Rubrics For The New BC Curriculum

Rubrics For The New BC Curriculum
Why were the rubrics created?

1. As a service, support, and resource for teachers!
a. Many teachers have expressed confusion around how to assess the curricular competencies in connection with the big ideas and content. Although the rubrics appear to be
organized by the big ideas, this is because students need a topic to analyze, evaluate, inquire into, etc. The focus is on the competencies, not the content, but we are using the
content as a vehicle for developing the competencies.
2. To support the inclusion of diverse learners
a. The idea that all students will achieve the exact same competency standards is not realistic given the diversity of our learners. We need to understand the scope and sequence
of development so that we can assess where students are, set goals for the next stage of their learning, and teach what our students are ready for.
b. Competency based IEP’s are important, and at the same time, we still want students with disabilities to have access to general curriculum. The intent here is to show the early
stages of competency and conceptual development, so we can see where to start with learners who are not yet ready for the complexity others may be ready for.
How to Use the Rubrics

1. The rubrics are for the unit. You do not need a rubric for every activity, that will exhaust teachers. You can use the same rubric all term long. One day you are drawing diagrams,
another time completing a written activity, and a third you are having a class discussion. Regardless of how the student demonstrates their learning (i.e. visually, in writing, or
orally), they can be assessed on the rubric.
2. Use different colors for each week to track student learning. So you might highlight a student in week one of the unit in the emerging column in yellow, then in week three they
demonstrate developing level competencies so you use a blue highlighter, and then by the end of the unit they have achieved proficiency which you might highlight in pink. This
tracks a student’s learning across the term. In the end, if they achieved proficiency – their mark reflects this level of mastery – i.e. they would get a B, or a percentage in the 73-85
range. We DO NOT average marks – it doesn’t matter where they started, it’s what they achieved that counts!
3. For students on I.E.P.s in the elementary years, IEP goals might say something like “Jennifer will develop emerging level competencies and understandings in Science”. In the high
school years, where even the emerging level may be too complex for students with significant intellectual disabilities, the “Access Point” column has been added to support teachers
in recognizing the entry points to learning these students may benefit from. In this case, an IEP goal might say something like “Jennifer will achieve access level competencies and
understandings in science”, and the mark would then be related to their IEP, not course credit requirements. NOTE: Students with Learning Disabilities should NEVER be modified
– they have the same cognitive abilities as their peers – they just need differentiated opportunities to learn and demonstrate their learning. Their goals should be the same as every
one else’s – proficiency! The access point is for students with significant intellectual disabilities, not learning disabilities.
NOTE: These rubrics are copyrighted. They may be used, adjusted, and reproduced, for classroom use freely. They MAY NOT be repackaged, sold, or substantially altered (e.g. to fit
other province’s curricula) without written permission from Dr. Jennifer Katz, Jennifer.Katz@ubc.ca
 Dr. Jennifer Katz, 2019.

May be used, adjusted, and reproduced, for classroom use freely. MAY NOT be repackaged, sold, or substantially altered (e.g. to fit other province’s curricula) without written permission Jennifer.Katz@ubc.ca
KINDERGARTEN MATH
https://curriculum.gov.bc.ca/curriculum/mathematics/k
Big Idea Emerging Developing Proficient Extending
Numbers represent quantities that Separates groups of objects into smaller Decomposes numbers based on the idea Estimates, models how numbers can be
Models innovative ways of demonstrating
can be decomposed into smaller groups, recognizes groups have less / of “sharing” using concrete, pictorial, and decomposed and recomposed
decomposition
parts are smaller symbolic forms (conservation), justifies conclusions
On to one correspondence and a Experiments with estimation and ways to

Counts concrete objects with one to one Subitizes groups to 5, compares groups to Experiments with adding and subtracting
sense of 5 and 10 are essential for correspondence to 5 5 (more/less)
count, sort, and compare groups to 10,
numbers using concrete objects
fluency with numbers reflects on learning
Repeating elements in patterns can Extends a simple Creates repeating patterns using a variety of Observes patterns in the natural
Identifies and copies a pattern
be identifies a-b-a-b pattern concrete, pictorial, and symbolic forms environment
Objects have attributes that can be Describes common attributes of objects Compares objects from local cultures and Considers more than one attribute in
Sorts objects from local cultures and
described, measured, and (size, color, etc.) in the local
environments based on a single attribute
environments based on attributes, sorting and measuring objects from local
compared environment measurements cultures and environments
Describes common experiences that are Proposes scenarios related to likely or

Collects data to determine likelihood of an
connected to place, story, cultural unlikely occurrence of events that are
event that is connected to place, story,
Familiar events can be described practices and perspectives relevant to connected to place, story, cultural
Defines the words likely and unlikely cultural practices and perspectives relevant
as likely or unlikely and compared Indigenous peoples, the local community, practices and perspectives relevant to
to Indigenous peoples, the local community,
and other cultures as likely or unlikely Indigenous peoples, the local community,
and other cultures in their local environment
(e.g. snow in summer) and other cultures

GRADE 1 MATH
https://curriculum.gov.bc.ca/curriculum/mathematics/1

Concrete graphs help us to Compares two or more variables within a
compare and interpret data and Interprets single variable bar graphs Chooses and uses effective and innovative
Creates single variable bar graphs with 1- graph based on 1-1 correspondence and
with 1-1 correspondence and interprets strategies to solve problems by
show one to one correspondence 1 correspondence
data to answer questions.
draws conclusions about the information in
constructing and interpreting graph
a graph
Assesses 2D shapes and 3D objects from

