Teacher License Mathematics Level 2 Content: 12 Standards and Their Weights

Last verified: 30 October 2026. Test details can change, so check the Teachers’ Professional License page on the Education and Training Evaluation Commission (ETEC) website and the applicant guide for Mathematics Level 2 before you start studying. This is an independent study guide and is not affiliated with ETEC, Qiyas (the National Center for Assessment) or any government body.

The specialized test in mathematics (Level 2) is for teachers of the intermediate and secondary stages. It measures 12 standards in 7 domains. The heaviest are algebra and real functions at 20% and geometry at 18%; together with calculus (12%) they make up half of the test. This guide gives the official weight of every standard, the indicators each one tests, the question types the official guide shows, and a way to split your review time.

Test format at a glance

On 88 questions, a score of 50 means about 44 correct answers, 70 means 62 and 80 means 71. This site’s mock exams are the same length.

Level 1 and Level 2: which one is this?

The standards document explains the numbering. In 6.4.1, the first number refers to general standard 6 (knowing your subject and how to teach it), which is why the General Educational Test leaves it out and the specialized test measures it. After it come the subject number and then the standard.

The seven domains and their weights

The weights are from the applicant guide (page 7). Calculus (6.4.7) sits in the algebra domain in ETEC’s table, which is why the numbering skips from 6.4.2 to 6.4.7 in that row.

The twelve standards

Standards 2, 3 and 7 together are 50% of the test, about 44 questions. Standards 8 to 12 are only 12%, about 11 questions, but they are mostly conceptual and are the cheapest marks to learn. The questions are written on the indicators, and one question tests one indicator.

Numbers and Operations (12%, about 11 questions)

Standard 6.4.1: Numbers and operations (12%, about 11 questions)

Seven indicators: the number sets from natural to complex and how they relate; operations including roots, exponents and absolute value; number theory (GCD, LCM, divisibility, primes, even and odd numbers, congruences); ratio, percentage, proportion and rate; estimation and mental calculation to check that an answer is reasonable; complex numbers in rectangular and polar form with modulus, conjugate and powers by De Moivre’s theorem; and problems on the number sets. The official guide’s first worked example turns a repeating decimal into a fraction (0.1\overline{35}=\frac{67}{495}), and its first practice question asks what a GCD of 36 allows for the factorisation of a number. Since calculators are not allowed, the estimation indicator matters.

Algebra, Real Functions and Analysis (32%, about 28 questions)

Standard 6.4.2: Algebra and real functions (20%, about 18 questions)

The heaviest standard, with ten indicators: set operations and De Morgan’s laws; factorising and simplifying expressions; linear, quadratic, rational and absolute-value equations and inequalities; systems of equations and inequalities in two variables and their graphs; patterns; matrices (addition, subtraction, multiplication, inverse, solving linear systems); relations and functions of every type with domain, range and graphs; operations on functions, including composition and inverse; exponential and logarithmic equations and inequalities; and problems on algebra and linear functions. Five of the ten worked examples in the official guide are from this standard: simplifying an algebraic fraction, evaluating an expression from a given relation, factorising by grouping, finding the values of a parameter that give a linear system non-trivial solutions (a determinant equal to zero), and solving an exponential equation.

Standard 6.4.7: Calculus and its applications (12%, about 10 questions)

Six indicators: limits and continuity; the derivative, algebraically and geometrically, with the rules of differentiation; using derivatives for increasing and decreasing intervals, extrema, concavity, inflection points and curve sketching; integration (properties, techniques, areas); arithmetic and geometric sequences and series, and the convergence of infinite series; and applied problems. Sequences and series are in this standard, not in algebra. The official guide’s examples are the sum of the odd numbers between 0 and 100 (1+3+\dots+99=50^2=2500) and the sum of an infinite geometric series.

Geometry and Measurement (26%, about 23 questions)

Standard 6.4.3: Geometry concepts and theorems (18%, about 16 questions)

Ten indicators: two- and three-dimensional shapes; similar triangles, lines, angles and Pythagoras’ theorem; the equation of a line, slope, parallel and perpendicular lines; distance between two points and from a point to a line; circles (angles, arcs, chords); coordinates and transformations (reflection, translation, rotation, dilation); conic sections; trigonometric ratios and identities and solving triangles; vectors (addition, scalar multiples, the angle between vectors, the dot product); and applied geometry problems. Many questions come with a figure. The official worked example finds the side of an equilateral triangle from two perpendicular distances, using Pythagoras’ theorem.

