PRIMARY MATHEMATICS SYLLABUS - Mrd.gov.bb
PRIMARY MATHEMATICS SYLLABUSCLASS IMINISTRY OF EDUCATION AND HUMAN RESOURCE DEVELOPMENTBARBADOS
TABLE OF CONTENTSPAGEACKNOWLEDGEMENTSiRATIONALEiiiGENERAL OBJECTIVESvFORMAT OF THE SYLLABUSviSCOPE AND SEQUENCE1ATTAINMENT TARGETS4SYLLABUS9
ACKNOWLEDGEMENTSThe Ministry of Education expresses thanks and appreciation to the following persons for their contribution to the development of this syllabus.Mrs. Bonnie AlleyneEllerton PrimaryMrs. Sheila BabbGrazettes PrimaryMrs. Margaret BlenmanGood Shepherd PrimaryMs. Jocelyn BoucherCuthbert Moore PrimaryMr. Samuel BroomesEden Lodge PrimaryMs. Elsie BurtonSt. Matthias PrimaryMr. Errol BynoeChrist Church Boys’Mrs. Hortence CarringtonSharon PrimaryMr. Ian ChandlerSt. Matthew PrimaryMs. Mary ChaseCuthbert Moore PrimaryMr. Wayne DrakesVauxhall PrimaryMs. Mary FarleyPine PrimaryMs. Juan ForteSt. Ambrose PrimaryMr. Andrew HaynesSt. Ambrose PrimaryMrs. Maxine HusbandsDeacon’s PrimaryMs. Petrina HusbandsSt. David’s PrimaryMr. Elvis JohnsonSouth District PrimaryMrs. Judy Lorde-WaitheMount Tabor PrimaryMs. Estelle NelsonHillaby-Turner’s Hall Primary
Mrs. Valrie QuintynePine PrimaryMr. Neville SmallChrist Church Boys’Mrs. Sandra Small-ThompsonWestbury PrimaryMrs. Shirley ThomasSt. Joseph PrimaryMr. Marlon WilsonSt. Elizabeth PrimaryMrs. Gladwin GreavesSt Alban’s PrimaryMs. Julia TaittPeripatetic Teacher- MathematicsMinistry of EducationMr. Carlisle RamsayEducation Officer- Testing and MeasurementMinistry of EducationMs Benita ByerEducation Officer- Mathematics (Ag)Ministry of Education
RATIONALEThere is a need for all primary school pupils in Barbados today to experience a shift in emphasis in the teaching/learning process in mathematicsfrom that which was practised twenty or even five years ago. The rapid advances in computer technology, the easy accessibility of inexpensivecalculators, the implementation of the project, EduTech 2000 and the ever-increasing rate of change in all aspects of society require that pupilsdevelop new skills and attitudes to meet these demands.It is no longer sufficient that pupils develop proficiency in computation and in applying that computation to their day-to-day problems. By thetime these pupils reach adolescence and adulthood in the twenty-first century, they will be faced with new problems and challenges. It is crucial,therefore, that these pupils be a part of an environment which allows them to think, reason, and solve problems using as much of the availabletechnology as possible. Pupils of different ages think, reason and solve problems at different levels, but all pupils are capable of rational thought,reasoning and solving problems.This Primary Mathematics Syllabus supports the new initiatives of the Ministry of Education, which stress that:the child-centred approaches be used in conjunction with the traditional teacher-centred approachesproblem-solving should be the focus of mathematics instructionreasoning about mathematics should be used to help pupils make sense of mathematics, rather than just memorizing rules andproceduresmathematics is an ideal subject for the development of critical-, creative- and decision-making skills of the pupils from at a veryearly agemanipulatives are powerful tools that can help pupils link the concrete experiences to pictorial representations and finally toabstract symbols to build mathematical understandingmathematics should be connected to other subject areas and to the pupils' everyday experiences to make it meaningful
information technology, namely, calculators and computers, be used as tools to help pupils explore and develop concepts andsolve problemsinstruction using the multi-media approach, visual, auditory and tactile/kinesthetic should be used to reach all pupilsassessment should be multi-faceted and evaluate what pupils can do and understandThrough the piloting and implementation of this syllabus and the feedback and consultation from teachers and other educators,modifications will be made to ensure that this document is user-friendly to all teachers of mathematics in primary schools in Barbados.
