grade 9 curriculum requirements

8/10/2019 Grade 9 Curriculum Requirements

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For ease of reference, this Grade 9 Curriculum Package compiles all Prescribed LearningOutcomes and Suggested Achievement Indicators from within each subject-based curriculum intoone comprehensive document.

www.bced.gov.bc.ca/irp

GRADE 9

Curriculum Package(September 2010)


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TABLE OF CONTENTS

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 3

TABLE OF CONTENTS

INTRODUCTION

Introduction ........................................................................................................................................................ 5Required Areas of Study ..................................................................................................................... 5How to Use This Document ................................................................................................................ 5

GRADE 9 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS

English Language Arts ..................................................................................................................................... 7

Health and Career Education ........................................................................................................................ 35

Mathematics .................................................................................................................................................... 43

Physical Education .......................................................................................................................................... 55Science .............................................................................................................................................................. 63

Social Studies .................................................................................................................................................. 71

Daily Physical Activity .................................................................................................................................. 77

Applied Skills ................................................................................................................................................. 79

Business Education .......................................................................................................................... 79

Home Economics .............................................................................................................................. 83

Information Technology ................................................................................................................. 89

Technology Education ..................................................................................................................... 91

Fine Arts ........................................................................................................................................................... 95

Dance .................................................................................................................................................. 95

Drama ................................................................................................................................................. 99

Music ................................................................................................................................................ 105

Visual Arts ....................................................................................................................................... 111


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INTRODUCTION


his document provides basic informationabout the provincial curriculumrequirements for Grade 9 students in

British Columbia. The full text of all provincial

curricula is available online atwww.bced.gov.bc.ca/irp/irp.htm

REQUIRED AREAS OF STUDY

As stated in the Required Areas of Study In AnEducational Program Order(http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf ) each school year a board mustoffer to all students in Grade 9 an educationalprogram that meets all the Prescribed LearningOutcomes set out in the applicable educational

program guide in:

English Language Arts, or in the case of astudent enrolled in a francophone educationalprogram, French Language Arts

Social Studies Mathematics Science Physical Education One of the following Fine Arts: Dance,

Drama, Music, or Visual Arts

One of the following Applied Skills:Technology Education, InformationTechnology, Home Economics, or BusinessEducation

Health and Career Education Daily Physical Activity

HOW TO USE THIS DOCUMENT

For each required area of study for Grade 9 , thePrescribed Learning Outcomes and correspondingSuggested Achievement Indicators are presented

in a series of tables.

Prescribed Learning Outcomes

Prescribed Learning Outcomes are content standardsfor the provincial education system; they are theprescribed curriculum. Clearly stated andexpressed in measurable and observable terms,prescribed learning outcomes set out the requiredattitudes, skills, and knowledge what students

are expected to know and be able to do by theend of the specified subject and grade.

Schools are responsible for ensuring that all

Prescribed Learning Outcomes for each requiredarea of study are met; however, schools haveflexibility in determining how delivery of thecurriculum can best take place.

It is expected that student achievement will varyin relation to the learning outcomes. Evaluation,reporting, and student placement with respect tothese outcomes are dependent on the professional

judgment and experience of teachers, guided byprovincial policy.

All prescribed learning outcomes complete thestem, It is expected that students will .

Prescribed Learning Outcomes are presented bycurriculum organizer (and suborganizer asapplicable), and for some subjects are codedalphanumerically for ease of reference; however,this arrangement is not intended to imply arequired instructional sequence.

Suggested Achievement Indicators

Suggested Achievement Indicators in relation toeach Prescribed Learning Outcome are included tosupport the assessment of provincially prescribedcurricula.

Achievement indicators support the principles ofassessment for learning, assessment as learning,and assessment of learning. They provide teachersand parents with tools that can be used to reflecton what students are learning, as well as providestudents with a means of self-assessment and

ways of defining how they can improve their ownachievement.

Suggested Achievement Indicators describe whatevidence to look for to determine whether or notthe student has fully met the intent of the learningoutcome. Since each achievement indicatorpresents only one aspect of the correspondinglearning outcome, the entire set of achievementindicators can assist teachers when determining

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INTRODUCTION

6 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

whether students have fully met the learningoutcome.

Achievement indicators are not mandatory; theyare suggestions only, provided to assist in the

assessment of how well students achieve thePrescribed Learning Outcomes.

(Note: at the time of publication of this document,Suggested Achievement Indicators had not been

developed for Dance, Drama, Music, and VisualArts; and for Technology Education, InformationTechnology, and Business Education.

For the complete curriculum go to

www.bced.gov.bc.ca/irp/irp.htm
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ENGLISH LANGUAGE ARTS GRADE 9


ENGLISH LANGUAGE ARTS GRADE 9 Prescribed Learning Outcomes andSuggested Achievement Indicators

PURPOSES (ORAL LANGUAGE )

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

It is expected that students will:

The following suggested indicators may be used to assess studentachievement for each corresponding Prescribed LearningOutcome.

By the end of Grade 9, students who have fully met the PrescribedLearning Outcome are able to:

A1 interact and collaborate in pairsand groups to support the learning of self

and others explore experiences, ideas,

and information understand the

perspectives of others comprehend and respond

to a variety of texts create a variety of texts

collaborate with members of a group (e.g., listen andspeak respectfully, ask questions, take turns,cooperate, disagree courteously) to achieve a commonpurpose (e.g., discuss social issues, analyse characters,discuss themes )

share and support group roles and responsibilities toachieve purpose and goals (e.g., analyse tasks,generate a plan, designate roles)

express opinions and ideas and encourage theopinions and ideas of others (e.g., invite participation,

acknowledge other perspectives) demonstrate active nonverbal participation in groupactivities (e.g., physical proximity to group, eyecontact, facial expression)


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A2 express ideas and informationin a variety of situations andforms to explore and respond recall and describe narrate and explain persuade and support engage and entertain

identify and describe purpose for speaking sustain group and class discussions through relevant

and thoughtful contributions (e.g., build on otherstudents ideas)

provide clear organizational cues when presenting ordiscussing (e.g., use transition words and phrases)

modify language, ideas, and information in relation tothe needs and interests of the audience present ideas, information, and emotions in animaginative and relevant way (e.g., description,significant details)

A3 listen to comprehend, interpret,and evaluate ideas andinformation from a variety oftexts , considering purpose messages tone structure effects and impact bias

identify the purpose of the text , and the evidence usedto support that purpose

identify persuasive techniques (e.g., statistics, real-lifeexamples)

summarize and clarify ideas and information (e.g.,take turns summarizing text with a partner, ask

questions to clarify understanding) describe the effects and impact of tone (e.g., identifywords that create an emotional effect)

attend to organizational cues in text (e.g., transitions,emphasis)

recognize text -specific devices and elements (e.g.,slogan, point of view )

make judgments about the effectiveness of the text (e.g., in relation to purpose, ideas, techniques)

identify and explain possible bias (e.g., She deflectedquestions about the opposite point of view . Forexample...)


