Page 187 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

Instructional Tips
Teachers can:
• facilitate class discussions to engage students in sharing different ways of measuring that they have encountered in real life or in their other courses;
• support students in posing and solving problems that are relevant to them;
• respectfully share ways of measuring from various cultures and communities;
• support students in making connections among units in the context of the problems they are
solving;
• support students in choosing tools and representations that are appropriate for the context;
• provide tasks that support students in developing proportional and spatial reasoning;
• support students in identifying the precision to which measurements are needed based on the
context of the problem;
• have students alter or write code to solve problems, such as converting between units or
between measurement systems.
Note
The focus of the learning in this expectation is for students to be able to solve authentic problems that may involve different types of units.
Teacher Prompts
• Which unit is appropriate for this context?
• In the Olympics, some sports are timed to the hundredth of a second, and some are measured to
the thousandth of a second. Which sporting events require more precise times? Why?
• What is an example of a system of measurement other than metric or imperial?
• If the unit of measure changes from centimetres to millimetres, are more or fewer units needed
to measure the same distance? Explain.
• What measurements are usually measured in imperial, and what measurements are usually
measured in metric?
• What measurements are regularly measured in both imperial and metric?
Sample Tasks
1. Provide students with different scenarios of how cultures or communities use various measurement systems, and ask them to solve related problems. For example, in the Islamic tradition, a donation of charity or alms on Eid is called a Sāʿ. Traditionally, this is the volume of grain that can be gathered in your two hands held together, four times. Have students estimate how much grain this is in grams.
2. Ask students to solve problems involving time. For example: 186