Module 4: Problem Solving INTRODUCTION
|
|
- Cameron Anthony
- 6 years ago
- Views:
Transcription
1 INTRODUCTION Mathematics is conceptualised as the art of understanding and using numbers to acquire and develop numeracy, computational skills, and problem solving ability. This Mathematics syllabus is designed for learners from Standards 1 to 4. It is observed that when learners begin school they already have acquired some mathematical knowledge and skills from their environment through daily living activities. Therefore, this syllabus is expected to enhance the knowledge and skills learners already have and build on these to introduce new concepts. The syllabus is organised into modules as follows: Module 1: Numbers and Operations The module aims at developing learners concepts on numbers and pre number work. It covers Sorting and Classification, Matching, Counting, Addition, Subtraction and Money. Module 2: Geometry The module deals with geometric flat shapes and solids. Learners will identify flat shapes such as squares, rectangles, triangles and circles. They will also identify solids such as cubes, cuboids, cylinders and spheres. Module 3: Measures The module intends to develop in learners the skill in measuring length, area, mass, capacity and time. The learners will compare, estimate and measure objects in the environment using non standard and standard instruments and units. Module 4: Problem Solving The module introduces learners to activities such as playing mathematical games, solving simple puzzles, carrying out simple investigations and solving real life, non - routine and challenging problems. The activities will serve as a basic form of introduction to real Problem Solving. The module will also help learners realise that mathematics is not abstract but has a variety of functional applications in their own lives. Module 5: Statistics The module involves collecting, recording and representing data in pictographs and bar charts as well as interpreting data given in graphs. The modules are subdivided into topics whose focus is given by general objectives. The general objectives give rise to specific objectives, which describe the behaviour pupils should display after being taught specific content. To address the objectives of this syllabus, teachers are expected to develop activities relevant and accessible to the learner s environment. The activities should be learner centred. Emerging issues are catered for in Statistics where learners would conduct simple survey on HIV / AIDS and the environment. Teachers are expected to use examples of the emerging issues where appropriate in the teaching of this syllabus. This mathematics syllabus is designed and developed on the basis that mathematics would be allocated at least four hours per week in the Primary School timetable. RATIONALE Mathematics plays a key role in everyday life as a communication tool that makes extensive use of symbolic notation. It stirs the intellectual challenge, the outcome of which is cognitive development that assists in sustaining the thinking span. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem solving; all of which are very important in decision making. i
2 Mathematics provides a foundation for logical and lateral thinking essential in acquiring and organising knowledge, developing concepts and skills, and understanding principles for further learning. It empowers learners to make associations and generalisations, which are important in the study of natural, physical and social sciences as well as in the operation of industry and business. It is also seen in nature and thus helps in the interpretation of the environment. Its study will develop in learners the appreciation of its cultural and traditional development. The subject demands the active participation of learners to explore the world around them through investigation as well as application of learned principles. 1 AIMS OF THE PRIMARY SCHOOL MATHEMATICS PROGRAMME To develop in all learners 1. competence and confidence in the application of computational skills in order to solve day to day problems 2. inquiry skills, creativity, critical thinking and problem solving ability 3. an awareness of mathematics as a language to analyse and communicate information and ideas 4. an awareness of the interrelationship of topics within mathematics and with other subjects 5. positive attitudes and values toward mathematics and its integration with other subjects 6. numeracy and literacy skills compatible with technological and scientific developments 7. the ability to demonstrate the use of acquired mathematical concepts and skills in making informed decisions and drawing conclusions 8. appropriate and adequate concepts for further study of mathematics and other related subjects 9. an awareness and appreciation of the role of mathematics in cultural and traditional activities within the environment 10. an awareness of emerging issues in relation to mathematics. ATTAINMENT TARGERTS At the end of four years of primary education every learner should be able to: - Read and write numbers count the number of objects in a set of less than 1000; read and write in numerals any given whole number less