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STRATEGIES (ORAL LANGUAGE )



The following suggested indicators may be used to assess student

achievement for each corresponding Prescribed LearningOutcome.


A4 select and use a range ofstrategies to interact andcollaborate with others in pairsand groups, including selecting methods for

working together

effectively listening actively contributing ideas and

encouraging the ideas ofothers

demonstrating awarenessof diverse points of view

reaching consensus oragreeing to differ

choose ways for group members to achieve taskrequirements (e.g., role descriptions, meeting notes)

create and follow classroom guidelines for interacting(e.g., listen and speak respectfully, take turns,cooperate, disagree courteously)

ask questions to clarify views or ideas of others extend ideas stated by others suggest ways to include and relate different points of

view (e.g., appoint spokespersons to representdifferent points of view )

seek out multiple points of view (e.g., brainstormvarious perspectives on the topic, considering gender,culture, age, ability)

A5 select and use a range ofstrategies to prepare oral

communications, including interpreting a task and

setting a purpose considering audience generating ideas making connections among

relevant knowledge andexperiences

planning and rehearsingpresentations

identify purpose and audience (e.g., choose register and diction appropriate to task and audience)

brainstorm or list topics or ideas compare and select relevant ideas and information organize information around key ideas or questions seek out and act on suggestions of others choose techniques for presenting prepare visual aids, materials, and equipment for

presentations


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A6 select and use a range ofstrategies to express ideas andinformation in oral

communications, including vocal techniques style and tone nonverbal techniques visual aids organizational and

memory aids monitoring methods

use and adjust vocal techniques to make presentationseffective and appropriate to audience (e.g., expression,audibility)

use and adjust nonverbal techniques to makepresentations effective and appropriate to audience(e.g., eye contact, body language)

use props, diagrams, computer presentations, andartifacts to enhance delivery

use organizational and memory prompts to aideffective delivery (e.g., notes, index cards, outlines)

monitor listeners reactions (e.g., watch nonverbalcues) and make adjustments accordingly (e.g., changevolume, rephrase main point)

A7 use listening strategies tounderstand, recall, and analyse a variety of texts , including connecting to prior

knowledge making reasonable

predictions identifying main points generating thoughtful

questions clarifying and confirming

meaning

explain predictions (e.g., how reached, evidence) identify and restate important points (e.g., use graphicorganizers, take notes)

use examples beyond the text when makingconnections (e.g., text -to-text , text -to-self, text-to-world)

consider and suggest a main idea or theme andprovide support

distinguish between fact and opinion identify point of view and speaker bias

identify when and describe why understanding failed(e.g., The information was too complex, There wastoo much information.)

act to re-establish meaning (e.g., ask for clarification orexamples)


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THINKING (ORAL LANGUAGE )






A8 speak and listen to makepersonal responses to texts , by making connections with

prior knowledge andexperiences

describing reactions and

emotions generating thoughtful

questions developing opinions with

reasons

use oral modes to express response to text (e.g.,questions, class discussion, interview, speech, drama,poetry)

describe and explain connections, reactions, andemotional responses (e.g., This reminds me of...,)

ask questions that deepen personal response (e.g.,How does this make me feel?, Why do I feel thisway?)

state reasons for personal opinions (e.g., The speechinspired me because...)

demonstrate listening to oral texts to express apersonal response through a variety of modes (e.g.,

journal, speech, drama, poetry, visual representation ,multimedia, song)

A9 speak and listen to interpret,analyse , and evaluate ideas

and information from texts , by making and supporting

judgments examining and comparing

ideas and elements withinand among texts

describing perspectives identifying bias,

contradictions, and non-represented perspectives

determine purpose and main ideas and identifysupporting evidence

describe the effectiveness of content, presentation , andstyle in achieving intended purpose

apply class- or teacher-generated criteria for assessingthe quality of ideas and information presented

express and explain feelings, judgments, or opinionsevoked by the text

identify words, elements, and techniques thatinfluence the audiences feelings and attitudes(e.g., sound devices , imagery , suspense, dialogue,character)

discuss the point of view presented and anyinconsistencies, and suggest other possible points ofview


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A10 speak and listen to synthesize and extend thinking, by personalizing ideas and

information explaining relationships

among ideas andinformation

applying new ideas andinformation

transforming existing ideasand information

combine prior knowledge with newly acquiredinformation and ideas

trace the development of own changing opinions generate questions to enhance understanding, explore

possibilities, and lead to further inquiry defend a new idea with support consider and suggest other outcomes or solutions build on the ideas of others and voice new

understandings apply a newly acquired idea, piece of information, or

strategy to a new situation or task transform ideas by expanding on them (e.g., suggest a

new ending, continue a narrative)

A11 use metacognitive strategies toreflect on and assess theirspeaking and listening, by referring to criteria

setting goals forimprovement creating a plan for

achieving goals evaluating progress and

setting new goals

contribute relevant ideas and opinions to discussionsabout effective speaking and listening

generate and select criteria for speaking and listening demonstrate understanding of strategies available to

increase success in speaking and listening evaluate speaking and listening through meaningful

self-assessment (e.g., I used effective examples, Mycharts needed to be clearer, I stayed on track eventhough I was bored.)

set new goals and create a plan for implementation(e.g., I want to improve my listening skills, so I willfocus on one of the criteria each week.)

periodically review goals and assess progress (e.g.,Im getting better at..., I need to continue to workon...)


