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OLQA - School Secretary Admin Asst
OLQA - School Secretary Admin Asst
MINISTRY OF EDUCATION.
I. INTRODUCTION
Mathematics is one of the disciplines which give a learner logic reasoning and coherent thinking and enable him or her to follow other
disciplines effectively. Mathematics is also a tool of learning other disciplines at primary level (e.g. SET: Science and Elementary
Technology, , Geography,…. )
This curriculum will help the learner to follow the upper primary level Mathematics and other related disciplines effectively. This curriculum
prepares also the learner the welfare in his /her real life such as accountancy, using metric systems, read and understand the simple graphics.
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This curriculum is based not only on the reason of revising primary Mathematics syllabus of Rwanda but also making a relationship
between Rwanda primary syllabus and the primary syllabus of its surrounding countries in order to facilitate the teachings of mathematics
for responding the current needs of citizens ; this syllabus will be used by the learners of lower and upper primary levels schools of Rwanda.
II.GENERAL ORIENTATION
A holistic approach for the teaching of Mathematics in primary education is highly recommended. In other words, all the branches that are
supposed to be taught (arithmetic, metric system, geometry, algebra, graphics and their interpretations) cannot be separated.
As such they can not appear, separately in the school timetable. The teaching of Mathematics will be so useful, to the extent that, it will
expose the learner to a lot of exercises which will make them acquire the basic, simple notions/knowledge of Mathematics.
Pupils will be encouraged to participate in all activities so as to get used to the principles and the language of Mathematics.
At the end of lower primary level the learner should be able to:
1. Solve everyday problems using the four operations on numbers from 0 up to 10 000.
2. Apply the acquired knowledge related to metric systems and geometric shapes to solve everyday problems.
3. Use the acquired knowledge in Mathematics in order to follow better the Mathematics teachings of upper primary level
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V. CURRICULA
4) Do multiplications of a numbers from 1 -Applying the multiplication table of 2, where the - Use the teaching material making a group / a
up to 10 by two. product does not exceed 20. pile of objects which is equal to times a
wished number up to 10.
- Use a table of what they have done.
- Show the sign of multiplication (X)
5) Compare numbers including addition, - Comparing numbers using the signs <, >, and = - Workout the different exercises in comparing
multiplication and substraction using the the product, the sum or the substraction of
>, < , and = signs . For instance numbers.
4-3 < 8-6
2x7 >2x5
14+5 = 16+3 - Help the learners to workout the real life
6) Work out problems related to the real problems involving the 4 operations.
life of the learner and that need quick - Problems on four operations in whole numbers. - Acquire each learner to show the way / the
application of four mathematics operations hint of finding a solution.
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At the end of primary one, the learner Chapter III. METRIC SYSTEM
should be able to:
1) - Compare the length of objects, the - 1) - Comparing the length of objects, the length - Take realthings with different lenght and ask
length of people, or the length of the of people, or the length of the places by estimation learners to compare them.
places. /observation) - Ask learners to go out of their classroom and
measure the existing things using the differents
– Measure their lengths - Measuring the length does not exceed 10m in m ways.
using : - Measure the lenght of a piece of rope, the lenght
- a handstep of a door, of a window, of a wall and other
- a footstep lenght does not exceed 10 metres using a ruler
- sticks of one metre.
- Show the writing of a metre.
- Work out problems related to the - Workout the different existing exercises
measurements of length - Solving problems on length in metres. (m) involving addition and substraction where the
answer does not exceed 10 metres.
- Ask the learners to workout the everyday
problems.
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2) Differenciate the days of the week. - Ask different questions related to the main
- a week and its days. local activities such as the days of market, the
- today, tomorrow, yesterday, tomorrow but one days of Gacaca, the days of churches, and so on
.yesterday but one. in order to differenciate days.
- The Rwandan currency from a coin of 1F up to a - Bigin with a player where a learner takes the
3) – Differenciate the Rwandan money 100 F note/ a coin name of the day and when you call the name of
from a coin of 1F up to 100 F note /coin . a given day the learner who has that name
must come.
- Show the Rwandan currency including coins
- Convert Money do not exceed 100F. - Converting the currency that not exceed 100F and a note/ a coin of 100F.
- Differenciate coins according to their colours,
their size and the number written on each coin.
FIRST TERM
NO OF WEEK NUMERATION AND OPERATION METRIC SYSTEMS Directions and geometric shapes
2 Count, read and write numbers from 1 up to 2 _____ - Draw vertical lines and horizontal
lines.
3 Count, read and write numbers from 1 up to 4 ____ - Draw closed lines and open lines
4 Count, read and write numbers from 5 up to 10 _____ - Draw broken lines .
___
8. Count, read and write numbers 8, 9 and 0 - Measure the lenght using a
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SECOND TERM
N0 of weeks Numerations and operation Metric systems Directions and geometric figures
2. Count, read and write a number 10. - Measurements of lenght : -reading _____
and writing the measurements of
length, the length in (m)
4. Substraction of numbers less than 10, -Measurements of lenght does not Show the points into a closed lines, the
the smallest number does not exceed 5. exceed 10m. point behind closed lines and the points
on a closed lines.
the smallest number does not exceed 9 metre(m ) where the sum does not
exceed 10m.
