Draft Mathematics Competency Based Units of Work For Standard 5

1
BELIZE NATIONAL COMPETENCY-BASED UNITS OF WORK FOR MATHEMATICS

Approach to Teaching Mathematics
Effective mathematics teaching requires an understanding of what students know and what they need to learn. Therefore, students must learn mathematics with understanding by
actively building new knowledge from experience and prior knowledge. The mathematics unit plans are designed toward developing a relational understanding of mathematical
concepts, skills, and positive dispositions through student-centered approaches. The learning activities are designed to engage students in structured, guided, and open inquiry. The
suggested teaching strategies utilize a three-phase model that is based on the principle of problem-based learning that can easily be translated into a series of lessons. All other
inquiry models such as project-based learning and the 5E model are incorporated within the three-phase model. This approach aims to support students to construct their
understanding of concepts through experiential learning and problem-solving. This provides a direct focus on the thinking process of students and it caters for them to reflect and
communicate their understanding of mathematical knowledge. In addition, relevant technology and tools were carefully selected to support the learning experience of students in
helping them achieve competency in mathematics. Teachers should note that they have the autonomy to use the most suitable and relevant activities in delivering the learning
outcomes based on the learning environment and needs of students. Teachers are also expected to use relevant sections of the student's textbooks to introduce, explore or reinforce
mathematical concepts.
Unit Plan Structure
This unit plan is designed for cycle one and it is to be covered over ten weeks. Each unit plan is comprised of thirteen components as outlined below. Fundamental competencies
from the National Curriculum Framework are evident throughout the unit plans. Each learning outcome is broken down according to content, skills, and dispositions. Within the
units are suggested timelines for delivering the outcomes according to weeks and days. The teaching and assessment strategies are interconnected. Each unit plan concludes with a
culminating activity. Therefore, it is critical to consider the components and the structure of the unit plans when creating lesson plans. The final section of this document provides
tools and activities that can be utilized in lesson planning.

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Mathematics (Numbers and Number Operations)
1. Topic: Numbers
2. Subtopic: Standard Form, Expanded Form, Scientific Notation

3. Class: Standard 5
4. Duration: 2 weeks
Competency Skill Disposition
Competency # 3: Critical and Innovative/ Inventive Analytical Thinking 1. Value the importance of observing and listening for
Thinking Interpretation of Mathematical Information gaining knowledge.
Adaptive Reasoning 2. Demonstrate a willingness to construct their ideas
Strategic Competence 3. Willingness for active participation in learning
Conceptual understanding activities.
Procedural Fluency 4. Embrace a habitual inclination to see mathematics as
Productive disposition sensible, useful, and worthwhile, coupled with a belief in
Metacognitive diligence and one’s efficacy.
Problem Solving
Competency # 4: Collaboration Open-Mindedness 1. Value the importance of teamwork.
Tolerance 2. Willingness to share ideas and listen to others.
Emotional Intelligence 3. Open to learning from others
Active Listening
Teamwork
Respect
Communication
3
Learning Outcomes Knowledge/Content Skill(s) Disposition
MA. 1.37 Read and write very large The standard form of numbers is a way of Adding 1. Value the importance of reading and
numbers in standard form, expanded form, writing numbers using digits following a Subtracting writing large numbers.
and scientific notation. certain rule. Multiplying
Counting 2. Demonstrate a willingness to construct
Expanded notation: Observing the concept of expressing numbers in
A number such as 323 can be expanded in Listening multiple ways.
3 ways: Sorting
addition, (300 + 20 + 3) using values Comparing 3. Willingness to share and explain how to
multiplication (3 x 100 + 2 x 10 + 3 x 1), Speaking express numbers in different notation
using place values Analyzing
exponential (3 x 102+ 2 x 101 + 3 x 100) Observing Patterns
using powers of 10
Pre-skills: For this unit, students must demonstrate mastery of:

MA. 1.37
1. Using a place value chart
2. Recognizing place value and value of small numbers
3. Compositing and decomposing of numbers
4
Topics Contents Unit Suggested Integration Technology Competency- References: (Text
Objectives (Pedagogical Linkages application/Integration Based Assessment and page
Approach/Teaching (State type of number)
Learning assessment
Strategies)
Week 1 Day 1-5 1. Standard form Students will be Guided Inquiry Belizean Studies: Have students watch Use a checklist to Mathematics Plus
and Week 2 Day of numbers is a able to: Before: Population by other videos in standard observe that: Pg. 237-237
1-5 way of writing Provide a number Districts form, expanded form, - a space or
numbers using 1. Express large riddle that requires Language Arts: and scientific notation. comma is placed to Scott Foresman
digits following a numbers in three the use of place Listening, https://youtu.be/BGiYO show periods in Mathematics
certain rule. different forms: value. Have students Viewing, and emaBRc numbers written in Pg. 4-5
standard, present and justify Speaking figures
2. Numbers in the expanded, and their responses. https://youtu.be/Jzc2uFo - the period a digit
place-value chart scientific notation. tM3U is occupying is
are grouped in 3’s E.g., If I am a five- stated
called periods. 2. Illustrate and digit number my https://youtu.be/sBAOJ - the place-value of
Names of periods compare large ones and thousands 9NdVdM each digit in a
are Billion, numbers in of digits are the whole number is
Million, standard, same. My hundred https://youtu.be/is2mZG stated
Thousand, and expanded, and digit is less than 7. 3dXJA - the value of an
Ones. We do not scientific forms. What number am I? underlined or
say/write the name https://youtu.be/8bUvkP shaded digit in a
of the One's 3. Explain the Provide several YXjco given number is
period. relationship among riddles and have stated
Periods are shown different forms of students create their - given numbers are
by a comma in large numbers. own. written in words or
numbers written in figures
words and Have students select - numbers written
standard form. a five-digit number. in words are
In groups, have them hyphenated where
discuss and express necessary
5
Learning assessment
Strategies)
Expanded the number in
notation: various forms. Rubric:
A number such as Model showing a
323 can be Call several groups whole number
expanded in 3 to share their expressed in words,
ways: findings with a focus expanded notation,
addition, (300 + on place value. etc.
20 + 3) using
values Have students Use a Checklist to
multiplication (3 x express the place observe that:
100 + 2 x 10 + 3 x values in various - numbers given in
1), using place forms with a focus words or standard
values on factor form and form are expanded
exponential (3 x exponent form. - numbers are
102+ 2 x 101 + 3 x Provide students to written in the
100) using present their standard form
powers of 10 responses. Probe expressed in
students to recognize expanded notation
the powers of ten
1. A number is and its relationship Checklist to
expressed in to moving to the left observe:
scientific notation and right. Whether a number
when it is in the is correctly written
form of an x 10n in Scientific
where a is equal to During: Notation
or greater than 1 In groups, have Writing numbers
but less than 10 students create a from standard to
seven-digit number.
6
Learning assessment
Strategies)
and n is a power of Have each group scientific notation
10. complete an activity and vice versa.
sheet.
e.g. 326 = 3.26 x Activities can Puzzles involving
102 include the scientific notation
9.058 x 106 = following tasks:
9,058,000 1. Write how you
read the number.
2. Illustrate and
write the value of
each digit in the
number in more than
three ways.
3. Present and
explain your
findings with
illustrations.
Call on varied
groups to present
their findings.
Have the students

