Page 62 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

Expectations by Strand Note
Teacher Supports
The expectations are accompanied by “teacher supports”, which may include examples, key concepts, teacher prompts, instructional tips, and/or sample tasks. These elements are intended to promote understanding of the intent of the specific expectations and are offered as illustrations for teachers. The teacher supports do not set out requirements for student learning; they are optional, not mandatory.
“Examples” are meant to illustrate the intent of the expectation, the kind of knowledge, concepts, or skills, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails.
“Teacher prompts” are sample guiding questions and considerations that can lead to discussions and promote deeper understanding.
“Instructional tips” are intended to support educators in delivering instruction that facilitates student learning related to the knowledge, concepts, and skills set out in the expectations.
“Sample tasks” are developed to model appropriate practice for the course. They provide possible learning activities for teachers to use with students and illustrate connections between the mathematical knowledge, concepts, and skills. Teachers can choose to draw on the sample tasks that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity and high-quality mathematical instruction. Whatever the specific ways in which the requirements outlined in the expectations are implemented in the classroom, they must, wherever possible, be inclusive and reflect the diversity of the student population and the population of the province. When designing inclusive learning tasks, teachers reflect on their own biases and incorporate their deep knowledge of the curriculum, as well as their understanding of the diverse backgrounds, lived experiences, and identities of students. Teachers will notice that some of the sample tasks address the requirements of the expectation they are associated with and incorporate mathematical knowledge, concepts, or skills described in expectations in other strands of the course. Some tasks are cross-curricular in nature and will cover expectations in other disciplines in conjunction with the mathematics expectations.
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