ROCKVIEW UNIVERSITY

DEPARTMENT OF PRIMARY EDUCATION

PRI ME 11, 21 AND 31: PRIMARY MATHEMATICS

COURSE OUTLINE

PREFACE

The need to and subsequent development of the Primary Teachers’ Diploma (PTD) course
outline was necessitated by the comprehensive review and implementation of the
curriculum/syllabus at school level. It was also as a result of the need to produce teachers who
possess minimum understanding of the primary school curriculum for its effective
implementation.

RATIONALE

The purpose of the Mathematics Education course outline is to give teacher training
Universities/Collages an opportunity to link their training to primary school curriculum. The
content of Mathematics Education at University/college level should be in tandem to what is
taught in primary schools. The training emphasizes on balancing mathematics subject content
and instructional pedagogy in lesson delivery. This will guide the trainee teacher to be able to
impart to the learner the knowledge, skills and values that allow learners to live and grow into
resourceful and useful members of their communities.

The mathematics course outline fully reflects and addresses many of the challenges that affect
the teaching and learning of mathematics in primary schools. This syllabus will therefore not
only promote the acquisition of knowledge by a student but also emphasize on how to acquire
this knowledge. The School and College syllabi have been aligned to enable both trainee
teachers and learners develop problem- solving skills and application of mathematics to everyday
life. Learners are expected to acquire mathematics concepts that enhance positive attitude
towards mathematics.

PRIMARY MATHEMATICS COURSE OUTLINE mwila

PREREQUISITE KNOWLEDGE

Better in Mathematics at Grade 12 or ‘O’ Level.

GENERAL LEARNING OBJECTIVES

By the end of this course students should be able to:

1. To develop an understanding of mathematical knowledge and skills.

2. To develop a positive attitude towards mathematics and an appreciation of its practices.
3. To develop problem-solving abilities and a facility for the application of mathematics to
everyday life.

FIRST YEARS

PRI ME 11: PRIMARY MATHEMATICS.

COURSE CONTENT

1. INTRODUCTION TO MATHEMATICS EDUCATION.

SUB-TOPIC.
a) Mathematics and Mathematics Education.
SPECIFIC OUTCOME.
 Philosophy of Mathematics Education
 Explain why Mathematics is taught.
 Outline the myths behind mathematics.
 Discuss modern trends in mathematics education.
2. NUMBER AND NOTATION
SUB-TOPIC
a) History Of Numbers
b) Number and Numeration
c) Types of Numbers
d) Place Values
e) Expanded Notation

PRIMARY MATHEMATICS COURSE OUTLINE mwila

 SPECIFIC OUTCOME
 Describe different numeration systems (Roman, Egyptian, Babylonian, and
Hindu- Arabic).
 Discuss the advantages of one numeration system over the other
 Order roman numerals.
 Conversion from one numeration system to another especially from hindu-arabic
to roman numerals and vice- versa.
 Distinguish a number from a numeral.
 Discuss different types of numbers such as odd, even, natural, prime, composite,
whole, and integers.
 Write The Place Values Of Digits In Numbers Up To 1000
3. SETS
SUB-TOPIC
a) Sorting, Matching and Ordering of Objects and Number of Elements.
b) Set Notation and Membership of A Set.
c) Equal Sets and Set Representation
d) Equivalent Sets and Subsets
e) Intersection and Union Sets.
SPECIFIC OUTCOME
 Sort objects according to size, color and shape.
 Match sets into one-to- one correspondence.
 Place sets in order according to their cardinal numbers.
 Assign numerals 0 to 10 to elements in a set and the use cardinal and ordinal
numbers in everyday life.
 State Membership Of A Set Using The Symbol ∈ And ∄
 Describe A Set By Listing Its Members.
 Describe The Intersection And Union Of Sets In The Venn Diagram.
 Use Symbols Of Intersection, ∩Union, ∪.
 Apply Sets In Real Life Situation Problems Including Cross-Cutting Issues Such
As Environment, Health, Gender, HIV And AIDS.

