INTRODUCTION Module 4: Problem Solving

1 IINTRODUCTION Mathematics is conceptualised as the art of understanding and using numbers to acquire and develop numeracy, computational skills, and Problem Solving ability. This Mathematics syllabus is designed for learners from Standards 1 to 4. It is observed that when learners begin school they already have acquired some mathematical knowledge and skills from their environment through daily living activities. Therefore, this syllabus is expected to enhance the knowledge and skills learners already have and build on these to introduce new concepts. The syllabus is organised into modules as follows: Module 1: Numbers and Operations The Module aims at developing learners concepts on numbers and pre number work. It covers Sorting and Classification, Matching, Counting, Addition, Subtraction and Money. Module 2: Geometry The Module deals with geometric flat shapes and solids.

2 Learners will identify flat shapes such as squares, rectangles, triangles and circles. They will also identify solids such as cubes, cuboids, cylinders and spheres. Module 3: Measures The Module intends to develop in learners the skill in measuring length, area, mass, capacity and time. The learners will compare, estimate and measure objects in the environment using non standard and standard instruments and units. Module 4: Problem Solving The Module introduces learners to activities such as playing mathematical games, Solving simple puzzles, carrying out simple investigations and Solving real life, non - routine and challenging problems. The activities will serve as a basic form of INTRODUCTION to real Problem Solving . The Module will also help learners realise that mathematics is not abstract but has a variety of functional applications in their own lives. Module 5: Statistics The Module involves collecting, recording and representing data in pictographs and bar charts as well as interpreting data given in graphs.

3 The modules are subdivided into topics whose focus is given by general objectives. The general objectives give rise to specific objectives, which describe the behaviour pupils should display after being taught specific content. To address the objectives of this syllabus, teachers are expected to develop activities relevant and accessible to the learner s environment. The activities should be learner centred. Emerging issues are catered for in Statistics where learners would conduct simple survey on HIV / AIDS and the environment. Teachers are expected to use examples of the emerging issues where appropriate in the teaching of this syllabus. This mathematics syllabus is designed and developed on the basis that mathematics would be allocated at least four hours per week in the Primary School timetable. RATIONALE Mathematics plays a key role in everyday life as a communication tool that makes extensive use of symbolic notation.

4 It stirs the intellectual challenge, the outcome of which is cognitive development that assists in sustaining the thinking span. It helps to develop mental processes that enhance logical and critical thinking, accuracy and Problem Solving ; all of which are very important in decision making. iiMathematics provides a foundation for logical and lateral thinking essential in acquiring and organising knowledge, developing concepts and skills, and understanding principles for further learning. It empowers learners to make associations and generalisations, which are important in the study of natural, physical and social sciences as well as in the operation of industry and business. It is also seen in nature and thus helps in the interpretation of the environment. Its study will develop in learners the appreciation of its cultural and traditional development. The subject demands the active participation of learners to explore the world around them through investigation as well as application of learned principles.

5 1 AIMS OF THE PRIMARY SCHOOL MATHEMATICS PROGRAMME To develop in all learners 1. competence and confidence in the application of computational skills in order to solve day to day problems 2. inquiry skills, creativity, critical thinking and Problem Solving ability 3. an awareness of mathematics as a language to analyse and communicate information and ideas 4. an awareness of the interrelationship of topics within mathematics and with other subjects 5. positive attitudes and values toward mathematics and its integration with other subjects 6. numeracy and literacy skills compatible with technological and scientific developments 7. the ability to demonstrate the use of acquired mathematical concepts and skills in making informed decisions and drawing conclusions 8. appropriate and adequate concepts for further study of mathematics and other related subjects 9. an awareness and appreciation of the role of mathematics in cultural and traditional activities within the environment 10.

6 An awareness of emerging issues in relation to mathematics. ATTAINMENT TARGERTS At the end of four years of primary education every learner should be able to: - Read and write numbers count the number of objects in a set of less than 1000; read and write in numerals any given whole number less than 1000; read and write whole numbers in words less than 1000; read and write multiples of 2, 3, 4, 5 and 10 through 100; classify whole numbers up to 100 into odd, even and multiples; identify, read and write, in numerals, money values through 100 Pula; find the value of digits in numbers less than 1000; put in order up to five whole numbers less than 1000; using a reference point, identify the ordinal position of any object in a set of no more than 1000; using the correct symbol, (=,<,>), to indicate the correct relationship between two numbers less than 1000 Compute fractions read and write basic fractions; divide a given whole into equal parts: - halves, fourths, fifths, eighths and tenths; identify one-half, one-third and one-fourth of a given region; add two proper fractions having like denominators; subtract one proper fraction from another having like denominators; order fractions with same denominators in terms of size.

