Mathematics Syllabus



|Deighton Griffith School |

|Mathematics Syllabus |

|First Years |

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|Adapted from Levels 1 & 2 Syllabuses MOE |

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|Selah |

|8/22/2012 |

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Discipline Guarantees Success

TERM I : LEVEL 1 – Two periods

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

| | | | | |

|THE | | | | |

|CALCULATOR |Use the memory to store and retrieve data |Explore number sequences and number patterns. | | |

| | | | | |

| |Clear the contents of the memory |For example: | | |

| | |Determine the squares of the numbers: | | |

| |Explore number concepts and patterns |20, 30, 40, 50, 60, 80, 90. What relationship do you see? | | |

| | | | | |

| |Solve problems involving repeated operations | | | |

| | |Complete the following and add the digits in the answers. What do you notice? How far does | | |

| |Check the results of computations performed |the pattern continue? | | |

| | |1 x 9 = 9 (0 + 9) | | |

| | |2 x 9 = 18 ( 1 + 8 ) | | |

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LEVEL 1 –Two periods

LEVEL 1 - Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

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|NUMBER THEORY |Pupils should be able to: | | | |

| | | | | |

| |Trace the development of numbers in the |Create a chart which compares the Babylonian, Egyptian, Hindu, Mayan, Roman and Arabic |Charts |The Internet |

| |Babylonian, Roman, Egyptian, Hindu, Mayan and |systems showing the numerals one to ten. | | |

| |Arabic systems | | |Encyclopedia |

| | | | | |

| |Read and write numbers using the numerals in the |Compile a booklet entitled: “The History of Numbers”. | |History Books |

| |early number systems | |Booklets | |

| | | | |Card |

| |Read and write numbers in the decimal system | | | |

| | |Using any of the early number systems: |Clocks |Coloured crayons |

| | | | | |

| | |- Create codes |Calendars | |

| | |- Construct calendars | | |

| |Distinguish between natural and whole numbers |- Create clock faces | | |

| | | | | |

| |Classify numbers as odd/even | | | |

| | | | | |

| |Determine the value and place value of a digit in| | | |

| |a given decimal number | | | |

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LEVEL 1 – Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

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|NUMBER THEORY |Compare and order numbers | | | |

| | | | | |

| |Identify and use prime and composite numbers, |Complete Eratosthenes’ sieve. |Display of sieves |Coloured crayons |

| |factors and multiples | | | |

| | | | |Card |

| |Express a given number as a product of prime |Complete factor tables for numbers up to 50. | | |

| |factors | |Factor tables |Calculators |

| | |Complete tree diagrams showing factors and multiples of given numbers. | | |

| |Determine the LCM of two numbers | | | |

| | |Using two dice obtain a variety of two digit numbers. Identify all the factors of the |Tree diagrams | |

| |Determine the HCF of two numbers |numbers “thrown”. | | |

| | | | |Dice |

| |State and apply the commutative and associative |Select car numbers and identify the factors of the numbers chosen | | |

| |laws to addition and multiplication | | | |

| | | | | |

| |State the identity elements under addition and | | |Car license plates |

| |multiplication | | | |

| | | | | |

| |Build sequences in | | | |

| |ascending and descending order | | | |

| | | | | |

| | |Use figures to show sequential changes in orientation and composition. | | |

| | | |Pen and paper test |Pictures |

| | |( ( ( ( ( ..…… …….. | | |

| | | | |Shapes |

| | | |Observation | |

LEVEL 2 – Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

| |Pupils should be able to: | | | |

|NUMBER THEORY | | |Problem solving | |

| |State the distributive law |Use the distributive law to solve problems such as: | | |

| | | | | |

| |State and apply the distributive law with |50 x 103 | | |

| |respect to addition and multiplication of |= 50 x (100 + 3) | | |

| |numbers |= 50 x 100 + 50 x 3 | | |

| | | | | |

| |Build number sequences using whole numbers, | | | |

| |square numbers, triangular numbers, fractions |Use beads/buttons to build up patterns representing number sequences. For example for the |Illustration of completed patter ns |Beads |

| |and decimals in ascending and descending order |triangle numbers: | | |

| | | |Completion of number sequences |Buttons |

| | |First: * and * | | |

| | |* * | |Counters |

| | | |Worksheets | |

| | |Then: * * | | |

| | |* * * * |Pen and paper tests | |

| | |* * * * * * | | |

| |Add and subtract integers |* * * * | | |

|COMPUTATION | | |Number Lines | |

| | | | | |

|Basic Operations |Multiply and divide integers |The students make number lines using | |Calculators |

| | |cards. The number lines are used to explore the addition of positive and negative numbers. | | |

| | | | |Card |

| |Represent inequalities on a number line |Complete and develop magic squares, cross word puzzles and other number puzzles. | | |

| | | | |Rulers |

| | | | | |

| | | | |Markers |

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

| | | | | |

|Basic Operations |Pupils should be able to: | | | |

| |Add and subtract whole numbers | | | |

| | |Complete magic squares |Pen and paper tests |Puzzles |

| |Multiply and divide whole numbers | | | |

| | |Develop magic squares |Magic Squares |Calculators |

| |Add and subtract decimal numbers | | | |

| | | | | |

| |Multiply and divide decimal numbers by whole|Complete cross word puzzles and other number puzzles |Completed puzzles |Games |

| |numbers | | | |

| | |Fill in the missing numbers: | | |

| |Multiply and divide decimal numbers by | | | |

| |decimal numbers | | | |

| | | | | |

| | | | | |

| | |= | | |

| | |134 | | |

| |Identify and compare fractional parts | | | |

| | |+ | | |

| |Illustrate given fractions of a whole | | | |

| | |- | | |

|Fractions |Read and write fractions | | |Charts, fruits |

| | |+ | | |

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| | |149 | | |

| | |- | | |

| | | | | |

| | |= | | |

| | |46 | | |

| | | | | |

| | |= | | |

| | | | | |

| | |= | | |

| | | | | |

| | |= | | |

| | | | | |

| | | | | |

| | |+ | | |

| | |15 | | |

| | |= | | |

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| | |Play appropriate number games such as Snakes and Ladders and Ludo. | | |

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LEVEL 1 – Two weeks

LEVEL 1 & 2 - Three weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

|COMPUTATION |Describe fractions as common, improper or |Use a map of Barbados to show the fraction of students in the class that live in the various |Completed maps | |

|Fractions |mixed |parishes. | | |

| | |For example – St Peter - ¼ and St Philip - ½ | |Maps of Barbados |

| |Convert improper fractions to mixed numbers | | | |

| |and vice versa |Students will use cricket score sheets to calculate the fraction of the total runs scored by |Written reports |Coloured crayons |

| | |particular batsmen. Use the results to write a report of the team’s performance. | | |

| |Calculate equivalent fractions | | |Score sheets |

| | | | | |

| |Add and subtract fractions | | |Word Processor |

| | |Use of diagrams to demonstrate combination of shapes to simulate addition of fractions. | | |

| |Multiply and divide fractions | | |Calculators |

| | | | | |

| |Determine fractions of a given quantity | | |Charts |

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| |Explain the concept of ratio | | | |

| | |Modify recipes to cater to smaller/larger numbers | | |

| |Express a ratio as a fraction and vice versa| | | |

| | |After a class quiz, the teacher awards sweets/marbles to the first three places in the ratio |Rewritten recipes |Recipes |

|Ratio and Proportion |Share a quantity using ratio |5:3:1. The teacher asks selected students to determine the number of items for each winner. | | |

| | | |Pen and paper exercises |Marbles |

| |Differentiate between direct and indirect |Solve problems such as: | | |

| |proportion |In a class there are 2 boys for 3every three girls. If there are 12 boys in the class, how many | |Sweets |

| | |girls are there? | | |

| |Perform calculations involving proportions | | | |

| | |Six apples cost $3.50. What is the price of twenty-four apples? | | |

| | | | | |

| | |Twenty pounds of rice feeds a dog for 30 days. How long will it take six dogs to eat the same | | |

