PRIMARY MATHEMATICS SYLLABUS

CLASS 2

MINISTRY OF EDUCATION AND HUMAN RESOURCE DEVELOPMENT

BARBADOS
 TABLE OF CONTENTS

ACKNOWLEDGEMENTS iii

RATIONALE v

GENERAL OBJECTIVES FOR THE PRIMARY MATHEMATICS SYLLABUS vii

FORMAT OF THE SYLLABUS viii

SCOPE AND SEQUENCE 1

ATTAINMENT TARGETS 6

SYLLABUS FOR CLASS 2 9

APPENDIX - Suggested Texts 18

ii
 ACKNOWLEDGEMENTS

The Ministry of Education expresses thanks and appreciation to the following persons for their contribution to the development of this syllabus.

Mrs. Bonnie Alleyne Ellerton Primary

Mrs. Sheila Babb Grazettes Primary
Mrs. Margaret Blenman Good Shepherd Primary
Ms. Jocelyn Boucher Cuthbert Moore Primary
Mr. Samuel Broomes Eden Lodge Primary
Ms. Elsie Burton St. Matthias Primary
Mr. Errol Bynoe Christ Church Boys’
Mrs. Hortence Carrington Sharon Primary
Mr. Ian Chandler St. Matthew Primary
Ms. Mary Chase Cuthbert Moore Primary
Mr. Wayne Drakes Vauxhall Primary
Ms. Mary Farley Pine Primary
Ms. Juan Forte St. Ambrose Primary
Mr. Andrew Haynes St. Ambrose Primary
Mrs. Maxine Husbands Deacon’s Primary
Ms. Petrina Husbands St. David’s Primary
Mr. Elvis Johnson South District Primary
Mrs. Judy Lorde-Waithe Mount Tabor Primary
Ms. Estelle Nelson Hillaby-Turner’s Hall Primary

iii
Mrs. Valrie Quintyne Pine Primary
Mr. Neville Small Christ Church Boys’
Mrs. Sandra Small-Thompson Westbury Primary
Mrs. Shirley Thomas St. Joseph Primary
Mr. Marlon Wilson St. Elizabeth Primary
Mrs. Gladwin Greaves St Alban’s Primary
Ms. Julia Taitt Peripatetic Teacher- Mathematics
Ministry of Education
Mr. Carlisle Ramsay Education Officer- Testing and Measurement
Ministry of Education
Ms Benita Byer Education Officer- Mathematics (Ag)
Ministry of Education

iv
 RATIONALE

There is a need for all primary school pupils in Barbados today to experience a shift in emphasis in the teaching/learning process in mathematics
from that which was practised twenty or even five years ago. The rapid advances in computer technology, the easy accessibility of inexpensive
calculators, the implementation of the project, EduTech 2000 and the ever-increasing rate of change in all aspects of society require that pupils
develop new skills and attitudes to meet these demands.

It is no longer sufficient that pupils develop proficiency in computation and in applying that computation to their day-to-day problems. By the
time these pupils reach adolescence and adulthood in the twenty-first century, they will be faced with new problems and challenges. It is crucial,
therefore, that these pupils be a part of an environment which allows them to think, reason, and solve problems using as much of the available
technology as possible. Pupils of different ages think, reason and solve problems at different levels, but all pupils are capable of rational thought,
reasoning and solving problems.

This Primary Mathematics Syllabus supports the new initiatives of the Ministry of Education, which stress that:

the child-centred approaches be used in conjunction with the traditional teacher-centred approaches
problem-solving should be the focus of mathematics instruction
reasoning about mathematics should be used to help pupils make sense of mathematics, rather than just memorizing rules and
procedures
mathematics is an ideal subject for the development of critical-, creative- and decision-making skills of the pupils from at a very
early age
manipulatives are powerful tools that can help pupils link the concrete experiences to pictorial representations and finally to ab-
stract symbols to build mathematical understanding
mathematics should be connected to other subject areas and to the pupils' everyday experiences to make it meaningful
information technology, namely, calculators and computers, be used as tools to help pupils explore and develop concepts and
solve problems

v
 instruction using the multi-media approach, visual, auditory and tactile/kinesthetic should be used to reach all pupils
assessment should be multi-faceted and evaluate what pupils can do and understand

