DIPLOMA IN ELEMENTARY EDUCATION D.El.Ed.

(IV)

(SCERT),
2019

1
D El Ed

(Content
Knowledge), (Pedagogical Knowledge),
(Techno - Pedagogical Knowledge),

VI, VII, VIII

Std VI VIII

Std VI

11

Std VII

2
Std VIII

VI, VII, VIII

3
 A

: VI

4
25
 B

(TLM)

5
 (TLM)

6
TB
 (TLM)

120 50%

7
 (TLM)

8
 (TLM)

a b%
b a b% b
a% a%

9
 (TLM)

10%

110%
10%
10%

90%

10
 (TLM)

TB 143
4

30%

11
40%
 (TLM)

12
 (TLM)

100

13
100

100
 (TLM)

10%

14
C.

a) 60 30% 30 60%
b) 3%
260000

7500 35%

a)
b) 40%

750 450
a)
b)

1
c) 12 %
2

1) a b% b a%

15
Reflective Questions

Std VI, Std VII, Std VIII

16
 t]∏¿ 405
KWnXw ˛ ]T-\hpw t_m[-\hpw (IV)
bqWn‰v 2
A∏¿ ss{]adn ¢mknse aqey-\n¿Wbw
BapJw
ska-ÿ 3 se "temh¿ ss{]adn Xe-Ønse hne-bn-cp-ج' F∂ bqWn-‰n¬ hne-bn-cp-
Ø-ep-ambn _‘-s∏´ ASn-ÿm-\-[m-c-W-Iƒ hni-Zo-I-cn-®n-´p-≠v. imkv{Xo-b-amb hne-bn-
cp-Ø-ens‚ Dt±-iy-߃, \nc-¥-c-hn--e-bn-cp-Ø-ens‚ km[y-X-Iƒ, temh¿ ss{]adn Xe-
Ønse hne-bn-cp-ج X{¥-ßfpw Sqfp-If - pw, ]T\ ]ptcm-KX
- n-tcJ F∂nhsb°p-dn-s®ms°
{]Xn-]m-Zn-®n-´p-≠v. AtX ska-Ã-dn¬Øs∂, temh¿ ss{]adn ¢m p-Iƒ tI{μo-I-cn-®p-
sIm-≠p≈ kvIqƒ Ct‚¨jn∏v ka-bØv Ch-bpsS {]tbm-K-Xew Xncn-®-dn-bm-\p≈ Ah-
kchpw e`n-®n-´p-≠v. ska-ÿ 4 ¬ A∏¿ ss{]adn Xe-Ønse hne-bn-cp-Ø-ep-ambn _‘-
s∏´ [mc-W-Iƒ a\- n-em-°p-Ibpw {]tbm-Kn-Im-\p-`-h-߃°p≈ Ah-kcw e`n-°p-Ibpw
thWw. CXn\p klm-bn-°p∂ Imcy-ß-fmWv Cu bqWn-‰n¬ Dƒs°m-≈n-®n-cn-°p-∂-Xv.
\nc-¥c hne-bn-cp-ج
]T\ {]{In-b-bpsS `mK-amWv hne-bn-cp-ج. ]T\w ka-{K-am-Ip∂Xpw hy‡n-bpsS ka-
{K-hn-Imkw km[y-am-Ip-∂Xpw hne-bn-cp-Ø-en-eq-sS-bm-Wv. Xm≥ IS-∂p-t]m-Ip∂ hgn-Isf
Hmtcm ka-bØpw ]p\-x]-cn-tim-[-\bv°p hnt[-b-am°n t]mcm-bva-Iƒ Is≠Øn ]cn-l-
cn-t°-≠-Xp-≠v. Hmtcm ]Tn-Xm-hn\pw kz¥w \ne-bn¬ \nc-¥cw hne-bn-cpØn apt∂dmw.
kzbw Nn¥n-°p∂sXmsSm∏w a‰p ]Tn-Xm-°-fpsS Is≠-Ø-ep-ambn Xc-Xayw sNbvXpw
]T-\sØ icn-bmb Zni-bn-te°v \bn-°mw. hne-bn-cpØn apt∂-dm≥ ]Tn-Xm-°sf klm-
bn-°p-∂-Xn¬ Hmtcm So®¿°pw Xt‚-Xmb tdmƒ \n¿h-ln-°m-\p-ap-≠v. c£n-Xm-hn\pw
kaq-l-Øn-\pw ]TnXm-°sf hne-bn-cpØn ]T\]ptcm-K-Xn-bpsS B°w h¿≤n-∏n-°mw.
KWnX ]T-\-Øn-eqsS e£y-am-°p∂sX√mw hne-bn-cp-Ø-s∏-S-Ww. Iq´n \n¿an® Bi-b-
߃, {]{In-b-Iƒ, at\m-`m-h-߃ F∂n-h-sb√mw CXn¬s∏Spw. \nc-¥-c-hn-e-bn-cp-ج
kq£va Xe-Øn¬ \n¿h-ln-°-s∏-Sp-tºm-gmWv CXp km[y-am-Ip-∂-Xv.
hne-bn-cp-ج X{¥-߃
]T-\-Øns‚ sXfn-hp-Isf ASn-ÿm-\-am-°n-bm-Wv hne-bn-cp-ج \S-t°-≠-Xv. ]T\ {]{In-
b-bpsS `mK-am-bn-Øs∂ cq]-s∏-Sp-∂h-bmWv ]T-\-sØ-fn-hp-Iƒ. Ip´n-bpsS hmNn-I-amb
{]Xn-I-c-W-߃, Fgp-Øp-cq-]-߃, {]I-S-\-߃, \ne]mSp-Iƒ XpS-ßn-b-h-sbms°
]T\sØfnhp-Iƒ Xs∂-bm-Wv.
Cu sXfn-hp-I-sf-bmWv hne-bn-cp-tØ-≠-Xv. AXn-\mbn D]-tbm-Kn-°p∂ coXn-Ifpw X{¥-
ßfpw Xmsg sImSp-°p-∂p.
$ kzbw hne-bn-cp-ج
$ ]c-kv]cw hne-bn-cp-ج
$ ¢mkn¬ D∂-bn-°-s∏´ tNmZy-ß-tfm-Sp≈ Ip´n-I-fpsS {]Xn-I-c-W-߃ hni-I-e\w
sNø¬

