Page 44 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

Students may need support to comprehend the wide variety of professions and careers where mathematical concepts and processes are used. For example:
• fractions and imperial measures are used in various trades and daily activities;
• rates and percentages are used in banking, investing, and currency exchange;
• ratios and proportions are used in architecture, engineering, construction, nursing, pharmacy
practice, hair colouring techniques, and fields related to culinary arts;
• algebraic reasoning is used in the sciences and computer programming;
• geometry and measurement concepts are used in construction, civil engineering, and art;
statistics are used in real estate, the retail sector, tourism and recreation, conservation, finance, insurance, sports management, and research.
Students should be made aware that mathematical literacy, problem solving, and the other skills and knowledge they learn in the mathematics classroom are valuable assets in an ever-widening range of jobs and careers in today’s society. More information can be found in the “Education and Career/Life Planning” subsection of “Considerations for Program Planning”.
Planning Mathematics Programs for Students with Special Education Needs
Classroom teachers hold high expectations of all students and are the key educators in designing and supporting mathematics assessment and instruction for students with special education needs. They have a responsibility to support all students in their learning and to work collaboratively with special education teachers, where appropriate, to plan, design and implement appropriate instructional and assessment accommodations and modifications in the mathematics program to achieve this goal. More information on planning for and assessing students with special education needs can be found in the “Planning for Students with Special Education Needs” subsection of “Considerations for Program Planning”.
Principles for Supporting Students with Special Education Needs
The following principles5 guide teachers in effectively planning and teaching mathematics programs to students with special education needs, and also benefit all students:
5 Adapted from Ontario Ministry of Education, Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6 (Toronto, ON: Author, 2005).
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