Year 9 Mathematics - Curriculum level 3
Staff teaching level 3 will devise a teaching sequence of lesson and assessment plans which implements the following curriculum.
Curriculum Content.
The Year 9 Curriculum level 3 mathematics course covers five strands of the mathematics curriculum, number, measurement, statistics, algebra and geometry. The content of each strand is defined by its achievement objectives.
They come from the TKI website and can be found at;
http://www.tki.org.nz/r/maths/curriculum/statement/contentse.phps
Number: Level 3 Mathematics Achievement Objectives
Exploring number
Within a range of meaningful contexts, students should be able to:
- explain the meaning of the digits in any whole number;
- explain the meaning of the digits in decimal numbers with up to 3 decimal places
- order decimals with up to 3 decimal places.
|
Exploring computation and estimation
Within a range of meaningful contexts, students should be able to:
- make sensible estimates and check the reasonableness of answers;
- recall the basic multiplication facts;
- write and solve problems which involve whole numbers and decimals and which require a choice of one or more of the four arithmetic operations;
- solve practical problems which require finding fractions of whole number and decimal amounts
|
Measurement: Level 3 Achievement Objectives
Estimating and measuring
Within a range of meaningful contexts, students should be able to:
- demonstrate knowledge of the basic units of length, mass, area, volume (capacity), and temperature by making reasonable estimates;
- perform measuring tasks, using a range of units and scales.
|
Developing concepts of time, rate, and change
Within a range of meaningful contexts, students should be able to:
- read and interpret everyday statements involving time;
- show analogue time as digital time, and vice versa.
|
Statistics: Level 3 Achievement Objectives
Statistical investigation
Within a range of meaningful contexts, students should be able to:
- plan a statistical investigation of an assertion about a situation;
- collect and display discrete numeric data in stem-and-leaf graphs, dot plots, and strip graphs, as appropriate.
|
Interpreting statistical reports
Within a range of meaningful contexts, students should be able to:
- use their own language to talk about the distinctive features, such as outliers and clusters, in their own and others' data displays;
- make sensible statements about an assertion on the basis of the evidence of a statistical investigation.
|
Exploring probability
Within a range of meaningful contexts, students should be able to:
- use a systematic approach to count a set of possible outcomes;
- predict the likelihood of outcomes on the basis of a set of observations.
|
Algebra: Level 3 Achievement Objectives
Exploring patterns and relationships
Within a range of meaningful contexts, students should be able to:
- describe in words, rules for continuing number and spatial sequential patterns;
- make up and use a rule to create a sequential pattern;
- state the general rule for a set of similar practical problems;
- use graphs to represent number, or informal, relations.
|
Exploring equations and expressions
Within a range of meaningful contexts, students should be able to:
Geometry: Level 3 Achievement Objectives
Exploring shape and space
Within a range of meaningful contexts, students should be able to:
- describe the features of 2-dimensional and 3-dimensional objects, using the language of geometry;
- design and make containers to specified requirements;
- model and describe 3-dimensional objects illustrated by diagrams or pictures;
- draw pictures of simple 3-dimensional objects;
- draw and interpret simple scale maps.
|
Exploring symmetry and transformations
Within a range of meaningful contexts, students should be able to:
- describe patterns in terms of reflection and rotational symmetry, and translations;
- design and make a pattern which involves translation, reflection, or rotation;
- enlarge, on grid paper, simple shapes to a specified scale.
|
Assessment
All assessments are to be obtained from the HOD. They come from the AWS Mathematics Assessments series of which the Department has a copy and therefore photocopiable rights.These multi level assessments cover each of the strands at levels 2,3,4 and 5.
There are also sets of multi strand assessments addressing the specific levels of the curriculum. The level 3 assessment covers all the strands at level 3.
At the conclusion of each assessment the marked scripts are to be filed in the students file.
Qualifications.
This course does not conclude with any nationally recognised qualification.