GENERAL OBJECTIVESThe general objectives for the primary mathematics syllabus are to help pupils: acquire a range of mathematical techniques and skills develop an awareness of the importance of accuracy in computation develop an awareness of mathematics in their environment cultivate the ability to apply mathematical knowledge to the solutions of problems in their daily lives cultivate the ability to think logically, creatively and critically use technology to explore mathematical situations.
FORMAT OF THE SYLLABUSIn addition to the syllabus for Class 1, this document contains the following sections: Scope and Sequence, Attainment Targets andSuggested Activities and Assessment Procedures. Highlighted in the syllabus are the integration of technology into instruction and thedevelopment of critical, creative and decision-making skills. Both areas were already in use but are now being highlighted because of theneed to have all pupils computer literate and to be critical and creative in their thoughts and actions.The nature of mathematics instruction requires that concepts are introduced in the earlier stages and developed in the later stages. TheScope and Sequence therefore, indicates the classes in which a topic is to be introduced and developed. The indicates in which classthe topic/skill/concept should be introduced and the indicates that the concept has to be developed and maintained in these classes.The Attainment Targets are presented as a list of objectives and indicate what each pupil should be able to achieve at the end of theschool year. It is understood that because of varying abilities and aptitudes, some pupils might be able to achieve a higher standard thanthat which is set and some may not be able to complete all the objectives for the particular age group. The targets for a particular classrepresent the objectives that should be achieved at that level, in addition to those of the lower classes.The Suggested Activities included in the syllabus will ensure that pupils use and apply mathematics to promote mathematical reasoning,make decisions and analyse data. In addition, the proposed tasks meet both the individual needs of the pupils as well as provide activitiesfor group work, thereby facilitating collaboration between pupils, teachers and parents, while consolidating instruction and developing thenecessary skills.Assessment is a fundamental part of the teaching and learning process. It should measure not only what the pupils know and can produce,but should provide more authentic information about the learner. Further, continuous assessment is essential in monitoring the progressof pupils and teachers are therefore encouraged to use mathematics profiles to record each child’s progress. To this end a variety ofassessment methods should be utilised including achievement tests, portfolio assessment, journals and discussions.
The Integration of Technology is integral to mathematics instruction and can be beneficial in areas such as computation, geometry, datahandling and problem solving. The use of technology is particularly effective in reducing the fear and anxiety associated with learningmathematics, since it allows the pupils to focus less speed and memorization and more on the processes necessary to obtain the solutions.Teachers are encouraged to use strategies and methodologies to develop Critical Thinking and Problem Solving Skills. The mathematicsclassroom should provide the opportunity for pupils to formulate problems from everyday situations, use concrete materials, reasonlogically and use a variety of problems solving strategies.
