primary_mathematics_syllabus_pri1_to_pri5

Learning Experiences

have opportunities to:

s to make multiplication and division stories, and write multiplication and division
the stories.
objects and pictorial representations to illustrate the concepts of multiplication and
as ‘multiplying 6 by 5’ and ‘dividing 49 by 7’.
er patterns in the multiplication tables of 6, 7, 8 and 9 through activities such as
hundred chart.
s using number discs to illustrate the standard algorithms for multiplication and
3 digits by 1 digit.
ber of concrete objects into equal groups to discover that sometimes there are
er as remainder and write the answer as quotient and remainder.
ery of multiplication and division facts by
tiplication-fact cards and division-fact cards.
ames including applets and digital games.
amily of 4 basic facts within the multiplication tables given any one of the basic
8 x 4 = 32, 4 x 8 = 32, 32 ÷ 4 = 8 and 32 ÷ 8 = 4 are a family of multiplication and
cts).
whole and comparison models to illustrate the concepts of multiplication and
se the models to determine which operation (multiplication or division) to use
1-step word problems.
arison model to reinforce the language of comparison such as “Ali has 3 times as
as Mary.”
s to create 2-step word problems involving the 4 operations for other groups to

tine problems using different heuristics such as ‘act it out’ and ‘draw a diagram’
ir ideas.

have opportunities to:
ples of fractions in everyday situations.
tions as numbers on a number line.
iscs or the part-whole model to represent two equivalent fractions, and explain
equal and how one can be obtained from the other, e.g. 2 = 4 .

36
the first 8 equivalent fractions of a given fraction and use this method to compare
ctions.
s to compare fractions using different strategies such as drawing a diagram,

43

Content comparing with
(f) identify fraction
2. Addition and subtraction
2.1 adding and subtracting two related fractions form.
(g) achieve maste
within one whole with denominators of given
fractions not exceeding 12 fraction cards

SUB-STRAND: MONEY Students should
1. Money (a) use fraction dis
1.1 adding and subtracting money in decimal
and explain ho
notation (b) use fraction dis
1.2 solving word problems involving addition and
e.g. 3 + 1 =
subtraction of money in decimal notation 48

(c) work in groups

Students should

(a) discuss the va
money to illust

(b) use play mone
between the al

(c) use a variety o
number of doll

(d) work in groups

MEASUREMENT AND GEOMETRY

SUB-STRAND: MEASUREMENT Students should
1. Length, Mass and Volume

1.1 measuring (a) develop a sen
 length in kilometres (km) - how far 1 k
 volume of liquid in millilitres (ml) locating a
- how much
1.2 measuring length/mass/volume (of liquid) in
compound units (b) collect familiar
food container
1.3 converting a measurement in compound units to
the smaller unit, and vice versa (c) count aloud in

Primary Mathematics

Learning Experiences

h respect to half, and explain the strategies used.
ns that are not in their simplest form and reduce the fractions to their simplest

ery of equivalent fractions and fraction comparison through playing games using
(pictures and symbols) including digital games.

have opportunities to:
scs to represent two related fractions (i.e. fractions with related denominators),
ow the two fractions are related.
scs to illustrate addition and subtraction of related fractions within one whole,
=6+1=7

888

s to make addition and subtraction stories involving like fractions/related fractions.

have opportunities to:

alue of $1000 (e.g. things that can be bought with a $1000 note), and use play
trate that $1000 is 10 times $100.
ey to illustrate the addition and subtraction algorithms and make connections
lgorithms for money and for whole numbers.
of strategies for adding and subtracting money, e.g. make $1, make a whole
lars first, and explain the process.
s to solve problems in real-world situations such as shopping and budgeting.

have opportunities to:

nse of
km is by relating it to the distance between two familiar landmarks or identifying/
spot which is 1 km away from the school.
h 1 ml is using everyday examples, e.g. a drop of water from a dropper.
r objects with varying volume/capacity, e.g. cough syrup spoons, syrup bottles,
rs.
steps of 100 ml to make 1 ℓ and relate 1 ℓ with 1000 ml, e.g. using a litre jug with

44

Content 100 ml markin
(d) work in groups
 kilometres and metres
 metres and centimetres measuring bea
 kilograms and grams (e) work in groups
 litres and millilitres
(numbers involved should be within easy - length of m
manipulation) - mass of m
1.4 solving word problems involving length/mass/ - volume of
volume/capacity excluding fractions and (f) work in groups
compound units such as meas

