The document provides information about teaching mathematics in primary education stages. It lists 10 general aims of teaching mathematics in primary education, including: 1) realizing definitions and skills required for everyday life and other subjects, 2) acquiring basic engineering concepts, 3) identifying basic shapes and bodies, 4) identifying measuring units, 5) developing problem solving skills, 6) developing thinking techniques, 7) acquiring skills like reading/writing numbers, using tools and units of measurement, using symbols and analyzing data, 8) getting students to like mathematics, 9) reinforcing a sense of belonging to Egypt, and 10) acquiring ethical and social values.

1. Notes of lessons
Mathematics
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Year : 20 . . / 20 . .

3. Basic teacher’s data
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........................................It’s Date:......................Previous financial degree:
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PrincipalSupervisorSignature

4. f daily classes (first term)Schedule o
Day 1 2 3 4 5 6 7 8 9
Saturday
Sunday
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Tuesday
Wednesday
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Teacher Supervisor principal
term)secondSchedule of daily classes (
Day 1 2 3 4 5 6 7 8 9
Saturday
Sunday
Monday
Tuesday
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PrincipalSupervisorTeacher

5. Vision
Mission
Vision and Mission of the Ministry of Education
The Ministry of Education is committed to developing the pre-
university education system In Egypt to provide a leading model in the
region, through Providing quality education for all as a fundamental
right Human rights and prepare all children and young people for
informed citizenship in knowledge society under a new social contract
based on democracy, freedom, social justice and the establishment of
an educational system Decentralized support for community
participation and good governance To effectively manage education
reform at the school and all levels administrative levels.
The Ministry of Education is working to provide fair opportunities for
all Egyptian students can get high quality education to have the ability
to think creatively problem solving, lifelong learning and skills
Necessary to enable them to be active citizens and active participants in
a constantly changing global society.

6. ‫الرسالة‬:
‫الرؤية‬:
‫والتعليم‬ ‫التربية‬‫وزارة‬ ‫ورسالة‬ ‫رؤية‬
‫الجامعي‬‫قبل‬ ‫التعليم‬‫نظام‬ ‫بتطوير‬ ‫والتعليم‬ ‫التربية‬‫وزارة‬ ‫تلتزم‬
‫خالل‬‫من‬ ‫وذلك‬ , ‫المنطقة‬‫في‬ ‫رائد‬ ‫نموذج‬ ‫لتقديم‬ ‫مصر‬ ‫في‬
‫حقوق‬‫من‬ ‫اساسى‬‫كحق‬ ‫للجميع‬ ‫الجودة‬‫عالي‬ ‫تعليم‬ ‫توفير‬
‫في‬ ‫مستنيرة‬ ‫لمواطنة‬ ‫والشباب‬ ‫ال‬‫األطف‬‫كل‬ ‫وإعداد‬ ‫اإلنسان‬
‫على‬ ‫ائم‬‫ق‬ ‫جديد‬‫اجتماعي‬‫عقد‬ ‫ظل‬ ‫في‬ ‫المعرفة‬‫مجتمع‬
‫تعليمي‬ ‫نظام‬ ‫وتأسيس‬ ‫االجتماعي‬‫والعدل‬ ‫والحرية‬ ‫الديمقراطية‬
‫ل‬‫ويكف‬ ‫الرشيدة‬‫والحوكمة‬ ‫المجتمعية‬‫المشاركة‬‫يدعم‬ ‫المركزى‬
‫مستوى‬ ‫على‬ ‫اعلة‬‫ف‬ ‫بطريقة‬ ‫التعليم‬‫إصالح‬‫إدارة‬‫وكل‬ ‫المدرسة‬
‫اإلدارية‬‫المستويات‬.
‫لجميع‬ ‫عادلة‬ ‫فرص‬ ‫توفير‬ ‫على‬ ‫والتعليم‬ ‫التربية‬‫وزارة‬ ‫تعمل‬
‫الم‬‫الطلبة‬‫يمكنهم‬ ‫الجودة‬‫عالي‬ ‫تعليم‬ ‫على‬ ‫للحصول‬ ‫صريين‬
‫االبداعى‬‫العلمي‬‫التفكير‬‫على‬ ‫القدرة‬‫لديهم‬ ‫تكون‬ ‫أن‬‫من‬
‫والتزود‬ ‫الحياة‬‫مدى‬ ‫والتعلم‬ ‫المشكالت‬‫وحل‬ ‫النقدي‬‫ب‬‫المهارات‬
‫يك‬ ‫أن‬‫من‬ ‫تمكنهم‬ ‫التي‬‫الالزمة‬‫نشطاء‬ ‫مواطنين‬ ‫ونوا‬
‫التغير‬‫دائم‬ ‫عالمي‬ ‫مجتمع‬ ‫في‬ ‫فعالين‬ ‫ومشاركين‬
‫المعلم‬‫المشرف‬‫المعلم‬‫المدرسة‬‫مدير‬

