# Thanks for a terrific year! Have a great summer!

**Important Information**

The textbook is available online here. To register, read this.

We are currently working on Chapter 11 – Data Analysis and reviewing for the final exam.

The Math 9 Final Exam will be on Wednesday, June 12.

The marks cut-off for my class will be Friday, June 14th at 3:30 pm. Hand in all missing work before then.

To see you current score for this class, visit Student Connect.

To see what you need to you need on the final exam, download this calculator or see this chart.

**June 12 – Final Exam day!**

The class wrote the final exam. Congratulations on completing Math 9!

Bring your textbook if you haven’t submitted it yet.

**June 10 – Final Exam next class!**

The class completed the survey projects. Students handed in all the parts of the project that hadn’t been handed in previously. This project should be handed in by all students as soon as possible, if you didn’t complete it today.

We had a chance to revisit the topics from chapter 1 and chapter 2. There is an answer key for those reviews.

The final exam is next class. Bring a calculator and your textbook.

**June 6**

The class had a chance to practice some linear relations work from chapter 6.

Students then worked on their survey projects. Today, we took all the responses for the numerical response question that were written and calculated the mean, median, and mode of the responses.

Students then were given a review for Chapter 4 – Similarity and Chapter 10 – Angle Geometry. The final exam will be on Wednesday.

**June 4**

The class had a warm-up on solving equations and inequalities. This led into a discussion about Linear Relations from Chapter 6.

Students worked in their groups from the survey projects and compiled the results. Students each chose a question to graph using a bar graph. We will be doing some more work on the projects in the next couple of classes. The bar graphs should be completed for next class.

We will continue to review for the final exam that will be next Wednesday.

**May 31**

The class worked on a warm-up of chapter 5 and 7.

There was a reminder of the topics that we discussed in chapter 8 and 9 (Solving Equations and Inequalities).

We saw the big ideas from solving.

We saw a review of Solving Equations.

We saw a review of Solving Inequalities.

Students should do an assortment of the questions on the review worksheets. Choose a variety of topics and choose questions that you find difficult.

We will continue with the survey project next day as well.

**May 29**

We looked at the solutions for the chapter 3 – exponents review worksheet from last day.

We had a warm-up looking at calculating values of powers and doing an example where numbers grow exponentially.

There was a brief reminder of some of the polynomial ideas studied in chapter 5 and 7. For next day, students should work on

– Ch 5 – Polynomials 1 review

– Ch 7 – Polynomials 2 review

**May 27**

We marked the chapter 11 quiz from last day.

Students saw this rubric to see how a bar graph would be assessed. Students practiced by graphing the number of siblings that students in the class had. We will continue the survey project when we have the results of the surveys.

We started to review for the final exam by looking at this chapter 3 – Exponents review.

**May 23**

Students got together with their survey groups to decide what type of sample the survey should use.

Many students had time to try some of the questions on page 444 and 445 in the textbook.

We wrote chapter 11 quiz.

**May 21**

Students did a warm-up on the calculations that we practiced last day.

The groups were able to practice and refine their survey questions.

Students worked on a review worksheet to get ready for the quiz next day.

**May 15**

Students took notes on the calculations that can be done to analyze the results of a survey.

We also had time to meet with groups about the Chapter 11 Survey Project. Students need to have their questions written for next class.

For practice, students should do page 435 #4,6,7 for next day.

**May 13**

Students did a warm-up discussing the language of survey questions.

Students took notes on 11.2 – Types of Samples.

We also had time to meet with groups to start discussions about the Chapter 11 Survey Project. By the end of next day, students will have to submit their survey questions.

For practice, students should do page 427 #8-11 for next day.

**May 9**

We went over the worksheet on mean, median, and mode.

Students learned some of the vocabulary used to critique surveys. Handout here.

For practice, students should do page 419 #4-10 for next day.

**May 7**

The class wrote the chapter 10 test on Circle Geometry.

Afterwards, we took notes on mean, median, and mode. Students have a worksheet that should be completed by next day. It is a preview of some of the calculations for Chapter 11.

**May 3**

The class looked at identifying the circle properties that we saw earlier this year.

We went over the solutions to this review worksheet. We played a review game in class today.

There will be a chapter 10 test next day – on Tuesday.

**May 1**

The class wrote a quiz on the Pythagorean Theorem and lengths in a circle.

Students started to review by looking at this review worksheet.

There will be a chapter 10 test in two classes (on Tuesday).

**Apr 29**

We started the class with a reminder of the Pythagorean Theorem and of perpendicular bisectors. We did a warm-up in which we had to draw a radius as the hypotenuse of a right triangle.

We looked at the right angles formed by tangents of a circle.

For next day:

Students should complete page 400 #5,6,8

There will be a quiz next day on the Pythagorean Theorem and lengths in a circle.

**Apr 25**

We went over the angles on circle geometry worksheet 2. Students wrote circle geometry quiz 1.

Students wrote notes and examples of 10.2 Perpendicular Bisectors.

Students in block C also got caught up by reviewing the Pythagorean Theorem.

For next day:

Block A – page 390 #7-10, 16

Block C – Pythagoras review and page 390 #7 and 16.

**Apr 23**

We continued looking at circle geometry. We went over circle geometry worksheet 1 from last day.

Students worked on circle geometry worksheet 2.

Students in block A also looked at the Pythagorean Theorem and this worksheet.

Students in Block A searched for the shapes that make up the circle properties in a worksheet full of diagrams. We were trying to recognize the “diamond, the big triangle, etc.”

Both blocks will have a quiz next day on the circle properties we’ve seen so far.

**Apr 18**

We began to look at Angles and Circle Geometry.

We saw that

– an inscribed angle subtended by a diameter is always 90 degrees.

– opposite angles in an inscribe quadrilateral will sum to 180 degrees.

– inscribe angles that are subtended by the same arc are equal.

– inscribe angles half of a central angle that subtended by the same arc.

Students were given this Circle Geometry Properties data page showing these properties and properties to remember from previous classes.

Students should complete circle geometry worksheet 1 for next day.

**Apr 16**

Students worked on a few warm-up problems to remind them of the topics that were covered in this chapter. Students then wrote the chapter 9 test.

No homework. We will begin chapter 10 next day. Just a reminder that Wednesday this week is a collaboration day and Thursday is Parent-Teacher Interview day. There will be shorter classes each day.

**Apr 12**

Students worked on a few warm-up problems to remind them of the topics that were covered this week. We went over these together.

In groups, students worked on a chapter 9 – Solving Inequalities review worksheet. There is an answer key here.

Students wrote a quiz to see how they are doing so far in the unit.

There will be a chapter 9 test next day, on Tuesday, April 16.

**Apr 10**

We started with a warm-up to review when the inequality symbol needs to switch direction.

We saw that for any inequalities (or equations) that have fractions, one method to deal with them was to change every term to common denominators. Then all the denominators can be removed. We practiced writing expressions with common denominators.

Students wrote down four questions to practice for next day. An answer key is provided in the red ink below each question.

There will be a quiz next day. There will be a chapter 9 test on Tuesday, April 16.

**Apr 8**

The class did a warm-up to remind themselves of writing and solving inequalities.

We wrote and marked a quiz on the inequalities and solving one- and two-step inequalities.

Students were given notes on when to change the direction of the inequality symbol.

We did not have any time to practice at the end of the class. There will be a chapter 9 test on Tuesday, April 16.

**Apr 4**

The class did a warm-up to review inequalities: writing algebraically, in words, or drawn using a number line.

We looked at solving an inequality and saw that apart from a couple differences (some we will explore next day), solving an inequality is the same as solving equations. We did notes on 9.2/9.3 – Solving One- and Two-Step Inequalities.

Students had time to practice at the end of class:

– Page 357 #5ac, 6ac, 7a, 14, 18

– Page 365 #3ab, 10

There will be a quiz on the material discussed in the last two days of class.

**Apr 2**

We did an intro worksheet in groups to remind ourselves of the inequalities signs and to see examples of multiple solutions.

We went through the notes for 9.1 – Representing Inequalities.

Students worked on page 347 #6,7,9,10,11,14,15,16,17,18. These should be completed next day.

**Mar 14**

Students wrote the March Midterm exam. It covered the entire year, but most of the questions were from chapters 5-8.

Answer keys for the March Midterm review pages:

Ch. 1-3 Key

Ch. 4 Key

Ch. 5 Key

Ch. 6 Key

Ch. 7 Key

**Mar 12**

Students again were reviewing for the March Midterm Exam that will be next class. The midterm covers the entire year, but will be mostly from chapters 5 – 8. Students were given a review from Chapters 1-4.

**Mar 8**

The class had a few minutes to review before they wrote the chapter 8 test.

I handed out a Chapter 6 – Linear Relations review worksheet. Students now have reviews for chapter 5, 6, and 7. We are getting ready for the March Midterm on Thursday. The Midterm covers the entire year, but will be mostly from chapters 5 – 8.

For next day, students should review whichever topics they feel will be most useful. Specifically, the homework is to

– do something that is easy

– do something that is difficult

**Mar 6**

We looked at some review questions that covered topics from Chapter 5, 7, and 8.

Students were in teams of two in a solving equations battle game. They chose cards with terms or polynomials on them and formed their own equations. In the pairs, they tried to solve the equations. This is in preparation for the chapter 8 test that is next day. There are questions in the textbook on pages 330-331 if you want more practice.

Mr. Hill handed out a review package that covers topics in Chapter 5 and Chapter 7. This is not due immediately.

The chapter 8 test will be on Friday, and the March Midterm exam will be on Thursday, March 14.

**Mar 4**

Students worked with partners on two questions from 8.3 where you could simplify the equation before solving. We went through the notes for 8.4 – Solving Equations with Variables on Both Sides. Students should complete page 327 #6a,8a,10a,11d.

The chapter 8 test will be on Friday, and the March Midterm exam will be on Thursday, March 14.

**Feb 28**

The period started with three warm-up questions. The answer key is available here. The website that I showed to block A was WolframAlpha.

Students wrote a quiz on 8.1-8.2 Solving 1 and 2 step equations.

We talked about section 8.3. The notes are here. For next day, students should do page 319 #7, 10.

The chapter 8 test will be in three classes, and the March Midterm exam will be in two weeks.

**Feb 26**

In groups, the class worked on some solving problems.

We did some examples of 8.2 – Solving Two-Step Equations. For next day, students should complete:

– page 301 #8, 9, 12a, (try 29 if you want)

– page 311 #10, 12, 14, 15

There will be a quiz next day on solving 1 and 2-step equations.

**Feb 22**

The class had some time to review before writing the Chapter 7 – Multiplying and Dividing Polynomials.

After the test, we began chapter 8. We did a few examples of solving one-step equations. For next day, students should complete the questions on the back of the 8.1 notes, where they are reviewing some topics from Chapters 5 and 7.

**Feb 20**

The class marked the 7.1/7.2 quizzes that were written on Monday.

We had a quick two question warm-up on dividing polynomials. We continued to review using this Chapter 7: Multiplying and Dividing Polynomials review worksheet. Students saw an answer key before the class was over. I mentioned that I wished the review worksheet had more practice using algebra tiles.

At the end of the period, students wrote a short exit slip. There will be a chapter 7 test next class.

**Feb 18**

After a quick review of multiplying monomials and polynomials and dividing monomials, we wrote a quiz on 7.1/7.2.

Students took notes on dividing polynomials. We saw that just like when we multiply polynomials, we must divide each term in the polynomial.

Students should complete page 275 #4-8 for next class. There will be a chapter 7 test on Friday.

**Feb 13**

The class did a warm-up worksheet to review 7.1 Multiplying and Dividing Monomials. We took notes on 7.2 Multiplying Monomials by Polynomials.

Students should complete page 269 #4,8,12 for next class. There will be a quiz on 7.1/7.2 on Monday. There will be a chapter 7 test on Friday next week.

**Feb 8**

The class started chapter 7 by looking at a review of Exponent Laws from Chapter 3.

We saw how algebra tiles can help us to multiply and divide monomials.

We went through the notes for 7.1 Multiplying and Dividing Monomials. Students should complete page 260 #4,8,11,15 for next class.

**Feb 6**

The class saw their quizzes from last day. We discussed some of the more common errors, so that students could try to avoid them on the test.

The class wrote the Chapter 6 – Linear Relations test.

**Feb 4**

We did a warm-up writing an equation for a table of values. We looked at the three lines here. Right-click on the line and choose properties to see the equation.

Block C also had time to work through the Graphing worksheet.

There was a quiz on writing equations and values from a line on a grid.

There will be a chapter 6 test next class. If you want more practice, see page 244 #6,7,9,10,14.

**Jan 31**

We did a warm-up writing an equation for a table of values.

There was a quiz on writing tables of values, graphing points, and writing linear equations.

We went through notes on Graphing Linear Relations and their equations. The students in block A were given a handout to do for homework. They should do #5 and 7 on the Graphing worksheet.

**Jan 29**

In groups, students did a warm-up on 6.1 where they practiced writing equations and tables of values for 6.1 Linear Relations Warm-up. We went over this together and students worked on some questions in the textbook. We did page 218 #10, 12, 14 and page 226 #4-11. The graphs from page 226 can be drawn on this handout.

There will be a quiz next day on writing tables of values, graphing points, and writing linear equations.

**Jan 25**

Students did a warm-up reminding them of the four parts of a linear equation and how to write an equation for a pattern. We spent most of the rest of teh class trying to determine how many coffee cups would be needed to build a tower as tall as a person.

**Jan 23**

We went over the Chapter 6 Get Ready – Linear Relations worksheet.

We did notes for 6.1 Linear Relations.

For next day, students should complete page #217 #5-7,10. Skip the last letter of 5,6,7.

**Jan 21
**

We went over the answer key for the worksheet from last day: Chapter 5 – Polynomials Review worksheet.

Students wrote the chapter 5 – Polynomials Introduction chapter test.

The Chapter 6 Get Ready – Linear Relations worksheet should be completed for next class.

**Jan 17**

We started with a review of subtracting polynomials and an example of a word problem written as a polynomial.

We wrote a quiz on adding/subtracting polynomials, and word problems.

Students worked on the Chapter 5 – Polynomials Review worksheet. If covers nearly everything that has been done this unit, although it does not have any questions specifically asking about algebra tiles. Complete the worksheet for next day.

There will be a Chapter 5 test next class.

**Jan 15**

We did a quick review together of adding and subtracting polynomials.

We worked in groups on this worksheet, getting more practice adding and subtracting polynomials. These pages were marked by each other in class.

We talked about how we can write a polynomial to represent different situations where we don’t know all the exact numbers or if numbers can change. Students should finish the questions on the last page of the word problem notes handout.

There will be a quiz next day on adding/subtracting polynomials and on word problems. There will be a chapter 5 test on Monday, Jan 21.

**Jan 11**

We did a quick review on the topics from the last two classes. Then, we wrote a quiz on algebra tiles, combining like terms, and describing polynomials.

We looked at some notes on adding/subtracting polynomials, which we practiced in the textbook.

For next day, complete page 196 #6, 10, 14, 16, 20, 25

**Jan 9**

We went over the solutions to the worksheet from last day.

We talked about some new vocabulary that we have and will be using this chapter. We went through these notes and examples together.

page 179 #5,8,9,11,12

page 187 #5,7,8,11,16

There will be a quiz next class on the work that we have done in the last two classes.

**Jan 7**

Students were introduced to combining like terms. We used algebra tiles to model the different kinds of terms. The worksheet that I used was originally found here, however, I have modified the worksheet so that the positive terms are coloured and the negative terms are white. I did this to match what students will see in the textbook.

Block A students should finish the worksheet completely, and block C students should do the first three pages.

**Dec 20**

Students wrote the December Midterm Exam.

**Dec 18
**

Students continued to prepare for the December Midterm Exam, which is next class.

We focused on a review worksheet that covers the three chapters on the midterm. I don’t have a digital copy of the exact worksheet that students were given, but have one that is close to it. Chapters 1 and 2 followed by Chapter 3. We went over the answers in class.

The Block C class also had a warm-up, which we went over in class.

**Oct 26**

Students did a warm-up.

Students worked on a review worksheet. The first two pages should be completed without a calculator. The last page should be done with a calculator. Students were able to see an answer key to check their work or to write down answers for questions that they had not completed so that they could check their work later.

There will be a chapter test next class, on Tuesday, Oct. 30. There will be calculator and non-calculator sections.

**Oct 24**

Students marked the quiz on multiplying/dividing fractions, using fractions to solve problems, and finding square roots from last day.

We looked at finding the square root of fractions and deciding whether a fraction was a perfect square or not. We looked at a couple applications of order of operations (BEDMAS).

Students should do page 78 #9 and page 60 #12,14,23

There will be a chapter test on Tuesday, Oct. 30.

**Oct 22**

We did a warm-up to get our minds thinking about math again.

Students wrote a quiz on multiplying/dividing fractions, using fractions to solve problems, and finding square roots.

We then looked at a few examples of using the proper Order of Operations (BEDMAS). Students should complete page 60 #9 for next day.

There will be a chapter test on Tuesday, Oct. 30.

**Oct 17**

We marked the quiz from last day.

Students took notes on calculating and estimating square roots of numbers without using a calculator. Students should complete p. 78 #11,12,13,15 for next day.

There will be a quiz next day (no calculators) on multiplying/dividing fractions, using fractions to solve problems, and finding square roots.

**Oct 15**

We went over the fractions worksheet from last day. They did #3,7,14,17

We wrote a quiz on comparing rational numbers and adding and subtracting fractions. Students did not use a calculator during this, but did have all their notes available to them as well as a times table.

Students took notes on where we might need to do calculations involving fractions. Students then worked on page 68 #9,13,14 (block A) or page 68 #9,13,14,16,17,18 (block C).

**Oct 11**

We went over the fractions worksheet from last day. They did #5,7,9,11,19,20

We did a warm-up where we compared rational numbers (like on page 51) and we added and subtracted fractions.

We took notes on multiplying and dividing fractions. Students worked on a worksheet to practice this. Students should do #3,7,14,17 for next day.

There will be a warm-up quiz on comparing numbers and adding/subtracting fractions next day. This will be written without a calculator.

**Oct 9**

Students worked on comparing and ordering rational numbers: page 51 #4,8,12,13,19

We did a quick reminder of adding/subtracting positive and negative numbers from last year. We also did some examples of adding/subtracting fractions.

Students also worked on a fractions worksheet. They did #5,7,9,11,19,20

**Oct 4**

We wrote our first chapter test today. I do allow students to write a retest if you feel you have improved. I ask for at least a days notice so that we can discuss how you have (or will) prepared for a retest. When you submit your retest, I will immediately ask you whether you want your new score or your old score. Hopefully you will have an idea of which score will be the higher one…

We continued our talk about ordering rational numbers (fractions or numbers that have decimals that stop or repeat).

For next day, students should do the last two questions on the notes for Section 2.1.

**Oct 2**

Students spent more time reviewing finding the surface area of 3-dimensional composite shapes.

There will be a chapter 1 test next class.

We started looking at comparing rational numbers. We looked at writing decimals and fractions in ascending or descending order.

**Sept 28**

Students warmed up by looking at the surface area of 3-dimensional shapes.

We reviewed the entire chapter by looking at page 36 #7,8a,10,13,14bc,16,17a

**Sept 26**

Students took notes on finding the surface area of 3d composite shapes.

There was a worksheet that provided some practice for this.

**Sept 21**

Students warm-up by finding the area and surface area of 2D shapes, composite 2D shapes and prisms.

We went over the worksheet from last day.

We wrote a quiz on area and surface area.

**Sept 19**

Students handed in symmetry designs, after analyzing them for symmetry.

We took notes on finding the area of composite 2D shapes.

Students were given a worksheet.

They should be able to explain how they would find the area of #2, 8 (front) and 5(back).

Students actually have to find the area of #4(front) and #1,2,10 (back).

There will be a quiz next day (Sept 21) on area, surface area, and composite shapes.

**Sept 17**

Students wrote a warm-up quiz on line and rotation symmetry.

We reviewed area of triangles, and surface area of rectangular prisms and cylinders from last year.

We worked on #2a,b,e, 3a,d, 5 on the worksheet. Complete your symmetry design for next day as well.

**Sept 13**

Students wrote a warm-up quiz on line symmetry

We continued to practice line and rotation symmetry.

p. 12 #5,6,12,13

p. 21 #5,6,7

Students are making a good copy of a logo, picture, or word of their own design. It must exhibit some form of symmetry. This must be completed by Wednesday.

There will be a warm-up quiz next class on line and rotation symmetry.

**Sept 11**

We reviewed the line symmetry ideas from last day.

We discussed rotation symmetry.