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FEATURES (ORAL LANGUAGE )






A12 recognize and apply thestructures and features of orallanguage to convey and derivemeaning, including context text structures

syntax diction usage conventions rhetorical devices vocal techniques nonverbal techniques

identify context (e.g., audience, purpose, situation) select appropriate tone (e.g., formal, informal) and

diction (e.g., word choice , colloquialisms) when listening, demonstrate behaviours that

contribute to successful listening (e.g., respectfulattention and appropriate response)

identify and use some typical text structures (e.g.,flashback, chorus) and rhetorical devices (e.g.,repetition, questions) that shape meaning in texts

use logical syntax (e.g., transitions) and acceptedconventions of usage (e.g., consistent verb tenses)

avoid repetitive filler words and expressions (e.g.,like, you know, right, um)

in formal situations, speak with clarity, appropriatepace and volume, and with some purposeful inflection

when speaking, use body language and gestures toconvey and clarify meaning or for emphasis when listening, identify when a speakers gestures,

body language, or emphasis suggests importantinformation


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PURPOSES (READING AND VIEWING )






B1 read, both collaboratively andindependently, to comprehenda variety of literary texts ,including literature reflecting a

variety of times, places,

and perspectives literature reflecting a

variety of prose forms poetry in a variety of

narrative and lyric forms significant works of

Canadian literature (e.g.,the study of plays, shortstories, poetry, or novels)

traditional forms fromAboriginal and other

cultures student-generated material

identify how the key elements of a story (e.g., setting,plot, character, and theme ) influence each other (e.g.,elements of setting influence character action,character traits contribute to conflict, plot eventscontribute to theme )

identify how elements of poetry (e.g., figurativelanguage, form, sound devices ) contribute toconstruction of meaning (e.g., onomatopoeiacontributes to humour, repetition creates emphasis)

make and explain inferences about the text (e.g., Thefire allowed the boy to show his bravery, Because the father was weak, the children felt unsafe.)

offer relevant insights regarding the text and/or author (e.g., In the short story all the children are happy because their parents show love to each other, InDavid, the words used to describe nature give thefeeling of Bobbys horror when he goes down themountain.)

make and support connections between the text andpersonal experience (e.g., It reminded me of how I feltwhen my mother was so sick, I feel happier whenthe snow melts, too.)

make and support connections to other texts (e.g.,Nothing has changed. The kids in Iqbal were treated

badly, just like the factory kids in the 1800s that weread about in Socials.)

explain how descriptive language helps to createmeaning (e.g., When I read The Shark, I noticed thatthe language shows that the shark is sinister.)


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B2 read, both collaboratively andindependently, to comprehenda variety of information andpersuasive texts withincreasing complexity of ideasand form , such as articles and reports biographies and

autobiographies textbooks, magazines, and

newspapers print and electronic

reference material advertising and

promotional material opinion-based material student-generated material

determine and state a purpose for reading (e.g., Imlooking for the negative influences on, I want tofind out how he becam e successful.)

indicate purposes for re- reading (e.g., This time Ineed to pay attention to, Id like to find threestatistics that support...)

restate main ideas in own words

locate details relevant to readers purpose, includingthose provided in visual or graphic materials

make notes by creating categories that reflect the mainideas or topics

support inferences or interpretations with specificevidence from the text (e.g., In Take Action , theKielburgers suggest that all of us can make adifference, The chart shows that salaries increasewhen...)

use glossaries, tables of contents, indices, appendices,navigation bars, and search engines to locate specificinformation

compare information from a variety of sources,including magazines, newspapers, web sites, electronicmedia, and anthologies

make judgments about accuracy of information intexts (e.g., This article is outdated. There are nostatistics after 1999, The journalist did not interviewall of the candidates.)


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B3 view, both collaboratively andindependently, to comprehenda variety of visual texts , such as broadcast media web sites graphic novels film and video photographs art visual components of print

media student-generated material

set a purpose for viewing (e.g., We need to pick outthree details in Tom Thomsons paintings thatshow..., I want to find a graphic novel about...)

explain how visual elements (e.g., line, texture,formatting, layout, colour) create meaning (e.g., Itsure helped to have all the key terms in red.)

compare related information from multiple visual texts

(e.g., charts detailing salary differences to bar graphstracing levels of education) identify differences between a print text and visual

representation (e.g., compare scenes from A Midsummer Nights Dream to a film version)

offer reasonable interpretations of the purpose of thevisual text (e.g., David Suzuki discusses theimplications of, That poster is biased.)

identify visual content that affects the viewersresponse (e.g., All the charts and graphs crammedtogether confused me, After watching the video, I

began to see the issue through the eyes of a prairiefarmer.)

make and justify inferences and predictions aboutvisual text and about material that is implicit or absent(e.g., about what happened before/after the timeline;about the points of view of people represented in thepicture)


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B4 independently select and read,for sustained periods of time,texts for enjoyment and toincrease fluency

choose texts of appropriate difficulty (e.g., vocabularypreview, paraphrase a paragraph)

select texts based on personal interest or topic of study(e.g., preview table of contents, choose by genre and/orauthor , choose resource from a text set)

read independently every day (e.g., 15-20 minutes inclass, 30-40 minutes on own time)

track and/or describe independent reading (e.g., homereading logs, literary journals, book reviews, partnertalk)

offer to read aloud to various audiences (e.g., familymembers, a partner, information circle, researchgroup)

use knowledge of genre and text structure to improvefluency and expression when reading aloud

talk about independent reading as an enjoyable andshared experience (e.g., If you like mysteries, tryreading...)

describe text , author , and/or genre preferences (e.g., Ilike science fiction the best. When I read Robert J.Sawyer stories, I escape...)


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STRATEGIES (READING AND VIEWING )






B5 before reading and viewing,select and use a range ofstrategies to anticipate contentand construct meaning,including interpreting a task

setting a purpose accessing prior knowledge making logical predictions generating guiding

questions

articulate/discuss a purpose for reading and viewing brainstorm/explain what is already known about the

topic and genre/form use a variety of alternative sources to locate

information and expand background knowledge aboutthe topic (e.g., encyclopedia, Internet, books, articles)

sort and categorize vocabulary/key terms/imagesprovided

state and support predictions based on priorknowledge and preview of the text

generate and ask questions to guide reading andviewing

record ideas in a graphic organizer B6 during reading and viewing,

select and use a range ofstrategies to construct,monitor, and confirm meaning,including predicting, questioning,

visualizing, and makingconnections

making inferences anddrawing conclusions

differentiating main ideasand supporting details

summarizing using text features

determining the meaningof unknown words andphrases

self-monitoring and self-correcting

discuss and/or explain predictions (e.g., compare newinformation to predictions)

generate, share, and/or record questions andinferences

describe, sketch, or use graphic organizers to recordmental images

identify and communicate connections (e.g., text -to-text , text -to-self, text -to-world) made while reading(e.g., concept map, journal response, coding text ,partner chats)

identify graphic and visual cues used to findinformation and clarify understanding (e.g., glossaries,summaries, questions in text , outlines, sidebars,

