100 hours per year – 4 periods per week
Pre-work courses are adapted to the student’s need with the focus to develop their employability and practical applications.
Because of the wide variety of student levels, this course requires a great amount of flexibility and differentiation. Teachers must take each student’s particular needs into account when choosing course content. The idea is not to restrict the range of the different branches of mathematics, but rather to focus on selected elements of the discipline in accordance with each student’s level of learning and, in some cases, job requirements or the possibility of going on to a program in a semiskilled trade. Teachers should also focus on concrete objects, make direct connections with practical applications and have students regularly apply their learning to other subjects in order to impress upon them the usefulness of mathematics.
Material that should be covered in this subject;
- Developing basic mathematical functions, including fractions, decimals, & PEDMAS
- Identifying ways of earning and calculate income, find different types of income
- Learn how to use linear measurement; using imperial and metric units, measuring length/width/height
- Calculating volume, capacity, temperature, time
- Collecting data and interpreting tables and charts
* Remember that you can combine different teachings and subjects. For example, calculating a budget can target both Mathematic and Prep for job market learning targets.
You can contact your education consultant if you have more question.
Ministry’s Competencies
COMPETENCY 1: Solves a situational problem
- Decodes the elements that can be processed mathematically
- Represents the situational problem using a mathematical model
- Works out a mathematical solution
- Validates the solution
- Shares information related to the solution
COMPETENCY 2: Uses mathematical reasoning
- Defines the conditions inherent in a mathematical situation
- Selects and applies networks of mathematical concepts and processes
- Justifies actions or conjectures using mathematical concepts and processes
COMPETENCY 3: Communicates by using mathematical language
- Analyzes a situation involving mathematical communication
- Interprets or conveys mathematical messages
- Produces mathematical messages
Learning Targets
At the end of the program, students will
- Solve situational problems in a variety of everyday or work-related contexts,
- Apply concepts and processes appropriate to the situation in order to confirm or refute situations or statements in everyday or work-related situations,
- Know how to interpret and analyze mathematical messages, and to critique and improve them based on the requirements of the situation.
Evaluation Criteria
COMPETENCY 1: The student solves a situational problem by
- providing an oral or written explanation showing that he/she understands the situational problem,
- demonstrating a correct application of mathematical knowledge appropriate to the situational problem,
- developing a solution (i.e. a procedure and a final answer) appropriate to the situational problem.
COMPETENCY 2: The student uses mathematical reasoning by
- providing an oral or written demonstration of his/her understanding of the situation,
- showing correct use of the concepts and processes selected,
- providing an oral or written justification of an action or series of actions appropriate to the situation.
COMPETENCY 3: The student communicates by using mathematical language by
- providing a correct interpretation of a mathematical message,
- producing an oral or written message appropriate to the situation.
Program Content
The Ministry’s program content is presented in the document below awhere the elements of the program content are divided into three branches: arithmetic, statistics and probability, and geometry.
In the Work-Oriented Training Path, teachers choose the elements to be studied based on students’ abilities, needs and interests.