Mathematics Standards

The overall aim of the mathematics standards are that students should:

• become mathematical problem solvers capable of solving familiar and unfamiliar problems in mathematical, real-world and other subjects’ settings;

• develop proficiency in mental and written calculations, algebraic manipulation and other techniques, including visualization and geometric imagery;

• use calculators and computers to support and develop their mathematical work;

Download Curriculum Standards   To download a full copy of the Math Curriculum Standards, you will need to extract (unzip) the following: Full Math Curriculum Standards (Zip) The following is a listing of the Math Curriculum scope and sequence charts: Kindergarten to Grade 4 (PDF) Grades 5 to 9 (PDF) Grades 10 to 12 (foundation) (PDF) Grades 10 to 12 (advanced: quantitative methods) (PDF) Grades 10 to 12 (advanced: mathematics for science) (PDF) The following is a listing of the Math Curriculum standards by grade:
Kindergarten (PDF)	Grade 9 (PDF)
Grade 1 (PDF)	Grade 10 (foundation) (PDF)
Grade 2 (PDF)	Grade 11 (foundation) (PDF)
Grade 3 (PDF)	Grade 12 (foundation) (PDF)
Grade 4 (PDF)	Grade 10 (advanced) (PDF)
Grade 5 (PDF)	Grade 11 (advanced) (PDF)
Grade 6 (PDF)	Grade 12 (advanced: quantitative methods)
Grade 7 (PDF)	Grade 12 (advanced: mathematics for science)
Grade 8 (PDF)

• The mathematics standards are organized in strands as follows:

• reasoning and problem solving;

• number and algebra, plus calculus from Grade 10;

• geometry and measures, which includes trigonometry from Grade 9;

• data handling, which is divided into statistics and probability from Grade 10 onwards.

The reasoning and problem solving strand

The standards in the reasoning and problem solving strand should be integrated at all times with the standards from each of the other three strands so that students make the connections in their learning associated with success in mathematics. The proportion of each content strand devoted to reasoning and problem solving should increase steadily from grade to grade.

Mathematical reasoning includes explaining mathematical facts, solving problems and puzzles, understanding mathematical procedures and formulae, and justifying and giving reasons for results. The logical thinking involved in reasoning leads to mathematical proof, which lies at the heart of the subject.

The place of information technology in mathematics

Information and communication technology (ICT) is a powerful tool in mathematics. Used appropriately, it helps students to develop better knowledge and skills and to make a successful transition to the world beyond school. ICT does not replace the need for all students to master mental and written calculation skills and other mathematical techniques.

Basic calculators, when used to carry out tedious calculations, allow students to focus on the strategies needed to solve a problem. They can also be a useful support in learning arithmetic to help students grasp ideas such as place value. Scientific calculators are used for more complex calculations, including work with trigonometric ratios and some statistical work.