Identifies 2D shapes and 3D objects from Sorts 2D shapes and 3D objects from Applies knowledge of 2D shapes, 3D
local cultures and environments according
Objects and shapes have attributes local cultures and environments given an local cultures and environments solids, and their attributes to real world
to 2 or more attributes, creates own
that can be describes, measured, and attribute. according to one attribute. problems.
categories for organization.
compared
Understands language used for Compares two objects using given non- Experiments with uniform and non-uniform Uses innovative tools to measure and
measurement: shorter, longer, taller, uniform units. ways of comparing mass, length, width, compare mass, length, width, height and
bigger, smaller, more, less. height and capacity of objects capacity.
Repeating elements in patterns can Models patterns with self-determined rules, Creates complex patterns with multiple
Identifies simple a-b-a-b patterns Can extend an identifiable pattern
be identified justifies reasoning attributes
Investigates numerical patterns, uses

Recognizes numerical patterns given a Creates complex patterns, observes
Identifies simple numerical patterns multiple strategies to apply patterning to
template (e.g. skip counting) patterns in daily life (e.g. time/schedules)
problem solving and predicting
Addition and subtraction with
Models adding and subtracting concretely,
numbers to 10 can be modelled pictorially and symbolically, selects
Demonstrates the reversibility of addition
concretely, pictorially, and and subtraction, reflects on thinking
Understands that adding is putting things Estimates, models adding and appropriate operations to solve problems
connected to place, story, cultural
symbolically, to develop together to make more, and subtracting is subtracting concretely, pictorially and connected to place, story, cultural practices
practices and perspectives relevant to
computational fluency taking some things away to make less. symbolically and perspectives relevant to Indigenous
Indigenous peoples, the local community,
peoples, the local community, and other
and other cultures
cultures
Numbers to 20 represent quantities Explains how an understanding 1 and 10

Understands that numbers can be broken
that can be decomposed into 10s & into smaller parts
Decomposes numbers in different ways. Models the relationship between 10 and 1. help us decompose and compose numbers
1s to 20.

GRADE 2 MATH

Numbers to 100 represent Models, using a variety of technology,
Counts backwards from 100 by 1’s and decomposing of numbers to 100 using place Selects strategies for decomposing
quantities that can be decomposed Counts to 100 by 1’s and 10’s
10’s, estimates numbers to 100 value charts and blocks (e.g. trading 10’s for numbers to 100, justifies
into 10s and 1s 1’s)
Creates problems connected to place,

Development of computational story, cultural practices and perspectives
Illustrates grouping of ones and tens Estimates, demonstrates an understanding of
fluency in addition and subtraction relevant to Indigenous peoples, the local
Counts to 100 by 1’s and 10’s using place value charts with concrete addition and subtraction with numbers to 100
with numbers to 100 requires an community, and other cultures that lead to
and pictorial representations using manipulative, drawings, and symbols
understanding of place value groupings of ones and tens to represent
place value
Analyzes complex increasing patterns Applies the use of increasing patterns to

The regular change in increasing connected to place, story, cultural practices real life world problems connected to
Makes logical predictions based on an and perspectives relevant to Indigenous place, story, cultural practices and
patterns can be identified and used Identifies increasing patterns
increasing pattern (e.g. what comes next) peoples, the local community, and other perspectives relevant to Indigenous
to make generalizations cultures, identifies units and makes predictions peoples, the local community, and other
based on them cultures
Sorts 2D and 3D shapes from local cultures

Identifies 3D shapes, and the 2D shapes Selects the best shape for a given task
Identifies 2D shapes and environments according to multiple
within them considering its attributes
attributes, identifies sorting rules
Objects and shapes have attributes Makes connections between Northwest Coast Designs visual representations using
that can be described, measured, Identifies 2D and 3D shapes in the Describes Northwest Coast Indigenous
Indigenous shapes and objects in the Northwest Coast Indigenous shapes and
and compared environment shapes
environment objects in the environment
Compares shapes based on Uses multiple strategies to measure and Designs structures using shapes, with
Measures simple shapes using non-
observable measurements (bigger, compare 2D and 3D shapes using standard appropriate measurements to perform a
standard units
smaller, etc.) units task
Concrete items can be represented, Recognizes the pictorial Analyzes graphs to compare and interpret data,
Interprets graphs to make predictions or
compared, and interpreted representation of concrete graphs, Represents concrete items in graphs justifies conclusions using appropriate
solve problems
pictorially in graphs using one-to-one correspondence language
GRADE 3 MATH

Explains how fractions represent a piece, or
Fractions are a type of number Names basic fractions (halves, quarters, pieces, of a whole, reflects on thinking Compares different fractions (what is
Understands that fractions are “pieces”
that can represent quantities wholes) related to experiences with fractions (e.g. more, ¼ or 1/10)
sharing a cookie)
Development of computational Selects strategies to flexibly solve problems

fluency in addition, subtraction, Solve simple problems involving money
involving composing and decomposing Uses mental math, estimation, and
Solves simple problems using addition using addition, subtraction,
multiplication, and division of and subtraction multiplication, and division, justifies
numbers, including simple missing numbers conceptual reasoning to solve problems
whole numbers requires flexible and money, represents concretely, and communicate understanding
strategy
pictorially, and symbolically
decomposing and composing
Regular increases and decreases in Makes predictions, analyzes likely

