**Term 1 Unit 1** – __Aims__**The study of Mathematics should enable students to:**

- Acquire the necessary mathematical skills and learn concepts that will be used in real life situations and related disciplines.
- Develop the necessary processes for the acquisition and application of mathematical concepts and skills.
- Recognise and integrate mathematical ideas with other disciplines.
- Develop positive attitudes toward mathematics.
- Make effective use of a variety of mathematical tools (including information and communication technology) in the learning and application of mathematical concepts and skills.
- Produce imaginative and creative products arising from mathematical concepts and skills.
- Develop the abilities to reason logically, communicate mathematically, learn independently and cooperatively.

The role of Mathematics in the curriculum

Students need to develop the necessary mathematical competence to function in society. This includes the ability to count, measure, handle money and do straightforward calculations with confidence. Students will also be able to conceptualize spatial properties, gather and graphically represent data in different ways, manipulate mathematical ideas or apply mathematical knowledge to new situations and to communicate these effectively. Competence within Mathematics contributes to learning in all other subjects.

Contribution to the competencies

Mathematics contributes to all three of the Framework competencies: Knowledge, Skills and Attitude. The subject is an ideal context for the development of critical thinking and problem-solving skills, and for making judgments. It should provide opportunity to work independently and in teams.

Range of activities

Students should be involved in a range of practical activities through which they can explore mathematical properties and relationships. They plan their own investigations and explore different ways of solving problems. By learning mathematics in a practical way, they should be able to relate its operations and principles to real life situations. Wherever possible, students should explore the mathematical uses of a range of ICT equipment.

Standards

There are five Strands with distinct Standards within them.

**Number**

**Number Representation** Know the value of numerals, associate them with their names, numbers, ordinals and use concrete objects to model patterns, expressions and numbers.

**Number Operation and Application** Use basic operations, number relationships, patterns, number facts, calculators and appropriate software to compute and estimate in order to solve real world problems involving fractions, percentages and decimals.

**Measurement**

Use correct units, tools and attributes to estimate, compare and carry out the processes of measurement to given degree of accuracy.

**Geometry**

Explore paths, geometric shapes and space and make generalization about geometric relationships within the environment.

**Algebra**

Employ algebraic reasoning through the use of expressions, equations and formulae to interpret, model and solve problems involving unknown quantities.

**Statistics and Probability**

Collect, organise, interpret and represent data and make inferences by applying knowledge of statistics and probability.

**In this unit students will**:

- Identify members of a set and associate same with the property of the given set.
- Read and write number names, and numerals using the Hindu – Arabic Place Value System to include exponential form.
- Demonstrate an understanding of the use of numbers; number properties and types of numbers: prime, composite and fractional numbers.

**Provided below are some NSC tailored lesson plans, that can be tweeted to suit all/any lesson planning needs.**

Click the button below to take a look at a Sample NSC Lesson Plan – Mathematics (PEP).

Types of Sets – Mathematics Lesson Plans

Three 60 - minutes Lesson Plans - Week 1 - Unit 1 Focus Question 1: What are special symbols and language I use when I work with sets?

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Introduction to Sets – Mathematics Lesson Plan

60 - minutes Lesson Plans - Week 1/Day 1 - Unit 1 Focus Question 1: What are special symbols and language I use when I work with sets?

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Element of, Not an Element of – Mathematics Lesson Plan

60 - minutes Lesson Plans - Week 1/Day 2 - Unit 1 Focus Question 1: What are special symbols and language I use when I work with sets?

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Lesson Plans will be emailed to you within 24 hours of your payment.

Finite and Infinite Sets – Mathematics Lesson Plan

60 - minutes Lesson Plans - Week 1/Day 3 - Unit 1 Focus Question 1: What are special symbols and language I use when I work with sets?

$10.00

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Lesson Plans will be emailed to you within 24 hours of your payment