primary school mathematics syllabus grades 4 · pdf fileprimary school mathematics syllabus...

MINISTRY OF EDUCATION, SPORT AND CULTURE

PRIMARY SCHOOL MATHEMATICS SYLLABUS

GRADES 4 – 5

FIRST EXAMINATION 2008

Curriculum Development Unit P. O. Box MP 133 Mount Pleasant HARARE

All Rights Reserved 2006

1

ACKNOWLEDGEMENTS

The Ministry of Education, Sport and Culture wishes to acknowledge the following for their valued contribution towards the production of this syllabus:

The National Primary Mathematics Syllabus Panel for their professional and technical support;

The Curriculum Development Unit for the finalisation of this syllabus;

The support staff at Education Services Centre for providing essential services.

2

CONTENT TOPIC PAGE

Acknowledgement 1 Preamble 3 Aims 3 Assessment objectives 4 Scheme of Assessment 4 Methodology and Time Allocation 5 Presentation of the Syllabus 5 Scope and Sequence Chart 6 Grade 4: Topics 8-20 Grade 5: Topics 21-34

3

1.0 PREAMBLE

The syllabus is designed to cover the fourth and fifth years Mathematics which culminates in the grade seven examination. It provides a basic foundation for

mathematics to be used in everyday life, secondary school and further studies. The syllabus also provides a grade by grade progression in each study area. Although the objectives are organised on a grade by grade basis, no rigid treatment is intended. There should be no attempt to rush the class for the sake of

completing all the listed objectives for the grade. The pace should be determined by the needs of the class, assuming that all the pupils in the class are being encouraged to work as hard as possible.

It should not be assumed that all the pupils understand all the work previously taught. It is important to check that pupils have the necessary prerequisites for

any work before proceeding by using national diagnostic tests, (1998) copies which are in each school.

2.0 AIMS

The syllabus aims to help pupils to: 2.1 be literate and numerate; 2.2 understand, use and communicate mathematical information; 2.3 acquire mathematical concepts and skills for use as tools in study, work, leisure and everyday transactions; 2.4 develop sound mathematical skills that will enable them to interact more meaningfully with their environment; 2.5 develop a positive attitude towards Mathematics; 2.6 think and express themselves clearly and logically; 2.7 develop attributes of co-operation, confidence, honesty, neatness, self-reliance and perseverance through appropriately challenging mathematically related

tasks; 2.8 develop an inquiring mind through experimentation; 2.9 prepare for present and further studies in Mathematics and related subjects; and 2.10 grow intellectually.

4

3.0 ASSESSMENT OBJECTIVES

Pupils will be assessed on their ability to: 3.1 recall, recognise and use mathematical symbols, terms and definitions; 3.2 carry out calculations accurately, checking the correctness of the solution; 3.3 estimate, approximate and use appropriate degrees of accuracy; 3.4 read, interpret and use tables, charts and graphs; 3.5 solve mathematical problems showing steps and necessary information; 3.6 choose and use appropriate formulae and/or algorithms to solve problem and 3.7 interpret and apply Mathematics in life situations

4.0 SCHEME OF ASSESSMENT Primary School Mathematics will be examined at Grade 7 in two papers as follows:

PAPER DESCRIPTION DURATION MARKS PAPER WEIGHTING

1 50 Multiple Choice Questions 2 hours 50 60%

2 Structured Questions 2 hours 40 40%

PAPER 1: (2 hours) will consist of 50 multiple choice questions all of which must be answered by the candidate. PAPER 2: (2 hours) will consist of two sections: Section A and Section B. Section A will consist of approximately 10 structured questions. Candidates must answer all questions. The total for section A is 25 marks. Section B will consist of 5 structured questions each worth 5 marks. Candidates must choose and answer 3 questions. The total for this/the section is 15 marks.

4.1 SKILLS WEIGHTING The weighting of the skills to be assessed will be as follows:

Knowledge 16%

Routine manipulation 38%

Understanding and application 36%

Problem solving 10%

5

5.0 METHODOLOGY AND TIME ALLOCATION Teaching methods which build interest and confidence in tackling problems are recommended. The following are some of the methods that may be used: - discovery; - group work; - discussion; - project work; - problem solving; - question and answer;

- Demonstration;

It is recommended that mathematics be allocated 2½ hours for grades 1 to 2 and 3 hours for grades 3 to 7 per week.

