This powerpoint presentation is generally based on the topic Analysis of Curriculum of Mathematics at Elementary level. Presented by Hania Asif.

3. Mathematics is a broad-ranging
field of study in which the
properties and interactions of
idealized objects are examined.

4.  The study of mathematics equips
students with knowledge, skills and
habits of mind that are essential for
winning and satisfying participation in
such a society.
 The more the technology is
developed the greater the level of
mathematical skill is required.

5.  Mathematical structures, operations and
processes provide students with a framework
and tools for reasoning, justifying conclusions
and expressing ideas clearly.
 As students identify relationships between
mathematical concepts and everyday situations
and make connections between Mathematics
and other subjects , they develop the ability to
use Mathematics to broaden and apply their
knowledge in other fields.

6. The following themes fill the National Curriculum for Mathematics:
(1). The curriculum is designed to help students build the solid
conceptual foundation in Mathematics that will enable them to
apply their knowledge skillfully and promote their learning
successfully.
(2). The curriculum emphasizes on the geometrical concepts that
enable the students to think logically, reason systematically and
make assumptions sharply.
(3). The curriculum stresses graphics that enable the students to
visualize and understand mathematical expressions correctly rather
to manipulate them ‘blindly’.

7. (4).The curriculum recognizes the benefits that current
technologies can bring to the learning and doing mathematics.
It, therefore, integrates the use of appropriate technologies to
enhance learning in an ever increasingly information-rich world.
(5). In the National Curriculum for Mathematics teachers’ role
has been re-routed that shifts from ‘providing information’ to
‘planning investigative tasks , managing a cooperative learning
environment and supporting students’.
(6). To ensure that assessment and evaluation are based on
curriculum expectations and the achievement levels outlined in
the curriculum, specific strategies are suggested that lead to the
improvement of student learning.

8. (7). Print materials, particularly the textbooks, have to
play a key role towards providing quality education at
all levels. Although there are many stakeholders that
contribute towards the overall learning of the child
yet the importance of textbook as a reservoir of
information/knowledge cannot be ignored.
(8). In addition to the textbook, teaching and learning
resources include teacher’s handbook, workbook and
electronic resources. The guidelines to develop these
resources are elaborated.

9. Math
standards
Standard1
Numbers and
Operations
Standard 3
Measurement
and geometry
Standard 4 and 5
Information
handling, reasoning
and logical thinking
Standard 2
Algebra
According to National Curriculum Of
Mathematics

10. Numbers And
Operations

12. Objectives Of Curriculum Of
Mathematics From Grade I-VIII
Grade I-II
• Count, read and write numbers up to 999.
• Write numbers up to 100 in words.
• Identify the place value of each digit in a 3-digit number.
• Add and subtract up to 3-digit numbers.
• Multiply numbers within multiplication tables of 2, 3, 4, 5 and
10.
• Divide numbers within multiplication tables of 2, 3, 4, 5 and 10
with remainder zero.
• Recognize and represent unit fractions up to 1|12.

13. Grade III-V
• Read and write Roman numbers up to 20.
• Read, write, compare, and identify place values
of numbers up to 1 000.
• Multiply and divide up to 6-digit numbers by 2-
and 3- digit numbers.
• Differentiate between factors and multiples.
• Calculate HCF (LCM) of three (four) 2-digit
numbers using prime factorization and division
method.

14. • Use four basic operations on
fractions.
• Convert percentage to fraction and
to decimal and vice versa.
• Calculate unit rate, direct and inverse
proportions.
• Add and subtract measures of
distance, time and temperature.

15. Grade VI-VIII
• Identify different types of set with notations.
• Verify commutative, associative, distributive
and De Morgan’s laws w.r.t. union and
intersection of sets and illustrate them through
Venn diagrams.
• Identify and compare integers, rational and
irrational numbers.
• Find HCF and LCM of two or more numbers
using division and prime factorization.

16. • Add, subtract and multiply numbers with base 2,
5 and 8.
• Apply the laws of exponents to evaluate
expressions.
• Find square and square root, cube and cube root
of a real number.
• Solve problems on ratio, proportion, profit, loss,
mark-up, leasing, zakat, ushr, taxes, insurance and
money exchange.

17. ALGEBRA
STANDARD-2
The students will be able to
• analyze number patterns and interpret mathematical
situations by manipulating algebraic expressions and relations,
• model and solve contextualized problems,
• interpret functions, calculate rate of change of functions,
integrate analytically and numerically, solve non-linear
equations numerically.

18. OBJECTIVES AT DIFFERENT LEVELS
GRADE I-II
• Analyze patterns and relationships
with respect to size, number,
color/shape and other properties.

19. GRADE III-V
GRADE VII-VIII
• Explain and analyze patterns, identify missing numerals
and elements in a pattern or sequence and determine a rule
for repeating and extending patterns.
• Use symbolic notation to represent a statement of
equality.
• Identify algebraic expressions and basic algebraic
formulas.
• Manipulate algebraic expressions using formulas.
• Formulate linear equations in one and two variables.
• Solve simultaneous linear equations using different
techniques.

20. MEASUREMENT AND
GEOMETRY
STANDARD-3
The students will be able to
• identify measurable attributes of objects,
construct angles and two dimensional figures,
• analyze characteristics and properties of
geometric shapes and develop arguments
about their geometric relationships,
• draw and interpret graphs of functions.

21. GRADE I-III
• Identify and apply
measurable attributes of
length, weight/ mass,
capacity/ volume and time.
• Identify square, rectangle,
triangle, circle and oval.

