3 Curriculum Guides Mathematics 10.09.13

REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
PRIMARY SCHOOL CURRICULUM
CURRICULUM GUIDES
MATHEMATICS
INFANT 1 – STANDARD 5
Curriculum Planning and Development Division

2013
© Ministry of Education
Published in 2013 by the
Curriculum Planning and Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva
Republic of Trinidad and Tobago
Printed by The Office Authority Ltd. – Trinpad Division
ii
Table of Contents
Foreword of the Minister of Educatio..n
................................................................................................... Error! Bookmark not defined.
Acknowledgements..................................................................................................................................................................................... 2
The National Curriculum Framewo.r..k...................................................................................................................................................... 8
Introduction ............................................................................................................................................................................................. 8
Background ............................................................................................................................................................................................. 9
Definition .............................................................................................................................................................................................. 10
Foundation of the National Curriculum ................................................................................................................................................ 11
The New Primary Curriculum............................................................................................................................................................... 13
Components of the Primary Curriculum ............................................................................................................................................... 18
Timetable............................................................................................................................................................................................... 19
Subject Rationale .................................................................................................................................................................................... 21
Infant 1 ..................................................................................................................................................................................................... 24
Infant 2 ..................................................................................................................................................................................................... 45
Standard 1 ............................................................................................................................................................................................... 73
Standard 2 ............................................................................................................................................................................................... 116
Standard 3 ............................................................................................................................................................................................... 162
Standard 4 ............................................................................................................................................................................................... 200
Standard 5 ............................................................................................................................................................................................... 240
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Acknowledgements
The Ministry of Education wishes to express its sincere appreciation to all those who contributed to the design and development of this integrated
primary curriculum.
PROJECT LEADERSHIP
Ingrid Kemchand Project Lead – Reform Primary Curriculum
Farishazad Nagir Co-ordinator – Logistical Matters

Gillian Pilgrim Co-ordinator – Technical Matters
John Roopchan Director- Curriculum Development Division
Gaynelle Holdip Former Director (Ag.) Curriculum Development Division
Indira Roopnarine Management Support Team
Gregory Sarkar Management Support Team – PPPMU
CURRICULUM WRITING TEAM
Agricultural Science
Subject Leads:
Khalel Mohoyodeen Curriculum Co-ordinator

Karen Nandaram Curriculum Officer
Writers:
Marcia Griffith Mucurapo Boys RC

Rajdai Danielle Ganga Edinburgh Government
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Shazaad Mohammed Montrose Government
Venessa Sooknanan Williamsville Secondary
Zaida Mohammed Charlieville ASJA Primary
English Language Arts
Subject Lead:
Soren Bijaram Curriculum Officer
Support Team:
Mala Morton-Gittens Curriculum Co-ordinator

Lawrence Jaggassar Curriculum Officer
Amia Kimoy Conrad-Christopher Curriculum Officer
Zandra Kailah-Deonarine Curriculum Officer
Dayah Dookie-Ramkelawan Curriculum Officer
Writers:
Anderlene Mohan-Ragbir Siparia West Secondary

Dixon Ghouralal Piparo Presbyterian
Elizabeth Bernis-Boodoo Curepe Presbyterian
Joan Elizabeth Noel Marabella Government School
Margaret Toni Babwah Princes Town R C
Marion Trim St Joseph Government
Richard Morealy Carapichaima Roman Catholic
Richard Wade Chaitram Bonne Aventure Presbyterian
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Mathematics
Subject Leads:
Karen Mitchell Curriculum Officer

Jacqueline Pariag Curriculum Officer
Support Team:
Shereen Khan Curriculum Co-ordinator (retired)

Indrawatie Nanlal-Dass Curriculum Co-ordinator (retired)
Nicole Harris-Knudsen Curriculum Officer
Andra Salandy Curriculum Officer
Writers:
Cheryl Bradshaw La Horquetta South Government Primary School

Egan McCallister Tunapuna Boys’ R.C. School
Hazra Baksh Barrackpore A.S.J.A. Primary School
Mohan Sadal Iere Government Primary School
Physical Education
Subject Leads:
Caroline Forde Physical Education and Sport Officer II

Veronica Dolan-Samuel Physical Education and Sport Officer I
Writers:
Dave Phillips St. Margaret Boys’ Anglican

Evelyn Ferreira-Larrier St. Mary’s Children’s Home Anglican
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Janelle Edwards Parletuvier Anglican (Tobago)
Janice Celestine Point Fortin West Secondary
Science
Subject Leads
Hollis Sankar Curriculum Coordinator

Anna Singh Curriculum Officer
Writers:
Carlene Hayes- Simmons San Fernando Boys’ R.C. School

Clayton Manick La Horquetta North Government Primary School
David Ragoonanan Las Lomas R.C. School
Eathra Stephen Edingburgh Gov’t Primary School
Ryan Mongroo Curepe Presbyterian School
Social Studies
Subject Leads:
Vashtie Ramnarine Curriculum Coordinator

Yeon Glasgow Curriculum Officer
Writers:
Dianne Baksh Cunjal Government Primary

Donna Mungal-Pulwarty Chandernagore Presbyterian Primary
Mohan Ramsewak Tulsa Trace Hindu
Nargis Patricia Ratiram Macaulay Government Primary
Trisha Des Vignes Tunapuna Anglican Primary
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Spanish
Subject Leads:
Elicia Gordon Curriculum Coordinator (Ag.)

Gail Barnard Curriculum Officer
Writers:
Beverly Cooper Gordon Patna/River Estate Government Primary

Cyd Wilson-Smith St. Paul's Anglican School
Glenrose Joseph St. David's R.C
Jennifer Seemungal Queen's Royal College
Maltee Sinanan Reform Hindu School
Technology Education Support
Officers:
Indira Roopnarine Curriculum Officer

Peter Fraser Curriculum Officer
Simone Haynes-Noel Curriculum Officer
Visual and Performing Arts (VAPA)
Subject Leads:
Victor Edwards Curriculum Co-ordinator
Allison Seepaul (Dance) Curriculum Officer
Iezora Edwards (Drama) Curriculum Officer
Marceline Peters (Music) Curriculum Officer
Reynold Ramlogan (Visual Arts) Curriculum Officer
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Writers:
Ancil Rooplal (Visual Arts) San Fernando East Secondary

Anderson La Barrie (Drama) Preysal Secondary
Christopher Nunes (Visual Arts) Carapachaima West Secondary
Jo-ann Clement (Drama) Mayaro Secondary
Joanna Francis (Dance) Barataria South Secondary School
Kathy-Ann Serrieaux (Music) Manzanilla/Nariva Government Primary
Yolande Nicholas-Joseph (Music) Diamond Vale Government Primary
Joyce Kirton (Dance) Les Enfants Dance Company
Ursuline Nelson- Williams (Dance) Les Enfants Dance Company
Joanna Charles-Francis (Dance) Barataria South Secondary School
Values Character and Citizenship Education (VCCE)
Subject Leads:
Cheryl Huggins-Neptune Curriculum Co-ordinator (Ag)

Theresa Neblett-Skinner Curriculum Co-ordinator (Ag)
Writers:
Avenelle Fortuné-Johnson St Theresa Girls’ R.C. School
Cheryl Parks Santa Rosa Government Primary School
Claudia Vialva-Brumant Santa Cruz R.C. School
Indra Rattan Freeport Presbyterian School
Nigel Clarke Holy Saviour (Curepe) Anglican School
EDUNOVA- Consultants
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The National Curriculum Framework
INTRODUCTION
This curriculum framework is intended to outline the nature and nation because they establish common understandings about teaching
purpose of the curriculum as well as the parameters for consistent and learning. These understandings inform how all schools are
curriculum implementation throughout primary education in Trinidad expected to focus on the achievement of the goals laid out by the
and Tobago. The document sets out the principles that govern and Ministry of Education for a future-oriented inclusive education for all.
guide teaching and learning. The term `curriculum' is used in this For Trinidad and Tobago, the National Curriculum Framework
document to describe the sum total of the planned experiences which becomes the basis for all education and curriculum decision-making,
occur within that environment, and which were designed to foster including the design, development and implementation strategies for a
children's learning and development. These include activities, and new system of teaching and learning covering those critical seven
events, with either direct or indirect impact upon the child. years of education. The statement of outcomes for students are a key
part of this education framework and forms the basis for all subsequent
decisions about teaching and learning, content, pedagogy and
A clear understanding of the nature, role and function of the national assessment. These must work towards fulfilling the vision for
curriculum for Trinidad and Tobago is a critical part of the whole successful students and future citizens of our nation.
positive transformation of education to provide a seamless pathway for
all students through the system of teaching and learning. This In order to establish common ground and ensure that the curriculum
framework provides the basis for the new primary integrated can be implemented as designed, a set of foundational principles needs
curriculum, which includes specification of subject-areas selected to to be established. This National Curriculum Framework establishes a
maximize twenty-first century learning in a student-centred innovative consistent foundation for learning that is undergirded by the vision,
education system in Trinidad and Tobago. The components which are mission and the five value outcomes for all children as detailed by the
fundamental to transformation of primary education at this point in Ministry of Education. Given that this is the agency with ultimate
time form the underlying concepts which guided the development of responsibility for the education, care and well-being of every learner in
the curriculum and give direction to teaching and learning. They are of the country, the National Curriculum Framework and the curriculum
particular importance to the development of our students and of our
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that devolves from it essentially provide the basis for all teaching and Ministry of Education were developed after extensive stakeholder
learning activity. dialogue and sound analysis of the current societal and national
requirements.
Part of that foundation is the recognition that a curriculum is both
product and process, and that any new curriculum materials needs to For an effective and relevant twenty-first century process of teaching
reflect those notions in the design. Furthermore all curriculum design, and learning, these guiding principles are an indicator that the Ministry
development and implementation must be guided by the existing of Education seeks to place education in Trinidad and Tobago
vision, mission and five value outcomes for education in the country. alongside, if not ahead of international best practices. The Ministry of
Finally, the foundation must ensure that all curriculum activity, Education has established an Education Sector Strategic Plan 2011-
including implementation at the classroom level, functions within the 2015 to achieve the goals of quality, innovative, challenging, flexible
guiding principles of education established by the Ministry of education for all, and has begun an investment in human and material
Education. It must also be stated that the guiding principles of the resources to achieve this outcome in a purposeful and timely fashion.
BACKGROUND
In order to effectively administer the formal education sector, and A detailed and comprehensive plan to revise and update all
ensure that every child has the best opportunity to learn, the Ministry components of the teaching learning system to new internationally
of Education provides direction and guidance based upon sound accepted standards emerged. Part of this transformation involved
educational theory and practices together with a considerations from reviewing and assessing current curriculum documentation and
extensive stakeholder consultations. In 2011 the Ministry of Education practices. A professional review and assessment of the previous
conducted two national consultations on the primary education curriculum documents was completed, and recommendations were
curriculum, along with 7 district consultations and one in Tobago. presented to guide the development of the new curriculum framework.
Information received from these stakeholder consultations informed A new standard for teaching and learning, which is evident in
the direction and decisions of the Ministry of Education to better meet international best practice, shows that at lower grade level, children
the requirements of education at the primary level. Alongside this, a learn best when presented with knowledge, skills and values that are
detailed, critical examination of current practice, both within and integrated and thematically organized. The integration of subject
outside the country was conducted to identify elements that contribute matter and skills or cross-subject connections is an important feature
to a quality education. of the design, development, and implementation of the new
curriculum.
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Integration does not mean that the subject areas disappear. In fact, the critical to their role as productive, caring and responsible citizens,
subject areas have become pillars and supports for innovative and locally, regionally and internationally. This new integrated,
transformative learning experiences covering these critical seven years innovative, flexible curriculum provides learners with a journey of
of formal education. This new twenty-first century curriculum for inquiry and discovery. This integrated thematic curriculum will place
Trinidad and Tobago provides every opportunity for the child to learn, Trinidad and Tobago`s education system on par with international
master new important skills, and develop character and values that are leaders in the education arena.
DEFINITION
The term 'curriculum' has several meanings, depending on the context By suggesting that a curriculum provides a detailed learning plan and
and the perspective of curriculum theory that is applied to the guide, we are also stating that the curriculum specifies precisely what
definition. Most theories concur that there are four fundamental outcomes we anticipate that all learners will achieve as well as how
components within definitions of curriculum: they will achieve those outcomes. The new curriculum articulates a
series of sequenced general learning outcomes which are elaborated
 Curriculum as the transmission of a body of knowledge. through subject outcome statements. Abundant guidance is provided in

planning units of work, individual teaching learning activities and
Curriculum as product - defined by the ends or achievements
expected.
includes samples of activities developed to ensure that a measure of
 Curriculum as process.
 Curriculum as praxis fidelity in the implementation of the curriculum is maintained. In this
respect, the Ministry of Education has established a body of learning
There is little advantage to debating the differences embedded in these outcomes which collectively define the vision of what knowledge,
views of curriculum. It is however very useful to agree on a basic skills and dispositions a twenty-first century learner at the Primary
perspective that guides the process of developing an effective level in Trinidad and Tobago should possess. These outcomes are the
education system that has a well-designed and developed curriculum. key guiding principles underpinning the new infant and primary
It is useful, for example, to see the new curriculum as part of a clearly curriculum and thus underpin the whole education system, ultimately
delineated guide for all learning which is planned and organized by the guiding what happens in schools and classrooms.
education system, whether it is carried out in groups, individually,
within or outside the school.
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FOUNDATION OF THE NATIONAL CURRICULUM
Effective curriculum and intended learning experiences for the classroom in the curriculum
requires a very clear guide.
Vision direction. In Trinidad and In Trinidad and Tobago, the current focus is on the design and
Tobago the Ministry of development of primary curriculum, which, as noted above is
The Ministry is leading a quality
Education has articulated it`s governed by the principles established in this Curriculum Framework.
education system that responds
to the diverse needs and
view of education which
establishes the mandate for One of the key elements of this foundation is the Vision for learning
requirements of 21st century which clearly articulates the commitment of the Ministry to meet the
learners, promotes inclusivity, education. In the
establishment of policy and needs of learners. A forward-looking perspective on what all schools
seamlessness, equity and
principles for education on a should be facilitating in terms of student achievement is guided by the
equality and contributes to
national level all decisions national curriculum. There is equal clarity regarding a twenty-first
human capital and sustainable
are informed by the vision century education system functioning to provide the highest standard
development.
and mission for the system. of education.
All curriculum development, Devolving from the Vision, in the Mission statement, the Ministry of
Table 1: Vision of the Ministry of from the design of a new set Education establishes the mechanism for the realization of the Vision
Education
of learning guides to implementation at the classroom level
is therefore guided by the principles and policies of the
Ministry of Education.
Mission
The regulatory and guiding principles for education provide To educate and develop children who are able to fulfill their full potential; healthy
the overarching national framework for education. The and growing normally; academically balanced; well-adjusted socially and culturally;
Ministry of Education, Education Sector Strategic Plan: and emotionally mature and happy.
2011-2015, and other policy documents, establish the design
framework for all components of the new curriculum. Government of Trinidad and Tobago, Ministry of Education, Education Sector
Principal among these are the vision, mission and the five (5) Strategic Plan: 2011-2015
value outcomes established at the national level for all
students, which further guides the formulation of the desired
Table 2: Mission of the Ministry of Education
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and of what the end product of the anticipated learning experiences learning and fidelity to the curriculum which seeks to transform
will be. The curriculum has elaborated on the stated outcomes for all classroom practices to the benefit of each child.
children with further outcomes both at a general level and more
specifically for all subject areas. The guiding principles, listed below, are important components in the
new curriculum. The principles informed the curriculum design and
The principles by which the Ministry administers the education system
development process; they will guide teaching and learning at the
to effectively and efficiently achieve the vision, mission and outcomes
implementation phase of the curriculum. As we evaluate the
have been clearly articulated. These guiding principles are essential
curriculum, they will provide reference points to ensure that the
statements that must govern curriculum design and development,
desired attributes of education that are important for the nation are
teaching and learning, and the administration of schools if the goals of
being achieved. The new curriculum materials are not static products,
education are to be achieved. The critical area of focus is on student
but will remain a flexible roadmap designed to effect high quality,
relevant learning for all young people well into the future.
Principle Elaboration
Student Centred The student is at the centre of everything we do.

We engage parents and families as the heart of students’ lives and we support and acknowledge them as the primary
Engaged Communities guides and decision-makers for students. We engage members of local, regional and global communities as active
contributors to student learning
We expect all students will learn in a welcoming environment regardless of place, culture, or learning needs.
Inclusive
Proactive We plan for a desired future, preventing problems instead of reacting to them.
We acknowledge that education is everybody’s business and therefore expect teachers, the school and education leaders
Shared Responsibility to collaborate with other government and community organizations to foster student learning
We explore new learning opportunities through research, innovation and professional development to ensure continuous
Innovative improvement of student learning.
We enable meaningful and relevant learning through a range of opportunities appropriate to each student’s development
Flexible stage.
Equitable We ensure that every student will have the benefit of high-quality learning opportunities.
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Principle Elaboration
We explain to the citizens of Trinidad and Tobago the outcomes of our students and our use of funding.
Accountable
We believe that people with vision and passion can achieve great things. We therefore empower and inspire out staff and
Transformative stakeholders to create positive and lasting changes in the education system.
Leadership
We are committed to meeting our won quality standards that are driven by the requirements of our customers. Each of
Quality us takes charge to ensure that these standards are implemented in our individual areas of authority.
We create the environment for excellence in teaching practice that improves the learning of all students, deepens
Teacher Empowerment educators content knowledge, provides them with research-based instructional strategies to assist students in meeting
rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.
Table 3: Guiding Principles of the Ministry of Education
THE NEW PRIMARY CURRICULUM
The new Primary curriculum envisages preparing our children with the By crafting a new national primary curriculum and addressing the
knowledge, skills and dispositions to optimize their own development learning needs of all young people through a new approach to teaching
and ultimately to constitute a caring, respectful and socially conscious and learning, Trinidad and Tobago has established a strong foundation
citizenry which will competently lead our country onto the world for the desired educational outcomes for our students. The Vision and
stage. The Curriculum focuses on nine (9) subject areas: Mathematics, Mission of the Ministry of Education which seeks to recognize, value
English Language Arts, Science, Social Studies, Visual and and nurture individual abilities and talents requires an integrated,
Performing Arts, Physical Education, Agricultural Science, Spanish appropriate and relevant twenty-first century set of learning
and Values, Character and Citizenship Education. Health and Family experiences at the heart of the curriculum. This overarching vision
Life Education outcomes are distributed and supported by all subjects. and mission remain central to all curriculum design, development and
implementation initiatives, and will guide pre-service and in-service
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teacher education and training activities that are an essential part of the  Literacy and Numeracy, significant foundational areas, are
whole education development, innovation and transformation process. built in in all subject areas
 Continuous Assessment is promoted with conscious attention
to Assessment for Learning which uses a wide range of
The world is rapidly changing and knowledge, skills, and values are
classroom assessments to provide feedback and improve
being demanded of citizens, even while the education struggles to student performance
catch up with yesterday’s requirements. In the vision, mission and  Differentiated Instruction is supported to enable teachers to use
principles statements it is very clear that the Ministry of Education a variety of teaching methods and cater to the learning needs
wants to develop an education for the twenty-first century, charting the of a range of students
way for education and the nation to keep pace and move to the front of  Infusion and use of Information and Communication
the international arena. Following on this understanding, the new Technologies, an indispensable twenty-first competence for
curriculum has been developed as a flexible tool that focuses on the students, is built in to all areas
 Focused teaching of Visual and Performing Arts and Physical
development of twenty first century skills in learners. The curriculum
Education ensures that all children’s talents and sensibilities
itself, while providing abundant and detailed guidance to teachers, can are awakened and developed.
be adapted and shaped to individual contexts. Curriculum adaptation is  The introduction of foreign language awareness in a Spanish
an essential aspect of curriculum implementation that is required to programme which follows a Foreign Language Exploratory
meet the rapidly changing and diverse needs of all learners, so model is present. This focuses largely on oral Spanish, its
enabling teaching and learning to continue to be relevant and current. attendant cultures and exploration of other language
experiences in the child’s immediate environment.
The new primary curriculum is characterised by the following:  A focus on Values, Character and Citizenship is a vital
component towards building a strong, tolerant and
 An integrated, thematic approach to teaching and learning in conscientious citizenry.
which learning from different subjects is skilfully melded into
thematic units and learning/lesson plans. There is a focus on As noted, the designed learning experiences outlined in the new
core content, building critical skills and cultivating desirable curriculum are student-centred, inclusive and capable of guiding
dispositions in students, rather than rote learning of content and implementation of a high quality, engaging, innovative teaching and
regurgitation on paper and pencil tests. This facilitates for a learning process that satisfies the learning needs of all twenty-first
smooth transition from ECCE into Infants and makes for a
century young citizens of Trinidad and Tobago, the Caribbean region
pleasurable learning experience for the child, and more
effective delivery and retention of content. and the globally interdependent and connected world.
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A significant part of the mandate required that the curriculum capture of students and the needs of our society as espoused by our many
current, relevant, interesting and fun teaching and learning stakeholders and educators.
experiences. The general and specific outcomes focus on the
development of concepts, skills and dispositions in students, including
The seven years of the primary experience have been broken down
higher-order skills suitably targeted to the developmental level of our
into three key levels each of which has a broad area of focus as to the
young learners. While the design of the new curriculum is new to our
general outcomes desired for the child at that level and are specified as
education system, it is grounded in sound educational theory and
a general level of student achievement.
principles. Inherent in the subject matter are carefully considered
concepts, skill sand dispositions which are relevant to the development
Organizational Structure of the Achievement Levels
Level Title Grades
Achievement Level One Love of Learning Infant One

Infant Two
Achievement Level Two Inquiry and Discovery Standard One

Standard Two
Standard Three
Achievement Level Three Taking Flight Standard Four

Standard Five
Table 4: Levels of the Primary system
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The titles of each of the designated levels clearly denote the Standards Four and Five. While the higher primary year levels have
overarching goal for student learning at each stage. The subject more subject area learning they are not without thematic organization.
specific outcomes for the various year levels evolve from these. The At those levels, the themes become broader, more complex and
learning experiences throughout the three levels have been designed to challenging, while the nine core subject areas emerge in prominence.
articulate a smooth journey of growth, development, and learning, This design decision was made to facilitate a smooth and seamless
culminating in a well-rounded, independent learner, ready to embrace transition from primary into secondary education.
secondary education. There are a total of twenty six themes designed
to organize all learning experiences through the three achievement The targeted achievements for all students at the end of each of these
levels. The curriculum begins in the Infant year levels with a very three levels are succinctly summarized in Table 5. These attributes are
strong integrated, thematic approach to learning, and progressively the foundation for all learning interactions in and out of the classroom.
introduces subject areas as discrete organizers of that learning by
Table 5: Learning Level Achievements
Level 1: Love of Learning Level 2: Enquiry & Discovery Level 3: Taking Flight
Infants 1- Infant 2 Standard 1- Standard 3 Standard 4- Standard 5
At the end of this level, students will: At the end of this level, students will: At the end of this level, students will:
Be able to communicate needs, ideas, and Be able to engage in reflection before Apply healthy interpersonal communication
communicating needs, ideas and emotions. skills to enhance learning, and general
emotions.
interaction.
Make choices to solve simple, personal To develop thoughtful solutions to problems that Demonstrate some capacity to pose, as well as
occur in interaction with others. solve problems.
problems.
Engage learning imaginatively. Produce imaginative responses to learning problems. Demonstrate both sequential and connective
thinking when encountering problems.
Work with others co-operatively. Create new meanings through teamwork and Exhibit some leadership qualities in both
collaboration. learning and social contexts.
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Level 1: Love of Learning Level 2: Enquiry & Discovery Level 3: Taking Flight
Infants 1- Infant 2 Standard 1- Standard 3 Standard 4- Standard 5
At the end of this level, students will: At the end of this level, students will: At the end of this level, students will:
Begin to consider the importance of diet, Practise healthy lifestyle habits Demonstrate sufficient knowledge of the
exercise and hygiene. human body to make healthy lifestyle choices
consistently.
Demonstrate basic courtesy in relationship Observe positive social norms and behaviours. Achieve a well-rounded sense of self and how
to contribute productively to a group.
to others.
Recognise that working and playing safely Demonstrate the ability to temper personal Demonstrate some ability to foresee potentially
protects everyone. behaviour, in order to contribute to a safe unsafe behaviours in self and others.
environment for all.
Demonstrate joy in learning. Demonstrate curiosity and a sense of adventure in Exhibit the satisfaction that accrues from
conducting simple investigations. engagement in learning.
Show sufficient self-confidence to engage Through growing self-esteem and initiative, begin to Display self-reliance when working
in learning and social activities develop their own voice and demonstrate a sense of independently.
empowerment
Behave respectfully toward the Understand that individual actions contribute to the Recognise the symbiotic relationship between
environment under supervision. environmental health of both local and national self and environment and acknowledge in
communities. behaviour that every action has a consequence.
Gather information Gather, organise and present information Process information.

Use technologies under supervision. Explore technology purposefully and safely. Find and employ technology for particular
ends.
Understand the concept of past, present and Explore the past and make connections with the Imagine the future.
future. present.
Demonstrate fair and equitable play habits. Understand that social interaction requires giving as Become actively involved in issues involving
well as taking. social justice.
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Clearly, students will experience a curriculum that engages and information age of the twenty-first century. This primary curriculum
challenges them in a variety of ways that are particularly relevant to seeks to expose and fulfill the potential of each child and to affirm the
their social, political, and economic growth and development in the unique identity and character of the citizenry of Trinidad and Tobago.
COMPONENTS OF THE PRIMARY CURRICULUM
The new primary curriculum comprises three documents that are For further support of teachers, an Instructional Toolkit has been
intended to provide necessary information and support to our public. developed. Within this document, detailed plans of work, samples of
activities and rubrics for implementation by teachers are provided.
Curriculum Guides in 9 subject areas are provided. These specify Thematic Unit plans which bring to outcomes from several subjects as
what is to be learnt by students in an ordered, developmentally well as Learning or Lesson Plans, together with sample activities and
appropriate sequence in the form of learning outcomes. Learning rubrics are provided. Learning plans that suggest interesting methods
outcomes are further categorized as related to the acquisition of for teachers to address core subject-specifics concepts and skills are
Content, or the development of Skills or Dispositions. Further also included. At the initial stages of implementation of this
guidance is provided in an Elaboration statement to specify the breadth curriculum that seeks to transform teaching and learning, abundant
and depth of what is to be taught and assessed, so that there is a samples are provided for teachers. These may be implemented directly
standardized approach to teaching and assessment across the country. or may serve as guides for teachers’ development of their own
For Teachers’ use, a Teacher’s Guide has been developed. This thematic units and lessons. As implementation takes place,
document provides an overview of the pedagogical practices embraced opportunities will be provided for teachers to provide their own
by the new curriculum, summary descriptions of the themes selected as creative and original approaches to these themes and topics within the
the vehicle for the teaching and learning material as well as the 5 toolkit.
considerations that are infused throughout the curriculum- Literacy,
Numeracy, Assessment for Learning, Differentiated Instruction and
Infusion of Information and Communication Technologies (ICTs).
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TIMETABLE
Within the framework of the new primary curriculum, there are some for each year level are covered, the balance of time for subjects
important notions about the new primary timetable which ought to be is maintained.
specified. These are that:  A combination of Thematic Units which combine several
subject areas and subject specific core skills are to be taught (as
 9 subject areas are represented (Mathematics, English in the Instructional Toolkit). Core skills may be done in
Language Arts, Science, Social Studies, Visual and Performing preparation for a theme, during a theme or following a theme.
Arts; Physical Education, Agricultural Science, Values,
 The timetable is flexible and will be detailed on a weekly basis
Character and Citizenship Education and Spanish). HFLE and
as teacher’s plan for the week is developed. The teacher selects
ICT are infused throughout the subjects.
which core skill lessons and which thematic lessons are to be
 50% of the time is dedicated to ELA and Mathematics, which taught each week and presents this in the weekly forecast and
include Literacy and Numeracy components and are considered evaluation plan.
to be priority at the lower primary. The other 50 % of the time
 In any given week, core skills for any or all subject areas may
is to be dedicated to the other 7 subjects. The curriculum
be taught. One possible illustration of what this may look like
documents reflect that balance, so that as outcomes specified
is given below:
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MON TUE WED THURS FRI
THEME CORE SKILLS CORE SKILLS THEME THEME
(MATH) (SOCIAL STUDIES)
THEME
THEME
CORE SKILLS
CORE SKILLS
( AGRI.SCI)
(SPANISH)
CORE SKILLS THEME THEME THEME THEME
(SOCIAL
STUDIES)
CORE SKILLS CORE SKILLS CORE SKILLS
(VAPA) (ELA) (PHYS. ED)
Table 6: Sample Timetable
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Subject Rationale
What Is Mathematics About?
"Mathematics is an activity concerned with exploration and use of patterns and relationships in data. These
logical thinking, spotting patterns, posing two disciplines are related but offer different ways of thinking
premises and investigating their implications and of solving problems. Both equip students with effective
and consequences. It also involves the study of means for investigating, interpreting, explaining and making
properties of numbers and shapes, the sense of the world in which they live.
relationship between numbers, inductive and
deductive thinking and the formulation of Mathematicians use symbols, graphs and diagrams to help
generalizations. Mathematics is a creation of them find and communicate patterns and relationships, and
the human mind and therefore becomes they create models to represent both real-life and hypothetical
primarily a way of thinking thus facilitating situations. These situations are drawn from a wide range of
problem solving." (Mathematics Curriculum, social, cultural, scientific, technological, health, environmental
1999) and economic contexts.
Mathematics is the exploration and use of patterns and
relationships in quantities, space and time. Statistics is the
Why Study Mathematics?
By studying Mathematics, students develop the ability to think to enjoy intellectual challenge. In addition, students learn to
creatively, critically and strategically. They learn to structure create models and predict outcomes, to conjecture, to justify
and to organize, to process and communicate information and and verify, and to seek patterns and generalizations. They learn
21
to both estimate and calculate with precision, and understand practical applications in everyday life, in other learning areas,
when both are appropriate. Mathematics has a broad range of and in the workplace.
How Is Mathematics Structured?
delivered. Core competencies are developed within the strands

"Mathematics content is sequential in nature. There is a
of Number, Statistics, Measurement and Geometry.
hierarchy of concepts and skills on which each major area of
Mathematics can be built. The proper ordering of
mathematical content for all learners is critical to Through an integrated approach, the new Primary
mathematical achievement." (Mathematics Curriculum, 1999) Mathematics Curriculum aims to reduce “Math anxiety” and
Primary to Secondary transition issues by:
The Mathematics component of the new Primary Curriculum is
in response to the realities of a 21st century global society. The  The development of core mathematical concepts and skills
guiding principles of the Mathematics curriculum content are by the restructuring of learning activities to enable students
derived from the National Council of Teachers of Mathematics to see connections with other subjects and their daily lives.
standards that will allow our students to explore, discover,  The development of appropriate dispositions that would
analyze and apply Mathematics, to model and solve real world facilitate life-long learning and higher order thinking skills.
problems (NCTM.org). The NCTM standards of problem  A pedagogical approach that uses a variety of student-
solving, reasoning, communication, representation and centred teaching techniques and strategies, such that
connections, also play an integral role in how content is improvement in student motivation and performance
will increase in the medium and long terms.
22
 An Assessment Framework that focuses on and numerate individuals capable of functioning in a global
assessment for learning, continuous assessment, society.
as well as summative evaluation.
According to Adding It Up: Helping Children Learn

Mathematics (2001), instructional programs must address the
development of Mathematical Proficiency by focusing on the
following five interwoven strands or components:
 Conceptual understanding: comprehension of

mathematical concepts, operations and relations.
 Procedural fluency: skill in carrying out procedures
flexibly, accurately, efficiently and appropriately.
 Strategic competence: ability to formulate, represent
and solve mathematical problems.
 Adaptive reasoning: capacity for logical thought,
reflection, explanation and justification.
 Productive disposition: habitual inclination to see
Mathematics as sensible, useful and worthwhile,
coupled with a belief in diligence and one’s own
efficacy.
It is essential that the forgoing issues are seriously
considered and effectively addressed so as to create literate
23
Primary School Curriculum
Mathematics
Infant 1
MATHEMATICS: INFANT 1
CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
NUMBER
Pre-Number
1.1.1. Develop pre- 1.2.1. Classify objects 1.3.1. Display interest 1. Develop pre-  Sort objects according to different criteria
number skills. into groups and while exploring number skills (e.g. colour, size, shape, texture and name)
subgroups using pre-number (classification using one or two attributes. [1.1.1, 1.2.1,
different criteria. activities. and matching). 1.3.1]
1.2.2. Use one-to-one 2. Count  Explain reasons for classification (student’s

correspondence to sequentially to criteria). [1.1.1, 1.2.1, 1.3.1]
match objects in 20.
sets to determine  Match objects (concrete and pictorial) in two
more than, less groups and three groups using one-to-one
than or equal to. correspondence, and use appropriate
vocabulary to compare groups e.g. more
1.2.3. Rote count to 20
than, less than, as many as, most, least.
in ascending and
[1.1.1, 1.2.2, 1.3.1]
descending order.
 Count to 20 in ascending order (starting at

one and zero), and count from 20 in
descending order. [1.1.1, 1.2.3, 1.3.1]
 Count using the ‘counting on’ and ‘counting
25