Demonstrates how to continue a growing outcomes based on a pattern, justifies Composes increasing or decreasing
patterns can be identified and used Identifies abab pattern
or decreasing pattern thinking and connects to Indigenous patterns to demonstrate a concept
to make generalizations worldviews
Standard units are used to Estimates and compares attributes of Can solve measurement problems using
Measures and describes objects using objects (e.g. mass, length) or time (e.g. how different methods, units, and strategies.
describe, measure, and compare Identifies common standard units
standard units long it will take to…) using standard units Formulates predictions, likelihood of
attributes of objects’ shapes in order to solve problems possible outcomes, and generalizations.
Analyzes how data helps us understand our

Formulates predictions, likelihood of
The likelihood of possible world, uses data to compare possible
possible outcomes, and generalizations,
Describes common experiences as Interprets tables, explains predictions of solutions/outcomes connected to place,
outcomes can be examined, likely or unlikely (e.g. snow in summer) likely/unlikely story, cultural practices and perspectives
considering multiple variables (well if this
compared, and interpreted. happens it’s likely, but if this happens it’s
relevant to Indigenous peoples, the local
not)
community, and other cultures

GRADE 4 MATH

Describes the uses of differing mathematical ways
Fractions and decimals are types of to represent pieces of a whole - Applies them to Compares and contrasts differing
Identifies different ways to
Names basic fractions (halves, problem based learning depicting real life mathematical ways to represent pieces of a
numbers that can represent quarters, wholes)
represent pieces of a whole, when
scenarios connected to place, story, cultural whole as tools for representing pieces of a
quantities and where they are used
practices and perspectives relevant to Indigenous whole in daily life situations
peoples, the local community, and other cultures
Development of computational
fluency and multiplicative thinking Makes connections between repeated addition /
Identifies repeating patterns of Recognizes common patterns in
subtraction and multiplication and division, uses Solves problems using multiplicative or
requires an analysis of patterns and common number (e.g. three red, three number charts, explains in relation mental math and visualization to calculate simple factorial thinking
relations in multiplication and blue) to skip counting, uses to estimate
multiplication and division problems
division
Makes cross-curricular connections
Regular changes in patterns can be Estimates, models examples of Selects appropriate strategies to solve problems involving increasing and decreasing patterns
Recognizes simple numerical increasing and decreasing patterns involving increasing and decreasing patterns - connected to place, story, cultural practices
identified and represented using patterns in the natural world using tables communicates in a variety of ways using and perspectives relevant to Indigenous
tools and tables and charts appropriate mathematical language peoples, the local community, and other
cultures
Polygons are closed shapes with Visualizes, designs to connect polygons to place,
similar attributes that can be Compares, sorts, and measures story, cultural practices and perspectives relevant Makes connections between polygons and
Recognizes common polygons
described, measured, and regular and irregular polygons to Indigenous peoples, the local community, and architecture, design, and art
compared other cultures
Interprets patterns of data to make

Analyzing and interpreting predictions about the likelihood of
Designs experiments to test probability, records
Interprets tables, explains predictions Estimates, describes self-collected occurrence of events related to place, story,
experiments in data probability of likely/unlikely data related to probability/chance
data accurately and communicates in a variety of
cultural practices and perspectives relevant
develops understanding of chance ways using appropriate mathematical language
to Indigenous peoples, the local community,
and other cultures
C+: 67-72
C-: 50-59 B: 73-85 A: 86-100
C: 60-66

GRADE 5 MATH

Numbers describe quantities that Recognizes that fractions can be Analyzes how equivalent fractions are used
Identifies common fractions Selects and justifies representations of
equivalent in our daily lives
can be represented by equivalent Models how fractions, decimals, and Visualizes and compares fractions,
parts of a whole for specific contexts or
fractions Recognizes that fractions represent parts solutions to problems (ie. when to use a
percents represent parts of a whole decimals, and percents for equivalency
of a whole fraction, decimal, or percent)
concretely, pictorially, and symbolically using appropriate mathematical vocabulary
Computational fluency and Estimates and models multidigit
Compares different strategies for solving a
problem connected to place, story, cultural
flexibility with numbers extends to equations using addition, subtraction, Formulates problembased situations in a
Recognizes relationships between practices and perspectives relevant to
operations with larger (multidigit) multiplication or division represents reallife context using addition,
functions Indigenous peoples, the local community,
concretely, pictorially, and symbolically subtraction, multiplication and division.
numbers. and other cultures justifies selection using
appropriate mathematical language
Recognizes that patterns change, and Selects appropriate strategies to solve Predicts regularities in complex number
Identified regularities in number Interprets regularities in number patterns
this can be represented using tools and problems involving regularities in number patterns that are expressed in tables and
patterns can be expressed in tables that are expressed in tables.
tables patterns that are expressed in tables. graphs.
Evaluates the different ways we use area
and perimeter in our daily lives, solves
Closed shapes have an area and Estimates and measures area and problems related to these applications Visualizes and Constructs a representation
perimeter that can be described, Defines area and perimeter. perimeter and compares in general terms connected to place, story, cultural practices using area and perimeter to enhance
measured, and compared (e.g. bigger, smaller) and perspectives relevant to Indigenous reliability and/or effectiveness.
peoples, the local community, and other
cultures
Data represented in graphs can be Recognizes that data can be represented Describes ways data represented in Able to gain insight and make connections Creates a data system to represent many-
used to show many-to-one in graphs and can be used to show graphs can be used to show many-to-one from interpreted visual or numerical data to-one correspondence
correspondence. many-to-one correspondence. correspondence. and clearly communicate their insights.
C+: 67-72
C-: 50-59 B: 73-85 A: 86-100
C: 60-66

