Math Department
IONA CATHOLIC SECONDARY SCHOOL
Course Code: MPM1D1
Course Name: Grade Nine Principles of Mathematics
Textbook: Principles of Mathematics 9 (McGraw – Hill Ryerson)
Replacement Cost: $75.00
Course Overview: This course enables students to develop an understanding of mathematical concepts related to algebra,
analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract
reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the
connections
between
representations
of a linearExpectations
relation. They will also
explore relationships that emerge from the
Strands
ofdifferent
Study
and Overall
include:
measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate
their thinking as they solve multi-step problems.
Strands of Study and Overall Expectations include:
Number Sense and Algebra
By the end of this course, students will:
• demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions;
• manipulate numerical and polynomial expressions, and solve first-degree equations.
Linear Sense
By the end of this course, students will:
• apply data-management techniques to investigate relationships between two variables;
• demonstrate an understanding of the characteristics of a linear relation;
• connect various representations of a linear relation.
Analytic Geometry
By the end of this course, students will:
• determine the relationship between the form of an equation and the shape of its graph with respect to linearity and nonlinearity;
• determine, through investigation, the properties of the slope and y-intercept of a linear relation;
• solve problems involving linear relations.
Measurement and Geometry
By the end of this course, students will:
• determine, through investigation, the optimal values of various measurements;
• solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of threedimensional figures;
• verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving twodimensional shapes, and apply the results to solving problems.
Efforts will be made to meet the individual learning needs of students in order to ensure these
expectations are being met. Extra help is available by appointment with your teacher!
Course Breakdown
UNITS OF STUDY:
TEXTS AND RESOURCES:
Course Introduction/Review
Polynomials
Equations
Modeling with Graphs
Analyzing Linear Relations
Relations/Data
Geometric Relationships
Measurement Relationships
Optimizing Measurement
EQAO/Exam Preparation
Principles of Mathematics
Classroom Expectations:
Students are expected to attend class, to do their work
regularly to come to class on time with all necessary
materials, to wear the proper uniform and to adhere to
the school’s accepted code of conduct. For further
information on the Catholic Code of Conduct refer to the student
handbook pages 17-20
Evaluation Structure::
Knowledge/Understanding
Thinking
Communication
Application
30 %
20 %
20 %
30 %
The above is reflected both in the term work (worth
70% of the final mark) and the summative work
(worth 30% of the final mark). Summative work
consists of the Final Exam (20%) and EQAO (10%).
Evaluation Policy
Students will be assessed & evaluated according to the work produced & skills displayed. Methods of providing feedback will include
assessing work in process & evaluating completed assignments, tests, co-operative learning activities, simulations and presentations.
Peer & self-evaluations will also be utilized. Student marks will be determined by evaluating process & product according to 4
categories & 4 levels. Please see the chart below for specific skills and key words used to determine student competency in the
different categories.
Level 1:
Category
50-59%
Level 2:
60-69%
Knowledge/Understanding: Knowledge of
content; Understanding of mathematical concepts
-demonstrates limited
knowledge of content and
understanding of concepts.
-demonstrates some
knowledge of content and
understanding of concepts.
Thinking: Use of planning skills: Understanding
the problem; making a plan for solving the
problem; Use of processing skills: carrying out a
plan; looking back at the solution.
-uses planning skills and
processing skills with
limited effectiveness.
-uses planning skills and
processing skills with some
effectiveness.
-uses critical/creative
thinking processes with
limited effectiveness
-uses critical/creative thinking
processes with some
effectiveness.
-expresses and organizes
mathematical thinking,
communication for
different audiences and
use of conventions and
vocabulary with limited
effectiveness.
-expresses and organizes
mathematical thinking,
communicates for different
audiences and uses
conventions and vocabulary
with some effectiveness.
Use of critical/creative thinking processes
Communication: Expression and organization
of ideas and mathematical thinking;
Communication of different audiences and
purposes in oral, visual, and written forms; Use
of conventions, vocabulary, and terminology of
the discipline in oral, visual and written forms.
Application: Application of knowledge and
skills in familiar context; Transfer of knowledge
and skills to new contexts; Making connections
within and between various contexts.
-applies knowledge and
skills in familiar contexts,
transfers knowledge and
skills to new contexts and
makes connections within
and between various
contexts with limited
effectiveness.
- applies knowledge and skills
in familiar contexts, transfers
knowledge and skills to new
contexts and makes
connections within and
between various contexts with
some effectiveness.
Level 3:
70-79%
-demonstrates
considerable knowledge of
content and understanding
of concepts.
-uses planning skills and
processing skills with
considerable effectiveness.
-uses critical/creative
thinking processes with
considerable effectiveness.
-expresses and organizes
mathematical thinking,
communicates for
different audiences and
uses conventions and
vocabulary with
considerable effectiveness.
- applies knowledge and
skills in familiar contexts,
transfers knowledge and
skills to new contexts and
makes connections within
and between various
contexts with considerable
effectiveness.
Level 4:
80-100%
-demonstrates thorough knowledge of
content.
-demonstrates thorough understanding
of concepts.
-uses planning skills with a high
degree of effectiveness.
-uses processing skills with a high
degree of effectiveness.
-uses critical/creative thinking
processes with a high degree of
effectiveness.
- expresses and organizes
mathematical thinking, communicates
for different audiences and uses
conventions and vocabulary with a
high degree of effectiveness.
- applies knowledge and skills in
familiar contexts, transfers knowledge
and skills to new contexts and makes
connections within and between
various contexts with a high degree of
effectiveness.
Feedback will also be provided for student learning skills. Skills like working independently, team work, organization, work habits and homework, and
initiative are assessed independently student achievement and will be conducted through the use of a rubric indicating specific criteria to be achieved to
receive each of the following letter grades:
E –Excellent
G – Good
S – Satisfactory
N - Needs Improvement
Other Evaluation Issues
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LATE ASSIGNMENTS The due dates for major assignments will be clearly articulated by the teacher when the task is assigned. The teacher will establish a deadline
and an acceptance period of 3 school days following the deadline. The teacher will also allow for submission of assignments before the deadlines of the acceptance
period for the purpose of assistance in revising. If a student does not hand in the assignment by the deadline, a mark reduction will be applied to the assignment submitted
thereafter up to a total of 10%. If the assignment is not submitted by the end of the acceptance period the student will receive a mark of zero. Refer to The Student
Handbook 2011-2012, p.32 for further details.
INCOMPLETE ASSSIGNMENTS Assignments will be graded according to the extent with which they meet the criteria established in the rubric or evaluation
structure.
MISSED TESTS . Teachers will give the class ample notice for up-coming tests/evaluations. It is the responsibility of the student to make arrangements for an
alternative assessment date (which may not be during class time) with the teacher before the scheduled time for the test/evaluation. If a test is missed due to a legitimate
reason, verification (note only to be handed in on the day of the student’s return) from a parent/guardian must be given to the subject teacher indicating that the parents
are aware the student has missed a test. If a test is missed as a result of truancy, a mark of zero will be assigned with no opportunity for a re-write.
PLAGIARISM in any form reflects academic dishonesty and will result in a mark of zero for the assignment in question
ATTENDANCE It is the responsibility of each student to be punctual and in attendance, with proper materials, at all classes and scheduled activities. Students who miss
classes may put their credit in jeopardy. It is the student’s responsibility to catch up on missed work when absent.