Mathematical Skills 1

Mathematical skills include the ability to perform computations and estimations of numbers in various forms, to describe spatial relationships between objects, to perform measurements, to manage data, to employ logical reasoning for drawing valid conclusions, and to apply mathematical concepts in different contexts.

Descriptors of expected achievements

across the school curriculum Examples of implementation in English Language Education Key Stage 1 (P1 — 3)

Students will learn to

• perform comparison and basic computations of whole numbers

• describe shapes, sizes and positions

• apply the knowledge of measurement and use appropriate units and tools for measurement

• present data by means of, and retrieve information from, simple charts and graphs

• perform simple deductions with the use of basic logical concepts such as “and”, “or”,

“all”, “some”, “because”, “if … then” and

“contradiction”

• apply simple mathematical knowledge in daily life

Students

1. provide or find out and present simple information on familiar topics (e.g.

telling and comparing the quantity, the weight and height of classroom objects, recognising the shapes of shape poems, telling the size and position of objects with prepositions and units of measurement, telling time by the hour) 2. understand, interpret, use and present

simple information which involves numerical and graphic forms or spatial concepts through processes or activities such as labelling, matching, describing and classifying (e.g. classifying and labelling the shapes of various food items, indicating the position of rooms on simple floor plans)

3. make connections between ideas in simple texts by understanding the use of simple cohesive devices (e.g. “and”,

“because”, “but”)

1 In the context of generic skills, Mathematical Skills refer to the ability to apply mathematics in different key learning areas and subjects. The concepts and skills of the Mathematics subject to be applied are only those generally applicable to various disciplines.

Appendix 7

Descriptors of expected achievements

across the school curriculum Examples of implementation in English Language Education Key Stage 2 (P4 — 6)

Students will learn to

• perform computations and simple estimations, involving whole numbers, fractions, decimals and percentages such as estimating expenses

• use simple geometric properties such as symmetry, parallel and perpendicular to describe shapes, sizes and positions more accurately

• apply strategies and formulae in measurement

• collect and process data, present data by means of suitable charts and graphs, and retrieve information from charts and graphs

• perform deductions such as syllogism and provide counter examples

• apply mathematical concepts in daily life

Students

1. provide or find out, organise and present simple information, patterns and trends on familiar topics (e.g. telling time by the quarter, the minute and the second, writing a recipe by listing the amount of ingredients needed, presenting the results of surveys in graphic forms) 2. understand, interpret, use and present

simple information through processes or activities such as describing, classifying, comparing, explaining, predicting and drawing conclusions to solve simple real-life problems (e.g. telling what and how much food to buy for the school outing, estimating expenses of preparing a farewell party, asking for or giving directions)

Appendix 7

Descriptors of expected achievements

across the school curriculum Examples of implementation in English Language Education Key Stage 3 (S1 — 3)

Students will learn to

• handle very large or very small numbers and negative numbers with a sense of scale

• perform numerical manipulations such as percentage changes and perform estimations with appropriate strategies

• describe the rules of arrangement of objects or occurrence of events such as the pattern formed by a set of shapes and the trend of population growth

• describe spatial relationships between objects using distance, angle, scale, bearings and gradient

• choose appropriate tools and strategies to find measurements according to the degree of accuracy required by the specific purpose

• use different methods for handling (i.e.

collecting, organising, analysing and presenting) quantitative information and make reasonable interpretation of the results

• estimate risks and chances through the use of elementary probability

• perform deductions and verifications, and check their validity

• apply various mathematical concepts in daily life

Students

1. provide or find out, select, organise and present quantitative information, patterns and trends on different topics, using appropriate tools and strategies such as surveys, questionnaires, interviews, tables and charts (e.g. collecting and presenting information on students’

online activities)

2. understand, interpret and use quantitative information through processes or activities such as describing, classifying, comparing, explaining, predicting, inferring and drawing conclusions to solve real-life or simulated problems (e.g. calculating and making estimations of class or school library resources, services and facilities)

3. understand and identify information and ideas in oral and written forms (e.g.

following instructions to figure out the direction to a place)

4. locate, gather, summarise and analyse figures, information and ideas available from encyclopedias, dictionaries and reliable websites to form opinions or make practical recommendations (e.g.

reading food labels to calculate and estimate the health benefits and risks of consuming certain food items)

Appendix 7

Descriptors of expected achievements

across the school curriculum Examples of implementation in English Language Education Key Stage 4 (S4 — 6)

Students will learn to

• evaluate the appropriateness of tools and strategies for handling quantitative information

• use quantitative information for making informed decisions in different contexts

• evaluate processes of deductions to avoid committing logical fallacies

• apply various mathematical concepts in different contexts with appropriate strategies and be aware of the need to make adaptations in new situations

Students

1. provide or find out, select, analyse, organise and present quantitative information, patterns and trends on different topics, using appropriate tools and strategies such as surveys, questionnaires, interviews, tables and charts (e.g. collecting, analysing and presenting data and views on social issues)

2. evaluate the appropriateness of tools and strategies for collecting and analysing quantitative information (e.g.

reviewing the design of questionnaires and appropriateness of data collection methods)

3. understand, interpret and use quantitative information through processes or activities such as ordering, describing, classifying, comparing, explaining, justifying, predicting, inferring and drawing conclusions to solve real-life or simulated problems (e.g. drawing up a proposal to request assistance or contribution with the support of quantitative evidence)

4. participate with others in estimating risks and chances during the process of planning, organising and carrying out activities (e.g. estimating the cost of purchase of stock, calculating the profit margin for running a stall in the school bazaar during the English Week)

Appendix 7