12 Revision. Revision
THIRD TERM
No of week Numeration and operation Metric systems Directions and geometric figures
2. Count, read and write numbers from 10 up - Measurements of lenght : the Draw the straight lines.
to 30. length in (m)
Measurement of lenght does not
exceed 30m.
7. Count , read , write and compare numbers Rwandan currency from 1F up to _____
from 60 up to 99. 100 F.
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9. Breaking down numbers less than a 100 Measurement of lenght: measure the
into Tens and Ones . lenght does not exceed 99m.
.
11 Revision Revision
Chapter ones.
1) Count , read and write numbers from 0 up - Counting , reading and writing of numbers from - Recall the reading and the writing of
to 999 0 up to 999 numbers from 0 up to 99.
- To teach a number 100: draw ten circles
- Breaking down numbers of three digits into down and put 10 objects in each circle.
Hundreds, into Tens and into Ones. - Draw one big circle and put all things
which are in above 10 circles.
- Explain to the learners that big circle has
10 Tens which are equal to one Hundred.
- Show to the learners how 100 must be
written using the abacus which contains
10 tens and the empty circle, and then 0 is
Written behind 10 so it becomes a 100.
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3) Add numbers where the sum does not - Adding without carrying a term where - Show the subsraction and the addition of
exceed 999. the sum does not exceed 999. numbers vertically, write the Ones under
the ones the Tens under the Tens, and
- Addition with once carrying a term where Hunreds under the hundreds, using a
the sum does not exceed 999 vertically. accounting table .
-Addition using brackets. - Show the addition with carrying and the
substraction with borrowing a term. .
4)Substract numbers less than 1000. - Substracting without borrowing a term. - Begin by Ones in adding and the
- Substraction with once borrowing substracting numbers.
- Substraction using brackets.
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- Fractions : ½, ¼.
Divide a whole thing into 2 equal parts or into
4 equal parts and show these parts by the
flowing fractions : ½ , ¼.
7) Solve problems using 4 fundamental - Problems involving 4 fundamental operations - Give the simple real life problems.
operations. and their signs. Show always the method used in finding solution
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At the end of primary two, the learner should CHAPTER 2 : METRIC SYSTEMS
be able to
1) Measure the lenghts in metre (m), - Measurements of lenght in metre (m), -Use the appropriate teaching materials in measurement of
measure the liquids in l and measure the measurementsof capacity in litre ( l) and the lenght, measurement of capacity, and measurement of
weights in kg. measurements of mass in kg. weight of different things.
- Go out of your classroom when you teach the metric
- To convert the following - converting m, dm, cm between them. systems; the learners must measure, compare and give the
measurements of lenght between conlusion on what they have done and do the exercises.
themselves in descending order
These are metre (m), decimetre (dm)
and centimetre (cm).
.
2) Recognize Rwandan currency and convert - The Rwandan currency from a coin of 1F up - Use the method used in primary one.
them. to a 1000 F note.
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3) List the number of days in a week, - Days of a week. - Use the calendar.
List the number of months in a year, and - Weeks of a month.
the relationship between them. - Days of a month, days of a year,
- Weeks of a year, and months of a year
- Recognise time using digital and analog Time : - a short hand that shows the hours
watches. and the long hand that shows the minute.
At the end of primary two, the learner should Chapter 3 : DIRECTIONS AND
be able to: GEOMETRIC FIGURES
1) – Distinguish lines between them and draw -Lines: straight lines, oblique lines, curved lines, - Use the method used in primary one.
them. broken lines, open lines, closed lines, cutting
lines, no cutting lines / parallel lines.
- Distinguish points between them -Points inside a closed line , points outside a
according to their position. closed line and the points on a closed line.
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2) –Locate drawings and images in a table by -A table does not exceed 10 rows and 10 columns. - The columns are represented by numbers and the
using lettres or numbers. –Locate coordinates/ points in a table by using rows are represented by lettres.
numbers. - Locate the coordinate in a table.
3)- Choose a square, a rectangle, a triangle - Properties of: - A square - Use the different objects and images which are
In the different type of geometric - a rectangle similar to each geometric shape.
shapes. - a triangle.
- a rectangle
- a triangle
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A Whole Numbers
At the end of primary three, the learner
should be able to:
4) Apply the properties of addition. - adding without carrying. - Showing the addition with carrying and
- adding with carrying. the substraction with borrowing.
5) calculate the difference of two numbers do - commutative law in addition.
not exceed 9 999. - associative law in addition.
exceed one unit, where the denominator does fraction do not exceed one unit and the numerator )
not exceed 10. denominator does not exceed 10. ) - Using the normal method to compare
fractions of common denominator(the
numerator is a whole number)
2) Compare fractions which have the -comparison of fractions :
same denominator and not exceed one unit. Of common denominator (the denominator does - Calculate the fraction of a whole number
not exceed 10), these fractions do not exceed one by using drawings.
unit.
