Togo Cours Préparatoire (CP1) Subjects - Mathematics

This information is based on a combination of general CP1 mathematics principles and a teacher's guide from Burkina Faso, a Francophone country with a potentially similar educational system. It should be considered a possible framework, and may not perfectly reflect the specific Togo CP1 curriculum.

I. Mathematical Materials

• Common Objects: Students are introduced to various concrete materials used for counting and basic operations, such as pebbles, sticks, seeds, bottle caps, and other readily available items. These materials help develop a concrete understanding of number concepts before moving to abstract representations.
• Manipulatives: Students may also use manipulatives like counting blocks, beads, or other structured materials designed for mathematical learning.

II. Mathematical Language

• Basic Vocabulary: Students learn essential mathematical vocabulary, including terms like "add," "subtract," "share," "more," "less," "equal," "many," "few," "some," "all," and "zero." This vocabulary is introduced through hands-on activities and real-world examples.
• Expressing Operations: Students practice expressing mathematical operations verbally, connecting language with actions. For example, they might say, "I add two pebbles, and now I have five."

III. Number Study (0-20)

• Numbers 0-6: Introduction to numbers zero through six, focusing on counting, writing numerals, and basic addition and subtraction within this range. Manipulatives are heavily used to build a strong number sense. Decomposition of numbers (e.g., 3 = 2 + 1) is also introduced.
• Numbers 7-10: Continuing number study through ten, with emphasis on counting, writing, and more complex addition and subtraction. The concept of a "ten" as a unit is introduced, laying the foundation for place value. Multiplication may be introduced as repeated addition. Division may be introduced as sharing equally.
• Numbers 11-15: Expanding number knowledge to fifteen, building on the concept of a ten. Students learn to represent these numbers as one ten and a certain number of ones. Addition and subtraction within this range are practiced.
• Numbers 16-20: Completing the study of numbers to twenty, solidifying place value understanding. Students continue practicing addition and subtraction, and may explore more complex decompositions of numbers.

IV. Operations

• Addition and Subtraction: Students develop fluency in addition and subtraction within 20, using various strategies, including manipulatives, number lines, and mental math.
• Multiplication and Division: Basic multiplication and division concepts are introduced, often through concrete examples like grouping objects or sharing equally. The commutative property of multiplication (e.g., 2 x 4 = 4 x 2) is explored.

V. Other Concepts

• Place Value: Understanding that numbers 11-20 are composed of one ten and a certain number of ones. This concept is crucial for later mathematical learning.
• Comparison: Comparing quantities using terms like "greater than," "less than," and "equal to." The symbols ">" "<" and "=" may be introduced.
• Problem Solving: Simple word problems are introduced, allowing students to apply their mathematical knowledge to real-world situations. Problem-solving strategies are emphasized.

VI. Assessment and Remediation

• Formative Assessment: Ongoing assessment throughout the learning process to identify areas where students need additional support.
• Summative Assessment: Periodic assessments to evaluate overall learning progress.
• Remediation: Targeted activities to address specific learning gaps identified through assessment.