1. MFM1P 1999  Analytic Geometry  Operating with Exponents  Surface Area of 3D figures Consideration of Appropriateness 30 Revision  Analytic Geometry revised and moved to Grade 10 Applied  Operating with Exponents will be included in Grade 11,where it is applied  Surface Area included in Grade 10 Applied  Proportional reasoning substrand added GRADE 9 APPLIED

2. WHAT HAS REMAINED THE SAME  The “big idea” of the course is relationships  Application and problem solving of “real life” situations  Investigation of concepts  Using a variety of tools (e.g., technology, concrete materials) to investigate and consolidate concepts GRADE 9 APPLIED

3. REVISIONEXPECTED IMPACT OF REVISION Proportional Reasoning substrand added Analytic Geometry is removed and manipulation of some algebraic skills moved to Grade 10 and 11, incorporated as required Ratio and proportion incorporated as a substrand, to strengthen their understanding of this important concept Algebraic concepts are introduced at more appropriate times, and as needed for other course content, thus greater success expected

4. GRADE 9 APPLIED REVISIONEXPECTED IMPACT Numeracy (manipulation) skills are incorporated into substrands as required (e.g., rational numbers and integers are in the substrand “Manipulating Expressions and Solving Equations”) Measurement and Geometry focuses on optimization of 2D shapes, and on the volume of 3D figures The number of expectations has been reduced Numeracy skills are intended to be introduced in context, giving “meaning” to the skill, thus greater success expected. Surface area of 3D figures is in grade 10 applied (developmental continuum) More time is available to investigate concepts and consolidate skills

5. GRADE 9 APPLIED: Transfer course REVISIONEXPECTED IMPACT OF REVISION Some concepts and skills presently in grade 9 applied are now moved into other grades, if /when required. A transfer course (1/2 credit) will be developed for students wishing to move into Grade 10 Academic. “Transfer courses are designed to adequately prepare students to meet the expectations of a different type of course” (OSS, p.17).

6. WHAT HAS REMAINED THE SAME  Continuum of concept development in algebra, geometry, measurement (trigonometry) and mathematical relationships (introduction to quadratic relationships)  Application and problem solving of “real life” situations  Investigation of concepts  Using a variety of tools (e.g., technology, concrete materials) to investigate and consolidate concepts GRADE 10 APPLIED

7. REVISIONEXPECTED IMPACT OF REVISION Linear relations are generalized as analytic geometry Piecewise linear functions is removed Manipulation of some algebraic skills has been moved to Grade 11, incorporated as required Developmental continuum of linear relationships that was developed in grade 9 applied, piecewise only as an application if needed Algebra as required for the course content, thus more success expected

8. GRADE 10 APPLIED REVISIONEXPECTED IMPACT OF REVISION Quadratic Relations strand focuses on graphical interpretation, and is assisted with technology, less algebra is required than presently Measurement focuses on surface area of 3D figures, trigonometry, and an introduction of the imperial system of measurement More success due to the manipulatives and technology support suggested in the expectations Developmental continuum (measurement, including the introduction of imperial measurement, proportional reasoning)

9. GRADE 10 APPLIED REVISIONEXPECTED IMPACT OF REVISION Some concepts and skills presently in grade 10 applied are now moved into other grades, if and when required. Less focus on algebraic skills with respect to quadratic relationships, thus more success expected