MINISTRY OF EDUCATION BELIZE

Primary School Mathematics C rric l m

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Table of Contents
-OALS FOR EDUCATION .....................................................................................................% PURPOSE OF T/IS DOCUMENT............................................................................................% RATIONALE AND P/ILOSOP/Y ............................................................................................% I"tro' ctio"0 ...................................................................................................................% *hat is Mathematics1 ....................................................................................................# *hat 'oes it mea" to 2e mathematically literate1 ........................................................# Belie3s a2o t Mathematics a"' Lear"i"40 ......................................................................# B il'i"4 a S ))orti(e E"(iro"me"t0................................................................................5 Lear"i"40.........................................................................................................................6 Assessme"t0 ...................................................................................................................7 E' catio" Part"ershi)s0 .................................................................................................8 Or4a"i,atio".......................................................................................................................9 The 3i(e co"te"t stra"'s0................................................................................................9 Processes0 ......................................................................................................................9 Attit 'e a"' 'is)ositio"0.................................................................................................: MN0 N m2ers a"' N m2er O)eratio"s.............................................................................; M%0 Co "t a"' se< e"ce " m2ers+ rea'i"4 a"' =riti"4 " m2ers i" a (ariety o3 =ays..; M#0 Use )lace (al e to "'ersta"' o r " m2er system a"' other systems..............%% M50 Use a"' =or> =ith i"te4ers to sho= 2oth si,e a"' 'irectio"...............................%5 M60 *or> 3l e"tly =ith 3ractio"s a"' 'ecimals............................................................%6 M70 Use " m2ers to sho= )ositio" or ra">i"4............................................................%8 M80 U"'ersta"' mea"i"4s o3 " m2er o)eratio"s a"' ho= they relate to o"e a"other ......................................................................................................................................%9 M90 Com) te 3l e"tly =ith 2asic o)eratio"s si"4 i"te4ers+ 3ractio"s a"' 'ecimals..%: M:0 Ma>e reaso"a2le estimates a"' a))ro?imatio"s.................................................#%

M;0 Use me"tal math tech"i< es creati(ely...............................................................## MP0 Patter"s a"' Relatio"shi)s.......................................................................................#6 M%$0 U"'ersta"' a"' =or> =ith )atter"s @re)eati"4+ i"creasi"4+ 'ecreasi"4+ a"' " mericalA.....................................................................................................................#6 M%%0 E?)lore " m2er )atter"s to 'isco(er )ro)erties o3 s)ecial " m2er 4ro )s......#7

M%#0 U"'ersta"' relatio"s+ 3 "ctio"s a"' 4ra)hs.......................................................#8 M%50 A))ly e< atio"s a"' i"e< alities i" o"e (aria2le to sol(e )ro2lems..................#9 MM0 Meas reme"t ..........................................................................................................#; M%60 U"'ersta"' co"ce)t o3 meas reme"t a"' meas ra2le attri2 tes0 le"4th+ mass B =ei4ht+ ca)acity+ time+ a"4le+ tem)erat re..................................................................#; M%70 A))ly meas reme"t systems+ tech"i< es+ tools a"' 3orm las mo(i"4 3l e"tly 2et=ee" relate' "its...................................................................................................5$ MS0 S)atial Relatio"shi)s a"' Sha)es............................................................................56 M%80 Disco(er+ a"aly,e a"' se characteristics a"' )ro)erties o3 t=oC a"' threeC 'ime"sio"al 4eometrical sha)es to i'e"ti3y+ 'escri2e+ s>etch a"' mo'el....................56 M%90 Use re)rese"tatio"al systems @E4. coor'i"ate systemA to 4i(e locatio"+ 'escri2e s)atial relatio"shi)s+ a"' e?)lore symmetry a"' tra"s3ormatio"s...............................58 MD0 Data /a"'li"4 a"' Pro2a2ility..................................................................................5: M%:0 Collect+ or4a"i,e a"' 'is)lay rele(a"t 'ata to a"s=er < estio"s relate' to realC li3e sit atio"s.................................................................................................................5: M%;0 A"aly,e+ 'escri2e a"' s mmari,e 'ata si"4 a))ro)riate statistical metho's a"' meas res................................................................................................................5; M#$0 I"(esti4ate i"3ere"ces a"' a))ly )ro2a2ility co"ce)ts i" the sol tio" o3 )ro2lems.......................................................................................................................6% List o3 reso rces a"' ma"i) lati(es.................................................................................65 U"it Pla" - i'e.................................................................................................................66 Lesso" Pla" - i'e.............................................................................................................68 Mathematics -lossary.......................................................................................................6: Use3 l *e2sites................................................................................................................7#

GOALS FOR EDUCATION

The national goals of education outline four main philosophical pillars on which the new curriculum is built. These are described as learning to know, learning to be, learning to do, and learning to live together. These main themes highlight an important shift in education in Belize. Significant importance is now being placed on the holistic dimension of learning . !ast emphasis on simpl" knowing is shifting to learning to know and greater emphasis is on learning to do and learning to be . #lobal shifts re$uire the need for %learning to live together% with a growing tendenc" towards %learning to transform oneself and societ"%. &hanges in societ", in schools and in technolog" highlight the growing importance of mathematics to both societal and individual development and success. Students need to be mathematicall" proficient in order to operate efficientl" as citizens and be prepared for a future that is ever changing and ever more reliant on mathematics. The needs of societ" are continuousl" changing. Students toda" re$uire strong mathematical knowledge and skills. 'f Belize is to participate in the global econom", schools will have to ensure that students have an opportunit" to be competitive in the technological oriented workforce. &hanges in mathematics education and changes in the role of technolog" in teaching and learning are re$uired.

PURPOSE OF THIS DOCUMENT

This document communicates high e(pectations for students in their mathematics program during the eight "ears of primar" education in Belize. 't outlines the philosoph" and rational on which the mathematics program is based and outlines the specific learning outcomes for each level from 'nfant ) through Standard *. 't is intended to guide teachers in their planning of the teaching and learning of mathematics. The document helps to guide all stakeholders involved in assessing student performance as well as to guide parents in participating in the education of their children. 't provides an invaluable decision making tool for all stakeholders in primar", pre+ and post+primar" education.

RATIONALE AND PHILOSOPHY

Introduction:
Students% performance in mathematics is a concern not onl" of Belizean educators but also of educators worldwide. ,ver the last decade research has provided information on how students learn mathematics.
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This information can inform changes to our mathematics program to improve the learning, teaching and assessment of mathematics.

What is Mathematics?
-athematics is a useful, e(citing and creative area of stud". The main purpose of learning mathematics in schools is to help students to understand and interpret their world and solve problems. .s an organized and formal field of stud", mathematics can be defined or viewed from different perspectives/ .s a human endeavor, mathematics affects and is applied to man" aspects of ever"da" life and human development in our modern societ". .s a discipline, mathematics is a broad and deep academic discipline that continues to grow in breadth and depth. .s an interdisciplinar" tool, mathematics, its language and tools, is an important component of learning in other fields and as such is considered an important and basic content area in our formal s"stem of education.

.s a sub0ect in the primar" school curriculum, math is mainl" treated as defined in 12 above3 however, an attempt is made to bring together all three of the above definitions. .t this level, instruction and assessment tend to focus on the basic skills, concepts and processes, and on solving problems re$uiring the application of these basic skills and concepts. !roblem solving, taken as a means for learning math and also as an end product of learning, involves several components/ problem posing, the presentation of problematic situations that are not clearl" defined3 mathematical modeling to help clarif" the problem to make it solvable3 use of computational or algorithmic procedures to solve a problem3 and appl"ing the mathematical solution to the real+world problematic situation to determine if the problem has been solved.

-athematics is important, not onl" for its own intrinsic value, but also as an aid to represent and solve problems in all other disciplines. The use of calculators and technolog" have both a place and a time in the primar" curriculum. Teachers must ensure a balance between lower+order knowledge and skills obtained through problem practice, and higher+order problem solving and conceptual understanding. The integration of these components and views of mathematics help students develop and strengthen their self+confidence in doing and learning mathematics. This positive attitude translates to better performance b" all learners.
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What does it mean to be mathematically literate?

