Page 174 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

Instructional Tips
Teachers can:
identifying the direction (positive or negative), strength (strong, moderate, or
weak), and form (linear or non-linear) of the relationship, and any outliers • using technology to create an appropriate linear (or non-linear) regression
model of the situation; for example, e = 0.004 × m + 2.015, where e represents the fuel efficiency in litres per 100 kilometres, and m represents the mass of the vehicle in kilograms
• support students in recognizing that the models they create are dependent on the assumptions they are making;
• support students in selecting the most appropriate way to display and analyse their data, based on the type of data they gathered (e.g., a box plot for data involving a single variable, a scatter plot for data involving two variables);
• focus students’ attention on the fact that they may need to create different types of mathematical models, including a visual representation or diagram, a table, a graph, a formula, and/or an equation, to answer their question of interest;
• engage students in discussions about the features, strengths, and limitations of various mathematical models;
• ensure that students have access to appropriate technological tools (e.g., statistical tools, spreadsheets, coding environments) when creating mathematical models.
Note
Expectations D2.2 through D2.5 highlight the process of mathematical modelling and are therefore interconnected; they should be considered as a whole, and this should be reflected during instruction.
Teacher Prompts
• What mathematical information and skills might be needed in order to build the model?
• What representations, tools, technologies, and strategies will you use to build your model?
• What are the most appropriate ways to display your data? Discuss the different options available
and which one or more of these options best suits the data, based on the nature of the data.
• Does the visual representation accurately model the data? How do you know?
Sample Tasks
Have students brainstorm, in small groups, how they want to display the data they have gathered. For example, they may use a spreadsheet to show the costs associated with having more bus stops, create
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