Government of the Republic of Trinidad and Tobago MINISTRY OF EDUCATION GUIDELINES FOR THE LOWER SECONDARY PROFICIENCY EXAMINATION (LSPE) 1 Table of Contents Introduction ................................................................................................................................................................................................................... 2 Rationale for LSPE ....................................................................................................................................................................................................... 3 Methodology .................................................................................................................................................................................................................. 3 Target Population ........................................................................................................................................................................................................ 3 Registration Process .................................................................................................................................................................................................. 4 Subject Booklets ......................................................................................................................................................................................................... 4 Grading Scheme ........................................................................................................................................................................................................ 5 Repeating the Examination ....................................................................................................................................................................................... 6 Querying Results ....................................................................................................................................................................................................... 6 Test Administration ................................................................................................................................................................................................... 7 Scoring, Processing and Reporting of the LSPE ........................................................................................................................................................ 8 Test Specifications ………………………………………………………………………………………………………… Appendix ..............................................................................................................................................................................................14 2 Introduction The Lower Secondary School Proficiency Examination (LSPE) is intended to replace the Primary School Leaving Certificate Examination (PSLCE) from the year 2024 and onwards. It is designed to provide students with a form of certification in key competencies such as Mathematics, English Language, English Comprehension and Composition and General Studies. Whereas the first administration targets Form 2 students at the secondary level for academic year 2023/24 who scored less than 50% at SEA 2022, the LSPE will be opened to all institutions/students who previously sat the PSLCE, inclusive of: • SERVOL Life Centre • Adult Education Centre • Correctional Centre or Facility • Other ministries The LSPE draws its content from the Upper Primary School Curriculum (Standards 4/5) and the Lower Secondary NCSE (Forms 1 and 2). For students at the Secondary School level, the LSPE certificate will provide a pathway for students as they progress to the upper secondary school level. The assessment will be administered in June of each year with registration taking place in November/December of the previous year and dissemination of results by September of the year of administration. The items in the LSPE will comprise a mixture of open ended or constructed response (CR) and Multiple Choice Question (MCQ). The grading scheme will provide the following results: distinction, credit, pass and fail. 3 Rationale for the LSPE 1. To certify students in basic competencies in view of Covid-19 and learning loss. 2. To upgrade the PSLCE 3. To be part of a comprehensive system of school operations 2022-27 pathway for students. METHODOLOGY The Lower Secondary Proficiency Examination (LSPE) will be administered in the year 2024. Target Population The LSPE will be administered to: • Form two students for the Academic Year 2023/24 • Servol Life Centres • Adult Education Centres • Correctional Centres or Facilities 4 Registration Process Secondary Schools will register the Form 2 students for the Academic Year 2023/24 for the assessment. A software will be utilized and a link will be sent for registration of students. Advertisements will also be placed on the MOE’s facebook page and website for any other persons who are desirous of sitting the LSPE. Registration will occur in the months of November and December prior to the year of test administration. The registration form will require the Personal Identification Number (PIN) from the Trinidad and Tobago Birth Paper and the signature of each candidate. There will be no fees associated with writing the LSPE. The Subject Booklets There will be four (4) assessments to be conducted over a two (2) day period. This includes English Language, English Comprehension and Composition, Mathematics and General Paper. • The English Language test examines grammar conventions, punctuation, vocabulary, and spelling skills. • The English Composition and Comprehension test comprise two sections. Section I examines three different types of Comprehension (Expository passage, Research Skills and Graphic Representation), while Section II assesses Narrative (story) or Expository writing through letters (friendly and formal), instructions, directions, and simple reports. 5 • The Mathematics test focuses on authentic everyday applications and skills, such as Consumer Arithmetic, Measurement, Statistics and Geometry. • The General Paper consists of two sections. Section I contains multiple-choice items in the areas of Social Studies, Current Affairs, Integrated Science and Agricultural Science. Section II comprises of constructed response items and examines content from Social Studies, Integrated Science and Agricultural Science. Grading Scheme The four subjects will be graded individually based on the percentage score earned, using the following criteria. Grade Percentage Score Distinction 100% - 75% Credit 74% - 55% Pass 54% - 40% Fail 39% - 0% Each candidate is provided with a Performance Report indicating the marks earned in each subject booklet written. A Lower Secondary Proficiency Certificate will be awarded to a candidate who earns at least a pass grade in all four subject booklets. 6 Repeating the Examination A candidate has the option to rewrite the examination in part or its entirety based on the following conditions: • Repeat examination in part- Such a candidate has earned a passing grade in at least two (2) subject areas. This candidate has up to two (2) years, from the initial writing of the examination, in which to rewrite and pass the subject areas failed to earn a Lower Secondary Proficiency Education Certificate. • Repeat the examination in its entirety- Such a candidate exists in one of two categories: i) earned a passing grade in less than two (2) subject areas; and ii) wishes to improve the grades earned. Querying Results Examination results will be released by August 30th. A candidate has up to one (1) month after the release of the results in which to submit a query of his/her results. This will incur a cost to the candidate per subject area. Forms for queries will be provided and candidates will be required to fill out and re-submit along with payment receipt to the Ministry of Education, Examinations Department. The scripts will be re-marked and scores and grades will be adjusted as necessary. Candidates will be informed in writing of the outcome of the query. 7 Test Administration The assessments will be administered in the first week of June of each year. Subject areas Time Duration Day 1 Mathematics General Paper 8:30 a.m. – 10:00 a.m. 10:30 a.m. – 12:00 noon 1 hour 30 minutes 1 hour 30 minutes Day 2 English Composition English Language 8:30 a.m. – 10:00 a.m. 10:30 a.m. – 12:00 noon 1 hour 30 minutes 1 hour 30 minutes 8 Scoring, Processing and Reporting of the LSPE The scoring of the assessments will include teachers at Forms 1 and 2 levels in the respective subject areas. Markers will be given the opportunity to apply and selected personnel will be standardized for the marking exercise. A stipend will be paid to such teachers marking the scripts.The data will then be captured from the scripts by an external agency and delivered to the Ministry of Education. Quality control checks will be conducted to ensure validity of results. The results will then be analysed using different thresholds such as percentages, mean scores, individual items and strands. This information will then be utilized to generate reports on the LSPE. These reports will provide comprehensive information about what students know and can do in the area of Mathematics, General Paper, English Language and English Comprehension and Composition. They will present information on strengths and weaknesses in students’ knowledge of the Mathematics, General Paper, English Language and English Comprehension and Composition and their ability to apply that knowledge in problem-solving situations. 9 LSPE Test Specifications Number of Items in Test Booklets for 2024 LSPE Test Booklet Subject Area Number of Items Mathematics Mathematics 35 English Language Arts English Language Arts 34 Composition and Comprehension Composition/Comprehension 20 General Paper Science/Agricultural Science 18 Social Studies/ Current Events 26 10 Table of Specification for Mathematics Booklet Content/Skill Area Level of Thinking and Number of Items Number of Items Knowing Applying Reasoning Number 3 9 4 16 7 – MCQ 9 - CR Measurement 2 5 2 9 4 – MCQ 5 - CR Geometry 2 3 5 2 – MCQ 3- CR Statistics 2 3 5 2 – MCQ 3- CR 11 Table of Specification for English Language Arts Booklet Content/Skill Area Level of Thinking and Number of Items Number of Items Knowledge Comprehension Application Exercises in grammar conventions and vocabulary are provided for candidates to answer all questions. These items are constructed response. Punctuation 4 4 Parts of Speech 4 4 8 Vocabulary 6 6 Grammar 10 10 Spelling 3 3 6 12 Table of Specification for English Composition and Comprehension Booklet Content/Skill Area Level of Thinking and Number of Items Number of Items Knowledge Comprehension Application SECTION I- Three types of comprehension will be provided for candidates to answer all questions. A mixture of multiple choice and constructed response items will be used. Reading Comprehension 2 3 3 8 2- MCQ, 6- CR Graphic Comprehension 3 2 1 6 2- MCQ, 4- CR Research Skills 2 2 1 5 2- MCQ, 3- CR TOTAL SECTION I- 60% SECTION II- Two (2) prompts will be provided (1 expository and 1 narrative) for candidates to select ONE type of expository writing. Story 1 1 Report, Instructions or Directions 1 1 TOTAL SECTION II- 40% 13 Table of Specification for General Paper Booklet Content/Skill Area Level of Thinking and Number of Items/ Parts Number of Items/ Parts Knowledge Comprehension/ Interpretation Application SECTION I- Multiple choice items will be provided in the subject areas of Social Studies and Science content and Current Events Social Studies 7 7 2 16 Science/ Agricultural Science 7 7 2 16 Current Affairs 8 0 0 8 TOTAL SECTION I- 40% SECTION II- Four items will be provided for candidates to do all with each worth ten (10 marks). Two Social Studies and two Science items. These items are constructed response. Social Studies 2 Science/ Agricultural Science 2 TOTAL SECTION II- 60% 14 APPENDIX 15 English Language Arts 16 English Language Arts Vocabulary Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS Synonyms Define the term synonym and use synonyms Identify and use synonyms appropriately in sentences Read passages with highlighted words and insert suitable synonyms in context Use a thesaurus/dictionary to find suitable synonyms https://www.youtube.com/watch?v=thf0X GOXE6w https://www.ezschool.com/Games/Grade3/ English/Synonyms/ https://www.wordgametime.com/games/ex traordinary-elephants-synonyms-game Content Area Vocabulary Determine the different meanings of words as used in different content areas Classify words and their meanings according to their content area Construct sentences to illustrate the meaning of words used in a particular context Use graphic organiser to provide a detailed understanding of new words Word Wall Large manila folders, rulers and markers Graphic Organiser Frayer Model Multiple- meaning words Use words in context to show their different meanings Determine the meaning of words by analysing the context Provide examples of words used in different context Write sentences to illustrate the different meanings of words e.g., cast, back, bolt, show Construct sentences to illustrate the multiple https://www.youtube.com/watch?v=LoOzJ RXrCMU 17 Vocabulary Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS meanings of words across subjects Multiple- meaning words Use words in context to show their different meanings Determine the literal and figurative meanings of words Provide examples of words used in different context Identify specific multiple meaning words Write sentences to illustrate the different meanings of words https://www.youtube.com/watch?v=LoOzJ RXrCMU Antonyms Define the term antonym and use antonyms Identify and use antonyms appropriately in sentences Students use graphic organisers to group words that are opposite to a given word Read passages with highlighted words and insert suitable antonyms in context Use a thesaurus to find suitable antonyms https://www.youtube.com/watch?v=QZ9C MRkBeuk https://www.wordgametime.com/games/fur ious-frogs Context clues Antonyms Distinguish words from other words opposite in meaning Identify and use antonyms in sentences Use dictionary and thesaurus to find meanings of words Practise replacing words with antonyms https://www.youtube.com/watch?v=QZ9C MRkBeuk https://www.youtube.com/watch?v=eHCpJ 86XDY4 18 Vocabulary Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS Prefixes -pre, sub, ex, inter, mis, -en, ir, trans, anti, pro, super, un, under, dis, re, im, in, semi Deduce the meaning of the words with prefixes in reading passages State the meaning of prefixes Identify words containing prefixes in passages Use words containing prefixes orally and in written sentences Activities to add or remove prefixes from words Exercises to underline/match prefixes in words Students play online prefix games https://www.youtube.com/watch?v=w7oG NyHX81I https://www.ezschool.com/Games/Grade4/ English/PrefixesAndSuffixes/Prefixes/Tuto rialPrefixes/# Context Clues Use context to determine meaning of words Use context clues to complete cloze passages Have students use signal words “is” and “means” to identify /guess the meaning of unfamiliar words https://www.youtube.com/watch?v=eHCpJ 86XDY4 Homophones Distinguish the differences in meaning of homophones Identify and explain the meaning of homophones in context Prepare sentences in cloze format requiring the use of homophones for completion https://www.ezschool.com/Games/Grade3/ English/Homophones/ https://www.youtube.com/watch?v=6kbkH 4y9iXg Suffixes - ly, er, ful, ness Deduce the meaning of the words with suffixes in reading passages State the meaning of suffixes Identify words containing suffixes in passages Use words containing suffixes orally and in written sentences Match suffixes to root words Students play online suffix games https://www.youtube.com/watch?v=635oQ TY61J8 https://www.ezschool.com/Games/Grade4/ English/PrefixesAndSuffixes/#Suffixes 19 Comprehension Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS Main idea Identify the main idea in visual and oral texts 1. Identify the main topic of a multi paragraph text 2. Identify the main idea stated or implied 3. Identify the focus of specific paragraphs within the text 4. Determine the main idea of a text; 5. Summarize the text. (expository) • Students distinguish between main idea and supporting details using graphic organisers • State one main idea/message with supporting details • Analyse simple details from key words and represent in graphic organizers https://educationtothecore.com/2019/11/10 -great-activities-to-teach-main-idea-and- details/#:~:text=The%20main%20idea%20 is%20defined,as%20well%20as%20in%20 writing. https://www.k5learning.com/reading- comprehension-worksheets/topics/main- ideas-details Literal questions Know the 5 Ws and 1H – who, what, where, when why and how- and how to use them 1. Use the 5 Ws and 1 H to determine literal information 2. Respond to literal questions based on a given stimulus. 3. Demonstrate the ability to recall details in texts. 4. Demonstrate the ability to ask and answer questions about texts. 5. Write a complete sentence answer to a literal comprehension question • 5W+H graphic organiser • Display images and have students answer questions • Create their own 5Ws and 1 H questions from a given stimulus https://www.youtube.com/watch?v=oi7Rfn lkTL4 https://www.teacherspayteachers.com/Bro wse/Price- Range/Free/Search:5+ws+graphic+organiz er https://www.superteacherworksheets.com/c omprehension.html 20 Comprehension Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS Inferential questions Respond to and generate inferential questions 1. Make inferences based on the use of pictures, situation cards and short texts 2. Explore explicit details and implied messages in oral texts • Use specific content area– literary or informational texts • Use pictures/short texts and allow students to infer by asking appropriate questions. https://www.ereadingworksheets.com/free- reading-worksheets/reading- comprehension-worksheets/inferences- worksheets/ https://www.youtube.com/watch?v=g2G- MaIxjBI Sequencing Identify story sequence –beginning, middle and end Identify sequence in expository texts 1. List events in order 2. Show chronological order 3. Create a time-line for characters 4. Sequence details or events in a variety of genres. 5. Arrange sequentially, a series of steps in a simple process Explore sequencing in Music and dance • Discuss sequencing of events in History and Social Studies text • Use of graphic organisers, e.g., time lines, to represent information https://www.k5learning.com/reading- comprehension- worksheets/topics/sequencing https://www.teacherspayteachers.com/Bro wse/Search:free%20sequencing%20graphi c%20organizer Fact and Opinion Differentiate between fact and opinion 1. Identify facts and opinions in texts 2. Identify the language of fact 3. Identify the language of opinion 4. Identify and assess the effects of words and • Students read two accounts of the same incident, one factual and another from someone’s point of view. • Students are given samples of factual and https://www.easyteacherworksheets.com/la ngarts/factopinion.html https://www.easyteacherworksheets.com/gr aphorg/factopinion.html 21 Comprehension Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS phrases in messages, which are used for persuasion, facts and opinions opinion statements. Using a T-chart, they place each statement in one of the two columns https://www.readwritethink.org/classroom- resources/printouts/chart#:~:text=The%20 T%2DChart%20is%20a,phenomena%2C% 20or%20social%20studies%20events. Compare and Contrast Identify the non-fiction text structure compare and contrast 1. Identify the language of comparison and contrast 2. Identify similarities and differences in texts 3. Compare and contrast similar themes presented in two different literary texts • Students solve “Spot the Difference” puzzles • Using a Venn diagram, students record features identified in photographs that are similar and different https://www.printitfree.net/spot-the- difference-picture-puzzles/ https://www.k5learning.com/reading- comprehension- worksheets/topics/compare-contrast Cause and Effect Apply knowledge of inference and deduction to identify/ cause and effect relationships in texts 1. Identify the language of cause and effect (transitions) 2. Determine the difference between cause and effect 3. Respond to literal and inferential questions • Represent cause and effect information using graphic representations • Print and electronic materials/passages (informational and literary) of interest to students https://www.k12reader.com/subject/readin g-skills/cause-and-effect/ https://www.youtube.com/watch?v=mKBt hdR8sYU https://www.readwritethink.org/sites/defaul t/files/resources/lesson_images/lesson1035 /cause.pdf 22 Comprehension Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS Relevant and Irrelevant information Differentiate between relevant and irrelevant information 1. Determine important information in expository text 2. Realise that not all information in a passage is important 3. Identify the information that supports the topic sentence in a paragraph • Find the main idea of paragraphs and then get rid of the irrelevant details in these paragraphs. • Relevant and irrelevant details worksheets • Advertisements to determine what is really needed about the product https://quizizz.com/admin/quiz/5d8d23f9c 2dde9001ad5790a/relevant-vs-irrelevant- details https://www.grammarbank.com/irrelevant- sentences-worksheets.html Predicting & confirming outcomes Make predictions 1. Make predictions about content and meanings in reading passages 2. Confirm and revise predictions about content in reading passages 3. Employ taught strategies to assist in making meaning: predicting 4. Read title and study illustrations to gain understanding of or make predictions about the text • Read the title/first sentence/ then predict what will happen next/what the piece will be about • Use KWL and Anticipation Guide https://www.ereadingworksheets.com/work sheets/reading/predictions/making- predictions-worksheet-01/ https://www.readwritethink.org/sites/defaul t/files/resources/lesson_images/lesson924/ kwl.pdf https://www.readingrockets.org/strategies/a nticipation_guide 23 Comprehension Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS Explicit details Use explicit details to answer questions 1. List explicit details in given texts 2. Answer literal questions based on given texts 3. Create literal questions 4. Explain the importance of identifying key information in texts • Students read selected descriptive texts • Students recreate what is described in the text in graphic form • Creation of questions based on a given text using the 5Ws and 1H https://www.teacherspayteachers.com/Bro wse/Search:5ws+worksheets/Price- Range/Free Drawing Conclusions Draw conclusions and infer meaning. 