GRADE 6 MATH

Mixed numbers and decimal Selects appropriate strategies to estimate,
Models ways in which mixed numbers model and solve problems relevant to local Evaluates and justifies solutions to
numbers represent quantities that Recognizes that there are many ways to
and decimals can be decomposed into Indigenous peoples and community, and problems based on both mathematical and
can be decomposed into parts and represents pieces of a whole
parts and wholes other cultures involving the decomposition social variables (ie equity versus equality)
wholes of mixed numbers and decimals
Computational fluency and Explores and describes, using a variety of Uses logic to analyze direct relationships Flexibly selects strategies for problem
Defines basic operations and their uses
flexibility with numbers extend to technologies, relationships between and order of operations between functions solving relevant to local Indigenous
(ie what is division and when should it
operations with whole numbers functions in general (e.g. addition & in relation to mixed numbers, ratios, peoples and community, and other
be used)
and decimals subtraction) percents, and decimals cultures with fractions, models reasoning
Linear relations can be identified Models how linear relationships can be used Evaluates the appropriate method, given a
and represented using expressions to communicate and generalize real world real life problem relevant to local
Recognizes that variables can be related Interprets simple patterns / graphs of
with variables and line graphs and (e.g. this causes this) linear relations
patterns relevant to local Indigenous Indigenous peoples and community, and
can be used to form peoples and community, and other cultures other cultures, to represent a pattern
mathematically. algebraically
generalizations
Properties of objects and shapes
Estimates, measures and computes
can be described, measured, and Describes visible characteristics of Compares spatial relationships between and Designs and formulates diagrams for
surface area, volume, perimeter, and
compare using volume, area, objects and shapes among area, volume, perimeter, and angles context-based problems.
angles using provided algorithms
perimeter, and angles
Data from the results of an Compares and contrasts the quality of
Demonstrates how logical predictions
varying sets of data for assisting prediction Explains how and why the probability of
experiment can be used to predict Observes and records data for about the probability of an event’s
(able to say they are “very confident”, or an event’s occurrence can be predicted
the theoretical probability of an probability experiments occurrence can be made based on data
“not very confident” based on data, and with varying degrees of confidence.
event and to compare and interpret presented
explain why)
C+: 67-72
C-: 50-59 B: 73-85 A: 86-100
C: 60-66

GRADE 7 MATH
Selects appropriate strategies and forms (i.e. whether to
Decimals, fractions, and percents Models ways in which fractions, use a fraction, decimal, or percent) to estimate, model
Recognizes that there are many Evaluates and justifies solutions to problems
percents, and decimals can be and solve problems connected with place, story, cultural
are used to represent and describe ways to represents pieces of a
decomposed/composed into parts practices, and perspectives relevant to local First
based on both mathematical and social
parts and wholes of numbers whole variables (ie equity versus equality)
and wholes Peoples communities, the local community, and other
cultures involving fractions, percents, and decimals
Computational fluency and Explores and describes, using a Integrates operations with integers and
Describes relationships between Makes connections to other areas and personal interests
flexibility with numbers extended to variety of technologies the decimals into financial literacy problems,
functions in general (e.g. related to operations with integers and decimals (eg
operations with integers and addition & subtraction)
relationship between integers and
when and where are they used, writes problems)
with consideration of factors beyond just rote
decimals decimals calculation
Models differences between linear and non-linear Infers the importance of understanding linear
Identifies linear relationships on Describes difference between
relationships and connects to examples of these and non-linear relationships for research
Linear relations can be a graph linear and non-linear relationships
relationships in the environment connected with place, story, cultural
represented in many connected practices, and perspectives relevant to local
ways to identify regularities and First Peoples communities, the local
Recognizes that linear Gives examples of factors that can Explains variables that can change linear relationships
make generalizations community, and other cultures requiring
relationships can change change linear relationships on a graph
patterns and predictions (e.g. predicting
medical outcomes of a treatment)
The constant ratio between the Designs and formulates diagrams for context-based
problems connected with place, story, cultural practices,
circumference and diameter of Computes and models diameter Considers social and cultural factors in
Defines ratio, diameter, and and perspectives relevant to local First Peoples
circles can be used to describe, circumference
and circumference using provided
communities, the local community, and other cultures
examining the importance of circles, and
measure, and compare spatial algorithms architectural design using them
involving the ratio between circumference and diameter
relationships of circles
Designs infographics related to social issues
Makes connections, draws comparisons, from data connected with place, story, cultural
Data from circle graphs can be Models ways, using appropriate
Recognizes that data can be connected with place, story, cultural practices, and practices, and perspectives relevant to local
technologies, that data represented
used to illustrate proportion and represented in circle graphs to
in graphs can be used to show
perspectives relevant to local First Peoples First Peoples communities, the local
to compare and interpret illustrate proportion communities, the local community, and other cultures community, and other cultures using circle
proportion
represented in circle graphs graphs & other forms of proportional
representation
C+: 67-72
C-: 50-59 B: 73-85 A: 86-100
C: 60-66

