P1–P6 CURRICULUM
P1–P6 Core。每一堂都有可核對的學習證據。
每堂課規定知識目標、數學模型、常見誤概念與可觀察輸出。英文課名用於學生教材與檔案；中文說明協助家長理解課程位置。
P1–P6 LevelsA／B SemestersCPA Learning40 min
LEVEL & SEMESTER EXPLORER
選擇 Level，再檢視每學期的學習路徑。
目前選擇可寫入網址，方便課程顧問與家長分享同一個 Level、學期或單課。
P1AConcrete foundations
數到 100、number bonds、加減意義、乘除概念、錢幣、時間與圖表
| Course ID | English Lesson Title | 核心知識／方法 | Time | Evidence | 檢視 |
|---|---|---|---|---|---|
| SGM-P1A-001 | Counting Sets to 10 | 一一對應、基數、0–10 | 40 min | R/M/E/C | |
| SGM-P1A-002 | Read and Write Numbers to 10 | 數字、數詞與數量互譯 | 40 min | R/M/E/C | |
| SGM-P1A-003 | Compare Sets and Numbers | more, fewer, same as；>, <, =準備 | 40 min | R/M/E/C | |
| SGM-P1A-004 | Order and Ordinal Numbers | 數序、first至tenth | 40 min | R/M/E/C | |
| SGM-P1A-005 | Part-Whole and Number Bonds to 10 | 部分—整體結構與數對 | 40 min | R/M/E/C | |
| SGM-P1A-006 | Addition as Putting Together | 合併情境、+與= | 40 min | R/M/E/C | |
| SGM-P1A-007 | Subtraction as Taking Away and Comparing | 拿走、相差情境、−與= | 40 min | R/M/E/C | |
| SGM-P1A-008 | Fact Families to 10 | 加減互逆與四式關係 | 40 min | R/M/E/C | |
| SGM-P1A-009 | Numbers 11 to 20 | 一個十與若干個一 | 40 min | R/M/E/C | |
| SGM-P1A-010 | Compare and Order to 20 | 位值驅動的比較與排序 | 40 min | R/M/E/C | |
| SGM-P1A-011 | Make Ten to Add | 湊十表徵與心算 | 40 min | R/M/E/C | |
| SGM-P1A-012 | Subtract from Ten | 拆十與補數策略 | 40 min | R/M/E/C | |
| SGM-P1A-013 | Addition and Subtraction Stories | 讀題、選運算、完整答句 | 40 min | R/M/E/C | |
| SGM-P1A-014 | Measure Length with Units | 直接比較與非標準單位 | 40 min | R/M/E/C | |
| SGM-P1A-015 | 2D and 3D Shapes | 識別、分類、組成與拆分 | 40 min | R/M/E/C | |
| SGM-P1A-016 | P1A Integration: Show Two Ways | 用物、圖、式解釋同一關係 | 40 min | R/M/E/C/T |
01SGM-P1A-001Counting Sets to 10+
一一對應、基數、0–10
- Time
- 40 min
- Evidence
- R/M/E/C
02SGM-P1A-002Read and Write Numbers to 10+
數字、數詞與數量互譯
- Time
- 40 min
- Evidence
- R/M/E/C
03SGM-P1A-003Compare Sets and Numbers+
more, fewer, same as；>, <, =準備
- Time
- 40 min
- Evidence
- R/M/E/C
04SGM-P1A-004Order and Ordinal Numbers+
數序、first至tenth
- Time
- 40 min
- Evidence
- R/M/E/C
05SGM-P1A-005Part-Whole and Number Bonds to 10+
部分—整體結構與數對
- Time
- 40 min
- Evidence
- R/M/E/C
06SGM-P1A-006Addition as Putting Together+
合併情境、+與=
- Time
- 40 min
- Evidence
- R/M/E/C
07SGM-P1A-007Subtraction as Taking Away and Comparing+
拿走、相差情境、−與=
- Time
- 40 min
- Evidence
- R/M/E/C
08SGM-P1A-008Fact Families to 10+
加減互逆與四式關係
- Time
- 40 min
- Evidence
- R/M/E/C
09SGM-P1A-009Numbers 11 to 20+
一個十與若干個一
- Time
- 40 min
- Evidence
- R/M/E/C
10SGM-P1A-010Compare and Order to 20+
位值驅動的比較與排序
- Time
- 40 min
- Evidence
- R/M/E/C
11SGM-P1A-011Make Ten to Add+
湊十表徵與心算
- Time
- 40 min
- Evidence
- R/M/E/C
12SGM-P1A-012Subtract from Ten+
拆十與補數策略
- Time
- 40 min
- Evidence
- R/M/E/C
13SGM-P1A-013Addition and Subtraction Stories+
讀題、選運算、完整答句
- Time
- 40 min
- Evidence
- R/M/E/C
14SGM-P1A-014Measure Length with Units+
直接比較與非標準單位
- Time
- 40 min
- Evidence
- R/M/E/C
15SGM-P1A-0152D and 3D Shapes+
識別、分類、組成與拆分
- Time
- 40 min
- Evidence
- R/M/E/C
16SGM-P1A-016P1A Integration: Show Two Ways+
用物、圖、式解釋同一關係
- Time
- 40 min
- Evidence
- R/M/E/C/T
REPRESENTATIVE LESSON
SGM-P1A-03-A· 40 MINWhich Group Has More?
這堂代表課讓孩子從直覺判斷走到一一配對，再用 more、fewer 與 the same as 說出並證明比較結果。
40 分鐘目標
- 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
學生成功證據
- A has more than B because one counter is left over.
- 能把兩組物件一一配對，並指出是否有剩餘
- 能辨認排列變長不等於數量變多
- 能用 more、fewer、the same as 完整說明比較結果
常見誤概念
- 看起來排得比較長，就認為數量比較多
- 只報出答案，卻無法說明為什麼
- 混淆 more、fewer 與 the same as
- 使用 >、<、= 時沒有對應數量關係
THE 40-MINUTE LESSON FLOW
同一堂課，從先修檢查走到獨立證據。
每一個階段都能回到對應教材頁，不用抽象流程圖代替實際課堂。
先不數，指出哪一組看起來比較多，讓孩子說出直覺判斷。
老師依據孩子的回答、操作與錯誤路徑，決定增加追問、換表徵，或進入下一階段。
PREREQUISITE & PROGRESSION
這不是獨立題庫，而是一條有前後關係的課程鏈。
- BEFORE · P1ACounting Sets to 10先能逐一計數，並知道最後一個數代表總數
- NOW · P1AWhich Group Has More?用一一配對判斷 more、fewer 與 the same as
- NEXT · P1AOrder and Ordinal Numbers進入數序與 first 至 tenth
- LATER · P1APart-Whole and Number Bonds to 10把比較與數量理解帶入部分—整體關係
FIND THE RIGHT START
不確定該從 P1 還是 P2 開始？
先讓老師看孩子如何表示、解釋與檢驗，再建議合適起點。