watch videos or
present a concept
chart on expanded
notation and
7
Learning assessment
Strategies)
scientific notation.
See the links below.
https://www.youtube
.com/watch?v=dqwji
UsyAAc
https://www.youtube
.com/watch?v=5lM0
pmy0EFc
https://www.youtube
.com/watch?v=vgMa
z-uozTs
Have students
reconvene in their
groups and amend
their first set of
responses to the task.
Call on each group

to share and
illustrate the changes
they made to their
responses.
Engage the class in

discussion to clarify
8
Learning assessment
Strategies)
terminologies and
concepts on
standard, expanded,
and scientific
notation.
After:
Have students create
a poster using a large
number in a real-life
situation. Then show
and explain steps for
expressing the
numbers in standard,
expanded, and
scientific form.
In pairs, have
students use a rating
scale to provide
feedback to each
other.
Culminating Activity: Have a class session to display and present varied posters and other models that were created to cover this unit. Kindly refer to the competency-based
assessment package for additional details.
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1. Topic: Numbers
2. Subtopic: Significant Figures
4. Duration: 1 week
Problem Solving
Active Listening
Teamwork
Respect
Communication
10
MA 1.38 Round off a whole number to a To Round to Significant Figures Adding 1. Value the importance of rounding to
specified number of significant figures i) Identify the significant figure Counting significant figures
and apply it to real-life situations. ii) Look at the number next to it. Observing
iii) Round up or down. Listening 2. Demonstrate a willingness to apply the
iv) All the numbers AFTER will become Comparing concept to real-life situations
ZERO. Speaking
Analyzing 3. Willingness to share and explain how to
Noticing Patterns round numbers to a specified number of
significant figures

1) Identifying place values of digits
2) Making approximations
3) Using a number line
4) Rounding numbers
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Topics Contents Unit Suggested Integration Technology Competency- References:
Objectives (Pedagogical Linkages application/Integration Based (Text and page
Approach/Teaching Assessment number)
Learning (State type of
Strategies) assessment
Week 3 Day 1-5 1. Significant Students will be 5E Model Language Arts: Watch the video on rounding Checklist to Making Math
Significant figures are those able to: Before: Reading numbers. observe: Meaningful Pg.
Figure numbers Provide several Writing https://youtu.be/1E4GUE1har0 - approximations 144-145
considered 1. Justify the scenarios where Listening - strategies used
important in purpose of students are required Speaking Watch a video on rounding - the concept of
value. They are rounding off to make numbers to a certain number rounding
the digits that give numbers in real- approximations. Expressive Arts: of a significant figure
useful information life situations. Approximation Designing and https://youtu.be/- Rubric:
about the Scenarios drawing concept X0amVzMKFo - summary of
accuracy of a 1. You are maps rounding to
measurement. 2. Demonstrate Asked to donate soft specified number
and explain how drinks to a team of of significant
2. Rules for the process of 63 persons. About figures
Significant rounding off many crates of soft - concept map
Figures(s.f.): whole numbers to drinks, will you need showing rounding
1) All non-zero specific to buy? to a specified
numbers are significant number of
significant. e.g. figures. significant figures
672 - 3 sig. figs 2. Discuss strategies
34 - 2 sig. figs used and justify
24,356 - 5 sig. responses.
figs
2) Zeroes between Call on several
two non-zero students to present
numbers are their responses.
significant.
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e.g. 202 - 3 sig. In groups, have the
figs students discuss,
1,305 - 4 sig. figs record, and share all
62,004 - 5 sig. they know about
figs rounding numbers.
3. Final or trailing During:

zeroes are not In groups, have
significant students complete an
UNLESS there is activity sheet on
a decimal point in rounding numbers to
the number. one, two, and three
e.g. 150 - 2 sig. significant figures.
figs Activity Sheet:
22.0 - 3 sig. figs 1. Indicate the place
12,500 - 3 sig. value of each digit in
figs the numbers 287,
0.00240 - 3 sig. and 964.
figs 2. Indicate if the
digit to the right of
4) A decimal the underlined digit
point at the end of is less than five,
a "zeroed" equal to, or great
number denotes than five.
an exact number. 3. Study the fact
All digits are sheet on rounding
significant. numbers to one, two,
and three significant
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Examples: 10 figures. Compare
000. - 5 sig. figs and contrast the
100. - 3 sig. figs process of rounding
10. - 2 sig. figs to different
significant figures.
4. Round the
numbers 287, and
964 to one, two, and
three figures.
5. Present your
responses with
illustrations.
After the students’

presentations,
conduct a class
discussion to clarify
the concept of
rounding to one,
two, and three
After:
Have students create
their scenarios
applying the concept
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of rounding to a
specified number of
Have students write

a summary of
rounding to a
specific number of a
significant figure.
Have students
develop a concept
map based on
significant figures
and present it to the
class.
Culminating Activity: Math display in the math corner of concept maps created, games made on rounding numbers, and summaries of rounding to a specified number of
significant figures. Kindly refer to the competency-based assessment package for additional details.
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1. Topic: Numbers
2. Subtopic: Decimal Numbers

4. Duration: 1 week
Problem Solving
Active Listening
Teamwork
Respect
Communication
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MA 1.39 Read, write, and expand Adding 1. Value the importance of reading,
numbers with three or more decimal Counting writing, and expanding decimal numbers
places. Observing in problem-solving
Listening
Comparing 2. Demonstrate a willingness to apply the
Speaking concept to real-life situations
Analyzing
Noticing Patterns 3. Willingness to actively participate in
sharing ideas and learning from others.

1. Reading, writing, and expanding whole numbers
2. Identifying place values and values of digits in whole numbers
3. Observing patterns
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Topics Contents Unit Suggested (Pedagogical Approach/Teaching Integration Technology Competency- References:
Objectives Learning Strategies) Linkages application/Integration Based (Text and
Assessment page
(State type of number)
assessment
Week 4 1. Place- Students Guided Inquiry Science: Watch the video on stating the Checklist to
Day 1-5 value – is will be able Before: Measurement place value and value of decimal observe the
Decimal the position to: Display a four-digit whole number for students to numbers ability to:
Numbers of the digit. 1. observe. In pairs have the students illustrate the https://youtu.be/Hk_9MEI6V9M State place
E.g., Which Demonstrate value of each digit in the number. Language value and
digit is in the how to read, Arts: Video on reading and writing value of
thousandths write, and Call on several groups to share and present their Reading decimals decimal
place in the expand responses to the class. Writing https://youtu.be/iRrpYuoXUMM numbers
number decimal Listening Read and
4.943? What numbers up After the presentation probe students to illustrate Speaking Watch the video on writing write decimal
is the place - to three and explain the relationship of whole number place decimals in expanded form, numbers
value of the places. values using models up to thousands. Expressive word form, and standard form Expand
underlined Arts: https://youtu.be/YEP4dgvCujc decimal
digit in 2. Explain Designing numbers
405.325? and and creating
illustrate the During: concept Rubric:
2. A place relationship Provide students with graph papers or base ten posters or Poster or
value chart of place blocks that can be used to show whole numbers and pamphlet Pamphlet
can help in value to the decimals up to thousandths. In groups, have the showing
reading digits in students complete a set of activities based on the decimal
decimals. decimal following numbers: 0.3, 0.23, 0.234 and 2.4 numbers in
numbers Activity Sheet: standard
E.g. 4.56 = using 1. Represent each of the numbers using models or form, word
four and models. graphs. form, and
fifty-six 2. Write how each number is read. expanded
hundredths 3. Illustrate and write the value of each digit in the form
numbers in more than three ways. Games
4. Present and explain your responses to the class. created
18
Assessment page
assessment
125.4 = one
hundred
twenty-five After the presentation, the students watch videos on
and four decimals.
tenths https://www.youtube.com/watch?v=Kdu3CEAq7V0
0.263 = two https://www.youtube.com/watch?v=idE-k_KxG2A

