MINISTRY OF EDUCATION 
 
 
 
REVISED CURRICULUM GUIDE 
 
MATHEMATICS 
 
GRADE 5 
 
 
 
 
PRODUCED BY CURRICULUM DEVELOPMENT AND IMPLEMENTATION UNIT, NATIONAL CENTRE FOR EDUCATIONAL RESOURCE 
DEVELOPMENT 
PRINTED BY MATERIALS PRODUCTION UNIT, NCERD 
September 2008 
ACKNOWLEDGEMENTS 
 
 
   The Ministry of Education is grateful to the following persons whose 
   tireless work has resulted in the production of this revised Mathematics 
   Guide for Grade 5. 
 
    Ali, Mohamed Osman     St. John's Community High School 
   Bowman, Samantha      Amelia’s Ward Primary School 
 Chandrapaul, Tajewattie     Gibson Primary School 
 Chichester, Robin      Belladrum Primary School 
 Dhanpat, Twaripersaud     Yakusari Primary School 
 Enniss, Dorrette Ann      Mackenzie Primary School 
 Harripaul, Bhawase C.     Crabwood Creek Primary School 
 Jacobis, Fareeda      St. Anthony’s Primary School 
 Jaikarran-Wills, Pramawattie     Rama Krishna Primary School 
 Jewnandan, Jaiwattie      Arthurville Primary School 
 Jones, Linda       Senior Subject Specialist (VSO), NCERD 
 Lall, Eshwar       Lima Sands Primary School 
 Lo-Hing, Paula      St. Sidwell’s Primary School 
 Mckenzie, Colleen      Virginia Primary School 
 Mckenzie, Joseph      Senior Subject Specialist, NCERD 
 Persaud, Pramellawattie     Taymouth Manor Primary School 
   Peters, Bhatraj       Overwinning Primary School 
 Prasad, Krishna Nand      Senior Subject Specialist, NCERD 
 Rambarose, Taramatie     Ketley Primary School 
 Ramnarine, Paramdai      Huist Dieren Primary School 
   Singh, Lakewatti Dolly     Stella Maris Primary School 
 
 
 
 
 
CURRICULUM GUIDE 
MATHEMATICS: GRADE 5 
 
CONTENTS 
 
     TOPIC      Page 
 
     Sets           1 
     Number Concepts         6 
     Operations, Relations and Properties      17 
     Geometry         30 
     Fractions         39 
     Decimal         46 
     Percentage – Ratio And Proportion      58 
     Measurement: 
       Length        61 
       Capacity       64 
       Mass        68 
       Time        71 
     Statistics-Graphs        72 
MATHEMATICS CURRICULUM GUIDE 
LEVEL 5 
SETS  
 
 
OBJECTIVE AREAS OF 
TOPIC METHODS/ EVALUATION 
SKILLS KNOWLEDGE ATTITUDE CONTENT 
STRATEGIES- INTEGRATION 
Sets: Sorting mixed Describe a set Share objects and Describe a set - Sort a mixed Describe sets. Art 
 collection of and  work in small and list collection of Name sets. Draw sets of 
Making sets and objects to make list members of groups. members of objects to List members of objects from the 
listing sets sets using braces. sets using make sets. given sets using environment. 
members. Describing sets braces. - Describe and braces  
Naming sets name the sets e.g. The set of 
Drawing formed. vowels (V): 
Listing members - Drawing V = {a, e, i, o, u}. 
of sets diagrams to  
 represents the  
sets made. 
- List all the 
members of a 
set. 
- State which 
members 
belong and 
which do not 
belong to a 
particular set. 
 
 
 
 
 
 
Distinguishing Differentiating Recognise equal Share objects and Equal and Make equal sets Identify equal and Language 
between equal Making sets sets as referring work  Equivalent Explain the equivalent sets Skills 
and equivalent to a set with co-operatively. sets. concept of equal from given sets  Use language of 
sets. many names sets.  mathematics in 
Recognise Make equivalent  
OBJECTIVE AREAS OF 
TOPIC METHODS/ EVALUATION 
SKILLS KNOWLEDGE ATTITUDE CONTENT 
STRATEGIES- INTEGRATION 
equivalent sets as sets  communicating. 
having the same Explain the 
number of concept of 
members. equivalent sets 
Compare equal sets 
with equivalent 
sets 
Subsets Identifying and Describing sets Find out Subsets. The Describe and name List the members Social Studies 
using the symbol Identifying and mathematical symbol for " is given sets. of subsets of Identify major 
for " is a subset listing subsets of facts for oneself a sub set of " Identify and write given sets using groupings of 
of ". the given set. i.e. ⊂  sets using braces. braces and the countries in the 
Using the symbol Make smaller sets symbol ⊂ - is a Caribbean e.g. 
⊂ - is a subset of from given sets and subset of Greater Antilles, 
name these . Bahamas etc. 
“subsets.” of the Science 
given sets  From a set of 
e.g pictures of 
(a) { i, o, a } is a animals select 
subset of   pictures of 
{ a, e, i, o, u } animals and place 
(b) {1,2,3 } is a them in the 
subset of correct vertebrate 
{1,2,3,4,5} groups. 
Use the symbol ⊂  
for " is a subset  
of.”. 
e.g. {1,2} ⊂ . 
{1,2,3,4,5,6} 
 
NUMBER CONCEPTS 
 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
LEVEL 5 Reading Read and write Develop critical Numerals up Read various 4- and Rearrange digits  
NUMBER Numerals numerals up to thinking  to hundreds of 5-digit numerals to make new 6 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
 CONCEPTS. Recognising hundreds of thousands shown on digit numerals. 
 patterns thousands (both Place value of abacuses/place value Read 6- digit 
Reading and Using patterns to numerically and each digit in charts/coloured numerals 
writing develop in words) and numerals up to number 
numerals up to mathematical state the values hundreds of strips/notation cards. 
hundreds of concepts of each digits in thousands. Use abacuses/place 
thousands numerals up to  value 
thousands  charts/coloured 
number 
strips/notation cards 
to show numerals up 
to 5 digits and then 
to 6 digits 
Use the place value 
chart and abacus to 
read and write 
numerals up to 
hundreds of 
thousands. 
 
 Investigating - Skip counting Observing  - Count in Complete  
in 2's, 3's, 5's, Count in 2's, sequence from sequence  
10's, 25's, 50's, 3's, 5's, 10's, one. involving skip  
100's, 1000's, 100's, 1000's, - Count on, from counting in 2's,  
recognising and a given number 3's, etc in  
insert missing to another given acending.  
terms in number 160, 165, __, __,  
sequence (forward and 180 and  
backward) decending   
- Skip count in 1350, 1250, __,  
2's, 3's, 5's, 10's, __.  
25's, 50's on a  
hundred grid.  
- (both forward 
and backward) 
     - e.g. 125, 150, - Increase or  
__, __, __, 105, decrease 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
__, 115, 120, given  
__, __, 260, numbers by  
250, __, __, thousands,  
220. hundreds  
- Skip counting etc.  
in hundreds, - E.g. Increase  
thousands, 360 by 5 =  
thousands from __ decreases  
a given number 1764 by 100  
to another given = ____.  
number (with   
and without the - Complete  
use of a number series in  
line) skip  
- Increasing or counting  
decreasing a - Complete  
given number dot to sot  
by puzzles.  
thousands/hund - E.g.  
reds/fifties/twen - 65, 85, . . . .  
ty- . . . . . . . .  
five/tens/fives/t  
hrees/twos,  
writing and  
reading the  
numerals  
formed by the  
increase or  
decrease.  
- Recognising 
patterns in skip 
counting. 
- Completing 
sequences 
involving skip 
counting 
- Completing dot 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
to dot puzzles. 
 