-athematicall" literate students have the capacit" to identif" and understand the role that mathematics pla"s in the world, to make well+founded 0udgments and to use and engage with mathematics in wa"s that meet their needs. -athematics literac" includes/ o &onceptual understanding 4 the abilit" to understand mathematical concepts, operations and relations o !rocedural fluenc" 4 the skill to carr" out procedures fle(ibl", accuratel", efficientl" and appropriatel" o Strategic competence 4 the abilit" to formulate, represent and solve mathematical problems o .daptive reasoning 4 the capacit" for logical thought, reflection, e(planation and 0ustification o !roductive disposition 4 habitual inclination to see mathematics as sensible, useful and worthwhile, combined with a belief in diligence and one s own efficienc"

Beliefs about Mathematics and Learning:

.ll children can learn mathematics. Students are curious, active learners with individual interests, abilities and needs. The" come to classrooms with var"ing knowledge, life e(periences and backgrounds. . ke" component in successfull" developing numerac" is making connections to these backgrounds and e(periences. Students with a positive attitude towards mathematics see it both as useful and worthwhile. The" believe that the" are capable of learning, understanding and doing mathematics. The" are prepared to take risks and become involved in authentic problem solving and learn from others. 5nowledge of mathematics can help to develop desirable personal traits such as independence and discipline3 it promotes logical thinking and can help to free one from dependence on remembered procedures3 can be used in the pursuit of other sub0ect areas and as a tool to solve problems in ever"da" situations. Students e(plore and record results, anal"ze observations, make and test generalizations from patterns and reach new conclusions b" building from what is alread" known or assumed to be true. To become mathematicall" literate, there are certain fundamental principles that should guide teaching and learning/ .6 The curriculum provides a framework for the development of concepts, the interrelationships and connections among topics, and the application of mathematics to the solution of real life problems. B6 The planning for mathematical learning begins with the child and his7her level of understanding. 'nstructional decisions are based on students progress.
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&6 Students need to construct their own meaning of mathematics through active engagement that ensures that the mathematics the" learn makes sense. 86 -athematics understanding is best developed when learners encounter mathematical e(periences that proceed from the simple to the comple( and from the concrete to the abstract. 96 . range of formal and informal assessment practices help make student thinking visible. Both formal and informal assessments support student learning 4 the" monitor student learning, diagnose learning issues and determine what the" need to do ne(t to further learning. :6 The mathematics program develops mathematical thinking and reasoning skills. Students use their reasoning skills to make, test, and evaluate statements and to 0ustif" steps in mathematical procedures. #6 ;earning through problem solving is the focus of mathematics learning and teaching. !roblem solving is a powerful teaching tool that fosters multiple, creative and innovative solutions. <6 . child+centered, responsive and math focused environment with high, "et realistic e(pectations, helps students develop confidence, competencies and mathematical identities. '6 The language of mathematics is used to describe mathematical ideas. This re$uires the learning of signs, s"mbols and mathematical terms. =6 -athematical conversations and reflections are essential components of learning mathematics.

Building a Supportive Environment:

9nvironments, that create a sense of belonging, encourage risk taking and provide opportunities for success, develop and maintain positive attitudes and self+confidence amongst students. . positive learning environment respects, is sensitive to, is responsive and values the diversit" of student e(periences, cultural heritages and wa"s of thinking. &aring and trusting classroom communities emphasize a strong math focus with high, "et realistic, e(pectations. Teachers assist students in making connections to their lived e(periences and the mathematical e(periences in the classroom. Students are comfortable in taking intellectual risks, asking $uestions and posing con0ectures. Teachers need to listen carefull" to students and to guide them in the development of ideas. !robing, $uestioning and talking through an idea helps students to develop confidence in seeking solutions to problems. &reating an environment where students openl" look for and engage in finding a variet" of strategies for solving problems empowers students to e(plore alternatives and develop into confident, cognitive mathematical risk takers.

The thoughtful use of ph"sical materials is needed to foster the learning of abstract ideas. &lassrooms need to have a variet" of ph"sical materials/ stoppers, counters, geometric shapes + regular and irregular3 measuring tools3 fraction pieces etc. to motivate students in meaningful learning and to construct conceptual understanding. !h"sical models of comple( ideas assist students to visualize and make sense of abstract concepts. >ew technologies provide d"namic graphical, numerical and visual applications. These provide new opportunities to e(plore and represent math concepts and makes math more accessible and relevant to students. 9mphasis should be on varied pedagogical approaches/ problem+solving3 cooperative learning groups3 thematic3 discussion and in$uir"3 and interdisciplinar" approach+ field trips, integrated pro0ects, environmental studies. 8evelopmentall" appropriate, highl" math focused activities that provide the opportunit" to discuss, listen, read, and write will help students to clarif" their thinking and deepen their understanding of what is being studied. This means that more time will be devoted to the development of student understanding and there will be decreased emphasis on rote learning and memorization of rules and procedures and on teaching b" telling.

Learning:
8evelopmentall" appropriate math activities that challenge students in active learning allow opportunities for independent and collaborative work as students participate in problem solving and making sense of ideas. Students are provided the opportunit" to think and work $uietl" while active participation in whole class discussions provides the opportunit" to clarif" their understanding and e(poses them to broader interpretations of the ideas and different perspectives of the topics covered. ?orking in pairs or small groups help students share and clarif" their ideas as well as learn from and with others. These opportunities also provide emotional and practical support that enhance engagement, facilitate the e(change and testing of ideas, encourage higher levels of thinking, help students make con0ectures and as the" engage in mathematical argumentation and validation of ideas and concepts. &lassroom math e(periences are built upon e(isting proficiencies, interests and previous e(periences. .s students engage in mathematical tasks, the" develop ideas about the nature of mathematics and discover that the" have the capacit" to make sense of it. .s the" become proficient doers and learners of math, open+ended tasks allow for original thinking about important mathematical concepts and relationships. Students make and test con0ectures, pose problems, look for patterns and e(plore alternative solutions. Students are provided with opportunities to practice for them to improve in computational fluenc", problem solving skills and conceptual understanding. 'nvolvement in games that incorporate skill development builds fluenc" and automacit" in computation. -odeling e(ercises allow students to visualize comple( abstract concepts and build conceptual understanding. -ultiple representations
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provide connections to e(isting understanding and build conceptual understanding and computational fle(ibilit". @uestions posed b" teachers provide a powerful means for students to e(plore responses in depth. .s teachers listen to student responses, pa"ing close attention to mathematical thinking and not onl" if the answer is correct, further $uestions press for e(planations and understanding. :eedback given to students is a critical step in the teaching+learning process. :eedback should focus on the mathematical task, should e(plain what is right or wrong and wh", and describe what the student needs to do ne(t or suggest strategies for improvement. 9ffective teachers support students in creating connections between different mathematical topics, different wa"s of solving a problem, between math representations and math topics, between math and other sub0ects and between math and ever"da" e(periences. .ppl"ing math in ever"da" conte(ts allows students to see math as part of their own histories and lives, its contributions to other areas of knowledge and its value to societ".

Assessment:
The purpose of assessment is to guide teachers in planning appropriate learning activities. #ood assessment strategies align with good teaching strategies. .ssessment can occur before, during and after a lesson or unit of stud". .ssessments provide information on how students learn, seems to know, is able to do, what interests them, what is working and what is not working. &ontinuous informal assessment and observation during lessons help teachers decide what $uestions to ask, when to intervene and how to respond to $uestions students pose. .ssessment should be continuous and include more than paper and pencil tests. . variet" of strategies can be used to obtain the information about student learning. These include observations Awatch for3 listen for6, interviews, self+assessment and portfolios which can also help to provide evidence of student growth. . wide range of formal and informal assessment practices make student thinking visible and support student learning. Both formal and informal strategies are used to monitor the learning process, diagnose learning issues and determine what steps to take ne(t to further learning.

Education Partnerships:
. good education s"stem involves a variet" of stakeholders including students, parents, teachers, school administrators, the -inistr" of 9ducation and the e(tended communit" the school serves. 9ach has a role to pla" in the success of the mathematics program in Belize. Teachers have the responsibilit" to provide a supportive learning environment which engages students and encourages them to do their best. Teachers plan for students based on their individual needs and
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through continuous professional development keep informed about best practices in order to implement current and effective teaching and learning strategies. Teachers ensure safet", avoid encouraging dependenc", show genuine interest in the ideas students construct and e(press, and model the practice of evaluating ideas. . strong positive attitude, respect and value for the math and culture students bring to the classroom is critical for students to develop a strong positive identit" as math learners. 9ffective teachers clarif" e(pectations, focus thinking, challenge, and use student misconceptions and errors as natural and necessar" steps in conceptual development and use them as building blocks for building deeper understanding. #ood teachers have a sound grasp of relevant math content, know the big ideas and know how to teach it. The" can think of, model and use a variet" of e(amples and metaphors in wa"s that advance student thinking. The" can criticall" evaluate student processes, solutions, understanding and give appropriate and helpful feedback. Students come to school read" to learn. ?hen students are provided with opportunities to succeed, the" continue to build a positive attitude towards learning. Students must also reflect upon their own learning and take initiative to ask $uestions, take intellectual risks and seek support when needed. Students develop the abilit" to think, reason, communicate, reflect upon and criti$ue the math the" encounter. . wide range of classroom opportunities enhance problem solving and social skills that contribute to the holistic development of the student for productive citizenship. !arents pla" a vital role in the education of their children. This begins with a positive disposition towards mathematics and providing opportunities to involve their children in ever"da" mathematical tasks. !arents should see themselves as part of the school communit" and participate in activities that foster parent+school partnerships. .dministrators ensure that teachers have the support and resources re$uired to implement the mathematics program. .dministrators are instructional leaders and provide models of best practice. .dministrators also have a responsibilit" to provide opportunities for parents to become active members of the school communit" and guide collaborative endeavors among all staff. The -inistr" of 9ducation sets high standards for students and teachers in mathematics teaching and learning and provides support for the implementation of the program.