1. Determine a purpose for writing 2. Discuss introduction, rising action, climax, falling action and conclusion in literary texts • Read a passage and draw conclusions about a character based on what was said about him/her • Graphic Organisers • Worksheets https://www.youtube.com/watch?v=B4hN yUyfhvU https://www.k12reader.com/subject/read ing-skills/drawing-conclusions/ Character traits Identify character traits 1. Discuss own ideas and opinions about characters 2. Identify with story characters 3. Discuss characters using descriptive words • Read Aloud 5Ws and 1H Encourage students to talk about characters in movies and stories • Oral presentation of character profile Sketch to stretch • Culturally relevant stories https://www.teacherspayteachers.com/Bro wse/Search:5ws+worksheets/Price- Range/Free https://www.teacherspayteachers.com/Bro wse/Search:character+sketch/Price- Range/Free 24 Comprehension Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS • Images of characters Video clips Research skills Engage in research skills 1. Find information in non-fiction texts 2. Interpret information presented in a variety of media 3. Apply research skills and categorise information through the appropriate use of a/an • table of contents • index dictionary •encyclopedia •library • portfolio • glossary • Find information in non-fiction text using headings, sub-headings, illustrations and captions, alphabetise words according to the first letter. • Use worksheets https://www.teach- nology.com/worksheets/research/ Instructions and directions Follow and provide directions and instructions 1. Follow directions and instructions accurately 2. . Follow and provide: more complex instructions and directions in Standard English 3. Use transitional words effectively • Maps can be used to help students give directions from one point to another https://www.liveworksheets.com/workshee ts/en/English_as_a_Second_Language_(ES L)/Giving_Instructions https://www.liveworksheets.com/pc69169b j Graphic representation Respond to a variety of diagrammatic representations 1. Respond to diagrammatic representations, forms and advertisements such as: Vacancies for • Authentic documents • Newspaper vacancy advertisements • Membership slips/forms https://www.canva.com/posters/templates/r ecruitment/ 25 Comprehension Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS employment job applications Membership (clubs, groups) 26 Writing Topic Learning or General Outcomes Specific Objectives or Content Scope Instructional Strategies RESOURCES/MATERIALS Punctuation and Capitalisation Know and apply rules of punctuation and capitalisation to use in and edit writing. 1. Use the following punctuation marks in sentences: full stop, question mark, exclamation mark, apostrophe in contractions and possessives, quotation marks commas in apposition, in words in a series and in addresses • Punctuation worksheets • Capitalisation worksheets • C.U.P.S. and M.I.N.T.S. acronyms to use when writing https://www.k12reader.com/subject/gramm ar/punctuation/ https://cdn5- ss18.sharpschool.com/UserFiles/Servers/Se rver_222635/File/Academics/2nd%20Grad e/Homework/CUPS.pdf Spelling Apply spelling rules when writing Know and apply spelling rules to spell words correctly in their writing. 1. Syllabication rules 2. Phonics 3. Inflectional Endings Make and use new words by adding prefixes and suffixes to root words in writing Use spelling patterns, technical words, words derived from other languages in their writing Break words into chunks that are easier to spell (e.g., “planting” can be broken down into [pl] [ant] [ing]). Root words and affixes worksheets Have students create mnemonics to remember words Use the Look-Say-Cover- Write-Check strategy https://www.k12reader.com/subject/spellin g-skills/spelling-rules/ https://www.youtube.com/watch?v=G- bavyY9jj4 https://www.edhelper.com/language/Syllab ication.htm 27 Grammar Know and apply grammatical rules to writing and editing Identify and use the eight Parts of Speech. Apply rules: a. of subject and verb agreement b. appropriate use of tense c. correct usage of parts of speech • Use authentic writing situations every day. • Encourage students to read a variety of nonfiction, informational, and fiction texts to expose them to multiple texts and a variety of writing situations. https://www.grammarly.com/grammar https://www.grammarbank.com/english- grammar-exercises.html Sentences Build sentence knowledge ▪ Compose simple sentence (one subject and one verb) ▪ Use high-frequency words in simple sentences • Differentiate Sentence from Fragments • Identify subject and predicate • Identify main clauses Matching exercises -Texts for Read Alouds - Visual aids (photos/ pictures/graphics) -Lyrics of popular songs/rap - Descriptions - Letters/Emails -Reflections -Instructions –Directions -Examine clause structure in a range of content area texts -Compose subject specific sentence https://www.k5learning.com/free- grammar-worksheets/sentences https://www.k5learning.com/free- grammar-worksheets/first-grade- 1/sentences/types https://www.ereadingworksheets.com/lang uageartsworksheets/sentence- structure/sentence-structure- worksheets/type-of-sentences-worksheets/ Creative writing Write different forms of creative writing Compose the following pieces: Narrative Demonstrate use of plot structure, character development, setting and sensory descriptive words Use literary devices, simile, metaphor and personification effectively Create digital stories Use picture prompts Use the Writing Process: Pre-writing (brainstorming, writing, revising, editing, publishing) C.U.P.S., M.I.N.T.S. and A.R.M.S. acronyms to use when writing Graphic organisers https://www.education.com/worksheets/nar rative-writing/ https://k12.thoughtfullearning.com/FAQ/w hat-are-steps-writing-process 28 Expository writing Write different forms of expository texts Apply the stages of Pre- writing, Drafting, Revising Editing and Publishing to the writing of: Use the Writing Process: Pre-writing (brainstorming, writing, revising, editing, publishing) C.U.P.S., M.I.N.T.S. and A.R.M.S. acronyms to use when writing Graphic organisers https://www.grammarly.com/blog/exposito ry-writing/ https://www.teacherspayteachers.com/Bro wse/PreK-12-Subject-Area/Expository- Writing/Type-of- Resource/Worksheets/Price-Range/Free 29 Social Studies 30 Social Studies NOTE: The Section on Current Events should be addressed, where appropriate, during the implementation of the curriculum. The student is expected to identify major events over the previous two years and acquire an awareness of national, regional and international events in the spheres of politics, culture and sport. TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Who Am I? A Unique Individual Appreciate one's uniqueness and understand oneself better as individuals Define relevant terms and concepts - Uniqueness - Individuality - Characteristic - Heredity - Environment - Genes - Personality Teaching and Learning Strategy: Research terms and concepts Develop concept maps on the terms and concepts Create a word wall using the terms and concepts Assessment Strategy: Matching terms/concepts with definitions Word Sleuth on terms and concepts Wellbeing For Children: Identity And Values https://www.youtube.com/watch? v=om3INBWfoxY Recognize themselves and others as unique individuals Teaching and Learning Strategy: I am Human: Unique and Imperfect https://youtu.be/wS_HLYCOgR0 31 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Teacher led discussion on ways in which each individual is unique and special On a flash card have each child write 2 things that make them unique and different, which can then be shared with the class OR In pairs, students list characteristics that are similar / different from the other person Assessment Strategy: Students select one of the following art forms – song, dance, narrative, spoken word etc. Based on selection, students are placed in groups to prepare a two- minute presentation titled I am Unique and You are Unique Too. Explain the impact of heredity and environment on the individual Teaching and Learning Strategy: Class discussion based on a scenario: two children born at the same time and raised in different homes; How would these two environments result in two different individuals? Invisible Influence: The Hidden Forces that shape behaviour https://www.youtube.com/watch? v=XxfcaY86jpw 32 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Assessment Strategy: Write short sentences on how heredity and environment impact their lives today Identify and describe different aspects of oneself Teaching and Learning Strategy: Small group discussion on the characteristics that make students different from their sibling or cousin Assessment Strategy: Write a paragraph on the different aspects of oneself and the effects on one's behaviour Teacher creates a pictorial quiz of the different aspects of oneself using online tools for students to identify which aspect is depicted Use relevant resource materials available (textbooks, etc) Develop an appreciation for the differences in others Teaching and Learning Strategy: Game: Guess Who The Reflection in Me: 33 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Students recognise the differences that exist among their peers – physical traits, strengths, skills/talent, behavioural and cognitive traits Assessment Strategy: Given scenarios, students demonstrate through role play respect for the differences in others Write a story about being different and you or others appreciating being different https://youtu.be/D9OOXCu5XM g Family and Family Relationships Develop an understanding of the role and importance (appreciation) of family life in Trinidad and Tobago. Define the terms and concepts associated with types of families and unions: Nuclear, Extended, Single Parent, Sibling household, Reconstituted /Reconstructed; Common Law, Visiting Relationship and Marriage Teaching and Learning Strategy: Create a Word Map for each word. Include the following: definition, picture/drawing, synonyms, antonyms and create my own sentence Bunji Garlin-One family https://www.youtube.com/watch? v=gW53GxvZQPc Identify and describe the different types of families that exist in our society- Teaching and Learning Strategy: Types of Family: CXC Social Studies 34 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Nuclear, Extended, Single Parent, Sibling household, Reconstituted /Reconstructed (Blended) Use the Frayer Model for each family type or a graphic for illustrating the types of families Frayer Model Template - Bing images Assessment Strategy: Matching image with statements (See page 7 of the Social Sciences Curriculum Mapping Assessment Document) https://youtu.be/IE2yfoHNa5s Identify and describe the different types of unions that exist in our society (Common Law, Visiting Relationship and Marriage) Teaching and Learning Strategy: Class discussions on the different types of unions and elicit student’s perspectives on unions and marriage Assessment Strategy: Using real life scenarios students demonstrate their understanding of each type of union Family Unions: CXC Social Studies https://youtu.be/fPjZK2VnGBQ 35 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Explain the relationships that exist within families Teaching and Learning Strategy: Use of a chart depicting a family tree to establish relationships among members Assessment Strategy: Creation of a structured questionnaire to interview elders in the family about their family history My family tree https://familyhistorydaily.com/w p- content/uploads/2018/04/Birds- Family-Tree-Printable_Family- History-Daily.pdf Construct a personal family tree showing at least three generations Teaching and Learning Strategy: Create concept maps Illustrations / Diagrams of family trees using various methods Use digital tools or photographs to construct a family tree Creation of a structured questionnaire to interview elders in the family How to make a family tree diagram https://venngage.com/blog/famil y-tree/ 36 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Assessment Strategy: Students answer questions based on a fictitious family tree Describe the functions of the family – Biological, Economic, Emotional, Socialization, Cultural, Educational Teaching and Learning Strategy: Class discussion on the functions of the family using pictures Assessment Strategy: Classify functions of the family based on scenarios or statements presented Functions of the Family https://youtu.be/hD-FKO0dxss Describe the roles, relationships and responsibilities of individual members of the family Teaching and Learning Strategy: Class discussion on the roles of individual members of the family Students engage in role play to demonstrate responsibilities associated with each role Roles, Relationships and Responsibilities of Family Members: https://youtu.be/g4lN90jyQR0 37 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Assessment Strategy: Role play depicting the roles and responsibilities of individual family members Define relevant terms and concepts (domestic violence, unemployment, poverty, drug use/ abuse, gender roles, generation gap Teaching and Learning Strategy: Use terms and concepts appropriately) Create a glossary of terms and definitions Use the resources provided for this topic to define and explain the relevant terms and concepts Explain the factors that cause conflict and affect family relationships - Generational gap (modes of dress, choice of friends etc.) - Poverty, unemployment and lack of finances - Drug and alcohol abuse - Gender roles Teaching and Learning Strategy: Use newspaper articles to identify factors that affect families and their effects Use of Resource Personnel Research steps in conflict resolution Generational Gap: The Evolution of Dance - 1950 to 2019 - By Ricardo Walker's Crew https://youtu.be/p-rSdt0aFuw -100 Years of Teen Girls Fashion | Glamour https://youtu.be/sORunvibOYY Teen Substance Use and Abuse: 38 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS - Responsibility e.g., application to schoolwork - Sibling rivalry Explain the effects of selected issues on family life (for example domestic violence, alcohol and drug use and abuse, unemployment) Explore strategies to support families affected by the previously mentioned issues Use of Scenarios depicting different situations to elicit responses from students Assessment Strategy: Group presentation of strategies that can be used to support families affected by the issues identified Role play strategies to resolve conflict situations Students create posters which depict steps in conflict resolution; Use appropriate rubric to assess posters; Classroom display of posters https://youtu.be/wQl_4kcE5nw Trinity Smart Resources (NADAPP) Links for episodes Episode 1 https://www.youtube.com/watch? v=Uhj0EnT-NVA Episode 2 https://www.youtube.com/watch? v=Eu95MN2EZXU Episode 3 https://www.youtube.com/watch? v=jyKQ45hJR1A Episode 4 https://www.youtube.com/watch? v=Np5s00NCJaM Episode 5 https://www.youtube.com/watch? v=-ZoZLQ31iJg 39 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS National Drug Council Website http://www.nationalsecurity.gov. tt/ndc/ Ministry of Health http://www.health.gov.tt/ Child abuse, gender, HIV/AIDS https://sta.uwi.edu/igds/breakthe silence/documents/BTS_Toolkit_ complete_AS13JUNE2017.pdf Gender based violence in Trinidad and Tobago http://opm- gca.gov.tt/LinkClick.aspx?filetic ket=YISA4T-- R6w%3D&portalid=0 (pgs 25-67) Appreciate and show respect for those in authority and senior members of the family Teaching and Learning Strategy: Use of student experiences with grandparents and other elderly persons in the home Appreciation for the Elders in society- Infants-Activity-Pack- Week-5-Term-2.pdf (windows.net) 40 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Use of news stories on students’ interaction with police officers, teachers and administrators, school safety officers Key historical events in the development of Trinidad and Tobago up to 1976. -Pre- Columbian period -Arrival of Columbus, - Enslavement of African persons - Indentureship -Federal Union of Trinidad and Tobago -Self- government -Independence - Republicanism Describe the key historical events in the development of Trinidad and Tobago up to 1976 within a chronological framework. Define and use correctly the following terms and concepts: Colonialism, Colony, Slavery Indentureship, Self- government, Independence, Republicanism Teaching and Learning Strategy: Use of ABC Brainstorm Strategy to identify terms and concepts (See Social Studies Strategies Document Part 1) The Road to Nationhood: Crown Colony Government to Republicanism https://www.natt.gov.tt/sites/defa ult/files/pdfs/the-road-to- nationhood.pdf Trace and outline the major historical events from the arrival of Columbus to Republicanism (including periods or dates) Teaching and Learning Strategy: Use of videos with related questions followed by class discussion. Assessment Strategy: Create a timeline from the Pre- Columbian period to Republicanism Trinidad and Tobago Independence in 1962 https://www.youtube.com/watch? v=GVlcBLX6UHU Republic Day- Infant-Activity- Pack-Week-1-V2.pdf (windows.net)/ Infants-Activity- Pack-Week-3-Term-1-2021- 2022.pdf (windows.net) 41 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS For the People: The Creation of a Republic https://www.youtube.com/watch? v=jtksHwX4tjs Milestones to Parliamentary Democracy in Trinidad and Tobago - 1498 to 1797 https://www.youtube.com/watch? v=jgTvdPDW36s Independence Day 2022 https://youtu.be/mxxgABnuvJQ TTT Live: Profile of a President: Sir Ellis Clarke https://www.youtube.com/watch? v=15CjenGSFkg National Symbols/ Emblems Develop a sense of loyalty and national pride by recognizing the significance of national emblems/symbol s. Name and identify the National Symbols/Emblems (National Flag, National Anthem, National Pledge, National Birds, National Flower, National Instrument) Teaching and Learning Strategy: Create a picture board to display the national symbols of Nationhood Display an accurate depiction of the National Flag Class Discussion on the elements of the Coat of Arms National Identity Guidelines: https://natt.gov.tt/sites/default/fil es/pdfs/National%20Identity%20 Guidelines_FINALReduced%20 Size.pdf Independence brochure (National Archives of Trinidad and Tobago) 42 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Create cut-outs of elements of the Coat of Arms and have students reproduce model Source resource personnel or students within the school to serenade the school body by playing an appropriate piece using the National Instrument Assessment Strategy: Group presentation: Each group assigned a national symbol, inclusive of National Instrument and based on research present the history of the symbol, its elements, creator and where it can be found. Include segment for personal reflection on appreciation and value of the selected national symbol/emblem https://www.natt.gov.tt/sites/defa ult/files/images/FINAL%20Inde pendence%20Brochure%20REV %2021%20Aug%202018Optimiz edMin%20%281%29.pdf National Instrument https://nationalarchivestt.wordpr ess.com/2016/01/22/vagabonds- hooligans-and-badjohns-the- violent-past-of-the-steel-bands/ https://www.nalis.gov.tt/Resourc es/Subject-Guide/Steelband National Symbols https://www.nalis.gov.tt/Resourc es/Subject-Guide/National- Symbols#tabposition_25662 Recognise the significance of the National Awards Teaching and Learning Strategy: Identify persons from the community who can receive a National Award and give reasons why National Awards https://otp.tt/trinidad-and- tobago/national-awards/ 43 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Identify other types of awards that can be given to citizens of Trinidad and Tobago https://www.nalis.gov.tt/Resourc es/Subject-Guide/National- Awards Government (Structure and Function; Rights, Freedoms and Responsibiliti es of citizens and Electoral System in Trinidad and Tobago) Understand the structure and function of Government in Trinidad and Tobago. State the reasons for having a government Teaching and Learning Strategy: Use of student experiences elicited from teacher questioning Purpose of Government (with guidance) https://www.youtube.com/watch? v=IAnjKNUQERY (0.53-2.23 mins) Describe the electoral system in Trinidad and Tobago (First past the post system) Teaching and Learning Strategy: Use of resources from the Elections and Boundaries Commission on the electoral process Review election results in Trinidad and Tobago to identify the characteristics of the system Simulate an election to explain First past the post system Assessment Strategy: Create fictitious election results from a named country and students respond to questions on the results The Electoral system in Trinidad and Tobago. https://ebctt.com/electoral- process/ Preliminary Election Results 2020 