Through the piloting and implementation of this syllabus and the feedback and consultation from teachers and other educators, modifica-
tions will be made to ensure that this document is user-friendly to all teachers of mathematics in primary schools in Barbados.

vi
 OBJECTIVES FOR THE PRIMARY MATHEMATICS SYLLABUS

The general objectives for the primary mathematics syllabus are to help pupils:
 acquire a range of mathematical techniques and skills
 develop an awareness of the importance of accuracy in computation
 develop an awareness of mathematics in their environment
 cultivate the ability to apply mathematical knowledge to the solutions of problems in their daily lives
 cultivate the ability to think logically, creatively and critically
 use technology to explore mathematical situations.

vii
 FORMAT OF THE SYLLABUS

In addition to the syllabuses for Classes 1-4, this document contains the following sections: Scope and Sequence, Attainment Targets and Suggested
Activities and Assessment Procedures. Highlighted in the syllabus are the integration of technology into instruction and the development of critical,
creative and decision-making skills. Both areas were already in use but are now being highlighted because of the need to have all pupils computer li-
terate and to be critical and creative in their thoughts and actions.

The nature of mathematics instruction requires that concepts are introduced in the earlier stages and developed in the later stages. The Scope and
Sequence therefore, indicates the classes in which a topic is to be introduced and developed. The indicates in which class the topic/skill/concept
should be introduced and the √ indicates that the concept has to be developed and maintained in these classes.

The Attainment Targets are presented as a list of objectives and indicate what each pupil should be able to achieve at the end of the school year. It is
understood that because of varying abilities and aptitudes, some pupils might be able to achieve a higher standard than that which is set and some
may not be able to complete all the objectives for the particular age group. The targets for a particular class represent the objectives that should be
achieved at that level, in addition to those of the lower classes.

The Suggested Activities included in the syllabus will ensure that pupils use and apply mathematics to promote mathematical reasoning, make deci-
sions and analyse data. In addition, the proposed tasks meet both the individual needs of the pupils as well as provide activities for group work, the-
reby facilitating collaboration between pupils, teachers and parents, while consolidating instruction and developing the necessary skills.

Assessment is a fundamental part of the teaching and learning process. It should measure not only what the pupils know and can produce, but should
provide more authentic information about the learner. Further, continuous assessment is essential in monitoring the progress of pupils and teachers
are therefore encouraged to use mathematics profiles to record each child’s progress. To this end a variety of assessment methods should be utilised
including achievement tests, portfolio assessment, journals and discussions.

The Integration of Technology is integral to mathematics instruction and can be beneficial in areas such as computation, geometry, data handling and
problem solving. The use of technology is particularly effective in reducing the fear and anxiety associated with learning mathematics, since it al-
lows the pupils to focus less speed and memorization and more on the processes necessary to obtain the solutions.

Teachers are encouraged to use strategies and methodologies to develop Critical Thinking and Problem Solving Skills. The mathematics classroom
should provide the opportunity for pupils to formulate problems from everyday situations, use concrete materials, reason logically and use a variety
of problems solving strategies.

viii
 CLASS 2

PRIMARY MATHEMATICS SYLLABUS

SCOPE AND SEQUENCE FOR CLASS 2
 Begin teaching the concept/skill
√ Maintain and develop concept/skill

CLASSES
1 2 3 4
1.0 PROBLEM SOLVING STRATEGIES AND SKILLS

1.0.1 Problem solving as it relates to everyday situations  √ √ √

1.0.2 Problem solving steps  √ √ √
1.0.3 Problem solving strategies  √ √ √
1.0.4 Estimation strategies  √ √ √
1.0.5 Interpretation of data and diagrams  √ √ √

2.0 NUMBER CONCEPTS

2.0.1 Mental computations and estimation techniques  √ √ √

2.0.2 Read and write numbers  √ √ √
2.0.3 Comparison of numbers  √ √ √
2.0.4 Addition of whole numbers  √ √ √
2.0.5 Subtraction of whole numbers  √ √ √
2.0.6 Multiplication of whole numbers  √ √ √
2.0.7 Division of whole numbers  √ √ √
2.0.8 Solution of basic problems using the four basic operations  √ √ √
2.0.9 Odd/Even numbers  √ √ √

