Page 201 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

o graphical analysis o data analysis
Instructional Tips
Teachers can:
• facilitate students’ sharing of the financial situations they are exploring, in a safe, supportive, and inclusive environment that is free of judgement and respects family, community, and cultural expectations, practices, and perspectives;
• be flexible and create space for discussions based on authentic and relevant opportunities as they emerge from current social issues;
• ensure that all examples of financial situations discussed, although authentic and connected to students’ realities, are generalized or fictionalized and free of judgement;
• provide students with access to a variety of print and digital resources to research financial situations;
• support students in making connections between the financial situations they are exploring and mathematical concepts they are learning throughout the course.
Teacher Prompts
• What are some past or current financial situations, events, or issues that have had an impact on your local communities, country, or the world at large?
• What factors contributed to this financial situation and who does/did it affect?
• What are some of the impacts of this situation and the decisions around it?
• What sources could you use to gather more information about the context of the situation?
• What mathematics could you use to better understand this situation and its impact?
• What mathematics would you need to learn more about to better understand this situation and
its impact?
Sample Tasks
Have students brainstorm financial situations and then, in groups or with a partner, choose a situation to discuss more thoroughly. Ask them to identify what mathematical concepts would be helpful in understanding the situation and the decisions that might be made. (See the Examples for questions that students might consider in their discussion.)
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