6.0 PRESENTATION OF THE SYLLABUS

6.1 The Primary Mathematics Syllabus is presented in three separate documents:

Grade 1, 2 and 3

Grade 4 and 5

Grade 6 and 7

6.2 Each of the documents has the same Introductory Section and a Scope and Sequence Chart. 6.3 There are four topics, namely:

Number;

Operations;

Measures;

Relationships (Grades 3-7)

6

7.0 SCOPE AND SEQUENCE CHART

TOPIC GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7

NUMBER Whole numbers (0 to 50) Ordinal numbers from first to tenth Number line (0 to 50) Numerical order Approximations and estimations

Whole numbers (0 to 100) Ordinal numbers from 1

st to 20

th

Fractions - Proper fractions

(denominators 2 and 4)

Whole numbers (0 to 1000). Ordinal numbers from first to thirtieth. Quantitativeness of number (cardinal numbers), 0 to 1000. Proper fractions (denominators 2, 4, 5 and 10).

Whole numbers (0 to 10 000) Place value of digits Comparison and approximation. Place value of any digit.. Numeration systems (Arabic and Roman) Proper fractions (denominators 2, 10, 20, 50 and 100). Mixed numbers (with denominators 2 to 10, 20, 50 and 100) Decimals Percentages

Whole numbers (0 to 100 000) place value of digits Proper fractions (where denominators are 2 to 10, 20, 50 and 100) Mixed numbers Numeration systems (Arabic and Roman) Decimals (up to 3 places) Percentages

Whole numbers (0 to 1 000 000) place value of digits Decimals (with up to 6 digits including up to 3 decimal places) Proper fractions (where denominators are 2 to 10 and multiples of 5 up to 100 inclusive) Mixed numbers (where denominators are 2 to 10 and multiples of 5 up to 100 inclusive) Percentages Numeration systems (Roman numerals from 1 to 50 then 100, 500 and 1000)

Whole numbers (0 to 10 000 000) Place value of digits Roman numerals (0 to 1 000) Decimals (with up to 8 digit including up to 3 decimal places) Proper fractions (where denominators are 2 to 10 and multiples of 5 up to 1 000 inclusive) Mixed numbers (where denominators are 2 to 10 and multiples of 5 up to 100 inclusive.) Percentages

OPERATIONS Addition Subtraction

Addition (0 to 100) Subtraction Multiplication (with products less than or equal to 100) Division (where the dividend is 50 or less)

Addition of whole numbers (0 to 1000) whose sum is less that or equal to 1 000 Subtraction of whole numbers (0 to 1 000) Addition of proper fractions (fractions with the same denominators 2, 4, 5 and 10) Subtraction of proper fractions (two fractions with the same denominators( 2, 4, 5 and 10) Multiplication of whole numbers (up to 10 x 10) Division of whole numbers (0 to 1000 by single digits) Multiplication of fractions (with

Addition of whole numbers (0 to 10 000) Multiplication of whole numbers (0 to 10 000) Division of whole numbers (by one digit numbers (0 to 10 000) Addition of proper fractions (where denominators are the same and no more than 3 terms are involved) Subtraction of proper fractions Multiplication of proper fractions (with denominators from 2 to 10 inclusive and 100 as improper fraction and vice versa) Addition of decimals (up to two places) Subtraction of decimals (up to two places)

Addition of whole numbers (involving carrying in 4 places within the range 0 to 100 000) Subtraction of whole numbers (0 to 100 000) Multiplication of whole numbers (where the multipliers are two digit numbers made of 0, 1, 2,3,4 and 5, multiples of 100 up to 1000 within the range 0 to 100 000) Division of whole numbers (to include long division by two digit numbers and multiples of 10 and 100 up to 1000 within the range 0 to 100 000) Addition and subtraction of decimals (up to 2 decimal places) Multiplication and division of decimals (by one and two digit whole

Addition and subtraction of whole numbers, fractions and decimals (addition and subtraction in the range 0 to 100 000 for whole numbers and for fractions and mixed numbers) Multiplication and division of whole numbers, decimals and fractions Combined operations Ratio and scale

Revision of addition and subtraction of whole numbers, decimals and fractions (within the range 0 to 10 000 000) Multiplication and division of whole numbers, fractions and decimals. Processes of finding discount, commission, interest, percentage, hire purchase, sales tax, V.A.T. and proportion Combined operations Ratio and scale Value added tax (V.A.T.)