than 1000; read and write whole numbers in words less than 1000; read and write multiples of 2, 3, 4, 5 and 10 through 100; classify whole numbers up to 100 into odd, even and multiples; identify, read and write, in numerals, money values through 100 Pula; find the value of digits in numbers less than 1000; put in order up to five whole numbers less than 1000; using a reference point, identify the ordinal position of any object in a set of no more than 1000; using the correct symbol, (=,<,>), to indicate the correct relationship between two numbers less than 1000 Compute fractions read and write basic fractions; divide a given whole into equal parts: - halves, fourths, fifths, eighths and tenths; identify one-half, one-third and one-fourth of a given region; add two proper fractions having like denominators; subtract one proper fraction from another having like denominators; order fractions with same denominators in terms of size. Carryout basic operations add two 3-digit numbers with carrying given in vertical and horizontal notation giving sum less than 1000; subtract up to 3-digit numbers vertically and horizontally; multiply a 1-digit by a 2-digit or 3-digit number giving an answer below 1000; divide up to a 3-digit number by a 1-digit number with and without a remainder; divide by ten with and without remainder; recognise the relationship among the four basic operations. ii
3 Carryout and compute measurements use a given unit of measurement (non-standard and standard) to determine the length of an object in whole units; estimate length using centimetres and metres; find perimeter of given shapes and objects; determine length, width, and height by measuring shapes/objects in centimetres and metres; find areas by counting squares; state the days of the week in consecutive order; name the months of the year in consecutive order; state the date by day, month, and year from a calendar; state the dates of special events of the year; tell and write time on the hour, half-hour, quarter-hour and in minutes of multiples of 5; estimate capacity of objects; determine capacity of objects by measuring quantities in teaspoons, tablespoons, cups, ml and litres; estimate mass of objects; determine mass of objects in grams and kilograms. Identify geometric figures and shapes identify a circle, a square, a rectangle and a triangle; draw a square, a rectangle, a triangle and a circle; identify solids: cube, cuboid and cylinder; identify a right, acute, obtuse and straight angle. Solve problems use addition, subtraction, multiplication and division to solve problems; play mathematical games; solve simple mathematical games; Carry out simple investigations to solve problems involving numbers, geometry and measures. Interpret graphs read, interpret and draw pictographs and bar graphs iii
4 STANDARD ONE MODULE 1: NUMBERS AND OPERATIONS TOPICS General Objectives Specific Objectives 1.1 Sorting, Classification and Matching acquire knowledge on sorting, classifying and matching objects identify objects according to colour, size, texture and shape group objects by colour, size, texture and shape match objects using one-to-one correspondence 1.2 Counting develop counting skills use number rhymes to count from 1 to use concrete objects to count from 1 to count numbers forward and backwards from 1 to 20 in ones and twos read numbers from 1 to 20 in numerals write numerals from 0 to match objects with numerals and number names arrange numbers in descending and ascending order up to Addition and subtraction 1.4 Classification of numbers add and subtract whole numbers find the total by counting on with sum up to relate addition to putting together use the symbols (+) and (=) in addition of numbers sum up to 20 using concrete and semi concrete objects add horizontally numbers with sum up to relate subtraction to taking away use the symbols ( - ) and (=) in subtraction of numbers 1 to 20, using concrete and semi concrete objects subtract horizontally numbers from 1 up to acquire knowledge on classification of numbers 1.5 Money Carry out addition and subtraction involving money classify numbers from 1 to 20 as odd and even differentiate between counting numbers and position numbers up to identify and name Botswana coins add in multiples of 5 up to 20 thebe subtract in multiples of 5 within 20 thebe 1
5 MODULE 2: GEOMETRY TOPICS General Objectives Specific Objectives 2.1 Lines develop skills in drawing lines identify vertical, horizontal and slanting lines draw vertical, horizontal and slanting lines draw patterns using horizontal, vertical and slanting lines 2.2 Shapes acquire knowledge on geometric shapes/figures MODULE 3: MEASURES identify, sort and name solids as box, tin and ball identify, sort and name flat shapes and figures triangle, rectangle, square, circle TOPICS General Objectives Specific Objectives 3.1 Measuring develop manipulative skills on measurement compare length, area, weight and mass of objects use non-standard units and instruments to estimate the length, area, weight and mass of objects use non-standard units and instruments to check the length, area, weight and mass of objects describe and compare the capacity of containers 3.2 Time acquire knowledge on time identify different times of the day by name and events state the days of the week, months and seasons of the year relate events to the time of their occurrence in the past, present and future state the names of national calendar events 2