navigation bars, and hyperlinks) make relevant notes using logical categories (e.g.,outlines, mind maps, timelines)

restate main ideas/events in own words use context cues, word structure, illustrations, and

classroom resources to figure out unfamiliarvocabulary

identify when meaning-making is breaking down


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B7 after reading and viewing,select and use a range ofstrategies to extend andconfirm meaning, including responding to text asking questions reviewing text and purpose

for reading making inferences and

drawing conclusions summarizing,

synthesizing , and applyingideas

consider and express initial response (e.g., journalentry, partner talk, whole-group discussion)

generate and communicate questions related to andgoing beyond the text

re-state or redefine purpose for reading/viewing state the main ideas and provide supporting details suggest inferences and conclusions supported by

evidence from the text consider and express alternative interpretations compare the ideas expressed in the text to ideas from

other sources (e.g., prior knowledge, partner talk, classdiscussions, secondary texts , media sources)

generate and integrate new ideas (e.g., suggest analternative approach; articulate personal change; basedon new understanding/information, suggest what ismissing in other texts )


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THINKING (READING AND VIEWING )






B8 explain and support personalresponses to texts , by making connections with


describing reactions and

emotions generating thoughtful

questions offering and supporting

opinions using evidence

offer and explain connections between a text and ownideas, beliefs, experiences, and feelings (e.g., Theauthors solution to the problem of graffiti is differentfrom mine...)

make and support connections to reading and viewingselections (e. g., In Featherboy , Norbert also figured outthat things were not going to get better for him eventhough he had proven his bravery.)

describe and discuss emotions evoked by a text supported by reasons, questions, explanations, andevidence (e.g., Dont you think that she was right toexpose the others? I feel that she has to go aheadand...)

pose questions that demonstrate personal connectionsto the text or author (e.g., How does an author writeabout something he or she hasnt experienced?)

express and share opinions regarding a text supported by reasons, explanations, and evidence (e.g., Thelyrics in this song are too similar to those in, WhenI compare the lines)


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B9 interpret, analyse , and evaluate ideas and information fromtexts , by

making and supporting judgments

examining and comparingideas and elements withinand among texts

beginning to identifydiverse voices

identifying bias,contradictions, and non-represented perspectives

make judgments about the text based on evidence(e.g., The research in this article is up to date becauseit uses several recent studies.)

recognize significant patterns in text (e.g., e.e.cummings poems often contain, All of thesidebars give modern- day examples of...)

examine and compare ideas and information from avariety of texts (e.g., The article about S. E. Hintontalks about how her experiences affect her writing.That Was Then, This is Now shows how she uses herexperiences when...)

identify more than one voice or perspective in a text (e.g., Chapter One tells the story through Johns eyes;in Chapter Two the reader gets to hear Lorrainespoint of view .)

describe contradictions within texts (e.g., I cannotfigure out how he arrives at this conclusion. Based onthe examples given ...)

evaluate assumptions implicit within texts (e.g., Rajthinks that the whole class likes rock music because inhis story he, Ernest Buckler shows life on the farmis really peaceful, but I know...)

identify missing perspectives (e.g., Where is the pointof view of...?)

B10 synthesize and extend thinkingabout texts , by personalizing ideas and


among ideas andinformation

applying new ideas andinformation

transforming existing ideasand information

integrate new information into existing knowledgeand beliefs (e.g., clarify how new information in text has an impact on personal opinions or beliefs)

combine perspectives relating to a text (e.g., combineown and narrators perspectives)

juxtapose and merge related ideas (e.g., explore thedifferences between characters motives)

use key ideas and relevant details from texts to createrepresentations /responses/artifacts (e.g., create agroup presentation, play, or musical work based oncentral themes )

consider developments extending beyond the text (e.g., suggest alternative and/or creative outcomes)


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B11 use metacognitive strategies toreflect on and assess theirreading and viewing, by

referring to criteria setting goals for

improvement creating a plan for

achieving goals evaluating progress and

setting new goals

contribute relevant ideas and opinions to discussionsabout effective reading and viewing

generate and select criteria for reading and viewing identify strengths as readers and viewers using

vocabulary from class-developed criteria and/or othercriteria

demonstrate understanding of strategies available toincrease success in reading and viewing

evaluate reading and viewing through meaningfulself-assessment (e.g., I was able to understand theartists use of colour and line.)

set new goals and create a plan for implementation(e.g., The next novel I read will be something otherthan fantasy.)

periodically review goals and assess progress (e.g.,Im getting better at..., I need to continue to workon...)


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FEATURES (READING AND VIEWING )






B12 recognize and explain howstructures and features of text shape readers and viewersconstruction of meaning,including form and genre

functions of text literary elements literary devices use of language non-fiction elements visual/artistic devices

identify structures of text (e.g., conclusion, refrain,lead)

explain the function of a text (e.g., to describe, engage,persuade)

explain how literary elements contribute tounderstanding (e.g., article is written from a patientspoint of view )

explain how literary devices contribute tounderstanding (e.g., personification gives voice tonature)

describe how the authors use of language contributesto understanding (e.g., short, choppy sentences createa sense of urgency)

explain the function of non-fiction elements (e.g.,diagrams clarify points made in the text )

explain the function of visual/artistic devices (e.g.,

sidebars summarize key information)B13 demonstrate increasing word

skills and vocabularyknowledge, by analysing the origins and

roots of words determining meanings and

uses of words based oncontext

identifying, selecting, andusing appropriate

academic and technicallanguage

using vocabularyappropriate to audienceand purpose

apply knowledge of word origins (e.g., Anglo-Saxonroot words) and word relationships (e.g., wordfamilies) to determine meaning

derive word meanings from context and verify thosemeanings (e.g., substitute synonyms to figure outunfamiliar or challenging words)

explain why an author might have chosen a word thathas multiple connotative meanings (e.g., he drove hisheap to the movies)

identify new vocabulary introduced in texts , includingvocabulary related to English Language Arts and othersubject areas

use newly acquired vocabulary in their speaking andwriting experiences

choose to use or avoid colloquialisms


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PURPOSES (WRITING AND REPRESENTING )






C1 write meaningful personal texts that explore ideas andinformation to experiment express self make connections

reflect and respond remember and recall

experiment with various forms of personal writing ,including impromptu , to explore ideas, feelings, andopinions (e.g., experiment with various views andvoices )

express ideas, feelings, insights, and personal viewsthrough sustained writing

make connections between experiences and/or texts (e.g., integrate new ideas and opinions)

reflect on and respond to a topic/issue/ theme todevelop an opinion

remember and recall relevant details from texts andprior experiences

C2 write purposeful information texts that express ideas andinformation to explore and respond

record and describe analyse and explain persuade engage

explore and respond to ideas and information throughvarious forms of informational writing , includingimpromptu

write information text that accomplishes a clearlystated purpose (e.g., instructions to be followed;includes details to support a thesis)

use relevant details to express and justify a viewpoint include details that anticipate and answer some of the

readers questions modify language in relation to the needs and interests

of the audience present ideas and information in a purposeful and

relevant way (e.g., description, narration)

See Features section for additional criteria relating to featuresand conventions.


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C3 write effective imaginativetexts to explore ideas andinformation to

make connections anddevelop insights

explore literary forms andtechniques

experiment with languageand style

engage and entertain

express ideas, feelings, insights, and personal viewsthrough sustained writing

create various forms or genres of imaginative writing ,including impromptu , that develop ideas throughdetails, images, and emotions

develop ideas and emotions indirectly (e.g., dialogue,showing characters through their actions)

use figurative language to enhance meaning andemotion

write creative texts that consider audience andpurpose

C4 create thoughtfulrepresentations that

communicate ideas andinformation to explore and respond record and describe explain and persuade engage

demonstrate imaginative connections to personalfeelings, experiences, and opinions

create representations that convey information and/oremotion for a specific purpose and audience

develop key ideas through details, images, andemotions

experiment with visual/artistic devices and forms tocreate impact and enhance communication

See Features section for additional criteria relating to featuresand conventions.


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STRATEGIES (WRITING AND REPRESENTING )






C5 select and use a range ofstrategies to generate, develop,and organize ideas for writingand representing , including making connections setting a purpose and

considering audience gathering and

summarizing ideas frompersonal interest,knowledge, and inquiry

analysing writing samplesor models

setting class-generatedcriteria

consider prior knowledge and other sources (e.g.,writing about what they know and care about, building on others ideas, research from a variety ofsources)

discuss purpose and identify an audience for writingor representing

generate, collect, and develop ideas in a variety ofways (e.g., brainstorming, free-writing, interviewing)

categorize and organize ideas and information usingoutlines and graphic organizers before and duringwriting/ representing

record sources for citation during research and notetaking

conceptualize the final product and plan the steps toachieve it

examine models of the genre and form , and identify

and analyse characteristics generate class criteria for writing and representing (e.g., variety of sentence types and lengths, elementsspecific to genre and/or form )


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C6 select and use a range ofdrafting and composingstrategies while writing and

representing , including using a variety of sources

to collect ideas andinformation

generating text organizing ideas and

information analysing writing samples

or models creating and consulting

criteria

expand ideas from prewriting to writing/ representing (e.g., refer to notes for additional ideas, ask for andincorporate feedback from others)

consult a variety of texts for ideas and information andas models

compose and share work in progress (e.g., peer andteacher conferences, PQP )

identify and restate main points in order to clarifymeaning

use models to assist in understanding form (e.g., shortstory, essay, ad) and features (e.g., use of dialogue,provocative introduction, visual elements such as fontand colour)

use print and electronic references and tools whiledrafting (e.g., dictionaries, graphics programs,cut/paste)

refer to self-generated, class, school, and provincialcriteria

C7 select and use a range ofstrategies to revise , edit , andpublish writing andrepresenting , including checking work against

established criteria

enhancing supportingdetails and examples

refining specific aspectsand features of text

proofreading

persevere through the revision process until asatisfactory product is achieved

reconsider or review for specific features orestablished criteria (e.g., supporting details, sentencevariety, effectiveness of visual elements)

select areas for revision and revise to enhance work review and confirm organization (e.g., sequencing,

transitions, development of ideas) accept and incorporate some revision suggestions

from peers and teacher (e.g., more descriptivelanguage, add detail to illustration)

edit and proofread for clarity, spelling, andpunctuation, and overall appearance

attend to presentation details appropriate to medium(e.g., legibility, visual impact, spatial organization)


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THINKING (WRITING AND REPRESENTING )






C8 write and represent to explainand support personalresponses to texts , by making connections with


describing reactions andemotions

generating thoughtfulquestions

developing opinions usingevidence

suggest and support connections among own ideas, beliefs, experiences, feelings, and/or texts (e.g., Studentwrites, This Aboriginal creation legend reminds meof...)

describe and discuss emotions evoked by a text supported by reasons, explanations, and evidence(e.g., Student writes, Im passionate about humanrights because...)

pose open-ended questions about the text or author (e.g., Student writes, What other options did thischaracter have?)

express opinions regarding a text supported byreasons, explanations, and evidence (e.g., Studentwrites, Bottom is not a sympathetic character

because...) respond in various forms (e.g., written, visual,

kinesthetic, electronic) use vocabulary that expresses a depth and range of

response


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C9 write and represent tointerpret, analyse , and evaluate ideas and information from

texts , by making and supporting

judgments examining and comparing

ideas and elements withinand among texts

identifying diverse points of view

identifying bias,contradictions, and non-represented perspectives

make judgments based on evidence (e.g., write a letterto the editor explaining an opinion about a contentiouslocal issue)

assess the effectiveness of ideas and information (e.g.,identify and provide evidence of bias in an argument)

examine and compare ideas and information from avariety of texts (e.g., write a paragraph comparing themotivations of different characters in and betweentexts )

recognize and describe own and others viewpoints(e.g., Student writes, Even though the class thinks...,my opinion is that...)

identify and evaluate assumptions within texts (e.g.,Student writes, The view of the environmentalist isvalued over the others who were interviewed.)

identify missing perspectives (e.g., Student writes,How do the other students in Define Normal seeEllie?)

