SNC 2020 MATHEMATICS

1. Single National Curriculum
2020
Qulb e Abbas

2. Difference Between 2006 and 2020 Curriculum
In 2006
1. Conceptual Understanding.
2. Real life base questions/
(Application Base Question(s))
3. Introduction of new concept by
Real life situation / relevance /
phenomena.
4. NO ICT
In 2020
1. Think in a Logical Manner /
Procedural fluency.
2. Reasoning/situational base
questions are introduced.
(Reason Base Question(s))
3. Introduction by Warm up
activity using math lab (Prior
Experience).
4. Add ICT CORNER

3. 1. Conceptual Understanding VS Logical
Manner (Procedural fluency(Knowledge))
• Knowing isolated facts and
methods.
• Conceptual Knowledge CANNOT be
learned by rote.
• Concept and procedures are
develop by Simultaneous Action
(Practices / Worksheets)
• Given Mixed Information and used
required facts and methods.
• Knowledge of Rules, algorithms
(Formula), and procedures.
• Concept and Procedures are
develop by Pre-Existing Ideas (pre -
conceptions) Relate / linking Past
Experience with rules.

4. Example
• Formula given by teacher and
strength by worksheets.
Examples
• Pattern Making of tiles.
• Teacher give worksheet
• Past Experience : Relate / Link it
with MATHEMATICS and derived
mathematical formula.
• Math Lab
• Students develop formula by
him/herself teacher guide/directed
him/her.
Examples
• Pattern Making of tiles.
• Student make it by themselves
teacher only guide.

5. 2. Real life base questions Vs Situational base questions
Topic : Least Common Multiple (LCM)
• Saad and Hamza want to cut
pieces of rope 24 and 28 cm long
each. Find the shortest possible
length of rope which can be
divided in the required measure
between the both.
• Real life Base Question
• Ali wants to buy Laddus and Berfi
to serve at her sister's birthday
party. Laddus come in packets of
4 and Berfi come in packets of 6.
Ali has to buy these packets so
that there are the same number
of Laddus and Berfi to serve at
the party. How will Ali tackle this
situation?
• Situational Base Question

6. 3. Introduction of topic by Phenomena base Vs
Warm up activity
• We can arrange 1, 2, 3, 4, 5, 6 in
different pattern
Example:
i. 6, 5, 4, 3, 2,1
ii. 1, 3, 5, 2, 4, 6
iii. 1, 2, 3, 6, 5, 4 etc.
• Teacher demonstrate on black
board
• Warp up activity
• Arrangement of 1 , 2 , 3 , 4 , 5 , 6
(Pattern)
• Students Makes these pattern.

7. 4. ICT Corner
• No Work • https://www.geogebra.org/m/Ex
u3mtz5
• Web games

8. Assessment
• Design / Draft Concept(s)
• Paper / Pen base assessment
from class 1 to class 7
• Class Performance.
• Design / Draft of Checklist of
idea.
• Portfolio /Project base
Assessment class 1 to class 7
• Performance in Lab Activity

9. Port polio Questions
• A small boy went to a town to sell a basket of wood apples. On the
way, some robbers grabbed the fruits from him and ate them. The
small boy went to the King and complained. The King asked him,
“How many wood apples did you bring?”. The boy replied, “Your
Majesty! I didn’t know, but I knew that if you divided my fruits into
groups of 2, one fruit would be left in the basket”. He continued
saying that if the fruits were divided into groups of 3, 4, 5 and 6, the
fruits left in the basket would be 2, 3, 4 and 5 respectively. Also, if the
fruits were divided into groups of 7, no fruit would be there in the
basket. Can you find the number of fruits, the small boy had initially?
(This problem is taken from the famous Mathematics problems
collection book under the heading of “Wood Apple Problem”)

10. Instructional (Teaching) Strategies
• Concrete, Pictorial and Abstract (CPA) approach.
Concrete Pictorial Abstract
10 + 10 + 10
=
30

11. Mathematics teachers are therefore
expected to:
• shift from dispensing information to plan investigative
tasks.
• create cooperative and collaborative learning
environment.
• design assessment tasks.
• draw valid inference about students.
• use digital mean to increase information .