COLEGIO PERUANO BRITNICO ANNUAL PROGRAMME 2013

AREA: MATHS GRADE: 5 TEACHER: ROSA MARIA VILCHEZ FINN MCCLELLAND NUMBER OF HOURS PER WEEK: 5

1. BELIEFS AND VALUES: At Colegio Peruano Britanico, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, rather than seeing it as a series of facts and equations to be memorized. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is an aim that students learn to appreciate the intrinsic fascinating nature of mathematics and explore the world through its unique perceptions. It is important that students acquire mathematical understanding by constructing their own meaning, through ever-increasing levels of abstraction. Since it is to be used in context, mathematics needs to be taught in relevant, realistic contexts, rather than through an attempt to impart a fixed body of knowledge directly to students. Being mathematically competent involves applying knowledge with flexibility, coherence and independence in different situations. From a cognitive approach, it helps develop reasoning skills. From a social and cultural approach it provides skills and tools to solve problems, explain processes and communicate results. The skills to be developed in each grade involve three transdisciplinary processes: Mathematical reasoning and demonstration that implies to develop ideas, explore facts, explain results, formulate and analyses hypotheses, explain conclusions and relationships between variables. Mathematical language that implies the use of different tools to organize and summarize mathematical knowledge and thinking to interpret and express with coherence the relationship between mathematical concepts and variables, communicate statements and acquire knowledge, identify connections between mathematical concepts and apply mathematics to different real life situations. Problem solving that implies students creativity and reflection to activate and improve their mathematical thinking when applying different

mathematical strategies in various contexts. 2. STRANDS LEARNING OUTCOMES/ SKILLS CONTENTS STRANDS / COMPETENCES LEARNING OUTCOMES / SKILLS KNOWLEDGE / CONTENTS / ATTITUDES TIME FRAME 1 2 3 4 Bim Bim Bim Bim Number and operations, pattern and function Solves and formulates problems that require establishing relationships between wholes, fractions, decimals and their operations, explaining processes, solutions and interpreting results with autonomy and confidence. Understands whole numbers as a base 10 system and represents whole numbers up to the millions in different ways. Estimates operations with whole numbers and decimals. Solves basic operations with whole numbers up to the millions. Applies addition and multiplication properties in mixed operations. Relates fractions and decimals. Compares and orders decimals and fractions. Models decimal multiplication and division up to the thousandths. Solves and formulates estimation and calculation problems using mixed operations with whole numbers and decimals. Identifies and interprets addition and multiplication patterns using ICT tools. Solves and formulates problems that involve fraction concepts, addition and subtraction with unlike fractions. Models percentages. Expanded, standard and word form for whole numbers up to the millions. Commutative, associative and distributive properties in mixed operations. Estimating basic operations. Decimals up to the thousandths. Fractions as decimals. Ordering decimals and fractions. Mixed operations with decimals in the result. Division of decimals up to the thousandths. Mixed operations with whole numbers and decimals. Multiplication and addition patterns. Addition and subtraction of fractions. Fractions of numbers and fractions. Direct and inverse proportion. X

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Uses tables to establish direct and inverse proportion between quantities. Solves and direct proportion problems.

Percentages as fractions and decimals. Basic calculations with percentages. Currency problems. Triangles and quadrilaterals Regular polygons Prisms Angles in geometric figures. Area of the rectangle, square, triangle, trapezoid, rhombus, pentagon and hexagon. Perimeter of a polygon. Capacity problems X X

Shape, space and measurement Solves and formulates problems that require 2D geometric figures transformations, using appropriate vocabulary and explaining procedures with accuracy and confidence. Solves and formulates problems that require the use of metric and geometric relationships in 2D, 3D shapes and circles, using adequate vocabulary and showing accuracy and confidence when explaining his procedures. Data handing Solves and formulates problems that require establishing relationships between variables, organising them using charts and graphs,

Classifies triangles and quadrilaterals according to their sides and angles. Identifies and describes regular polygons. Identifies and describes prisms. Solves problems involving calculations with angles. Solves and formulates problems involving the calculation of area and perimeter of different geometric figures. Estimates and measures capacity in litres and mililitres. Solves capacity problems with commercial units. Represents and explains the change in the areas and perimeters of a rectangle or square when changing the measure of their sides.