2. Time Students should

2.1 telling time to the minute (a) observe the m
2.2 use of ‘past’ and ‘to’ to tell time (b) develop a sen
2.3 measuring time in hours and minutes
2.4 converting time in hours and minutes to minutes minute, e.g. nu
(c) practise telling
only, and vice versa
2.5 finding the starting time, finishing time or schedules, MR
(d) represent give
duration given the other two quantities
2.6 solving problems involving time in hours and timeline, and u
(e) work in groups
minutes
SUB-STRAND: AREA AND VOLUME Students should

1. Area and Perimeter

1.1 concepts of area and perimeter of a plane figure (a) compare and m
1.2 measuring area in square units, cm2 and m2, Mathematics t

excluding conversion between cm2 and m2 (b) use real-life ex
1.3 perimeter of rectangles/squ

 rectilinear figure (c) visualise the s
area 1 m² (i.e.
 rectangle
 square (d) work in groups
1.4 area of rectangle/square relationship be
with same are
different areas

(e) work in pairs to
by formula.

(f) estimate the a
the figure.

Primary Mathematics

Learning Experiences

ngs.
s to measure the volume of liquid in millilitres using cough syrup spoons,
akers etc.
s to estimate and measure using appropriate tools
more than 1 m using measuring tapes.
more than 1 kg using measuring scales.
liquid more than 1 ℓ using measuring jars.
s to measure the capacities of different sized containers using measuring tools
uring jars and beakers.

have opportunities to:

movement of the hour and minute hands on a real/geared clock.
nse of duration of 1 minute, and describe what can be done in a duration of 1
umber of squares drawn in 1 minute.
g and writing time using everyday examples such as TV programmes, bus
RT operating hours and examination timetables.
en information such as starting time, finishing time and duration of activity on a
use it to solve problems.
s to create problems involving time in hours and minutes for other groups to solve.

have opportunities to:

measure the areas of rectangles using different non-standard units, e.g. use their
textbook as an area unit to estimate and measure their desk and teacher’s desk.
xamples to explain the concepts of area and perimeter, and compare the sizes of
uares using area.
sizes of 1 cm² and 1 m², e.g. use newspaper to measure and make a square of
. 1 m by 1 m).
s to make different rectangles and squares using square tiles, study the
etween the area/perimeter and length(s) of each side, and observe that shapes
ea can have different perimeters, and shapes with same perimeter can have
s.
o find the area of squares and rectangles drawn on square grid by counting and

area of a figure drawn on square grid by counting whole and partial squares within

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Content Students should

2. Addition and Subtraction (a) use number di
2.1 adding and subtracting decimals (up to 2 and make conn

decimal places) (b) use a variety o
(c) work in groups

receipts, food p
(d) estimate the an

calculated ans

3. Multiplication and Division Students should

3.1 multiplying and dividing decimals (up to 2 (a) use number di
decimal places) by a 1-digit whole number and make con

3.2 solving up to 2-step word problems involving the (b) estimate the pr
4 operations tables and use

3.3 rounding off answers to a specified degree of (c) work in groups
accuracy from supermar

MEASUREMENT AND GEOMETRY Students should

SUB-STRAND: MEASUREMENT (a) develop a sens
1. Time words they can

1.1 measuring time in seconds (b) read and write
1.2 24-hour clock why 24-hour cl
1.3 solving problems involving time in 24-hour clock
(c) describe every
duration.

(d) represent give
timeline and us

(e) work in groups

Primary Mathematics

Learning Experiences
have opportunities to:
iscs or digital manipulatives to illustrate the addition and subtraction algorithms
nections between the algorithms for decimals and for whole numbers.
of mental strategies for addition and subtraction and explain the process.
s on problems involving decimals in everyday situations such as shopping
prices in school canteen, and budgeting.
nswer before doing the calculation and check the reasonableness of the
swer by comparing it with the estimated answer.

have opportunities to:
iscs or digital manipulatives to illustrate the multiplication and division algorithms
nnections between the algorithms for decimals and for whole numbers.
roduct and quotient using multiplication and division within the multiplication
e the estimation to check the reasonableness of the calculated answer.
s to create 2-step word problems based on everyday experiences, e.g. using data
rket advertisements/receipts for other groups to solve.

have opportunities to:
se of 1 second or 10 seconds, e.g. what they can do in 1 second or the number of
n write in 10 seconds.
e time in 24-hour clock from flight schedules or train schedules, and give reasons
lock is used instead of 12-hour clock.
yday events using 24-hour clock, including starting time, finishing time and

en information such as starting time, finishing time and duration of activity on a
se it to solve problems.
s to create word problems involving time in 24-hour clock for other groups to solve.