17
$ ]T-t\m-ev]-∂-ß-fpsS {]Z¿i\w kwL-Sn-∏n-°¬
$ t]m¿´v t^mfntbm hne-bn-cp-ج
$ bqWn‰v hne-bn-cp-ج
$ So®-dpsS hne-bn-cp-ج
$ c£n-Xm-hns‚ hne-bn-cp-ج
ta¬∏d-™-h-sb√mw hni-Z-ambn ska-ÿ 3 ¬ hni-Zo-I-cn-®n-´p-≠v.
\nc-¥-c-hn-e-bn-cp-ج taJ-e-Ifpw kqN-I-ßfpw
hnhn[ D≈-S° taJ-e-bp-ambn _‘-s∏´ {]iv\-߃°p≈ DØcw tXSp∂ Ip´n 3
{][m-\-L-´-ß-fn-eqsS IS∂p t]mIp-∂p.
(i) {]iv\ hni-I-e-\-L´w
(ii) {]iv\ \n¿[m-cW L´w
(iii) \nK-a\ cq]o-I-cW L´w
(i) {]iv\ hni-I-e\ L´-Øn¬ Dƒs∏-Sp∂ hne-bn-cp-ج taJ-e-Ifpw kqN-I-ßfpw
Xmsg sImSp-°p-∂p.
(a) A]-{K-Y\w
$ {]iv\w IrXy-X-tbmsS \n¿W-bn-°p∂p
$ hyXykvX hgn-Iƒ Is≠-Øp∂p.
$ A\p-tbm-Py-amb hgn sXc-s™-Sp-°p∂p.
$ {]iv\ ]cn-lWam¿K-߃ a\- n¬ ImWp∂p (visualisation)
$ ka¿Yn-°p-∂p.
(b) ZØ tiJ-cWw
$ hnh-c-߃ tiJ-cn-°p-∂p.
$ hnh-c-ßsf e£y-Øn-\-\p-tbm-Py-amb coXn-bn¬ Xcw Xncn®v ]´n-I-s∏-Sp-Øp∂p.
$ hnh-c-߃ XΩn-ep≈ ]c-kv]c _‘w/sshcp[yw Is≠-Øp∂p.
$ Bh-iy-amb ]pXnb ZØ-߃ cq]o-I-cn-°p-∂p.
(ii) {]iv\\n¿[m-cWL´-Øn¬ Dƒs∏-Sp∂ hne-bn-cp-ج taJ-e-Ifpw kqN-I-ßfpw
NphsS sImSp-°p-∂p.
(a) {Inbm-tijn
$ {Inbm-^-e-߃ aXn®p ]d-bp∂p/a\-°-W-°mbn sNøp∂p.
$ hyXykvXamb {InbmcoXn-Iƒ D]-tbm-K-s∏-Sp-Øp-∂p.
$ IrXy-amb DØ-c-Øn-seØnt®cp-∂p.

18
 $ kzoI-cn® {InbmcoXn-bpsS km[yX ]cn-tim-[n-°p∂p/hne-bn-cp-Øp-∂p.
(b) tamU-enßv
$ GI-tZ-i-am-XrI cq]o-I-cn-°p∂p (Visualisation).
$ A\p-tbmPy-amb hgn Is≠-Øp∂p/D]-I-cWw Is≠-Øp∂p
$ IrXy-X, kq£vaX F∂nh ]men®v \n¿anXn ]q¿Øn-bm-°p-∂p.
$ D¬∏-∂-Øns‚ `wKn kzbw hne-bn-cp-Øp∂p/sa®-s∏-Sp-Øp-∂p.
(c) aXn-®p-]-d-b¬
$ aXn°en-\p≈ X{¥-߃ cq]o-I-cn-°p-∂p.
$ ]cn--tim-[n®v t\m°p∂p.
$ ]p\-c-h-tem-I-\-Øns‚ ASn-ÿm-\-Øn¬ sa®-s∏-Sp-Øp-∂p.
$ bYm¿Y Af-hn¬ \n∂p≈ hyXn-bm-\-Øns‚ ImcWw Is≠-Øp-∂p.
(iii) \nK-a\ cq]o-I-cW L´-Øn¬ Dƒs∏-Sp∂ hne-bn-cp-ج taJ-e-Ifpw kqN-I-ßfpw
Xmsg sImSp-°p-∂p.
(a) Bi-b-hn-\n-abw
$ FØn-t®¿∂ Bi-b-߃/\nK-a-\-߃ F∂nh hyXykvX coXn-bn¬ {]I-Sn-∏n-
°p∂p. (hni-Zo-I-cWw/Nn{XoIc-Ww)
$ FØn-t®¿∂ Bi-b-߃/\nK-a-\-߃ F∂nh kw{Kln°p-∂p.
$ efn-X-amb Bibhn\n-abkt¶-X-߃ D]-tbm-Kn-°p-∂p.
$ hn\n-ab £a-X-tbmsS Bibhn\n-abw \S-Øp-∂p. (sXfn-hp-I-fp-sSbpw DZm-l-
c-W-ß-fpsSbpw ]n≥_-e-tØm-sS)
(b) kmam-\y-h¬°-cWw
$ Bh-iy-amb hnh-c-߃ bp‡nkl-ambn Is≠-Øp∂p
$ Is≠-Ønb hnh-c-߃, sXfn-hp-Iƒ F∂nh hni-I-e\w sNbvXv _‘-ß-fpsS,
{]h-W-X-I-fpsS ASn-ÿm-\-Øn¬ \nK-a-\-Øn-se-Øp-∂p.
$ kz¥w `mj-bn¬ hni-Zo-I-cn-°p-∂p.
$ KWnX`mj-bn¬ {]I-Sn-∏n-°p-∂p.
(c) {]h-N\w
$ {]h-N-\-Øn-\p≈ X{¥-߃ Bhn-jv°-cn-°p-∂p.
$ Is≠-Ø-ep-Iƒ hni-I\w sNøp-∂p.
$ IrXy-X-tbmsS {]h-Nn-°p-∂p.
tSw hne-bn-cp-ج
D≈-S-°-]-c-amb [mc-W-Ifpw {]{In-bm-]-c-amb tijn-Ifpw at\m-`m-h-ßfpw ss\]p-Wn-

