PRIMARY MATHEMATICS SYLLABUS

CLASS I

MINISTRY OF EDUCATION AND HUMAN RESOURCE DEVELOPMENT

BARBADOS
 TABLE OF CONTENTS

PAGE

ACKNOWLEDGEMENTS i

RATIONALE iii

GENERAL OBJECTIVES v

FORMAT OF THE SYLLABUS vi

SCOPE AND SEQUENCE 1

ATTAINMENT TARGETS 4

SYLLABUS 9
 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
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
 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
abstract 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
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,
modifications will be made to ensure that this document is user-friendly to all teachers of mathematics in primary schools in Barbados.
 GENERAL OBJECTIVES

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.
 FORMAT OF THE SYLLABUS
In addition to the syllabus for Class 1, 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 literate 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 decisions and analyse data. In addition, the proposed tasks meet both the individual needs of the pupils as well as provide activities
for group work, thereby 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 allows 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.
 SCOPE AND SEQUENCE
Begin teaching the concept/skill/fact
Maintain and develop concept/skill/fact

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
2.0.10 Value of a number
2.0.11 Place Value of a number

1
 Begin teaching the concept/skill/fact
Maintain and develop concept/skill/fact

CLASSES
1 2 3 4
2.1 PROPERTIES OF NUMBERS

2.1.1 The commutative property

2.1.2 The associative property
2.1.3 The identity property under addition
2.1.4 The identity property under multiplication
2.1.5 Multiplication by zero

3.0 FRACTIONS AND DECIMALS

3.0.1 The concept of a fraction

3.0.2 Written symbols for fractions
3.0.3 Operations with fractions
4.0 MEASUREMENT

4.0.1 Non-standard units of measurement

4.0.2 Standard units of measurement
4.0.3 The metric system
4.1 Linear
4.1.1 Determining length
4.1.2 Instruments for measuring length
4.1.3 Units for measuring length
4.1.4 Perimeter of shapes

2
 Begin teaching the concept/skill/fact
Maintain and develop concept/skill/fact

CLASSES
1 2 3 4
4.2 Time
4.2.1 Times of the day
4.2.2 Periods of time – year, month, day, etc.
4.2.3 Instruments used for measuring time
4.2.4 Choice of instruments for measuring time
4.3 Money
4.3.1 The local currency
4.3.2 The use of coins and notes
4.3.3 The relationship between coins and bills
5.0 GEOMETRY
5.0.1 Properties of two-dimensional shapes
5.0.2 Properties of three-dimensional shapes
5.0.3 Line, point, ray and line segment
6.0 SET THEORY
6.0.1 Definition of a set
6.0.2 Description of a set
6.0.3 Elements in a set
7.0 DATA HANDLING
7.0.1 Data collection and representation
7.0.2 Averages of given data (mean, mode)

3
 ATTAINMENT TARGETS

INTRODUCTION

The Attainment Targets in Mathematics set out the knowledge, skills, attitudes and behaviours that pupils are expected to have by the end
of the class. They enable schools to give future citizens the knowledge and skills they need to acquire a range of mathematical skills and
techniques.

These Mathematics Attainment Targets are designed to ensure that pupils:

 understand, apply and analyse mathematical concepts;

 select and perform computations appropriate to specific problems;

 use mathematical language appropriately;

 develop the ability to apply mathematical knowledge to everyday situations.

4
Simulate and create problems involving everyday situations and solve those and other problems using a variety of strategies.

The pupil should be able to:

 use technology to formulate/create problems from everyday situations;

 apply a variety of problem solving strategies to solve problems and explain the variety of strategies used;

 explain and justify the solutions to questions;

 use technology to solve problems beyond the pencil-and-paper skills;

 interpret charts, tables and graphs;

 use a variety of mental computations and estimation techniques;

 work cooperatively in groups to solve problems.

Understand and explain basic operations (addition, subtraction, multiplication and division) involving whole numbers by
modelling and discussing a variety of problem solving situations.

The pupil should be able to:

 read and write numbers up to 999;

 compare and order numbers up to 999;

 determine the place value of a digit in numbers up to 999;

 add and subtract whole numbers up to 999;

 multiply and divide whole numbers up to 999 by one-digit numbers;

5
 use the four basic operations to solve problems with whole numbers.

Understand fractions using concrete materials and diagrams and carry out basic operations.

The pupil should be able to:

 identify and compare fractional parts;

 illustrate given fractions of a whole;

 use symbols to represent fractions;

 read and write fractions;

 add fractions with the same denominator;

 subtract fractions with the same denominator.

Demonstrate an understanding of, and an ability to apply measurement terms, identify relationships between and among
measurement concepts and estimate and measure objects in their day-to-day environment.

