Mathematics Department
Grade 8 Information Package
The Mathematics Department at John F. Ross C.V.I. is dedicated to helping students achieve
their utmost potential by offering a full complement of courses, extra supports, and using
various technological methods and tools.
“Mathematics is so entwined with today’s way of life that we
cannot fully comprehend the information that surrounds us
without a basic understanding of mathematical ideas.
Confidence and competence in mathematics lead to productive
participation in today’s complex information society and open
the door to opportunity.” - Leading Math Success, 2004, p.10
TRANSITION TO SECONDARY SCHOOL MATHEMATICS
To graduate from High School in Ontario, students must successfully complete at least three courses in
Mathematics, with at least one of these courses at the Grade 11 or Grade 12 level.
One of your first big decisions prior to grade 9 will be to decide which mathematics program you are
best suited for.
There are 3 choices in Grade 9 Mathematics:
 MPM 1D - Principles of Mathematics (Academic) – offered in English and French
 MFM 1P - Foundations of Mathematics (Applied) – offered in English
 MAT 1L - Locally Developed (Essential) – offered in English
Most students choose between Applied and Academic. While both courses have roughly the same
mathematical content, the teaching approaches diverge quite quickly.
In grade 9, a Locally Developed Credit Course (LDCC) is also offered. This course is designed for students
who have significant gaps in their mathematics learning from grade 8, or who have modified programs.
Choosing appropriate courses and experiences that respond to a student’s needs and interests are most
likely to:
 Result in higher levels of engagement in schooling
 Build competence and confidence
 Improve the student’s chances for a successful transition to the next grade and to life after High
School
Students who select courses that are inconsistent with their interests, strengths, most urgent needs, or
preferred learning style(s) may create obstacles to success:
 Academic, social, and/or emotional obstacles leading to disengagement
 Failing a credit in grade 9, and requiring summer school or retake the course completely.
 Negative effects on their self-esteem and confidence
This brochure is designed to assist students in their selection of a grade 9 mathematics course.
Remember to select a course in which you will attain success, keeping your ability, interests, and future
career goals in mind. Making the correct choice now will enhance your chances of being successful in
math, and make your time in High School much more enjoyable.
FREQUENTLY ASKED QUESTIONS
How many total mathematics credits are required for the Ontario Secondary School Diploma (OSSD)?
 3 mathematics credits (one at the senior level—grade 11 and/or 12) are required.
What should I consider when choosing my Grade 9 math level?
 You are advised to take a mathematics course in the level in which you will be most successful.
 Choose courses based on current achievement.
 Engage in discussions with teachers to identify areas of areas of strength and areas that are
challenging
I am struggling with Grade 8 mathematics. Should I enroll in Grade 9 Academic mathematics just to
“see how it goes”?
 It is important to make the right level choice the FIRST time.
 Level changes are not always possible once the student has begun a course because of
timetabling issues.
 Level changes can also interfere with a student’s electives and have the possibility to change a
timetable completely.
 Parents, teachers and students need to work together in the decision making process to ensure a
successful transition to Grade 9 mathematics.
 It is recommended that students and parents consult their grade 8 mathematic teacher before
choosing a grade 9 mathematics course.
If I choose Grade 9 Applied Math, will I have to stay in the Applied/College stream until I graduate?
 No. A selection of a course in grade 9 to ensure success DOES NOT pigeonhole future course
selection. Students can move through many pathways and access workplace, college or university
courses.
 Some students may move from Grade 9 Essential to Grade 9 Applied or from Grade 9 Applied to
Grade 9 Academic.
 In grade 11, students from grade 10 applied can take grade 11 mixed (university/college) and
change into the university stream of math.
If I plan to go to University, do I have to take Academic math?
 No. Only math-based University programs require Academic mathematics. If all of your courses
are at the Academic/University level and only your math courses are at the Applied/College level,
then you may apply to a non-math related program (e.g., Arts, Humanities, Social Sciences).
Students must check admissions requirements for post secondary university programs.