Organization
The mathematics curriculum is organized in five content strands from which twent" standards are derived. :or each grade level, the twent" standards are further decomposed into thirt"+five learning outcomes.

The five content strands:

The curriculum is organized around five content standards as described below. >umber and number operations/ ;earners develop an understanding of numbers, a variet" of wa"s of representing numbers, relationships among numbers, number s"stems, the meanings of operations, how the" relate to one another, the abilit" to compute fluentl" and make reasonable estimates. !atterns and relationships/ ;earners develop an understanding of patterns, relations, functions, the use of s"mbols, use mathematical models to represent and understand $uantitative relationships and anal"ze change in various conte(ts. -easurement/ ;earners develop an understanding of measurable attributes of ob0ects and the units, s"stems, processes of measurement and appl" appropriate techni$ues, tools, and formulas to determine measurements. Spatial relationships and shapes/ ;earners investigate and anal"ze characteristics and properties of two+ and three+dimensional geometric shapes, develop mathematical arguments about geometric relationships, specif" locations and describe spatial relationships using coordinates and other representational s"stems, appl" transformations and use s"mmetr" to anal"ze mathematical situations and use visualization, spatial reasoning, and geometric modeling to solve problems. 8ata handling and probabilit"/ ;earners formulate $uestions that can be addressed with data and collect, organize, and displa" relevant data to answer such $uestions, select and use appropriate statistical methods to anal"ze data, develop and evaluate inferences and predictions that are based on data and understand and appl" basic concepts of probabilit".

Processes:
'mplicit in the five content strands, twent" standards and BCD learning outcomes are five process standards. !roblem solving/ Both an outcome and a process, learners build new mathematical knowledge through problem solving, the" solve problems that arise in mathematics and in other conte(ts, appl" and adapt a variet" of appropriate strategies to solve problems and monitor and reflect on the process of mathematical problem solving.

Eeasoning and proof/ Eeasoning and proof are fundamental aspects of mathematics, learners make and investigate mathematical con0ectures, develop and evaluate mathematical arguments and proofs and select and use various t"pes of reasoning and methods of proof. &ommunication/ ;earners organize and consolidate their mathematical thinking through communication, the" communicate their mathematical thinking coherentl" and clearl" to peers, teachers, and others, the" anal"ze and evaluate the mathematical thinking and strategies of others and use the language of mathematics to e(press mathematical ideas precisel". &onnections/ ;earners recognize and use connections among mathematical ideas, the" understand how mathematical ideas interconnect and build on one another to produce a coherent whole and recognize and appl" mathematics in conte(ts outside of mathematics. Eepresentations/ ;earners create and use representations to organize, record, and communicate mathematical ideas, the" select, appl", and translate among mathematical representations to solve problems and use representations to model and interpret ph"sical, social, and mathematical phenomena.

Attitude and disposition:

.ctivel" engaged in relevant and mathematicall" focused activities, students develop a positive attitude and disposition towards mathematics and its applications. The" develop mathematical identities and intuition based on confidence that the" can make sense of mathematics and can successfull" complete the primar" mathematics program.

MN: Numbers and Number Operations

M1: Count and sequence numbers, reading and writing numbers in a variety of ways
.6 'nfant '/ -).) &ounting from D + )D count groups of objects include all six counting principles: one-to-one, stable order, cardinality, abstraction, order irrelevance, counting on

-).B &ompose and decompose numbers from ) + )D group items into given amounts with no remainder use number line or chart to sequence numbers identify number before, after, between

-).2 Eecognize meaning of zero zero as having nothing

-).F Eepresent numbers from D to )D read, write and match numerals and number names subitize

-).G Eote count sets of up to 2D ob0ects B6 'nfant ''/ -).* &ount up to )DD counting forward and backward counting by 1 s and by ! s use appropriate currency and calendar

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include all six counting principles: one-to-one, stable order, cardinality, abstraction, order irrelevance, counting on

-).H &ompose and decompose numbers up to )DD group items into given amounts with and without remainders use number line or chart to sequence numbers count forward and backward by 1 s, 1" s, ! s and # s using natural multiples

-).C Ise concept of zero to describe real-life situation

-).J Eead, write and match numerals and number names up to )DD &6 Standard '/ -).)D &ount up to )DDD start and end at any two given numbers count forward and backwards by 1$s, !$s, #$s, 1"$s and 1""$s up to 1""", start and end from any two given numbers, use natural multiples pay attention to repeating pattern give special attention to the -teens

-).)) !lace a set of consecutive and7or non+consecutive numbers in correct se$uence -).)B Eead, write and match numbers up to )DDD using numerals and words 86 Standard ''/ -).)2 &ount up to )D,DDD start and end at any two given numbers

-).)F Eead, write and match numbers up to )D,DDD using numerals and words 96 Standard '''/ -).)G Eead and write numbers up to )DD,DDD using numerals and words
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:6 Standard 'K -).)* Eead and write numbers up to ),DDD,DDD #6 Standard K -).)H Eead and write numbers up to )D,DDD,DDD <6 Standard K' -).)C Eead and write numbers up to ),DDD,DDD,DDD

M2: Use place value to understand our number system and other systems
.6 'nfant ' >7. B6 'nfant '' -B.) 8ecompose B+digit numbers into groups of )D s and ) s numeration principle use zero to show absence of 1 s express numbers using place value words

-B.B Ise place value to organize given numbers below )DD into correct se$uence &6 Standard ' -B.2 9(press numbers in usual and e(panded form up to % digits use place value to name number that is 1", 1"" more than or less than a given number recognize that every place value is 1"x bigger than the place value to the right use place value to name number that is 1" more or less than a given number

-B.F Ise place value to compare numbers

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 86 Standard ''

use inequality symbols for less than and greater than

-B.G 9(press numbers up to )D,DDD in usual and e(panded form -B.* Ise place value to se$uence a set of numbers ascending and descending order up to 1","""

96 Standard ''' -B.H 9(press numbers up to )DD,DDD in usual and e(panded form -B.C #ive the value of a number based on position &g' in (,%)1 the % has a value of %""

:6 Standard 'K -B.J Ise place value to recognize difference between two numbers &g' *,#%+ is )"" less than *,(%+ because the hundreds place values differ by )

-B.)D Ise place value to recognize the advantage of a positional number s"stem over a character based s"stem historical comparison of relevant number systems

#6 Standard K -B.)) 9(press large numbers using scientific notation -B.)B Ise place value to e(press numbers in bases other than )D use bases smaller and larger than 1"

<6 Standard K' -B.)2 9(press small numbers using scientific notation every place value is 1"x smaller than the place value to the left

-B.)F Ise place values to convert between bases

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to and from base 1" ,bases smaller and larger than base 1"between two bases other than base 1"

M3: Use and work with integers to show both size and direction
.6 'nfant ' -2.) Eecognize that the last number counted shows the amount of things in a group of ob0ects B6 'nfant '' -2.B ?ork with integers to count groups of ob0ects up to )DD &6 Standard ' -2.2 'ntroduce situations in which students use integers to indicate size 86 Standard '' -2.F 'ntroduce situations in which students encounter the concept of directed number temperature, elevation real-life situations relate to measurement when joining two groups, count on rather than recount groups of objects not exceeding %"

96 Standard ''' -2.G 9(tend number line to show negative numbers :6 Standard 'K -2.* Ise number line to se$uence directed numbers integers in ascending and descending order

-2.H Ise ob0ects 7 pictorials to represent and solve problems involving small negative integers #6 Standard K
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-2.C Ise number line to show positive and negative numbers integers, decimals and fractions

-2.J Ise negative numbers to solve problems <6 Standard K' -2.)D Ise negative numbers in the solution of word problems -2.)) Solve problems involving absolute value

