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The Ontario Math Curriculum was updated in 2020, to be more inclusive, and cover new areas in math, including Social Emotional Learning, Financial Literacy, and Coding.

The Ontario Curriculum, Grades 1–8: Mathematics, 2020 focuses on fundamental mathematics concepts and skills, as well as on making connections between related math concepts, between mathematics and other disciplines, and between mathematics and everyday life. It also supports new learning about mathematical modelling, coding, and financial literacy, and integrates mathematics learning with learning in other STEM (science, technology, engineering, and mathematics) subjects. As well, this curriculum is designed to help students build confidence in approaching mathematics and acquire a positive attitude towards mathematics, cope with stress and anxiety, persevere and learn from their mistakes, work collaboratively with others towards a shared goal, value deep thinking and making connections, and become capable and confident math learners.

Click this link to visit the Ministry's website for curriculum details:

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The Strands in the Mathematics Curriculum

The expectations in the mathematics curriculum are organized into six distinct but related strands: 
     A. Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes; 
     B. Number; 
     C. Algebra; 
     D. Data; 
     E. Spatial Sense; and 
     F. Financial Literacy.

The program in all grades is designed to ensure that students build a solid foundation in mathematics and develop a positive mathematical identity by connecting and applying mathematical concepts in a variety of ways. To support this process, teachers capitalize on students’ prior knowledge, skills, and experiences; integrate concepts from across the strands; and often apply the mathematics that students are learning to types of situations that might occur outside the classroom.

The following chart shows the flow of the learning through the curriculum and the interrelationships among its various components.

A diagram illustrates the intersecting relationship of social-emotional learning skills and mathematical processes. As described in Strand A, social-emotional skills and mathematical processes are taught in the context of the other five strands.

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Mandy Walker, Board Math Action Lead & Vice Principal

The Northwest Catholic District School Board

75-B Van Horne Ave.

Dryden, Ontario P8N 2B2

Phone:  (807) 223-5227