Course Outline of MPM1D
Course Development: Lighthouse Academy Canada
Department: Mathematics and Computer Science
Teacher: Pear Ahmed Bhuiyan
Course Development Date: Aug 06, 2020
Course Reviser: None
Course Revision Date: Not Applicable
Course Title: Principles of Mathematics, Grade 9, Academic
Course Code: MPM1D
Course Type: Academic
Credit Value: 1
Name of Ministry Curriculum Policy Document(s):
- Ministry of Education; The Ontario Curriculum, Grades 9 and 10, Mathematics 2005 (revised);
- Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition. 2010.
This course enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. Students will reason mathematically and communicate their thinking as they solve multi-step problems.
|Number Sense and Algebra|
|Measurement and Geometry|
Units: Titles and Hours
|Unit||Titles and Descriptions||Hours|
|Unit 1||Number Sense and Algebra||25|
|Unit 2||Linear Relations||26|
|Unit 3||Analytic Geometry||26|
|Unit 4||Measurement and Geometry||25|
|Review for Final Exam
The following learning skills will be taught and assessed throughout the course and will be shown on the report card. Students’ performance in these skill areas will not be included in the final numeric mark. It is important to remember, however, that the development and consistent practice of these skills will influence academic achievement. These skills include:
|Lab work||Computer Assisted Learning|
|√||Problem solving||Individual or group research|
|√||Review||Learn by doing/Practice|
|√||Independent study||Group work (Teacher facilitation)|
|Peer Teaching||√||Individual work (Teacher facilitation)|
|√||Presentation||√||Student teacher conference/Conversation|
|Group Discussion||Partner discussion/Conferencing|
|√||Class discussion (Teacher facilitated)||√||Direct instruction (Teacher led)|
Assessment and Evaluation Guidelines
Assessment and evaluation are based on the provincial expectations and levels of achievement outlined in the provincial curriculum document for each subject in secondary school. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card. Achievement (reflected in a final mark) will be calculated using the following categories:
|25 %||25 %||25 %||25 %|
The student’s grade for the term marks will be based on the most consistent achievement with emphasis on the most recent within each category.
Students will also receive descriptive feedback as part of the learning process which may not be assigned a mark.
Final Mark = 70% Term + 30% Final Evaluation
Achievement Level Chart
|Percentage of Grade Range (%)||Achievement Level||Description|
|80-100||Level 4||A very high to outstanding level of achievement. Achievement is above the provincial standard.|
|70-79||Level 3||A high level of achievement. Achievement is at the provincial standard.|
|60-69||Level 2||A moderate level of achievement. Achievement is below, but approaching the provincial standard.|
|50-59||Level 1||A passable level of achievement. Achievement is below the provincial standard.|
|<50||Insufficient achievement, a credit will not be granted.|
Considerations for Program Planning
In order to achieve the curriculum expectations the program is planned to conduct a variety of activities considering the following but not limited to:
- The teacher will provide with new learning based on the knowledge and skills that the students acquired in the previous years
- The students will have opportunities to learn in a variety of ways such as individually, cooperatively, independently with the teacher’s direction through investigation involving kinds on experience and through practice examples.
- The learning/teaching approaches and strategies will vary according to the learning goals and student’s needs in order to help students achieve the curriculum expectations.
- The teacher will provide with the instructional and learning strategies best suited to the particular learning goal so that the students can learn concepts, acquire procedures and skills and apply the knowledge.
- The students will learn the concepts in a variety of representations such as algebraic, graphical and in tabular form.
- The students will also be engaged in learning the concepts, skills and applications by using different technologies such as graphing calculator, online graphing calculator etc.
- The students will be provided with the opportunities to participate in the group discussion to share ideas and thinking in order to achieve a common goal of learning.
- The teacher will provide with interesting examples and explanations to enhance the student’s interest in learning Mathematics and to apply the knowledge in various fields.
- The teacher will encourage students to explore alternate solutions in order to help students become successful problem solvers and develop confidence.
- The teacher will incorporate appropriate adaptations in instructions and assessments to facilitate the success of English language learners such as using more visual materials, using simple English, offering extra instruction time, granting extra time for assessments etc.
Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:
- Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
- Environmental accommodations: such as preferential seating or special lighting.
- Assessment accommodations: such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.
Other examples of modifications and aids, which may be used in this course, are:
- Provide step-by-step instructions.
- Help students create organizers for planning writing tasks.
- Record key words on the board or overhead when students are expected to make their own notes.
- Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
- Permit students a range of options for reading and writing tasks.
- Where an activity requires reading, provide it in advance.
- Provide opportunities for enrichment.
- Growing Success Document, Ministry of Education, 2010.
- The Ontario Curriculum, Grades 9 and 10 mathematics, Revised 2005
- Textbook: Principles of Mathematics, Grade 9, Nelson Education
- Textbook: Principles of Mathematics 9, McGraw-Hill Ryerson, 2007
Calculator, Pen Pencil, Graph paper, White Paper, LMS, Demos, Video Conferencing Tool etc.
|Behavior: Every student is expected to respect other students’ right to a safe and supportive learning environment. Students are expected to behave in a considerate and reasonable manner at all times. A “zero tolerance” policy with respect to bullying, threatening, harassment, abusive language, spam, disruptive behavior and lack of respect is in effect and misbehavior may result in your removal from the course.|
|Academic Integrity: Students are expected to submit original work. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will receive a grade of zero. Any assignments submitted that are not original will receive a mark of zero. Students who persist in submitting un-cited or improperly cited assignments may be suspended or withdrawn from the course|