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MInISTrY Of PrIMArY AnD SECOnDArY EDuCATIOn

MATHEMATICS

junIOr (grADE 3-7) SYLLABuS

(2015 - 2022)

Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

All Rights ReservedRevised 2015

ZIMBABWE

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Mathematics Junior (Grade 3 - 7) Syllabus

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the followingfor their valid contribution in the production of this syllabus

l National Mathematics Syllabus Panel;

l Ministry of Higher and Tertiary Education Science and Technology Development;

l Zimbabwe School Examinations Council (ZIMSEC);

l University of Zimbabwe – Department of Science and Mathematics Education;

l Publishers;

l United Nations International Children’s Fund (UNICEF) and

l United Nations Educational Scientific and Cultural organisation (UNESCO)

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TABLE OF CONTENTSAcknowledgements .....................................................................................................i1.0 PREAMBLE......................................................................................................1

1.1 Introduction ...........................................................................................11.2 Rationale...............................................................................................11.3 Summary of Content.............................................................................11.4 Assumptions .........................................................................................11.5 Cross-Cutting Themes..........................................................................1

2.0 PRESENTATION OF THE SYLLABUS...........................................................1

3.0 AIMS.................................................................................................................2

4.0 SYLLABUS OBJECTIVES...............................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION...................................................2

6.0 TOPICS.............................................................................................................3

7.0 SCOPE AND SEQUENCE................................................................................4

8.0 COMPETENCY MATRIX ..................................................................................7

9.0 ASSESSMENT ...............................................................................................61

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1.0 PREAMBLE

1.1 IntroductionMathematics is one of the nine learning areas injunior school which provides a foundation formathematical skills to be used in everyday life. Thislearning area intends to foster knowledge, routinemanipulation, understanding, application andproblem solving skills as well as develop a positiveattitude towards the use of technology. The syllabusprovides progression from one level to another.Teachers are encouraged to link the developmentalstages of learners and their learning abilities torelevant competency and methodology. Althoughthe objectives are organized on a grade by gradebasis, flexibility is allowed to cater for thedifferences in learning ability. The pace should bedetermined by the needs of the learner and theenvironment. Learners are encouraged to workdiligently preparing for vocational, enterprise skillsand further studies. Integration of mathematicalskills in other learning areas is encouraged.

1.2 RationaleMathematics is a key fundamental tool in life thataims to prepare Zimbabwean citizens for aproductive life in the twenty first century. As anation, the development of highly skilled manpoweris critical to support an innovation and technologydriven economy. An understanding ofmathematical concepts and the ability to applythese concepts in practical situations are valuableattributes which enable new skill sets that empowercitizens to live and work competitively in the globalvillage. While some professions such asengineering, medicine and architecture require highlevels of Mathematics, almost all jobs require somelevel of mathematical skills. In addition, managingmany aspects of our personal lives such asunhu/Ubuntu/vumunhu understanding nutrition andorganising our finances demand mathematicalcompetence.

1.3 Summary of ContentThe syllabus is designed to cover the five years ofJunior School Education in Mathematics which will

form a firm foundation for Secondary Education andfurther studies. The content to be covered willinclude number, operations, measures andrelationships. The learners will be exposed tomathematical and scientific skills which will enablethem to explore their environment for sustainabledevelopment. Learner performance will beevaluated through summative and continuousassessment which will allow self-evaluation andcareer identification.

1.4 AssumptionsIt is assumed that the learners;

l have numeracy and literacy skills

l are motivated to make progress in learning

l have prior knowledge of Information andCommunication Technologies (ICTs) and e-learning

l have knowledge of shapes and form

1.5 Cross-Cutting Themes This learning area will encompass and have auniversal thrust on the following cross-cuttingthemes:l Financial literacy l Collaborationl HIV and AIDSl Heritage studiesl Children’s Constitutional Rights andresponsibilities

l Genderl ICTl Environmental issues l Disaster Risk managementl Enterprise Skillsl Inclusivity


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2.0 PRESENTATION OF THESYLLABUSThe Junior School Mathematics Syllabus ispresented as one document covering Grades 3-7.The document presents: Preamble, Aims, SyllabusObjectives, Topics, Scope and Sequence,Competency Matrix and Assessment.

3.0 AIMSThe syllabus aims to help learners to:

3.1 develop holistically and show a positive attitudetowards Mathematics;

3.2 acquire and apply mathematical concepts andskills and use them as tools in study, work, leisureand everyday transactions through use oftechnology;

3.3 think and express themselves clearly andlogically;

3.4 develop an inquiring mind through child centredapproaches;

3.5 prepare for vocation and further studies inMathematics and other learning areas and

3.6 develop an awareness of the importance ofculture in the learning of Mathematics.

4.0 SYLLABUS OBJECTIVES

Learners should be able to:

4.1 recall, recognise and use mathematical symbols,terms and definitions;

4.2 carry out calculations accurately with the aid ofvarious technological devices;

4.3 estimate, approximate and use appropriatedegree of accuracy;

4.4 read, interpret and use tables, charts and graphs;

4.5 solve mathematical problems showing steps andnecessary information;

4.6 develop and use appropriate formulae and /orappropriate algorithms to solve problems;

4.7 interpret and apply Mathematics in life situations;

4.8 explore mathematical and scientific ideas andcome up with innovations and conclusions and

4.9 demonstrate how people are influenced bymathematics.

