“The beauty in mathematics can be found in the process of deriving elegant and succinct approaches to resolving problems. Other times, messy problems and seeming chaos may culminate in beautiful, sometimes surprising, results that are both simple and generalizable. Most important, the beauty of mathematics is experienced when exciting breakthroughs in problem solving are made and an air of relief and awe is enjoyed. The two aspects of mathematics, aesthetics and application, are deeply interconnected.” (Ontario Curriculum, 2020)
At YRDSB: Students will be confident problem solvers who use mathematical knowledge, skills and processes to be contributing members of a changing society.
To support the learning and teaching of math, we have developed a board-wide Math Strategy. Math success for all students requires a strong partnership between home and school. That’s why we are committed to providing parents with the support they need to support the mathematical thinking of their child.
What is my child learning?
Monthly Math Newsletter
Check out our monthly math newsletter for tips, resources and more to support math learning.
-
March 2025 - Representing
Math NewsletterWhen we talk about representing in math, we mean using different tools and methods to understand and communicate mathematical concepts. Here are some ways students represent math:
Math Problem of the Month
Here is the current math problem of the month as well as the previous month's problem with a solution and extension question.
-
Problem of the Month - March 2025
Math ProblemsYou roll a fair six sided die twice. Your score is whichever roll was higher. For example, if you rolled a 4 and then a 3, your score would be 4. What is the probability that your score will be 5?
-
Problem of the Month - February 2025
Math ProblemsIn hockey, teams play three 20 minute periods. At the end of a hockey game, Team A had 4 goals and Team B had 2 goals. How many different Team A to Team B scores were possible at the end of the first period?
The possible scores were:
0-0,
0-1,
0-2,
1-0,
1-1,
1-2,
2-0,
2-1,
2-2,
3-0,