6 MODULE 4: PROBLEM SOLVING TOPICS General Objectives Specific Objectives 4.1 Games and Puzzles develop knowledge and skills in problem solving play counting games play simple number games involving addition and subtraction play matching games solve simple puzzles 3
7 STANDARD TWO MODULE 1: NUMBERS AND OPERATIONS 1.1 Counting develop further knowledge on counting skills 1.2 Addition and Subtraction 1.3 Multiplication and Division 1.4 Classifications of numbers count up to 50 in 1s, 2s, 5s and 10s compare sets of objects by their number properties read and write numbers in numerals up to read and write number names up to add and subtract whole numbers identify and use place value of up to Tens add whole numbers with sum up to subtract whole numbers from 50 without decomposition relate addition to subtraction (subtraction reverses addition) multiply and divide whole numbers relate multiplication to repeated addition use symbols (x) and (=) in multiplication of one digit numbers with product up to multiply one digit numbers with product up to relate division to repeated subtraction, grouping or equal sharing use symbols ( ) and (=) in division of numbers up to 50 by divide even numbers up to 50 by relate multiplication to division (division reverses multiplication) develop further knowledge on classification of numbers classify numbers as odd and even (numbers from 1 to 50) 1.5 Fractions identify and represent fractions identify equal parts, halves, thirds and quarters read and write fractions 1, 1 2, 1 3, 1 4, 1.6 Money carry out addition and subtraction involving money add halves; add thirds and quarters of shapes and objects to show one whole identify half of an even number for numbers up to carry out additions up to 50 thebe carry out subtraction up to 50 thebe obtain change from up to 50 thebe 4
8 MODULE 2: GEOMETRY 2.1 Lines develop further knowledge in drawing lines 2.2 Shapes acquire further knowledge on geometric shapes/figures and solids MODULE 3: MEASURES draw intersecting lines identify T junctions and crossroads from the local environment identify and describe flat shapes and figures by number of sides: square, rectangle, triangle make pictures by tracing around shapes name solids as cube, cuboid, sphere, cylinder 3.1 Length and area carry out activities involving length and area 3.2 Capacity, weight and mass carry out activities involving capacity, weight and mass compare and order up to 3 objects by length, height and area use non standard instruments and units (including parts of the body) to measure and record length, height and area measure and record lengths of objects in metres estimate and measure objects in metres compare and order up to 3 objects by capacity, weight and mass use non-standard instruments to measure capacity, weight and mass measure and record capacity of objects in litres 3.3 Time acquire knowledge on time identify and name non standard and standard instruments of time use non standard and standard instrument to measure time show time as o clock by setting clock hands read, tell and write time as o clock show in sequence daily activities according to their time of occurrence as o clock sequence days of the week and months of the year state, read and write the date (day, month, year) 5
9 MODULE 4: PROBLEM SOLVING 4.1 Games and puzzles develop further Knowledge and skills on problem solving MODULE 5: STATISTICS solve simple problems involving numbers, geometry and measures play games solve puzzles decode information using letters and numbers 5.1 Pictographs acquire knowledge on pictographs collect and record information in tabular form represent the information on pictographs read and interpret information given on pictographs 6
10 STANDARD THREE MODULE 1: NUMBERS AND OPERATIONS 1.1 Numbers acquire further knowledge on numbers count on and backwards within read and write numbers up to 100 in numerals read and identify number names for tens up to a hundred read and write number names up to count in multiples of 2, 3, 4, 5 and 10 up to generate simple number patterns and sequences use the appropriate symbols (=, >, <) to compare two whole numbers up to Addition and Subtraction 1.3 Multiplication and Division acquire further knowledge on addition and subtraction develop further knowledge on multiplication and division use place value of up to Hundreds add hundreds, tens and units by changing the place value (horizontal and vertical) subtract hundreds, tens and units by changing the place - value (horizontal and vertical) find the missing number by counting on fill in the box to represent the missing number in an equation solve word problems involving addition and subtraction build multiplication tables:1, 2, 3, 4, 5 and10, product up to divide numbers up to 100 by 2, 3, 4, 5 and 10 without remainder solve word problems involving multiplication and division 7