7
 CLASS 2
 Begin teaching the concept/skill
√ Maintain and develop concept/skill

CLASSES
1 2 3 4
2.1 PROPERTIES OF NUMBERS

2.1.1 Use the commutative rule to solve problems with additions  √ √ √

2.1.2 Use the commutative rule to solve problems with multiplication  √ √ √
2.1.3 Use the associative rule to solve problems with addition  √ √ √
2.1.4 Use the associative rule to solve problems with multiplication  √ √ √
2.1.5 Apply the identity property of zero (0) under addition ad subtraction  √ √ √
2.1.6 Apply the identify property of one (1) under multiplication and division  √ √ √
2.1.7 Apply the property of zero (0) under multiplication  √ √ √
2.1.8 Apply the rules for the order of operations to solve problems  √ √ √

3.0 FRACTIONS AND DECIMALS

3.0.1 Define a fraction  √ √ √
3.0.2 Identify and compare fractional parts  √ √ √
3.0.3 Illustrate given fractions of a whole  √ √ √
3.0.4 Determine the fractional part of a set of objects  √ √ √
3.0.5 Use symbols to represent fractions  √ √ √
3.0.6 Read and write fractions  √ √ √
3.0.7 Compare and order fractions with the same denominators  √ √
3.0.8 Add fractions with same denominators  √ √ √
3.0.9 Subtract fractions with same denominators  √ √ √
3.0.10 Determine and recognise equivalent fractions  √ √
3.0.11 Express fractions in their lowest terms  √ √

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 CLASS 2
Begin teaching the concept/skill
√ Maintain and develop concept/skill

CLASSES

1 2 3 4
Pupils should be able to:
3.0.12 Compare and order fractions with different denominators  √ √
3.0.13 Add fractions with different denominators  √ √
3.0.14 Subtract fractions with different denominators  √ √
3.0.15 Understand the concept of a mixed number and improper fraction  √
3.0.16 Express a mixed number as improper fraction and vice versa  √
3.0.17 Add fractions to whole numbers  √
3.0.18 Subtract fractions from whole numbers  √
3.0.19 Add fractions with mixed numbers  √
3.0.20 Subtract fractions with mixed numbers  √
3.0.21 Multiply a fraction by a whole number  √
3.0.22 Multiply a fraction by a fraction  √
3.0.23 Divide a whole number by a fraction  √
3.0.24 Divide a fraction by a fraction  √
3.0.25 Read and write decimal fractions up to thousandths  √
3.0.26 Write the place value of digits in decimal fraction  √
3.0.27 Write the value digits in decimal fractions  √
3.0.28 Compare and order decimal fractions  √
3.0.29 Add decimal fractions up to thousandths  √
3.0.30 Subtract decimal fractions up to thousandths  √
3.0.31 Multiply a decimal fraction by a whole number  √
3.0.32 Multiply a decimal fraction by a decimal fraction  √
3.0.33 Divide a decimal fraction by a whole number and vice versa 
3.0.34 Divide a decimal fraction by a decimal fraction 
3.0.35 Express a fraction as a decimal fraction 

