Ontario MTH1W
Ontario Grade 9 Math (MTH1W) course map
A reference for the de-streamed Grade 9 Mathematics course: the strands and specific expectations in GradeForge’s verified curriculum record, the provincial assessment’s question mix, and links to the ten public skill guides.
Course facts from GradeForge’s record
- Course code
- MTH1W
- Course name
- Grade 9 Mathematics
- Grade
- 9
- Description in the record
- Ontario de-streamed Grade 9 mathematics course.
- Curriculum
- The Ontario Curriculum: Mathematics, Grade 9, 2021
- Effective from
- September 1, 2021
- Record verified
- July 21, 2026
- Specific expectations
- 43 assessable codes, one skill each
The curriculum landing page named in the record is the ministry page for Ontario Curriculum and Resources: Mathematics, Grade 9 (MTH1W). The expectation wording was checked against Overall and Specific Expectations for the Ontario Curriculum: Mathematics, Grade 9, 2021, published May 6, 2021. Both sources are cited here as stored. This page does not add expectations that are absent from that record.
What runs through the whole course
Social-Emotional Learning (SEL) Skills in Mathematics (AA). Skills developed throughout the course in connection with all other strands. This part is stored as not separately assessable, so it has no share of the 50 operational questions.
Mathematical Thinking and Making Connections (A). Mathematical processes and connections applied throughout strands B through F. This part is stored as not separately assessable, so it has no share of the 50 operational questions.
The five assessable strands
Number
The curriculum record describes Number as “Development and use of numbers, number sets, powers, and rational-number applications.” It contains 10 specific expectations. In the EQAO preparation contract it accounts for 10 of 50 operational questions (20%).
Number is where the public guides take up powers and scientific notation, then rates, percentages, and proportions. The expectation table still includes the rest of B1 through B3, such as number sets and operations with fractions, which do not have their own guide.
Algebra
The curriculum record describes Algebra as “Expressions, equations, coding, and linear and non-linear relations.” It contains 15 specific expectations. In the EQAO preparation contract it accounts for 18 of 50 operational questions (36%).
Algebra is the largest block in that question mix. The guides cover creating and checking equations (C1.5) and building the equation of a line from slope and a point (C4.4). Coding, equivalent expressions, and comparing linear relations are in the table even though they do not have a separate guide page.
Data
The curriculum record describes Data as “Data collection and analysis and the mathematical-modelling process.” It contains 8 specific expectations. In the EQAO preparation contract it accounts for 8 of 50 operational questions (16%).
Data includes both one-variable descriptions and two-variable models. The guides for D1.2 and D1.3 stay on centre, spread, scatter plots, and the limit of a line of best fit. The modelling steps D2.1 through D2.5 are listed with their own wording underneath.
Geometry and Measurement
The curriculum record describes Geometry and Measurement as “Geometric and measurement relationships and applications.” It contains 6 specific expectations. In the EQAO preparation contract it accounts for 8 of 50 operational questions (16%).
Geometry and Measurement in this record includes unit conversion and right triangles in composite shapes, which are the two guides, plus designs, dimensional change, and volume relationships that are listed without a guide.
Financial Literacy
The curriculum record describes Financial Literacy as “Knowledge and skills needed to make informed financial decisions.” It contains 4 specific expectations. In the EQAO preparation contract it accounts for 6 of 50 operational questions (12%).
Financial Literacy is the smallest share of the 50 questions and still has two guides: one year of percentage depreciation, and rebuilding a budget when the numbers change. Borrowing costs and using a past financial situation to make a decision are in the table as F1.3 and F1.1.
| Strand | Operational questions | Share of 50 |
|---|---|---|
| Number | 10 | 20% |
| Algebra | 18 | 36% |
| Data | 8 | 16% |
| Geometry and Measurement | 8 | 16% |
| Financial Literacy | 6 | 12% |
EQAO publishes the framework, the assessment page, released questions, and a formula sheet. GradeForge’s record points at those pages: framework, Grade 9 assessment, released questions, and formula sheet.