C10 write and represent tosynthesize and extendthinking, by personalizing ideas and


among ideas andinformation applying new ideas and

information transforming existing ideas

and information

integrate new information into existing knowledgeand beliefs (e.g., clarify how new information in text has an impact on personal opinions or beliefs)

combine perspectives relating to a text (e.g., combineown and narrators perspectives)

juxtapose and merge related ideas (e.g., explore thedifferences between characters motives)

use key ideas and relevant details from texts to createrepresentations /responses (e.g., create a grouppresentation, play, or musical work based on centralthemes)

develop extensions or revisions of texts (e.g., suggestalternative and/or creative outcomes, integrate adifferent perspective)


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C11 use metacognitive strategies toreflect on and assess theirwriting and representing , by

relating their work tocriteria

setting goals forimprovement

creating a plan forachieving goals

evaluating progress andsetting new goals

contribute relevant ideas and opinions to discussionsabout effective writing and representing (e.g., Hertopic sentence is very clear.)

generate and select criteria specific to writing tasks identify strengths and areas for growth as authors

using vocabulary from class-developed and/or othercriteria (e.g., My main idea was really good, but Ididnt keep to my topic.)

identify and assess strategies used inwriting/ representing

set personal goals for writing and representing (e.g., Iwill make sure the central idea of my poster is placedfor the most impact.)

develop and implement a plan to achieve the goals periodically review goals and assess progress (e.g.,

Im getting better at..., I need to continue to workon...)


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FEATURES (WRITING AND REPRESENTING )






C12 use and experiment withelements of style in writing andrepresenting , appropriate topurpose and audience, toenhance meaning and artistry,including

syntax and sentence fluency

diction point of view literary devices visual/artistic devices

Syntax/Sentence Fluency use a variety of sentence lengths and structures use a variety of sentence types for effect deliberately use sentence fragments and run-on

sentences for effect combine sentences using subordinate and independent

clauses use transitional words/phrases within and betweensentences and paragraphs

Diction experiment with vocabulary use clear language and content words effectively demonstrate increasing specificity of language experiment with word choice and phrasing based on

audience and purpose (e.g., deliberately choppyphrasing in a poem)

Point of View incorporate appropriate register based on audienceand purpose

maintain consistent tone maintain a consistent point of view reveal individual perspective when representing (e.g.,

choice of images in a collage creates emotion)

Literary Devices use descriptive/ sensory details to develop ideas create effective images through figurative and

evocative language

incorporate literary devices to enhance meaningVisual/Artistic Devices choose a form appropriate to purpose show attention to detail and some control of form integrate visual elements and language to develop

meaning (e.g., texture, layout)


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C13 use and experiment withelements of form in writingand representing , appropriate

to purpose and audience, toenhance meaning and artistry,including organization of ideas and

information text features and visual/

artistic devices

Organization of Ideas and Information follow rules of a specific form or genre to match the

writing task

use internal elements/text structures (e.g., salutation inletter, hook in paragraph) appropriate to purposeand audience

unify writing with a controlling purpose begin with an effective introduction/engaging opening

(e.g., clearly in dicates purpose, grabs readersattention)

develop a sequence of ideas with helpful transitions finish with a logical conclusion/effective ending

Text Features and Visual/Artistic Devices include text features when appropriate (e.g., diagrams,

graphics) include visual/artistic devices when appropriate (e.g.,

labels, colour, space) clearly and effectively to enhancemeaning

integrate visual/artistic devices and language todevelop meaning


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C14 use conventions in writing andrepresenting , appropriate topurpose and audience, to

enhance meaning and artistry,including grammar and usage punctuation, capitalization,

and Canadian spelling copyright and citation of

references presentation /layout

Grammar and Usage use coordinating and subordinating conjunctions to

create compound and complex sentence structures

with few run-ons or fragments maintain subject-verb agreement and pronoun-antecedent agreement

properly place modifiers maintain consistent verb tense use active voice for clarity and impact

Punctuation/Capitalization/Spelling use standard punctuation, including commas, semi-

colons, and quotation marks, and capitalization tocommunicate clearly

use punctuation and capitalization correctly in specialsituations, including direct quotations, scripts,dialogue, and poetry

employ knowledge of spelling rules and word patternsto correct spelling errors

use reference materials to confirm spellings and tosolve spelling problems when editing (e.g.,dictionaries, spell-checkers, personal word list)

Copyright/Citation of References define and explain copyright and plagiarism in

context acknowledge sources of information when creating

texts (e.g., print, web-based) respect and acknowledge copyright embed quotations within sentences cite research information, ideas, and quotations in a

consistent and ethical manner

Presentation/Layout write legibly or word-process in a readable format use headings, titles, graphics, and illustrations

appropriate to context and purpose attend to aspects of presentation appropriate to

medium (e.g., visual impact, spatial organization)


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HEALTH AND CAREER EDUCATION GRADE 9


HEALTH AND CAREEREDUCATION GRADE 9

Prescribed Learning Outcomes and

Suggested Achievement Indicators

EDUCATION AND CAREERS





describe ways of exploringcareer options (e.g., jobshadowing, mentoring,volunteering)

list and describe a variety of ways of exploring careeroptions, including: job shadowing (e.g., Take Your Kids to Work Day) mentoring informational interviews volunteering Internet research accessing sources of information and support

identify sources of informationand support to assist them intheir education and careerplanning (e.g., family, mentors,school and career counsellingcentres, coaches, web sites,libraries)

identify and describe their personal support network(e.g., peers, family, clergy, teachers, elders, mentors,local businesses and services), and explain the serviceeach provides

identify community services that can provideinformation and support for their education and careerplanning (e.g., school and community careercounselling centres, library, web sites)


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explain the importance ofdeveloping employability skills(e.g., employability skills are

transferable to all areas of astudents li fe, including school,leisure, part-time employment,future careers)

create a comprehensive list of employability skills (e.g.,teamwork, study skills, time management,communication skills, technological literacy, ethical

behaviour, lifelong learning) give a reasoned explanation of why employability

skills are important (e.g., employability skills aretransferable to all areas of a students life, includingschool, leisure, part-time employment, future careers)

create a list of their own employability skills give examples of how they can develop specific

employability skills through school courses andrecreational and volunteer activities

describe the grade 10

requirements of the GraduationProgram (e.g., required andelective courses, requiredexams, graduation portfoliointroduction)

accurately describe the grade 10 requirements of the

Graduation Program (e.g., required and electivecourses, required exams) list ways a portfolio can be used as a tool for

documenting evidence of achievements related toeducation and career interests (e.g., highlights relevantachievements, helps show connections among variousareas of learning and experience, shows growth anddevelopment over time, keeps information safe andorganized)