Students will:
back’ strategies starting from a given
number. [1.1.1, 1.2.3,1.3.1]
Number Concepts
1.1.2. Develop 1.2.4. Count objects to 1.3.2. Display interest 3. Understand the  Count objects to demonstrate one-to-one
number sense 1 demonstrate one- while exploring concept of correspondence (up to 10). [1.1.2, 1.2.4,
to 10. to-one number. numbers 1-10. 1.3.2, 1.3.3]
correspondence
(up to 10). 1.3.3. Develop 4. Understand the  Explain that the last count, when counting a
confidence in position of set of objects, identifies how many objects
1.2.5. Recognize that the counting. objects. are in the set. [1.1.2, 1.2.4, 1.3.3]
number of objects
remains the same 1.3.4. Show 5. Demonstrate  Count objects to establish that a number is
when objects are collaboration estimation skills one more than the preceding number. [1.1.2,
rearranged. while doing using 5 as a 1.2.4, 1.3.2]
activities. benchmark.
1.2.6. Connect number  Count objects in different arrangements to
names and 6. Demonstrate an demonstrate conservation of number. [1.1.2,
numerals to understanding of 1.2.5, 1.3.3]
quantities up to 10. the value of coins
and bills (1¢, 5¢,  Match the number names and numerals to
1.2.7. Sequence number
26

Students will:
names and 10¢, $1, $5, $10). the quantities they represent up to 10
numerals. (concrete and pictorial). [1.1.2, 1.2.6, 1.3.4]
1.2.8. Read and write  Sequence number names and numerals.

number names and [1.1.2, 1.2.7, 1.3.2]
numerals.
 Read and write number names and numerals.
1.2.9. Use comparison [1.1.2, 1.2.8, 1.3.2 ]
vocabulary to
compare the  Match objects in two groups, and use
number of objects appropriate vocabulary to compare the
in two sets (less number of objects e.g. 5 is more than 3.
than 10). [1.1.2, 1.2.9,1.3.4]
1.2.10. Compare groups  Compare groups of objects, and order

of objects and numbers to 10. [1.1.2, 1.2.10,1.3.2]
order numbers.
 Use 5 as a reference or benchmark in the

1.2.11. Use 5 as a
formation of numbers from 6 to 10 e.g.
reference in
‘seven is two more than five’. [1.1.2, 1.2.11,
forming numbers
1.3.2]
from 6 to 10 e.g.
‘seven is two more
 Order objects and use appropriate language
27

Students will:
than five’. to describe position (first, second, third and
last). [1.1.2, 1.2.12, 1.3.4]
1.2.12. Use the language
of ordinal numbers  Estimate a given quantity using 5 as a
(first, second, third benchmark and verify by counting. [1.1.2,
and last). 1.2.13, 1.3.4]
1.2.13. Demonstrate skills  Explore the value of coins and bills (1¢, 5¢,
in estimation of 10¢, $1, $5, $10) e.g. 10 cents is worth more
the number of than 5 cents (use the idea of purchase of
objects in a set, items priced at 5 cents or 1 cent, and how
using 5 as a many can be bought). [1.1.2, 1.2.14, 1.3.2]
benchmark and
verify by counting.  Use the language of money in role-playing
situations involving the exchange of goods
1.2.14. Explore the value for money (exact value of the coins and
of coins and bills bills). [1.1.2, 1.2.14, 1.3.4]
(1¢, 5¢, 10¢, $1,
$5, $10) and their  State the equivalence of coins and bills up to
equivalence. 10 cents and 10 dollars. [1.1.2, 1.2.14, 1.3.2]
28

Students will:
Number Patterns
1.1.3. Explore number 1.2.15. Recognize the 1.3.5. Show 7. Recognize and  Look at an arrangement of dots/objects in
patterns. perseverance in explore number standard spatial arrangements, and identify
arrangement of the number represented up to 5. [1.1.3,
finding solutions patterns up to 10.
dots/objects in 1.2.15, 1.3.5]
to problems that
standard spatial
involve patterns.
arrangements of
 Distinguish between repeating patterns and
numbers up to 5
non-repeating patterns in a given set by
(subitize).
identifying errors or the part that repeats.
[1.1.3, 1.2.16, 1.3.5]
1.2.16. Explore patterns
using repetitions
 Describe a given repeating pattern
of 2-3 elements
containing two to three elements in its core.
(name as ‘number’
[1.1.3, 1.2.16, 1.3.5]
pattern e.g. ‘two’
pattern).  Determine the pattern rule, and extend the
repeating pattern using concrete materials,
pictorial representation or symbols. [1.1.3,
1.2.16, 1.3.5]
 Name a given repeating pattern with two to

three elements in its core. [1.1.3, 1.2.16,
29

Students will:
1.3.5]
 Create number patterns using repetition of

elements. [1.1.3, 1.2.16, 1.3.5]
Addition
1.1.4. Solve real-life 1.2.17. Solve one-step 1.3.6. Develop 8. Demonstrate a  Solve one-step real-life addition problems
problems real-life addition confidence in conceptual presented orally or pictorially (using
involving problems computation understanding of concrete materials, whole numbers and
addition presented orally or involving addition money); using 2 sets of objects (Joining
(concrete and pictorially (using addition. (concrete and Structures – change, result unknown; Part-
pictorial modes concrete materials, pictorial modes Part-Whole Structures (whole unknown) –
only, no whole number and 1.3.7. Show only). combine, total set unknown) with a sum less
symbol). money). perseverance in than or equal to 10; and using a variety of
finding solutions problem solving strategies such as, use a
to problems model, act it out, look for a pattern and draw
involving a picture. [1.1.4, 1.2.17, 1.3.7]
addition.
 Combine two groups of objects to model
addition (count the amount in each group
and the sum). [1.1.4, 1.2.17, 1.3.6]
30

Students will:
 Solve problems involving addition using
concrete and pictorial representations in
vertical and horizontal arrangements. [1.1.4,
1.2.17, 1.3.7]
 Record addition using pictorial

representations/drawings, numerals and/or
words e.g. 3 add 2 equal 5. [1.1.4, 1.2.17,
1.3.6]
 Describe what happens to a group after

addition is performed. [1.1.4, 1.2.17, 1.3.6]
 Create number stories using appropriate

vocabulary (including the language of
money). [1.1.4, 1.2.17, 1.3.7]
Subtraction
1.1.5. Solve real-life 1.2.18. Solve one-step 1.3.8. Develop 9. Develop a  Solve one-step real-life subtraction problems
problems real-life confidence in conceptual (Separating Structures – change unknown,
involving subtraction computation understanding of result unknown or deducting) presented
subtraction problems involving subtraction orally or pictorially (using concrete
31

Students will:
(concrete and presented orally or subtraction. (concrete and materials, whole number and money) with a
pictorial modes pictorially (using pictorial modes minuend less than 10; and using a variety of
only, no concrete materials, 1.3.9. Show only). problem solving strategies such as, use a
symbol). whole numbers perseverance in model, act it out, look for a pattern and draw
and money). finding a picture. [1.1.5, 1.2.18, 1.3.9]
solutions to
problems  Take away from a group of objects to model
involving subtraction (count the starting amount, count
subtraction. out a set, count how many are left). [1.1.5,
1.2.18, 1.3.8]
 Solve problems involving subtraction using

concrete and pictorial representations in
vertical and horizontal arrangements. [1.1.5,
1.2.18, 1.3.9]
 Record subtraction using pictorial

representations/drawings, numerals and/or
words e.g. 5 take away 2 equals 3. [1.1.5,
1.2.18, 1.3.8]

subtraction is performed. [1.1.5, 1.2.18,
32

Students will:
1.3.8]
 Create number stories using appropriate

vocabulary (including the language of
money). [1.1.5, 1.2.18, 1.3.9]
Mental Mathematics
1.1.6. Develop
strategies to 1.2.19. Investigate 1.3.10. Develop 10. Develop  Investigate connections between addition
solve problems connections confidence in strategies to facts (with sum less than or equal to 10) and
mentally. between addition the use of solve problems the corresponding subtraction facts
facts and Mental mentally. (minuend less than or equal to 10). [1.1.6,
corresponding Mathematics 1.2.19, 1.3.10]
subtraction facts. strategies.
 Solve problems using mental strategies such
1.2.20. Associate add-one as:
and subtract-one o Addition and subtraction facts
facts to forward
o Add-one and subtract-one as it relates to
(number after) and
forward and backward counting
backward (number
before) counting. o ‘Make Five’ (think addition).
[1.1.6, 1.2.20,1.2.21, 1.3.10]
1.2.21. Use the ‘Make
33

Students will:
Five’ (think
addition) strategy
to solve problems.
Language
1.1.7. Develop 1.2.22. Use appropriate  Use appropriate language associated with
1.3.11. Communicate 11. Communicate
appropriate vocabulary number, such as: same, equal, as many as,
with confidence effectively using
vocabulary associated with more than, less than, one to ten (1 to 10),
using language vocabulary
associated with number, orally and join, altogether, add, take away, left,
related to associated with
number. in writing. remove, remain, guess, before, after,
number. number.
between, repeating unit, first, second, third,
last, buy, sell, spend, how much?, coins,
1.3.12. Demonstrate an dollars, some, few, many, more, most, least,
appreciation for number and count. [1.1.7, 1.2.22, 1.3.11,
others by 1.3.12]
listening to
their point of
view.
GEOMETRY
Solids and Plane

Shapes
2.1.1. Demonstrate 2.2.1. Identify solids 1. Describe solids  Identify solids (using informal names for
familiarity with (using informal and plane shapes cuboid, cube, sphere, cylinder, and cone)
34

Students will:
solids and plane names) and plane 2.3.1. Display curiosity based on their and plane shapes (squares, triangles,
shapes. shapes (using in the properties. rectangles and circles) using formal names
formal names) in exploration of in the surroundings. [2.1.1, 2.2.1, 2.3.1]
the surroundings. solids and plane
shapes.  Match solids and plane shapes with familiar
2.1.2. Distinguish 2.2.2. Describe solids and 2. Construct models objects in the surroundings. [2.1.1, 2.2.1,
between solids plane shapes using 2.3.2. Show enjoyment of objects using 2.3.1]
(3-D shapes) appropriate as they solids and/or
and plane vocabulary related manipulate the plane shapes.  Match word names to solids and plane
shapes (2-D to geometric solids and plane shapes. [2.1.2, 2.2.1, 2.3.1]
shapes). attributes (colour, shapes.
size, shape,
 Describe solids and plane shapes using
position). 2.3.3. Demonstrate appropriate vocabulary related to geometric
creativity when attributes (size, shape, position) e.g. big,
2.2.3. Classify solids and constructing small, flat, round, thick, thin, pointed. [2.1.2,
plane shapes models. 2.2.2, 2.3.1]
according to one or
more common
 Classify solids (e.g. colour, size, shape,
attributes including
function) and plane shapes (e.g. size, shape),
students’ own
according to one or more common attributes
criteria.
including students’ own criteria and explain
reasons for classification. [2.1.2, 2.2.3,
2.2.4. Compare: 2.3.1, 2.3.2]
o two solids
35

Students will:
o two plane  Compare:
shapes. o Two solids
o Two plane shapes
2.2.5. Build models with by stating similarities and differences (size,
solids and plane shape, position). [2.1.2, 2.2.4, 2.3.1]
shapes and describe
structures using  Select from a given set of solids or plane
appropriate shapes:
language. o Solids or plane shapes that are the same
o Solids or plane shapes that are
alike/similar
o Solids or plane shapes that are different
and explain reason(s) for selection. [2.1.2,
2.2.4, 2.3.1, 2.3.2]
 Build models using solids and plane shapes

and describe compositions/structures. [2.1.1,
2.2.5, 2.3.3]
Geometrical Patterns
2.1.3. Explore
patterns using 2.2.6. Explore patterns 2.3.4. Demonstrate 3. Recognize and  Distinguish between repeating and non-
solids and plane using repetitions of creativity in the explore repeating repeating patterns in a given set involving
36

Students will:
shapes. 2-3 elements (name creation of patterns using solids or plane shapes by identifying errors
as ‘number’ pattern patterns. solids and plane or the part that repeats. [2.1.3, 2.2.6]
e.g. ‘two’ pattern). shapes.
 Copy a given pattern and describe the
2.2.7. Create patterns pattern. [2.1.3, 2.2.6]
using solids or
plane shapes  Identify the pattern rule in repeating
(repeating – 2 to 3 patterns. [2.1.3, 2.2.6]
elements).
 Use a pattern rule to extend repeating
patterns. [2.1.3, 2.2.6, 2.3.4]
 Create repeating patterns using solids or

plane shapes. [2.1.3, 2.2.7, 2.3.4]
 Describe a repeating pattern as a ‘number’

pattern, e.g. O, □, O, □, O, □ is a ‘two’
pattern; □, O, ∆, □, O, ∆, , □, O, ∆ is a
‘three’ pattern. [2.1.3, 2.2.6]
Language
 Use appropriate language associated with
37

Students will:
2.1.4. Develop 2.2.8. Use appropriate 2.3.5. Communicate 4. Communicate geometry, such as: ball, can, box, block,
appropriate vocabulary with confidence effectively using cone, flat, not flat, round, size, tall, short,
vocabulary associated with using language vocabulary thin, thick, broad, big, small, narrow, wide,
associated with geometry, orally related to associated with on top of, next to, over, between,
geometry. and in writing. geometry. geometry. underneath, above, under, up, down, on,
beside, in, shape, pointed, behind, in front
2.3.6. Demonstrate an of, near, far, below, same, square, circle,
appreciation for rectangle, triangle, bottom, pattern, repeat,
others. inside, outside, in the middle, high/higher,
low/lower, here, there, far from and close to.
[2.1.4, 2.2.8, 2.3.5, 2.3.6]
MEASUREMENT
Linear
3.2.1. Investigate the 3.3.1. Build 1. Develop the  Explore concrete materials, and describe
3.1.1. Develop the
lengths of objects. confidence in concept of linear them using the language associated with
concept of
measuring. measure. length (e.g. long/short, thin/fat,
linear measures.
3.2.2. Use comparison wide/narrow) so as to develop the concept of
vocabulary to 2. Communicate length. [3.1.1, 3.2.1, 3.3.1]
compare two effectively using
objects (direct vocabulary  Compare the lengths of two objects using
comparison) in associated with direct comparison (placing side by side and
aligning one end), and explain reasoning
38

Students will:
relation to length. linear measures. using appropriate vocabulary e.g.
longer/shorter. [3.1.1, 3.2.2, 3.3.1]
 Describe length as the measure of an object

from one end to the next. [3.1.1, 3.2.1, 3.3.1]
 Describe the distance of objects using

appropriate vocabulary. [3.1.1, 3.2.2]
Mass/Weight
3.1.2. Develop the 3.2.3. Investigate the 3.3.2. Display 3. Develop the  Explore and describe objects using the
concept of mass/weight of curiosity in concept of language associated with mass/weight (e.g.
mass/weight. objects. measuring. mass/weight. heavy/ light) so as to develop the concept of
mass/weight. [3.1.2, 3.2.3, 3.3.2]
4. Communicate
3.2.4. Use comparison
effectively using
vocabulary  Compare the mass/weight of two objects
vocabulary
(heavier, lighter) (including small heavy objects and big light
associated with
to compare two objects) by hefting, pushing and pulling, and
mass/weight.
objects (direct explain reasoning using appropriate
comparison) in vocabulary e.g. heavier/lighter. [3.1.2, 3.2.4,
relation to 3.3.2]
mass/weight by
hefting, pushing
39

Students will:
and pulling.  Describe mass/weight as how heavy/light an
object is. [3.1.2, 3.2.4, 3.3.2]
Time
3.1.3. Develop the 3.2.5. Describe different 3.3.3. Be reflective 5. Develop the  Describe times of the day (e.g., night-time,
concept of time. times of the day when concept of time. daytime, lunchtime) and related activities
and related measuring time. (e.g. eating breakfast, going to sleep) using
activities. 6. Communicate appropriate vocabulary. [3.1.3, 3.2.5, 3.3.3]
effectively using
3.2.6. Sequence activities vocabulary  Sequence activities according to time of
according to time associated with occurrence. [3.1.3, 3.2.6, 3.3.3]
of occurrence and time.
duration of events.  Describe events/activities that take a long
time or a short time. [3.1.3, 3.2.6, 3.3.3]
Language
3.1.4. Develop 3.2.7. Use appropriate 3.3.4. Communicate 7. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using measurement, such as: short/shorter,
vocabulary associated with using language vocabulary long/longer, tall/taller, as long as,
associated with measurement, related to associated with wide/narrow, thin/fat, deep/shallow,
measurement. orally and in measurement. measurement. high/low, near/far, length, mass/weight,
writing. heavy/heavier, light/lighter, easy/hard to
40

Students will:
push, easy/hard to pull, time, morning,
afternoon, midday, evening, day, night,
early/earlier, late/later and short time/long
time. [3.1.4, 3.2.7, 3.3.4]
STATISTICS
Object Charts and

Picture Charts
4.1.1. Collect, display 4.2.1. Classify objects 4.3.1. Display 1. Demonstrate the OBJECT CHARTS
and analyse data into groups and mathematical ability to collect,
 Collect and classify data about objects (e.g.
to solve real- sub-groups using reasoning classify,
colour of lunch bags), self (e.g. short hair,
world problems. different criteria. (logical organize,
long hair) and others to make decisions.
thinking) when represent and
[4.1.1, 4.2.1, 4.3.1]
4.1.2. Make decisions 4.2.2. Collect and classify interpreting interpret data.
based on data. data about self and data.
 Organize objects into rows so as to compare
others to make 2. Use analysed
different subgroups (teacher guidance may
decisions. 4.3.2. Develop an data to make
be necessary e.g. in the identification of a
appreciation for decisions and
starting line or baseline). [4.1.1, 4.2.3]
4.2.3. Construct and others when solve problems.
interpret object and interpreting
data.  Compare groups by counting and using one-
picture charts based
to-one correspondence. [4.1.2, 4.2.3, 4.3.1]
on real-life
problems or 4.3.3. Appreciate the
41

Students will:
situations. value of  Interpret and analyse the constructed object
collaboration in chart (and ones presented by the teacher,
4.2.4. Make informed decision- with and without grid) so as to make
decisions based on making. decisions about a real-life situation or
data analysed. problem. [4.1.2, 4.2.3, 4.3.1]
 Participate in decision-making to solve

problems. [4.1.2, 4.2.4, 4.3.2, 4.3.3]
 Communicate findings using appropriate

vocabulary. [4.3.3]
 Explain the importance of the appropriate

arrangement of objects for easy comparison.
[4.1.1, 4.2.3]
PICTURE CHARTS
 Construct picture charts by replacing an
object in an object chart with an appropriate
picture, or by sorting and arranging pictures
(as would have been done for object charts).
[4.1.1, 4.2.1, 4.2.3]
42

Students will:
 Construct picture charts (without and with
grid) based on real-life problems or
situations using vertical and horizontal
arrangements. [4.1.1, 4.2.3]
 Explain reasons for using a grid. [4.1.1,

4.2.3]
 Interpret picture charts based on a real-life

problem or situation so as to make informed
decisions. [4.1.2, 4.2.3, 4.3.1]

problems. [4.1.2, 4.2.4, 4.3.2, 4.3.3]

vocabulary. [4.3.3]
 Explain how the pictures were arranged for

easy comparison. [4.1.1, 4.2.3]
(Depending on the experiences of students,

teachers may decide to start with the
43

Students will:
interpretation of presented charts, which can
then be used to identify the characteristics of
charts. Charts can then be appropriately
constructed. Charts can also be transformed
from one form to another, and this idea can be
used to initiate interpretation of the same data
using different representations.)
Language
4.2.5. Use appropriate 4.3.4. Communicate 3. Communicate  Use appropriate language associated with
4.1.3. Develop
vocabulary with confidence effectively using statistics, such as: sort, groups, object chart,
appropriate
associated with using language vocabulary picture chart, same, more/more than,
vocabulary
statistics, orally related to associated with less/less than, fewer, many, altogether, grid,
associated with
and in writing. statistics. statistics. across and down. [4.1.3, 4.2.5, 4.3.4]
statistics.
44
Mathematics
Infant 2

Students will:
NUMBER
Number Concepts
1.1.1. Develop 1.2.1 Count to or from 1.3.1 Develop 1. Count  Count forward (counting on) and backward
number sense 100 in ascending confidence in sequentially up to (counting back) by ones to or from 100
from 0 to 20 and and descending counting. 100. from any given number. (A One Hundred
appropriate order (rote count). Chart can be used). [1.1.1, 1.2.1, 1.3.1,
vocabulary. 1.3.2 Strive for 2. Understand the 1.3.2]
1.2.2 Count objects to accuracy in concept of
demonstrate one- counting. numbers 0-20.  Skip count in 2s (starting at zero and one)
to-one and 5s (starting at zero) to or from 20 in
correspondence 3. Understand the ascending and descending order. [1.1.1,
(up to 20). position of 1.2.1, 1.3.1, 1.3.2]
objects.
1.2.3 Recognize that  Count objects to demonstrate one-to-one
the number of 4. Demonstrate correspondence (up to 20). [1.1.1, 1.2.2,
objects remains estimation skills 1.3.2]
the same when using 10 as a
objects are benchmark.  Explain that the last count, when counting
rearranged. a set of objects, identifies how many
5. Demonstrate an objects are in the set. [1.1.1, 1.2.2, 1.3.1,
1.2.4 Connect number understanding of 1.3.2]
names and the value of coins
46

Students will:
numerals to and bills up to  Count objects to establish that a number is
quantities up to 25¢ and up to one more than the preceding number.
20. $20. [1.1.1, 1.2.2, 1.3.1, 1.3.2]
1.2.5 Sequence number  Count objects in different arrangements to

names and demonstrate conservation of number.
numerals. [1.1.1, 1.2.3, 1.3.1, 1.3.2]
1.2.6 Read and write  Match the number names and numerals to
number names the quantities they represent up to 20
and numerals. (concrete and pictorial). [1.1.1, 1.2.4,
1.3.2]
1.2.7 Use comparison
vocabulary to  Count to 20 in ascending order (starting at
compare the one and zero) and count from 20 in
number of objects descending order. [1.1.1, 1.2.5, 1.3.1]
in two sets (less
than 20).
 Sequence number names and numerals.
[1.1.1, 1.2.5, 1.3.2]
1.2.8 Compare groups
of objects and
 Explain the meaning of zero (none, no one,
order numbers.
empty, nothing) after solving related
subtraction problems e.g. There are 5 birds
1.2.9 Use 10 as a on a tree. They all flew away. How many
47

Students will:
reference in are left? [1.1.1, 1.2.2,1.3.2]
forming numbers
from 11 to 20 e.g.  Read and write number names and
‘seventeen is numerals. [1.1.1, 1.2.6, 1.3.2]
seven more than
ten’.  Identify the number before, the number
after, and the number between, using a
1.2.10 Use the language number line. [1.1.1, 1.2.5, 1.3.2]
of ordinal
numbers up to
 Insert missing numbers on a number line.
tenth.
[1.1.1, 1.2.5, 1.3.2]
1.2.11 Demonstrate
 Match objects in two groups and use
skills in
appropriate vocabulary to compare the
estimation of the
number of objects e.g. 15 is more than 13.
number of
[1.1.1, 1.2.7, 1.3.2]
objects in a set,
using 10 as a
benchmark and  Compare groups of objects and order
verify by numbers to 20. [1.1.1, 1.2.8, 1.3.2]
counting.
 Use 10 as a reference or benchmark in the
1.2.12 Explore the formation of numbers from 11 to 20 e.g.
value of coins ‘seventeen is seven more than ten’. [1.1.1,
48

Students will:
and bills (up to 1.2.9, 1.3.2]
25¢, up to $20)
and their  Order objects and use appropriate language
equivalence. to describe its position up to tenth. [1.1.1,
1.2.10, 1.3.2]
 Estimate a given quantity using 10 as a

benchmark and verify by counting. [1.1.1,
1.2.11, 1.3.2]
 Explore the value of coins and bills (up to

25¢, up to $20) e.g. 25 cents is worth more
than 5 cents (use the idea of purchasing
items priced at 5 cents and how many can
be bought). [1.1.1, 1.2.12, 1.3.2]
 Use the language of money in role playing

situations involving the exchange of goods
for money (exact value of the coins and
bills, one item and receive change). [1.1.1,
1.2.12, 1.3.2]
 State the equivalence of coins and bills up

to 25 cents and 20 dollars. [1.1.1, 1.2.12,
49

Students will:
1.3.2]
Number Patterns and

Number
Relationships
1.1.2. Explore 1.2.13 Recognize the 1.3.3 Be explorative 6. Recognize and NUMBER PATTERNS
algebraic arrangement of when examining explore number
thinking dots / objects in patterns. patterns up to 20.  Look at an arrangement of dots/objects in
(number standard spatial standard spatial arrangements and identify
patterns and arrangements of 1.3.4 Take risks in 7. Understand the the number represented up to 10. [1.1.2,
number numbers up to 10 solving concept of 1.2.13, 1.3.3]
relationships). (subitize). problems. equality.
 Distinguish between repeating patterns and
1.2.14 Explore patterns 8. Use the concept non-repeating patterns in a given set by
using repetitions of equality to identifying errors or the part that repeats.
of 2 to 4 solve problems in [1.1.2, 1.2.14, 1.3.3, 1.3.4]
elements (name addition and
as ‘number’ subtraction.  Describe a given repeating pattern
pattern e.g. ‘two’
containing two to four elements in its core.
pattern).
[1.1.2, 1.2.14, 1.3.3]
1.2.15 Use balance

 Determine the pattern rule, and extend the
50

Students will:
activities to repeating pattern using concrete materials,
demonstrate pictorial representation or symbols. [1.1.2,
equality and 1.2.14, 1.3.4]
inequality.
 Name a repeating pattern containing two to
1.2.16 Count objects in four elements in its core (name as
sets to ‘number’ pattern e.g. ‘two’ pattern). [1.1.2,
demonstrate 1.2.14, 1.3.3]
equality and
inequality of  Identify the missing element(s) in a given
sets. repeating pattern. [1.1.2, 1.2.14, 1.3.4]
1.2.17 Use the language  Create number patterns using repetition of

and symbols elements. [1.1.2, 1.2.14, 1.3.4]
associated with
the concept of
NUMBER RELATIONSHIPS
equality.
 Construct two equal sets using the same

1.2.18 Solve problems
objects (same shape and mass/weight), and
involving
demonstrate their equality of number using
addition and
a balance scale and counting. [1.1.2,
subtraction,
1.2.15, 1.2.16, 1.3.4]
using balance
activities and the
51

Students will:
concept of  Construct two unequal sets using the same
equality. objects (same shape and mass/weight), and
demonstrate their inequality of number
using a balance scale and counting. [1.1.2,
1.2.15, 1.2.16, 1.3.4]
 Explain the procedure used to determine if

two given sets of objects are equal or
unequal in number e.g. use of the balance
scale and counting. [1.1.2, 1.2.15, 1.2.17,
1.3.4]
 Use the language of equality to describe

the relationship between two sets e.g. they
have the same number of objects, they are
equal in number. [1.1.2, 1.2.15, 1.2.16,
1.2.17, 1.3.4]
 Match sets of objects that are equal

(pictorial) and explain reasoning. [1.1.2,
1.2.16, 1.2.17, 1.3.4]
 Draw sets to show equal and unequal

amounts and record the number of items.
52

Students will:
[1.1.2, 1.2.16, 1.2.17, 1.3.4]
 Use the symbol to record equalities. [1.1.2,

1.2.17]
 Explore the equality of sets involving

addition and subtraction, using objects of
the same size and mass/weight but
different colours, and the balance scale,
e.g. 2 red balls and 3 green balls are placed
on one pan and students determine the
amount of blue balls to place on the other
side to show equality (verify by counting).
[1.1.2, 1.2.18, 1.3.4]
 Represent equality of sets in pictorial and

symbolic form using the equal sign (=) to
mean ‘the same as’ or ‘is equal to’ e.g.
000 and 00 is the same as or equals 00000;
000 and 00 = 00000,
3 + 2 = 5; or
000000 take away 00 = 0000;
6 – 2 = 4.
53

Students will:
[1.1.2, 1.2.18, 1.3.4]
Addition
1.2.19 Solve one-step 1.3.5 Display 9. Demonstrate a  Solve one-step real-life addition problems
1.1.3. Solve real-life
real-life addition confidence when conceptual presented orally, pictorially or
problems
problems solving problems understanding of symbolically (using concrete materials,
involving
presented orally, related to addition. whole number and money), involving 2
addition
pictorially and addition. addends (Joining Structures – change,
(concrete,
symbolically 10. Solve problems result unknown; Part-Part-Whole
pictorial and
(using concrete involving Structures (whole unknown) - combine,
symbolic
materials, whole addition total set unknown), and 3 addends with a
modes).
number and presented in sum less than or equal to 20, using a
money). different formats. variety of problem solving strategies such
as, use a model, act it out, draw a picture
and look for a pattern. [1.1.3, 1.2.19, 1.3.5]
presented in
horizontal and  Solve problems involving addition
vertical represented in vertical and horizontal
arrangements arrangements. [1.1.3, 1.2.20, 1.3.5]
1.2.21 Associate  Record addition pictorially and

addition to symbolically using number sentences
54

Students will:
forward counting (words and symbols) e.g. 13 plus 2 is 15;
and use the count 13 add 2 is equal to 15;
on strategy to 13 add 2 equals 15;
solve problems. 13 + 2 = 15.
[1.1.3, 1.2.19, 1.3.5]

addition to. [1.1.3, 1.2.19, 1.2.20, 1.3.5]
 Use the number line to solve addition

problems. [1.1.3, 1.2.19, 1.2.20, 1.3.5]
 Use the count on strategy to solve addition

problems. [1.1.3, 1.2.21, 1.3.5]
 Create number stories involving addition

using appropriate vocabulary (including
the language of money). [1.1.3, 1.2.19,
1.3.5]
Subtraction
1.2.22 Solve one-step 1.3.6 Display 11. Demonstrate a  Solve one-step real-life subtraction
55

Students will:
1.1.4. Solve real-life real-life confidence when conceptual problems (Separating Structures – change
problems subtraction solving understanding of unknown, result unknown or deducting;
involving problems subtraction subtraction. Part-Part-Whole structures (part unknown)
subtraction presented orally, problems. - combine, subset unknown) presented
(concrete, pictorially and 12. Solve problems orally, pictorially or symbolically (using
pictorial and symbolically involving concrete materials, whole number and
symbolic (using concrete subtraction money) with minuend less than or equal to
modes). materials, whole presented in 20, and using a variety of problem solving
number and different formats. strategies such as, use a model, act it out,
money). draw a picture and look for a pattern.
[1.1.4, 1.2.22, 1.3.6]
presented in  Solve problems involving subtraction
horizontal and represented in vertical and horizontal
vertical arrangements. [1.1.4, 1.2.23, 1.3.6]
arrangements.
 Record subtraction pictorially and
1.2.24 Associate symbolically using number sentences
subtraction to (words and symbols) e.g. 15 take away 2
backward equals 13,
counting, and use 15 – 2 = 13.
the count back [1.1.4, 1.2.22, 1.3.6]
strategy and the
count on strategy  Describe what happens to a group after
56

Students will:
to solve subtraction from. [1.1.4, 1.2.22, 1.2.23,
problems. 1.3.6]
 Use the number line to solve subtraction

problems. [1.1.4, 1.2.22, 1.2.23, 1.3.6]
 Use the count back and count on strategies

to solve subtraction problems. [1.1.4,
1.2.24, 1.3.6]
 Create number stories involving

subtraction using appropriate vocabulary
(including the language of money). [1.1.4,
1.2.22, 1.3.6]
Mental Mathematics
1.1.5. Develop 1.2.25 Identify addition 1.3.7 Display 13. Develop  Explore addition facts with sums less than
strategies to facts with sum confidence when strategies to or equal to 20. [1.1.5, 1.2.25, 1.3.7]
solve problems less than or equal solving problems solve problems
mentally. mentally.
to 20. mentally.  Explore subtraction facts, minuends less
57

Students will:
1.2.26 Identify than or equal to 20. [1.1.5, 1.2.26, 1.3.7]
subtraction facts,
minuend less  Investigate connections between addition
than or equal to facts (with sum less than or equal to 20)
20. and the corresponding subtraction facts
(minuend less than or equal to 20). [1.1.5,
1.2.27 Investigate 1.2.27, 1.3.7]
connections
between addition  Associate addition and subtraction to
facts and the forward and backward counting. [1.1.5,
corresponding 1.2.28, 1.3.7]
subtraction facts.
 Solve problems using mental strategies
1.2.28 Associate such as:
addition and o Addition and subtraction facts
subtraction to o Add-one and subtract-one as it relates
forward and to forward and backward counting
backward o Add-zero and subtract-zero facts
counting. o Count on / count back
o ‘Make Ten’ (think addition) [1.1.5,
1.2.29 Associate add- 1.2.29, 1.2.30, 1.2.31, 1.2.32, 1.3.7]
one (one more
than) and
subtract-one (one
58

Students will:
less than) facts to
forward (number
after) and
backward
(number before)
counting.
1.2.30 Use the add-zero

and subtract-zero
facts.
1.2.31 Use the count on

and count back
strategies to
solve problems.
1.2.32 Use the ‘Make

Ten’ (think
addition) strategy
to solve
problems.
Language
59

Students will:
1.1.6. Develop 1.2.33 Use appropriate 1.3.8 Communicate 14. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using number, such as: altogether, unequal, zero
vocabulary associated with using language vocabulary to twenty (0 to 20), none, dollars, cents,
associated with number, orally related to associated with buy, sell, pay, price, change, too much/too
number. and in writing. number. number. little, cost, value, core, repeating pattern,
first to tenth, sign, beginning, end, position,
1.3.9 Demonstrate an ‘=’ equals or is the same as, forward and
appreciation for backward. [1.1.6, 1.2.33, 1.3.8, 1.3.9]
others by
listening to their
point of view.
GEOMETRY
Solids and Plane
Shapes
2.1.1. Develop an 2.2.1 Describe solids 2.3.1 Demonstrate 1. Develop an  Describe solids and plane shapes using
understanding and plane shapes critical thinking understanding of appropriate vocabulary (e.g. big, small,
of classification using appropriate when classifying the properties of flat, round, thick, thin, pointed) related to
of solids and vocabulary solids and plane solids and plane geometric attributes (e.g. size, shape,
plane shapes. related to shapes. shapes. position and ability to roll, stack or stand).
geometric
60

Students will:
2.1.2. Demonstrate attributes (e.g. 2.3.2 Show creativity 2. Construct simple [2.1.1, 2.2.1, 2.3.1]
familiarity with size, shape, in constructing models using
pictorial position). models and solids and plane  Classify solids and plane shapes (e.g. size,
representations solving shapes. shape), according to one or more common
of solids/plane 2.2.2 Classify solids problems. attributes including student’s criteria, and
shapes. and plane shapes, 3. Recognize explain reasons for classification (e.g.
and give reasons solids/plane colour, size, shape, function). [2.1.1, 2.2.2,
2.1.3. Solve problems for classification. shapes from 2.3.1]
involving solids pictorial
and plane 2.2.3 Compare solids representations.  Compare solids and plane shapes by stating
shapes. and plane shapes. similarities and differences. [2.1.1, 2.2.3,
4. Solve problems 2.3.1]
2.2.4 Identify solids involving solids
using formal or plane shapes.  Select from a given set of solids or plane
names. shapes:
o solids or plane shapes that are the
2.2.5 Construct models same;
using solids and o solids or plane shapes that are
plane shapes, and alike/similar;
describe o solids or plane shapes that are
composition of different;
model. and explain reason(s) for selection. [2.1.1,
2.2.2, 2.2.3, 2.3.1]
2.2.6 Recognize and
61

Students will:
name solids and  Use the formal names of solids: cube,
plane shapes in cuboid, cylinder, cone and sphere. [2.1.1,
pictorial 2.2.4]
representations.
 Build models using solids and plane
2.2.7 Solve problems shapes, and describe
involving solids compositions/structures. [2.1.1, 2.2.5,
and plane shapes. 2.3.2]
 Identify different plane shapes in pictures.

