Department of Education,

Course Handbook
EDU109

Basic Mathematics
 EDU-109 Basic Mathematics

Program Title B. Ed

EDU109
Course Title
Basic Mathematics

Pre-requisite NIL

Credit Hours 3+0 (16 Weeks)

Course Level Undergraduate

Course Nature Education CORE (Compulsory)

Facilitator Dr. Nadeem Alam Khan, Asst. Professor, FEST

Teaching Mode Face to Face and Online (Classroom Teaching)

 EDU-109 Basic Mathematics

Aims of Teaching and Learning Mathematics

                  
 
The aims of teaching and learning mathematics are to encourage and enable students to:

 recognize that mathematics permeates the world around us

 appreciate the usefulness, power and beauty of mathematics
 enjoy mathematics and develop patience and persistence when solving problems
 understand and be able to use the language, symbols and notation of mathematics
 develop mathematical curiosity and use inductive and deductive reasoning when
solving problems
 become confident in using mathematics to analyze and solve problems both in school
and in real-life situations
 develop the knowledge, skills and attitudes necessary to pursue further studies in
mathematics
 develop abstract, logical and critical thinking and the ability to reflect critically upon
their work and the work of others
 develop a critical appreciation of the use of information and communication
technology in mathematics
 appreciate the international dimension of mathematics and its multicultural and
historical perspectives.

Objectives 

A.  Knowledge and understanding

Knowledge and understanding are fundamental to studying mathematics and form the base
from which to explore concepts and develop problem-solving skills. Through knowledge and
understanding students develop mathematical reasoning to make deductions and solve
problems.

At the end of the course, students should be able to:

 know and demonstrate understanding of the concepts from the five branches of
mathematics (number, algebra, geometry and trigonometry, statistics and probability,
and discrete mathematics)
 use appropriate mathematical concepts and skills to solve problems in both familiar
and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-life
contexts.

B. Investigating patterns

Investigating patterns allows students to experience the excitement and satisfaction of

mathematical discovery. Mathematical inquiry encourages students to become risk-takers,
inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes
to lifelong learning.

Through the use of mathematical investigations, students are given the opportunity to apply
mathematical knowledge and problem-solving techniques to investigate a problem, generate
 EDU-109 Basic Mathematics

and/or analyze information, find relationships and patterns, describe these mathematically as
general rules, and justify or prove them.

At the end of the course, when investigating problems, in both theoretical and real-life
contexts, student should be able to:

 select and apply appropriate inquiry and mathematical problem-solving techniques

 recognize patterns
 describe patterns as relationships or general rules
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

C.  Communication in mathematics

Mathematics provides a powerful and universal language. Students are expected to use
mathematical language appropriately when communicating mathematical ideas, reasoning
and findings—both orally and in writing.

At the end of the course, students should be able to communicate mathematical ideas,
reasoning and findings by being able to:

 use appropriate mathematical language (notation, symbols, terminology) in both oral

and written explanations
 use different forms of mathematical representation (formulae, diagrams, tables, charts,
graphs and models)
 move between different forms of representation.

Students are encouraged to choose and use ICT tools as appropriate and, where available, to
enhance communication of their mathematical ideas. ICT tools can include graphic display
calculators, screenshots, graphing, spreadsheets, databases, and drawing and word-processing
software.

D. Reflection in mathematics

Mathematics encourages students to reflect upon their findings and problem-solving

processes. Students are encouraged to share their thinking with teachers and peers and to
examine different problem-solving strategies. Critical reflection in mathematics helps
students gain insight into their strengths and weaknesses as learners and to appreciate the
value of errors as powerful motivators to enhance learning and understanding.