hundred
sixty-three Have the students reconvene in their groups and
thousandths amend their initial responses to the activities. Ask
each group to share and compare the changes to
Note: their responses with justification.
In the first
two After the students’ presentations conduct a class
examples discussion to clarify terminologies and concepts on
above, the reading, writing, and expanding decimals.
decimal
point is read After:
as “and”. Individually, have students identify four decimal
numbers of their choice showing decimal places up
In the third to thousandths. Have them create a poster or
example, the pamphlet explaining how to read, write and expand
decimal the numbers using graphical models.
point is not
read. Have them share and present their work to the class.
Engage students to use a rating scale to provide
The last feedback on the presentations.
decimal
19
Assessment page
assessment
place value
is written in
each
example.
2.308 in the
expanded
form is
2 + 3/10 +
8/1000 or
2 + 0.3 +
0.008
Culminating Activity: Create games on reading, writing, and expanding decimals in groups. Present their games and take turns to play each other's game. Kindly refer to the
competency-based assessment package for additional details.
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1. Topic: Numbers
2. Subtopic: Odd, even, prime, and composite numbers, Square Numbers, Cube Numbers
4. Duration: 2 week
Problem Solving
Active Listening
Teamwork
Respect
Communication
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MA 1.40 Categorize and differentiate Even Numbers - Any integer that can be Adding 1. Value the importance of prime numbers
between odd, even, prime, and composite divided exactly by 2 is an even number. Subtracting and prime factors, odd, even, and
numbers. The last digit is 0, 2, 4, 6 or 8 Multiplying composite numbers in problem-solving
Example: −24, 0, 6, and 38 are all even Dividing
numbers Counting 2. Demonstrate a willingness to apply the
Odd Numbers Observing concept to real-life situations
Listening
Any integer that cannot be divided Comparing 3. Willingness to actively participate in
exactly by 2 is an odd number. Speaking sharing ideas and learning from others.
The last digit is 1, 3, 5, 7 or 9 Analyzing
Example: −3, 1, 7, and 35 are all odd Noticing Patterns
numbers
MA 1.41 Identify and illustrate the square A square number is a result when a 4. Willingness to illustrate the square of
of all integers between 1 and 20 and of the number has been multiplied by itself. the first 20 integers.
integers 25 and 100.
5. Value the importance of square and
square roots in solving problems
MA 1.42 Demonstrate and illustrate the A cube number is a number that is the 6. Willingness to illustrate cube numbers
concept of cube numbers concretely and product of multiplying a number by itself and relate to them when solving problems
pictorially. three times.

MA 1.40 - 1. Multiplying and dividing MA 1.41 1) Multiplying MA 1.42 1) Multiplying
2) Applying divisibility rules 2) Observing patterns 2) Observing patterns
22
Topics Contents Unit Suggested (Pedagogical Integration Technology Competency- References:
Objectives Approach/Teaching Linkages application/ Based (Text and page
Learning Strategies) Integration Assessment number)
(State type of
assessment)
Week 5 1. Whole numbers are a set of Students will: Guided Inquiry Science: Use of calculator to Checklist to Mathematics for
Day 1-5 numbers including all positive Before: Observing explore operations observe: Elementary
Odd and integers and 0. Whole numbers 1. Categorize and In groups, provide Recording with even and odd -teamwork Teachers
even, do not include fractions, differentiate students with a set of numbers -use of counters A Conceptual
prime, and decimals, or negative numbers. numbers as odd, numbers. Have students Language Arts: Approach
composite even, prime, and create a concept chart to Reading Have students play a Rubric: Page 182 - 191
Numbers 2. Natural Numbers are Counting composite. indicate the features of the Writing computer game to Use of different
numbers and are also considered numbers. Listening explore odd, even, strategies used in
whole numbers. 2. Compare and E.g. Speaking prime and composite classifying
contrast Study the numbers and numbers. Table of the
3. Even Numbers - then write at least three https://www.splashle results of
Any integer that can be divided facts that describe the arn.com/math/prime- operations with
exactly by 2 is an even number. relationship among the and-composite- even and odd
numbers. numbers-games-for- numbers
The last digit is 0, 2, 4, 6 or 8
• 0, 4, 8, 12, 16, 20, 4th-graders
Example: −24, 0, 6, and 38 are all
…
even numbers
• 0,7,14, 21, 28,
35...
4. Odd Numbers • 1, 2, 3,5, 10
Any integer that cannot be • 1, 2,3, 4,6,12
divided exactly by 2 is an odd
number. Call on varied groups to
The last digit is 1, 3, 5, 7 or 9 share and present their
Example: −3, 1, 7, and 35 are all responses. Probe children
odd numbers to indicate how they
arrived at their facts with
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(State type of
assessment)
Prime and a focus on multiple
Composite *** A whole number is either an factors.
numbers even or an odd number. Checklist to
Have students play Bingo observe:
and other games on Rectangular
finding multiples and arrays
factors of numbers. Different
strategies in
During: listing factors
In their assigned groups,
provide students with a Rubric:
hundred charts and then Sieve of
complete a set of Eratosthenes
activities.
Activity 1:
Using the hundreds chart
identify, prove and
record:
*** Prime and Composite 1. Which numbers can be
numbers are natural numbers. shared equally into two
parts up to 50?
2. Which numbers cannot
be shared equally into two
parts up to 50?
3. Write at least two facts
about each set of
numbers.
24
(State type of
assessment)
4. Present your findings to
the class.
Activity 2:
1. What is true about
11,13 and 17?
2. What is true about 10,
12, and 15.?
3. What is similar and
different about the set of
numbers from questions 1
and 2?
4. Present your findings to
the class.
After the class

presentations, have
students watch videos or
present concept charts on
odd, even, prime, and
composite numbers.
https://www.youtube.com
/watch?v=TQZh9yvxFSY
/watch?v=6QpVmC1xXU
E
25
(State type of
assessment)
/watch?v=ydm2cxacPIM
/watch?v=ZMDk608bcdA
Have students reconvene