[2.1.2, 2.2.6, 2.3.1]
 Match solids to their pictorial

representations. [2.1.2, 2.2.6, 2.3.1]
 Name solids represented in pictures. [2.1.2,

2.2.6, 2.3.1]
 Colour solids with particular attributes e.g.

those that can roll. [2.1.1, 2.1.2, 2.2.1,
2.2.2, 2.2.3, 2.2.6, 2.3.1]
 Solve problems involving solids and plane
62

Students will:
shapes e.g. How many different shapes can
you make using 6 blocks? [2.1.3, 2.2.7,
2.3.2]
2.1.4. Explore patterns

using solids and 2.2.8 Explore patterns 2.3.3 Demonstrate 5. Explore patterns  Distinguish between repeating and non-
plane shapes. using repetitions creativity in the using solids or repeating patterns in a given set involving
of 2-4 elements creation of plane shapes. solids or plane shapes by identifying errors
(name as patterns. and the part that repeats. [2.1.4, 2.2.8]
‘number’ pattern
e.g. ‘two’  Describe the pattern and identify the
pattern). pattern rule in repeating pattern. [2.1.4,
2.2.8]
2.2.9 Create patterns
using solids or  Use pattern rule to extend repeating
plane shapes patterns. [2.1.4, 2.2.8, 2.2.9, 2.3.3]
(repeating 2 to 4
elements and
 Create repeating patterns using solids or
growing or
plane shapes (concrete and pictorial).
increasing
[2.1.4, 2.2.9, 2.3.3]
63

Students will:
patterns).  Describe a repeating pattern as a ‘number’
pattern, e.g.
O, □, O, □, O, □ is a ‘two’ pattern;
□, O, ∆, □, O, ∆, , □, O, ∆ is a ‘three’
pattern. [2.1.4, 2.2.8, 2.2.9]
 Describe growing/increasing patterns, and

identify the pattern rule. [2.1.4, 2.2.8,
2.2.9]
 Use the pattern rule to extend the

growing/increasing pattern. [2.1.4, 2.2.8,
2.2.9, 2.3.3]
 Create growing/increasing patterns using

solids or plane shapes (concrete and
pictorial). [2.1.4, 2.2.8, 2.2.9, 2.3.3]
Language
2.1.5. Develop 2.2.10 Use appropriate 2.3.4 Communicate 6. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using geometry, such as: roll, stack, stand, pack,
vocabulary associated with using language vocabulary cube, cuboid, sphere, cone, cylinder,
64

Students will:
associated with geometry, orally related to associated with same/identical, different, alike, similar,
geometry. and in writing. geometry. geometry. moving in a straight line/curved line, left,
right, growing pattern, solid and plane
2.3.5 Demonstrate an shape. [2.1.5, 2.2.10, 2.3.4, 2.3.5]
appreciation for
others.
MEASUREMENT
Linear
3.1.1 Demonstrate 3.2.1. Use comparison 3.3.1. Enjoy ordering 1. Develop an  Compare and order the lengths of three or
familiarity with vocabulary to activities. understanding of more objects using direct comparison, and
comparison of compare objects the comparison of explain reasoning using appropriate
the lengths of (direct 3.3.2. Take pride in measures (length) vocabulary e.g. longer/shorter. [3.1.1,
objects using comparison) in measuring using appropriate 3.2.1, 3.3.1]
appropriate relation to length. accurately. vocabulary.
vocabulary.  Create repeating patterns using objects of
3.2.2. Measure lengths 2. Understand that various lengths. [3.1.1, 3.2.1, 3.2.3, 3.3.1]
3.1.2 Understand that and distances linear measures
linear measures using can be quantified.  Measure lengths and distances using
can be arbitrary/non- multiple copies of non-standard units (by
quantified. standard units. placing the same sized units end-to-end
65

Students will:
3.2.3. Order objects and without leaving gaps, without overlapping
distances and arranged in a straight line). [3.1.2,
according to 3.2.2, 3.3.2]
length.
 Count the number of units used and record
lengths. [3.1.2, 3.2.2, 3.2.3, 3.3.2]
 Compare and order objects and distances

according to length, and explain reasoning
using appropriate vocabulary. [3.1.1, 3.1.2,
3.2.1, 3.2.2, 3.2.3, 3.3.1, 3.3.2]
Mass/Weight
3.1.3 Demonstrate 3.2.4. Compare objects 3. Develop an  Compare the masses/weights of objects by
3.3.3. Demonstrate
familiarity with according to understanding of using an equal arm balance (including
confidence
the comparison mass/weight using the comparison of small heavy objects and light big objects).
when
of the an equal arm measures [3.1.3, 3.2.4, 3.3.3]
measuring.
mass/weight of balance and (mass/weight)
objects using appropriate using appropriate  Discuss observations of the equal arm
appropriate vocabulary. vocabulary. balance when objects are placed in the
vocabulary.
pans. [3.1.3, 3.2.4, 3.3.3]
66

Students will:
 Use pictorial representations of equal arm
balances to determine which object is
heavy or light. [3.1.3, 3.2.4, 3.3.3]
Time
3.1.4 Develop an 3.2.5. Use appropriate 3.3.4. Demonstrate 4. Associate events  Sequence activities according to:
understanding of vocabulary when confidence with specific time o time of occurrence;
time. describing when periods. o chronological order e.g. daily
activities or sequencing schedule, preparing to come to school.
events associated activities. 5. Understand that [3.1.4, 3.2.5, 3.2.6, 3.3.4]
with time. time can be
quantified.  Answer questions based on the information
3.2.6. Sequence presented on calendars such as:
activities or 6. Develop an o name and sequence the days of the
events according understanding of week and the months of the year;
to time of the comparison of o identify the days, months, dates and
occurrence. measures (time) number of days in each month on
using appropriate calendars; and
3.2.7. Interpret vocabulary. o distinguish between weekends and
calendars. school days. [3.1.4, 3.2.6, 3.2.7, 3.3.4]
3.2.8. Measure the  Measure the passage of time it takes for

duration of various activities to occur, or duration of
67

Students will:
activities using activities (using a repeated non-standard
non-standard unit), and record measure (e.g. the number
units. of times you can clap your hand while a
child does an activity). [3.1.4, 3.2.8, 3.3.4]
3.2.9. Compare and
order the duration  Compare the time taken for activities or
of activities. events to occur, or the duration of activities
(starting at the same time), and order the
duration of activities, and explain
reasoning using appropriate vocabulary.
[3.1.4, 3.2.9, 3.3.4]
Language
3.1.5 Develop 3.2.10. Use appropriate 3.3.5. Communicate 7. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using measurement, such as: before, after,
vocabulary associated with using language vocabulary morning, night, lunchtime, bedtime, today,
associated with measurement, related to associated with yesterday, tomorrow, past, present, future,
measurement. orally and in measurement. measurement. soon, a long time, a short time,
writing. long/longer, short/shorter, same time as,
more, less, days of the week, weekend,
months of the year, year, in the past,
calendar, date, birthdate, now, then,
68

Students will:
season, heavy/heavier, light/lighter, as
heavy as, weigh, tallest, longest, shortest,
as long/tall as and hand-span. [3.1.5,
3.2.10, 3.3.5]
STATISTICS
Picture Charts and
Pictographs
4.1.1. Collect, display 4.2.1. Collect and 4.3.1. Develop 1. Demonstrate the PICTURE CHARTS
and analyse data classify data to mathematical ability to collect,
to solve real- make decisions reasoning classify, organize,  Collect and classify data to make decisions
world problems. based on a real- (logical represent and based on a real-life situation or problem.
life situation or thinking) when interpret data. [4.1.1, 4.2.1, 4.3.1]
4.1.2. Demonstrate an problem. interpreting
understanding data. 2. Demonstrate an  Classify pictures into groups and sub-
about the 4.2.2. Identify features understanding groups using different criteria. [4.1.1,
features of of picture charts 4.3.2. Develop an about the features 4.2.1, 4.3.1]
graphs. and pictographs appreciation for of charts/graphs.
(e.g. using one others when
 Construct picture charts (with and without
4.1.3. Make decisions picture to interpreting 3. Use analysed data grid, vertical and horizontal arrangements)
based on data. represent data. to make sound based on information collected and after
one person, decisions and
69

Students will:
baseline/start line, 4.3.3. Appreciate the solve problems. reviewing the features of picture charts.
labels (of sets) on value of [4.1.2, 4.2.2, 4.2.3]
baseline, same- collaboration in
sized decision-  Interpret and analyse the data so as to make
symbols/pictures, making. decisions about real-life situations or
equal spacing and problems. [4.1.3, 4.2.4, 4.3.1, 4.3.2]
title). 4.3.4. Appreciate the
value of using  Participate in decision-making to solve
4.2.3. Construct picture data in problems. [4.1.3, 4.2.5, 4.3.3]
charts and decision-
pictographs (with making.
and without grid,
vocabulary. [4.1.3, 4.2.5, 4.2.6, 4.3.4]
vertical and
horizontal
PICTOGRAPHS
arrangements)
based on real-life
problems or  Explain the similarities and differences
situations. between a picture chart and a pictograph
after replacing pictures on a picture chart
with an appropriate symbol. [4.1.2, 4.2.2]
4.2.4. Interpret picture
charts and
pictographs based  Construct pictographs (with and without
on a real-life grid, vertical and horizontal arrangements)
problem or after collecting information based on
70

Students will:
situation. problem situations. [4.1.2, 4.2.3]
4.2.5. Make informed  Interpret and analyse the data so as to make

decisions based decisions about real-life situations or
on data analysed. problems. [4.1.3, 4.2.4, 4.2.5, 4.2.6, 4.3.4]
4.2.6. Communicate  Participate in decision-making to solve

findings and problems. [4.1.3, 4.2.5, 4.3.3]
decisions using
appropriate  Communicate findings using appropriate
vocabulary. vocabulary. [4.1.3, 4.2.5, 4.2.6, 4.3.4]
(Depending on the experiences of students,

teachers may decide to start with the
interpretation of presented graphs, which
can then be used to identify the
characteristics of graphs. Graphs can then
be appropriately constructed. Graphs can
also be transformed from one form to
another, and this idea can be used to
initiate interpretation of the same data
using different representations).
71

Students will:
Language
4.1.4. Develop 4.2.7. Use appropriate 4.3.5. Communicate 4. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using statistics, such as: pictograph, most, least,
vocabulary associated with using language vocabulary more than, less than, same/equal to and
associated with statistics, orally related to associated with altogether. [4.1.4, 4.2.7, 4.3.5]
statistics. and in writing. statistics. statistics.
72
Mathematics
Standard 1
MATHEMATICS: STANDARD 1

Students will:
NUMBER
Number Concepts
1.1.1 Develop number 1.2.1. Count within 1.3.1 Strive for 1. Count  Count forward (count on) and backward
sense (up to 100) 1 000 in accuracy in sequentially (count back) by ones within 1 000 from
and appropriate ascending and counting. within 1 000. any given number.[1.1.1, 1.2.1, 1.3.1]
vocabulary. descending order
(rote count). 1.3.2 Appreciate the 2. Demonstrate an  Skip count in ascending and descending
1.1.2 Develop an use of numbers understanding order using various ways (such as, in
understanding of 1.2.2. Skip count in in real life. of numbers to 100s to or from 1 000; in 2s, 5s and 10s
different types of ascending and 100. starting at zero, up to 100; in 2s starting
numbers. descending order at one; in 3s starting at zero and up to
within a specified 3. Understand the 30; off the decade by tens e.g. 43, 53,
1.1.3 Develop an amount. position of 63…) [1.1.1, 1.2.1, 1.2.2, 1.3.1]
understanding of objects.
our currency and 1.2.3. Count objects to  Count objects to demonstrate one-to-
the value of coins demonstrate one- 4. Demonstrate one correspondence (up to 100). [1.1.1,
and bills. to-one estimation 1.2.3, 1.3.1]
correspondence skills using 20
(up to 100). as a benchmark.  Explain that the last count, when
counting a set of objects, identifies how
1.2.4. Recognize that 5. Demonstrate an many objects are in the set. [1.1.1,
the number of understanding
74

Students will:
objects remains of our currency 1.2.3, 1.3.1]
the same when and the value of
objects are coins and bills.  Count sequentially forward and
rearranged. backward to establish that a number is
one more than or one less than the
1.2.5. Connect number preceding number, starting at any
names and number. [1.1.1, 1.2.3, 1.3.1]
numerals to
quantities up to  Count objects in different arrangements
100. to demonstrate conservation of number.
[1.1.1, 1.2.4, 1.3.1]
1.2.6. Sequence number
names and  Match the number names and numerals
numerals. to the quantities (concrete and pictorial)
they represent up to 100. [1.1.1, 1.2.5,
1.2.7. Read and write 1.2.7, 1.3.1]
number names
and numerals to  Sequence number names and numerals.
100. [1.1.1, 1.2.5, 1.2.6, 1.2.7, 1.3.1]
1.2.8. Describe the

 Identify the number before, the number
order or relative
after, and the number between, using a
position of
objects using
75

Students will:
ordinal numbers hundred chart. [1.1.1, 1.2.6, 1.3.1]
up to 20.
 Insert missing numbers on a number
1.2.9. Estimate the line, number chart and number
number of objects sequence. [1.1.1, 1.2.6, 1.3.1]
in a set using 20
as the benchmark  Read and write number names and
and verify by numerals to 100. [1.1.1, 1.2.5, 1.2.6,
counting. 1.2.7, 1.3.1]
1.2.10. Differentiate  Order objects, pictures and events, and

between odd and use appropriate language to describe
even numbers. positions up to twentieth. [1.1.1, 1.2.8,
1.3.2]
1.2.11. Explore the
value of coins  Estimate a given quantity using 20 as a
and bills/notes benchmark, and verify by counting.
(up to $100) and [1.1.1, 1.2.9, 1.3.2]
their equivalence
(practical
 Classify numbers as odd and even using
situations).
concrete materials (e.g. counters) or
pictorial representations, paired in two
1.2.12. Use money
rows or groups of two. [1.1.2, 1.2.10,
notation for
76

Students will:
dollars and 1.3.1]
cents.
 Identify even and odd numbers in a
given sequence, such as in a hundred
chart, and explain reason(s) for
selections. [1.1.2, 1.2.10, 1.3.1]
 Explore the value of coins and bills up

to $100 e.g. $25 is worth more than $5
(use the idea of purchasing items priced
at $5 and how many can be bought).
[1.1.1, 1.1.3, 1.2.11, 1.2.12, 1.3.2]
 State the equivalence of coins (only) up

to 100 cents, and bills (only) up to 100
dollars using practical activities. [1.1.1,
1.1.3, 1.2.11, 1.2.12, 1.3.2]
 State that 100 cents is equivalent to one

dollar. [1.1.1, 1.1.3, 1.2.11]
 Shade coins and bills in pictorial

representations to show equivalence.
77

Students will:
[1.1.3, 1.2.11, 1.2.12]
 Write specified amounts of money

using the notation for dollars and cents
e.g. $4 and 5c. [1.1.3, 1.2.11, 1.2.12]
78

Students will:
Place Value and
Rounding
1.1.4 Develop an 1.2.13. Explore the 1.3.3 Be explorative 6. Demonstrate an  Count a specified number of objects,
understanding of place value of when examining understanding and use them to form groups of 10s and
place value up to 99 numbers to 99. relationships in of place value 1s. [1.1.4, 1.2.13, 1.3.3, 1.3.4]
(concretely, numbers. and value.
pictorially and 1.2.14. Compare and  Describe a specified number in various
symbolically). order numerals 1.3.4 Strive for 7. Develop an ways using language associated with
up to 99. accuracy in understanding place value e.g. 45 as four 10s and five
1.1.5 Develop an performing of rounding to 1s, forty and five, 45 ones. [1.1.4,
understanding of 1.2.15. Round to tens. tasks. tens. 1.2.13, 1.3.3, 1.3.4]
rounding to tens.
 Show, using various manipulatives (e.g.
base ten materials, place value mats)
that a given numeral consists of a
certain number of Tens Ones
‘tens’ and ‘ones’
and record as such, 4 5
e.g. 45 = 4 tens and
5 ones. [1.1.4, 1.2.13, 1.3.3, 1.3.4]
 Record the amounts shown in pictorial
79

Students will:
representations of base ten materials
both in terms of place value and as a
numeral. [1.1.4, 1.2.13, 1.3.3, 1.3.4]
 Write the numeral to match objects

grouped in tens and ones (concretely
and pictorially). [1.1.4, 1.2.13, 1.3.3,
1.3.4]
 Explain and show the equivalence of

one ten and ten ones. [1.1.4, 1.2.13,
1.3.3, 1.3.4]
 Explain the importance of grouping in

tens. [1.1.4, 1.2.13, 1.3.3]
 Write numbers using the expanded

notation form. [1.1.4, 1.2.13, 1.3.3,
1.3.4]
 Convert expanded notation into

numerals. [1.1.4, 1.2.13, 1.3.3, 1.3.4]
 Explain and write the place value and

80

Students will:
value represented by each digit in a
numeral. [1.1.4, 1.2.13, 1.3.3, 1.3.4]
 Use comparison vocabulary to compare

the number of objects in groups. [1.1.4,
1.2.14, 1.3.3, 1.3.4]
 Compare and order numerals up to 99

(in ascending and descending order).
[1.1.4, 1.2.14, 1.3.3, 1.3.4]
 Round numbers to the nearest “ten”

(using a number line). [1.1.5, 1.2.15,
1.3.3, 1.3.4]
Number Patterns
1.1.6 Explore algebraic 1.2.16. Explore patterns 1.3.5 Be explorative 8. Recognize and  Distinguish between repeating patterns
thinking (number using repetitions when explore number and non-repeating patterns in a given
patterns and of 3-5 elements examining patterns up to set by identifying errors or the part that
number (name as patterns and 100 (using repeats. [1.1.6, 1.2.16, 1.3.5]
relationships). ‘number’ pattern appropriate
e.g. ‘three’ resources such  Describe a given repeating pattern
81

Students will:
pattern or using relationships. as base ten containing three to five elements in its
a letter code e.g. materials, core (using manipulatives,
ABCABC). 1.3.6 Take risks in counters, pictures/drawings, sounds and actions).
solving number lines [1.1.6, 1.2.16, 1.3.5]
1.2.17. Explore problems. and hundred
increasing and charts).  Determine the pattern rule, and extend
decreasing the repeating pattern using concrete
patterns up to materials, pictorial representation or
100. symbols. [1.1.6, 1.2.16, 1.3.5]
1.2.18. Develop number  Name a repeating pattern containing

patterns three to five elements in its core (name
involving as ‘number’ pattern e.g. ‘three’ pattern
addition and or using a letter code e.g. ABCABC).
subtraction facts, [1.1.6, 1.2.16, 1.3.5]
add zero or
subtract zero, the  Identify and describe patterns when
commutative counting forward or backward by ones,
property for twos, fives, or tens (using a number line
addition, the and chart). [1.1.6, 1.2.16, 1.2.17, 1.3.5]
associative
property for
 Describe and extend simple number
addition, add
patterns that increase or decrease e.g.
two or subtract
1, 2, 3, 4, …; 15, 14, 13, 12, …;
82

Students will:
two, double 2, 4, 6, 8, …; 5,10,15, 20….;
facts, ten facts, 90,80,70,60…, using the pattern rule (to
and odd and 100). [1.1.6, 1.2.16, 1.2.17, 1.2.18,
even numbers. 1.3.5, 1.3.6]
 Recognize when an error occurs in a

pattern, and explain what is wrong.
[1.1.6, 1.2.16, 1.2.17, 1.2.18, 1.3.5,
1.3.6]
 Create repeating, increasing and

decreasing number patterns (using
pictures, diagrams, words or symbols),
and explain the pattern rule. [1.1.6,
1.2.16, 1.2.17, 1.2.18, 1.3.5, 1.3.6]
 Insert the missing elements in given

patterns (concrete, pictorial or
symbolic), and explain the reasoning.
[1.1.6, 1.2.16, 1.2.17, 1.2.18, 1.3.5,
1.3.6]
 Relate addition and subtraction facts for

numbers to 20 (concretely, pictorially
83

Students will:
and symbolically), and describe
patterns e.g. 6 + 3 = 9, so 9  3 = 6, and
9  6 = 3. [1.1.6, 1.2.18, 1.3.5, 1.3.6]
 Explore, describe and record patterns

related to the basic addition and
subtraction facts (up to 99), and explain
generalizations e.g.
6 + 3 = 9 is related to 16+3=19;
5-2=3 is related to 50-20=30.
[1.1.6, 1.2.18, 1.3.5, 1.3.6]
 Explain why addition and subtraction

are inverse (opposite) operations.
[1.1.6, 1.2.18, 1.3.6]
 Describe and record the patterns for

addition and subtraction facts for
individual numbers.
E.g. 0 + 4 = 4 5 – 0 = 5
1+3=4 5–1=4
2+2=4 5–2=3
3 + 1 = 4 5 – 3 = 2 etc.
4 + 0 = 4.
84

Students will:
[1.1.6, 1.2.18, 1.3.5, 1.3.6]
 Recall basic addition and subtraction

facts from memory (up to 10). [1.1.6,
1.2.18, 1.3.5]

related to add zero/subtract zero, the
commutative property for addition, the
associative property for addition, add
two/subtract two, double facts, ten
facts, odd and even numbers, and
explain generalizations about number
relationships e.g. adding zero does not
change the number, as in 8 + 0 = 8; the
order in which numbers are added does
not affect the sum (commutative and
associative laws). [1.1.6, 1.2.18, 1.3.5,
1.3.6]
 Describe and record patterns created by

adding combinations of odd and even
numbers e.g. odd + odd = even, odd +
85

Students will:
even = odd. [1.1.6, 1.2.18, 1.3.5, 1.3.6]
Number Relationships
1.1.7 Explore algebraic

1.2.19. Use balance 1.3.7 Collaborate 9. Demonstrate an  Construct two equal sets using the same
thinking (number
activities to while doing understanding objects (same shape and mass/weight),
patterns and
demonstrate activities. of equality and and demonstrate their equality of
number
equality and inequality. number using a balance scale and
relationships).
inequality. counting. [1.1.7, 1.2.19, 1.2.20, 1.3.7]
1.3.8 Take risks in
solving 10. Represent
1.2.20. Count objects in problems. equality and  Construct two unequal sets using the
sets to inequality using same objects, same shape and
demonstrate manipulatives mass/weight, and demonstrate their
equality and and pictures. inequality of number using a balance
inequality of scale and counting. [1.1.7, 1.2.19,
sets. 11. Use the concept 1.2.20, 1.3.7]
of equality to
1.2.21. Use the language solve problems  Explain the procedure used to
and symbols involving determine if two given sets of objects
associated with addition and are equal or unequal in number. E.g.
equality and use of the balance scale and counting.
86

Students will:
inequality. subtraction. [1.1.7, 1.2.19, 1.2.20, 1.2.21, 1.3.7]
1.2.22. Solve problems 12. Explore  Match sets of objects that are equal
involving equality (pictorial), and explain reasoning.
addition and involving [1.1.7, 1.2.20, 1.2.21]
subtraction using addition and
balance activities subtraction  Draw sets to show equal and unequal
and counting. using amounts and record the number of
equivalent items. [1.1.7, 1.2.20, 1.2.21]
1.2.23. Determine number
whether a given relationships.
 Use the language of equality and
number sentence inequality to describe the relationship
is true or false. between two sets e.g. they are unequal,
they have the same number of objects,
1.2.24. Use the equal they are equal in number and they
sign to record balance. [1.1.7, 1.2.19, 1.2.20, 1.2.21,
equivalent 1.3.7]
number
relationships e.g.  Explain the meaning of equality and
6+4=7+3. inequality by using manipulatives and
drawings. [1.1.7, 1.2.19, 1.2.20, 1.2.21,
1.2.25. Use the unequal 1.3.7]
sign to record
number
 Use the equal symbol (=) or the not
87

Students will:
relationships that equal symbol (≠) to record equalities
are not and inequalities. [1.1.7, 1.2.21]
equivalent e.g.
3+2≠1+6.  Explore the equality of sets involving
addition and subtraction, using objects
of the same size and mass/weight but
different colours, and the balance scale.
e.g. 2 red balls and 3 green balls are
placed on one pan and students
determine the number of blue balls to
place on the other side to show equality
(verify by counting). [1.1.7, 1.2.22,
1.3.7, 1.3.8]
 Represent equality of sets involving

addition and subtraction in pictorial and
symbolic form using the equal sign (=)
to mean ‘is the same as’ or ‘equal to’
e.g.
000 and 00 is the same as or equals
00000;
000 and 00 = 00000, 3 + 2 = 5, or
000000 take away 00 = 0000 (cross out
two circles from the group of six);
88

Students will:
6 – 2 = 4 (a variety of problems can be
explored involving subtraction, e.g.
start with 6 objects on one pan and 4 on
the other). [1.1.7, 1.2.22, 1.3.7, 1.3.8]
 Determine whether a given number

sentence is true or false using a balance
scale (use objects of the same size and
mass/weight but different colours on
the balance scale; verify by counting),
and counting objects e.g.
5 + 4 = 9 (Is 5 + 4 equal to 9?);
5 + 4 = 8 (true or false). [1.1.7, 1.2.23,
1.3.7, 1.3.8]
 Explore the equality of sets (use objects

of the same size and mass/weight but
different colours on the balance scale;
verify by counting) using equivalent
number relationships involving addition
and subtraction, and record using the
equal or unequal sign e.g.
Is 6 + 4 equal to 7 + 3?;
Is 7 - 2 equal to 8 – 4? (Start with 7 and
89

Students will:
8 objects in the pans). [1.1.7, 1.2.24,
1.2.25, 1.3.7, 1.3.8]
 Determine whether two sides of a given

number sentence are equal (=) or not
equal (≠) using a scale balance and
counting e.g. Is 5+8=9+5 true or false?
Explain your reasoning. [1.1.7, 1.2.23,
1.2.24, 1.2.25, 1.3.7, 1.3.8]
Addition and
Subtraction
1.1.8 Solve real-life 1.2.26. Solve one-step 1.3.9 Exhibit 13. Solve problems  Solve one-step and two-step real-life
problems (concrete, and two-step perseverance involving problems involving addition and
pictorial and real-life in solving addition and subtraction presented orally, pictorially
symbolic modes) problems problems. subtraction and symbolically (using concrete
involving addition involving presented in materials, whole number and money),
and subtraction. addition and 1.3.10 Display different and using a variety of problem solving
subtraction confidence formats. strategies such as, use a model, act it
presented orally, when solving out, draw a picture, look for a pattern,
pictorially or problems work backwards, and guess and check.
symbolically related to
90

Students will:
(using concrete addition and [1.1.8, 1.2.26, 1.3.9, 1.3.10]
materials – such subtraction.
as base ten  Solve problems involving addition
manipulatives, (Joining Structures – change, result
whole number unknown; Part-Part-Whole structures
and money). (whole unknown) - combine, total set
unknown; Separating Structures –
1.2.27. Perform addition change unknown, start/initial
up to 3 addends unknown), and subtraction (Joining
within 99 Structures – change unknown,
(vertical and start/initial unknown; Separating
horizontal Structures - change, result unknown (or
arrangements, no deducting) and change unknown; Part-
algorithm). Part-Whole structures (part unknown) -
combine, subset unknown; Compare
1.2.28. Perform Structures - compare, difference
subtraction unknown), using concrete, pictorial
within 99 and symbolic representations in vertical
(vertical and and horizontal arrangements(up to 99,
horizontal no algorithm). [1.1.8, 1.2.26, 1.2.27,
arrangements, no 1.2.28, 1.3.9, 1.3.10]
algorithm).
 Use the language of money in role
1.2.29. Explain or playing situations involving the
91

Students will:
demonstrate how exchange of goods for money (one
an answer was item, more than one item, without and
obtained when with change, limited to dollars only or
solving cents only). [1.1.8, 1.2.26, 1.2.27,
problems. 1.2.28, 1.3.9, 1.3.10]
1.2.30. Record solutions  Describe what happens to a group after

to problems addition to or subtraction from. [1.1.8,
using a variety 1.2.26, 1.2.27, 1.2.28, 1.3.10]
of formats and
appropriate  Check answers to addition and
notation (e.g. $5 subtraction problems by using the
+ $6+ $8 = $19). reverse operation. [1.1.8, 1.2.26, 1.2.27,
1.2.28, 1.3.10]
1.2.31. Create number
stories.  Explain or demonstrate how an answer
was obtained when solving problems.
[1.1.8, 1.2.26, 1.2.27, 1.2.28, 1.2.29,
1.3.10]
 Record solutions to problems using

drawings, numerals, symbols and
together with the related number
sentences. [1.1.8, 1.2.26, 1.2.27, 1.2.28,
92

Students will:
1.2.30, 1.3.10]
 Create and solve number stories using

appropriate vocabulary (including the
language of money). [1.1.8, 1.2.31,
1.3.10]
Multiplication and
Division
1.2.32. Solve problems 1.3.11 Display 14. Demonstrate a  Solve problems involving repeated
1.1.9 Solve real-world
involving confidence conceptual addition by forming equal groups of 2s,
problems involving
repeated when solving understanding 3s, 5s and 10s up to 20 (concrete and
repeated addition
addition problems of pictorial, no symbol for multiplication,
(multiplication) and
(concept of related to multiplication with and without arrays). [1.1.9, 1.2.32,
repeated subtraction
multiplication, multiplication and division. 1.3.11, 1.3.12]
(division).
no symbol, up to and division.
10 addends).  Solve problems involving sharing and
1.3.12 Take risks in grouping, using equal groups of 2s, 3s,
1.2.33. Solve problems solving 5s and 10s up to 20 (concrete and
involving problems. pictorial, no symbol for division, with
sharing and and without arrays). [1.1.9, 1.2.33,
grouping
93

Students will:
(concept of 1.3.11, 1.3.12]
division, no
symbol).  Use counting of objects, skip counting,
repeated subtraction and the number
1.2.34. Explain or line to determine solutions. [1.1.9,
demonstrate how 1.2.32, 1.2.33, 1.3.11, 1.3.12]
answers were
obtained when  Explain or demonstrate how answers
solving were obtained when solving problems.
problems. [1.1.9, 1.2.34, 1.3.11]
1.2.35. Record solutions  Record solutions to problems using

to problems drawings, numerals, symbol, (no
using a variety symbol for multiplication and division)
of formats. and words together with the related
number sentences. [1.1.9, 1.2.32,
1.2.36. Create number 1.2.33, 1.2.35, 1.3.11]
stories.
 Create and solve number stories using
1.3.11]
94

Students will:
Mental Mathematics
1.1.10 Develop
strategies to solve 1.2.37. Use a variety of 1.3.13 Develop an 15. Develop mental  Explore, describe and use a range of
problems mental math appreciation math strategies. mental strategies and recording
mentally. strategies and for the need strategies for addition and subtraction,
recording for accuracy including:
strategies to and efficiency o The commutative property for
solve problems in addition
involving computation. o The associative property for
addition and addition
subtraction. 1.3.14 Take risks in o Add-two/subtract-two
solving o Double facts
problems. o Ten facts (combining numbers that
add to 10 e.g. 6 + 8 + 2; group 8
and 2 first)
o Related addition and subtraction
facts, e.g. 15 + 3 = 18, so 18  15 =
3; 5 – 2 = 3, so 50 – 20 is 30
o Thinking of addition e.g. make ten
o The jump strategy, e.g. 53 + 25; 53
+ 20 = 73, 73 + 5 = 78
o The split strategy e.g. 43 + 52= 40
95

