Alberta · Grade 12 · Mathematics 30-1

Math 30-1 tutor for Alberta students

Mathematics 30-1 is the Grade 12 course Alberta designs for students heading to programs that need calculus, and it ends in a provincial diploma exam that counts for 30 per cent of the final mark. Most students who struggle with it are not weak at math: they lose marks on a short list of skills that Alberta’s own markers name every year. This page lays out the course from Alberta Education’s documents, then works through two of those skills step by step. We teach alongside your teen’s school course, and we do not grant provincial credits: that credit is the school’s to give.

Book the free first class Book a priority demo Ten practice questions Ask on WhatsApp

Teaching live online since 2020 · 10,000+ students · Edmonton, Calgary and anywhere in Alberta

In short

Math 30-1 is Alberta’s Grade 12 math course for students bound for programs that require calculus: functions and their transformations, exponents and logarithms, polynomial, radical and rational functions, trigonometry, and permutations and combinations, finished by a diploma exam worth 30 per cent. Modern Age Coders tutors it live online through our Western Canada Grade 12 Math course, in a batch or one to one.

Learn it with a teacher

Three courses for a Math 30-1 student

The first follows Alberta’s Grade 12 outcomes directly. The other two suit students who want a broader base or a head start on calculus.

Western Canada Grade 12 Math course thumbnail

MAT / 01

Western Canada Grade 12 Math

Grade 12. Paced to Math 30-1 and BC Pre-calculus 12, with written-response practice in the diploma style.

Open the syllabus →
High School Mathematics course thumbnail

MAT / 02

High school mathematics

Grades 9 to 12. Rebuilds the algebra underneath 30-1 for students carrying gaps from earlier courses.

Open the syllabus →
AP Calculus AB & BC Exam Prep, Live Online, Score 5 Goal course thumbnail

MAT / 03

Calculus

Grades 11 and 12. Limits and derivatives for students taking Math 31 or heading into first-year calculus.

Open the syllabus →

Alberta’s own outcomes

What Math 30-1 covers, outcome by outcome

Alberta Education describes the course this way in its 2026 to 2027 bulletin: Math 30-1 builds the “critical-thinking skills identified for entry into post-secondary programs that require the study of calculus”, and “algebraic, numerical, and graphical approaches are used to solve problems.” The program of studies groups the course under three general outcomes. The wording below is Alberta’s, as reprinted in its Assessment Standards and Exemplars document.

Mathematics 30-1 general and specific outcomes, quoted from Alberta Education’s Assessment Standards and Exemplars (read 22 October 2026)
Strand and general outcomeSpecific outcomes, in Alberta’s words (shortened)What that means at the desk (our reading)
Relations and Functions: “Develop algebraic and graphical reasoning through the study of relations.”“operations on, and compositions of, functions”; translations, stretches and reflections “on the graphs of functions and their related equations”; “inverses of relations”Reading a transformed equation like a set of instructions, mapping notation, finding an inverse and its restrictions
Relations and Functions, continued“Demonstrate an understanding of logarithms.”; “the product, quotient, and power laws of logarithms”; “Graph and analyze exponential and logarithmic functions.”; “Solve problems that involve exponential and logarithmic equations.”Switching between exponential and logarithmic form, combining log laws, solving equations with and without a common base
Relations and Functions, continued“factoring polynomials of degree greater than 2”; “Graph and analyze polynomial functions”; “Graph and analyze radical functions”; “Graph and analyze rational functions”Factor theorem and zeros with multiplicity, square-root graphs, asymptotes and holes
Trigonometry: “Develop trigonometric reasoning.”“angles in standard position, expressed in degrees and radians”; “Develop and apply the equation of the unit circle.”; “the six trigonometric ratios”; graphs of sine, cosine and tangentRadians as a ratio of arc to radius, exact values from the unit circle, amplitude, period and phase shift
Trigonometry, continued“Solve, algebraically and graphically, first- and second-degree trigonometric equations”; “Prove trigonometric identities” using reciprocal, quotient, Pythagorean, sum or difference and double-angle identitiesSolving with every solution in the domain, and writing a proof that works one side only
Permutations, Combinations, and Binomial Theorem: “Develop algebraic and numeric reasoning that involves combinatorics.”“Apply the fundamental counting principle to solve problems.”; permutations “of n elements taken r at a time”; combinations “of n different elements taken r at a time”; “Expand powers of a binomial in a variety of ways, including using the binomial theorem”Counting with cases and restrictions, telling order from no order, finding one term of an expansion without writing them all

The fine print students miss

The general notes in the same document carry rules that cost marks when they are ignored. One is about order: “Stretches and reflections are performed prior to translations unless otherwise stated.” A student who translates first gets the right shape in the wrong place.