PRIMARY MATHEMATICS COURSE OUTLINE mwila

 4. ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION OF
NUMBERS.
SUB-TOPIC
a) Addition of Numbers
b) Subtraction of Numbers
c) Multiplication of Numbers
d) Division of Numbers

SPECIFIC OUTCOME
Add/subtract Whole Numbers With Sums/difference Up To 1,000,000.
Complete Addition/Subtraction Of Number Sentences.
Carry Out Addition/Subtraction Of Numbers In Real Life Situations E.G. Money,
Mass, Capacity
Apply Addition/Subtraction Using The Number Line To Solve Problems In Real
Life Situations.
Multiply/Divide single digit numbers.
Use multiplication/Division vocabulary.
Multiply/Divide two and three digit numbers by single digit number vertically.
Multiply numbers by 10, by 100 and by 1000.

5. COMBINED OPERATIONS
SUB-TOPIC
a) Combined Operations
SPECIFIC OUTCOME
 Perform combined operations.
 Apply commutative, associative and distributive laws to the four basic
mathematical operations.
6. ANGLES
SUB-TOPIC
a) Angles
SPECIFIC OUTCOME

PRIMARY MATHEMATICS COURSE OUTLINE mwila

  Describe an angle.
 Identify types of angles
 Use a protractor to measure and draw angles up to 3600
7. NUMBER PATTERNS
SUB-TOPIC
a) Number Patterns
b) Ordering of Numbers
SPECIFIC OUTCOME
 Identify number patterns involving the four mathematical operations.
 Determine the rule in the number pattern to complete the number sequences.
 Order numbers using mathematical symbols <, >, = and ≠
8. NUMBERS AND SEQUENCES
SUB-TOPIC
a) Number and Sequences
SPECIFIC OUTCOME
 Describe perfect squares and cubes.
 Find squares and cubes of whole numbers.
 Generate a sequence in a decreasing and increasing order.
 Generate a series.
9. INDEX NOTATION
SUB-TOPIC
a) Index Notation
SPECIFIC OUTCOME
 Describe index notation
 Change a number in index form to expanded notation and vice versa.
 Evaluate numbers in index notation with positive bases and indices.
10. NUMBER BASES
SUB-TOPIC
a) Conversion of Numbers From One Base to Another.
b) Addition and Subtraction in Bases 2, 5 And 8.
SPECIFIC OUTCOME

PRIMARY MATHEMATICS COURSE OUTLINE mwila

  Illustrate base ten numerical systems.
 Describe other number bases.
 Convert numbers from one base to another e.g. from 10 to 2, 5 and 8 and vice-
versa.
 Add and subtract in bases 2, 5 and 8.

11. FACTORS AND MULTIPLES

SUB-TOPIC
a) Factors.
b) Multiples
SPECIFIC OUTCOME
 Describe factors of given numbers
 Identify the HCF and LCM by using various methods (listing, prime factorization,
tree diagram, grid method and Euclidian method).
12. TEACHING AND LEARNING AIDS
SUB-TOPIC
a) Types of Teaching and Learning Aids
SPECIFIC OUTCOME
 Prepare various types of teaching and learning aids using local materials.
13. PLANNING TO TEACH I
SUB-TOPIC
a) Curriculum Framework, Syllabus, Schemes of Work, Weekly Forecast and
Lesson Plans.
SPECIFIC OUTCOME
 Describe the Zambia Education Curriculum Framework (ZECF)
 Distinguish planning and preparation in teaching Mathematics
 Discuss the use of school syllabus, schemes of work, weekly forecasts, and
lesson plans
 Prepare the schemes of work, weekly forecasts, records of work and lesson plans
 Participate in peer teaching

PRIMARY MATHEMATICS COURSE OUTLINE mwila

 SECOND YEARS

PRI ME 21: PRIMARY MATHEMATICS.