19
Ifpw \nc-¥-c-hn-e-bn-cp-Ø-ens‚ `mK-ambn hne-bn-cp-Ø-s∏-Sp-∂p-≠v. F¶nepw Ip´n \n¿an-
s®-SpØ Adn-hns\ {Ia-s∏-Sp-Øp-Ibpw ]T-\t\-´ß - sf c£n-Xm-°f - p-ambpw kaq-lh
- p-ambpw
]¶p-h-bv°-s∏-tS-≠-Xp-≠v. AXn-\m¬ \nc-¥-c-hn-e-bn-cp-Ø-en-t\m-sSm∏w (]T-\-Øn-\m-bp≈
hne-bn-cp-ج, hne-bn-cp-ج Xs∂ ]T\w) tSw hne-bn-cp-Øepw (]T-\sØ hne-bn-cp-
ج) \S-tØ≠Xp≠v.
Hmtcm D≈-S-°-ta-J-e-bpambn (bqWn-‰v) _‘-s∏´v Ip´n \n¿an® Adn-hp-Iƒ ]qXnb {]iv\
]cn-l-cW kμ¿`-ß-fn¬ ^e{]Zm-abn D]-tbm-Kn-°m≥ Ip´n°v F{X-am{Xw Ign-bp-∂p-
sh-∂mWv tSw hne-bn-cp-Ø-en-eqsS \mw \n¿h-ln-°p-∂p-Xv.
tSw hne-bn-cp-ج Dt±-iy-߃
$ Hcp \n›nX Ime-b-f-hn¬ Iq´n t\Snb [mc-W-Iƒ, tijn-Iƒ, at\m-`m-h-߃ F∂nh
\ne-\n¬°p-∂pt≠m F∂p Is≠-Øp-∂-Xn\v
$ t\Snb Adn-hp-Iƒ ]pXnb {]iv\ kμ¿`-ß-fn¬ kzX-{¥-ambn {]tbm-Kn-°m≥ Ign-
bp-∂pt≠m F∂p hne-bn-cp-Øp-∂-Xn\v
$ hyXy-kvX-amb D]m-[n-I-fn-eqsS Ip´n-bpsS ]T\t\´-߃ hne-bn-cp-Øp-∂-Xn\v
$ ]T-\-Øns‚ ^e{]m]vXnsb°p-dn®v s]mXpkaq-l-Øn\v Nne [mcWIƒ e`y-am-°p-
∂-Xn\v
$ Ip´n-bpsS ]T\t\´-߃ c£n-Xm-°-fp-ambn ]¶p-h-bv°p-∂-Xn-\p≈ efn-X-amb D]m-
[n-bmbn h¿Øn-°p-∂-Xn-\v.
tSw hne-bn-cp-ج Sqfp-I-fpsS khn-ti-j-X-Iƒ
$ Db¿∂ Xc-Øn-ep≈ Nn¥m{]{In-b-Iƒ°v aXn-bmb {]m[m\yw \¬In-bn-cn-°Ww.
$ Ip´n ]T-\-k-a-bØv ]cn-N-b-s∏´ kμ¿`-߃°p ]Icw ]pXnb kμ¿`-Øn-emWv
Ah-cpsS [mc-W-I-fp-sSbpw ss\]p-Wn-I-fp-sSbpw a‰pw hne-bn-cp-ج \S-tØ-≠-Xv.
$ kzX{¥ {]Xn-I-c-W-߃ £Wn-°p∂ tNmZy-ßfpw D≠m-bn-cn-°-Ww. AØcw kμ¿`-
ß-fn¬ Iq´n Xs‚ \ne]m-Sp-Isf Fßs\ \ymbo-I-cn-°p∂p F∂-Xn\v {]m[m\yw
\¬I-Ww.
$ tSw hne-bn-cp-Ø-en¬ {][m-\-ambpw Du∂¬ \¬Ip∂Xv D≈-S-°-]-c-amb [mc-W-
Iƒ°m-b-Xp-sIm≠v Hmtcm {]iv\-Øn\pw A\p-tbm-Py-am-b, D≈-S-°-]-c-amb [mc-W-
Isf {]Xn-^-en-∏n-°p∂ hne-bn-cp-ج kqN-I-߃ Xøm-dm-°-Ww.
$ hne-bn-cp-ج kqN-I-߃ IrXyhpw hy‡hpw kq£vahpw Bbn-cn-°Ww. Ah ]c-
ky-s∏-Sp-Øp-∂Xpw ]cn-N-b-s∏-Sp-Øp-∂Xpw A`n-e-j-Wo-b-am-Wv.
$ F√m D≈-S° taJ-e-I-fn-eq-sSbpw IS∂phcp∂ coXn-bn-em-hWw {]iv\-]-cn-l-cW
{]h¿Ø-\-߃ Xbm-dm-t°-≠-Xv.
$ D≈-S° taJ-e-Iƒ°v Bh-iy-amb Bt]-£nI {]m[m\yw (Weightage) \¬I-Ww.
$ kqN-I-߃°-\p-k-cn®v t\cn´v t{KUv sNøp∂ coXn-bmWv Ah-ew-_n-t°-≠-Xv.