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 CLASS 2
4.0 MEASUREMENT

4.0.1 Use non-standard units to measure quantities  √ √ √

4.0.2 Use standard units to measure quantities  √ √ √
4.0.3 Convert between the units of measure  √ √ √
5.1 LINEAR
5.1.1 Use non-standard and standard units to determine the length of objects  √ √ √
5.1.2 Use the ruler to determine the length of objects  √ √ √
5.1.3 Choose the appropriate unit to determine the length of an object  √ √ √
5.1.4 Determine the perimeter of a given shape  √ √ √
5.1.5 Use scales to determine distances  √
6.2 AREA
6.2.1 Determine the area of regular and irregular shapes by counting squares  √ √
6.2.2 Determine the area of the square, rectangle and triangle by formulae  √ √
6.2.3 Determine the surface area of a cube or cuboid  √
6.3 MASS
6.3.1 Compare the mass of various objects  √ √
6.3.2 Measure mass using the appropriate standard unit  √ √
6.3.3 Convert from a larger to a smaller unit and vice versa  √ √
6.4 CAPACITY
6.4.1 Compare the capacity of various containers using non-standard units  √ √
6.4.2 Measure capacity using the appropriate unit  √ √
6.4.3 Convert from a larger unit to a smaller unit and vice versa  √ √
6.5 TIME
6.5.1 Differentiate between times of the day  √ √ √
6.5.2 Name the days of the week/ months of the year in sequence  √ √ √
6.5.3 Identify the appropriate instrument for measuring periods of time  √ √ √
6.5.4 Tell time by the hour, half hour and quarter hour  √ √ √
6.5.5 Tell time in minutes past and minutes to the hour(in 5-minute intervals)  √ √
6.5.6 State the relationship between sub-units of time (second, minute, hour)  √ √

10
 CLASS 2

6.5.7 Convert from one unit of time to another  √

6.5.8 Add and subtract units of time  √
6.5.9 Determine the time between events  √
6.5.10 Manage time effectively
6.6 MONEY
6.6.1 Identify the local coins and bills  √ √ √
6.6.2 Represent currency as coins, bills and a combination of coins and bills  √ √ √
6.6.3 Use coins and bills in money transactions without change  √ √ √
6.6.4 Use coins and bills in money transactions with change  √ √ √
6.6.5 Solve problems involving buying and selling  √ √
6.6.6 Convert foreign currency to local currency and vice versa  √
6.6.7 Develop an appreciation for saving money
7.0 GEOMETRY
7.0.1 Identify 2- Dimensional shapes  √ √ √
7.0.2 Draw 2 Dimensional shapes – square, rectangle, triangle, circle  √ √ √
7.0.3 Classify 2- Dimensional shapes according to their attributes  √ √ √
7.0.4 Classify triangles – equilateral, right-angled, isosceles, scalene  √
7.0.5 Classify quadrilaterals – square, rectangle, parallelogram 
7.0.6 Identify 3-Dimensional shapes √ √ √ √
7.0.7 classify 3- Dimensional shapes according to their attributes  √ √
7.0.8 Identify lines, line segments, points and rays  √ √ √
7.0.9 Identify and draw lines – horizontal, vertical, parallel, perpendicular and intersecting  √ √
7.0.10 Identify lines of symmetry  √ √
7.0.11 Name and draw angles  √
7.0.12 Measures angles 
7.0.13 Identify and name the parts of a circle – center, diameter, circumference, chord  √
7.0.14 State the relationship between the radius and the diameter  √

11
 CLASS 2
 Begin teaching the concept/skill
√ Maintain and develop concept/skill
8.0 VENN DIAGRAMS
8.0.1 Sort numbers and objects into sets  √ √ √
8.0.2 Describe a set  √ √ √
8.0.3 Identify the elements in a set  √ √ √
8.0.4 State the number of elements in a set  √ √ √
8.0.5 Identify equal sets  √ √ √
8.0.6 Identify subsets of a given set  √ √
8.0.7 Identify the intersection of two sets  √
8.0.8 Identify the union of two set  √
8.0.9 Use Venn diagrams to illustrate sets  √
8.0.10 Use Venn diagrams to list the elements in a set  √
9.0 DATA HANDLING
9.0.1 Collect data on an area of interest  √ √ √
9.0.2 Record data collected  √ √ √
9.0.3.1 Illustrate data Tables/ Tally charts  √ √ √
9.0.3.2 Illustrate data using Pictographs  √ √ √
9.0.3.3 Illustrate data using Bargraphs/ Line Graphs / Co-ordinate graphs  √ √
9.0.3.4 Illustrate data using pie chart  √ √
9.0.4 Interpret information given in diagrams  √ √ √
9.0.5 Determine the mode for a set of data  √ √ √
9.0.6 Determine the mean (average) for a set of data  √
9.0.7 Use probability terms appropriately ( possible, certain, more likely, unlikely)  √
9.0.8 Determine the simple probability of outcomes  √
9.0.9 Use probability to make predictions  √