in their groups and use the
hundreds chart to
determine even, odd,
prime, and composite
numbers up to 100. Have
students share their
responses.
Have a class discussion to

clarify concepts on odd,
even, prime, and
composite numbers.
After:
Individually, have
students create a booklet
to compare even and odd,
and prime and composite
numbers based on
attributes and examples.
26
(State type of
assessment)
In pairs, have students use

a rating scale to assess
each other’s booklet.
Week 6 1. A square is a number Students will be Guided Inquiry Language Arts: Watch this video for Checklist to Mathematics a
Day 1-3 multiplied by itself. able to: Before: Reading a shortcut to observe: Complete
Square Provide the students with Writing squaring two-digit Active Introduction
Numbers 2. A square can be recorded in 1. Interpret the three numbers: 10, 000, Listening numbers participation Pg.24-27
factor form and exponent form. attributes of 1000, and 100. In pairs Speaking https://youtu.be/nT0 Identification of
square numbers have the students express XpX S_wz8 squares
2. A square can be represented by with sides of a the numbers in factor
a two-dimensional figure shape, exponents, form and exponent form.
and factor form.
Call on several students to Rubric:
2. Illustrate and share and present their Completion of
explain square findings to the class. the pattern of
numbers using Probe students to addition of odd
graphical models, establish the relation of numbers to
exponents, and exponents to factor form. square numbers
factor forms up to Strategies for
20. In the same group have finding squares a
students come up with
numbers in standard form,
factor, and exponent
form. Call on several
groups to share and justify
their responses.
27
During:
In groups, provide
students with two
rectangular and square
shapes that have been cut
out from graph paper.
Then have students
complete a set of
activities:
Activity Instructions:
1. What is similar and
different about each
shape?
2. Express the size of each
shape in more than three
ways.
3. Present and explain
your finding to the class.
After the class

presentations, have
students watch videos or
present a concept chart on
square and rectangular
numbers.
In pairs, have students

explore square numbers
between 1 and 100 by
cutting out several
squares from graph paper.
28
(State type of
assessment)
Then have them express
the size of each using
standard form, factor
form, and exponent form.
Call on several groups to

present and explain their
shapes and symbolic
representations.
After:
Have students select two
perfect square numbers
and then create scenarios
using the numbers in real-
life situations.
Have student share and

present their scenarios to
the class showing the
attributes of the numbers.
Call on students to write a

journal entry to reflect on
the concept of square
numbers.
29
(State type of
assessment)
Week 6 1. Cube numbers can also be Students will be Guided Inquiry: Language Arts: Watch the video to Checklist to Mathematics
Day 4-5 represented visually as diagrams able to: Before: Reading see cube numbers observe: Explained for
Cube of cubes, where the width, depth, In pairs have students Writing concretely and Active Primary
Numbers and length each represent the 1. Demonstrate compare and contrast the Listening pictorially. participation Teachers
number that is cubed. and describe the attributes of a square Speaking Pg.202-204
relationship of (10x10) and a rectangle https://www.youtube
2. Cubes can be represented using cubes based on (10x6) with factor form, .com/watch?v=zBM
solid objects and graphical exponents, solid exponent, and standard 3wWADrAs
models. objects, and form. Probe students to
graphical models. recognize the sides and Rubric:
area of the shapes. Illustrating cube
2. Explain and numbers
formulate the During: concretely and
attributes and In groups, have students pictorially
representation of explore cube numbers up
cube numbers. to 6. Provide students
with an activity sheet and
several
manipulatives(connecting
cubes or unit cubes).
Activities can include
the following tasks:
1. Create a model of a 2
by 2 by 2 and 2x3x2
2. How are the models
similar and different?
30
(State type of
assessment)
3. Draw a graphical
model of 3x3x3 or 4 by 4
by 4
3. Come up with three
ways to record the size
of each model.
4. Present and explain
your responses to the
Class
After the class

presentation, have the
students watch a video or
a concept chart on cube
numbers. See the link
below.
/watch?v=2u-vI3eeyqc
Have students reconvene

in their groups and amend
their responses to the
prior activity where
needed. Call on several
groups to share their
responses.
31
(State type of
assessment)
Engage students to clarify
the concept of cube
numbers.
After:
Individually, have
students create a model of
a cube number and a non-
cube number. Have them
also draw the graphical
representation of those
numbers.
Have students present

their work.
Culminating Activity: Mini open day to showcase what they have learned so far. Poster presentation games and puzzles. Kindly refer to the competency-based assessment package
for additional details.
32
BELIZE NATIONAL COMPETENCY- BASED UNITS OF WORK FOR MATHEMATICS
Mathematics (Patterns)
1. Topic: Patterns
2. Subtopic: Represent and Analyze Patterns