20
tSw hne-bn-cp-ج X{¥-߃
tSw hne-bn-cp-Øe
- n¬ FgpØp ]co-£b
- mWv {][m-\a - mbpw {]tbm-P\
- s
- ∏-Sp-Øp-∂X
- v. FgpØp
]co-£-bn¬ tNmZy-°q-´-߃ (Cluster of questions) F∂ coXn-bmWv Ah-ew-_n-°p-∂-Xv.
Hcp bqWn-‰p-ambn _‘-s∏´ Hcp {]iv\-amWv \¬Ip-∂-sX-¶n¬ AXv F√m Ip´n-Iƒ°pw
sNøm≥ Ign-b-W-sa-∂n-√. AØcw Ip´n-Isf Cu bqWn-‰p-ambn _‘-s∏´ Hcp Ignhpw
t\Sn-bn-´n√ F∂ coXn-bn¬ ]cn-K-Wn-t°≠nh-cpw. AXp-sIm-≠p-Xs∂ hyXykvX \ne-
hm-c-°m-cmb Ip´n-Iƒ t\Snb hyXy-kvX-amb [mc-W-Iƒ ]cn-tim-[n-°m≥ Ign-bp∂ coXn-
bn-ep≈ tNmZy-°q-´-ß-fmWv KWn-X-Øn¬ D]-tbm-Kn-°p-∂-Xv.
Xmsg sImSpØ DZm-l-cWw {i≤n-°q.
¢mkv : 6
bqWn‰v : icm-icn
D≈-S-°-[m-c-W-Iƒ : icm-i-cn, icm-icn IW-°m-°¬, icm-i-cnbpw FÆhpw Adn-™m¬
BsI IW-°m-°¬, icm-i-cnsb \nXyPohnX kμ¿`-Øn¬ {]tbm-Kn-°¬.
ARvP\ : F\n°v 7 ]ip-°-fp-≠v. Hcp ]ip-hn\v icm-icn 13 en‰¿ ]m¬In-´pw. Hcp en‰¿
]men\v 42 cq] hne In´pw.
BXnc: F\n°v 6 ]ip-°-fp-≠v. ]s£ cs≠-Æ-Øn\v Id-h-bn-√. _m°n \men\v Ign-
™-bmgvN BsI 60 en‰¿ ]m¬ In´n.
(i) ARvP-\-bpsS Hmtcm ]ip-hn\pw In´p∂ ]m¬ F{X-sbm-s°-bmhmw?
(ii) Ign-™-bmgvN cabv°v F{X cq]bpsS ]m¬ In´n?
(iii) BXn-c-bpsS ]ip-°ƒ°v e`n-°p∂ icm-icn ]m¬ F{X?
(iv) BXn-cbv°v Ign™ BgvN-bn¬ Hcp Znhkw In´nb icm-icn ]m¬ F{X?
(v) BXn-c-bpsS Hcp ]ip-hn\p In´p∂ icm-icn ]m¬ IW-°m-°m≥ \n߃ ]ip-°-
fpsS FÆw Xs∂bmtWm IW-°m-°n-bXv? AXns‚ \ymbo-I-cWw F¥v?
kqN-I-߃
$ icm-icn F∂-Xns‚ Bibw {i≤n-®n-´p-≠v. Hmtcm ]ip-hn-s‚bpw ]m¬ F{X-sb∂p
IW-°m-°n-bn-´p-≠v.
$ icm-i-cn-bn¬ \n∂pw BsI Is≠-Øm≥ Ign-™n-´p-≠v.
$ Hcp ]ip-hns‚ icm-icn IW-°m-°m≥ ]ip-°-fpsS FÆw sIm≠pw Hcp Znh-ksØ
icm-icn IW-°m-°m≥ Znh-k-ß-fpsS FÆw sIm≠p-amWvv lcn-t°-≠-sX-∂v Is≠-
Øn-bn-´p-≠v.
$ Hcp ]iphns‚ icm-icn ]m¬ I-W-°m-°p-tºmƒ samØw ]ip-°-fpsS FÆw IW-
°m-t°-≠-Xp-s≠∂v \ymbo-I-cn-®n-´p-≠v.
{]h¿Ø\w
bp.]n ¢m nse KWn-X-Ønse hnhn[ D≈-S-°-ta-J-e-bp-ambn _‘-s∏´ hne-bn-cp-ج
{]h¿Ø-\-߃ kqN-I-߃ klnXw Xbm-dm-°p-I.

21
bqWn‰v sSÃv
"temh¿ ss{]adn Xe-Ønse hne-bn-cp-ج' F∂ bqWn-‰n¬ (ska-ÿ 3) bqWn‰v sSÃv
F¥m-sW∂pw Ah Xbm-dm-°p-tºmƒ {i≤n-t°≠ Imcy-ßfpw hni-Zo-I-cn-®n-´p-≠v. temh¿
ss{]adn Xew tI{μo-I-cn®p sIm≠p≈ kvIqƒ Ct‚¨jn-∏n¬ bqWn‰v sSÃv Xbm-dm°n
{]tbm-KnI A\p-`hw t\Sn-bn-´p-≠m-Ip-a-t√m. CtX t]mse A∏¿ ss{]adn Xew tI{μo-
I-cn®pw bqWn‰v sSÃv \SØn tcJ-Iƒ Xbm-dm-t°-≠-Xp-≠v.
]T\ ]ptcm-KXn tcJ
\ne-hn¬ bp.]n Xe-Øn¬ {]tbm-P-\-s∏-Sp-Øp∂ ]T-\-]p-tcm-KXn tcJ-bpsS kmºnƒ
]cn-tim-[n®v Ah-bn¬ tcJ-s∏-Sp-Øp∂ hn[w {Kq∏n¬ N¿® sNøp-I. sa®-s∏-Sp-Øm-
\p≈ \n¿tZ-i-߃ Dƒs∏-SpØn Ipdn∏v Xbm-dm-°p-I.
kvIqƒ Ct‚¨jn∏v ka-bØv ]T\-]p-tcm-KXn tcJ-bn¬ tcJ-s∏-Sp-Ø-ep-Iƒ \SØn
{]tbm-Kn-Im-\p-`-h-߃ e`n-°p-∂-Xn-\p≈ Ah-k-c-sam-cp-°-Ww.
Reflective Questions
1. "t]m¿´v t^mfntbm' Ip´n-bpsS ]T-\-Øns‚ sXfn-hm-Wv. Cu {]kvXm-h-\sb km[q-
I-cn-°m≥ \n߃ apt∂m´p sh°p∂ hmZ-K-Xn-Iƒ Fs¥m-s°-bmWv?
2. NphsS sImSpØ hnh-c-߃ D]-tbm-Kn®v Hcp hne-bn-cp-ج {]h¿Ø\w Xbm-dm-
°pI.
¢mkv : 5
D≈-S-°-ta-Je : Zimw-i- kw-Jy-I-fpsS Xmc-X-ayw, ZimwikwJy-Isf \nXy-Po-hn-hp-
ambn _‘-s∏-Sp-ج
3. tSw hne-bn-cp-Ø-en¬ Bi-b-kzo-I-c-Ww, Bib {]tbmKw F∂o Nn¥m-ti-jn-Iƒ°v
A¿l-amb {]m[m\yw sImSp-°-Ww. Cßs\ ]d-bp-hm-\p≈ Imc-W-sa¥v?