Split a study budget by the assessment’s question mix
Ten hours are filled in as an example. This follows GradeForge’s stored EQAO operational-question mix: 10 Number, 18 Algebra, 8 Data, 8 Geometry and Measurement, and 6 Financial Literacy, out of 50. It is not a school report-card weighting.
| Strand | Questions | Share | Time |
|---|---|---|---|
| Number | 10 of 50 | 20% | 2 h |
| Algebra | 18 of 50 | 36% | 3 h 36 min |
| Data | 8 of 50 | 16% | 1 h 36 min |
| Geometry and Measurement | 8 of 50 | 16% | 1 h 36 min |
| Financial Literacy | 6 of 50 | 12% | 1 h 12 min |
Find a specific expectation
Search the 43 specific expectations stored in GradeForge’s verified MTH1W record. The long sentence is the wording from that record. The short name is GradeForge’s label for the same code.
Showing 43 of 43 specific expectations.
| Code | Short name | Expectation wording | Guide |
|---|---|---|---|
| B1.1Number | Research number concepts in cultural and current contextsDevelopment and Use of Numbers. No prerequisite code is stored for this expectation. | research a number concept to tell a story about its development and use in a specific culture, and describe its relevance in a current context | No public guide yet |
| B1.2Number | Describe and compare number-system subsetsNumber Sets. No prerequisite code is stored for this expectation. | describe how various subsets of a number system are defined, and describe similarities and differences between these subsets | No public guide yet |
| B1.3Number | Explain density, infinity, and limit in number setsNumber Sets. Prerequisite codes: . | use patterns and number relationships to explain density, infinity, and limit as they relate to number sets | No public guide yet |
| B2.1Number | Evaluate powers and use scientific notationPowers. No prerequisite code is stored for this expectation. | analyse, through the use of patterning, the relationship between the sign and size of an exponent and the value of a power, and use this relationship to express numbers in scientific notation and evaluate powers | Powers and scientific notation |
| B2.2Number | Simplify expressions using exponent relationshipsPowers. Prerequisite codes: . | analyse, through the use of patterning, the relationships between the exponents of powers and the operations with powers, and use these relationships to simplify numeric and algebraic expressions | No public guide yet |
| B3.1Number | Apply integers to location, direction, amount, and changeRational Numbers. No prerequisite code is stored for this expectation. | apply an understanding of integers to describe location, direction, amount, and changes in any of these, in various contexts | No public guide yet |
| B3.2Number | Apply unit fractions in measurement contextsRational Numbers. No prerequisite code is stored for this expectation. | apply an understanding of unit fractions and their relationship to other fractional amounts, in various contexts, including the use of measuring tools | No public guide yet |
| B3.3Number | Explain signs in rational-number representationsRational Numbers. Prerequisite codes: . | apply an understanding of integers to explain the effects that positive and negative signs have on the values of ratios, rates, fractions, and decimals, in various contexts | No public guide yet |
| B3.4Number | Solve problems with positive and negative fractionsApplications. Prerequisite codes: . | solve problems involving operations with positive and negative fractions and mixed numbers, including problems involving formulas, measurements, and linear relations, using technology when appropriate | No public guide yet |
| B3.5Number | Solve rate, percentage, and proportion problemsApplications. Prerequisite codes: . | pose and solve problems involving rates, percentages, and proportions in various contexts, including contexts connected to real-life applications of data, measurement, geometry, linear relations, and financial literacy | Rates, percentages, and proportions |
| C1.1Algebra | Research algebra concepts in cultural and current contextsDevelopment and Use of Algebra. No prerequisite code is stored for this expectation. | research an algebraic concept to tell a story about its development and use in a specific culture, and describe its relevance in a current context | No public guide yet |
| C1.2Algebra | Create algebraic expressions from relationshipsAlgebraic Expressions and Equations. No prerequisite code is stored for this expectation. | create algebraic expressions to generalize relationships expressed in words, numbers, and visual representations, in various contexts | No public guide yet |
| C1.3Algebra | Compare and justify equivalent expressionsAlgebraic Expressions and Equations. Prerequisite codes: . | compare algebraic expressions using concrete, numerical, graphical, and algebraic methods to identify those that are equivalent, and justify their choices | No public guide yet |
| C1.4Algebra | Simplify algebraic expressionsAlgebraic Expressions and Equations. Prerequisite codes: . | simplify algebraic expressions by applying properties of operations of numbers, using various representations and tools, in different contexts | No public guide yet |
| C1.5Algebra | Create, solve, and verify equationsAlgebraic Expressions and Equations. Prerequisite codes: . | create and solve equations for various contexts, and verify their solutions | Solve and verify equations |