At the end of the course students should be able to:

 explain whether their results make sense in the context of the problem
 explain the importance of their findings
 justify the degree of accuracy of their results where appropriate
 suggest improvements to the method when necessary.
 EDU-109 Basic Mathematics

Course Themes
Numbers and Arithmetic  Rational and Irrational Numbers
Operations  Whole Numbers and Integers
 Fractions
 Decimal Fractions
 Factors and Multiples
 Ratio, Rates and Proportions

Algebra and Algebraic Thinking  Fundamentals of Algebra

 Graph of a Linear Equation

Financial Arithmetic  Real Life Problems involving percentage

 Profit and Percentage Profit
 Loss and Percentage Loss
 Discount
 Geometry and Geometric  Fundamentals of Geometry
Measurement  Practical Geometry
 Mensuration

 Information Handling  Interpret and draw a bar graph.

 Interpret and draw a line graph.
 Interpret and draw a circle graph
 Mean, Median and Mode

Teaching Strategies
The teaching is based on classroom lectures with hands-on practice exercises, couple of quizzes and
take-home lesson Plans. Power point Presentation will be done in order to provide insight practical
knowledge of this course. The key idea behind the teaching is to establish a practical approach that
bridges to this course.

Assessments and Evaluation

Percentage
Quizzes 15 %
Lesson Plan 15 %
Mid Term Exam 30 %
Final Exam 40 %

Annexures-A: Assignment Details

Sample Lesson Plan and Quizzes

Lesson Plan
 EDU-109 Basic Mathematics

Assignments would be assigned at least one week before the due date and must be submitted on or
before due date. No late assignment will be accepted. At least 2 assignments would be assigned
during the semester. Students’ have to be very careful while solving assignment. Please do not try
copy from someone else in order to avoid any problem at the end of the semester.

S.No. Lesson Plan Topics Coverage

1)  Identify the Rational/Irrational Numbers, Lecture#1
 Properties of Rational Numbers
 Arithmetic Operations on Rational Numbers
 Properties of Irrational Numbers
2)  Concept of Whole Numbers and Integers Lecture#2
 Properties of Whole Numbers
 Arithmetic Operations on Whole Numbers
 Arithmetic Operations on Integers
 Rules for Rounding the whole Numbers
 Ordering the Whole Numbers and Integers
3)  Identify the types of Fraction Lecture#3
 Conversion the Fraction
 Operations of Fractions
 Reduce a Fraction to Lowest term
 Raise a Fraction to Higher term
4)  Place Value of the Decimal Lecture#4
 Conversion of a Decimal into Fraction
 Operations of a Decimal

Quizzes
To check the class performance, sudden death test or class quizzes would be taken in class throughout
the semester. At least 2 quizzes would be taken during the semester. These quizzes have to be solved
in the class and they would be of short duration, (usually 10 – 20 minutes). There would be no LATE
submission or MAKEUP for these quizzes.

S.No. Class Test (Quiz) Coverage

Q#1 A rational number can be represented in the form of Lecture#1
A) p/q Ch#1
B) p+q
C) p-q
D) pq
Answer

Q#2 The value of ½ x ⅗ is equal to Lecture#1

A) 3/5
Ch#1
B) 3/10
 EDU-109 Basic Mathematics

C) 2/5
D) None of these

Answer

Q#3 The associative property is applicable to: Lecture#1

A) Addition and subtraction Ch#1
B) Multiplication and division
C) Addition and Multiplication
D) Subtraction and Division
Answer

Midterm / Final Term

QUESTION 1: Marks: 8

A) Which of the following collections are not sets and why?

A = {b,a,n,k} B = {2,4,6,8} C= {0,1,2,0}
D = {k,i,l,l,e,r} E = {l,e,g,a,l} F = {9,3,5,1}
G = The set of storybooks.
B) Write the following sets into the descriptive form.
A = {1,2,3,4,5,6}
B = {0,1,2,...,99}
C = {cricket, football, hockey, tennis}
E = {2,4,6,...}
C) Write all subsets of the given set. {0, 1}
D) Write all proper subsets of the given set. {2, 3}.