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 Kerala
Curriculum Framework, KCF 2007

National Curriculum Framework, NCF 2005

District Primary Education Programme - DPEP

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 S1, S2

http://
cbseportal.com)

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1. GEOMETRY AND NUMBERS

Geometry (10 hrs.) Geometry (13 hrs.)

SHAPES & SPATIAL UNDERSTANDING SHAPES & SPATIAL UNDERSTANDING
• Develops and uses vocabulary of spatial re- 3-D and 2-D Shapes
lationship
• Observes objects in the environment and gets
• ( Bottom, On, Under, Inside, Outside,
a qualitative feel for their geometrical at-
Above,
tributes.
Below, Near, Far, Before, After)
• Identifies the basic 3-D shapes such as
SOLIDS AROUND US cuboid, cylinder, cone, sphere by their names.
• Collects objects from the surroundings hav- • Traces the 2-D outlines of 3-D objects.
ing different sizes and shapes like pebbles,
• Observes and identifies these 2-D shapes.
boxes, balls, cones, pipes,etc.
• Identifies 2-D shapes viz., rectangle, square,
• Sorts, Classifies and describes the objects
on the basis triangle, circle by their names.

• of shapes, and other observable properties. • Describes intuitively the properties of these
2-D shapes.
• Observes and describes the fect move-
ments like rolling and sliding. • Identifies and makes straight lines by folding,
straight edged objects, stretched strings and
• Sorts 2 - D shapes such as flat objects made
draws free hand and with a ruler.
of card etc.
• Draws horizontal, vertical and slant lines (free
hand).
• Distinguishes between straight and curved
Numbers (46 hrs.) lines.
DEVELOPING A SENSE OF COUNTING • Identifies objects by observing their shadows.
AND OPERATIONS OF NUMBERS 1 - 9 • Numbers (46 hrs.)
AND ZERO
• Reads and writes numerals for numbers up
• Observes object and makes collections of
to ninety-nine.
objects.
• Expands a number with respect to place val-
• Arranges the collect objects in order by
ues.
- Matching and
• Counts and regroups objects into tens and
- One to one correspondence ones.

• Uses the concept of place value in the com-

parison of numbers.

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Geometry (16 hrs.) Geometry (16 hrs.)
SHAPES & SPATIAL UNDERSTANDING SHAPES & SPATIAL UNDERSTANDING

• Creates shapes through paper folding, pa- • Draws a circle free hand and with com-
per cutting. pass.

• Identifies 2-D shapes • Identifies centre, radius and diameter of a

circle.
• Describes the various 2-D shapes by count-
ing their sides, corners and diagonals. • Uses Tangrams to create different shapes.

• Makes shapes on the dot-grid using straight • Tiles geometrical shapes: using one or two
lines and curves. shapes.

• Creates shapes using tangram pieces. • Chooses a tile among a given number of
tiles that can tile a give region both intui-
• Matches the properties of two 2-D shapes
tively and experimentally.
by observing their sides and corners (verti-
ces). • Explores intuitively the area and perimeter
of simple shapes.
• Tiles a given region using a tile of agiven
shape. • Makes 4-faced, 5-faced and 6- faced
cubes from given nets especially designed
• Distinguishes between shapes that tile and
for the same.
that do not tile.
• Explores intuitively the reflections through
• Intuitive idea of a map. Reads simple maps
inkblots, paper cutting and paper folding.
(not necessarily scaled)
• Reads and draws 3-D objects, making use
• Draws some 3D-objects.
of the familiarity with the conventions used
in this.
• Draws intuitively the plan, elevation and
side view of simple objects.
Numbers (42 hrs.)
Numbers (46 hrs.)
NUMBER SEQUENCE UPTO 1000
DEVELOPING A SENSE OF NUMBERNESS,
• Reads and writes 3-digit numbers. COUNTING AND OPERATIONS OF NUMBERS 1 -
9 AND ZERO
• Expands a number w.r.t. place values.
• Writes multiplication facts.
• Counts in different ways - starting from any
• Writes tables upto 10 × 10
number.
• Multiplies two and three digit numbers
using lattice algorithm and the standard
(column) algorithm.

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Geometry (16 hrs.)
SHAPES & SPATIAL UNDERSTANDING

• Gets the feel of perspective while drawing a 3-D object in 2-D.

• Gets the feel of an angle through observation and paper folding.
• Identifies right angles in the environment.
• Classifies angles into right, acute and obtuse angles.
• Represents right angle, acute angle and obtuse angle by drawing and tracing.
• Explores intuitively rotations and reflections of familiar 2-D shapes.
• Explores intuitively symmetry in familiar 3-D shapes.
• Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose.

Numbers (40 hrs.)

NUMBERS AND OPERATIONS

• Finds place values of numbers beyond 1000.