COURSE CONTENT

14. FRACTIONS
SUB-TOPIC
a) Types of Fractions
b) Ordering of Fractions
c) Addition and Subtraction
d) Multiplication and Division
SPECIFIC OUTCOME
 Describe a fraction
 Draw and illustrate parts that represent proper fractions
 Represent proper, improper and mixed numbers
 Describe equivalent fractions.
 Arrange the common fractions either in ascending or descending order.
 Add and subtract fractions using ordinary methods, blocks and number line.
 Multiply and divide using ordinary methods, blocks and number line.
15. DECIMALS
SUB-TOPIC
a) Relating Common Fractions to Decimals
b) Determining of Place Values of Decimal Numbers
c) Ordering of Decimals
d) Addition and Subtraction of Decimal Numbers
SPECIFIC OUTCOME
 Relate common fractions to decimals
 Determine place values of decimal numbers
 Determine place values of decimal numbers
 Arrange decimals in order.

PRIMARY MATHEMATICS COURSE OUTLINE mwila

 16. PERCENTAGES
SUB-TOPIC
a) Percentage of a Quantity.
b) Conversion of Common Fractions and Decimals to Percentages.
c) Solving Problems Involving Percentages
SPECIFIC OUTCOME
 Convert common fractions to percentages and vice versa.
 Convert decimals to percentages and vice versa.
 Solve problems involving percentages
 Relate fractions, decimals, and percentages to real life situations including cross-
cutting issues such as Gender, environment, health, HIV and AIDS, etc.
17. RATIO AND PROPORTION
SUB-TOPIC
a) Ratio
b) Proportions (Direct and Inverse)
SPECIFIC OUTCOME
 Describes the concepts of ratio.
 Express ratio in its lowest terms.
 Describe the concept of Direct and Inverse proportions.
 Solve real life problems involving ratio and proportion. Including cross- 2.6.1.3
cutting issues such as HIV/AIDS, gender, environment, etc.
18. APPROXIMATIONS
SUB-TOPIC
a) Rounding Off
SPECIFIC OUTCOME
 Determine the number of decimal places in a given number. Round off to the
nearest decimal places.
 Solve simple problems involving rounding off quantities to required number of
decimal places.
19. SOCIAL AND COMMERCIAL ARITHMETIC
SUB-TOPIC

PRIMARY MATHEMATICS COURSE OUTLINE mwila

 a) Shopping Bills
b) Electricity and Water Bills
c) Discount and Profit and Loss
d) Simple Interest
SPECIFIC OUTCOME
 Prepare shopping bills(budgeting)
 Read and interpret water and electricity bills.
 Describe cost price, selling price, profit and loss.
 Calculate cost price, selling price, profit and loss.
 Calculate discount, profit and loss percentage.
 Calculate simple interest
 Carry out calculations involving transportation.
 Conversion of currencies. 2.8.5.4 Calculate the cost of goods priced in foreign
currency.

20. RELATIONS AND MAPPINGS

SUB-TOPIC
a) Relations and Mappings
SPECIFIC OUTCOME
 Describe different types of relations.
 Draw arrow diagrams to illustrate matching.
 Illustrate one-to-many and many-to-one relations using arrows.
 Draw arrow diagrams to illustrate one-to-one mappings.
 Apply relations and mappings in real life situations including cross-cutting issues
such as gender, HIV/AIDS and GBV.

THIRD YEARS

PRI ME 31: PRIMARY MATHEMATICS.

COURSE CONTENT.

PRIMARY MATHEMATICS COURSE OUTLINE mwila

 1. MEASURES
SUB-TOPIC
a) Time and Length
b) Volume, Mass and Capacity
SPECIFIC OUTCOME
 Identify times of the day, time in full hours, time at specified intervals and
determine duration of the time elapsed between events.
 Read and use the calendar.
 Relate units of time.
 Compare length of different objects and Measure different objects using standard
units of measure (m, cm and mm).
 Describe the meaning of speed and calculate speed using distance and time.
 Describe the unit for measuring long distances (km) and to find the total lengths
of edges of cubes and cuboids.
 Describe volume and use the standard units to measure volume (m3, cm2) and to
derive the formulae for finding volume of cubes and cuboids and use the formula
to calculate their volumes.
 Describe mass and the standard units for its measure. Describe capacity and the
standard units for its measure.
2. SOLID SHAPES.
SUB-TOPIC
a) Cubes, Cuboids and Sphere.
b) Cylinder and Triangular Prisms.
SPECIFIC OUTCOME
 Recognize cubes, cuboids, cylinder and sphere and moulding them using local
material.
 Identify face, vertex and edges of cuboids and cubes and draw their nets.
 Draw/sketch cuboids and cube.
 Identify a cylinder and triangular prism and draw their nets.
 Draw/sketch cylinder and triangular prism.
3. INTEGERS

