Alberta · Grade 9

Mathematics 9

Alberta’s Grade 9 math course, from Number to Statistics and Probability.

Units
4
Lessons
26
Skills
69
Provincial exam
Yes
Official curriculum
Alberta Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 23 skills

Number

Understanding Powers

  • What a power means

    I can read and write powers, name the base and exponent, and switch between a power and repeated multiplication.

  • Powers with negative bases

    I can evaluate powers with negative bases and explain why (−2)⁴ and −2⁴ are different numbers.

  • The zero exponent

    I can use a pattern to explain why any non-zero base raised to the exponent 0 equals 1.

  • Solving problems with powers

    I can use powers to solve problems about area, volume and repeated growth.

The Exponent Laws

The Rational Number System

Operations with Rational Numbers

Order of Operations

Square Roots of Perfect Squares

Estimating Square Roots

The official wording · 23 outcomes
1.1
Demonstrate an understanding of powers with integral bases (excluding base 0) and whole number exponents by: representing repeated multiplication, using powers; using patterns to show that a power with an exponent of zero is equal to one; solving problems involving powers.
1.5
Demonstrate an understanding of operations on powers with integral bases (excluding base 0) and whole number exponents: (a^m)(a^n)=a^(m+n); a^m ÷ a^n = a^(m−n), m>n; (a^m)^n = a^(mn); (ab)^m = a^m b^m; (a/b)^n = a^n/b^n, b≠0.
1.10
Demonstrate an understanding of rational numbers by: comparing and ordering rational numbers; solving problems that involve arithmetic operations on rational numbers.
1.18
Explain and apply the order of operations, including exponents, with and without technology.
1.20
Determine the square root of positive rational numbers that are perfect squares.
1.22
Determine an approximate square root of positive rational numbers that are non-perfect squares.

Key ideas

  1. A power is shorthand for repeated multiplication: the base is the number being multiplied; the exponent counts how many times it appears as a factor.

  2. (aᵐ)(aⁿ) = aᵐ⁺ⁿ — you are counting ALL the factors together.

  3. A rational number is any number writable as a fraction of two integers (non-zero denominator) — including negatives, mixed numbers, and decimals that end or repeat.

  4. Subtracting a number = adding its opposite.

  5. Brackets → Exponents → Multiply/Divide (left to right) → Add/Subtract (left to right).

Watch out for

  • Reading 3⁴ as 3 × 4 = 12 instead of 3 × 3 × 3 × 3 = 81.
  • Multiplying the exponents instead of adding them.
  • Thinking negatives or decimals aren't rational.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 22 skills

Patterns and Relations

Linear Patterns and Equations

Graphing Linear Relations

  • Graphing a linear relation

    I can build a table of values from a linear relation and graph it as a straight line.

  • Reading linear graphs

    I can read a linear graph and describe what its features mean in the real context.

  • Interpolate and extrapolate

    I can use a linear graph to estimate values between points (interpolate) and beyond them (extrapolate) to solve problems.

Solving Equations I — One and Two Steps

  • One-step equations

    I can solve one-step equations like ax = b and x/a = b with rational numbers, and verify the solution.

  • Two-step equations

    I can solve two-step equations like ax + b = c and x/a + b = c, undoing operations in the right order.

  • Equations with fractions and decimals

    I can solve equations whose coefficients and constants are fractions or decimals.

Solving Equations II — Multi-Step

  • Variables on both sides

    I can solve equations with the variable on both sides, like ax = b + cx and ax + b = cx + d.

  • Equations with brackets

    I can expand brackets and solve equations like a(x + b) = c and a(bx + c) = d(ex + f).

  • Modelling problems with equations

    I can translate a real problem into a linear equation (including a/x = b), solve it, and check the answer against the story.

Linear Inequalities

  • What inequalities mean

    I can represent an inequality and its solution set in words, symbols and on a number line.

  • Solving inequalities

    I can solve linear inequalities with rational coefficients, flipping the sign when multiplying or dividing by a negative.

  • Inequalities in context

    I can model limit-situations with inequalities, solve them, and verify the solution set makes sense.