https://ebctt.com/wp- content/uploads/The- Preliminary-Results-for-the- 2020-Parliamentary- Elections.pdf 44 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Describe the structure and function of government in Trinidad and Tobago Teaching and Learning Strategy: Graphic illustration of the three arms of Government. See resource at: https://www.nalis.gov.tt/Resourc es/Subject-Guide/Government- Structure/Central-Government Define the term public institution Give examples of public institution in Trinidad and Tobago (Government ministries, departments and agencies, judiciary and statutory organisations) Teaching and Learning Strategy: Classify public institutions Identify examples nationally and within the school community Use the resources provided for this topic on public institutions to identify, define and explain the terms, concepts and examples Familiarize themselves with the role and function of public institutions in Trinidad and Tobago Teaching and Learning Strategy: Group work – Each group is assigned a public institution. Group members interview someone employed in the selected institution and present to class Governance Institutions of Trinidad and Tobago https://www.commonwealthgove rnance.org/countries/americas/tr inidad_and_tobago/governance- institutions/ Office of the Ombudsman of Trinidad and Tobago 45 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS http://www.ombudsman.gov.tt/sit epages/default.aspx?id=13 Consumer Affairs Division, Ministry of Trade and Industry https://tradeind.gov.tt/consumer- affairs-division/ Police Complaints Authority https://www.pca.org.tt/ Be aware of those public institutions from which they can seek redress (Ombudsman, Financial Services Ombudsman, Police Complaints Authority, Consumer Affairs Division) Teaching and Learning Strategy: Identify concerns people may face when accessing services Conduct research on the public institutions through which persons can seek redress Assessment Strategy- Students are presented with scenarios and asked to select the appropriate public institutions from which to seek redress Use the resources provided for this topic on public institutions to expand on this objective 46 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Write a letter of complaint to the relevant public institution seeking redress Describe the ways government earns revenue (for example, taxes, trade) Teaching and Learning Strategy: Use a newspaper headline advertising budget day Students research and make a list of the different ways government earns revenue Budget Statement 2023- Subsection Estimates of revenue and Expenditure pgs 42-51 https://www.finance.gov.tt/wp- content/uploads/2022/09/Budget -Statement-2023-E-Version.pdf Describe the ways in which government spends revenue (expenditure) (for example, building of infrastructure) Teaching and Learning Strategy: Create an idea builder (Key ideas, facts, sample sentence, example, non-example, and definition) Use images of different aspects of society (schools, sports, roads, notice of salary payments) as examples for students to brainstorm other ways on which government spends revenue Ask students to research and list the different Ministries in Trinidad and Budget Statement 2023- Subsection Estimates of revenue and Expenditure pgs 42-51 https://www.finance.gov.tt/wp- content/uploads/2022/09/Budget -Statement-2023-E-Version.pdf 47 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Tobago to identify government expenditure Assessment Strategy: The Minister of Education has planned to visit your school as part of her school tours. Prepare a list of items to present to the Minister for which money should be allocated to improve education for young persons at your school Define the term Local Government Describe the functions of Local Government and the Tobago House of Assembly (THA) Differentiate amongst Central and Local Government and the Tobago House of Assembly (THA) Teaching and Learning Strategy: Research the functions of Central, Local Government and the THA Local Government Assessment Strategy: Given examples students can match the functions with the three (3) bodies Ministry of Rural Development and Local Government: What we do https://rdlg.gov.tt/our- ministry/what-we-do/ Ministry of Rural Development and Local Government: Our history https://rdlg.gov.tt/our- ministry/our-history/ THA-About the Assembly 48 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS https://www.tha.gov.tt/about-the- assembly/ Infants-Activity-Pack-Week-4- Term-2.pdf (windows.net) Explain the meaning of the term Human Rights Describe the rights and freedoms of citizens of Trinidad and Tobago, including the Rights of the Child Describe the civic rights and responsibilities of citizens of Trinidad and Tobago Teaching and Learning Strategy: Use of the Preamble of the Constitution of Trinidad and Tobago which outlines the rights and freedoms of citizens Review of the Conventions of the Rights of the Child to identify and discuss these rights Assessment Strategy: Have students create a visual piece illustrating one Right of the Child Constitution of the Republic of Trinidad and Tobago http://laws.gov.tt/pdf/Constitutio n.pdf Convention of the Rights of the Child https://www.unicef.org/child- rights-convention/convention- text-childrens-version We all have Rights: UNICEF https://www.youtube.com/watch? v=6F7ie1Z07aM Our Physical Resources Develop an understanding and appreciation of the major Define the terms renewable and non-renewable resources; Primary, Secondary and Tertiary Teaching and Learning Strategy: Word/picture wall of terms and concepts Renewable And Non-renewable Energy | BBC Bitesize | science https://youtu.be/jGds7edakbk 49 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS physical resources that contribute to the economy of Trinidad and Tobago industries; Import and Export Geo for CXC https://geoforcxc.com/economic- activities/ 2 Types of Natural Resources on Earth *EXPLAINED* Science for Kids https://youtu.be/c-3KCzxEgek Identify physical resources of Trinidad and Tobago Locate and name areas where our physical resources can be found (Petroleum, Natural Gas, Asphalt, Gypsum, Limestone, Sand and Gravel, Rivers, Forests) Teaching and Learning Strategy: Use a Picture List to identify the physical resources and include an image of each resource Map work: On a blank map of Trinidad and Tobago use an appropriate key to locate the relevant physical resources What are the major Natural Resources of Trinidad and Tobago? https://www.worldatlas.com/artic les/what-are-the-major-natural- resources-of-trinidad-and- tobago.html Location of some of our natural/physical resources 50 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS https://www.energy.gov.tt/our- business/aggregates/economic- minerals/ Name and identify types of industries in Trinidad and Tobago Teaching and Learning Strategy: Review products used within their families to ascertain the types of industries existing in Trinidad and Tobago The major industries of Trinidad and Tobago https://www.worldatlas.com/artic les/the-major-industries-in- trinidad-and-tobago.html The 7 sub industries in Trinidad and Tobago’s Manufacturing industry https://www.investt.co.tt/industri es-and- opportunities/Electricity%20Inte nsive%20Manufacturing/ 51 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Given examples, classify Primary, Secondary and Tertiary Industries in Trinidad and Tobago Teaching and Learning Strategy: Use the Frayer Model to illustrate the terms and concepts previously mentioned Assessment Strategy: Worksheet to classify types of industries How to use the Frayer Model – TeachLikeThis https://youtu.be/AdjN09VouaU What is the difference between Primary, Secondary and Tertiary Sectors of Industry? https://www.youtube.com/watch? v=eWpdcgOwVtg Jobs and their classification: Primary, Secondary & Tertiary sector | Educational Videos for Kids https://youtu.be/GuzmULmcU0E Business Sectors https://www.youtube.com/watch? v=8KDxAWfMwf4 Name the major imports and exports of Trinidad and Tobago Teaching and Learning Strategy: Collection of photographs of products imported and exported Major imports and exports Trinidad and Tobago (2020) https://oec.world/en/profile/coun try/tto 52 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Recognise the benefits of our physical resources to the economy of Trinidad and Tobago Teaching and Learning Strategy: Refer to pages 24 to 41 of the Social Studies Strategies Document (Part 2) to highlight benefits of Tourism to the economy of Trinidad and Tobago Assessment Strategy: For a named physical resource, list two benefits of our physical resources to the economy of Trinidad and Tobago Main Drivers of Trinidad and Tobago’s Economy https://www.investopedia.com/ar ticles/investing/022415/main- drivers-trinidad-and-tobagos- economy.asp What Are The Major Natural Resources Of Trinidad And Tobago? https://www.worldatlas.com/artic les/what-are-the-major-natural- resources-of-trinidad-and- tobago.html Water as a physical resource Define the terms pollution, marine, biodiversity Teaching and Learning Strategy: Students develop definitions based on the review of pictures/images showing the relevant terms and concepts Captain Planet - Captain Planet Defeats Captain Pollution [Music & Sequence Appreciation] https://youtu.be/XLeLQy3aiSM 53 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS What is Water Pollution? https://www.youtube.com/watch? v=IW8DdcS7xPA What is Biodiversity? https://www.youtube.com/watch? v=_bk2nnDI68g Introduction to Biodiversity (pages 23-24) https://www.planning.gov.tt/sites /default/files/Green%20Days%2 0by%20the%20EPPD%20Activit y%20Series%20%28Secondary% 20School%20FINAL%20May% 202020%29_compressed-2.pdf Outline the different uses of water Teaching and Learning Strategy: Use of students’ experiences Using pictures or drawings show how water is important in the student's everyday life Uses of Water https://www.youtube.com/watch? v=D2s9cB1pzZ8 Make your own word wall 54 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Create a Word Wall of important terms and concepts or use of a Graphic Organiser to identify domestic, agriculture and other uses of water (see pages 19 and 20 of the Social Studies Strategies Document (Part 2) Assessment Strategy: Create a poster/collage showing the different uses of water https://www.youtube.com/watch? v=xass9ONzZxQ Discuss ways to conserve water Justify why water must be conserved Teaching and Learning Strategy: Discussion on the importance of water conservation based on the video titled Why I Conserve https://youtu.be/h4NwK_Xf7yE (See page 21 of the Social Studies Strategies Document (Part 2) Make a commitment/personal pledge identifying ways students may conserve water Water Conservation Activities https://wateruseitwisely.com/kids -teachers/fun-activities/ Water - Water Use It Wisely https://wateruseitwisely.com/100 -ways-to-conservewater 55 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Assessment Strategy: Present the following scenario to students: There is a leak in the community for over a month. Write a letter of complaint to the WASA outlining the issue of water wastage in your community and the need to address the situation Create a video on the importance of conserving water Recognize the importance of water as a resource Teaching and Learning Strategy: Organize a Water Appreciation Day- Have students make presentations to the assembly or make billboards. Place billboards around the school grounds advocating the importance of water Appreciation For What We Have: Water https://www.youtube.com/watch? v=WpBdDRqRyX0 Discuss causes and effects of water pollution Teaching and Learning Strategy: Create Discussion Web or Graphic Organiser to identify causes and effects How does water pollution affect us? https://www.activesustainability. com/water/causes-consequences- 56 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS of water pollution by viewing the following video, https://www.youtube.com/watch?v=Wv1 urTMSXak (See pages 22 and 23 of the Social Studies Strategies Document (Part 2) water- pollution/?_adin=02021864894 Geo for CXC: Water Pollution https://geoforcxc.com/pollution/ water-pollution/ Explain the importance of the water bodies (rivers and seas) to the people of Trinidad and Tobago Teaching and Learning Strategy: Identify on a blank map of Trinidad and Tobago areas of activities associated with water - agriculture, recreation, employment (tourism, transport, fishing) and trade Valuing Water- Infants-Activity-Pack- Week-11-Term-2.pub_.pdf (windows.net) page 1 &4 Relationship with ocean vital part of Trinidad and Tobago culture https://news.un.org/en/story/201 7/06/558952-feature- relationship-ocean-vital-part- trinidad-and-tobago-culture Rights recognition for the Caroni River in Trinidad and Tobago https://www.earthlawcenter.org/ blog-entries/2019/1/rights- recognition-for-the-caroni-river- in-trinidad-and-tobago 57 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Identify how actions and attitudes of man affect marine biodiversity Assessment Strategy: Create a poster showing the effects of human activity on the marine biodiversity of the Caribbean Sea How do humans affect biodiversity https://royalsociety.org/topics- policy/projects/biodiversity/huma n-impact-on-biodiversity/ Human impact on Biodiversity https://www.youtube.com/watch? v=wXJiHr8jWBs Demonstrate ways of advocating for the conservation of our water bodies Assessment Strategy: Students can create video/vlog/flyer, write to MP to explain the for taking care of a water body in their community http://planning.gov.tt/content/we -all-protect-our-species-institute- marine-affairs Cultural Heritage and Traditions. The population and their origins Develop an appreciation of our Cultural Heritage and the need to conserve and preserve Define the terms Heritage, Cultural Heritage, Conservation, Preservation Teaching and Learning Strategy: Create a word wall on the relevant terms and concepts What is heritage? https://www.youtube.com/watch? v=nf8DyjCz8UE Glossary of terms-see pgs 50-51 https://edoc.coe.int/en/cultural- heritage/6551-cultural-heritage- 58 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Festivals and Celebrations Rites and Rituals Dates and Events and-cultural-diversity-lessons-a- handbook-for-teacher.html Describe the characteristics of our cultural heritage Teaching and Learning Strategy: Use of questioning to elicit responses based on students’ knowledge and experiences Invite resource persons to provide information on groups which may not be represented in the class (Syrian Lebanese, Chinese) Conduct a field trip to a historical site Assessment Strategy: Write a report on their field trip What is cultural heritage? https://www.heritageforpeace.or g/heritage-for-peace/what-is- cultural-heritage/ Describe the contributions by the various settlers to Trinidad and Tobago (First Peoples of Trinidad and Tobago (Tainos and Kalinagos), Europeans, Africans, Asians (Chinese Teaching and Learning Strategy: Group research and presentation using various forms of media on the contributions of the various settlers The First Peoples Presence In Trinidad and Tobago. NALIS 2020 https://www.nalis.gov.tt/Resourc es/Exhibitions-and-Photo- 59 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS and East Indians) and Syrians) to: languages, religions, traditions (religious practices rites and rituals), ethnicities, festivals (cuisine, music, dress), historical sites/relics/names of places and other traditions (folklore and art and craft) Galleries/ID/26/FIRST- PEOPLES#prettyPhoto The Chinese in Trinidad and Tobago: https://youtu.be/UPa31Jep5N4 The Experience of Indian Indenture in Trinidad: Arrival and Settlement https://guyaneseonline.net/2012/ 03/16/the-east-indian-presence- in-trinidad-and-tobago-1845- 1917-six-videos/ Remembering the Past Indian Arrival Day in Trinidad and Tobago https://www.youtube.com/watch? v=QPObDVqdBtQ Sewdass Sadhu Temple in the Sea - https://youtu.be/ybntQ_xMewI 60 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Historical Sites – Our African heritage https://natt.gov.tt/sites/default/fil es/pdfs/ Our-African-Heritage.pdf African Heritage – Food https://www.nalis.gov.tt/Resourc es/Subject-Guide/Emancipation- Day#tabposition_247612 African Heritage – Religion https://natt.gov.tt/sites/default/fil es/pdfs/Our-African- Heritage.pdf National Heritage Sites http://nationaltrust.tt/heritage- sites/ Explain the significance of: Religious festivals, National festivals (Carnival, Emancipation Day, First Peoples Day, Indian Arrival Day, Tobago Heritage Festival, Celebration of religious festivals e.g., Divali, Phagwa, Christmas, Teaching and Learning Strategy: Student research of the different national and religious festivals and celebrations Emancipation Day https://www.nalis.gov.tt/Resourc es/Subject-Guide/Emancipation- Day 61 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Easter, Eid- ul-Fitr, Shouter Baptist Liberation Day First People- Infants-Activity- Pack-Week-5-V2.pdf (windows.net) Divali/Ramleela- Infants- Activity-Pack-Week-9.pub_.pdf (windows.net)/ Infant-Activity- Pack-Week-9-2ndDraft.pdf (windows.net) Christmas- Infants-Activity- Pack-Week-11-V3.pub_.pdf (windows.net) Eid Mubarak-FINAL-Infants- Activity-Pack-Week-5-Term- 3.pdf (windows.net) Indian Arrival Day- Infants- Activity-Pack-Week-8-Term-3- FINAL.pdf (windows.net) 62 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Carnival- Infant-activity-week- 8-Term-1pdf.pdf (windows.net) Shouter Baptist Liberation Day- Infant-activity-week-13.pdf (windows.net) Phagwa- Infant-activity-week- 13.pdf (windows.net) Discuss safety precautions to be taken during celebrations Teaching and Learning Strategy: Class Discussion on possible safety issues associated with festivals Assessment Strategy: Create a flyer highlighting safety precautions to be observed during a named festival Trinidad and Tobago Electricity Commission: Safety Tips for the Christmas season https://www.facebook.com/watch /?v=1222887135320708 Safety in the home: Trinidad and Tobago Fire Service https://www.facebook.com/watch /?v=340549927164421 Using fireworks safely-Trinidad and Tobago Fire Service https://www.facebook.com/watch /?v=720694365194547 63 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Examine the fusion of cultural interactions to create new cultural forms which are present and unique to Trinidad and Tobago (Soca, Chutney, Rapso, Soca parang) Teaching and Learning Strategy: View/listen to an interview with/on Machel Montano, Ras Shorty I, Ricki Jai, Crazy or any artiste on these local genres Music of Trinidad and Tobago https://www.cs.mcgill.ca/~rwest/ wikispeedia/wpcd/wp/m/Music_o f_Trinidad_and_Tobago.htm Remembering Brother Resistance https://www.youtube.com/watch? v=whcZ2AcIshE The Chutney Phenomenon https://www.caribbean- beat.com/issue-22/chutney- phenomenon#axzz7omutQNIO Chutney Soca Succession https://www.caribbean- beat.com/issue-123/chutney- soca- succession#axzz7omutQNIO Parang 64 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS https://www.nalis.gov.tt/Resourc es/Subject-Guide/Parang https://nationaltrust.tt/parang- heritage-connection/ Explain reasons why it is important to conserve and preserve our cultural heritage Teaching and Learning Strategy: Use images of historical sites and landforms and identify reasons for their conservation and preservation Interview relatives to identify traditions of the past, example, folklore, Patois language Assessment Strategy: Students create a poster and/or slogan on the need to preserve our heritage Heritage sites https://nationaltrust.tt/heritage- sites/ Information sheet on heritage https://en.unesco.org/sites/defaul t/files/info_sheet_heritage.pdf Preserving culture and heritage through generations https://amf.net.au/library/upload s/files/Diversity_Matters_Forum _overview_and_theme_summari es_2014.pdf Evaluate means of conserving and preserving our Cultural Heritage Assessment Strategy: 65 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Develop a brochure to highlight ways of conserving and preserving our Cultural Heritage. Students create a name for the brochure and feature photos of places that we should preserve National Trust of Trinidad and Tobago https://nationaltrust.tt/reflection s-on-heritage-at-60/ https://nationaltrust.tt/home/wp- content/uploads/2020/03/FREE- PRINTABLE- WORKSHEETS.pdf Man Made and Built Heritage Define relevant terms and concepts (Man Made Heritage - Built Environment - Built Heritage), sustainable, tourist, tourism Teaching and Learning Strategy: Create a glossary with the terms and their meanings Name and describe the features in the environment that are part of our man- made or built heritage. - Historical Sites such as the Magnificent Seven and the Red House - Relics such as Fort George Tobago Teaching and Learning Strategy: Construct a worksheet to elicit the extent of student knowledge of heritage, cultural heritage and built heritage Use of worksheets from the National Trust of Trinidad and Tobago on heritage The National Trust of Trinidad and Tobago https://nationaltrust.tt/ https://nationaltrust.tt/home/wp- content/uploads/2020/03/FREE- PRINTABLE- WORKSHEETS.pdf 66 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS - Places of worship such as the Temple in the Sea in Waterloo, Bait-ul- Hamid Mosque (in Icacos) and the La Divina Pastora R.C. Church in Siparia - Features of the manmade environment as it relates to our heritage (Civic Building such as the National Academy of the Performing Arts and Queens Hall Value the significance of our Built or Manmade Heritage Conduct of a field trip to any heritage building or historical site Assessment Strategy- After the field trip students can work in pairs to develop strategies/activities to increase visitors to the site Budgeting and Money Management Promote wise decision making in the management of Define the terms income, revenue, expenditure, budget, surplus