Page 38 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

to answer questions related to appreciation and depreciation, and explain how budgets can be modified based on changes in circumstances. Students compare the effects of different interest rates, down payments, and other factors associated with purchasing goods and services. Students use their learning from other strands to solve financial problems of interest.
Some Considerations for Program Planning
Teachers consider many factors when planning a mathematics program that cultivates an inclusive environment in which all students can maximize their mathematical learning. This section highlights the key strategies and approaches that teachers and school leaders should consider as they plan effective and inclusive mathematics programs. Additional information can be found in the “Considerations for Program Planning” section, which provides information applicable to all curricula.
Instructional Approaches in Mathematics
Instruction in mathematics should support all students in acquiring the knowledge, skills, and habits of mind that they need in order to achieve the curriculum expectations and be able to enjoy and participate in mathematics learning for years to come.
Effective mathematics instruction begins with knowing the complex identities and profiles of the students, having high academic expectations for and of all students, providing supports when needed, and believing that all students can learn and do mathematics. Teachers incorporate Culturally Responsive and Relevant Pedagogy (CRRP) and provide authentic learning experiences to meet individual students’ learning strengths and needs. Effective mathematics instruction focuses on the development of conceptual understanding and procedural fluency, skill development, and communication, as well as problem-solving skills. It takes place in a safe and inclusive learning environment, where all students are valued, empowered, engaged, and able to take risks, learn from mistakes, and approach the learning of mathematics in a confident manner. Instruction that is student centred and asset based builds effectively on students’ strengths to develop mathematical habits of mind, such as curiosity and open-mindedness; a willingness to question, to challenge and be challenged; and an awareness of the value of listening intently, reading thoughtfully, and communicating with clarity.
Learning should be relevant: embedded in the lived realities of all students and inspired by authentic, real-life contexts as much as possible. This approach allows students to develop key mathematical concepts and skills, to appreciate the beauty and wide-ranging nature of mathematics, and to realize the potential of mathematics to raise awareness and effect social change that is innovative and sustainable. A focus on making learning relevant supports students in their use of mathematical reasoning to make connections throughout their lives.
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