7. Vision and mission of the school
principalSupervisorTeacher
Mission
Vision

8. ‫رؤية‬ ‫من‬ ‫نسخة‬,‫المدرسة‬‫رسالة‬

9. of teaching mathematicsaimsgeneralThe
in public Education stages
1. Explaining natural phenomena and knowing the
abilities of the environment and society.
2. Using mathematical means for researching, explaining and
decision making of mathematical and human issues.
3. Applying mathematics efficiently in forming the enlightened
citizen concerning production and consuming ways.
4. Using mathematical language to express themselves and
communicating with others.
5. Getting the maximum benefit of mathematics and understanding
how it contributes in the fields of education, arts and culture.
6. Understanding the role of mathematics in the scientific progress
as well as other subjects.
7. Developing different techniques of thinking and problem solving.
Since the general aims of teaching
mathematics are various and miscellaneous which
might make it difficult to differentiate, it was
important to simplify and study the different
categories in order to choose a suitable content ,
teaching strategies and assessment tools.

10. ‫العامة‬‫األهداف‬
‫الرياضيات‬‫مادة‬ ‫لتدريس‬
‫العام‬‫التعليم‬‫مراحل‬ ‫في‬
-1‫والمجتمع‬ ‫البيئة‬‫إمكانات‬‫ومعرفة‬ ‫الطبيعية‬‫الظواهر‬‫تفسير‬.
-2‫المتعلقة‬‫القرارات‬‫واتخاذ‬ ‫والتفسير‬ ‫البحث‬‫في‬ ‫الرياضية‬‫األساليب‬‫استخدام‬
‫واإلنسانية‬ ‫الرياضية‬‫بالنواحي‬.
-3‫ا‬‫بكف‬ ‫الرياضيات‬‫توظيف‬‫اإلنتاجية‬‫الناحية‬‫في‬ ‫المستنير‬‫المواطن‬‫لتكوين‬ ‫ءة‬
‫واالستهالكية‬
-4‫باآلخرين‬ ‫واالتصال‬ ‫النفس‬‫عن‬ ‫التعبير‬‫في‬ ‫الرياضيات‬‫لغة‬ ‫استخدام‬.
5-‫وفن‬ ‫كعلم‬ ‫الحياة‬‫في‬ ‫إسهامها‬‫مدى‬ ‫معرفة‬ ‫في‬ ‫الرياضيات‬‫من‬ ‫ادة‬‫اإلف‬
‫افة‬‫وثق‬.
6-‫العلمي‬‫التقدم‬‫في‬ ‫الرياضيات‬‫دور‬ ‫إدراك‬‫األخرى‬‫الدراسية‬‫المواد‬‫وفي‬.
7-‫المشكالت‬‫وحل‬ ‫التفكير‬‫أساليب‬‫تنمية‬.
‫الفصل‬‫يصعب‬ ‫بحيث‬ ‫ومتداخلة‬ ‫ومتشعبة‬ ‫متعددة‬ ‫الرياضيات‬‫تدريس‬ ‫أهداف‬‫كانت‬ ‫ولما‬
‫األهداف‬‫هذه‬ ‫تصنيف‬ ‫والدراسة‬ ‫التبسيط‬‫لمجرد‬ً‫ا‬‫لزام‬ ‫كان‬ ‫لذلك‬ ‫اطعة‬‫ق‬ ‫بصورة‬ ‫بينها‬
‫المقرر‬‫محتوى‬ ‫اختيار‬‫على‬ ‫يساعد‬ً‫ا‬‫تصنيف‬‫أساليب‬‫و‬ ‫التدريس‬‫واستراتيجيات‬ ‫الدراسية‬‫ات‬
‫متكاملة‬ ‫تكون‬ ‫أن‬‫البد‬ ‫األهداف‬‫أن‬‫الواضح‬‫من‬ ‫أنه‬‫إال‬ ، ‫التقويم‬.