Students will:
+ 50 + 3 + 2
o Bridging to tens strategy e.g. 18 +
6; 18 and 2 is 20 and add 4 more
o Counting on and back
o Skip counting. [1.1.10, 1.2.37,
1.3.13, 1.3.14]
Language
1.2.38. Use appropriate 1.3.15 Communicate 16. Communicate  Use appropriate language associated
1.1.11 Develop
vocabulary with effectively with number, such as: fewer than,
appropriate
associated with confidence using ones/units, tens, place value, digit,
vocabulary
number, orally using vocabulary value, total, sum, word names and
associated with
and in writing. language associated with numerals to one hundred, difference,
number.
related to numbers. order, round, estimate, plus, minus,
numbers. count forward, count backward, odd,
even, first to twentieth (1st to 20th),
equivalent, repeat, equal groups, share,
1.3.16 Demonstrate
solve problem, answer, compare,
an
leftover, remainder, addition,
appreciation
subtraction, symbol, combine, separate,
for others by
sequence, balance, ‘≠’ read as ‘is not
listening to
equal to’ or ‘is not the same as’.
their point of
96

Students will:
view. [1.1.11, 1.2.38, 1.3.15, 1.3.16]
GEOMETRY
Solids and Plane Shapes
2.1.1 Develop spatial

sense in relation to 2.2.1. Classify, 2.3.1 Display 1. Develop an  Classify solids according to one or
solids and plane describe, compare curiosity while understanding more common attributes (e.g. colour,
shapes. and name solids exploring the of the properties size, shape, function) including
and give reasons properties of of solids and students’ own criteria and explain
2.1.2 Recognize spatial for classification solids and plane plane shapes. reasons for classification. [2.1.1, 2.2.1,
relationships. (cube, cuboid, shapes. 2.3.1]
cylinder, cone, 2. Solve problems
sphere and 2.3.2 Develop involving solids  Sort solids into appropriate groups to
pyramid – with a confidence in and plane represent same, similar or alike and
involving solids
focus on naming their spatial shapes. different, stating reasons for
and plane shapes.
the different types understanding. classification. [2.1.1, 2.2.1, 2.3.1]
of pyramids).
 Identify and name different types of
2.2.2. Describe and pyramids. [2.1.1, 2.2.1, 2.3.1]
compare solids
and plane shapes
 Describe and compare solids and plane
in concrete and
shapes using appropriate vocabulary
97

Students will:
pictorial forms related to geometric attributes (concrete
using formal and pictorial). [2.1.2, 2.2.2, 2.3.1, 2.3.2]
language.
 Identify plane shapes as faces of solids
2.2.3. Identify plane in the environment and in an assortment
shapes as faces of of solids. [2.1.2, 2.2.3, 2.3.1, 2.3.2]
solids in the
environment and  Match cut-outs of plane shapes to faces
in an assortment of solids. [2.1.2, 2.2.3, 2.3.1, 2.3.2]
of solids.
 Trace the faces of solids and name the
2.2.4. Use plane shapes shapes drawn. [2.1.2, 2.2.3, 2.3.1, 2.3.2]
to create solids
and state the
 Construct solids using cut outs of plane
relationship
shapes. [2.1.2, 2.1.3, 2.2.4, 2.3.1, 2.3.2]
between solids
and plane shapes.
 Predict the solid that can be formed
given an assortment of plane shapes
2.2.5. Identify solids
(pictorial). [2.1.2, 2.1.3, 2.2.4, 2.3.1,
and plane shapes
2.3.2]
in different
orientations
(concrete and  State the relationship between solids
pictorial) and via and plane shapes. [2.1.2, 2.1.3, 2.2.4,
98

Students will:
the sense of 2.3.1, 2.3.2]
touch.
 Name solids and plane shapes in
2.2.6. Construct plane different orientations (concrete and
shapes and pictorial) and explain the effects of
compare and orientation. [2.1.2, 2.2.5, 2.3.1, 2.3.2]
describe their
sides and corners  Name solids and plane shapes via the
and deduce the sense of touch only. [2.1.2, 2.2.5, 2.3.1,
relationship 2.3.2]
between the
number of sides
 Construct plane shapes (using geo-
and corners of
strips, geo-boards and geo-paper) of
plane shapes (not
varying types and sizes (not limited to
limited to
triangles, squares and rectangles).
triangles, squares
[2.1.2, 2.1.3, 2.2.6, 2.3.1, 2.3.2]
and rectangles).
 Compare the sides and corners of plane

2.2.7. Solve problems
shapes (not limited to triangles, squares
involving solids
and rectangles). [2.1.2, 2.2.6, 2.3.1,
and plane shapes.
2.3.2]
 Describe the sides and corners of the

constructed plane shapes. [2.1.2, 2.2.6,
99

Students will:
2.3.1, 2.3.2]
 State the relationship between the

number of sides and number of corners
of the constructed plane shapes. [2.1.2,
2.2.6, 2.3.1, 2.3.2]
 Solve problems involving solids and

plane shapes. [2.1.3, 2.2.7, 2.3.1, 2.3.2]
2.1.4 Explore patterns

using solids and 2.2.8. Recognize and 2.3.3 Be explorative 3. Explore patterns  Distinguish between repeating and non-
plane shapes. complete patterns when using plane repeating patterns in a given set
using solids or examining shapes and involving solids or plane shapes by
plane shapes patterns. solids. identifying the part that repeats or
(repeating – 3 to errors. [2.1.4, 2.2.8, 2.3.3]
5 elements, 2.3.4 Demonstrate
growing or inventiveness in  Describe a given repeating pattern
increasing and the creation of containing three to five elements in its
decreasing core (using manipulatives,
pictures/drawings) e.g. My pattern is
100

Students will:
patterns). patterns. made using circles. The colours repeat
– green, red, yellow, green, red, yellow,
2.2.9. Create patterns green, red, yellow. [2.1.4, 2.2.8, 2.3.3]
using solids or
plane shapes  Determine the pattern rule and extend
(repeating, the repeating pattern using concrete
growing or materials or pictorial representations.
increasing and [2.1.4, 2.2.8, 2.2.9, 2.3.3, 2.3.4]
decreasing
patterns).  Name a repeating pattern containing
three to five elements in its core (name
as ‘number’ pattern e.g. ‘three’ pattern
or using a letter code e.g.
ABCABC).[2.1.4, 2.2.8, 2.3.3]
 Describe growing/increasing or
decreasing patterns and extend the
pattern using the pattern rule. [2.1.4,
2.2.8, 2.3.3]

decreasing patterns using solids or
plane shapes (concrete and pictorial)
101

Students will:
2.2.9, 2.3.4]

patterns (concrete or pictorial) and
explain reasoning. [2.1.4, 2.2.8, 2.3.3]
Language
2.1.5 Develop 2.2.10. Use appropriate 2.3.5 Communicate 4. Communicate  Use appropriate language associated
appropriate vocabulary with confidence effectively with geometry, such as: surface, face,
vocabulary associated with using language using curved, flat, pointed, cube, cuboid,
associated with geometry, orally related to vocabulary sphere, cone, cylinder, pyramid,
geometry. and in writing. geometry. associated with horizontal, vertical, side, corner,
geometry. straight line, curved line, increasing and
2.3.6 Demonstrate an decreasing. [2.1.5, 2.2.10, 2.3.5, 2.3.6]
appreciation for
others. 
MEASUREMENT
Linear
3.1.1. Understand that 3.2.1. Measure, record, 3.3.1. Display a sense 1. Develop an  Measure lengths and distances using
length can be compare and of competence understanding multiple copies of large and small non-
102

Students will:
quantified. order length, in selecting that measures of standard units (by placing the same
using non- units when length can be sized units end-to-end without leaving
3.1.2. Demonstrate standard units. measuring. quantified. gaps, without overlapping and arranged
familiarity with in a straight line) and using a single
comparison of 3.2.2. Estimate length 3.3.2. Take pride in 2. Develop an copy of a unit (unit iteration). [3.1.1,
length using using non- measuring understanding 3.1.3, 3.2.1, 3.3.1, 3.3.2]
appropriate standard units and accurately. of the
vocabulary. verify results. comparison of  Count and record the number of units
measures of used to measure lengths. [3.1.1, 3.1.3,
3.1.3. Apply measurement 3.2.3. Perform tasks length using 3.2.1, 3.3.2]
techniques to demonstrating the appropriate
quantify length. conservation of vocabulary.  Compare and order objects and
length. distances according to length and
3.1.4. Solve problems 3. Demonstrate an explain reasoning using appropriate
involving length. 3.2.4. Solve practical understanding vocabulary (ascending and descending
problems of measurement order). [3.1.2, 3.2.1, 3.3.1]
involving length. techniques.
 Explore activities to explain that the
4. Solve problems size of the unit used in measuring
involving relates to the number of units used.
length. [3.1.1, 3.1.3, 3.2.4, 3.3.1]
 Explain why one non-standard unit may

be a better choice for measuring than
103

Students will:
the other. [3.1.1, 3.2.4, 3.3.1]
 Compare and order the lengths of

objects and lines in different
orientations) in pictorial
representations. [3.1.2, 3.2.1, 3.3.2]
 Estimate lengths of objects and verify

lengths by measuring. [3.1.3, 3.2.2,
3.3.1]
 Explore activities associated with

conservation of length. [3.1.3, 3.2.3,
3.3.1]
 Solve practical problems involving

length. [3.1.4, 3.2.4, 3.3.2]
Mass/Weight
3.1.5. Understand that 3.2.5. Measure, record, 3.3.3. Appreciate  Measure the mass/weight of objects
5. Develop an
mass/weight can be compare and measures in using non-standard units (e.g. marbles,
order understanding
blocks) and an equal arm balance.
that
104

Students will:
quantified. mass/weight, everyday use. mass/weight [3.1.5, 3.2.5, 3.3.3, 3.3.4]
using non- can be
3.1.6. Demonstrate standard units. 3.3.4. Demonstrate quantified.  Count and record the number of units
familiarity with confidence used to measure the mass/weight of
comparison of 3.2.6. Solve practical when 6. Develop an objects. [3.1.5, 3.2.5, 3.3.4]
mass/weight using problems measuring. understanding
appropriate involving of the  Compare and order the objects
vocabulary. mass/weight. comparison of according to mass/weight and explain
measures of reasons using appropriate vocabulary
3.1.7. Apply measurement mass/weight (ascending and descending order).
techniques to using [3.1.6, 3.2.5, 3.3.4]
quantify appropriate
mass/weight. vocabulary.
size of the unit used in measuring
3.1.8. Solve problems 7. Demonstrate an relates to the number of units used.
involving understanding [3.1.7, 3.2.6, 3.3.3]
mass/weight. of measurement
techniques.
be a better choice for measuring than
8. Solve problems the other. [3.1.7, 3.2.6, 3.3.3]
involving
mass/weight.
105

Students will:
mass/weight. [3.1.8, 3.2.6, 3.3.4]
Time
3.1.9. Understand that 3.2.7. Measure, record, 3.3.5. Demonstrate  Measure the passage of time it takes for
compare and 9. Develop an
time can be confidence in various activities to occur or duration
order duration of understanding
quantified. justifying their of activities (using a repeated non-
activities (time) that time can be
responses. standard unit) and record the number of
using non- quantified.
3.1.10. Demonstrate units used to measure). [3.1.9, 3.2.7,
standard and 3.3.6]
familiarity with 3.3.6. Demonstrate
standard units. 10. Develop an
comparison of confidence understanding
time using when  Compare and order the duration of
3.2.8. Identify the of the
appropriate measuring activities (related to the use of non-
features of the comparison of
vocabulary. time. standard units) and explain reasoning
analog clock and time using
using appropriate vocabulary. [3.1.10,
the function of its appropriate
3.1.11. Apply 3.2.7, 3.3.5]
parts. vocabulary.
measurement
techniques to  Explore activities to explain that the
3.2.9. Measure the 11. Demonstrate
quantify time. size of the unit used in measuring
duration of events an
relates to the number of units used.
in minutes and understanding
3.1.12. Solve problems [3.1.11, 3.2.11, 3.3.5]
seconds. of
involving time. measurement
3.2.10. Compare the be a better choice for measuring than
106

Students will:
duration of techniques. the other. [3.1.11, 3.2.11, 3.3.5]
events using
minutes and 12. Solve  Explain the need for and the importance
seconds and problems of a standard unit of measure for time.
order. involving time. [3.1.9, 3.2.11, 3.3.5]
3.2.11. Solve practical  State units of measure of time that they

problems are familiar with e.g. minutes, hours
involving time and the instrument used to measure
(including the (clock). [3.1.9, 3.2.7, 3.2.8, 3.3.5]
interpretation of
calendars).
 Identify the features of the analog clock
and the function of the hands (second,
minute and hour). [3.1.9, 3.2.8, 3.3.5]
 Explain the meaning of the movement

of the hands on a clock (seconds and
minutes). [3.1.9, 3.2.8, 3.3.5]
 Measure the duration of events in

minutes and seconds using a clock with
a second hand and a minute hand.
107

Students will:
[3.1.9, 3.1.11, 3.2.9, 3.3.6]
 Count and record the number of

seconds or minutes taken for the
duration of events/activities. [3.1.9,
3.1.11, 3.2.9, 3.3.6]
 Compare and order the activities

according to time taken and explain
reasons using appropriate vocabulary.
[3.1.10, 3.2.10, 3.3.5]
 State/name activities/events which

occur in seconds and minutes (up to 5
minutes). [3.1.12, 3.2.11, 3.3.5]

time (including the interpretation of
calendars). [3.1.12, 3.2.11, 3.3.5]
Capacity
108

Students will:
3.1.13. Develop the

concept of
3.2.12. Investigate 3.3.7.Display a sense 13. Demonstrate  Sort objects into “can put things into”
capacity.
objects of competence an (containers) and “cannot put things
according to in selecting understanding into” and explain reasons. [3.1.13,
their capacity. units when of capacity. 3.2.12, 3.2.13]
3.1.14. Demonstrate
measuring
familiarity with
comparison of
3.2.13. Classify objects capacity. 14. Develop an  Explore containers by filling and
into groups of understanding emptying and describe using the
objects using
given criteria 3.3.8.Demonstrate of the language associated with capacity (e.g.
appropriate
associated with confidence comparison of empty/full, nearly full) so as to develop
vocabulary.
capacity. when measures of the concept of capacity. [3.1.13, 3.2.12,
measuring. capacity using 3.2.13]
3.1.15. Understand that
3.2.14. Use comparison appropriate
measures can be
vocabulary to vocabulary.  Compare the capacity of two containers
quantified.
compare the by filling and emptying (using
capacity of two 15. Develop an materials such as water and sand) into
3.1.16. Apply
objects (direct understanding each other (or by filling and emptying
measurement
comparison). that capacity into a larger container and marking
techniques to
can be each level) and give reasons using
quantify capacity.
3.2.15. Measure, record, quantified. appropriate language. [3.1.14, 3.2.14]
compare and
3.1.17. Demonstrate an
understanding of
order capacity 16. Demonstrate  Describe capacity as the measure of the
using non- appropriate amount a container can hold. [3.1.13,
conservation of
109

Students will:
capacity. standard units. techniques 3.2.12, 3.2.13]
when
3.1.18. Solve problems 3.2.16. Perform tasks measuring.  Measure the capacity of containers
involving capacity. demonstrating using non-standard units (by filling the
the conservation 17. Demonstrate container with non-standard units such
capacity. an as cubes or by counting the number of
understanding times a smaller container was filled and
3.2.17. Solve practical of conservation emptied into the container to be
problems of capacity. measured). [3.1.15, 3.2.15, 3.3.7, 3.3.8]
involving
capacity. 18. Solve  Count and record the number of units
problems used to measure the capacity of
involving containers. [3.1.15, 3.1.16, 3.2.15,
capacity. 3.3.8]
 Compare and order containers

according to capacity and explain
reasons using appropriate vocabulary
(ascending and descending order).
[3.1.14, 3.2.15, 3.3.7, 3.3.8]

size of the unit used in measuring
capacity relates to the number of units
110

Students will:
used. [3.1.18, 3.2.17, 3.3.7]

be a better choice for measuring
capacity than the other (e.g. a cup may
be better than a spoon when measuring
the capacity of a bucket; cubes may be
better than cones when measuring
capacity as they pack and stack better
and leave no gaps). [3.1.18, 3.2.17,
3.3.7]

conservation of capacity. [3.1.17,
3.2.16]

capacity. [3.1.18, 3.2.17, 3.3.7, 3.3.8]
Language
3.3.9.Communicate 19. Communicate  Use appropriate language associated

3.1.19. Develop 3.2.18. Use appropriate
with confidence effectively with measurement, such as: fast/slow,
appropriate vocabulary
111

Students will:
vocabulary associated with using language using faster/slower, fastest/slowest,
associated with measurement, related to vocabulary quickly/slowly, minute, second,
measurement. orally and in measurement. associated longer/shorter time, clock, long hand,
writing. with short hand, second hand, capacity, full,
measurement. empty, holds more/less/same or as
much as, container, nearly full,
capacity, liquid, straight, slant, length,
width, height, depth, heavier/heaviest,
lighter/lightest, weight/mass, measure,
order and compare. [3.1.19, 3.2.18,
3.3.9]
STATISTICS
Tally Charts and
Pictographs
4.1.1. Use statistical 4.2.1. Collect data 4.3.1. Demonstrate 1. Demonstrate the  Collect and classify data to make
techniques to (using awareness that ability to decisions based on a real-life situation
investigate real- observation and numerical data collect, classify, or problem. [4.1.1, 4.2.1, 4.3.3]
life problems. frequency counts) could be organize,
and classify data communicated represent and  Construct tally charts (including the
through visually. interpret data. frequency column) with guidance from
4.1.2. Demonstrate the
investigation of a the teacher, noting features. [4.1.2,
ability to organize
112

Students will:
and represent data. problem/question 4.3.2. Demonstrate 2. Demonstrate an 4.1.3, 4.2.2, 4.2.3, 4.3.3]
based on a real- creativity and understanding
4.1.3. Demonstrate an life situation. enjoyment in about the  Construct pictographs (with and
understanding of representing features of without grid, vertical and horizontal
the features of 4.2.2. Identify features data. charts/graphs. arrangements) based on information
graphs and charts. of tally charts and collected and after reviewing the
pictographs (e.g. 4.3.3. Collaborate in 3. Use analysed features of pictographs. [4.1.2, 4.1.3,
4.1.4. Make decisions using one teams to find data to make 4.2.2, 4.2.3, 4.3.1, 4.3.2, 4.3.3]
based on stroke/tally mark solutions to sound decisions
interpretation of or picture to problems. and solve  Interpret and analyse the data so as to
data. represent one problems. make decisions about a real-life
person, grouping 4.3.4. Show the situation or problem. [4.1.4, 4.2.4,
of strokes/tally usefulness of 4.2.5, 4.3.3, 4.3.4]
marks in fives, data analysis to
baseline/start line, problem  Participate in decision-making to solve
labels (of sets) on solving problems. [4.1.4, 4.2.5, 4.2.6, 4.3.3,
baseline, same- situations. 4.3.4]
sized
symbols/pictures,
 Communicate findings and justify
equal spacing and
decisions made using appropriate
title).
vocabulary (orally or in writing). [4.1.4,
4.2.5, 4.2.6, 4.3.3, 4.3.4]
4.2.3. Construct tally
charts and
113

Students will:
pictographs using
appropriate
symbolic
representations.
4.2.4. Interpret data

from tally charts
and pictographs
based on a real-
life problem or
situation.
4.2.5. Make informed

decisions based
on data analysed.
4.2.6. Justify decisions

made using data
collected in
writing and/or
oral
presentations.
114

Students will:
Language
4.1.5. Develop  Use appropriate language associated

4.2.7. Use appropriate 4.3.5. Communicate 4. Communicate
appropriate with statistics, such as: horizontal,
vocabulary with effectively
vocabulary vertical, same size, same space, tally,
associated with confidence using
associated with most frequent, classify, label, title,
statistics, orally using language vocabulary
statistics. information and data. [4.1.5, 4.2.7,
and in writing. related to associated with
4.3.5]
statistics. statistics.
115
Mathematics
Standard 2

Students will:
NUMBER
Number Concepts
1.1.1. Develop number 1.2.1. Count within 1. Count  Count forward (count on) and
1.3.1. Demonstrate backward (count back) by ones within
sense up to 1 000 1 000 in sequentially
curiosity while 1 000 from any given number. [1.1.1,
with appropriate ascending and within 1 000.
understanding 1.2.1]
vocabulary. descending order number
(rote count). 2. Demonstrate an
concepts.
1.1.2. Develop an understanding  Skip count in ascending and
understanding of 1.2.2. Skip count in of numbers to descending order using various ways
our currency and ascending and 1 000. (such as, in 100s to or from 1 000; in
the value of descending order 10s, 25s and 50s starting at zero, up to
coins and bills. within a specified 200; in 2s starting at one; in 3s starting
3. Understand the
amount. at zero and up to 30; on and off the
position of
decade by tens and hundreds e.g. 43,
objects.
53, 63…; 340, 350, 360…; 43, 53,
1.2.3. Count objects in a
63... ; 174, 274, 374…. [1.1.1, 1.2.2,
set up to 1 000. 4. Demonstrate
1.3.1]
estimation skills
1.2.4. Connect number using 50 as a
names and benchmark.  Count the number of objects in a set
numerals to up to 1 000 using one-to-one
quantities up to correspondence together with skip
5. Demonstrate an
1 000. counting (up to 1 000 and using
understanding
materials such as base ten
of money
117

Students will:
1.2.5. Sequence number notations manipulatives). [1.1.1, 1.2.3, 1.3.1]
names and (dollars only
numerals. and cents only)  Match the number names and
and the value of numerals to the quantities they
1.2.6. Read and write coins and bills. represent up to 1 000 (concrete and
number names pictorial representations of base ten
and numerals to materials). [1.1.1, 1.2.4, 1.3.1]
1 000.
 Sequence number names and numerals
1.2.7. Describe the to 1 000. [1.1.1, 1.2.5, 1.3.1]
order or relative
position of  Insert missing numbers on a number
objects using line, number chart and number
ordinal numbers sequence. [1.1.1, 1.2.5, 1.3.1]
up to 100.
 Read and write number names and
1.2.8. Estimate the numerals to 1 000. [1.1.1, 1.2.6, 1.3.1]
number of objects
in a set using 50
 Use pictorial representations and
as the benchmark
appropriate language to describe
and verify by
position up to hundredth. [1.1.1, 1.2.7,
counting.
1.3.1]
1.2.9. Develop an
118

Students will:
understanding of  Estimate a given quantity of items
money notation using 50 as a benchmark (using
(dollars only, ‘mental grouping’) and verify by
cents only) and counting. [1.1.1, 1.2.8, 1.3.1]
the value of
money.  Use money notation to record amounts
of money, dollars only and cents only
(e.g. $7, 25c), used in money
transactions. [1.1.2, 1.2.9]
Place Value and

Rounding
1.1.3. Develop an 1.2.10. Explore the 1.3.2. Collaborate 6. Demonstrate an  Count a specified number of objects
understanding of place value of while doing understanding and use them to form groups of 100s,
place value up to numbers to 999 activities. of place value 10s and 1s. [1.1.3, 1.2.10, 1.3.2]
999 (concretely, (hundreds, tens and value up to
pictorially and and ones) 999.  Describe a specified number in
symbolically). including various ways using language
expanded 7. Compare and associated with place value e.g. 245 as
1.1.4. Develop an notation. order numerals two 100s, four 10s and five 1s; two
understanding of up to 1 000 with hundred and forty-five; 245 ones; 24
the comparison 1.2.11. Compare and reference to tens and 5 ones. [1.1.3, 1.1.4, 1.2.10,
of numbers. order numerals place value. 1.2.11]
119

Students will:
1.1.5. Develop an up to 1 000. 8. Develop an  Show, using various manipulatives
understanding of understanding (e.g. base ten materials, place value
rounding to tens 1.2.12. Round numbers of rounding to mats) that a given numeral consists of
and hundreds to the nearest ten tens and a certain number of ‘hundreds’, ‘tens’
and rounding to or hundred. hundreds and and ‘ones’, and record as such, e.g.
the nearest rounding to the 245=2 hundreds and 4 tens and 5 ones.
dollar. 1.2.13. Round to the nearest dollar.
Hundreds Tens Ones
nearest dollar
2 4 5
(e.g. $5 and 35c
is close to $5). [1.1.3, 1.2.10, 1.3.2]
 Record the amounts shown in pictorial

representations of base ten materials
both in terms of place value and as a
numeral. [1.1.3, 1.2.10, 1.3.2]
 Write the numeral to match objects

grouped in hundreds, tens and ones
(concretely and pictorially). [1.1.3,
1.2.10, 1.3.2]
 Explain and show the equivalence of 1

ten and 10 ones, 10 tens and 1
hundred, 100 ones and 1 hundred.
120

Students will:
[1.1.3, 1.2.10, 1.3.2]
 Explain the importance of grouping in

tens and hundreds. [1.1.3,
1.2.10,1.3.2]
 Write numbers using expanded

notation (up to 999). [1.1.3, 1.2.10,
1.3.2]

numerals. [1.1.3, 1.2.10, 1.3.2]

numeral up to three-digit numbers.
[1.1.3, 1.2.10, 1.3.2]
 Write the largest and smallest number

given any three digits. [1.1.3, 1.1.4,
1.2.10, 1.2.11, 1.3.2]
 Compare and order numerals up to

1 000 (in ascending and descending
121

Students will:
order). [1.1.3, 1.1.4, 1.2.10, 1.2.11,
1.3.2]
 Use the symbols for more than (>) and

less than (<) to show the relationship
between two numbers. [1.1.4, 1.2.11,
1.3.2]
 Round numbers to the nearest ‘ten’ or

‘hundred’ (using a number line and the
rule). [1.1.5, 1.2.12, 1.3.2]
 Round to the nearest dollar (e.g. $5

and 35c is close to $5). [1.1.5, 1.2.13,
1.3.2]
Number Patterns
1.1.6. Develop 1.2.14. Explore 1.3.3. Be explorative 9. Recognize and  Describe number patterns on a number
algebraic increasing and when explore number line and hundred chart. e.g. add 10:
thinking decreasing examining patterns up to 13, 23, 33, 43… [1.1.6, 1.2.14, 1.3.3]
(number patterns patterns up to patterns and 1 000 (using
and number relationships. appropriate  Describe and extend simple number
122

Students will:
relationships). 1 000. resources such patterns that increase or decrease e.g.
as base ten 1,2,3,4…; 15,14,13,12 …; 2,4,6,8 …;
1.2.15. Develop number materials, 5,10,15,20…; 90,80,70,60.…using the
patterns counters, pattern rule (to 1 000). [1.1.6, 1.2.14,
involving number lines 1.3.3]
addition, and hundred
subtraction, charts).  Recognize when an error occurs in a
multiplication, pattern and explain what is wrong.
division, [1.1.6, 1.2.14, 1.3.3]
commutative
property for  Insert the missing elements in a given
addition and pattern and explain the reasoning.
multiplication, [1.1.6, 1.2.14, 1.3.3]
the associative
property for
 Create increasing and decreasing
addition and
number patterns and explain the
multiplication,
pattern rule. [1.1.6, 1.2.14, 1.2.15,
add-
1.2.16, 1.3.3]
two/subtract-
two, double
facts, near
related to the addition and subtraction
double facts,
facts (up to 999) and explain
compatible
generalizations e.g. 6 + 3 = 9 is related
numbers within
to 600+300=900; 5-2=3 is related to
123

Students will:
ten, addends 500-200=300. [1.1.6, 1.2.14, 1.2.15,
which differ by 2 1.2.16, 1.3.3]
and the zero
property.  Explain why addition and subtraction
are inverse (opposite) operations.
1.2.16. Use pattern [1.1.6, 1.2.15, 1.2.16, 1.3.3]
recognition to
solve problems.  Explore, describe and record the
patterns for multiplication and division
facts (up to 5 times table and the 10
times table with a focus on the
patterns related to the 2, 5 and 10
times table).
E.g. 1 x 2 = 2 2 ÷ 2 = 1
2 x 2 = 4 4 ÷ 2 = 2 etc.
[1.1.6, 1.2.14, 1.2.15, 1.2.16, 1.3.3]
 Explain why multiplication and

division are inverse (opposite)
operations. [1.1.6, 1.2.15, 1.2.16,
1.3.3]
 Recall basic addition and subtraction

facts, and multiplication and division
124

Students will:
facts, from memory. [1.1.6, 1.2.15,
1.3.2]

related to the commutative property
for addition and multiplication, the
associative property for addition and
multiplication, add-two/subtract-two,
double facts, near double facts,
compatible numbers within ten,
addends which differ by 2 and the zero
property, and explain generalizations
about number relationships e.g. the
order in which numbers are added
does not affect the sum (commutative
and associative laws). [1.1.6, 1.2.14,
1.2.15, 1.2.16, 1.3.3]
 Solve problems involving the use of

patterns. [1.1.6, 1.2.14, 1.2.15, 1.2.16,
1.3.3]
125

Students will:
1.1.7. Explore
algebraic 1.2.17. Count objects in 1.3.4. Collaborate 10. Represent  Determine whether two sides of a
thinking sets to while doing equality and given number sentence are equal (=)
(number patterns demonstrate activities. inequality or not equal (≠) using manipulatives,
and number equality and using drawings and counting e.g. Is 3+4= 9
relationships). inequality of 1.3.5. Exhibit manipulatives, true or false? Is 5+8=9+5 true or
sets. perseverance pictures and false? Is 5x4 = 20, true or false? Is
1.1.8. Make sense of in solving symbols and 5x2 = 6x2? and explain reasoning
addition and 1.2.18. Determine problems. using using appropriate vocabulary. [1.1.7,
subtraction whether a given equivalent 1.2.17, 1.2.18, 1.2.19, 1.2.20, 1.3.4]
sentences number sentence relationships.
involving one is true or false.  Insert the = or ≠ symbols in number
unknown (initial, 11. Use the sentences e.g. 3x4 □ 4x5. [1.1.7,
change or 1.2.19. Use the equal concept of
result). 1.2.19, 1.2.20, 1.3.4]
sign to record equality to
equivalent solve problems
involving  Create equal sets of objects on a
number
addition and balance by removing from one side or
relationships e.g.
subtraction adding to one side after starting with
6+4=7+3.
with one unequal sets and record the solutions
by writing the two number sentences
1.2.20. Use the unequal
126

Students will:
sign to record unknown. using a box frame to represent the
number unknown. e.g. Starting with 5 and 7
relationships that objects on the balance, pupils will add
are not 2 to 5 or subtract 2 from 7 to form
equivalent e.g. equal sets : 5+□ =7 and 5= 7-□;
3+2≠1+6. 5+2=7 and 5=7-2. [1.1.7, 1.1.8, 1.2.21,
1.3.5]
involving
 Explain and model how to solve
addition and
problems involving one unknown
subtraction
number in addition and subtraction
number
sentences without using the balance
sentences with
(e.g. by counting on or back mentally
one unknown
or using the number line, by drawing
(initial, change
and counting, by guess and check, by
or result).
recalling facts, by using counters).
[1.1.7, 1.1.8, 1.2.21, 1.3.5]
 Solve problems involving addition and

subtraction sentences involving one
unknown number (initial, change or
result) and where the given sum or
difference is on either the left or right
side of the equal symbol using a
127

Students will:
variety of strategies. [1.1.7, 1.1.8,
1.2.21, 1.3.5]
Addition and
Subtraction
1.2.22. Develop the 12. Demonstrate  Explore the development of, and
1.1.9. Develop an 1.3.6. Appreciate the
algorithms for an describe the procedures used in,
understanding of use of
addition and understanding adding and subtracting numbers using
the algorithms algorithms in
subtraction. of the base ten manipulatives (including the
for addition and solving
algorithms for place value mat). [1.1.9, 1.2.22, 1.3.6]
subtraction. problems
addition and
1.2.23. Perform addition involving the
(up to 3 operations. subtraction.  Perform addition and subtraction
addends) and using the algorithms. [1.1.10, 1.2.23,
problems
subtraction using 1.3.7. Develop 13. Solve a variety 1.3.7]
(concrete,
the algorithms of word
pictorial and confidence in
symbolic (up to 999). solving problems from  Solve one-step and two-step real-life
real-life, using addition and subtraction problems
modes, problems
problem (including bills up to $100.00, dollars
including 1.2.24. Solve one-step involving
solving only, and cents only, with and without
money) and two-step addition and
strategies and change) using a variety of problem
involving real-life addition subtraction.
mental solving strategies such as: use a
addition and and subtraction
1.3.8. Exhibit model, act it out, draw a picture, look
128

Students will:
subtraction. problems. perseverance strategies. for a pattern, guess and check, work
in solving backwards, logical reasoning, make a
1.1.11. Develop 1.2.25. Solve different problems. 14. Demonstrate table or chart and make an organized
estimation types of addition an list. [1.1.10, 1.2.24, 1.2.25, 1.3.7,
skills. and subtraction understanding 1.3.8]
problems. of estimation
1.1.12. Demonstrate an skills.  Solve different types of addition
understanding 1.2.26. Use estimation problems (as for Std. 1 and compare
of the skills to check 15. Use the structures (larger unknown) –
relationship solutions to relationship compare, compared quantity unknown
between problems. between and referent unknown) and
addition and addition and subtraction problems (as for Std. 1
subtraction. 1.2.27. Determine the subtraction to and compare structures (smaller
reasonableness check answers. unknown) -compare, compared
1.1.13. Create number of answers by quantity unknown and referent
stories. using estimation. 16. Create number unknown; and measurement structures
stories using (difference unknown) - equalize
1.2.28. Use the inverse appropriate meaning) within 999 (using the
operations to language. algorithm). [1.1.10, 1.2.25, 1.3.6,
check answers. 1.3.7, 1.3.8]
1.2.29. Record solutions  Create number sentences with one

to problems unknown to aid in solving real-life
using a variety problems. [1.1.10, 1.2.24, 1.2.25,
129