Another is about technology. For the transformation, inverse and logarithm outcomes, and for factoring polynomials, Alberta says that “students are expected to meet these outcomes without the use of technology”, even though they may use it to explore. In practice that means the graphing calculator can confirm an answer but cannot be the method.

Seven processes, not just topics

Alberta lists seven mathematical processes that are meant to run through the whole course: Communication [C], Connections [CN], Mental Mathematics and Estimation [ME], Problem Solving [PS], Reasoning [R], Technology [T] and Visualization [V]. Every specific outcome is tagged with some of them.

Communication is the one families underestimate. The bulletin says students are expected to “communicate solutions clearly and effectively when solving both routine and non-routine problems.” On the diploma exam that is not a slogan: it is a quarter of the mark, the written-response part.

How the 2026 to 2027 Math 30-1 diploma exam is weighted, from the Information Bulletin (read 22 October 2026)
Part of the blueprintAlberta’s figure
Machine-scored questions32 questions, 75% of the exam
Written-response questions3 questions, 25% of the exam, equally weighted
Relations and Functions53% to 58%
Trigonometry27% to 33%
Permutations, Combinations, and Binomial Theorem14% to 18%
Cognitive level: conceptual, problem solving, procedural34%, 36% and 30%
TimeDesigned for 3 hours; a further 3 hours allowed

Sources: Mathematics 30-1 Assessment Standards and Exemplars (general notes and specific outcomes) and the Mathematics 30-1 Information Bulletin 2026-2027 (course objectives, processes, specifications), both read 22 October 2026. Alberta prints the course name with an en dash; we write Math 30-1. We have no connection with Alberta Education and Childcare.

Where marks go

The Math 30-1 skills Alberta’s markers flag

Each year’s bulletin carries a commentary on how students did on past diploma exams. It is the most useful page a Math 30-1 student never reads. We use it as a teaching map: the left column is Alberta’s observation, the right is what we do about it in class.

Areas for improvement named in the 2026 to 2027 Math 30-1 bulletin commentary, and our response (left column quoted; right column ours)
Alberta’s commentary says students...How we teach it
have “difficulty using this notation to represent stretches” (mapping notation)Every transformation is written as a mapping rule first, (x, y) to (new x, new y), before any graph is drawn
have “difficulty determining the number of invariant points associated with other transformations”Students solve for the points a rule leaves unchanged instead of guessing from a sketch
have difficulty “combining multiple logarithm laws to simplify an expression into a single logarithm or to solve a logarithmic equation”Laws are applied one per line, with the power law always first, and every solution checked in the original equation
have “difficulty determining the domain and range of a rational function that contains a point of discontinuity”Factor first, cancel second, and record what the cancelled factor removed from the domain and the range: worked problem 1 below
have “difficulty solving equations when an identity substitution is required”Students learn to spot a mixed equation, choose the identity that leaves one function, then factor: worked problem 2 below
struggle with identities “that involve conjugates, double angle identities, and the use of rational operations”Proofs written in two columns, one side at a time, never moving terms across an equals sign
struggle with permutation problems with “three or more constraints or multiple cases”Cases are listed in a table before any factorial is written, then added
have “difficulty determining specific terms in the expansion of a binomial with non-linear terms”The general term is written out with its exponent as an expression in k, and k is solved for

What markers say about written responses

The written-response observations are blunter. Markers saw many students who do not grasp “the difference between simplifying or factoring an expression and solving an equation”, or “the difference between verifying and proving a trigonometric identity”. Those are not slips; they are misunderstandings of what the question asked.

Smaller habits cost marks too: students “forget to include the angle argument” (writing sin instead of sin x), drop brackets, and “write expressions in place of equations”. Alberta also warns that “Using abbreviations in written explanations is inappropriate and not acceptable.”

What they say students do well

The commentary is not all bad news. Alberta reports that students “continue to perform well” on coterminal angles, arc length and angles in standard position, that they can “solve exponential equations that can be simplified to a common base”, and that they relate the parameters of a sinusoidal equation to its graph.

