Numeracy

To achieve these goals, it is important that the various subject areas provide students with opportunities to:

• participate in activities which focus on real world situations related to the subject area (e.g., developing understanding of Richter scale, perspective in spatial relationships, etc.)
• use a variety of concrete materials to demonstrate their understanding of quantitative information or mathematical concepts
• learn from activities and examples which acknowledge their gender and cultural background through inclusion

To strengthen students' understanding within subject areas through applying knowledge of numbers and their interrelationships

K-5

• read and interpret graphs, charts, tables and other common visual representations (questioning or assignments can help students to understand what the numbers mean, the relationship among the numbers and the significance of any number patterns)
• collect and organize quantitative information into a list, table, graph or chart and analyze this information to determine a conclusion
• develop and share their understanding of quantitative information through the use of graphs, tables, charts or timelines
• determine the size of quantities by using some form of a counting procedure (e.g., grouping by twos or tens)
• use fractions and decimals in order to better understand the unit under study
• read commonly seen dials, meters and scales and understand how to interpret these readings
• use benchmarks (non-standard units that are familiar objects or events) as referents in order to estimate (e.g., the library is about as far as the park)

6-9 Continue to develop the abilities in the Elementary Level in addition to the following:

• acquire a "feel" for measurements by learning to associate them with easily understood concrete referents (e.g., doorways are about 2 meters high; milk cartons are usually 1 or 2 litres in capacity) and use these associations as benchmark values with which to judge the reasonableness of quantitative relationships
• appreciate the concept of scale and proportion in geometric and technical drawings, works of art, maps
• discuss how they obtained estimates in order to help others gain new insights

10-12 Continue to develop the abilities in the Elementary and Middle Levels in addition to the following:

• use the concepts of probability (chance, risk, likelihood, odds, frequency, combination) to enhance understanding in areas of study

To strengthen students' knowledge and understanding of How to compute, measure, estimate and interpret numerical data, When to apply these skills and techniques, and Why these processes apply within the particular framework of the subject under study

K-5

• choose the most appropriate means of calculation for particular tasks
• use the language of estimation (e.g., about, close to, just about, a little less than, somewhere between)
• recognize whether a computed answer is sensible
• recognize situations where measurement is necessary and select the appropriate measuring tools (including non-standard units)
• use, in conjunction with other methods and understanding, quantitative problem solving tools such as calculators or computers
• understand the nature of the quantitative problem/issue and work toward a suitable solution

6-9 Continue to develop the abilities in the Elementary Level in addition to the following:

• understand that divergent thinking and reasoning often precede convergent thinking and solutions to problems
• verify answers by referring to the problem requirements, by checking the validity of each step of the method of solution, by looking for errors in reasoning or information and, wherever appropriate, by using an alternative method of solution
• distinguish between quantitative situations where precision is required and those where approximations are acceptable
• understand the meaning of precision and determine the most appropriate degree of precision for a particular task

10-12 Continue to develop the abilities in the Elementary and Middle levels in addition to the following:

• recognize situations where ratios and proportions can be applied (e.g., handling percentages, determining the better buy of a purchase, and carrying out other types of practical tasks)
• use, in conjunction with other methods and understanding, quantitative problems solving tools such as tables of conversion factors or tables of equivalences

To develop students' understanding of the uses and abuses of mathematical concepts in everyday life

K-5

• know when and how to make decisions based on visual observation and interpretation in place of measurement (e.g., the length of a shadow outdoors at noon is shorter than at 4:00 p.m.)

6-9 Continue to develop the abilities in the Elementary Level in addition to the following:

• use an understanding of number to read and complete forms
• understand the meaning and uses of quantitative terms commonly used in everyday life by consumers and workers, business, media, government and other groups
• transfer knowledge of mathematical concepts to everyday applications (e.g., concept of area to carpeting a room)
• understand how statistics can be used to support an argument or claim and be aware that the same statistical figures can lead to seemingly different conclusions
• read and use percentages seen in daily life
• critically examine statements based on percentage increase or decrease

10-12 Continue to develop the abilities in the Elementary and Middle Levels in addition to the following:

• develop an awareness of the reporting techniques commonly used by special interest groups to shape the impact of quantitative data and influence the uncritical reader, listener or viewer
• understand the fundamentals of probability and their use in expressing risks and chances, and making predictions
• read and interpret quantitative information found in newspapers, magazines and government, political and business publications and evaluate the validity of arguments based on such information