Students will:
of formats. 1.3.7, 1.3.8]
1.2.30. Explain or  Use estimation skills to check

demonstrate how solutions to problems. [1.1.11, 1.2.26,
an answer was 1.3.7]
obtained when
solving  Explain the reasonableness of answers
problems. by using estimation. [1.1.11, 1.2.27,
1.3.7]
1.2.31. Create number
stories involving  Check answers to addition and
addition and subtraction problems, by using the
subtraction and reverse operation or another strategy.
using [1.1.12, 1.2.28, 1.3.7]
appropriate
vocabulary.
 Record solutions to problems using
drawings, numerals, symbols and
words. [1.1.10, 1.2.29, 1.3.7]
 Explain or demonstrate how an answer

[1.2.30, 1.3.7]
130

Students will:
 Create number stories using
1.3.7]
Multiplication and
Division
1.1.14. Solve one-step 1.2.32. Solve one-step, 1.3.9. Strive for 17. Demonstrate a  Solve one-step, real-life problems
real-life real-life accuracy in conceptual involving repeated addition by
multiplication problems computation understanding forming equal groups of objects
and division involving involving the of (concrete and pictorial, with and
problems repeated operations. multiplication without arrays) and explain solution
presented addition. and division. process using concrete materials,
orally, drawings, words, numerals and
pictorially or 1.2.33. Recognize 18. Solve problem symbols. E.g. A farmer plants three
symbolically multiplication as involving rows of tomato plants. In each row
(using concrete repeated addition multiplication there are four plants. How many
materials, and recognize and division. tomato plants are there altogether?
whole number the Three rows of four (three groups of
and money). multiplication 19. Demonstrate four), 4+4+4=12, 4x3=12. [1.1.14,
symbol. an 1.1.15, 1.2.32, 1.2.33, 1.3.9]
1.1.15. Develop an understanding
understanding 1.2.34. Multiply a one of the  Solve problems involving the
131

Students will:
of digit number by relationship multiplication of a one digit number
multiplication a one digit between by a one digit number, using a variety
and division. number using multiplication of problem solving strategies such as:
multipliers up to and division. use a model, act it out, draw a picture,
1.1.16. Solve 5. look for a pattern, guess and check,
computational 20. Use estimation work backwards, logical reasoning,
problems 1.2.35. Build skills to make a table or chart and make an
involving multiplication determine organized list and explain solution
multiplication tables. reasonableness process. [1.1.14, 1.1.15, 1.1.16, 1.2.34,
and division. of answers. 1.3.9]
1.2.36. Solve one-step,
1.1.17. Demonstrate an real-life  Build multiplication tables by using
understanding problems concrete materials and
of the involving drawings.[1.1.15, 1.2.35, 1.3.9]
relationship sharing and
between grouping.  Solve one-step, real-life problems
multiplication involving sharing and grouping
and division. 1.2.37. Recognize (concrete and pictorial, with and
division as without arrays) and explain solution
1.1.18. Develop sharing and process using concrete materials,
estimation grouping and drawings, words, numerals and
skills. recognize the symbols. E.g. Eight sweets are shared
division symbol. between two friends. How many does
each get? 8 sweets shared equally
132

Students will:
1.2.38. Divide a one between 2 persons = 8÷ 2 = 4. I have
digit number by 12 mangoes and each child is to be
a one digit given four, how many children will
number (without receive mangoes? 12 mangoes
remainder). grouped in 4s= 12÷4=3. [1.1.14,
1.1.15, 1.2.36, 1.2.37, 1.3.9]
1.2.39. Build division
tables.  Solve problems involving the division
of a one digit number by a one digit
1.2.40. Investigate the number using a variety of problem
relationship solving strategies such as: use a
between model, act it out, draw a picture, look
multiplication for a pattern, guess and check, work
and division. backwards, logical reasoning, make a
table or chart and make an organized
1.2.41. Use estimation list and explain solution process.
skills to check [1.1.14, 1.1.15, 1.1.16, 1.2.36, 1.2.37,
solutions to 1.2.38, 1.3.9]
problems.
 Build division tables by using concrete
1.2.42. Determine the materials and drawings. [1.1.15,
reasonableness 1.2.39, 1.3.9]
of answers by
 Explore the relationship between
133

Students will:
using estimation. multiplication and division and
explain findings using concrete
materials, drawings, words, numerals
and symbols e.g.
00000
00000
00000
3 groups of 5 is 15 5x3=15
15 shared among 3 is 5 15÷3=5
[1.1.17, 1.2.40, 1.3.9]
 Use estimation skills to check

solutions to problems. [1.1.18, 1.2.41,
1.3.9]
 Explain the reasonableness of answers

by using estimation. [1.1.18, 1.2.41,
1.2.42, 1.3.9]
Mental Mathematics
1.1.19. Develop 1.2.43. Investigate and 1.3.10. Develop an 21. Demonstrate  Explore, describe and use a range of
strategies to use a variety of appreciation skills and mental strategies and recording
134

Students will:
solve problems mental math for the need competencies strategies for solving problems,
mentally. strategies and for accuracy in mental including:
recording and efficiency strategies in o The commutative property for
strategies to in problem addition and multiplication
solve problems computation. solving. o The associative property for
involving the addition and multiplication
four operations. o Add-two/subtract-two
o Double facts
o Near double facts
o Addends which differ by 2 (e.g.
5+7= 6x2)
o Compatible numbers within ten
o Related addition and subtraction
facts e.g. 15 + 3 = 18, so 18  15
= 3; 5 – 2 = 3, so 50 – 20 is 30,
so 500-200 is 300
o Related multiplication and
division facts (up to 5 times table
and the 10 times table)
o Count on and back, skip counting
o The compensation strategy
e.g. 84+18 is 84 add 20 subtract
2. [1.1.19, 1.2.43, 1.3.10]
135

Students will:
 Select appropriate mental strategies
for solving problems and justify their
selection. [1.1.19, 1.2.43, 1.3.10]
 Explain verbally, in writing or through

modelling the mental process used to
arrive at an answer. [1.1.19, 1.2.43,
1.3.10]
 Examine various mental strategies

employed by others to determine
which was best suited for solving
problems. [1.1.19, 1.2.43, 1.3.10]
Fractions
1.1.20. Develop an 1.2.44. Identify wholes 1.3.11. Be explorative 22. Develop  Differentiate between wholes and
understanding of and parts of when conceptual parts. [1.1.20, 1.2.44, 1.3.11]
fractions using wholes. examining understanding
area models. relationships of fractions  Differentiate between equal and
1.2.45. Differentiate in numbers. and its related unequal parts of a whole. [1.1.20,
1.1.21. Become aware between equal vocabulary. 1.2.45, 1.3.11]
of the names and unequal
 Explore and describe relationships
136

Students will:
associated with parts of the 23. Compare and between wholes and parts (equal and
fractions to whole. order fractions. unequal) by:
tenths using area o Dividing whole shapes into parts
models. 1.2.46. Explore the 24. Understand (using activities such as folding
relationship equivalent and cutting)
1.1.22. Demonstrate an among concrete fractions. o Assembling whole using parts
understanding of (area model), o Matching parts to their respective
equivalent pictorial and wholes
fractions. symbolic o Matching parts to determine if
representations they are the same
of fractions up to o Stating the number of equal parts
tenths. that a whole has been divided
into
1.2.47. Compare and o Counting the number of parts that
order fractions make up the whole and the
by direct number shaded
comparison. o Colouring pictorial
representations of fractions.
1.2.48. Explore [1.1.20, 1.2.46, 1.3.11]
equivalent forms
of fractions with  Name and record fractions using words
denominators up and symbols. [1.1.21, 1.2.46, 1.3.11]
to ten.
 Connect word/number names to
137

Students will:
1.2.49. Compare and models and symbolic representations.
order fractions [1.1.21, 1.2.46, 1.3.11]
using the
concept of  State the uses of fractions in everyday
equivalence. situations. [1.1.20, 1.1.21, 1.2.46,
1.3.11]
 Compare and order fractions by:

o Matching/overlaying different
fractional parts related to a
common whole and explain
reasons (ascending and
descending order) using unit
fractions and non-unit fractions
o Using a benchmark (e.g. more
than or less than one half).
[1.1.20, 1.2.47, 1.3.11]
 Explore the equivalent relationships

between fractions by matching
different fractional parts related to a
common whole and describing the
relationship. [1.1.22, 1.2.48, 1.3.11]
138

Students will:
 Record equivalent relationships using
the equal symbol (and non-equivalent
relationships using the not equal to
symbol). [1.1.22, 1.2.48, 1.3.11]
 Compare and order fractions using

equivalent relationships. [1.1.22,
1.2.49, 1.3.11]
139

Students will:
Language
1.2.50. Use appropriate 1.3.12. Communicate 25. Communicate  Use appropriate language associated
1.1.23. Develop
vocabulary with effectively with number, such as: word names and
appropriate
associated with confidence using numerals to one thousand, first to one
vocabulary
number, orally using language vocabulary hundredth (1st to 100th), hundreds,
associated with
and in writing. related to associated trade, regroup, equal groups, repeated
number.
number. with number. addition, multiply by, share, group,
shared equally, grouped in, divide,
verify, whole, part, equal, unequal,
1.3.13. Demonstrate
an fraction, half ( ), quarter ( , fifth ( ,
appreciation tenth ( , approximate, increase,
for others by decrease, bill, ascending, descending,
listening to expanded notation and equivalent.
their point of [1.1.23, 1.2.50, 1.3.12, 1.3.13]
view.
GEOMETRY
Solids and Plane

Shapes
140

Students will:
2.1.1 Develop spatial
sense in relation 2.2.1. Classify, 2.3.1 Display 1. Develop an  Classify solids according to one or
to solids and describe, compare curiosity while understanding more common attributes (e.g. colour,
plane shapes. and name solids exploring the of the size, shape, function) including
and give reasons properties of properties of students’ own criteria and explain
for classification solids. solids and reasons for classification. [2.1.1, 2.2.1,
2.1.2 Recognize
(cube, cuboid, plane shapes. 2.3.1]
spatial
cylinder, 2.3.2 Display
relationships.
pyramid, cone, collaboration 2. Solve problems  Sort solids into appropriate groups to
sphere and while working involving represent same, similar or alike and
triangular-based in groups. solids and different, stating reasons for
involving solids
prism – with a plane shapes. classification. [2.1.1, 2.2.1, 2.3.1,
and plane
focus on the 2.3.2]
shapes.
triangular-based
prism).
 Describe and compare the triangular-
based prism with other solids using
2.2.2. Identify and name appropriate vocabulary related to
the triangular- geometric attributes (concrete and
based prism pictorial). [2.1.1, 2.1.2, 2.2.1, 2.2.2,
concretely and in 2.3.1, 2.3.2]
pictorial
representations
 Identify and name the triangular-based
(in different
prism concretely and in pictorial
orientations).
representations (in different
141

Students will:
2.2.3. Identify the plane orientations). [2.1.2, 2.2.2, 2.3.1]
shapes or faces of
the triangular-  Identify the plane shapes or faces of
based prism and the triangular-based prism by:
create triangular- o Matching cut-outs of plane
based prisms and shapes to faces
other solids using o Tracing the faces of solids
plane shapes. and naming the shapes
drawn. [2.1.2, 2.2.3, 2.3.1,
2.2.4. Explore the 2.3.2]
properties of
solids in terms of  Construct solids, including the
faces, edges and triangular-based prism using cut-outs
vertices and of plane shapes. [2.1.2, 2.2.3, 2.3.1,
compare and 2.3.2]
classify solids
according to their
 Predict the solid that can be formed
properties related
given an assortment of plane shapes
to faces, edges
(concrete and pictorial). [2.1.3, 2.2.3,
and vertices
2.3.1, 2.3.2]
(cube, cuboid,
cylinder,
 Describe the properties of solids in
pyramid, cone
relation to number and types of faces,
and triangular-
142

Students will:
based prism). edges and vertices. [2.1.2, 2.2.4, 2.3.1]
2.2.5. Name plane  Compare and classify solids according

shapes and solids to the properties related to faces, edges
used to create and vertices. [2.1.2, 2.2.4, 2.3.1]
compound shapes
(pictorial  Name solids and plane shapes used to
representation) create compound shapes (pictorial
and name solids representation). [2.1.2, 2.2.5, 2.3.1,
and plane shapes 2.3.2]
from verbal or
written
 Name solids and plane shapes from
descriptions.
verbal or written descriptions (e.g.
People say I am flat and made of
2.2.6. Create and draw straight lines. You can find 6 of me on
plane shapes of a cube. What am I?). [2.1.3, 2.2.5,
varying sizes and 2.3.1]
in different
orientations.
 Create and draw plane shapes of
varying sizes and in different
2.2.7. Solve problems orientations. [2.1.3, 2.2.6, 2.3.1, 2.3.2]
involving solids
and plane shapes.
 Solve problems involving solids and
143

Students will:
plane shapes. [2.1.3, 2.2.7, 2.3.2]
2.1.4 Explore patterns

using solids and 2.2.8. Explore and 2.3.3 Demonstrate 3. Explore  Describe a given pattern (repeating,
their use of patterns using increasing or decreasing), determine
plane shapes. create patterns
imagination solids and the pattern rule and extend the pattern
using solids or
while creating plane shapes. using concrete materials or pictorial
plane shapes.
patterns. representation. [2.1.4, 2.2.8, 2.3.3]

patterns (concrete or pictorial) and
explain the reasoning. [2.1.4, 2.2.8,
2.3.3]

decreasing patterns using solids or
plane shapes (concrete and pictorial))
2.2.8, 2.3.3]
Language
144

Students will:
2.1.5 Develop 2.2.9. Use appropriate 2.3.4 Communicate 4. Communicate  Use appropriate language associated
vocabulary with effectively with geometry, such as: face, edge,
appropriate
associated with confidence using straight, curved, vertex, cube,
vocabulary
geometry, orally using language vocabulary cuboid, cone, cylinder, pyramid,
associated with
and in writing. related to associated with triangular-based prism, base and
geometry.
geometry. geometry. prism. [2.1.5, 2.2.9, 2.3.4, 2.3.5]
2.3.5 Demonstrate
an appreciation
for others.
MEASUREMENT
Linear
3.1.1. Understand that 3.2.1. Use non- 3.3.1. Demonstrate 1. Develop an  Determine the length of objects using
measures can be standard units confidence in understanding non-standard units. [3.1.1, 3.2.1, 3.3.1]
quantified. for measuring one’s abilities that measures
length. to estimate and can be  Explain the need for and the
3.1.2. Distinguish measure. quantified using importance of a standard unit of
between standard 3.2.2. Explain the non-standard measure for length and related sub-
and non-standard need for and the and standard units. [3.1.2, 3.2.2, 3.3.1]
units of measure importance of a
145

Students will:
(for length). standard unit of units.  Demonstrate the appropriate use of the
measure for measuring instrument for length
3.1.3. Apply length and 2. Distinguish (ruler). [3.1.3, 3.2.3, 3.3.1]
measurement related sub- between
techniques to units. standard and  Measure lengths and distances using
quantify non-standard standard units (metre, ½ and ¼ metre
measures. 3.2.3. Use the units of and centimetre) and record as metres
standard units measure for only, centimetres only or metres and
3.1.4. Understand the for measuring length. centimetres. [3.1.3, 3.2.4, 3.3.1]
relationship length.
between units of 3. Demonstrate  Compare and order the lengths of
measure. 3.2.4. Measure, appropriate objects and lines in different
record, compare techniques orientations and distances and explain
3.1.5. Solve problems and order when measuring reasoning using appropriate
involving measurements (such as use of vocabulary (ascending and descending
measures. using multiple instrument, order, concrete or pictorial
and sub-units of estimation, representations). [3.1.3, 3.2.4, 3.3.1]
length. approximation).
 Approximate the length of objects to
3.2.5. Approximate 4. Develop an the nearest metre or centimetre. [3.1.3,
lengths to the understanding 3.2.5, 3.3.1]
nearest metre of the
and centimetre. relationship
 Select the appropriate unit of measure
between units
when measuring objects of varying
146

Students will:
3.2.6. Explain the of measures. lengths and explain the suitability of
suitability of the the unit. [3.1.4, 3.2.6, 3.3.1]
unit as it relates 5. Solve problems
to the length to involving  Draw lines of various lengths. [3.1.3,
be measured. measures. 3.2.7, 3.3.1]
3.2.7. Draw lines of  Estimate lengths of objects in metres

various lengths. and verify lengths by measuring.
[3.1.3, 3.2.8, 3.3.1]
3.2.8. Estimate
lengths in  Explain the reasonableness of
metres and estimations. [3.1.3, 3.2.9, 3.3.1]
verify results.
 State the relationship between the
3.2.9. Determine metre and the centimetre. [3.1.4,
reasonableness 3.2.10, 3.3.1]
of estimates.
 Convert metres to centimetres. [3.1.4,

3.2.10. State the
3.2.11, 3.3.1]
relationship
between the
 Solve problems in real-life involving
metre and the
length. [3.1.5, 3.2.12, 3.3.1]
centimetre.
147

Students will:
3.2.11. Convert metres
to centimetres.

in real-life
situations
involving
length.
Mass/Weight
3.1.6. Understand that 3.2.13. Use non- 3.3.2. Display a sense 6. Develop an  Determine the mass/weight of objects
measures can be standard units of understanding using non-standard units. [3.1.6, 3.1.7,
quantified. for measuring inventiveness that measures 3.2.13, 3.3.2]
mass/weight. in selecting can be
3.1.7. Distinguish units when quantified  Explain the need for and the
between standard 3.2.14. Explain the measuring. using standard importance of a standard unit of
and non-standard need for and the units (kg). measure for mass/weight. [3.1.6, 3.1.7,
units of measure importance of a 3.2.14, 3.3.2]
for mass/weight. standard unit of 7. Distinguish
measure for between  Demonstrate the appropriate use of the
3.1.8. Apply mass/weight standard and measuring instrument (such as
measurement and its related non-standard bathroom scale, equal arm balance).
techniques to units of [3.1.7, 3.1.8, 3.1.9, 3.2.15, 3.2.16,
148

Students will:
quantify sub-units. measure for 3.3.2]
measures. mass/weight.
3.2.15. Use the  Measure the mass/weight of objects
3.1.9. Understand the standard units 8. Demonstrate using the standard unit (kilograms, ½
relationship for measuring appropriate and ¼ kilogram and multiple units of
between units of mass/weight. techniques kg) and approximate the measure to
measure. when measuring the nearest kilogram, ½ kilogram or ¼
3.2.16. Measure, (such as use of kilogram). [3.1.6, 3.1.8, 3.1.9, 3.2.15,
3.1.10. Demonstrate an record, compare instrument, 3.2.16, 3.2.17, 3.3.2]
understanding of and order approximation).
conservation of measurements  Compare and order the objects
mass/weight. using multiple 9. Develop an according to mass/weight and explain
units and sub- understanding reasons using appropriate vocabulary
3.1.11. Solve problems units for of the (ascending and descending order).
in real-life mass/weight. relationship [3.1.6, 3.1.8, 3.2.16, 3.3.2]
situations between units
involving 3.2.17. Approximate of measures.  Explain the suitability of the unit as it
measures. mass/weight to relates to the mass/weight to be
the nearest 10. Demonstrate an measured. [3.1.9, 3.2.18, 3.3.2]
kilogram, ½ understanding
kilogram or ¼ of conservation  Explore activities associated with
kilogram. of mass/weight. conservation of mass/weight and state
findings/generalizations. [3.1.10,
3.2.18. Explain the 11. Solve problems
149

Students will:
suitability of the involving 3.2.19, 3.3.2]
unit as it relates mass/weight.
to the  Solve problems involving
mass/weight to mass/weight. [3.1.11, 3.2.20, 3.3.2]
be measured.
3.2.19. Perform tasks

demonstrating
the conservation
of mass/weight.

involving
mass/weight.
Time
3.1.12. Understand that 3.2.21. Describe the 3.3.3. Demonstrate 12. Develop an  Describe the features of the analog
features of confidence in clock and digital clocks and the
measures can be understanding
analog and one’s abilities function of the parts. [3.1.12, 3.2.21]
quantified. that measures
digital clocks. to tell the time can be
3.1.13. Apply and solve quantified using  Explain the meaning of the movement
measurement 3.2.22. Tell and record problems standard units. of the hands on an analog clock (hour,
time on digital involving time. minutes and seconds). [3.1.12, 3.1.13,
techniques to
150

Students will:
quantify and analog 13. Demonstrate 3.2.21]
measures for clocks to the appropriate
time. hour, half past techniques  Tell time on digital and analog clocks
the hour, when to the hour, half past the hour, quarter
3.1.14. Understand the quarter past and measuring. past the hour and quarter to the hour.
relationship quarter to the [3.1.13, 3.2.22, 3.3.3]
between units of hour. 14. Develop an
measure. understanding  Record and read times, shown on both
3.2.23. Match of the analog and digital clocks, using the
occurrences relationship appropriate format (time is read in
with time between the three ways: eight fifteen, fifteen
understanding
shown on units of minutes past eight and quarter past
that events or
clocks. measure. eight). [3.1.13, 3.2.22, 3.3.3]
activities occur
at specific time
periods. 3.2.24. Measure the 15. Demonstrate an  Compare the related times on the
duration of understanding analog and digital clock. [3.1.13,
3.1.16. Solve problems activities. that 3.2.22, 3.3.3]
in real-life events/activities
situations 3.2.25. Compare and occur at specific  Match times displayed on analog and
involving order time periods. digital clocks. [3.1.13, 3.2.22, 3.3.3]
measure. activities/events
according to 16. Solve problems  Name some occurrences or events that
time taken. involving time. match with time shown on clocks (e.g.
school begins at 8:30). [3.1.15, 3.2.23,
151

Students will:
3.2.26. Relate seconds 3.3.3]
to minutes,
minutes to  Measure the duration of events in
hours, hours to hours, quarter of an hour and half of
days, days to an hour using analog and digital
weeks, clocks. [3.1.13, 3.2.24, 3.3.3]
days/weeks to
months, and  Compare and order activities/events
months to years. according to time taken and explain
reasons using appropriate vocabulary.
3.2.27. Identifying [3.1.13, 3.2.25, 3.3.3]
personal
referents for:
 Distinguish between activities that
Minutes, Hours,
can/cannot be completed in seconds,
Days, Weeks,
minutes, hours, months and years.
Months, Years
[3.1.15, 3.2.25, 3.3.3]
by exploring
activities related
 Relate seconds to minutes, minutes to
to different time
hours, hours to days, days to weeks,
periods.
days/weeks to months, and months to
years and use the relationships to solve
3.2.28. Solve and
problems. [3.1.14, 3.2.26, 3.3.3]
complete
practical tasks
 State/name personal activities/events
152

Students will:
and problems associated with specific time periods –
involving time. minutes, hours, days, weeks, months,
years (e.g. Last year I was 6 years old;
I take half an hour to reach to school).
[3.1.15, 3.2.27, 3.3.3]

time (e.g. determine if a specified
number of days are more/less than a
week; determine the previous and
upcoming month, interpretation of
calendars). [3.1.16, 3.2.28, 3.3.3]
Capacity
3.2.29. Use non- 3.3.4. Appreciate 17. Develop an  Determine the capacity of containers
3.1.17. Understand that
standard units measures in understanding using non-standard units. [3.1.17,
measures can be
for measuring everyday use. that measures 3.2.29, 3.3.4]
quantified.
capacity. can be
3.1.18. Distinguish
quantified using  Explain the need for and the
standard units importance of a standard unit of
between standard 3.2.30. Explain the
(litres). measure for capacity. [3.1.18, 3.2.30,
and non-standard need for and the
units of measure importance of a 3.3.4]
standard unit of 18. Distinguish
153

Students will:
for capacity. measure for between  Measure the capacity of containers
capacity. standard and using the standard unit (litre) and
3.1.19. Apply non-standard record measure. [3.1.19, 3.2.31, 3.3.4]
measurement 3.2.31. Use the units of
techniques to standard units measure for  Compare and order the containers
quantify (litres) for capacity. according to capacity and explain
measures. measuring the reasons using appropriate vocabulary
capacity of 19. Apply (ascending and descending order).
3.1.20. Solve problems containers. measurement [3.1.19, 3.2.32, 3.3.4]
in real-life techniques to
situations 3.2.32. Measure, quantify  Solve problems in real-life situations
involving record, compare measures. involving capacity. [3.1.20, 3.2.33,
measures. and order 3.3.4]
measurements 20. Solve problems
using multiple involving
units. capacity.

in real-life
situations
involving
measures.
Area
154

Students will:
3.1.21. Develop the

3.2.34. Touch, colour 3.3.5. Demonstrate 21. Demonstrate an  Explore flat surfaces by touching,
concept of area.
and cover confidence in understanding colouring, covering and describing
surfaces to one’s abilities of area. using the language associated with
3.1.22. Demonstrate develop the to measure and area (so as to develop the concept of
familiarity with concept of area. compare. area). [3.1.21, 3.2.34]
22. Develop an
comparison of
understanding
objects using
3.2.35. Compare and of the  Compare and order the area of two or
appropriate
order the area of comparison of more surfaces (by matching or placing
vocabulary.
surfaces using measures. one on the other) and explain reasons
direct using appropriate language. [3.1.22,
3.1.23. Understand that comparison. 23. Develop an 3.2.35, 3.3.5]
measures can be
understanding
quantified.
3.2.36. Measure, that measures  Describe area as the measure of the
record, compare can be amount of surface. [3.1.21, 3.2.34]
3.1.24. Apply and order area quantified using
measurement of surfaces non-standard
techniques to  Measure the area of surfaces using
using non- units of non-standard units (by placing the
quantify standard units. measure for
measures. same sized units e.g. cut-outs of
area. shapes, end-to-end without leaving
3.2.37. Investigate gaps and without overlapping).
3.1.25. Solve problems which plane 24. Demonstrate [3.1.23, 3.2.36, 3.3.5]
involving shapes are appropriate
appropriate for techniques
155

Students will:
measures. measuring area. when  Count and record the number of units
measuring. used to measure the area of surfaces.
3.2.38. Calculate the [3.1.23, 3.2.36, 3.3.5]
area of shapes 25. Solve problem
by counting involving  Compare and order surfaces according
squares. measures. to area and explain reasons using
appropriate vocabulary (ascending and
3.2.39. Solve problems descending order). [3.1.22, 3.2.36,
involving area. 3.3.5]
 Investigate which plane shapes are

appropriate for measuring area through
tessellation activities and explain
findings. [3.1.25, 3.2.37]
 Calculate the area of shapes by

counting squares (of different sizes).
[3.1.24, 3.1.25, 3.2.38, 3.3.5]
 Solve problems involving area.

[3.1.25, 3.2.39]
Language
156

Students will:
3.2.40. Use appropriate 3.3.6. Communicate 26. Communicate  Use appropriate language associated
3.1.26. Develop
vocabulary with effectively with measurement, such as: metre (m),
appropriate
associated with confidence using centimetre (cm), estimate,
vocabulary
measurement, using vocabulary approximate, round, square
associated with
orally and in language associated with centimetre, kilogram (kg), gram (g),
measurement.
writing. related to measurement. hour, half past, quarter to, quarter past,
measurement. verify, area, surface, convert/change,
litre, digital clock, analog clock,
calendar, non-standard unit, standard
unit and o’clock. [3.1.26, 3.2.40,
3.3.6]
STATISTICS
Tally Charts and
Block Graphs
4.1.1. Use statistical 4.2.1. Formulate a 4.3.1. Demonstrate 1. Demonstrate the TALLY CHARTS
techniques to problem situation. awareness that ability to
investigate real- numerical data formulate a  Formulate a problem to be
life problems. 4.2.2. Collect data can be problem. investigated e.g. A school plans to
(using communicated purchase equipment for various sports.
4.1.2. Demonstrate the observation and 2. Demonstrate the What type of equipment should be
157

Students will:
ability to collect, frequency counts) visually. ability to purchased? What amount of material
classify, and classify data collect, classify, should be purchased? [4.1.1, 4.2.1]
organize and through 4.3.2. Show the organize,
represent data. investigation of a usefulness of represent and  Collect and classify data to make
problem/question data analysis to interpret data. decisions based on a real life situation
4.1.3. Demonstrate an based on a real- problem or problem. [4.1.2, 4.2.2]
understanding life situation. solving 3. Demonstrate an
about the situations. understanding  Identify the features of tally charts.
features of 4.2.3. Identify features about the [4.1.3, 4.2.3, 4.3.1]
graphs and of tally charts and features of
charts. block graphs (e.g. graphs and
 State the advantages of recording data
using one charts.
using tally marks. [4.1.3, 4.2.3, 4.3.1]
4.1.4. Make decisions stroke/tally mark,
based on grouping of 4. Use analysed
 Construct, interpret and make
analysis or strokes/tally data to make
decisions based on information on
interpretation of marks in fives, sound decisions
tally charts (including the frequency
data. baseline/start line, and solve
column). [4.1.2, 4.1.4, 4.2.5, 4.2.6,
labels (of sets) on problems.
4.2.7, 4.3.2]
4.1.5. Demonstrate the axis, equal
ability to present spacing, title, 5. Demonstrate the
scale factors). BLOCK GRAPHS
findings orally or ability to
in writing. present findings
4.2.4. Choose an orally or in  Determine the features of block graphs
appropriate scale either though transformation of a
158

Students will:
understanding of factor in the writing. pictograph to a block graph or by
the methods used construction of identifying features from presented
to address the the block graph. 6. Demonstrate an (and interpreted) block graphs. [4.1.3,
problem. understanding 4.2.3, 4.3.1]
4.2.5. Construct tally of the methods
charts and block used to address  Use the frequency counts from tally
graphs using the problem. charts to determine the appropriate
appropriate scale factor to be used in the
symbolic construction of block graphs and
representations. justify choice of scale factor. [4.1.2,
4.2.4]
4.2.6. Interpret data
from tally charts  Calculate the amounts to be
and block graphs represented on the block graph using
based on a real- the scale factor. [4.1.2, 4.2.4]
life problem or
situation.  Construct block graphs (vertical or
horizontal arrangements) on grid paper
4.2.7. Make informed based on information collected and
decisions based using different scale factors (scale
on data analysed. factor 1: 1, 2, 5 and 10). [4.1.2, 4.2.5,
4.3.1]
made using data  Label axes and name the graph. [4.1.2,
159

Students will:
collected in 4.1.3, 4.2.5, 4.3.1]
writing and/or
oral  Interpret and analyse the data so as to
presentations. make decisions about a real-life
situation or problem. [4.1.4, 4.2.6,
4.2.7, 4.3.2]

problems. [4.1.4, 4.2.7, 4.3.2]

vocabulary (orally or in writing).
[4.1.5, 4.2.8, 4.3.2]
 Describe the method used to solve the

problem or address the situation.
[4.1.6, 4.2.8, 4.3.2]
(Depending on the experiences of

students, teachers may decide to start
with the interpretation of presented
graphs, which can then be used to
identify the characteristics of graphs.
160

Students will:
Graphs can then be appropriately
constructed. Graphs can also be
transformed from one form to another
and this idea can be used to initiate
interpretation of the same data using
different representations).
Language
4.1.7. Develop 4.2.9. Use appropriate 4.3.3. Communicate 7. Communicate  Use appropriate language associated
appropriate vocabulary with confidence effectively using with statistics, such as: block graph,
vocabulary associated with using language vocabulary blocks, title, scale, and key, most
associated with statistics, orally related to associated with frequent, axis and survey. [4.1.7, 4.2.9,
statistics. 4.3.3]
and in writing. statistics. statistics.
161
Mathematics
Standard 3

Students will:
NUMBER
Number Concepts
1.1.1. Understand the 1.2.1 Count in 1.3.1 Display a sense 1. Count  Count forward (count on) and
concept of sequence within of confidence sequentially backward (count back) by ones within
numbers up to 10 000 in as they explore within 10 000. 10 000 from any given number. [1.1.1,
10 000. ascending and number 1.2.1, 1.3.1]
descending concepts. 2. Demonstrate an
order. understanding of  Skip count in ascending and
numbers to 10 descending order using various ways
1.2.2 Skip count in 000. (such as, in 100s to or from 2 000
ascending and starting at zero or 2 000; by thousands
descending order 3. Demonstrate 1 340, 2 340, 3 340, starting at a
within a estimation skills specified number). [1.1.1, 1.2.2, 1.3.1]
specified using 100 as a
amount. benchmark.  Count the number of objects in a set
using one-to-one correspondence
1.2.3 Count objects in together with skip counting, using base
a set up to ten materials. [1.1.1, 1.2.2, 1.2.3, 1.3.1]
10 000.
 Match the number names and numerals
1.2.4 Connect number to the quantities they represent up to 10
names and
163

Students will:
numerals to 000. [1.1.1, 1.2.4, 1.3.1]
quantities up to
10 000.  Sequence number names and numerals
to 10 000. [1.1.1, 1.2.5, 1.3.1]
1.2.5 Sequence
number names  Insert missing numbers in a number
and numerals. sequence. [1.1.1, 1.2.5, 1.3.1]
1.2.6 Read and write  Read and write number names and
number names numerals to 10 000. [1.1.1, 1.2.6, 1.3.1]
and numerals to
10 000.
 Estimate a given quantity of items
using 100 as a benchmark (using
1.2.7 Estimate the ‘mental grouping’) and verify by
number of counting. [1.1.1, 1.2.7, 1.3.1]
objects in a set
using 100 as the
benchmark and
verify by
counting.
Place Value and