That shapes how we spend time. A student already strong on sinusoidal graphs does not need another week of them; the hour goes to the identity substitution or the multi-case counting problem instead.

Source: the commentary pages of the Mathematics 30-1 Information Bulletin 2026-2027, read 22 October 2026. The table quotes Alberta’s observations; the teaching responses are ours.

Worked problems, ours

Two Math 30-1 problems, solved the way markers want to see

Both problems are our own, written for this page, and both sit on a line of Alberta’s commentary above. They are not Alberta Education questions. Each one is laid out as a full written response: every step shown, every restriction stated, every answer checked.

Problem 1: a rational function with a hole. For f(x) = (x2 − 4) / (x2 − x − 2), state the non-permissible values, the point of discontinuity, the asymptotes, and the domain and range.

  1. Factor numerator and denominator. x2 − 4 = (x − 2)(x + 2) and x2 − x − 2 = (x − 2)(x + 1). So f(x) = (x − 2)(x + 2) / ((x − 2)(x + 1)).
  2. Record the non-permissible values before cancelling. The original denominator is zero at x = 2 and x = −1. Both are excluded from the domain, whatever happens next.
  3. Cancel, and name what the cancelled factor leaves behind. The factor (x − 2) cancels, leaving y = (x + 2) / (x + 1) with x ≠ 2. A factor that cancels gives a hole, not an asymptote.
  4. Find the hole’s coordinates. Substitute x = 2 into the simplified form: (2 + 2) / (2 + 1) = 4/3. The point of discontinuity is (2, 4/3).
  5. Find the asymptotes. The factor (x + 1) remains in the denominator, so x = −1 is a vertical asymptote. Numerator and denominator have equal degree with leading coefficients 1 and 1, so y = 1 is the horizontal asymptote.
  6. Write the domain. {x | x ≠ −1, x ≠ 2, x ∈ R}.
  7. Write the range, and check the hole. The simplified form is 1 + 1/(x + 1), which never equals 1. It equals 4/3 only when x + 1 = 3, that is x = 2, which is excluded. So the range is {y | y ≠ 1, y ≠ 4/3, y ∈ R}. Forgetting the second restriction is exactly the slip the commentary describes.

Problem 2: an equation that needs an identity substitution. Solve 2cos2x − sin x − 1 = 0 algebraically for 0 ≤ x < 2π, giving exact values.

  1. Notice the problem. The equation mixes cos2x and sin x, so it cannot be factored as it stands. One function has to go.
  2. Choose the identity that leaves one function. From sin2x + cos2x = 1, replace cos2x with 1 − sin2x: 2(1 − sin2x) − sin x − 1 = 0.
  3. Simplify to a quadratic in sin x. 2 − 2sin2x − sin x − 1 = 0 becomes 2sin2x + sin x − 1 = 0 after multiplying by −1.
  4. Factor and set each factor to zero. (2sin x − 1)(sin x + 1) = 0, so sin x = 1/2 or sin x = −1. Markers specifically remind students to set factors equal to zero rather than stopping at the factored form.
  5. Solve each case on the unit circle. sin x = 1/2 at x = π/6 and x = 5π/6 (quadrants I and II). sin x = −1 at x = 3π/2.
  6. State the solution set and check it. x = π/6, 5π/6 or 3π/2. Substituting x = 3π/2: 2(0)2 − (−1) − 1 = 0. The other two check the same way, and a graph of the left side crosses zero at exactly these three points in the domain.

Why the steps are numbered

Alberta’s directing word algebraically means “Using mathematical procedures that involve variables or symbols to represent values”. A graphing calculator would find the three solutions of problem 2 in seconds, but a response that only reports them has not answered a question that says algebraically.

Writing one step per line also makes the response markable. Alberta scores each written-response part against a general scoring guide, and partial credit is available, so a student who sets up the substitution correctly and then slips still earns something.

What the two problems have in common

In both, the trap is a restriction. In problem 1 it is a value the cancelled factor removed; in problem 2 it is the solutions hiding in a second quadrant. Neither is hard mathematics. Both are skipped by students in a hurry.

So our students finish every solution with the same question: what did I exclude, and did I find everything in the domain? It takes ten seconds and it is the habit we most want them to carry into the exam room.

Practice, ours

Ten Math 30-1 practice questions

We wrote these ten for this page; none is an Alberta Education question and none comes from a released exam. They follow the course from functions to combinatorics. Work them without a calculator unless a question says otherwise, then check the answers in the next section.