 Ordering Comparing and  Compare - Arranging - Use the  
ordering numbers numbers up to given numerals symbols =,  
up to hundreds of hundreds of (up to hundreds >, < to  
thousands. thousands.  of thousands) in compare  
Using >, < or order from numbers up  
= signs. largest to to hundreds  
e.g. 10   634 < smallest and of thousands  
12   361 vice-versa of  
 - Comparing thousands.  
Order numbers numerals up to  E.g. 162   
from smallest hundreds of 361   
to largest and thousands.               10   364  
vice-versa.  - Writing number   
E.g. 29 364   sentences using - Order given  
87521    9864 symbols =, >, < numerals from  
from smallest to show that largest to  
9  864    29   one number is smallest and  
364   87   521 equal to, greater vice-versa.  
from largest. than or less than  
87  521   29   another.  
364    9   864  
 
 Computation. Identify and  Factors of 1 - Identify and - Writing the  
write factors of 1 and 2 digit write factors of factors of  
and 2 digit numbers. given number given 1 and  
numbers and (up to 2 digit). 2 digit  
write the product - Identify the numerals  
of repeated factor in a given - Writing  
factors as the number repeated  
power of the sentence and factors using  
factor state the power.  E.g.  
number of times 7 x 7 x 7 x 7  
the factor in x 7 = 7  
repeated e.g. 2 - Writing  
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
x 2 x 2 = 8 the given  
factor 2 is powers of  
repeated 3 factors as  
times. repeated  
- Write and read factors e.g.   
the product of - 7   = 7 x 7 x  
repeated factors 7 x 7  
as the power of - Identifying  
the factor and factors and  
vice-versa.  E.g. power  
2 x 2 x 2 = 8 = (exponents).  
2 and 2 x 2 x 2  
= 2 = 8  
- Identify the  
factor and the  
power  
(exponent) of  
the factor e.g. in  
2  2 is the factor  
and 3 is the  
power or 
exponent. 
 Counting  Identify prime Recognising. Prime and - Listing all - Identify Physical 
Identifying.3 and composite composite factors of given prime Education. 
numbers between numbers numbers numbers 
0 and 100. between 0 and between 0 and from given 
 100. 100  sets of 
Identifying and - Counting the numbers. 
writing multiples number of 
of 1 and 2 digit factors for each 
numbers.  (10, number and 
11, 12) recording them 
on a table or 
graph. 
 
Number 1 2  3  4  5  6   7 
Factors  11213121512317 
                         4       6 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
 
Number 
of 
different 
factors 
 
 
 
 
 
 
 
 
     Number of different fac- - Identify  
 composite 
7 
 numbers 
6 from a given 
 set of 
5 numbers. 
 
4 
 
3 
 
2 
 
1 
 
0 
       1   2   3   4   5   6   7 
 
Using the 
table/graph to name 
the numbers that 
have two and only 
two different factors 
and naming such 
number – prime 
numbers composite 
numbers.  Shading 
prime/composite 
numbers on a 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
hundred square grid. 
 
 Organising Identify and Develop self- Multiples of 1 Manipulating small - Write the Crossword 
Classifying. write multiples of reliance. and 2 digit objects to identify multiple of Puzzle. 
1 and 2 digit numbers. number that can be given one 
number put into equal rows and two 
(10,11,12). of 2, 3, 4, 5 etc. up digit 
to 12. numbers up 
Identifying the to 12. 
numbers that can be - Complete 
put into equal rows sequences 
of 2 as multiples of for 
2; numbers that can multiples. 
be put into equal 
rows of 3, 4, 5 etc. 
to 12 as multiples of 
3, 4, 5 etc. to 12. 
Identifying 
multiples of one and 
tens object numbers 
up to 12 on a 
hundred square grid. 
 Investigating Find the L.C.M. Observing. L.C.M. of not Listing multiples of Complete table Science. 
Calculating. of given number more than given numbers (not for L.C.M. of Tech/Voc 
using sets of three number more than 3 given numbers. Subject. 
multiples. at a time. numbers at a time).   
Stating which  
multiples are  
multiples of all the  
numbers given and  
describing these  
multiples as  
Common Multiples.   
Identify the Lowest  
of the Common  
Multiples and 
describing it as 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
Lowest Common 
Multiples (L.C.M). 
 
 Computation Rounding whole Recognising. Round whole Counting in tens Round given  
Identifying numbers to the Appreciating. numbers up to from a given number to the 
Differentiating nearest ten, thousand. number to another nearest ten, 
Comparing. hundred and given number on a hundred and 
thousand. number line e.g. thousand. 
 
        50 
        60 
        70 
             
             
             
             
      130 
 
 
Identifying given 
number on the 
number line and 
stating their position 
in relation to the 
tens on both sides of 
the number e.g. 
 
 
50 51 
 
          50 
 
         51 
 
         52 
 
         53 
 
         54 
 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
         55 
 
         56 
 
         57 
 
         58 
 
         59 
 
         60 
 
     52 is nearer to 50   
than to 60 56 is  
nearer to 60 than to  
50.  
Identifying the mid-  
point between two  
numbers on the  
number like e.g.  
  
  
 10 20     30          90  
  
  
Rounding given  
numbers to the  
nearest ten and  
stating a rule for  
rounding numbers  
e.g. numbers form  
the mid-point and  
higher than the mid-  
point are rounded  
up; numbers below  
the mid-point are  
rounded down e.g.  
84 rounded to the  
nearest ten is 80.  38  
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
to the nearest ten is  
40.  
Using similar  
activities as the  
above for rounding  
numbers to the  
nearest hundred and  
to the nearest  
thousand. 
 
. Calculating Test for Observing. Numbers that Grouping quantities State the rule for  
Investigating. divisibility by 2, Appreciate are divisible of stoppers into divisibility by 2, 
3, 5, 9 and 12. by 2, 3, 5, 9, parcels of 2, 3, 5, 9, 3, 5, 9 and by 10. 
and 12. 10.  
Dividing given Identify numbers 
numbers by 2, 3, 5, that are divisible 
9,10. by 2, 3, 5, 9 and 
Examining the by 10. 
ending of numbers 
that are exactly 
divisible by 2, 3, 
5,9, by 10 and 
stating the rule for 
each. 
Examining the sums 
of the digits of 
numbers exactly 
divisible by 3 and 
by 9 and stating the 
rule for each. 
Using these rules to 
find numbers that 
are divisible by 2, 3, 
5, 9 and by 10 on 
the 100 square grid. 
 
 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
 Identifying and Identify odd and Inquiring. Odd and even Arranging given sets Identify odd and Physical 
listing. even numbers. numbers. of objects into two even numbers on Educational – 
equal rows. a hundred square game. 
Describing odd and grid. 
even numbers. 
Identifying odd and 
even numbers on the 
hundred square grid. 
Recognising odd 
and even numbers 
by excaming the last 
digit in the numeral. 
Completing 
sequence involving 
odd and even 
numbers. 
 
 Ordering Use ordinals as Comparing and Ordinals as Reading the date Using ordinals to Art. 
Identifying. applied to dates appreciating. applied to from the calendar, tell and write 
anniversaries etc. dates. using ordinals. dates as a daily 
Using ordinals to exercise. 
record the date of 
each day; to name 
the order of the days 
of the week, weeks 
in the month, month 
in the year and the 
dry and month of 
important events 
such as birthdays, 
anniversaries, 
National Events etc. 
 Comparing Read and write Differentiating Roman - Substituting Write Roman Social Studies. 
Roman Accepting. Numerals up Roman Numerals for  
Numerals. to c (100). Numerals for Arabic/Hindu  
given Arabic Numerals to 100  
Numerals to L and vice-versa.  
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
(50).  
- Discussing the  
basic symbols  
to L.  
- Discussing how  
the basic  
symbols affect  
the meaning of  
the numerals  
i.e.  
- If a numeral is  
written to the  
right of one  
with greater  
value the two  
must be added  
together e.g.  
LX is 50 to 10  
= 60.  
- If the numeral  
is written to  
the left of one  
of greater  
value, it must  
be subtracted  
e.g. 1X is 10 –  
1 = 9.  
         XL is 50 – 10  
         = 40 
- Recognising C 
as the Roman 
Numeral for 
100. 
- Writing the 
Roman 
Numeral for 90 
– XC and 
OBJECTIVE METHODS/ AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION 
INTEGRATION 
other numerals 
from 1 to 50, 
60 to 100. 
- Writing 
Roman 
Numerals for 
given numbers 
up to 100 and 
vice 
versa.STOP 
 