Rounding
164

Students will:
1.1.2. Develop an
understanding of 1.2.8 Explore the place
place value to 9 value of numbers 1.3.2 Be explorative 4. Demonstrate an  Show, using various manipulatives
999 (concretely, to 9 999 when understanding of (e.g. base ten materials, place value
pictorially and including examining place value to 9 mats) that a given numeral consists of
symbolically). expanded relationships in 999. a certain number of thousands,
notation. numbers. ‘hundreds’ ‘tens’ and ‘ones’ and
1.1.3. Develop an 5. Compare and record as such, e.g. 1 245 = 1
understanding of 1.2.9 Compare and order numerals thousand, 2 hundreds, 4 tens and 5
the comparison order numerals up to 10 000 ones. [1.1.2, 1.2.8, 1.3.2]
of numbers. up to 10 000. with reference to
place value.  Describe a specified number in various
1.1.4. Develop an 1.2.10 Round numbers ways using language associated with
understanding of to the nearest 6. Develop an place value e.g. 6 245 as six 1 000s,
rounding to tens, tens, hundreds understanding of two 100s, four 10s and five 1s; six
hundreds and and thousands. rounding to tens, thousands, two hundred, forty and
thousands. hundreds and five; 6 245 ones; 624 tens and 5 ones
thousands. etc., and explain with reasons. [1.1.2,
1.2.8, 1.3.2]
 Write numbers using the expanded

notation form. [1.1.2, 1.2.8, 1.3.2]
165

Students will:
numerals. [1.1.2, 1.2.8, 1.3.2]

numeral up to four-digit numbers.
[1.1.2, 1.2.8, 1.3.2]
 Write the largest and smallest number

given any four digits. [1.1.3, 1.2.8,
1.2.9, 1.3.2]
 Use the symbols for more than (>) and

less than (<) to show the relationship
between two numbers. [1.1.3, 1.2.9,
1.3.2]
 Compare and order numerals up to 9

999 (in ascending and descending
order). [1.1.3, 1.2.9, 1.3.2]
 Round numbers to the nearest tens,

hundreds or thousands. [1.1.4, 1.2.10,
166

Students will:
1.3.2]
Number Patterns
1.1.5. Develop 1.2.11 Explore number 1.3.3 Be explorative 7. Demonstrate an  Describe and extend whole number
algebraic patterns when understanding of patterns involving the four operations
thinking (number involving the examining patterns using e.g. 1, 6, 11, 16… and patterns
patterns and four operations patterns. whole numbers involving fractions, by using the
number using whole and involving the pattern rule. [1.1.5, 1.2.11, 1.2.12,
relationships). numbers. four operations. 1.3.3]
1.2.12 Explore patterns 8. Explore patterns  Explore, describe and record patterns
involving involving for:
fractions. fractions. o Multiplication and division facts
up to the 10 times table (using
1.2.13 Create number 9. Create number concrete materials, pictorial
patterns. patterns. representations, symbols, hundred
chart)
o Compatible numbers within 1 000.
[1.1.5, 1.2.11, 1.3.3]
 Recognize when an error occurs in a

pattern and explain what is wrong.
167

Students will:
[1.1.5, 1.2.11, 1.2.12, 1.3.3]
 Insert missing elements in number

patterns and explain reasoning. [1.1.5,
1.2.11, 1.2.12, 1.3.3]
 Create number patterns and state the

pattern rule. [1.1.5, 1.2.13, 1.3.3]
1.1.6. Explore
algebraic 1.2.14 Calculate the 10. Explore number  Solve problems involving number
1.3.4 Show
thinking unknown in relationships sentences with one unknown number
perseverance
(number patterns number involving the (represented by a symbol) e.g. 42 ÷ 
in finding
and number sentences four operation = 7; the idea of the inverse operation
solutions to
relationships). involving using number
problems. can be used: 7 × ? = 42, and explain
addition, sentences with reasoning. [1.1.6, 1.1.7, 1.2.14, 1.3.4]
1.1.7. Make sense of subtraction, one unknown.
addition, multiplication
 Solve number sentences when the
subtraction, and division of
unknown is on the left or right side of
multiplication whole numbers
the equal symbol. [1.1.6, 1.1.7,
and division and involving
168

Students will:
number one unknown. 1.2.14, 1.3.4]
sentences
involving one
unknown.
Whole Number
(Operations):
Addition and
Subtraction
1.2.15 Solve problems 1.3.5 Appreciate the 11. Demonstrate an ADDITION AND SUBTRACTION
involving use of understanding
problems
algorithms in of the algorithm
(concrete, addition (up to 4  Solve one-step and multi-step addition
digit numbers solving for addition and
pictorial and and subtraction problems involving
with sum less problems subtraction.
symbolic modes, whole numbers and money (including
including than 10 000) involving the bills, best buy, profit and loss, using
and up to 4 operations 12. Solve a variety dollars only and cents only) by:
money)
addends and (addition and of word o Using a variety of problem solving
involving
subtraction subtraction). problems using strategies, such as: use a model,
addition and
subtraction. (with minuend problem solving act it out, draw a picture, look for
up to 4 digits). strategies a pattern, guess and check, work
including backwards, logical reasoning,
1.1.9. Develop
1.2.16 Determine the mental make a table or chart, make an
estimation skills.
reasonableness organized list and try a simpler
169

Students will:
1.1.10. Demonstrate an of answers by strategies. form of the problem
understanding of using o Using the algorithm
the relationship estimation. 13. Demonstrate an o Using mathematical games
between understanding o Creating number sentences with
addition and 1.2.17 Use the inverse of estimation one unknown
subtraction. operation to skills. o Using estimation skills to check
check answers. solutions to problems
1.1.11. Create number 14. Use the o Using the reverse operation to
stories. 1.2.18 Explain or relationship check answers
demonstrate between o Recording solutions to problems
how an answer addition and using drawings, numerals, symbols
was obtained subtraction to and words. [1.1.8, 1.1.9, 1.1.10,
when solving check answers. 1.2.15, 1.2.16, 1.2.17, 1.3.5]
problems.
15. Create number  Explain or demonstrate how an answer
1.2.19 Create number stories using was obtained when solving problems.
stories appropriate [1.1.8, 1.2.18, 1.3.5]
involving language.
addition and  Create number stories involving
subtraction and addition and subtraction using
using appropriate language. [1.1.11, 1.2.19,
appropriate 1.3.5]
vocabulary.
170

Students will:
Whole Number
(Operations):
Multiplication and
Division
1.2.20 Develop and use 1.3.6 Appreciate the MULTIPLICATION AND DIVISION
the algorithm use of
1.1.12. Develop and algorithms in
for 16. Develop and  Model the multiplication of whole
apply solving apply
multiplication numbers, concretely or pictorially
procedures to problems procedures to
and division of (using an area model/arrays) and record
multiply and involving the multiply and
whole numbers. the process (using drawings, numerals,
divide whole operations divide whole symbols and words and the distributive
numbers to (multiplication numbers to
1.2.21 Solve real-life property). [1.1.12, 1.2.20, 1.3.6]
solve problems. and division). solve problems.
problems
involving  Explain through the use of words and
1.1.13. Solve real-life 17. Solve a variety
multiplication diagrams the procedures involving
problems of word
(up to 2 digit by multiplication using whole numbers.
(concrete, problems using
2 digit numbers) [1.1.12, 1.2.20, 1.3.6]
pictorial and problem solving
and division (up
symbolic strategies
modes,
to 4 digit  Generalize and apply rules (algorithms)
divided by 1 including
including for multiplication involving whole
digit). mental
money) numbers. [1.1.12, 1.2.20, 1.3.6]
strategies.
involving
multiplication 1.2.22 Determine the  Model division of whole numbers
reasonableness 18. Demonstrate an
concretely or pictorially and explain
of answers by understanding
and record the process. [1.1.12, 1.2.20,
171

Students will:
and division. using of estimation 1.3.6]
estimation. skill.
1.1.14. Develop  Explain through the use of words and
estimation 1.2.23 Use the inverse 19. Use the diagrams division involving whole
skills. operation to relationship numbers. [1.1.12, 1.2.20, 1.3.6]
check answers. between
1.1.15. Demonstrate an multiplication  Generalize and apply rules (algorithms)
understanding of 1.2.24 Explain or and division to for division involving whole numbers.
the relationship demonstrate check answers. [1.1.12, 1.2.20, 1.3.6]
between how an answer
multiplication was obtained 20. Create number  Solve one-step and multi-step
and division. when solving stories using multiplication and division problems
problems. appropriate (including problems involving the
1.1.16. Create number language. unitary method) involving whole
stories. 1.2.25 Create number numbers and money (including bills,
stories best buy, profit and loss, rate (weekly,
involving hourly, daily, monthly, yearly and by
multiplication the minute - using dollars only and
and division and cents only) by:
using o Using a variety of problem solving
appropriate strategies, such as: use a model,
vocabulary. act it out, draw a picture, look for
a pattern, guess and check, work
backwards, logical reasoning,
172

Students will:
make a table or chart, make an
organized list and try a simpler
form of the problem
o Using the algorithm
o Using mathematical games
o Creating number sentences with
one unknown
o Using estimation skills to check
solutions to problems
o Using the reverse operation to
check answers
o Recording solutions to problems
using drawings, numerals, symbols
and words. [1.1.13, 1.1.14, 1.1.15,
1.2.21, 1.2.22, 1.2.23, 1.3.6]
 Explain or demonstrate how an answer

[1.1.13, 1.2.21, 1.2.24, 1.3.6]
 Explain why a remainder is obtained

for some division problems e.g. 18 ÷ 4
= 4 remainder 2. [1.1.13, 1.2.21,
173

Students will:
1.2.24, 1.3.6]
 Interpret the remainder in relation to

the context of the word problem.
[1.1.13, 1.2.21, 1.2.24, 1.3.6]
 Create number stories involving

multiplication and division and using
appropriate language. [1.1.16, 1.2.25,
1.3.6]
Mental Mathematics
1.2.26 Investigate and 1.3.7 Develop

1.1.17. Develop 21. Demonstrate  Explore, describe and use a range of
use a variety of
strategies to confidence in skills in mental mental strategies for solving problems,
mental math
solve problems using a variety strategies. including:
strategies to
mentally. of mental o Compatible numbers within 1 000
solve problems strategies to o Multiplication and related
involving the solve division facts up to 10 times
four operations. problems. tables
o Decomposition method
o Equal addend method
o Using place value concepts e.g. 4
× 20 = 4 × 2 tens = 8 tens = 80
174

Students will:
o Factoring e.g. 4 × 20 = 4 × 2 × 10
= 8 × 10 = 80
o Multiplying the tens and then the
units. [1.1.17, 1.2.26, 1.3.7]
 Solve problems using mental math

strategies and explain the mental
process used to arrive at an answer.
[1.1.17, 1.2.26, 1.3.7]
Fractions
1.2.27 Explore
1.1.18. Extend the 1.3.8 Develop 22. Develop an  Represent fractions using area, linear
fractions using
concept of confidence in understanding and set models. [1.1.18, 1.2.27, 1.3.8]
area, linear and
fractions to working of fractions by
set models.
include multiple independently using concrete,  Name and record fraction using words
representations, in using a pictorial and and symbols. [1.1.18, 1.2.27, 1.3.8]
equivalence, 1.2.28 Recognize and variety of symbolic
ordering and generate strategies to representations
equivalent  Connect word/number names to
simple solve problems
fractions using a models and symbolic representations.
computation. involving 23. Demonstrate an
variety of [1.1.18, 1.2.27, 1.3.8]
fractions. understanding
models. of proper and
 Explore the equivalent relationships
improper
175

Students will:
1.2.29 Use the fractions and between fractions by
algorithm for mixed numbers. matching/overlaying different
finding fractional parts related to a common
equivalent 24. Solve problems whole and describing the relationship.
fractions. involving the [1.1.18, 1.2.28, 1.3.8]
addition and
1.2.30 Compare and subtraction of  Record equivalent relationships using
order proper fractions. the equal symbol (and non-equivalent
fractions with relationships using the not equal to
unlike symbol) e.g. = = . [1.1.18,
denominators
1.2.28, 1.3.8]
using equivalent
forms.
 Describe the pattern observed in
equivalent relationships and state the
1.2.31 Distinguish
pattern rule. [1.1.18, 1.2.29, 1.3.8]
between proper,
improper and
mixed number  Create equivalent fractions using the
and convert rule. [1.1.18, 1.2.29, 1.3.8]
from one form
to another.  Reduce a fraction to its lowest
equivalent form. [1.1.18, 1.2.29,
1.2.32 Add and 1.3.8]
subtract proper
176

Students will:
fractions with  Compare and order fractions using
same equivalent relationships and by
denominators. positioning a given set of fractions
with like and unlike denominators on a
number line and explain reasons.
[1.1.18, 1.2.30, 1.3.8]
 Explain the meanings of the terms

numerator and denominator. [1.1.18,
1.2.31, 1.3.8]
 Differentiate between proper fractions,

improper fractions and mixed
numbers. [1.1.18, 1.2.31, 1.3.8]
 Explore and explain, using models, the

equivalent relationship of fractions
that represent more than one and one
e.g. 5 quarters = one whole and a
quarter; = 1 and = ; 2 halves =
= 1. [1.1.18, 1.2.31, 1.3.8]
 Describe the pattern observed in the
177

Students will:
relationship between improper and
mixed number. [1.1.18, 1.2.31, 1.3.8]
 Express improper fractions as mixed

numbers. [1.1.18, 1.2.31, 1.3.8]
 Express mixed numbers as improper

fractions. [1.1.18, 1.2.31, 1.3.8]
 Place a given set of fractions,

including mixed numbers and
improper fractions, on a number line
and explain strategies used to
determine position. [1.1.18, 1.2.31,
1.3.8]
 Model addition and subtraction of

fractions involving the same
denominator using concrete and
pictorial representations, record
symbolically and explain pattern
observed. [1.1.18, 1.2.32, 1.3.8]
 Develop and use the algorithm for
178

Students will:
solving problems involving the
addition and subtraction of fractions
involving the same denominator
(including solving problems mentally).
[1.1.18, 1.2.32, 1.3.8]
Language
1.1.19. Develop  Use appropriate language associated

1.2.33 Use appropriate 1.3.9 Communicate 25. Communicate
appropriate with number, such as: numbers up to
vocabulary in with effectively
vocabulary ten thousand, expanded notation,
oral and written confidence using
associated with communication. vocabulary thousands, halves ( ) to tenths ( ,
using language
number. associated with proper fraction, improper fraction,
related to
number. number. mixed number, convert, equivalent,
numerator, denominator, profit, loss,
1.3.10 Demonstrate vocabulary associated with rate such
an as weekly, hourly, daily, monthly,
appreciation yearly and by the minute, extend and
for others by rule. [1.1.19, 1.2.33, 1.3.9, 1.3.10]
listening to
their point of
179

Students will:
view.
GEOMETRY
Solids
2.1.1 Develop spatial 2.2.1 Compare and 2.3.1 Demonstrate 1. Describe, name  Examine and describe the properties of
sense through classify solids creativity and compare the regular and irregular solids. [2.1.1,
explorations in according to their while properties of 2.1.2, 2.2.1, 2.3.1]
relation to solids. properties (cube, exploring solids including
cuboid, cylinder, solids. pyramids,  Compare and classify solids according
2.1.2 Investigate pyramid, cone prisms, to one or more common attributes
properties of and triangular- 2.3.2 Display cylinders, cones including students’ own criteria and
solids through based prism) and perseverance and spheres and explain reasons for classification.
exploration give reasons for in solving represent them [2.1.1, 2.1.2, 2.2.1, 2.3.1]
activities, classification. problems. in frames and
building of drawings.
 Differentiate between regular and
frames and 2.2.2 Differentiate irregular solids. [2.1.1, 2.1.2, 2.2.2,
drawing. between regular 2. Solve problems 2.3.1]
and irregular involving solids.
2.1.3 Solve problems solids.
 Build and describe frames of solids
involving solids. (cubes, cuboids, pyramids, triangular-
2.2.3 Construct frames based prism) focusing on the
of solids and properties of the solids constructed
draw/sketch
180

Students will:
solids to explore (e.g. edges, vertices). [2.1.1, 2.1.2,
the properties of 2.2.3, 2.3.1]
solids in terms of
faces, edges and  Draw or sketch solids and label to
vertices. show faces, edges and vertices. [2.1.1,
2.1.2, 2.2.3, 2.3.1]
involving solids.  Solve problems involving solids.
[2.1.3, 2.2.4, 2.3.2]
Plane Shapes
2.1.4 Develop spatial 2.2.5 Compare and 2.3.3 Display 3. Demonstrate an  Examine and describe the properties of
sense through classify plane confidence in understanding regular and irregular polygons. [2.1.4,
explorations in shapes according exploring of the properties 2.1.5, 2.2.5, 2.3.3]
relation to plane to their properties. plane shapes. of plane shapes.
shapes.  Compare and classify polygons
2.2.6 Differentiate 4. Solve problems according to one or more common
2.1.5 Investigate between regular involving plane attributes including students’ own
properties of and irregular shapes. criteria and explain reasons for
plane shapes. polygons classification. [2.1.4, 2.1.5, 2.2.5,
(triangles, 2.3.3]
2.1.6 Solve problems quadrilaterals,
181

Students will:
involving plane pentagons,  Differentiate between regular and
shapes. hexagons, irregular polygons (triangles,
octagons). quadrilaterals, pentagons, hexagons,
octagons). [2.1.4, 2.1.5, 2.2.6, 2.3.3]
2.2.7 Explore the
effects of  Investigate the effects of changing the
orientation orientation of a shape by first
change on plane measuring the shape and then
shapes. changing its orientation and then
measuring again. [2.1.4, 2.1.5, 2.2.7,
2.2.8 Solve problems 2.3.3]
involving plane
shapes.  Solve problems involving plane
shapes. [2.1.6, 2.2.8, 2.3.3]
Symmetry
2.1.7 Develop an 2.2.9 Classify shapes 2.3.4 Display 5. Demonstrate an  Determine whether or not plane shapes
understanding of into those that are curiosity while understanding are symmetrical by folding and
line symmetry. symmetrical and investigating of the concept superimposing (and/or by using a
those that are not. lines of of line Mira). [2.1.7, 2.2.9, 2.3.4]
2.1.8 Solve problems symmetry. symmetry.
involving line 2.2.10 Determine the  Investigate plane shapes, letters and
182

Students will:
symmetry. number of lines 6. Solve problems numerals to determine whether or not
of symmetry in involving line they are symmetrical and to determine
plane shapes – symmetry. the number of lines of symmetry.
regular, [2.1.7, 2.2.10, 2.3.4]
irregular and
curved, and in  Create symmetrical shapes. [2.1.8,
numerals and 2.2.11, 2.3.4]
letters.
 Complete a symmetrical shape given
2.2.11 Create half of the shape and a line of
symmetrical symmetry. [2.1.8, 2.2.11, 2.3.4]
shapes.
 Solve problems involving line
2.2.12 Solve problems symmetry. [2.1.8, 2.2.12, 2.3.4]
involving line
symmetry.
Language
2.1.9 Develop 2.2.13 Use appropriate 2.3.5 Communicate 7. Communicate  Use appropriate language associated
appropriate vocabulary in with effectively using with geometry, such as: regular,
vocabulary oral and written confidence vocabulary irregular, polygon, quadrilateral,
associated with communication. using language associated with pentagon, hexagon, octagon, line
geometry. related to geometry. symmetry and frame. [2.1.9, 2.2.13,
183

Students will:
geometry. 2.3.5, 2.3.6]
2.3.6 Demonstrate
an
appreciation
for others by
listening to
their point of
view.
MEASUREMENT
Linear
3.2.1. Explain the 3.3.1. Appreciate the 1. Apply  Explain the need for and the
3.1.1 Develop
suitability of the functional role measurement importance of a larger or longer
measurement
unit as it relates of the linear principles, standard unit of measure for length.
sense and apply
to the length to measures in including using [3.1.1, 3.2.1, 3.3.1]
appropriate
be measured. their everyday an instrument,
techniques when
estimation and
measuring, lives.  State the relationship between the
3.2.2. Convert units approximation
making kilometre and the metre. [3.1.3, 3.2.2,
and sub-units of to solve a wide
comparisons and 3.3.2. Demonstrate 3.3.1]
measures of variety of
estimates. confidence in
practical
their abilities to  Convert kilometres to metres and vice
184

Students will:
3.1.2 Understand that length. estimate and problems. versa. [3.1.3, 3.2.2, 3.3.1, 3.3.2]
measures can be measure and in
quantified using 3.2.3. Approximate solving 2. Develop a  Convert metres to centimetres and vice
standard units lengths to the problems conceptual versa. [3.1.3, 3.2.2, 3.3.1, 3.3.2]
(kilometres, nearest metre related to linear understanding
metres and measure.
and distances to of perimeter.  Select and use the most appropriate
centimetres). the nearest standard unit for measuring various
kilometre. 3. Solve problem lengths/distances. [3.1.1, 3.1.2, 3.2.1,
3.1.3 Understand the involving linear 3.3.1, 3.3.2]
relationship 3.2.4. Estimate lengths measure.
between units of in centimetres  Approximate distances to the nearest
measure (km and and metres and kilometre or metre. [3.1.1, 3.2.3, 3.3.1]
m; m and cm) verify results and
determine
 Estimate lengths in centimetres and
3.1.4 Develop concept reasonableness
metres and verify lengths by
of perimeter of estimates.
measuring. [3.1.1, 3.1.2, 3.2.4, 3.3.1,
using regular and
3.3.2]
irregular shapes. 3.2.5. Solve
computational
 Explain the reasonableness of
3.1.5 Solve problems problems and
estimations. [3.1.1, 3.2.4, 3.3.2]
involving real-life problem
measures. involving length.
 Solve computational problems
involving the metre and the centimetre
3.2.6. Differentiate
185

Students will:
between area and by using the relationship between them.
perimeter. [3.1.3, 3.1.5, 3.2.5, 3.3.2]
3.2.7. Measure and  Solve real-life problems involving

calculate the length, number and money. [3.1.5,
perimeter of 3.2.5, 3.3.2]
regular and
irregular shapes  Investigate the distance around shapes
and compare and to determine the perimeter of shapes.
order. [3.1.4, 3.2.6, 3.3.1]
3.2.8. Solve problems  Explain the difference between area

involving and perimeter. [3.1.4, 3.2.6, 3.3.1]
perimeter.
 Measure the perimeter of shapes using
standard units. [3.1.4, 3.2.7, 3.3.1]
 Count and record the number of units

used to measure the perimeter of a
shape. [3.1.4, 3.2.7, 3.3.1]
 Compare and order the perimeter of

two or more shapes and explain reasons
186

Students will:
using appropriate language. [3.1.4,
3.2.7, 3.3.1]
 Calculate the perimeter of regular and

irregular plane shapes. [3.1.5, 3.2.8,
3.3.2]
 Solve problems involving perimeter.

[3.1.5, 3.2.8, 3.3.2]
Mass/Weight
3.1.6 Develop 3.2.9. Identify grams as 3.3.3. Demonstrate the 4. Demonstrate  Recognize the need for a unit smaller
measurement a standard unit need for appropriate
than the kilogram to measure
sense and apply for measuring accuracy and techniques
mass/weight. [3.1.6, 3.1.7, 3.2.9, 3.3.3]
appropriate mass/weight and precision with when
techniques when measure respect to measuring,
 Measure the mass/weight of objects in
measuring, mass/weight of measure. estimating, and
grams. [3.1.6, 3.1.7, 3.2.9, 3.3.3]
making objects in grams. quantifying
comparisons and 3.3.4. Develop a sense mass/weight.
estimates. of inventiveness  Measure and compare the
3.2.10. Compare,
and 5. Solve problems masses/weights of objects in kilograms
measure and
collaboration in involving and grams using a set of scales. [3.1.6,
3.1.7 Understand that estimate
187

Students will:
measures can be mass/weight in solving real-life measures of 3.1.7, 3.2.9, 3.2.10, 3.3.3]
quantified using kilograms and problems in mass/weight.
standard units. grams and relation to  Recognize that 1 000 grams is equal to
determine the measures. one kilogram. [3.1.8, 3.2.11, 3.3.3]
3.1.8 Understand the reasonableness
of answers or
relationship  Estimate the mass/weight of objects,
between units of estimates. verify their mass/weight by measuring
measure (kg and and determine reasonableness of
g). 3.2.11. State the estimate. [3.1.6, 3.1.7, 3.2.10, 3.3.3]
relationship
3.1.9 Solve problems between the
 Convert units of measure (grams to
involving kilogram and
kilograms, kilograms to grams). [3.1.8,
mass/weight. gram and select
3.2.11, 3.3.3]
and use the
most
 Interpret statements, and discuss the
appropriate
use of grams and kilograms, on
standard unit for
commercial packaging. [3.1.8, 3.2.11,
measuring
3.3.3]
mass/weight.
3.2.12. Solve problems  Solve real-life problems involving

involving the mass/weight, number and money.
measure of [3.1.9, 3.2.12, 3.3.4]
188

Students will:
mass/weight.
Time
 Tell time in five minute intervals using

3.1.10 Develop 3.2.13. Read and tell 3.3.5. Appreciate the 6. Apply
the digital and analog clocks. [3.1.10,
measurement time in five functional role measurement
3.2.13, 3.3.5, 3.3.6]
sense and apply minute intervals of the principles,
appropriate on analog and measurement of including using
 Match times shown on digital and
techniques digital clocks. time in their an instrument,
analog clocks and record the time.
when measuring everyday lives. to solve a wide
[3.1.10, 3.2.13, 3.3.5]
using 3.2.14. Recognize and variety of
instruments. use a.m. and 3.3.6. Demonstrate problems.
confidence in  State the time after given intervals on
p.m. in
ones abilities to 7. Read, interpret analog and digital clocks. [3.1.10,
3.1.11 Read, interpret communication
estimate and and record 3.2.13, 3.3.5]
and record of information
calendar dates on time. measure time. calendar dates
in a variety of in a variety of  Read and record time using the a.m.
formats. formats. and p.m. notation and justify the need
3.2.15. Tell time using
for such records. [3.1.10, 3.2.14, 3.3.5]
a 24 hour clock.
involving time. 3.2.16. Compare the  Read times from a 24 hour clock and
duration of match to the analog and digital times.
189

Students will:
various events. [3.1.10, 3.2.15, 3.3.5]
3.2.17. Read, interpret  Compare the duration of a variety of

and record events by noting the starting and
calendar dates ending times and calculating the
in a variety of difference. [3.1.10, 3.2.16, 3.3.5]
formats.
 Use the calendar to identify and read
3.2.18. Solve real-life dates. [3.1.11, 3.2.17, 3.3.5]
problems
involving the  Write, read and interpret dates in a
measure of variety of formats, e.g. yyyy/mm/dd,
time. dd/mm/yyyy, March 21, 2006,
dd/mm/yy. [3.1.11, 3.2.17, 3.3.5]
 Solve problems involving time. [3.1.12,

3.2.18, 3.3.6]
Capacity
3.1.13 Develop 3.2.19. Explain the 3.3.7. Appreciate the 8. Demonstrate  Explain the need for and the
measurement need for and the functional role appropriate importance of a smaller standard unit
importance of a techniques
190

Students will:
sense and apply smaller standard of the when measuring of measure for capacity. [3.1.13,
appropriate unit of measure measurement of capacity. 3.1.14, 3.2.19, 3.3.7]
techniques for capacity. capacity in their
when everyday lives. 9. Solve problems  Measure the capacity of containers
measuring, 3.2.20. Measure involving using sub-units and multiple units of
approximating, capacity using 3.3.8. Demonstrate measures of the litre and justify choice of unit.
estimating and standard units confidence in capacity. [3.1.13, 3.1.14, 3.2.20, 3.3.7]
verifying (litres, sub-units solving
capacity. (millilitres (ml), problems  Measure the capacity of containers
½ litre and ¼ related to the using the litre and the millilitre.
3.1.14 Understand that litre) and measurement of [3.1.13, 3.1.14, 3.2.20, 3.3.7]
measures can be multiple units capacity.
quantified using (e.g. 3 litres).
 Estimate the capacity of containers in
standard units.
litre and millilitre, verify by measuring
3.2.21. Estimate and determine reasonableness of
3.1.15 Understand the capacity and estimate. [3.1.14, 3.2.21, 3.3.7]
relationship determine the
between units reasonableness
 State the relationship between the litre
of measure. of the answers
and millilitre and convert from one to
or estimation.
the other. [3.1.15, 3.2.22, 3.3.7]
involving 3.2.22. Establish the
 Approximate measure of capacity to
capacity. relationship
between the litre
191

Students will:
and millilitre. the nearest litre. [3.1.14, 3.2.23, 3.3.7]
3.2.23. Approximate  Solve problems involving capacity,

measures to the number and money. [3.1.16, 3.2.24,
nearest litre. 3.3.8]

problems
involving the
measure of
capacity.
Area
3.1.17 Understand that 3.2.25. Explain the 10. Demonstrate

3.3.9. Appreciate  Explain the need for and the
measures can be need for and the an
measures in importance of a standard unit of
quantified using importance of a understanding
everyday use. measure for area. [3.1.17, 3.2.25, 3.3.9]
standard units. standard unit of of measures of
measure for area.
3.3.10. Display a sense  Measure area using standard units
3.1.18 Develop area.
of (cm2, m2) and record measure. [3.1.17,
measurement 11. Solve
inventiveness 3.2.26, 3.3.9, 3.3.10]
sense and apply 3.2.26. Select and use in selecting problems
appropriate the most involving
standard units
192

Students will:
techniques appropriate when measures of  Compare and order area of surfaces and
when standard unit for measuring area. explain reasoning using appropriate
measuring, measuring area area. vocabulary. [3.1.18, 3.2.27, 3.3.11]
making (square
comparisons, centimetre - 3.3.11. Demonstrate  Approximate the area of surfaces to the
2
approximating cm , square confidence in nearest square metre or square
2
and estimating. metre - m ) for their abilities to centimetre. [3.1.18, 3.2.27, 3.3.10]
small and large calculate and
3.1.19 Demonstrate an surfaces. compare area.  Select the appropriate unit of measure
understanding when measuring surfaces of varying
about the 3.2.27. Develop skills sizes and explain the suitability of the
conservation of in the unit. [3.1.18, 3.2.26, 3.3.10]
area. comparison of
area and
 Calculate area of shapes drawn on a
3.1.20 Solve problems approximation
cm2 grid. [3.1.20, 3.2.28, 3.3.11]
involving area. of area to the
nearest square
metre (m2) and  Draw different shapes on grids that
square have the same area. [3.1.20, 3.2.28,
centimetre 3.3.11]
(cm2).
3.2.28. Calculate area conservation of area and state
of plane shapes findings/generalizations. [3.1.19,
193

Students will:
on a grid with 3.2.29, 3.3.11]
unit squares.
 Solve problems involving area, number
3.2.29. Explore the and money. [3.1.20, 3.2.30, 3.3.11]
conservation of
area.

involving area.
Language
 Use appropriate language associated

3.2.31. Use appropriate 3.3.12. Communicate 12. Communicate
3.1.21 Develop with measurement, such as: kilometre
vocabulary in with effectively
appropriate (km), perimeter, square metre/s (m2),
oral and written confidence using
vocabulary square centimetre/s (cm2), millilitre
communication. using language vocabulary
associated with (ml), distance around, calculate,
related to associated with
measurement. reasonable answer, solve problems,
measurement. measurement.
approximation, width, breadth, a.m.
and p.m. notation. [3.1.21, 3.2.31,
3.3.13. Demonstrate 3.3.12, 3.3.13]
an appreciation
for others by
listening to
194

Students will:
their point of
view.
STATISTICS
Tally Charts and Bar
Graphs
4.1.1.Use statistical 1. Demonstrate the TALLY CHARTS

4.2.1. Formulate a 4.3.1. Demonstrate
techniques to ability to
problem situation. awareness that
investigate real-
numerical data formulate a  Formulate a problem to be investigated
life problems. problem, collect,
can be e.g. A school plans to purchase
4.2.2. Collect data
communicated organize, equipment for various sports. What
4.1.2.Demonstrate the (using
visually. represent and type of equipment should be
ability to collect, observation and
interpret data on purchased? What amount of material
classify, frequency counts)
4.3.2. Demonstrate a tally charts and should be purchased? [4.1.1, 4.2.1]
organize and and classify data
willingness to bar graphs (using
represent data. through
different scale
investigation of a predict  Collect and classify data to make
outcomes factors) to make
problem/question decisions based on a real-life situation
4.1.3.Demonstrate an based on the sound decisions or problem. [4.1.1, 4.1.2, 4.2.2, 4.3.3]
based on a real-
understanding interpretation and solve
life situation.
about the of data. problems.
 Identify the features of tally charts.
features of
graphs and 4.2.3. Identify
4.3.3. Display 2. Demonstrate an
characteristics of
195

Students will:
charts. tally charts and objectivity in understanding [4.1.3, 4.2.3, 4.3.1]
bar graphs. collecting data about the
4.1.4.Make decisions so as to features of  State the advantages of recording data
based on 4.2.4. Choose an eliminate bias graphs and using tally marks. [4.1.3, 4.2.3, 4.3.1]
analysis or appropriate scale when making charts.
decisions.
interpretation of factor in the  Construct, interpret and make decisions
data. construction of 3. Demonstrate an based on information on tally charts.
the bar graph. understanding of [4.1.2, 4.1.4, 4.2.6, 4.2.7, 4.3.2]
4.1.5.Demonstrate the the methods used
ability to present 4.2.5. Construct tally to address the BAR GRAPHS
findings orally or charts and bar problem.
in writing. graphs using
 Determine the features of bar graphs
appropriate
either through transformation of a
4.1.6.Demonstrate an symbolic
block graph to a bar graph or by
understanding of representations.
identifying features from presented
the methods used (and interpreted) bar graphs. [4.1.3,
to address the 4.2.6. Interpret data 4.1.7, 4.2.3, 4.3.1]
problem. from tally charts
and bar graphs
 Use the frequency counts from tally
4.1.7.Make based on a real-
charts to determine the appropriate
comparisons of life problem or
scale factor to be used in the
the bar graphs situation.
construction of bar graphs and justify
with block choice of scale factor. [4.1.3, 4.2.4]
4.2.7. Make informed
196

