| Curricular Competency |
Think creatively and with curiosity and wonder when exploring problems |
Workplace Mathematics 11 |
Reasoning and modelling |
| Keyword: Think creatively |
Elaboration: by being open to trying different strategiesrefers to creative and innovative mathematical thinking rather than to representing math in a creative way, such as through art or music |
| Keyword: curiosity and wonder |
Elaboration: asking questions to further understanding or to open other avenues of investigation |
|
| Curricular Competency |
Model with mathematics in situational contexts |
Workplace Mathematics 11 |
Reasoning and modelling |
| Keyword: Model |
Elaboration: use mathematical concepts and tools to solve problems and make decisions (e.g., in real-life and/or abstract scenarios)take a complex, essentially non-mathematical scenario and figure out what mathematical concepts and tools are needed to make sense of it |
| Keyword: situational contexts |
Elaboration: including real-life scenarios and open-ended challenges that connect mathematics with everyday life |
|
| Curricular Competency |
Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number |
Workplace Mathematics 11 |
Reasoning and modelling |
| Keyword: Estimate reasonably |
Elaboration: be able to defend the reasonableness of an estimated value or a solution to a problem or equation (e.g., trigonometric angle/side relations and rate of change calculations) |
| Keyword: fluent, flexible, and strategic thinking |
Elaboration: includes:using known facts and benchmarks and partitioning (e.g., creating and interpreting 3D diagrams and making financial decisions based on evidence)choosing from different ways to think of a number or operation (e.g., Which will be the most strategic or efficient?) |
|
| Curricular Competency |
Explore, analyze, and apply mathematical ideas using reason, technology, and other tools |
Workplace Mathematics 11 |
Reasoning and modelling |
| Keyword: analyze |
Elaboration: examine the structure of and connections between mathematical ideas (e.g., rate of change, trigonometry calculations) |
| Keyword: reason |
Elaboration: inductive and deductive reasoningpredictions, generalizations, conclusions drawn from experiences (e.g., with puzzles, games, coding) |
| Keyword: technology |
Elaboration: graphing technology, dynamic geometry, calculators, virtual manipulatives, concept-based appscan be used for a wide variety of purposes, including:generating and testing inductive conjecturesmathematical modelling |
| Keyword: other tools |
Elaboration: manipulatives such as algebra tiles and other concrete materials |
|
| Curricular Competency |
Develop thinking strategies to solve puzzles and play games |
Workplace Mathematics 11 |
Reasoning and modelling |
| Keyword: thinking strategies |
Elaboration: using reason to determine winning strategiesgeneralizing and extending |
|
| Big Ideas |
Notable mathematicians in history nurtured a sense of play and curiosity that led to the development of many areas in mathematics. |
History of Mathematics 11 |
No CCG |
| Keyword: mathematicians |
Elaboration: Sample questions to support inquiry with students:What drives a mathematician to solve the seemingly unsolvable?What do you wonder about in the mathematical world?What are some examples of mathematical play that led to practical applications? |
|
| Big Ideas |
Tools and technology are catalysts for mathematical development. |
History of Mathematics 11 |
No CCG |
| Keyword: Tools and technology |
Elaboration: Sample questions to support inquiry with students:Did tools and technology affect mathematical development or did mathematics affect the development of tools and technology?What does technology enable us to do and how does this lead to deeper mathematical understanding? |
|
| Big Ideas |
Societal needs across cultures have influenced the development of mathematics. |
History of Mathematics 11 |
No CCG |
| Keyword: Societal needs |
Elaboration: Sample questions to support inquiry with students:Have societal needs always had a positive impact on mathematics?How have politics influenced the development of mathematics?How might mathematics influence decisions regarding social justice issues? |
|
| Big Ideas |
Mathematics is a global language used to understand the world. |
History of Mathematics 11 |
No CCG |
| Keyword: language |
Elaboration: Sample questions to support inquiry with students:How universal is the language of mathematics?How is learning a language similar to learning mathematics?How does oral language influence our conceptual understanding of mathematics? |
|
| Big Ideas |
Mathematics has developed over many centuries and continues to evolve. |
History of Mathematics 11 |
No CCG |
| Keyword: developed |
Elaboration: Sample questions to support inquiry with students:What is the connection between the development of mathematics and the history of humanity?How have mathematicians overcome discrimination in order to advance the development of mathematics?Where have similar mathematical developments occurred independently because of geographical separation? |
|
| Content |
cryptography:- use of ciphers, encryption, and decryption throughout history
- modern uses of cryptography in war and digital applications
|
History of Mathematics 11 |
No CCG |
| Keyword: cryptography |
Elaboration: cuneiform Spartan military use of ciphersfirst documentation of ciphers in the Arab world John WallisWorld War II and the Enigma machinebarcodesmodular arithmeticRSA codingcurrent coding techniques and security in digital password encryption |
|
| Content |
tools and technology: development over time, from clay tablets to modern-day calculators and computers |
History of Mathematics 11 |
No CCG |
| Keyword: tools and technology |
Elaboration: papyrus, stone tablet, bone, compass and straightedge, abacus, scales, slide rule, ruler, protractor, calculator, computer |
|
| Content |
probability and statistics:- Pascal’s triangle
- games involving probability
- early beginnings of statistics and probability
|
History of Mathematics 11 |
No CCG |
| Keyword: probability and statistics |
Elaboration: Pascal, Cardano, Fermat, Bernoulli, Laplaceancient games such as dice and the Egyptian game Hounds and JackalsEgyptian record keepingGraunt and the development of statistics through the need for merchant insurance policies |
| Keyword: early beginnings |
Elaboration: forms of tabulating information, leading to the beginnings of probability and statistics |
|
| Content |
geometry:- of lines, angles, triangles
- Euclid’s five postulates
- geometric constructions
- developments through time
|
History of Mathematics 11 |
No CCG |
| Keyword: geometry |
Elaboration: problems from the Rhind Mathematical Papyrus, Moscow Mathematical PapyrusPythagorasHippocrates and construction problems of antiquitygeometry in Euclid’s Elements, Archimedes, Apollonius, Pappus’s Book IIIIndian and Arabic contributionsDescartes and Fermat |
|
| Content |
patterns and algebra:- early algebraic thinking
- variables
- early uses of algebra
- Cartesian plane
- notation
- Fibonacci sequence
|
History of Mathematics 11 |
No CCG |
| Keyword: patterns and algebra |
Elaboration: Al-Khwarizmi’s AlgebraIndian mathematicsIslamic mathematicsDescartesthe golden ratiopatterns in art |
|