OPERATIONS, RELATIONS AND PROPERTIES 
 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
Basic number Recognising Recall with speed Memorise Basic number Use the addition and Complete Science 
facts for patterns and accuracy all important results facts for subtraction tables to addition and Investigating 
addition and Problem solving basic number and value these addition and recall addition and subtraction and drawing 
subtraction Computing facts for addition as useful subtraction. subtraction facts tables. conclusions. 
and subtraction  Examine addition and   
Recognise basic  subtraction tables and Use concrete  
number facts for find patterns. materials to 
addition and Discuss these patterns solve addition 
subtraction as and make generalisation and subtraction 
number for problems 
combinations in -adding zero to a number Solve problems 
addition and -taking zero from a with brackets 
subtraction with number Complete 
1-digit addends -adding two numbers in addition and 
e.g. 3 + 8 = 11 any order  subtraction 
     11 -  3 =   8 Solve simple addition tables involving 
and subtraction problems odd and even 
based on addition and numbers 
subtraction facts Complete 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
Use odd and even number 
numbers to reinforce sentences with 
addition and subtraction basic addition 
facts by finding out if the and subtraction 
result of the addition or facts e.g. 
subtraction operation is 9 + !  = 12 
odd or even  ! + 8  = 14 
Use brackets to write 5  + 6  = ! + 5 
sentences to show which 
part of a problem must 
be worked first then  
Use flash cards with 
incomplete addition and 
subtraction facts and 
have pupils complete 
them 
Multiplication Building up Build up and use Show interest in Multiplication Identify patterns and Complete  
Tables up to 12 multiplication multiplication learning basic tables up to 12 relationships in multiplication  
tens tables tables up to 12 multiplication times  multiplication table table on grid for  
Using times  facts  (grid) for up to 9 times up to 12 times.  
multiplication Value the use of tables and making Write repeated  
tables. multiplication generalisation. addition  
tables in solving e.g.  sentences as  
problems -any number multiplied multiplication  
by zero is zero. facts and vice  
-any number multiplied versa  
by 1 is the number itself e.g.   
-the order in which a 3 +3 +3 +3 = 4 x 3 or  
number is multiplied 3 x 4  
does not alter the Complete  
answer. number 
-multiplication and sentences with 
division are inverse basic 
operations  multiplication 
e.g.  and division 
2 x 6 = 12 so 12 ÷ 2 = 6 facts for up to 12 
and 12 ÷ 6 = 2 times tables. 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
Count in sets of 11, 12 Solve simple 
on a number line to build multiplication 
up multiplication tables and division 
for 11 and 12 and record problems. 
these counts using 
repeated addition 
sentences and 
multiplication sentences 
e.g. 11 + 11 = 22 
       11 x 2 = 22 
Use flash cards to do 
drills in multiplication 
and division facts for up 
to 12 times tables. 
Solve simple problems 
involving basic number 
facts for multiplication 
and division 
Use calculators to verify 
results. 
Number Recognising Build number Be aware of Building Count in twos, threes, Complete Art and 
sequences number patterns sequences growth patterns number fours, fives, tens, and number Craft 
Completing sequence (not multiples of 10 up to sequences Use objects, 
number more than 10 hundreds, beginning at starting at any e.g. 
sequences numbers in a any number. point. matchsticks, to 
sequence) so Recognise the number e.g. create growth 
that the pattern in sequences and  (i) 10, 20, 30,        patterns. 
difference find the principle (ii) 5, 70, 75 -----  
between governing a particular (iii) 4, 8, 12 ------  
consecutive pattern. (iv)191, 291,  
terms is a 1 Read numbers in number 391, -----  
digit; number, sequences on a number  
10, multiple of line and state the  
10 up to 100 difference between 
and other 2 consecutive terms 
digit numbers. Complete number 
sequence on a number 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
line. 
 
 
 
 
Addition and Computing Add and subtract  Work together to Addition and Use expanded notation Add and subtract Language 
subtraction of Grouping and numbers up to 4- solve problems subtraction of and place value to add whole numbers Skills 
numbers up to regrouping digits without number up to and subtract whole using expanded Make up 
4- digits Investigating and with 4-digits numbers. notation. mathematics 
regrouping. (including all Add and subtract 2-, 3-, Add and subtract stories and 
difficulties) in and 4-- digit numbers whole numbers solve 
either vertical without showing the without showing problems. 
or horizontal expanded notation the expanded  
format.  Use the commutative form.  
 and zero properties to Complete  
 add whole numbers e.g. number  
15 + 9 = 9 + 15 = 24 sentences to  
448 + 0 = 0 + 448 = 448. show  
commutative and  
zero properties.  
e.g.   
12 + 6 = #  
6 + 12 = #  
17 + 0 =#  
0 + 17 =#  
146 + 125 =#  
125 + 146 =  # 
Make  
palindromes and 
state the number 
of steps used. 
Complete magic 
squares. 
 
 
 
 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
 
Adding a Communicating Recognise that if Set and achieve Addition and Add and subtract the Solve problems  
number to a Computing a whole number realistic goals subtraction as same whole number in which a whole 
given number Recognising is added to then inverse from a given number number is added 
and then patterns subtracted from a operations. than discussing the to then 
subtracting the Observing given whole  result. subtracted from a 
number that was Using patterns to number, the e.g. given number 
added. make rules result is the (a) 10 + 4 – 4 =  10 without 
Investigating original whole (b) 12 + 6 – 6 =  12. performing the 
number. Generate a rule. operation. 
e.g. 
8 + 104 – 104 =     
29 – 8 +       = 29 
32 +       - 17 =32 
Multiplication Using expanded Multiply up to 4- Develop an Multiplication Use expanded notation Use expanded Science 
of 4-digit notation and the digit numbers by inquiring mind of  up to 4- and the distributive notation and the Apply skills 
numbers by 1- distributive 1 digit and 2- digit numbers property to multiply 1- distributive and knowledge 
and 2- digit property of digit numbers by 1 and 2 ,2-, 3 –, and 4 -digit property to to do activities 
numbers multiplication including digit numbers numbers by 1 digit multiply 2-, 3- that involve 
Recognise and multiples of 10 including numbers. and 4 -digit the 
use number up to 100. multiples of 10 e.g. numbers by 1- multiplication 
patterns up to 100. 598 x 9 digit numbers. of 2-.3-, and 4-
 = (500 + 90 + 8) x 9 e.g. 427 x 9 digit numbers 
= (500 x 9) + (90 x 9) +     Multiply up to 4- by 1- and 2-
(8 x 9) digit numbers by digit numbers. 
= 4500 + 810 + 72 1- digit numbers 
= 5382. without showing 
Multiply 1-, 2-, 3- and 4- the expanded 
digit numbers without form. 
showing the expanded Multiply 1 digit 
form numbers by 10, 
Use repeated addition to 100. 
multiply 1- digit number 
by 10 and by 100. 
 
