Mathematics: Grades K to 12 - csomathscience · PDF fileMathematics: Grades K to 12 . 2 ... Grade 8 149 Grade 9 165 Grade 10 ... to guide writers of teaching and learning materials

Curriculum Standards for the State of Qatar
Mathematics: Grades K to 12

2 | Qatar mathematics standards | Introduction Education Institute 2005

Contents
Foreword 5
1 Introduction 7 The new curriculum standards 9
About the mathematics standards 12
2 Scope and sequence charts for mathematics 21 Grades K to 4 23
Grades 5 to 9 27
Grades 10 to 12 (foundation) 35
Grades 10 to 12 (advanced) 39
3 Mathematics standards 51 Kindergarten 53
Grade 1 59
Grade 2 69
Grade 3 79
Grade 4 91
Grade 5 105
Grade 6 119
Grade 7 133
Grade 8 149
Grade 9 165
Grade 10 (foundation) 181
Grade 10 (advanced) 233
Grade 11 (advanced) 257
Grade 12 (advanced: quantitative methods) 281
Grade 12 (advanced: mathematics for science) 305
4 Appendix 321 Sources used for international comparisons for mathematics 323

Foreword
Qatars Comprehensive Education Reform Initiative
These Curriculum Standards lie at the heart of Education for a New Era, Qatars education reform initiative. They draw on international expectations of what students should know, understand and be able to do at each stage of their schooling, as well as on the current best practices in Qatars public schools.
The standards focus on the content essential for preparing students to be engaged and productive citizens. Critical thinking, enquiry and reasoning are emphasised in all grades to ensure that students develop the ability to work creatively, think analytically and solve problems.
The standards have been developed for the Education Institute of the Supreme Education Council by an international team of curriculum experts, guided by the staff of the Institute. Working groups of local teachers and curriculum specialists have helped to ensure that the standards reflect Qatari values and culture, and are relevant to the needs and interests of Qatari students.
Principals and teachers should find these standards to be an excellent resource on which to base their planning, teaching and assessment. Quality instruction and high levels of scholastic achievement are crucial to the future success of our youth and our nation.
Sabah Esmail Al-Haidoos Director, Education Institute

1
Introduction

The new curriculum standards
Background
The curriculum standards are goals for students learning. They set out what Qatari students should know, understand and be able to do by the end of each grade from Kindergarten to Grade 12. They are intended to help each Independent School to plan its curriculum, to guide writers of teaching and learning materials and to inform the design of tests and examinations.
The standards cover four subjects: Arabic, English, mathematics and science. Todays students must have a high degree of competence in all these subjects, and must benefit from the best opportunities in higher education, if they are to compete successfully in the worldwide economy. At the same time, they need to develop a feeling of identity with their country and a deep understanding of Qatars traditions, achievements and culture.
The standards are based on the premise that all Qatari students are capable of learning successfully and of achieving high levels of performance. The standards are aligned to expectations in those countries that demand the most of their students, including those that achieve excellent results in international tests.
Students who master the knowledge, concepts and skills specified in the standards, and who perform well in the new national tests based on the standards, should also score well in international qualifying examinations for admission to first-class universities around the world.
Structure of the curriculum standards
The standards are presented in Section 3 of this document. They are preceded by scope and sequence charts. The charts give an overview of the standards and summarise the content for each grade. They are intended to help schools to see at a glance how students knowledge, understanding and skills should progress from one grade to the next.
The standards from Kindergarten to Grade 9 are for all students. Each set of standards is structured into strands as follows:
Arabic word knowledge, listening and speaking, reading and writing
English words, grammar, reading and writing, listening and speaking
Mathematics reasoning and problem solving, number and algebra, geometry and measures, data handling
Science scientific enquiry, physical processes, life science, materials, Earth and space
In each strand, the standards are grouped into topics. The strands and topics for a given subject do not necessarily involve equal amounts of teaching time, and are not necessarily given equal emphasis in the national tests. The approximate proportion of the overall teaching and assessment time that should be devoted to them is discussed in more detail on page 14 of this introduction.
The standards for Grades 10 to 12 have two different pathways. All students should continue to study all four subjects but not necessarily to the same depth or level. The standards for these grades are therefore at two levels, foundation and

advanced. Students, with advice from teachers and parents, will choose a course based on one or the other, but not both. This is to allow teachers to prepare students according to the students individual needs and aspirations.
The foundation standards include revision and consolidation of standards for earlier grades as well as some new material. Advanced standards include the foundation standards, so that advanced students are taught the foundation standards before moving on to more in-depth study (for example, more challenging problems, more demanding critiques of texts, more complex topics).
Key performance standards
The standards in Section 3 are numbered to make them easy to reference. The numbers in shaded rectangles, e.g. 1.2, identify the key performance standards. These are the standards that should be taught to all students and that all students should master. The national tests are based on these standards.
The remaining non-key standards represent extension or enrichment objectives for the more able, or consolidation objectives for those who learn more slowly. As such, they will not necessarily be taught to all students. Some of them are key standards in an earlier or higher grade.
The shaded panels at the start of each strand are summaries of the key standards for that strand. They should be useful to teachers when they make informal assessments of students progress and when they are reporting to parents.
Illustrations of the standards
The standards aim to provide enough detail to give teachers a clear understanding of:
what students should learn by the end of each grade in each of the four subjects;
the emphasis to be placed on higher order skills, such as critical thinking, enquiry, reasoning and problem solving.
The standards are illustrated with examples to show what is expected. The examples should help teachers to interpret the standards and to develop lesson plans, learning resources and assessment materials.
Notes in the margin are also intended to help teachers to interpret the standards. For example, a margin note might add further detail about what to include or not include in the teaching of a standard, or refer to a linked standard.
Spelling, units of measurement, numbers and equations
The mathematics and science standards are offered in English and Arabic versions. The Arabic standards are provided in Arabic, and the English standards in English.
The spelling conventions adopted in the English standards, and the English versions of the mathematics and science standards, are based on standard British English.
The units of measurement and abbreviations used are the Systme Internationale (SI) units. They are therefore written in their internationally recognised form: for example, the word centimetre and its abbreviation cm are used in both the Arabic and English language versions of the standards. Thin spaces, not commas, are used to separate groups of three digits in numbers with more than four digits: for example, 48 746, not 48,746.

In both the Arabic and English versions of the standards, numbers and symbols, including chemical symbols, are written using Roman or Greek script. Mathematical and chemical equations and formulae are presented from left to right.
Schools will need to make their own decisions about spelling conventions and how numbers, symbols, equations and formulae are presented to students in lessons and learning resources, taking account of the language of instruction and the age of the students.
Using the standards in schools
The standards are i

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Mathematics: Grades K to 12 - csomathscience · PDF fileMathematics: Grades K to 12 . 2 ... Grade 8 149 Grade 9 165 Grade 10 ... to guide writers of teaching and learning materials