• Appreciates the role of place values in addition, subtraction and multiplication algorithms.

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2. NUMBERS AND OPERATIONS

• Counts the number of objects in a collection.

• Makes collection of objects corresponding to a specific number.
• Recognises and speaks numbers from 1 to 9.
• Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like
clapping to be used for counting)
• Reads and writes numerals from 1 to 9.
• Adds and subtracts using real objects and pictures.
• Adds and subtracts the numbers using symbols '+' and '-'.
• Approaches zero through the subtraction pattern (such as 3 - 1 = 2, 3 - 2 = 1, 3 - 3 = 0).
NUMBERS FROM (10 - 20)
• Forms Number sequence from 10 to 20.
• Counts objects using these numbers.
• Groups objects into a group of 10s and single objects.
• Develops the vocabulary of group of 'tens' and 'ones'.
• Shows the group of tens and ones by drawing.
• Counts the number of tens and ones in a given number.
• Writes the numerals for eleven to nineteen.
• Writes numerals for ten and twenty.
• Compares numbers upto 20.
ADDITION AND SUBTRACTION (UPTO 20)
• Adds and subtracts numbers upto 20.
NUMBERS FROM 21 - 99
• Writes numerals for Twenty-one to Ninety nine.·
• Groups objects into tens and ones.
• Draws representation for groups of ten and ones.
• Groups a number orally into tens and ones.

• Counts in various ways:

- Starting from any number.
- Group counting etc.

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• Arranges numbers upto hundred in ascending and descending order.
• Forms the greatest and the smallest two digit numbers with and without repetition of given digits.
• Indicates and identifies the position of an object in a line.
ADDITION AND SUBTRACTION
• Adds and subtracts two digit numbers by drawing representations of tens and ones without and
with regrouping.
• Adds zero to a number and subtracts zero from a number.
• Observes the commutative property of addition through patterns.
• Solves addition, subtraction problems presented through pictures and verbal description.
• Describes orally the situations that correspond to the given addition and subtraction facts.
• Estimates the result of addition and subtraction and compares the result with another given number.
PREPARATION FOR MULTIPLICATION AND DIVISION
• Discussion of situations involving repeated addition and situations involving equal sharing.
• Activities of making equal groups.

• Compares numbers.
• Forms greatest and smallest numbers using given digits.
ADDITION AND SUBTRACTION
• Adds and subtracts numbers by writing them vertically in the following two cases:
- without regrouping.
- with regrouping.
• Uses the place value in standard algorithm of addition and subtraction.
• Solves addition and subtraction problems in different situations presented through pictures and
stories.
• Frames problems for addition and subtraction facts.
• Estimates the sum of, and difference between, two given numbers.
MULTIPLICATION
• Explains the meaning of multiplication (as repeated addition).
• Identifies the sign of multiplication.
• Constructs the multiplication tables of 2, 3, 4, 5 and 10

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• Uses multiplication facts in situations.
• Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm.
DIVISION
• Explains the meaning of divisionfrom context of equal groupingand sharing.
• Relates division with multiplication.
• Completes division facts:
- by grouping
- by using multiplication tables.

• Divides a given number by another number in various ways such as:

- by drawing dots.
- by grouping.
- by using multiplication facts.
- by repeated subtraction.
• Applies the four operations to life situations.
• Frames word problems.
• Estimates sums, differences and products of given numbers.

• Uses informal and standarddivision algorithms.

• Explains the meaning of factors and multiples.
3. MENTAL ARITHMETIC, MONEY AND MEASUREMENT

MENTAL ARITHMETIC
• Adds two single digit numbers mentally.
• Money (3 hrs.)
• Identifies common currency notes and coins.
• Puts together small amounts of money.
Measurement (13 hrs.)
LENGTH
• Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low.
• Seriates objects by comparing their length.

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MENTAL ARITHMETIC
• Adds and subtracts single digit numbers mentally.
• Adds and subtracts multiples of ten mentally.
Money (3 hrs.)
• Identifies currency - notes and coins.
• Puts together amounts of money not exceeding Rs 50/-.
• Adds and subtracts small amounts of money mentally.
• Transacts an amount using 3-4 notes.
Measurement (13 hrs.)
LENGTH
• Measures lengths & distances along short & long paths using uniform (non-standard) units, ex-
tends to longer lengths.

MENTAL ARITHMETIC
• Adds and subtracts single digit numbers and two digit numbers mentally.
• Doubles two digit numbers mentally(result not exceeding two digits).
Money (5 hrs.)
• Converts Rupee. to Paise using play money.
• Adds and subtracts amounts using column addition, and subtraction without regrouping.
• Makes rate charts and bills.
Measurement (21 hrs.)
LENGTH
• Appreciates the need for a standardunit.
• Measures length using appropriate

MENTAL ARITHMETIC
• Adds and subtracts multiples of 10 and 100, mentally.
• Completes multiplication facts by
• adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6).

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FRACTIONAL NUMBERS
• Identifies half, one fourth and three- fourths of a whole.

1 1 3
• Identifies the symbols, , ,
2 4 4

1 1 3
• Explains the meaning of , and
2 4 4

2 1 2 3 4
• Appreciates equivalence of and and of , , and 1.
4 2 2 3 4

Money (5 hrs.)
MONEY
• Converts Rupees to Paise.
• Adds and subtracts amounts using column addition and subtraction with regrouping.
• Uses operations to find totals,change, multiple costs and unitcost.
• Estimates roughly the totals and total cost.
Measurement (21 hrs.)
LENGTH
• Relates metre with centimetre;
• Converts metre into centimetres and vice versa.

MENTAL ARITHMETIC
• Estimates sums, differences,products and quotients and verifies using approximation.
FRACTIONAL NUMBERS
• Finds the fractional part of a collection.
• Compares fractions.
• Identifies equivalent fractions.

1 1 3
• Estimates the degree of closeness of a fraction to known fractions , , etc.
2 4 4

• Uses decimal fractions in thecontext of units of length and money.

