1. Introduction: Philosophy:NaturalismDesign:Core designAssessment Policy:Formative + Summative Curriculum Studied:Oxford Curriculum, Text book board Peshawar, Army Public School Classroom Methodology:Interactive 1

3. Curriculum Design: Curriculum is Core design because at primary level this kind of curriculum is best suited.

4. Philosophy Philosophy is naturalistic because pragmatism and idealism does not fulfill the need of math students.

5. Why Naturalism Mostly in primary level naturalistic approach is employed according to naturalism there is an objective reality in the world and that reality is for all and it can be practically proved. So in math 4 + 4 = 8 but how? So naturalism gives the answer how.

6. Instruction Methodology Classroom is interactive. Socratic Method.

7. Why Math is important: Mathematics is a creation of the human mind and therefore becomes primarily a way of thinking thus facilitating problem- solving. Development of mental computation skills.

8. Objectives: Develop the ability to demonstrate a facility with numbers and number operations; Analyze information collected by statistical methods and draw conclusions. Apply the concepts and skills of measurement and geometry to everyday situations and in the process develop critical thinking skills; -know the principles, structures and basic laws of mathematics appropriate to their level. Be able to link mathematics with other subjects across the curriculum. Also build a foundation for understanding fractions by working with shapes and geometry.

9. Continued To be able to make use of mathematical skills and knowledge necessary for coping with the practical demands of everyday life. Use appropriately the existing technology including but not limited to, calculators and computers as tools of learning.

10. Course Contents: Topics Contents Set  Concept of set.  Members of Set.  Properties of Set.  Writing a Set.  Finite and infinite Set.  Union and intersection of Set. (From Text Book Board Peshawar) Understanding Number  Exploring Large Numbers  Numbers All Around Us.  Exploring Multiples.  Prime and Composite Numbers  Investigating Factors  Order of Operations  What Is an Integer?  Comparing and Ordering  Integers (Math Wise, Oxford)

11. Continued Decimals  Numbers to Thousandths and Beyond  Estimating Products and Quotients  Multiplying Decimals by a Whole Number  Multiplying a Decimal Less than 1 by a Whole Number  Dividing Decimals by a Whole  Number (Math Wise, Oxford) Fractions, Ratios, and Percents  Mixed Numbers.  Converting between Mixed  Numbers and Improper Fractions.  Comparing Mixed Numbers and  Improper Fractions.  Exploring Ratios.  Equivalent Ratios.  Exploring Percent.  Relating Fractions, Decimals,  and Percent  (Math Wise, Oxford) (Math Wise, Oxford) MID TERM

12. …… Geometry and Measurement  Exploring Triangles.  Naming and Sorting Triangles by Angles..  Drawing Triangles.  Investigating Polygons.  Congruence in Regular Polygons.  Perimeters of Polygons.  Area of a Rectangle. Area of a Rectangular Prism (Math Wise, Oxford) Data Analysis and Probability  Using a Questionnaire to Gather Data  Conducting Experiments to Gather Data.  Interpreting Graphs.  Drawing Graphs  Choosing an Appropriate Graph...96  Theoretical Probability.............98  Experimental Probability (Math Wise, Oxford)

13. … Patterns and Equations  Input/output Machines.  Patterns from Tables.  Using Variables to Describe Patterns.  Plotting Points on a Coordinate Grid  Drawing the Graph of a Pattern.  Understanding Equality.  Keeping Equations Balanced (Math Wise, Oxford) Algebraic Equations and Simple Inequalities  Simple equations  Index notation  Simultaneous equations  (Army Public School) Final Term

14. Evaluation: To know about their present level of knowledge and what is to be done to bring some positive change in their learning. Both formative and summative assessment will be employed. Formative assessment will be most effective because it correct the student without discouraging, System of grading and marks discourage the student up to some extent that is why formative assessment will be given more value than summative. Achievement test and diagnostic test will be taken in every month. Achievement test will test their present ability and it will include the course contents while diagnostic test will give a chance to the teacher to know about the weakness and strength of the students.

15. Assessment:

16. Resources: Mental Math: Grade 6 Teacher Guide. Practice Workbook for students, Harcourt. Math Wise, Oxford Text book board Peshawar.