7

TOPIC GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7

denominators 2, 4, 5 and 10.)

numbers). Addition and subtraction of fractions (where no more than three terms are involved. Multiplication of fractions (by whole numbers not exceeding 10 and the use of percentages).

MEASURES Money (up to 50 cents) Time Mass Length Rate Volume and capacity Shapes

Money (up to $1.00) Time Mass Length Rate Area Volume and capacity Shapes

Money (up to $10,00) Time Mass Length (up to 100m) Rate Area Volume and capacity Direction, angle and lines Shapes

Money (up to $100,00) Time Mass Length (0 to 30cm), (1m to 10m) Rate Area Volume and capacity Direction, angles and lines Shapes

Money Time Mass (quantities up to 5kg) Length Rate Area Volume and capacity Direction, lines and angles Shapes

Money Buying, invoicing and change Time (second to a century) Mass (units from a gram up to a tonne) Length Rate Area (of rectangles and triangles) Volume and capacity Directions, angles and lines -cardinal points -angles on horizontal, vertical and perpendicular lines -geometrical properties of a circle -symmetry, Shapes

Money Mass (units from gram up to a tonne) Length (Standard units up to a km) Time (12 and 24 hour notation) Rate Area (involving square metres and hectares,) area of rectangles, triangles Volume and capacity Direction angles and lines - Cardinal points - Angles on

horizontal and vertical and perpendicular lines

Properties of circles, triangles and rectangles Symmetry,

RELATIONSHIPS Data handling Data handling Data handling Data handling Data handling

GRADE 4

GRADE 4

SYLLABUS

GRADE 4 9

GRADE 4 / TOPIC: NUMBER

CONCEPT OBJECTIVES

Pupils will be able to:

SUGGESTED ACTIVITIES SUGGESTED MATERIALS

Whole numbers (0 to 10 000) Place value of any digit

say, read and write numbers in numerals and words in the given range;

use the abacus to represent given numbers;

use zero as a place holder;

write given whole numbers in expanded notation.

Saying, reading and writing any number in numerals or words.

Representing numbers on abacuses.

Using zero as a place holder and relating the value of a digit to its position.

Reading and writing numbers in expanded notation.

Abacuses, number cards, number square.

Whole numbers

(Comparison and approximation)

compare any two numbers using <, > and = signs;

arrange numbers in order of size;

approximate by rounding off to nearest ten, hundred, thousand;

estimate quantities of given objects.

Comparing any two numbers or objects/quantities using less than, greater than and equal signs.

Ordering numbers in ascending and descending order.

Approximating quantities by rounding off numbers to the nearest ten, hundred and thousand.

Estimating with reasonable accuracy the number of given objects and cross checking by counting.

maize cobs, maize plants, plantation trees, school enrolment records counters

Other forms of numeration systems.

(Arabic and Roman)

read and write numbers in Arabic and Roman numerals;

convert numbers from Arabic to Roman numerals and vice-versa.

Converting Arabic into Roman numeral and vice-versa.

Matching game using number cards.

Abacuses, clock face with Roman numerals, clock face with Arabic numerals, number cards in Roman numerals. number cards of Arabic and Roman numerals.

GRADE 4 10

CONCEPT OBJECTIVES



Proper fractions (with denominators 2 to 10, 20, 50 and 100.)

read and write fractions in numerals;

interpret diagrams representing fractions;

draw, name and shade fractions on diagrams;

use fractions and number strips to find equivalent fractions;

compare fractions using <, > and = signs;

arrange fractions in ascending or descending order.

Saying, reading and writing fractions in numerals.

Interpreting and using diagrammatic representations of fractions.

Drawing, naming and shading fractions on diagrams.