• Expresses a given fraction in decimal notation and vice versa.
Money (5 hrs.)
• Applies the four operations in solving problems involving money.

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Measurement (26 hrs.)
LENGTH
• Determines area and perimeter of simple geometrical figures.
• Applies the four operations in
4. WEIGHT, TIME AND VOLUME

• Measures short lengths in terms of non-uniform units (in the context of games e.g. 'Gilli Danda' and
'marble- games').
• Estimates distance and length, and verifies using non- uniform units (e.g. hand span etc.)
WEIGHT
• Compares between heavy and light objects.
Time
• Distinguishes between events occurring in time using terms -earlier and later.
• Gets the qualitative feel of long & short duration, of school days v/s holidays.
• Narrates the sequence of events in a day.

WEIGHT
• Compares two or more objects by their weight.
• Appreciates the need for a simple balance.
• Compares weights of given objects using simple balance.
CAPACITY (VOLUME)
• Compares and orders containers in terms of internalvolume(capacity).
• Orders given containers as per their capacities on the basis of perception & verifies by pouring out
etc.
TIME
• Gets familiar with the days of the week and months of the year.
• Gets a feel for sequence of seasons (varying locally).
• Sequences the events occurring over longer periods in terms of dates/days.

• standard units of length bychoosing between centimetres. and metres.

• Estimates the length of given object in standard units and verifies by measuring.

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• Uses a ruler
• Relates centimetre. and metre.
WEIGHT
• Weighs objects using non standard Units.
• Appreciates the conservation of weight.
VOLUME
• Measures and compares the capacity of different containers interms of non-standard units.
• Appreciates the conservation of volume.
TIME
• Reads a calendar to find a particular day and date.
• Reads the time correct to the hour.
• Sequences the events chronologically.

• Solves problems involving length and distances.

• Estimates length of an object and distance between two given locations.
WEIGHT
• Weighs objects using a balance and standard units.
• Determines sums and differences of weights.
• Estimates the weight of an object and verifies using a balance.
VOLUME
• Measures volumes of given liquid using containers marked withstandard units.
• Determines sums and differences of volumes.
• Estimates the volume of a liquidcontained in a vessel and verifies by measuring.
TIME
• Computes the number of weeks in a year.
• Correlates the number of days in a year with the number of days in each month.
• Justifies the reason for the need of a leap year.
• Reads clock time to the nearesthours and minutes.
• Expresses time, using the terms, 'a.m.' and 'p.m.'
• Estimates the duration of familiar events.
• Finds approximate time elapsed

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• Solving problems involving length, weight and volume.
• Relates commonly used larger and smaller units of length, weight and volume and converts one
to the other.
• Applies simple fractions to quantities.
• Converts fractional larger unit into complete smaller units.
• Appreciates volume of a solid body: intuitively and also by informal measurement.
• Uses addition and subtraction in finding time intervals in simple cases.
5. DATA HANDLING AND PATTERNS

Data Handling (6 hrs.)

• Collects, represents and interprets simple data such as measuring the arm length or circumfer-
ence of the head using a paper strip.
Patterns (10 hrs. )
• Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g.
stamping activity using fingers and thumb.
• Completes a given sequence of simple patterns found in shapes in the surroundings and in num
bers.

Data Handling (6 hrs.)

• Collects data through measurement.
• Represents the data followed by discussion (e.g. heights of children).
• Collects and presents the data on birthdays.
• Draws inferences from the data at the appropriate level.
Patterns (10 hrs.)
• Observes and extends patterns in sequence of shapes and numbers.
• Searches for patterns in different ways of splitting a number.
• Creates block patterns by stamping thumbprints, leaf prints, vegetable prints, etc.
• Creates patterns of regular shapes by stamping.

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Data Handling (6 hrs.)
• Records data using tally marks.
• Collects data and represents in terms of pictograph choosing appropriate scale and unit for dis-
play through pictographs.
• Draws conclusions from the data by discussing with the teacher.
Patterns (6 hrs.)
• Identifies simple symmetrical shapes and patterns.
• Makes patterns and designs from straight lines and other geometrical shapes.
• Identifies patterns in the numerals for odd and even numbers and in adding odd and even num-
bers.
• Partitions a number in different ways.
• Identifies patterns in his surroundings
• Identifies patterns in multiplication with, and dividing by 10s.

• by (to the nearest hour) forward counting.

• Computes the number of days between two dates.
Data Handling (6 hrs.)
• Collects data and represents in the form of bar graphs;
• Draws Inferences by discussing with the teacher.
Patterns (6 hrs.)
• Identifies patterns in multiplication and division: multiples of 9,
• Casts out nines from a given number to check if it is a multiple of nine.
• Multiplies and divides by 10s, 100s.
• Identifies geometrical patterns based on symmetry.

Data Handling (6 hrs.)

• Collects two-dimensional quantitative data. represents the data in the form of a table.
• Draws a bar graph or a pictograph to present a data.
Patterns (6 hrs.)
• Identifies patterns in square numbers, triangular numbers.
• Relates sequences of odd numbers between consecutive square numbers.
• Makes border strip and tiling patterns.

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 (Geometry)

Numbers Operations & Numbers

spiraling

Mental Arithmatic
Money, Measurement

Measurement Length, weight, time, capacity (volume)

'Data Handling'

Patterns

https://www.moe.gov.sg

Standard Maths Foundation

Maths
O-level, N(A) - Normal Academic level, N(T) - Normal Technical Level
S3-4 Additional Mathematics O-Level, S3-4 Additional Mathematics N(A)-
Level

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SYLLABUS DESIGN
Spiral Curriculum, Connected Syllabuses
Mathematics is largely hierarchical in nature. Higher concepts and skills are built upon the more
foundational ones and have to be learned in sequence. A spiral approach is adopted in the building up
of content across the levels. The mathematics curriculum consists of a set of connected syllabuses to
cater to the different needs and abilities of students. This section gives an overview of the syllabuses and
their connections so that teachers are better able to appreciate the mathematics curriculum as a whole.