Do I have to take all my core subjects at the same level?
 No. The selection of levels is subject specific. Students can take Applied Math and Academic
English. Think about your ability, interests, and future career options. You may take a
combination of Essential, Applied and/or Academic courses depending on your strengths.
ESSENTIAL MATHEMATICS GRADE 9, MAT1L
The essential course focuses on developing and consolidating key foundational mathematical concepts and skills
by solving authentic, everyday problems. Students have opportunities to further develop their mathematical
literacy and problem-solving skills and to continue developing their skills in reading, writing, and oral language
through relevant and practical math activities.
3 Strands
Money Sense
Measurement
Proportional Reasoning
Profile of the Learner in Essential Mathematics
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Worked at a modified level of mathematics in grade 6, 7, or 8.
Achieved below 55% in Grade 8
Has some gaps in their mathematical understanding, knowledge, and numeracy skills.
Has benefited from modifications and /or accommodations of curriculum expectations in grades 6, 7
and/or 8
Benefits from development and recurring practice of key numerical skills
Benefits from hands-on experiences, practical applications in real-life problem solving contexts and
concrete examples
Benefits from individual coaching as well as more time and support for exploring and investigating
ideas through real-life problem solving
Benefits from assessments and evaluations based on smaller amounts of material and multiple
opportunities to complete evaluation tasks
Note: For some students, MAT1L may be an opportunity to consolidate their mathematical understanding and
skills before enrolling in the Grade 9 Applied mathematics course (MFM1P). Changes between levels may be
made with the proper pre-requisites and permission from the school mathematics department.
Possible Mathematics Course Pathways:
Grade 9 Essential (MAT 1L)
Grade 9 Essential (MAT 1L)
Grade 10 Essential (MAT 2L)
Grade 9 Applied (MFM 1P)
Grade 11 Essential (MEL 3E)
Grade 10 Applied (MFM 2P)
Grade 12 Essential (MEL 4E)
Grade 11 College (MBF 3C)
Grade 12 College (MAP 4C)
Possible Routes After Graduation:
 Workplace, Apprenticeship, College (non-math related programs)
APPLIED MATHEMATICS GRADE 9, MFM1P
Applied courses focus on the essential concepts of a subject, and develop students’ knowledge and skills through
practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are
given more opportunities to experience hands-on applications of the concepts and theories they study.
3 Strands
Number Sense and Algebra
Linear Relations
Measurement and Geometry
Profile of the Learner in Applied Level Mathematics
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Achieved between 55% and 75% in Grade 8
May have benefited from accommodations in grades 7 and 8
Student who understands most basic skills and principles but needs extra practice to fully understand
new concepts
Wants to build a solid foundation of skills
Wants to know how ... not necessarily why
Still developing proportional reasoning skills (ratios, rates, and proportions)
Benefits from hands-on experiences and practical applications in real-life problem solving contexts
Benefits from review and practice of prior skills e.g. fractions, integers
Benefits from support for organizational and time management skills
Benefits from coaching and reinforcement when applying new concepts, skills, and knowledge for new
situations
Can sometimes get frustrated and may need more individualized instruction
Mathematics Course Pathways:
Grade 9 Applied (MFM 1P)
Grade 10 Applied (MFM 2P)
Grade 9 Applied (MFM 1P)
Grade 10 Applied (MFM 2P)
Grade 11 College (MBF 3C)
Grade 11 Mixed University/College (MCF 3M)
Grade 12 College (MAP 4C)
Grade 12 Mixed
University/College
(MCT 4C)
Possible Routes After Graduation:
 College, Apprenticeship, University (non-math related programs), Workplace
Grade 12 University
Data Management
(MDM 4U)
ACADEMIC MATHEMATICS GRADE 9, MPM1D
Academic courses develop students’ knowledge and skills through the study of theory and abstract problems.
These courses focus on the essential concepts of a subject and explore related concepts as well. They
incorporate practical applications as appropriate.
