Page 65 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

to their everyday life, and that they have always struggled with fractions for as long as they can remember.
The teacher acknowledges the student’s feelings of stress, and helps the student respond to these feelings by identifying what they do know about fractions. Next steps could include identifying what additional support is needed to help the student feel less stressed and be more successful and confident when working with fractions. For example, the teacher could select mathematical tasks that are contextualized to provide a relatable entry point for this student, including the use of fraction manipulatives (e.g., fraction strips, relational rods) to complete the tasks.
Teacher Reflection [consider strengths and needs of individual students]: The teacher thinks about how their approach to working with individual students to identify personal strategies to respond to stress seemed to have been received by this particular student. This provides useful information about strategies that might best support this student in the future.
Identifying Resources and Supports That Aid Perseverance in Mathematical Learning
Scenario [providing one-on-one support]: A student has been given the task of writing code to explore what happens to the volume of a rectangular prism when one, two, and three dimensions of the prism are altered.
Student’s Initial Reaction: The student shares with the teacher that they do not know how to begin the task and they feel overwhelmed.
Teacher’s Response to Student: The teacher has a conversation with the student to learn about their prior experience with coding. The teacher then works directly with the student, supporting them as they develop a physical model and a flow chart to plan out the code for exploring what happens to the volume of a rectangular prism when one dimension changes. Next, the teacher has the student write the code and execute it to see if they get the output they were expecting.
Student’s Response to Teacher: The student shares that the code they wrote produced what they expected.
Teacher’s Response to Student: The teacher then works with the student to identify how the model and the flow chart will need to be altered to reflect a change in two dimensions instead of one. The teacher points out that knowing the steps to follow and knowing that it is okay if the results aren’t as expected both aid in persevering with the task.
Student’s Response to Teacher: The student shares with the teacher that they now know what to do and can proceed with writing the remaining code to complete the task.
After getting to this stage, the student reflects that one of the benefits of coding is that one can get feedback right away, and that it is okay if the results are not as expected. Identifying the reason for the
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