Matching and sorting fractions by size using number strips

Drawing charts showing equivalence in fractions.

Arranging fractions in order.

Comparing fractions using < ,> and = signs.

regular shapes that can be divided, number lines, fraction charts, fraction strips

Mixed numbers (with denominators 2 to 10, 20, 50 and 100)

identify parts of a mixed number;

say, read and write numerals from diagrams and vice versa;

compare mixed numbers using <, > and = signs;

arrange mixed numbers in ascending or descending order.

Describing parts of a mixed number.

Saying, reading and writing in numerals diagrammatic representations of mixed numbers.

Comparing mixed numbers using diagrams.

Arranging mixed numbers in ascending and descending order.

number lines, regular diagrams of various figures

GRADE 4 11

CONCEPT OBJECTIVES



Decimals - up to two decimal places

say, read and write in numerals any given decimals up to two decimal places;

relate fractions with denominators 10 and 100 to decimals;

identify the place value of any digit in decimals;

compare decimals using <, > and = signs;

write decimals in expanded form;

arrange decimals in ascending or descending order;

round off numbers to units or tenths.

Discussing decimal notation, (what decimals are and giving examples).

Relating decimals to proper fractions with denominators 10 and 100.

Identifying place value of digits represented on the abacus.

Writing decimal numbers in expanded notation such as 1,23 = 1+ 0,2 + 0,03

Comparing any two decimals using <, > and = signs.

Arranging decimals in order of size.

Rounding off to units and tenths.

Abacuses number lines, fraction charts 100 square grids

Percentages

read and write fractions with denominator hundred;

illustrate percentages diagrammatically;

use 100 square to express fractions as percentages.

Reading and writing fractions with denominator 100.

Drawing diagrams representing percentages.

Using diagrams to represent percentages

Expressing halves, quarters, fifths and tenths as percentages.

Using fractional charts and a 100 square to show fractions, then express as percentages.

fraction charts diagrammatic representations 100 square grids

GRADE 4 12

GRADE 4 / TOPIC : OPERATIONS

CONCEPT OBJECTIVES



Addition of whole numbers (0 to 10 000)

recall basic addition facts;

add within the range including carrying up to three times.

Recalling addition facts involving two whole numbers with a sum of up to 20, for example, 9+7, 8+5.

Adding two or three whole numbers involving up to 3- carries

Adding given known measures, for example, money, length, time, volume.

Abacuses, flash cards, money, clock faces, abacus diagrams,

counters

Subtraction of whole numbers

recall basic subtraction facts;

subtract where borrowing is involved;

subtract measures.

Recalling subtraction bonds involving two whole numbers.

Subtracting any two numbers in the range up including borrowing up to three times.

Subtracting measures for example, money, length, time, mass and volume.

Abacuses flash cards on basic facts, clock faces,

counters

Multiplication of whole numbers

recall basic multiplication facts;

complete given multiplication task;

multiply where carrying is involved;

multiply known measures by numbers;

find factors.

Recalling basic multiplication facts.

Filling in blanks on multiplication charts such as

3 9 4 X 3

1 8

Multiplying whole numbers by 1 digit numbers including carrying up to three times

Rulers, clocks, jars, scales,

counters

GRADE 4 13

CONCEPT OBJECTIVES



Multiplying number including carrying For example 1186 x 8 _______ _______

Multiplying measures for example money, time mass and volume.

Identifying factors of given numbers.

Writing numbers as products of factors.

Division of whole numbers

(by one digit number)

recall basic division facts;

divide whole number by long division with or without remainder;

divide measures by whole numbers.

Recalling basic division facts mentally.

Carrying out long division without a remainder.

Carrying out long division with one-digit remainders.

Dividing measures by numbers.

Money, number lines rulers

Addition of proper fractions (where denominators are the same and no more than 3 terms are involved.)

add three proper fractions with the same denominator.

Adding proper fractions.

Number lines, fraction charts, fraction diagrams

Subtraction of proper fractions

subtract proper fractions with the same denominators.