Arithmetic and Geometric Patterns
Competency #3 Analytical Thinking 1. Value the importance of observing and listening for gaining
Critical and Innovative/Inventive Thinking Interpretation of Mathematical Information knowledge.
Adaptive Reasoning 2. Demonstrate a willingness to construct their own ideas.
Strategic Competence 3. Willingness to actively participate in learning activities.
Conceptual Understanding 4. Embrace a habitual inclination to see mathematics as sensible,
Procedural Fluency useful, and worthwhile, coupled with a belief and diligence in one’s
Productive Disposition efficacy.
Metacognitive
Problem Solving
Competency #4 Open Mindedness 1. Value the importance of teamwork
Collaboration Tolerance 2. Willingness to share ideas and listen to others.
Active Listening 3. Willingness to be open and learn from others.
Communication
Competency #6 Use technology in a safe manner 1. Demonstrate the ability to locate, retrieve, and edit relevant data,
Digital Literacy Use technology to reinforce knowledge as needed to solve problems.
2. safely value the use of technology.
3. Willingness to be active creators of digital data.
33
Patterns A pattern occurs when something is repeated Observing 1. Value the importance of observing and listening for gaining
repeatedly. It can be a set of shapes, objects, or Comparing knowledge.
MA 2.17 Represent and Representing 2. Willingness to actively participate in learning activities.
numbers arranged according to a rule.
analyze patterns in real-life Illustrating 3. Embrace a habitual inclination to see mathematics as sensible,
data using tables, graphs, Explaining useful, and worthwhile, coupled with a belief and diligence in one’s
diagrams, and manipulatives. Analyzing efficacy.
Evaluating 4. Willingness to share ideas and listen to others.
Investigating 5. safely value the use of technology..
Reporting
MA 2.18 Investigate and 1. Arithmetic and geometric progression come Observing 1. Value the importance of observing and listening for gaining
solve arithmetic and under the topic of sequence and series. Comparing knowledge.
geometric progressions using Counting 2. Demonstrate a willingness to construct their ideas.
2. Arithmetic series/ progression is the Adding 3. Willingness to actively participate in learning activities.
real-life data.
progression where the difference between two Subtracting 4. Embrace a habitual inclination to see mathematics as sensible,
consecutive numbers is always the same, known Multiplying useful, and worthwhile, coupled with a belief and diligence in one’s
as a Common difference, denoted by “d”. Calculating efficacy.
3. Geometric progression is the one where the Constructing 5. Value the importance of teamwork
Analyzing 6. Willingness to share ideas and listen to others.
ratio of two consecutive numbers is always the
Evaluating 7. Demonstrate the ability to locate, retrieve, and edit relevant data,
same, noted by “r”.
Investigating as needed to solve problems.
Reporting 8. safely value the use of technology.
2.17
1. Identifying and analyzing patterns in real-life situations.
2.18
Recognizing the relationship of terms in a pattern
34
Topics Contents Unit Suggested Integration Technology Competency-Based References: (Text
(Pedagogical application/Integration Assessment (State and page
Objectives Linkages
Approach/Teaching type of assessment number)
Learning
Strategies)
Week 7 We often collect Students will: Guided Inquiry Language Arts Students observe tables, Checklist to Unit 1: Patterns
data so that we can graphs, and diagrams observe: and Relations -
Days 1 - 5 Before: Listening
find patterns in the virtually. Heritage
Represent and data, like numbers 1. Observe, Place students in Speaking International
analyze patterns in trending upwards identify and small groups and explanation and School
or correlations Viewing (weebly.com)
real-life data using explain patterns assign different https://www.khanacade description of
tables, graphs, between two sets present in real-life patterns to each Writing my.org/computing/ap- patterns
diagrams, and of numbers. data. group. The groups computer-science-
manipulatives. will then be asked to principles/data-analysis-
have a discussion in Expressive Arts 101/data-tools/a/finding- creation of pattern
PATTERNS AND
Depending on the 2. Analyze and their group about the patterns-in-data-sets
RELATIONS
data and the describe patterns patterns assigned:
Unit 1 IN THIS
patterns, from tables, Creating Patterns representation of
Instructions: UNIT
sometimes we can graphs, diagrams, Engage in extended patterns (slidetodoc.com)
see that pattern in a and manipulatives. Pretend that you are learning games online to
simple tabular communicating with Civic Education reinforce concepts.
presentation of the your group via and History: explanation of
data. Other times, 3. Use analysis of telephone. How
it helps to visualize patterns to would you describe Finding patterns in data Unit 1.5: Patterns
the data in a chart. continue the the pattern you see? Examining Data in sets | AP CSP (article) | and Relationships
Here are a few Khan Academy in Tables -
examples of JUNIOR HIGH
patterns that we Use these guiding MATH
35
Objectives Linkages
Learning
Strategies)
can find in the data pattern questions: a Belizean Context representations VIRTUAL
around us. CLASSROOM
What does it look https://www.splashlearn.
(weebly.com)
like? com/math/number-
4. Represent given
patterns-games
Spotting trends patterns using Is it growing or
A trending quantity tables, graphs, shrinking?
is a number that is diagrams, and Rubric to assess:
What can you say to
generally manipulatives.
other group
increasing or Explain their Finding patterns in
members that would
decreasing. representations. research data sets | AP CSP
allow them to
(article) | Khan
recreate the pattern
Academy
without actually
Consider this data pattern
seeing it?
on babies per representation
woman in India
from 1955-2015:
After 5 minutes of
discussion, the final explanation
groups will then
describe their
patterns to the rest of
the class in an
attempt to have the
other groups recreate
the pattern they are
36
Objectives Linkages
Learning
Strategies)
describing.
In this case, the During:
numbers are
Using any of the
steadily decreasing
math manipulatives
decade by decade,
or other objects in
so this is a
our classroom,
downward trend.
create your pattern
with a minimum of
three figures. Be
Now consider this
prepared to share
data about US life
your pattern with a
expectancy from
partner and explain
1920-2000:
how your pattern
works in words and
with numbers.
In small groups,
have children
investigate various
tables, graphs, and
diagrams. Discuss
In this case, the within the group and
numbers are present explanations
37
Objectives Linkages
Learning
Strategies)
steadily increasing to the class.
decade by decade,
so this is an
upward trend. Have children
examine given real-
life data (such as
Visualizing with rainfall, birth rates,
charts traffic, items
purchased, etc.)
The graph below
Have them
visualizes the
determine patterns in
babies per woman
the data and
in India, based on
represent these
data points for
patterns using a
each year instead
table, graph, or
of each decade:
diagram of their
choice. Present
explanations and
thought processes to
the class.
Notice that the After:
downward trend is
extremely clear. Have children
research and come
up with their data for
38
Objectives Linkages
Learning
Strategies)
a given topic. Have
them identify
patterns in the data
and represent the
pattern using tables,
diagrams, graphs, or
manipulatives.
The present research
on pattern
representation and
explanation to the
class.
Week 8 There are Students will: Guided Inquiry Language Arts Students watch online Checklist to Unit 1: Patterns
sequences and videos to reinforce observe: and Relations -
Days 1 - 5 Before: Listening
progressions in concepts. Heritage
number theory 1. Investigate and Students will use a Speaking International
which are numbers explain arithmetic shape to create a explanation and School
MA 2.18 aligned in a Viewing (weebly.com)
and geometric pattern with at least Arithmetic vs Geometric description of the
Investigate and manner that offer a patterns four terms. Have Writing Sequences progression
solve arithmetic certain students share the
and geometric relationship. pattern with the class
2. Differentiate and explain how the Civic Education creation of
PATTERNS AND
pattern works in
39
Objectives Linkages
Learning
Strategies)
progressions using between geometric words and numbers. and History: Engage in extended progressions RELATIONS
real-life data. Progression and arithmetic learning games online to Unit 1 IN THIS
patterns reinforce concepts. UNIT
Progression can be Have the class use Examining Data in representation of (slidetodoc.com)
defined as a list of the explanation to a Belizean Context progressions using
numbers having a 3. Determine the figure out the next https://www.math4childr tables and diagrams
particular pattern. next term in two terms of the en.com/Grade4/games/P
The next number geometric and pattern. atterns/
in a progression Unit 1.5: Patterns
arithmetic explanation of
can be calculated and Relationships
progressions and solution for
using a formula. in Tables -
explain the Engage children in a https://www.legendsofle progressions
The relation JUNIOR HIGH
reasoning guided discussion arning.com/learning-
between numbers MATH
based on the patterns objectives/arithmetic-
must always be the VIRTUAL
and how they were patterns-math-games/
same. Progressions CLASSROOM
4. Solve real-world solved.
are mainly used to (weebly.com)
problems involving
identify the nth arithmetic and https://www.splashlearn. Rubric to assess:
term in the geometric During: com/math/number-
sequence. progressions. patterns-games
research
Arithmetic In small groups,
Progression (AP) Finding patterns in
5. Communicate have children
data sets | AP CSP
mathematical investigate and solve pattern (article) | Khan
Arithmetic knowledge of computation
Academy
Progression can be concepts through problems with both
40
Objectives Linkages
Learning
Strategies)
defined as a the use of arithmetic and representation
sequence of explanations and geometric
numbers in which tables. progression. Have
two consecutive students share the final explanation
terms in the series next two terms of
will have the same each pattern with the
common difference class. Have children
or a sequence of categorize patterns
numbers in which based on the method
the same number is used to calculate the
added to each term next two terms.
as the progression Guide the discussion
continues. to elicit the
definitions of
In an arithmetic
arithmetic and
sequence, each
geometric
successive term is
progressions.
obtained by adding
the common
difference to its
Have children
preceding term.
construct their
examples of
arithmetic and
Examples
geometric
41
Objectives Linkages
Learning
Strategies)
1. Find the next progressions.
term in the
sequence below.
In small groups,
have children read
and analyze real-life
First, find the problems. Have
common difference children use tables
between each pair and diagrams to
of consecutive arrive at a pattern of
numbers. reasoning that will
allow them to solve
the problem. Present
● 15−7 =8
reasoning and
● 23−15 =8 solutions to the
class.
● 31−23 =8
After:
Have children
Since the common
individually
difference is 8 or
construct and
written as d=8, we
illustrate a real-life
can find the next
progression word
term after 31 by
problem. Show all
adding 8 to it.
steps to solve.
42
Objectives Linkages
Learning
Strategies)
Therefore, we Present problems
have 31 + 8 =39. and explanations to
the class.
2. Find the next

