Course Outline




St. Joseph Catholic High School

Mathematics, Grade 9 MTH1W

Teacher: Mrs. Rutherford

Description and Overall Expectations: This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operation, algebra, measurement, geometry, data, probability and financial literacy. Students will use mathematical processes, mathematical modelling, and coding to make sense of the mathematics they are learning and to apply their understanding to culturally responsive and relevant real-world situations. Students will continue to enhance their mathematical reasoning skills, including proportional reasoning, spatial reasoning and algebraic reasoning as they solve problems and communicate their thinking.

AA. Social Emotional Learning Skills: students will develop and explore a variety of social-emotional learning skills in a context that supports and reflects this learning in connection with the expectations across all other strands.

A. Mathematical Thinking and Making Connections: apply the mathematical processes to develop a conceptual understanding of, and procedural fluency with, the mathematics they are learning; make connections between mathematics and various knowledge systems, their lived experiences and various real-life applications of mathematics, including careers. Learning related to this strand takes place throughout strands B through F.

B. Number: demonstrate an understanding of the development and use of numbers and make connections between sets of numbers; represent numbers in various ways, evaluate powers, an simplify expressions by using relationships between powers and their exponents; apply an understanding of rational numbers, ratios, rates, percentages, and proportions, in various mathematical contexts, and to solve problems.

C. Algebra: demonstrate an understanding of the development and use of algebraic concepts and of their connection to numbers, using various tools and representations; apply coding skills to represent mathematical concepts and relationships dynamically, and to solve problems, in algebra and across other strands; represent and compare linear and non-linear relations that model real-life situations, and use these representations to make predictions; demonstrate an understanding of the characteristics of various representations of linear and non-linear relations, using tools, including coding when appropriate.

D. Data: describe the collection and use of data, and represent and analyze data involving one and two variables; apply the process of mathematical modelling, using data and mathematical concepts from other strands, to represent, analyse, make predictions, and provide insight into real-life situations.

E. Geometric and Measurement Relationships: demonstrate an understanding and development and use of geometric and measurement relationships, and apply these relationships to solve problems, including real-life situations.

F. Financial Literacy: demonstrate the knowledge and skills needed to make informed financial decisions.


Catholic Graduate Expectations: Our goal for all students is to experience an education based on our Catholic Graduate Expectations (http://www.iceont.ca) . We work in community to develop graduates that are:

  • Discerning Believers Formed in the Catholic Faith Community

  • Effective Communicators

  • Reflective and Creative Thinkers

  • Self-Directed, Responsible, Life-Long Learners

  • Collaborative Contributors

  • Caring Family Members

  • Responsible Citizens


Assessment, Evaluation and Reporting: The primary purpose of assessment and evaluation is to improve student learning. Students will understand what is expected of them, using learning goals, and success criteria, based on the overall expectations. Feedback (self, peer, teacher) supports learning, and plays a critical role in academic achievement and success.

The development of learning skills and work habits is a key indicator of future success. The following learning skills and work habits will be developed, assessed, and reported during this course:

  1. Responsibility fulfills responsibilities and commitments (e.g. accepts and acts on feedback)

  2. Organization manages time to complete tasks and achieve goals (e.g. meets goals, on time)

  3. Independent work uses class time appropriately to complete tasks (e.g. monitors own learning)

  4. Collaboration works with others, promotes critical thinking (e.g. provides feedback to peers)

  5. Initiative demonstrates curiosity and an interest in learning (e.g. sets high goals)

  6. Self-Regulation sets goals, monitors progress towards achieving goals (e.g. sets, reflects goals)

Group work supports collaboration, an important 21st century skill. This will be assessed only as a learning skill. Homework may also be assessed as a learning skill. Evaluation completed in class will be based only on individual student work. Regular attendance is important to support group work, various forms of feedback, and to allow students to demonstrate evidence of their learning. Students are responsible for providing evidence of their own learning in class, within given timelines. Next steps in response to academic integrity issues, such as lack of work completion, plagiarism, or other forms of cheating, range from providing alternate opportunities, to a deduction of marks.

The achievement chart identifies four levels, based on achievement of the overall expectations:

Level 1 achievement falls below the provincial standard (50-59%)

Level 2 achievement approaches the provincial standard (60-69%)

Level 3 achievement is at the provincial standard (70-79%)

Level 4 achievement surpasses the provincial standard (80-100%)

The report card grade will be based on evidence of student performance, including observations, conversations and student products. Consideration will be given to more recent evidence (skill development) and the most consistent level of achievement.

Mark Breakdown:

Term Work (70%) will include a variety of assessments designed to demonstrate students’ development in their knowledge and understanding, thinking and inquiry, communication and application, of all overall expectations.

Summative evaluation (30%) takes place towards the end of the semester, is completed in class, and provides the final opportunity for students to demonstrate what they know, and the skills they have learned, based on the overall expectations. The summative evaluation will consist of the EQAO assessment (10%) and a final summative evaluation (20%).

Awarding of Course Credit: Students who demonstrate evidence of achievement of overall expectations, and earn a mark of 50% or greater, will earn one credit for the course with the following exception:

Students who do not complete their summative evaluation (exam and/or end of year summative task) will not earn their credit regardless of their mark.

Student and Parent/Guardian Acknowledgement

We have read the above course outline and are aware of the student responsibilities to attend class on a regular basis and to provide evidence of learning within the established timelines.


Student's Name (print): ___________________________ Student's Signature: ____________________________


Parent/Guardian Name (print):_____________________ Parent/Guardian Signature: ________________________