  1. Composition. Given f(x) = 2x − 3 and g(x) = x2, evaluate (f ∘ g)(−2) and (g ∘ f)(−2). Are they equal?
  2. Transformations. The point (6, −4) is on the graph of y = f(x). Find its image on the graph of y = −2f(3(x − 1)) + 5.
  3. Invariant points. The graph of y = x2 − 9 is reflected in the x-axis. How many invariant points are there, and what are they?
  4. Logarithm laws. Write 2log5x − log5(x + 1) + log53 as a single logarithm.
  5. Common base. Solve 4x + 1 = 8x − 1 algebraically.
  6. No common base (calculator allowed). Solve 3x = 20, to the nearest hundredth.
  7. Logarithmic equation. Solve log3(x + 6) + log3x = 3 algebraically, and justify any value you reject.
  8. Polynomials. Factor P(x) = x3 − 2x2 − 5x + 6 and state its zeros and y-intercept.
  9. Radians. A circle has radius 12 cm. Find the arc subtended by a central angle of 2π/3, exactly and to the nearest hundredth. Then give the negative angle coterminal with 5π/3 that lies between −2π and 0.
  10. Counting. How many different arrangements of the letters in CANADA are there? How many begin and end with A?

Questions 2, 3, 4 and 7 come straight from the commentary’s list of weak spots, so a student who gets them right has fixed something markers see often. A question you cannot start is information, not failure: note it, and bring it to a class.

Answers, ours

Answers to the ten questions, with the reasoning

Each answer was checked by substitution and in Python. The reasoning matters more than the number, because on the written-response part it is the reasoning that earns the marks.

  1. 5 and 49; not equal. (f ∘ g)(−2) = f(g(−2)) = f(4) = 5. (g ∘ f)(−2) = g(f(−2)) = g(−7) = 49. Composition is not commutative, which is the point of the question.
  2. (3, 13). The mapping rule is (x, y) to (x/3 + 1, −2y + 5): the horizontal stretch by 1/3 and the reflection and vertical stretch come before the translations. x: 6/3 + 1 = 3. y: −2(−4) + 5 = 13.
  3. Two: (−3, 0) and (3, 0). A reflection in the x-axis leaves a point unchanged only where y = 0, so the invariant points are the x-intercepts. Solve x2 − 9 = 0.
  4. log5(3x2 / (x + 1)). Power law first: 2log5x = log5x2. Then the product law joins x2 and 3, and the quotient law puts x + 1 underneath.
  5. x = 5. Write both sides as powers of 2: 22x + 2 = 23x − 3. Equate exponents: 2x + 2 = 3x − 3, so x = 5. Check: 46 = 84 = 4096.
  6. x ≈ 2.73. Take logarithms of both sides: x = log 20 / log 3 = 2.7268..., which rounds to 2.73. Keep every decimal until the final step, as the bulletin instructs.
  7. x = 3. The product law gives log3(x(x + 6)) = 3, so x2 + 6x = 27 and (x + 9)(x − 3) = 0. Reject x = −9: log3(−9) is undefined, since a logarithm takes positive arguments only. Check x = 3: log39 + log33 = 2 + 1 = 3.
  8. (x − 1)(x + 2)(x − 3); zeros −2, 1 and 3; y-intercept 6. P(1) = 1 − 2 − 5 + 6 = 0, so x − 1 is a factor by the factor theorem. Dividing leaves x2 − x − 6 = (x + 2)(x − 3).
  9. 8π cm, about 25.13 cm; and −π/3. Arc length is radius times angle in radians: 12 × 2π/3 = 8π. For the coterminal angle, subtract one full turn: 5π/3 − 2π = −π/3.
  10. 120, then 24. CANADA has six letters with A repeated three times: 6! / 3! = 720 / 6 = 120. Fixing an A at each end leaves C, N, D and A in the middle, all different, so 4! = 24.

A term plan, ours

How we pace Math 30-1 across a school term

Schools set their own unit order, so we start from the student’s course outline. When a family asks us for a default, this is the order we use and the reason for each step. It is our plan, not Alberta’s.

