| Content |
financial literacy: gross and net pay |
Workplace Mathematics 10 |
No CCG |
| Keyword: financial literacy |
Elaboration: types of income; income tax and other deductions |
|
| Content |
experimental probability |
Workplace Mathematics 10 |
No CCG |
| Keyword: experimental probability |
Elaboration: simulations through playing and creating games and connecting to theoretical probability where possible |
|
| Content |
central tendency |
Workplace Mathematics 10 |
No CCG |
| Keyword: central tendency |
Elaboration: analysis of measures and discussion of outlierscalculation of mean, median, mode, and range |
|
| Content |
surface area and volume |
Workplace Mathematics 10 |
No CCG |
| Keyword: surface area and volume |
Elaboration: including prisms and cylinders, formula manipulationcontextualized problems involving 3D shapes |
|
| Content |
metric and imperial measurement and conversions |
Workplace Mathematics 10 |
No CCG |
| Keyword: conversions |
Elaboration: with a focus on length as a means to increase computational fluencyusing tools and appropriate units to measure with accuracy |
|
| Content |
primary trigonometric ratios |
Workplace Mathematics 10 |
No CCG |
| Keyword: primary trigonometric ratios |
Elaboration: single right-angle triangles; sine, cosine, and tangent |
|
| Content |
create, interpret, and critique graphs |
Workplace Mathematics 10 |
No CCG |
| Keyword: graphs |
Elaboration: including a variety of formats, such as line, bar, and circle graphs, as well as histograms, pictographs, and infographics |
|
| Curricular Competency |
Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts |
Workplace Mathematics 10 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: by:collaborating with Elders and knowledge keepers among local First Peoplesexploring the First Peoples Principles of Learning (www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of…) ( e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time)making explicit connections with learning mathematicsexploring cultural practices and knowledge of local First Peoples and identifying mathematical connections |
| Keyword: knowledge |
Elaboration: local knowledge and cultural practices that are appropriate to share and that are non-appropriated |
| Keyword: practices |
Elaboration: Bishop’s cultural practices (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm): counting, measuring, locating, designing, playing, explainingAboriginal Education Resources (www.aboriginaleducation.ca)Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/) |
|
| Curricular Competency |
Use mistakes as opportunities to advance learning |
Workplace Mathematics 10 |
Connecting and reflecting |
| Keyword: mistakes |
Elaboration: range from calculation errors to misconceptions |
| Keyword: opportunities to advance learning |
Elaboration: by:analyzing errors to discover misunderstandingsmaking adjustments in further attemptsidentifying not only mistakes but also parts of a solution that are correct |
|
| Curricular Competency |
Connect mathematical concepts with each other, other areas, and personal interests |
Workplace Mathematics 10 |
Connecting and reflecting |
| Keyword: Connect mathematical concepts |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, popular media and news events, social justice, cross-curricular integration) |
|
| Curricular Competency |
Reflect on mathematical thinking |
Workplace Mathematics 10 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: share the mathematical thinking of self and others, including evaluating strategies and solutions, extending, posing new problems and questions |
|
| Curricular Competency |
Take risks when offering ideas in classroom discourse |
Workplace Mathematics 10 |
Communicating and representing |
| Keyword: discourse |
Elaboration: is valuable for deepening understanding of conceptscan help clarify students’ thinking, even if they are not sure about an idea or have misconceptions |
|
| Curricular Competency |
Use mathematical vocabulary and language to contribute to discussions in the classroom |
Workplace Mathematics 10 |
Communicating and representing |
| Keyword: discussions |
Elaboration: partner talks, small-group discussions, teacher-student conferences |
|
| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Workplace Mathematics 10 |
Communicating and representing |
| Keyword: Represent |
Elaboration: using models, tables, graphs, words, numbers, symbolsconnecting meanings among various representations |
|
| Curricular Competency |
Explain and justify mathematical ideas and decisions in many ways |
Workplace Mathematics 10 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: use mathematical arguments to convinceincludes anticipating consequences |
| Keyword: decisions |
Elaboration: Have students explore which of two scenarios they would choose and then defend their choice. |
| Keyword: many ways |
Elaboration: including oral, written, visual, use of technologycommunicating effectively according to what is being communicated and to whom |
|