     Multiplying 1- digit Multiply up to 4  
numbers by 1, 10, 100. digit numbers by 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
e.g.  10 and by 100. 
5 x 1 = 5 e.g.  
5 x 10 = 50    1045 x 10 =      
5 x 100 = 500    1045 x 100 =       
and discuss the Multiply up to 4- 
relationship between the digit numbers by 
1- digit numbers being 1- digit numbers 
multiplied, and the and multiples of 
answers, to arrive at a 10 up to 100. 
rule for multiplying by e.g. 
10 and 100.  2417 x 10 
Identify patterns in  2417 x 20 
multiplication of up to 4-  2317 x 30 
digit numbers by 1- digit 
numbers and multiples 
of 10 up to 100 using the 
abacus and place value 
chart. 
e.g. 
126 x 3 = 
126 x 3 tens = 
126 x 3 hundred = 
126 x 3 = 
126 x 30 = 
126 x 300 = 
 
 
 
 
 
 
 
     Use expanded notation Use expanded  
and the distributive notation to do 
property to multiply up problems of the 
to 4- digit numbers by following kind 
multiples of 10. 329 x 30 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
493 x 40 Multiply up to 4- 
= (400+ 90 + 3)x 40 digit numbers by 
(400 x 40) + (90 x 40) + I- digit number 
(3 x 40) using expanded 
16000 + 3600 + 120 notation and the 
19720 distributive 
Use expanded notation property 
and the distributive Solve problems 
property to multiply up without using 
to 4- digit numbers by expanded 
2 -digit numbers that are notation 
not multiplies of 10. e.g. 298 x 26 
Multiply up to 4-digit      4562 x 43 
numbers by 2-digit 
numbers without 
showing the expanded 
notation. 
Use calculators to check 
answers. 
Division of 4- Use basic Divide up to 4 Inquiring  Division of Dividing up to 4 digit Divide up to 4  
digit numbers multiplication digit numbers by numbers up to numbers by 1 digit digit numbers by 
by 1- and 2- and division 1 and 2 digit 4 digit number using the basic 1 digit numbers. 
digit numbers numbers numbers by 1 multiplication and  
and 2 digit division facts. Divide up to 4 
numbers. Using repeated digit numbers 
subtraction to divide up using repeated 
to 4 digit numbers by 2 subtraction. 
digit numbers 
 
e.g. 
13
34 442  
     -  340 – 10 times 34 
        102 
        102  –   3 times 34 
            0   - 13 times 34 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
 
69
52 3612  
52 x 100 
        2600 - 50 times 52 
        1012 
          520 - 10 times 52 
          492 
   -     260 -    5 times 52 
         232 
   -     208 -    4 times 52 
           24     69 times 52 
Mixed Investigating Recognise that if Reason logically Multiply and Multiply a whole Solve problem in Science 
operations Solving problems a whole number then divide a number by a given which a whole Solve 
(multiplying Recording results is multiplied by, whole number number, then divide the number is problems with 
and dividing a Recognising and and then is by the same result by the same given multiplied by a scientific 
number by the using patterns divided by the number. number and then discuss and then divided approach. 
same number) Using  rules same number the the result by a given whole 
result is the 6 x 3 ÷3 = 6 number without 
original number Solve problems without performing the 
performing the operation. 
multiplication and e.g. 
division operations by 8 x 4 ÷ 4 = 
using a rule. 9 x  ! ÷ 6 = 9 
 
Estimating Rounding – off Estimate answers Value the need Estimate Round -off numbers to Use rounded-off  
answers to numbers to computation for answers to the nearest 10 to simplify numbers to  
computations Estimating exercises approximation. computations a problem and to get estimate  
Approximating involving the (involving the approximate answers. answers.  
Predicting four operations four e.g. when adding 32 + 37 e.g.  
by rounding-off  operations) by + 52, round-off each 87 x 21 = !  
rounding-off number to the nearest 10 95 + 54 + 38 =!  
numbers to the by thinking of  565 – 348 = !  
nearest ten, 32 as 30 784 – 48 = !  
hundred, 37 as 40  
thousand and 52 as 50  
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
ten thousand. then adding 30,40 and 50  
to record the answer as   
120  
Find the actual answer   
e.g. 32 + 37 + 52 = 121  
Compare the estimated  
answer and the actual  
answer and say if the  
estimated answers is  
reasonable or not.  
Extend the ideas in the  
above to round-off  
numbers to   
(a) the nearest 10  
(b) the nearest 100  
(c) the nearest 10000  
(d)   the nearest 10 000  
N.B. When multiplying  
or dividing by a 1- digit  
number, neither the  
multiplier nor the divisor  
is rounded- off  
When multiplying a 2- or  
more than 2- digit  
number, round-off both  
the multiplicand and the  
multiplier.  
Both divisor and  
dividend are rounded-off  
when using rounded-off  
numbers to divide 2- or  
more than 2- digit 
numbers. 
Use calculators to 
estimate, calculate and 
verify answers 
Mixed Applying rules State and use the Develop Order of Discuss the rules of State and use the Language 
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
operations- the Use step-by-step order of enthusiasm in operations. order of operations rule for order of Skills 
use of method in operations in solving problems B – Brackets  i.e. “Brackets” followed operations  in Use the 
BODMAS solving problems relation to mixed O – Of  by “of” then “Division,” computation technical 
operations. D – Divide  then “Multiplication,” Quiz language of 
M – Multiply  then “Addition,” and Puzzles mathematics. 
A – Add  lastly “Subtraction” Games 
S – Subtract  Introduce   
 “BODMAS ,”to assist  
in the memorisation of 
the order. 
Apply BODMAS 
e.g. 
12 ÷ 4 x 3 + 2 
3 x 3 + 2 
9 + 2 
11 
Work abstract exercises 
related to mixed 
operations using 
BODMAS 
Use calculators to find 
values of mixed 
operations. 
Calculating the Thinking Recognise the Use the The arithmetic Find the mean of two or Find the Language 
Arithmetic logically arithmetic mean calculator mean of sets more quantities derived arithmetic mean Skills 
Means of sets of Investigating as a single value meaningfully and of values from real life situations of sets of values Report on 
values Observing representing all intelligently by pooling together the Solve simple activities 
Generalising values in a set quantities and then problems undertaken in 
Applying rules redistributing these  mathematics 
Verifying pooled quantities so that  
answers each share has the same  
Use sketches and amount.  
diagrams in Discuss practical  
solving problems exercises of the above  
Using the kind   
calculator Discuss the computation  
meaningfully involved in solving  
  OBJECTIVE     AREAS OF 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT METHODS/ EVALUATION 
STRATEGIES- INTEGRATION 
problems stating a rule  
for finding the mean of 2  
or more quantities and  
using the rule to solve 
problems. 
Solving Reading Solve 1- step and Develop Word Use concrete materials Solves simple 1- Science 
problems Analysing 2- step problems confidence in problems and diagrams to solve and 2-step Pose a 
involving the Calculating trying out new involving the 4 simple 1- step problem problems using question and 
four operations Problem solving ideas operations involving any of the 4 diagrams seek to find 
 operations. involving any of answers. 
 Discuss, analyse, and the four 
use concrete materials operations 
and diagrams to solve 2- 
step problems which 
require the use of two of 
the four operations. 
 
GEOMETRY 
 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
Geometry Make models of Identify and state Share ideas. Properties of Identify and state the Make nets of solid. Art and Craft – 
 solids from nets the properties of Respect other solids (Number number of edges, Complete a table Making models 
Properties of Identifying the cube, cuboid, pupils’ of edges, surfaces and vertices on showing properties and skeletons of 
solids Observing cone, cylinder contributions. surfaces, the cube, cuboid, cone, of solid shapes. solids  
Describing and sphere in Enjoy practical vertices) cylinder and sphere. 
 terms of edges, activities Describe the nature of 
 surfaces and the edges and surfaces 
vertices. on these solids e.g. the 
 edges are straight; the 
surfaces are curved. 
Record the properties of 
given solids 
Make models of the 
cube, cuboid, cone and 
cylinder from given nets 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
Play a game: “Can you 
find me?” e.g. I have two 
flat surfaces, one curved 
surface, two curved 
edges.  Can you find me? 
Explain and present  
Euler’s rule: Number of 
surfaces + Number of 
vertices = Number of 
edges +2 
 
 
 
 
 
Properties of Collecting Identify and state Share ideas. Properties of Classify squares, Complete a table Art  
plane shapes Sorting the properties of plane shapes – rectangles and triangles showing properties Make patterns 
Classifying  squares, number of sides according to sides and of the plane shapes using plane 
Recording rectangles and and angles. angles. e.g. shapes. 
 triangles in terms State the number of sides  
of sides and  and angles in given plane Shape   No. of    No. of 
            SIDES   ANGLES 
angles shapes. 
 
Record the properties of 
 
squares, rectangles, 
 
triangles on tables. 
 