4 Strands
Number Sense and Algebra
Linear Relations
Measurement and Geometry
Analytic Geometry
Profile of the Learner in Academic Level Mathematics
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Achieved above 75% in Grade 8 across all strands (Number Sense & Numeration, Measurement,
Geometry & Spatial Sense, Patterning & Algebra, Data Management & Probability)
Comfortable and confident with open-ended, multi-step problems
Enjoys new problems in a variety of contexts
Confident with integers and fractions including using order of operations
Need to know why rather than just how to do something
Shows initiative, interest, and works well independently and in group situations
Uses a variety of problem solving strategies and is able to effectively communicate reasoning
Possesses good organizational and time management skills
Knows when they need help and doesn’t hesitate to ask
Will complete homework at home every night
Mathematics Course Pathways:
Grade 9 Academic (MPM 1D)
Grade 9 Academic (MPM 1D)
Grade 10 Academic (MPM 2D)
Grade 10 Academic (MPM 2D)
Grade 11 Mixed University/College (MCF 3M)
Grade 12 Mixed
University/College
(MCT 4C)
Grade 12
University
Data Management
(MDM 4U)
Possible Routes After Graduation:
 University, College, Apprenticeship, Workplace
Grade 11 University (MCR 3U)
Grade 12 University
Data Management
(MDM 4U)
Grade 12 University
Advanced Functions
(MHF 4U)
Grade 12 University
Calculus
(MCV 4U)
FRENCH IMMERSION GRADE 9 ACADEMIC MATH, MPM 1DF
The French Immersion grade 9 Academic math course will follow the same curriculum expectations as
the grade 9 Academic math program (see previous page). The difference between the two programs is
the language of instruction. Since the aim of the French Immersion program is to develop and refine the
students’ ability to communicate in French, French must be the language of communication in class, so
students can practice speaking in French and consistently hear French spoken. As with all French
Immersion courses, 10% of the final mark will be for the use of French in the classroom at all times
(communication with teacher, in class discussions, with classmates in group work settings, with
classmates in informal classroom settings), except for extenuating circumstances, such as medical or
situational emergencies. French Immersion Grade 9 Academic Math, MPM1DF, is the only French
Immersion math course offered at John F. Ross. French immersion students wishing to take grade 9
applied math must do so in English. Please speak with the languages department or your child’s French
immersion teacher for more information.
Please note, however, that EQAO is a standardized test provided by the Ministry of Education. It is
written in English. Students are provided with a bilingual glossary of mathematical terms and
preparation for the EQAO is done in both French and English. There is no evidence of problems with
language when students who are fluent in both French and English.
PROVINCIAL GRADE 9 EQAO MATH ASSESSMENT
What is EQAO?
EQAO stands for the Education Quality and Accountability Office. It is an independent provincial
government body that develops, tests, and measures the achievement of students across Ontario in
reading, writing, and mathematics. Students must write EQAO tests in grades 3, 6, 9, and 10. In
contrast to grades 3 and 6, students in grade 9 only write the mathematics assessment, and in grade 10
students only write the Ontario Secondary Literacy Test. EQAO reports the results to parents, educators,
students, and the government. Their assessments are based on the expectations of the Ontario
Curriculum.
What is on the EQAO tests?
Each question on EQAO tests is based on the learning expectations set out in Grade 9 Ontario
Mathematics Curriculum, which is what students are learning in classrooms every day. Only students
who are working toward their Grade 9 Academic or Applied math credit take this test. Different versions
of the test are administered in the Academic and the Applied math courses. In addition, students in firstsemester math courses take the test in January; students in second-semester or full-year math courses
take the test in June.
How is the Grade 9 EQAO different from grades 3 and 6?
In grade 9, students only write the mathematics portion of the EQAO. In addition, a portion of the EQAO
will be marked by their classroom teacher, and will be worth 10% of the student’s final mark. Grade 9
teachers will spend a significant amount of time preparing for the EQAO, including the review of
previous tests and tips for answering multiple-choice questions. Student results are usually proportional
to student effort. If you have any questions about the EQAO assessment, please visit the EQAO website
at http://eqao.com.
