Curriculum - French Immersion Program - Mathematics - Grade 9 Transitional Mathematics I

Course Overview

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.

Guiding Principles for the Design of Learning Experiences and Assessment Practices

The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program 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 of Designing Learning Experiences and Assessment Practices outlined below in the French Immersion Program in Manitoba provide guidance to all Manitoba educators as they design learning and assessment experiences 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.

Language is seen as a tool for communication, cognitive development and as a vector for personal and social growth.

The learner develops a sense of belonging to the Francophone community, both within the school and in the Francophone community outside the classroom.

Learning and assessment situations are learner-centred.

Learning and assessment situations take place in a rich and engaging learning environment that offers a climate of trust and respect.

The learning environment and learning and assessment experiences value human diversity.

The learning environment and learning and assessment experiences incorporate Indigenous perspectives and engage the learner in a process of reconciliation

Guiding Principles for Evaluation and Reporting

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.

Learning Outcomes

General Learning Outcome: Demonstrate, through discussion and written work, the following behaviours:

persistence
managing impulsivity
listening with empathy and understanding
flexibility in thinking
thinking about thinking (metacognition)