GRADE 8 MATH
Big Idea Access Point Emerging Developing Proficient Extending
Models common uses of numbers for
Number represents, describes, and Estimates, compares and contrasts
Uses numbers to make Recognizes that numbers can comparison (e.g. sports statistics, Solves problems using proportional reasoning,
numbers using varied forms of
compares the quantities of ratios, simple comparisons (e.g. be used to make comparisons in prices), uses mental math to make
proportional representation and reasoning
justifies choices (e.g. why use a percent versus
rates, and percents more/less) a number of ways simple comparisons and calculations a ratio in a given circumstance)
using appropriate tools and technologies
related to rates and percents
Flexibly selects strategies for solving
problems connected with place, story,
Computational fluency and Describes relationships cultural practices, and perspectives
Identifies common Explains direct relationships between Applies understanding to develop algorithms to
flexibility extend to operations fractions
between functions in general
functions in relation to fractions
relevant to local Indigenous and local
solve complex, real world problems
with fractions (e.g. addition & subtraction) communities and other cultures with
fractions, models reasoning using
appropriate tools and technologies
Evaluates solutions to
problems connected with place, story, cultural
Understands that
practices, and perspectives relevant to local
variables can Produce, using appropriate tools and
Models how a real world, functional Indigenous and local communities and other
influence each technologies, and explain how an
relationship can be represented by an cultures based on both mathematical and social
Discrete linear relationships can other in equation or graph describes a discrete
Interprets simple line equation, proposes solutions based on variables, justifies importance of resolution
predictable ways relationship that is constant, with
be represented in many connected graphs
supporting examples
patterns / predictability (i.e. some problems may affect more people,
ways and used to identify and but be
make generalizations of less severity, and
vice-versa)
Create an infographic to present data regarding
Identifies relationship patterns
Interpolate and extrapolate values Evaluate whether a graph represents a a local
(e.g. when x happens, y
within a graph linear situation or equation issue which includes a linear equation and its
increases)
graph
The relationship between surface area Compares spatial relationships between Designs and formulates diagrams for context-
Identifies 3D objects Estimates and computes surface area
and volume of 3-D objects can be used Estimates and measures surface and among area and volume and 3D based problems. Can combine formulas to
and volume using provided
to describe, measure, and compare area of 2D and 3D shapes shapes using appropriate tools and hypothesize surface area/volume of irregularly
Measures 2 D objects algorithms
spatial relationships technologies shaped objects.
Analyzing data by determining Models the reasoning behind
Identifies trends in data Defines “average”
averages is one way to make sense calculating average (each score is Estimates averages, compares and Argues pros and cons of calculating averages
(e.g. most of the numbers mathematically
of large data sets and enables us to equally weighted, looking for interprets large data sets using averages to represent a data set
are around ___)
compare and interpret common value)
C+: 67-72
C-: 50-59 B: 73-85 A: 86-100
C: 60-66

GRADE 9 MATH
Estimates, calculates using
Recognizes the Flexibly selects strategies for solving Applies understanding to develop
appropriate tools and
The principles and processes different operations problems connected with place, story, algorithms and algebraic formulae to
Selects operations technologies, and simplifies
available to rational cultural practices, and perspectives relevant solve complex, real world problems
underlying operations with numbers accurately with rational operations using rational
numbers (addition, to local Indigenous and local communities connected with place, story, cultural
apply equally to algebraic situations numbers given a real
subtraction, multiplication,
numbers, including exponents
and other cultures with rational numbers, practices, and perspectives relevant to
and can be described and analyzed life application and polynomials to determine
division, and order exponents, and polynomials to determine local Indigenous and local communities
relationships in algebraic
of operations). relationships in algebraic formulae and other cultures
formulae
Estimates, models using
Describes reverse Describes relationships appropriate tools and
Computational fluency and Flexibly selects strategies for problem Applies understanding to develop
operations (addition to between functions in technologies, and explains
flexibility with numbers extends to solving with rational numbers, models algorithms to solve complex, real world
subtraction, for general (e.g. addition & direct relationships between
operations with rational numbers reasoning problems
instance) subtraction) functions in relation to rational
numbers
Model, explain and
Identify examples of linear Analyze real-life data to determine if the Critique a local issue that shows a linear
Continuous linear relationships can differentiate between linear
relations pattern or relationship is linear pattern and propose a solution
and non-linear relations
be identified and represented in
Makes predictions Explain the linear pattern in
many connected ways to identify Produce a graph that shows a Designs powerful (persuasive) numerate
based on patterns a graph Estimates and analyzes probabilities of an
regularities and make linear relationship and communications to raise awareness of
event’s occurrence based on linear
generalizations Interpolate and extrapolate social or scientific issues and
List the components of a relationships.
values within a graph relationships
clearly labelled graph
Recognizes and Recognizes, measures and
Similar shapes have proportional Models, makes connections Designs architectural work to scale
compares similar compares in general terms Flexibly moves between scales, ratios, and
relationships that can be described, shapes of varying similar shapes of varying
between scale diagrams and
models of similar shapes
involving Indigenous shapes, forms, and
measured, and compared concrete objects cultural requirements
proportions proportions
Identifies statistical Evaluate the ability of statistical
Categorizes samples Calculates statistical measures Discriminates between statistical measures
measures of populations measures of a sample to represent the
and populations of populations and samples. of populations and samples.
Analyzing the validity, reliability, and samples. population.
and representation of data enables us Identifies potential bias or problems related
Describes how question or Designs sample collection methods with
to compare and interpret Poses questions about Defines the concept of bias
sample design can lead to bias
to use of language, ethics, cost, timing,
consideration of bias or problems of
validity of data within statistics. privacy, or cultural sensitivity within a set
within a data set. implementation.
of data or design.
C+: 67-72
C-: 50-59 B: 73-85 A: 86-100
C: 60-66