3) Calculate the fraction of a whole number
where the answer is a whole number. - adding or sustracting fractions of common - Use the normal method of the substraction
denominator, the answer does not exceed 1. and the addition.
4) Add or substract fractions which have the
same denominator where the answer does not . – the complement of a fraction . -Give the real life problems.
exceed 1.
-Measurements of capacity.
1) Use the appropriate teaching aids in
measuring capacity.
- Multiples and sub multiples of capacity
unit. (hl, dal, l, dl, cl, ml)
- conversion of measurement of capacity between
2) Read, write, convert the measurement of them. ( the answer does not exceed 9999 by
capacity. decreasing order. )
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E. TIME
At the end of primary three, the learner
should be able to:
and acute angle by using a set square - Use the appropriate teaching aids in
and a protractor. CHAPTER 3 DIRECTION AND measuring and drawing the different types
GEOMETRIC FIGURES. of angles.
2) Draw a square and a rectangle and draw a - Recall how to calculate the perimeter of
mediane and a diagonal into them. -obtuse angles, right angles, acute angles the square and the rectangle.
- Draw the square and the rectangle by
using a table and a ruler.
3) Differenciate and draw the main types of - a square and a rectangle. A mediane and a - Draw the mediane and the diagonal.
a triangle. diagonal.
4) Calculate the perimeter of triangles - Help pupils to differenciate the types of
5) Recognise the circle among the other triangles by observing, measuring and
geometric shapes. drawing.
- a right triangle, equilateral triangle and - Help pupils to measure the perimeter of
isosceles triangle triangles by using the ruler.
- the perimeter of a triangle
The methodological approach of Mathematics in the first cycle of primary level is based on a greater contribution and participation
of each learner in the learning-teaching process. So that the pupil has enough time in discovering, in observing, touching, changing,
measuring, searching, through the teaching aids. The teacher is there as a facilitator.
The teacher prepare the appropriate teaching aids to the lesson (these teaching aids may not be distract pupils attention) ;
if possible the learners can bring the teaching aids.
The teaching of Mathematics should take into consideration the following steps : Concrete
Semi-concrete
Abstract
The teacher should give enough time for discovering and thinking to the learners before giving the answer.
All exercises he/ she should give in the teaching may be related to the real life of the pupil.
. Leaving alone the home works, there should be assignments done in class and enough exercises; under the guidance of the teacher; this
allows the teacher to check on how the pupils participate during their training.
The teacher should choose some topics in which they will be taught outside the classroom (for instance: - measurements).
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During the lesson the teacher prepares the questions to ask pupils, these can be oral or written questions.
This allows the teacher to verify, if the pupils are attentive, if the lesson is appropriate, and if the teaching methods used are effective. After
verification the teacher, can take appropriate measures, to achieve his objective.
During this verification the teacher, should not reject automatically, the false answers, given by the pupils; he/she should try to guide the
answer in a better direction. The evaluation exercises should be carried out at different levels.
The teacher should also evaluate the pupils through written tests, after one or two weeks, through end of term, and end of year
examinations.
The teacher will always bear in mind, that the evaluation approach, should focus on verifying, how the acquired knowledge, in all the
different branches of mathematics, can be put together, in the solving of similar problems, in the every day life of the pupils.
During the correction of the exercises, of tests or examinations, the teacher will take care of all the pupils, but he/she, should give
Particular attention to weaker pupils.
Leaving alone the home works, there should be assignments done in class, under the guidance of the teacher; this allows the teacher to
check on how the pupils participate during their training.
1. During the first cycle, the learner meets a number of problems, such as abrupt changes of certain writings, or numbering especially on
the units of measurement. Hence, for example, h1, 5min, 30s, 20F. The teacher will have to explain to the pupils, why those changes,
and make them get used to those new writings.
2. During the preparation of evaluation exercises, the teacher will not only depend on the school book at hand, but will also try to expand
his/her documentation according to the level of his/her learners.
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3. His/her teaching and evaluation should also take into consideration such fields as
- Knowledge
- Skills
- Attitude.
4. One should not put full stops, commas, to distinguish the classes, in the writing of whole numbers from 1000 up to 10 000. Spacing
should be enough, to determine the classes.(Ex.: 9.345 will be 9 345)
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IX. BIBLIOGRAPHY
AUTHOR NAME OF A BOOK PUBLISHING YEAR
HOUSE
-Ubuyobozi bw’Integanyanyigisho z’Amashuri Abanza . IMIBARE 1 : Icapiro ry’ Amashuri
n’iz’Agamije Amajyambere y’Imyuga. - Igitabo cy’ umunyeshuri KIGALI 1979
’’ . IMIBARE 2 : ’’
- Igitabo cy’umwarimu Mutarama 1987
- Imboneracapa rya 2 ’’
’’ . IMIBARE 2 : ’’
- Igitabo cy’umunyeshuri
’’ [ s.d.]
’’ . IMIBARE 3 :
- Igitabo cy’umwarimu ’’
- Iboneracapa rya 2
’’ Mutarama 1987
. IMIBARE 3 : ’’
Igitabo cy’umunyeshuri 1982
’’ . IMIBARE 3 : ’’