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Grade 9 Transitional Mathematics learners in the full course will demonstrate lifelong learning habits such as flexibility, awareness of thinking, and accuracy and precision when discussing and writing work, both independently and cooperatively. They will strengthen their understanding of concepts related to basic arithmetic, including mental math and estimation strategies, and percents and their relationship to decimals, fractions, and whole numbers. They will also strengthen their skills related to operations on whole numbers, fractions, decimals, and integers, as well as those related to algebra (such as solving expressions and linear equations), to geometry and measurement (such as transformations, angles, perimeter, area of shapes, and volume of objects), and to statistics (such as the measure of central tendencies). They will develop and apply strategies, concepts, and skills to conduct and analyze investigations related to angles, Pythagoras’ theorem, and patterns and relations. Learners will make informed decisions related to a purchase, to nutrition and fitness, to the operation of a team (such as the selection of a facility for practices and expenses) and to a room renovation (considering the measurement of perimeter and area, and the use of percent, ratio, and scale), and they will justify their decisions.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities, and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
I
ALL of the following 4 units:
Plus
ONE of the following units:
II
ALL of the following 4 units:
Plus
ONE of the following units:
Specific Learning Outcomes
I-A-1. Use specific strategies in different problem solving situations.
I-A-2. Demonstrate a willingness to work independently as well as to work interdependently as a team member.
I-A-3. Use questioning/clarifying to improve creative thinking.
I-A-4. Recognize a preference for learning through the theory of multiple intelligences.
General Learning Outcome: Develop number sense by explaining mental strategies for calculating and estimating solutions to problems.
Specific Learning Outcomes
I-B-1. Use a visual model to make reasonable estimates of percent and corresponding number values.
I-B-2. Use reasoning to mentally calculate 50% of a variety of numbers, and explain the method.
I-B-3. Use ½ and 0.50 along with 50% to perform mental calculations.
I-B-4. Use reasoning to mentally calculate 100%, when 50% is known, and explain the strategies for calculation.
I-B-5. Use reasoning to mentally calculate 25% (including ¼ and 0.25) of a variety of numbers and explain the strategies for the calculations.
I-B-6. Use reasoning to mentally calculate 12½% (including ⅛ and 0.125) of a variety of numbers, and explain the method(s) used to solve the problems.
General Learning Outcome: Use a concrete model to build and develop an understanding of addition and subtraction of integers.
Specific Learning Outcomes
I-B-7. Use a “charges model” to represent operations involving signed numbers.
I-B-8. Model and explain addition involving integers and understand the need for the “zero principle” to model some situations
I-B-9. Model and explain subtraction involving integers and understand the need to apply the “zero principle” to model certain situations.
General Learning Outcome: Use concrete, pictorial, and symbolic representations of algebraic expressions.
Specific Learning Outcomes
I-B-10. Recognize patterns and use them to develop oral expressions.
I-B-11. Model, sketch, and represent symbolically an algebraic expression.
General Learning Outcome: Students will develop and use mathematical strategies, concepts, and skills in the context of mathematical investigations.
Specific Learning Outcomes
I-C-1. Conduct and analyze mathematical investigations.
I-C-2. Use forms to outline procedures used, difficulties encountered, and patterns discovered.
General Learning Outcome: Compete activities intended to motivate and remediate concepts and skills in arithmetic and geometry.
Specific Learning Outcomes
I-D-1. Visualize, compare and explain fractions.
I-D-2. Round and estimate whole numbers and decimals.
I-D-3. Apply arithmetic operations on fractions.
I-D-4. Identify the operation(s) needed in problem solving.
I-D-5. Understand and apply concepts and vocabulary related to triangles.
I-D-6. Read and interpret various line graphs.
General Learning Outcome: Develop and use mathematical strategies, concepts, and/or skills to solve problems in real-life contexts.
Specific Learning Outcomes
I-E-1. Make decisions concerning purchasing, and justify those decisions using a five-step purchase process.
I-E-2. Prepare a written report outlining an item to be purchased, researching the best buy, investigating options, and summarizing the final decisions.
General Learning Outcome: Develop and use mathematical strategies, concepts, and/or skills to solve problems in real-life contexts.
Specific Learning Outcomes
I-F-1. Make decisions concerning the operation of a team, and justify those decisions both practically and mathematically.
I-F-2. Prepare and present a written report outlining and justifying facility selection, league expenses, tournament expenses, and total expenses for a team project.
Specific Learning Outcomes
II-A-1. Use specific strategies in different problem solving situations.
II-A-2. Demonstrate a willingness to work independently as well as to work interdependently as a team member.
II-A-3. Use questioning/clarifying to improve creative thinking.
II-A-4. Recognize a preference for learning through the theory of multiple intelligences.
General Learning Outcome: Develop number sense by explaining mental strategies for calculating and estimating solutions to problems.
Specific Learning Outcomes
II-B-1. Use a concrete model to demonstrate the concept of balance in algebra.
II-B-2. Substitute and determine the values for first-degree algebraic expressions and equations given the value for the variable.
II-B-3. Simplify algebraic expressions through the collection of like terms.
II-B-4. Solve one- and two-step first-degree linear equations containing one variable.
II-B-5. Model and solve one- and two-step first-degree linear equations using algebra tiles.
General Learning Outcome: Use a concrete model to build and develop an understanding of addition and subtraction of integers.
Specific Learning Outcomes
II-B-6. Model and explain multiplication involving integers.
II-B-7. Use inverse operations to explain division of integers.
General Learning Outcome:Develop number sense by explaining mental strategies for calculating and estimating solutions to problems.
Specific Learning Outcomes
II-B-8. Review benchmarks (100%, 50%, 25%, 12½%).
II-B-9. Use reasoning to mentally calculate 10% of a variety of numbers, and explain the method(s) used to solve the problems.
II-B-10. Use reasoning to mentally calculate 5% of a variety of numbers, and explain the strategies for the calculations.
II-B-11. Use established percent benchmarks and reasoning to mentally calculate answers to number problems, and explain the methods used.
General Learning Outcome: Develop and use mathematical strategies, concepts, and skills in the context of mathematical investigations in algebra.
Specific Learning Outcomes
II-C-1. Conduct and analyze mathematical investigations to determine the pattern and express the relationship algebraically.
II-C-2. Write a formal report about an investigation.
General Learning Outcome: Compete activities intended to motivate and remediate concepts and skills in arithmetic and geometry.
Specific Learning Outcomes
II-D-1. Translate between written and algebraic expressions or between algebraic and written expressions.
II-D-2. Substitute and determine the values for first-degree algebraic expressions, given the value of one or more variables.
II-D-3. Simplify algebraic expressions through the collection of like terms.
II-D-4. Multiply monomials by monomials.
II-D-5. Multiply polynomials by a constant using the distributive property.
II-D-6. Solve and verify solutions to one- and two-step linear equations containing one variable.
II-D-7. Identify the number of different terms in any given polynomial.
General Learning Outcome: Develop and use mathematical strategies, concepts, and/or skills to solve problems in real-life contexts.
II-E-1. Make decisions concerning nutrition and activity and justify those decisions both practically and mathematically.
II-E-2. 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.
General Learning Outcome: 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.
II-F-1. Make decisions concerning room renovations and justify those decisions both practically and mathematically.
II-F-2. 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.
Grade 9 - Curriculum Implementation Resources: Web Pages