11. The general aims of teaching mathematics
in the primary stage
1- Realizing the definitions, instruction and mathematical skills required for the
citizen’s everyday life and related to other subjects, which enables the student to
consume studying mathematics in higher stages.
2- Acquiring some basic engineering definitions such as line segment, a straight
line, beam and an angle.
3- Identifying some bodies/anthropomorphic like cubic, a pyramid , a cylinder...etc.
as well as some simple shapes like a rectangle , triangle, a circle ... etc.
4- Identifying some measuring unites and the connection between them like length,
area, currency, time...etc.
5- Developing the skill of problem solving according to the students’ mental
abilities.
6- Developing the ability to use efficient techniques of thinking.
7- Acquiring the following skills and applying them in everyday life and other
subjects:
a- Reading and writing numbers and using them in everyday life as well as
fractions and mathematical problems.
b- Using some tools to some simple shapes.
c- Using measuring units and transferring from one unit to the other.
d- Using mathematical symbols and definitions efficiently.
e- Reading and analyzing data in different forms.
8- Getting students to like mathematics through acquiring the skills and applying
them in their life.
9- Reinforcing their sense of belonging to Egypt by mentioning the Egyptians
achievement in different fields.
10- Acquiring ethical and sociable values like punctuality, independence, self-
confidence ...etc.

12. ‫العامة‬‫األهداف‬
‫الرياضيات‬‫مادة‬ ‫لتدريس‬
‫اإلبتدائية‬‫المرحلة‬‫فى‬
1-‫فى‬ ‫للمواطن‬ ‫الالزمة‬‫الرياضية‬‫والمهارات‬ ‫والتعليمات‬ ‫اهيم‬‫المف‬‫إدراك‬
