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Program Overview
The Mathematics program of studies outlines a number of goals for mathematics students to become
lifelong learners and mathematically literate. These goals include preparing students to:
- Use math to solve problems
- Communicate and reason mathematically
- Appreciate and value mathematics
- Make connections between mathematics and its applications
- Using mathematics to contribute to society
These goals are consistent through Math K-12 and the specific goals of Math 31 differ and can be found
in its separate the program of studies
Refer to the Mathematics program of studies to see the connections of ICT outcomes with mathematics.
Mathematical Processes
There are critical components and mathematical processes students will need to understand in order to achieve the goals
of the curriculum. Students are expected to
Communication [C]
Connections [CN]
Mental Mathematics and Estimation [ME]
Problem Solving [PS]
Reasoning [R]
Technology [T]
Select and use technologies as tools for learning and for solving problems
Visualization [V]
The mathematics program of studies is organized into the different STRANDS of mathematics.
A strand is a subsection or a unit of mathematics. Some strands are divided into sub-strands,
and there is one general outcome per sub-strand.
1.
NUMBER
GLO: Develop number sense.
2.
3.
4.
-2
-3
10
Measurement
Algebra and Number
Relations and functions
Measurement
Algebra and Number
Relations and functions
Measurement
Geometry
Number
Algebra
20
Measurement
Geometry
Number and Logic
Statistics
Relations and Functions
Mathematics Research
Project
Measurement
Geometry
Number
Algebra
Statistics
30
Trigonometry
Relations and Functions
Permutation, Combinations,
and Binomial Theorem
Logical reasoning
Probability
Relations and Functions
Mathematics Research
Project
Measurement
Geometry
Number and Logic
Statistics
Relations and Functions
Mathematics Research Project
Probability
Each strand is separated into four different general learning outcomes with their own specific
learning outcomes: General Learning Expectations, Conceptual Understanding, Procedural
Knowledge, and Problem Solving Context.
Math 31 has an elective component. This means that the teaching of these units is under the
discretion of the teacher. These units are basic foundations of higher math that involves areas of
science, engineering, and business.
Rationale - Focus has shifted from memorization and algorithms toward a more broad view of
mathematics as its own language of terms and notations that students use to describe, reason, interpret,
and explore.
1.
MATHEMATICAL PROCESSES
Mastery of course expectations enables students to construct and solve models describing
mathematical situations in a broad range of contexts, and to use the appropriate technology to
approximate difficult models and carry out long calculations
3.
4.
5.
DATA MANAGEMENT
Students will use calculus concepts to describe data distributions and random variables at
a beginner level.
NOTE: The Program of Studies does not separate the general learning outcomes by strand, but by
required or elective units.
Activity Examples
Examples of GLOs, SLOs, and activities which were recommended by the achievement indicators
provided by Alberta Education. The achievement indicators link is under the Program of Studies Support
Materials section above.
Grade 1
GLO: Use patterns to describe the world and to solve
problems.
Grade 4
GLO: Use direct and indirect measurement to solve problems.
SLO: Read and record time, using digital and analog
clocks, including 24-hour clocks.
Learning Objectives:
Students will
Express the time orally and numerically from a 12-hour
analog clock.
Express the time orally and numerically from a 24-hour
analog clock.
Express the time orally and numerically from a 12-hour
digital clock.
Express time orally and numerically from a 24-hour
digital clock.
Assessment:
Observation