term in the
sequence below.
Observe that the

sequence is
decreasing. We
expect to have a
common difference
that is negative in
value.
● 24−31 = −7
● 17−24 = −7
● 10−17 = −7
To get to the next

term, we will add
43
Objectives Linkages
Learning
Strategies)
this common
difference
of d=−7 to the last
term in the
sequence.
Therefore, 10 +
(−7) =3.
An arithmetic
progression is a
sequence whose
terms go up or
down by constant
steps. This
constant step is a
common
difference.
Geometric
Progression (GP)
44
Objectives Linkages
Learning
Strategies)
Geometric
Progression is
defined as a
sequence of terms
in which any two
consecutive terms
have a common
ratio. In this
sequence, the next
term is obtained by
multiplying a
constant term by
the previous term
and the previous
term can be
obtained by
dividing a constant
term into the term.
If two or more
numbers in the
sequence are
provided, we can
easily find the
45
Objectives Linkages
Learning
Strategies)
unknown
numbers in the
pattern using
multiplication and
division
operations.
Example:
6, 18, 54, __, 486,
__
In the given series,

it can be seen that
each number is
obtained by
multiplying the
previous number
by 3. So, the
missing numbers
can also be
determined using
this rule.
Therefore, the
missing numbers
46
Objectives Linkages
Learning
Strategies)
are 54 × 3 = 162
and 486 × 3
= 1458.
Culminating Assessment:
Children will choose a topic from a Belizean Context, (such as the number of children who graduate from your school, the cost of gasoline, the number of American tourists, etc.)
Research or create data to support the chosen topic for a period of five years. Use a table to represent data. Use the progression of the data to predict the trend for the next five
years. Present and explain the final project to the class. Kindly refer to the competency-based assessment package for additional details.
47
BELIZE NATIONAL COMPETENCY- BASED UNITS OF WORK FOR MATHEMATICS
1. Topic: Addition and Subtraction
2. Subtopic: 1. Whole numbers

2. Integers
3. Decimals
Competency #3 Analytical Thinking 1. Value the importance of observing and listening for gaining
Critical and Innovative/Inventive Thinking Interpretation of Mathematical Information knowledge.
Adaptive Reasoning 2. Demonstrate a willingness to construct their own ideas.
Conceptual Understanding 3. Willingness to actively participate in learning activities.
Procedural Fluency 4. Embrace a habitual inclination to see mathematics as sensible,
Metacognitive useful, and worthwhile, coupled with a belief and diligence in
Problem Solving one’s efficacy.
Competency #4 Open Mindedness 1. Value the importance of teamwork
Collaboration Tolerance 2. Willingness to share ideas and listen to others.
Active Listening 3. Willingness to be open and learn from others.
Communication
Competency #6 Use technology in a safe manner 1. Demonstrate the ability to locate, retrieve, and edit relevant data,
Digital Literacy Use technology to reinforce knowledge as needed to solve problems.
2. safely value the use of technology.
3. Willingness to be active creators of digital data.
48
Addition and Subtraction 1. Break Apart Strategy Observing 1. Value the importance of observing and listening for
You can break apart numbers to add the Comparing gaining knowledge.
MA 3.29 Add and subtract, mentally hundreds, tens, and ones separately. Counting 2. Willingness to actively participate in learning
numbers with up to three digits. 2. Make a Ten Method. Adding activities.
You can change one number to a multiple of Subtracting 3. Embrace a habitual inclination to see mathematics as
10, then adjust the other number. Evaluating sensible, useful, and worthwhile, coupled with a belief
3. Compatible Numbers Investigating and diligence in one’s efficacy.
Two numbers that add up to sums like 10 or Reporting 4. Willingness to share ideas and listen to others.
100 are compatible. Compatible numbers
make mental math easy.
MA 3.30 Add and subtract integers 1. A number line can be extended in both Observing 1. Value the importance of observing and listening for
with like and unlike signs, using real- directions. The places to the left and right of Comparing gaining knowledge.
life situations. 0 (zero) are an equal distance from 0. Adding 2. Demonstrate a willingness to construct their ideas.
Therefore, they have the same absolute Subtracting 3. Willingness to actively participate in learning
value. Constructing activities.
2. There are mathematical rules that help us Analyzing 4. Embrace a habitual inclination to see mathematics as
add and subtract integers with like and Evaluating sensible, useful, and worthwhile, coupled with a belief
unlike signs. Investigating and diligence in one’s efficacy.
3. Adding and Subtracting integers with like Reporting
and unlike signs can be applied to real-life
situations.
MA 3.31 Add and subtract numbers 1. The place-value chart can be extended in Observing 1. Value the importance of observing and listening for
with decimals to solve real-world both directions. The places to the left and the Comparing gaining knowledge.
problems. right of the ones have similar names. Adding 2. Demonstrate a willingness to construct their ideas.
2. To add decimals, line up the decimal Subtracting 3. Willingness to actively participate in learning
points. then add as per normal. Constructing activities.
3. To subtract, line up the decimal points, Analyzing 4. Embrace a habitual inclination to see mathematics as
then subtract. Evaluating sensible, useful, and worthwhile, coupled with a belief
4. Addition and subtraction of decimals are Investigating and diligence in one’s efficacy.
used constantly in our everyday lives. Reporting
49
MA 3.291. Mentally adding and subtracting one-digit numbers.