GRADE 10 FOUNDATIONS OF MATHEMATICS AND PRE-CALCULUS
https://curriculum.gov.bc.ca/curriculum/mathematics/10/courses
Predicts future directions of social or
Algebra allows us to Identifies examples of Describes or defines potential Discriminates between types of
Understands that variables can science issues based on functional
generalize relationships related variables in the functional relationships (e.g. linear, functional relationships in applying them
depend on each other relationships as mediated by potential
through abstract thinking real world curvilinear, etc.) to real world relationships
factors
Capable of listing types of Demonstrates fluent, flexible, and Develop, demonstrate, and apply Model with mathematical operations
Represents power with
multiplication operations in terms strategic thinking in recognizing mathematical understanding of and its relation to multiplication of
concrete objects to show
of powers, and polynomials. which multiplication operations are multiplication of polynomial expressions polynomial expressions related to
The meanings of, and (e.g. 42 = 4 groups of 4)
needed for given problems. through flexible problem solving. personal/real life, situational contexts.
connections between each
Recognizes categories of
operation extend to powers Models specific strategies, Develops new thinking strategies to
Composes and operations and strategies Analyzes and examines strategies to
and polynomials. including estimation, to solve solve puzzles and play games
decomposes numbers necessary to solve puzzles and solve puzzles and play games using
puzzles and play games through involving the greatest common factor
from and into groups play games, e.g. prime factor pairs and factor trees.
factor pairs and least common multiple.
factorization.
Constant rate of change is an
Understands that variables can Models, with and without technology,
essential attribute of linear Using manipulatives, Explains how an equation or graph Proposes solutions based on patterns /
influence each other in how a real world functional relationship
relations and has meaning in demonstrates growing describes a relationship that is predictability
predictable ways can be represented by an equation
different representations and patterns constant, with supporting examples
contexts
Recall and define relevant Understand and explain the core Connect mathematical concepts of Synthesize multiple concepts and
trigonometry formulas that will concepts of trigonometry such as trigonometry such as indirect develop a connection to a larger
be used in solving indirect indirect measurement and measurement and proportional reasoning understanding of a global issue using
Trigonometry involves
measurement problems and proportional reasoning and relate it with each other, and with other practical the properties of proportional
using proportional reasoning Measures the perimeter of
proportional reasoning to a personal interest areas, and personal interests reasoning and indirect measurement
to solve indirect triangles
Synthesize situations where
measurement problems Recall and list trigonometric Understand and explain Explore, analyze, and apply primary
trigonometric ratios are applicable
ratios, using reason, technology, trigonometric ratios using reason, trigonometric ratios using reason,
using reason, technology, and other
and other tools technology, and other tools technology, and other tools
tools are applicable
Evaluates solutions to problems
Compares degree of influence, and connected with place, story, cultural
magnitude of a problem connected practices, and perspectives relevant to
Communicates the urgency of
Representing and analyzing Understands that numbers can with place, story, cultural practices, local First Peoples communities, the
Poses questions about resolving a social issue with power
situations allows us to notice indicate a “Big problem” or and perspectives relevant to local local community, and other cultures
relationships, gathers data and impact. Uses statistics, equations,
and wonder about “little problem” First Peoples communities, the based on both mathematical and social
to explore solutions and graphs in insightful ways.
relationships local community, and other variables, justifies importance of
cultures, given examples resolution (i.e. some problems may affect
more people, but be of less severity, and
vice-versa)

C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66
GRADE 10 Workplace MATH

Models common uses of numbers for Estimates, compares and contrasts Solves problems using
Proportional reasoning is used Uses proportional reasoning Identifies real life applications comparison (e.g. sports statistics, numbers using varied forms of proportional reasoning, justifies
to make sense of to decompose numbers (e.g. of proportional reasoning in prices), uses mental math to make proportional representation and choices (e.g. why use a percent
multiplicative relationships 8= two sets of 4) comparing numbers simple comparisons and calculations reasoning using appropriate tools and versus a ratio in a given
related to ratios, rates of change technologies, including graphs circumstance)
Compares spatial relationships
3-D objects can be examined Designs and formulates diagrams
Estimates and measures between and among area and volume
Identifies 3D objects Estimates and computes surface area for context-based problems. Can
mathematically by measuring surface area of 2D and 3D and 3D shapes using appropriate tools
and volume using direct and indirect combine formulas to hypothesize
directly and indirectly length, shapes and converts from and technologies in both direct and
Measures 2 D objects methods of measurement surface area/volume of irregularly
surface area, and volume metric to imperial indirect ways and converts from
shaped objects.
metric to imperial
Evaluates importance and uses of
Flexibility with number builds flexibility with number in the
Composes and decomposes Converts numbers given Evaluates importance and uses of
Describes ways in which flexibility workplace, considers Indigenous
meaning, understanding, and numbers from and into algorithms or rations (e.g.
with number support daily life
flexibility with number in the
and other worldviews,
confidence groups currency conversion) workplace
perspectives, knowledge and
practices
Evaluates solutions to problems,
Compares degree of influence, and
probability connected with place, Communicates the urgency of
magnitude of a problem connected
story, cultural practices, and resolving a social issue with power
Understands that numbers can with place, story, cultural practices,
Poses questions about perspectives relevant to local First and impact based on data,
indicate a “Big problem” or and perspectives relevant to local
Representing and analyzing relationships, gathers data to Peoples communities, the local considers Indigenous worldviews,
“little problem” First Peoples communities, the local
explore solutions community, and other cultures based perspectives, knowledge and
data allows us to notice and community, and other cultures, given
on both mathematical and social practices.
wonder about relationships examples
variables, including those related to
financial management
Recognizes and performs Solves problems using data trends
Calculates measures of central Proposes a business plan based on
simple operations with Interprets data trends in tables and measures of central tendency
tendency from a table of data data and financial literacy
money related to financial literacy
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 11 MATH (PreCal)