Subtracting fractions with the same denominators, for example,

7 - 5 = 2 8 8 8

Number lines, fraction charts, diagrams

GRADE 4 14

CONCEPT OBJECTIVES



Multiplication of proper fractions and conversion of mixed numbers (with denominators from 2 to 10 inclusive and 100)

multiply fractions by whole numbers;

change mixed numbers to improper fractions and vice versa;

express fractions with denominators 100 as percentages.

Changing improper fractions to mixed numbers.

Changing mixed numbers to improper fractions.

Expressing fractions with denominator 100 as a percentage such as 30 = 30% 100

Multiplying fractions by whole numbers.

Finding fractions of numbers and measures such as ¾ of $12

Number lines fraction chart percentage square grid

Addition of decimals (up to two places)

add decimals. Revising place values in decimals.

Adding decimal numbers such as 324,45 + 128,38

Abacuses number lines

work cards

counters

Subtraction of decimals (with up to the two decimal places.)

subtract decimals. Subtracting decimals such as 725,68 - 316,79

Abacuses Number lines

work cards

counters

GRADE 4 15

GRADE 4 / TOPIC : MEASURES

CONCEPT OBJECTIVES Pupils will be able to:


Money (Money up to $100,00)

express money in decimal form;

write money in expanded form;

convert cents to dollars and vice versa.

Identifying all Zimbabwean coins and bank notes.

Listing all Zimbabwean bank notes and coins.

Discussing characteristics of each coin and bank note.

Converting dollars to cents and vice-versa.

Breaking down bank notes and coins into smaller units.

Writing amounts of money in expanded notation for example $3,83 = $3 + 80c + 3c.

Writing amounts of money as expanded fraction for example

$9,74 = $ (9+70 + 4

100 100

Real coins and bank notes Plastic or card representations of money

GRADE 4 16



Time

use units of time;

convert time from one unit to another;

tell time to the nearest 5 minutes ;

use a.m. and p.m., noon and midnight to tell time.

Giving times when events occurred.

Giving the duration of an event.

Converting units of time from one form to another for

example. 60min = 1hr 14 days = 2 weeks = fortnight

Telling and using number of days in each month.

Reading time on clock faces to the nearest 5 mins.

Indicating time on clock faces and stating the given time.

Using a.m. p.m. noon and midnight to tell time.

Calendars Watches sun dials conversion charts clock-faces with Arabic or Roman numerals.

Clocks

Mass

convert kilograms to grams and vice versa;

find the mass of different objects by weighing.

Expressing kilograms as grams and vice versa.

Finding and comparing masses of objects.

Scales, balances, beam balances, containers

GRADE 4 17



Length (up to 100m.)

measure lengths to the nearest mm, cm or m;

estimate lengths using spans and paces.

Stating and using the conversions: 10mm = 1cm 100cm = 1m 1000mm = 1m

Estimating lengths

Finding lengths of objects.

Comparing lengths.

Strings, Rulers, tape measures, click wheels, trundle wheels

Rate compare two quantities.

Linking two measures correctly to express rate for example kilometres per hour (km/h)

Distance tables,

clock faces.

Area

find areas of rectangles using the formula Area of rectangle = L x W.

Using non-standard units to estimate lengths and widths.

Estimating area of squares and rectangles by using spans or paces.

Marking square grids in given rectangles.

Counting and tabulating the number of squares along the length, width and the total to establish that L x W = Area of rectangle.

Using formula to find area of rectangles.

Square and rectangular shapes, rubber bands (assorted colours), string

GRADE 4 18



Volume and capacity

convert millilitres to litres and vice versa;

measure volumes and capacities.

Measuring capacity or volume in millilitres and litres.

Measuring liquids in litres, ½ litres, ¼ litres and millilitres.

Converting millilitres to litres and vice-versa using 1 litre = 1000 millilitres.

Graduated containers,

water

1 - litre containers

½ - litre containers

¼ - litre containers

Directions, angles and lines

indicate North, South, East and West;

recognise 1, 2, 3 or 4 right angles.

Indicating N, S, E, W.

Drawing a compass and labelling cardinal points.

Identifying and telling the number of right angles on the compass.

Drawing diagrams with right angles.

Identifying and naming right angles on the compass and drawing diagrams with right angles.

Identifying use of right angles in real life situations.