 
 
 
 
Closed and Identifying Identify closed Develop self- Closed and Identify closed and open Identify closed and Art 
open shapes Differentiating and open shapes  reliance. open shapes  shapes and note the open shapes from Draw closed 
Drawing differences between given diagrams. and open shapes 
Recognising them. Identify inside,  
boundary Draw closed and open outside and on the 
 shapes. boundary of  plane 
Recognise that closed shapes 
shapes have a boundary; 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
inside and outside. 
Identify inside, outside 
and on the boundary of 
given closed shapes. 
 
 
 
 
 
 
 
 
Polygons Sorting Classify and Observe Polygons up to Sort a given set of Identify and name Language 
Naming name polygons relationships six sides. polygons according to polygons from Skills 
Recording according to the carefully the number of sides and given information  Use technical 
Drawing number of sides angles. language of 
and angles. Name sets of polygons mathematics. 
Recognise that e.g. the set of triangles, 
polygons are quadrilaterals, pentagons 
closed plane and hexagons. 
shapes with all Record the properties of 
its sides straight. these polygons on a 
given table. 
Draw different triangles, 
quadrilaterals, pentagons 
and hexagons. 
Type of angles Using Identify and Develop accuracy Types of angles Identify right angles. Identify and name  
measuring name angles in measuring. -right, acute, Use cardboard right these angles from a 
instruments according to size obtuse, and angles to show angles given set of angles 
Identifying Draw and straight. greater than a right right, obtuse,  
Communicating measure angles  angle; less than a right acute and straight. 
Comparing  of given sizes angle and equal to two Measure and name 
Drawing using the right angles. given angles. 
protractor  Name these angles – Draw and name 
obtuse, acute and straight angles as right, 
angles. acute, obtuse and 
Identify the right angle, straight. 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
obtuse angle, acute angle 
and straight angle from a 
given set of angles. 
Draw angles of given 
sizes and measuring 
them using the 
protractor. 
 
 
 
Recognising Defining Differentiate Develop Points, lines, Use dots to fill up the Draw Art 
points, lines and Drawing between lines confidence in and line space between two given representation of Make patterns 
line segments Naming and line completing tasks segments dots lines and line involving line 
Discussing segments Discuss the picture segments segments 
Communicating formed to bring out that Identify line  
a line segment is a set of segments and lines  
points. from given  
Use arrows to extend the diagrams.  
line segment in both Name line  
directions  segments using  
e.g letters.  
  
 
Discuss the 
representation of the line 
formed to establish the 
fact that a line goes on 
and on in both directions 
and a line is made up of 
a set of points. 
Discuss the difference 
between lines and line 
segments. 
Use letters to name 
points on the line to label 
line segments. 
Identify and name line 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
segment and lines given 
two or three points on 
the line. 
Identify and draw lines 
and line segments. 
 
 
 
Types of lines Classifying Identify parallel Enjoy Parallel, Identify and draw lines Identify parallel, Art 
lines lines (relate to mathematics horizontal that run in the same horizontal, vertical Make simple 
Drawing the environment) activities vertical and direction. and sloping lines line pattern 
Observing and draw parallel sloping lines. Recognise that lines that form a given set of using 
Associating horizontal, run in the same direction lines. knowledge of 
words and vertical and do not meet or cross and Draw parallel, parallel, 
images sloping lines. name such lines “parallel horizontal, vertical horizontal, 
lines.” and sloping lines. vertical, and 
Identify and draw -  sloping lines. 
parallel lines.  
Recognising that lines  
that are parallel to the  
earth's skyline (the  
horizon) are horizontal  
lines).  
Identify and draw  
horizontal lines.  
Identify and draw  
vertical lines. 
Identify and draw 
sloping lines using the 
environment e.g. V-roof 
of a house. 
 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
Testing for Identifying Identify Develop team Congruent line Identify line segments, Identify congruent  
congruency Comparing congruent line - spirit segments, angles and polygons. line – segments,  
with respect to Observing segments, angles angles and Identify line segments of angles and  
line segments, Measuring and and polygons. polygons. equal lengths, angles of polygons from  
angles and testing for equal sizes and polygons given diagrams  
polygons congruency. of equal size and shape.  
Use the word  
“congruent” to name  
equal line – segments,  
equal angles and  
polygons of same size  
and shape.  
Test for and identify  
congruent line segments,  
congruent angles and  
congruent polygons,  
using edges of paper,  
angles made from  
cardboard strips and  
templates of polygons  
Lines of Using pupil- Identify lines of Appreciate Lines of Fold geometric cut-outs Draw lines of Art 
symmetry manipulated symmetry of symmetry in symmetry on to find lines of symmetry on given Drawing and 
aids squares, circles, nature e.g. shape plane shapes. symmetry. shapes. colouring 
Observing rectangles and of butterflies  Use mirrors and carbon Identifying lines of mirror patterns. 
Drawing  other shapes. paper to show symmetry symmetry on given 
Identifying of given shapes. diagrams. 
Communicating Draw lines of symmetry Identify the 
 on given shapes. number of lines of 
Identify all the lines of symmetry on given 
symmetry on given shapes. 
shapes. 
 
 
 
 
 
FRACTIONS 
 
 OBJECTIVE     AREAS OF 
TOPIC METHODS/ 
SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
FRACTIONS Computing Find fractional Work Fractional Find fractional Find Fractional Language 
Finding Grouping parts of given cooperatively parts of parts of given parts of given Skills 
fractional parts Sharing quantities quantities  quantities by quantities using  Use the language 
of given Shading and grouping, sharing, sets of objects of mathematics 
quantities. colouring shading and e.g. in communicating 
colouring Find 3/5 of 20 e.g. I spent one 
 e.g. exercise books. fifth of my money 
 ¼ of 12 = 3. on icicles. 
 
 
 
  ¼     ¼     ¼      ¼ 
 
 
3  of 12 = 9 
4
 
 
 
 
 ¼        ¼     ¼    ¼ 
 
 
             9 
 
DIAGRAM 
 
 
 
 
Equivalent Using charts and Recognise sets of Work in the Equivalent Use charts and Write sets of  
fraction. diagrams equivalent imagination fractions as diagram to identify equivalent  
Explaining fractions. naming the and name a set of fractions (using  
Writing  same fraction equivalent fractions fraction charts.  
Generalising for a given fraction Find equivalent  
 OBJECTIVE     AREAS OF 
TOPIC METHODS/ 
SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
Applying rules Describe fractions for given  
equivalent fractions fractions  using a  
Write a rule for rule.  
finding equivalent Find out if the  
fractions and use two fractions are  
this rule to find  equivalent by  
sets of equivalent using these cross  
fractions. products.  
Use cross products  
to check for  
equivalent fraction  
e.g.  
½ = 6/12  
then 1 x 12 = 12  
and   2 x 6 = 12  
as shown through  
cross  
multiplication  
so the fractions  
are therefore  
equivalent.  
  
Comparing Comparing Recognise that Enjoy Compare Folding, shading, Use fraction  
fractions fractions fractions can be mathematics fractions: cutting and charts to compare 
 Recognising compared activities -Unit fractions. labelling strips of unit 
 number patterns . -Fractions with cardboard of equal fractions,fractions 
 Generalising the same length to show unit with the same 
Using pupil- numerator fractions. numerator, and 
manipulated aids -Fractions with  fractions with the 
the same Use a fraction chart same 
denominator to compare and denominator. 
write number Compare sets of 
sentences to show fractions by 
comparison of unit inserting the 
fractions. symbols   
Use fraction charts > is greater than 
to compare < is less than 
 OBJECTIVE     AREAS OF 
TOPIC METHODS/ 
SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
fractions with the = is equal to 
same numerator.  
Use fraction charts, (1) 2           5  
3 3
diagrams, and 
2
number lines to (2) ½            4
compare fractions  
with the same (3) 3            7  
denominator 4 8
Use the Number line 
comparison activities 
symbols  >,<, =, to Quiz 
write number 
sentences to show 
comparison of 
fraction with the 
same numerator. 
Use fraction charts, 
diagrams, number 
lines to compare  
fractions with the 
same denominator 
 