A default unit order for Math 30-1 tutoring (ours)
StageUnitsFinished when the student can
1Transformations, inverses, function operations and compositionWrite any transformation as a mapping rule and find invariant points by solving, not sketching
2Exponential and logarithmic functions and equationsCombine three log laws in one line and reject an extraneous root with a reason
3Polynomial, radical and rational functionsFind zeros with multiplicity, and the domain and range of a rational function with a hole
4Angles, the unit circle, the six ratios and trigonometric graphsGive exact values from memory and read amplitude, period and phase shift from an equation
5Trigonometric equations and identitiesSolve with an identity substitution, and prove an identity working one side
6Permutations, combinations and the binomial theoremSplit a counting problem into cases and find one term of an expansion with a non-linear term
7Mixed review and timed practiceFinish a full-length mixed set in three hours with the written responses fully laid out

Why functions come first

Relations and Functions is more than half of the exam blueprint, and its ideas return everywhere: a sinusoidal graph is a transformed sine function, and an exponential model is a function to be inverted. Students who master mapping notation early find the trigonometry unit shorter.

Logarithms come early for a different reason. They take repetition to become automatic, and a student who meets them in October has months of spaced practice before the exam. A student who meets them in May has days.

What a weekly class looks like

A class starts with five minutes of mixed retrieval from earlier units, then the current school topic taught from the student’s own homework, then one written response laid out in full. The student does the writing; the teacher asks questions.

Every few weeks we set a short mixed set in the diploma style: machine-scored questions first, then one written response. Its mistakes go into a log the student keeps until exam week.

For the exam itself, Alberta’s schedule for 2026 to 2027 sets Mathematics 30-1 at 9 AM on Tuesday 3 November 2026, and on Wednesday 20 January, Thursday 8 April, Thursday 17 June and Thursday 5 August 2027. The exam earns a separate plan for its final weeks, built around the written-response rules, and we start that plan about eight weeks before the student’s sitting. Our comparison of Grade 12 math across Canada shows how Math 30-1 sits beside Pre-calculus 12 and MHF4U for families who move between provinces.

Calculator, Math 31 and the credit

The calculator, the step to Math 31, and who grants the credit

Three questions families ask in the first class, answered from Alberta’s documents.

Which calculator?

The bulletin says the Math 30-1 diploma exam “requires the use of an approved graphing calculator”, cleared and configured before and after the exam, with the approved list in Alberta’s 2026 to 2027 Calculator Information and Rules document. We teach on the model the student will write with.

Where Math 31 fits

Alberta’s Guide to Education, updated 4 September 2026, says “Mathematics 30-1 is a prerequisite or corequisite for Mathematics 31.” Its course chart shows Math 10C to 20-1 to 30-1 as the typical route, and notes that each math course is 5 credits.

Who grants the credit

The credit and the school-awarded 70 per cent come from the student’s own school, and the 30 per cent from Alberta’s diploma exam. Our classes run beside that school course, and we do not grant provincial credits.

Edmonton, Calgary and the rest of Alberta

Classes are live online, so a student in Edmonton, Calgary, Red Deer or a rural school division gets the same teacher and the same plan. What changes is only the clock.

Alberta keeps UTC-6 all year in the IANA time zone database (2026e), so there is no spring or autumn change to plan around. Our teachers work on India time, which is 11 hours 30 minutes ahead of Alberta throughout the year.

When families usually start

The most common start is the first month of the course, when the transformation unit is new and fixable. The second most common is about eight weeks before the diploma date, which still leaves room for the stage 7 review above.

Starting in the last fortnight is possible, but it changes what a teacher can do: by then the work is triage, choosing the two or three skills with the most marks attached and drilling them.

Sources: the Mathematics 30-1 Information Bulletin 2026-2027 (calculators); Alberta Education and Childcare, Guide to Education, transfer points and course sequences (version updated 4 September 2026); Diploma exams overview. All read 22 October 2026.

Where your teen is now

Four stages from Math 20-1 habits to diploma-ready

Our own stages, drawn from teaching Grade 12 students through pre-calculus courses like this one.

Stages of a Math 30-1 student (ours)
StageHow it shows up
1. Answer-getterGets numbers on routine questions, often with the calculator doing the thinking, and loses written-response marks
2. Step-writerShows each step, states restrictions, and can say why a root was rejected
3. ConnectorSees a sinusoidal model or a log equation as a transformed function, and switches methods when one stalls
4. Diploma-readyFinishes a mixed timed set with every written response complete, labelled and checked

For parents

Pick one solution from this week and have your teen talk you through it, restrictions included. Fluent talk there says more than a single test mark.

Stage 2 is where outside help pays off most. Writing every step feels slow, and a patient second teacher turns it into a habit before the exam makes it urgent.