M4: Work fluently with fractions and decimals

.6 'nfant ' -F.) Show whole and parts with concrete ob0ects -F.B &ompose and decompose region, shape or set of ob0ects into halves recognize that the fractional parts are equal match halves to make a whole using express a half as

1 2

B6 'nfant '' -F.2 &ompose and decompose region, shape or set of ob0ects into thirds, $uarters, fifths -F.F -atch part with s"mbol/

1 1 1 1 , , , 2 3 4 5

&6 Standard ' -F.G Ise fractions to describe parts of a whole or of a set match halves to make a whole use terms of numerator and denominator
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introduce other fractions like ,fraction and decimal forms-

2 3 2 3 4 , , , , and tenths 3 4 5 5 5

86 Standard '' -F.* &ompare and se$uence fractions and decimals use models and number line to judge size fractions with like denominators and equivalent fractions with different denominators recognize simplified form of proper fractions

-F.H 9(press decimal numbers in usual and e(panded form tenths

-F.C Eecognize e$uivalent forms of common fractions and decimals 96 Standard ''' -F.J &ompare and se$uence fractions and decimals fractions with unlike denominators decimals up to hundredths

-F.)D Eecognize e$uivalent forms of given fractions and decimals include equivalent forms of improper fractions and mixed numbers introduce percent as fraction with denominator of 1""

:6 Standard 'K -F.)) &ompare and se$uence mi(ed numbers, decimals and percents fractions with like and unlike denominators decimals up to thousandths

-F.)B ?rite e$uivalent forms of given fraction

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introduce use of ./0 1 ./2 write mixed numbers as improper fractions and vice versa reduce fractions to simplest form

-F.)2 Ise percent to represent common ever"da" situations #6 Standard K -F.)F Eecognize e$uivalent forms of decimal, fraction, percent <6 Standard K' -F.)G Solve problems involving fractions, decimals and percents

M5: Use numbers to show position or ranking

.6 'nfant ' -G.) Ise ordinal numbers to e(press order from first to tenth B6 'nfant '' -G.B Ise ordinal numbers up to thirt"+first to e(press da"s of the month &6 Standard ' -G.2 Ise ordinal numbers to e(press rankings 86 Standard '' >7. 96 Standard ''' >7. :6 Standard 'K >7. real-life situations

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#6 Standard K >7. <6 Standard K' >7.

M6: Understand meanings of number operations and how they relate to one another
.6 'nfant ' -*.) &ombine, rearrange and separate ob0ects to show addition and subtraction use L, + s"mbols

-*.B Share ob0ects into groups of B s, G s B6 'nfant '' -*.2 &omplete number sentences for addition and subtraction of similar numbers sums and1or differences up to %" use to establish relationship between addition and subtraction 1" or less objects

-*.F 8ivide collection of ob0ects into groups &6 Standard ' -*.G ?rite and complete division and multiplication sentences use to establish relationship between multiplication and division recognize division as repeated subtractions collection does not exceed #" items recognize multiplication as repeated addition

-*.* 'nvestigate factors and multiples

18

 86 Standard ''

single digit factors multiples not to exceed 1""

-*.H Ise inverse propert" of operations to complete or rewrite sentences 96 Standard ''' -*.C 9(press repeated multiplication as powers :6 Standard 'K -*.J 9(press repeated division as roots #6 Standard K -*.)D 'nvestigate associative, distributive and commutative properties <6 Standard K' >7.

M7: Compute fluently with basic operations using integers, fractions and decimals
.6 'nfant ' -H.) Ising counting to do addition and subtraction for sets of ob0ects B6 'nfant '' -H.B .dd and subtract numbers vertically and horizontally with or without the use of a table add a single digit number to a !-digit number ending in " and not greater than (" use number line to add and subtract two digit and one digit numerals up to %" include sum and difference of zero sums not to exceed 1"

19

add and subtract two !-digit numerals with and without regrouping, up to %" investigate additive identity element explore additive inverse for specific numbers

-H.2 -ultiplication &6 Standard ' -H.F .dd and subtract numbers !-digit numerals with and without regrouping add three !-digit numerals with and without regrouping in unit column add two %-digit numerals with regrouping in unit column with sum also a %-digit number subtract two %-digit numerals with regrouping from tens to units single digit by !, %, ), # write vertically and horizontally investigate multiplicative identity element explore multiplicative identity for specific numbers

-H.G -ultipl" and divide numbers 86 Standard '' -H.* .ddition and subtraction develop formal algorithm up to %-digit numbers with and without regrouping use objects 1 pictorials to show addition and subtraction of simple fractions and decimals ,concrete20

product up to !-digit numbers develop and use multiplication tables divide !-digit numbers by !, %, ), #, 1"

-H.H -ultipl" and divide whole numbers develop formal algorithm

96 Standard ''' -H.C .ddition and subtraction use formal algorithm up to #-digits develop formal algorithm for proper fractions with like denominators add and subtract decimals with and without regrouping add and subtract with negative numbers ,do concrete-

-H.J -ultiplication and division use formal algorithm with whole numbers up to #-digits develop formal algorithm for simple fractions extend formal algorithm for multiplication and division of whole numbers to decimals ,tenths-

:6 Standard 'K -H.)D .dd and subtract develop formal algorithms for working with integers, especially negative values add and subtract fractions with unlike denominators add and subtract decimals ,positive and negativeexpand powers with same base to add or subtract

-H.)) -ultipl" and divide integers, fractions and decimals -H.)B Ise ratio to compare $uantities #6 Standard K -H.)2 !erform computation which combine operations use parenthesis
21

order of operations use associative, commutative, distributive properties to simplify operations

-H.)F 'dentif" and work with ratios in real+life problem solving include working with scales, conversions, percents simplify ratios

-H.)G -ultipl" and divide using e(ponents develop formal rules to handle indices

#6 Standard K' -H.)* &ombine operations that re$uire conversions between t"pes of fractions and decimals -H.)H Solve problems involving proportions

M8: Make reasonable estimates and approximations

.6 'nfant ' -C.) -ake reasonable guess of number of ob0ects in a group B6 'nfant '' -C.B Ise benchmark numbers to estimate before counting &6 Standard ' -C.2 Ise rounding+off to the nearest tens to estimate solutions to computations 86 Standard '' -C.F Ise rounding+off to the nearest hundreds to estimate solutions to computations
22

3nswer questions like 45s it closer to 666 or to 66678

1", !#, #", 1""

answer will be close to, bigger than, smaller than

96 Standard ''' -C.G 9stimate size of fraction is about the same as, is smaller than, is bigger than

:6 Standard 'K -C.* Eound+off decimals to the nearest tenth #6 Standard K -C.H Eound+off decimals to the nearest hundredth and thousandth <6 Standard K' -C.C Ise appropriate rounding+off to record solutions to problems level of accuracy

M9: Use mental math techniques creatively

.6 'nfant ' -J.) ,ral e(ercises to develop visual counting B6 'nfant '' -J.B .dding multiples of ten &6 Standard ' -J.2 Ise variet" of techni$ues to do mental addition and subtraction &g' )%9!#:;"9*:;* ,do not write underlined part&g' ##-!+:,#"-!#-9,#-!-:!#9%:!* &g' 1+9)(:,1+9)"-9(:#+9(:;; sum not to exceed 1"" use number families

23

 86 Standard ''

&g' !)#-1+*:,!)#-1""--+*:,1)#-+"--*:+#-*:;+

-J.F 8evelop multiplication facts patterns for !-digit multiplicands with multipliers ", 1, !, %, #, (, 1"

96 Standard ''' -J.G Ise variet" of techni$ues to do mental multiplication and division move decimal point to the left or right when multiplying or dividing by 1" multiply by half and double ,&g' 1!x;:1!x%x!:%;x!:+!use multiplication facts for " - 1!