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HEALTH






Healthy Living

relate the characteristics of ahealthy lifestyle to their abilityto maximize personal potential

demonstrate clear and informed reasoning in assessingthe ways in which being physically and emotionallyhealthy can support the attainment of personal,educational, and career goals

identify the potential consequences (e.g., altereddecision-making ability, unplanned pregnancy,

becoming infected with an STI, addiction, criminalrecord, personal injury, financial impacts, obesity,stress-related illnesses) of unhealthy lifestyle choiceson personal goals

analyse how healthy eatinghabits can support a healthylifestyle

describe a variety of healthy eating habits (e.g., eating breakfast every day, choosing healthy snacks,recognizing and responding to hunger cues,controlling portions, eating a variety of foods fromeach food group, balancing input and output, limitingsugar intake, choosing low-fat foods, planning healthyfood choices for when eating away from home)

describe the ways that healthy eating habits supportphysical and emotional health (e.g., fuels the body foractivity, helps a body grow and develop, helps preventdisease, improves the ability to concentrate, increasesenergy and vitality)


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describe practices that promotehealthy sexual decision making

articulate reasoned and informed guidelines thatshould be considered by individuals when makingdecisions regarding sexual activity (e.g., knowing

personal boundaries, respecting boundaries of self andothers, personal and family values, avoiding riskysituations, having access to accurate information,understanding implications of various decisions,accepting personal responsibility for decisions,recognizing the importance of positive and assertivecommunication skills, knowing their right to refuse)

describe strategies that help to prevent or reducesexual risk taking (e.g., abstaining from sexual activity,abstaining from drugs and alcohol in order to avoidimpaired decision making, dating in groups, practising

assertive communication, knowing how to accessaccurate information about prevention of pregnancyand STIs)

assess the short-term and long-term consequences of unsafesexual behaviour (e.g.,unplanned pregnancy, sexuallytransmitted infectionsincluding HIV/AIDS, negativeimpact on future goals)

demonstrate clear and informed reasoning in assessingthe potential impact of unplanned pregnancy onindividuals and their families (e.g., impact oneducation, financial obligations, relationships, futureopportunities)

demonstrate an understanding of the consequences ofcontracting sexually transmitted infections includingHIV/AIDS (e.g., symptoms, short-term and long-termhealth issues, understanding that there is currently novaccine or cure for HIV/AIDS)


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Safety and Injury Prevention

propose strategies to avoidunnecessary risks in a varietyof situations on the road and inthe community

identify potential dangers for themselves and othersthat exist in obviously risky situations (e.g., extremesports, road racing) and less obviously risky situations

(e.g., job shadowing, babysitting, using householdtools and appliances)

identify potential risks in their own community (e.g.,water-related hazards, industrial sites, railroads,animals)

propose ways to reduce or mitigate the dangersassociated with a variety of activities (e.g., assessingpotential risks, using protective equipment, abstainingfrom drugs and alcohol, following safety rules,training and education, choosing to avoid higher-riskactivities, using assertive communication in risk

situations) in simulations, apply socially responsible strategies to

avoid unsafe situations (e.g., using a buddy system,not riding with impaired drivers, having a plan aheadof time for a safe way home such as a designateddriver or public transportation, assertivecommunication to prevent a road race)

describe strategies to avoidunnecessary risks on the job

list a range of injuries and accidents that can occur onthe job (e.g., slipping, falling, tripping, burns, cuts,muscle strains)

based on class discussions and activities, list anddescribe ways of reducing risk and injury on the job(e.g., knowing and following established safetyguidelines, knowing own abilities and limits, usingsafety and personal protective equipment, knowingown rights such as the right to adequate training andthe right to refuse unsafe work, knowing where to goto address a problem, knowing how to access first aidand other emergency assistance)


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Substance Misuse Prevention

assess the potential physical,emotional, and socialconsequences for themselvesand others if they misusesubstances

based on class discussions and activities, describe thepotential physical, emotional, and social consequencesof substance misuse for self (e.g., altered judgment and

decision-making ability, risk-taking behaviourresulting in physical injury, drug use continuum,effects on brain development, addiction, physicalhealth effects, social isolation, negative impact onschool work and recreational activities, schooldisciplinary consequences, legal consequences)

based on class discussions and activities, describe thepotential physical, emotional, and social consequencesof substance misuse for others (e.g., burden on healthcare and legal systems, Fetal Alcohol SpectrumDisorder when alcohol is consumed during

pregnancy) describe how understanding the potentialconsequences of substance misuse can affect a personsdecision making related to substance use (e.g., allowsfor advance planning, supports informed decisionmaking)


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MATHEMATICS GRADE 9

[C] Communication[CN] Connections

[ME] Mental Mathematicsand Estimation

[PS] Problem Solving[R] Reasoning

[T] Technology[V] Visualization


MATHEMATICS GRADE 9 Prescribed Learning Outcomes andSuggested Achievement Indicators

NUMBER




By the end of Grade 9, students who have fully met the Prescribed

Learning Outcome are able to:

A1 demonstrate an understandingof powers with integral bases(excluding base 0) and wholenumber exponents by representing repeated

multiplication usingpowers

using patterns to show thata power with an exponentof zero is equal to one

solving problems involvingpowers

[C, CN, PS, R]

demonstrate the differences between the exponent andthe base by building models of a given power, such as23 and 3 2

explain, using repeated multiplication, the difference between two given powers in which the exponent and base are interchanged (e.g., 10 3 and 3 10)

express a given power as a repeated multiplication express a given repeated multiplication as a power explain the role of parentheses in powers by

evaluating a given set of powers (e.g., ( 2)4 , (24 )and 24)

demonstrate, using patterns, that a0 is equal to 1 for agiven value of a ( a 0)

evaluate powers with integral bases (excluding base 0)and whole number exponents


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MATHEMATICS GRADE 9







A6 determine an approximatesquare root of positive rationalnumbers that are non-perfect

squares[C, CN, PS, R, T]

estimate the square root of a given rational numberthat is not a perfect square, using the roots of perfectsquares as benchmarks

determine an approximate square root of a givenrational number that is not a perfect square usingtechnology (e.g., calculator, computer)

explain why the square root of a given rationalnumber as shown on a calculator may be anapproximation

identify a number with a square root that is betweentwo given numbers

PATTERNS AND RELATIONS (PATTERNS )





B1 generalize a pattern arisingfrom a problem-solving contextusing linear equations andverify by substitution[C, CN, PS, R, V]

write an expression representing a given pictorial, oral,or written pattern

write a linear equation to represent a given context describe a context for a given linear equation

solve, using a linear equation, a given problem thatinvolves pictorial, oral, and written linear patterns

write a linear equation representing the pattern in agiven table of values and verify the equation bysubstituting values from the table


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MATHEMATICS GRADE 9







B2 graph linear relations, analysethe graph, and interpolate orextrapolate to solve problems