12
 CLASS 2

MATHEMATICS
ATTAINMENT TARGETS

CLASS 2

Pupils should be able to:

1. apply a variety of problem solving strategies to solve problems;

- Look for a pattern
- Write a number sentence or equation
- Restate the problem with simpler numbers
- Relate the problem to a similar problem
2. develop the practice of seeking a variety of solutions to problems;
3. read and write numbers up to 9 999;
4. compare and order numbers up to 9 999;
5. determine the place value of a digit in numbers up to 9 999;
6. add and subtract whole numbers up to 9 999;
7. multiply and divide whole numbers up to 9 999 by one-digit numbers;
8. identify and use prime numbers;
9. identify and use composite numbers;
10. identify and use factors and prime factors;

13
 CLASS 2

Pupils should be able to:

11. determine the Highest Common Factor (HCF);

12. identify and use multiples;
13. determine the Lowest Common Multiple (LCM);
14. compare and order fractions with the same denominators;
15. determine and recognise equivalent fractions;
16. express fraction in their lowest terms;
17. compare and order fractions with different denominators;
18. add fractions with different denominators;
19. subtract fractions with different denominators;
20. determine the area of regular and irregular shapes by counting squares;
21. determine the area of the square, rectangle and triangle by formulae;
22. compare the mass of various objects;
23. measure mass using the appropriate standard unit;
24. convert from a larger to a smaller unit and vice versa;
25. compare the capacity of various containers using non-standard units;
26. measure capacity using the appropriate unit;
27. convert from a larger unit to a smaller unit and vice versa;
28. tell time in minutes past and minutes to the hour (in 5-minute intervals);

14
 CLASS 2

Pupils should be able to:

29. state the relationship between sub-units of time (second, minute, hour);
30. solve problems involving buying and selling;
31. identify and draw lines – horizontal, vertical, parallel, perpendicular and intersecting;
32. identify lines of symmetry;
33. identify subsets of a given set.

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 CLASS 2

TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES

Pupils should be able to:
PROBLEM Practise different ways of managing Use the following to solve problems Discussion Calculator
SOLVING interpersonal relationships and solving in the various topics:
problems. Look for a pattern

Create problems from everyday situa- Write a number sentence or equation Quizzes
tions.
Restate the problem with simpler
Identify the steps in numbers
problem solving.
Relate the problem to a similar prob-
Apply problem solving lem
strategies to solve problems in all top-
ics of the syllabus.

Interpret diagrams to draw logical con-

clusions.

Read and write numbers written in Complete the following: Written tests Calculator
NUMBER
words or symbols from 0 – 9999.
CONCEPTS 675 = ______hundred + 7tens + Quizzes Flash cards
______ ones

Write numbers up to 9999 in 533= 5 hundred + 2 tens + Hundred chart

expanded form. ______ ones

Write numbers up to 9999 given the

expanded notation.

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 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
Compare and order numbers up to
9999.

Read and write ordinals beyond 31st.

Read and write Roman Numerals up to In the lunch line Casey was behind Illustrations Beads
50. Sonia. Larry was in front of Sonia
and behind Anthony. Casey was be- Discussion Sorting trays
Classify numbers as odd or even. tween Sonia and Brent. Who was last
in line? Who was first, second and Number lines
State the value and/or place value of last?
any digit in a four-digit number. Coins

Addition Add four-digit numbers with and with- Demonstration Straw for bundling
out regrouping. Arrange 12 counters in two equal
rows. Repeat for 7, 10, 14 and 31 Written tests
counters.
Subtraction Subtract a one-, two-, three-, and four-
digit number from a four- digit number Using all the digits 3, 4, and 5, write
with and without regrouping. two even numbers and four odd num-
bers.
Multiplication Build up and use multiplication tables
6, 7, 8, 9 and 10. Show steps in decomposition
using money. Eg.
Multiply numbers up to 9999 by 6, 7, Sam has one 10-cent piece and a 5-
8, 9 and 10. cent piece. How will he give his sister
9 cents.
Multiply numbers up to 9999 by mul-
tiples of 10eg. 40, 60. 1 5 becomes 0 15
- 9 - 9

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 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
Use multiplication as repeated
addition.

