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Extracts from official instructions 2008 for french primary school concerning mathématiques

Extracts from official instructions 2008 for french primary school concerning mathématiques. Extract from the preamble valid for three cycles of primary school:

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Extracts from official instructions 2008 for french primary school concerning mathématiques

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  1. Extracts from official instructions 2008 for french primary school concerning mathématiques Extract from the preamble valid for three cycles of primary school: "National primary school programs define for each area of education the knowledge and skills to be achieved in the context of cycles; they indicate the annual benchmarks to organize progressive learning in French and mathematics. However, they give free choice of methods and approaches, demonstrating trust in teachers for implementation tailored to students. "

  2. Cycle program Extracts 3 on mathematics • In continuation of the first years of primary school, mastering the French language as well as the main elements of mathematics are the priority objectives of CE2 and CM. • The teachings of French and mathematics are subject to increases by grade, attached to this program. • The practice of mathematics develops a taste for research and reasoning, imagination and the capacity for abstraction, rigor and accuracy. • CE2 to CM2 in the four areas of the program, students enrich their knowledge, acquire new tools, and continues to learn how to solve problems. It strengthens mental math skills. It acquires new automation. The acquisition of mathematics mechanisms is always associated with an intelligence of their meaning. • The mastery of the main elements using mathematics to act in everyday life and prepare further studies in college. Proportionality is approached from situations involving the percentage of notions of scale, conversion, enlargement or reduction of figures. For this, several procedures (particularly that of the so-called "rule of three") are used.

  3. SECOND LEVEL FOR THE CONTROL OF THE JOINT BASE: EXTRACTS SKILLS EXPECTED AT THE END OF MATHEMATICS FOR CM2 Competency 3 : The main elements of mathematics and scientific and technological culture The main elements of mathematics The student is able to - Write, naming, comparing and using whole numbers, decimals (up to hundredths) and some simple fractions; - Restoration of the addition tables and obtained when 2 to 9; - Use surgical techniques of the four operations on whole numbers and decimals (for the division, the divisor is a whole number); - Mentally calculate using the four operations; - Estimate the magnitude of a result; - Use a calculator; - Recognize, describe and name the usual figures and solids; - Use the rule, square and compass to verify the nature of common plane figures and build with care and precision; • Use common units of measurement; use measuring instruments; perform conversions; - Solve problems involving the four operations, proportionality, and involving different mathematical objects: numbers, measurements, "rule of three", geometric figures, diagrams; - Learn organize digital or geometric information, justify and assess the likelihood of a result; - Read, interpret and construct some simple representations: tables, graphs.

  4. a - Nombres et calcul They study organized numbers continued until billion, but higher numbers may be encountered. The natural numbers: - Principles of decimal numeration position: value depending digits of their position in writing numbers; - Oral designation and write numbers and letters; - Comparison and storage of numbers on a number line identification, use of signs > And <; - Arithmetic relationships between commonly used numbers: double, half, quadruple, quarter, triple, third ... The concept of multiple. Decimal numbers and fractions: - Simple and decimal fractions: writing, mentoring between two consecutive integers, writing as sum of an integer and a fraction less than 1, the sum of two decimal fractions or two fractions of the same denominator; - Decimal numbers: oral descriptions and figures scriptures, value of numbers based on their position, passage of scripture to write a fractional point and vice versa, comparison and storage, tracking on a number line; approximate value of a decimal to the nearest unit to the nearest tenth, to the nearest hundredth. The calculation: - Mental: addition and multiplication tables. Daily training in mental calculation on the four operations promotes appropriation of numbers and their properties. - Placed: mastering a surgical technique for each of the four operations is essential. - The calculator: Calculator been wise use depending on the computational complexity faced by students. The resolution of problems related to everyday life helps to deepen the knowledge of the numbers studied, strengthen the control of meaning and practice of operations, develop a taste for rigor and reasoni

  5. b – Geometry The main objective of teaching geometry CE2 to CM2 is to allow students to move progressively from a perceptual object recognition to a study based on the use of instruments and measurement plot. Relationships and geometric properties: alignment, squareness, parallelism, equality of lengths, axial symmetry, the middle of a segment. The use of instruments and techniques: ruler, square, compass, tracing paper, graph paper, dotted paper folding. The plane figures: square, rectangle, diamond, parallelogram, triangle and its particular case, the circle: - Description, reproduction, building; - Specific vocabulary related to these figures: side top angle diagonal symmetry axis, center, radius, diameter; - Enlargement and reduction of plane figures, in connection with proportionality. Conventional solids: cube, cuboid, cylinder, prisms, pyramids. - Recognition of these solids and study of some patterns; - Specific vocabulary concerning these solid: vertex, edge, face. The problems of reproduction or construction of various geometric configurations mobilizing knowledge of the usual figures. They are an opportunity to make good use of the specific vocabulary and the steps of measuring and layout.

  6. d - Organization and data management The capacities of organization and data management develop by solving problems of everyday life or from other teachings. This is gradually learn to sort data, to classify, to read or to produce tables, graphs and analysis. Proportionality is approached from situations involving the percentage of notions of scale, conversion, enlargement or reduction of figures. For this, several procedures (particularly that of the so-called "rule of three") are used.

  7. d - Organization and data management The capacities of organization and data management develop by solving problems of everyday life or from other teachings. This is gradually learn to sort data, to classify, to read or to produce tables, graphs and analysis. Proportionality is approached from situations involving the percentage of notions of scale, conversion, enlargement or reduction of figures. For this, several procedures (particularly that of the so-called "rule of three") are used.

  8. The following tables provide benchmarks for teaching teams to organize escalation learning. Only new knowledge and skills are mentioned in each column. For each level, the knowledge and skills learned in the previous class are consolidated. Problem solving plays an essential role in mathematical activity. It is present in all areas and is exercised at all stages of learning.

  9. The practice of mathematics develops a taste for research and reasoning, imagination and the capacity for abstraction, rigor and accuracy. CE2 to CM2, students enrich their knowledge, acquire new tools, and continues to learn how to solve problems. It strengthens mental math skills. It acquires new automation. In mathematics, the acquisition mechanisms is always associated with understanding.

  10. The practice of mathematics develops a taste for research and reasoning, imagination and the capacity for abstraction, rigor and accuracy. CE2 to CM2, students enrich their knowledge, acquire new tools, and continues to learn how to solve problems. It strengthens mental math skills. It acquires new automation. In mathematics, the acquisition mechanisms is always associated with understanding.

  11. Tier 2 CM2 / Competence validated on 1. Mastering the French language 2. Practice a foreign language 3. Key elements of mathematics Scientific and technological culture 4. Mastery of common information technology and communication 5. humanistic culture 6. Social and civic competences 7. Autonomy and initiative Tier 2 CM2 Competence validated on Mastering the French language Practice a foreign language Key elements of mathematics Scientific and technological culture Mastery of common information technology and communication humanistic culture Social and civic competences Autonomy and initiative

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