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Grade 9 Transitional Mathematics learners in Half Course I will demonstrate learning habits, including flexibility, awareness of the process of reflection, and accuracy and precision, that will lead to lifelong learning through discussion and written work, both independently and cooperatively. They will improve their understanding of basic arithmetic concepts, including mental calculation and estimation strategies, and of percentages and their relationship to decimals, fractions, and whole numbers. They will also improve their skills related to fraction and decimal operations, whole-number addition and subtraction, and geometry (such as transformations and angles) and statistics (such as measures of central tendency). They will develop and apply strategies, concepts, and skills for conducting and analyzing investigations involving angles and the Pythagorean theorem, among other topics. Learners will make and justify informed financial decisions related to a purchase. They will also make and justify decisions concerning the operation of a sports team, including the selection of facilities for training sessions and expenses.
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.
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.
Grade 9 - Curriculum Implementation Resources: Web Pages