and deficit budget, delayed Teaching and Learning Strategy: Graphic organizer on terms and concepts National Financial Literacy Programme-Money World Game https://moneyworld.nflp.org.tt/ 67 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS personal finances and the importance of a national budget. gratification, savings, savings plan Examine the relationship between income and budgeting Teaching and Learning Strategy: Using monopoly money and a list of expenditure have students illustrate how money is spent and why SAVING, SPENDING, SHARING, BUDGET A Financial Literacy Musical Adventure for Planning Your Money https://youtu.be/nLPZzUp3Ues Differentiate between needs and wants Teaching and Learning Strategy: Generate a list to identify the must have items (needs) and the ones that the student can do without(wants) and illustrate using a graphic organizer Assessment Strategy: Students role play the difference between needs and wants Difference between Needs and Wants https://youtu.be/9ZxpWI1rDTE Discuss the benefits of budgeting Teaching and Learning Strategy: Group presentation on the benefits of budgeting and its importance in money management Budgeting for kids https://youtu.be/WRcgRimBac8 68 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Develop a simple budget Teaching and Learning Strategy: Create a journal or calendar to help plan a budget or to keep a record of spending Make adjustments to a simple budget in response to simple posed challenges, opportunities or unplanned simple expenditures Assessment Strategy: Group Work to develop a budget for a class party/ class outing/field trip/celebrating and commemorating a national festival or international day CashVille Kidz Episode 23: SMART Budgeting https://youtu.be/58EuubFG9-c The Coffee Shop Game https://www.hoodamath.com/ga mes/coffeeshopgame.html Describe ways of saving money Teaching and Learning Strategy: Create concept map to distinguish between formal and informal ways of saving money (see page 47 of the Social Studies Strategies Document (Part 2) A Lesson on Responsible Saving for Kids https://youtu.be/JkCmIxraWlM 69 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Invite persons from the National Financial Literacy Programme of Trinidad and Tobago to engage students on financial literacy Have students set a saving goal to be achieved in the short to medium term Assessment Strategy: Present a detailed scenario to students highlighting the improper use of money Students suggest ways money can be saved based on situations presented in the scenario Identify the challenges of saving money Teaching and Learning Strategy: Brainstorming activity to determine the challenges of saving Teacher created scenarios to demonstrate the challenges of saving Being Responsible With Money - Good Habits for Kids | Ask Coley Tips | Educational Videos by Mocomi https://youtu.be/IHDVnQg4T6c 70 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Construct a savings plan to purchase an item Assessment Strategy: Construct a savings plan to purchase an item in the short to medium term Social Studies Strategies Document (Part 2) page 50 Discuss the benefits of saving Teaching and Learning Strategy: Students view the video on savings from the Trinidad and Tobago Securities and Exchange Commission to understand the importance of savings Use of 321 strategy to summarise their ideas Using post-it, have each student write a benefit of saving and place it on the board, the teacher can then group the answers and discuss with the class Assessment Strategy: Create and share a hashtag to represent the importance of savings Teacher created Quiz on goal setting and savings Trinidad and Tobago Securities and Exchange Commission- Savings https://youtu.be/MNQqJ0KGVR A Social Studies Strategies Document (Part 2) pages 48 to 49 321 Strategy https://www.theteachertoolkit.co m/index.php/tool/print-tool/3-2-1 71 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS The Geography of Trinidad and Tobago Know and develop an appreciation for the physical and man-made environment of Trinidad and Tobago and the Caribbean and apply relevant map skills. Map Skills Identify different types of maps- Physical, Political and Land use Teaching and Learning Strategy: Use the atlas or any other resource available to illustrate different types of maps and their use Assessment Strategy: Students are presented with different types of maps and are asked to classify them Features of a Map https://www.kiddle.co/s.php?q=f eatures+of+a+map#gsc.tab=0&g sc.q=features%20of%20a%20ma p&gsc.page=1 What is a Map? https://www.kiddle.co/s.php?q=w hat+is+a+map+key#gsc.tab=0& gsc.q=what%20is%20a%20map %20key&gsc.page=1 Map Reading https://kids.britannica.com/kids/ article/map-and-globe/353425 Identify the elements of a map (border, legend or key, Teaching and Learning Strategy: Use atlas to identify basic map features Map Skills: How to read a map 72 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS arrow showing north, scale, title) Students create of a fictitious country and include all elements of the map accurately Assessment Strategy: Using a blank map, have students insert the 5 key elements of a map https://emapshop.com/wp- content/uploads/2016/08/E3.jpg Using a Map Scale Song (Line it Up) Fall Out Boy Parody https://youtu.be/Xd8gJm5c4CY Read and interpret basic conventional symbols on a given map Teaching and Learning Strategy: Define the concept map symbol Given a map, students create a suitable legend or key using standard conventional symbols Assessment Strategy: Complete a worksheet or use oral questioning for students to identify symbols on a given map and state what they represent Geo for CXC: Reading and Interpreting Conventional Symbols https://geoforcxc.com/map- skills/map-symbols/ 73 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Measure the distance between two places on a map using a linear scale Teaching and Learning Strategy: Using a basic map with places identified as points, have students practice measuring distance using strips of paper and apply the rule “from” and “to” Assessment Strategy: Use a worksheet to test the application of the steps in measuring distance Geography Map Skills: Scale and Distance https://youtu.be/K3aM0H7j_Jg Locate places on a map using Compass Direction (8 points) and 4 figure grid references Teaching and Learning Strategy: Skill development through the application of the steps in locating places and giving directions Assessment Strategy: Treasure Hunt: Use of the Compass Direction (8 points) and four figure grid reference to locate objects on a worksheet Cardinal Direction https://kids.kiddle.co/Cardinal_d irection Four figure grid references https://youtu.be/c-3KCzxEgek Geo For CXC: Four Figure Grid Reference https://geoforcxc.com/map- skills/4-figure-grid-reference/ 74 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Using the using Compass Direction (8 points), give the direction of Caribbean territories in relation to Trinidad and Tobago and vice versa Teaching and Learning Strategy: In class activity: Each child creates a small eight-point compass for the teacher to demonstrate its importance in determining the direction of places in relation to others Use of practice sheets for skill development Compass Directions https://youtu.be/Cu4XY9eHRsU Landforms and Land-use Define Physical Environment, Man Made Environment, Land Use, Settlement (Rural and Urban) and Physical/Natural Resources Teaching and Learning Strategy: Use Google Maps, atlas and/or Ordinance Survey Maps and photographs to identify aspects of each term and concept and provide definitions BBC Bitesize: What are human and physical features? https://www.bbc.co.uk/bitesize/to pics/zqj3n9q/articles/zr8q7nb Name and locate the main landforms of Trinidad and Tobago on a map Teaching and Learning Strategy: On a Map of Trinidad and Tobago accurately name and locate the major physical features (see page 5 of the Social Studies Strategies Document (Part 2) Assessment Strategy: Places of Interest in Trinidad and Tobago places of interest in trinidad and tobago - Google Maps 75 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Create a map showing the how the location of major landforms in Trinidad and Tobago Describe with, examples, basic landforms: mountains, ranges, hills valleys, plains, peninsulas, swamps, river Teaching and Learning Strategy: Make 2D or 3D models of basic landforms (see pages 7 to 10 of the Social Studies Strategies Document (Part 2) Assessment Strategy: Create a multimedia presentation - one slide can be made for each landform or feature. Each slide should have the term, the student’s definition and the image Exploring Landforms and Bodies of Water for Kids - FreeSchool https://youtu.be/BsqKTJtK_vw Develop an appreciation for the physical environment of Trinidad and Tobago Teaching and Learning Strategy: Create a brochure Identifying a specific landform, for example, The San Fernando Hill and explain how it can be appreciated by persons (see page 11 of the Social Studies Strategies Document (Part 2) EMA: Beauty of Nature https://youtu.be/lyZS_5qgNgU National Trust: Caroni Swamp/Bird Sanctuary — National Trust of Trinidad and Tobago 76 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Assessment Strategy: Based on given descriptions, students identify places of interest to populate a schedule for a Know Your Country Tour Discuss the types of land use: housing, agriculture, recreation, industry Teaching and Learning Strategy: Identify examples of each type of land use within the school’s community Types of land use https://youtu.be/vbP-o6-ETuA Differentiate between rural and urban settlements Teaching and Learning Strategy: Use of aerial photographs and Google Earth to observe differences between rural and urban settlements Class discussion to elicit from students observed differences between urban and rural settlements near to the school Assessment Strategy: Using the information provided on rural and urban areas, students produce a reflective piece on where they prefer to live and why Types of Communities for Kids | Urban, Suburban and Rural Communities | Social Studies for Kids https://youtu.be/KMZF1Xwcms4 77 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Name major cities, /towns and villages of Trinidad and Tobago Teaching and Learning Strategy: Locate on a Map of Trinidad and Tobago major cities, /towns and villages NALIS: Towns and Villages https://www.nalis.gov.tt/Resourc es/Subject-Guide/Towns-and- Villages Compare the features of a town with those of a village Teaching and Learning Strategy: Using pictures/video of towns and villages have student identify the similarities and differences Google Earth: Port of Spain https://earth.google.com/web/sea rch/Port+of+Spain/@10.668509 56,- 61.51390425,28.89354115a,1828 4.16852853d,35y,0h,0t,0r/data= CngaThJICiUweDhjMzYwN2Rl MTc0YmMzNDk6MHhkZGRlZj Y1MzE2MGQ0Mjg1GcvQHWk VUiVAIWq8dJMYwU7AKg1Qb 3J0IG9mIFNwYWluGAIgASIm CiQJTaVlyZM8Q0AR16uHuVt NE0AZN09u9Tt9ZUAhmgMgvz suQkA Google Earth: Cedros https://earth.google.com/web/sea rch/Cedros/@10.10195511,- 61.82849323,25.65701571a,1830 4.51539868d,35y,0h,0t,0r/data= 78 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS CnEaRxJBCiUweDhjMzVhNjQ 4MzM5Yjc1NTU6MHhmYzkwN jY0NTU5YzhiNGUyGYO2QZL- OyRAIfN0rigl507AKgZDZWRy b3MYAiABIiYKJAnPKgG31Vck QBFq6OiMiiIkQBm4sHV2Kc9 OwCFFdtkfv-xOwA Seasons and Hazards Describe the seasons in Trinidad and Tobago: dry season, wet season Teaching and Learning Strategy: Use of a rainfall and temperature chart to show the variations across the two seasons Trinidad and Tobago Meteorological Service: Climate https://www.metoffice.gov.tt/Cli mate Define the terms natural event, natural hazard and natural disaster Distinguish between the terms natural hazard and natural disaster Teaching and Learning Strategy: Identify examples of natural disasters in the Caribbean What Exactly is a Natural Hazard? https://youtu.be/rZjSVSxPm0Q Name three hazards that affect Trinidad and Tobago Teaching and Learning Strategy: Hazards-Trinidad and Tobago https://odpm.gov.tt/node/15 79 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Graphic organiser to show the three types of hazards Explain the effects of Tropical Storms/Hurricanes, Flooding and Drought on people and the environment Teaching and Learning Strategy: Use examples in Trinidad and Tobago where possible, of students’ experience. Have students make a list of the impact of flooding on their lives. The teacher can then expand through discussion Use of Photographs to highlight the effects on people and the environment Hurricane Dorian tears through parts of the Bahamas https://youtu.be/P6ShYNAAyAQ Hurricane Dorian hammers the Bahamas for more than 24 hours l ABC News https://youtu.be/qIuxhVpKdTw Know basic safety precautions for disasters such as fire, earthquakes and hurricanes Identify the local agencies for disaster preparedness and management Teaching and Learning Strategy: Class Discussion on safety practices during a disaster Resource personnel form ODPM/Disaster Unit (Regional Corporation) Students can provide examples of some precautions they may have taken Earthquakes https://odpm.gov.tt/sites/default/f iles/Earthquakes.pdf http://www.weready.org/earthqu ake/index.php?option=com_cont ent&view=article&id=60&Itemi d=73 CDEMA - WE READY - (Drop, Cover, Hold- On) https://youtu.be/ixWh2RA0m9Y 80 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Suggest three precautions that can be taken to protect life and property Assessment Strategy: For a named hazard, in groups, students prepare a disaster preparedness plan for placement on the class or school’s notice board Hurricanes https://odpm.gov.tt/sites/default/f iles/Hurricanes.pdf http://weready.org/hurricane/ Flooding https://odpm.gov.tt/sites/default/f iles/Flooding.pdf Trinidad and Tobago Fire Service-Fire Prevention Series Part 1 https://www.facebook.com/watch /?v=853078278928747 Trinidad and Tobago Fire Service-Fire Prevention Series Part 2 https://www.facebook.com/watch /?v=237432128144971 81 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Trinidad and Tobago Fire Service-Fire Prevention Series Part 3 https://www.facebook.com/watch /?v=2951698458431912 ODPM: Wet Hurricane Season Preparedness Guidelines https://odpm.gov.tt/sites/default/f iles/2019%20ODPM%20HURRI CANE%20PREPAREDNESS% 20GUIDE%20FINAL%20(1)- compressed.pdf Disaster Preparedness Checklist https://odpm.gov.tt/sites/default/f iles/Disaster%20Checklist.pdf Office of Disaster Preparedness and Management https://odpm.gov.tt/ 82 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Ministry of Rural Development and Local Government: What we do https://rdlg.gov.tt/our- ministry/what-we-do/ The Geography of the Caribbean Locate on a map of the world the Caribbean Region Teaching and Learning Strategy: Use atlas, globes and Google maps to locate the Caribbean Region and Trinidad and Tobago Blank Map of the World https://worldmapblank.com/blan k-map-of-world/ On a blank map of the Caribbean name and locate the following geographic divisions: Greater Antilles, Lesser Antilles, Windward and Leeward Islands and South and Central America territories Name and locate on a blank map the water bodies which surround the Caribbean Region Teaching and Learning Strategy: Use Maps to locate the Caribbean territories and surrounding bodies of water Geographic Divisions West Indies https://www.britannica.com/plac e/West-Indies-island-group- Atlantic-Ocean https://www.worldatlas.com/artic les/what-is-the-difference- between-the-greater-antilles- and-the-lesser-antilles.html Blank Maps of the Caribbean 83 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS https://www.twinkl.co.uk/illustra tion/caribbean-map-black-and- white https://www.sheppardsoftware.co m/carribeanweb/blankmap.htm Define the Commonwealth Caribbean (historically) Identify countries of the Commonwealth Caribbean Teaching and Learning Strategy: Research and list the countries of the Commonwealth Caribbean The Commonwealth https://thecommonwealth.org/ou r-member-countries 84 Science 85 SCIENCE TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Living and non-living things Distinguish amongst living things based on their characteristics. Distinguish between vertebrates and invertebrates. 1. List the characteristics of living things (suggested use of acronym GRIMNER). 2. Describe each of the characteristics: • growing (growth), • reproducing (reproduction), • sensitive to environment, • moving (locomotion), • eating (nutrition), • producing waste (excretion), and • breathing (respiration) 3. Compare living and non-living things in terms Cooperative/Collaborative Learning • Drama – Teaching strategies include Role Play and Artifacts. • Brainstorming – Students are assisted in understanding what they already know about the topic and general ideas related to living and nonliving things. • Think-Pair-Share – Students required to think of their response with respect to living and nonliving things, then share with class. • Making of Posters – A visual display either provided by teacher or which students construct about living and nonliving things. • Group Work – Students work in manageable groups to reason and learn about the physical characteristics of living and nonliving things. Inquiry-Based Learning https://youtu.be/eb-EjLiGROY https://www.openscied.org/7-4- matter-cycling-overview/ https://www.oercommons.org/cours es/water-retention-no-problem-with- 86 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS of similarities and differences. 4. Define the term vertebrate and invertebrate. 5. Describe the characteristics of invertebrates. (Animals that do not possess a backbone or an internal skeleton e.g. snails, worms, insects). 6. Describe the characteristics of vertebrates (Animals that possess a backbone and an internal skeleton e.g. humans, birds, snakes). Teacher guided examination of specimen • Pose real questions, • Find resources, • Interpret information, and • Report findings. • Use of K-W-L-S (what I Know, what I Want to know, what I Learnt, what I Still want to know) • Chart as activity/learning tool. • Brainstorming • Think-Pair-Share • Classroom Discussion the-key-vertebrates-invertebrates- investigation/view https://www.youtube.com/watch?v= mRidGna-V4E 87 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Soil types Investigate the movement of water through various soil types. 7. List the groups of vertebrates (mammals birds, reptiles amphibians, fish). 8. Describe the characteristics of each group. 9. Categorize vertebrates into groups of: 1. Mammals 2. Birds 3. Reptiles 4. Amphibians 5. Fish Collaborative Learning: Getting to Know Soils OER: 88 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Scientific instruments and their uses Use of standard instruments used for measurement in science • Length - meter rule • Mass - balance • Weight - spring balance • Volume- measuring cylinder • Time - stopwatch 1. List the different categories of soil types 2. Describe the characteristics of the different soil types 3. Perform practical activities to investigate movement of water through various soil types Identify instruments to measure length, mass, volume, temperature, and time. 1. Label the parts of a thermometer 2. Use instruments to measure length, mass, volume, Group work – Student work in groups to conduct experiments to determine which soil type allows for better drainage. Measuring skills – use of measuring cylinder and beakers to demonstrate reading off instruments. E.g., flat surface, reading at eye level, reading off the meniscus etc. Demonstration – teacher demonstrates the proper use of each instrument explaining the reading to be obtained, units and abbreviated term used for each instrument. Each student records their https://www.globe.gov/documents/3 48830/351088/ElementaryGLOBE_ SoilActivity1_en.pdf Types of Soils: https://www.youtube.com/watch?v= 7h6psLfYA7w https://www.youtube.com/watch?v=- 0p2RD0VnR0 https://www.youtube.com/watch?v=ptaVY3 -vRZM https://www.youtube.com/watch?v=SE- nUsrbELE 89 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Temperature - thermometer temperature, and time. 3. Record readings in table, units used for each instrument and the abbreviated term used in measurement. 4. Define the terms mass and weight 5. Distinguish between mass and weight readings in the table provided by the teacher. Groupwork – students are placed in groups and are asked to prepare a checklist for the proper use of the instrument assigned. Making of posters – A visual display of all the standard instruments used for measurement in science created by students or teacher Student Workstation – stations are set use with one instrument assigned to each station with instructions for a task using the instrument. Students in groups move from station-to-station completing the task given in the instructions. Class then meets to share and discuss the results for each task. https://www.youtube.com/watch?v=6i1dc9 ZrZCY 90 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Parts of the: (i) plant (ii) flower Examine the external parts of a plant Examine the external parts of the flower. 1. List the parts of a plant: Shoot System • Stem • Fruit • Flower • Leaf Root System • Root Class discussion Individual work - Using a thermometer, the teacher names the parts of the thermometer and the function of each part. Students then label the parts from the diagram provided by the teacher. • Classroom discussion: parts of a plant and flower • Inquiry-based: § A specimen of an easily available plant (seedling) and flower (e.g., Hibiscus) should be provided for examination and drawing. § Examination of a specimen as an experimental skill. § A hand lens may be used. § Drawing as an experimental skill. Cornforth, Kyle. "Garden Science: Biology of a Flower". OER Commons. Institute for the Study of Knowledge Management in Education, 12 Feb. 2014. Web. 06 Jan. 2023. https://www.oercommons.org/authoring/49 58-garden-science-biology-of-a-flower Bawden-Davis, Julie. "Diagram of the Parts of a Flower" sciencing.com, https://sciencing.com/diagram-of-the-parts- 91 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS 2. Draw a plant and label its parts 3. List the external parts of a flower: • Petals • Sepals • Anther and filaments (parts of the stamen) • Style and Stigma (parts of the pistil). 