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# Alberta Mathematics Program of Studies

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]

## Communicate in order to learn and express their understanding

Connect mathematical ideas to other concepts in mathematics to everyday
experiences and to other disciplines
Demonstrate fluency with mental mathematics and estimation
Develop and apply new mathematical knowledge through problem solving

Reasoning [R]

## Develop mathematical reasoning

Technology [T]

Select and use technologies as tools for learning and for solving problems

Visualization [V]

## Develop visualization skills to assist in processing information, making

connections and solving problems

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.

## Program of Studies Support materials

The following link will take you to the mathematics curriculum, K-12 along with the achievement
indicators.
http://education.alberta.ca/teachers/program/math/educator/materials.aspx

## Alberta Mathematics Program of Studies

K-9 Math Program
There are four strands: Number, Patterns and Relations, Shape and Space, and Statistics and Probability.
Each Strand (or sub-strand) has a general learner outcome.
NOTE: The four strands are not intended to be discrete separate units of instruction. Teachers
should integrate the strands in order for students to have an understanding of the strand in a
general sense.

1.

NUMBER
GLO: Develop number sense.

2.

## PATTERNS AND RELATIONS

Patterns
GLO: Use patterns to describe the world and to solve problems.
Variables and Equations
GLO: Represent algebraic expressions in multiple ways.

3.

## SHAPE AND SPACE

Measurement
GLO: Use direct and indirect measurement 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

4.

## STATISTICS AND PROBABILITY

Data Analysis
GLO: Collect, display and analyze data to solve problems.
Chance and Uncertainty
GLO: Use experimental or theoretical probabilities to represent and solve
problems involving uncertainty.

## 10-12 Math Program

In the high school program of studies, the mathematics classes (Grades 10,11, and 12) are broken up in to
two main arches of mathematics C, (common) and -3 which go through 10, 20, and 30. Within C there
are two levels -1 and -2. To clarify refer to the following diagram;

## Alberta Mathematics Program of Studies

Strands Respective to Each Grade and Level
-1

-2

-3

10

Measurement
Algebra and Number
Relations and functions

Measurement
Algebra and Number
Relations and functions

Measurement
Geometry
Number
Algebra

20

## Algebra and Number

Trigonometry
Relations and Functions

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

## Calculus Math Program (Math 31)

Program overview - The Math 31 program of studies is set up differently from the K-12
programs:

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
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

2.

## MEASUREMENT AND GEOMETRY

Students will be able to demonstrate the use of calculus to determine limits, derivatives, integrals,
rates of change and averages by using geometrical representations.

3.

## ALGEBRA OF FUNCTIONS AND LIMIT

Students will examine symbolic, diagram, and graphical representations that describe both
continuous and discrete functions of one real variable.

4.

## CALCULUS OF DERIVATIVES AND INTEGRALS

Students will determine limits, derivatives, integrals, and rates of change.

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.

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

GLO: Use direct and indirect measurement to solve problems.
SLO: Read and record time, using digital and analog
clocks, including 24-hour clocks.

## SLO: Students will demonstrate an understanding

of repeating patterns.
Learning Objectives
Students will
Describe a given repeating pattern containing two to four
elements in its core.
Identify and describe errors in a given repeating pattern.
Assessment:
Worksheet

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