:6 Standard 'K -J.* Ise variet" of techni$ues for adding a series of small numbers re-arrange use benchmark sums ,&g' numbers that sum to multiples of 1"use rounding-off ,&g' #)+9(*:,#)+91""--!:;)+-!:;)#-

#6 Standard K -J.H Ise variet" of techni$ues to simplif" multiplication use factors ,&g' %!x;:,%"x;-9,!x;-:1*"91!:1(!multiply by reciprocal ,patterns for fractions with denominator of +, (, 11-

<6 Standard K' -J.C Ise shortcuts for multipl"ing b" specific numbers !;x11: ! <! 9 ;= ; : !*;

24

MP: Patterns and Relationships

M10: Understand and work with patterns (repeating, increasing, decreasing, and numerical)
.6 'nfant '/ -)D.) 8escribe, reproduce, e(tend, transfer and create repeating patterns use shapes, letters, colors, numbers ,1-1"-, objects, sounds, actions ,real-life-

-)D.B Sort ob0ects and shapes Ain their environment6 and describe sorting rule B6 'nfant '' -)D.2 Eecognize, describe, create and continue increasing and decreasing number patterns up to 1"" 1 attribute at a time

-)D.F 8evelop sorting rules for B+8 and 2+8 items &6 Standard ' -)D.G Eecognize, describe, create and continue increasing and decreasing number patterns 86 Standard '' -)D.* Ise tables and charts to identif", describe and represent patterns or sorting rules 96 Standard ''' -)D.H Ise representations of patterns to solve problems up to #"" include non-numerical patterns ! attributes at a time

:6 Standard 'K

25

-)D.C Ise pattern rules to predict subse$uent elementAs6 in a series or se$uence of numbers #6 Standard K -)D.J 8escribe patterns represented in graphs and series of abstract s"mbols <6 Standard K' -)D.)D 8escribe rule used to complete a pattern based on abstract s"mbols

M11: Explore number patterns to discover properties of special number groups

.6 'nfant ' -)).) Ise number patterns to identif" odd and even numbers B6 'nfant '' -)).B 'nvestigate patterns involving skip counting b" single digit numbers &6 Standard ' -)).2 9(plore patterns for special number groups 86 Standard '' -)).F 9(plore patterns for special number groups &g' perfect squares, prime and composite numbers use symbols for union and intersection &g' triangular numbers, multiples, factors use words like 4union8 and 4intersection8 when comparing sets introduce concept of universal set and compliment of a set up to 1"" use set language to describe groups of numbers use the word 4set8 when describing groups

26

-)).G 'nvestigate patterns when multipl"ing b" B, 2, G, C, )D 96 Standard ''' -)).* 'nvestigate patterns when multipl"ing b" F, *, H, J, )), )B -)).H 9(plore ;&- and <&: use >enn diagram to present multiples and factors

:6 Standard 'K -)).C 9(plore divisibilit" rules for division b" single digits -)).J 'nvestigate patterns with fractions especially sevenths, ninths, elevenths

-)).)D 'nvestigate growing, shrinking and repeating patterns involving translations #6 Standard K -)).)) 9(plore rational and irrational numbers -)).)B 'nvestigate arithmetic progressions <6 Standard K' -)).)2 -)).)F 'nvestigate number patterns based on single operations 'nvestigate geometric progressions

M12: Understand relations, functions and graphs

.6 'nfant ' -)B.) Ise a balance to describe e$ualit" and ine$ualit" B6 'nfant '' -)B.B Ise s"mbols to record e$ualit" and ine$ualit" use the equal ,:- symbol to represent equality

27

&6 Standard ' -)B.2 .nal"ze graphs of linear relations Acategories6 86 Standard '' -)B.F Ise graphs and charts to show mathematical relationships &g' arithmetic properties &g' weather trends

96 Standard ''' -)B.G Ise mathematical relationships to solve problems -)B.* 'dentif" instances of arithmetic properties and use rules in computation :6 Standard 'K -)B.H Ise graphs and charts to show variation or change over time include >enn diagrams for ! sets

#6 Standard K -)B.C Ise graphs to represent linear relationships between two variables first quadrant

<6 Standard K' -)B.J Ise a table of values to graph and interpret linear relations -)B.)D Ise graphs to investigate region represented b" an ine$ualit"

M13: Apply equations and inequalities in one variable to solve problems

.6 'nfant ' >7. B6 'nfant ''

28

>7. &6 Standard ' -)2.) Ise s"mbol or letter to represent an unknown value 86 Standard '' -)2.B Translate word statement into e(pressions using letter or s"mbol to represent unknown number 96 Standard ''' -)2.2 Ise e$uations to describe simple word problems -)2.F Ise strategies to maintain e$uivalence change subject of formula

:6 Standard 'K -)2.G Solve e$uations in one variable understand role of variable in equation whole number coefficient and solution

#6 Standard K -)2.* Ise e$uation to represent a generalization arising from some relationship -)2.H Ise an e$uation to solve a word problem -)2.C Solve e$uations with B or 2 variables &g' v9!:+, v9!9w:1", w:7

<6 Standard K' -)2.J Substitute given values to evaluate an e(pression -)2.)D Solve simple e$uations and ine$ualities

29

MM: Measurement
M14: Understand concept of measurement and measurable attributes: length, mass / weight, capacity, time, angle, temperature
.6 'nfant '/ -)F.) 9ncounter the concept of measurement as a comparison of two items with similar attribute in $uestion use concrete objects as informal units of the attribute recognize not to leave gaps between unit used

-)F.B &ompare, describe and sort ob0ects based on single measurement attribute length, height, weight, capacity, time, temperature, turn

-)F.2 'nvestigate attributes of B+8 and 2+8 items using informal measures perimeter: how many pencils are needed to go around the top of the student-desk area: how many notepad pages will it take ,without overlap- to cover the teacher s desk volume: how many match boxes can fit inside a shoe box

B6 'nfant ''

-)F.F Ise informal measures to establish generic concept for all measurements for any attribute and unit of measure, how many such units fit into another instance of the same attribute

-)F.G 8iscover the advantages of using formal units &6 Standard ' >7. 86 Standard '' >7.
30

96 Standard ''' >7. :6 Standard 'K >7. #6 Standard K >7. <6 Standard K' >7.

M15: Apply measurement systems, techniques, tools and formulas moving fluently between related units
.6 'nfant ' -)G.) 9stimate and measure lengths, heights and weights using nonstandard units place selected device end-to-end ,no gaps, no overlapsuse an equal arm balance

-)G.B 9(plore the concept of time B6 'nfant '' -)G.2 9stimate, measure, compare and record measurements lengths in inches and centimeters up to 1! inches or %" cm ,whole units recognize that 1! inches is equal to one foot
31

recognize a week as seven days and an year as 1! months use names of days and of months use a 1!-hour clock to read time on the hour

 compare inch with centimeter weight in ounces and grams up to 1; oz' or 1"" g compare ounce with gram capacity in cups and pints how many cups make a pint compare by pouring contents of one container into another time read, identify and say dates on a calendar ,date, day of the week, month,and year- in daily activity use a clock to read time to the half hour, quarter hour to or past the hour recognize that a day has !) hours and an hour has ;" minutes turn relates circle to full turn, and hands on the clock for half and quarter turns use north, south, east, west to describe turn relates half turn to straight line and quarter turn to right-angle temperature identify thermometer as instrument used to measure temperature reads scale on a thermometer compare meteorological data for temperatures of day and night -)G.F Ise standard units to measure perimeter of shapes in their environment &6 Standard ' -)G.G 9stimate, measure, compare and record measurements

32

lengths in feet, yards and meters using various instruments weight in pounds and kilograms capacity in quarts, gallons, liters time in intervals of 1 and # minutes, including digital clock, am and pm angles of ", (", 1*", %;" degrees temperature using /elsius and ?ahrenheit scales

-)G.* &onvert among units within the same s"stem length, weight, volume, time, temperature

-)G.H Ises standard units to measure area of shapes in their environment -)G.C 8erives simple formulas for perimeter of common shapes 86 Standard '' -)G.J 9stimate, measure, compare and record measures including fractional parts for metric and customar" units length, weight, volume, time, temperature

-)G.)D 9stimate and determine elapsed time given the durations of events -)G.)) -easures angle in degrees and name such angles Aacute, right, obtuse, straight, scalene6 -)G.)B &onvert measurements from one s"stem to another length, weight, volume, time, temperature

-)G.)2 8erive simple formulas for determining area of common shapes -)G.)F &alculate perimeter of irregular shapes using metric and customar" units 96 Standard ''' -)G.)G Eecognize the need for larger and smaller units of measurements length, weight, volume, time compare units used in everyday items ,packages, industry33

-)G.)* Ises angles to describe rotation and properties of shapes and figures -)G.)H Solve problems involving differences in temperature Apositive and negative6 -)G.)C &alculate area of composite and irregular shapes using metric and customar" units :6 Standard 'K -)G.)J -easure lengths, weights, volumes, time, temperature with metric and customar" units and convert among them select appropriate unit and instrument -)G.BD Solve problems involving the relationship between a )B+hour clock and a BF+hour clock -)G.B) &alculate surface area of common regular ob0ects using metric and customar" units identifying the appropriate units for the object in question

-)G.BB 8erive simple formulas for determining volume of common shapes #6 Standard K -)G.B2 &ompare and sort lengths and weights within and between metric and customar" units selecting appropriate unit for various items introduced

-)G.BF Inderstand difference and relationship between weight and mass through experiments

-)G.BG 'nvestigate how changing dimensions of a figure affect perimeter, area and volume <6 Standard K' -)G.B* Solve problems involving perimeter, area, surface area and volume