[C, CN, PS, R, T, V]

describe the pattern found in a given graph graph a given linear relation, including horizontal and

vertical lines

match given equations of linear relations with theircorresponding graphs

extend a given graph (extrapolate) to determine thevalue of an unknown element

interpolate the approximate value of one variable on agiven graph given the value of the other variable

extrapolate the approximate value of one variable froma given graph given the value of the other variable

solve a given problem by graphing a linear relationand analysing the graph

PATTERNS AND RELATIONS (VARIABLES AND EQUATIONS )





B3 model and solve problemsusing linear equations of theform ( ) ( ( )

where a , b , c , d , e , and f are

rational numbers[C, CN, PS, V]

model the solution of a given linear equation usingconcrete or pictorial representations, and record theprocess

determine, by substitution, whether a given rationalnumber is a solution to a given linear equation

solve a given linear equation symbolically identify and correct an error in a given incorrect

solution of a linear equation represent a given problem using a linear equation solve a given problem using a linear equation and

record the process


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MATHEMATICS GRADE 9







B4 explain and illustrate strategiesto solve single variable linearinequalities with rational

coefficients within a problem-solving context[C, CN, PS, R, V]

translate a given problem into a single variable linearinequality using the symbols , >, , or

determine if a given rational number is a possiblesolution of a given linear inequality

generalize and apply a rule for adding or subtracting apositive or negative number to determine the solutionof a given inequality

generalize and apply a rule for multiplying or dividing by a positive or negative number to determine thesolution of a given inequality

solve a given linear inequality algebraically andexplain the process orally or in written form

compare and explain the process for solving a givenlinear equation to the process for solving a given linearinequality

graph the solution of a given linear inequality on anumber line

compare and explain the solution of a given linearequation to the solution of a given linear inequality

verify the solution of a given linear inequality usingsubstitution for multiple elements in the solution

solve a given problem involving a single variablelinear inequality and graph the solution

B5 demonstrate an understandingof polynomials (limited topolynomials of degree less thanor equal to 2)[C, CN, R, V]

create a concrete model or a pictorial representationfor a given polynomial expression

write the expression for a given model of a polynomial identify the variables, degree, number of terms, and

coefficients, including the constant term, of a givensimplified polynomial expression

describe a situation for a given first degree polynomialexpression

match equivalent polynomial expressions given insimplified form (e.g., is equivalent to- )


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MATHEMATICS GRADE 9







B6 model, record, and explain theoperations of addition andsubtraction of polynomial

expressions, concretely,pictorially, and symbolically(limited to polynomials ofdegree less than or equal to 2)[C, CN, PS, R, V]

model addition of two given polynomial expressionsconcretely or pictorially and record the processsymbolically

model subtraction of two given polynomialexpressions concretely or pictorially and record theprocess symbolically

apply a personal strategy for addition and subtractionof given polynomial expressions, and record theprocess symbolically

identify equivalent polynomial expressions from agiven set of polynomial expressions, includingpictorial and symbolic representations

identify the error(s) in a given simplification of a givenpolynomial expression

B7 model, record, and explain theoperations of multiplicationand division of polynomialexpressions (limited topolynomials of degree less thanor equal to 2) by monomials,concretely, pictorially, andsymbolically[C, CN, R, V]

model multiplication of a given polynomial expression by a given monomial concretely or pictorially andrecord the process symbolically

model division of a given polynomial expression by agiven monomial concretely or pictorially and recordthe process symbolically

apply a personal strategy for multiplication anddivision of a given polynomial expression by a givenmonomial

provide examples of equivalent polynomialexpressions

identify the error(s) in a given simplification of a givenpolynomial expression


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MATHEMATICS GRADE 9






SHAPE AND SPACE (MEASUREMENT )






C1 solve problems and justify thesolution strategy using circleproperties, including the perpendicular from the

centre of a circle to a chord bisects the chord

the measure of the centralangle is equal to twice themeasure of the inscribedangle subtended by thesame arc

the inscribed anglessubtended by the same arcare congruent

a tangent to a circle isperpendicular to the radiusat the point of tangency

[C, CN, PS, R, T, V]

provide an example that illustrates 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 arecongruent

a tangent to a circle is perpendicular to the radiusat the point of tangency

solve a given problem involving application of one ormore of the circle properties

determine the measure of a given angle inscribed in asemicircle using the circle properties

explain the relationship among the centre of a circle, achord, and the perpendicular bisector of the chord


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MATHEMATICS GRADE 9






SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES )






C2 determine the surface area ofcomposite 3-D objects to solveproblems[C, CN, PS, R, V]

determine the area of overlap in a given concretecomposite 3-D object, and explain its effect ondetermining the surface area (limited to rightcylinders, right rectangular prisms, and righttriangular prisms)

determine the surface area of a given concretecomposite 3-D object (limited to right cylinders, rightrectangular prisms, and right triangular prisms)

solve a given problem involving surface areaC3 demonstrate an understanding

of similarity of polygons[C, CN, PS, R, V]

determine if the polygons in a given pre-sorted set aresimilar and explain the reasoning

draw a polygon similar to a given polygon and explainwhy the two are similar

solve a given problem using the properties of similarpolygons


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MATHEMATICS GRADE 9






SHAPE AND SPACE (TRANSFORMATIONS )






C4 draw and interpret scalediagrams of 2-D shapes[CN, R, T, V]

identify an example in print and electronic media(e.g., newspapers, the Internet) of a scale diagram andinterpret the scale factor

draw a diagram to scale that represents anenlargement or reduction of a given 2-D shape

determine the scale factor for a given diagram drawnto scale

determine if a given diagram is proportional to theoriginal 2-D shape and, if it is, state the scale factor

solve a given problem that involves a scale diagram byapplying the properties of similar triangles


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MATHEMATICS GRADE 9







C5 demonstrate an understandingof line and rotation symmetry[C, CN, PS, V]

classify a given set of 2-D shapes or designs accordingto the number of lines of symmetry

complete a 2-D shape or design given one half of theshape or design and a line of symmetry

determine if a given 2-D shape or design has rotationsymmetry about the point at the centre of the shape ordesign and, if it does, state the order and angle ofrotation

rotate a given 2-D shape about a vertex and draw theresulting image

identify a line of symmetry or the order and angle ofrotation symmetry in a given tessellation

identify the type of symmetry that arises from a giventransformation on the Cartesian plane

complete, concretely or pictorially, a giventransformation of a 2-D shape on a Cartesian plane,record the coordinates, and describe the type ofsymmetry that results

identify

grade 9 curriculum requirements

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