Introducing Polynomials

Adding and Subtracting Polynomials

Multiplying and Dividing by Monomials

The official wording · 22 outcomes
2.1
Generalize a pattern arising from a problem-solving context, using a linear equation, and verify by substitution.
2.4
Graph a linear relation, analyze the graph, and interpolate or extrapolate to solve problems.
2.7
Model and solve problems, using linear equations of the form: ax = b; x/a = b, a≠0; ax + b = c; x/a + b = c, a≠0; ax = b + cx; a(x + b) = c; ax + b = cx + d; a(bx + c) = d(ex + f); a/x = b, x≠0; where a, b, c, d, e and f are rational numbers.
2.13
Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context.
2.16
Demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2).
2.19
Model, record and explain the operations of addition and subtraction of polynomial expressions, concretely, pictorially and symbolically (limited to polynomials of degree less than or equal to 2).
2.21
Model, record and explain the operations of multiplication and division of polynomial expressions (limited to polynomials of degree less than or equal to 2) by monomials, concretely, pictorially and symbolically.

Key ideas

  1. A pattern is linear when it changes by the SAME amount each step — that constant jump is the fingerprint of linearity.

  2. Pick easy x-values, compute y from the relation, plot the (x, y) pairs — a linear relation ALWAYS lands in a straight line.

  3. Whatever operation is stuck to x, do the INVERSE to both sides: multiplication undoes division, division undoes multiplication.

  4. First move: collect all x-terms on ONE side by adding or subtracting an x-term from both sides — then it is just a two-step equation.

  5. An inequality has a WHOLE SET of solutions, drawn as a ray on the number line — open circle for < and >, closed circle for ≤ and ≥.

Watch out for

  • Calling any increasing pattern linear — growth by doubling (3, 6, 12, 24) is NOT linear because the jump changes.
  • Plotting (y, x) instead of (x, y).
  • Doing the inverse operation to only one side.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 15 skills

Shape and Space

Inscribed and Central Angles

  • Central and inscribed angles

    I can use the fact that a central angle is twice the inscribed angle on the same arc to find missing angles.

  • Inscribed angles on the same arc

    I can use the fact that inscribed angles on the same arc are congruent, and justify my reasoning.

Chord Properties

  • The perpendicular-to-a-chord property

    I can use the fact that the perpendicular from the centre to a chord bisects the chord.

  • Solving chord problems

    I can combine chord properties with the Pythagorean theorem to find lengths in circles.

Tangent Properties

  • Tangents and radii

    I can use the fact that a tangent is perpendicular to the radius at the point of tangency.

  • Combining circle properties

    I can solve multi-step circle problems that combine tangent, chord and angle properties, justifying each step.

Surface Area of Composite Objects

  • Surface area foundations

    I can compute the surface area of right prisms and cylinders — the building blocks of composite objects.

  • Composite objects and overlap

    I can find the surface area of composite objects, subtracting the hidden faces where solids join.

  • Surface-area problem solving

    I can solve real-context surface-area problems — painting, wrapping, coating composite objects.

Similar Polygons

Scale Diagrams

Line and Rotation Symmetry

The official wording · 15 outcomes
3.1
Solve problems and justify the solution strategy, using the following circle properties: the perpendicular from the centre of a circle to a chord bisects the chord; the measure of the central angle is equal to twice the measure of the inscribed angle subtended by the same arc; the inscribed angles subtended by the same arc are congruent; a tangent to a circle is perpendicular to the radius at the point of tangency.
3.7
Determine the surface area of composite 3-D objects to solve problems.
3.10
Demonstrate an understanding of similarity of polygons.
3.12
Draw and interpret scale diagrams of 2-D shapes.
3.14
Demonstrate an understanding of line and rotation symmetry.

Key ideas

  1. A CENTRAL angle has its vertex at the centre; an INSCRIBED angle has its vertex ON the circle — what matters is that both open onto the SAME arc.

  2. Perpendicular from the centre → the chord is cut into two EQUAL halves; the reverse works too, which is how you locate a centre.

  3. Tangent touches at ONE point, and radius-to-that-point ⟂ tangent — a guaranteed right angle you can build a triangle on.