7 Carryout basic operations add two 3-digit numbers with carrying given in vertical and horizontal notation giving sum less than 1000; subtract up to 3-digit numbers vertically and horizontally; multiply a 1-digit by a 2-digit or 3-digit number giving an answer below 1000; divide up to a 3-digit number by a 1-digit number with and without a remainder; divide by ten with and without remainder; recognise the relationship among the four basic operations. iiiCarryout and compute measurements use a given unit of measurement (non-standard and standard) to determine the length of an object in whole units; estimate length using centimetres and metres; find perimeter of given shapes and objects; determine length, width, and height by measuring shapes/objects in centimetres and metres; find areas by counting squares; state the days of the week in consecutive order; name the months of the year in consecutive order; state the date by day, month, and year from a calendar; state the dates of special events of the year; tell and write time on the hour, half-hour, quarter-hour and in minutes of multiples of 5; estimate capacity of objects; determine capacity of objects by measuring quantities in teaspoons, tablespoons, cups, ml and litres; estimate mass of objects; determine mass of objects in grams and kilograms.

8 Identify geometric figures and shapes identify a circle, a square, a rectangle and a triangle; draw a square, a rectangle, a triangle and a circle; identify solids: cube, cuboid and cylinder; identify a right, acute, obtuse and straight angle. Solve problems use addition, subtraction, multiplication and division to solve problems; play mathematical games; solve simple mathematical games; Carry out simple investigations to solve problems involving numbers, geometry and measures. Interpret graphs read, interpret and draw pictographs and bar graphs 1 STANDARD ONE Module 1: NUMBERS AND OPERATIONS TOPICS General Objectives Specific Objectives Students should be able to: Students should be able to Sorting, Classification and Matching acquire knowledge on sorting, classifying and matching objects identify objects according to colour, size, texture and shape group objects by colour, size, texture and shape match objects using one-to-one correspondence Counting develop counting skills use number rhymes to count from 1 to 20 use concrete objects to count from 1 to 20 count numbers forward and backwards from 1 to 20 in ones and twos read numbers from 1 to 20 in numerals write numerals from 0 to 9 match objects with numerals and number names arrange numbers in descending and ascending order up to 20 Addition and subtraction add and subtract whole numbers find the total by counting on with sum up to 20 relate addition to putting together use the symbols (+) and (=)

9 In addition of numbers sum up to 20 using concrete and semi concrete objects add horizontally numbers with sum up to 20 relate subtraction to taking away use the symbols ( - ) and (=) in subtraction of numbers 1 to 20, using concrete and semi concrete objects subtract horizontally numbers from 1 up to 20 Classification of numbers acquire knowledge on classification of numbers classify numbers from 1 to 20 as odd and even differentiate between counting numbers and position numbers up to 20 Money Carry out addition and subtraction involving money identify and name Botswana coins add in multiples of 5 up to 20 thebe subtract in multiples of 5 within 20 thebe 2 Module 2: GEOMETRY TOPICS General Objectives Specific Objectives Students should be able to: Students should be able to Lines develop skills in drawing lines identify vertical, horizontal and slanting lines draw vertical, horizontal and slanting lines draw patterns using horizontal, vertical and slanting lines Shapes acquire knowledge on geometric shapes/figures identify, sort and name solids as box, tin and ball identify, sort and name flat shapes and figures triangle, rectangle, square, circle Module 3: MEASURES TOPICS General Objectives Specific Objectives Students should be able to.

10 Students should be able to Measuring develop manipulative skills on measurement compare length, area, weight and mass of objects use non-standard units and instruments to estimate the length, area, weight and mass of objects use non-standard units and instruments to check the length, area, weight and mass of objects describe and compare the capacity of containers Time acquire knowledge on time identify different times of the day by name and events state the days of the week, months and seasons of the year relate events to the time of their occurrence in the past, present and future state the names of national calendar events 3 Module 4: Problem Solving TOPICS General Objectives Specific Objectives Students should be able to: Students should be able to Games and Puzzles develop knowledge and skills in Problem Solving play counting games play simple number games involving addition and subtraction play matching games solve simple puzzles 4 STANDARD TWO Module 1: NUMBERS AND OPERATIONS Topics General Objectives Specific Objectives Students should be able to.