| C2.1Algebra | Represent algebra concepts with codeCoding. No prerequisite code is stored for this expectation. | use coding to demonstrate an understanding of algebraic concepts including variables, parameters, equations, and inequalities | No public guide yet |
| C2.2Algebra | Decompose situations into computational stepsCoding. Prerequisite codes: . | create code by decomposing situations into computational steps in order to represent mathematical concepts and relationships, and to solve problems | No public guide yet |
| C2.3Algebra | Predict and adapt code outcomesCoding. Prerequisite codes: . | read code to predict its outcome, and alter code to adjust constraints, parameters, and outcomes to represent a similar or new mathematical situation | No public guide yet |
| C3.1Algebra | Compare linear and non-linear rates of changeApplication of Linear and Non-Linear Relations. No prerequisite code is stored for this expectation. | compare the shapes of graphs of linear and non-linear relations to describe their rates of change, to make connections to growing and shrinking patterns, and to make predictions | No public guide yet |
| C3.2Algebra | Connect representations of linear relationsApplication of Linear and Non-Linear Relations. Prerequisite codes: . | represent linear relations using concrete materials, tables of values, graphs, and equations, and make connections between the various representations to demonstrate an understanding of rates of change and initial values | No public guide yet |
| C3.3Algebra | Compare linear relations and interpret intersectionsApplication of Linear and Non-Linear Relations. Prerequisite codes: , . | compare two linear relations of the form y = ax + b graphically and algebraically, and interpret the meaning of their point of intersection in terms of a given context | No public guide yet |
| C4.1Algebra | Compare representations of relationsCharacteristics of Linear and Non-Linear Relations. Prerequisite codes: . | compare characteristics of graphs, tables of values, and equations of linear and non-linear relations | No public guide yet |
| C4.2Algebra | Graph equations and inequalitiesCharacteristics of Linear and Non-Linear Relations. Prerequisite codes: . | graph relations represented as algebraic equations of the forms x = k, y = k, x + y = k, x – y = k, ax + by = k, and xy = k, and their associated inequalities, where a, b, and k are constants, to identify various characteristics and the points and/or regions defined by these equations and inequalities | No public guide yet |
| C4.3Algebra | Transform lines and describe the effectsCharacteristics of Linear and Non-Linear Relations. Prerequisite codes: . | translate, reflect, and rotate lines defined by y = ax, where a is a constant, and describe how each transformation affects the graphs and equations of the defined lines | No public guide yet |
| C4.4Algebra | Determine and apply equations of linesCharacteristics of Linear and Non-Linear Relations. Prerequisite codes: . | determine the equations of lines from graphs, tables of values, and concrete representations of linear relations by making connections between rates of change and slopes, and between initial values and y-intercepts, and use these equations to solve problems | Determine equations of lines |
| D1.1Data | Explain implications of collecting and using big dataApplication of Data. No prerequisite code is stored for this expectation. | identify a current context involving a large amount of data, and describe potential implications and consequences of its collection, storage, representation, and use | No public guide yet |
| D1.2Data | Represent and analyse one-variable dataRepresentation and Analysis of Data. No prerequisite code is stored for this expectation. | represent and statistically analyse data from a real-life situation involving a single variable in various ways, including the use of quartile values and box plots | Represent and analyse one-variable data |
| D1.3Data | Model two-variable data and make predictionsRepresentation and Analysis of Data. Prerequisite codes: . | create a scatter plot to represent the relationship between two variables, determine the correlation between these variables by testing different regression models using technology, and use a model to make predictions when appropriate | Model two-variable data |
| D2.1Data | Explain the value of mathematical modellingApplication of Mathematical Modelling. No prerequisite code is stored for this expectation. | describe the value of mathematical modelling and how it is used in real life to inform decisions | No public guide yet |
| D2.2Data | Frame a modelling question and information needsProcess of Mathematical Modelling. Prerequisite codes: . | identify a question of interest requiring the collection and analysis of data, and identify the information needed to answer the question | No public guide yet |
| D2.3Data | Plan and carry out data collection for a modelProcess of Mathematical Modelling. Prerequisite codes: . | create a plan to collect the necessary data on the question of interest from an appropriate source, identify assumptions, identify what may vary and what may remain the same in the situation, and then carry out the plan | No public guide yet |
| D2.4Data | Create and analyse a mathematical modelProcess of Mathematical Modelling. Prerequisite codes: , . | determine ways to display and analyse the data in order to create a mathematical model to answer the original question of interest, taking into account the nature of the data, the context, and the assumptions made | No public guide yet |