 
 
 
 
. .  . . - Use the   
comparison   
symbols >, <,  
=, to write  
number  
sentences to  
show  
comparison of  
fractions with  
the same  
denominator.  
 OBJECTIVE     AREAS OF 
TOPIC METHODS/ 
SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
- Identify a rule  
for comparing  
fraction with  
the same  
denominator  
and use the  
rule to  
compare such  
fractions.  
 . 
Write given Computing Recognise that Apply previous Fraction in  Write a set of Identify fractions Art and Craft. 
fractions in Identifying and fractions can be knowledge lowest terms. equivalent fractions in the lowest  
lowest terms. using rules written in lowest intelligently to for a given terms. Science. 
Recognising and terms solve problems fraction.   
using number    - Complete Social Studies. 
patterns    1/3  = 2  = 3  = given  
6 9
  sentence to  
4
   = 
5  = 6 . 
12 15 18 show fraction  
  Select the fraction in lowest  
  in lowest terms term.  
  from  the set of   
  equivalent fractions  
  -1/3, 2/6, 3/9,  
  4/12, 5/15, 6/18  
  Write and apply a  
  rule for finding  
  fractions in lowest  
  terms.  
  Find all the factors  
  of pairs of  
  numbers.  
  Identify and use the  
  highest common  
  factor of pairs of  
  numbers.  
    
    
 OBJECTIVE     AREAS OF 
TOPIC METHODS/ 
SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
   
  
  
  
  
  
  
  
  
  
  
  
 
        
 
MEASUREMENT 
 
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
MEASUREMEN Grouping lengths Compare different Sharing "lengths" Lengths can be Comparing metre Making a chart to show Social Studies – 
T in order. lengths using with different measured in and centimetre, lengths that can be plan of school and 
LENGTH. centimetres, metres measurement. centimetres, metre and measured in centimetres, compound. 
 and kilometres. Listening to each metres; kilometres kilometre. Listing metres and kilometres. 
Measuring in other. among other units. lengths that can be  
km, m and cm. measured in cm                   m                 km 
centimetres, metre  
and kilometre.  Length of  Length of   Distance 
Discussing reasons book         Room.         a vehicle 
Height       Perimeter   travel. 
why long distances 
of pupils   of school   Length of 
are measured in                  Yard            Road or 
kilometres.                  Length of   Street etc 
Recognising that                  Path way    built in 
100 m = 1 km                  Distance     Commu- 
100 cm = 1 m.                  of races       nity. 
                  
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Estimating Investigating Compare and Developing Lengths can be Estimating and Making a table to show Comprehension – 
lengths using lengths. Estimate length of confidence measured in measuring objects objects, estimated and passage on 
standard a variety of sharing with each smaller units – in millimetre, measured length. measuring of 
measurements. objects.. other. millimetres, centimetre and  lengths in the 
Listening to each centimetres. metre.  Recording Objects     Estimated  Measured environment. 
other  the estimated and   
Smaller units can measured lengths Stick of  
be converted to on table.  chalk  
larger units – Comparing and fingernail  
ex book 
millimetres to discussing the  
pencil 
centimetres, information on the   
centimetres to table.   
metres, metres to  
kilometres. 
Converting Converting Convert millimetre Show willingness Lengths can be Using metre strips Making chart to show Social Studies – 
linear smaller units to to centimetre, to work together converted from marked off in measurement of a variety of map work – 
measurements larger units using centimetre to metre in groups, smaller units to millimetre and objects and conversion. distance of one 
from one SI unit decimal and metre to willingness to larger units - centimetre, pupils  place to another. 
to another – notations. kilometre using share and millimetre to will measure a   
smaller to larger. decimal notation appreciate each centimetre, variety of objects. OBJECTS MEASURE- DECIMAL Science 
other. centimetres to Group Work.                   MENT. measuring growth 
 
metre, metre to 26 mm = 2 cm 6 m Length       21 cm      -       0.21 m – Germination 
kilometre using = 2.6 cm. of distance travelled 
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
decimal notation. 19 mm = 1 cm 9 Book  – force writing 
mm = 1.9 cm.  poems to help 
Length       57 cm      -       0.57 m 
59 cm = 0.59 m. of desk pupils to 
68 cm = 0.68m.  remember 
 Length      18 mm  1 cm   1.8 cm patterns. 
Recognising a rule of                           8 mm 
fingernail 
for changing from  
a smaller unit of Length      27 mm  2 cm   2.7 cm 
measure to a larger of                          7 mm 
unit of measure. eraser 
 
 
Converting Converting Convert centimetre Willingness to Length can be Using metre strips Making chart to show Social Studies – 
linear larger units to to millimetre, appreciate, share converted from and a variety of  Map Work – 
measurements smaller units kilometre to metre. and work together larger units to objects seeing a OBJECTS     LARGER     SMALL calculate distance 
from one SI unit using decimal in group. smaller units to pattern.                       UNITS         UNITS from one place to 
 
to another – notation. Care taken when smaller units.  2.4 cm = 24 mm Height of      3.5 m          350 cm another. 
larger to smaller. measuring. Centimetre to 5.7 cm = 57 mm a friend Science – Growth 
millimetre, metre 1.9 cm = 19 mm Height of - forces 
to centimetre and 3.2 m = 320 cm chalk box Writing poems to 
Length of 
kilometre to metre. 1.6 m = 160 cm a stick of remember pattern. 
5.9 m = 590 cm. chalk  
Length of a 
Small plant 
Length of 
A fruit 
e.g. 
flamboyant 
 
 
Perimeter of Measuring Find the sum of the Willingness to Perimeter is the Using a tape Complete table Comprehension – 
plane shapes lengths. lengths of the sides participate in distance around a measure or metre Shape                    Perimeter a passage on 
(bounded) Finding the sum of any plane shapes group activities. plane shape e. g. stick to measure  athletics sports. 
of lengths. which is equal to the top of a the distance around  
its perimeter. cardboard box.. a plane shape.  
Perimeter can be Measure the  
calculated by lengths of all the  
adding all the sides of a plane  
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
lengths of a shape. shape.  
Finding the sum of  
all the sides.  
 
 
 
 
 
 
 
Deriving the Using formula to Deriving the Willingness to Perimeter of square Comparing and Complete table School athletic 
formula for find perimeter of formula for finding participate in and rectangles  discussing lengths  sports and school 
finding the squares and Perimeter of a group activities.  of squares and Shape           Peri    Formula gardening. 
perimeter of a rectangles. square and a Square rectangle. Stating a  
plane shape. rectangle. P = 4 s formula for          12 
 perimeter of 5              5 
Rectangle rectangle and          12 
P = 2(length + square.  
breadth)           7 
 
 7             7 
 
          7 
 
          29 
11            11 
 
         29 
 
         19 
3             3 
         19 
 
 
 
 
 
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
 
 
 
 
 
 
 
 
Area Determining the Finding out that the Working co- The area of regular Geoboards, square Each child shows a shape on Art – Making 
 area of regular area of a shape is operatively to and irregular shape grids, unit squares geoboard or square grids geoboards, grids. 
Estimating the and irregular determined by complete a can be calculated Estimating the with the given area. 
area of any plane shapes using geo counting of number common task. by counting number of squares 
shape by boards, or grids. of unit squares it squares on a grid. to tile a  regular 
counting the contains. shape or irregular 
number of shape. 
squares it Making regular and 
occupies. irregular shapes, 
and find area by 
counting the 
number of squares 
on grid. 
Find the area of a Calculating the Calculate the areas Show willingness The area of some Using a grid pupils Complete Table Art 
plane shape by area of regular of regular shapes to work in group. common shapes find the area of  Painting 
calculation. and irregular using formulae. can be calculated some common Shape                       Area Spraying of 
shapes using by using a formula shapes.  insecticide in the 
geoboards, grids. – area of rectangle   garden. 
- area of square..   
  
