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Philosophy:

Students are active learners, and learn by attaching meaning to the work they

do

Unique individual and with their own interests, abilities, and needs

Example: First Nations, Metis, and Inuit students traditionally favour oral

communication and practical applications over tedious written work

reaching these goals

solve problems in different ways

learn to become autonomous and responsible learners

The goals for the K-12 Mathematics curriculum are to prepare students to:

Use mathematics confidently to solve problems

Communicate and reason mathematically

Appreciate and value mathematics

Make connections between mathematics and its applications

Commit themselves to lifelong learning

society

Make informed decisions as contributors to society

Mathematical Processes:

There are critical components and skills that students must encounter throughout

their mathematics learning in order to achieve the goals above and continue to be

effective learners throughout their lives.

[C]

understanding.

[CN]

everyday experiences and to other disciplines.

[ME]

mathematics and estimation.

[PS]

[R]

[T]

[V]

problem solving.

Reasoning: develop mathematical reasoning.

Technology: select and use technologies as tools for learning and for solving

problems.

making connections and The K-9 Program of Studies Scope:

There are four main strands which split into eight sub-strands, each with one

General Learning Outcome. These eight sub-stands are constant from kindergarten through

to grade nine. While these sub-strands appear to function like discrete, stand-alone units,

they were not designed to be divided and taught separately. Ideally, students should be able

to draw connections between concepts both within and across the strands to make

mathematical experiences meaningful. This will lead students to develop an understanding

of mathematics through specific knowledge, skills, and attitudes among and between

strands from Kindergarten through to the end of grade nine. In this sense, the strands work

like gears all interlocked together from K to 9.

Number

Patterns: GLO - Use patterns to describe the world and to solve problems.

3-D Objects and 2-D Shapes: GLO - Describe the characteristics of 3-D objects and

2-D shapes, and analyze the relationships among them.

Transformations: GLO - Describe and analyze position and motion of objects and

shapes.

Data analysis: GLO - Collect, display and analyze data to solve problems.

represent and solve problems involving uncertainty.

Reflection Question: Try to think about what you learned in K-9 math, which

GLOs above do those concepts best fit in with?

Specific Example:

Grade and

Strand

General Learning

Outcome

Grade 6

Including:

Describe the

- scalene

Shape and Space characteristics of 3-D

- isosceles

(3-D objects and objects and 2-D shapes,

and

analyze

the

2-D Shapes)

relationships among them - equilateral

- right

- obtuse

- acute

in different orientations.

[C, PS, R, V]

Activity:

1) Introduce the topic by showing kids short video from YouTube called All the different

types of Triangle Euclid. (https://www.youtube.com/watch?v=rdNfOmEiNzs)

2) This video has the artist telling a little story about triangles, and drawing illustrations

as he is reading. This keeps students engaged, and shows them the types of triangles

in a very simple and easy to follow form

3) Have a chart prepared with the six types of triangles listed call on students to

define each type

4) Bring up Smart Notebook lesson with several triangle shapes on it and have students

drag to one of six boxes labeled by type hint that there are some triangles could

go in more than one type.

5) Have students work in partners to complete double sided worksheet involving

labeling the type of triangles on one side, and having to draw triangles that match a

description on the back.

6) In closing, review that students can now define, describe, and illustrate the six

different types of triangles studied. Have students complete an exit slip saying which

type they find the hardest to remember and why.

In the high school grades the program of studies takes a significantly different

approach than that of the K-9 curriculum. Several different levels or streams of math are

offered to meet the unique needs of different students. As a result, there are a great deal

more strands for grades 10-12, but each class only uses 3-5 of these strands directly. The

strands each have one General Learning Outcome, much like the sub-strands for K-9.

See below for all of the strands used in grade 10-12 mathematics:

Relations and

Algebra and

Measurement

Functions

Trigonometry

Number Sense

Develop

spatial sense

sense

Develop spatial

and

and proportional

proportional

reasoning

reasoning

Geometry

Develop

sense

Develop spatial

spatial sense

Develop

algebraic

Develop algebraic

reasoning and

number

reasoning

and number

sense

sense

Develop

Develop algebraic

algebraic and

and

graphical

graphical reasoning

reasoning

through

the study

through the

study of

of

relations

relations

Statistics

Develop

number sense

Develop number

sense

and

reasoning

and logical

logical reasoning

Develop

statistical

Develop statistical

reasoning

reasoning

Probability

Develop

critical thinking

thinking

Develop critical

skills

related to

to

skills related

uncertainty

uncertainty

Permutations,

Combinations and

Binomial Theorem

Develop

Develop trigonometric

trigonometric

reasoning

reasoning

Develop

Develop algebraic

algebraic and

and

numeric

numeric reasoning

reasoning that

that

involves

combinatorics

involves combinatorics

Mathematics

Research Project

Logical Reasoning

Develop

an appreciation

Develop an

appreciation

of

the role

role of

of

of the

mathematics

mathematics in

in society

society

Number

Algebra

Develop

number sense

Develop number

sense

and

and critical

critical thinking

thinking skills

skills

Develop

Develop algebraic

algebraic

reasoning

reasoning

Develop

Develop logical

logical reasoning

reasoning

While its good to know all the strands and General Learning Outcomes as a

teacher, what I feel is even more important is noticing how the different streams

approach the material. See the chart below, and notice the patterns seen in the

-1, -2, and -3 classes. The -3 stream focuses on mostly the same strands like the

K-9 program, where the -1 and -2 strands slowly build up skills from simple to

complex, and concrete to abstract.

10-12

Measurement

Algebra and Number

Relations and Functions

Trigonometry

Permutations, Combinations, and

Binomial Theorem

Geometry

Number and Logic

Statistics

Math Research Project

Logical Reasoning

10C

X

X

X

201

X

X

X

301

202

X

302

X

X

X

X

X

X

X

X

X

103

X

203

X

303

X

Probability

Number

Algebra

X

X

X

X

X

X

X

X

time to choose the direction right for them

-1: Prepare students for university calculus

-2: Prepare students for university programs not

requiring additional math courses

-3: Prepare students for most trades or to directly

enter the workforce

strands and processes which will ensure every student is prepared for high school. In

Grades 10-12 students are able to find the stream that best suits their needs for life beyond

school, and enjoy a math curriculum that is sensitive to those unique goals. Ideally, the

program of studies ensures that when students graduate in Alberta they will have achieved

the goals of the math curriculum and are ready to take on whatever challenges face them

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