Standard 6.4.4: Measurement, units and applications (8%, about 7 questions)

Six indicators: units of angle, length, area, volume, capacity, mass, temperature and time, and conversions within one system; conversions between systems; perimeter and area of triangles, circles, quadrilaterals and regular polygons; volume and surface area of prisms, pyramids, cones, cylinders and spheres; scale drawings with ratio and proportion; and applied problems. The official worked example asks which value a box’s surface area can take when its edges are odd integers, which is solved by parity reasoning rather than by calculation.

Statistics and Probability (12%, about 10 questions)

Standard 6.4.5: Statistics and probability (12%, about 10 questions)

Eight indicators: collecting, tabulating and displaying data (bar charts, pie charts, histograms, dot plots, stem-and-leaf, box plots); surveys and sampling; measures of central tendency and spread; scatter plots, the correlation coefficient and the regression line; probability (sample space, events, independence, mutually exclusive events, discrete and continuous distributions); counting principles, permutations and combinations; counting and the binomial theorem in problem solving; and applied problems. The official worked example counts the rectangles in a grid (\binom{6}{2}\binom{4}{2}=15\times 6=90), and the practice questions include the constant term of a binomial expansion and a probability estimated from a team’s results.

Logic and Mathematical Reasoning (6%, about 5 questions)

Standard 6.4.6: Logic and mathematical reasoning (6%, about 5 questions)

Three indicators: statements, truth values, connectives and truth tables; implication, equivalence and syllogism; and methods of proof and ways of writing them (paragraph, two-column and flow-chart proofs). The official practice questions include one on finding the statement equivalent to a given one.

Teaching Mathematics (4%, about 3 questions)

Standard 6.4.8: Strategies for teaching and learning mathematics (4%, about 3 questions)

Six indicators: the strands of mathematical proficiency and how to develop them; the structure of mathematics and the kinds of mathematical knowledge, and how to analyse, teach and assess them; varied strategies to reach every learner; mathematical thinking skills; learning theories applied to mathematics; and technology, mathematical tools and manipulatives. The official guide’s examples and practice questions contain none from this standard, so we cannot show you its question style. Our reading of the indicators is that they ask what a teacher does (develop, analyse, choose), so expect classroom situations rather than calculations.

Mathematical Processes (8%, about 8 questions)

Standard 6.4.9: Problem solving and its strategies (2%, about 2 questions)

Three indicators: the steps of problem solving (Pólya) applied to real-life problems; choosing, applying and comparing strategies; and posing, solving and extending problems.

Standard 6.4.10: Mathematical communication (2%, about 2 questions)

Three indicators: using mathematical language precisely; communication skills for sharing ideas and discussing other people’s ideas; and ways to develop students’ mathematical communication.

Standard 6.4.11: Mathematical modelling and applications (2%, about 2 questions)

Four indicators: representing real situations with mathematical models; solving and interpreting a model, then improving it; linking mathematics to science, technology and engineering; and using mathematics in everyday contexts.

Standard 6.4.12: Mathematical reasoning and critiquing arguments (2%, about 2 questions)

Three indicators: building, critiquing and evaluating conjectures and arguments; justifying results and procedures; and inductive and deductive reasoning. As with standard 6.4.8, the official guide’s samples do not include standards 6.4.9 to 6.4.12, but their 8% is part of the published weights.

What the official guide’s questions show

The applicant guide (trial edition, 1441 AH / 2020) has 10 worked examples with explanations and 25 practice questions with an answer key. Each question is tied to one indicator. The guide itself says the examples do not cover every aspect of the test and do not show how easy or hard the real questions are.

Two lessons follow. First, the samples lean on algebra and on questions that reward a trick or a short insight (parity, counting lines, grouping), so practise spotting the short route as well as the long one. Second, standards 6.4.8 to 6.4.12 carry 12% in the weights table but never appear in the samples, so do not assume they are not tested.

How to split your review time by weight

Start from the official weights, then move hours from the standards you already know to your weakest ones. A starting split for every 100 hours of review:

This split is our suggestion built on the official weights. See the study plan guide for a week-by-week schedule.

Study tips

• Start with the applicant guide: do its 25 practice questions against the clock, then check the answer key and read each worked explanation.
• Read the indicators of each standard in the Level 2 standards document. The questions are written on them, and the document is where to check what a standard includes.
• Review the intermediate and secondary curricula. The standards document expects a teacher to command the mathematics of those courses, not only to teach it.
• Practise without a calculator: fractions, powers, roots, logarithm rules and estimation. Check every answer for reasonableness, as indicator 6.4.1.5 requires.
• Never leave a question blank, because wrong answers carry no penalty.
• In the last week, take full timed mock exams on paper if you can. Use the free practice test to see where you stand against the pass mark.

Test dates

The latest specialized test window on ETEC’s page was 18 to 31 October 2026, and the next one is expected in late January 2027. Registration steps are in the registration guide. Start with the free questions to see where you stand on the 12 standards.