Identifying directions of places in relation to the school.

Compass, maps card strips, diagrams, rectangular cards,

rulers

GRADE 4 19



Shapes

identify different solid and plane shapes;

identifying various shapes in given patterns.

Identifying, naming and drawing representations of cylinders, cubes, rectangular prisms, squares, rectangles, right-angled triangles, circles and spheres.

Drawing and colouring shapes to produce various patterns.

Exploring the environment and identifying the shapes and patterns.

Shapes, scissors, paper, paint or crayons

brushes

GRADE 4 20

GRADE 4 / TOPIC: RELATIONSHIPS

CONCEPT OBJECTIVES

Pupils should be able to:


Data handling

explain statistical data accurately;

use data to draw bar graphs and column graphs;

read and interpret information from given tables and graphs;

collect and record data.

Collecting various forms of data, for example, number of trees in an orchard and pupils’ modes of travelling to and from school.

Reading information from calendars and bus time tables.

Classifying data.

Using information to draw bar graphs.

Reading and interpreting information on bar and straight line graphs.

Calendars, timetables, charts, bar graphs and column graphs, ready reckoners

/im

GRADE 5 21

GRADE 5

SYLLABUS

GRADE 5 22

GRADE 5 / TOPIC : NUMBER

CONCEPT OBJECTIVES



Whole numbers Range (0 to 100 000) Place value of any digit

count forwards and backwards;

say, read and write numbers in the range;

give values of digits in a given number;

arrange numbers in order of size;

write sequences;

round off to a given degree of accuracy;

write numbers in expanded notation/form.

Saying, reading and writing in numerals and words numbers in the range.

Counting forwards and backwards in tens and hundreds.

Identifying values of given digits in any number such as 6375;3 is hundreds.

Comparing numbers using <, > and = signs,

Arranging numbers in order of size.

Designing number sequences.

Rounding off numbers to the nearest ten, hundred, thousand and ten thousand.

Estimating numbers of given objects and checking by counting.

Writing numbers in expanded form 8327 = 8000 + 300 + 20 +7.

Abacuses flash cards charts

counters

GRADE 5 23

CONCEPT OBJECTIVES



Proper fractions (where the denominators are 2 to 10, 20, 50 and 100)

say, write and read fractions with denominators in the given range;

compare fractions;

write fractions in their equivalent forms as well as their lowest terms;

differentiate between numerator and denominator.

Breaking down wholes into equal parts and relating them to the whole.

Comparing fractions using <, > and = signs.

Writing fractions in their equivalent forms and reducing them to their lowest terms.

Arranging a set of fractions in ascending or descending order.

Using the terms numerator and denominator.

Fraction charts work cards

flash cards

Mixed numbers

identify mixed numbers;

solve problems involving mixed numbers;

convert mixed numbers to improper fractions and vice-versa;

use <, > and = signs correctly when comparing mixed numbers.

Forming mixed numbers by putting together wholes and fractions of wholes for example.

2 and 4

3

4

32

Reading, interpreting and writing mixed numbers.

Using diagrammatic representations of mixed numbers.

Converting mixed numbers into improper fractions and vice-versa.

Fraction charts, Diagrams Regular objects

GRADE 5 24

CONCEPT OBJECTIVES



Comparing two mixed numbers using signs <, > and = signs.

Numeration systems (Arabic and roman numerals)

say, read and write Roman numerals;

convert Roman numerals to Arabic numerals and vice versa.

Familiarising pupils with Roman numerals from 1 to 50 and 100.

Writing numbers 1 to 20 in Roman numerals.

Showing how the Roman numeration system is built from basic numerals for 1,5, 10 and 50.

Number cards Conversion charts

Decimals (up to 3 places)

say, read and write in numerals, decimals with 1, 2 or 3 decimal places;

determine place value of a digit in a given decimal;

interpret diagrammatic representations of decimals;

round off to the nearest unit, tenth and hundredth;

compare decimals using the <, >, and = signs.

Saying, reading and writing in numerals up to 3 decimal places.

Giving values of digits in numbers up to 3 decimals places with no more than 5 digits.

Interpreting diagrammatic representation of decimals.

