Course Outline: MTH1W

The following document is the course outline for the MTH1W course offered by Christian Virtual School. It contains the course description, unit outline, teaching & learning strategies, and the curriculum expectations addressed. This outline can also be viewed as a PDF using the download link provided.

Mathematics, Grade 9, De-streamed

Course Code: MTH1W

Grade: 9

Course Type: De-streamed

Credit Value: 1.0 

Prerequisite(s): None 

Curriculum Document: Mathemetics, Grade 9

Developed By: Sarah McKercher

Department: Mathematics

Development Date: September 2021

Most Recent Revision Date: September 2022


Mark Dietrich graduated from Brock University in 2010. He holds a BBA (Hon) with a concentration in Accounting and a B.Ed., from Lakehead University. After completion of post-secondary, Mark had the amazing opportunity of travelling Australia during school holidays, while supply teaching in Secondary Schools in Melbourne, Victoria. Mark still enjoys travelling when he can and someday hopes to make it to The Grand Canyon (US), Machu Picchu (Peru), and The Colosseum (Italy). During his free time, Mark can be found watching and playing sports such as golf and hockey, hiking, biking, or at the park with his two daughters’. 

Course Description:

This course enables students to consolidate, and continue to develop, an understanding of mathematical concepts related to number sense and operations, 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.

Overall Curriculum Expectations

Mathematical Thinking and Making Connections

  1. apply the mathematical processes to develop a conceptual understanding of, and procedural fluency with, the mathematics they are learning;
  2. make connections between mathematics and various knowledge systems, their lived experiences, and various real-life applications of mathematics, including careers


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


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


                                        1. describe the collection and use of data, and represent and analyse data involving one and two variables
                                        2. 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

                                                Geometry and Measurement

                                                1. demonstrate an understanding of the development and use of geometric and measurement relationships, and apply these relationships to solve problems, including problems involving real-life situations

                                                Financial Literacy

                                                1. demonstrate the knowledge and skills needed to make informed financial decisions

                                                Resources Required:

                                                This course is entirely online and does not require nor rely on any textbook. The materials required for the course are:

                                                • A scanner, smart phone camera, or similar device to digitize handwritten or hand-drawn work,
                                                • A non-programmable, non-graphing, scientific calculator.
                                                • Spreadsheet software
                                                • Word processing software
                                                • Graphing software

                                                Teaching and Learning Strategies:

                                                The overriding aim of this course is to help students use the language of mathematics skillfully, confidently, and flexibly. A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests, and ability levels. The following mathematical processes are used throughout the course as strategies for teaching and learning the concepts presented:

                                                • Problem solving: This course scaffolds learning by providing students with opportunities to review and activate prior knowledge, and build off of this knowledge to acquire new skills. The course guides students toward recognizing opportunities to apply knowledge they have gained to solve real-world mathematics problems relating to careers that require mathematics.
                                                • Activating: This course scaffolds learning by providing students with opportunities to review and activate prior knowledge, and build off of this knowledge to acquire new skills. The course guides students toward recognizing opportunities to apply knowledge they have gained to solve real-world mathematics problems relating to careers that require mathematics.
                                                • Connecting: The course activates prior knowledge when introducing a new concept in order to make a smooth connection between previous learning and new concepts, and introducing skills in context to make connections between particular manipulations and problems that require them.
                                                • Representing: Through the use of examples, practice problems, and solution videos, the course models various ways to demonstrate understanding, poses questions that require students to use different representations as they are working at each level of conceptual development – concrete, visual or symbolic, and allows individual students the time they need to solidify their understanding at each conceptual stage.
                                                • Selecting Tools and Computational Strategies: This course models the use of graphing software to help solve problems and to familiarize students with technologies that can help make solving problems faster and more accurate. Students will also investigate software used in a career that they are interested in, and describe how it relates to mathematics.
                                                • Connecting: This course connects the concepts taught to real-world applications (e.g. concepts taught in geometry are related to careers in manufacturing). Students will have opportunities to connect previous concepts to new concepts through posed problems, investigations, and enrichment activities.
                                                • Self-Assessment: Through the use of interactive activities (e.g. multiple choice quizzes, and drag-and-drop activities) students receive instantaneous feedback and are able to self-assess their understanding of concepts.

                                                Assessment and Evaluation Strategies of Student Performance:

                                                Every student attending Christian Virtual School is unique. We believe each student must have the opportunities to achieve success according to their own interests, abilities, and goals. Like the Ministry of Education, we have defined high expectations and standards for graduation, while introducing a range of options that allow students to learn in ways that suit them best and enable them to earn their diplomas. Christian Virtual School’s Assessment, Evaluation, and Reporting Policy is based on seven fundamental principles, as outlined in the Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools document.

                                                When these seven principles are fully understood and observed by all teachers, they guide the collection of meaningful information that helps inform instructional decisions, promote student engagement, and improve student learning. At Christian Virtual School, teachers use practices and procedures that:

                                                1. are fair, transparent, and equitable for all students;
                                                2. support all students, including those with special education needs, those who are learning English, and those who are First Nation, Métis, or Inuit;
                                                3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
                                                4. are communicated clearly to students and parents or guardians at the beginning of the school year or course and at other appropriate points throughout the school year or course;
                                                5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
                                                6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; and
                                                7. develop students’ self-assessment skills to enable them to access their own learning, set specific goals, and plan next steps for their learning.

                                                For more information on our assessment and evaluation strategies, refer to Section 6, Student Achievement, in the Course Calendar.

                                                Program Planning Considerations: