MPM1D

Academy of Distance Education

 

Grade 9 mathematics course outline

School Name: Academy of Distance Education

Department:  The department of Mathematics.

Curriculum policy document: The Ontario Curriculum, Grade 9 and

10 Mathematics, 2005 (revised)

Course developer: Department of Mathematics

Development Date: March 2011

Course title: Principles of Mathematics

Course Level: Grade 9

Course code: MPM1D

Credit value: 1.0

Prerequisite: None

Duration: 110

 

Course Origin: This course is developed at the Academy of Distance Education’s department of Mathematics from the Ontario curriculum document: “The Ontario curriculum, Grades 9 and 10, 2005 revised.”

Description/Rationale

This course enables students to develop generalizations of mathematical ideas and methods through the exploration of applications, the effective use of technology, and abstract reasoning. Students will investigate relationships to develop equations of straight lines in analytic geometry, explore relationships between volume and surface area of objects in measurement, and apply extended numeric and algebraic skills in problem solving. Students will engage in abstract extensions of core learning that will deepen their mathematical knowledge and enrich their understanding.

 

Prerequisite (None)

Strands

Strand 1/ Unit 1: Number Sense and Algebra

Overall Expectations

By the end of this course, students will:

1. Demonstrate an understanding of the exponent rules of multiplication and

division, and apply them to simplify expressions;

2. Manipulate numerical and polynomial expressions, and solve first-degree

equations.

 

Strand 2/ Unit 2: Linear Relations

Overall Expectations

By the end of this course, students will:

1. Apply data-management techniques to investigate relationships between two

variables;

2. Demonstrate an understanding of the characteristics of a linear relation;

3. Connect various representations of a linear relation.

 

Strand 3/ Unit 3: Analytic Geometry

Overall Expectations

By the end of this course, students will:

1. Determine the relationship between the form of an equation and the shape of its

graph with respect to linearity and non-linearity;

2 .Determine, through investigation, the properties of the slope and y-intercept of a

linear relation;

3. Solve problems involving linear relations.

 

Strand 4/ Unit4: Measurement and Geometry

Overall Expectations

1. Determine, through investigation, the optimal values of various measurements;

2. Solve problems involving the measurements of two-dimensional shapes and the
surface areas and volumes of three-dimensional figures;

3. Verify, through investigation facilitated by dynamic geometry software,   geometric
properties and relationships involving two-dimensional shapes, and apply the results to
solving problems.

 

Course Content

Strand 1/Unit 1:

Number Sense and Algebra

30  hours

Strand 2/Unit 2:

Linear Relations

25  hours

Strand 3/Unit 3:

Analytic Geometry

25  hours

Strand 4/Unit 4:

Measurement and Geometry

25  hours

Final Assessment                                                5   hours

 

Total hours: 110

 

Teaching and Learning Strategies and Tools

Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

 

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change.   Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and  peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

Assessment Strategies: The actual assessment instruments used as the  process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences  (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics  (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

 

 

Course Evaluation

In this course, two parts make up the evaluation of student achievement through different assessment strategies mentioned above.

a)     The term work accounts for 70% of the overall grade for the course.

Assignments for this portion are spread throughout the course and will terminate 3-4 weeks before the end of the study term.

The final evaluation will account for 30% of the overall grade for the course. It is a comprehensive assessment that will commence within t approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and skills taught throughout

the year with emphasis on the last portions of the course.

Term work = 70%

Strand 1/ unit 1: Number Sense and Algebra

Quizzes                 5.0%

Assignments         4%

Unit Test_______8.5%__

Total: 17.5%

Strand 2/ Unit 2:  Linear Relations

Quizzes                 5.0%

Assignments         4%

Unit Test_______8.5%__

Total: 17.5%

 

Strand 3/ Unit 3: Analytic Geometry

Quizzes                 5.0%

Assignments         4%

Unit Test_______8.5%__

Total: 17.5%

 

Strand 4/ Unit 4: Measurement and Geometry

Quizzes                 5.0%

Assignments         4%

Unit Test_______8.5%__

Total: 17.5%

 

 

Summative Task= 30%

30% Final examination

 

Final Grade = Term work + summative task = 70% + 30% = 100%

Achievement Charts

The achievement chart will be used as a reference point for all assessment practice and a framework within which to assess and evaluate student achievement. It is organized into four broad categories of knowledge and skills: knowledge/Understanding, Thinking/Inquiry, Communication, and application/Making Connections. It describes the four levels of achievement (performance standards) of the curricular expectations within each category. The descriptions associated with each level will serve as a guide for gathering assessment information, making consistent judgments about the quality of student work, and providing clear and specific feedback to students and parents.

 

Learning Skills

While not evaluated for marks, learning skills (Work Independently; Teamwork; organization, Work Habits/Homework, and Initiative) are necessary skills in order to succeed in school and beyond. As with other skills, they will be demonstrated, practiced, and assessed in the classroom (using letters E – excellent, G – Good, S- Satisfactory and N – Needs Improvement). Numerous and various opportunities will be given to students throughout the year to demonstrate and improve their learning skills, individual assignments for independence and initiative; lab work in pairs and small-groups to foster cooperative learning and develop team work; occasional binder checks and portfolios collection to develop and maintain organizational skills; and random homework checks will be conducted.

 

Main resources

 

  1. Math power 9
  2. Online Teacher’s resource – Math power 9.
  3. Internet & Physics related sites, software, animations, and video tapes.
  4. Public libraries.