## About the course

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.

Mathematics - De-streamed

Course Credit

1

Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)

None

Course Code

Department Head & Contact Information

MTH1W

Ravi Sharma (ravi@mylearningoasis.com)

Course Type

De-streamed

Grade Level

Grade 9

Course Development Date

June 10th, 2021

## Course Outline

Number Sense

This unit will review some of the basic concepts in math then launch the students into number systems. In particular, they will look at the decimal number system and do evaluation using this system. They will look at other number systems, like the octal and binary, though NOT doing evaluation with them. The other systems will serve as a way to hone the concept of number systems. They will look at how certain games use a different number system to measure certain parameters, for instance, the over system in cricket uses six. Students will then review conversions of fractions to decimals and vice-versa. They will then be introduced to the rules of exponentiation from an arithmetic point of view. Concepts like square-root, third root, fourth root and so one will be discussed. They will examine the difference between the meaning of the ‘2’ in the numbers 3^2 (three raised to the power 2) and 3^(½) (three raised to the power ½). Other such examples will be discussed. They will be exploring the meaning of 64^(¾). They will answer questions like, what does the 3 in the exponent mean? What does the 4 mean? They will then simplify such expressions. Students will be introduced to ratios, proportions, and percentages. They will examine and evaluate real-life situations that involve these.

Expected hours of Instructions: 24 hours

Algebra Expressions and Equations

Students will review the importance of algebra and then examine ways of using algebra to represent real-life quantities and scenarios. They will then explore the power of algebra to represent trends and behaviors of real-life situations on graphs. Students will then be introduced to the concept of ‘like’ and ‘unlike’ terms and perform manipulations on them using the four rules (addition, subtraction, multiplication, and division). They will apply the concepts of ‘like’ and ‘unlike’ terms to simplify algebraic expressions. Students will then examine ways of representing equations and solving for different scenarios. They will plot these equations in one and two variables, but solve only linear equations in

Expected hours of Instructions: 27 hours

Collection, Analysis, and Representation of Data

This unit introduces the students to more advanced data analysis. They will look at data collected and what they represent. They will evaluate whether the data was properly collected, for instance were there subliminal messages when collecting the data or are the data representative of the larger population? For instance, collecting data in the North Pole about temperature to represent the average temperature of Canada and on the financial side, collecting data on the sale of ice-cream on a hot day to predict the sale throughout the year in a winterized country. And as such is the data reliable? Students will then perform various statistical analysis on the data. They will look at statistical analysis involving single variables in different ways including but not limited to the use of quartile values and box plots. In the bi-variable analysis, they will be introduced to scatter-plot and determine the correlation between the variables. They will be introduced to various regression models and relevant technology to assist with making predictions based on the data collected.

Expected hours of Instructions: 18 hours

Geometric and Measurement Relationship

In this unit students will be introduced to the properties of some simple geometric shapes with an emphasis on triangles and circles. They will relate these shapes to historical and cultural figures around the world. They evaluate the areas and perimeters of these two-D figures. As a fun exercise, students will do an experiment in the class to determine the value of ‘pi’ as is used in the formula: Circumference of a circle = 2*pi*Radius. They will be exposed to different measurement systems and compare them for efficiency and reliability. These shapes will then be amalgamated to form three-D figures or to evaluate surface areas of 3D figures, for instance, a cylinder having a conical cap. Students will evaluate the surface area and volumes of various forms of prisms and pyramids. They will examine how changing various dimensions can affect certain parameters. For instance, a quadrilateral with a larger perimeter does not mean its area will be larger or a 3D shape with a larger surface area does not mean it will have a larger volume. As a real life application, they will compare the heat loss from a house that has a large surface area and small volume versus one with a large volume and smaller surface area.

Expected hours of Instructions: 21 hours

Financial Literacy

In this unit students will be introduced to the basics of interest rates, namely, simple interest, compound interest, and effective interest rates. They will look at the effect that compounding periods can have on the money earned in an investment or on the cost of borrowing. They will look at the calculation of interest paid when making a major purchase such as a house or a car and how downpayment and other parameters may affect the cost of borrowing, for instance how does increasing the amount paid per period affect the cost of borrowing or the frequency of payment. While specialized calculators may be used, a formula sheet will be given to the student to evaluate these. Students will be introduced to appreciation and depreciation of a product, for instance cars. They will look at a real-life case for instance, should a company lease a photo-copier or purchase one? Students will be introduced to budgeting and how to manage money.

Expected hours of Instructions: 18 hours

Exam This is a proctored exam worth 30% of your final grade.

Expected hours of Instructions: 2 hours

Total 110 hours

## Resources

All notes and assignments will be provided by the teacher. The students are responsible to have:

● A non-programmable, non-graphing, scientific calculator.

● A note taking device for online students

● Internet connection for online students

## Overall Curriculum Expectations

A. Number Sense and Algebra

A1 demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions;

A2 manipulate numerical and polynomial expressions, and solve first-degree equations.

B. Linear Relations

B1 apply data-management techniques to investigate relationships between two variables;

B2 demonstrate an understanding of the characteristics of a linear relation;

B3 connect various representations of a linear relation.

C. Analytic Geometry

C1 determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity;

C2 determine, through investigation, the properties of the slope and y-intercept of a linear relation;

C3 solve problems involving linear relations.

D. Measurement and Geometry

D1 determine, through investigation, the optimal values of various measurements;

D2 solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures;

D3 verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems.

## Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.

## Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

## Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.

## Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.

Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.

Final Exam: 30%

Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%

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