Rubrics for each part in Question 1

Method 1.0 mark
Formula 0.5 mark
Correct Answer 0.5 mark

QUESTION 2: Marks: 8

A) Find the following percentages.

i) 64% of 25
ii) 18.5% of 2000
B) The price of a bicycle including markup is Rs. 5610. If the markup
rate is 5% per annum, find the amount of markup for 146 days.
C) Calculate the amount payable as Zakat by Haleem who saves Rs.949,000 for one year.
D) Adnan sold mangoes and paid Rs. 3,675 as the amount of Ushr at the rate of 5%. Find the sale
price of the mangoes.
Rubrics for each part in Question 2
Method 1.0 mark
Formula 0.5 mark
 EDU-109 Basic Mathematics

Correct Answer 0.5 mark

QUESTION 3: Marks: 8

A) Hatim bought a jewelry set for Rs.84,000 and sold for Rs.855,00. Find
the percentage of profit or loss.
B) Komal bought a suit on the sale price Rs.450. When the marked price
was Rs.525, find the discount percentage.
C) Khalid purchased an insurance policy for his car. The worth of the car is
Rs.750000. The rate of annual premium is 3% for two years and
depreciation rate is 10%. Find the total amount he paid as premium.
D) Annual salary of a person is Rs. 1,475,000. Calculate the annual income
tax when tax rate is 12.5%.
Rubrics for each part in Question 3
Method 1.0 mark
Formula 0.5 mark
Correct Answer 0.5 mark
QUESTION 4: Marks: 8

A) Draw a right bisector of a 6 cm long line segment. Write all the steps of Construction.
B) Construct an angle bisector of 900. Write all the steps of Construction.
C) Construct an Isosceles Triangle. Write all the steps of Construction.
D) Construct a Rectangle. Write all the steps of Construction.

Rubrics for each part in Question 4

Method 1.0 mark
Formula 0.5 mark
Correct Answer 0.5 mark
QUESTION 5: Marks: 8

A) Write five main principles of teaching mathematics.

B) Comparison between Inductive and Deductive Methods.
C) Give an example of the following Teaching Mathematics
i) Analytic Method ii) Synthetic Method.

Annexures-B:

Learning Schedule

Week Topic Sec #

Rational and Irrational Numbers Ch#1, STB
1
Class 6,7&8
Ch#1, STB
2 Whole Numbers and Integers
Class 6,7&8
Ch#5, STB
3 Fractions
Class 7
 EDU-109 Basic Mathematics

Ch#3, STB
4 Decimals
Class 8
Ch#5, STB
5 Factors and Multiples
Class 6
Ch#8, STB
6 Ratio, Rates and Proportions
Class 6,7
Ch#9, STB
7 Percent
Class 6,7

Mid Term Examination

Ch#7, STB
9 Fundamentals of Algebra
Class 6,7
Ch#4, STB
10 Graph of Linear Equations
Class 8
Ch#10, STB
11 Fundamentals of Geometry
Class 6,7
Ch#11, STB
12 Practical Geometry
Class 7
Ch#8, STB
13 Mensuration
Class 8
Ch#11,12, STB
14 Information Handling
Class 6,7

Final Examination
Annexures-C:

Text Book
Mathematics for class 6,7 &8, Sindh Text Book Board.
Reference Books / Learning Materials
Mathematics for class 6,7 &8, Punjab Text Book Board.
Annexures-D:

Assessment Criteria (Mathematics)

Scale I: Understanding the Problem
2 Complete understanding of the problem
1 Part of the problem misunderstood or misinterpreted
0 Complete misunderstanding of the problem
Scale II: Planning a Solution
2 Plan could have led to a correct solution if implemented properly
1 Partially correct plan based on part of the problem being interpreted correctly
0 No attempt, or totally inappropriate plan
Scale III: Getting an Answer
2 Correct answer and correct label for the answer
1 Copying error; computational error; partial answer for a problem with multiple answers
0 No answer, or wrong answer based on an inappropriate plan.