There are four topics in the section area, namely (i) numbers and algebras, (ii) graphics and geometry, (iii) statistics and probability, and (iv) integration and practice。
Under each area, the subject matter is divided into content and academic requirements。
(i) number and algebra
Numerical and algebra are important fields of mathematics learning for students in compulsory education, and at the primary level they include the themes of “digital and computing” and “quantitative relationships”。
Requirements for the first semester (grades 1-2)
1 number and operations
(1) to understand and understand the meaning of within 10,000, to understand the meaning of numbers, and to know that the algorithm can be used to indicate multiple numbers。
(2) knowledge of the meaning of the symbol compares the size of the number within 10,000; by comparing the size of the number, the perception is equal and the relationship varies。
(3) in specific situations, understand the meaning of the four calculations and understand the relationship between them。
(4) explore algorithms and algorithms for additions and subtractions, which add or subtractions to the whole number。
(5) to explore the algorithms and algorithms of multiplication and division, a simple integer multiplication。
(6) in the process of solving the problem of living conditions, the meaning of the values and calculations is understood to create a preliminary sense of symbolism, sense of numeracy, ability to operate and sense of reasoning。
2 quantitative relations
(1) in a simple life situation, using numerical and numerical calculations to solve problems can explain the practical significance of the results and create a preliminary sense of application。
(2) explore the use of numbers or symbols to express patterns of change in a simple context。
Requirements for the first semester (grades 1-2)
1 number and operations
The order in which the number of objects or things can be identified, read and written is within 10,000; the value in the number of different digits can be stated; the size of the number can be expressed as a symbol, creating a preliminary sense of numbers and symbol awareness。
To describe the meaning of the four calculations, it is known that the subtraction is the reverse of the addition, the multiplier is the simple of the addition, the division is the reverse of the multiplication; the addition or subtraction of the within 20 and the intra-table multiplier is skilled, the addition or subtraction of the simple within 100; and the addition or subtraction of the double and three digits can be calculated. Development of initial computing capacity。
2 quantitative relations
It is possible to use the number and number of calculations in familiar life situations, to rationalize simple quantitative relationships, and to solve simple problems。
In the process of solving the problem, it is possible to understand the problem, explain the practicality of the calculations, understand the relevance of mathematics to the real world, and form a preliminary model, geometric and applied awareness。
(ii) graphics and geometry
Graphics and geometry are important areas of mathematics learning for students in compulsory education, and include the themes “awareness and abundance of graphics” and “location and movement of graphics” at the primary level。
Requirements for the first semester (grades 1-2)
1 graphical awareness and measurement
(1) identification of simple stereographs and face graphics by means of objects and models, which can be classified into graphics, and which can use simple graphic puzzles。
(2) the importance of establishing a unified unit of measurement, in combination with living realities, is recognized, in terms of length, in millimetres and centimetres. It is possible to estimate the length of some objects and to measure them。
(3) in the process of graphic recognition and measurement, a preliminary sense of space and quantum is developed。
Requirements for the first semester (grades 1-2)
1 graphical awareness and measurement
It can recognize rectangular, square, cylindrical, ball-like stereo graphics. It can visualize the characteristics of these stereo graphics; it can recognize rectangular, square, parallel quadrilateral, triangle, circle-like graphics, and it can visualize the characteristics of these flat graphics. The graphics can be easily classified according to the characteristics described。
A simple graphic puzzle is used to give the names of the components' graphics in a combination of graphics; a flat graphic that is the face of a stereo graphic is given. A preliminary concept of space has been developed。
Awareness of the importance of unified units, which can properly select the length of a unit of rice and centimetres, describe the length of objects common to life, allow unit-to-unit calculations to be made; and measure the length of objects common to one another and measure the length of objects in life with tools. Initial digital senses。
(iii) statistics and probability
Probability and statistics are one of the important areas of mathematics in the compulsory education cycle, which includes the three themes of “data disaggregation”, “cell phones, collation and expression of data” and “probability of random phenomena”。
Requirements for the first semester (grades 1-2)
1 data disaggregation
The classification of objects, graphics or data, a preliminary understanding of the relationship between the classification and the classification criteria, and the development of a preliminary data awareness。
Requirements for the first semester (grades 1-2)
1 data disaggregation
You can classify things according to their characteristics according to certain criteria; you can discover the characteristics of things and you can develop classification criteria according to which things are classified; you can describe the process of classification simply in terms of language; you can sense the commonalities and differences of things, and you can create a preliminary sense of data。
(iv) integration and practice
Integration and practice are important areas of mathematics learning in primary schools. Students will use the knowledge and methods of mathematics and other disciplines in practical situations and real problems, experience the discovery of problems, ask questions, analyse problems, solve problems, understand the links between knowledge of mathematics, between knowledge of mathematics and other disciplines, between mathematics and science and technology and social life, accumulate activity experience, understand thinking methods, create and develop model awareness, innovation awareness, improve capacity to solve practical problems, and develop core literacy。
Requirements for the first semester (grades 1-2)
The thematic activities of the first phase of integration and practice involve learning about “know money units, know time units, minutes, seconds, know four directions east, south, west and north”, focusing on young connections, and helping students to accumulate experience in mathematical activities。
Theme activity 1: math game sharing
In specific situations, look back at the activities related to mathematics studies that you have experienced in the pre-school stage, inspire awareness and learning experience in mathematics learning, stimulate interest in further learning in mathematics, and try to develop good habits in learning mathematics using words related to mathematics learning。
Event 2: happy shopping street
In practical terms, the rmb can be easily converted into units, the meaning of the currency can be understood, the sense of economy can be measured, and initial financial discipline can be developed。
Thematic activity 3: where is the time
The time, minutes and seconds of a living situation, combined with life experience, experience and description of the length of time, understand the meaning of time and observe it。
Theme activity 4: my classroom
In everyday life situations, the relative position of the object is described above, below, left, right, front and back; the four directions of east, south, west and north are known. A preliminary concept of space has been developed。
Thematic activity 5: physical rulers
Some of the “longs” in which you are born are discovered through the knowledge of measured lengths; these “longs” are used as units to measure space or other objects, accumulate measurement experience and develop a sense of quantity。
Event 6: mathematical comics
Combining their lives, using learned mathematics to document their experiences, or telling a small story that contains mathematical knowledge, expressing an understanding of quantitative relationships and feeling the connection between mathematical knowledge and real life。
Requirements for the first semester (grades 1-2)
Actively involved in activities that express themselves and interact with others, deepen understanding of mathematics knowledge, understand the links between mathematics and real life, develop curiosity about mathematics, increase interest in learning mathematics, and gain some initial experience of mathematical activity。
Math game sharing. It gives a clearer picture of the activities of mathematics in kindergarten and in pre-school life, and gives a more accurate picture of the understanding of mathematics in terms of numbers, numbers, graphics, location, etc.; it explains or demonstrates the content and rules of the mathematical games that it has played, and it leads its peers to these mathematical games with the assistance of teachers。
Happy shopping street. Actively engaging in simulatory shopping activities, allowing for a clear expression and exchange of information, understanding of the relationship between the bean, horn, horn and fraction; the rational use of the renminbi in real or simulated situations; the ability to reflect and describe the process of shopping and to accumulate experience in the use of the currency, under the guidance of the teacher; and the creation of a sense of the amount of money and initial financial literacy。
Time is where. The time, minutes and seconds of knowledge speak of the time on the clock; the time, minutes and seconds of knowledge combine life experience with the length of time; the events of life with time are linked and the relationship between time and process is understood; and a sense of the amount of time is developed to understand the importance of observing time。
My classroom. The relative position of the object in real life is described above, below, left, right, front and later; the direction of the object is described east, south, west and north; one of the four directions given east, south, west and north is identified; the other three directions are identified; the position between the objects, the relativity of the direction is understood and a preliminary spatial perception is developed。
Body ruler. The knowledge of measuring length is used to understand some of the "longs" in the body; the "longs" in the body are used to measure the length of classrooms and certain objects around them; and the results of measurements are recorded, the experience of measurements is shared and the sense of quantity is developed。
Mathematical comics. They make a simple compilation of learned mathematics and think about how to use it to document their experiences; they combine life experiences or, by accessing information, they produce small stories that contain mathematical knowledge; they express in their own language the meaning and numerical relationship of mathematical comics; they understand the mathematical information and relationships of others in mathematical comics; and they learn mathematical expression and communication。