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Interprets and explains information in order to relate variables in bar, line and pie charts. Solves problems that involve the organising data in tables and graphs. Identifies the probability of an event.

Bar, picture and line and pie charts. Mean mode and median. The probability of an event.

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analysing and interpreting them with autonomy and confidence. 3. TRANSDISCIPLINARY THEMES UNITS OF INQUIRY

TRANSDISCIPLINARY THEME

CENTRAL IDEA

LINES OF INQUIRY

Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;

Our body changes as we age and our lifestyle impacts on these changes.

Physiological processes of the changes that our body undergoes. Physical, mental/emotional/social changes through Puberty Nervous, endocrine and reproductive systems work together. The reasons that people migrate Migration throughout history. Effects of migration on communities, cultures and individuals.

TIME FRAME 1 2 3 4 Bim Bim Bim Bim X

People have different reasons for migrating.

Social networking has had an impact on interpersonal and international communication.

The evolution and changing nature of communication The impact of social networking on language

the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. How we organise ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment. Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Awareness of Internet safety-cyber bullying and internet dangers Forces can be transferred from one object to another to make work easier The different types of forces The relationship between force and motion of an object Simple machines and how they transform energy X

Government systems influence on the lives of citizens

How government systems function How decision-making practices reflect human rights The relationship between citizens and their government

EXHIBITION

4. VALUES SCHOOL VALUES Honesty Responsibility Respect Solidarity ATTITUDES IB PRIMARY YEARS PROGRAMME Appreciation: Appreciating the wonder and beauty of the world and its people. Commitment: Being committed to their own learning, persevering and showing self- discipline and responsibility. Confidence: Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices. Cooperation: Cooperating, collaborating, and leading or following as the situation demands. Creativity: Being creative and imaginative in their thinking and in their approach to problems and dilemmas. Curiosity: Being curious about the nature of learning, about the world, its people and cultures. Empathy: Imagining themselves in anothers situation in order to understand his or her reasoning and emotions, so as to be openminded and reflective about the perspectives of others. Enthusiasm: Enjoying learning and willingly putting the effort into the process. Independence: Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments. Integrity: Being honest and demonstrating a considered sense of fairness. Respect: Respecting themselves, others and the world around them. Tolerance: Being sensitive about differences and diversity in the world and being responsive to the needs of others.

5. ASSESSMENT: Assessment is integral to all teaching and learning. It is thought to effectively guide students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action. When assessing, students cultural, language, physical, genre, and learning styles differences are considered. The student takes an active part in the evaluation process. Evaluation gives the student enough information to reflect on his own learning; hence it contributes to his ability to self-evaluate himself and develops critical judgement. Evaluation gives the teachers necessary information in order to revise and improve their teaching practice. Evaluation provides feedback on the learning process. This information serves as a reference for our school to understand where the students are in their learning and what to do next.

6. ASSESSMENT STRATEGIES Performance assessments: the assessment of goal-directed tasks with established criteria. They provide authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response. They are usually multimodal and require the use of many skills. Audio, video and narrative records are often useful for this kind of assessment. Process-focused assessments: Students are observed often and regularly, and the observations are recorded by noting the typical as well as non-typical behaviours, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is created that minimizes writing and recording time. Checklists, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations. Selected responses: Single occasion, one-dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment. Open-ended tasks: Situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be a brief written answer, a drawing, a diagram or a solution. The work, with the assessment criteria attached, could be included in a portfolio.

7. ASSESSMENT TOOLS Rubrics: An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers. Checklists: These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist. Exemplars: Samples of students work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. Each school is encouraged to set benchmarks that are appropriate and usable within their particular school context. Tests or quizzes: Designed for formative or summative assessment of one-dimensional or open- ended exercises.