Analyzes how and why mathematics has
Identifies examples of Recognize that mathematics, thus Identifies virtues of mathematics Makes connections between and
the potential to empower and restrain
related variables in the pre-calculus, helps us make sense to influence perceptions and proposes models for mathematical
relations, including Indigenous and
real world of the world around us. realities in the world. concepts and the world around us.
multicultural perspectives.
Uses unit circle to estimate and
Algebra allows us to Demonstrate an understanding of Inquires, solves (algebraically and Applies trigonometric function
Describes simple linear determine exact values and
radian measure and angles in graphically) trigonometric equations (sinusoidal and other periodic
generalize relationships relationships (e.g. more
standard position, expressed in
coordinates for points (in
(using trig. identities; reciprocal, functions) and equivalent expressions
through abstract thinking. of this means there will trigonometric ratio form, radian
degrees, radians and rational quotient, Pythagorean, difference, sum, (trigonometric identities) to investigate
be more of this) form) on or off the unit circle
number (convert between degree and double-angle identities) and graphs and gain deeper understanding of
(given x or y-coordinate, angle in
and radian angle, identify co- functions [(sine and cosine, with their physical and natural world (Geological
Collects data, creates radian or degree form) using
terminal angles, and determine arc characteristics identifying roots, domain, phenomenon, movements of
graphs using coordinates concrete, pictorial, and symbolic
length) and range). projectiles on Earth)
representations
Uses multiple strategies to graph solve Proposes and investigates varying
Uses repeated addition
The meanings of, and (algebraically, graphically, remainder parameters for different graphical
to make connections to Estimates, models simple
connections between, theorem, factor theorem, etc.), and functions using technologies (graphing
exponents Recognizes polynomial and radical polynomial and radical equations
analyze characteristics (vertex, calculators and computer programs) to
operations extend to expressions, equations, and and functions (algebraically) by
intercepts, direction of graph openings, study effectiveness and efficiency of
powers, radicals, and Identifies x as functions. finding zeros and intercepts of
domain and range, axis of symmetry, mathematical designs and models
representation of a the given function and equation.
polynomials. zeros of function, etc.) that dictate (structural strength, flight, pressure
variable
various graphical transformations. points, shapes and capacity)
Solves real life problems connected with
Models quadratic, radical, and Designs and investigates key features
place, story, cultural practices, and
rational equations using strategies of a model that involves various
Quadratic relationships are Solves simple linear (equalities perspectives relevant to local First
Collects data, creates such as factoring, completing graphical models (Subway tunnel
and inequalities), absolute value, Peoples communities, the local
prevalent in the world graphs using coordinates
and quadratic equations (where
squares, quadratic formulas,
community, and other cultures (length of
structures, mining shafts, aircraft
around us. related to quadratics rationalizing, etc. using concrete, fuselage, storage tanks, etc.) using
coefficient of x2and x are 1) time for a projectile that is airborne,
pictorial, and symbolic basic materials (corrugated cardboard,
interplanetary distance, etc.) involving
representations plastic, polystyrene material, etc.)
various types of equations.
Analyzes how trigonometry is related to
Trigonometry involves Solves problems involving proportional reasoning and can be used
Uses concrete objects to indirect measurement using to solve indirect measurement problems
using proportional Understands common proportional Applies proportional reasoning to
represent proportional trigonometry, explains using connected with place, story, cultural
reasoning to solve indirect language and applications complex problems, with insight
reasoning mathematical vocabulary and practices, and perspectives relevant to
measurement problems. language local First Peoples communities, the
local community, and other cultures

Explains mathematical ideas and Explain and justify mathematical ideas
Models mathematical ideas and
Shows understandings in decisions using concrete, and decisions in many ways using
decisions using concrete, pictorial,
a variety of ways pictorial, and symbolic concrete, pictorial, and symbolic
and symbolic representations Designs sophisticated methods of
Communicating and representations representations
communicating mathematical
Representing Uses simple
Use mathematical vocabulary and
Use mathematical vocabulary and
understandings to a particular audience
mathematical language Uses mathematical language to language to contribute to discussions in
language to contribute to
to represent number, communicate thinking the classroom with courage, creativity,
discussions in the classroom
shape, and patterns and ease
Describes strategies used to gain Makes connections between prior
Describes strategies used Describes strategies used to gain Analyzes mathematical thinking, uses
understanding and represent knowledge and experience, personal
to gain understanding understanding and represent mistakes to gain understanding and
thinking, uses mistakes to gain strategies and affinities, and
and represent thinking thinking provide limits to concepts and skills
understanding mathematical thinking
Connecting and Reflecting Connect mathematical concepts with
Connects mathematical concepts
Gives examples of Connects mathematical concepts each other, personal interests, and other Appreciates multiple worldviews,
with each other, personal
situations where with each other and personal areas of life, including First Peoples perspectives, knowledge, and practices
interests, and other areas of real
mathematics applies interests worldviews, perspectives, knowledge, related to mathematics
life
and practices
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 11 COMPUTER SCIENCE

