Math 9: Long Range Plan

Teacher:
School:
Classroom:
Time Period:

Ms. Healy
Willow Creek Composite High School
September December

Willow Creek Composite High School runs on a Day 1 / 2 rotation as below. Students
will have 60 + 45 minutes of math on Day 1s and 60 minutes on Day 2s.

Student Scheduling:
Students will have math for 60 minutes every
morning as well as 45 minutes in the afternoon
every other day. The 60-minute classes will be the
foundation of the course where the majority of the
instruction will be held. The 45-minute lessons will
be used for additional work time, instruction time,
and/or study/review time on most days. I will also be
using them as flex periods if we fall behind in our
scheduling. Given that they are at the end of the
day these periods will be lighter in content and I
will try to avoid testing during this period.
If time permits, these 45-minute lessons may also
be used for mini skill building lessons. This could be
helping students better understand their learning
style and what learning tools work best for them.
Working on their scheduling, organizing, goal
setting, study and testing techniques, as well as
possible journaling.
I will be using the first couple weeks of school to
assess where students are as a group as well as
individually to further diagnose the most effective
use for these periods. Additionally, I will have to
assess every period differently based on where the
students are that day and given its time period. I will

Long Range Unit Planning:

I will be following the long-range plan currently in place by the school division.
*

6
1
3
2
0
2
7

7
1
4
2
1
2
8

Approximate end of unit exam (if one is to be held)

September 2015
T
W
T
F

8
1
5
2
2
2
9

9
1
6
2
3
3
0

10

25

5
1
2
1
9
2
6

8
15

9
16
*

22

23

29

30

3
1
0
1
7
2
4
3
1

17
24
*

October 2015
T
W
T

5
1
2
1
9
2
6

S
1

M
2

8
1
5
2
2
2
9

9
1
6
2
3
3
0

December 2015
M
T
W
T
F
1
2
3*
4
7
1
4
2
1
2
8

7
1
4
2
1
2
8

18

4
1
1
1
8
2
5

6
1
3
2
0
2
7

6
1
3
2
0
2
7

4
11
*

November
T
W
3
4
1
1
0
1
1
1
7
8
2
2
4
5

8
1
5
2
2
2
9

9
1
6
2
3
3
0

2015
T
F
5
6*
12
19

13
20
*

26

27

10

11

17

18

24

25

31

S
7
1
4
2
1
2
8

S
5
1
2
1
9
2
6

9N3/4

Chpt
1/2
Chpt
1/2

9PR1/2

Chpt 5

9PR1/2
Fle
x

Chpt 5

9N3/4

Fle
x
9N1/2

Chpt 2

9N1/2

Chpt 2

9SS2

Chpt 4

9SS2

Chpt 4

9SS2

Chpt 4

9PR3

Chpt 5

9PR3

Chpt 5

9SP4

Chpt 7

9SP4

Chpt 7

9SP4

Chpt 7

9SS3/4

Chpt 3

9SS3/4

Chpt 3

/ Flex

No
Scho
ol
Staff
Days

Assessment:

Assessment for grade 9 math will be broken apart into Assessment for Learning, Assessment of
Learning, and Assessment as Learning.
Comparing Assessment for Learning and Assessment of Learning
Assessment for Learning
Assessment of Learning
(Formative Assessment)
(Summative Assessment)
Checks learning to determine what to do next and
Checks what has been learned to date.
then provides suggestions of what to doteaching
and learning are indistinguishable from assessment.
Is designed to assist educators and students in
Is designed for the information of those not di
improving learning.
involved in daily learning and teaching (schoo
administration, parents, school board, Alberta
Education, post-secondary institutions) in add
educators and students.
Is used continually by providing descriptive feedback. Is presented in a periodic report.
Usually uses detailed, specific and descriptive
Usually compiles data into a single number, sc
feedbackin a formal or informal report.
mark as part of a formal report.
Is not reported as part of an achievement grade.
Is reported as part of an achievement grade.
Usually focuses on improvement, compared with the
Usually compares the student's learning eithe
student's previous best (self-referenced, making
other students' learning (norm-referenced, ma
learning more personal).
learning highly competitive) or the standard fo
grade level (criterion-referenced, making learn
more collaborative and individually focused).
Involves the student.
Does not always involve the student.
Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. This form

of assessment is crucial in helping students become lifelong learners. As students

engage in peer and self-assessment, they learn to make sense of information, relate it to
prior knowledge and use it for new learning. Students develop a sense of ownership and
efficacy when they use teacher, peer and self-assessment feedback to make
adjustments, improvements and changes to what they understand.
Summative Assessment Breakdown:
Estimated strand percentages:

Number
30%
Patterns and Relations
40%
Shape and Space
20%
Statistics and Probability 10%

Differentiation
Mathematics can be differentiated according to content, process, and products. When planning
classroom differentiation, one must consider students prior knowledge, preferred learning styles,
and present skill level. The teacher must provide alternative instruction and assessment
activities as well as challenge students at their appropriate level in terms of their readiness,
interests, and learning profiles. I will be using the following accommodations from Education
Alberta as a guideline for promoting student learning:

General Accommodations
Methods of
Instruction

Task/Response

Vary amount of
material to be
learned.
Vary amount of
material to be
practised.
Vary time for
practice activities.
Use advance
organizers.
Cue student to
stay on task; e.g.,
private signal.
Facilitate student
cueing (student
providing cues to
the teacher).
Repeat directions
or have student
repeat directions.
Shorten directions.
Pair written
instructions with
oral instructions.
Use computerassisted
instruction.
Use visual aids in
lesson
presentation.
Other ________________

Provide student
with a copy of
notes.
Accept dictated or
parent-assisted
homework
assignments.
Provide extra
assignment time.
Permit student to
print.
Provide a student
buddy for reading.
Other ________________
Materials

Task/Response

Reduce or
substitute required
assignments.
Adjust level of inclass assignments
to academic level.
Break long-term
assignments into
shorter tasks.
Adjust amount of
copying.

Materials (contd)

Reinforcement
Systems

Increase print size in

photocopying.
Use daily homework
assignment book.
Other _________________

(contd)

(contd)

Modify text
materials (add,
adapt or
substitute).
Make materials
self-correcting.
Highlight important
concepts and
information and/or
passages.
Use a desktop
easel or slantboard
to raise reading
materials.
Prepare recordings
of
reading/textbook
materials.
Provide an extra
textbook for home
use.
Allow use of
personal word lists,
cue cards.
Increase use of
pictures, diagrams,
concrete
manipulators.

Organization for
Instruction
The student works best:
in large group
instruction
in small group
instruction
when placed beside
an independent
learner
with individual
instruction
with peer tutoring
with cross-aged
tutoring
using independent
self-instructional
materials
in learning centres
with preferential
seating
with allowances for
mobility
in a quiet space
within the classroom.
Other _________________
Reinforcement
Systems
Provide immediate
reinforcement.
Give verbal praise for
positive behaviour.
Use tangible
reinforcers.
Send notes home.
Complete progress
charts.

Allow special
activities.
Instruct student in
self-monitoring;
e.g., following
directions, raising
hand to talk.
Other _________________

Assessment and
Testing

Adjust the test

appearance; e.g.,
margins, spacing.
Adjust the test
design (T/F, multiple
choice, matching).
Adjust to recall with
cues, cloze, word
lists.
Vary test
administration
(group/individual,
open book, make-up
tests).
Audio record test
questions.
Select items specific
to ability levels.
Vary amount to be
tested.
Give extra test
time.
Adjust readability of
test.
Allow recorded
reports for essays
and/or long
answers.
Read test questions.
Allow use of a scribe
or a reader.
Allow oral

Use strategies to
enhance recall;
e.g., cues, cloze.

Break materials
into smaller task
units.

examinations.
Other __________________

Instructional Accommodations
Reading
Difficulties
Use
less
difficult/alternative
reading material.

Reduce
amount of reading
required.

Allow
alternative methods
of data collection

Written
Expression
Difficulties

Reduce volume of
work.

Break
long-term
assignments into
manageable tasks.

Extend
time for completing
assignments.

Attention
Difficulties

Provide
alternative seating:

near
teacher

facing
teacher

at front of
class, between wellfocused students,
away from

Memory
Difficulties
Provide
a written outline.

Provide
directions in written
form (on board, on
worksheets, copied in
assignment book by
student).

Provide
a specific process for

Fine and Gross

Motor
Difficulties
Use
assistive and
adaptive devices:

pencil
or pen adapted
in size or grip
diameter

altern
ative keyboards

porta

(audio recorders,
dictation, interviews,
fact sheets).
Set
time limits for specific
task completion.
Enlarg
e text of worksheets
and reading material.
Extend
time to complete
tests and
assignments.
Use
large print editions of
tests.
Read
test items aloud to
student.
Read
standard directions
several times at start
of exam.
Audio
record directions.
Use
assistive technology
(optical character
recognition system,
books on tape/CD,
screen readers).