SCOPE AND SEQUENCEBegin teaching the concept/skill/factMaintain and develop concept/skill/fact11.0PROBLEM SOLVING STRATEGIES AND SKILLS1.0.11.0.21.0.31.0.41.0.5Problem solving as it relates to everyday situationsProblem solving stepsProblem solving strategiesEstimation strategiesInterpretation of data and diagrams2.0NUMBER 0.92.0.102.0.11Mental computations and estimation techniquesRead and write numbersComparison of numbersAddition of whole numbersSubtraction of whole numbersMultiplication of whole numbersDivision of whole numbersSolution of basic problems using the four basic operationsOdd/Even numbersValue of a numberPlace Value of a number1CLASSES234
Begin teaching the concept/skill/factMaintain and develop concept/skill/factCLASSES12.1PROPERTIES OF NUMBERS2.1.12.1.22.1.32.1.42.1.5The commutative propertyThe associative propertyThe identity property under additionThe identity property under multiplicationMultiplication by zero3.0FRACTIONS AND DECIMALS3.0.13.0.23.0.34.0The concept of a fractionWritten symbols for fractionsOperations with 1.34.1.4Non-standard units of measurementStandard units of measurementThe metric systemLinearDetermining lengthInstruments for measuring lengthUnits for measuring lengthPerimeter of shapes2234
Begin teaching the concept/skill/factMaintain and develop 4.3.24.3.35.0TimeTimes of the dayPeriods of time – year, month, day, etc.Instruments used for measuring timeChoice of instruments for measuring timeMoneyThe local currencyThe use of coins and notesThe relationship between coins and billsGEOMETRY5.0.15.0.25.0.36.0Properties of two-dimensional shapesProperties of three-dimensional shapesLine, point, ray and line segmentSET THEORY6.0.1Definition of a set6.0.26.0.37.07.0.17.0.2Description of a setElements in a setDATA HANDLINGData collection and representationAverages of given data (mean, mode)3CLASSES234
ATTAINMENT TARGETSINTRODUCTIONThe Attainment Targets in Mathematics set out the knowledge, skills, attitudes and behaviours that pupils are expected to have by the endof the class. They enable schools to give future citizens the knowledge and skills they need to acquire a range of mathematical skills andtechniques.These Mathematics Attainment Targets are designed to ensure that pupils: understand, apply and analyse mathematical concepts; select and perform computations appropriate to specific problems; use mathematical language appropriately; develop the ability to apply mathematical knowledge to everyday situations.4
Simulate and create problems involving everyday situations and solve those and other problems using a variety of strategies.The pupil should be able to: use technology to formulate/create problems from everyday situations; apply a variety of problem solving strategies to solve problems and explain the variety of strategies used; explain and justify the solutions to questions; use technology to solve problems beyond the pencil-and-paper skills; interpret charts, tables and graphs; use a variety of mental computations and estimation techniques; work cooperatively in groups to solve problems.Understand and explain basic operations (addition, subtraction, multiplication and division) involving whole numbers bymodelling and discussing a variety of problem solving situations.The pupil should be able to: read and write numbers up to 999; compare and order numbers up to 999; determine the place value of a digit in numbers up to 999; add and subtract whole numbers up to 999; multiply and divide whole numbers up to 999 by one-digit numbers;5
use the four basic operations to solve problems with whole numbers.Understand fractions using concrete materials and diagrams and carry out basic operations.The pupil should be able to: identify and compare fractional parts; illustrate given fractions of a whole; use symbols to represent fractions; read and write fractions; add fractions with the same denominator; subtract fractions with the same denominator.Demonstrate an understanding of, and an ability to apply measurement terms, identify relationships between and amongmeasurement concepts and estimate and measure objects in their day-to-day environment.The pupil should be able to: use non-standard units to measure quantities; use standard units to measure quantities; convert between units of measure; determine the perimeter of a given shape;6
differentiate between times of the day; identify the days of the week in various sequences; identify the months of the year in various sequences; tell time by the hour, half hour and quarter hour; manage time effectively; identify the local coins and bills; use coins and bills in money transactions; develop an appreciation for saving money.Understand key concepts of geometry using concrete materials and drawings.The pupil should be able to: identify two and three dimensional shapes; draw two dimensional shapes – square, rectangle, triangle, circle; classify two and three dimensional shapes according to their attributes.7
Understand data and display them in a variety of ways.The pupil should be able to: collect data on area of interest; illustrate data using tables and tally charts; illustrate data using pictographs; interpret information given in diagrams; determine the mode for a set of data.8
TOPICPROBLEM SOLVINGOBJECTIVESPupils should be able to:Create problems from everydaysituations.Identify the steps in problemsolving.Apply problem-solving strategiesto solve problems in all topics ofthe syllabus.Interpret diagrams to draw logicalconclusions.NUMBER CONCEPTSSUGGESTEDACTITIVESASSESSMENT RESOURCESUse the following to solve Oral questioningproblems in the various topics:DiscussionConcrete modelsDrawings / DiagramsWritten testsActing out the problemObservationAn ice cream vendor sells fourflavors of ice cream – chocolate, Quizzesvanilla, cherry and coconut. Howmany different ways can Shellyorder a double scoop of icecream?ManipulativesCalculatorRead and write numbers up to 999Compare and order numbers up to999.Use the signs , , correctly.Read, write and use ordinalnumbers up to the 31st to placegiven objects in position.Read and write Roman numeralsup to 12.Use the hundred board toidentify number patterns,sequences, ‘the number before’or the ‘number after’.Fill in the spaces with , , 20 . 20050 . 15thirty . ThirteenMary is ninth is line. Sue isfifth. How many people arebetween Mary and Sue?Number chartsNumber linesFlash cards withsimple exercises inaddition, subtraction,multiplication anddivision.
