a. produce schemes of work and lesson plans that are aligned to the Primary Mathematics Syllabus
or Learning Outcomes Framework;
b. ensure that problem solving is at the heart of designed lessons;
c. design and make use of mathematics activities including anchor tasks which are based on the
appropriate pedagogical theories;
d. reflect about the development of their lesson plans through self-evaluation;
e. embed strategies to differentiate between different types of learners e.g. auditory, visual and also
advanced learners and learners with Mathematics Learning Difficulties;
f. create resources for the use on the Interactive Whiteboard or on a computer;
g. produce strategies to formatively and summatively assess the learners’ grasp of mathematical
knowledge, concepts, skills and competences;
h. plan to ask the right questions to get the learner to engage in higher order thinking;
i. select and use appropriate manipulatives such as Base Ten Blocks to support the learner’s learning
structure and help him/her build mental representations of the concept at hand.

a. define appropriate ways of setting up a mathematics scheme of work and a lesson plan for the
primary classes;
b. list suitable strategies for teaching the main components of mathematics, namely, Number and
Algebra, Geometry, Data Handling and Measure;
c. describe ways of emphasising Mental work;
d. list different resources that may be used to teach mathematics more effectively such as Base Ten
Blocks and Cuisenaire Rods;
e. identify appropriate assessment strategies which assess for mathematical skills, knowledge and
competences;
f. define the importance of the affective domain in the learning of mathematics and the impact mathematics anxiety may have on learning.

Applying knowledge and understanding

The learner will be able to:

a. devise attractive, student-centred lessons and classroom activities which are inter-linked and
meaningful to the learners’ realities;
b. create anchor tasks that are related to the different topics in the syllabus and can be used to
introduce a lesson as a strategy for engaging the learners;
c. devise tasks which broaden the learners’ basic numeracy skills to a deeper understanding of
mathematical concepts, principles and applications.
d. prepare mathematical lessons number and place value, addition and subtraction, multiplication
and division, fractions, decimals, percentages and proportion, mass, capacity, length, perimeter and area, time, money, shapes and symmetry, position, direction and angles as well as tables,
graphs and averages.
e. prepare activities which comprise a range of tasks and problems and entail the application of a
number of mathematical ideas.
f. evaluate and select useful multisensory resources for each of the topics dealt with which will help
them to ensure that a Concrete Pictorial Approach is always maintained;
g. evaluate and choose a bank of activities that may be used as part of a continuous assessment
approach for each of the topics covered.
h. link the content of previous year groups to what will be covered in future years.

This module will be assessed through: Designing Tasks and Lesson Plan.

Core Reading List
1. Haylock, D. (2010). Mathematics explained for primary teachers (4th Edn.). Los Angeles: SAGE.
2. Haylock, D., & Thangata, F. (2007). Key concepts in teaching primary mathematics. London: Sage.

Supplementary Reading List
1. Haylock, D., & Cockburn, A. (2013). Understanding mathematics for young children (4th Edn.).
London: Sage.
2. Van De Walle, J. A., Karp, K. S. & Bay-Williams, J. M. (2013). Elementary and middle school
mathematics (8th Edn.). Boston: Pearson Education.
3. Rowland, T. (2009). Developing Primary Mathematics Teaching. Los Angeles: SAGE.