Sir Robert Borden High School Grade 9 Mathematics
Course Selection Guide
Grade 9 Courses
A successful transition to secondary school depends on many factors,
including the important choice of which Grade 9 Mathematics course to
select. This handout is designed to help students and parents make
informed decisions.
Graduation from high school requires the successful completion of at least
three courses in mathematics (with at least one of these at the Grade 11
or 12 level). In support of this goal, there are many different courses
offered, and several different pathways through these courses. It is
important that students choose courses that align with their skills and
understandings. By choosing the most appropriate courses, students are
more likely to be successful and build the mathematical foundation that will
open doors to subsequent courses along the various pathways.
In grade 9 and 10, there are three different courses to choose from:
Academic, Applied, and Locally Developed Credit Courses (LDCC). In
grades 11 and 12, courses are destination based: Workplace, College,
University, and Mixed (University/College). The arrows in the diagram on
the right indicate potential pathways through the various courses. The
darker arrows indicate typical pathways.
Grade 9 Academic: MPM1D
Grade 9 Applied: MFM1P
Work Expectations:
Students are expected to complete
assignments and homework on a regular
basis. (2-5 hours per week)
Work Expectations:
Students are expected to
complete assignments, and may be assigned
additional homework.
Who should consider this course?

Students achieving 70 % or more in
Grade 8 Mathematics (Level 3 or 4)

Students who are comfortable with
open ended, multi-step problems.
Who should consider this course?

Students who have achieved in the range
of 59 % to 69 % in Grade 8 Mathematics
(Level 2)

Students who are more concrete in their
thinking

Students who are still developing
proportional reasoning
Note: Because of the fast pace of this
course, students require a solid
mathematical understanding across all
strands of the curriculum.
Source: Toronto District School Board, 2007
Grade 9 LDCC: MAT1L
Work Expectations:
Students are expected to complete assigned
work.
Who should consider this course?

Students with gaps in their knowledge of
mathematics

Students achieving below 59 % in Grade
8 Mathematics (Level 1)

Students for whom curriculum
expectations have been modified
(i.e., working below grade level)
Key Math Skills for Students Entering
Grade 9

Integers: Understanding the concept
of positive and negative numbers, and
skill with integer operations is required
for academic and applied courses.
Sample Grade 9 Academic Question:
The swimming area at a beach is to be
roped off with 100m of rope. What is the
largest rectangular area that can be
created for swimming?
Other Considerations
For students whose academic achievement
does not clearly indicate the most
appropriate grade 9 course, other factors
must be considered.
Learning Skills

ex.

A student with strong learning skills is
more likely to be successful.
Considerations include:
Fractions: Academic students should
have a solid understanding of fractions
and their applications, and skill with
fraction operations.
ex.

(2+(-3))(-3+2)=?
 3 5 1
   =?
4 7 2
Proportional Reasoning: This is a
key cognitive skill required for success
in high school mathematics. It
involves an understanding of
multiplicative relationships (ratios /
rates / percents). It can be a predictor
of success in academic courses.
ex. Maria and Jonas are driving at the
same speed. It took Maria 6 minutes to
drive 4 miles. How long did it take
Jonas to drive 10 miles?





Sample Grade 9 Applied Question:
The diameter of an icecream cone is 6 cm and
the slant height is 10cm.
What volume of ice cream
would fit inside the cone?
Sample Grade 9 LDCC Question:
What is the area of this garden?
ex. A summer camp with 400 campers
advertises that they have a counselor
to camper ratio of 4:1. How many
more counselors would they need to
hire to reduce that ratio to 3:1?
Answers
Integers: 1
Fractions: 1/14
Proportional Reasoning: 15 minutes,
20 counselors

Organizational Skills
Listening / Note taking skills
Homework Completion
Initiative / Self Advocacy
Independent work
Class Sizes
Although class sizes vary from year to
year, Applied classes are usually smaller
than Academic classes. LDCC classes will
typically be quite small, allowing for more
individual support.

Other Individual Factors
Each student is a unique individual. There
are many other factors that can impact
students’ success. Among them are
communication skills, motivation, self
confidence, emotional maturity, and family
support. Parents are encouraged to
conduct further research to decide which
course best meets their child’s individual
learning needs.
Answers
Academic: The largest swimming area will
have an area of 1250 m2
Applied: 24cm2 of ice cream will fit inside
the cone, or approximately 75 cm2
LDCC: The area of the garden is 105 m2
Source: Toronto District School Board, 2007