The purpose of the study is to determine the affect of daily living skills into Mathematics curricula at th Secondary setting. To accomplish the objectives of this research, researcher has developed a list of six significant elements . 1. Problem solving skills. 2. Critical Thinking Skills. 3. Communication and Socializing skills. 4. Personal Subjectivity Skills. 5. Time Management Skills. 6. Decision Making Skills. This list will cover 42 components under Daily Living Skills, Peer Reviewed.

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... ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٦٤ ‫ﺍﻟﺠﺯﺀ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﻴﻭﻟﻴﻭ‬ ٢٠١٥ ‫ﻡ‬ ‫ﺝ‬ -٧١٤ -method of this research is a Quantitive Research that uses Content Analysis, the sample of the study was focused on 7 th grade through last year of Secondary's Mathematics curricula. The results of the study found that Communication and Socialising component was the top of the list in 36.2% in magnificent differential component in comparison with the rest of the other components. The second component was Critical Thinking compromising 18.1%. The third skill is Personal Subjectivity Skills covering 17.8 %. The rest of the other elements were the bottom of the list, Problem Solving Skills %9.9, Decision Making Skills %9.7, and last of them was Time Management %8.3. Meanwhile, the study indicated that based on the Significant Statistics Strategy (0.01) in repetition the Daily Living Skills for 8th grade comparing to 7th and 9th grade for all repetition except Decision Making Skills component which 9th grade positively incompatible with 7th and 9th grade. Nevertheless, Problem Solving Skills was less frequent at the 9th grade than 7th and 8th grade. However, the study recommend to reevaluate Mathematics curriculum by initiating Developed Mathematics Curriculum along with the importance of including Daily Living Skills more than present curriculum based on sequence and balance for these skills, especially Problem Solving Skills, Decision-Making, Time Management and focusing on Problem Solving Skills at the 9th grade set. Last, teachers must concentrate on Daily Living Skills with all elements while teaching and learning to achieve successful education. ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٦٤ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﻴﻭﻟﻴﻭ‬ ٢٠١٥ ‫ﻡ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٦٤ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﻴﻭﻟﻴﻭ‬ ٢٠١٥ ‫ﻡ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٦٤ ‫ﺍﻟﺠﺯﺀ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﻴﻭﻟﻴﻭ‬ ٢٠١٥ ‫ﻡ‬ ‫ﺝ‬ 54. Brian Greer (2009): What is Mathematics Education for? Proceedings of EPISTEME No.3, Pp(14-18). ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ) : ١٦٤ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﻟﺴﻨﺔ‬ ‫ﻴﻭﻟﻴﻭ‬ ٢٠١٥ ‫ﻡ‬ -٧٦١ -55. Fuchs, Lynn-s; Fuchs Douglas; Finelli, Robin Courey, Susan. J; Hamlet, Carol-L; Sones, Estelle-M; Hope, Susan-K. (2006). Teachinglll Third Graders about Real-Life Mathematical Problem Solving: A randomized Controlled Study E ric Data base, E J 750499. 56. Gomes, A. Rui; Marques, Brazelina. (2013). Life Skills in Educational Contexts: Testing the Effects of an Intervention Programme. Educational Studies, 39 (2)، 156-166.