‫مواصلة‬ ‫من‬ ‫تمكنه‬ ‫والتى‬ ‫األخرى‬‫للمواد‬ ‫بدراسته‬ ‫المرتبطة‬‫اليومية‬‫حياته‬
‫األعلى‬‫المراحل‬‫فى‬ ‫للرياضيات‬ ‫دراسته‬.
2-‫بعض‬ ‫إدراك‬‫والقطعة‬ ‫النقطة‬‫مفهوم‬ ‫مثل‬ ‫األساسية‬‫الهندسية‬‫اهيم‬‫المف‬
‫والزاوية‬ ‫والشعاع‬ ‫والمستقيم‬ ‫المستقيمة‬.
3-‫المستطيالت‬‫ومتوازى‬ ‫المكعب‬‫مثل‬ ‫المجسمات‬‫بعض‬ ‫على‬ ‫التعرف‬
‫مثل‬ ‫البسيطة‬‫الهندسية‬‫واألشكال‬ ‫والكرة‬ ‫والمخروط‬ ‫والهرم‬ ‫واألسطوانة‬
‫والمثلث‬ ‫والمستطيل‬ ‫المربع‬‫والدائرة‬.
4-‫الطول‬‫ووحدات‬ ‫بينها‬ ‫ات‬‫والعالق‬ ‫القياس‬‫وحدات‬ ‫بعض‬ ‫على‬ ‫التعرف‬
‫والزمن‬ ‫والنقود‬ ‫والوزن‬ ‫والحجم‬ ‫والمساحة‬.
5-‫للتلميذ‬ ‫لى‬‫العق‬‫العمر‬‫حدود‬‫فى‬ ‫المشكالت‬‫حل‬‫مهارة‬ ‫تنمية‬.
6-‫للتفكير‬ ‫سليمة‬ ‫أساليب‬‫استخدام‬‫على‬ ‫القدرة‬‫تنمية‬.
7-‫اآلتية‬‫المهارات‬‫اكتساب‬‫األخرى‬‫والمواد‬ ‫الحياتية‬‫المواقف‬‫فى‬ ‫وتوظيفها‬:‫أ‬-‫األعداد‬‫وكتابة‬ ‫قراءة‬
‫عليها‬ ‫العمليات‬‫وإجراء‬ ‫والكسور‬ ‫الحياتية‬‫المواقف‬‫فى‬ ‫وتوظيفها‬ ‫الطبيعية‬.
‫ب‬-‫البسيطة‬ ‫الهندسية‬‫األشكال‬‫بعض‬ ‫رسم‬ ‫فى‬ ‫الهندسية‬‫األدوات‬‫واستخدام‬ ‫تنمية‬.
‫ج‬-‫وا‬ ‫القياس‬‫وحدات‬ ‫استخدام‬‫أخرى‬‫إلى‬‫وحدة‬ ‫من‬ ‫لتحويل‬.
‫د‬-ً‫ا‬‫وتعبير‬ ‫وكتابة‬ ‫قراءة‬ ‫الرياضية‬‫والمصطلحات‬ ‫الرموز‬‫استخدام‬.
‫ه‬-‫المختلفة‬‫صورها‬ ‫فى‬ ‫البيانات‬‫وتفسير‬ ‫قراءة‬.
8-‫من‬ ‫التمكن‬‫على‬ ‫التالميذ‬‫مساعدة‬ ‫خالل‬‫من‬ ‫الرياضيات‬‫نحو‬ ‫االتجاه‬‫تنمية‬
‫يوم‬ ‫حياتية‬‫مواقف‬ ‫فى‬ ‫وتوظيفها‬ ‫مهاراتها‬‫ية‬.
9-‫حققها‬‫التى‬‫ات‬‫ز‬‫واإلنجا‬ ‫التقدم‬‫از‬‫ر‬‫إب‬‫خالل‬‫من‬ ‫للوطن‬ ‫االنتماء‬‫تنمية‬
‫لذلك‬ ‫الفرصة‬‫أتيحت‬‫كلما‬ً‫وحديثا‬ً‫قديما‬ ‫المختلفة‬‫المجاالت‬‫فى‬ ‫المصريون‬
10-‫والنظام‬ ‫الدقة‬‫مثل‬ ‫سليمة‬ ‫واجتماعية‬ ‫خلقية‬‫واتجاهات‬ ‫قيم‬ ‫اكتساب‬
‫والثق‬ ‫النفس‬‫على‬ ‫واالعتماد‬ ‫واالقتصاد‬‫واألمان‬ ‫ة‬.