4. Distinguish amongst the external parts of a flower. 5. Draw a flower showing all the external parts and label each clearly. of-a-flower-13426180.html 6 January 2023. Look inside a flower - https://youtu.be/R9sn7HZM7uY 92 Agricultural Science 93 Agricultural Science TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Crops commonly cultivated for food in Trinidad and Tobago • Identify crops commonly cultivated for food in Trinidad and Tobago 1. Name the different Crop Groups: a. Cereals b. Legumes c. Leaf Crops d. Fruit Crops e. Root Crops f. Fibers g. Spices h. Medicines g. Forest products 2. Identify different crops from each crop group Use teacher guided activity for students to: • Produce lists, tables and charts showing different crop groups. 5. Match/drag and drop different crops into crop groups. 6. Use of diagrams/pictures or drawings to help with the skill of distinguishing various crops commonly cultivated for food in Trinidad and Tobago Cooperative/Collaborative Learning 7. Making of Posters – A visual display either • Visit to Kaleb's Farm in Santa Cruz, Trinidad & Tobago: https://www.youtube.com/watch?v =LJHLI3FKRGM&t=28s • Visit to a Pawpaw / Papaya Farm in Trinidad & Tobago https://www.youtube.com/watch?v=SyJUImIDnME • Ministry of Agriculture, Land and Fisheries, Fruits grown in Trinidad and Tobago https://agriculture.gov.tt/publications/fruits-grown- in-trinidad-and-tobago/ 94 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS 3. Classify different crops cultivated in Trinidad and Tobago according to crop groups provided by teacher or which students construct about crops commonly cultivated for food in Trinidad and Tobago. 8. Group Work – Students work in manageable groups to deconstruct a vegetarian meal and classify ingredients into different crop groups. 95 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Animals commonly reared for food and Trinidad and Tobago 9. Identify Animals commonly reared for food and Trinidad and Tobago Definition of the term ‘Breed” A breed is a specific group of domestic animals having a similar appearance, behaviour, and/or other characteristics that distinguish it from other organisms of the same species. Some breeds of different animals commonly reared for food and Trinidad and Tobago Poultry: Rhode Island Red, Vantress Cross Cattle: Holstein, Jamaica Hope Pig: Large White, Hampshire, Duroc Goat: Sannen, British Alpine Use teacher guided activity for students to: • Produce diagrams and charts showing different breeds of livestock. 10. Match/drag and drop different breeds of Livestock 11. Use of diagrams/pictures or drawings to help with the skill of distinguishing various livestock products and the associated animal. Cooperative/Collaborative Learning 12. Making of Posters – A visual display either 14. Tour of Marilissa Farms, Trinidad & Tobago - The Largest Ruminant Farm in the Caribbean | GrownHome https://www.youtube.com/watch?v=7P S1SIUji9Y 15. Virtual Dairy Farm Tour https://www.youtube.com/watch?v=L FN1OPbXLMo 96 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Rabbit: New Zealand White, Flemish Giant. Sheep: Barbados Black Belly, Katahdin Products from Livestock: Milk, Cheese, Meat, Eggs, Hide, Furs, Feathers etc. provided by teacher or which students construct about animals commonly reared for food and Trinidad and Tobago 13. Group Work – Students work in manageable groups to create a recipe using selected livestock products. Insect pests 16. Classify insects according to their actions 17. Describe the effects of 19. Insects: Helpful and Harmful 20. Mode of action on plants: biting, sucking, chewing, burrowing. Use teacher guided activity for students to: 24. Conduct labs to observe, identify and record pest damage to plants. 25. Collect, mount and preserve insects 28. Helpful Insects! https://www.youtube.com/watch?v =G23U1kWHb8k 29. 5 Beneficial Insects to Must Have in Garden 97 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS each type of organism on agriculture 18. Describe the control practices for these insect pests 21. Effects of insects on agriculture: Destruction of crops, transmitting diseases in livestock and humans 22. Cultural practices associated with pest control 23. Integrated Pest Management (IPM) 26. Use of diagrams/pictures or drawings to help with the skill of distinguishing different types of insects and their effects on agriculture. 27. Conduct research on IPM Cooperative/Collaborative Learning Making of Posters – A labelled visual display either provided by teacher or which students construct about different types of insects and their effects on agriculture. • Group Work – Students work in manageable groups to construct a diorama/model of a https://www.youtube.com/watch?v= H-iIgTNdmRo 30. Helpful and Harmful Insects | AuSum Sisters | Learning Video https://www.youtube.com/watch?v= 6eFlBHcVvOM 98 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS type of pest and how it is controlled. Safety precaution when using/handling (i) fertil izers (ii) pesti cides STUDENTS ARE NOT REQUIRED TO USE OR APPLY ANY FERTLIZERS OR PESTICIDES • Identify types of Personal Protective Equipment (PPE) and safety precautions when using/handli ng fertilizers and pesticides • Identify and explain the meaning of warning signs and labels when using/handli ng fertilizers and pesticides Types of PPE Source: https://www.omrindustryjournal.com/personal- protective-equipment-ppe • Using pesticides safely depends on many things. Some of the most important factors include selecting the appropriate product, Use teacher guided activity for students to: • Identify types of Personal Protective Equipment (PPE) and safety precautions when using/handling fertilizers and pesticides using pictures and videos • Use of diagrams/pictures or drawings to help with the skills of identifying and explaining the meaning of warning signs and labels when using/handling • Avoid pesticide exposure http://npic.orst.edu/outreach/ppe- infographic.png • Safety Measures for Farm Workers Handling Pesticides https://www.youtube.com/watch?v= r9x33zkLdKA • Farm Chemical Safety: Storing Chemicals on Farms https://www.youtube.com/watch?v= 8Bu_6IdjOCc 99 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS storage of the product and using that product according to the label directions. The label directions are written to minimize the risk of problems and to define the legal uses for the product. • Interpreting and explaining warning signs and labels when using/handling fertilizers and pesticides fertilizers and pesticides Cooperative/Collaborative Learning • Making of Posters – A visual display which students construct safety charts for the school garden/farm. • Group Work – Students work in manageable groups to create a safety brochure on warning signs and labels when using/handling fertilizers and pesticides • SAFE Farms: Chemicals and Pesticides https://www.youtube.com/watch?v= 3NPqu-EHqVY 100 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Source: http://www.chemsafetypro.com/Topics/GHS/GHS_for_pe sticides.html 101 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Source: https://apps.lucidcentral.org/ Source: https://www.dreamstime.com/danger-pesticide- symbol-sign 102 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Scientific data from graphs and diagrams • Read and interpret scientific data from graphs and diagrams Tables, Tally Charts and Bar Graphs Demonstrate the ability to collect, classify, organize and represent data. Demonstrate an understanding about the features of Tables, Tally Charts and Bar Graphs Make decisions based on analysis or interpretation of data. Demonstrate the ability to present findings orally or in writing. Interpret, analyse and make decisions from data in tables such as the following: Use teacher guided activity for students to: 31. Interpret and analyse the data from tables, tally charts and bar graphs so as to make decisions about a real- life situation or problem 32. Identify the features of tables, tally charts and bar graphs 33. Use of diagrams/pictures or drawings to help with the skills of interpreting and analysing data from tables, tally charts and bar graphs 34. Making a Tally Chart https://www.youtube.com/watch?v= RRH1EqYDWnI 35. Making a Bar Chart https://www.youtube.com/watch?v= ZWvp2TQ428Q 103 TOPIC GENERAL OUTCOMES CONTENT SCOPE/GENERAL OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Type of Crop Quantity Harvested (kg) 2018 2019 Pumpkin 100 250 Pepper 250 150 Eddoes 300 300 Pigeon Peas 50 150 Cooperative/Collaborative Learning • Making of Posters – A visual display which students construct showing a table, tally chart or bar graph from data collected from agricultural activities performed by the students • Group Work – Students work in manageable groups to present data from a selected agricultural group activity. 104 Mathematics 105 MATHEMATICS NUMBER TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Whole Numbers Understand the concept of numbers up to 1 000 000. Represent whole numbers to 1 000 000 using multiple models and connect to numerals and number names. • Use multiple models (e.g., base ten materials, counters) to represent numbers up to one million concretely, pictorially and symbolically, and connect to numerals and number names. • Explore activities involving reading and writing number names and numerals and matching number names and numerals. • Describe the use of large numbers in real-life situations e.g., population, money applications. • Use worksheets for independent practice. http://www.waitbutwhy.com/2014/11/fro m-1-to-1000000.html https://www.youtube.com/watch?v=Dw YfxHzYS1w http://www.mathatube.com/place-value- by-7-numbers.html Represent any number up to one million using numerals or word names. Develop an understanding of place value and value up to 1 000 000 (concretely, pictorially and symbolically). State the place value and value of a digit in any whole number up to one million. • Use base 10 manipulatives, place value charts and drawings to determine place value and value. • Reteach as necessary. • Use worksheets for independent practice. 08 06 20 S4 T1 NUMBER Place value and Expanded Notation.pdf (moe.gov.tt) https://www.youtube.com/watch?v=eLR MI2ZX5Qw http://www.primaryresources.co.uk/math s/pdfs/place_value_grid_abacus.pdf Express a whole number up to one million using expanded notation. • Use base 10 materials to represent numbers in expanded notation, 08 06 20 S4 T1 NUMBER Place value and Expanded Notation.pdf (moe.gov.tt) 106 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS e.g., 45 021 = (4 × 10 000) + (5 × 1 000) + (0 × 100) + (2 × 10) + (1 × 1) or 40 000 + 5 000 + 0 + 20 + 1. • Use worksheets for independent practice. https://www.khanacademy.org/math/cc- fourth-grade-math/imp-place-value-and- rounding-2/imp-ways-to-write-whole- numbers-expanded-form-and-written- form/v/place-value-3 https://create.kahoot.it/share/standard- form-word-form-and-expanded- form/ae2d3289-1854-4634-a31f- 8a61df064606 https://docs.google.com/document/d/1Uj ab5wzX4iFYoG3oFl2-IVUwind- kwQ4KT4ZwNWsmmc/edit Write the numeral represented by a given expanded notation. • Explore activities involving the use of place value charts to determine a numeral represented by a given expanded notation. • Represent an expanded notation as a numeral, e.g. (6 × 10 000) + (4 × 1 000) + (0 × 100) + (9 × 10) + (3 × 1) = 64 093. Develop an understanding of the comparison of numbers. Compare whole numbers to one million. • Compare whole numbers up to one million (using resources such as place value charts and number lines) and use the symbols > or < to show the relationship between them. https://quizizz.com/join/quiz/5b8fe257b2 3e53001995022c/start?referrer=5b7b74b fe11b85001930f2d5 https://www.teachertube.com/videos/co mparing-numbers-195759 https://www.topmarks.co.uk/ordering- and-sequencing/caterpillar-ordering Order whole numbers to one million. • Explore activities related to order involving the use of manipulatives such as number lines and place value charts. • Order a given set of numbers in ascending or descending order and explain the order by making references to place value. Approximate numbers to nearest ten, hundred, Round numbers to the nearest tens, hundreds, thousands and up to millions. • Review/check for prior knowledge of the rounding rule. • Reteach as necessary using number lines. https://tasks.illustrativemathematics.org/ content-standards/tasks/1806 107 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS thousand and million. • Independent practice (e.g., complete worksheets) to apply the rounding rule. https://www.khanacademy.org/math/cc- fourth-grade-math/imp-addition-and- subtraction-2/imp-rounding-whole- numbers/v/rounding-whole-numbers-2 https://www.free-training- tutorial.com/crossword-puzzles- kids.html#rounding Create and solve problems using whole numbers involving the four operations. Solve problems in addition (sum less than 10 000) and subtraction (minuend less than 10 000). • Solve problems using whole numbers involving the four operations by using appropriate strategies such as the written algorithm and mental strategies and manipulatives such as base ten materials, place value charts and grid paper. • Use estimation strategies when solving problems. • Use Polya’s problem solving strategy/approach to solve problems. • Cooperative learning. • Model by ‘thinking aloud’ the process. • Create problems to pose to the class for solving. • Use worksheets for independent practice. https://www.oercommons.org/courses/ad dition-and-subtraction-tutorial/view https://www.youtube.com/watch?v=TA B9vg6cNWE https://www.nextvista.org/adding-three- and-four-digit-numbers/ www.thesingaporemaths.com Multiply 2-, 3- and 4- digit numbers by 2- digit numbers. https://www.oercommons.org/courses/m ultiplication-and-division-tutorial/view https://ictgames.com/mobilePage/index.h tml Divide 2-, 3- and 4- digit numbers by 2- digit numbers (with and without remainder). https://www.oercommons.org/courses/m ultiplication-and-division-tutorial/view https://ictgames.com/mobilePage/index.h tml 108 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Solve one-step word problems involving any one of the four basic operations on whole numbers (including problems on increasing and decreasing patterns). https://www.youtube.com/watch?v=BcX AdGvMefg Solve multi-step word problems involving any combination of the four basic operations on whole numbers (including problems on increasing and decreasing patterns). https://www.khanacademy.org/math/cc- fourth-grade-math/division/multi-step- word-problems/e/multi-step-word- problems-with-whole-numbers https://www.youtube.com/watch?v=5N1 aMDcHjrk Fractions Develop an understanding of fractions using the area, linear and set models. Represent a fraction concretely, pictorially and symbolically. • Discuss the uses of fractions in everyday life. • Explore and describe relationships between wholes and parts (equal and unequal) using all three models. • Direct instruction using manipulatives such as fraction pieces, number lines and counters. • Use concrete materials and worksheets to represent fractions using area, linear and set models. https://www.khanacademy.org/math/arit hmetic/fraction-arithmetic https://www.youtube.com/watch?v=MkF s11eEu9o https://phet.colorado.edu/en/simulations/ fractions-intro Become aware of the names associated with fractions. Name fractions using words and symbols. • Explain the meanings of the terms numerator and denominator. https://www.khanacademy.org/math/arit hmetic/fraction-arithmetic 109 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Connect word/number names to models and pictorial and symbolic representations. • Use worksheets for independent practice. https://www.youtube.com/watch?v=yT1 WuyxTCmo https://phet.colorado.edu/en/simulations/ build-a-fraction Extend the concept of fractions to involve two different quantities. Express one quantity as a fraction of another. • Review/check for prior knowledge and reteach as necessary. • Review wholes and parts of wholes as it relates to different quantities, e.g., one hour is the whole and 30 mins is a part. • Review the meanings of numerators and denominators. • Cooperative learning. • Guided practice and direct instruction to reinforce procedures for writing the appropriate fraction. • Use worksheets for independent practice (including for example, ‘What fraction of 1 hour is 45 minutes?’). https://www.youtube.com/watch?v=Wze bFXp2BXI https://www.youtube.com/watch?v=DvK maFQSynE Distinguish between proper, improper and mixed number and convert from one form to another. Classify fractions as proper fractions, improper fractions and mixed numbers. • Use manipulatives, drawings and symbols to represent fractions. • Guided questioning and direct instruction to classify fractions. • Cooperative learning. • Use worksheets for independent practice. https://www.youtube.com/watch?v=RNt 8CKGnPko https://www.youtube.com/watch?v=N3_ _8MmaiLE Express improper fractions as mixed numbers. • Explore and explain, using models, the equivalent relationship of https://www.youtube.com/watch?v=KE mCZGbd4R8 110 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS fractions that represent more than one e.g., 5 quarters = one whole and a quarter; ! " = 1 and # " = 1 # " ; 2 halves = $ $ = 1. • Use manipulatives and drawings to model the relationship between improper fractions and mixed numbers. • Descibe the pattern observed in the relationship between improper fraction and mixed number and explain conversion from one form to the other. • Cooperative learning. • Use worksheets for independent practice. https://www.youtube.com/watch?v=EY4 jtszKmGE Express mixed numbers as improper fractions. https://www.youtube.com/watch?v=03H E-sUu6RU Recognise and generate equivalent fractions using a variety of models. Generate equivalent fractions (proper) using a variety of models. • Use manipulatives and drawings to model equivalent fractions. • Explore the equivalent relationships between fractions by matching/overlaying different fractional parts related to a common whole and describing the relationship. • Record equivalent relationships using the equal symbol (and non- equivalent relationships using the not equal to symbol). • Describe the pattern observed in equivalent relationships and state the pattern rule. https://www.youtube.com/watch?v=qcH Hhd6HizI https://www.youtube.com/watch?v=TLG w53eDTe0 https://www.youtube.com/watch?v=4xF wkDSMVw4 https://www.youtube.com/watch?v=AfI WgwDqNeQ https://www.youtube.com/watch?v=ItY Alt33IoY&list=PLoPH9JUqy7ESHmrz4 YGtlyPAnvdNfu7Gf&index=4 111 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Use worksheets to illustrate equivalent fractions and to create equivalent fractions using the rule. • Reduce a fraction to its lowest equivalent form. https://www.khanacademy.org/math/arit hmetic/fraction-arithmetic Develop an understanding of the comparison of fractions. Compare and order proper fractions with unlike denominators using equivalent relationships. • Explore the equivalent relationships between fractions by matching/overlaying different fractional parts related to a common whole and describing the relationship. • Compare and order fractions using equivalent relationships and by positioning a given set of fractions with like and unlike denominators on a number line and explain reasons. • Guided practice to develop a method to compare and order fractions. • Cooperative learning to practice the procedure (worksheets). https://www.youtube.com/watch?v=KFx IXPSp6xg https://www.youtube.com/watch?v=Ysv 2pRWMTlo https://www.youtube.com/watch?v=7cB aH6V0Doo https://www.youtube.com/watch?v=KNd UJQ_qd4U https://tasks.illustrativemathematics.org/ content-standards/tasks/875 https://tasks.illustrativemathematics.org/ content-standards/tasks/811 Compare and order fractions (proper, improper and mixed) in ascending and descending order using equivalent relationships. • Guided discovery to develop a method to compare and order fractions. • Place a given set of fractions, including mixed numbers and improper fractions, on a number line and explain strategies used to determine position. https://www.youtube.com/watch?v=4Ql 6o932ZFU https://www.khanacademy.org/math/arit hmetic-home/arith-review- fractions/mixed- number/e/comparing_improper_fractions _and_mixed_numbers 112 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Cooperative learning to practice the procedure (worksheets). Solve problems involving fractions and four operations. Add a fraction to a whole number. • Model addition of a fraction to a whole number using concrete and pictorial representations, record symbolically, and explain findings. • Use cooperative learning to develop and apply the algorithm for solving problems involving adding a fraction to a whole number. • Use worksheets with problems for independent practice. https://www.youtube.com/watch?v=SAg VrzkSsU4 https://learn.moe.gov.tt/mod/url/view.ph p?id=9246 Subtract a fraction from a whole number. • Model subtraction of a fraction from a whole number using concrete and pictorial representations, record symbolically, and explain findings. • Use cooperative learning to develop and apply the algorithm for solving problems involving subtracting a fraction from a whole number. • Use worksheets for independent practice. https://www.youtube.com/watch?v=RV MktMqUvn8 https://learn.moe.gov.tt/mod/url/view.ph p?id=9248 Add and subtract fractions involving same denominator. • Model addition and subtraction of fractions involving the same denominator using concrete and pictorial representations, record symbolically and explain pattern observed. • Use cooperative learning to develop and use the algorithm for solving problems involving the addition and https://www.youtube.com/watch?v=EJjn Eau6aeI https://learn.moe.gov.tt/mod/url/view.ph p?id=9249 https://www.khanacademy.org/math/cc- fourth-grade-math/imp-fractions-2/imp- adding-and-subtracting-fractions-with- like- 113 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS subtraction of fractions involving the same denominator. • Use worksheets for independent practice. denominators/e/adding_fractions_with_c ommon_denominators Add and subtract fractions involving one denominator a multiple of the other. • Model addition and subtraction of fractions involving one denominator a multiple of the other using concrete and pictorial representations, record symbolically and explain pattern observed. • Use cooperative learning to develop and use the algorithm for solving problems involving the addition and subtraction of fractions involving one denominator a multiple of the other by utilizing equivalent fractions. • Use worksheets for independent practice. https://www.youtube.com/watch?v=bcC LKACsYJ0 https://www.khanacademy.org/math/arit hmetic/x18ca194a:add-and-subtract- fractions-different-denominators Add and subtract fractions involving different denominators (one not a multiple of the other). • Cooperative learning and guided discovery to develop a method to solve problems. • Review and use equivalent relationships to solve problems. • Use LCM to add and subtract fractions involving different denominators. • Model by ‘thinking aloud’ the process. • Use worksheets for independent practice. https://www.khanacademy.org/math/arit hmetic/x18ca194a:add-and-subtract- fractions-different-denominators Solve problems involving addition and • Model addition and subtraction involving mixed numbers using https://www.youtube.com/watch?v=pynf j2bYRms 114 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS subtraction of mixed numbers. concrete and pictorial representations, and record symbolically. • Use cooperative learning to explain procedures used to solve problems. • Model by ‘thinking aloud’ the process. • Use worksheets for independent practice. https://www.youtube.com/watch?v=RqU PSZLwHH0 https://www.oercommons.org/authoring/ 22348-add-and-subtract-mixed- numbers/view Multiply fractions by whole numbers. • Cooperative learning to solve problems using the repeated addition strategy before developing the rule. • Model the multiplication of proper fractions by whole numbers concretely, pictorially and symbolically and record the process, e.g., ‘You gave your 3 friends $ % of a sandwich each. How many sandwiches did you give away?’ • Use worksheets for independent practice. https://www.youtube.com/watch?v=is4F a4zqri8 https://www.youtube.com/watch?v=XaJ Qse2u5TQ https://www.khanacademy.org/math/cc- fourth-grade-math/4th-multiply- fractions/multiplying-whole-numbers- and- fractions/e/multiplying_fractions_by_int egers Calculate fractions of a collection or set. • Use real-life examples and manipulatives to calculate fractions of a collection or set, e.g., ‘What is # $ of 30?’ • Use guided questioning to engage students to solve problems conceptually before relating to multiplication. https://www.youtube.com/watch?v=nST 5wnUMG70 https://www.youtube.com/watch?v=orI0 oL9_q9c https://www.ck12.org/c/elementary- math-grade-5/multiply-whole-numbers- and-fractions/ 115 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Calculate the whole given a part expressed as a unit fraction. • Review/check for prior knowledge. • Use manipulatives and drawings to model solutions to problems. • Explore patterns observed while solving conceptually in order to develop an algorithm. • Use worksheets for independent practice. https://www.youtube.com/watch?v=prs- v53owVQ https://www.youtube.com/watch?v=sW ObNz8Wp7c Divide a whole number by a fraction. • Model the concept of division concretely or pictorially to develop the skill of dividing a whole number by a fraction and record the process, e.g., ‘I have 4 crackers that I want to divide into halves. How many pieces would I have?’ • Derive and describe patterns resulting from the division of whole numbers by fractions. • Use cooperative learning to develop and use the algorithm to solve a variety of real-life problems involving division of whole numbers by fractions. https://www.oercommons.org/coursewar e/lesson/93737/overview?section=2 https://www.ck12.org/c/elementary- math-grade-5/dividing-whole-numbers- by-fractions/ https://www.youtube.com/watch?v=SP MoNUAbV48 https://www.khanacademy.org/math/cc- sixth-grade-math/cc-6th-arithmetic- operations/x0267d782:dividing- fractions-and-whole-numbers/e/divide- whole-numbers-by-fractions 116 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Use worksheets for independent practice. Divide a fraction by a whole number. • Model division of fractions by whole numbers using linear models and pictorial representations. • Use cooperative learning to develop and use the algorithm for solving problems involving the division of a fraction by a whole number. • Use worksheets for independent practice. https://flexbooks.ck12.org/cbook/ck-12- middle-school-math-concepts-grade- 6/section/7.8/primary/lesson/division-of- fractions-by-whole-numbers-msm6/ https://www.youtube.com/watch?v=HJD dryQpJXU https://www.youtube.com/watch?v=1Y WyTdtofdE Solve problems involving fractions. Solve one-step and multi-step real-life problems involving fractions. • Use Polya’s problem solving strategy/approach to solve problems. • Cooperative learning. • Model by ‘thinking aloud’ the process. • Use worksheets for independent practice. https://learn.moe.gov.tt/mod/resource/vie w.php?id=8560 https://www.youtube.com/watch?v=f4- xdO3vQOg https://www.khanacademy.org/math/cc- fifth-grade-math/5th-multiply- fractions/imp-multiplying-fractions- word-problems/e/multiplying-fractions- by-fractions-word-problems https://www.khanacademy.org/math/arit hmetic/x18ca194a:divide- fractions/x18ca194a:dividing-fractions- and-whole-numbers-word- problems/e/division-with-fractions-and- whole-numbers 117 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS https://www.khanacademy.org/math/cc- fifth-grade-math/imp-fractions-3/imp- adding-and-subtracting-fractions-with- unlike-denominators-word- problems/e/adding-and-subtracting- fractions-with-unlike-denominators- word-problems Decimals Develop the concept of a decimal fraction i.e. • tenth • hundredt h Demonstrate an understanding of decimals up to hundredths. • Explore concrete (base ten materials, fraction models) and pictorial representations (number lines and fraction charts) to introduce base ten fractions (tenths and hundredths). • Extend place value chart to include decimal fractions (tenths and hundredths). • Use decimal notation as another form of writing base ten fractions (tenths and hundredths), e.g., ‘0.1 is the same as # #& .’ • Represent decimals (tenths and hundredths) concretely on a place value mat, pictorially and symbolically and read the amount represented. https://flexbooks.ck12.org/cbook/ck-12- middle-school-math-concepts-grade- 6/section/3.3/primary/lesson/decimals- in-words-msm6/ https://www.khanacademy.org/math/arit hmetic/arith-decimals https://www.youtube.com/watch?v=XNn RKAwwKWc Match number names to decimal fractions and quantities. • Check for understanding by matching the number names (e.g., two and five tenths) and decimal fractions (e.g., 2.5), to the quantities they represent. https://www.youtube.com/watch?v=ibR_ iBxnITE https://www.youtube.com/watch?v=z9Rl PXl4r7A 118 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Use worksheets for independent practice. Explore the place value of decimals to hundredths including expanded notation (and involving money). State the place value of digits in decimal fractions up to hundredths. • Guided practice to determine the place value and value of digits in numerals using base ten materials including place value mats. • Use worksheets for independent practice. • Use of technology to conduct research about the pattern of adjacent place positions moving from left to right and right to left of the decimal point. https://learn.moe.gov.tt/mod/resource/vie w.php?id=7237 State the value of digits in decimal fractions up to hundredths. https://www.ck12.org/c/elementary- math-grade-4/completing-a-decimal- place-value-chart-up-to-hundredths/ Write decimal fractions using expanded notation. • Review expanded notation involving whole numbers. • Use base ten materials to model the process. • Use worksheets to write decimal fractions using expanded notation and vice versa. https://tasks.illustrativemathematics.org/ content-standards/tasks/145 https://www.youtube.com/watch?v=EW HM8gMzVck Convert expanded notation to decimal fractions. https://www.youtube.com/watch?v=DDd 1B3yNM58 https://www.youtube.com/watch?v=wxw P_Y00mEY Record money values using decimals. • Guided practice. • Use worksheets for independent practice. https://www.youtube.com/watch?v=M_ Njjd5YQiE Demonstrate an understanding of rounding Round decimals to tenths and whole numbers. • Review/check for prior knowledge of the rounding rule. • Reteach as necessary using number lines. https://www.youtube.com/watch?v=zwg 9wdGijv8 119 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS involving decimals. • Independent practice (e.g., complete worksheets) to apply the rounding rule. https://www.youtube.com/watch?v=sdq2 ckDsSbA Develop an understanding of the comparison of decimals. Compare two decimals up to hundredths. • Cooperative learning/guided discovery to develop a method to compare decimals. • Use place value charts and number lines to aid in comparing decimals. • Compare two decimal fractions and use the symbols > or < or = to show the relationship between them. https://www.khanacademy.org/math/4th- engage-ny/engage-4th-module-6/4th- module-6-topic-c/v/comparing-decimals- with-hundredths https://www.youtube.com/watch?v=Dwg ESLxWrQw https://www.youtube.com/watch?v=Gsd SMz0WwTM https://learn.moe.gov.tt/mod/resource/vie w.php?id=7237 Arrange decimal fractions in ascending and descending order (up to hundredths). • Use cooperative learning to compare and order decimal fractions in ascending and descending order. • Use worksheets for independent practice. Relate common fractions to decimals. Convert decimal fractions to common fractions and vice versa (halves, quarters, fifths, tenths). • Review of prior knowledge on equivalent fractions using manipulatives such as base ten materials, place value charts and fraction pieces. • Guided instruction to write decimals as fractions and reduce the fractions to the lowest term. • Guided instruction to express common fractions (halves, quarters, fifths and tenths) as decimal fractions (tenths and hundredths). • Use worksheets for independent practice. https://learn.moe.gov.tt/mod/resource/vie w.php?id=7237 120 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Solve problems involving decimals. Solve problems involving the addition and subtraction of decimals including money (up to hundredths and including the use of the algorithm). • Solve problems involving the addition and subtraction of decimals by using concrete and pictorial representations of base ten materials and place value charts, and explain the procedure used. • Record the procedure used for solving addition and subtraction problems involving decimals, symbolically, and explain the algorithm. • Explain why keeping track of place value positions is important when adding and subtracting decimals. • Provide worksheets for independent practice. https://www.youtube.com/watch?v=Pnw Lv6khwk8 https://www.khanacademy.org/math/5th- engage-ny/engage-5th-module-1/5th- module-1-topic-d/e/subtracting- decimals-without-the-standard- algorithm-8 Solve problems involving the multiplication of a decimal by a whole number and involving the multiplication of tenths by tenths. • Investigate multiplication of decimals by whole numbers and decimals by converting decimal to base ten fractions before multiplying, e.g., 0·8 × 6 = ' #& × 6 = "' #& = 4.8 0·6 × 0·4 = ) #& × " #& = $" #&& = 0.24. • Observe patterns before generalizing and applying rules (algorithms) for multiplication involving decimals. • Recognise the number patterns formed when decimal numbers are multiplied by 10 or 100. • Explain why keeping track of place value positions is important when https://www.youtube.com/watch?v=r8sn gF1WSVU https://www.youtube.com/watch?v=yue Sfjh2ra4 https://www.khanacademy.org/math/cc- fifth-grade-math/imp-multiplication-and- division-3/multiplying-decimals-and- whole-numbers/e/multiply-whole- numbers-and-decimals 121 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS applying the operations on decimal numbers. • Use guided practice with worksheets. Solve problems involving the division of a decimal fraction by a whole number (dividend up to 2 decimal places). • Investigate division of decimals (limited to hundredths) by whole numbers. • Generalize and apply rule (algorithm) for dividing decimals by whole numbers. • Recognise the number patterns formed when decimal numbers are divided by 10 or 100. • Explain why keeping track of place value positions is important when applying the operations on decimal numbers. https://www.youtube.com/watch?v=IheB Ilt2s20 https://www.youtube.com/watch?v=bIR wzhhBzEU Solve problems involving the division of two whole numbers, with answer less than one. • Cooperative learning to solve problems. • Investigate the relationship between decimals and the division of two whole numbers with answer less than one, e.g., 3 ÷ 4 = 3.00 ÷ 4 = 0.75 • Model by ‘thinking aloud’ the process. • Guided practice. • Use worksheets for independent practice. https://www.youtube.com/watch?v=8hW nezlQ_lj https://www.youtube.com/watch?v=F4X XeNNeVol Solve real world problems involving whole number, fractions and decimals • Use Polya’s problem solving strategy/approach to solve problems. • Cooperative learning. https://www.youtube.com/watch?v=hy_ bDS3aHO4 https://www.youtube.com/watch?v=kIz9 m62yAKE 122 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS using the four operations. • Use a number of strategies to solve routine and non-routine problems involving decimals. • Use estimation strategies when solving problems • Model by ‘thinking aloud’ the process. • Create problems to pose to the class for solving. • Use worksheets for independent practice. Percent Develop an understanding of percent concretely, pictorially and symbolically. Write the percent displayed in a given concrete or pictorial representation. • Investigate area models (including base ten materials, geoboards and grid paper) divided into 100 equal parts pictorially to connect fractions to percents. • Explain that “percent” means “hundredths” and that the symbol % means ‘percent’. • Explore real-life situations involving percent. • Record the percent displayed in a given concrete or pictorial representation symbolically. • Identify and describe percents from real-life situations, and record them symbolically. https://www.youtube.com/watch?v=JeV Smq1Nrpw https://www.youtube.com/watch?v=nV6 bRozq5Po https://www.khanacademy.org/math/cc- sixth-grade-math/x0267d782:cc-6th- rates-and-percentages/cc-6th- percentages/e/intro-to-percents Demonstrate an understanding of the relationships between fractions, Convert among fractions, decimals and percents. • Guided discovery to allow students to develop the algorithm for converting among fractions, decimals and percents using manipulatives such as base ten https://learn.moe.gov.tt/mod/resource/vie w.php?id=7283 https://www.youtube.com/watch?v=wwg 052FC_Zw 123 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS decimals and percents. materials, geoboards, grid paper and place value charts. • Relate percents (e.g., 50%, 25%, 20% and 10%) to fractions (e.g., # $ , # " , # ! , # #& ) and decimals (e.g., 0·5, 0·25, 0·2 and 0·1). • Recall commonly used related percents, decimals and fractions, e.g., 75%, 0.75 and % " . • Direct instruction for converting among fractions, decimals and percent. • Use technology tools to verify solutions. • Demonstrate the algorithm for converting from one form to another. • Provide opportunities for students to practice using worksheets. https://www.youtube.com/watch?v=- gB1y-PMWfs https://www.khanacademy.org/math/pre- algebra/xb4832e56:percentages/xb4832e 56:equivalent-representations-of- percent-problems/a/converting-between- percents-fractions-decimals Develop an understanding of the comparison of numbers. Compare and order fractions, decimals and percents in ascending or descending order. • Cooperative learning/guided discovery to develop a method to compare fractions, decimals and percents using resources such as place value charts, number lines and grid paper. • Cooperative learning to practice the procedure (worksheets). https://www.youtube.com/watch?v=8jzR lvp3BX8 https://learn.moe.gov.tt/mod/resource/vie w.php?id=7283 Solve problems involving percentages. Calculate the percent of a quantity. • Guided instruction to solve problems, e.g., 10% of $200 = # #& of $200 = $20. https://learn.moe.gov.tt/mod/resource/vie w.php?id=7283 124 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS https://www.youtube.com/watch?v=rR9 5Cbcjzus Express a quantity as a percentage of another. • Review expressing a quantity as a fraction of another. • Use worksheets for independent practice. https://learn.moe.gov.tt/mod/resource/vie w.php?id=7283 https://www.youtube.com/watch?v=Uf- Rl1e2I4Q https://www.youtube.com/watch?v=aQss wk2pdas Solve one-step real- life problems involving percentages. • Use Polya’s problem solving strategy/approach to solve problems. • Cooperative learning. • Model by ‘thinking aloud’ the process. • Engage students in solving problems that include fractions, decimals and precents. https://learn.moe.gov.tt/mod/resource/vie w.php?id=7283 https://www.youtube.com/watch?v=RBF R0Ss72yQ https://www.khanacademy.org/math/cc- sixth-grade-math/x0267d782:cc-6th- rates-and-percentages/cc-6th-percent- word- problems/e/percentage_word_problems Solve multi-step real- life problems involving percentages. https://learn.moe.gov.tt/mod/resource/vie w.php?id=7283 https://www.khanacademy.org/math/cc- sixth-grade-math/x0267d782:cc-6th- rates-and-percentages/cc-6th-percent- word- problems/e/percentage_word_problems 125 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Number Theory Demonstrate an understanding of different types of numbers and/or the relationship between numbers: • odd • even • multiple • factors • prime • composit e • squares • square root Differentiate between or among (a) odd and even numbers (b) factors and multiples of numbers (c) prime and composite numbers (d) square numbers and their square roots • Use technology tools to conduct research. • Cooperative learning to conceptually understand the different types of numbers and describe relationships among them using appropriate resources and activities. • Describe patterns observed and explain rules. • Apply the algorithm for finding factors and multiples with or without arrays. • Exploration activities involving the use of resources such as counters, number lines, hundred charts, grid paper, multiplication and division tables and calculators. https://learn.moe.gov.tt/mod/resource/vie w.php?id=7446 https://www.khanacademy.org/math/alge bra/x2f8bb11595b61c86:rational- exponents- radicals/x2f8bb11595b61c86:radicals/e/s quare_roots https://www.khanacademy.org/math/in- class-6-math- foundation/x40648f78566eca4e:factors- and-multiples/x40648f78566eca4e:even- and-odd-numbers/e/identifying-odd-and- even-numbers https://www.primarygames.com/math/m atheggsevenodd/ https://www.youtube.com/watch?v=S7C LLRHe8ik https://www.youtube.com/watch?v=3h4 UK62Qrbo https://www.youtube.com/watch?v=yIC R9PiW340 Proportion Demonstrate an understanding of Solve real-world problems involving direct proportion. • Cooperative learning to solve real world problems involving direct proportions, e.g., ‘If the cost of 6 https://thirdspacelearning.com/gcse- maths/ratio-and-proportion/direct- proportion/ 126 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS direct proportion. apples is $30, what would be the cost of 4 apples?’ • Model by ‘thinking aloud’ the process used to solve problems. • Guided instruction related to the solving of problems. Money Develop an understanding of our currency and the value of coins and bills. Identify coins, bills, their value and the value of a set of coins/bills (up to 100 cents and $100). • Review the value of coins and bills. • Engage students in practical situations involving coins and bills. • Use actual coins and bills to count money. • Use a combination of bills and coins to allow students to represent the value. • Provide opportunities for multiple purchases with larger bills. • Encourage students to “spot the error” in different money representations. 