Offer

alternative
assignments.

Allow
student to work on
homework while at
school.
Allow
alternative methods
of data collection
(audio recorders,
dictation, interviews,
fact sheets).
Permit
use of scribe or audio
recorder for answers
(student should
include specific
instructions about
punctuation and
paragraphing).
Waive
spelling, punctuation
and paragraphing
requirements.
Accept
keyword responses
instead of complete
sentences.
Use
assistive technology
(word processor,
spell-check device,
grammar-check
device, text-to-speech
software).

distractions.
Provide
additional or personal
work space (quiet area
for study, extra seat or
table, time-out spot,
study carrels).

Permit
movement during class
activities and testing
sessions.

Provide
directions in written
form:

on board

on
worksheets

copied in
assignment book by
student.

Set time
limits for specific task
completion.

Extend
time to complete tests
and assignments.

Allow
student to take breaks
during tests.

Use
multiple testing sessions
for longer tests.

Use place
markers, special paper,
graph paper or writing
templates to allow
student to maintain
position and focus
attention better.

Provide
cues; e.g., arrows, stop
signs on worksheets and
tests.

Provide a
quiet, distraction-free
area for testing.

Allow
student to wear noise
buffer device such as
headphones to screen
out distracting sounds.

Provide
checklists for long,
detailed assignments.

turning in completed
assignments.
Provide
checklists for long,
detailed assignments.
Read
and discuss standard
directions several
times at start of
examination.
Provide
cues, e.g., arrows,
stop signs, on
worksheets and tests.
Allow
student to use
reference aids
(dictionary, word
processor, vocabulary
cue card).

ble word
processor.
Set
realistic and
mutually agreedupon expectations
for neatness.

Redu
ce or eliminate the
need to copy from a
text or board; e.g.,

provi
de copies of
notes

permi
t student to
photocopy a
peers notes

provi
de carbon/NCR
paper to a peer
to copy notes.

Exten
d time to complete
tests and
assignments.

Alter
the size, shape or
location of the
space provided for
answers.

Accep
t keyword responses
instead of complete
sentences.

Allow
student to type
answers or to
answer orally
instead of in writing.

Assessment Accommodations
Some students require accommodations to allow classroom assessment to measure and communicate
student growth and achievement clearly and realistically. Some students will know what they need to
demonstrate their knowledge in the classroom and in testing situations. It is important to provide an
opportunity for students and parents to suggest or respond to proposed assessment accommodations.
Sample assessment accommodations include:

allowing extended time

allowing breaks during the test
reducing the number of questions
breaking a test into parts and administering them at separate times
providing an audio recorded test and making students aware that they may listen to
part or all of the recording more than once
providing a reader or a scribe
providing an opportunity to record answers
providing more detailed instructions and confirming the students understanding of
the test process
administering the test in a small group setting or to an individual student
administering the test in a separate room, free from distractions
providing noise buffers; e.g., headphones
adjusting the test appearance; e.g., margins, spacing
adjusting the test design (true/false, multiple choice, matching)
adjusting the readability of the test
allowing alternative formats such as webs or key points in place of essays or long
answers
reading test questions
allowing use of a scribe or a reader
allowing oral examinations
allowing students to practice taking similar test questions.

Math 9
Specific Outcomes, I Can Statements, and Vocabulary

Strand: Number
9N1. Powers - Demonstrate an understanding of power with integral bases (excluding
base 0) and whole number exponents by;
representing repeated multiplication, using powers
using patterns to show that a power with an exponent of zero is equal to
one
solving problems involving powers.
I can identify the parts of a power (base, exponent, brackets) and their roles.
I can write a repeated multiplication number sentence as a power.
I can write a power as a repeated multiplication.
I can evaluate a power with a positive or negative base.
I can show that a base with an exponent of zero is equal to one.
I can solve problems involving powers.
9N2. Exponent Laws - Demonstrate an understanding of operations on powers with
integral bases (excluding base 0) and whole number exponents:

( a m )( an ) =am +n

am an =amn , m> n

(am )n=amn

(ab)m=am bm
a n an
= n ,b0

b
b
I can prove why exponent laws work using examples.
I can simplify expressions using the exponent laws.
I can evaluate expressions using exponent laws.

()

9N3. Rational Numbers - Demonstrate an understanding of rational numbers by:

comparing and ordering rational numbers
solving problems that involve arithmetic operations on rational numbers.
I can define the term rational number.
I can write rational numbers using equivalent numerical representations.
I can order a set of rational numbers.
I can identify a rational number between two given rational numbers.
I can compare rational numbers using mathematical language (<, >, and =).
I can solve problems using arithmetic operations on rational numbers.
9N4. Order of Operations - Explain and apply the order of operations, including
exponents, with and without technology.
I can explain order of operations.
I can apply order of operations.

9N5. Square Roots of Perfect Squares - Determine the square root of positive
rational numbers that are perfect squares.
I can determine if a rational number is a perfect square.
I can identify the square root of a rational number that is a perfect square.
9N6. Approximating Square Roots - Determine an approximate square root of
positive rational numbers that are non-perfect squares.
I can estimate the square root of a rational number.
I can use technology to determine the square root of a rational number.

Strand: Patterns & Relations

9PR1.
Patterns and Equations Generalize a pattern arising from a problemsolving context, using a linear equation, and verify by substitution.
I can represent a pattern with a linear equation.
I can substitute into an expression or equation to verify a solution.
9PR2.Graphing Linear Relations Graph a linear relation, analyze the graph, and
interpolate or extrapolate to solve problems.
I can graph a linear relation.
I can use a graph to solve problems.
9PR3.
Solving Equations Model and solve problems, using linear equations of
the form:
I can represent a given problem with an algebraic equation.
I can solve the following types of equations:
ax=b
x
=b , a 0

a
ax +b=c
x
+b=c , a 0

a
ax=b +cx
a ( x+ b )=c
ax +b=cx +d
a ( bx +c )=d (ex+ f )
a
=b , x 0

x
Where a, b, c, d, e, and f are rational numbers.
I can verify the solution to an algebraic equation.
9PR4.
Inequalities - Explain and illustrate strategies to solve single variable
linear inequalities with rational coefficients within a problem-solving context.
I can represent a given problem with an inequality.
I can solve inequalities.
I can verify the solution to an inequality.

9PR5.
Polynomials Demonstrate an understanding of polynomials (limited to
polynomials of degree less than or equal to two.)
I can recognize when an expression is (or is not) a polynomial.
I can classify a polynomial according to the number of terms (monomial,
binomial, trinomial, or polynomial).
I can determine the degree of a polynomial.
I can identify the coefficient(s), variable(s), and constant in a polynomial.
9PR6.
Adding & Subtracting Polynomials Model, record, and explain the
operations of addition and subtraction of polynomial expressions, concretely,
pictorially, and symbolically (limited to polynomials of degree less than or equal to
two.)
I can model addition of polynomials concretely, pictorially, and symbolically.
I can model subtraction of polynomials concretely, pictorially, and
symbolically.
I can identify like terms.
I can simplify polynomials by collecting like terms.
I can add and subtract polynomials.
9PR7.
Multiplying & Dividing Polynomials by Monomials Model, record,
and explain the operations of multiplication and division of polynomial expressions
(limited to polynomials of degree less than or equal to two) by monomials,
concretely, pictorially, and symbolically.
I can model multiplication of monomials by polynomials concretely,
pictorially, and symbolically.
I can model division of polynomials by monomials concretely, pictorially, and
symbolically.
I can multiply a polynomial by a monomial.
I can divide a polynomial by a monomial.

Strand: Shape & Space

9SS1.
Circle Properties Solve problems and justify the solution strategy, using
the following circle properties:
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 are congruent.
A tangent to a circle is perpendicular to the radius at the point of
tangency.
I can solve problems using properties of chords in circles.
I can solve problems using properties of angles in circles.
I can solve problems using the tangent of a circle.

9SS2.
Surface Area Determine the surface area of composite 3-D objects to
solve problems (limited to right rectangular prisms, right triangular prisms, and
right cylinders).
I can identify the faces of a composite 3-D object.
I can dissect the faces of 3-D objects into triangles, circles, and rectangles
(or parts of these shapes).
I can determine the dimensions needed to calculate the surface area of
composite 3-D objects.
I can calculate the surface area of composite 3-D objects.
I can solve problems involving surface area.
9SS3.

Similarity Demonstrate an understanding of similarity of polygons.

I can determine if two polygons are similar and justify my solution.
I can draw a polygon that is similar to another.
I can solve problems involving similar polygons.

9SS4.

Scale Diagrams Draw and interpret scale diagrams of 2-D shapes.

I can draw a diagram to scale.
I can determine the scale factor for a given diagram.
I can solve problems involving scale.

9SS5.

Symmetry Demonstrate an understanding of line and rotation symmetry.

