| Big Ideas |
The principles and processes underlying operations with numbers apply equally to algebraic situations and can be described and analyzed. |
Mathematics 9 |
No CCG |
| Keyword: numbers |
Elaboration: Number: Number represents and describes quantity.Algebraic reasoning enables us to describe and analyze mathematical relationships.Sample questions to support inquiry with students:How does understanding equivalence help us solve algebraic equations?How are the operations with polynomials connected to the process of solving equations?What patterns are formed when we implement the operations with polynomials?How can we analyze bias and reliability of studies in the media? |
|
| Content |
financial literacy — simple budgets and transactions |
Mathematics 9 |
No CCG |
| Keyword: financial literacy |
Elaboration: banking, simple interest, savings, planned purchasescreating a budget/plan to host a First Peoples event |
|
| Content |
statistics in society |
Mathematics 9 |
No CCG |
| Keyword: statistics |
Elaboration: population versus sample, bias, ethics, sampling techniques, misleading statsanalyzing a given set of data (and/or its representation) and identifying potential problems related to bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivityusing First Peoples data on water quality, Statistics Canada data on income, health, housing, population |
|
| Content |
spatial proportional reasoning |
Mathematics 9 |
No CCG |
| Keyword: proportional reasoning |
Elaboration: scale diagrams, similar triangles and polygons, linear unit conversionslimited to metric unitsdrawing a diagram to scale that represents an enlargement or reduction of a given 2D shapesolving a scale diagram problem by applying the properties of similar triangles, including measurementsintegration of scale for First Peoples mural work, use of traditional design in current First Peoples fashion design, use of similar triangles to create longhouses/models |
|
| Content |
multi-step one-variable linear equations |
Mathematics 9 |
No CCG |
| Keyword: multi-step |
Elaboration: includes distribution, variables on both sides of the equation, and collecting like termsincludes rational coefficients, constants, and solutionssolving and verifying 1 + 2x = 3 – 2/3(x + 6)solving symbolically and pictorially |
|
| Content |
two-variable linear relations, using graphing, interpolation, and extrapolation |
Mathematics 9 |
No CCG |
| Keyword: two-variable linear relations |
Elaboration: two-variable continuous linear relations; includes rational coordinateshorizontal and vertical linesgraphing relation and analyzinginterpolating and extrapolating approximate valuesspirit canoe journey predictions and daily checks |
|
| Content |
operations with polynomials, of degree less than or equal to 2 |
Mathematics 9 |
No CCG |
| Keyword: polynomials |
Elaboration: variables, degree, number of terms, and coefficients, including the constant term(x2 + 2x – 4) + (2x2 – 3x – 4)(5x – 7) – (2x + 3)2n(n + 7)(15k2 –10k) ÷ (5k)using algebra tiles |
|
| Content |
exponents and exponent laws with whole-number exponents |
Mathematics 9 |
No CCG |
| Keyword: exponents |
Elaboration: includes variable bases27 = 2 x 2 x 2 x 2 x 2 x 2 x 2 = 128; n4 = n x n x n x nexponent laws (e.g., 60 = 1; m1 = m; n5 x n3 = n8; y7/y3 = y4; (5n)3 = 53 x n3 = 125n3; (m/n)5 = m5/n5; and (32)4 = 38)limited to whole-number exponents and whole-number exponent outcomes when simplified(–3)2 does not equal –323x(x – 4) = 3x2 – 12x |
|
| Content |
operations with rational numbers (addition, subtraction, multiplication, division, and order of operations) |
Mathematics 9 |
No CCG |
| Keyword: operations |
Elaboration: includes brackets and exponentssimplifying (–3/4) ÷ 1/5 + ((–1/3) x (–5/2))simplifying 1 – 2 x (4/5)2paddle making |
|
| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts |
Mathematics 9 |
Connecting and reflecting |
| Keyword: Incorporate First Peoples |
Elaboration: Invite local First Peoples Elders and knowledge keepers to share their knowledge |
| Keyword: make connections |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)aboriginaleducation.caTeaching Mathematics in a First Nations Context, FNESC (fnesc.ca/resources/math-first-peoples/) |
|
| Curricular Competency |
Use mathematical arguments to support personal choices |
Mathematics 9 |
Connecting and reflecting |
| Keyword: personal choices |
Elaboration: including anticipating consequences |
|
| Curricular Competency |
Connect mathematical concepts to each other and to other areas and personal interests |
Mathematics 9 |
Connecting and reflecting |
| Keyword: other areas and personal interests |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., cross-discipline, daily activities, local and traditional practices, the environment, popular media and news events, and social justice) |
|
| Curricular Competency |
Reflect on mathematical thinking |
Mathematics 9 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions |
|
| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Mathematics 9 |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 9 |
Communicating and representing |
| Keyword: Communicate |
Elaboration: concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas; may use technology such as screencasting apps, digital photos |
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