| | |amount of rice? | | |

TERM II: LEVEL 1 - Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

| | | | | |

|Percentages |Understand the concept of a percentage |Use newspaper advertisements to compare the prices of items before and after discount. |Worksheets |Newspapers |

| | | | | |

| |Express percentages as fractions and vice versa|Create a large pictograph showing the percentage of students who travel to school by bus, car, | |Calculators |

| | |walking, bicycle. |Pictographs | |

| | |Display the pictograph in the classroom. | | |

| |Express percentages as decimals and vice versa | | |Card |

| | | | | |

| |Calculate the percentage of a given quantity | | |Coloured crayons |

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| | | | | |

| |Express one number as a percentage of another | | | |

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| | |Students will use scores from tests in various subjects to compare their performance s. Example: | | |

| |Determine the whole when a percentage is known |Mary scored 15 out of 20 in Science and 15 out of 25 in Mathematics. In which subject did she |Completed calculations |School records |

| | |score a higher percentage? | | |

| | | |Written reports on student |Card |

| |Increase/decrease a number by a given | |performance | |

| |percentage | | |Paper |

| | | | | |

| |Solve problems involving percentages |Investigate the interest rates charged by various banks and co-operative societies. | | |

| | |Determine the most profitable way | | |

| | |of investing money and share the findings with the class |Flyers |Newspapers |

| | |Prepare a flyer comparing the rates | | |

| | |Create and advertisement for a selected savings program. |Advertisements |Bank data and information |

| | | | |Card |

| | | | |Markers |

| | | |Oral presentations |Desktop Publisher |

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LEVEL 2 – Three weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

|Approximation |Give an acceptable estimate for a quantity of |Estimate the number of persons who will fill a room, a stadium stand and so on. | | |

| |items | | | |

| | |Over a five-week period, collect data on the weekly attendance of the students in Year 1. | | |

| |Express a given number to the nearest whole |Round off the numbers to the nearest ten and show the results on a bar graph. | | |

| |number | | | |

| | | | | |

| |Express a given number to the nearest ten, | | | |

| |hundred, thousand | | | |

| | | | | |

| |Express a given number to a stated number of | | | |

| |decimal places | | | |

| | | | | |

| | |Students calculate distances around familiar objects and printed shapes. | | |

|MEASUREMENT |Derive distance around an object or shape | | | |

|Perimeter | |Students will trace given shapes onto squared paper and determine the dimensions of each | | |

| | |shape, including an estimate of the area by covered by the shape. | | |

| |Derive and use the formulae for finding the | | | |

|Area |area of the rectangle, triangle and |Using the dimensions and the estimated area, the students will derive a formula for |Completed diagrams |Squared paper |

| |parallelogram. |calculating area. | | |

| | | | |Rulers |

| |Determine the total surface area of cubes and | | | |

| |cuboids |Each student will determine the time that elapses between waking and arriving at school. |Calculated formulae |Calculators |

| | | | | |

| |Calculate time, speed or distance, given two of|A chart will be prepared showing the address of the student, the time taken and a suggested | | |

| |the variables |schedule to ensure that each | | |

|Time |Solve problems with 24-hr clock. |Student arrives at school on time. |Calculations of time |Card |

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| | | |Charts | |

| | | | |Makers |

| | | |Schedules | |

| | | | |Maps of Barbados |

LEVEL 2 – Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

| |Pupils should be able to: | | | |

|CONSUMER ARITHMETIC | | | | |

| |Calculate the discount when expressed as a |Compare the cost of various vehicles sold | | |

| |percentage |Via the Internet and (ii) by local | |Internet |

| | |card dealers. | | |

| |Define percentage profit and percentage loss | | | |

| | |Determine the profit made by the dealers. | |Brochures from car dealers |

| |Calculate the percentage profit or loss given | | | |

| |the cost price and the selling price |Prepare a report highlighting the most economical method of purchasing a vehicle and the | |Word processor |

| | |advantages/disadvantages of purchasing locally or online. |Oral and written report on findings | |

| |Calculate the selling price given the cost | | | |

| |price and the profit/loss as a percentage |Compare the prices of airline tickets to a selected destination at various times of the week | | |

| | |(weekday vs. weekend) and different times of the year. |Travel Itineraries |Brochures from travel agencies |

| |Calculate the cost price of an item including | | | |

| |the sales tax |Plan a trip for the class to at least three Caribbean destinations. | | |