11 1.4 Fractions acquire further knowledge on fractions divide a shape into 2, 3 and 4 equal parts describe given diagrams as mixed numbers involving halves, thirds and quarters represent fractions including mixed numbers, using shapes write mixed numbers involving halves, thirds and quarters 1.5 Money gain further knowledge on money identify all local coins and notes compare and order all local coins by value add up to P 100 in Pula only obtain change in Pula up to P make simple bills - sum up to P use the four basic operations to solve real life problems involving money MODULE 2: GEOMETRY TOPICS General Objectives Specific Objectives 2.1 Lines develop further knowledge on lines draw figures and shapes using horizontal, vertical and slanting lines identify diagonals of a square and rectangle draw diagonals of a square and rectangle 2.2 Solids acquire further knowledge on solids identify, describe and name three dimensional figure by number of faces, edges and vertices model three dimensional objects using available materials 8
12 MODULE 3: MEASURES TOPICS General Objectives Specific Objectives 3.1 Length and area develop the skills of measuring and estimation in length and area 3.2 Capacity develop the skill of measuring and estimating in capacity 3.3 Mass develop the skill of measuring and estimating in mass measure and record length in mm, cm and m estimate and record length in mm, cm and m find the area of different shapes by counting whole squares estimate the area of different surfaces in unit squares and check by counting squares measure and record capacity in litres and ml estimate and record capacity in litres and ml measure and record mass in kg and g estimate and record mass in kg and g 3.4 Time acquire further knowledge on time read the calendar read, tell and write time in whole hours, half hours and quarter hours. MODULE 4: PROBLEM SOLVING 4.1 Games and Puzzles develop further skills on Problem solving 4.2 Investigations develop an skills on simple investigations MODULE 5: STATISTICS play games solve puzzles carry out simple investigations involving numbers, geometry and measures make mobiles from shapes 5.1 Graphs acquire knowledge on graphs collect and record information in tabular form using tally marks represent information on pictographs and bar charts read and interpret information given in pictographs an bar charts 9
13 STANDARD FOUR MODULE 1: NUMBERS AND OPERATIONS 1.1 Sorting and classification acquire further knowledge on sorting and classification identify a set of numbers according to multiples of 2, 3, 4, 5, 10 up to find factors of selected numbers up to Number acquire further knowledge on numbers count in 10s and 100s up to use place value of up to Thousands read and write in numerals and words numbers up to describe a number in terms of its nearness (position) to another number using number lines use symbols (=, >, <) to compare numbers up to generate patterns involving even, odd numbers and multiples of 2, 3, 4, 5, 10 up to Addition and Subtraction acquire further knowledge on addition and subtraction add two to three numbers (up to 3 digits) sum up to subtract up to 3 digit numbers within solve word problems involving addition and subtraction 10
14 1.4 Multiplication and Division develop further knowledge on multiplication and division build multiplication tables from 1 to multiply up to a three digit number by a one digit number with product up to multiply up to two digit number by divide up to a three digit number by a one digit number without remainder divide up to a three digit number by a one digit number with remainder divide up to a three digit number by 10 with and without remainder carry out multiplication and division in box notation solve word problems involving multiplication and division 1.5 Fractions acquire further knowledge on fractions identify fifths, eighths and tenths illustrate with the aid of diagrams, fifths, eighths and tenths order sets of fractions with same denominators in terms of value add two proper fractions with same denominators subtract proper fractions with same denominators solve word problems involving addition and subtraction of fractions with same denominators up to Money develop further knowledge on money write money in Pula and thebe convert up to P 10 to thebe and vice-versa determine equivalent amounts of up to P100 using coins and notes perform the four basic operations involving money up to P obtain change from up to P make simple bills sum up P solve word problems involving money up to P100 11
