## Mathematics 9

### Course Outline

Students in Mathematics 9 will explore the following topics:

• Number (N)
• Patterns and Relations (PR)
• Measurement (M)
• Geometry (G)
• Statistics and Probability (SP)

#### Mathematics 7–9 Curriculum Sections

This document include sections of the curriculum guide sorted by unit.

#### NUMBER (N)

Students will be expected to demonstrate number sense.

• demonstrate an understanding of powers with integral bases (excluding base 0) and whole number exponents by:
- representing repeated multiplication using powers,
- using patterns to show that a power with an exponent of zero is equal to one,
- solving problems involving powers.
• demonstrate an understanding of operations on powers with integral bases (excluding base 0) and whole number exponents.
• demonstrate an understanding of rational numbers by comparing and ordering rational numbers and solving problems that involve arithmetic operations on rational numbers.
• explain and apply the order of operations, including exponents, with and without technology.
• determine the exact square root of positive rational numbers.
• determine an approximate square root of positive rational numbers.

#### PATTERNS AND RELATIONS (PR)

Patterns: Students will be expected to use patterns to describe the world and solve problems.
Variables and Equations: Students will be expected to represent algebraic expressions in multiple ways.

• generalize a pattern arising from a problem-solving context using a linear equation and verify by substitution.
• graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.
• model and solve problems using linear equations.
• explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context.

#### MEASUREMENT (M)

Students will be expected to use direct and indirect measure to solve problems.

• solve problems and justify the solution strategy, using the following circle properties:
- The perpendicular from the centre of a circle to a chord bisects the chord.
- The measure of the central angle is equal to twice the measure of the inscribed angle subtended by the same arc.
- The inscribed angles subtended by the same arc are congruent.
- A tangent to a circle is perpendicular to the radius at the point of tangency.

#### GEOMETRY (G)

3-D Objects and 2-D Shapes: Students will be expected to describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.
Transformations: Students will be expected to describe and analyze position and motion of objects and shapes.

• determine the surface area of composite 3-D objects to solve problems.
• demonstrate an understanding of similarity of polygons.
• draw and interpret scale diagrams of 2-D shapes.
• demonstrate an understanding of line and rotation symmetry.

#### STATISTICS AND PROBABILITY (SP)

Data Analysis: Students will be expected to collect, display, and analyze data to solve problems.
Chance and Uncertainty: Students will be expected to use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

• describe the effect on the collection of data of bias, use of language, ethics, cost, time and timing, privacy, and cultural sensitivity.
• select and defend the choice of using either a population or a sample of a population to answer a question.
• develop and implement a project plan for the collection, display, and analysis of data by:
• formulating a question for investigation.
• choosing a data collection method that includes social considerations.
• selecting a population or a sample.
• collecting the data.
• displaying the collected data in an appropriate manner.
• drawing conclusions to answer the question.
• demonstrate an understanding of the role of probability in society.

Updated August 24, 2021