TOPICOBJECTIVESAdditionDetermine the value and/or placeValue of digits.SubtractionSUGGESTEDACTITIVESASSESSMENT RESOURCESNumber machineAdd numbers up to 999 with andwithout regrouping.Use straws to completesubtraction with regrouping.Recall addition facts up to 18 inmental arithmetic activities.Complete subtraction tables suchas:Demonstrate the commutativeproperty under addition-- 7911Demonstrate the associativeproperty under addition463536758Recognise and use the identityproperty of zero under additionand subtractionCreate flash cards that show asubtraction on one side and theanswer on the next.Straws;Match sticks forcounting in bundles.Boxes314CountersRole PlayingOral PresentationsDemonstrate addition as theinverse of subtractionRecall subtraction facts up to 18in mental arithmetic activities.Subtract numbers up to 999without and with regrouping.10 – 46FrontBackJoan bought three apples onMonday and four on Wednesday.Her brother bought four appleson Monday and three onWednesday. Who had more
TOPICOBJECTIVESSUGGESTEDACTITIVESASSESSMENT RESOURCESapples?MultiplicationRecall multiplication facts up to 50 Pretend you are the number zero. Simulationin mental arithmetic activities.Make a speech telling yourfriends why you are special.Written testsMultiplication cardsBuild and use the multiplicationtables 2, 3, 4, 5 and 10.Multiplication tablesQuizzesDemonstrate the commutative andassociative properties undermultiplicationSandra had 12 boxes with 4apples in each box. John had 4boxes with 12 marbles in eachbox. How many more marblesdid John have than Sandra?Write the multiples of tablestaught.Fill in the spaces using , , Demonstrate multiplication asrepeated addition.Recognise and use the property ofzero under multiplicationRecognise and use the property ofone under multiplication.Multiply up to 2-digit numbers by2, 3, 4, 5, and 10 without and withregrouping.2 x 35 23 x 03 x 20 53 0BeadsCalculatorWorksheets
te multiplication as theinverse of division and vice versa.Which is the better buy? 4 Quizzespencils at a total cost of 40 centsor 5 pencils at a total cost of 45 Written testscents.Divide numbers up to 99 by 2, 3, 4and 5 with and withoutremainders.Demonstrate division as repeatedsubtraction.ASSESSMENT RESOURCESShare 87 nuts equally among 5boys. How much would eachboy get? Will any be left?Written reportNewspapersMagazinesFraction chartCardUse the vocabulary of theoperations (sum, difference,product, quotient, add, subtract,divide, multiply, remainder).Round off whole numbers to thenearest ten and hundred.Read and write Roman Numeralsup to 12.FRACTIONSDefine a fraction as part of awhole.IllustrationsThere are 24 cherries to beplaced in bags. A bag can onlyhold 5 cherries. How many bagsare needed?Read articles in the newspaper,magazine or journals. Give areport of what you read,rounding off any numbers to thenearest ten.Paper platesDemonstrationSentence WritingCrayonsFraction stripsFraction number lineObservationCake, pizza, fruitCard platesIdentify parts of a whole (½, 1/4,1/8, 1/16); (1/3, 1/6, 1/12);(1/5, 1/10)Fold card to show fractions ofcircles, squares and rectangles.Using paper plates, divide intoequal sectors to show fractions.
