P1–P6 CURRICULUM
P1–P6 Core。每一堂都有可核对的学习证据。
每堂课规定知识目标、数学模型、常见误概念与可观察输出。英文课名用于学生教材与档案；中文说明协助家长理解课程位置。
P1–P6 LevelsA／B SemestersCPA Learning40 min
LEVEL & SEMESTER EXPLORER
选择 Level，再查看每学期的学习路径。
目前选择可写入网址，方便课程顾问与家长分享同一个 Level、学期或单课。
P1AConcrete foundations
数到 100、number bonds、加减意义、乘除概念、钱币、时间与图表
| Course ID | English Lesson Title | 核心知识／方法 | Time | Evidence | 查看 |
|---|---|---|---|---|---|
| SGM-P1A-001 | Counting Sets to 10 | 一一对应、基数、0–10 | 40 min | R/M/E/C | |
| SGM-P1A-002 | Read and Write Numbers to 10 | 数字、数词与数量互译 | 40 min | R/M/E/C | |
| SGM-P1A-003 | Compare Sets and Numbers | more, fewer, same as；>, <, =准备 | 40 min | R/M/E/C | |
| SGM-P1A-004 | Order and Ordinal Numbers | 数序、first至tenth | 40 min | R/M/E/C | |
| SGM-P1A-005 | Part-Whole and Number Bonds to 10 | 部分—整体结构与数对 | 40 min | R/M/E/C | |
| SGM-P1A-006 | Addition as Putting Together | 合并情境、+与= | 40 min | R/M/E/C | |
| SGM-P1A-007 | Subtraction as Taking Away and Comparing | 拿走、相差情境、−与= | 40 min | R/M/E/C | |
| SGM-P1A-008 | Fact Families to 10 | 加减互逆与四式关系 | 40 min | R/M/E/C | |
| SGM-P1A-009 | Numbers 11 to 20 | 一个十与若干个一 | 40 min | R/M/E/C | |
| SGM-P1A-010 | Compare and Order to 20 | 位值驱动的比较与排序 | 40 min | R/M/E/C | |
| SGM-P1A-011 | Make Ten to Add | 凑十表征与心算 | 40 min | R/M/E/C | |
| SGM-P1A-012 | Subtract from Ten | 拆十与补数策略 | 40 min | R/M/E/C | |
| SGM-P1A-013 | Addition and Subtraction Stories | 读题、选运算、完整答句 | 40 min | R/M/E/C | |
| SGM-P1A-014 | Measure Length with Units | 直接比较与非标准单位 | 40 min | R/M/E/C | |
| SGM-P1A-015 | 2D and 3D Shapes | 识别、分类、组成与拆分 | 40 min | R/M/E/C | |
| SGM-P1A-016 | P1A Integration: Show Two Ways | 用物、图、式解释同一关系 | 40 min | R/M/E/C/T |
01SGM-P1A-001Counting Sets to 10+
一一对应、基数、0–10
- Time
- 40 min
- Evidence
- R/M/E/C
02SGM-P1A-002Read and Write Numbers to 10+
数字、数词与数量互译
- Time
- 40 min
- Evidence
- R/M/E/C
03SGM-P1A-003Compare Sets and Numbers+
more, fewer, same as；>, <, =准备
- Time
- 40 min
- Evidence
- R/M/E/C
04SGM-P1A-004Order and Ordinal Numbers+
数序、first至tenth
- Time
- 40 min
- Evidence
- R/M/E/C
05SGM-P1A-005Part-Whole and Number Bonds to 10+
部分—整体结构与数对
- Time
- 40 min
- Evidence
- R/M/E/C
06SGM-P1A-006Addition as Putting Together+
合并情境、+与=
- Time
- 40 min
- Evidence
- R/M/E/C
07SGM-P1A-007Subtraction as Taking Away and Comparing+
拿走、相差情境、−与=
- Time
- 40 min
- Evidence
- R/M/E/C
08SGM-P1A-008Fact Families to 10+
加减互逆与四式关系
- Time
- 40 min
- Evidence
- R/M/E/C
09SGM-P1A-009Numbers 11 to 20+
一个十与若干个一
- Time
- 40 min
- Evidence
- R/M/E/C
10SGM-P1A-010Compare and Order to 20+
位值驱动的比较与排序
- Time
- 40 min
- Evidence
- R/M/E/C
11SGM-P1A-011Make Ten to Add+
凑十表征与心算
- Time
- 40 min
- Evidence
- R/M/E/C
12SGM-P1A-012Subtract from Ten+
拆十与补数策略
- Time
- 40 min
- Evidence
- R/M/E/C
13SGM-P1A-013Addition and Subtraction Stories+
读题、选运算、完整答句
- Time
- 40 min
- Evidence
- R/M/E/C
14SGM-P1A-014Measure Length with Units+
直接比较与非标准单位
- Time
- 40 min
- Evidence
- R/M/E/C
15SGM-P1A-0152D and 3D Shapes+
识别、分类、组成与拆分
- Time
- 40 min
- Evidence
- R/M/E/C
16SGM-P1A-016P1A Integration: Show Two Ways+
用物、图、式解释同一关系
- Time
- 40 min
- Evidence
- R/M/E/C/T
REPRESENTATIVE LESSON
SGM-P1A-03-A · 40 MINWhich Group Has More?
这堂代表课让孩子从直觉判断走到一一配对，再用 more、fewer 与 the same as 说出并证明比较结果。
40 分钟目标
- Compare two groups by pairing one-to-one
- Use Pair → Look → Say to compare fairly
- Describe more, fewer, or the same as
- Explain why spacing does not change quantity
- Complete a comparison independently
学生成功证据
- A has more than B because one counter is left over.
- 能把两组物件一一配对，并指出是否有剩余
- 能辨认排列变长不等于数量变多
- 能用 more、fewer、the same as 完整说明比较结果
常见误概念
- 看起来排得比较长，就认为数量比较多
- 只报出答案，却无法说明为什么
- 混淆 more、fewer 与 the same as
- 使用 >、<、= 时没有对应数量关系
THE 40-MINUTE LESSON FLOW
同一堂课，从先修检查走到独立证据。
每一个阶段都能回到对应教材页，不用抽象流程图代替实际课堂。
先不数，指出哪一组看起来比较多，让孩子说出直觉判断。
老师依据孩子的回答、操作与错误路径，决定增加追问、换表征，或进入下一阶段。
PREREQUISITE & PROGRESSION
这不是独立题库，而是一条有前后关系的课程链。
- BEFORE · P1ACounting Sets to 10先能逐一计数，并知道最后一个数代表总数
- NOW · P1AWhich Group Has More?用一一配对判断 more、fewer 与 the same as
- NEXT · P1AOrder and Ordinal Numbers进入数序与 first 至 tenth
- LATER · P1APart-Whole and Number Bonds to 10把比较与数量理解带入部分—整体关系
FIND THE RIGHT START
不确定该从 P1 还是 P2 开始？
先让老师看孩子如何表示、解释与检验，再建议合适起点。