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| | | |Oral presentations | |

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| |Define the terms wages, minimum wage, hourly | | |Information from selected supermarkets |

| |rate, overtime, piecework, salaries, |The students investigate and compare the | | |

| |commission, allowances, income tax |Wages that may be earned from employment as check out persons at a number of supermarkets. |Discussion |Temporary employment |

| | |Discuss the options of working for a fix salary or a | | |

| | |Salary with tips/commission. | | |

LEVEL 2 – Three weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

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|Consumer Arithmetic |Perform simple calculations involving salaries,| | | |

| |wages and taxes | | | |

| | | | | |

| |Calculate the commission due on a given salary | | | |

| | | |Worksheets |Newspapers |

| |Calculate the Hire Purchase price of an article| | | |

| | | |Discussion |Flyers |

| |Compare the prices of items bought for cash or |Use newspaper advertisements and flyers to calculate the difference in cost of items bought | | |

| |on hire purchase |cash or on hire purchase. | | |

| | | | | |

| |Draw pie charts, bar charts and line graphs for|Identify the advantages/disadvantages of purchasing items on cash versus hire purchase. | | |

| |given data | | | |

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|STATISTICS |Determine the experimental probability for |Collect data from immediate environment and create a frequency table | | |

| |simple exercises | |Charts and tables created | |

| | |Toss a coin 25 times and note the number of times that it lands on heads or tails | | |

| |Make predictions based on experimental | | | |

| |probability | |Estimation of probabilities |Coins |

| | |Repeat exercise tossing the coin 50 times and then 100 times. Note the results. Estimate | | |

| | |the probability of throwing a head/tail. |Worksheets | |

| | | | | |

| | |Throw a die 100 times and create a table showing the numbers seen on the face of the die at |Pen and paper tests |Dice |

| | |each throw. | | |

| | | | |Card |

TERM III: LEVEL 2 – Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

| |Pupils should be able to: | | | |

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|GEOMETRY |Identify and describe complementary, supplementary |Draw a number of quadrilaterals on paper. |Charts showing properties |Squared paper |

| |and vertically opposite angles |Measure the lengths, sides, diagonals and angles. | | |

| | | | |Rulers |

| |Classify quadrilaterals as rectangle, square, | | | |

| |parallelogram, rhombus, kite or trapezium |Write down at least three properties for each quadrilateral. Create a chart with | |Cards |

| | |the quadrilaterals and their respective properties. | | |

| |Identify the properties of various types of | | |Markers |

| |quadrilaterals | | | |

| | | | | |

| |Draw the net of a given solid | | | |

| | | | | |

| |Classify solids as pyramids, cones, prisms , | | | |

| |cylinders, and spheres |Given a set of nets, determine the correct net that should be used to create a | | |

| | |given solid. |Completed solids |Nets of solids |

| |Define the terms reflection, axis or reflection, | | | |

| |mirror line, | | | |

| |Image and object |Use mirrors to observe reflections for shapes and points. |Completed diagrams |Mirrors |

| | | | | |

| | | | |Rulers |

| |Reflect points, lines and plane figures in a given | | | |

| |line |Complete objects given part of the object and the line of symmetry or line of | |Squared paper |

| | |reflection. | | |

| | | |Worksheets | |

LEVEL 2 – Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

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|SET THEORY |Pupils should be able to: | | | |