15 MODULE 2: GEOMETRY 2.1 Angles acquire knowledge on angles draw two straight lines that meet / cross each other to show angles identify and draw / sketch, right, acute and obtuse angles identify right, acute and obtuse angles within triangles, squares and rectangles in the environment MODULE 3: MEASURES 3.1 Length acquire further knowledge and skills on length 3.2 Area develop further knowledge and skills on area 3.3 Capacity develop further knowledge and skills on capacity 3.4 Mass acquire further knowledge and skills on mass 3.5 Time develop further knowledge and skills on time estimate and record lengths of objects in terms of m and cm, then check actual measurement measure and record lengths of objects using standard instruments and units identify the properties of a square and rectangle measure and state perimeter of shapes in mm, cm and m discover the formula for finding the perimeter of a square and rectangle convert units of length from mm to cm and vice versa convert units of length from cm to m and vice versa discover formula for finding areas of square and rectangle find areas of squares and rectangles in cm 2 using the formula use standard instruments and units to measure capacity measure, compare and record capacity of given container in l and ml use standard instruments to measure mass of objects in g and kg convert units of mass from g to kg and vice - versa use the four basic operations in solving mass problems read, tell and write time from digital displays / watches (restrict to 12 hour notation) read, tell and write the time in hours and minutes from digital displays and clock faces state as a.m. or p.m. in terms of 12 hour clock time of the day read and use simple time - tables involving same day and single journey 12
16 MODULE 4: PROBLEM SOLVING 4.1 Games and Puzzles develop further knowledge and skills on problem solving 4.2 Investigations develop further understanding on simple investigations MODULE 5: STATISTICS play games solve puzzles carry out simple investigations involving numbers, geometry, and measures conduct a simple research project 5.1 Graphs acquire further knowledge and skills on graphs conduct a simple survey on emerging issues and the environment represent data in a tabular form draw pictographs and bar graphs using information from the survey interpret information given in a graph find mode from a given data 13
Primary National Curriculum Alignment for Wales
Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More informationPRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures
PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of
More informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program
Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationMath-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade
Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationKS1 Transport Objectives
KS1 Transport Y1: Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples
More information2 nd Grade Math Curriculum Map
.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a
More informationAnswer Key For The California Mathematics Standards Grade 1
Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationThis scope and sequence assumes 160 days for instruction, divided among 15 units.
In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationTable of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA
Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics
More informationEnd-of-Module Assessment Task K 2
Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,
More informationRIGHTSTART MATHEMATICS
Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationFunctional Maths Skills Check E3/L x
Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number + - x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More informationEDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures
EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion
More informationIMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA
IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER Adrian Stevens November 2011 VEMA Conference, Richmond, VA Primary Points Math can be fun Language Arts role in mathematics Fiction and nonfiction
More informationAbout the Mathematics in This Unit
(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.
More informationAnswers: Year 4 Textbook 3 Pages 4 10
Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number
More informationWelcome to Year 2. The New National Curriculum
Welcome to Year 2 The New National Curriculum Literacy Reading Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become
More informationMODULE FRAMEWORK AND ASSESSMENT SHEET
MODULE FRAMEWORK AND ASSESSMENT SHEET LEARNING OUTCOMES (LOS) ASSESSMENT STANDARDS (ASS) FORMATIVE ASSESSMENT ASs Pages and (mark out of ) LOs (ave. out of ) SUMMATIVE ASSESSMENT Tasks or tests Ave for
More informationThe Ontario Curriculum
The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9
More informationSimilar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper
Similar Triangles Developed by: M. Fahy, J. O Keeffe, J. Cooper For the lesson on 1/3/2016 At Chanel College, Coolock Teacher: M. Fahy Lesson plan developed by: M. Fahy, J. O Keeffe, J. Cooper. 1. Title
More informationFunctional Skills Mathematics Level 2 assessment
Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0
More informationLLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:
More informationPre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition
More informationActivity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not?
Activity Multiplying Fractions Math Your Name: Partners Names:.. (.) Essential Question: Think about the question, but don t answer it. You will have an opportunity to answer this question at the end of
More informationBittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.
Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.
More informationClassroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice
Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards
More informationAre You Ready? Simplify Fractions
SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,
More informationOhio s Learning Standards-Clear Learning Targets
Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking
More informationSPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE
SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE Kate Bennie Mathematics Learning and Teaching Initiative (MALATI) Sarie Smit Centre for Education Development, University of Stellenbosch
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationHardhatting in a Geo-World
Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationDMA CLUSTER CALCULATIONS POLICY
DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETT-PACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles
More informationHelping Your Children Learn in the Middle School Years MATH
Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel
More informationDiagnostic Test. Middle School Mathematics
Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)
More informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationPretest Integers and Expressions
Speed Drill Pretest Integers and Expressions 2 Ask your teacher to initial the circle before you begin this pretest. Read the numbers to your teacher. ( point each.) [3]. - -23-30 Write the negative numbers.
More informationEdexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE
Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional
More informationGrade 5 COMMON CORE STANDARDS
Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: 8-8-0 Local: 88-1-900 Fax: 88-1-4 1 Kirkham
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationSouth Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents
More informationEnglish. summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
English Upper Spoken Language (Years 1 to 6) listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build
More informationFlorida Mathematics Standards for Geometry Honors (CPalms # )
A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular
More informationAssessment Requirements: November 2017 Grade 5
1 Assessment Requirements: November 2017 Grade 5 Your son starts his exams on 15 November 2017 Please ensure that he has the following at school EVERY DAY during the assessment week: A complete pencil
More informationLA LETTRE DE LA DIRECTRICE
LE GRIOT John Hanson French Immersion School 6360 Oxon Hill Road Oxon Hill, MD 20745 301-749-4780 Dr. Lysianne Essama, Principal MARCH 2008 Le compte à rebours a commencé: Le MSA est là. It does not matter
More informationThe New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013
The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationConsiderations for Aligning Early Grades Curriculum with the Common Core
Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance
More informationMath 098 Intermediate Algebra Spring 2018
Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the
More informationLearning Disability Functional Capacity Evaluation. Dear Doctor,
Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can
More informationSample Problems for MATH 5001, University of Georgia
Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent
More informationBlocks & Math. Candace Jaruszewicz, Ph.D. College of Charleston
Blocks & Math Block play is nothing new! Plato, Comenius, Pestalozzi: the urge to build is natural to children Locke (1693): learning should be fun S.L. Hill Co. (1858): spelling & ABC blocks Jesse Crandall
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationLESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by
Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe
More informationClassify: by elimination Road signs
WORK IT Road signs 9-11 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are: - the shape; - what the message represents.
More informationFunctional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7
Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS September 2017 Version 1.7 Qualification at a glance Subject area Functional Skills qualifications in
More informationProblem of the Month: Movin n Groovin
: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationUNIT ONE Tools of Algebra
UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationMGF 1106 Final Exam Review / (sections )
MGF 1106 Final Exam Review / (sections ---------) Time of Common Final Exam: Place of Common Final Exam (Sections ----------- only): --------------- Those students with a final exam conflict (with another
More informationUnit 2. A whole-school approach to numeracy across the curriculum
Unit 2 A whole-school approach to numeracy across the curriculum 50 Numeracy across the curriculum Unit 2 Crown copyright 2001 Unit 2 A whole-school approach to numeracy across the curriculum Objectives
More informationHonors Mathematics. Introduction and Definition of Honors Mathematics
Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students
More informationKeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN
Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationAfter your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.
MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationLevel: 5 TH PRIMARY SCHOOL
Level: 5 TH PRIMARY SCHOOL GENERAL AIMS: To understand oral and written texts which include numbers. How to use ordinal and cardinal numbers in everyday/ordinary situations. To write texts for various
More information2 nd grade Task 5 Half and Half
2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show
More informationBroward County Public Schools G rade 6 FSA Warm-Ups
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationInvestigate the program components
Investigate the program components ORIGO Stepping Stones is an award-winning core mathematics program developed by specialists for Australian primary schools. Stepping Stones provides every teacher with
More informationeguidelines Aligned to the Common Core Standards
eguidelines Aligned to the Common Core Standards The Idaho Early Learning eguidelines conform with national models by organizing early childhood development into 5 key areas; Approaches to Learning and
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationSample Performance Assessment
Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10-GR.6-S.1-GLE.3; MA10-GR.6-S.4-GLE.1 Concepts
More information