I. Authentic & Experiential Contexts

In SD72, we use authentic and experiential contexts in mathematics to interweave competencies, content, and culture.

This interwoven model of learning speaks to the many interconnected aspects of a learner’s experience in our schools – academic, social, emotional, and cultural. As learners explore new opportunities and learn about themselves, they make mathematical and logical decisions about situations that impact their daily lives and their future.

The experience of becoming numerate includes the satisfaction of being able to use mathematics and statistics to understand the world, the joy in using mathematical and critical thinking to improve the lives of others, and the experience of mathematics as a creative and empowering discipline.

Being numerate involves recognizing individual strengths and a variety of perspectives and worldviews. Weaving together competencies, content, and culture demonstrates that mathematics is a growing body of knowledge that is created and used by all people and communities. (Adapted from Unpacking Numeracy, MENZ, 2024.)

Why?

For students to see, use, adapt, and create math in context
To increase engagement and build meaning
To promote math skills applicable to future needs (evolving for tomorrow)
To promote critical thinking skills and success in other subject areas
To help students see themselves as capable problem solvers
To provide a vehicle for understanding more abstract contexts

When numeracy skills are applied in real-world, authentic contexts, students make connections between their lived experience and the math they are learning.

Teaching and learning math in SD72 integrates diverse perspectives from multiple communities, engages families and schools, and builds local, national, and global connections.

“namwayut”, Kwakw’ala: ‘We are all one.’

“hišukniš ćawaak”, Ehattesaht (Nuu-chah-nulth): ‘Everything is connected.’

“ʔukʷs qat̓ᶿɛnxʷɛgəs” , ʔayʔaǰuθəm: ‘We join together.’

	Description of Resource	Link to Resource
1.	Mathematics K-9 Big Ideas (Table): outlines the key understandings for each grade	Big Ideas K-9
2.	Concept Map / Infographic that shows interconnectedness of content, competencies, and culture (K-12)	Interweaving Poster
3.	Multi-grade trajectory of key measurement concepts, skills, and tools (K-12)	Measurement Trajectory K-12
4.	A collection of lessons and resources that are intended to help make mathematics feel more inclusive and engaging. (K-9) (Source: www.FNESC.ca)	Math First Peoples - Teacher Resource Guide
5.	FNESC resource for incorporating indigenous perspectives and ethnomathematics in grades 8 and 9	Teaching Mathematics in a First Peoples Context 8 and 9
6.	Locally Developed Seasonal Round, includes both plant and animal seasonal benchmarks, arranged in a circle (Elementary, cross-curricular connection: Math/Science)	Seasonal Round
7.	Useful resource for forest ecosystem studies (cross-curricular)	Cumberland Forest Study Resource K-9
8.	Multi-grade trajectory of key mathematical modelling concepts and skills (K-12): Includes what is measured at each grade level, what measurement concepts are explored, and which measurement tools are introduced.	Modelling Math Trajectory K-12
9.	5-step planning / self-assessment template for use with rich tasks or contextualized problems (Grade 4+)	Rich Task Self-Assessment
10.	Primary Number Sense Black-Line Masters: Printable masters for modelling numbers 0 to 15 in a ten frame. (Kindergarten & Grade 1)	Shake Make 10 Frame
11.	Recommended digital manipulatives (with links) suitable for all grades	Virtual Manipulatives Links
12.	Sample Rich Task that connects gardening, area, patterns, and input/output tables (Intermediate, Elementary)	Rich Task Garden Beds

The embedded Powerpoint below includes logic and mental math games from around the world. Click on any blue title to view details about how to play each game. Gameboards can be printed, displayed on a whiteboard, or sketched on plain paper.