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MATHEMATICS LEVEL 2 OPERATIONS, RELATIONS AND PROPERTIES OBJECTIVE TOPIC Operations, Relations and Properties Combining sets of objects SKILLS Combining sets of objects in different ways AREAS OF KNOWLEDGE ATTITUDE CONTENT Combine sets of objects in different ways to make totals not exceeding 50. Use learning aids with care. Number combinations to make totals not exceeding 50. METHODS/ STRATEGIESCombine two sets of objects in different ways and write number sentences e.g. 10+8=18; 8+10=18. Use the abacus to write number sentences to show combinations e.g. 10+5=15 H T O Write numbers sentences to show the combinations 10 EVALUATION INTEGRATION Write number sentences to show combinations of sets Art Mix primary colours to make secondary colours Physical Education Combine persons selected to play to form teams OBJECTIVE TOPIC Adding two 1 – digit and two 2 – digits numbers. Partitioning sets SKILLS Computing Writing Partitioning sets of objects Writing Pairing Discussing KNOWLEDGE Use the horizontal and vertical algorithm to add two 1 – digit and two 2- digit numbers to make totals not exceeding 50. Partition sets to show all the combination of pairs of sets to 50 and write number sentences to show these partitions. AREAS OF ATTITUDE CONTENT Develop team spirit. Addition of two 1 – digit numbers e.g. 3+4=7 without regrouping Addition of two 2 – digit numbers e.g. 10 + 12 = 22 without regrouping Develop persistency to solve problems Partition of sets of objects up to 50. 11 METHODS/ STRATEGIESCombine two 1 – digit numbers using the open abacus/base ten blocks Write number sentences to show this. Combine two 2 – digits numbers using coloured strips representing tens and ones. Write number sentences to show Combinations. Use number lines to show similar exercises. Make pairs of sets in different ways using not more than 50 objects. Discuss the process and the results. Write number sentences to show these pairs of sets. e.g. 20 = 10 + 10 15 = 10 + 5 15 = 5 + 10 Use number strips to show partition e.g 15 + 5 = 20 EVALUATION Complete horizontal addition e.g 21+23=44 INTEGRATION Science Collect leaves in the environment and group them according to shape and size Complete vertical addition e.g. add two 1digit numbers 3 +5 4 +3 Add two 2 –digit numbers 11 12 +35 +30 Partition sets and write number sentences to show the partition Complete number sentences e.g. 25 = 10 + 30 = 5 + Art and Craft Make number strips OBJECTIVE TOPIC Subtracting 1digit numbers from 2-digit numbers SKILLS Manipulating objects Writing number sentences. KNOWLEDGE Subtract one – 1 digit number from a two digit number not exceeding 50. AREAS OF ATTITUDE CONTENT Develop confidence to make decisions Use sets of objects to develop the concept of subtraction The concept of subtraction. e.g. - METHODS/ STRATEGIESUse concrete materials to take away a given number of objects from a given set and discuss the results Write number sentences to show what was done. Vary the activity using the vertical and horizontal number line. Show subtraction on the number lines: e.g. (1) Horizontal number line EVALUATION Take away a set of objects from another set and write number sentences to show the operation Complete given number sentences. e.g. 18 – 9 = Complete subtraction table. e.g. Subtract 8 16 20 25 27 = 12 – 4 = 8 01 2 3 4 5 6 7 8 9 9–3=6 12 Solve simple one step problems involving subtraction. INTEGRATION Music Songs about subtraction e.g. 10 green bottles Physical Education Games In the pond Ol’ Grady Health Education Select objects as waste to be disposed of e.g sweets wrappers, icicles plastic OBJECTIVE TOPIC SKILLS KNOWLEDGE AREAS OF ATTITUDE CONTENT METHODS/ STRATEGIES0 1 2 3 4 5 6 7 8 9 10 11 7–2=5 13 EVALUATION INTEGRATION OBJECTIVE TOPIC Subtraction as the inverse of addition SKILLS Manipulating objects Combining sets Writing Discussing Reporting AREAS OF KNOWLEDGE ATTITUDE CONTENT Recognise subtraction as the inverse of addition Develop self reliance and team spirit. Subtraction as the inverse of addition using numbers with a total not exceeding 50 14 METHODS/ STRATEGIESCombine two sets (in different ways) using a set of not more than 50 objects. Discuss what was done and write the number sentences to show. e.g. 20 = 12 + 8 or 10 + 10 or 8 + 12 etc. Use objects of two sets to show inverse relationships e.g. 12 + 8 = 20 20 – 8 = 12 20 – 12 = 8 Discuss the relationship between addition and subtraction i.e. if two numbers are added and any one of the two is taken from the total, the result is the other. EVALUATION INTEGRATION Take away one set of objects from another set. Write number sentences to show the operation Complete number sentence e.g. 7+3 = 10 – 3 = 10 – 7 = Physical Education Do the opposite of actions given e.g. stand when asked