Students will:
graphs. decisions on data  Calculate the amounts to be represented
analysed. on the bar graph using the scale factor.
[4.1.3, 4.2.4]
made using data  Construct bar graphs (vertical or
collected in horizontal arrangements) on grid paper
writing and/or based on information collected and
oral using different scale factors (scale
presentations. factor 1: 1, 2, 5 and 10). [4.1.2, 4.1.3,
4.2.4, 4.2.5, 4.3.1]
4.2.9. Compare and
contrast block  Label axes and name the graph. [4.1.3,
graphs and bar 4.2.3, 4.2.5]
graphs.
 Interpret and analyse the data so as to
make decisions about a real-life
situation or problem. [4.1.4, 4.2.6,
4.2.7, 4.3.1, 4.3.2]

problems. [4.1.4, 4.2.7, 4.2.8, 4.3.3]

197

Students will:
vocabulary (orally or in writing).
[4.1.5, 4.2.8, 4.3.3]
 Describe the method used to solve the

problem or address the situation. [4.1.6,
4.2.8, 4.2.9, 4.3.3]
 Discuss the appropriateness of the type

of graph used by comparing and
contrasting it with a block graph.
[4.1.7, 4.2.9, 4.3.3]
(Depending on the experiences of

students, teachers may decide to start
with the interpretation of presented
graphs, which can then be used to
identify the characteristics of graphs.
Graphs can then be appropriately
constructed. Graphs can also be
transformed from one form to another
and this idea can be used to initiate
interpretation of the same data using
different representations).
198

Students will:
Language
4.1.8. Develop 4.2.10. Use appropriate 4.3.4. Communicate 4. Communicate  Use appropriate language associated
appropriate vocabulary in with effectively using with statistics, such as: bar, most
vocabulary oral and written confidence vocabulary frequent and survey. [4.1.8, 4.2.10,
associated with communication. using language associated with 4.3.4, 4.3.5]
statistics. related to statistics.
statistics.
4.3.5. Demonstrate
an appreciation
for others by
listening to
their point of
view.
199
Mathematics
Standard 4

Students will:
NUMBER
Number Concepts,
Place Value and
Rounding
1.2.1 Represent whole 1.3.1 Display interest 1. Recognize, NUMBER CONCEPTS

1.1.1 Understand the
numbers to while engaging represent,
concept of numbers
1 000 000 using in activities model, compare  Represent numbers up to one million
up to 1 000 000.
multiple models related to and order concretely, pictorially and
and connect to number numbers up to symbolically, using multiple models
1.1.2 Develop an
numerals and concepts. 1 000 000 with and connect to numerals and number
understanding of
number names. reference to names. [1.1.1, 1.2.1, 1.31]
different types of
place value.
numbers.
1.2.2 Differentiate  Sequence number names and numerals.
between (a) 2. Demonstrate an [1.1.1, 1.2.1, 1.31]
1.1.3 Develop an
factors and understanding
understanding of
multiples and (b) of different
place value up to  Describe the use of large numbers in
prime and types of
1 000 000 real-life situations e.g. population,
composite numbers.
(concretely, money applications. [1.1.1, 1.2.1, 1.3.1]
numbers, and
pictorially and
identify square 3. Develop an
symbolically).  Explore factors and multiples of
numbers. understanding
numbers (using resources, such as:
of rounding to
1.1.4 Develop an multiplication and division tables and
1.2.3 Express numbers
understanding of
201

Students will:
the comparison of to one million in thousands. calculators). [1.1.2, 1.2.2, 1.3.1]
numbers. expanded
notation.  Classify numbers as prime or
1.1.5 Develop an composite (up to 100) by determining
understanding of 1.2.4 Compare and the number of factors. [1.1.2, 1.2.2,
rounding to order whole 1.3.1]
thousands. numbers to
millions.  Explain why the array model of a prime
number has only one row. [1.1.2, 1.2.2,
1.2.5 Round whole 1.3.1]
numbers to the
nearest  Represent composite numbers as a
thousand. product of their prime factors
concretely, pictorially and
symbolically. [1.1.2, 1.2.2, 1.3.1]
 List square numbers (up to 144). [1.1.2,

1.2.2, 1.3.1]
PLACE VALUE
 Represent a given numeral using

diagrams or a place value chart. [1.1.3,
202

Students will:
1.2.3, 1.3.1]
 State the place value of any digit in

large numbers. [1.1.3, 1.2.3, 1.3.1]
 Describe the pattern of adjacent place

positions moving from right to left and
left to right. [1.1.3, 1.2.3, 1.2.4, 1.3.1]
 Describe the meaning of each digit in a

given numeral. [1.1.3, 1.2.3, 1.3.1]
 Express a given numeral in expanded

notation, e.g.
45 321 = (4 × 10 000) + (5 × 1 000) +
(3 × 100) + (2 × 10) + (1 × 1)
or 40 000 + 5 000 + 300 + 20 + 1.
[1.1.3, 1.2.3, 1.3.1]
 Write the numeral represented by a

given expanded notation. [1.1.3, 1.2.3,
1.3.1]
203

Students will:
 State the value of each digit in a
numeral. [1.1.3, 1.2.3, 1.2.4, 1.3.1]
 Apply an understanding of place value

to read, write and order numbers of any
size up to 1 000 000. [1.1.3, 1.1.4,
1.2.3, 1.2.4, 1.3.1]
 Compare whole numbers up to million

and use the symbols > or < to show the
relationship between them. [1.1.4,
1.2.3, 1.2.4, 1.3.1]
 Order a given set of numbers in

ascending or descending order and
explain the order by making references
to place value. [1.1.3, 1.1.4, 1.2.3,
1.2.4, 1.3.1]
 Identify the missing numbers in an

ordered sequence or on a number line.
[1.1.3, 1.1.4, 1.2.3, 1.2.4, 1.3.1]
 Identify incorrectly placed numbers in
204

Students will:
an ordered sequence or on a number
line. [1.1.3, 1.1.4, 1.2.3, 1.2.4, 1.3.1]
ROUNDING
 Round whole numbers to the nearest

thousand. [1.1.5, 1.2.5, 1.3.1]
Number Patterns
1.1.6 Develop algebraic 1.2.6 Explore 1.3.2 Show 4. Recognize and  Describe repeating, increasing or
thinking (number repeating, perseverance in explore number decreasing patterns with fractions,
patterns and increasing and finding patterns up to decimals and whole numbers resulting
number decreasing solutions to 1 000. from addition, subtraction,
relationships). patterns. problems that multiplication and division by stating
involve 5. Develop an the pattern rule which includes the
1.1.7 Develop an 1.2.7 Explore patterns patterns. understanding starting point and a description of how
understanding of involving the of different the pattern continues. [1.1.6, 1.1.7,
different types of effects of adding 1.3.3 Display types of 1.2.6, 1.3.2]
numbers by or subtracting perseverance numbers by
exploring their zero to/from a while exploring exploring their  Use a pattern rule to determine missing
patterns. number and properties of patterns. elements for a given pattern and to
multiplying or extend or predict subsequent elements
205

Students will:
1.1.8 Understand that dividing a numbers. 6. Develop an in patterns. [1.1.6, 1.1.7, 1.1.8, 1.2.6,
pattern recognition number by one, understanding 1.2.7, 1.3.2]
can assist in solving factors and that pattern
problems. multiples of recognition can  Describe (verbally or written) a given
numbers, prime aid in problem pattern and explain how each element
and composite solving. differs from the proceeding one. E.g.
numbers, square one more, five less. [1.1.6, 1.1.7, 1.1.8,
numbers and 1.2.6, 1.2.7, 1.3.2]
square roots,
compatible  Recognize when an error occurs in a
numbers within pattern and explain what is wrong.
1 000, double [1.1.6, 1.1.7, 1.1.8, 1.2.6, 1.2.7, 1.3.2]
and half facts,
use of related
 Use calculators to assist in determining
facts and
the pattern rule and extending patterns.
multiplication
[1.1.6, 1.1.7, 1.1.8, 1.2.6, 1.2.7, 1.3.2]
and related
division facts up
to 12 times table.  Create repeating, increasing and
decreasing number patterns and explain
the pattern rule. [1.1.6, 1.1.7, 1.1.8,
1.2.8 Use pattern
1.2.6, 1.2.7, 1.3.2, 1.3.3]
recognition to
solve problems.
related to the effects of
206

Students will:
adding/subtracting zero to/from a
number and multiplying/dividing a
number by one, factors and multiples of
numbers, prime and composite
numbers, square numbers and square
roots, compatible numbers within 1
000, double and half facts, use of
related facts and multiplication and
related division facts up to 12 times
table and explain generalizations about
number relationships. [1.1.6, 1.1.7,
1.2.7, 1.3.2, 1.3.3]
 Solve problems involving the use of

patterns. [1.1.6, 1.1.7, 1.1.8, 1.2.6,
1.2.7, 1.2.8, 1.3.2, 1.3.3]
1.1.9 Explore algebraic  Calculate the missing values in number

1.2.9 Calculate the 1.3.4 Show 7. Solve problems
thinking (number sentences with one unknown involving
unknown in perseverance in involving
patterns and addition, subtraction, multiplication and
number number finding number
sentences with division of whole numbers, by using
sentences solutions to
various strategies, such as guess and
207

Students will:
relationships). involving the problems. one unknown. check, using the inverse operation and
four operations recalling memorized facts. [1.1.9,
1.1.10 Make sense of and explain 1.1.10, 1.2.9, 1.3.4]
number sentences procedures used.
involving one  Explain procedures used in solving
unknown. problems. [1.1.9, 1.1.10, 1.2.9, 1.3.4]
Whole Number
(Operations)
1.2.10 Solve problems 1.3.5 Develop 8. Solve problems FOUR OPERATIONS – ADDITION,
1.1.11 Create and solve
in addition (sum confidence in using whole SUBTRACTION, MULTIPLICATION
problems using
less than 10 000) working numbers AND DIVISION
whole numbers
and subtraction independently involving the
involving the four
operations. (minuend less in using a four operations.  Create and solve problems in addition
than 10 000). variety of (sum less than 10 000), subtraction
strategies to 9. Demonstrate an (minuend less than 10 000),
1.1.12 Develop and
1.2.11 Multiply 2, 3 solve problems. understanding multiplication (two, three or four-digit
apply mental
and 4 digit of algorithms, numbers by two-digit numbers) and
mathematics
numbers by 2 mental division (two, three or four digits by a
strategies to solve
digit numbers. strategies and two-digit number) by using appropriate
problems
involving whole estimation written algorithm and mental strategies.
1.2.12 Divide 2, 3 and 4 [1.1.11, 1.1.12, 1.2.10, 1.2.11, 1.2.12,
208

Students will:
numbers. digit numbers by strategies. 1.2.13, 1.3.5]
2 digit numbers
1.1.13 Use estimation (with and  Use different notations to indicate
strategies in without 12 240
problem solving remainder). division e.g. 240  12, [1.1.11,
contexts with 1.2.12, 1.3.5]
whole numbers. 1.2.13 Investigate and
apply mental  Record remainders in division
mathematics problems as fractions e.g. 25  4 = 6 .
strategies in [1.1.11, 1.2.12, 1.3.5]
solving
problems.
 Explore, describe and use a range of
mental strategies and recording
1.2.14 Use estimation
strategies for solving problems,
strategies (front- including:
end rounding,
o Compatible numbers within 1 000
compensation
o Double and half facts
and compatible
o Use of related facts
numbers) to o Multiplication and related
check and justify
division facts up to 12 times table
answers in
o Square numbers and square roots.
problem solving
[1.1.11, 1.1.12, 1.2.10, 1.2.11,
contexts and to 1.2.12, 1.2.13, 1.3.5]
determine the
209

Students will:
reasonableness  Use estimation strategies such as:
of answers. o Front-end rounding (e.g.
Addition: 456 + 729 is greater
1.2.15 Check solutions than 400 + 700; Subtraction: 805
to problems by – 210 is close to 800 – 200;
using the inverse Multiplication: the product of 13
operations. × 25 is more than 10 × 20;
Division: the quotient of 645 ÷ 15
1.2.16 Determine the is less than 600 ÷ 10)
approximate o Compensation (e.g. 173 + 282 +
solution to a 368 + 189 + 572 is close to 200 +
problem that 300 + 400 + 200 + 500 = 1 600;
does not require because 572 is rounded down to
an exact answer. compensate for all the other
numbers being rounded up)
o Compatible numbers (e.g. 3 248 ÷
16; think of a basic fact that
relates to the problem: 32 ÷ 16 =
2; divide: 3 200 ÷ 16 = 200; 3
248 ÷ 16 is about 200)
to check solutions to addition,
subtraction, multiplication and division
problems, including those involving
money, and determine reasonableness
210

Students will:
of answers. [1.1.13, 1.2.14, 1.3.5]
 Use the inverse operations to check the

solutions to problems. [1.1.11, 1.2.15,
1.3.5]
 Determine the approximate solution to

a problem that does not require an exact
answer. [1.1.11, 1.2.16, 1.3.5]
Fractions
1.1.14 Demonstrate an 1.2.17 Add a fraction to 1.3.6 Develop 10. Develop and FRACTIONS – ADDITION AND
a whole number. confidence in apply SUBTRACTION
understanding of
working procedures to
solving problems
1.2.18 Subtract a independently solve problems  Model addition of a fraction to a whole
involving
fraction from a in using a involving
fractions and the number using concrete and pictorial
whole number. variety of fractions and
four operations. representations and record
strategies to the four symbolically, and explain findings.
1.2.19 Add and subtract solve problems operations. [1.1.14, 1.2.17, 1.3.6]
fractions involving
involving same fractions.
 Model subtraction of a fraction from a
denominator and whole number using concrete and
one denominator pictorial representations and record
211

Students will:
a multiple of the symbolically, and explain findings.
other. [1.1.14, 1.2.18, 1.3.6]
1.2.20 Multiply  Develop and apply the algorithm for

fractions by subtracting a fraction from a whole
whole numbers. number to solve problems. [1.1.14,
1.2.18, 1.2.23, 1.3.6]
1.2.21 Calculate the
whole given a  Model addition and subtraction of
part as a unit fractions involving the same
fraction. denominator using concrete and
1.2.22 Divide whole symbolically and explain pattern
numbers by observed. [1.1.14, 1.2.19, 1.3.6]
fractions.
1.2.23 Solve real-life solving problems involving the addition
problems and subtraction of fractions involving
involving the same denominator. [ 1.1.14, 1.2.19,
fractions and 1.2.23, 1.3.6]
using the
algorithms  Model addition and subtraction of
developed. fractions involving one denominator a
multiple of the other using concrete and
212

Students will:
symbolically and explain pattern
observed. [1.1.14, 1.2.19, 1.3.6]

solving problems involving the addition
and subtraction of fractions involving
one denominator a multiple of the other
by utilizing equivalent fractions.
[1.1.14, 1.2.19, 1.2.23, 1.3.6]
FRACTIONS – MULTIPLICATION
 Model the multiplication of proper

fractions by whole numbers concretely,
pictorially and symbolically and record
the process. E.g. You gave your 3
friends of a sandwich each. How
many sandwiches did you give away?
[1.1.14, 1.2.20, 1.3.6]
0 1 2 3
213

Students will:
 Multiply proper fractions by whole
numbers using strategies such as,
repeated addition, proceeding to a rule
e.g. will lead
to . [1.1.14, 1.2.20,
1.3.6]
 Calculate fractions of a collection or

set. E.g. What is of 30? [1.1.14,
1.2.20, 1.3.6]
 Calculate the whole given a part

expressed as a unit fraction. [1.1.14,
1.2.21, 1.3.6]
 Derive and describe patterns resulting

from the multiplication of fractions by
whole numbers. [1.1.14, 1.2.20, 1.2.21,
1.3.6]
 Develop and use the algorithm to solve

a variety of real-life problems involving
multiplication of fractions. [1.1.14,
214

Students will:
1.2.23, 1.3.6]
FRACTIONS – DIVISION
 Model the concept of division

concretely or pictorially to develop the
skill of dividing a whole number by a
fraction and record the process e.g. I
have 4 crackers that I want to divide
into halves. How many pieces would I
have?
[1.1.14, 1.2.22, 1.3.6]
 Derive and describe patterns resulting

from the division of whole numbers by
fractions. [1.1.14, 1.2.22, 1.3.6]
215

Students will:
 Develop and use the algorithm to solve
a variety of real-life problems involving
division of whole numbers by fractions.
[1.1.14, 1.2.22, 1.2.23, 1.3.6]
Decimals
1.2.24 Explore the 1.3.7 Display 11. Demonstrate PLACE VALUE – TENTHS AND
1.1.15 Demonstrate an
place value of curiosity while an HUNDREDTHS
understanding of
decimals to engaging in understanding
decimals up to
hundredths activities of decimals up  Explore concrete (base ten blocks,
hundredths.
including related to to hundredths. fraction models) and pictorial
expanded decimals. representations (number lines and
1.1.16 Develop an
notation. 12. Develop an fraction charts) to introduce base ten
understanding of
understanding fractions (tenths). [1.1.15, 1.2.24, 1.3.7]
the comparison of
1.2.25 Compare and of the
decimals.
order decimals comparison of  Extend place value chart to include
up to decimals. decimal fractions (tenths). [1.1.15,
1.1.17 Develop an
hundredths. 1.2.24, 1.3.7]
understanding of
13. Develop an
rounding.
1.2.26 Round decimals understanding  Use decimal notation as another form
to the nearest of rounding to of writing base ten fractions (tenths).
1.1.18 Develop an
whole number whole numbers
understanding of E.g. 0.1 is the same as . [1.1.15,
the algorithm for
216

Students will:
addition and and tenth. and tenths. 1.2.24, 1.3.7]
subtraction of
decimals. 1.2.27 Relate decimals 14. Develop and  Represent decimals (tenths) concretely
to fractions and apply on a place value mat, pictorially and
1.1.19 Solve one-step money. procedures to symbolically and read the amount
problems solve problems represented. [1.1.15, 1.2.24, 1.3.7]
involving 1.2.28 Solve real-world involving the
decimals. problems addition and  Match the number names (e.g. Two and
involving the subtraction of five tenths) and decimal fractions (e.g.
1.1.20 Develop addition and decimals. 2.5) to the quantities they represent.
estimation skills. subtraction of [1.1.15, 1.2.24, 1.3.7]
decimals to 15. Develop
hundredths using estimation  Write decimal fractions using the
the algorithm. skills. expanded notation form. [1.1.15,
1.2.24, 1.3.7]
1.2.29 Use estimation
skills to check  Convert expanded notation to decimal
solutions to fractions. [1.1.15, 1.2.24, 1.3.7]
problems and
determine
 State the place value and value of digits
reasonableness
in decimal fractions. [1.1.15, 1.2.24,
of answer.
1.3.7]
217

Students will:
 Compare decimal fractions and use the
symbols > or < or = to show the
relationship between them. [1.1.16,
1.2.25, 1.3.7]
 Compare and order decimal fractions in

ascending and descending order.
[1.1.16, 1.2.25, 1.3.7]
(REPEAT THE ABOVE FOR

HUNDREDTHS)
 Explain that ten tenths is equivalent to

one whole and that ten hundredths is
equivalent to one tenth. [1.1.15, 1.2.24,
1.3.7]
 Round decimal fractions to the nearest

whole number or to the nearest tenth.
[1.1.17, 1.2.26, 1.3.7]
 Express common fractions (halves,

quarters, fifths and tenths) as decimal
fractions (tenths and hundredths).
218

Students will:
[1.1.5, 1.2.27, 1.3.7]
 Express decimals as common fractions.

[1.1.5,1.2.27, 1.3.7]
 Record money values using decimals.

[1.1.5, 1.2.27, 1.3.7]
ADDITION AND SUBTRACTION
 Solve problems involving the addition

and subtraction of decimals by using
concrete and pictorial representations of
base ten materials, and explain the
procedure used. [1.1.18, 1.2.28, 1.3.7]
 Record the procedure used for solving

addition and subtraction problems
involving decimals, symbolically, and
explain the algorithm. [1.1.18, 1.2.28,
1.3.7]
219

Students will:
 Explain why keeping track of place
value positions is important when
adding and subtracting decimals.
[1.1.18, 1.2.28, 1.3.7]
 Solve problems involving the addition

and subtraction of decimals, including
money. [1.1.18, 1.1.19, 1.2.28, 1.3.7]
 Use estimation skills to check solutions

to problems and determine
reasonableness of answers. [1.1.20,
1.2.29, 1.3.7]
Problem Solving
1.2.30 Solve one-step 1.3.8 Develop 16. Solve multi-  Solve one-step and multi-step problems
1.1.21 Solve multi-step
and multi-step confidence in step problems involving whole numbers, fractions and
problems
problems working involving decimals (including money
involving whole
involving whole independently whole transactions, bills, best buy, profit and
numbers,
numbers, in selecting and numbers, loss, involving dollars and cents
fractions and
fractions and using various fractions and together –e.g. $4.50) using the four
decimals using a
decimals mental and decimals using operations. [1.1.21, 1.2.30, 1.3.8]
variety of
(including written algorithms,
220

Students will:
strategies. money strategies to mental  Solve routine and non-routine problems
transactions, solve problems. strategies and using a variety of strategies such as: use
bills, best buy, other problem a model, act it out, draw a picture, look
profit and loss) solving for a pattern, guess and check, work
using the four strategies. backwards, logical reasoning, make a
operations and a table or chart, make an organized list
variety of 17. Solve and try a simpler form of the problem.
strategies. problems [1.1.21, 1.2.30, 1.3.8]
involving
1.2.31 Use estimation direct  Solve problems in mathematical games.
strategies (front- proportion. [1.1.21, 1.2.30, 1.3.8]
end rounding,
compensation  Select and use appropriate estimation
and compatible strategies to check for reasonableness
numbers) to of answers and use calculators to check
check and justify answers/solutions. [1.1.21, 1.2.31,
answers in 1.3.8]
problem solving
contexts and to
 Investigate and apply mental
determine the
mathematics strategies and skills to
reasonableness
solve problems, such as, the use of
of answers.
related facts, compatible numbers
within 1 000, multiplication and related
1.2.32 Investigate and division facts up to 12 times table and
221

Students will:
apply mental squares and square roots. [1.1.21,
mathematics 1.2.32, 1.3.8]
strategies and
skills to solve  Pose and solve problems involving
problems. direct proportions e.g. ‘If the cost of 6
apples is $30, what would be the cost of
1.2.33 Solve real-world 4 apples?’ [1.1.21, 1.2.33, 1.3.8]
problems
involving direct  Determine the approximate solution to
proportion. a problem that does not require an exact
answer. [1.1.21, 1.2.34, 1.3.8]
1.2.34 Determine the
approximate
solution to a
problem that
does not require
an exact answer.
Language
1.1.22 Develop 1.2.35 Use appropriate 18. Communicate  Use appropriate language associated
1.3.9 Communicate
appropriate vocabulary effectively with number, such as: hundred,
with confidence
vocabulary associated with using thousand, million, divisor, dividend,
using language
222

Students will:
associated with number, orally related to vocabulary quotient, multiple, factor, prime,
number. and in writing. number. associated with composite, decimal, tenths, hundredths,
number. best buy, square, square root, calculate,
1.3.10 Demonstrate decimal point read as “and” e.g. 2.35 –
an 2 and 35 hundredths, also read as two
appreciation point three five, product, reasonable
for others by answer and approximate. [1.1.22,
listening to 1.2.35, 1.3.9, 1.3.10]
their point of
view.
GEOMETRY
Solids and Plane
Shapes
2.1.1 Develop an 2.2.1 Draw the faces of 2.3.1 Display 1. Demonstrate an  Draw faces of solids and describe their
solids and explore collaboration understanding properties (e.g. shape of faces, number
understanding of
their properties. while working of the of faces, parallel and perpendicular
the properties of
solids and plane in groups. properties of lines, angles – right, non-right and
2.2.2 Construct and solids and equal, number of sides). [2.1.1, 2.2.1,
shapes.
draw regular and plane shapes. 2.3.1]
irregular polygons
involving solids given their 2. Solve problems  Construct and draw plane shapes given
properties using involving a description of its properties and
223

Students will:
and plane shapes. the principles of solids and using appropriate resources including
parallel and plane shapes. computer software. [2.1.1, 2.2.2, 2.3.1]
perpendicular
lines, angles and  Solve problems involving solids and
number of sides. plane shapes. [2.1.2, 2.2.3, 2.3.1]

involving solids
and plane shapes.
Angles
2.1.3 Explore angles 2.2.4 Recognize an 2.3.2 Display 3. Demonstrate an  Explore and describe turns in the
in solids and angle as an curiosity understanding environment, such as the opening and
plane shapes. amount of turn through the of angles. closing of doors and the movement of
(whole turn, three exploration of hands of a clock. [2.1.3, 2.2.4, 2.3.2]
quarter turn, half angles.
turn, and quarter  Describe an amount of turn (e.g.
turn). whole turn, three quarter turn, half
turn or quarter turn) using geo-strips to
2.2.5 Describe the right model the turns. [2.1.3, 2.2.4, 2.2.5,
angle as a quarter 2.3.2]
turn.
 Describe an angle as a measure of turn
224

Students will:
2.2.6 Investigate angles and name the quarter turn as a right
(right angle, angle or the angle formed when
angles greater than perpendicular lines meet. [2.1.3, 2.2.5,
and smaller than 2.2.6, 2.3.2]
right angles) in
regular and  Identify angles on faces of solids or
irregular polygons plane shapes that are right angles,
and faces of solids. greater than right angles or smaller
than right angles. [2.1.3, 2.2.6, 2.3.2]
2.2.7 Draw shapes with
angles of various  Draw shapes with angles of various
sizes. sizes and describe the angles. [2.1.3,
2.2.7, 2.3.2]
Triangles
2.1.4 Explore the 2.2.8 Classify triangles 2.3.3 Display 4. Demonstrate an  Sort a given set of triangles into
properties of (same, similar or curiosity in the understanding groups and explain the sorting rule.
triangles. different) based on exploration of of the different [2.1.4, 2.2.8, 2.3.3]
properties of sides triangles. types of
and angles. triangles based  Match triangles that are the same,
on properties of similar or different and explain
2.2.9 Recognize and sides and reasoning. [2.1.4, 2.2.8, 2.3.3]
225

Students will:
name types of angles.  Classify triangles based on their
triangles: scalene, properties of sides and angles. [2.1.4,
right, isosceles, 2.2.8, 2.3.3]
equilateral.
 Identify and name triangles as scalene,
right angled, isosceles and equilateral.
[2.1.4, 2.2.9, 2.3.3]
 Compare and describe the properties

of the sides and angles of the scalene,
right angled, isosceles and equilateral
triangles. [2.1.4, 2.2.9, 2.3.3]
Language
with effectively with geometry, such as: angle, turn,
confidence using rotation, clockwise, anti-clockwise,
vocabulary associated with
using language vocabulary point, right angle, parallel,
associated with geometry, orally
related to associated with perpendicular, scalene, isosceles, and
geometry. and in writing.
geometry. geometry. equilateral. [2.1.5, 2.2.10, 2.3.4]
MEASUREMENT
226

Students will:
Linear
3.1.1 Understand that 3.2.1. Identify the 3.3.1. Appreciate the 1. Demonstrate an  Recognise the need for a unit smaller
measures can be millimetre as a functional role understanding than the centimetre (cm) to measure
quantified using unit for of of the length. [3.1.1, 3.2.1, 3.3.1]
standard units and measuring length. measurement relationship
their sub-parts. in their between  Measure and record lengths of objects
3.2.2. Measure lengths everyday lives. standard units and lines using the millimetre. [3.1.1,
in millimetre. and their sub- 3.1.2, 3.2.1, 3.2.2, 3.3.1]
3.1.2 Apply
parts to solve
measurement
practical
techniques to 3.2.3. Measure lengths  Measure and record lengths or
using problems
quantify measures distances using combinations of
combinations of involving linear
for length. millimetres, centimetres and metres.
millimetres, measure.
[3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.3.1]
3.1.3 Solve problems centimetres and
metres. 2. Demonstrate
involving linear  Convert linear measure from one form
appropriate
measure. to the other (millimetres, centimetres
3.2.4. Convert linear techniques
and metres). [3.1.1, 3.2.4, 3.3.1]
measures when
expressed as mm, measuring.
 Recognise the significance of the
cm and m.
prefixes (milli, centi, kilo) in units of
3. Solve problems
measurement. [3.1.1, 3.2.5, 3.3.1]
3.2.5. State the involving linear
meaning of the
227

Students will:
prefixes used in measure.  Apply decimal knowledge to record
measurement. measurements e.g. 123 cm = 1.23 m.
[3.1.1, 3.2.4, 3.3.1]
3.2.6. Draw plane
shapes given the  Construct or draw two or more
perimeter. rectangles for a given perimeter in a
problem-solving context. [3.1.3, 3.2.6,
3.2.7. Solve problems 3.3.1]
involving linear
measure.  Measure and record the perimeter of a
given irregular shape, and explain the
strategy used. [3.1.1, 3.1.3, 3.2.6,
3.2.7, 3.3.1]
 Solve problems involving length.