Students should be able to recognize rotation symmetry, explain the order of rotation, and give the angle of rotation in degrees or fractions of a turn.

Students were creating a symmetric logo, design, pattern, or word.

Homework quiz Sept 13 on line symmetry.

**Sept 7**

We looked at shapes and designs with line symmetry.

Students should be able to draw and count lines of symmetry and label them as horizontal, vertical, or oblique.

At the end of class, students were describing the symmetry of 5 and 6 pointed stars.

**Sept 5**

We discussed the course outline.

We worked on defining a classroom culture that is healthy, productive, and engaging. Striving for that culture will be a goal for our class each day for the rest of the year.

**Chapter 1 – Symmetry and Surface Area**

By the end of this chapter, you will be able to…

- 1A – identify and describe line symmetry in 2-dimensional shapes and images
- 1B – identify and describe rotational symmetry in 2-dimensional shapes and images
- 1C – determine the area of composite 2-dimensional shapes
- 1D – determine the surface area of composite 3-dimensional shapes
- 1E – explain how the symmetry of a 3-dimensional object can be used to simplify surface area

By the end of this chapter, you will be able to…

- 2A – compare and order rational numbers
- 2B – solve problems that involve operations (+,-,×,÷) on rational numbers
- 2C – explain and apply the order of operations
- 2D – determine the square root of a rational number that is a perfect squares
- 2E – determine the approximate square root of a rational number that is not a perfect square

**Chapter 3 – Powers and Exponents**

By the end of this chapter, you will be able to…

- 3A – represent repeated multiplication using powers and vice versa
- 3B – use patterns to show that a power with an exponent of one is equal to the base and a power with an exponent of zero is equal to one
- 3C – apply the exponent laws:

- 3D – solve problems involving powers

**Chapter 4 – Scale Factors and Similarity**

By the end of this chapter, you will be able to…

- 4A – draw an enlargement or reduction to scale
- 4B – explain given shapes are similar to each other or not
- 4C – calculate the scale factor of an enlargement or reduction
- 4D – calculate the length of a side of a polygon when we know the size of a similar one

**Chapter 5 – Introduction to Polynomials**

By the end of this chapter, you will be able to…

- 5A – describe a polynomial using the appropriate vocabulary
- 5B – use algebra tiles to represent a given polynomial and vice versa
- 5C – use algebra tiles to represent the addition of polynomials
- 5D – use algebra tiles to represent the subtraction of polynomials
- 5E – add or subtract polynomials symbolically (i.e. written “mathematically”

By the end of this chapter, you will be able to…

- 6A – identify a written, pictorial, or table-based pattern
- 6B – write a linear equation for a given pattern or context
- 6C – use a linear equation to solve problems
- 6D – graph a linear relation
- 6E – use a graph to interpolate or extrapolate to solve problems

**Chapter 7 – Multiplying and Dividing Polynomials**

By the end of this chapter, you will be able to…

- 7A – multiply and divide monomials symbolically
- 7B – use algebra tiles to represent the multiplication and division of monomials
- 7C – multiply polynomials by monomials
- 7D – divide polynomials by monomials

**Chapter 8 – Solving Linear Equations**

By the end of this chapter, you will be able to…

- 8A – model problems using linear equations
- 8B – solve problems using linear equations

**Chapter 9 – Linear Inequalities**

By the end of this chapter, you will be able to…

- 9A – represent linear inequalities verbally, algebraically, and graphically
- 9B – determine and verify solutions of linear inequalities
- 9C – to solve problems involving linear inequalities
- 9D – compare and contrast solving linear equations and solving linear inequalities

By the end of this chapter, you will be able to…

- 10A – determine the measure of an angle using one or more of the following circle properties: Circle Properties
- 10B – identify examples and non-examples of circle properties
- 10C – justify, using the circle properties, why a angle has a specific measure
- 10D – apply the Pythagorean Theorem to determine a length of a side of a right triangle
- 10E – determine the length of a line segment using one or more of the circle properties

By the end of this chapter, you will be able to…

- 11A – describe the effect of bias, use of language, ethics, cost, time and timing, privacy, and cultural sensitivity on the collection of data
- 11B – describe the effects of choosing a sample or a population for given situations
- 11C – develop and implement a project plan for the collection, display, and analysis of data
- 11D – explain decisions based on probabilities