Comparing decimals using the <, > and = signs.

Rounding off decimals to the nearest unit, tenth and hundredth.

Abacuses Diagrams of fractions, decimal fraction charts

GRADE 5 25

CONCEPT OBJECTIVES



Percentages

express fractions as percentages and vice versa;

express one quantity /amount as a percentage of another;

compare percentages using the <, > and = signs.

Expressing percentages as fractions and vice versa.

Expressing one quantity /amount as percentages of another.

Comparing percentages using the <, > and = signs.

Finding percentages equivalent to

2

1 ,

4

1 ,

5

1 and

10

1

100 square grid, charts

GRADE 5 26

GRADE 5 / TOPIC: OPERATIONS

CONCEPT OBJECTIVES



Addition of whole numbers (involving carrying in 4 places within the range 0 to 100 000.)

recall basics addition facts;

add with carrying involved;

add measures;

use the associative law.

Recalling basic addition facts, such as, 8+7=15 9+6=15.

Adding with carrying.

Adding measures where whole numbers are involved.

Deducing and generalising the associative and commutative laws.

Abacuses flash cards

work cards

counters

Subtraction of whole numbers (0 to 100 000.)

recall basic subtraction facts;

subtract by decompositional equal additions;

subtract measures.

Recalling basic subtraction facts.

Subtracting measures where whole numbers are involved.

Subtracting by decomposition and equal additions up to 4 places.

Abacuses flash cards.

work cards

counters

Multiplication of whole numbers (where the multipliers are two digit numbers made of 0;1; 2;3;4 and 5, multiples of 10 and multiples of 100 up 1000 within the range 0 to 100 000.)

recall basic multiplication facts;

multiply by one digit number;

multiply by two digit numbers;

multiply by multiples of 10 and 100;

deduce and generalise multiplication processes;

multiply measures.

Recalling basic multiplication facts up to 10x10 including product values of 0.

Multiplying by one digit numbers for example 1 275 x 9 =

Multiplying by 2 digit number for example 756 x 24 =

Multiplying by multiples of 10 for example 948 x 80

Multiplying by multiples of 100 for example 72 x 300 =

Multiplication chart dial for multiplication

counters

GRADE 5 27

CONCEPT OBJECTIVES



Multiplying measures where whole numbers are involved.

Deducing and generalising on multiplication of numbers for example 2x3=3x2, (2x3)x4=2x(3x4)

Division of whole numbers (to include long division by two digit numbers and multiples of 10 and 100 up to 1000 within the range 0 to 100 000)

recall basic division facts;

carry out long division by one/two digit number divisors, with or without remainders;

divide numbers involving measures where whole numbers are involved.

Recalling basic division facts.

Dividing by one digit numbers using long division.

Dividing by two digit numbers using long division.

Dividing by multiples of 10 and 100.

Charts and tables

counters

Addition and subtraction of decimals (up to 2 decimal places.)

add and subtract decimals;

convert fractions to percentages and vice versa.

Identifying decimals and place values.

Adding and subtracting decimals.

Adding and subtracting decimal measures.


work cards

Multiplication and division decimals

identify place value;

multiply and divide decimals.

Recalling multiplication and division facts.

Multiplying and dividing by multiples of ten, single digit whole numbers and two digit whole numbers.

Converting fractions to decimals and vice versa.


work cards

GRADE 5 28

CONCEPT OBJECTIVES



Addition and subtraction of fractions (Where no more than three terms are involved)

identify and use numerators and denominators appropriately;

add and subtract proper fractions with same denominators;

add and subtract proper fractions with different denominators.

Identifying numerators and denominators.

Adding and subtracting fractions with the same denominators.

Finding common denominators.

Finding equivalent fractions.

Adding and subtracting proper fractions with different denominators.

Equivalent fraction Charts. rods and blocks

Multiplication of fractions (by whole numbers not exceeding 10 and the use of percentages.)

multiply proper fractions by whole numbers;

change fractions to percentages and vice versa;

represent ratio in three ways;

use "of" to mean multiply.

Recalling basic multiplication facts.

Multiplying whole numbers by proper fractions and vice versa.

Changing fractions to percentages and vice versa.