01 07 2020 F1 T3 NUMBER OPERATIONS AND NUMBER THEORY Consumer Arithmetic.pdf (moe.gov.tt) https://www.math- aids.com/Money/Counting_Bills_Trinida d.html https://youtu.be/6Oo8xwi8TIQ Demonstrate an understanding of equivalent relationships using money. Determine the possible combinations of coins/bills, which are equal to given amounts (up to 100 cents and $100). • Practical hands-on activities to show equivalence of money. • Cooperative learning to determine equivalence. • Independent practice to determine equivalence. • Engage in problem solving activities related to equivalence. https://www.youtube.com/watch?v=dwu UHMuoxSU Solve problems involving money transactions. Calculate total cost and the change in money transactions. • Cooperative learning activities involving the shopkeeper method. https://youtu.be/03JX5c2AY8M https://www.youtube.com/watch?v=mLS V1PSkJOQ 127 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Hands-on activities that involve getting change after purchasing a single item using various bills. • Hands-on activities that involve calculating total cost and change after purchasing item (s): - use various bills. • Use of worksheets to solve problems related to finding total cost and calculation of change. • Independent practice. https://www.youtube.com/watch?v=OY Mw96NPy0w Solve real-life, one- step problems involving money, (including profit and loss, best buy, discount, savings, salaries, wages, loans, simple interest, VAT, Hire Purchase, Billings-e.g. telephone, rates and taxes, buying at a sale and otherwise). Include: Rate of pay: i. hourly ii. daily iii. weekly iv. fortnightly v. monthly vi. annual salaries • Create and solve real-life, one-step and multi-step problems involving whole numbers, fractions, mixed numbers, decimals, percents and money. • Discussion about concepts related to money such as profit and loss. • Select and use appropriate estimation strategies to check for reasonableness of answers and use calculators to check answers/solutions. • Solve problems in mathematical games. • Use Polya’s problem solving strategy/approach to solve problems. • Model by ‘thinking aloud’ the process. • Cooperative learning to create and solve real-life problems. https://www.youtube.com/watch?v=tHF 2bXCQ3y4 https://youtu.be/1rejTIaFRvU https://www.basic- mathematics.com/find-regular-hourly- rate.html CALCULATING PROFIT AND LOSS, AND PERCENTAGE PROFIT, PERCENTAGE LOSS|CONSUMER ARITHMETIC - YouTube https://youtu.be/03JX5c2AY8M https://www.youtube.com/watch?v=TSai vwREeAk 128 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS vii. overtime (time and a half, double time) • Engage in practical “real-life” role play activities involving money such as opening a business (e.g., transporting, gardening, shop keeping, store). • Independent practice. Best Buy • Cooperative learning to compare the prices of two similar products to determine which is the better buy. • Simulation of a shop to role play a Unit Price Game - Are you getting value for money. • Discussion about unit prices - finding the unit prices does not give information about the quality of what is bought, but it can help us to make a decision. Hire Purchase • Encourage a discussion about what students understand by Hire Purchase highlighting the use of appropriate vocabulary such as down payment, interest, monthly, total cost. • Use an advertisement in a newspaper/magazine to work out the total cost of an item. • Have students work out the total cost of an item on Hire Purchase and Solve real-life, multi- step problems involving money, (including profit and loss, best buy, discount, savings, salaries, wages, loans, simple interest, VAT, Hire Purchase, Billings-e.g. telephone, rates and taxes, buying at a sale and otherwise). Include: Rate of pay: i. hourly ii. daily iii. weekly iv. fortnightly v. monthly vi. annual salaries vii. overtime (time and a half, double time) 129 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS compare the Cash Price with the Hire Purchase price. • Engage the students in a discussion about the merits and demerits of Hire Purchase. • Encourage students to do a mini project on the best Hire Purchase option for purchasing an item. 130 GEOMETRY TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Solids Demonstrate familiarity with pictorial representations of solids. Name solids from pictorial representations. • cuboid • cube • cylinder • cone • sphere • pyramid • triangular prism • Explore/investigate and name solids in the environment. • Construct models using various solids and name the solids used. • Discussion about the solids shown in pictures (including real-life objects such as book, Rubik’s cube, party hat, globe, can). • Cooperative learning to name and classify solids using concrete materials and pictorial representations. • Use of worksheets to name solids represented in pictures in different orientations. https://uk.ixl.com/math/year-2/name-the- three-dimensional-shape https://www.bbc.co.uk/bitesize/topics/zb tp34j/articles/zjjkpg8 https://uk.ixl.com/maths/year-2/shapes- of-everyday-objects https://uk.ixl.com/maths/year-2/shapes- of-everyday-objects-ii Develop an understanding of the properties of solids. Draw faces of solids and describe their properties (e.g., shape of faces, number of faces, parallel and perpendicular lines, angles – right, non-right and equal, number of sides). • Explore/investigate the properties of solids through hands-on manipulation of solids. • Construct solids using cut-outs of plane shapes. • Cooperative learning to trace, and describe, the faces of solids. • Pose questions to students on the properties of solids using 3D shapes and pictures of 3D shapes. • Use of videos to show the properties of various examples of solids. IXL - Compare vertices, edges and faces (Year 2 maths practice) IXL - Identify shapes traced from solids (Year 2 maths practice) Describe the properties of solids in relation to number and types of • Explore the properties of solids through the use of models. https://uk.ixl.com/maths/year-2/count- vertices-edges-and-faces 131 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS faces, edges and vertices. • Construct frames of solids using various resources such as plasticine and straws. • Journal entry about the properties of solids. • Discussion about faces, edges and vertices. • Draw/sketch solids and label to show faces, edges and vertices. https://uk.ixl.com/maths/year- 2/compare-vertices-edges-and-faces Describe the properties of solids in relation to their cross-sections, base, height and angles. • Investigate the cross section, base, height and angles of solids through hands-on activities. • Investigate right angles and non-right angles in solids. • Discussion about the properties of solids. • Journal entry to list the properties of solids. https://www.mathsisfun.com/geometry/c ross-sections.html https://flexbooks.ck12.org/cbook/ck-12- interactive-geometry-for- ccss/section/1.12/primary/lesson/cross- sections-of-solids-geo-ccss/ Name the solids with uniform cross-sections. • Describe the cross-section of solids. • Sort and name solids according to those with a uniform cross-section and those that do not have a uniform cross-section. https://www.mathsisfun.com/geometry/c uboids-rectangular-prisms.html https://www.bbc.co.uk/bitesize/guides/z w7scj6/revision/1 Develop an understanding of the nets of solids. Draw the nets of solids. • Explore/investigate the nets of solids by engaging in practical activities involving the use of manipulatives/models. • Cooperative learning to draw, describe and display the nets of solids. https://www.youtube.com/watch?v=Cn3 QiGlklRI https://www.youtube.com/watch?v=Cn3 QiGlklRI&list=RDCMUC4a- Gbdw7vOaccHmFo40b9g&index=1 132 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Use technology tools to draw the nets of solids. https://www.youtube.com/watch?v=hlD _j3AtxGs Solve problems involving solids. Solve problems involving solids including problems related to increasing and decreasing geometric patterns. • Use Polya’s problem solving strategy/approach to solve problems. • Cooperative learning. • Model by ‘thinking aloud’ the process. • Review/check for prior knowledge about geometric patterns and reteach as necessary. https://www.youtube.com/watch?v=dx6 4YZbktuo https://mathisvisual.com/growing- geometric-patterns/ Plane Shapes Demonstrate familiarity with pictorial representations of plane shapes. Name plane shapes from pictorial representations. • Explore plane shapes in the environment. • Match cut-outs of plane shapes to their pictorial representations and name them (squares, triangles, rectangles and circles). • Create plane shapes using geo-strips and toothpicks and on resources such as geoboards and grid paper. • Use worksheets, to identify different plane shapes in pictures, for independent practice. Pattern Blocks | Math Playground https://uk.ixl.com/maths/year-2/name- the-two-dimensional-shape https://uk.ixl.com/maths/year-2/select- two-dimensional-shapes https://uk.ixl.com/maths/year-2/count- sides-and-vertices Demonstrate an understanding of the different types of triangles. Identify and name triangles as scalene, right angled, isosceles and equilateral. • Review/check for prior knowledge. • Explore the properties of triangles through the use of cut-outs and other manipulatives. • Discussion about the properties of triangles. • Hands-on sorting/classification activities. https://www.mometrix.com/academy/intr oduction-to-types-of-triangles/ https://byjus.com/maths/triangles/ Describe the properties of triangles in relation to sides, angles and lines of symmetry. https://www.youtube.com/watch?v=1k0 G-Y41jRA 133 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Guided practice to measure angles in relation to the right angle. • Use worksheets, to name and describe the types of triangles, for independent practice. https://e-gmat.com/blogs/properties-of- triangles/ Develop an understanding of the properties of quadrilaterals. Identify and name quadrilaterals (rectangles, squares, trapezoids, parallelograms, rhombuses). • Review/check for prior knowledge. • Reteach as necessary using appropriate resources, such as, cut- outs and geoboards. • Explore the properties of quadrilaterals through the use of cut- outs and other manipulatives. • Discussion about the properties of quadrilaterals. • Sketch and label quadrilaterals from a given verbal description. • Independent practice to name and describe the different quadrilaterals through the use of worksheets. Quadrilaterals: Classification - Varsity Tutors https://www.khanacademy.org/math/cc- third-grade-math/quadrilaterals-3rd/imp- quadrilaterals/v/introduction-to-types-of- quadrilaterals Describe the properties of quadrilaterals. https://www.youtube.com/watch?v=yiR EqzDsMP8 https://www.khanacademy.org/math/cc- fifth-grade-math/properties-of- shapes/imp-quadrilaterals- 2/v/quadrilateral-properties Classify and compare quadrilaterals according to their attributes (including type of angles, no. of equal sides, no. of pairs of parallel sides, no. of perpendicular sides, lines of symmetry). • Sort quadrilaterals (rectangles, squares, trapezoids, parallelograms, rhombuses) according to their attributes (e.g., angles, lengths of sides, parallel sides). • Guided practice to measure angles and lengths of sides and, hence, classify and compare the quadrilaterals. • Discussion about the similarities and differences of quadrilaterals. https://www.youtube.com/watch?v=HU SVwQ0UuGI https://www.youtube.com/watch?v=m7_ kqf0hm68 134 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Develop an understanding of the properties of shapes with five and more sides (pentagon, hexagon, octagon). Identify and name pentagons, hexagons and octagons. • Review/check for prior knowledge. • Explore the properties of pentagons, hexagons and octagons through the use of cut-outs and other manipulatives. • Discussion about the properties of the shapes. • Hands-on sorting/classification activities. • Independent practice to name and describe the different shapes. https://byjus.com/maths/pentagon/ Describe the properties of pentagons, hexagons and octagons in relation to sides, angles and lines of symmetry. https://www.mathsisfun.com/geometry/s ymmetry-line-plane-shapes.html https://www.skillsyouneed.com/num/pol ygons.html Demonstrate an understanding of the properties of regular and irregular polygons. Differentiate between regular and irregular polygons (triangles, quadrilaterals, pentagons, hexagons, octagons). • Explore/investigate the properties of polygons using manipulatives. • Use toothpicks or other materials to create regular and irregular polygons. • Name and describe regular and irregular polygons • Discussion about the differences between regular and irregular polygons. • Cooperative learning to classify, compare, draw and name regular and irregular polygons. • Use computer software to generate shapes. https://unacademy.com/content/ssc/study -material/mathematics/differences- between-regular-and-irregular-polygons/ https://www.youtube.com/watch?v=MV MidnAe7SM https://mathmonks.com/polygon/regular- and-irregular-polygons Develop an understanding of compound shapes. Name plane shapes used to create compound shapes (concrete and pictorial representation). • Explore/investigate compound shapes in real-life/nature (e.g., buildings, bridges). https://sciencing.com/make-3d-hexagon- 8709151.html https://www.twinkl.co.uk/teaching- wiki/composite-shape 135 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Create compound shapes. • Use cooperative learning to create or draw compound shapes and name and describe the plane shapes used. • Use worksheets for independent practice. Solve problems involving plane shapes. Solve problems involving plane shapes including problems related to increasing and decreasing geometric patterns. • Use Polya’s problem solving strategy/approach to solve problems. • Cooperative learning. • Model by ‘thinking aloud’ the process. • Review/check for prior knowledge about geometric patterns and reteach as necessary. https://www.youtube.com/watch?v=VVy 7caxUgRA https://www.studysmarter.co.uk/explanat ions/math/geometry/area-of-plane- figures/ Lines Develop an understanding of the different types of lines in shapes. Draw and name different types of lines. Include: • horizontal • vertical • diagonal • curved • Review/check for prior knowledge. • Reteach as necessary using resources such as cut-outs of shapes, geoboards and geo-strips. • Use worksheets to identify the different types of lines and name the different types of lines. • Explore, and discuss, the different types of lines in shapes. https://www.youtube.com/watch?v=k5et rWdIY6o https://byjus.com/maths/lines/ Differentiate between parallel and perpendicular lines in shapes. • Review/check for prior knowledge. • Reteach as necessary. • Cooperative learning to identify parallel and perpendicular lines in shapes. • Draw parallel and perpendicular lines and discuss their differences. • Journal entry about parallel and perpendicular lines in shapes. https://www.khanacademy.org/math/cc- eighth-grade-math/cc-8th-geometry/cc- 8th-angles-between-lines/v/identifying- parallel-and-perpendicular-lines http://www.differencebetween.net/langu age/difference-between-parallel-and- perpendicular/ 136 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Draw shapes using the properties of parallel and perpendicular lines. https://www.youtube.com/watch?v=u1ly 2jiojyA Symmetr y Develop an understanding of line symmetry. Classify shapes into those that are symmetrical and those that are not. • Investigate plane shapes to determine whether or not they are symmetrical through folding and superimposing activities and/or by using a Mira. • Discuss observations made about symmetrical shapes and shapes that are not symmetrical. • Create shapes that are symmetrical and those that are not using resources such as cut-outs of shapes, geoboards and grid paper. https://www.mathsisfun.com/geometry/s ymmetry-line-plane-shapes.html https://www.mathsisfun.com/geometry/s ymmetry-reflection.html Draw lines of symmetry in symmetrical shapes. • Engage in hands-on activities involving folding and drawing lines of symmetry in cut-outs of shapes. • Cooperative learning to determine the number of lines of symmetry in shapes. • Discussion about shapes that are symmetrical. • Display of shapes with lines of symmetry drawn. • Use of worksheets (where shapes are drawn without grids and on grids) for independent practice. https://www.youtube.com/watch?v=wGy 7jXisNdQ https://www.youtube.com/watch?v=TAf LJLq_q0k State the number of lines of symmetry in shapes. https://www.splashlearn.com/math- vocabulary/geometry/line-of-symmetry https://www.youtube.com/watch?v=vI23 PrTEIJM Solve problems involving line symmetry. Solve problems involving line symmetry inclusive of completing a symmetrical shape • Cooperative learning to solve problems and share ideas. • Use questioning strategies to elicit the process used to solve problems. https://thirdspacelearning.com/gcse- maths/geometry-and-measure/lines-of- symmetry/ 137 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS given half of the shape and a line of symmetry. • Model by ‘thinking aloud’ the process. • Guided instruction to solve problems. • Use of worksheets for independent practice. https://fuse.education.vic.gov.au/mcc/Cu rriculumItem?code=VCMMG144 Angles Demonstrate an understanding of angles in solids and plane shapes. Describe an amount of turn (e.g., whole turn, three quarter turn, half turn, quarter turn). • Explore and describe turns in the environment such as the opening and closing of doors and the movement of hands of a clock. • Use geo-strips to model and describe turns. https://www.youtube.com/watch?v=8r7 D7GFg0kg https://my.homecampus.com.sg/Learn/Pr imary4/Geometry/Angles-Turns-and- Directions Describe the quarter turn as a right angle. • Discussion about the right angle as it relates to a quarter turn and perpendicular lines. https://www.youtube.com/watch?v=2JSk 0DC5q4g Identify and classify angles according to type (acute, right, obtuse, straight and reflex). • Review of prior knowledge including identifying angles (right angles, angles greater than and smaller than right angles) in regular and irregular polygons and faces of solids. • Describe angles in the environment, on solids and plane shapes. • Engagement in hands-on activities to identify and name angles on faces of solids or plane shapes. • Discussion about the different types of angles. • Cooperative learning to classify angles. https://www.vedantu.com/maths/types- of-angles https://www.math-only-math.com/types- of-angles.html https://www.youtube.com/watch?v=lxkq Jc3P40E 138 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Draw angles of various sizes and describe the angles. • Guided practice to manipulate drawing tools. • Engagement in hands-on activities involving the drawing of angles. • Cooperative learning for practice. https://www.youtube.com/watch?v=_erF 7VM5-zI https://www.youtube.com/watch?v=3NH nTHhnv8g https://www.youtube.com/watch?v=O3V 2AdwoBBU Draw shapes with angles of various sizes and describe the angles. • Cooperative learning. • Create shapes on geoboards. • Journal entry with drawings of different shapes with descriptions. • Use worksheets to solve problems involving the drawing of shapes. https://www.youtube.com/watch?v=gr3a uGI9_mY 139 MEASUREMENT TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Linear Measure 1. Length Understand that linear measure can be quantified using standard units (km, m, cm, mm) Select and use the most appropriate standard unit for measuring various lengths/distances. • Review/check for prior knowledge. • Cooperative learning to engage in practical activities using non-standard and standard units and using various linear resources including rulers and measuring tape. • Use of technology tools to conduct research related to the use of measures in the community and the need for standard units of measures. • Explain the need for standard units of measures. • Performance task - journal writing about the need for standard units of measures. • Discussion about the different units used to measure length and the different instruments (including the trundle wheel). • Explain the suitability of the unit as it relates to the length to be measured. https://www.youtube.com/watch?v=pGyf1Yx cdXc https://www.youtube.com/watch?v=AVC- 426M6V0 https://www.youtube.com/watch?v=4sBC3ojd 6CE 140 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Measure and record lengths of objects and lines using standard units. • Hands-on activities related to the measuring of lengths of objects and recording the measure. • Direct instruction and demonstration on the appropriate use of measuring instruments. • Use of worksheets to measure and record the lengths of drawn objects and lines. https://www.youtube.com/watch?v=Mw7Jzhy 8YxI https://www.youtube.com/watch?v=0YqMjjE MMmE https://www.youtube.com/watch?v=tuBLuIW 1U70 Draw lines of various lengths. • Demonstration on the use of measuring instruments to draw lines of various lengths. • Independent practice to draw lines of given lengths. • Draw basic shapes with straight lines and state the lengths of the lines. https://www.youtube.com/watch?v=_sEouQE MQbA https://www.youtube.com/watch?v=mCAoB7 dkfHI Understand the relationship between units of measure. Convert linear measure from one form to the other (millimetres, centimetres, metres, kilometres). • millimetres to centimetres and vice versa • Cooperative learning to explain the relationships between the sub-units of the metric system. • Review of multiplication and division by 10, 100 and 1000. • Display of student-created conversion charts. • Direct instruction to demonstrate and explain how https://www.youtube.com/watch?v=kOJFSH_ Bn9U https://www.youtube.com/watch?v=Q- O1HeobVEs https://www.youtube.com/watch?v=DNEai7aJ yy4 141 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • centimetres to metres and vice versa • metres to kilometres and vice versa. linear measures are converted from one unit to another. • Cooperative learning and independent practice using worksheets. Develop an understanding of the comparison of lengths. Compare and order lengths. • Cooperative learning to share ideas on the procedure used to compare and order lengths in ascending or descending order. • Use questioning strategies to determine students’ understanding. • Direct instruction. • Independent practice using worksheets. https://www.youtube.com/watch?v=jI_a2ySpi _4 https://www.youtube.com/watch?v=6I5P19Lc G1s https://www.youtube.com/watch?v=mhtpFvN biPE Develop an understanding of approximation and estimation of lengths. Approximate lengths to the nearest metre and centimetre. • Review of prior knowledge of rounding rules. • Cooperative learning to approximate lengths. • Independent practice using worksheets. https://www.youtube.com/watch?v=t1NbcEZ Zq9U