What's New?

K–9 curriculum

The Mathematics K–9 curriculum addresses the continued need for balance between conceptual and procedural understanding of foundational skills, including fluency with basic facts. Fewer learning standards allows for more time to work with concepts, develop skills, and apply them to problems in everyday life. First Peoples perspectives are embedded in the curriculum. A goal of the Mathematics curriculum is for students to become financially literate and able to make sound financial decisions.

Features of the Mathematics curriculum include the following:

  • There are five Big Ideas per grade, encompassing the four strands of mathematics: number, patterns and relations, spatial sense, and statistics and probability.
  • Foundational skills are clearly indicated in the Content learning standards for each grade.
  • The focus on problem solving is apparent in the organization of the Curricular Competencies, which use a problem-solving model and offer Elaborations for teachers and students.
  • Elaborations are included as hyperlinks throughout the curriculum as a support for teachers. Elaborations are not mandatory. They include definitions of key mathematics terminology, examples of mathematics concepts, sample inquiry questions to support the exploration of concepts, and guidance on the level of depth suggested in the content.
  • Content has been further aligned to support the developmental integrity of the curriculum.
  • First Peoples perspectives are reflected in the Content learning standards and Elaborations at each grade.
  • The curriculum is designed with the goal of students becoming financially literate and able to make sound financial decisions. The draft Grades 10–12 curriculum ensures that regardless of the pathway chosen by a student, there will be a common experience in Mathematics that includes financial literacy.

The Mathematics K–9 curriculum retains important aspects of the existing curriculum:

  • The foundational skills and processes of mathematics remain an integral part of the Mathematics curriculum and reside in the Content and Curricular Competencies.
  • Application of foundational skills to problem solving continues to have a strong focus in the curriculum’s goal of developing well-educated citizens.

Draft Grades 10–12 curriculum

Through the draft curriculum for Grades 10–12, teachers will be able to provide a variety of choices for students. The curriculum is designed to support the range of learning environments, program models, and school structures in secondary schools across British Columbia. The draft curriculum includes the same curricular features as the K–9 curriculum (i.e., Big Ideas, Curricular Competencies, and Content).

The Grade 10 curriculum consists of two courses: Foundations and Pre-Calculus, and Workplace Mathematics. At Grades 11–12, students may choose from a variety of courses to build a comprehensive program based on their interests and strengths. Grade 11 includes Pre-calculus, Foundations, and Workplace Mathematics. Grade 12 includes Pre-Calculus, Foundations, and Apprenticeship. Courses in Geometry, Statistics, History of Mathematics, and Calculus can be implemented across Grades 11–12. Courses in Computer Science are also available for Grades 11 and 12; these were designed as a co-operative effort of the Mathematics and ADST curriculum teams.

Current IRPs

Provincial Curriculum

Foundations of Mathematics
and Pre-calculus 10

Grade 10 Foundations and Pre-Calculus

Apprenticeship and Workplace Mathematics 10

Grade 10 Workplace Mathematics

Pre-calculus 11

Grade 11 Pre-Calculus

Foundations of Mathematics 11

Grade 11 Foundations

Apprenticeship and Workplace Mathematics 11

Grade 11 Workplace Mathematics


Grade 11 Computer Science


Grade 11 History of Mathematics

Pre-calculus 12

Grade 12 Pre-Calculus

Foundations of Mathematics 12

Grade 12 Foundations

Apprenticeship and Workplace Mathematics 12

Grade 12 Apprenticeship


Grade 12 Computer Science


Grade 12 Calculus


Grade 12 Geometry


Grade 12 Statistics

Whether students choose to pursue deeper or broader study in mathematics, the new curriculum design ensures that they are able to pursue their individual interests and passions.