I can determine if a shape has line symmetry.
I can determine is a shape has rotation symmetry.
I can describe line symmetry using appropriate mathematical vocabulary.
I can describe rotation symmetry using appropriate mathematical vocabulary
I can create shapes that demonstrate line and/or rotation symmetry.

Strand: Statistics & Probability

9SP1.
Data Collection Describe the effect of each of the following on the
collection of data.
bias
use of language
ethics
cost
time and timing
privacy
cultural sensitivity
I can describe the effect of various factors on data collection using examples
and appropriate mathematical vocabulary.
9SP2.Samples Select and defend the choice of using either a population or a sample
of a population to answer a question.
I can determine when using a population or a sample is more appropriate
and defend the choice.

9SP3.Data Collection, Display, and Analysis Develop and implement a project plan
for the collection, display, and analysis of data by:
I can formulate a question for investigation.
I can choose a data collection method that includes social considerations.
I can select a population or a sample.
I can collect data.
I can display collected data in an appropriate manner.
I can draw conclusions to answer questions.
9SP4.
Probability Demonstrate an understanding of the role of probability in
society.
I can identify situations where probability is used in society.
I can explain how decisions are made using theoretical and experimental
probabilities.

Vocabulary: Number
Grade 7
Divisible
Factor
Multiple
Prime Number
Composite Number
Natural Numbers
Whole Numbers
Product
Quotient
Remainder
Even
Odd
Dividend
Divisor
Undefined
(division by zero)
Sum
Difference
Place Value
Perfect Square
Square Root
Factor
Square
Squared
Benchmark
Power
Base

Area
Expression
Equivalent
Percent
Greater Than
Less Than
Equal To
Bar Notation
Terminating Decimal
Repeating Decimal
Round
Approximation
Concretely
(with manipulatives)
Pictorially
(draw a picture)
Symbolically
(write a math sentence)
Equivalent Fraction
Grade 8
Approximate
Estimate
Rational
Irrational
Percent Of
Percent Off
Grade 9
Exponent
Order of Operations

Denominator
Numerator
Improper Fraction
Proper Fraction
Mixed Number
Lowest Terms
Reduce
Simplify
Common Denominator
Integer
Positive
Negative
Zero Principle
Zero Pairs
Opposite Integers
Number Line
Ascending
Descending
Ratio
Rate
Unit Rate
Part to Part
Part to Whole
Proportion

Vocabulary: Patterns and Relations

Constant
Variable
Algebraic Expression
Numerical Coefficient

Grade 7
Equation
T-Chart
Pattern
Stage Number
Grade 8

Substitute
Equality
Preservation of Equality

Distributive Property
Grade 9
Horizontal
Degree
Greater Than
Less Than

Interpolate
Extrapolate
Linear
Relation
Inequality
Vertical

Greater Than or Equal To

Less Than or Equal To

,<, , ,=,

Monomial
Binomial
Trinomial
Polynomial
Like Terms
(element of)

Vocabulary: Shape and Space

Radius
Diameter
Circumference
Pi
Central Angle
Compass
Protractor
Degree
Parallelogram
Formula
Area
Pythagorean Theorem
Hypotenuse
Legs
Right Triangle
Right Angle
Net
Chord
Arc
Inscribed Angle
Tangent
Perpendicular Bisector
Composite Object

Grade 7
Parallel
Perpendicular
Bisector
Line
Line Segment
Cartesian Plane
Axes
Ordered Pair
Coordinates
Quadrant
Vertices
Grade 8
3 Dimensional Object
Prism
Cylinder
Faces
Base
Height
Grade 9
Similar
Scale
Scale Factor
Enlargement
Reduction
Symmetry

Transformation
Translation
Reflection
Rotation
Image
Horizontal
Vertical
Consecutive
Clockwise
Counter-Clockwise
Surface Area
Volume
Capacity
Vertex
Polygon
Congruent
Line Symmetry
Rotation Symmetry
Line of Symmetry
Order

Vocabulary: Statistics and Probability

Grade 7
Central Tendency
Mean

Median
Mode

Range
Data

Outlier
Compass
Protractor
Proportion
Degrees
Circle Graph
Angle
Interval
Population
Sample
Bias

Circle
Portion
Legend
Probability
Ratio
Manipulate
Chance
Grade 8
Misinterpret
Grade 9
Gender
Ethics
Cultural Sensitivity

Likelihood
Event
Sample Space
Independent Events
Dependent Events
Theoretical Probability

Experimental Probability

Experiment
Misrepresent
Assumptions
Limitation