Sample course plans
The following sample course plans should be considered with an understanding of the characteristics of an inclusive and identity affirming learning environment. There are two sample course plans offered below. One is organized by units and the other is based on a spiralling structure. These sample course plans are not meant to be prescriptive. There are other possible ways that learning can be organized to reflect different connections between the expectations of this course.
Sample A Course Plan: Organized by units
An approach organized by units highlights how expectations across strands can be combined to strengthen understanding. In this sample course plan, there are six units with suggested timing:
 Unit 1: Developing a Community of Learners and Making Connections with the Number Strand (20 – 25 hours)
 Unit 2: Making Connections with Data, Financial Literacy & Algebra (10 – 15 hours)
 Unit 3: Applications of Linear & NonLinear Relations in Context (10 – 15 hours)
 Unit 4: Geometry and Measurement Relationships (15 – 20 hours)
 Unit 5: Representations of Linear and NonLinear Relations (15 – 20 hours)
 Unit 6: Mathematical Modelling Process (10 – 15 hours)
The following units identify which overall expectations are included and what topics students are expected to learn. Note that expectation AA1 is to be included in classroom instruction, but not in assessment, evaluation, or reporting. In each unit, students will make connections to their lived experiences and various knowledge systems.
Making connections with the Number Strand  
Expectations: AA1, A1, A2 
Students will:

Making connections with data, financial literacy & algebra  
Expectations: AA1, A1, A2 
Students will:

Applications of linear & nonlinear relations in context  
Expectations: AA1, A1, A2 
Students will:

Geometry and measurement relationships  
Expectations: AA1, A1, A2 
Students will:

Representations of linear & nonlinear relations  
Expectations: AA1, A1, A2 
Students will:

Mathematical modelling process  
Expectations: AA1, A1, A2 
Students will:

Sample B Course Plan: Spiralling
A spiraled or cycled approach focuses on introducing mathematical concepts and then revisiting and applying them in connection with other concepts throughout the course.
Students’ familiarity with math concepts can be assessed and addressed in an initial cycle. In subsequent cycles, students encounter these concepts again to strengthen their understanding and to make new connections with other concepts and between topics.
The video from HighImpact Instructional Practices in Mathematics resources provides more information on spiralling.
The plan outlined in the following table, identifies the four overall expectations that are taught in the context of all strands – AA1, A1, A2, and C2, with guiding questions to support planning throughout the course:
 How are socialemotional learning skills being incorporated into classroom instruction to foster a community of learners and to support all learners to build healthy mathematical identities?
 Which mathematical processes are students engaging with?
 What are the opportunities for the learning to be relevant to students?
 What are the opportunities for students to have choice in their learning?
 What are the opportunities for students to make connections to their lived experiences?
 What are the opportunities for students to learn about various knowledge systems?
 What are the opportunities for students to read, write, and alter code?
The spiralling structure in this sample course plan has four cycles:
 In Cycle 1 students are making connections to prior learning and are introduced to mathematical concepts from the course.
 In Cycle 2 students are introduced to mathematical concepts from the course and are applying mathematical concepts that were introduced in Cycle 1.
 In Cycle 3 students are introduced to mathematical concepts from the course and are applying mathematical concepts from Cycles 1 and 2.
 In Cycle 4 students are applying mathematical concepts from earlier cycles to consolidate their learning from the course.
In each cycle, expectations are grouped into three clusters based on their connections. For some clusters, other possible connections are also identified as in Cycle 1 – cluster 1: when students research about number a number concept like the golden ratio, they may also see the connections to geometry and measurement where the golden ratio can be seen in the geometric design of certain plants.
Spiralling Course Plan (MTH1W)
Overall AA1: Social Emotional Learning Skills (SELs) How are socialemotional learning skills being incorporated into classroom instruction to foster a community of learners and to support all learners to build healthy mathematical identities? 

Overall A1 and A2: Mathematical Thinking and Making Connections Which mathematical processes are students engaging with? What are the opportunities for the learning to be relevant to students? What are the opportunities for students to have choice in their learning? What are the opportunities for students to make connections to their lived experiences? What are the opportunities for students to make connections to learn various knowledge systems? 

Overall C2: Coding What are the opportunities for students to read, write, and alter code? 

Cycle 1
Connections to prior learning and introduction to mathematical concepts from the course. 
Cycle 2
Introduction to mathematical concepts from the course and applications of mathematical concepts from Cycle 1. 
Cycle 3
Introduction to mathematical concepts from the course and applications of mathematical concepts from Cycles 1 and 2. 
Cycle 4
Consolidation of mathematical concepts from the course. 
Cluster 1: Types of Numbers and Applications of Integers in Real Life
Students will:
B1.1, B1.2, B3.1 Possible connections to B1.3, E1.1 
Cluster 1: Relationship of Numbers and their Application in Measurement Systems
Students will:
B1.3, B3.2, B3.4, E1.3 Possible connection to E1.1 
Cluster 1: Geometric Designs and Measurement Problems
Students will:
E1.1, C1.5, B3.4, E1.2, E1.5, E1.6

Cluster 1: Application of Number and Algebra to Solve Problems
Students will:
B3.5, F1.3, B2.1, B2.2, C1.4, C1.5, E1.4 Possible connection to E1.3 
Cluster 2: Relations in Real life
Students will:
C1.2, C1.5, C3.2, B3.1, B3.5, F1.1 
Cluster 2: Patterning and Applications of Linear and NonLinear Relations
Students will:
B2.1, B2.2, C1.3, C1.4, C3.1 F1.2 Possible connection to C1.5 
Cluster 2: Characteristics of Linear and NonLinear Relations
Students will:
C1.1, C3.3, C4.1, C4.4, B3.3, B3.4 
Cluster 2: Connections Between Various Relations
Students will:
C4.2, C4.3, D1.3 Possible connection to C4.4 
Cluster 3: Reallife Applications of Data
Students will:
D1.1, D1.2, F1.1, B3.1 Possible connection to B3.5 
Cluster 3: Data and Mathematical Modelling
Students will:
D2.1, B3.5, D2.2, D2.3, D2.4, D2.5 
Cluster 3: Mathematical Modelling
Students will:
D2.2, D2.3, D2.4, D2.5 Possible connections to E1.4, C3.2, C3.3 
Cluster 3: Mathematical Modelling
Students will:
D2.2, D2.3, D2.4, D2.5 
Suggested Timing: 20 – 25 hours 
Suggested Timing: 25 – 30 hours 
Suggested Timing: 25 – 30 hours 
Suggested Timing: 20 – 25 hours 
Note: This sample course plan is not meant to be prescriptive and may be modified based on other possible connections among the expectations.