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The Primary Mathematics syllabus assumes no formal learning of mathematics. However, basic pre-
numeracy skills such as matching, sorting and comparing are necessary in providing a good grounding
for students to begin learning at Primary 1 (P1). The P1-4 syllabus is common to all students. The P5-
6 Standard Mathematics syllabus continues the development of the P1-4 syllabus whereas the P5-6
Foundation Mathematics syllabus re-visits some of the important concepts and skills in the P1-4 syllabus.
The new concepts and skills introduced in Foundation Mathematics is a subset of the Standard
Mathematics syllabus. The O-Level Mathematics syllabus builds on the Standard Mathematics syllabus.
The N(A)-Level1 Mathematics syllabus is a subset of O-Level Mathematics, except that it re-visits
some of the topics in Standard Mathematics syllabus. The N(T)-Level2 Mathematics syllabus builds
on the Foundation Mathematics syllabus. The O-Level Additional Mathematics syllabus assumes
knowledge of O-Level Mathematics content and includes more in-depth treatment of important topics.
The N(A)-Level Additional Mathematics is a subset of O-Level Additional Mathematics. O-Level
Additional Mathematics together with O-Level Mathematics content provide the prerequisite knowledge
required for H2 Mathematics at the pre-university level. At the pre-university level, mathematics is
optional. The H1 Mathematics syllabus builds on the O-level Mathematics syllabus. H2 Mathematics
assumes some of the O-Level Additional Mathematics content. H3 Mathematics is an extension of H2
Mathematics.

3 content strands +1 process strand.

Content Strands
(i) Number and Algibra
(ii) Measurement and Geometry
(iii) Statistics
Process Strands
(i) Mathematical Process
Strand: Mathematical Processes
Mathematical processes refer to the process skills involved in the process of acquiring and applying
mathematical knowledge. This includes reasoning, communication and connections, applications, and thinking
skills and heuristics that are important in mathematical problem solving and beyond. At the primary level,
students develop these process skills through problem solving. They learn to lay out their working logi-
cally; communicate their thoughts clearly both in written and oral forms; and reason inductively by ob-
serving patterns, similarities and differences. They make connections among mathematical ideas, and
between mathematics and everyday life. Through solving problems in real-world context, students see the
relevance of mathematics in everyday situations. They formulate methods and strategies to solve prob-
lems, and develop the habit of checking the reasonableness of their answers against the real-world con-
text. Most importantly, they develop reasoning and problem solving skills that are essential to lifelong
learning. The teaching of process skills should be deliberate and yet integrated with the learning of con-
cepts and skills. Students should be exposed to heuristics and use problem solving approaches such as the
Polya's model in class. Teachers could "think aloud" to give attention to these processes and make them
visible to students. Through practice, students will develop habits and strategies that will help them be
better and more independent learners.

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MP1 - Reasoning, Communication and Connections
MP2 - Applications
MP3 - Thinking Skills and Heuristics

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 Content Primary 1 Primary 2 Primary 3 Primary 4
1. Number and Algebra • Whole numbers upto 100 • Whole numbers • Whole numbers upto • Whole numbers upto
Addition and subtraction, • Numbers upto 1000 10000 100000
multiplication and division - Addition & Subtraction - Addition & Subtraction - Fractions and Multiplica-
• Money - Multiplication & Division - Multiplication & Division tion
• Fractions • Fractions • Four operations
- fraction of a whole - Equivalent fraction - Mixed numbers and
- Addition and subtraction - Addition and subtraction improper fractions
• Money • Money - Fractions of a set of
object
- Addition and subtraction
• Decimals
- upto 3 decimal place
- Addition and subtraction

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- Multiplication

2. Measurement and • Measurement • Measurement • Measurement • Measurement

Geometry - length - Length, mass & volume - Length, mass & volume - Time
- time - Time - Time • Area and volume
• Geometry • Geometry • Area and volume - Area and perimetre
- shapes - 2D shapes - Area and perimetre • Geometry
- 3D shapes • Geometry - Angles
• Data Representation and - Angles - Rectangle & square
interpretation - Perpendicular & parellel - Line symmetry
- picture graph lines

3. Statistics • Data representation and • Data representation and • Data representation and • Data representation and
interpretation interpretation interpretation interpretation
- picture graph - picture graphs with scales - Bar graphs - Tables and line graphs
 Content Primary 5 Primary 6
1. Number and Algebra • Whole numbers upto 10 million • Fractions
- Four operations - Four operations
• Fractions • Percentage
- Fraction and division • Ratio
- Four operations • Rate and speed
• Decimals - Distance, time and speed
- Four operations • Algibra
• Percentage
• Ratio
• Rate and speed

2. Measurement and Geometry • Area and volume • Area and volume

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- Area of triangle - Area and circumference of circle
- Volume of cube and cuboid - Volume of cube and cuboid
• Geometry • Geometry
- Angles - Special quadrilaterals
- Triangles • Nets
- parallogram, rhombus trapezium

3. Statistics • Data Analysis • Data representation and interpretation

- Average of a set of data - pie charts
 Content Primary 5 (Foundation) Primary 6 (Foundation)
1. Number and Algebra • Numbers upto 10 million • Fractions
- Four operations - Fraction and division
• Factors and multiples - Four operations
- Fraction • Decimal
- Concepts of fractions - multiplication and division
- Equivalent fractions • Percentage
- Mixed numbers and improper fractions - Percentage
- Four operations
• Decimals
- Upto 3 decimal places
- Four operations
• Rate and speed

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2. Measurement and Geometry • Measurement • Area and volume
- time - Area of triangle
- Area and perimeter - Volume of cube and cuboid
- Volume of cub & cuboid • Geometry
• Geometry - Rectangle, square and triangle
- Perpendicular and parellel lines
- Angles
- Rectangle and square

3. Statistics • Data representation and interpretation • Data representation and interpretation

- Tables, Bar graphs and line graphs - pie charts
• Data analysis
- average of a set of date
NCF 2005, KCF 2007

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