PRIMARY MATHEMATICS COURSE OUTLINE mwila

 SUB-TOPIC
a) Integers.
b) Number LINE
SPECIFIC OUTCOMES
 Describe integers
4. LINEAR EQUATIONS
SUB-TOPIC
a) Open Sentences
b) Equations in One Variables
SPECIFIC OUTCOMES
 Describe an open sentence.
 Solve linear equation in one and two variables
 Graphs of linear equations in one and two variables.
5. LINEAR INEQUATIONS
SUB-TOPIC
a) Inequations in One Variables
SPECIFIC OUTCOMES
 Describe a linear inequation.
 Solve linear inequations in one and two variable.
 Graphs of linear inequations in one and two variables.
 Apply inequations in solving of real life problems including cross-
6. STATISTICS
SUB-TOPIC
a) Collection and Presentation of Data.
b) Stem-Leaf Plot and a Bar Graph.
c) Statistical Averages
SPECIFIC OUTCOMES
 Collect and present data using pictures (pictograph), pie chart, bar chart,
histogram, line graph.
 Read and interpret line graphs, pie charts, bar line graphs.
 Collect, present and interpret data on a frequency table.

PRIMARY MATHEMATICS COURSE OUTLINE mwila

  Understand stem- leaf plot and a bar graph.
 Collect and present data on a stem-leaf plot and on a bar graph.
 Describe averages or measures of central tendency and Solve problems involving
averages.
 Calculate mean, mode and median.
 Calculate averages as applied to mass, money, time, temperature and speed.
7. CROSS-CUTTING ISSUES IN MATHEMATICS EDUCATION.
SUB-TOPIC
a) School administration and Management
b) Poverty
c) Teaching and Learning Materials
d) Human resource

TEACHING METHOD
 3 lectures
 1 Clinic per week
 1 tutorial per week

ASSESSMENT STRUCTURE

 Continuous assessment 50%

6 Assignments 20%
2 Tests 20%
Presentations/Quizzes 10%
 Final examination 50%
Total 100%

PRESCRIBED READING

Elementary Mathematics Pedagogical Content Knowledge (PCK): Powerful Ideas for Teachers
(James E. Schwartz), Pearson Education Inc., 2008

PRIMARY MATHEMATICS COURSE OUTLINE mwila

Key Concepts in Teaching Primary Mathematics (Derek Haylock, Fiona Thangata) SAGE
Publications, 2007 MESVTEE. (2013). Zambia Education Curriculum Framework, CDC,
Lusaka.

MESVTEE. (2013). Zambia Primary School Syllabus. CDC, Lusaka. Shamapango, J.,
Nkhalamo, J., Solomon, R. & Buckwell, G. (n.d). Macmillan Secondary Mathematics for
Zambia. London: Macmillan

Awuor, B. & Kahoro, P. (2011). Q & A KCPE Revision Mathematics. Nairobi: Oxford
University Press

Japanese Lesson Study in Mathematics; Its Impact, Diversity and Potential for Education
Improvement (Masami Isoda et al.), World Scientific Publishing Co. Ltd., 2007

MOE. (1990). Zambia Basic Education Course. Mathematics 8. Lusaka: Kenneth Kaunda
Foundation

MOE. (1992). Zambia Basic Education Course. Mathematics 9 Lusaka: Kenneth Kaunda
Foundation

Owondo, A., Kang'ethe, S.. & Mbiruru, W. (2009). Everyday Mathematics. Oxford: Oxford
University Press

PRIMARY MATHEMATICS COURSE OUTLINE mwila