Demonstrate multiplication as an in-

verse of division and vice versa. Work out the solution for the
following:
Division Divide numbers up to 9999 by one- Worksheets
digit numbers without and with There are 185 people to cross a river.
regrouping; and without and with The boat can only take a total of 5 Simulation Calculator
remainder. people at a time. How many trips
must be made? Demonstration Counters
Use division as repeated subtraction.
If the boat could take 9 people how
Use the signs >, =, < to compare sets of many trips would have to be made?
numbers up to 9999.
How many times can 3 be taken from
162?
Distinguish between factors and mul-
Factors and tiples. Arrange a quantity of beads as a rec- Demonstration Counters
multiples tangle. Use 4,5, 6, 9 and 16 beads.
Determine the factors of whole num- What do you notice? Beads
bers.
** *** *** ****
Calculate the Highest Common Factor ** *** *** ****
(HCF). *** ****
*****
Identify prime numbers

Identify Composite numbers.

Determine the multiples of numbers.

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 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
Estimation Calculate the Lowest Common Mul-
tiple (LCM). Round off each number to the nearest Worksheets Calculator
ten and estimate the answer. Deter-
Round off whole numbers to the near- mine the correct answer using a calcu-
est ten, hundred, thousand. lator.
31 x 63
Use estimation techniques to solve 58 x 21
problems. 97 x 43

31 x 63 becomes 30 x 60 = 1800
Calculator answer: 1953
Find fractional parts of a set of Stimulation Fraction chart
FRACTIONS objects. Determine fraction of various items:
(a) half the pupils in the class Worksheet Beads
Add and subtract fractions with like (b) one-third set of beads
denominators. (c) one-quarter of the desks Simulation
Add and subtract fractions with Set out thirty beads. How many beads
unlike denominators. are would make up one-fifth of this
set? (6) How many beads would
make up half of this set? (15) Re-
Compare and order fractions. move 21 (6+15) beads from the set.
What
Determine the equivalent fractions for fraction was removed?
a given fraction.
21 or 7
Express fractions in their lowest terms. 30 10

Add common fractions to whole num- One-fifth + one half = seven-tenths Illustration
bers.
Use a ruler without a zero to measure
the length of objects.

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 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
MEASUREMENT
Estimate the lengths of objects in cen- Written exercises Ruler
Linear
timeters and metres.
Ask pupils to estimate the length of Demonstration Metre rule
the following:
Classroom Observation Measuring tape
Eraser
Exercise book Card
Playing field
Compare lengths of objects measured Challkboard String
in cm and metres.
Measure the above items accuratley, Two dimensional
Choose the appropriate unit to measure using the appropriate instrument. shapes
the length of a given
object. Squared paper

Measure the perimeter of a given shape

using standard units.
Area
Determine the approximate area of
regular and irregular shapes by count-
ing squares. Draw an outline of a leaf on squared
paper. Determine the area in square
Determine the area of regular shapes. units. Repeat for leaves of different
(square, rectangle, triangle) plants and compare the results.

Mass Compare the masses of various Demonstration Balance beam

objects using standard and non-
standard units. Use the balance beam to compare the Observation Scales
masses of a number of objects.

20
 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
Determine mass of a given object in Written exercises Weights
grams or kilograms. Convert from
grams to kilograms and vice versa. Use small pebbles as units to measure Calculator
quantities.
How many pebbles does it take to
balance a book?
How many pebbles does it take to bal-
Capacity Compare the capacity of various con- ance a shoe?
tainers using standard and non-
standard units. A small can holds 500ml of water.
Determine how many full cans are
needed to fill an aquarium. What is
Measure and record the capacity of the capacity of the aquarium?
various containers in litres and
millilitres.

