2021 Mathematics Grades 7–8–9 Alignment Chart OVERALL AND SPECIFIC EXPECTATIONS Below is a chart cross-referencing the 2021 Grade 9 Mathematics course with related learning in Grades 7 and 8. GRADE 7 (2020) GRADE 8 (2020) GRADE 9 (2021) STRAND A: Social-Emotional Learning STRAND A: Social-Emotional Learning STRAND AA: Social-Emotional Learning (SEL) Skills in Mathematics and the (SEL) Skills in Mathematics and the (SEL) Skills in Mathematics Mathematical Processes Mathematical Processes Throughout this grade, in order to promote a Throughout this grade, in order to promote a Throughout this course, in the context of learning positive identity as a math learner, to foster positive identity as a math learner, to foster related to the other strands, students will: well-being and the ability to learn, build well-being and the ability to learn, build resilience, and thrive, students will: resilience, and thrive, students will: A1. apply, to the best of their ability, A1. apply, to the best of their ability, AA1. develop and explore a variety of a variety of social-emotional learning skills a variety of social-emotional learning skills social-emotional learning skills in a context to support their use of the mathematical to support their use of the mathematical that supports and reflects this learning in processes and their learning in connection processes and their learning in connection connection with the expectations across with the expectations in the other five with the expectations in the other five all other strands* strands of the mathematics curriculum strands of the mathematics curriculum * This overall expectation is to be included in classroom instruction, but not in assessment, evaluation, or reporting. GRADE 7 (2020) GRADE 8 (2020) GRADE 9 (2021) STRAND A: Social-Emotional Learning STRAND A: Social-Emotional Learning STRAND A: Mathematical Thinking and (SEL) Skills in Mathematics and the (SEL) Skills in Mathematics and the Making Connections Mathematical Processes Mathematical Processes Throughout this grade, in order to promote a Throughout this grade, in order to promote a Throughout this course, in connection with the positive identity as a math learner, to foster positive identity as a math learner, to foster learning in the other strands, students will: well-being and the ability to learn, build well-being and the ability to learn, build resilience, and thrive, students will: resilience, and thrive, students will: A1. apply, to the best of their ability, a A1. apply, to the best of their ability, a A1. apply the mathematical processes to variety of social-emotional learning skills to variety of social-emotional learning skills to develop a conceptual understanding of, support their use of the mathematical support their use of the mathematical and procedural fluency with, the processes and their learning in connection processes and their learning in connection mathematics they are learning with the expectations in the other five with the expectations in the other five strands of the mathematics curriculum strands of the mathematics curriculum n/a n/a A2. make connections between mathematics and various knowledge systems, their lived experiences, and various real-life applications of mathematics, including careers 1 GRADE 7 (2020) GRADE 8 (2020) GRADE 9 (2021) STRAND B: Number STRAND B: Number STRAND B: Number By the end of this grade, students will: By the end of this grade, students will: By the end of this course, students will: B1. demonstrate an understanding of B1. demonstrate an understanding of B1. demonstrate an understanding of numbers and make connections to the numbers and make connections to the the development and use of numbers, way numbers are used in everyday life way numbers are used in everyday life and make connections between sets of numbers n/a n/a B1.1 research a number concept to tell a story about its development and use in a specific culture, and describe its relevance in a current context B1.3 read, represent, compare, and order B1.2 describe, compare, and order numbers B1.2 describe how various subsets of a rational numbers, including positive and in the real number system (rational and number system are defined, and describe negative fractions and decimal numbers to irrational numbers), separately and in similarities and differences between these thousandths, in various contexts combination, in various contexts subsets B1.5 generate fractions and decimal n/a B1.3 use patterns and number relationships numbers between any two quantities to explain density, infinity, and limit as they relate to number sets n/a n/a B2. represent numbers in various ways, evaluate powers, and simplify expressions by using the relationships between powers and their exponents B1.1 represent and compare whole B1.1 represent and compare very large B2.1 analyse, through the use of patterning, numbers up to and including one billion, and very small numbers, including through the relationship between the sign and size including in expanded form using powers the use of scientific notation, and describe of an exponent and the value of a power, of ten, and describe various ways they are various ways they are used in everyday life and use this relationship to express numbers used in everyday life in scientific notation and evaluate powers B2.2 understand and recall commonly B1.2 identify and represent perfect used square numbers and their square squares, and determine their square roots, roots in various contexts B2.7 evaluate and express repeated multiplication of whole numbers using exponential notation, in various contexts n/a n/a B2.2 analyse, through the use of patterning, the relationships between the exponents of powers and the operations with powers, and use these relationships to simplify numeric and algebraic expressions B2. use knowledge of numbers and B2. use knowledge of numbers and B3. apply an understanding of rational operations to solve mathematical operations to solve mathematical numbers, ratios, rates, percentages, and problems encountered in everyday life problems encountered in everyday life proportions, in various mathematical contexts, and to solve problems C1.4 create and describe patterns to B2.4 add and subtract integers, using B3.1 apply an understanding of integers illustrate relationships among integers appropriate strategies, in various contexts to describe location, direction, amount, and changes in any of these, in various B2.4 use objects, diagrams, and equations B2.7 multiply and divide integers, using contexts to represent, describe, and solve situations appropriate strategies, in various contexts involving addition and subtraction of integers Mathematics Grades 7–8–9 Alignment Chart, 2021 2 GRADE 7 (2020) GRADE 8 (2020) GRADE 9 (2021) STRAND B: Number STRAND B: Number STRAND B: Number By the end of this grade, students will: By the end of this grade, students will: By the end of this course, students will: B1.4 use equivalent fractions to simplify n/a B3.2 apply an understanding of unit fractions, when appropriate, in various fractions and their relationship to other contexts fractional amounts, in various contexts, including the use of measuring tools B1.7 convert between fractions, decimal C1.4 create and describe patterns to B3.3 apply an understanding of integers numbers, and percents, in various contexts illustrate relationships among rational to explain the effects that positive and numbers negative signs have on the values of B1.6 round decimal numbers to the nearest ratios, rates, fractions, and decimals, tenth, hundredth, or whole number, as B1.4 use fractions, decimal numbers, and in various contexts applicable, in various contexts percents, including percents of more than 100% or less than 1%, interchangeably B2.2 understand and recall commonly used and flexibly to solve a variety of problems percents, fractions, and decimal equivalents B2.5 add and subtract fractions, including B2.5 add and subtract fractions, using B3.4 solve problems involving operations by creating equivalent fractions, in various appropriate strategies, in various contexts with positive and negative fractions and contexts mixed numbers, including problems B2.6 multiply and divide fractions by involving formulas, measurements, B2.6 determine the greatest common fractions, as well as by whole numbers and linear relations, using technology factor for a variety of whole numbers up to and mixed numbers, in various contexts when appropriate 144 and the lowest common multiple for two and three whole numbers B2.8 multiply and divide fractions by fractions, using tools in various contexts B2.1 use the properties and order of B2.1 use the properties and order of B3.5 pose and solve problems involving operations, and the relationships between operations, and the relationships between rates, percentages, and proportions in operations, to solve problems involving operations, to solve problems involving various contexts, including contexts whole numbers, decimal numbers, fractions, rational numbers, ratios, rates, and percents, connected to real-life applications of data, ratios, rates, and percents, including those including those requiring multiple steps or measurement, geometry, linear relations, requiring multiple steps or multiple multiple operations and financial literacy operations B2.8 compare proportional situations and B2.10 identify proportional and determine unknown values in proportional non-proportional situations and apply situations, and apply proportional reasoning proportional reasoning