MA 3.30. Recognizing and illustrating integers on a number line.
MA 3.31 Read and write Decimal numbers.
MA 3.311. Reading and writing decimal numbers.
Topics Contents Unit Suggested (Pedagogical Integration Technology Competency- References: (Text
Objectives Approach/Teaching Learning Linkages application/Integrati Based and page number)
Strategies) on Assessment
(State type of
assessment
Week 9 1. Sometimes Students will: Guided Inquiry Language Arts: Students watch Checklist to Harcourt Math
Days 1 and 2 you need to Before: videos that observe: Arkansas Edition
compute and 1. Devise and explain Play a game of “How Much Will Listening, demonstrate pages 40- 43
Applying do not have strategies for adding and They Cost” Viewing, strategies for adding The strategy used
Mental Math paper and subtracting numbers Speaking, and subtracting for mental math. Silver Burdett Ginn
Strategies in pen. Use these mentally Give each student play money. Writing mentally. Mathematics The
Addition and strategies to Have students select items of Group Path to Math
Subtraction help you 2. Solve real-life problems various prices placed around the Civic Education Mental Math Tricks - presentation of Success Book 6
compute by mentally adding and class and mentally find the total. and History: Addition, the strategy. pages 14 - 15
1. Break Apart mentally. subtracting numbers. Then, mentally calculate their Subtraction,
Strategy change. Word problems Multiplication & Mentally using Caribbean Bright
Break Apart 3. Create a catalog page to based on Division! - YouTube strategies for Sparks Primary
2. Make a Ten Strategy illustrate mental math Have students choose two Belizean context addition and Mathematics
Strategy You can break strategy numbers from a box of pre- subtraction in Student’s Book 6
apart numbers prepared numbers and add them Financial Students engage in card games pages 21-24
3. Compatible to add the tens 4. Present catalog page to mentally. Literacy online mental math
Numbers and ones class, explaining the Share how they came up with that activities. Mental Math Kids
separately. mental math strategy used answer. E.g. What was the Rubric to assess: Can't Resist!: Tips,
Examples: strategy used? https://mental-math- Short-cut Strategies
Find the sum. games.net/ Catalog page by Richard S
39 + 48 During: Piccirilli
50
(State type of
assessment
30 + 40 = 70 Break students into pairs. Give https://www.splashle
9 + 8 = 17 them envelopes with various arn.com/math/additio https://docs.google.c
70 + 17 = 87 numbers up to 3 digits to add and n-games om/viewerng/viewer
subtract mentally. Groups will ?url=http://www.gov
Find the explain the strategy used to .pe.ca/photos/origina
difference. mentally calculate. Was the l/eecd_gr6math.pdf
97 - 52 strategy for each calculation the &hl=en_US
90 - 50 = 40 same or different?
7 -2 =5
40 + 5 = 45 Children use playing cards and
deal two cards at a time. Add
Make a Ten mentally until they reach 500.
Strategy.
You can Using cards, start at 500 and
change one subtract 2 digits at a time until
number to a they reach 0.
multiple of 10
and then
adjust the After:
other number. Students read real-life short story
problems and add/subtract
Subtraction is mentally to find the answers.
easier if the
number you Children create a page in a
are shopping catalog showing a
subtracting is complete outfit with the
a multiple of individual cost of each item. Add
10. If you
51
(State type of
assessment
increase the mentally to find the total cost of
number you the outfit.
are
subtracting Children present the catalogue
you must add page to the class and then stick it
the same on board.
amount to
adjust the Children use mental addition and
answer. subtraction to choose how many
of the displayed outfits they can
Examples: buy with $500.
Find the sum.
67 + 24
67 + 3 = 70
24 - 3 = 21
70 + 21 = 91
Find the
difference.
186 - 29
29 + 1 = 30
186 + 1 =
187
187 - 30 =
157
Compatible
Numbers
52
(State type of
assessment
Two numbers
that add up to
sums like 10
or 100 are
compatible.
Compatible
numbers
make mental
math easy.
The Property
of Addition
says that
numbers can
be added in
any order and
the sum
remains the
same.
Example
Find the sum.
68 + 230 + 32
+ 170
Look for
compatible
numbers.
68 + 32 = 100
53
(State type of
assessment
230 + 170 =
400
100 + 400 =
500
Week 9 1. Integers Students will: Guided Inquiry Language Arts: Students watch Checklist to Harcourt Math
Days 3 - 5 include all Before: Listening videos that observe: Arkansas Edition
whole 1. Illustrate the rules for Have students read a short story Viewing demonstrate rules for pages 424-425
numbers (0, 1, addition and subtraction about a mountain climber or pilot Speaking adding and Placement of
2, 3…) and of integers with like and and record each height mentioned Writing subtracting positive numbers on a Silver Burdett Ginn
Integers the negatives unlike signs through on a number line. and negative integers. number line Mathematics The
of the natural drawing. (Check for accuracy of number Civic Education Path to Math
Addition and numbers (-1, - placement using a checklist.) and History Demonstration of Success Book 6
Subtraction of 2, -3…). 2. Communicate Then, have children read a short Adding integers with concepts in class pages 472-491`
Integers with knowledge by presenting story about a deep-sea diver and Solve word like signs activities
Like and Unlike 2. Integers in the illustration to the place the depths given on the problems within https://youtu.be/8nX Caribbean Bright
Signs Real Life class. number line. (Check for accuracy real-life Belizean CvEDGUFE Rubric to assess: Sparks Primary
Positive and of number placement using a contexts. Mathematics
negative 2. Demonstrate the checklist.) Guide students in a Adding integers with Group Student’s Book 6
integers are addition and subtraction discussion of the number line unlike signs presentation of pages 229-232
used in lots of of integers by applying activity by using probing https://youtu.be/qXQ integer rules
real-life mathematical rules. questions to review number lines. cGUQ86Jc
situations to Problem Solving Mathematics Today
show amounts 3. Solve real-world During: Subtracting Integers Illustration Grade 8
relative to problems involving the Song pages 408-424
zero. addition and subtraction In small groups, have children https://youtu.be/qgnU
arrange themselves on a number SYtKmmU
54
(State type of
assessment
For example, of integers with like and line to illustrate a set of given
when the unlike signs. numbers. Engage in extended
temperature learning games online
drops below 4. Formulate real-world Have children use two different to reinforce concepts.
zero, we say problems involving the coloured pens, or integer counters
that it is addition and subtraction to model positive and negative Integer Games (math-
negative. of integers with like and numbers based on problems read. play.com)
School might unlike signs and explain (Ex. Jane lent Tom $5.)
be cancelled their solutions to the class.
in cold Have children work in pairs to
countries if it solve problems involving the
is -30 degrees addition of integers. They can
outside. choose to use either number lines
or counters as needed.
Positive and
negative Have children examine their
integers are answers to find a pattern to
also used with determine rules for adding
money. If you integers.
spend more
money than Repeat the process for the
you have in subtraction of integers.
your bank
account, your Children solve a given word
balance will problem. Present answer and
be negative, strategy used to the class.
which means
you owe the After:
55
(State type of
assessment
bank money. Have children create a poster
For instance, illustrating addition and
if you had $50 subtraction in a real-life scenario.
in your (Examples can include: Someone
account, and climbing up a few steps (+), then
you spent going back down a few (-); A
$75, your deep sea diver going down for his
balance would dive (-), then coming back up a
be -$25. few feet (+); Earning (+) and
spending (-) money.
Adding
Integers
When adding
integers with
like signs, add
and keep the
sign.
Example:
+4 + (+8) =
+12 -4 +
(-8) = -12
When adding
integers with
unlike signs,
subtract and
keep the sign
56
(State type of
assessment
of the larger
number.
Example:
-4 + (+8) = +4
+4 + (-8) = -4
Subtracting
Integers
When
subtracting an
integer, add
its opposite.
Example:
-6 – (-4) =
- 6 + (+4) = -2
Zero pairs are

