QSI mathematics students take risks, collaborate, and persist to become creative problem solvers. Conceptual understandings are developed through well-designed activities allowing students to explore, communicate, and reflect on their mathematical knowledge. Students apply and connect their understandings to relevant concepts both in and out of the classroom. See: QSI Mathematics Vision Statement
In the QSI Mathematics Vision Statement, there are five core practices mentioned that our students need to develop over time with teacher instruction, guidance, and feedback. The Ongoing Mathematical Practices are Collaborate & Reflect, Take Risks & Persist, Explore & Problem Solve, Communicate, and Apply & Connect. In each unit, TSW 1 is about developing these practices. Each unit also contains a helpful chart with ideas about what the practices look like in the classroom. For details on how to assess the Ongoing Mathematical Practices in TSW 1 see: Ongoing Mathematical Practices Rubric
The Mathematics-9 course was designed to challenge students to solve real world problems using critical thinking skills to solve and explain their thinking using models and strategies. Students will also explore, collaborate with others, and revise their work along the way. There are three critical areas that students will focus on during this year. (1) Develop understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends using a variety of models and strategies.(2) Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers using real life example and models.(3) Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
In the Mathematics 9 course, it is developmentally appropriate that students explore and discover using visual models and manipulatives in this course. This is fundamentally essential and allows students to build a deep conceptual understanding as well as having multiple methods to show and discuss their mathematical thinking.
Course Units:
The Mathematics 9 course is designed for students who are in the 9-year-old level class. This course is for students who have mastered Mathematics 8 or equivalent thereof.
Mathematics 9 is divided into 10 essential units and 6 selective units. While all essential units must be completed, the teacher can choose selective units to enhance student learning. The normal pace and expectation for the course leads to mastery of 10 units in one school year. Mathematics 9 is designed to use 5 class periods per week or the equivalent. A class period is a minimum of 45 minutes. Mastery of 10 units of Mathematics 9 is a requirement to take Mathematics 10.
QSI follows the mastery learning model of education. Students should be assessed for readiness before beginning a new topic. This assessment gauges the knowledge students possess before beginning each unit. Group instruction with differentiation is applied to teach the unit’s outcomes. Ongoing formative assessment is used to gauge teaching; informing the instructor on when students are ready for assessment. Suggested rubrics are provided for unit assessments.
The traditions of QSI teaching and its philosophy of mastery learning are applied to the instruction of this course. This course supports and aligns to the success orientations, competencies and knowledge noted in the QSI Program Outcomes.
- Teacher: Kevin Sparling