SPECIAL EDUCATION SERVICES
What is the role of the Special Education Department?
Students with Individualized Education Plan (IEP) can receive support for math through the Special
Education Department. The role of Special Education is to oversee the accommodations and ensure that
they are being given as per the IEP. Additionally, Special Education can help students with organization
and time management. Special Education resource teachers also give guidance regarding course
selection and timetabling.
When should students go to the resource room?
Our two Special Education resource rooms can be accessed by students with IEPs with the permission of
their classroom teachers. The resource rooms provide students with an alternative work environment
and with the opportunity for some one on one support. However, resource teachers cannot deliver
course curriculum, so it is crucially important that students stay in the regular class for the entirety of
their math lessons.
What if my child had modifications in elementary school?
In high school, we are responsible for awarding credits based on curriculum that has been created by
the Ministry of Education. In contrast to the elementary program, which is not based on credit
accumulation, it is not possible for us to modify that curriculum. The primary way that we support
student success is by giving accommodations to help students meet the curriculum as it is laid out by the
Ministry. Therefore, it is important that parents and students make good choices about which level to
study. Students who have received modified curriculum in elementary school should start their math
programming at the essential level. This will help to lay the groundwork for continued success in math in
either the essential or applied pathway.
ENRICHED MATHEMATICS GRADE 9, MPM1DG
Who is the Enriched Math Program designed for?
Our High School math program at John F. Ross C.V.I focuses on developing skills, problem-solving and
critical thinking as outlined by the Ontario Curriculum Documents. Although a majority of our students
are expected to do very well with this curriculum, there are some students that regularly demonstrate
skills that are well beyond provincial and grade-level. These students would be better served in a fasterpaced course in which they are able to move through the mathematics curriculum quickly. The Enriched
Math Program is designed to meet this need. It provides a challenging, fast paced curriculum for
students who have exceptional mathematical ability, a high level of interest in mathematics, and who
meet the identification criteria for the program. Students participating in this program thrive in a
challenging environment with others of similar abilities and interests. The course requirements are
rigorous, and students are commonly required to spend more time in out-of-class preparation in order
to be successful.
What are the entrance requirements for the Enriched Math Program?
The number of spaces in the Enriched Math Program are very limited, and reserved for students who
demonstrate exceptional math aptitude and effort. We have found that students who are successful in
the enriched math placement are easily able to demonstrate their flexible math knowledge on grade 8
mathematics curriculum. Thus, we prioritize that information and use their grade 8 marks as only one of
the criteria for entrance into the enriched math program. We have found that teacher
recommendations are often more accurate and can provide a well-rounded picture of each student’s
abilities.
To gain entry, a student must meet the selection criteria:
1. Recommendation from their grade 8 math teacher
2. Exemplary Academic Achievement - minimum 85% in math in grade 8
3. A mature, positive attitude and exemplary classroom behaviour
4. Exemplary learning skills and work habits, which include…
 The ability to use time effectively with strong organizational skills
 The ability to plan, produce and complete assignments and projects on time
 The ability to produce and submit quality work
 The ability to work collaboratively and independently
 The ability to demonstrate critical and creative thinking
 The ability to solve problems in resourceful and efficient ways
 The ability to readily apply concepts to new contexts and make connections between
concepts to real-world examples
 The ability to tackle multi-step problems in a focused, resourceful, and efficient way
 The ability to demonstrate analytical, symbolic and/or abstract reasoning
All teacher observations should be based on academic and habitual evidence that students have
consistently demonstrated throughout the year; decisions should be based upon this evidence, not on
potential.
Should my child enroll in the Enriched Math?
The first step in this process is to have a conversation with the child’s grade 8 math teacher in order to
better understand the student’s performance in the math class. This dialogue will provide an
opportunity to better understand the child’s math ability and performance. Decisions should not be
based solely on the student’s report card, as there are many other factors to consider.