any two
numbers that
when you add
them together,
the answer
will be zero.
Integer
opposites are
equal to 0.
-4 + (+4) = 0
57
(State type of
assessment
+ 6 + (-6) = 0
Week 10 1. Our system Students will: Guided Inquiry Language Arts: Students watch Checklist to Math Explorations
Days 1 - 5 of naming Before: Listening videos that observe: and Applications
numbers is 1. Illustrate the concept of Have children read a math story Viewing demonstrate rules for pages 76 - 82
called the decimal fractions by that includes numbers with Speaking adding and Placement of
MA 3.31 Add Decimal extending a place value decimals. Writing subtracting numbers numbers on the Silver Burdett Ginn
and subtract System. chart. Review the concept of decimal with decimals. place value chart Mathematics The
numbers with fractions by having children Civic Education Path to Math
decimals to 2. Each 2. Demonstrate and evaluate the value of each digit in and History Demonstration of Success Book 6
solve real-world decimal place explain the addition and the numbers with decimals by Adding numbers with concepts in class pages 26-27`
problems. has a value subtraction of decimals by developing a place value chart. Solve word decimals. activities
that is: applying mathematical problems within https://youtu.be/Ww
Addition and 10 times the rules. Have children brainstorm in small real-life Belizean KLA-6S-e0 Rubric to assess: Mathematics Today
Subtraction of value of the groups for examples of how contexts. Grade 8
Numbers with place at its 3. Solve real-world numbers with decimals are used Subtracting numbers pages 86-107
Decimals right problems involving the in real life. Financial with decimals. Problem Solving
one-tenth of addition and subtraction Literacy https://youtu.be/w3s Illustration
the value of of decimals During: (Budgeting) mfQko4QM Adding Decimals
the place at its (mathsisfun.com)
left. 4. Formulate real-world Have children view a snack menu
problems involving the and choose the items that they Engage in extended
TO ADD OR addition and subtraction want to buy. Share the total cost learning games online
SUBTRACT of decimals and explain of their items with the class. to reinforce concepts.
DECIMALS their solutions.
Engage in a scavenger hunt in https://mrnussbaum.c
1) Line up the which they must solve a problem om/math/decimals
decimal correctly to get the clue.
58
(State type of
assessment
points
vertically. Find the distance between places http://www.math-
2) Fill in any by adding the miles given on a play.com/decimal-
0s where map. (Numbers with and without math-games.html
necessary. decimals.)
3) Add or
subtract the Have children practice buying
numbers as if and receiving change at the class
they were shop.
whole
numbers. Have children work in pairs to
4) Place the solve problems involving the
decimal point addition and subtraction of
in the sum or numbers with decimals.
difference so
that it lines up
vertically with After:
the numbers Give each child $1,000.
being added Have children create a budget for
or subtracted. a party.
EXAMPLE 1 List the cost of each item along

with the total cost.
0.56 + 9 +
6.287 Calculate their change after
purchasing each item.
0.560
9.000
59
(State type of
assessment
+6.287
15.847
EXAMPLE 2
6 – 1.859
* Remember
to borrow
when
necessary.
Culminating Assessment: Day 5 Final assessment can include having students create a monthly expense sheet consisting of their allowances, earnings, and spending. The
amounts must include numbers with decimals and the appropriate positive and negative signs to represent each action. Kindly refer to the competency-based assessment package
for additional details.
Developed by The Ministry of Education, Culture, Science, and Technology through:
1. Mr. Sebastian Cab
Education Officer
Belize District Education Center
2. Ms. Lisa Canton
Teacher at St. Therese
3. Ms. Eva Canton
Teacher at Pancotto Primary
60
Useful Mathematics Website:
1. Free Online Math Games [http://www.math-play.com/index.html]
2. Illuminations resources for teaching math [http://illuminations.nctm.org/]
3. Interactive Math Site [http://www.coolmath.com/]
4. Math Playground [http://www.mathplayground.com/]
5. Math Sphere free printable resources [http://www.mathsphere.co.uk/resources/]
6. National Library of Virtual Manipulatives [http://nlvm.usu.edu/en/nav/vlibrary.html]
7. NCTM Calculation Nation [http://calculationnation.nctm.org/]
8. Numeracy from BBC [http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml]
61
Appendices:
Teaching Tools
Monthly Earning and Expenditure Sheet
Date Item Amount Balance
September 1 Allowance from mom + 20.00
September 3 2 Takis (0.75 + 0.75) = -1.50 +18.50
Hundreds Chart
62
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Draft Mathematics Competency Based Units of Work For Standard 5

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Draft Mathematics Competency Based Units of Work For Standard 5

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1

BELIZE NATIONAL COMPETENCY-BASED UNITS OF WORK FOR MATHEMATICS

Unit Plan Structure

tools and activities that can be utilized in lesson planning.

2. Subtopic: Standard Form, Expanded Form, Scientific Notation

Competency Skill Disposition

Pre-skills: For this unit, students must demonstrate mastery of:

Have the students

Call on each group

Engage the class in

Mathematics (Numbers and Number Operations)

2. Subtopic: Significant Figures

Competency Skill Disposition

Pre-skills: For this unit, students must demonstrate mastery of:

3. Final or trailing During:

After the students’

Have students write

2. Subtopic: Decimal Numbers

Competency Skill Disposition

Pre-skills: For this unit, students must demonstrate mastery of:

0.263 = two https://www.youtube.com/watch?v=idE-k_KxG2A

Competency Skill Disposition

Pre-skills: For this unit, students must demonstrate mastery of:

After the class

Have students reconvene

Have a class discussion to

In pairs, have students use

After the class

In pairs, have students

Call on several groups to

Have student share and

Call on students to write a

After the class

Have students reconvene

Have students present

2. Subtopic: Represent and Analyze Patterns

Competency Skill Disposition

2. Find the next

Observe that the

To get to the next

In the given series,

Mathematics (Numbers and Number Operations)

1. Topic: Addition and Subtraction

2. Subtopic: 1. Whole numbers

Competency Skill Disposition

MA 3.291. Mentally adding and subtracting one-digit numbers.

Zero pairs are

EXAMPLE 1 List the cost of each item along

1. Free Online Math Games [http://www.math-play.com/index.html]

2. Illuminations resources for teaching math [http://illuminations.nctm.org/]

3. Interactive Math Site [http://www.coolmath.com/]

4. Math Playground [http://www.mathplayground.com/]

5. Math Sphere free printable resources [http://www.mathsphere.co.uk/resources/]

6. National Library of Virtual Manipulatives [http://nlvm.usu.edu/en/nav/vlibrary.html]

7. NCTM Calculation Nation [http://calculationnation.nctm.org/]

8. Numeracy from BBC [http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml]

Date Item Amount Balance

September 1 Allowance from mom + 20.00

September 3 2 Takis (0.75 + 0.75) = -1.50 +18.50

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