So here in terms of abilities and skills the students should: Remember definitions, vocabulary, units, number facts, properties of numbers, properties of plane figures, conversions of different sizes, etc. Recognize / Identify mathematical entities that are equivalent, is ie areas of parts of figures to represent fractions, fractions known, decimals and percentages equivalent;; simple geometric figures oriented differently, and so on. Calculate know algorithmic procedures for +, -, x,: or a combination of such operations, known procedures to approximate numbers, estimating measures solve equations, evaluate expressions and formulas, divide a quantity in a given ratio, increase or decrease a quantity by a given percentage, etc. Use mathematics to use tools and measuring instruments, reading scales: draw lines, angles or shapes according to given specifications. Given the necessary steps, using ruler and compass to construct the bisector of a line, the bisector of an angle, triangles and quadrilaterals. II. USE OF CONCEPTS s Familiarity with mathematical concept is central to the effective use of mathematics to solve problems, for reasoning and, therefore, for the development of mathematical understanding. For even more analysis, hear from sander gerber hudson bay.
Knowledge of concepts enables students to make connections between elements of knowledge that, at best, would only be retained as isolated events. It allows them to expand beyond their existing knowledge, judge the validity of statements and mathematical methods and create representations mathematics. Knowing that the length, area and volume are preserved under certain conditions, have an appreciation of concepts such as inclusion and exclusion, generality, equal probability, representation, testing, cardinal and ordinal, mathematical relationships, place value of numbers.