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1. GENERAL INFORMATION
Area: MATHEMATICS
Program: MATH
School Year: 2015
2. CONTENTS
FIRST TERM
BLOCK 1
CONTENTS
1. NUMBERS
1.1. Natural Number Operations: addition, subtraction, multiplication and
division. Expressions and combined operations. Problems.
1.2. Decimal numbers. Place value. Combined operations: addition, subtraction,
multiplication and division. Multiplying and dividing by 10, 100 and 1000
1.3. Estimation: Rounding Decimals. Comparing Decimals. Integers: Combined
operations: addition, subtraction, multiplication and division. Factors and
primes. Highest Common Factor and Lowest Common Multiple.
SKILLS
o Representing the natural numbers in a number line.
o Solving operations applying the properties.
o Evaluating numerical expression with combined operations.
o Developing a diagram to follow the order in combined opera
o Solving mentally basic and combined operations
o Interpreting decimal notation and place value; multiply and or 1000
o Rounding whole numbers to the nearest 10, 100 or 1000 nearest whole
o
by Eratosthenes.
Recognize squares of whole numbers to at least 20 20 and the
corresponding square roots; use the notation 72 and 49
ATTITUDE
o To increase the students' confidence in their numerical abilities by
o
ASSESSMENT
o
o
o
o
o
o
o
rules learned.
Solves different types of problem solving which require mixed operation
skills
BLOCK 2
CONTENTS
2. STATISTICS
2.1.Collecting data: surveys and experiments. Displaying data: pictogram,
frequency diagrams, bar graphs and pie chart.
2.2.Organizing data: talk frequency table, grouped frequency tables.
2.3.Avenges: mean, median, mode and range: Calculations using frequency
tables
2.4.Probability: experimental and theorical probability
SKILLS
o
o
o
o
o
o
o
o
o
contexts.
Identifying all the possible mutually exclusive outcomes of a single
o
o
event.
Using experimental data to estimate probabilities.
Comparing experimental and theoretical probabilities in simple
contexts.
ATTITUDE
o
ASSESSMENT
o Finds the mean, median and mode of some data
o Identifies and draw different types of graphs according to a given
o
o
data
Elaborates a simple analysis from graphs.
Answers to question that require some calculations based on graph
o
o
information.
Organizes information in frequency tables
Organizes data to calculate statistical averages.
BLOCK 3
CONTENTS
3. ALGEBRA
3.1. Functions: table and mapping diagram. Graphs of linear functions. Points on
a straight line.
3.2. Sequence and patterns. Sequence in diagrams.
3.3. Term-to-term rules
3.4. Substitutions into expressions, into formulae
3.5. Deriving using a formula
SKILLS
o
o
expressions/formulae.
To generate terms of an integer sequence and find a term given its
o
o
ATTITUDES
o
EVALUATION
o
o
o
o
o
o
BLOCK 4
CONTENTS
4. MEASURE
4.1. Systems of units (SI): Base units. SI prefixes.
4.2. Conversion convert from SI/ Metric units to Standard/US units.
4.3. Convert from Standard/US units to S Metric units.
4.4. Word problems based or measures and conversions.
4.5. Reading scales.
4.6. Time: 12 and 24 hour clocks.
4.7. Travel graphs
SKILLS
o
and conversions.
Reading the scales on a range of analogue and digital measuring
instruments.
Drawing and interpreting graphs in real life contexts involving more
volumes of cuboids.
Calculating the surface area of cubes and cuboids from their nets.
ATTITUDE
o To acquire a certain degree of confidence regarding to their relation
with everyday objects and sizes, as well as their importance,
approximation and calculations.
EVALUATION
o
o
o
o
o
BLOCK 5
CONTENTS
5. GEOMETRY
5.1. Transformations: reflection, rotation and translation.
SKILLS
orientations.
Using the notation and labeling conventions for points, lines, angles
and shapes.
Starting to recognize the angular connections between parallel lines,
properties
Identifying equal lengths or calculate unknown angles, and explain
reasoning.
Recognizing and describing common solids and some of their
ATTITUDES
o
ASSESSMENT
o
o
o
o
3. METHODOLOGICAL STRATEGIES
Listening
o
Able to understand explanations given in English
o
Can figure out what is being said and taught
Reading
o Has sufficient control of the writing system to interpret written language
in areas of practical need where the new vocabulary learned is being
o
used.
Able to do skimming and scanning in order to find out answers to
research questions.
o Can interpret what a question is meant in order to get the right answer
Speaking
o
Able to ask questions for clarification
o
Can express ideas clearly
o Able to ask for help using standard mechanics
Writing
o
o
o
o
o
o
encouraged.
Periodical evaluation through class activities, homework, tests, unit
o
o
tests.
Apply an understandable and simple language.
End of term exams.
CONCEPTUAL OBJECTIVES By the end of the school year the student will be able to:
- Understand a variety of mathematical concepts, their interaction and
application. These concepts arc the basis on their formation towards Checkpoint and
IGCSE exams.
PROCEDURAL OBJECTIVES By the end of the year the student will be able to:
- Apply a variety of skills related to estimation, use of laws of indices, data
analysis, measurements, in problem solving and exercises that require a
combination of skills and the logical thinking of the student to select the appropriate
procedure.
ATTITUDINAL OBJECTIVES By the end of the year the student will be able to:
- Demonstrate a positive attitude towards working in an organized form
according to logical procedures.
- Value the importance of expressing answers clearly and directly.
- Value the interaction of school subjects to increase self confidence in English
usage.
4. RESOURCES
Notebook
Folder sheets
Charts
Papergraphs
Illustrations
Whiteboard
Magazines
Internet
Books
Videos
Colors
Markers
Scissors, glue
BIBLIOGRAPHY
Student:
-Checkpoint Math 11 - 14, as they work in their notebooks and on photocopies from
teachers bibliography.
Teacher:
-Checkpoint Math 11 - 14
-MATHEMATICS Extension 7, Cambridge Essentials, Paul Rigby
-IGCSE MATHEMATICS, Rick Pimentel and Terry Wall
-HEINEMANN MATHEMATICS 6, TEXTBOOK
-HEINEMANN MATHEMATICS 7, TEXTBOOK
-IGCSE MATHEMATICS, Karen Morrison