to sit; run when asked to walk Language Skills Find opposites of given terms e.g sunny day- rainy day add to- subtract from OBJECTIVE TOPIC Adding 1-digit numbers SKILLS KNOWLEDGE Combining sets of objects Computing Writing Solving problems Use horizontal and vertical algorithms to add two, three and more 1 – digit numbers in any combination (with and without regrouping) AREAS OF ATTITUDE CONTENT Addition – two, three and more 1 – digit numbers in any combination to a total not exceeding 50. Sharing ideas Write number sentences to show same. METHODS/ STRATEGIESMake two/three sets (in different ways) using a set of not more than 50 objects. Writing number sentences to show the combinations (both horizontally and vertically). Vary the activity by using the number line/number strip. Solve word problems involving addition of 2 and 3 addends using the vertical algorithm. Use objects to group three sets in different ways and write number sentences to show same e.g. + + 7 + 4 + 5 = 16 15 EVALUATION Add two, three and more 1 – digit numbers in any combination. Solve simple word problems involving addition up to 3 addends. INTEGRATION Language Skills Read word problems. OBJECTIVE TOPIC SKILLS KNOWLEDGE AREAS OF ATTITUDE CONTENT METHODS/ STRATEGIES- EVALUATION INTEGRATION Group objects into sets of tens Add and subtract in tens to 100. Games Manipulate longs of base ten blocks Play games involving longs + + Recognising patterns Computing Using previous knowledge Add in tens to 100 Subtract in tens from 100 or less. Develop determination to succeed Addition and subtraction in tens to 100 7 + 5 + 4 = 16 Group objects into 10’s up to 100 Identify stated number of groups of 10’s e.g. 4 bundles of 10, 6 bundles of 10 etc. Combine bundles of tens. Write/read the number sentences showing the combination e.g. Complete number sentences. + 40 = 50 50 – 40 = Put in + or - to make these sentences true. 30 4 tens + 3 tens = 7 tens 40 + 30 = 70. Vary the activity using the tally chart. 16 10 = 20 30 10 = 40 60 20 = 40 Science Display specimens from the environment in groups of tens Health Education Focus on cleaning fingers, finger nails, toes, and toe nails. OBJECTIVE TOPIC SKILLS KNOWLEDGE AREAS OF ATTITUDE CONTENT METHODS/ STRATEGIESTens llll lll EVALUATION INTEGRATION Add 1 and 2 digit numbers without regrouping Use vertical algorithms to add 1 and 2 digit number with regrouping Science Select and group materials in the environment according to their appearance e.g. soft materials, hard materials. Ones i.e. 4 tens + 3 tens 7 tens Take away a stated number of bundles from a given set. Recording answer as a number sentence. e.g. 9 tens – 4 tens = 5 tens 90 – 40 = 50 Adding 1 and 2digit numbers Grouping and regrouping Computing Solving problems Add 1 – and 2 digit numbers (with 2 or 3 addends) in all possible combinations without and with regrouping, using vertical and horizontal algorithm. Work together and develop team spirit. Value one’s position as a member of the human group Addition of 1 and 2 digit numbers e.g. 15 = 1 ten + 5 ones 4 = 0 ten + 4 ones 15 + 4 = 1 ten + 9 ones. 17 Use base ten blocks to develop an understanding of expanded notation Show addition of 1 and 2 digit numbers without regrouping. OBJECTIVE TOPIC SKILLS KNOWLEDGE AREAS OF ATTITUDE CONTENT METHODS/ STRATEGIESe.g. 15 = 1 ten + 5 ones 4 = 0 ten + 4 ones 15 + 4= 1 ten + 9 ones. Use vertical and horizontal algorithm e.g. 12 +4 16 12 = 1 ten + 2 one 4 = 0 ten + 4 one 12 + 4 = 1 ten + 6 ones Extend the above activity to include 3 addends. e.g. 12 + 4 + 2 Use expanded notation to add 1 and 2 digit numbers involving regrouping e.g. 14 = 1 ten + 4 ones 7 = 0 ten + 7 ones 14 + 7 = 1 ten + 11 ones Discuss the results 18 EVALUATION INTEGRATION OBJECTIVE TOPIC Subtracting 1 and 2-digit numbers AREAS OF SKILLS KNOWLEDGE ATTITUDE CONTENT Regrouping Computing Making statements on observation Subtract 1 – and 2 – digit numbers from larger 1 and 2 digit numbers . Develop positive relationship with others Subtraction – 1 and 2 digit numbers without and with regrouping using horizontal and vertical algorithms. METHODS/ STRATEGIESRecord answers showing regrouping. e.g. 14 + 7 = 1 ten +11 ones = 1 ten + 1 ten + 1 one = 2 tens + 1 one. = 20 + 1 = 21. Use expanded notation to show subtraction of 1 and 2 digit numbers without regrouping e.g. 54 – 2 = 54 = 5 tens + 4 ones - 2 =0 tens + 2 ones 54 – 2 = 5 tens +2 ones Using the vertical algorithm to subtract 1-digit and 2-digit numbers. Vary activity using abacus. Simple, simple one step word problems involving subtraction without 19 EVALUATION Use expanded notation to show subtraction of 1-digit and 2- digit numbers (without and with regrouping) Use vertical algorithm to subtract 1 and 2 digit numbers Simple word problems involving subtraction without and with