13. teach mathematicstosaimGeneral
the preparatory stagein
1 - To provide you with information to keep up with the
times of technological and scientific development.
2 - Get used to the decision-making through logical
thinking analysis positions and problems.
3 - Gain accuracy in expression and performance.
4 - To identify the problems of life through sports patterns
instilled in Student affiliation and loyalty to homeland.
5 - Master the basic skills in mathematics to be able to
engage in the market work efficiently and highly capable.
6 - Ability to be able to employ calculations such as
approximation and reading data and representation
graphically and geometrically.
7 - The ability to acquire creative thinking methods to keep
pace with future life.
8 - Provide some applications that help to keep pace with
his future life.

14. ‫العامة‬‫األهداف‬
‫الرياضيات‬‫مادة‬ ‫لتدريس‬
‫ا‬‫المرحلة‬‫في‬‫إلعدادية‬
1-‫وعلمي‬ ‫تكنولوجي‬ ‫تطور‬ ‫من‬ ‫العصر‬‫لمواكبة‬ ‫المعلومات‬‫من‬ ‫بكم‬ ‫التزود‬.
2-‫المواقف‬‫بتحليل‬ ‫المنطقي‬‫التفكير‬‫طريق‬ ‫عن‬ ‫القرار‬‫اصدار‬‫علي‬ ‫التعود‬
‫والمشكالت‬.
3-‫ال‬‫اكتساب‬‫د‬‫اآلداء‬‫و‬ ‫التعبير‬‫في‬ ‫قة‬.
4-‫في‬ ‫تغرس‬ ‫رياضية‬ ‫أنماط‬‫خالل‬‫من‬ ‫الحياتية‬‫المشكالت‬‫علي‬ ‫التعرف‬
‫للوطن‬ ‫الوالء‬‫و‬ ‫اإلنتماء‬‫التلميذ‬.
5-‫في‬ ‫األساسية‬‫المهارات‬‫إجادة‬‫سوق‬ ‫في‬ ‫اإلنخراط‬‫من‬ ‫ليتمكن‬ ‫الرياضيات‬
.‫عالية‬ ‫مقدرة‬ ‫و‬ ‫اءة‬‫بكف‬ ‫العمل‬
6-‫قراءة‬ ‫و‬ ‫كالتقريب‬ ‫الحسابية‬‫العمليات‬‫توظيف‬ ‫علي‬ ‫القدرة‬‫من‬ ‫التمكن‬
.ً‫هندسيا‬ ‫و‬ً‫ا‬‫بياني‬ ‫تمثيلها‬ ‫و‬ ‫البيانات‬
7-‫ع‬ ‫القدرة‬‫اإلبداعي‬‫التفكير‬‫أساليب‬‫اكتساب‬‫لي‬.‫المستقبلية‬‫الحياة‬‫لمواكبة‬
8-‫تساعدة‬ ‫التي‬‫ات‬‫التطبيق‬‫ببعض‬ ‫التزود‬‫المستقبلية‬‫حياته‬‫مواكبة‬ ‫علي‬

15. General aims to teach mathematics
in the Secondary stage
1 - Provide students with the necessary mathematical knowledge to prepare them for life such as
solving problems.
2 - Work to create and improve means to overcome the phenomena of nature to be used to serve
man.
3 - Provide students with sports skills.
4- To contribute to the formation of mathematical insight and understanding.
5 - To familiarize students in the methods of sound thinking, and the most important reflection
thinking and critical thinking.
6. Contribute to the formation and development of some healthy sports trends.
7 - Contributing to the formation and direction of sports tendencies.
8- To contribute to the ability to taste and appreciate aesthetic and artistic aspects.
9 - The realization that mathematics is a living and renewable material can be involved in the
manufacture and the creation of proofs.
10 - Developing the ability to detect and innovate and accustom the student to the process of
abstraction and generalization.
11. Contribute to the development of mental independence progress towards the discovery of
relations himself.
12 - Developing the ability to study mathematics himself and his ability to teach himself.
13 - To recognize the role of the language of life in describing mathematical ideas and knowledge of
elements basic in logic.
14 - Understanding the standard or reasoning thinking in mathematics.
15 - Formation of the modern mathematical basis of concepts, facts, terminology and symbols
and methods of treatment which gives the student a mathematical culture.
16 - To emphasize that the field of mathematics includes the uncertainties and includes the
possibilities.
17. Contribute to the formation and improvement of effective critical thinking and the dissemination
of experience and analytical thinking.
18 - Formation of tendencies towards students towards the taste of mathematics to create a brilliant
sports generation.
19- To emphasize the importance of mathematics not only in natural sciences but also in science
military, social, behavioral, economic and many other humanitarian activities.
20 - Understanding of economic and social activities in society.
21- Understand the manifestations of civilization and follow the scientific and technical
development in society.
22 - Preparation for the completion of the study of sports construction in the upper stages.
23- Studying other knowledge branches.