22. GRADE I-V
• Add, subtract and convert standard units of length,
weight/ mass, capacity/ volume, time and temperature.
• Draw, label and classify lines, angles and triangles based
on their properties.
• Determine the perimeter and area of a square, rectangle
and triangle using formulas.
GRADE VI-VII
• Draw and subdivide a line segment and an angle.
• Construct triangle parallelogram and segments of a
circle.
• Apply appropriate formulas to calculate perimeter and
area of quadrilateral, triangular and circular regions.
• Determine surface area and volume of cube, cuboids,
sphere, cylinder and cone.

23. INFORMATION HANDLING
STANDARD-4
The students will be able to
collect, organize, analyze,
display and interpret data/
information.

24. OBJECTIVES AT DIFFERENT LEVELS
GRADE III-V
• Compare data and interpret
quantities represented on
charts, tables and different
types of graphs and make
predictions based on the
information.

25. GRADE VI-VII
• Read, display and interpret
bar and pie graphs.
• Collect and organize data,
construct frequency tables and
to display data.
• Find measure of central
tendency (mean, median and
mode).

26. Measurement and geometry
STANDARD-3
The students will be able to
• identify measurable attributes of objects, construct angles
and two dimensional figures,
• analyze characteristics and properties of geometric shapes
and develop arguments about their
geometric relationships,
• recognize trigonometric identities, analyze conic sections,
draw and interpret graphs of functions.

27. Grade I-V
• Add, subtract and convert standard units of length, weight/
mass, capacity/ volume, time and temperature.
• Draw, label and classify lines, angles, quadrilaterals and
triangles based on their properties
Grade VI-VII
• Draw and subdivide a line segment and an angle.
• Construct triangle (given SSS, SAS, ASA, and RHS),
parallelogram and segments of a circle.
• Apply properties of lines, angles and triangles to develop
arguments about their geometric relationships.

28. Information Heading
STANDARD-4
The students will be able to collect, organize,
analyze, display and interpret data/ information
Grade III-V
• Compare data and interpret quantities
represented on charts, tables and different types
of graphs (pictogram and bar) and make
predictions based on the information.
Grade VI-VII
• Read, display and interpret bar and pie graphs.
• Collect and organize data, construct frequency
tables and histograms to display data.

29. REASONING AND LOGICAL THINKING
STANDARD-5
Students will be able to
• use patterns, known facts, properties and
relationships to analyze mathematical
situations
• examine real life situations by identifying,
mathematically valid arguments and drawing
Conclusion to enhance their mathematical
thinking.

30. Grade I-III
• Sort, classify and compare familiar shapes.
• Apply analytical reasoning to explain features of a
shape.
Grades III-V
• Communicate reasoning about patterns and geometric
figures.
• Explain method and reasoning when solving problems
involving numbers and data.
Grades VI-VIII
• Find different ways of approaching a problem to
develop logical thinking and explain their reasoning.
• Solve problems using mathematical relationships and
present results in an organized way.

31. In Mathematics students
memorize rules without
understanding their rationale.
There is no doubt that the
timely reward to this way is
more immediate and more
apparent but this instrumental
learning does not bring desired
result subsequently

32. Kilpatrick et in 2001 present notion of Mathematical
proficiency that is composed of following five steps:
• Conceptual understanding– comprehension of
mathematical concepts, operations and relations.
• Procedural fluency– skill in carrying out procedures
flexibly, accurately, efficiently and appropriately.
• Strategic competence– ability to formulate,
represent and solve mathematical problems.

33. • Adaptive reasoning– capacity for logical thought,
reflection, explanation and justification.
• Productive disposition– habitual inclination to see
mathematics as sensible, useful and worthwhile, coupled
with a belief in diligence and one’s own efficacy

34. Research indicates that teachers who
have a good background in
Mathematics also add richness to their
lessons, involve students extensively in
mathematical dialogue and capitalize on
students’ questions/discussions to
weave/extend mathematical
relationships. They do not list only the
definitions and step-by-step procedures
for students to memorize without
understanding their meaning and
function.
Teaching Mathematics – Role of a Teacher (Part 1)

35. EFFECTIVE TEACHING STRATEGIES
• Students learn things in many
different ways.
• They do not always learn best by
sitting and listening to the teacher.
• Students particularly of the primary
level can learn by presentation and
explanation by the teacher,
consolidation and practice, games,
practical work, problems and puzzles,
and investigating Mathematics.

36. INVESTIGATING MATHEMATICS
• Teachers may set students a
challenge, matched to their ability,
which leads them to discover and
practice some new Mathematics for
themselves.
• The key point about investigations
is that students are encouraged to
make their own decisions about:

37. PROBLEM SOLVING
• A problem is a statement or
proposition requiring an
algebraic, geometric, or other
mathematical solution.
• ‘learning to solve problems is
the principal reason for
studying Mathematics’.
• A problem exists when there
is a situation a learner wants
to resolve but no solution is
readily apparent

38. TIME DISTRIBUTION
• Teaching schedules are among the integral
parts of Mathematics classrooms.
• They help school management to run and
monitor the teaching of a particular subject.
• The following tables, indicating unit-wise time
distribution, will be supportive to the teachers
and education planners

39. Assessment

40. Assessment is the process of
documenting, usually in
measurable terms, knowledge,
skills, attitudes and beliefs.

43. Assessment must
include by focusing
on a student’s ability
to:
• communicate
mathematically.
• reason and analyze, and
to think and act in positive
ways.