The pupil should be able to:

 use non-standard units to measure quantities;

 use standard units to measure quantities;

 convert between units of measure;

 determine the perimeter of a given shape;

6
 differentiate between times of the day;

 identify the days of the week in various sequences;

 identify the months of the year in various sequences;

 tell time by the hour, half hour and quarter hour;

 manage time effectively;

 identify the local coins and bills;

 use coins and bills in money transactions;

 develop an appreciation for saving money.

Understand key concepts of geometry using concrete materials and drawings.

The pupil should be able to:

 identify two and three dimensional shapes;

 draw two dimensional shapes – square, rectangle, triangle, circle;

 classify two and three dimensional shapes according to their attributes.

7
Understand data and display them in a variety of ways.

The pupil should be able to:

 collect data on area of interest;

 illustrate data using tables and tally charts;

 illustrate data using pictographs;

 interpret information given in diagrams;

 determine the mode for a set of data.

8
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
Pupils should be able to:
Create problems from everyday Use the following to solve Oral questioning
PROBLEM SOLVING
situations. problems in the various topics: Manipulatives
Discussion
Identify the steps in problem Concrete models Calculator
solving. Drawings / Diagrams Written tests
Acting out the problem
Apply problem-solving strategies Observation
to solve problems in all topics of An ice cream vendor sells four
the syllabus. flavors of ice cream – chocolate, Quizzes
vanilla, cherry and coconut. How
Interpret diagrams to draw logical many different ways can Shelly
conclusions. order a double scoop of ice
cream?
NUMBER CONCEPTS
Read and write numbers up to 999
Use the hundred board to
Compare and order numbers up to identify number patterns, Number charts
999. sequences, ‘the number before’
Use the signs <,=,> correctly. or the ‘number after’. Number lines

Read, write and use ordinal Fill in the spaces with <,=,> Flash cards with
numbers up to the 31st to place 20 …………. 200 simple exercises in
given objects in position. 50 …………. 15 addition, subtraction,
thirty …………. Thirteen multiplication and
Read and write Roman numerals division.
up to 12. Mary is ninth is line. Sue is
fifth. How many people are
between Mary and Sue?
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
Determine the value and/or place Number machine
Addition Value of digits.

Add numbers up to 999 with and Use straws to complete

without regrouping. subtraction with regrouping.

Recall addition facts up to 18 in Complete subtraction tables such Straws;

mental arithmetic activities. as: Match sticks for
counting in bundles.
Demonstrate the commutative -- 7 9 11
property under addition Boxes
4 3 5 7
Demonstrate the associative 6 1 3 5 Counters
property under addition 3 4 6 8

Recognise and use the identity Create flash cards that show a
Subtraction property of zero under addition subtraction on one side and the Role Playing
and subtraction answer on the next.
Oral Presentations
Demonstrate addition as the 10 – 4 6
inverse of subtraction
Front Back
Recall subtraction facts up to 18
in mental arithmetic activities. Joan bought three apples on
Monday and four on Wednesday.
Subtract numbers up to 999 Her brother bought four apples
without and with regrouping. on Monday and three on
Wednesday. Who had more
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
apples?

Multiplication Recall multiplication facts up to 50 Pretend you are the number zero. Simulation Multiplication cards
in mental arithmetic activities. Make a speech telling your
friends why you are special. Written tests Beads

Build and use the multiplication Quizzes Multiplication tables

tables 2, 3, 4, 5 and 10. Sandra had 12 boxes with 4
apples in each box. John had 4 Calculator
Demonstrate the commutative and boxes with 12 marbles in each
associative properties under box. How many more marbles Worksheets
multiplication did John have than Sandra?

Write the multiples of tables

taught. Fill in the spaces using <,=,>

Demonstrate multiplication as 2 x 3 3 x 2
repeated addition. 5 + 2 0 + 5
3 x 0 3 + 0
Recognise and use the property of
zero under multiplication

Recognise and use the property of

one under multiplication.

Multiply up to 2-digit numbers by

2, 3, 4, 5, and 10 without and with
regrouping.
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
Division Demonstrate multiplication as the Which is the better buy? 4 Quizzes Newspapers
inverse of division and vice versa. pencils at a total cost of 40 cents
or 5 pencils at a total cost of 45 Written tests Magazines
Divide numbers up to 99 by 2, 3, 4 cents.
and 5 with and without
remainders. Share 87 nuts equally among 5
boys. How much would each
Demonstrate division as repeated boy get? Will any be left? Written report Fraction chart
subtraction.
Card
Use the vocabulary of the
operations (sum, difference, Illustrations Paper plates
product, quotient, add, subtract, There are 24 cherries to be
divide, multiply, remainder). placed in bags. A bag can only Demonstration
hold 5 cherries. How many bags
Round off whole numbers to the are needed? Sentence Writing Crayons
nearest ten and hundred.
Read articles in the newspaper, Fraction strips
Read and write Roman Numerals magazine or journals. Give a
up to 12. report of what you read, Fraction number line
rounding off any numbers to the Observation
Define a fraction as part of a nearest ten. Cake, pizza, fruit
FRACTIONS whole.
Card plates
Identify parts of a whole (½, 1/4, Fold card to show fractions of
1/8, 1/16); (1/3, 1/6, 1/12); circles, squares and rectangles.
(1/5, 1/10) Using paper plates, divide into
equal sectors to show fractions.
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
Combine and match fractional Colour various sectors to create a Illustration / Drawing Metre rule
parts to make a whole. pattern.
Strips of card
Determine half / quarter of a set of
objects. Foot rule
Share fruits, cake and pizza
Write a fraction in the form among students in the class. Sticks
Numerator
Denominator Worksheets

