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The curriculum framework for mathematics identifies beliefs about math, general and specific student outcomes, and illustrative examples agreed upon by the six jurisdictions of Western Canada (Manitoba, Saskatchewan, Alberta, British Columbia, Yukon Territory, and the Northwest Territories). The intent is to communicate clearly high expectations for students in mathematics education and facilitate the development of common learning resources. The Alberta Program identifies student outcomes organized within four strands. The strands form the foundation of the common framework and serve as connections across the grades. The strands with their substrands are as follows: Number--Number Concepts, Number Operations; Patterns and Relations--Patterns, Variables and Equations, Relations and Functions; Shape and Space--Measurement, 3-D Objects and 2-D Shapes, Transformations; and Statistics and Probabilility--Data Analysis, Chance and Uncertainty. The content is stated in terms of student outcomes that are measurable and identify what students are expected to know and do. General outcomes identify what students are expected to know. Specific outcomes are given to identify the component knowledge, skills, and attitudes of a general outcome. Illustrative examples are given to demonstrate the general and specific outcomes. (AIM)

The curriculum framework for mathematics identifies beliefs about math, general and specific student outcomes, and illustrative examples agreed upon by the six jurisdictions of Western Canada (Manitoba, Saskatchewan, Alberta, British Columbia, Yukon Territory, and the Northwest Territories). The intent is to communicate clearly high expectations for students in mathematics education and facilitate the development of common learning resources. The Alberta Program identifies student outcomes organized within four strands. The strands form the foundation of the common framework and serve as connections across the grades. The strands with their substrands are as follows: Number--Number Concepts, Number Operations; Patterns and Relations--Patterns, Variables and Equations, Relations and Functions; Shape and Space--Measurement, 3-D Objects and 2-D Shapes, Transformations; and Statistics and Probabilility--Data Analysis, Chance and Uncertainty. The content is stated in terms of student outcomes that are measurable and identify what students are expected to know and do. General outcomes identify what students are expected to know. Specific outcomes are given to identify the component knowledge, skills, and attitudes of a general outcome. Illustrative examples are given to demonstrate the general and specific outcomes. (AIM)

The curriculum framework for mathematics identifies beliefs about math, general and specific student outcomes, and illustrative examples agreed upon by the six jurisdictions of Western Canada (Manitoba, Saskatchewan, Alberta, British Columbia, Yukon Territory, and the Northwest Territories). The intent is to communicate clearly high expectations for students in mathematics education and facilitate the development of common learning resources. The Alberta Program identifies student outcomes organized within four strands. The strands form the foundation of the common framework and serve as connections across the grades. The strands with their substrands are as follows: Number--Number Concepts, Number Operations; Patterns and Relations--Patterns, Variables and Equations, Relations and Functions; Shape and Space--Measurement, 3-D Objects and 2-D Shapes, Transformations; and Statistics and Probabilility--Data Analysis, Chance and Uncertainty. The content is stated in terms of student outcomes that are measurable and identify what students are expected to know and do. General outcomes identify what students are expected to know. Specific outcomes are given to identify the component knowledge, skills, and attitudes of a general outcome. Illustrative examples are given to demonstrate the general and specific outcomes. (AIM)