34

MS: Spatial Relationships and Shapes

M16: Discover, analyze and use characteristics and properties of two- and threedimensional geometrical shapes to identify, describe, sketch and model
.6 'nfant '/ -)*.) -anipulate, e(plore, recognize, describe concrete shapes in the environment such as s$uare, circle, rectangle and triangle Ise properties to sketch simple representations of B+8 and 2+8 figures &ompose and decompose B+8 and 2+8 figures

-)*.B -)*.2

B6 'nfant '' -)*.F Eecognize similarities, differences and relationships among shapes -)*.G -)*.* triangles and quadrilaterals

>ame and draw basic B+8 and 2+8 figures 8escribe and compare B+8 and 2+8 figures according to specific attributes length of sides, size of angles ,angle not measured, only by comparisonlength of sides, number of faces, size of angles ,angle not measured, only by comparison-

&6 Standard ' -)*.H &ompose and decompose compound shapes -)*.C -)*.J construct simple shapes with given dimensions ,lengths-

Kisualize sketches and construct 2+8 representations giving drawings of different views &onstruct simple figures from given nets

86 Standard '' -)*.)D &onstruct triangles and $uadrilaterals

35

-)*.)) &lassif" triangles based on angle sizes -)*.)B Sketch and match simple figures match figure to given net or side, bottom and top views

96 Standard ''' -)*.)2 &onstruct circles and other pol"gons -)*.)F 8escribe circle based on the attributes of center, radius, diameter -)*.)G 'dentif" arcs and sectors -)*.)* 'dentif" rotational s"mmetr" -)*.)H 8raw right+prisms parallel faces to include triangles, squares, rectangles, circles

:6 Standard 'K -)*.)C 8raw faces of 2+dimensional figures -)*.)J Sketch spheres and cones -)*.BD &onstruct p"ramids #6 Standard K -)*.B) &onstruct B+dimensional shapes from specific dimensions for sides, diagonals, diameter, radius, altitude, angles 'nvestigate relationships between interior angles and e(terior angles in a triangle Eecognize ratio between circumference and diameter of an" circle &onstruct compound 2+dimensional figures

-)*.BB -)*.B2 -)*.BF

<6 Standard K' -)*.BG 'nvestigate relationship between interior and e(terior angles of $uadrilaterals and other pol"gons -)*.B* .ppl" !"thagoras theorem to right+angle triangles

36

-)*.BH -)*.BC

'dentif" similar and congruent figures &onstruct pol"hedral using nets AB+dimensional patterns6

M17: Use representational systems (Eg. coordinate system) to give location, describe spatial relationships, and explore symmetry and transformations
.6 'nfant ' -)H.) 8escribe relative positions in the environment -)H.B -)H.2 locate and1or describe position of objects in the school yard use seating rows and column in classroom

'dentif" representations of point, line, ra", angle and plane in their environment 8raw line segments

B6 'nfant '' -)H.F Eead maps and give directions -)H.G -)H.* home to school or other places in the community differentiate between horizontal and vertical lines

Eecognize basic transformations that change an ob0ect%s position 'nvestigate lines of s"mmetr", similarit" and congruenc"

&6 Standard ' -)H.H -)H.C Ise the coordinate s"stem to specif" location 9(plore transformations -)H.J slide, flip, turn

9(plore diagonal, intersecting, parallel and perpendicular lines

86 Standard '' -)H.)D -ake and test predications regarding transformations of plane geometric shapes
37

-)H.))

!lot points using the first $uadrant of the coordinate s"stem

96 Standard ''' -)H.)B -)H.)2 Ise coordinates to find position on a globe or map :ormal transformations/ translation, reflection, rotation

:6 Standard 'K -)H.)F Ise rectangular grid and ordered pairs to plot simple shapes and investigate vertical and horizontal distance and area 'nvestigate tessellations of geometrical shapes

-)H.)G

#6 Standard K -)H.)* -)H.)H -)H.)C !lot on a rectangular grid the results of a reflection and translation !lot points on all four $uadrants of a coordinate grid 'nterpret scale drawings

<6 Standard K' -)H.)J -)H.BD !lot on a rectangular grid the results of a rotation Bisect lines and angles -)H.B) use of a @eometry Aet

.ppl" concepts, properties, and relationships of ad0acent, corresponding, vertical, alternate interior, complementar", and supplementar" angles figure out a missing angle

38

MD: Data Handling and Probability

M18: Collect, organize and display relevant data to answer questions related to real-life situations
.6 'nfant ' -)C.) #ather data from environment &g' objects, pictures through observation, counting, sorting, grouping etc'

-)C.B Ise tall" charts to record data -)C.2 Ise s"mbols to represent ob0ects using one+to+one correspondence -)C.F ,rganize and displa" data using concrete materials, columns and pictorial representations B6 'nfant '' -)C.G Ise s"mbols to represent ob0ects using one+to+man" correspondence -)C.* &ollect, record and organize data and generate simple graphs &6 Standard ' -)C.H ,rganize and displa" data using pictographs and bar graphs with scale of man"+to+one correspondence &ollect and record data and generate appropriate graphs obtain data from interviews and measurements
39

use categories for horizontal axis use surveys ,oral- to collect data use tally charts and tables to record data use bar graphs and pictographs to represent information

-)C.C

86 Standard '' -)C.J Ise diagrams and set notation to describe data sets -)C.)D differentiate between discrete and continuous data

8etermine data inclusion using simple deductive reasoning and7or basic logic use simple truth tables where appropriate

96 Standard ''' -)C.)) Ise graphs to compare two sets of data construct graphs with a variety of axes, scales and legends

-)C.)B 'dentif" data as $ualitative or $uantitative :6 Standard 'K -)C.)2 -)C.)F Eepresent data using a variet" of graphical forms Inderstand precision, accurac" and error in measurement

#6 Standard K -)C.)G &onstruct circle graphs discuss when circle graphs are appropriate

-)C.)* .ppl" Kenn diagrams to three sets <6 Standard K' -)C.)H 8etermine appropriate data displa" method for given situation -)C.)C &onstruct bo( plots -)C.)J &ollect and represent data from simple random samples

M19: Analyze, describe and summarize data using appropriate statistical methods and measures
.6 'nfant '
40

-)J.)

'nterpret information presented in picture graphs and simple column graphs

B6 'nfant '' -)J.B -)J.2 'nterpret information presented in tables, bar graphs and pictographs &ompare data from different graphs

&6 Standard ' -)J.F -)J.G Eead, interpret and answer $uestions based on graphs 8escribe characteristics like shape, peaks, distribution of data sets -)J.* use dot plots

-atch data set to chart or graph and vice versa

86 Standard '' -)J.H 'nvestigate characteristics of data sets -)J.C shape, distribution use stem and leaf graphs

'nvestigate measure of central tendenc" median, mode

96 Standard ''' -)J.J 'nvestigate measure of central tendenc" mean

-)J.)D 'nvestigate measure of dispersion range

:6 Standard 'K -)J.)) 'nterpret fre$uenc" tables, charts, and graphs -)J.)B &ompute mean, median, mode, range for a set of data

41

#6 Standard K -)J.)2 8escribe patterns in data including clusters, gaps and outliers -)J.)F 'nterpret circle graphs and Kenn diagrams <6 Standard K' -)J.)G 'nterpret data from bo(+plots Abo(+and+whisker plots6 -)J.)* Ise scatter plot to determine trend -)J.)H 8iscuss appropriateness of measures of central tendenc" -)J.)C 'nvestigate how e(tremes and other factors affect measures of central tendenc" -)J.)J 'nterpret data from simple random samples

M20: Investigate inferences and apply probability concepts in the solution of problems
.6 'nfant ' -BD.) 8escribe a trend shown on a picture or column graph

B6 'nfant '' -BD.B Ise graphs to make predictions &6 Standard ' -BD.2 -BD.F 8iscuss situations that involve chance/ certain, impossible, e$uall" likel" events Ise tables and graphs to investigate probabilit" &g' weather charts

86 Standard '' -BD.G 8o e(periments to determine simple probabilit" -BD.* use tables to represent the sample space

'nvestigate arrangements of x items from a set of n items

42

differentiate permutations and combinations

96 Standard ''' -BD.H Ise tables and Kenn diagrams to answer basic probabilit" $uestions -BD.C appl" probabilit" concepts to real+life activities and games

8erive and appl" simple formula for probabilit" express probability as a fraction between " B 1 ,inclusive-

:6 Standard 'K -BD.J Ise lists, tree diagrams, and tables to determine the possible combinations from two dis0oint sets when choosing one item from each set

