Years 1 & 2

[Pages:68]Maths Guide for Lower Primary

Years 1 & 2

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Foreword

The Ministry of Education, Heritage and Arts is committed to providing Quality Education for all Fijians. In this endeavour, the Ministry embarked on a comprehensive reform program consisting of four pillars, (i) Teacher delivery of education, (ii) Curriculum revision and upgrading, (iii) Infrastructure upgrading; and (iv) Encouraging Parental Engagement. Work on Pillars (i) and (ii) is led by feedback from stakeholders on the overall quality of the educational product that we have produced out of our school system.

An issue that has been bothering our Ministry for some time is poor numeracy standards of the children in our school system. It is in this regard that our Ministry has been working closely with Access to Quality Education Program (AQEP) to examine strategies for delivery as well as improving content for improving the numeracy outcomes of all children. It is vital that children in the early years of school learn the foundational skills of numeracy. They need to know and understand numbers and numeration in order to efficiently complete maths operations by the time they leave Year 4.

Following the Maths Guide for Lower Primary has proven to be successful in improving children's numeracy skills. The Maths Guide for Lower Primary is aligned to the syllabus and provides practical and interesting strategies for teachers to use in the classroom. Maths lessons should use manipulatives so that children are actively engaged in learning maths concepts.

This Maths Guide for Lower Primary provides a complete and practical package for teachers to follow in the early years of school. I strongly urge all teachers to utilise the strategies in this package so that all children will have the best start to their education.

The Ministry of Education would like to thank the Australian Government and the Access to Quality Education Program for developing and piloting this package in 85 primary schools across Fiji. I look forward to seeing all teachers and students in Fiji benefit from this work.

Dr. Mahendra Reddy Hon. Minister for Education, Heritage and Arts

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TABLE OF CONTENTS

Year 1 and 2 Thematic Syllabi Excerpt. MOE. Do Talk Record Notes Daily Guide for Teachers Starter: 5 Minutes of Maths Fun Do-Talk-Record Activities for Number Number- Subitizing (1-6) & Early Counting Number ? Sorting and Ordering Number ? Partitioning Number- Counting Number- Read and Write Numbers Number- Number Sequence Number- Place Value Operation- Addition Operation-Subtraction Operation -Multiplication (repeated addition) Do-Talk-Record Activities for Measurement Measurement- Length Measurement- Volume and Weight Measurement- Time Measurement- Money

7 8 9 10-11 12-13 14-15 16-17 18-19 20-21 22-23 24-25 26-27 28-29 30-31 32-33 34-35 36-37 38-39 40-41 42-43

Do-Talk-Record Activities for Shapes and Space Shapes and Space ? Shapes and Directions

Do-Talk-Record Activities for Chance and Data Chance and Data- Patterns and Chance Chance and Data-Representing and Interpreting Data

Assessing Children's Learning in Maths Sample Plan for One Week for Year 1 & 2 Sample Plan for One Week for Year 2 Sample Lesson Year 1: Subitising Readings for Teachers ? How Students Learn Well Maths Mentoring Tool Acknowledgements

44-45 46-47 48-49 50-51 52-53

54-57 58 59 60

61-64 65-66

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MATHEMATICS

Strand Outcome: Children become aware of Mathematical concepts and begin to use Maths language

Sub Strand

Number

Sub Strand

Measurement

Sub Strand

Shape & Space

Sub Strand

Chance & Data

Learning standards

Learning standards

Learning standards

Learning standards

Year 1

Year 2

Year 1

Year 2

Year 1

Year 2

Year 1

Year 2

Use pre-number subitizing

numbers up to 6.

Use picture cards, objects and counters to sort, order,

match and describe number

names.

Number names:sorting,

ordering numbers up to 20, according to patterns and describe their arrangements.

Skip counting.

Re-arrange and partition numbers up to

20.

Use and apply number names

in ordering, comparing and

sequencing numbers up to

100.

Count and read numbers in

ascending and descending orders up to 100

Use mathematical operations with the concepts of

grouping, regrouping, sharing of 2 digit numbers

Measure lengths, volumes and weights using comparative languages and non-standard units.

Identify and recognize values

of all coins. Order coins in ascending and

descending order.

Use coins with addition and subtraction to find values up

to $2.

Recognize and order the different times

of the day

Use standard and non-

standard units to measure given items.

Recognize values of all coins and notes

up to $5.

Use coins and notes with addition and

subtraction to find values up

to $5.

Recognize the days of the week and

months

Use clocks to read and tell

the time.

Recognize and name basic

shapes in their environment.

Recognize the different

properties of the shapes.

Express movement and

the different directions.

Draw and talk about 3

dimensional shapes.

Recognize the properties of 3D

shapes.

Express movement and

the different directions

Predict next steps in number

patterns, patterns or

shapes.

Express the likelihood of

chances happening in an

event.

Discuss and express chances in simple data

Discuss the likelihood or chances in an

event.

Draw and show simple data using a bar graph

Use numbers up to 20 with addition and subtraction.

Excerpt from Year 1 and 2 Thematic Syllabi, Ministry of Education, Heritage and Arts, 2014 (p11-13). (reformatted)

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Do

Children naturally learn by doing. Children learn through play; they learn by watching, copying and trying out new things. To learn mathematical concepts, children need to solve problems, and they need to use materials to solve these problems. All classes in the early years need to have materials in their classrooms for students to count and to use to solve problems. Teachers should give students mathematical problems to solve in groups, in pairs and on their own. These activities can be fun and active.

Talk

Children need to learn to use mathematical words. Teachers should teach words for concepts such as; group, more than, less than, same as, pattern, bundle, equals, tens. Teachers should also teach words for processes such as; let's count, how many, make a group, put groups together, take away, share among, how many altogether. During maths activities, children should talk together and practise using these words. Children need opportunities to talk about new concepts and use new vocabulary.

Record

Children need to learn how to record mathematical problems and solutions using mathematical symbols. At first, children can record their problems by drawing pictures or assembling materials and talking about them. They will gradually learn to use the symbols such as = + - x ? so they can write mathematical problems and solutions. Recording activities helps students to remember the concepts that they are learning.

Whenever children learn something new in maths:

? They should always learn it using materials; ? They should learn the new words for talking about it; ? They should always record it ? by labelling, assembling, arranging, drawing pictures or writing.

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