Curriculum focus and planned coverage

Model number quantities, place value for multi-digit using graph sheets or multi-base materials up to 100,000

Read and write numbers in figures and in words up 100,000

Identify numbers in different positions around a given number in a number chart

Compare and order whole numbers up to 10,000 and represent comparisons using the symbols “<”, “=”, “>”

Round (off, up, down) whole numbers up to 10000 to the nearest, thousands, hundreds and tens

Skip count forwards and backwards in 50s and 100s up to and from 10000

Develop an understanding of Roman Numeral system up XXX (i.e. 30)

Count and convert Hindu Arabic numerals to Roman numerals up to 30 and vice versa

Determine set of factors of a given numbers up to 50

Determine the highest common factor (HCF) of any two whole numbers between 1 and 50.

Determine the lowest common multiple (LCM) of at least any two given number up to 100.

Recognise the relationship between factors and multiples.

Generate and analyse patterns in square numbers

Represent square numbers using factors

Describe real life situations using positive and negative values

Count forwards and backwards with positive and negative whole numbers throu zero

Determine basic multiplication facts up to 𝟏�×�𝟏 𝟐 g. 1. To find 2×3= ? Learners arrange 2 straws vertically (legs) and put across it with 3 horizontal ones (arms). Learners count the number of intersections g. 2. Learners model different multiplication sentences, for example 3×4. Learners mention the number of dots (intersections) for other learners to model fence Note: Alternatively, learners may draw vertical lines to represent the legs and horizontal line across them to represent the arms and then count the number of intersections as the produ g. 3. Draw a 6 by 6 multiplication chart for the numbers 5 to 10 and use it as a game board to play 3-in-a-line game with a pair of dice or playing cards. Players take turns in throwing a pair of d and mark (or cover) the product made in a throw with his/her marker (or counter). The win is the one who obtains three products in a line. g. 4. Learners find doubles of given numbers; find squares of given numbers; and skip count in 4, 5, and 8

Apply mental mathematics strategies and number properties, such as skip counting from a known fact using doubling or halving using patterns in the 9s facts using repeated doubling or halving to determine answers for basic multiplication fact to 81 and related division facts

Apply mental mathematics strategies for multiplication, such as annexing then adding zero halving and doubling using the distributive property

Multiply multi-digit numbers efficiently

Determine basic division fact up to 81

Divide 2-digit numbers by 1-digit number efficiently

Solve multi-step word problems involving the four basic operations

Generate unit fractions and locate a unit fraction, e.g. one-eighth, on a number line by defining the interval from 0 to 1 as the whole and partitioning it into 8 equ 𝟏 parts and that each part has size . 𝟖

Recognise and name equivalent fractions using pictorial representations and number line to determine the Lowest Common Denominator (LCD).

Find the simplest form of given fractions by dividing through by the highest common factor (i.e. by cancelling through by factors)

Recognise fractions that are greater than one (i.e. improper fractions), draw and la such fractions with their symbols

Compare and order fractions with like denominators by using pictorial representations and finding equivalent fractions using the Lowest Common Denominator (LCD)

Provide examples of where fractions are used

Describe and represent decimals (tenths and hundredths) concretely, pictoriall and symbolically

Round decimals to the nearest tenth

Use models to explain the result of addition and subtraction of decimals (up to hundredths) 643964+39103

Model or recognise percent (as a fraction related to hundredths) using concrete models, pictorial representations and number line.

Compare and order a mixture of common, decimal and percent fractions (up to hundredths)

Describe the pattern found in a given table or chart

Determine the missing element(s) in a given table or chart

Identify the error(s) in a given table or chart

Create a concrete representation of a given pattern displayed in a table or chart

Create a table or chart from a given concrete representation of a pattern.

Translate the information in a given problem into a table or char A B 1 2

Identify and extend the patterns in a table or chart to solve a given problem.

Write a given problem as an equation in which a symbol is used to represent an unknown number

Express a given pictorial or concrete representation of an equation in symbolic form

Solve a given one-step equation using manipulatives

Describe orally, the meaning of a given one-step equation with one unknown.

Solve a given equation when the unknown is on the left or right side of the equation.

Solve a given one-step equation using “guess and check”

Identify the unknown in a problem, represent the problem with an equation, and sol the problem concretely, pictorially or symbolically

Represent and solve a given addition or subtraction problem involving a “part- part-whole” or comparison context, using a symbol to represent the unknown

Create a problem for a given equation with one unknown.

Complete drawings of shapes to make them symmetrical

Identify the lines of symmetry of regular and irregular 2D shapes (triangles and quadrilateral)

Tell the position and motion of objects in space using the cardinal points north, south, east and west

Estimate perimeter using referents for centimetre or metre

Measure and record perimeter for regular and irregular shapes in cm and m.

Develop and apply a formula for determining perimeter of square and rectangle

Construct different rectangles for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

Recognise that area is measured in square units.

Select and justify referents for the units cm or m

Estimate area by using referents for cm or m

Develop and apply a formula for determining area of a rectangle and square

Construct different rectangles for a given area (cm or m) in order to demonstrate that many different rectangles may have the same area.

Tell the time in hours and minutes in analogue and digital watches including 24-hour clocks

Use clock to measure time to complete simple events in minutes and seconds

State dates of events and record calendar dates in a variety of formats

Use an understanding of one-to-one correspondence to read and interpret graphs

Use an understanding of many-to-one correspondence to display or construct graphs

Compare graphs in which the same data has been displayed and explain how they are the same and different

Find examples of graphs in which many-to-one correspondence is used in print and electronic media, such as newspapers, magazines and the Internet, and describe the correspondence used

Identify common features of graphs that use many-to-one correspondence and use that understanding to draw bar graphs or pictographs, complete with title, labelled axes, key or legend, to represent data collected (up to 4 categories of data).

Use understanding of many-to-one correspondence to solve simple problems (how many altogether, comparing, or take apart problems) requiring interpretation of many-to one bar graphs (up to 4 categories of data).