| D2.5Data | Report model fit, limitations, and predictionsProcess of Mathematical Modelling. Prerequisite codes: . | report how the model can be used to answer the question of interest, how well the model fits the context, potential limitations of the model, and what predictions can be made based on the model | No public guide yet |
| E1.1Geometry and Measurement | Research geometry and measurement across culturesGeometric and Measurement Relationships. No prerequisite code is stored for this expectation. | research a geometric concept or a measurement system to tell a story about its development and use in a specific culture or community, and describe its relevance in connection to careers and to other disciplines | No public guide yet |
| E1.2Geometry and Measurement | Create and analyse geometric designsGeometric and Measurement Relationships. No prerequisite code is stored for this expectation. | create and analyse designs involving geometric relationships and circle and triangle properties, using various tools | No public guide yet |
| E1.3Geometry and Measurement | Convert and apply measurement unitsGeometric and Measurement Relationships. No prerequisite code is stored for this expectation. | solve problems involving different units within a measurement system and between measurement systems, including those from various cultures or communities, using various representations and technology, when appropriate | Convert and apply measurement units |
| E1.4Geometry and Measurement | Analyse dimensional effects on measurementGeometric and Measurement Relationships. Prerequisite codes: . | show how changing one or more dimensions of a two-dimensional shape and a three-dimensional object affects perimeter/circumference, area, surface area, and volume, using technology when appropriate | No public guide yet |
| E1.5Geometry and Measurement | Solve right-triangle and composite-shape problemsGeometric and Measurement Relationships. Prerequisite codes: . | solve problems involving the side-length relationship for right triangles in real-life situations, including problems that involve composite shapes | Right triangles and composite shapes |
| E1.6Geometry and Measurement | Solve related-volume problemsGeometric and Measurement Relationships. Prerequisite codes: . | solve problems using the relationships between the volume of prisms and pyramids and between the volume of cylinders and cones, involving various units of measure | No public guide yet |
| F1.1Financial Literacy | Use past and current contexts for financial decisionsFinancial Decisions. No prerequisite code is stored for this expectation. | identify a past or current financial situation and explain how it can inform financial decisions, by applying an understanding of the context of the situation and related mathematical knowledge | No public guide yet |
| F1.2Financial Literacy | Analyse appreciation and depreciationFinancial Decisions. No prerequisite code is stored for this expectation. | identify financial situations that involve appreciation and depreciation, and use associated graphs to answer related questions | Appreciation and depreciation |
| F1.3Financial Literacy | Compare borrowing and purchasing costsFinancial Decisions. Prerequisite codes: . | compare the effects that different interest rates, lengths of borrowing time, ways in which interest is calculated, and amounts of down payments have on the overall costs associated with purchasing goods or services, using appropriate tools | No public guide yet |
| F1.4Financial Literacy | Modify and justify budgetsFinancial Decisions. Prerequisite codes: . | modify budgets displayed in various ways to reflect specific changes in circumstances, and provide a rationale for the modifications | Build and adjust a budget |
Questions people ask
What is MTH1W?
MTH1W is Ontario de-streamed Grade 9 Mathematics. GradeForge’s curriculum record names the course Grade 9 Mathematics and ties it to The Ontario Curriculum: Mathematics, Grade 9, 2021, effective from September 1, 2021. It is the only course GradeForge teaches.
Are the expectation sentences official?
They are the specific-expectation sentences stored in GradeForge’s verified MTH1W curriculum record, which cites the Ontario ministry expectations source for the 2021 course. The short names beside them are GradeForge labels for those same codes, not a second official title. Strand blurbs on this page are the descriptions stored with that record.
Why do only some rows link to a guide?
GradeForge has published ten skill guides, across Number, Algebra, Data, Geometry and Measurement, and Financial Literacy. The other expectations are still part of the course. This page lists them so the public guides are not mistaken for the whole curriculum.
Is the study-time split my teacher’s mark weighting?
No. The split follows the operational-question counts in GradeForge’s EQAO preparation contract: 10 Number, 18 Algebra, 8 Data, 8 Geometry and Measurement, and 6 Financial Literacy. Those 50 questions are the scored part of the provincial assessment contract stored here. A school can weight the course differently. The split is a study plan, not a report-card formula.
Does this page predict an EQAO result?
No. GradeForge is not affiliated with or endorsed by EQAO. The question counts and the links to EQAO’s framework, assessment page, released questions, and formula sheet are reference information. They are not a predicted level, a school mark, or an official score.
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