Identify the numerator and

denominator of a fraction.

Compare and order fractions with

the same denominator
Observation
Compare fractions with different Using different coloured card,
denominators but same family i.e. create fractional parts of the Demonstration
1/3, 1/6 etc. square, rectangle, triangle and Calendars
circle. Combine different
Add and subtract fractions with shapes to form a design. Watch
like denominators - analog
- digital
Learn to be creative
Alarm clock

Clock faces
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
MEASUREMENT Estimate, measure and compare Use the hand span and footstep Illustrations Computer
Linear lengths of various objects using to measure distances in the
non-standard units. classroom. Compare the
measurements collected by
Estimate, measure and compare different students. Bills
lengths of various objects using
non-standard units. Students guess the length of Coins
various objects, using a stick.
Convert from metres to For example the desk is 2 sticks Discarded cartons,
centimetres and vice versa long and the door is 5 sticks cans, wrappers
long.

Choose the appropriate unit to

measure given lengths.
Role playing
Measure the perimeter of objects
and shapes using standard units Questioning

Time Recognise varied traditions in

society eg. be aware of holidays. Use the computer to create
monthly calendars for the year. Two dimensional
- Name the days of the week and Shade dates to show the shapes
the months of the year. birthdays of the pupils in the
- Read the date (day, month, year) class, holidays etc. Three dimensional
from a calendar. shapes
- Use a.m. and p.m. to
distinguish between time in the Ask students to write sentences
morning and afternoon. to say what activities they did on
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
- Tell time on the hour, half hour Saturday morning. Oral questioning Nets of solids
and quarter hour.
Illustrations Geoboards
Money Identify the local coins as well as
the following bills $5, $10, $20. Oral presentations Computer

Give coins and bills of the Set up a shopping center in the Observation Paint
equivalent value for amounts up to classroom.
$5. Crayons
Visit a local shop or supermarket
Determine the correct coins and and talk to the owner / workers. Card
bills needed to purchase one, two
or three items.

Make the change for amounts up

to $5.

Use appropriate body language

when addressing others.

Two dimensional
GEOMETRY shapes
Identify two-dimensional shapes:
square, rectangle, triangle, circle. Sorting trays

Classify two-dimensional shapes Show pupils a collection of

according to their attributes. objects such as a matchbox, a
Draw two-dimensional shapes. ball, a party hat, an eraser, a
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
pencil, a can. Ask pupils to
Distinguish between the square describe the shapes and group
and other rectangles. them according to the features.
Written tests

Identify three-dimensional shapes. Illustrations

Classify three-dimensional shapes Discussion Maps

according to their attributes.
Squared paper
Distinguish between the cube and
cuboid and the cylinder and cone. Rulers

Identify a line, a line segment, a

point and a ray.
Identify/distinguish between
horizontal and vertical lines.

Identify lines of symmetry. Use the computer to draw line Graphical

segments, and rays. representations
Identify open and closed curves.
Manipulate the line segments to Illustrations
illustrate horizontal and vertical
Sort objects and numbers into sets. lines.
SET THEORY - Describe a group of objects that Use paint or ink to make designs
have a feature in common. by folding the paper and Discussion
- List the members of a given set. spreading.
TOPIC OBJECTIVES SUGGESTED ASSESSMENT RESOURCES
ACTITIVES
- Count the number of elements Oral questioning
in a given set. Group attribute shapes in various
ways:
Identify sets that contain the same - All red shapes
members. - All triangles
- All small shapes
Collect information on a given
DATA HANDLING topic.
Record the information collected
using a table or chart.

Illustrate the information collected

using a pictograph.
Ask pupils to indicate which
Determine the mode for given parishes their relatives live in.
data. Show the information on a map
of Barbados, using a stick man to
Interpret the information given in a represent each person.
diagram to draw conclusions
Show the information on a
horizontal pictograph.

Ask pupils what conclusions can

be drawn from the information.
E.g.
Parish where most people live;
How many people live near to
the school.