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Key Changes

Ontario’s Grade 9 math curriculum was last updated in 2005. The table below highlights main changes to the course.

2005 2021
  • Students were placed in academic and applied streams. 
  • Students found it difficult to connect what they learned from Grade 8 to Grade 9.
  • There were differences between English-language and French-language courses.
  • There will be one math course for all Grade 9 math students.
  • There will be clear connections from Grade 8 to Grade 9 for students.
  • English-language and French-language courses will be the same while respecting cultural and language differences. 

2005 2021
  • There were real-life examples for students that may be outdated and have less relevance in today’s world.
  • Students will connect what they are learning in class to real-life situations. 
  • They will develop an understanding of the importance of math across various cultures.

2005 2021
  • Students were expected to have a solid understanding of numbers and be ready to apply this understanding to new concepts.
  • Students will continue to develop their understanding of numbers as they learn about integers, fractions, decimal numbers, percentages, ratios and rates and their application in real-life situations. 

2005 2021
  • Learning was focused on linear relations, such as a graph with a straight line.
  • Students will continue to learn about linear relations. They will also learn about non-linear relations to help students prepare for future math courses. For example, analysing a curved graph and determining the rate of depreciation. 

2005 2021
  • Tools and strategies to build confidence in math skills were limited.
  • Students will learn about tools and strategies to help them recognize their emotions and identify resources that help them build a healthy relationship with math. 

2005 2021
  • There was no mandatory learning of coding skills.
  • Students will continue to build their coding skills from elementary math, including learning to create, read and alter code.
  • They will learn to use coding as a tool to understand complex math concepts, which helps improve their ability to solve problems.

2005 2021
  • Learning was focused on collecting and managing data.
  • Learning will build on the elementary math curriculum as students develop their understanding of data, including how it is collected, used and stored by various organizations. 

2005 2021
  • Students solved problems involving measurement using metric units.
  • Students will solve measurement problems using metric and imperial units, which is often used in skilled trades. 

2005 2021
  • There were no specific expectations on financial literacy learning. 
  • Students will learn about financial literacy and apply their knowledge to real-life experiences. For example, understanding the appreciation and depreciation of assets, like a car, or learning how to modify a budget based on changes in circumstances.