# GRADE NINE APPLIED MATHEMATICS : MFM IP by 3GlV0g

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```									Toronto                          AY Jackson Secondary School
District
School Board

DEPARTMENT                            Mathematics

COURSE                                Garde10 Applied Mathematics
(MFM2P)

NAME AND DATE OF                      The Ontario Curriculum
MINISTRY GUIDELINE                    Mathematics 2005

DIVISION                              LEVEL OF DIFFICULTY

Intermediate     __                  LDCC /Workplace
Senior       _______                  Applied/College          

Academic/University

CREDIT VALUE   1.0

Course Developed       P.Bengo               Date September, 2007

Course Revised by                           Date

P. Bengo                                     P. Au
Curriculum Leader                            Principal
Course Details (Cont’d)

o Prerequisites: Grade 9 Foundations of Mathematics, Applied Mathematics (MFM1P)
o Textbook & Other Resources:
    Mathematics: Applying the Concepts 10, McGraw Hill
    OAME Resources

Overall Goals

o   Overall Curriculum Expectations

Source: Ministry Guidelines for Grade 9 &10, 2005

By the end of this course, students will:

      Use their knowledge of ratio and proportion to investigate similar triangles and solve
problems related to similarity;
      Solve problems involving right triangles, using the primary trigonometric ratios and the
Pythagorean Theorem;
      Solve problems involving the surface areas and volumes of three dimensional figures, and
use the imperial and metric systems of measurement;
      Manipulate and solve algebraic equations, as needed to solve problems;
     Graph a line and write the equation of the line from given information;
     Solve systems of two linear equations, and solve related problems that arise from realistic
situations;
     Manipulate algebraic expressions as needed to understand quadratic relations;
    Identify characteristics of quadratic relations;
    Solve problems by interpreting graphs of quadratic relations.

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o Outline of Course Content

Unit Title                             Time Frame (Number of Days)
Manipulating and Solving Algebraic Equations                           9

Graphing and Writing Equations of Lines                                   9

Systems of Linear Equations                                               10

Surface Area and Volume using Imperial and                                10
Metric Systems of Measurement

Similar Triangles                                                         9

Trigonometry of Right Triangles                                           10

Characteristics of Quadratic Relations                                    9

Graphs of Quadratic Relations                                             9

Manipulating Quadratic Expressions                                        8

o Program Planning Considerations

Many students are learning English as a second language. To help with the learning process the
language of instruction and communication in the classroom will be English only. The use of English
will be viewed positively in the assessment of the student.

Learning Skills
Learning skills affect the levels of achievement. The following learning skills will be assessed.

1.      Independence
2.      Organization
3.      Teamwork
4.      Work HabitsHomework
5.      Initiative

o Students are expected to hand in work that meets the requirements of the Academic Honesty
Policy.
o Students are expected to attend class regularly, to complete assignments on time and to
complete homework.

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Teaching/Assessment and Evaluation Strategies
The following assessment instruments will be used throughout the course.

1.     Quizzes - used to assess Knowledge and Understanding over the short-term and to provide
incentive for completing homework, and for identifying the need for remediation or re-
teaching.

2.     Assignments- Tasks that could last a period. Altogether these tasks assess all achievement
categories.
3.     Unit Tests- periodic summative evaluation assessing most of the achievement categories. .

Sample Course Evaluation Plan

o 30 % Final Evaluation

Task                    Achievement Chart Focus                 Weighting
Summative Task                     All Categories                   30%
(students present work)/
In class exam

o 70% Course Work

Task                 Achievement Chart Focus                     Due Date
Unit 1: Manipulating and Solving Algebraic Equations

Test                               All categories                   At the end of the time period
in which it is administered.
*Applies for the rest of the
table.
Unit 2: Graphing and Writing Equations of Lines

Test                           All categories
Unit 3: Systems of Linear Equations

Test/Summative task            All categories
Unit 4: Surface Area and Volume using Imperial and Metric Systems of Measurement

Test/Summative task                All categories
Unit 5: Similar Triangles

Test/Summative                   All categories
Unit 6: Trigonometry of Right Triangles

Test/Summative                   All Categories
Unit 7: Characteristics of Quadratic Relations

Test                               All Categories

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Unit 8: Graphs of Quadratic Relations

Test                            All Categories
Unit 9: Manipulating Quadratic Expressions

Test                                All Categories

** May be changed from year to year.

Achievement Chart
Achievement of the content expectations occurs in four broad categories:
1.    Knowledge and Understanding
2.    Thinking
3.    Application
4.    Communication

70% Grade on Course Work
Units 1 to 9 will constitute 70% of the final mark. Students’ work will be assessed and evaluated as
outlined above. Missed and /or incomplete assignments will have an impact on the final grade
where there are a significant number of curriculum expectations that have not been evaluated
because of missed work (Fresh AER, Appendix 1, 2006).

30% Grade Based on Course Culminating Activities
This course has an in class examination or summative evaluation (30 %). The course culminating
activity will be due at the end of the time in which it is administered. All students are expected to
complete the activity.

Term Grades for Provincial Reports throughout the Year
Evaluation should reflect the most consistent level of performance in each of the four achievement
categories. Where a definite trend is evident, evaluation should reflect the most recent level of
achievement.

Note: The grade for each term/reporting period includes evaluations that have been administered at
that point and is therefore tentative. Some of the overall expectations, strands and units will
not have been assessed at the time the most consistent level of performance is determined.
As a result, a student’s grade will most likely change when the student’s entire work is
evaluated at the end of the course.

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