16. ‫العامة‬‫األهداف‬
‫الرياضيات‬‫مادة‬ ‫لتدريس‬
‫المرحلة‬‫فى‬‫الثانوية‬
1-‫المشاكل‬‫حل‬‫مثل‬ ‫للحياة‬ ‫العدادهم‬ ‫الالزمة‬‫الرياضية‬‫بالمعرفة‬ ‫الطلبة‬‫تزويد‬
2-‫االنسان‬‫لخدمة‬ ‫لتسخيرها‬ ‫الطبيعة‬‫ظواهر‬ ‫على‬ ‫للتغلب‬ ‫الوسائل‬‫وتحسين‬ ‫خلق‬‫على‬ ‫العمل‬
3-‫الرياضية‬‫المهارات‬‫الطلبة‬‫اكساب‬
4-‫اإلس‬‫والفهم‬ ‫الرياضية‬‫البصيرة‬‫تكوين‬ ‫في‬ ‫هام‬
5-‫ت‬‫ومن‬ ‫التفكير‬‫في‬ ‫سليمة‬ ‫أساليب‬‫على‬ ‫التالميذ‬‫عويد‬‫الناقد‬‫والتفكير‬ ‫التأملي‬‫التفكير‬‫أهمها‬
6-‫وتنميتها‬ ‫السليمة‬‫الرياضية‬‫اإلتجاهات‬‫بعض‬ ‫تكوين‬ ‫في‬ ‫اإلسهام‬
7-‫وتوجيهها‬ ‫الرياضية‬‫الميول‬‫تكوين‬ ‫في‬ ‫اإلسهام‬
8-‫ا‬‫إكتساب‬‫في‬ ‫اإلسهام‬‫والفنية‬ ‫الجمالية‬‫النواحي‬‫وتقدير‬ ‫تذوق‬ ‫على‬ ‫لقدرة‬
9-‫براهين‬ ‫وإبتكار‬ ‫صنعها‬ ‫في‬ ‫يشارك‬ ‫أن‬‫يمكن‬ ‫ومتجددة‬ ‫حية‬‫مادة‬ ‫الرياضيات‬‫مادة‬ ‫أن‬‫اك‬‫ر‬‫إد‬
10-‫والتعميم‬ ‫التجريد‬‫عملية‬ ‫على‬ ‫الطالب‬‫وتعويد‬ ‫واإلبتكار‬ ‫الكشف‬‫على‬ ‫القدرة‬‫تنمية‬
11-‫بالتقدم‬ ‫الذهني‬‫الل‬‫اإلستق‬‫تنمية‬ ‫في‬ ‫اإلسهام‬‫بنفسه‬ ‫ات‬‫العالق‬‫إكتشاف‬‫نحو‬
12-‫نفسه‬ ‫تعليم‬ ‫على‬ ‫وقدرته‬ ‫بنفسه‬ ‫الرياضيات‬‫دراسة‬ ‫على‬ ‫القدرة‬‫تنمية‬
13-‫العناصر‬‫ومعرفة‬ ‫الرياضية‬‫األفكار‬‫وصف‬ ‫في‬ ‫الحياة‬‫لغة‬ ‫دور‬ ‫على‬ ‫التعرف‬
‫المنطق‬‫علم‬ ‫في‬ ‫األساسية‬
14-‫الرياضيات‬‫في‬ ‫اإلستداللي‬‫أو‬‫القياسي‬‫التفكير‬‫فهم‬
15-‫تكو‬‫ورموز‬ ‫ومصطلحات‬ ‫ائق‬‫وحق‬ ‫اهيم‬‫مف‬ ‫من‬ ‫الحديث‬‫الرياضي‬‫األساس‬‫ين‬
‫رياضية‬ ‫افة‬‫ثق‬ ‫الطالب‬‫يعطي‬ ‫مما‬ ‫معالجة‬ ‫وأساليب‬
16-‫اإلحتماالت‬‫على‬ ‫يشمل‬ ‫كما‬ ‫المؤكدات‬‫على‬ ‫يشمل‬ ‫الرياضيات‬‫مجال‬ ‫أن‬‫إبراز‬
17-‫والتفكير‬ ‫الخبرة‬‫وتعميم‬ ‫الفعال‬‫الناقد‬‫التفكير‬‫وتحسين‬ ‫تكوين‬ ‫في‬ ‫اإلسهام‬‫التحليلي‬
18-‫بارع‬ ‫رياضي‬ ‫جيل‬‫لخلق‬ ‫الرياضيات‬‫تذوق‬ ‫نحو‬ ‫الطلبة‬‫عند‬ ‫ميول‬ ‫تكوين‬
19-‫العلوم‬ ‫في‬ً‫ا‬‫وأيض‬ ‫بل‬ ‫الطبيعية‬‫العلوم‬‫في‬ ‫فقط‬ ‫ليس‬ ‫الرياضيات‬‫أهمية‬‫إبراز‬
‫اإلنسانية‬‫األنشطة‬‫من‬ ‫الكثير‬‫وغيرها‬ ‫واإلقتصادية‬ ‫والسلوكية‬ ‫واإلجتماعية‬ ‫العسكرية‬
20-‫ا‬‫النشاطات‬‫تفهم‬‫المجتمع‬‫في‬ ‫واإلجتماعية‬ ‫إلقتصادية‬.
21-‫المجتمع‬‫في‬ ‫والتقني‬ ‫العلمي‬‫التطور‬‫ومتابعة‬ ‫الحضارة‬‫مظاهر‬ ‫فهم‬.
22-‫العليا‬‫المراحل‬‫في‬ ‫الرياضي‬‫البناء‬‫دراسة‬ ‫إلستكمال‬ ‫التهيئة‬.
23-‫األخرى‬‫المعرفة‬‫فروع‬ ‫دراسة‬