Following the conversation, it is up to you and your child. As a school, we pride ourselves in challenging
students at all levels with a curriculum that promotes problem-solving and higher-order thinking. Our
goal is to give students a strong math experience in every class. The aim of the enriched Math Program
is to support students who are ready for a level of math well beyond the grade-level’s expectations.
Here are a few items to consider as you decide if your child should take the grade enriched:
1. Was his/her grade 8 mark in the 85% to 100% range?
2. Has he/she consistently done well on tests and quizzes?
3. Is he/she understanding all math concepts deeply and can he/she apply these concepts in both
familiar and unfamiliar settings?
4. Does he/she regularly think about problems in ways that go beyond simple computation to apply
concepts to new situations on his/her own?
5. Does he/she have thirst for greater knowledge and/or depth, and pursues it independently and
relentlessly?
6. Does he/she ask questions that push learning to the next step, beyond comprehension to new
perspectives?
If you are not finding yourself answering yes to most of these questions, it does not mean your child is
not strong in math, it just indicates that your child is not yet ready for an above-grade-level challenge.
Can my child enter the Enriched Math Program in another grade?
For a variety of reasons, students will enter the program at different grades: some families want the
transition to a new grade or school to be their child’s main focus; some students are not quite
developmentally ready, but demonstrate significant growth during a given year. Therefore, we provide
an opportunity for entry into the program in grade 9 and 10. Our guidance department can provide
more information about the grade 10 Enriched math program. A student does not have to be enrolled in
the grade 9 Enriched program to be considered for the grade 10 Enriched program.
How is the Enriched Math Program different from the Academic Math Program?
Some major differences between the Enriched and Academic are: how students learn; how students
discuss learning; and how students demonstrate knowledge. Since students in the Enriched math class
learn concepts quickly, the pace of the lessons is much faster than the Academic math classes. The
enriched students need little, if any, review. They move from the concrete to the abstract stage quickly.
These characteristics assist the teacher in accelerating the pace of the class. Sometimes lessons can be
combined since students transfer knowledge from one situation to another. They can apply a variety of
strategies to solve problems that include previously learned concepts and apply them to new and
different situations. Enriched students can readily make these connections between lessons. Extension
questions are regularly assigned. Other assessments may include oral presentations, comprehensive
projects, and real-life problems that integrate different content areas.
This description should in no way indicate that the academic math students are not exposed to
challenging learning opportunities. The extensions in the Academic math classes are the norm in the
Enriched math classes. All of the classes are designed to meet the needs of the students they service.
The classes are challenging and motivating for students. The correct placement of students is essential
for student success in future math classes. Careful consideration of student abilities is critical to selfesteem and it is important that all students be appropriately placed.
Parents who have additional questions with respect to this process are advised to contact their child's
current counselor. It is also important to note that John F. Ross C.V.I. wants to provide opportunities for
students to be challenged academically, but not to the point where they are overwhelmed. As students
progress through high school they will continue to enhance their skills, develop, and mature as
individuals.
SAMPLE QUESTIONS
JOHN F. ROSS MATH PATHWAYS
This chart maps out all the courses in the discipline and shows the links between courses and the possible
prerequisites for them. It does not attempt to depict all possible movements from course to course.
Grade 9
Academic
(MPM 1D/G)
Grade 9
Applied
(MFM 1P)
Grade 9
Essential
(MAT 1L)
Grade 10
Academic
(MPM 2D/G)
Grade 10
Applied
(MFM 2P)
Grade 10
Essential
(MAT 2L)
Grade 11
University/
College
(MCF 3M)
Grade 11
College
(MBF 3C)
Grade 11
Workplace
(MEL 3E)
Grade 11
University
(MCR 3U)
Grade 12
Advanced
Functions
(MHF 4U)
Grade 12
Calculus and
Vectors
(MCV 4U)
Grade 12
Math of Data
Management
(MDM 4U)
Grade 12
Math of
College
Technology
(MCT 4C)
Grade 12
Foundations
for College
(MAP 4C)
Grade 12
Workplace
(MEL 4E)