Using the word "of " such as 4

3

of 12, 25% of 50.

Writing ratio in 3 ways.

Finding part of a whole by multiplying by a fraction.

Number lines, diagrams on ratio

GRADE 5 29

CONCEPT OBJECTIVES



Combined operations

Addition and subtraction

work out exercises which combine addition and subtraction.

Adding and subtracting whole numbers by first adding before subtracting such as

7-9+4 = 7+4 -9

= 11 - 9

= 2

Adding and subtracting fractions by first adding before subtracting such as

5

1 -

5

3 +

5

4

= 5

1 +

5

4 -

5

3

= 5

5 -

5

3

= 5

2

GRADE 5 30

CONCEPT OBJECTIVES



Multiplication and division work out exercises which combine multiplication and division of whole numbers;

work out problems which combine multiplication and division of fractions.

Dividing whole numbers by multiplying with the inverse of the divisor such as

12 ÷ 4 = 1

12 x

4

1 = 3 and

6 ÷ 3x2 = 1

6 x

3

1 x

1

2 = 4

Dividing fractions by multiplying with the inverse of the divisor such as:

4

1

2

1 =

4

1 x

1

2 =

2

1 and

8

1

8

3 x

8

6 =

8

1 x

3

8 x

8

6 =

4

1

GRADE 5 31

GRADE 5 / TOPIC: MEASURES

CONCEPT OBJECTIVES



Money give relationships between coins and bank notes

Calculate change.

Identifying all the denominations of the Zimbabwean Currency.

Applying knowledge of money for example in shopping, selling and paying bills.

Showing relationships of Zimbabwean currency denominations, for example expressing notes in terms of other denominations.

Shop articles

Zimbabwean coins and bank notes.

Bills and statements.

Time

read and use time. Relating duration of events in

everyday life in terms of seconds, minutes, hours and days.

Measuring time intervals of less than one minute, such as a duration of

(i) a clap of hands (ii)a blink of an eye (iii)a jump

Telling time to the nearest minute, using a.m and p.m.

Estimating time from shadows and from the position of the sun.

Watches Clock-faces Sun-dials Sand bottle/Egg Timer Calendars Digital watches

GRADE 5 32

CONCEPT OBJECTIVES



Converting units of time such as - 1 minute = 60 seconds 2 weeks = fortnight - 1 year = 365 days - 2 weeks = 14 days - 1 leap year = 366 days.

Saying and using the number of days in each month.

Using Standard International (SI) units for time.

Writing the date in S.I units, year, month and day.

Mass (quantities up to 5kg)

find masses of quantities/objects;

estimate masses up to 5kg.

Establishing that 1000grammes =

1 kilograme. Measuring the masses of quantities up to 5 kilograms to the nearest 50grams.

Estimating masses of quantities from 0 to 5 kilograms and checking the degree of accuracy by weighing.

Beam balance 5g counters standard masses stones, books, shoes, bags. scales

50g weights

objects to be weighed

GRADE 5 33

CONCEPT OBJECTIVES



Length

estimate and measure length using standard and non-standard units;

find the perimeter of a figure using formulae.

Measuring distances up to 1km using non-standard units.

Finding the perimeter using the fact that it is the total distance around a figure.

Drawing rectangles and squares of different sizes to establish the perimeter of the rectangle as that of a square as P=2(LxW)

P = 4S

30cm rulers Metre rules tape measures rope or string conversion table

rectangular shapes

square shapes

Rate

relate two quantities as rate. Linking two measures correctly to

express rate, for example kilometres per hour (km/h), cents per litre.

Work cards, charts

GRADE 5 34

GRADE 5 / TOPIC : RELATIONSHIPS



Data handling

collect data and use it to draw graphs;

discuss methods of collecting and organising data;

read and interpret information;

make observations and report.;

construct their own time tables.

Collecting data in groups and presenting it on a graph and table.

Interpreting data for example marks for different classes.

Reading and extracting information from given diagrams/time tables.

Drawing line graphs and interpreting them.

Drawing conclusions on observations.

Charts Graphs Time tables

primary school mathematics syllabus grades 4 · pdf fileprimary school mathematics syllabus...

Documents