  
Using grid of  18  
unit-squares  
  
Using formula  
= L x W  
= 6 x 3  
= 18 units2 
 
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
 
 
 
 
 
 
Solving  Solve problems Show willingness Word Problems Solving problems  Solve 1-step and 2-step Agriculture – 
problems Solving problem related to everyday to work in groups involving . from the problems involving the four kitchen garden 
involving area involving area life activities. to complete a 1-step and 2-step environment which operation applied to related problems. 
and perimeter. and perimeter project. stages for  area and involve area and measurement of length. 
using SI units perimeter. perimeter    
only. Solve problems based on 
area and perimeter. 
 
CAPACITY 
 
  OBJECTIVE     AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
Capacity Estimating Estimate, measure Sharing and co- Capacity in litre. Estimating, A 2-litre container can be Language.  Arts:  
recording and record the operating with measuring and filled with – 1 litre water. Reading and 
measuring capacity of given others in recording the completing 
containers in litres. activities. capacity of sentence. 
 containers of 
 different shapes 
 and capacities in 
 litre. 
  OBJECTIVE     AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
 
 
 
 
  Estimate, measure  Capacity in Calculating the How many millilitres of Art and Craft – 
and record the millilitres 1000ml number of water can fill a 1L Making millilitre 
capacity of given = 1L millilitres in a litre container? strips 
containers in 10ml = 1cl by dividing a  
millilitres. 100cl = 1L centilitre into  
1cl = 10ml x 100 = millilitres.  
1000ml = 1L         ml 
  
  
  
   2                       0  
 
  
            1L 
  
  
 
   1         Milli-     1  
             litre Identify a 100ml container. 
 
  OBJECTIVE     AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
 
                            2 
 
 
 
  0 
 
 
 
 
 
 
 
 
 
 
 
     - Making   
millilitre strips 
to paste on 
containers. 
- Estimating, 
measuring and 
recording the 
capacity of 
given 
containers in 
millilitres. 
 
 
 Recording Recording the Sharing results  - Completing A small drink bottle Lang. Arts:  
discussing estimated and Cont.      Est.     Meas. and discussing contains __ml of drink. Reading and 
 
measured capacity Ice-         50ml    ___ the table completing 
of each container Cream sentence. 
on a table Cont. Art:  Draw up 
discussing same.  table. 
Small      200ml  ___ 
Drink Health Ed:  
Bottle Amount of liquid 
  OBJECTIVE     AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
 one must 
Tussedryl150ml  ___ consume per 
Bottle 
 day. 
 
 
 
 
 
 
 
 
 
 
 Calculating Convert millilitres Co-operating to Conversion - Measuring the - Measure the capacity of  
converting to litres using calculate and millilitres to litres capacity of a 3L-oil container in  
decimal notation. convert using decimal given millilitres.  Convert to  
measurements. notation. containers decimal notation.   
using a litre 2538ml = __L.  Convert  
container into L and ml.  7.942L  
calibrated = L ___ml.  
(divided) in   
millilitre  
stating  
capacity in 
millilitres, 
litres and 
millilitres. 
e.g.  
1210ml = 1L 
210ml or 1210ml = 
1.210L. 
 
 
 Writing - Recognising a Respecting each Rule:  To convert Using rule to Convert to L  Language.  Arts:  
discussing rule and using other's ml to L we must convert ml to L. 3642 = ____L The art of 
same to convert ml contribution to divide by one 931d ml = ____L. discussion. 
to L. discussion thousand. 
  OBJECTIVE     AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
e.g.  
9253ml = ___L 
9253 = 9.253L 
1000 
 
 
 
 
 
 
 Calculating Convert litres to Co-operating to Conversion – litres Measuring How many ml are there in Craft – Making 
writing millilitres. do activities. to millilitres quantities in litres; 4L 634ml? parcels. 
  litres and recording Science:  
Use parcels to  these measures to Materials and 
show conversion  millilitres e.g. their uses. 
easily. 1L    =    100ml 3L = 3 x 1000 
 = 3000ml. 
 2L 150ml 
 = (2 x 1000) + 
 150ml 
1L    +     1L    =    = 2150ml. 
  
  
  
  
1000ml     +     
 
 
 
 
1000m 
 
 
 
 
 
 
  OBJECTIVE     AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
 
 
 
 
 
 
 
 Calculating Solve simple Working in co- Word problem Solving simple (1) If there are 6L 520ml of Language.  Arts:   
converting, problems involving operation with involving the four problems involving water in a tank, how (1) Story-
the four operations one another. operations applied the four operations many ml of water is in Telling as in 
without and with to capacity. applied to capacity the tank? problems. 
conversion e.g. without and with (2) A barrel contains 785ml (2) Reading 
Tom bought 5L oil, conversion. of wine.  How many L problem. 
Jean bought 7L and ml of wine will be (3) Comprehens
450ml and Mark in 5 such barrels? ion 
bought 6L 30ml.  understandin
How much oil had g problems. 
they altogether? (4) Composition 
– writing 
statements 
to problems 
 
MASS 
 
 OBJECTIVE  AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION STRATEGIES- INTEGRATION 
MASS. Estimating, Identify the Taking turns to Mass: Estimating the mass of Which unit is more Science 
measuring and appropriate unit estimate the mass The amount of items in kilograms and appropriate for Social Studies 
recording the for measuring the of others pupils matter an verifying using a measuring the mass 
mass of objects mass of different in the group or object contains bathroom scale, e.g. of each? 
objects. class. is called its school bag, a pupil.  
mass. Determining the mass  
 of objects and recording Object    g      kg 
The mass of the results on a table.  
 OBJECTIVE  AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION STRATEGIES- INTEGRATION 
objects is  
measured in  
grams and  
kilograms.   
Kilogram is  
used to  
measure heavy  
things.  Grams  
are used to  
measure light  
objects.  
Conversion of Converting Express gram in Willingness to Conversion 1 Weighing different (a) Estimate the Science and 
mass grams to kilograms, and work kg = 1000 g.  objects in grams using a mass of Social Studies 
measurements kilograms using grams in independently To change kg scale then re-writing objects in the 
decimal notation.  kilograms and and in groups. to g multiply these answers in classroom. 
Converting grams. by 1000.  To kilograms; and in (b) Measure the 
kilograms to change g to kg kilograms and grams same objects 
grams. divide by e.g. 3125 grams using a scale. 
1000.       = 3 kg 125 g.  
  
  
  
Recording the (c) Record and 
converted compare 
measurements in estimated and 
decimal notation e.g. actual 
3125 g = 3.125 kg. measurements. 
Problem Solving problems Read and Working co- Problems Outlining problem Solve the Social Studies 
Solving involving the interpret word operatively in involving the solving strategies. problems. and Science. 
involving maaa four operations. problems. groups to four Solving problems (1) If 1 box 
Solve one and complete operations.  involving the four weighs 135 kg 
two step word activities. Word operations without and what is the 
problems problems. with conversion. total weight of 
involving mass. 12 similar 
boxes? 
(2) The total mass 
of 3 boxes is 
 OBJECTIVE  AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION STRATEGIES- INTEGRATION 
250 kg.  If the 
weight of two 
of two of then 
are 68 kg and 
79 kg, what is 
the weight of 
the third box? 
 
