Course title: Mathematics

Course Overview
Autumn Term

Teachers:
Karin Wlinder
Karin.walinder@isgr.se

Grade Level: 9

Textbook:
Prentice Hall Mathematics - Algebra 1
Prentice Hall Classics - Informal Geometry

Topics studied:
Variables Function Patterns and Graphs
Rational Numbers
Solving Equations
Graphs and Functions
Linear Equations and Their Graphs
Systems of Equations and Inequalities
Exponents and Exponential Functions
Polynomials and Factoring
Quadratic Equations and Functions
Radical Expressions and Equations
Rational Expressions and Functions
Trigonometry Geometry

Assessment:
The students will be assessed according to the four IBO assessment criteria
A) Knowledge and Understanding
B) Investigating Patterns
C) Communication in Mathematics
D) Reflection in Mathematics

The students can be assessed on:
Projects
Tests and quizzes
Contribution in class activities

Homework:
The students are expected to complete homework on time and should be prepared to hand it in by
beginning of class. The type of homework will vary depending on the unit we are covering. If no
homework is received, students ISGR 2012/2013 are expected to catch up unfinished work started in
class, or study for an upcoming test or assignment.

The students are expected to bring the following to every class:
Textbook
Notebook, squared paper (0.5cm*0.5cm)
Pencil Rubber/Eraser
Ruler
Folder to organize and store sheets
Compass
Protractor
Calculator

Missed work:
Missed work has to be done and handed in as soon as possible. It is up to the student to find out what
they have missed. If a student is absent on the day of a test/quiz they will have to complete it during
their first Mathematics lesson back at school or a better-suiting time decided by the teacher.

Classroom expectations:
A list of expectations, on both student and teacher manners in the classroom agreed upon by both parts.

Mathematics Criteria
Criteria A
Knowledge and Understanding (8)
Demonstrates a thorough knowledge, a comprehensive understanding of subject material and makes
deductions with insight moving between forms of representation (equations, graphs or tables for
example; also algebra or geometry for example).
Descriptors
0 The student does not reach a standard described by any of the descriptors given below
1-2 The student seldom makes useful deductions even when solving simple problems in
simple contexts and familiar situations.
3-4 The student generally makes useful deductions when solving simple and difficult
problems in a variety of contexts including mostly familiar situations.
5-6 The student regularly makes appropriate deductions when solving difficult problems in a
variety of contexts including some unfamiliar situations.
7-8 The student consistently makes appropriate deductions when solving challenging
problems in a variety of contexts including unfamiliar situations.

Criteria B
Investigating Patterns (8)
Investigates challenging problems, recognizing patterns and structures, is able to describe them as
relationships or general rules. Draws conclusions and applies problem-solving techniques.
Descriptors
0 The student does not reach a standard described by any of the descriptors given below
1-2 The student with some help selects and applies mathematical problem-solving techniques
to recognize patterns, readily describes them as relationships or general rules, accurately
draws conclusions consistent with findings and provides some justifications or proofs
3-4 The student with little guidance selects and applies mathematical problem-solving
techniques from those presented to recognize patterns, readily describes them as relationships
or general rules, accurately draws conclusions consistent with findings and provides good
justifications or proofs
5-6 The student with no help selects and mostly accurately applies mathematical problem-
solving techniques to recognize patterns, readily describes them as relationships or general
rules, accurately draws conclusions consistent with findings and provides convincing
justifications or proofs
7-8 The student selects and applies mathematical problem solving techniques to recognize
patterns, describes them as relationships or general rules, draws conclusions consistent with
findings and provides justifications or proofs.

Criteria C
Communication in Mathematics (6)
Communicates using a range of symbols and language. Verbalizes effectively and clearly when
explaining solutions or processes. Presents information accordingly including the use of the most
appropriate technology.
Descriptors
0 The student does not reach a standard described by any of the descriptors given below
1-2 The student seldom shows appropriate use of mathematical language and forms of mathematical
representation. The lines of reasoning are seldom concise, logical and complete. The student seldom
uses different forms of representation
3-4 The student frequently shows appropriate use of mathematical language and forms of mathematical
representation. The lines of reasoning are usually concise, logical and complete. The student mostly
moves effectively between different forms of representation
5-6 The student shows good use of mathematical language and forms of mathematical representation.
The lines of reasoning are concise, logical and complete. The student moves effectively between
different forms of representation.

Criteria D
Reflection in Mathematics (6)
Presents a concise justification for the methods and processes and considers fully approaches that
could have been used, including the use of technology. A thorough evaluation of the significance and
reliability of findings is made.
Descriptors
0 The student does not reach a standard described by any of the descriptors given below
1-2 The student seldom explains whether his or her results make sense in the context of the problem
and does not often provide a detailed explanation of the importance of his or her findings in connection
to real life. The student infrequently justifies the degree of accuracy of his or her results where
appropriate.
3-4 The student sometimes critically explains whether his or her results make sense in the context of
the problem and provides a detailed explanation of the importance of his or her findings in connection
to real life. The student usually justifies the degree of accuracy of his or her results where appropriate.
The student sometimes suggests improvements to the method where appropriate.
5-6 The student critically explains whether his or her results make sense in the context of the problem
and provides a detailed explanation of the importance of his or her findings in connection to real life.
The student justifies the degree of accuracy of his or her results where appropriate. The student
suggests improvements to the method where appropriate.