Gizmos for Ontario - Mathematics: 9th Grade (ON--Locally Developed Compulsory Credit Courses adopted 2005)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

DMSV: : Developing and Consolidating Money Sense

DMSV.01: : interpret, write, and round decimal numbers with understanding in everyday money situations;

1.1.1: : Understanding and Using Decimals

DMS1.05: : interpret numerical information drawn from the media or through conversation and explain its significance, using familiar references (e.g., I read in the newspaper that an athlete earned $250 000 last year. How many hours would you need to work to earn that much money?);

DCMV: : Developing and Consolidating Concepts in Measurement

DCMV.01: : estimate and measure length, capacity, and mass, in order to consolidate understanding of the metric system;

2.1.1: : Understanding and Using the Metric System

DCM1.08: : estimate and use measurements of length, capacity, and mass in everyday applications (e.g., the distance from the school to the skating rink is about 1 km; the cups in the cafeteria hold about 350 mL; one protein bar has a mass of about 85 g).

DCMV.03: : solve problems, carry out investigations, estimate, and measure, using metric units, to consolidate understanding of perimeter, area, and volume

2.3.1: : Understanding and Applying Perimeter, Area, and Volume

DCM3.01: : explore and describe situations from everyday life and the workplace that require calculation or measurement of perimeter (e.g., fencing, wall paper borders, the baseboard around a room, the distance around a track or a baseball diamond);

DCM3.02: : estimate, measure, and calculate perimeters drawn from applications in everyday life and the workplace;

DCM3.04: : explore and describe situations from everyday life and the workplace that require calculating and measuring area (e.g., buying wallpaper, floor tiles, sod, patio slabs);

DCM3.05: : investigate the areas of a variety of rectangles and triangles, using concrete materials (e.g., square tiles, interlocking cubes, rectangular and triangular pattern blocks, triangle models, grid paper);

DCM3.07: : predict and explain, from experiences involving concrete materials, that the area of any rectangle can be found by multiplying its length by its width;

DCM3.08: : estimate and calculate the areas of rectangles and triangles, drawn from applications in everyday life and the workplace;

DCM3.09: : estimate and calculate the areas of regions that can be broken into rectangles (e.g., L-shaped floor plan, a garden, a roof);

DCM3.10: : explore and describe situations from everyday life and the workplace that require calculation or measurement of volume (e.g., the size of a package, the amount of soil to purchase, the volume of air in a room, amount of liquid medication);

DCM3.12: : predict and explain, from investigations involving the building of prisms, that the volume of a prism is given by multiplying the area of its base by its height;

DCM3.13: : estimate and calculate the volumes of rectangular prisms drawn from applications in everyday life and the workplace;

DCM3.14: : select the most appropriate standard unit to measure the perimeter, area, or volume of a figure (e.g., use centimetres squared or cm² to measure the area of a book cover, but use metres squared or m² to measure the area of a wall);

DCM3.16: : solve problems involving perimeter, area, and volume in applications drawn from everyday situations.

DPRV: : Developing Concepts in Proportional Reasoning

DPRV.01: : determine relationships among fractions, percentages, ratios, and rates by constructing diagrams, building models, and estimating measurements;

3.1.1: : Constructing Understanding of Fractions, Percentages, Ratios, and Rates

DPR1.11: : identify and use ratios, including equivalent ratios, to express the relationships among quantities represented by models and diagrams;

DPR1.12: : explore and describe the use of ratios from their personal experiences (e.g., ratio of ingredients in a recipe, bicycle gear ratios, the ratio of red cars to blue cars in the school parking lot is 12:10 or 6:5);

DPR1.13: : explore and identify rates drawn from their experiences and the units used in them (e.g., the speed limit for an automobile in the city is 50 km/h);

DPRV.02: : solve problems drawn from everyday situations involving percent, ratio, rate, and fractions;

3.2.1: : Solving Problems

DPR2.02: : solve simple problems using equivalent ratios (e.g., recipes, scale diagrams);

DPR2.04: : calculate and compare the unit costs of items found in everyday situations (e.g., compare the cost of one bottle of water bought from a vending machine versus the cost of one bottle from a case of 24);

DPRV.03: : communicate information about proportional reasoning;

3.3.1: : Communicating Information about Proportional Reasoning

DPR3.01: : verbalize their observations and reflections regarding proportional reasoning and ask questions to clarify their understanding (e.g., talk about their own and other students’ solutions to problems);

DPR3.02: : explain their reasoning used in problem solving and in judging reasonableness;

DPR3.03: : communicate, orally and in writing, the solutions to proportional reasoning problems and the results of investigations, using appropriate terminology, symbols, and form.

Correlation last revised: 9/16/2020

Ontario - Mathematics: 9th Grade

ON--Locally Developed Compulsory Credit Courses | Adopted: 2005

DMSV: : Developing and Consolidating Money Sense

DCMV: : Developing and Consolidating Concepts in Measurement

DPRV: : Developing Concepts in Proportional Reasoning