Decomposition helps us
solve difficult problems by
managing complexity.
Algorithms are essential in
solving problems
computationally
Programming is a tool that
allows us to implement
computational thinking.
Solving problems is a
creative process.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 11 FOUNDATIONS OF MATHEMATICS

Similar shapes and objects
have proportional
relationships that can be
described, measured, and
compared.
Optimization informs the
decision-making process in
situations involving
extreme values.
Logical reasoning helps us
discover and describe
mathematical truths.
Statistical analysis allows
us to notice, wonder about,
and answer questions about
variation.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 11 History of MATH

Mathematics has developed
over many centuries and
continues to evolve.
Mathematics is a global
language used to
understand the world.
Societal needs across
cultures have influenced
the development of
mathematics.
Tools and technology are
catalysts for mathematical
development.
Notable mathematicians in
history nurtured a sense of
play and curiosity that led
to the development of many
areas in mathematics.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 11 WORKPLACE MATH

Proportional reasoning is
used to make sense of
multiplicative relationships.
Mathematics informs
financial decision making.
3D objects are often
represented and described
in 2D space.
Flexibility with number
builds meaning,
understanding, and
confidence.
Representing and analyzing
data allows us to notice and
wonder about relationships.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 12 APPRENTICESHIP MATH

Design involves
investigating, planning,
creating, and evaluating.
Constructing 3D objects
often requires a 2D plan.
Transferring mathematical
skills between problems
requires conceptual
understanding and flexible
thinking.
Proportional reasoning is
used to make sense of
multiplicative relationships.
Choosing a tool based on
required precision and
accuracy is important when
measuring.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 12 CALCULUS

The concept of a limit is
foundational to calculus.
Differential calculus
develops the concept of
instantaneous rate of
change.
Integral calculus develops
the concept of determining
a product involving a
continuously changing
quantity over an interval.
Derivatives and integrals
are inversely related.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 12 COMPUTER SCIENCE

Decomposition and
abstraction help us to solve
difficult problems by
managing complexity.
Algorithms are essential in
solving problems
computationally
Programming is a tool that
allows us to implement
computational thinking.
Solving problems is a
creative process.
Data representation allows
us to understand and solve
problems efficiently.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 12 FOUNDATIONS OF MATH

Probabilistic thinking
informs decision making in
situations involving chance
and uncertainty.
Modelling data requires an
understanding of a variety
of functions
Mathematical analysis
informs financial decisions.
Through explorations of
spatial relationships, we
can develop a geometrical
appreciation of the world
around us.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 12 GEOMETRY

Diagrams are fundamental
to investigating,
communicating, and
discovering properties and
relations in geometry.
Finding invariance amidst
variation drives geometric
investigation
Geometry involves
creating, testing, and
refining definitions.
The proving process begins
with conjecturing, looking
for counterexamples, and
refining the conjecture, and
the process may end with a
written proof.
Geometry stories and
applications vary across
cultures and time.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 12 PRE-CALCULUS

Using inverses is the
foundation of solving
equations and can be
extended to relationships
between functions.
Understanding the
characteristics of families
of functions allows us to
model and understand
relationships and to build
connections between
classes of functions.
Transformations of shapes
extend to functions and
relations in all of their
representations.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66

GRADE 12 STATISTICS

Statistics plays an integral
role in research, decision
making, and policy in
society.
The research question and
practical and ethical issues
determine whether a
statistical study should be
observational or
experimental.
Statistical analysis allows
us to explore, describe,
model, and explain
variation.
We can develop statistical
thinking to help make
inferences intuitive.
Statistical findings gain
value through effective
communication.
C-: 50-59 C+: 67-72 B: 73-85 A: 86-100
C: 60-66


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 Dr. Jennifer Katz, 2019.

Big Idea Emerging Developing Proficient Extending

On to one correspondence and a Experiments with estimation and ways to

Describes common experiences that are Proposes scenarios related to likely or

 Dr. Jennifer Katz, 2019.

Big Idea Emerging Developing Proficient Extending

Assesses 2D shapes and 3D objects from

Investigates numerical patterns, uses

Numbers to 20 represent quantities Explains how an understanding 1 and 10

 Dr. Jennifer Katz, 2019.

Big Idea Emerging Developing Proficient Extending

Creates problems connected to place,

Analyzes complex increasing patterns Applies the use of increasing patterns to

Sorts 2D and 3D shapes from local cultures

Big Idea Emerging Developing Proficient Extending

Development of computational Selects strategies to flexibly solve problems

Regular increases and decreases in Makes predictions, analyzes likely

Analyzes how data helps us understand our

 Dr. Jennifer Katz, 2019.

Big Idea Emerging Developing Proficient Extending

Interprets patterns of data to make

 Dr. Jennifer Katz, 2019.

Big Idea Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

 Dr. Jennifer Katz, 2019.

 Dr. Jennifer Katz, 2019.

 Dr. Jennifer Katz, 2019.

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

Big Idea Access Point Emerging Developing Proficient Extending

 Dr. Jennifer Katz, 2019.

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