  4. Surface area is the total of EVERY face: prisms = 2 bases + wrap-around sides; cylinder = 2 circles + one rolled rectangle (2πr × height).

  5. Similar means SAME shape, any size: all corresponding angles equal AND all corresponding sides share one scale factor.

Watch out for

  • Doubling the wrong one — doubling the central angle instead of the inscribed.
  • Assuming ANY line from the centre bisects the chord (only the perpendicular does).
  • Placing the right angle at the external point instead of the point of tangency.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 9 skills

Statistics and Probability

Collecting Good Data

  • Bias, language and ethics

    I can explain how bias, question language, and ethics affect what data gets collected and what it can honestly claim.

  • Cost, timing, privacy and culture

    I can explain how cost, timing, privacy and cultural sensitivity shape real data collection, using real cases.

Population and Sample

  • Population vs. sample

    I can distinguish a population from a sample and recognize when each is the right way to answer a question.

  • Defending your choice

    I can choose population or sample for a question and defend the choice with accuracy, cost and practicality.

Your Data Project

  • Planning the investigation

    I can formulate an investigation question and design a collection plan with social considerations and a population-or-sample choice.

  • Collecting and displaying

    I can collect data by my plan and display it in an appropriate, honest format.

  • Analyzing and concluding

    I can analyze displayed data and draw conclusions that actually answer the investigation question.

Probability in Society

  • Probability in everyday decisions

    I can explain how probability is used in society and interpret what stated probabilities actually mean.

  • Assumptions behind the numbers

    I can identify the assumptions behind a stated probability and how probabilities get misused or misread.

The official wording · 9 outcomes
4.1
Describe the effect of: bias; use of language; ethics; cost; time and timing; privacy; cultural sensitivity; on the collection of data.
4.3
Select and defend the choice of using either a population or a sample of a population to answer a question.
4.5
Develop and implement a project plan for the collection, display and analysis of data by: formulating a question for investigation; choosing a data collection method that includes social considerations; selecting a population or a sample; collecting the data; displaying the collected data in an appropriate manner; drawing conclusions to answer the question.
4.8
Demonstrate an understanding of the role of probability in society.

Key ideas

  1. Bias skews WHO gets asked (polling only the hockey team about rink funding); language skews WHAT they answer (leading or loaded questions); ethics governs whether the collection should happen at all.

  2. The POPULATION is everyone the question is about; a SAMPLE is the subset you actually ask — the population is defined by the QUESTION, not by convenience.

  3. A good investigation question is SPECIFIC and answerable with collectable data — 'how many hours do Grade 9s sleep on school nights?' beats 'is sleep good?'.

  4. A probability is a long-run rate, not a promise: '70% chance of rain' means days like today rain about 7 times in 10 — a dry day does not make it wrong.

  5. A biased sample or a loaded question does not just weaken the data — it makes the conclusion unusable, no matter how big the numbers.

Watch out for

  • Believing a bigger sample fixes bias (a million skewed answers are still skewed).
  • Calling any big group 'the population' regardless of the question's scope.
  • Starting with a question no data can settle ('is our school the best?').

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Study it in MapleMind

MapleMind teaches Mathematics 9 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Mathematics 31 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics 31 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics 31, another Alberta course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Mathematics 9 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

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See the Course Companion

Questions about Mathematics 9

What is Mathematics 9?

Alberta’s Grade 9 math course: 4 units and 69 skills, from Number to Statistics and Probability.

What units are in Mathematics 9?

1. Number, 2. Patterns and Relations, 3. Shape and Space and 4. Statistics and Probability.

Is there a provincial exam for Mathematics 9?

Yes. The Grade 9 Mathematics Provincial Achievement Test is written in Alberta. Next sitting: January 22, 2027.

What comes after Mathematics 9?

Mathematics 10C and Mathematics 10-3.

Can MapleMind help with Mathematics 9?

Yes. MapleMind teaches every skill of Mathematics 9, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Mathematics 9

Practise every skill of Mathematics 9 in MapleMind, free with daily limits.