Apprenticeship and Workplace
Mathematics
Meeting the Needs of Today’s Students
Our Story
 MathWorks 10 is designed to meet the recommendations
of the WNCP for a common math curriculum for the
Western & Northern provinces.
 It is designed to give students the mathematical and
critical thinking skills they will need for entry into the
trades or direct entry into the work force.
Our Story
 MathWorks 10 is written by a dedicated team of
mathematics professionals from Western Canada with
years of experience in the classroom.
 We are the WNCP “conditionally” approved resource for
the Apprenticeship and Workplace Mathematics
pathway. (Full approval is granted after final edits in May)
Achieving the Common
Curriculum Framework Principles
through:
 Communication
 Technology
 Connections
 Visualization
 Mental Mathematics and
Estimation
 Critical Thinking
 Problem Solving
 Reasoning
 Cultural Considerations
 Diverse Student Needs
Motivation
 A hallmark of MathWorks 10 is its abundance of real
world examples that show the relevance of math to the
workplace and to student’s lives: be they chefs, interior
designers or even nature guides.
Motivation
 Another hallmark feature is the inclusion of culturally
specific examples that reflect Canada’s multiethnic
composition in particular First Nations, Métis, Inuit and
francophone perspectives.
Using the Student Resource
Introduction
Chapter Project
Math on the Job
Examples/Hints
Discuss the Ideas/Mental Math & Estimation
Activities
Build Your Skills
Extend Your Thinking/Puzzle it Out
The Roots of Math
Reflect on Your Learning
Frequently Asked Questions
 Q: There is more text than I normally see for a math text. Why is that?
 A: MathWorks 10 is not a typical text in which a brief explanation is given
followed by a few worked examples and a set of exercises.
Instead, each topic is introduced by a Math on the Job scenario in which a
real person is using math in a real job. This section is designed to be read
through with the students to situate them in the mathematics involved in the
unit.
Simple questions about the job situation are designed to be discussed in small
groups. These questions tend to activate the student’s prior knowledge and
set the stage for further discussion in the Explore the Math where the
concepts are developed.
In Discuss the Ideas sections, students apply those concepts in a new context.
These sections help develop the mathematical concept in a practical
situation and, again, are designed to be read through with the class and
discussed in small groups.
Frequently Asked Questions
 Q: What is the structure of the lesson?
 A: Group work is very much a part of the design of MathWorks 10.
Most lessons will begin with whole class participation of reading
through one of the scenarios, followed by discussion.
The Teacher Resource outlines some possible lesson plan situations,
but depending on the student’s knowledge about the topic, as with
any math class, these can be varied.
Many of the classes will involve whole class situations (eg reading
Math on the Job), small group discussion, followed by whole class
situations (eg reading and explaining Explore the Math), small
group discussion, etc.
Frequently Asked Questions
 Q: What are teachers doing in class?
 A: The teacher will be an active participant in the lessons. It will be
his/her job to help the students understand the situation in the Math
on the Job, and to explain the Explore sections.
The Explore and the Examples given are the “typical” math text
sections and teachers may feel most comfortable with these. However,
the Explore, and the Discuss sections are more text-based than the
presentations of mathematical concepts in typical math books. This is
because they are situating the students in a work context. Student will
find many of the facts presented in these sections useful and
interesting. It will therefore be important that they do read through
them for understanding and this will require teacher input.
The other typical teacher strategy in lessons using MathWorks 10 will
be circulating during discussion and posing of leading questions if
student are having difficulty relating to the math presented in a
particular situation.
Frequently Asked Questions
 Q: What are students doing?
 A: Students in this course will be actively involved in hands on
situations and will work in groups for a good portion of the time.
They will actively explore different mathematical situations in
context. Not only will they be required to do some typical
calculations, but they will be asked to consider consequences and
alternate approaches.
Keeping track of their responses and ideas, and organizing their
thinking is a part of the course. The Chapter Project and the Activities
give the students an opportunity to apply their understanding and to
develop ideas in their own learning pattern or style. It is hoped that
students will be able to relate to many of the job scenarios in the
course and that they will know people involved and can use these as
part of their learning.
Frequently Asked Questions
 Q: What about students who are struggling?
 A: Struggling students can be assisted in various manners. For those who
struggle with the mathematical content, it is hoped that situating them in a
context where the math is applied may be helpful.
Also, a Workbook that supports the content has been developed which provides
additional examples and practice. While following the text unit by unit, it
briefly presents the material. If a particular topic needs review, this is
provided. Completely worked examples are included, and each is followed by
similar problems for practice. Worked examples progress from simple to more
complex, and the unit ends with a series of related questions.
There is accommodation for different learning styles through the different types
of activities provided. Students are encouraged to use the internet, persons on
the job and other means of data collection and ways of understanding and
developing their thinking. A Puzzle that requires creative thinking is included in
every chapter as is a bit of history in The Roots of Math section.
Frequently Asked Questions
 Q: What about assessing?
 A: Much of the assessing throughout MathWorks10 can be informal
while listening to student discussions while they are working on
assignments.
This is typical of most math classes, but possibly made more overt
through MathWorks 10 which encourages – requires – discussion. The
Activities and the Chapter Project (an alternate one is provided for
each chapter in the Teacher’s Resource) provide an opportunity for
more formal assessment. A Chapter Test is provided for practice in the
Student Workbook, and there is also one included in the Teacher
Resource.
 Over all, the main differences between MathWorks 10 and a typical
math 10 text is that there is content in context that must be worked
through with student and teacher participation, and that group work
and discussion are major focuses.
Related Resources
 Teacher Resource Book: This comprehensive resource includes
teaching strategies, complete worked solutions, alternate solutions,
sample chapter tests, graphic organizers, blackline masters, ideas
for assessment, and much more.
 Student Resource CD: This is a PDF version of the text.
 Teacher Resource CD: This is a PDF version of the text.
 Student Workbook: A separate resource for students is planned for
publication in summer 2010. It will be available to accompany the
textbook and will offer differentiated learning strategies.
Due Dates
Resource
Due Date
Student Book
Student Book Digital
(CD)
Student Book + Digital Book
(CD)
06/15/10
Teacher's Resource Book
06/15/10
Teacher's Resource Digital (CD)
Teacher's Resource Book +
Digital (CD)
Student Workbook
06/15/10
06/15/10
06/15/10
06/15/10
Summer 2010
Thank You for Your Time