5.0 METHODOLOGY AND TIME ALLOCATIONTeaching and learning methods which help learnersbuild interest and confidence in solving problemsare recommended. Learner centred and multi-sensory approaches as well as principles ofindividualisation, concreteness, totality andstimulation should be employed to enhance thesuggested teaching/learning methods. Theteaching and learning process must be inclusive,gender sensitive and encourage collaboration. Thiswill promote self-confidence, mathematical ethics,unhu/Ubuntu /vumunhu children’s rights andresponsibilities among others. The use oftechnological tools such as smartphones isrecommended in problem solving. The following aresuggested teaching and learning methods:

l Discovery

l Project work

l Experimentation

l Research

l Exploration

l Role play

l Poetry

l Drama


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l Simulation

l Games

Time AllocationIt is recommended that Mathematics be allocated at least3 hours per week for Grades 3 to 7

NB: 6 periods of 30 minutes

6.0 TOPICS

5.1 Number5.2 Operations5.3 Measures5.4 Relationships


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7.0SCOP

E AN

D SEQU

ENCE


5



6



7


8.0CO

MPETENC

Y MATRIX

8.1GR

ADE 3 TOPIC: NUM

BER


8



9


8.2GR

ADE 3 / TOP

IC: OPERATION

S


10



11



12



13


8.3 GR

ADE 3 / TOP

IC: MEASURES


14


unhu/Ubuntu/vumunhu


15



16


8.4 GR

ADE 3 / TOP

IC: RELATIONSHIPS


17


8.1GR

ADE 4 / TOP

IC: NUM

BER


18



19



20


:

8.2GR

ADE 4 / TOP

IC: OPERATION

S


21



22



23


8.3GR

ADE 4 / TOP

IC: MEASURES


24



25



26


8.4GR

ADE 4 / TOP

IC: RELATIONSHIPS


27


8.1GR

ADE 5 / TOP

IC: NUM

BER


28



29



30


8.2GR

ADE 5 / TOP

IC: OPERATION

S


31



32



33


8.3GR

ADE 5 / TOP

IC: MEASURES


34



35



36



37


8.4GR

ADE 5 / TOP

IC: RELATIONSHIPS


38


8.1GR

ADE 6/ TOP

IC: NUM

BER


39



40


8.2GR

ADE 6 / TOP

IC: OPERATION

S


41



42



43


8.3GR

ADE 6 / TOP

IC: MEASURES


44



45



46



47



48


8.4GR

ADE 6 / TOP

IC: RELATIONSHIPS


49


8.1GR

ADE 7 / TOP

IC: NUM

BER


50



51


8.2GR

ADE 7 / TOP

IC: OPERATION

S


52



53



54



55


8.3GR

ADE 7 / TOP

IC: MEASURES


56



57



58



59



60


8.4GR

ADE 7 / TOP

IC: RELATIONSHIPS


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9.0 ASSESSMENTThis syllabus’ scheme of assessment is grounded on the principle of inclusivity.Arrangements, accommodations and modifications must be visible in both continuous andsummative assessments to enable candidates with special needs to access assessments.

ASSESSMENT OBJECTIVESLearners should be able to:

8.1 recall, recognise and use mathematical symbols, terms and definitions;8.2 carry out calculations accurately, checking the correctness of solutions;8.3 estimate, approximate and use appropriate degree of accuracy;8.4 read, interpret and use tables, charts and graphs;8.5 solve mathematical problems showing steps and necessary information;8.6 use appropriate formulae and /or appropriate algorithms to solve problems;8.7 apply Mathematics in real life situations;8.8 explore mathematical ideas to come up with innovations and conclusions;8.9 demonstrate how people are influenced by mathematics

Assessment of learner performace in Mathematics

100%

FINAL MARK MATHEMATICS

100%

Continuous Assessment

35%


30%

Summative Assessment

70%

Continuous Assessment Mark =

30%


35%

Examination Mark =

70%

Pro!ling

Pro!le

Projects Tests Practical Assignments

MCQ

40%Structured test

30%

EXITPROFILE

ASSESMENT MODELLearners will be assessed using both continuous and summative assessments.


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Continuous assessment: (30%)a) Assessment of content (tests and written assignments).b) Projects (practical and folio)c) Profiling (soft skills)

Soft skills will be assessed using checklists, rating scales and observation guides.

Tests, written assignments and projects are administered from grade 3 to 7. Continuous assessmentmarks from Grade 6 contribute to the final mark.

Summative Assessment: (70%)

Paper 1:There are 50 questions and candidates are expected to answer all.

Paper 2:Comprises of sections A and B. Section A will consists approximately 10 structured questions. Candidates mustanswer all questions. The total for this section is 25 marks. Section B will consist of 5 structured questions eachworth 5 marks. Candidates must choose and answer three questions. The total for this section is 15 marks.

Skills WeightingThe weighting of the skills to be assessed will be as follows:

Paper DESCRIPTION DURATION MARKSPAPER

WEIGHTING %WEIGHTING %

1 50 Multiple Choice Questions 2 hours 50 4070%

2 Structured questions 2 hours 40 30

Skill Continuous % Summative % Weighting %

1. Knowledge 5 10 15

2. Routine manipulation 5 20 25

3. Understanding and application 10 25 35

4. Problem solving 10 15 25

Total 30 70 100

Specification Grid for summative assessment

Topic Skill 1 Skill 2 Skill 3 Skill 4 Total

Numbers 3 4 5 3 15

Operations 3 5 5 4 17

Measures 2 8 7 3 20

Relationships 2 3 8 5 18

Total 10% 20% 25% 15% 70%


Documents

ZIMBABWE - Free ZIMSEC Revision Notes and Past Exam Papers · lp dwl rq wr x 1x p hu dwlr q v \vw hp ud e lf dq g 5r p dq q xp hud ov , wr ; x 3ur sh u iud fwl rq v g hq rp lq dwr