Page 23 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

Mandatory learning is described in the overall and specific expectations of the curriculum.
Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or broad area of the curriculum. The strands in this course are lettered AA and A through F.
The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of the course. The specific expectations describe the expected knowledge, concepts, and skills in greater detail. The specific expectations are grouped under numbered subheadings, each of which indicates the strand and the overall expectation to which the group of specific expectations corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups, nor is it intended to imply that learning the expectations happens in a linear, sequential way. The numbered headings are used merely as an organizational structure to help teachers focus on particular aspects of knowledge, concepts, and skills as they develop various lessons and learning activities for students. In the mathematics curriculum, additional subheadings are used within each group of expectations to identify the topics addressed in the strand.
The knowledge and skills described in the expectations in Strand A: Mathematical Thinking and Making Connections apply to all areas of course content and must be developed in conjunction with learning in strands B through F. Teachers should ensure that students develop the mathematics knowledge and skills in appropriate ways as they work to achieve the curriculum expectations in strands B through F. Students’ application of the knowledge and skills described in Strand A must be assessed and evaluated as part of their achievement of the overall expectations in strands B through F.
Note: Strand AA: Social-Emotional Learning (SEL) Skills in Mathematics is an exception. It has a single overall expectation that is to be included in classroom instruction throughout the course, but not in assessment, evaluation, or reporting.
Teacher Supports
The expectations are accompanied by “teacher supports”, which may include examples, key concepts, teacher prompts, instructional tips, and/or sample tasks. These elements are intended to promote understanding of the intent of the specific expectations and are offered as illustrations for teachers. The teacher supports do not set out requirements for student learning; they are optional, not mandatory.
“Examples” are meant to illustrate the intent of the expectation, the kind of knowledge, concepts, or skills, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails.
“Key concepts” identify the central principles and mathematical ideas that underpin the learning in that specific expectation.
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