For students

When you check an answer, check the restriction too. It is the cheapest mark on the paper.

Keep a list of the directing words you meet in questions, with Alberta’s definition beside each. By May it will save you more time than any formula.

The catalogue

Nine more courses for Alberta senior high students

Every course runs live online with a regular teacher, in a batch or one to one.

I

Math beyond the course

Grades 10 to 12

MAT / SR / 01

Precalculus

Functions, logs and trigonometry from another angle.

Open the syllabus

MAT / SR / 02

Statistics and probability

For students who enjoyed the counting unit.

Open the syllabus
II

Contests

Grades 9 to 12

MAT / CON / 01

Waterloo math contests

Pascal to Euclid, for students who want harder problems.

Open the syllabus

MAT / CON / 02

Olympiad mathematics

Proof and problem solving well past the course.

Open the syllabus

MAT / CON / 03

CCC preparation

Waterloo’s programming contest, step by step.

Open the syllabus
III

Where calculus leads

Teens

MAT / NXT / 01

Python for teens

Graph a function, then make it move.

Open the syllabus

MAT / NXT / 02

Data science for teens

Exponential models fitted to real data.

Open the syllabus

MAT / NXT / 03

AI and machine learning for teens

Where logs and functions turn up next.

Open the syllabus

How classes run

Live classes paced to the Alberta school year

Weekdays or weekends, flexible: choose your batch, or for a very personalised plan choose 1-on-1 at your convenience, weekend mornings or weekdays.

Weekdays

After school on Alberta time, fixed once you pick a batch.

Weekends

Weekend mornings suit many Grade 12 timetables in Alberta.

1-on-1

Booked around unit tests and the diploma date.

One teacher

The same person from the first unit to the exam.

The school outline

Your teen’s unit order, not ours.

Written responses

Laid out in full, every class.

Graphing calculator

Used to check, never to replace a step.

Error log

Kept by the student, read before exams.

Group or solo

A batch of fifteen to twenty, or one student.

Student work

Things our students have made

Projects by students who use functions and data in their own code, from graphs to simulations. More on the student labs page.

NutriLife AI nutrition coach project screenshot

AI and ML

NutriLife

An AI nutrition coach that reads what you eat and works you toward a target.

by Bhavya · Open it

Misti AI chatbot for maths and coding screenshot

AI and ML

Misti

A chatbot that answers mathematics and programming questions, built and deployed by a student.

by Harshit · Open it

GuardianX AI internet safety assistant screenshot

AI and ML

GuardianX

An assistant that helps a young person recognise unsafe situations online.

by Vivaan · Open it

SkyCast weather forecast application screenshot

Web app

SkyCast

A weather forecasting site with live conditions for any location.

by Krish

Fees

Fees

The first class is free. From then on it is a monthly fee for eight live classes a month, shown below in your own currency; there is no term contract, and you can cancel before any new month begins.

Free first class

Free

no card required

  • A free first class
  • Bring a recent unit test
  • No card details needed
Book it

Group batch

$100 USD

a month, eight live classes

  • A batch of fifteen to twenty
  • The same teacher each week
  • Pick the batch time
  • Billed monthly
Start here

One to one

$150 USD

a month, eight live classes

  • Your teen, one teacher, no batch
  • Times set around the diploma date
  • Planned from their own outline
Enquire

What families say

Rated 4.9 across 547 Google reviews

Parents and students on Google, in their own words.

★★★★★

"The one step solution for my son. Modern Age Coders make learning coding so simple that kids love it. The teachers explain complex concepts clearly with practical exercises and interactive content."

Ria Mukherjee

Parent

★★★★★

"Modern Age Coders has been a game-changer for me. I struggled to grasp IT concepts and coding before joining, but their classes transformed everything. I can now confidently write complex programs with ease."

Samriddha Mondal

Student

★★★★★

"One of the most wonderful education centres out there. Education is not limited to school syllabus but focuses on skill development."

Vansh Agarwal

Student

★★★★★

"My child Dhairya is really enjoying the Modern Age Coders classes. This is his first online class and he eagerly looks forward to it. I can already see his improvement, and the teachers are very cooperative."

Sonam Oswal

Parent of Dhairya

★★★★★

"Modern Age Coders have wonderful teachers who teach in a clear, easy and practical way. The teacher boosts students' confidence and inspires them to learn without hesitation."

Sonu Goyal

Parent

★★★★★

"I highly recommend this computer coding class! The teachers are incredibly knowledgeable and passionate about coding."