TIME 
 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION 
STRATEGIES- INTEGRATION 
TIME Reading, Use the 24-hour Co-operating and Time concept Use of the calendar. Complete the Social Studies: 
Using the 24- calculating and clock to read and sharing ideas. – year, decade, Showing the following: (1) Cricket – 
hour clock differentiating write time. Working century  relationship between a 12 months = ____ scores 
notation time. - Show the collectively on 1-year  365¼ year and a decade; a year(s). recordings
Year, decade, relationship time projects. or 366 days. year and a century; a ____ Years = 1 . 
century between a year, a 1 Decade – 10 decade and a century. decade. (2) Develop-
decade and a years. Stating the number of 50-years = ____ ment 
century. 1 Century – years in a decade, in a decades. Monu-
100 years. century and the ____ Years = 1 ments 
Definition of a number of decades in century. (3) Historical 
leap year to a century. Events. 
include  
century years. 
Time Reading, Convert smaller Co-operating and Time Showing the Complete the Social Studies: 
conversion calculating and units of time to sharing ideas. Conversion. relationship between following :- (1) Develop-
 differentiating larger units and Minutes to minutes and hours; ¼ of a month = __ ment. 
Introduction to time. vice-versa. hours; hours and days, days weeks. (2) Monu-
time zones Telling time of Finding time Hours to days; and weeks; weeks and ¼ hour = __ ments. 
countries sharing zones on the Days to weeks; months; months and minutes. (3) Historical 
the same time world map. Weeks to year; year and decade; ½ a century = __ Events. 
zone. months; decade and century. years.  etc. 
Months to - Stating the  
years; number of Determining the 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION STRATEGIES- INTEGRATION 
Years to minutes in an time in countries 
decades; hour; hours in a sharing the same 
Decades to day, days in a time zone, 
century and week; weeks in a 
vice-versa. month; months in 
Time zone a year; years in a 
concept, decade; decades 
in a century. 
- Converting 
minutes to hours; 
hour to days; days 
to weeks; weeks 
to months; months 
to years; year to 
decade etc. and 
vice-versa. 
- Solving simple 
problems 
involving the four 
operations. 
- Using the map of 
the world to find 
various time 
zones. 
 
MONEY 
 
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
MONEY: Counting money, Solving one-step Appreciate the Word - Solving simple - One book Grammar –  
 recording change and two-step need for good problem:- one-step costs $24. Subject and verb 
Calculating  money problems. record keeping in involving the 4 money Find the cost agreement 
money   any business – operations as problems of four  
exchange   enterprise. applied to involving the books.  
   money. four   
    operations. - If 10  
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
    - Estimating mangoes cost  
    cost of more $200 what is  
    than one the cost of  
    article. five  
    - Calculating mangoes?  
    bills (using   
    realistic   
    prices).   
Calculating Convert foreign Appreciating the Currency - Discussing the If US$1.00 = Social Studies 
exchange rates. currency to local value of money. conversion different G$150. What is Currencies related 
Recording rates  currency and vice using current currencies the value of these to other countries1 
Reading rates. versa. exchange rate used in the amounts in  
Caribbean. Guyana dollars?  
 (a) US$10.00  
- Discussing the (b) US$7.00  
way foreign (c) US$25.00  
currency is  
written in  
banks and on  
cheques (e.g.)  
G$10, T.T$5.00  
US$20.00 C$50.00  
Bds$2.00  
- Collecting and  
displaying  
foreign  
exchange rate  
N.B.  Rates 
must be 
checked at a 
Bank before 
lesson is 
taught 
- Discussing the 
different 
currencies 
used in the 
OBJECTIVES AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
Caribbean in 
relation to the 
local currency. 
- Solving simple 
problems 
involving 
conversion of 
foreign 
currency to 
local currency. 
 
 
 
GRAPHS 
 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
GRAPHS Identifying Describe a Appreciate the Graphs: - Collecting and Projects on Art and craft. 
Collecting and pictographs, bar pictograph, bar- value of neatness pictographs displaying data graphical displays Science 
displaying data graph and point graph and point in graphical and bar graphs on simple for data collected Language 
on simple graphs. graphs in relation representations. and point pictographs, for a specific Environmental 
pictographs, to data presented. graphs. bar graphs and group assignment. audit. 
bar-graphs and Scales used for point graphs. Spelling of words 
point graphs. graphical  Road safety 
displays. 
Pictographs, Differentiating Read and Willingness to Graphs: - Reading and - Read and Art and craft. 
bar-graphs, among the interpret share ideas pictographs, interpreting interpret Science 
point graphs various graphical pictographs, bar- working in bar graphs, data on simple information Language 
and pie charts. representations. graphs, point groups. point graphs pictographs on given Environmental 
graphs and pie and pie charts. and bar graphs pictographs, issues. 
charts. Scales used for where one bar graphs, Spelling of words 
graphs. picture point graphs Road safety 
Angular represents one and pie 
measurement more than one charts. 
for the pie objects. - Pupils draw a 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
chart. - Reading and variety of 
Interchange of interpreting graphs to 
axes to vary data on simple illustrate data 
some of the given point collected in 
displays. graphs and pie group 
Concepts: charts. projects. 
Pictograph  
Frequency  
table  
  
  
  
Point graph  
Scale 
Axes 
Sector 
Construct and Identifying tally Read tally charts Recognise that Tally charts - Discussing the - State the Road safety data. 
read tally charts charts and and frequency data when and the meaning of numerals that  
and frequency frequency tables. tables and make presented in method for tally and how given tallies Classification in 
tables. deductions. graphical form constructing tally are stands for and Science and 
can distort the tallies. written. vice versa. Social studies. 
true picture How to - Using - Construct  
sometimes. convert a tally matchsticks/ tally charts Conducting 
chart to a - popsicle sticks and tables surveys in 
frequency and other using given students’ 
table. similar objects information. preferences. 
Concepts: to show - Generation of 
Pictograph numbers that random data 
Frequency are greater using dice 
table then five. and playing 
 - Converting a cards, etc. 
tally chart to a and 
frequency displaying 
table, and vice the 
versa. information 
- Collecting and in an 
displaying appropriate 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
information on tabular form. 
tally charts and 
table from 
random events 
using dice and 
playing cards. 
- Reading and 
interpreting 
information on 
tally charts and 
frequency 
tables. 
 
 
Construct Distinguishing Discuss the Sharing Tally charts - Displaying Social surveys Social Studies. 
frequency tables the difference meaning of the responsibilities Frequency given data collection  
using tallies and between a term average. while working on tables information on and tabular Community social 
use these to find frequency table Describe and find a collective task. Average and a tally chart. displays. surveys. 
the mode of a and a tally chart. the mode of a set types of - Counting the 
set of data. Converting a of data. averages. tallies to build 
tally chart to a  a frequency 
frequency table. The mode is table e.g. 
an average.  
The are other shoe  tally  frequency 
averages such size 
as the mean  
3         llll          4 
and the 
 
median. 4         llll l        6 
Concepts:  
Pictograph 5         lll            3 
Frequency  
table 6          ll            2 
Point graph  
Scale  
Axes - Determining 
from 
information on 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
table the event 
that occurs 
most 
frequently. 
Example: 
Which shoe 
size occurs 
most 
frequently 
(size 4). 
 
 
- Use the term 
"MODE" to 
name the most 
frequent 
occurrence. 
- Finding the 
mode from 
given 
frequency 
tables. 
Using Drawing a bar Describe and use Working in Tally Charts - Reading Construct bar Art: Drawing of 
information graph from data given in a groups to Frequency information on graphs using bar graphs. 
given in tables information table to construct complete a tables tally charts and information given  
or tally charts to collected. a bar graph and project. Bar graphs table. in tables and tally Social Studies: 
construct bar vice versa. Concepts: - Constructing charts. Showing the main 
graphs and vice Pictograph bar graphs economic activity 
versa. Frequency using done in your area. 
table information 
Point graph given in tables 
Scale or tally charts. 
Axes - Constructing 
tables or tally 
charts using 
information on 
bar graphs. 
OBJECTIVE AREAS OF 
METHODS/ 
TOPIC CONTENT EVALUATION 
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION 
 
 
 
 
 
 
Constructing Constructing Describe Recognise the Pictograph, bar - Using Read, interpret Language: 
pictographs, bar tables from data information responsibility of graphs and information and construct Improving 
graphs and generated. contained in each member of a point graphs. contained in pictographs, bar vocabulary skills 
point graphs to Constructing tables group in doing a Concepts: tables and tally graphs and point and Reading 
show the graphs to match constructed. collective Pictograph charts to graphs from given skills. 
information data on tables Deduce exercise. Frequency construct information in 
contained in constructed. information Appreciate the table pictographs table and tally 
tables and tally presented either importance of Point graph and point chart. 
charts. in tabular or neatness in Scale graphs. 
graphical forms. graphical Axes - Graph paper 
displays.  and the 
goeboard are 
ideally suited 
for the 
exercises.