Vous êtes sur la page 1sur 2



Subject Head: Brad MacIntosh 39 Dunning Avenue
Tel: 905.727.3131 x 441 Aurora, Ontario
Email: bradley.macintosh@yrdsb.edu.on.ca L4G 1A2

Tel: 905.727.3131
Fax: 905.727.8067

Credit Value: 1.0 Prerequisite: N/A

THIS COURSE enables students to develop an understanding of mathematical
concepts related to introductory algebra, proportional reasoning, and measurement and
geometry through investigation, the effective use of technology, and hands-on activities. Applied
Students will investigate real-life examples to develop various representations of linear Mathematics 9
relations, and will determine the connections between the representations. They will (Pearson)

also explore certain relationships that emerge from the measurement of three-
dimensional figures and two-dimensional shapes. Students will consolidate their
mathematical skills as they solve problems and communicate their thinking.

ASSESSMENT AND EVALUATION of student achievement are

1. Measurement based on the provincial curriculum expectations and the
& Geometric
Units Properties Achievement Chart for Mathematics, which identifies four
Of 2. Algebraic
categories. Throughout the semester, we will provide you with
Models various opportunities (e.g., quizzes, tests, tasks, journals) to
Study demonstrate your achievement of the curriculum expectations
3. Graphical
Relationships across all categories and receive feedback from your teacher. Your
final mark will appear on the report card as a percent. It is policy
that 70% of your final mark will be based on assessments that
occur throughout the term and 30% will be based on the final
summative assessments that occur at the end of the course. The
components of your final mark are shown in the chart below.
TEACHERS The acquiring of Mathematics-specific content , and the
comprehension of its meaning and significance (i.e.,
of this COURSE knowledge of facts, procedures, use of tools)
The use of knowledge and skills to make connections
(In no particular order)
within and between various contexts (i.e., transferring 20%
knowledge and skills, making connections)
 Mr. Brad MacIntosh (ext. 441) The use of critical and creative thinking skills and/or
processes (i.e., understanding the problem, making and 10%
carrying out a plan, reasoning, proving, problem solving)
 Miss Karen Chan (ext. 465) The conveying of meaning through various forms (i.e.,
karen.chan@yrdsb.edu.on.ca clarity and organization of expression, use of 10%
models/representations, use of terms and symbols)
Final Activities 15%
In the form of a summative TASK + EQAO (5%)
Final Exam 15%

[more on reverse side ]

My Student’s Name:________________________________________ Date:___________________

I have read the Mathematics Department’s Course Outline.

The email address given below will enable the mathematics teacher
to provide me with occasional progress reports.


Signature: _____________________________________________________________________

Email Address: _________________________________________________________________

Additional Email Address: ________________________________________________________

By the completion of this course every student is required to demonstrate each of the following curriculum
expectations as outlined by the Ministry of Education in The Ontario Curriculum.

 Determine, through investigation, the optimal values of various measurements of rectangles.

Measurement &
 Solve problems involving the measurements of 2-D shapes and the volumes of 3-D figures.
 Determine, through investigation facilitated by dynamic geometry software, geometric
properties properties and relationships involving 2-D shapes, and apply the results to solving problems.
 Solve problems involving proportional reasoning.
 Simplify numeric and polynomial expressions in one variable and solve first-degree equations.
 Determine the characteristics of linear relations.
 Apply data-management techniques to investigate relationships between 2 variables.
Graphical  Demonstrate an understanding of constant rate of change and its connection to linear relations.
relationships  Connect various representations of a linear relation, and solve problems using the

Your learning skills — works independently, teamwork, organization, work habits/homework, and initiative — will be evaluated, separate from
your achievement of the expectations in the course. This evaluation will not be used when determining your final mark. Indicators for each of
the learning skills are as follows (abridged list from Growing Success, 2010):

 Responsibility  Completes and submits class work, homework, and assignments according to agreed-upon timelines.
Takes responsibility for and manages own behaviour
 Organization  Devises and follows a plan and process for completing work and tasks.
Establishes priorities and manages time to complete tasks and achievement goals.
 Independent Work  Uses class time appropriately to complete tasks.
Follows instructions with minimal supervision.
 Collabaration  Responds positively to the ideas, opinions, values, and traditions of others.
Shares information, resources, and expertise and promotes critical thinking to solve problems and
make decisions.
 Initiative  Demonstrates the capacity for innovation and a willingness to take risks.
Demonstrates curiosity and interest in learning.
 Self-Regulation  Sets own individual goals and monitors progress towards achieving them.
Seeks clarification or assistance when needed.

The Mathematics Department EXPECTS

that you, as a willing responsible student, will:
To maximize your performance
 be prepared, and on time, for each and every class; on assessments, it is essential
 actively pursue your own mathematics education (participate); that you keep up with your
 do your homework regularly and get extra help when needed; understanding of mathematics.
 get caught up with your notes and assignments
if one or more classes are missed; To help you do this we offer
 keep an open mind – each semester is a fresh start and extra help every day, during 3rd
a new opportunity and 4th periods, in the Mathletic
Centre (room 219) from a senior
Please make your teacher aware of any
In addition, arrangements
UPCOMING absences. If you are absent for
for extra help can be made
an assessment, see your teacher as soon as
with your teacher.
possible upon your return to school and be
prepared to do the assessment that day.
For a prolonged absence, discuss possible
options with your teacher. If you “skip” an
assessment it is possible you will receive a
mark of ZERO.