regrouping. INTEGRATION Science Group flowers according to colour and size Story Telling Make up mathematics stories involving subtractions OBJECTIVE TOPIC SKILLS KNOWLEDGE AREAS OF ATTITUDE CONTENT METHODS/ STRATEGIESregrouping. .e.g. Mother baked 24 buns. She gave away 12. How many has she left? Use expanded notation to show subtraction of 1digit and 2- digit numbers with regrouping e.g. EVALUATION INTEGRATION Group equal sets of objects Rewrite addition number sentences as multiplication number sentences and vice – versa. e.g. 4 + 4 + 4 = 12 3 x 4 = 12 or 6 + 6 = 12 2 x 6 = 12. Language Skills. Read and use technical mathematics terms/words e.g. equal sets, repeated addition, multiplication, number sentences 30 = 2 tens + 10 ones - 8 = o tens + 8 ones 2 tens + 2 ones = 2 tens + 2 ones = 20 + 2 = 22 Solve simple one step word problem involving subtraction with regrouping Multiplication as repeated addition Grouping Computing Writing Recognise multiplication as repeated addition and use the multiplication (x) sign Think through problems The concept of multiplication as repeated addition. Show equal sets and write addition number sentence to show same. e.g. xx x + 3+ 3 = 6 20 xx x OBJECTIVE TOPIC Basic Multiplication facts SKILLS Recording using basic multiplication facts KNOWLEDGE Build up and use multiplication tables for 2 and 3 Recognise and use the property for 1 and the commutative property for multiplication e.g. AREAS OF ATTITUDE CONTENT Enjoy making mathematical models The multiplication tables– 2 and 3 times 1x1=1 5 x4 = 4 x5 = 20 21 METHODS/ STRATEGIESDiscuss how many sets there are. Rewrite the addition number sentences as multiplication number sentences. 3 + 3 = 6 or 2 sets of 3 = 6 is the same as 2 x 3 = 6. Repeat the activity using the number line. Form sets of two using small objects e.g. 2 sets of 1, 2 sets of 2’s, 2 sets of 3’s etc to 2 sets of 9’s. Discuss what was done. Write statement to show this e.g. 2 sets of 2 equal 4. Rewrite using multiplication sign. e.g. 2 x 2 – 4 Vary activity using the number line (start from zero) Show the commutative property using objects. EVALUATION INTEGRATION Complete number sentence to show multiplication as repeated addition 6 + 6 + 6 = 18 3 x 6 = 18 Group sets of twos/threes (using small objects) to build up 2 and 3 times tables Solve simple word problems involving multiplication tables, 2 and 3. Complete multiplication tables Story Telling Stories involving basic multiplication facts Games Games involving Multiplication e.g. throwing a die and multiplying scores by 2 and 3 for recorded scores. OBJECTIVE TOPIC Division The relationship between multiplication and division SKILLS Sharing Grouping Writing Comparing Examining patterns Observation AREAS OF KNOWLEDGE ATTITUDE Divide 1 and 2 digit numbers up to 50 by 1, 2, 3, 4, 5, 6 without remainders. Develop a stronger sense of justice Show the relationship between multiplication and division and Investigate independently Share discoveries with others Be willing to CONTENT Division without remainders. Division as the inverse of multiplication 22 METHODS/ STRATEGIES3x2=6 2 x 3 = 6. Include zero 2 x 0 = 0. Repeat activity for 3 times table. Use bingo chips or small congruent plane shapes to form equal sets of small objects of 1, 2, 3, 4, 5, 6, and discuss what was done Using the division sign to write number sentences to show groupings. e.g. twelve objects grouped into sets of twos will result in 6 groups of twos i.e. 12 2 = 6 Repeat the activity using the number line for a understanding of division by 3,4,5 and 6. Group sets of objects into even sets. Write what was done EVALUATION INTEGRATION Divide given sets of objects into smaller sets (not exceeding 50) and write number sentence to show same e.g. 15 3 = 5 Games Share cards, dominoes etc Arrange sets of objects into groups of twos. Current Affairs. Divide the day into class periods Write number Physical Education/ Agri. Science/ Health Education Divide the class into groups for specific activities e.g. form teams, perform tasks on the school farm, undertake sanitation activities OBJECTIVE TOPIC SKILLS KNOWLEDGE write number sentences to show these AREAS OF ATTITUDE CONTENT adjust to scientific changes METHODS/ STRATEGIESe.g. xx xx xx xx 8 divided by 2 gives 2 sets of 4 and this is written 8 ÷ 2 = 4. Recombine the two sets and write member sentences to show same e.g. xx xx xx xx 2 sets of 4 = 8 or 2 x 4= 8 Find the relationship between multiplication and division by examining patterns and using objects e.g. 4 x 2 = 8 84=2 82=4 Discuss division as the inverse operation of multiplication 23 EVALUATION sentences to show same using the division sign. e.g. 16 2 = 8 Rewrite number sentences using the multiplication sign. e.g. 8 x 2 = 16 INTEGRATION Language Skills Report on events occurring during the day 24