link: Chapter 8
Approximate Time: 3 – 4 weeks
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Unit 11: Linear Inequalities
Strand: Patterns and Relations (Variables and Equations)
General Outcome: Represent algebraic expressions in multiple ways.
Specific Outcome
4. Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within
a problem solving context.[C, CN, PS, R, V]
Textbook Link: Chapter 6
Approximate Time: 2 weeks
Unit 12: Statistics and Probability
Strand: Statistics and Probability (Data Analysis; Chance and Uncertainty)
General Outcome: Collect, display and analyze data to solve problems; use experimental or
theoretical probabilities to represent and solve problems involving uncertainty.
Specific Outcome
2. Select and defend the choice of using either a population or a sample of a population to answer a question.
[C, CN, PS, R]
1. Describe the effect on: bias, use of language, ethics, cost, time and timing, privacy, cultural sensitivity on a
collection of data. [C, CN, R, T]
3. Develop and implement a project plan for the collection, display and analysis of data by: formulating a
question for investigation; choosing a data collection method that includes social considerations; selecting a
population or a sample; collecting the data; displaying the collected data in an appropriate manner; drawing
conclusions to answer the question.[C, PS, R, T, V]
4. Demonstrate an understanding of the role of probability in society. [C, CN, R, T]
Textbook Link: Chapter 9
Approximate Time: 2 – 3 weeks
Student Expectations: Students will follow the “ROCKS” philosophy of Glenmary School.
Respect
 Listen to all


supervisors.
Let others learn
without
interruption
Respect teacher’s,
school’s and
other’s property
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Organization
 Be punctual and


prepared for class
Complete assigned
tasks in a timely
manner
Keep desk
area/personal space
tidy
Cooperation
 Work as a team
 Talk and work

quietly
Ask permission to
leave
Kindness
 Use positive and


encouraging
language
Use a quiet voice
Be friendly and
include others
Safety
 Keep hands and
feet to self
 Wear shoes
 Walk
Assessment:
We will participate in a variety of formative exercises throughout the course that will be
based on the specific outcomes as outlined in the Alberta Program of Studies for
Mathematics.
Formative assessments are learning activities given to students specifically for the
purpose of practicing. These activities provide teachers, students and parents with
valuable tracking information about academic progress and where to focus their efforts
for improvement. For this course, formative assessments may include a portfolio of
student work and daily assignments and are provided for informative feedback only, and
as such, are not directly included in the determination of the student’s course mark.
Please refer to the table below for a guide explaining the score codes teachers will use for
formative assessments.
Formative Assessments
Score Codes
NM
B
Pf
E
Meaning
Not Meeting the assessed outcomes
Indicates a Basic demonstration of knowledge, skills and attitudes
Indicates a Proficient demonstration of knowledge, skills and attitudes
Indicates an Excellent demonstration of knowledge, skills and attitudes
The class mark will be based on summative assessments that will be done in front of a
teacher and will be solely based on the public published student learning outcomes as
outlined in the Alberta Program of Studies for Mathematics.
Summative assessments are given to students to evaluate their knowledge and skills after
they have been adequately prepared. These activities are used to determine student
achievement in relation to the curriculum outcomes for each course. Summative
assessments for this course include quizzes, tests and the final exam. These scores will be
communicated using percentages.
A student’s course grade will be determined as follows:


Formative Assessments – 0%
Summative Assessments
o Unit Exams – 70%
o Quizzes – 10%
o Final Exam – 20%
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