Page 21 - Math 9-10 (2009)

20 THE ONTARIO CURRICULUM, GRADES 9 AND 10: MATHEMATICS
Achievement Chart – Mathematics, Grades 9–12
Categories
50–59% (Level 1)
60–69% (Level 2)
70–79% (Level 3)
80–100% (Level 4)
Knowledge and Understanding Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) The student:
– demonstrates considerable knowl- edge of content
– demonstrates considerable under- standing of concepts
– uses planning skills with considerable effectiveness
– uses processing skills with considerable effectiveness
– uses critical/creative thinking processes with considerable effectiveness
Knowledge of content (e.g., facts, terms, procedural skills, use of tools)
Understanding of mathematical concepts
– demonstrates limited knowledge of content
– demonstrates limited understanding of concepts
– demonstrates some knowledge of content
– demonstrates some understanding of concepts
– demonstrates thorough knowledge of content
– demonstrates thorough understand- ing of concepts
– uses planning skills with a high degree of effectiveness
– uses processing skills with a high degree
of effectiveness
Thinking The use of critical and creative thinking skills and/or processes* The student:
Use of planning skills – understanding the
problem (e.g., formu- lating and interpreting the problem, making conjectures)
– making a plan for solv- ing the problem
Use of processing skills
– carrying out a plan
(e.g., collecting data, questioning, testing, revising, modelling, solving, inferring, form- ing conclusions)
– looking back at the solution (e.g., evaluat- ing reasonableness, making convincing arguments, reasoning, justifying, proving, reflecting)
Use of critical/creative thinking processes (e.g., problem solving, inquiry)
– uses planning skills with limited effectiveness
– uses processing
skills with limited effec- tiveness
– uses planning skills with some effectiveness
– uses processing skills with some effectiveness
– uses critical/creative thinking processes with limited effectiveness
– uses critical/ creative thinking processes with some effectiveness
– uses critical/creative thinking processes with a high degree of effectiveness
* The processing skills and critical/creative thinking processes in the Thinking category include some but not all aspects of the mathematical processes described on pages 12–16 of this document. Some aspects of the mathematical processes relate to the other categories of the achievement chart.