Grade 9 Standard Mathematics is split into six units of varied length. In Semester 1 students review linear relationships, number operations, surface area, volume and deductive and transformational geometry. In Semester 2 students investigate trigonometry, a variety of function types, probability, and discrete mathematics. Throughout the course these mathematical principles are linked to real world applications.
Students are assessed using the MYP mathematics criteria, which are based on the objectives of the course. The criteria are
A: Knowledge and Procedures
B: Investigating Patterns
C: Communication in Mathematics
D: Reflection in Mathematics.
The criteria are included further down this page for your reference.
In addition to finishing assigned class work, students will also have a “MathMate” skill sheet to complete each week. Every month students will sit a short test based on the MathMates of the previous four weeks.
Students are required to bring a graphics calculator (available for purchase from the school), ruler, blue or black pen, pencil, eraser, and their mathematics textbook and journal to every lesson.
Units
Taxis (7 weeks)
In this unit students will review operations on rational numbers and extend this to irrational numbers. They will also review work on linear relationships and try to model real-life situations that can be solved by using simultaneous equations.
Writing a Proposal (4 weeks)
In this unit students investigate how they can use their knowledge of estimation, errors, capacity, surface area and volume to design a storage facility for grain and water to serve a village of 50 families.
Building with Math (6 weeks)
In this unit students investigate geometrical properties of shapes. They use transformations, congruent and similar triangles, circle and angle theorems, scale drawing and trigonometric properties of right angled triangles.
Environmental Modelling (10 weeks)
In this unit students investigate how functions can be used to model the world around them. They investigate how exponential and quadratic functions can be used to model situations relating to the environment and also investigate index laws.
Game of Pig (6 weeks)
In this unit students will study how to find the probability of single and multiple events. They will apply their knowledge to create a game of chance and to think about taking risks in general.
Discrete Mathematics (3 weeks)
In this unit students will investigate the properties of logic and networks.
Criteria
Criterion A: Knowledge and Understanding
Achievement Level |
Descriptor The student is able to: |
1-2 |
i. select appropriate mathematics when solving simple problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly. |
3-4 |
i. select appropriate mathematics when solving more complex problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly. |
5-6 |
i. select appropriate mathematics when solving challenging problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly. |
7-8 |
i. select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly. |
Context: the situation and the parameters given to a problem.
Unfamiliar Situation: challenging questions or instructions set in a new context in which the students are required to apply knowledge and/or skills they have been taught
Deductions: reasoning from the general to the particular/specific to reach a conclusion from the information given.
Criterion B: Investigating Patterns
Achievement Level |
Descriptor The student is able to: |
1-2 |
i. apply, with teacher support, mathematical problem-solving techniques to discover simple patterns ii. state predictions consistent with patterns. |
3-4 |
i. apply mathematical problem-solving tecniques to discover simple patterns ii. suggest general rules consistent with findings. |
5-6 |
i. select and apply mathematical problem-solving techniques to discover complex patterns ii. describe patterns as general rules consistent with findings iii. verify the validity of these general rules. |
7-8 |
i. select and apply mathematical problem-solving techniques to discover complex patterns ii. describe patterns as general rules consistent with correct findings iii. prove, or verify and justify , these general rules. |
Pattern: the underlining order, regularity or predictability between the elements of a mathematical system. To identify a pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules.
Justification: give valid reasons or evidence to support the conclusion and explain why the rule works.
Proof: a mathematical demonstration of the truth of the relationship or general rule. A student who describes a general rule consistent with incorrect findings will still be able to achieve in the 5-6 band, provided that the rule is of an equivalent level of complexity.
Criterion C: Communication in Mathematics
Achievement Level |
Descriptor The student is able to: |
1-2 |
i. use limited mathematical language ii. use limited forms of mathematical representation to present information iii. communicate through lines of reasoning that are difficult to understand. |
3-4 |
i. use some appropriate mathematical language ii. use appropriate forms of mathematical representation to present information adequately iii. communicate through lines of reasoning that are complete iv. adequately organize information using a logical structure. |
5-6 |
i. usually use appropriate mathematical language ii. usually use appropriate forms of mathematical representation to present information correctly iii. usually move between different forms of mathematical representation iv. communicate through lines of reasoning that are complete and coherent v. present work that is usually organized using a logical structure. |
7-8 |
i. consistently use appropriate mathematical language ii. use different forms of mathematical representation to consistently present information correctly iii. move effectively between different forms of mathematical representation iv. communicate through lines of reasoning that are complete , concise and coherent v. present work that is consistently organized using a logical structure. |
Mathematical language: The use of notation, symbols, terminology and verbal explanations
Forms of mathematical representation: Refers to formulae, diagrams, tables, charts, graphs, and models, used to represent mathematical information
Criterion D: Reflection in Mathematics
Achievement Level |
Descriptor The student is able to: |
1-2 |
i. identify some of the elements of the authentic real-life situation ii. apply mathematical strategies to find a solution to the authentic real-life situation, with limited success. |
3-4 |
i. identify the relevant elements of the authentic real-life situation ii. select, with some success, adequate mathematical strategies to model the authentic real-life situation iii. apply mathematical strategies to reach a solution to the authentic real-life situation iv. describe whether the solution makes sense in the context of the authentic real-life situation. |
5-6 |
i. identify the relevant elements of the authentic real-life situation ii. select adequate mathematical strategies to model the authentic real-life situation iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation iv. describe the degree of accuracy of the solution v. discuss whether the solution makes sense in the context of the authentic real-life situation. |
7-8 |
i. identify the relevant elements of the authentic real-life situation ii. select appropriate mathematical strategies to model the authentic real-life situation iii. apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation iv. justify the degree of accuracy of the solution v. justify whether the solution makes sense in the context of the authentic real-life situation. |
Explain: Give a detailed account including reasons or causes.
Describe: Give a detailed account.
Justify: Give a clear and logical mathematical explanation.