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Education, Citizenship and Youth
Grade 9 Transitional Mathematics Outcomes by Unit
Half Course II
Unit A: Learning to Learn
Unit B: Smart Math
Unit C: Investigations in Algebra
Unit D: Activities for Skill Development
Unit E: Nutrition and Fitness
Unit F: Probability and sampling
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) |
| Recognize a preference for learning through the theory of multiple intelligences. (A-4) |
| Use a variety of methods including concrete models, to develop an understanding of variables, expressions, and equations. |
| Use a concrete model to demonstrate the concept of balance in algebra (B-1) |
| Substitute and determine the values for first-degree algebraic expressions and equations given the value for the variable. (B-2) |
| Simplify algebraic expressions through the collection of like terms. (B-3) |
| Solve one- and two-step first-degree linear equations containing one variable. (B-4) |
| Model and solve one- and two-step first-degree linear equations using Algebra Tiles (B-5) |
| Use a concrete model to build and develop an understanding of multiplication and division of integers. |
| Model and explain multiplication involving integers. (B-6) |
| Use inverse operations to explain division of integers. (B-7) |
| Develop number sense by explaining mental strategies for calculating and estimating solutions to problems. |
| Review Half Course 1 benchmarks (100%, 50%, 25%, 12 ½ %). (B-8) |
| Use reasoning to mentally calculate 10% of a variety of numbers and explain the method(s) used to solve the problems. (B-9) |
| Use reasoning to mentally calculate 5% of a variety of numbers and explain the strategies for the calculations. (B-10) |
| Use established percent benchmarks and reasoning to mentally calculate answers to number problems, and explain the methods used. (B-11) |
| Develop and use mathematical strategies, concepts, and skills in the context of mathematical investigations in algebra. |
| Conduct and analyze mathematical investigations to determine the pattern and express the relationship algebraically. (C-1) |
| Write a formal report about an investigation. (C-2) |
| Complete activities that are intended to motivate as well as remediate introductory algebra. |
| Translate between written and algebraic expressions or between algebraic and written expressions. (D-1) |
| Substitute and determine the values for first degree algebraic expressions, given the value of one or more variables. (D-2) |
| Simplify algebraic expressions through the collection of like terms. (D-3) |
| Multiply monomials by monomials. (D-4) |
| Multiply polynomials by a constant using the distributive property. (D-5) |
| Solve and verify solutions to one- and two-step linear equations containing one variable. (D-6) |
| Identify the number of different terms in any given polynomial. (D-7) |
| Develop and use mathematical strategies, concepts, and/or skills to solve problems in real-life contexts. |
| Make decisions concerning nutrition and activity and justify those decisions both practically and mathematically. (E-1) |
| Prepare a written report outlining and justifying a fitness program including nutrition, realistic activity or exercise, and whether a person would gain or lose weight using this fitness program. (E-2) |
| Develop and use mathematical strategies, concepts and/or skills to solve problems concerning the measurement of perimeter and area, and the use of percent, ratio, scale and proportions in real-life contexts. |
| Make decisions concerning room renovations and justify those decisions both practically and mathematically. (F-1) |
| Prepare and present a written report outlining and justifying design considerations including measurements, scale drawings, and the cost of materials for a room renovation project. (F-2) |