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| |Determine the number of elements in a set |Solve problems of the type: |Pen and paper tests | |

| | | | | |

| |Identify the union of two sets |A = {2, 3, 4, 5, 6, 7, 8} | | |

| | |B = {4, 6, 8, 10} |Worksheets | |

| |List the subjects of a given set | | | |

| | |Show this information in a Venn diagram. |Venn diagrams | |

| |Determine the complement of a given set |List all of the elements which are in either set A or set B. | | |

| | |List the elements that are in both set A and B. | | |

| |Identify finite and infinite sets |List the elements that ate in neither set A or B. | | |

| | |Sets P, Q and R are defined as: | | |

| |Distinguish between equivalent and equal sets | | | |

| | |P = (students who live in St. Michael) |Worksheets | |

| |Identify equivalent and equal sets | | | |

| | |Q = (students who wear glasses) |Pen and paper tests | |

| |Illustrate a subset of a given | | | |

| |Set using Venn diagram |Determine the members of each set. | | |

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| | | | | |

| | | | |Data on students in the class |

( LEVEL 2 – Two weeks

|TOPIC |OBJECTIVE |SUGGESTED ACTIVITIES |ASSESSMENT |RESOURCES |

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|RELATIONS, FUNCTIONS AND GRAPHS |Pupils should be able to: | | | |

| | | | | |

| |Identify a mapping as one-one, one-many, many-one or |Describe the motion of an object given the distance-time graph, noting: | | |

| |many-many |Speed’ | | |

| | |Periods of rest |Pen and paper tests |Graphs |

| |Interpret the information given in a distance-time graph |Starting point | | |

| | |Total distance |Worksheets |Calculators |

| | |Average speed | | |

|ALGEBRA | | | | |

| |Simplify expressions using the distributive law and |Complete exercise such as: | | |

| |factorising | | | |

| | | | | |

| |Calculate simple binary operations |If a * b = 2a + b, determine the value of 3 * 5 and | | |

| | |5 * 3. | | |

| | | | | |

| |Solve simple algebraic equations in one unknown |Use balance scales to solve equations. | | |

| | | |Pen and paper tests |Worksheets |

| |Solve simple algebraic inequalities in one unknown | | | |

| | |Use number machines to solve simple linear equations. | | |

| |Simplify simple algebraic fractions | | | |

| | | | | |

| |Add and subtract simple algebraic fractions | |Worksheets |Balance scales |

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| | | | | |

| | | |Completed number machines | |

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GLOSSARY OF TERMS

Glossary of Terms

Associative A binary operation is said to be associative if, when it is being applied repetitively, the result does not depend on how the pairs are grouped.

Example: Addition is associative since 1 + 2 + 3 = (1 + 2) + 3 = 1 + (2 + 3).

Capacity A measure of the three dimensional space that refers to the amount that can be contained or held in an object.

Commutative A binary operation where the order of operating on the two objects does not matter.

Example: 3 + 5 = 5 + 3

Cost price The price paid for an item by someone who later sells it.

Distributive This law describes how two operators may be used together when linked in a particular way.

Example: The distributive law of arithmetic says that multiplication is distributed over addition

as in a x (b + c) = a x b + a x c

Domain In a relation, the domain is the set that the mapping is coming FROM.

Identity The identity is a number that when combined (by an operation) with a second number, produces a result which is equal to the second number.

Inverse The inverse of an operation is a second operation which reverses the result of the first.

Example: addition is the inverse operation of subtraction.

Mean The mean of a set of data is the numerical value found by adding together all the values of the data and dividing by how many pieces of data there are.

Median The median value of a set of data is the numerical value of the set of data in the middle of the set, after arranging the set in order of size.

Mode The mode of a set of data is that data which is found the most often.

Probability The probability of an event is a measure of how likely the outcome is. Theoretical probability is calculated using the fraction: Number of ways that the outcome can happen

Number of all possible outcomes which can be obtained

Profit The money gained from the sale of an item. The difference between the cost price and selling price, when the selling price is more.

Proportion The relationship between two quantities. When there is a direct proportion, an increase in one quantity will result in an increase in the other quantity. With indirect proportion, an increase in one quantity will result in a decrease in the second quantity.

Quadrilateral A polygon with four edges.

Range The range of a mapping is made up of those elements in the set that is mapped TO that are actually used in the mapping.

Ratio A comparison of two or more quantities.

Example: the ratio of boys to girls was 2 to 3, meaning that for every two boys there were three girls.

Selling price The price that an item is sold for by someone who bought it.

Statistics The collection, display and analysis of data.

Volume A measure of the three dimensional space that refers to the space occupied by an object.

Adapted from Ministry of Education Levels 1 & 2 syllabuses

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