Ritu Kedia

Parent

Questions from Alberta families

Math 30-1: common questions

What is Math 30-1 in Alberta?

Mathematics 30-1 is the Grade 12 Alberta math course for students heading to post-secondary programs that require calculus. Its three strands are Relations and Functions, Trigonometry, and Permutations, Combinations and Binomial Theorem, and it ends with a provincial diploma exam.

Do you grant the Math 30-1 credit?

No. We teach alongside your teen's Math 30-1 class and do not grant provincial credits. The credit and the school-awarded mark come from their own school, and the diploma exam portion is set and marked by Alberta Education and Childcare.

How much is the Math 30-1 diploma exam worth?

Alberta says the weighting of diploma exams returned to 30 percent on 1 September 2023: 70 percent of the final mark comes from course work and 30 percent from the diploma exam.

What is on the Math 30-1 diploma exam?

For 2026 to 2027 the bulletin lists 32 machine-scored questions worth 75 percent and 3 written-response questions worth 25 percent. Relations and Functions carries 53 to 58 percent, Trigonometry 27 to 33 percent, and the counting strand 14 to 18 percent.

When is the Math 30-1 diploma exam in 2026 to 2027?

Alberta schedules it at 9 AM on Tuesday 3 November 2026, Wednesday 20 January 2027, Thursday 8 April 2027, Thursday 17 June 2027 and Thursday 5 August 2027. Schools register first-time students.

Which units of Math 30-1 are hardest?

Alberta's own commentary points to logarithm equations that combine several laws, rational functions with a hole, trigonometric equations that need an identity substitution, identity proofs, and counting problems with several cases. Those are the units we spend most time on.

Can I use a calculator in Math 30-1?

Yes, an approved graphing calculator is required on the diploma exam, cleared and configured before and after. But Alberta expects several outcomes, including transformations and logarithm laws, to be met without technology, so steps still have to be shown.

What comes before and after Math 30-1?

Alberta's Guide to Education shows Math 10C, then Math 20-1, then Math 30-1 as the typical route, and says Math 30-1 is a prerequisite or corequisite for Mathematics 31.

Do you tutor Math 30-1 in Edmonton and Calgary?

Yes, live online for students anywhere in Alberta, including Edmonton and Calgary. Alberta is on UTC-6 all year, so class times stay the same through the school year.

What times are classes for Alberta students?

Weekdays or weekends, flexible: choose your batch, or for a very personalised plan choose 1-on-1 at your convenience, weekend mornings or weekdays. Class times are set in Alberta time.

How much does Math 30-1 tutoring cost?

Nothing for the first class. Families who continue pay one monthly fee covering eight live classes, with no term contract. The current batch and one-to-one figures appear in the Fees part of this page.

Elsewhere on this site

Further reading

Pages that pair well with Math 30-1.

Coding classes in Canada

All of our pages for Canadian families.

Classes in Alberta

Coding and math for Alberta learners of every age.

Grade 12 math by province

Math 30-1 beside Pre-calculus 12 and MHF4U.

Online math tutor, Canada

Math help from Grade 1 to Grade 12.

Precalculus tutoring

Functions and trigonometry in more depth.

Calculus tutoring

For Math 31 and first-year calculus.

Trigonometry basics

The ratios underneath the unit circle.

Euclid contest

Waterloo’s contest for senior students.

How we teach

What happens in a live class, minute by minute.

Start here

Start with a free class

Send us the unit your teen is on, the date of the next test and whether they are writing the diploma in November, January, April, June or August. The first class starts from their own work.

Want to look first? How we teach describes a class in detail, and the Western Canada Grade 12 Math syllabus lists the plan week by week.

WhatsApp us · +91 91233 66161 · connect@modernagecoders.com

Lessons happen live on video with teachers based in India, so there is no travel and no stranger in the house. From Alberta, WhatsApp is usually the fastest way to reach us.

Booking the free class never asks for a card.

Want a class sooner? Book a priority demo

A priority demo is a full class of about 45 to 60 minutes. After the class the mentor sends a written skill report and a personal learning roadmap on WhatsApp. If you enrol, the demo fee is adjusted against your first month's fee. Share your demo Order ID with us on WhatsApp and we take it off.

Book a priority demo

Keep exploring Modern Age Coders

More maths tuition

Learn more

From the blog

Start here

Free classPriority demoCall us