[3.1.1, 3.1.3, 3.2.7, 3.3.1]
Mass/Weight
3.2.8. Identify the 3.3.2. Show 4. Demonstrate an  Recognise the need for a unit smaller
3.1.4 Understand that
kilogram and perseverance understanding than the kilogram (gram) to measure
measures can be
gram as standard in solving of the mass/weight. [3.1.4, 3.2.8]
quantified using
units for problems relationship
units and sub-
228

Students will:
units for measuring related to between  Measure the mass/weight of familiar
mass/weight. mass/weight. measurement standard units objects in grams. [3.1.4, 3.2.8, 3.2.9]
of and their sub-
3.1.5 Understand the 3.2.9. Measure mass/weight. parts to solve  Measure and compare the
relationship mass/weight in problems masses/weights of objects in kilograms
between units and kilograms and involving and grams using a set of scales. [3.1.4,
their sub-parts. grams. mass/weight. 3.1.5, 3.2.8, 3.2.9, 3.3.2]
3.1.6 Solve problems 3.2.10. Convert  Recognise that 1 000 grams equal one
involving measures of kilogram. [3.1.4, 3.1.5, 3.2.10]
mass/weight. mass/weight
involving grams  Convert kilograms to grams and vice
and kilograms. versa. [3.1.4, 3.1.5, 3.2.10, 3.3.2]
3.2.11. Solve
 Solve problems involving different
computational
units of mass/weight e.g., Find the
and real-life
total mass/weight of three items
problems
weighing 50 g, 750 g and 2.5 kg.
involving grams
[3.1.6, 3.2.11, 3.3.2]
and kilograms.
 Solve computational and real-life

problems involving mass/weight.
229

Students will:
[3.1.6, 3.2.10, 3.2.11, 3.3.2]
Time
3.1.7 Understand that 3.2.12. Tell time to the 5. Accurately read  Describe time as “minutes to” or
3.3.3. Be reflective “minutes after or past” the hour and
time can be minute. and record time
when tell time to the minute. [3.1.7, 3.2.12,
quantified. to the minute
measuring. 3.3.3, 3.3.4]
3.2.13. Calculate the and solve
3.1.8 Solve problems in duration of practical
3.3.4. Demonstrate
real-life situations events. problems  Match times shown on standard digital
confidence in
involving time. involving time. clocks, 24 hour digital clocks and
their abilities
analog clocks to the minute, and
3.2.14. Estimate and to estimate and
6. Develop an record time. [3.1.7, 3.2.12, 3.3.4]
3.1.9 Demonstrate an verify the measure time.
understanding of duration of understanding
time schedules. events in of time  Calculate the duration of events using
minutes (up to schedules. starting and finishing times (elapsed
one hour), and time). [3.1.7, 3.2.13, 3.3.3, 3.3.4]
determine
reasonableness  Estimate the duration of an event in
of answer. minutes and up to one hour, verify by
measuring, and determine the
3.2.15. Convert hours reasonableness of estimates. [3.1.7,
to minutes and
230

Students will:
vice versa. 3.2.14, 3.3.3, 3.3.4]
3.2.16. Solve  Convert minutes to hours and vice

computational versa. [3.1.7, 3.2.15, 3.3.3, 3.3.4]
and real-life
problems  Solve computational and real-life
involving hours problems involving hours and minutes.
and minutes. [3.1.8, 3.1.9, 3.2.16, 3.2.17, 3.3.3,
3.3.4]
3.2.17. Interpret time
schedules.  Interpret simple time schedules (e.g.
the calendar). [3.1.9, 3.2.17, 3.3.3,
3.3.4]
Capacity and Volume
3.1.10 Develop the

 Explore the space occupied by boxes
concept of 3.2.18. Investigate the 7. Demonstrate an
3.3.5. Demonstrate and other objects. [3.1.10, 3.2.18]
volume. space occupied understanding
confidence in
by objects. of the concept
their abilities
of volume.  Compare the size of the space
3.1.11 Demonstrate to estimate and
occupied by two objects visually and
231

Students will:
familiarity with 3.2.19. Use comparison measure. 8. Understand that describe volume as the space occupied
comparison of vocabulary to volume can be by objects. [3.1.11, 3.2.19, 3.3.5]
the volume of compare two quantified.
objects using objects in  Measure the volume of boxes by
appropriate relation to 9. Understand filling with non-standard units of
vocabulary. volume. conservation of measure and counting the number of
volume. units used. [3.1.12, 3.2.20, 3.3.5]
3.1.12 Understand that 3.2.20. Measure
volume can be volume using 10. Understand  Investigate to determine which solid is
quantified. non-standard that capacity appropriate for measuring volume and
units. and volume explain reasons for selection (e.g.
3.1.13 Apply are related. packs and stacks easily and leaves no
measurement 3.2.21. Investigate to space). [3.1.13, 3.2.21, 3.3.5]
techniques to determine the 11. Solve
quantify volume. most problems  Measure the volume of boxes by
appropriate involving stacking and packing cubic blocks into
3.1.14 Explore solid for capacity and them and counting to determine the
conservation of measuring volume. volume. [3.1.12, 3.1.13, 3.2.22, 3.3.5]
volume. volume.
 Compare and order boxes according to
3.1.15 Distinguish 3.2.22. Measure, their volume. [3.1.13, 3.2.22, 3.3.5]
between standard record, compare
and non-standard and order the
 Construct cubes and cuboids of
units of measure volume of
various sizes using cubic blocks and
232

Students will:
for volume. objects using calculate their volume by counting the
non-standard number of cubic blocks used. [3.1.13,
3.1.16 Understand that units. 3.2.22, 3.3.5]
capacity and
volume are 3.2.23. Explore the  Construct different solids using the
related. conservation of same number of cubic blocks and
volume. confirm that the volume remains the
3.1.17 Solve problems same by counting and explaining that
in real-life 3.2.24. Explain the solids with different appearances may
situations need for a have the same volume. [3.1.14, 3.2.23,
involving standard unit of 3.3.5]
capacity and measure.
volume.  Explain the need for a standard unit of
3.2.25. Identify the measure. [3.1.15, 3.2.24, 3.3.5]
cubic
centimetre and  Measure and record volume using the
cubic metre standard units of measure – cubic
(cm3 and m3) as metre (a cubic metre can be
the standard constructed as a fun activity and used
units for to measure the volume of large spaces)
measuring and cubic centimetre. [3.1.13, 3.1.15,
volume, and use 3.2.25, 3.3.5]
the standard
units to measure  Estimate and verify the volume of
233

Students will:
volume. boxes in cubic centimetres, and
determine reasonableness of answer.
3.2.26. Estimate the [3.1.13, 3.1.15, 3.2.26, 3.3.5]
volume of
objects and  Investigate the relationship between
verify by capacity and volume through filling
counting so as plastic containers with cubic
to determine the centimetre blocks and liquid and
reasonableness comparing the results, or via the
of estimate. displacement of liquid in a measuring
cup by a cubic centimetre block.
3.2.27. Investigate the [3.1.16, 3.2.27, 3.2.28, 3.3.5]
relationship
between volume  Explain that there is a corresponding
and capacity. relationship between the units that are
used to measure capacity and units that
3.2.28. State the are used to measure volume.
relationship (1ml=1cubic centimetre and
between the 1000ml=1000 cubic centimetres=1
units for litre). [3.1.16, 3.2.28, 3.3.5]
volume and
capacity.  Solve problems involving volume and
capacity. [3.1.17, 3.2.29, 3.3.5]
234

Students will:
involving
volume and
capacity.
Area
3.1.18 Apply 3.2.30. Calculate the 3.3.6. Develop 12. Demonstrate  Calculate the areas of compound
measurement area of confidence in an shapes that may be dissected into
techniques to compound their abilities understanding rectangles and squares. [3.1.18,
quantify shapes. to use concepts of area of 3.2.30, 3.3.6]
measures for in area and to regular and
area. 3.2.31. Draw shapes on estimate and irregular  Draw different shapes of a given area
a grid given the measure area. plane shapes. on grids. [3.1.18, 3.2.31, 3.3.6]
3.1.19 Solve problems area of the
involving area. shapes.  Estimate and verify the area of shapes
using square metres and centimetres,
3.2.32. Estimate and and determine reasonableness of
verify the area answer. [3.1.18, 3.2.32, 3.3.6]
of a shape using
square metres  Solve problems involving area.
and centimetres, [3.1.19, 3.2.33, 3.3.6]
and determine
the
235

Students will:
reasonableness
of answer.

involving area.
Language
3.1.20 Develop 3.2.34. Use appropriate 3.3.7. Communicate 13. Communicate  Use appropriate language associated
appropriate vocabulary with effectively with measurement, such as:
vocabulary associated with confidence using millimetre (mm), volume, cubic
associated with measurement, using language vocabulary centimetre (cm3) and compound
measurement. orally and in related to associated shape. [3.1.20, 3.2.34, 3.3.7]
writing. measurement. with
measurement.
STATISTICS
4.1.1. Develop skills in 4.2.1. Formulate 4.3.1. Appreciate the 1. Design  Formulate problem situations that can
collecting, questions that can role of survey(s) to be addressed via statistical data. [4.1.1,
organizing, be addressed by statistics in solve 4.2.1, 4.3.1]
displaying, statistical data. solving problem(s) that
analyzing and involves the use  Collect data using surveys,
236

Students will:
communicating 4.2.2. Collect data based problems. of statistical questionnaires, experiments, data
appropriate on the data. bases and other sources. [4.1.1, 4.2.2,
statistical data to investigation of a 4.3.2. Display an 4.3.2, 4.3.3]
solve problems. problem/question objective 2. Gather, classify,
using approach in organize and  Create a table to organise collected
4.1.2. Demonstrate an questionnaires, collecting and display data data, e.g. using a computer program -
understanding of experiments, data analyzing data using tables, Excel. [4.1.1, 4.2.3, 4.3.2]
mode. bases and other sets to tally charts and
sources. eliminate bias, graphs  Determine a suitable scale for data and
and ensure that (pictographs, record the scale in a key e.g. ☺ = 10
4.2.3. Classify, organize fair block graphs people. [4.1.1, 4.2.3, 4.3.2]
and represent data conclusions are and bar graphs)
using, tally charts, drawn. and interpret
 Represent data using tally charts,
frequency tables results.
frequency tables and graphs
and graphs 4.3.3. Collaborate in (pictographs, block graphs, bar graphs,
(pictographs, teams to find 3. Describe using various scale factors) or using
block graphs, bar solutions to methods and simple graphing software to enter data
graphs, using problems. analyse results and create a graph. [4.1.1, 4.2.3, 4.3.2,
various scale and make 4.3.3]
factors). 4.3.4. Appreciate the decisions.
use of data in  Utilize the features of graphs to ensure
4.2.4. Interpret data making 4. Communicate that they are completed appropriately
from tables, informed findings and (e.g. name and label the horizontal and
decisions made
237

Students will:
charts and graphs. choices. using vertical axes). [4.1.1, 4.2.3, 4.3.2]
vocabulary
4.2.5. Apply findings 4.3.5. Demonstrate associated with  Interpret the findings displayed in the
from analysis of pride in statistics. tables, charts and graphs. [4.1.1, 4.2.4,
data to solve displaying 4.3.2, 4.3.4]
problems. work. 5. Demonstrate an
understanding  Use analysed data to solve problems,
4.2.6. Communicate of mode. draw conclusions and make decisions.
findings and [4.1.1, 4.2.5, 4.3.1, 4.3.2, 4.3.3, 4.3.4]
decisions made
using appropriate  Communicate findings and decisions
vocabulary by writing a report using language
associated with associated with statistics e.g. data and
statistics. mode. [4.1.1, 4.2.6, 4.3.1, 4.3.2, 4.3.3,
4.3.4, 4.3.5]
4.2.7. Evaluate
decisions made  Evaluate decisions made on analysis
based on analysis of data by groups of students via group
of data presentations. [4.1.1, 4.2.7, 4.3.1,
represented in 4.3.2, 4.3.3, 4.3.4]
tables, charts and
graphs.
 Compare the effectiveness of different
representations of the same data to
4.2.8. Compare
determine suitability of forms and for
238

Students will:
different different audiences. [4.1.1, 4.2.8,
representations of 4.3.2, 4.3.3, 4.3.4]
the same data to
get an  Compare the effectiveness of different
understanding of methods of collecting data. [4.1.1,
the suitability of 4.2.8, 4.3.2, 4.3.3, 4.3.4, 4.3.5]
the different
forms and for  Determine the mode for a given set of
different data and explain its importance in data
audiences. analysis. [4.1.2, 4.2.9, 4.3.3, 4.3.4]
4.2.9. Determine the

mode for a given
data set.
239
Mathematics
Standard 5

Students will:
NUMBER (Include Std. 4)
Fractions
1.1.1 Demonstrate an 1.2.1 Develop and apply 1.3.1 Display interest 1. Develop and ADDITION AND SUBTRACTION
understanding of algorithms to add while engaging apply
adding and and subtract in activities procedures to  Model addition and subtraction of
subtracting fractions and related to add and subtract fractions and mixed numbers using
fractions and mixed numbers. number fractions and concrete and pictorial representations,
mixed numbers, concepts. mixed numbers and record symbolically. [1.1.1, 1.2.1,
concretely, 1.2.2 Solve problems to solve 1.3.1]
pictorially and involving addition 1.3.2 Develop problems.
symbolically. and subtraction of confidence in  Develop the algorithm for adding and
fractions including understanding 2. Develop and subtracting fractions and mixed
1.1.2 Demonstrate an mixed numbers. and using apply numbers with like or unlike
understanding of mathematical procedures to denominators. [1.1.1, 1.2.1, 1.3.2]
multiplying a 1.2.3 Develop and apply procedures to multiply a
fraction by a algorithms to solve problems. fraction by a
 Apply the algorithm to add and
whole number, multiply whole number
subtract fractions and mixed numbers
multiplying  a fraction by a and multiply
to solve problems. [1.1.1, 1.2.1, 1.2.2,
fractions and whole number fractions and
1.3.2]
mixed numbers  fraction by mixed numbers
concretely, fraction and to solve
pictorially and  Explain the procedures for adding and
subtracting fractions and mixed
241

Students will:
symbolically.  mixed numbers problems. numbers. [1.1.1, 1.2.1, 1.2.2, 1.3.2]
1.1.3 Demonstrate an 1.2.4 Solve problems 3. Develop and MULTIPLICATION AND DIVISION
understanding of involving the apply
dividing whole multiplication of: procedures to  Model the multiplication of a fraction
numbers by  a fraction by a divide whole by a whole number, a fraction by a
fractions, fractions whole number numbers by fraction and a mixed number by a
by whole numbers  fraction by fractions, mixed number, concretely or
and fractions fraction fractions by pictorially (using, for example, an area
concretely,  mixed numbers whole numbers model and/or repeated addition) and
pictorially and and fractions to record the process. [1.1.2, 1.2.3, 1.3.1]
symbolically. 1.2.5 Develop and apply solve problems.
algorithms to  Explain through the use of words and
divide diagrams the procedures involving
 a whole number multiplication using fractions and
by a fraction mixed numbers. [1.1.2, 1.2.3, 1.3.2]
 a fraction by a
whole number  Generalize and apply rules
 a fraction by (algorithms) for multiplication
fraction. involving fractions and mixed
numbers. [1.1.2, 1.2.3, 1.2.4, 1.3.2]
involving the  Model division of a whole number by a
division of: fraction, a proper fraction by a whole
242

Students will:
 a whole number number or fraction, concretely or
by a fraction pictorially and record the process.
 a fraction by a [1.1.3, 1.2.5, 1.3.1]
whole number
 a fraction by a  Explain through the use of words and
fraction. diagrams division involving fractions.
[1.1.3, 1.2.5, 1.3.1]
 Generalize and apply rules

(algorithms) for division involving
fractions. [1.1.3, 1.2.5, 1.2.6, 1.3.2]
 Determine the effects of multiplying or

dividing by a fraction. [1.1.2, 1.1.3,
1.2.4, 1.2.6, 1.3.2]
 Explain why division by a fraction is

equivalent to multiplication by its
reciprocal. [1.1.2, 1.1.3, 1.2.4, 1.2.6,
1.3.2]
 Apply the algorithms for multiplication

and division involving fractions to
solve problems. [1.1.2, 1.1.3, 1.2.4,
243

Students will:
1.2.6, 1.3.2]
Decimals
1.1.4 Demonstrate an 1.2.7 Solve problems 1.3.3 Develop 4. Develop and  Investigate multiplication of decimals by
understanding of involving the confidence in apply the whole numbers and decimals by
multiplication and multiplication of: understanding procedures to converting decimal to base ten fractions
division involving  a decimal by a and using multiply before multiplying.
decimals. whole number mathematical decimals by E.g. 0·8 × 6 = ;
 tenths by procedures to whole numbers 0·6 × 0·4 =
tenths. solve decimal and decimals
[1.1.4, 1.2.7, 1.3.3]
problems. (limited to
1.2.8 Solve problems tenths by
 Observe patterns before generalizing
involving the tenths) and to
and applying rules (algorithms) for
division of: divide a
multiplication involving decimals.
 a decimal decimal by a
[1.1.4, 1.2.7, 1.3.3]
fraction up to 2 whole number
decimal places (up to
hundredths) to  Investigate division of decimals (limited
by a whole
solve problems. to hundredths) by whole numbers.
number.
[1.1.4, 1.2.8, 1.3.3]
 Generalize and apply rule (algorithm)

for dividing decimals by whole
244

Students will:
numbers. [1.1.4, 1.2.8, 1.3.3]
 Recognise the number patterns formed

when decimal numbers are multiplied or
divided by 10 or 100. [1.1.4, 1.2.7, 1.2.8,
1.3.3]
 Explain why keeping track of place

value positions is important when
applying the operations on decimal
numbers. [1.1.4, 1.2.7, 1.2.8, 1.3.3]
 Use a number of strategies to solve

routine and non-routine problems
involving decimals. [1.1.4, 1.2.7, 1.2.8,
1.3.3]
Percent
1.1.5 Develop an 1.2.9 Develop an 1.3.4 Appreciate the 5. Demonstrate an  Investigate area models divided into 100
understanding of understanding of importance of understanding equal parts concretely or pictorially to
percent, concretely, percent concretely, mathematics in of percent connect fractions to percents. [1.1.5,
pictorially and pictorially and real-life concretely,
245

Students will:
symbolically. symbolically. situations. pictorially and 1.2.9, 1.3.4]
symbolically.
1.2.10 Calculate the
1.1.6 Demonstrate an percent of a  Explain that “percent” means “out of
understanding of quantity. 6. Demonstrate an 100” and that the symbol % means
the relationships understanding ‘percent’. [1.1.5, 1.2.9, 1.3.4]
between fractions of the
1.2.11 Express a
and percents. quantity as a relationships  Record the percent displayed in a given
between concrete or pictorial representation
percentage of
1.1.7 Apply fractions and symbolically. [1.1.5, 1.2.9, 1.3.4]
another.
understanding of percents.
fractions, decimals  Identify and describe percents from real-
1.2.12 Relate percents to
and percents to 7. Apply life situations, and record them
fractions (halves,
solve problems. understanding symbolically. [1.1.5, 1.2.9, 1.3.4]
quarters, fifths
of fractions,
and tenths) and
decimals and
decimals.  Calculate simple percents of quantities,
percents to
solve problems. e.g. 10% of $200 = of $200 = $20.
1.2.13 Compare and
[1.1.5, 1.2.10, 1.3.4]
order fractions,
percents and
 Express quantities as percentages of
decimals.
other quantities. [1.1.5, 1.2.11, 1.3.4]

involving  Explain how a percent of an amount
fractions, could be less/more than a percent of
246

Students will:
decimals and another amount. [1.1.5, 1.2.11, 1.3.4]
percents.
 Solve given problems involving
percents. [1.1.7, 1.2.14, 1.3.4]
 Relate percents (e.g. 50%, 25%, 20%

and 10%) to fractions (e.g. ,
) and decimals (e.g. 0·5, 0·25,
0·2 and 0·1). [1.1.6, 1.2.12, 1.3.4]
 Recall commonly used related percents,

decimals and fractions e.g. 75%, 0.75
and . [1.1.6, 1.2.12, 1.3.4]
 Compare and order fractions, decimals

and percents. [1.1.6, 1.2.13, 1.3.4]
 Use mental strategies to convert between

percents and fractions to estimate
discounts. [1.1.7, 1.2.12, 1.2.14, 1.3.4]
 Interpret and explain the use of
247

Students will:
fractions, decimals and percents in
everyday contexts e.g. hr. = 45 mins.
in solving problems. [1.1.7, 1.2.14,
1.3.4]
Problem Solving
1.1.8 Create and solve 1.2.15 Create and solve 1.3.5 Demonstrate 8. Create and  Create and solve real-life, one-step and
single and multi- real-life, one-step appropriate solve one-step multi-step problems involving whole
step problems and multi-step judgment in and multi-step numbers, fractions, mixed numbers,
involving the four problems selecting problems decimals, percents and money (including
operations. involving problem solving involving whole profit and loss, discount, savings,
operations with strategies. numbers, salaries, wages, loans, simple interest,
1.1.9 Apply mental whole numbers, fractions, mixed VAT). [1.1.8, 1.2.15, 1.3.5, 1.3.7]
mathematics fractions, mixed 1.3.6 Develop numbers,
strategies to solve numbers, flexibility in decimal,  Select and use appropriate estimation
problems. decimals, simple using a variety percents strategies to check for reasonableness of
percents and of strategies to including answers and use calculators to check
1.1.10 Use patterns and money (including solve problems. money using answers/solutions. [1.1.10, 1.2.15, 1.3.6]
other strategies to profit and loss, algorithms,
solve problems. discount, savings, 1.3.7 Demonstrate mental
 Select and use appropriate mental
salaries, wages, independence strategies and
strategies to aid in finding solutions to
loans, simple and other problem
248

Students will:
interest, VAT). perseverance in solving problems. [1.1.9, 1.2.15, 1.3.5, 1.3.6]
solving strategies.
1.2.16 Solve problems problems.  Solve routine and non-routine problems
involving unequal 9. Solve problems using a variety of strategies such as: use
sharing (not involving a model, act it out, draw a picture, look
including the use unequal for a pattern, guess and check, work
of ratio). sharing. backwards, logical reasoning, make a
table or chart, make an organized list,
and try a simpler form of the problem.
[1.1.10, 1.2.15, 1.3.5, 1.3.6, 1.3.7]
 Solve problems in mathematical games.

[1.1.10, 1.2.15, 1.3.7]
 Pose and solve problems involving

unequal sharing e.g. “Garvin and
Thomas shared 35 mangoes between
themselves so that Garvin received 5
more than Thomas. Find each boy’s
share”. [1.1.10, 1.2.16, 1.3.5, 1.3.6,
1.3.7]
Language
249

Students will:
with confidence effectively with number, such as: percent (%),
using language using percentage, discount, savings, salaries,
vocabulary associated with
related to vocabulary wages, loans, simple interest, tax, VAT,
associated with number, orally
number. associated with express, principal, rate and unequal
number. and in writing.
number. sharing. [1.1.11, 1.2.17, 1.3.8, 1.3.9]
1.3.9 Demonstrate an
appreciation for
others by
listening to their
point of view.
GEOMETRY (Include Std. 4)

Solids and Plane Shapes
2.1.1 Develop an SOLIDS

2.2.1 Investigate the 2.3.1 Display 1. Describe solids
understanding of the
properties of curiosity while in terms of their
properties of solids
solids by exploring solids properties.  Identify and list the properties of solids.
and plane shapes.
examining their and plane [2.1.1, 2.2.1, 2.3.1]
cross-sections, shapes. 2. Classify and
2.1.2 Develop spatial sense
base and height determine the  Investigate right angles and non-right
through exploration
250

Students will:
of solids and plane and angles. 2.3.2 Develop properties of angles in solids. [2.1.2, 2.1.3, 2.2.1,
shapes. perseverance quadrilaterals. 2.3.1]
2.2.2 Identify types of when solving
2.1.3 Explore angles in quadrilaterals: problems 3. Solve problems  Make skeletal and plasticine models of
solids and plane rectangle, square, involving shape involving solids solids. [2.1.2, 2.2.1, 2.3.1]
shapes. trapezium, and space. and plane
parallelogram and shapes.  Explore and describe the cross-sections
2.1.4 Solve problems rhombus. of solids, base and height. [2.1.1, 2.1.2,
involving solids and 2.2.1, 2.3.1]
plane shapes. 2.2.3 Classify and
compare  Recognise that some solids have a
quadrilaterals uniform cross-section and name them.
according to their [2.1.1, 2.1.2, 2.2.1, 2.3.1]
attributes (angles,
sides,
 Solve problems involving solids. [2.1.4,
perpendicular and
2.2.4, 2.3.2]
parallel).
PLANE SHAPES: QUADRILATERALS

involving solids
and plane shapes.  Sort quadrilaterals (rectangles, squares,
trapezoids, parallelograms, rhombuses)
according to their attributes (e.g. angles,
lengths of sides, parallel sides). [2.1.1,
251

Students will:
2.1.3, 2.2.2, 2.2.3, 2.3.1]
 Describe the properties of specific

quadrilaterals. [2.1.1, 2.1.3, 2.2.2, 2.2.3,
2.3.1]
 Name, explore and compare a wide

variety of quadrilaterals in terms of size
and number of angles, type and number
of sides e.g. trapezium. [2.1.1, 2.1.2,
2.1.3, 2.2.3, 2.3.1]
 Sketch and label quadrilaterals from a

given verbal description. [2.1.1, 2.1.2,
2.1.3, 2.1.4, 2.2.2, 2.2.3, 2.2.4, 2.3.2]
 Solve problems involving plane shapes.

[2.1.4, 2.2.4, 2.3.2]
Language
2.1.5 Develop appropriate 2.2.5 Use appropriate 2.3.3 Communicate 4. Communicate  Use appropriate language associated
vocabulary with confidence effectively
252

Students will:
vocabulary associated associated with using language using with geometry, such as: cross-section,
with geometry. geometry, orally related to vocabulary height, trapezium, parallelogram and
and in writing. geometry. associated with rhombus. [2.1.5, 2.2.5, 2.3.3]
geometry.
MEASUREMENT (Include Std. 4)

Linear: Perimeter
3.1.1 Develop and apply 1. Develop and  Determine the perimeter of rectangles
3.2.1. Develop and use 3.3.1. Appreciate the
formulae for use proficiently and squares. [3.1.1, 3.2.1, 3.3.1]
formulae for functional role
measurement of the formulae to
finding the of
perimeter. calculate  Write and explain the formulae for
perimeter of measurement
squares and perimeter of finding the perimeter of any given
in their
3.1.2 Solve problems in rectangles. squares and rectangle and square. [3.1.1, 3.2.1,
everyday lives.
real life situations rectangles in 3.3.1]
involving perimeter. problem
3.2.2. Solve problems 3.3.2. Appreciate the
involving solving.  Calculate and compare perimeters of
importance of
perimeter of squares and rectangles. [3.1.2, 3.2.1,
formulae for
compound 3.3.2]
calculations in
shapes. perimeter.
 Find the perimeters of simple
composite figures that may be
dissected into rectangles and squares.
253

Students will:
[3.1.2, 3.2.2, 3.3.2]
 Use estimation strategies to check for

reasonableness of solutions to
problems relating to perimeter. [3.1.2,
3.2.2, 3.3.2]
 Solve problems in real-life contexts

involving perimeter. [3.1.2, 3.2.1,
3.2.2, 3.3.2]
Mass/Weight
2. Apply algebraic  Explore algebraic thinking by

3.1.3 Use algebraic 3.2.3. Apply algebraic 3.3.3. Show
reasoning to exploring balance tools (concretely,
reasoning to solve reasoning to perseverance
calculate pictorially, including online resources)
problems in calculate in solving
unknown values using shapes of unknown
mass/weight. unknown problems
involving masses/weights. [3.1.3, 3.2.3, 3.3.3]
mass/weight on related to
3.1.4 Solve problems a balance. mass/weight.
algebraic
involving  Calculate unknown mass/weight on a
reasoning.
mass/weight. 3.2.4. Solve problems 3. Solve problems balance. [3.1.3, 3.1.4, 3.2.3, 3.2.4,
involving involving 3.3.3]
254

Students will:
mass/weight. mass/weight.  Solve problems involving mass/weight.
[3.1.4, 3.2.4, 3.3.3]
Time
3.1.5 Solve problems in 3.2.5. Solve problems 3.3.4. Display 4. Solve problems  Use a number of mental and written
real-life contexts involving time perseverance involving time. strategies to solve familiar and
involving time. and other related in solving unfamiliar problems involving time.
concepts (using problems [3.1.5, 3.2.5, 3.3.4]
proportional related to time.
reasoning).  Use proportional reasoning to solve
problems involving time and other
related concepts. [3.1.5, 3.2.5, 3.3.4]
Capacity and Volume
3.1.6 Develop and apply

 Explain, using models, how the volume
the formula for 3.2.6. Develop and 5. Develop and
3.3.5. Demonstrate of cubes and cuboids can be
measurement of apply the use proficiently
confidence in determined. [3.1.6, 3.2.6, 3.3.5]
volume. formula for the formula to
ones abilities
determining the calculate
volume of cubes volume of  Generalize a rule (formula) for
3.1.7 Solve problems in
255

Students will:
real-life contexts and cuboids. to measure. cubes and determining the volume of cubes and
involving volume cuboids in cuboids by considering the number of
and capacity. 3.2.7. Solve real-life 3.3.6. Appreciate the problem cubes used in each layer and the
problems importance of solving. number of layers. [3.1.6, 3.2.6, 3.3.5]
involving formulae for
volume and calculations. 6. Solve problems  Investigate to find the relationship
capacity. involving between the length, breadth, height and
volume and volume of cubes and cuboids. [3.1.6,
capacity. 3.2.6, 3.3.5]
 Calculate the volume of cubes and

cuboids. [3.1.7, 3.2.7, 3.3.6]
 Recognise that solids with different

appearances may have the same
volume. [3.1.6, 3.2.6, 3.3.5]
 Solve problems involving volume and

capacity. [3.1.7, 3.2.7, 3.3.6]
Area
256

Students will:
3.1.8 Develop and apply 3.2.8. Develop and use 3.3.7. Appreciate the 7. Develop and  Generalize a rule (formula) for
formula for formula to importance of use proficiently determining the area of squares and
measurement of calculate the area formula for formula to rectangles. [3.1.8, 3.2.8, 3.3.7]
area. of squares and calculations calculate area in
rectangles. involving area. problem  Write and explain the formula for
3.1.9 Solve problems in solving. finding the area of squares and
real-life situations 3.2.9. Solve problems 3.3.8. Display rectangles. [3.1.8, 3.2.8, 3.3.7]
involving area. involving area of confidence
compound when working  Apply formula to find the areas of
shapes. independently simple composite figures that may be
in solving dissected into rectangles and squares.
problems. [3.1.8, 3.1.9, 3.2.8, 3.2.9, 3.3.7, 3.3.8]
 Use estimation strategies to check for

reasonableness of solutions to
problems relating to area. [3.1.9, 3.2.8,
3.2.9, 3.3.8]
 Solve problems in real-life contexts

involving area. [3.1.9, 3.2.8, 3.2.9,
3.3.7,3.3.8]
 Solve problems involving perimeter
257

Students will:
and area. [3.1.9, 3.2.9, 3.3.8]
Language
3.1.10 Develop appropriate 3.2.10. Use appropriate 3.3.9. Communicate 8. Communicate  Use appropriate language associated
vocabulary vocabulary with effectively with measurement, such as: cubic
associated with associated with confidence using metre (m3), formula. [3.1.10, 3.2.10,
measurement. measurement, using language vocabulary 3.3.9]
orally and in related to associated with
writing. measurement. measurement.
STATISTICS (Include Std. 4)
4.1.1. Develop skills in 4.2.1. Formulate 4.3.1. Appreciate the 1. Design  Formulate problem situations that can
collecting, questions that role of survey(s) to be addressed via statistical data. [4.1.1,
organizing, can be addressed statistics in solve 4.2.1, 4.3.1, 4.3.3]
displaying, by statistical solving problem(s) that
analysing and data. problems. involves the use  Collect data using surveys,
communicating of statistical questionnaires, experiments, data
appropriate 4.2.2. Collect data 4.3.2. Display an data. bases and other sources. [4.1.1, 4.2.2,
statistical data to based on the objective 4.3.1, 4.3.2, 4.3.3]
investigation of a approach in 2. Gather, classify,
258

Students will:
solve problems. problem or collecting and organize and  Create a table to organise collected
question using analysing data display using data, e.g. using a computer program -
4.1.2. Demonstrate an questionnaires, sets to tables, tally Excel. [4.1.1, 4.2.3, 4.3.1, 4.3.3]
understanding of experiments, eliminate bias charts and
mode and mean. data bases and and ensure that graphs  Determine a suitable scale for data and
other sources. fair (pictographs, record the scale in a key e.g. ☺ = 10
conclusions are block graphs people. [4.1.1, 4.2.3, 4.3.1, 4.3.3]
4.2.3. Classify, drawn. and bar graphs)
organize and and interpret
 Represent data using tally charts,
represent data 4.3.3. Collaborate in results.
frequency tables and graphs
using tally teams to find (pictographs, block graphs, bar graphs,
charts, frequency solutions to 3. Describe using various scale factors) or using
tables and graphs problems. methods, simple graphing software to enter data
(pictographs, analyse results and create a graph. [4.1.1, 4.2.3, 4.3.1,
block graphs, bar 4.3.4. Appreciate the and make 4.3.3]
graphs, using use of data in decisions.
various scale making  Utilize the features of graphs to ensure
factors). informed 4. Communicate that they are completed appropriately
choices. findings and (e.g. name and label the horizontal and
4.2.4. Interpret data recommendations
vertical axes). [4.1.1, 4.2.3, 4.3.1,
from tables, 4.3.5. Demonstrate using
4.3.3]
charts and pride in vocabulary
graphs. displaying associated with
 Interpret the findings displayed in the
tables, charts and graphs. [4.1.1, 4.2.4,
259

Students will:
4.2.5. Apply findings work. statistics. 4.3.1, 4.3.2, 4.3.3]
from analysis of
data to solve 4.3.6. Demonstrate 5. Demonstrate an  Use analysed data to solve problems,
problems. collaboration understanding draw conclusions and make decisions.
when writing of mode and [4.1.1, 4.2.5, 4.3.2, 4.3.4]
4.2.6. Write report on group reports. mean.
findings and  Communicate findings and decisions
decisions made by writing a report using language
using appropriate associated with statistics. [4.1.1, 4.2.6,
vocabulary 4.3.5, 4.3.6]
associated with
statistics.
 Evaluate decisions made on analysis of
data by groups of students via group
4.2.7. Evaluate presentations. [4.1.1, 4.2.7, 4.3.3,
decisions made 4.3.5]
based on
analysis of data
represented in
representations of the same data to
tables, charts and
determine suitability of forms and for
graphs.
different audiences. [4.1.1, 4.2.8,
4.3.2, 4.3.4]
4.2.8. Compare
different
representations
methods of collecting data. [4.1.1,
260

Students will:
of the same data 4.2.8, 4.3.3]
to get an
understanding of  Determine the mode for a given set of
the suitability of data. [4.1.2, 4.2.9, 4.3.1, 4.3.4]
forms and for
different  Explore the concept of mean using
audiences. various activities related to equal
sharing or distribution. [4.1.2, 4.2.10,
4.2.9. Determine the 4.3.1, 4.3.4]
mode for a given
data set.
 Determine and use the rule for
calculating the mean of a given set of
4.2.10. Develop the data. [4.1.2, 4.2.10, 4.3.1, 4.3.4]
concept of
mean/average.
 Explain the term ‘mean/average’.
[4.1.2, 4.2.10, 4.3.1, 4.3.4]
involving
 Solve problems involving
mean/average.
mean/average. [4.1.2, 4.2.11, 4.3.1,
4.3.4]
261

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REPUBLIC OF TRINIDAD AND TOBAGO

PRIMARY SCHOOL CURRICULUM

Curriculum Planning and Development Division

Ingrid Kemchand Project Lead – Reform Primary Curriculum

Farishazad Nagir Co-ordinator – Logistical Matters

CURRICULUM WRITING TEAM

Khalel Mohoyodeen Curriculum Co-ordinator

Marcia Griffith Mucurapo Boys RC

English Language Arts

Soren Bijaram Curriculum Officer

Mala Morton-Gittens Curriculum Co-ordinator

Anderlene Mohan-Ragbir Siparia West Secondary

Karen Mitchell Curriculum Officer

Shereen Khan Curriculum Co-ordinator (retired)

Cheryl Bradshaw La Horquetta South Government Primary School

Caroline Forde Physical Education and Sport Officer II

Dave Phillips St. Margaret Boys’ Anglican

Hollis Sankar Curriculum Coordinator

Carlene Hayes- Simmons San Fernando Boys’ R.C. School

Vashtie Ramnarine Curriculum Coordinator

Dianne Baksh Cunjal Government Primary

Elicia Gordon Curriculum Coordinator (Ag.)

Beverly Cooper Gordon Patna/River Estate Government Primary

Technology Education Support

Indira Roopnarine Curriculum Officer

Visual and Performing Arts (VAPA)

Ancil Rooplal (Visual Arts) San Fernando East Secondary

Values Character and Citizenship Education (VCCE)

Cheryl Huggins-Neptune Curriculum Co-ordinator (Ag)

Student Centred The student is at the centre of everything we do.

Table 3: Guiding Principles of the Ministry of Education

THE NEW PRIMARY CURRICULUM

Organizational Structure of the Achievement Levels

Level Title Grades

Achievement Level One Love of Learning Infant One

Achievement Level Two Inquiry and Discovery Standard One

Achievement Level Three Taking Flight Standard Four

Table 4: Levels of the Primary system

Table 5: Learning Level Achievements

Gather information Gather, organise and present information Process information.

COMPONENTS OF THE PRIMARY CURRICULUM

THEME CORE SKILLS CORE SKILLS THEME THEME

(MATH) (SOCIAL STUDIES)

CORE SKILLS THEME THEME THEME THEME

CORE SKILLS CORE SKILLS CORE SKILLS

(VAPA) (ELA) (PHYS. ED)

Table 6: Sample Timetable

Why Study Mathematics?

How Is Mathematics Structured?

delivered. Core competencies are developed within the strands

as well as summative evaluation.

According to Adding It Up: Helping Children Learn

 Conceptual understanding: comprehension of

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

1.2.2. Use one-to-one 2. Count  Explain reasons for classification (student’s

 Count to 20 in ascending order (starting at

 Count using the ‘counting on’ and ‘counting

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS