SINGLE NATIONAL CURRICULUM

BY:
LEAD TRAINER
TRAINING OF PRIMARY
SCHOOL TEACHERS OF
ON NEW BOOKS MATHEMATICS

QUAID-E-AZAM ACADEMY FOR EDUCATIONAL DEVELOPMENT

SINGLE NATIONAL CURRICULUM

QUAID-E-AZAM ACADEMY FOR EDUCATIONAL DEVELOPMENT

QUAID-E-AZAM ACADEMY FOR EDUCATIONAL DEVELOPMENT
 SESSION 1 :ENERGIZER ACTIVITY
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ADJECTIVE OF NAME LETTER

Write an adjective of each letter of your name.

e.g. IMRAN
I ( intelligent)
M( mature)
…….
SESSION-1: 90 minutes
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INTRODUCTION TO THE SINGLE NATIONAL

CURRICULUM (SNC) MATHEMATICS GRADE I-V
OBJECTIVES OF SESSION-1:
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At the end of the session-1, you will be able to:

 Explain the rational (goal/vision) of Single National Curriculum (SNC) Mathematics Grade I-V;
 Understand the aims of Mathematics Curriculum for Grade I-V;
 Describe importance of reasoning and logical thinking in teaching and learning mathematics
in the four strands, including Numbers & Operations, Algebra, Geometry & Measurement and
Data Handling;
 Define standards, benchmarks, and students’ learning outcomes within each strand;
 Discuss the concept progression from one level to other in all the four strands
You will cover some of the unit content during your training through Microsoft team and
rest of the content, on your own, at LMS.
WHAT IS CURRICULUM?
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INTRODUCTION OF SNC: Curriculum
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The term ‘curriculum comes from the Latin word “currere” which means ‘race-course’
where the words ‘race’ and ‘course’ are suggestive of time and path respectively.

Curriculum is : Who should know about the curriculum?

• which is taught in school; • Student
• is a set of subjects; • Teachers
• is content; • Test Item Developers
• is a program of studies; • Writers of Textbooks
• is a sequence of courses; • Lesson plans or teacher guide writers
• is a set of performance objectives; • School Management
• is a course of study; • Parents
• is that which is taught both inside
and outside the school.
INTRODUCTION OF SNC: TABLE OF CONTENTS
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Chapter-1: Introduction
Chapter-2: Progression Grid
Chapter-3: Curriculum for Mathematics Grade-1
Chapter-4: Curriculum for Mathematics Grade-2
Chapter-5: Curriculum for Mathematics Grade-3
Chapter-6: Curriculum for Mathematics Grade-4
Chapter-7: Curriculum for Mathematics Grade-5
Chapter-8: Teaching Strategies
Chapter-9: Assessment in Mathematics
 Single National Curriculum (SNC) of Mathematics
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• Vision of Single National Curriculum;
One system of education for all, in terms of curriculum, medium of instruction and a
common platform of assessment so that all children have a fair and equal opportunity
to receive high quality education.
• Objectives of SNC Mathematics;
 All children have fair and equal opportunity to receive high quality education
 Social cohesion and National Integration
 Equal opportunity for upward social mobility
 Equity in education
 Holistic development of children in the light of emerging international trends and
local aspirations
 Smooth inter-provincial mobility of teachers and students
INTRODUCTION OF SNC:
Comparison of Strands in SNC with 2006 Curriculum
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S-1
S-1
Numbers
and Numbers
Operations and
Operations

Mathematics S-5
S-2
Strands Reasoning
S-4 and Logical Mathematics Algebra
in 2020 Single S-2 Thinking
Data
Algebra Strands in 2006
Handling National
National
Curriculum
Curriculum
(SNC)

S-3
S-3 S-4
Measureme
Measurem Information
nt and
ent and Handling
Geometry
Geometry
REASONING AND LOGICAL THINKING APPROACH IN SNC
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Logical reasoning means using rational, systemic steps, based on mathematical procedure, to solve a mathematical
problem. You can draw conclusions based on given facts and mathematical principles.
The curriculum for Mathematics is comprised of the four strands namely, Numbers and Operations, Algebra, Geometry
and Measurement and Data Handling. All of this content is underpinned by reasoning and logical thinking. All
standards, benchmarks and students’ learning outcomes are built around these strands.
Task-1: Solution

Read following two statements and respond in First Statement:

the given space and fill the correct response:
Second Statement:
First Statement:
Ali says, ' The product is always greater than multiplier and Explanation:
multiplicand'. (Multiplication always makes the number The first statement is not correct, as some
bigger.) numbers multiplied could result in bigger
numbers for example
Second Statement: 4 x 3 = 12 (12 is bigger than both the multipliers
Ahmed says, ‘The product could be greater than multiplier viz. 3 and 4, but this is not true for all the
and multiplicand.' (Multiplication can make the number numbers as
bigger.) 3 x 1 = 3. In this case the product (multiplicand) is
not bigger than both the multipliers i.e., 1 and 3.
INTRODUCTION OF STRANDS, STANDARDS, BENCHMARK &
STUDENT LEARNING OUTCOMES (SLOs)
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Strands: The term 'strands' is used to indicate the disciplines within a learning area, e.g. Numbers and
Operations ,Algebra ,Geometry and data handling under ‘Mathematics', each with its own associated goals
for learning

Standards : Educational standards are the learning goals for what students should know and be able to do at
each grade level

Benchmark:
An academic benchmark may be set at the beginning of a course for the set of concepts that students
should know by the end of the term. 

Benchmarks are used to assess progress towards year-end goals. Academic

Benchmarks refer to assessments that measure students against institution standards and learning goals.

Students Learning Outcomes (SLOs):Student Learning Outcomes are statements that specify

what students will know, be able to do or be able to demonstrate after the completion of a lesson or
program.
INTRODUCTION OF SNC: Strands and Standards
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• Identify numbers, ways of representing numbers, comparing numbers and effects of

Standards
number operations;
Strand-1: Number and • Compute fluently with fractions, decimals and percentages;
Operations • Examine real life situations by identifying mathematically valid arguments and drawing
conclusion to enhance their mathematical thinking.

Standards
• Analyze number patterns;
• Known facts, properties, and relationships to analyze mathematical situations;
Strand-2: Algebra • Examine real life situations by identifying mathematically valid arguments and drawing conclusion
to enhance their mathematical thinking.
Standards

• Identify measurable attributes of objects, construct angles and two-dimensional figures;

Strand-3: Geometry • Analyze characteristics and properties of geometric shapes and develop arguments about their
geometric relationships;
and Measurement • Examine real life situations by identifying, mathematically valid arguments and drawing
conclusion to enhance their mathematical thinking.
Standards

• Collect, organize, analyze, display and interpret data/ information;

Strand-4: Data Handling • Examine real life situations by identifying mathematically valid arguments and drawing conclusion to
enhance their mathematical thinking.
INTRODUCTION OF SNC: Standards and Benchmark
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A curriculum standard defines what a student is expected to know during certain stages/ages of their education.
A benchmark is a specific and measurable outcome that is normally tied to a curriculum standard, it indicate what
students should know and be able to do at various developmental levels. Strands and the benchmarks for the geometry
and measurement is given below: - Knowledge, Application, Reasoning
Standards Benchmarks Grade-(I-III) Benchmarks Grade-(IV-V)
NUMBERS AND OPERATIONS The student will be able to: The student will be able to:
• Identify numbers, ways of • identify, read and write whole numbers up to • read and write whole numbers up to 1,000,000
representing numbers, 10,000. (1-million) in numerals and words
comparing numbers and • read and write Roman numbers up to 20 • add and subtract numbers of different
effects of operations in • identify and differentiate even and odd complexity and of arbitrary size
various situations.
numbers up to 99. • multiply and divide numbers, up to 6-digits, by
• arrange, compare numbers up to 3-digits 2- or 3-digit numbers and by 10,100 and 1000
• compute fluently with using symbols (or =) • solve real life situations involving operations of
fractions, decimals and • identify and recognise place values up to 5- addition, subtraction, multiplication and
percentages. digit numbers division
• examine real life situations • represent and identify the given number on • recognize and differentiate between factors
by identifying number and multiples of two or three 2-digit numbers
mathematically valid • add, subtract numbers up to 4-digits • find highest common factor (HCF) and least
arguments and drawing • develop multiplication tables up to 10 common multiple (LCM) of two, three or four
conclusion to enhance • multiply number up to 2-digits with 1-digit numbers, up to 2-digits
mathematical thinking. number
INTRODUCTION OF SNC: Student Learning Outcome (SLOs)
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The SLOs are based on benchmarks, which are derived from standards for each of the four strands mentioned in the
SNC. The SLOs in each topic of Mathematics Grade I-V are given in Progress and hence the progression grid should be
learnt by the teachers.
Concept of Whole Numbers
Grade I Grade II Grade III Grade IV Grade V
• identify numbers 1–9 • write ordinal • read Roman • read numbers up to • read numbers up to
• identify 0 as a number numbers numbers up to 20 100,000 (one 1,000,000 (one
• read and write numbers up to 9 in from first to • write Roman hundred thousand). million) in numerals
numerals and in words twentieth numbers up to 20 • write numbers up to and words
• match the numbers 0–9 with objects • write • recognize even and 100,000 (one • write numbers up to
• count backward from 9 numbers 1– odd numbers up hundred thousand) 1,000,000 (one
• identify 10 as a 2-digit number 100 in words to 99 within a given • write numbers in million) in numerals
• read and write numbers up to 99 • read sequence words up to 100,000
• count forward and backward up to 99 and words
• count in tens and recognize 100 as a
numbers up • differentiate even (one hundred
three-digit number to 999 and odd numbers thousand
• identify and write missing numbers in • write within a given • recognize prime and
a sequence from 1 to 100 numbers up sequence composite numbers
• identify the position of objects using to 999 as • read and write given up to 100
ordinal numbers such as first, numerals numbers up to
second… tenth, including 10,000 (ten
representations 1st, 2n, 10th through thousand) in
pictures
numerals and words.
CONCLUDING REMARKS OF SESSION-1:
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In this session we have learn about:

 Rational (goal/vision) of Single National Curriculum (SNC) Mathematics Grade I-V; (explain in words)

 Aims of Mathematics Curriculum for Grade I-V; (explain in words)

 Importance of reasoning and logical thinking in teaching and learning mathematics in the four
strands, including Numbers & Operations, Algebra, Geometry & Measurement and Data Handling;
(explain in words)

 Standards, benchmarks, and students’ learning outcomes within each strand; (explain in words)

 Concept progression from one level to other in all the four strands. (explain in words)