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Education, Citizenship and Youth
Mathematics
Grade 9 Transitional Mathematics Outcomes by Unit
Half Course I
Unit A: Learning to Learn
Unit B: Smart Math
Unit C: Investigations
Unit D: Activities for Skill Development
Unit E: Money Management
Unit F: Scheme-A-Team
Demonstrate, through discussion and written work, the following behaviours:
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| Use specific strategies in different problem solving situations. (A-1) |
| Demonstrate a willingness to work independently as well as to work interdependently as a team member (A-2) |
| Use questioning/clarifying to improve creative thinking (A-3) |
| Develop number sense by explaining mental strategies for calculating and estimating solutions to problems. |
| Use a visual model to make reasonable estimates of percent and corresponding number values. (B-1) |
| Use reasoning to mentally calculate 50% of a variety of numbers, and explain the method. (B-2) |
| Use ½ and 0.50 along with 50% to perform mental calculations. (B-3) |
| Use reasoning to mentally calculate 100% when 50% is known and explain the strategies for calculation. (B-4) |
| Use reasoning to mentally calculate 25% (including ¼ and 0.25) of a variety of numbers and explain the strategies for calculation. (B-5) |
| Use reasoning to mentally calculate 12 ½ % (including 1/8 and 0.125) of a variety of numbers and explain the method(s) used to solve the problems. (B-6) |
| Use a concrete model to build and develop an understanding of addition and subtraction of integers. |
| Use a "charges model" to represent operations involving signed numbers. (B-7) |
| Model and explain addition involving integers and understand the need to apply the "zero principle" to model some situations. (B-8) |
| Model and explain subtraction involving integers and understand the need to apply the "zero principle" to model some situations. (B-9) |
| Use concrete, pictorial and symbolic representations of algebraic expressions. |
| Recognize patterns and use them to develop oral expressions (B-10) |
| Model, sketch, and represent symbolically an algebraic expression. (B-11) |
| Develop and use mathematical strategies, concepts, and skills in the context of mathematical investigations. |
| Conduct and analyze mathematical investigations (C-1) |
| Use forms to outline procedures used, difficulties encountered, and patterns discovered. (C-2) |
| Complete activities intended to motivate and remediate concepts and skills in arithmetic and geometry. |
| Visualize, compare and explain fractions (D-1) |
| Round and estimate whole numbers and decimals (D-2) |
| Apply arithmetic operations on fractions (D-3) |
| Identify the operation(s) needed in problem solving (D-4) |
| Understand and apply concepts and vocabulary related to triangles (D-5) |
| Read and interpret various line graphs (D-6) |
| Develop and use mathematical strategies, concepts, and/or skills to solve problems in real-life contexts. |
| Make decisions concerning purchasing and justify those decisions using a five-step purchasing process (E-1) |
| Prepare a written report outlining an item to be purchased, researching the best buy, investigating options, and summarizing the final decisions. (E-2) |
| Develop and use mathematical strategies, concepts, and/or skills to solve problems in real-life contexts. |
| Make decisions concerning the operation of a team and justify those decisions both practically and mathematically (F-1) |
| Prepare and present a written report outlining and justifying facility selection, league expenses, tournament expenses, and total expenses for a team project (F-2) |