https://www.youtube.com/watch?v=IOgTCpu JJRg Estimate lengths in centimetres and metres and verify results and determine • Collaborate in groups to estimate the lengths of objects and measure the lengths of the objects. https://www.youtube.com/watch?v=d5awyeF 10cs https://www.youtube.com/watch?v=fcAl2g92 NyY 142 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS reasonableness of estimates. • Group presentations on procedures used to estimate lengths. • Discussion on the reasonableness of the estimates made. • Engagement in self- monitoring practical activities related to the development of estimation skills. https://www.mathworksheets4kids.com/length .php Solve problems involving linear measure. Solve computational and real-life problems involving length. • Cooperative learning to solve problems and share ideas. • Group presentation of solutions and strategies used. • Journal writing about problem solving activities. • Use questioning strategies to elicit the process used to solve problems. • Model by ‘thinking aloud’ the process. • Guided instruction to solve problems. • Use of worksheets for independent practice. https://www.youtube.com/watch?v=DNEai7aJ yy4 https://www.youtube.com/watch?v=Ei5mgFt UGns https://www.youtube.com/watch?v=0x4hi513 D6g 2. Perimeter Develop a conceptual understanding of perimeter. Calculate the perimeter of plane shapes. • Explore/investigate the concept of ‘distance around’ using the environment and manipulatives including cut- outs of shapes. • Cooperative learning to measure the perimeter of https://www.youtube.com/watch?v=AAY1bsa zcgM https://www.youtube.com/watch?v=RILMSV YQuHc 143 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS regular and irregular shapes including shapes created on geoboards and drawn on grid paper. • Independent practice to calculate the perimeter of shapes. https://www.youtube.com/watch?v=zYronum Sj6Q Draw plane shapes given the perimeter. • Cooperative learning to create shapes on geoboards and draw shapes on paper (including grid paper) given the perimeter. • Use questioning strategies to elicit the process used to draw plane shapes of a given perimeter. • Group presentations and display of shapes drawn. • Independent practice using worksheets. https://www.youtube.com/watch?v=gokSmir Q3bg https://classroom.thenational.academy/lessons /draw-shapes-of-a-given-perimeter-6dh6cd Develop and apply formulae for measurement of perimeter. Calculate the perimeter of squares and rectangles using formulae. • Cooperative learning guided discovery activities to discover the formulae for calculating perimeter of squares and rectangles. • Use guided questions to elicit how the rules were determined. • Cooperative learning and independent practice to apply the rules in calculating perimeter of shapes. https://www.youtube.com/watch?v=K_aR9B4 tKFk 144 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Solve problems involving perimeter. Solve problems in real-life contexts involving perimeter. • Use Polya’s problem solving strategy/process to solve problems. • Problem solving activities using Virtual Learning Environments/Learning Management Systems. • Cooperative learning to solve problems and share ideas. • Use questioning strategies to elicit the process used to solve problems. • Model by ‘thinking aloud’ the process. • Guided instruction to solve problems. • Use of worksheets for independent practice. • Engage students in creating and posing problems for the class to solve. https://www.youtube.com/watch?v=uuLCfn_0 0Hs https://www.youtube.com/watch?v=KcgbDnI QkJY Area Understand that area can be quantified using standard units (m2, cm2) Calculate the area of shapes by counting squares. • Review/check for prior knowledge. • Explore/investigate the concept of area using surfaces in the environment and manipulatives including cut-outs of shapes, grid paper and geoboards. • Cooperative learning to engage in practical activities https://www.youtube.com/watch?v=E3xWiV Yba3A https://www.youtube.com/watch?v=_uKKl8R 1xBM 145 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS using the standard units and covering surfaces with cut- outs of the standard units and recording the measure of the area of the surfaces. • Discussion about the different units used to measure area. • Explain the suitability of the unit as it relates to the area to be measured. • Direct instruction and demonstration on the appropriate use of the units of measure (e.g., placing the cut-outs of same sized units end-to-end without leaving gaps and without overlapping). Calculate the area of shapes drawn on a grid with unit squares (including compound shapes). • Cooperative learning to calculate the area of shapes including shapes created on geoboards and drawn on grid paper. • Independent practice to calculate the area of shapes. https://www.youtube.com/watch?v=oL9iF9Se 6lc https://www.youtube.com/watch?v=rc0t4ZiPq JA Draw different shapes of a given area on grids. • Cooperative learning to create shapes on geoboards and draw shapes on grid paper given the area. • Use questioning strategies to elicit the process used to www.youtube.com/watch?v=UbRVeYYJM9 M 146 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS draw plane shapes of a given area. • Group presentations and display of shapes drawn. • Independent practice using worksheets. Develop and apply formulae for measurement of area. Calculate the area of squares and rectangles using formulae. • Cooperative learning guided discovery activities to discover the formulae for calculating area of squares and rectangles. • Use guided questions to elicit how the rules were determined. • Cooperative learning and independent practice to apply the rules in calculating area of shapes. https://www.youtube.com/watch?v=E3xWiV Yba3A https://www.youtube.com/watch?v=_uKKl8R 1xBM Calculate the area of compound shapes. • Cooperative learning and independent practice to calculate the area of compound shapes by dissecting them into squares and rectangles. • Use questioning strategies to elicit the process used to calculate the area. https://www.youtube.com/watch?v=z4Lat1uO QI4 www.youtube.com/watch?v=A3UCsiJkyDg Solve problems involving area. Solve problems in real-life contexts involving area. Include: • carpeting • Activate prior knowledge of area of plane shapes. • Engage students in cooperative learning activities related to area and https://www.youtube.com/watch?v=1VbihcPl FQg 147 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • brick laying • tiling • gardens e.g., size of garden, plots, garden paths involving the use of tangrams. • Cooperative learning to share problem solving strategies. • Use Polya’s Problem Solving Strategy. • Problem solving activities using Virtual Learning Environments/Learning Management Systems. • Use worksheets or textbooks with problems. Capacity and Volume Understand that capacity and volume can be quantified using standard units. Measure and record the capacity of containers using standard units (litre and millilitre). • Hands-on activities related to the measuring of the capacity of containers and recording the measure. • Display of containers (such as boxes and measuring cups) of various capacity. www.youtube.com/watch?v=_ouNQqyDASk www.youtube.com/watch?v=hFO1I0dgmuU Measure and record the volume of boxes and constructed models using 1 cm cubic blocks and 1 m cubic blocks. • Hands-on activities related to the measuring of the volume of boxes by filling with cubic blocks (of various sizes initially) and recording the measure. • Explain the need for standard units of measure and engage students in activities using the standard units to measure volume. www.youtube.com/watch?v=RxkRlIAucMk www.youtube.com/watch?v=_BbLH8R1mHo www.youtube.com/watch?v=RmXVY8V6gE 8 www.youtube.com/watch?v=-8LbKdRPyV4 148 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Cooperative learning to construct models using cubic blocks and recording the volume of the model. • Construct different models or solids using the same number of cubic blocks and verify that the volume remains the same by counting and explaining that solids with different appearances may have the same volume. Understand the relationship between units of measure. Convert litres to millilitres and vice versa. • Explain the relationship between the litre and millilitre. • Guided or direct instruction to demonstrate and explain how measures are converted from one unit to another. • Cooperative learning and independent practice using worksheets. https://www.youtube.com/watch?v=djTNUp4 XIRo www.youtube.com/watch?v=b3rcIj-geuY www.youtube.com/watch?v=ToGNq7Tf3GY Understand that capacity and volume are related. State the relationship between the units for volume and capacity. • Investigate the relationship between capacity and volume through filling plastic containers with cubic centimetre blocks and liquid and comparing the results, or via displacement of liquid in a measuring cup by a cubic centimetre block. www.youtube.com/watch?v=GKCE8ohIBqE www.youtube.com/watch?v=dtCM56EBeBo www.youtube.com/watch?v=tvHvurOHVdY www.youtube.com/watch?v=028tWJGCSdM 149 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Explain that there is a corresponding relationship between the units that are used to measure capacity and units that are used to measure volume. (1 ml = 1 cm3 and 1000 ml = 1000 cm3 = 1 L). Develop and apply formula for measurement of volume. Calculate the volume of cubes and cuboids using the formula. • Cooperative learning guided discovery activities to discover the formula for calculating volume of cubes and cuboids. • Use guided questions to elicit how the rules were determined. • Cooperative learning and independent practice to apply the rules in calculating volume of solids. www.youtube.com/watch?v=MLgrbWEdCCk www.youtube.com/watch?v=J3MyJmgypUc https://youtu.be/x8zQNnTwmLY https://www.mathworksheets4kids.com/volum e-cubes.php Solve problems involving capacity and volume. Solve real-life problems involving capacity and volume. • Use of Polya’s Problem Solving Strategy. • Cooperative learning to solve problems and share ideas. • Use questioning strategies to elicit the process used to solve problems. • Model by ‘thinking aloud’ the process. • Guided instruction to solve problems. www.youtube.com/watch?v=tBBNbExCWY4 www.youtube.com/watch?v=_m1MJA_7AXs www.youtube.com/watch?v=RP5LsnG-bYM 150 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Use of worksheets for independent practice. Mass and Weight Understand that mass/weight can be quantified using standard units (kg, g). Measure and record mass/weight of objects using standard units. • Hands-on activities related to the measuring of mass/weight of objects using various measuring instruments (such as equal arm balances and scales) and recording the measure. • Explain the suitability of the unit as it relates to the mass/weight to be measured. • Discussion about the different instruments used to measure mass/weight. • Demonstrate the different ways that measurements can be recorded (e.g., 3 kg and 100 g, or 3 # #& kg or 3.1 kg). • Use of worksheets to record the mass/weight of objects shown on various measuring instruments. www.youtube.com/watch?v=A0DdQe66_aY www.youtube.com/watch?v=mGMtyuVJ5to www.youtube.com/watch?v=rEb_P8ZGxd4 www.teachingmeasures.co.uk Understand the relationship between units of measure. Convert kilograms to grams and vice versa. • Cooperative learning to explain the relationship between the kilogram and the gram. • Direct instruction to demonstrate and explain how measures are converted from one unit to another. https://www.youtube.com/watch?v=z- iSpbO3eU0 https://www.youtube.com/watch?v=djTNUp4 XIRo www.youtube.com/watch?v=mGMtyuVJ5to 151 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Cooperative learning and independent practice using worksheets. Develop an understanding of the comparison of mass/weight. Compare and order mass/weight. • Cooperative learning to share ideas on the procedure used to compare and order mass/weight in ascending or descending order. • Use questioning strategies to determine students’ understanding. • Direct instruction. • Independent practice using worksheets. http://nrich.maths.org/public/ www.youtube.com/watch?v=ivAD44nh0D0 Solve problems involving mass/weight. Solve computational and real-life problems involving grams and kilograms. • Use of Polya’s Problem Solving Strategy. • Cooperative learning to solve problems and share ideas. • Use questioning strategies to elicit the process used to solve problems. • Model by ‘thinking aloud’ the process. • Guided instruction to solve problems. • Use of worksheets for independent practice. https://www.youtube.com/watch?v=xK6j5Bn VIdo http://nrich.maths.org/public/ Time Understand that time can be quantified. Write the time shown on digital and analog clocks (including the • Review of previous knowledge including the features of analog and digital clocks and using terms such www.mathisfun.com/time-clocks-analog- digital.html www.youtube.com/watch?v=fRkqE6wV0uk 152 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS 24-hour clock) to the minute. as “minutes to”, “minutes after or past”, “quarter to”, “half past”, “o’clock”, “a.m.” and “p.m.” • Guided practice in the telling of time using various clocks and the recording of time. • Use of worksheets for independent practice. Match times displayed on standard digital clocks, 24-hour digital clocks and analog clocks to the minute. • Cooperative learning in the telling of time and representing it using different clocks. • Guided practice to show the same time using the three different clocks. • Use of worksheets for independent practice. www.maths-games.org http://www.maths-games.org/timegames.html (See ‘Stop the Clock’ for 24 hour activity) Measure and record the duration of events using clocks. • Hands-on activities related to measuring the duration of events, practically. • Cooperative learning. www.maths-games.org www.teachingideas.co.uk/subjects/maths Show the time after given time intervals on analog and digital clocks. • Engagement in activities where the start time or end time of an activity is stated together with the time taken to do the activity and the end time or start time has to be displayed on a clock. • Cooperative learning and independent practice. www.maths-games.org www.teachingideas.co.uk/subjects/maths www.youtube.com/watch?v=ttSQQdeDjeM 153 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Calculate the duration of events using starting and finishing times (elapsed time). • Cooperative learning to determine duration of events. • Discussion to share strategies used to determine the elapsed time. • Independent practice to record measurements using various formats, e.g., 3 hr and 30 min, 3 # $ hrs or 3.5 hrs. https://www.youtube.com/watch?v=zjz_rcia7 9Y www.youtube.com/watch?v=ML6r7BEZo7M www.youtube.com/watch?v=sFERcs2oEVk www.youtube.com/watch?v=e1l56frbqZE www.youtube.com/watch?v=oIbpR_RFDWs Understand the relationship between units of measure. Convert from one unit to another (seconds/minutes, minutes/hours, hours/days, days/weeks, days/month, weeks/months, months/years). • Cooperative learning to explain the relationship between the units of measure. • Direct instruction to demonstrate and explain how measures are converted from one unit to another. • Cooperative learning and independent practice using worksheets. https://www.youtube.com/watch?v=zjz_rcia7 9Y https://www.youtube.com/watch?v=QU- XUmujbuM https://www.youtube.com/watch?v=gGo6t6Z0 rCg Develop an understanding of the comparison of the duration of events. Compare and order activities/events according to time taken. • Cooperative learning to share ideas on the procedure used to compare and order activities according to time taken, in ascending or descending order. • Use questioning strategies to determine students’ understanding. • Direct instruction. https://www.youtube.com/watch?v=SdpSgBj4 Fog http://www.primaryresources.co.uk/maths www.youtube.com/watch?v=HHYcqJQrp-4 154 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Independent practice using worksheets. Demonstrate an understanding of time schedules. Sequence activities or events according to time of occurrence. • Cooperative learning to share ideas on the procedure used to sequence activities according to time of occurrence. • Use questioning strategies to determine students’ understanding. • Direct instruction. • Independent practice using worksheets. https://ucmp.berkeley.edu/fosrec/Scotchmoor Time.html https://www.twinkl.com/search?q=sequence+ of+events+worksheet&c=214&r=parent Interpret simple time schedules (e.g., the calendar). • Use questioning strategies to determine students’ understanding. • Cooperative learning involving students formulating and answering questions on time schedules. • Independent practice in the interpretation of time schedules in worksheets. https://www.youtube.com/watch?v=SZv_a0fj DfE www.youtube.com/watch?v=wS4wwaDrCic Solve problems involving time. Solve computational and real-life problems involving time and other related concepts. • Use of Polya’s Problem Solving Strategy. • Cooperative learning to solve problems and share ideas. • Use questioning strategies to elicit the process used to solve problems. http://nrich.maths.org/public/ www.youtube.com/watch?v=2-grQFqvHN0 www.youtube.com/watch?v=02w1yI9y8dY 155 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS • Model by ‘thinking aloud’ the process. • Guided instruction to solve problems. • Use of worksheets for independent practice. 156 STATISTICS TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Tally Charts, Frequency Tables, Pictographs , Block Graphs and Bar Graphs Demonstrate the ability to collect, classify, organise and represent data using Tally Charts/Frequency Tables/Pictographs/ Block Graphs/Bar Graphs. Tally ungrouped discrete data into a frequency table. • Cooperative learning to collect and classify data based on the investigation of a problem, question or real- life situation using surveys, questionnaires, experiments and other sources. • Use worksheets to tally data into frequency tables. • Reteach as necessary using resources such as objects, pictures, grid paper and geoboards. https://www.youtube.com/watch?v=_xXJSD xRZP4 https://www.youtube.com/watch?v=mukk8Z aettg https://www.youtube.com/watch?v=R6m8O QAQzPk Represent data using tally charts, frequency tables and graphs (pictographs, block graphs, bar graphs) using various scale factors. • Activate prior knowledge about the features/characteristics of charts, tables and graphs, and scale factors. • Guided instruction to create representations. • Discussion to elicit justification for scale factors used. • Independent practice to construct representations. • Use technology tools to create data displays. • Engage students in self- assessment (self-monitoring) https://www.youtube.com/watch?v=fNpvOw M6K5c https://www.youtube.com/watch?v=4sMtOf Na5H8 157 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS activities using a customised math error self-correction checklist. Draw conclusions or make decisions from data displays. Interpret the data displayed in charts, tables and graphs (including tally charts, frequency tables, pictographs, block graphs and bar graphs). • Use questioning strategies to determine students’ understanding. • Cooperative learning involving students formulating and answering questions on data displays. • Collaborate in groups to collect samples of statistical representations or data displays on real-world phenomena and analyse the data so as to make decisions about the real-life situation or problem. • Group presentations to justify decisions made. • Independent practice in the interpretation of data displays in worksheets. https://www.youtube.com/watch?v=IjcLW7 Y7Ndk https://www.youtube.com/watch?v=41Nz3- W0UoY Mean, median and mode Determine measures of central tendency. Calculate the mode of a given set of data. • Review/check for prior knowledge about mode. • Reteach as necessary. https://www.youtube.com/watch?v=khP3ge7 a2Yk https://virtualnerd.com/middle- math/probability-statistics/mean-median- mode-range/mode-data-set 158 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Find the mode for data taken from frequency tables and graphs. • Guided instruction and independent practice. https://thirdspacelearning.com/gcse- maths/statistics/mode-from-a-frequency- table/ https://www.youtube.com/watch?v=57XQTd rCinM https://www.youtube.com/watch?v=4LPSqrn 26Ec Calculate the mean of a given set of data. • Explore the concept of mean using various activities related to equal sharing or distribution. • Journal writing to explain the concept of mean. • Guided instruction to determine the rule for calculating the mean. • Use of worksheets for independent practice. • Use of technology tools e.g., spreadsheets, for checking answers. https://www.youtube.com/watch?v=UYGdc mr_oIE https://blog.prepscholar.com/how-to-find- the-mean https://www.youtube.com/watch?v=0io9U8J cjeo Calculate the median of a given set of data. • Guided instruction using frequency distributions to calculate the median. https://www.indeed.com/career- advice/career-development/how-to-find-the- median https://www.youtube.com/watch?v=4kS8J4q 8pC8 159 TOPIC GENERAL OUTCOMES CONTENT SCOPE/SPECIFIC OBJECTIVES INSTRUCTIONAL STRATEGIES RESOURCES/MATERIALS Solve problems involving measures of central tendency. Solve problems involving mode, median and mean. • Use questioning strategies to elicit the process used to solve problems. • Use Polya’s problem solving strategy/process to solve problems. • Model by ‘thinking aloud’ the process. • Discussion to justify process used to solve problems. • Cooperative learning using problem solving worksheets. • Engage students in creating and posing problems for the class to solve. • Use worksheets for independent practice. https://youtu.be/k3aKKasOmIw https://www.youtube.com/watch?v=B1HEzN TGeZ4 https://www.youtube.com/watch?v=A8_H6h vBmA4