TOPICOBJECTIVESSUGGESTEDACTITIVESASSESSMENT RESOURCESCombine and match fractionalparts to make a whole.Colour various sectors to create a Illustration / Drawingpattern.Metre ruleStrips of cardDetermine half / quarter of a set ofobjects.Write a fraction in the formNumeratorDenominatorFoot ruleShare fruits, cake and pizzaamong students in the class.SticksWorksheetsIdentify the numerator anddenominator of a fraction.Compare and order fractions withthe same denominatorObservationCompare fractions with differentdenominators but same family i.e.1/3, 1/6 etc.Add and subtract fractions withlike denominatorsUsing different coloured card,create fractional parts of thesquare, rectangle, triangle andcircle. Combine differentshapes to form a design.DemonstrationCalendarsWatch- analog- digitalLearn to be creativeAlarm clockClock faces
Estimate, measure and comparelengths of various objects usingnon-standard units.Use the hand span and footstep Illustrationsto measure distances in theclassroom.Compare themeasurementscollectedbydifferent students.ComputerStudents guess the length ofvarious objects, using a stick.For example the desk is 2 stickslong and the door is 5 stickslong.CoinsEstimate, measure and comparelengths of various objects usingnon-standard units.Convert from metres tocentimetres and vice versaASSESSMENT RESOURCESBillsDiscarded cartons,cans, wrappersChoose the appropriate unit tomeasure given lengths.Role playingMeasure the perimeter of objectsand shapes using standard unitsTimeRecognise varied traditions insociety eg. be aware of holidays.- Name the days of the week andthe months of the year.- Read the date (day, month, year)from a calendar.- Use a.m. and p.m. todistinguish between time in themorning and afternoon.QuestioningUse the computer to createmonthly calendars for the year.Shade dates to show thebirthdays of the pupils in theclass, holidays etc.Ask students to write sentencesto say what activities they did onTwoshapesdimensionalThreeshapesdimensional
TOPICOBJECTIVES-MoneySUGGESTEDACTITIVESTell time on the hour, half hour Saturday morning.and quarter hour.Identify the local coins as well asthe following bills 5, 10, 20.Give coins and bills of theequivalent value for amounts up to 5.Determine the
2.0.1 Mental computations and estimation techniques 2.0.2 Read and write numbers 2.0.3 Comparison of numbers 2.0.4 Addition of whole numbers 2.0.5 Subtraction of whole numbers 2.0.6 Multiplication of whole numbers 2.0.7 Division of whole numbers 2.0.8 Solution of basic problems using the four basic operations 2.0.9 Odd/Even numbers
IBDP MATHEMATICS: ANALYSIS AND APPROACHES SYLLABUS SL 1.1 11 General SL 1.2 11 Mathematics SL 1.3 11 Mathematics SL 1.4 11 General 11 Mathematics 12 General SL 1.5 11 Mathematics SL 1.6 11 Mathematic12 Specialist SL 1.7 11 Mathematic* Not change of base SL 1.8 11 Mathematics SL 1.9 11 Mathematics AHL 1.10 11 Mathematic* only partially AHL 1.11 Not covered AHL 1.12 11 Mathematics AHL 1.13 12 .
as HSC Year courses: (in increasing order of difficulty) Mathematics General 1 (CEC), Mathematics General 2, Mathematics (‘2 Unit’), Mathematics Extension 1, and Mathematics Extension 2. Students of the two Mathematics General pathways study the preliminary course, Preliminary Mathematics General, followed by either the HSC Mathematics .
2. 3-4 Philosophy of Mathematics 1. Ontology of mathematics 2. Epistemology of mathematics 3. Axiology of mathematics 3. 5-6 The Foundation of Mathematics 1. Ontological foundation of mathematics 2. Epistemological foundation of mathematics 4. 7-8 Ideology of Mathematics Education 1. Industrial Trainer 2. Technological Pragmatics 3.
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9758 MATHEMATICS GCE ADVANCED LEVEL H2 SYLLABUS . 6 . CONTENT OUTLINE . Knowledge of the content of the O-Level Mathematics syllabus and of some of the content of the O-Level Additional Mathematics syllabuses are assumed in the syllabus below and will not be tested directly, but it may be required indirectly in response to questions on other .