-BD.)D !robabilit" of complementar" events #6 Standard K -BD.)) 8etermine probabilit" from data given in tables and graphs -BD.)B &ompare theoretical and e(perimental probabilit" in real+life situations <6 Standard K' -BD.)2 -ake predictions based on data patterns -BD.)F Ise tree+diagrams to determine probabilit" of multiple events

43

Math Program Overview

Year Number & Number Operations Inf. I
>umber sense, Sort items based counting principles on one attribute, for D + )D repeating patterns Inderstand place value up to )DD, add and subtract whole numbers Sort items based on two attributes, increasing and decreasing patterns, linear trends

Patterns and relationships

Measurement

Spatial Relationships & shapes

Data Handling & Probability

Ise informal units 8escribe shapes, to e(plore ob0ects and measurements positions 9(plore formal s"stems of measurements &ompare shapes and ob0ects based on a specific attribute, simple maps Kisualize and compose compound figures and nets &onstruct shapes, simple transformations, &artesian coordinate s"stem

#ather data, use tall" chart, one+to+ one representation Ise tables, bar charts and pictographs3 one+ to+man" representation Eead and interpret graphs, describe data sets, investigate chance &haracteristics of data sets, mode and median, simple probabilit" e(periments, permutations and combinations Ise graphs to compare data sets, mean and range, probabilit" using Kenn diagrams 'nterpret fre$uenc" tables and graphs to obtain statistical measures 8escribe patterns in data sets, circle graphs, probabilit" independent events Simple random samples, bo(+plots, scatter plots, probabilit" tree diagrams

Inf. II

Std. I

'ntegers and >umber patterns fractions, multipl" with special and divide number groups .dd and subtract simple fractions and decimals, use inverse of an operation to complete a number sentence -ultipl" and divide fractions and decimals, use powers ?ork with roots, use and simplif" ratios !roperties of binar" operations, combining operations Ise tables and charts to develop patterns for s$uare numbers, prime and composite numbers Ise patterns for problem solving, <&: and ;&-, writing e$uations Series and se$uences, solve simple e$uation in one variable .rithmetic progressions, e$uations with two variables

Ising common measuring instruments :ractional parts of measurement units, comparing units

Std. II

Std. III

Ising larger and smaller units

&onstruct circles, regular pol"gons, right prisms3 coordinates on globe Sketch spheres, cones, p"ramids3 tessellations &ompound figures, scale drawings, plot transformations Similar and congruent shapes, !"thagoras theorem, bisect lines and angles

Std. I

&onverting between metric and British s"stems Eelations between dimensions and characteristics like perimeter and area !roblems involving perimeter, area, surface area and volume

Std.

Std. I

,perations #eometric involving progressions, e(ponents, solving graph of ine$ualit" proportions

44

List of resources and manipulatives

10-frames 3-D models 5-frames algebra tiles aluminum foil aluminum pans ball large (beach ball) balloons base-10 blocks baseball basketball bottle caps bottles empty bowls brass paper fastener bristol board brown paper bags bucket plastic building blocks cardboard(poster board) clay / play doh construction paper cotton balls cotton cloth counters crayons cubes snap-on cuisenaire rods cups paper cups plastic dice dominoes double sided tape drinking straws feather food coloring ( " colors pack) fraction tower / circles / strip geoboards glitter hammer knife magnifying glass marbles (different si!es) markers measuring cup measuring spoon measuring tapes medicine dropper mirrors (small) nails (different lengths) newspapers (old) number balance nylon string /fishing line paper clips paper plates towels pattern blocks ping pong balls piper cleaners plastic wrap playing cards playing cards popsicle sticks ruler (1#$) (yrd stick) (meter rule) scissors soccer ball scotch tape shells skewers spinners spoons stones (small) string / yarn styrofoam / paper cups %tyrofoam balls tangrams tape tennis balls thread timer (second) toilet paper toothpicks toy person small typing sheet !iplock bags

elastic rubber bands (diff si!es)rope

45

Unit Plan Guide

Teacher:

Belize Math Curriculum

School: Class: Subject: Date: Duration:

Sample

Mathematics

Theme;

Unit Plan
Title Overview

n sessions of x minutes each

Give your unit a short but catchy title that will provide a clue of the Mathematics to be covered and raise interest in students. Provide a brief description of the unit. Consider the important Mathematics as well as major learning activities to be executed by students. Think of how this topic links to students' real-life experiences. What are the essential Mathematics ideas to be covered and how do these link to real-life?

Essential Question Big Idea Outcome(s) Student Readiness

List outcomes from the National Curriculum. You may want to classify them as Major, Minor or Review. What Mathematics have students previously covered that would be essential for success in this unit. What are the per-requisite skills that students do not yet have. Consider the experiences and likes of the students that would help plan interesting and interactive activities.

Culminating Assessment Cerformance 1 Croduct: <ow will students provide evidence of learningM ?hat final product or pro0ect can best allow students to povide evidence what is covered in this unit. Unit Introduction This is the first lesson of the unit. Special consideration is re$uired to ma(imize the success of the other lessons. Student interest must be captured at this initial stage if it will carr" throughout the entire unit. &onsider a special activit" of interest to students that will also give real meaning to the -athematics ideas to be covered. Unit Implementation Summary (by lessons)

Acoring @uide 1 Dubric: <ow will the final pro0ect be gradedM 8evelop a scoring guide or rubric. Thinking of the final assessment at this stage of the unit plan can allow for better alignment between the ob0ectives, instructional activities and assessment. Content Specific Notes: ?hat specific -athematics content is essential in this unit. &onsider ma0or concepts, principles, processes, definitions, rules, formulas etc.

SubTopics

#
)

Instructional Activities

Concepts Specific Content

Assessment Activities

'nclude sub+ topics

;ist ma0or instructional activities, tasks or

;ist essential -athematics concepts, principles,

;ist ma0or assessment activities

Critical Resource s Eesource s that need to

Accommodations Differentiation

!ossible alternatives for students with

46

or list of outcomes covered in this lesson.

B

problems student will e(plore.

processes, content.

for this lesson 4 formal and7or informal.

be obtained or produced .

certain needs or re$uirements.

Linkages: ;inks the -athematics students have covered and are "et to cover and the linkages between them. ;inks other content areas and real+life e(periences of the students and their inter+relationships. Unit E aluation: Clan: <ow will "ou evaluate this unitM ?hat data would be useful to collect, when, how and from whomM 2ata: Space to record data during the unit implementation. 3nalysis: Space for reflective evaluation after unit implementation.

Lesson ! of n " er ie#/ Brief description of the lesson. "b$ecti es/ ;ist specific behaviors students will e(hibit as a result of participating in this lesson. Acti ities/ ;ist all ma0or activities to be carried out throughout the lesson. 'nclude essential $uestions that students need to answer. %aterials/ ;ist of items not normall" found in the classroom. E&tensions ' %odifications/ ?a"s to involve all students in meaningful learning activities or for groups that ma" finish earl". Assessment/ ?hat student behaviors do "ou want to look for that will indicate that the" are understanding or that learning is going in the right direction. Assignment/ .ctivities to reinforce new learning. Notes/ ;esson notes.

Lesson ( of n . . .

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Lesson Plan Guide

-eac+er:
)eli*e %at+ Curriculum

Sc+ool: Class: Sub$ect: .ate: .uration: ( minutes ;esson 1 NNN of NNN -athematics Unit3

Sample

Lesson ,lan

-itle

#ive "our lesson a short title that is indicative of the math but at the same time is catch" and provides motivation for students. !rovide a brief description of the lesson. &onsider the important math and activities covered. State the behavior or behaviors that students are e(pected to e(hibit as a conse$uence of participating in this lesson. /ey 0ocabulary: Iseful link to ;anguage .rts and other content areas. Teacher Support &onsider how "ou will support student learning3 including hints to provide and $uestions to ask. .s "ou observe students at work, what t"pes of behaviors do "ou want to see students e(hibitM

" er ie# "b$ecti e

Acti ities

Student-Centered ?hat are the students doing during the lessonM

The following is a three stage lesson plan guide/ )efore .6 (& min) The first stage is teacher directed and ma" be designed to meet the following three related agendas/ A) Get students mentally prepared by either: Aa6 .ctivating specific prior knowledge that ma" be useful for completing the ob0ectives of this lesson, or Ab6 8o a simple version of the task that students are e(pected to complete, or Ac6 &arr" out some estimations or mental computations when the aim of the lesson is to develop a computational procedure. B6 Be sure students understand the problem or task the" are to complete during the lesson. .nal"ze the task to anticipate different approaches, misinterpretations and misconceptions. .sk $uestions to clarif" understanding.