Time Determine dates given at weekly inter- Written exercises Measuring cylinders
vals.
Today is Tuesday, 12 June. What was Role playing Breakers
the date last Wednesday?
What will be the date next
State and record the time in hours and Wednesday? Discussion Clocks
minutes, using five-minute
intervals. A show scheduled to start at 8:00 Watches
p.m., started 20 minutes late.
Tell the time later/earlier than a given The singers performed for a total of
time in minutes, hours and half-hour. two hours and there was a 15- minute
intermission. What time did the show
Calculate the length of time that would finish?
have elapsed between given times e.g.
between 6:00 a.m. and 7:00 a.m.

21
 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
Money Recognise all local coins and notes up
to $100.
Give Debra, Shane and Omar $1.24
Combine coins and notes of values each, so that no two persons have the Bills
equivalent to $100. exact same coins. What combinations
of coins can they get? Coins
Calculate the amount of money spent
when purchasing a number of items.

Find the cost of 3 bags of flour at

$4.37 each. How much change will I
Determine the change to be received receive if I give the cashier $20.00.
from a given sum of money used to
purchase items.

GEOMETRY Identify two and three dimensional Illustrations

shapes in the environs.
Draw nets of three dimensional Modeling
Construct three dimensional shapes. shapes. Fold the nets to make the Card
shapes.
Identify the two dimensional shapes Nets of three
that form the faces of three dimension- dimensional shapes
al shapes
Rulers
List the properties of two dimensional
shapes. Card
Create a picture that contains different Illustrations
shapes and lines. For example a Two dimensional
Identify and draw lines that are: house, boat or car. shapes
horizontal, vertical, parallel, perpendi-
cular and intersecting. Set squares

22
 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
Identify and construct lines of
symmetry for various shapes.

Define a set.
SET THEORY
Describe a set and identify the ele- Collect the following information Observation
ments in a given set. from the pupils in the class:
Oral presentation
Identify sets that are equal? Whose favourite subject is
mathematics? Charts/Diagrams
Identify sets that contain the same
number of elements. Who likes ice cream?

Identify the subsets of a given set. Who likes to read?

Identify the pupils who like to read

and like mathematics.

Construct tally charts for given data. Observe the types of vehicles passing Charts/Illustrations
the school on different days over two
week period. Squared paper
Discussion
DATA Construct pictographs and/bar graphs Create tables, which show: the types Rulers
for given data. of vehicle, the types of cars and the Observation
HANDLING colours of the cars. Drawing tools

Read pictographs and bar graphs to Draw a pictograph to show the Oral presentation
collect data for a given activity. information.

Find the mod4e for a set of data. Use the graph to determine:
the most popular vehicle

23
 CLASS 2
TOPIC OBJECTIVES SUGGESTED ACTIVITIES ASSESSMENT RESOURCES
Interpret information given in data and the most popular car
diagrams to draw conclusions. the favourite colour car

24
 CLASS 2
APPENDIX

SUGGESTED TEXTS

PUPILS

Caribbean Primary Mathematics Levels 1-6 - Ginn

Nelson Primary Maths for Caribbean Schools 1-4 - Errol Furlonge
Steps To Common Entrance Mathematics 1 -3 Walter Phillips
Steps To Common Entrance Mathematics Text book Walter Phillips
Steps To Common Entrance Mathematics Workbook Walter Phillips

TEACHERS

Davis, Robert B., Maher, Carolyn A and Noddings, N. Constructivist views on the teaching and learning of mathematics. Reston, VA:
National Council of Teachers of Mathematics.

Grouws, Douglas A. (1992). Handbook of research on mathematics teaching and learning. New York: Macmillan.

Musser, Gary L. (1994) Mathematics for elementary teachers: a contemporary approach. (3rd ed.) New York: Macmillan.

Paling, D. (1982) Teaching mathematics in primary schools. Oxford University Press.

Payne, Joseph N (1990) Mathematics for the young child. Reston, VA: Nation Council of Teachers of Mathematics.

Salvin, Robert. (1997) Educational Psychology: Theory and Practice. Boston: Allyn & Bacon.

Wolfolk, Anita. (1995) Educational Psychology. Boston: Allyn & Bacon.

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 CLASS 2
JOURNALS

Mathematics Teacher. Reston, VA: National Council of Teachers of Mathematics.

Teaching Children Mathematics. Reston, VA: National Council of Teachers of Mathematics. (formerly Arithmetic Teacher)

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