17. Special aims of teaching mathematics
grade ………………in
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18. ‫الخاصة‬‫االهداف‬
‫الرياضيات‬‫مادة‬ ‫لتدريس‬
: ‫للصف‬.........................................
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.‫المشرف‬‫المعلم‬ ‫المعلم‬‫المدرسة‬‫مدير‬

19. Distribution of curriculum content for grade …….
Year 20 / 20 Number of weeks : ………. weeks
Month Algebra Geometry
Firstterm
September
October
December
January
Teacher Supervisor principal

20. Copy of curriculum distribution (First term)

21. Distribution of curriculum content for grade …….
Year 20 / 20 Number of weeks: ………. weeks
Month Algebra Geometry
Secondterm
February
March
April
Mai
Teacher Supervisor principal

22. m)second terCopy of curriculum distribution (

23. Day Date Class Period
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ProceduresObjectives
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Lesson

24. Registered Attendees Absences
TimeEvaluationStrategyTeaching aids
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Student Book
Graph-Board
Geometrical
instruments
Active-Board
Projector
Cards
Multimedia Room
Brochures
Solids shapes
MOE web site
.................................................................................................................................................................................................................Homework
..............................................................................................................................................................................................................................................................................Warming up
............................................................................................................................................................................................................................................................................Main Objective

25. Absence sheets for class………….. First term 20 / 20
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Teacher Supervisor principal

26. Con. Absence sheets for class………….. First term 20 / 20
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Teacher Supervisor principal

27. Absence sheets for class………….. First term 20 / 20
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Teacher Supervisor principal

28. Con. Absence sheets for class………….. First term 20 / 20
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Teacher Supervisor principal

29. Absence sheets for class………….. Second term 20 / 20
S Name February March April
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Teacher Supervisor principal

30. Con. Absence sheets for class…………..Second term 20 / 20
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Teacher Supervisor principal

31. Absence sheets for class………….. Second term 20 / 20
S Name February March April
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Teacher Supervisor principal

32. Con. Absence sheets for class…………..Second term 20 / 20
S Name February March April
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Teacher Supervisor principal

33. Marks of class…………………… First term 20 / 20 according to modification no. 313
S Name
October November December
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
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Oral
Activity
Att.&
Beh.
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Oral
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Att.&
Beh.
Total
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Teacher Supervisor principal

34. Con. marks of class…………… First term 20 / 20 according to modification no. 313
S Name
October November December
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
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Teacher Supervisor principal

35. Marks of class……………………First term 20 / 20 according to modification no. 313
S Name
October November December
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
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Teacher Supervisor principal

36. Con. marks of class………………First term 20 / 20 according to modification no. 313
S Name
October November December
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
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Teacher Supervisor principal

37. Marks of class……………… second term 20 / 20 according to modification no. 313
S Name
February March April
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
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Teacher Supervisor principal

38. Con. marks of class………… second term 20 / 20 according to modification no. 313
S Name
February March April
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
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Teacher Supervisor principal

39. Marks of class………………… second term 20 / 20 according to modification no. 313
S Name
February March April
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
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Teacher Supervisor principal

40. Con. marks of class………… second term 20 / 20 according to modification no. 313
S Name
February March April
Mean
Mid-
Term
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
Oral
Activity
Att.&
Beh.
Total
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Teacher Supervisor principal

41. for first termCurriculum’s map
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Teacher Supervisor principal

42. for second termCurriculum’s map
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Teacher Supervisor principal

43. planʹstudentsWeak
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Teacher Supervisor principal

44. planstudents’Gifted
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. Teacher Supervisor principal

45. Notes
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