Based on student previous knowledge, what components of the lesson might be of particular difficult" to students or to individualsM

?hat common errors might "ou look for to correct or even tr" to preventM

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&6 9stablish clear e(pectations about how students are e(pected to work and what the" are e(pected to do in the third stage of the lesson Aoral presentation, written solution, defend steps, class discussion etc.6. .uring (& min) B6 'n the second stage, students focus on the main activit", task or problem in the lesson. .llow students a time to work without too much guidance. <owever, listen activel" to find out how students are thinking. !rovide appropriate hints where necessar". <ave read" worthwhile e(tensions for students who finish $uickl". 'n the third stage, students work as a communit" of learners, discussing, 0ustif"ing and challenging various solutions. 'ndividual and collective reflection opportunities provide for learning from the ideas the" had previousl" e(plored. ;isten activel" without evaluation and promote a mathematical communit" of learners where reasoning and logic provide the basis for whether ideas and solutions make sense or not.

&onsider positive classroom management techni$ues and issues that ma" arise.

After &6 (& min)

>ote/ 5t may be possible that these three stages cycle more than once in one session or that they stretch over more than one session' 'n the final minute of the lesson, the teacher summarizes the main ideas or -athematics that was learnt in this lesson. .fter the ?rap Ip, the teacher identifies the idea, task or problem that will be e(plored in the ne(t lesson to follow. Assignment: ?hat can students do to strengthen the new learning or be better prepared for tomorrow s lessonM !ormal: ?ill an" planned assessment be carried out during this lessonM Technolog" se: &onsider how technolog" Aincluding calculators6 can be utilized to enhance this learning in this lesson.

1rap Up

1+at Ne&t

Assessment

Check for nderstanding: ?hat behaviors would students e(hibit that inform "ou that the" are understanding, thinking in the desired direction and generating the appropriate mathematical learning. ?hat critical resources are needed for this lesson which would normall" not be found in the classroomM

2esources ' %aterials

E aluation

Ehings that worked very well: Ehings that did not work well: Ehings to change 1 improve:

Fther ideas to keep in mind:

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Mathematics Glossary
absolute value + the absolute value of a number is the distance the number is from zero benchmark number + a number that helps one understand the size or amount of a different number bo( plot or bo(+and+whisker diagram or plot + graphic representation of a distribution b" a rectangle, the ends of which mark the ma(imum and minimum values, and in which the median and first and third $uartiles are marked b" lines parallel to the ends3 eg.

&artesian coordinates 4 also referred as 0ust coordinates refers to the A(, "6 values from the &artesian &oordinate S"stem also referred to as 0ust coordinate grid or rectangular grid common decimals 4 decimals students would regularl" work with3 eg. D.), D.BG, D.G common fractions 4 fractions students would regularl" work with3 eg. 1 1 2 , , 2 4 5

common shapes 4 basic shapes students would regularl" work with3 eg. triangle, s$uare, rectangle, circle compose 4 used with numbers, shapes and figures refers to putting two or more parts together to make a whole composite shapes 4 a shape made b" putting together, without overlap, two or more basic shapes congruent shapes 4 two shapes that are e$ual in size and shape3 can also refer to line segments and angles counting principles abstraction 4 all counting principles can be applied to an" collection of ob0ects, whether tangible or not cardinalit" + the number name allocated to the final ob0ect in a collection represents the number of items in that collection counting on + to count items b" starting from a previousl" known amount

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one+to+one + assigning of one, and onl" one, distinct counting word to each of the items to be counted order irrelevance + the order in which items are counted is irrelevant stable order + means knowing that the list of words used must be in a repeatable order customar" units 4 for Belize, the 'mperial or 9nglish s"stem of measures decompose 4 applied to numbers, shapes or figures, means to break down into parts directed numbers 4 see 'ntegers dis0oint sets 4 two sets that have no elements in common e$uivalent form 4 applied to fractions, decimals or percents, two numbers that have the same value3 eg. 1 5 = =0.5 =50 % 2 10 e(panded form + a wa" to write a number that shows the sum of values of each digit of a number e(perimental probabilit" + the ratio of the number of times an event occurs to the total number of trials or times the activit" is performed figures 4 2+8 ob0ects3 eg. cube, p"ramid, sphere, cone, right prism, c"linder formal algorithm 4 the widel" accepted method or series of steps used in carr"ing out a computation formal units 4 widel" accepted s"stem of measurement3 'mperial s"stem or metric s"stem informal measures 4 measurements obtained b" using invented or ever"da" items as the base unit integers 4 a number with no fractional parts including the counting numbers, zero and the negative of the counting numbers3 OP, +2, +B, +), D, ), B, 2, ...Q irregular shape 4 a pol"gon that does not have all side e$ual and all angles e$ual multiplication facts 4 the set of multiplication problems created b" single digit numbers3 11 to 9 9 net + a two+dimensional pattern of a three+dimensional figure that can be folded to form the figure number families 4 applied to addition 7 subtraction or multiplication 7 division, are three numbers that form a number sentence number sentence + an e$uation or ine$ualit" e(pressed using numbers and common s"mbols3 eg. 2 L H R )D

51

numeration principle 4 refers to a positional place value s"stem regular shape 4 a pol"gon that has all sides e$ual and all angles e$ual relative position 4 a point defined with reference to another position3 the distance from an identified reference point right prism 4 a solid with two congruent parallel faces, called the base, where an" cross section parallel to those faces is congruent to them and the lateral faces, that are rectangles, are perpendicular to either base scatter plot + a graph of plotted points, on the &artesian grid, that show the relationship between two sets of data3 eg.

scientific notation + a method of writing or displa"ing numbers in terms of a decimal number between ) and )D multiplied b" a power of )D3 the scientific notation of )D,FJB, for e(ample, is ).DFJB S )DF 3 also called standard form or e(ponential notation similarit" 4 having the same shape but of different size simple random sample 4 a subset of a population in which each member has an e$ual probabilit" of being chosen3 meant to be an unbiased representation of a group standard form 4 see scientific notation standard units 4 units commonl" used for a particular $uantit" stem and leaf plot + a plot or graphical representation of $uantitative data where each data value is split into a TleafT Ausuall" the last digit6 and a TstemT Athe other digits63 eg. T2BT would be split into T2T Astem6 and TBT Aleaf6

52

subitize 4 to perceive at a glance the number of the items presented based on their arrangement and without counting the ma(imum number tessellations 4 a pattern made of identical shapes Acould be more than one63 the shapes must fit together without an" gaps and the shapes should not overlap theoretical probabilit" + the probabilit" that a certain outcome will occur, as determined through reasoning or calculation tree diagram 4 a graphical representation with branches that shows all the possible outcomes in probabilit"3 eg.

triangular number + number of ob0ects that can form an e$uilateral triangle, eg.

usual form 4 refers to writing numbers as a numeral using a base+)D numeration s"stem3 eg. )D,FH2

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Useful Websites
.L -ath Site Uhttp/77www.aplusmath.com7V .ll -ath ?eb Site Uhttp/77www.allmath.com7V &enter for 'nnovation in -athematics Teaching Uhttp/77www.cimt.pl"mouth.ac.uk7V :ree ,nline -ath #ames Uhttp/77www.math+pla".com7inde(.htmlV 'lluminations resources for teaching math Uhttp/77illuminations.nctm.org7V 'nteractive -ath Site Uhttp/77www.coolmath.com7V 5han .cadem" Uhttp/77www.khanacadem".org7V -ath e(planations, problems and games Uhttp/77www.aaamath.com7V -ath !la"ground Uhttp/77www.mathpla"ground.com7V -ath !rofessional 8evelopment ?iki Uhttp/77mathprofessionaldevelopment.wikispaces.com7V -athSphere free printable resources Uhttp/77www.mathsphere.co.uk7resources7V >ational ;ibrar" of Kirtual -anipulatives Uhttp/77nlvm.usu.edu7en7nav7vlibrar".htmlV >&T- &alculation >ation Uhttp/77calculationnation.nctm.org7V >&T- -ath site for families Uhttp/77www.figurethis.org7inde(.htmlV >umber games online for kids Uhttp/77www.funbrain.com7numbers.htmlV >umerac" from BB& Uhttp/77www.bbc.co.uk7schools7websites7FN))7site7numerac".shtmlV ,nline #ames, activities and teacher resources Uhttp/77www.game$uarium.org7V Teaching and learning resources Uhttp/77www.teachingandlearningresources.co.uk7V Teaching 'deas Uhttp/77www.teachingideas.co.uk7maths7contents.htm1V The -ath :orum Uhttp/77mathforum.org7V The ?orld of -ath ,nline Uhttp/77www.math.com7V Kisual -ath ;earning Uhttp/77www.visualmathlearning.com7V
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