Page 76 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

• facilitate discussions about the applications of mathematics in the world outside the classroom, including the natural world;
• provide opportunities for students to recognize that mathematical knowledge has been developed by every culture around the globe;
• respectfully incorporate, in partnership through community connections (e.g., a community member, Elder, knowledge holder, or other individual with expertise), specific examples that highlight First Nations, Métis, and Inuit cultures and ways of being and knowing, in order to infuse Indigenous knowledges and perspectives meaningfully and authentically into the mathematics program;
• facilitate student-generated class discussions about careers and fields of study that students are interested in exploring.
Note
Teachers are encouraged to collaborate with community partners to plan culturally responsive and relevant teaching that honours and respects students’ identities, and that includes real-life applications of mathematics that are relevant to students’ lives and their communities.
Teacher Prompts
• How does this mathematical concept connect to a story that has been shared by others in the class?
• How does this mathematical concept connect to something you have experienced in your life?
• How do you see this mathematical concept applied in real life?
• What are some careers that may use this mathematical concept, and in what ways?
Sample Tasks
Connections students may make when completing sample tasks for strands B to F:
Number
B1.3 Sample Task
Have students make their own fractal triangles (Sierpinski triangles) by repeating a simple pattern of triangles to create a complex image, then use these images to create as many kinds of different number sets as they can (e.g., the number of blue triangles in each image, the fraction of blue triangles to white triangles in each image) or another similar fractal.
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