50

Content

SUB-STRAND: AREA AND VOLUME Students should
1. Area and Perimeter

1.1 finding one dimension of a rectangle given the (a) apply multiplic
other dimension and its area/perimeter perimeter and

1.2 finding the length of one side of a square given (b) draw and cut o
its area/perimeter areas of the sq

1.3 finding the area of figures made up of rectangles (c) make a compo
and squares grid, and calcu

(d) visualise how
formed by rem
and perimeter

SUB-STRAND: GEOMETRY Students should
1. Angles
(a) associate the
1.1 using notation such as  ABC and  a to name in degrees
- 1 turn is 90°
angles 4
1.2 measuring angles in degrees - 1 turn is180
1.3 drawing an angle of given size 2
1.4 relating quarter, half and complete turns to - 3 turn is 270
4
angles in degrees - a complete t
1.5 8-point compass
(b) estimate befor
(c) draw angles u
(d) find the angles

Primary Mathematics

Learning Experiences

have opportunities to:
cation and division concepts to find one dimension of a rectangle given its area/

the other dimension.
out squares of different sizes, from 1 cm² to 100 cm², and commit to memory the
quares.
osite figure using cutouts of rectangles and squares or draw the figure on square
ulate its area and perimeter.
a L-shaped figure can be partitioned into rectangles and squares, or can be
moving a rectangle/square from a bigger rectangle/square, and calculate the area
from given lengths.

have opportunities to:
amount of turning (rotation), clockwise or anti-clockwise, with an angle measured

°.

0°.

0°.
turn with 360°.
re measuring angles using a protractor.
using a protractor.
s (in degrees) between two 8-point compass directions.

51



















Learning Experiences

have opportunities to:
the classroom to practise simplifying ratios and using ratio language,
of the number of boys to the number of girls is 15 to 20”, and 15:20 = 3:4.
s to make different ratios from two or three given sets of objects, e.g. given 8 blue
green cubes, make different ratios by forming equal groups of varying sizes and
ratios as equivalent ratios because the number of cubes remain unchanged, only
nge.
ions between simplifying fractions and ratios by dividing the terms of the fraction/
mon factor.
s using the part-whole and comparison models.

have opportunities to:
mples of rate in everyday situations such as postage rates and utility rates (water
consumption rates).
tuation involving rate and recognise that there are three related quantities (rate,
number of units) and given any two quantities, the third quantity can be calculated.
s using proportional reasoning.

have opportunities to:
base and height of a triangle with the length and breadth of its related rectangle,
e the relationship between the area of the triangle and its related rectangle.
triangles on square grid and identify the height of each triangle corresponding to a

s to determine the basic shapes (rectangle, square and triangle) that make up a
ure, or use basic shape cutouts to form different composite figures.

56

Content

2. Volume of Cube and Cuboid Students should

2.1 building solids with unit cubes (a) use unit cubes
2.2 measuring volume in cubic units, cm 3 and m 3 , volumes in cub

excluding conversion between cm 3 and m 3 (b) compare the s
2.3 drawing cubes and cuboids on isometric grid (c) build cuboids a
2.4 volume of a cube/cuboid
2.5 finding the volume of liquid in a rectangular tank formula for the
(d) build cubes of
2.6 relationship between  (or ml) and cm 3
find the volum
(e) pour 1 litre of w

equivalence of
(f) make connect

and masking t
(g) work in groups
(h) work in pairs to

SUB-STRAND: GEOMETRY Students should
1. Angles
(a) describe and i
1.1 angles on a straight line (b) look for examp
1.2 angles at a point (c) use the angle
1.3 vertically opposite angles
1.4 finding unknown angles

2. Triangle Students should
2.1 properties of
(a) sort a set of di
 isosceles triangle use terms suc
 equilateral triangle ‘isosceles trian
 right-angled triangle
2.2 angle sum of a triangle (b) look for the va
2.3 finding unknown angles in geometric figures (c) investigate and
without additional construction of lines
applets.
Primary Mathematics (d) identify and jus

that the base a
(e) draw special tr
(f) use the angle

answers.
(g) sketch and dra

and set square

Learning Experiences

have opportunities to:

s (or connecting cubes) to build different solids (3D figures) and express their
bic units.
sizes of solids in terms of their volumes.
and cubes layer by layer using unit cubes (or connecting cubes) to establish the
e volume of a cuboid/cube.
sizes 1 x 1 x 1, 2 x 2 x 2, 3 x 3 x 3, … using unit cubes (or connecting cubes) and
mes of the cubes by counting and by formula.
water into a container measuring 10 cm by 10 cm by 10 cm to establish the
f 1 litre (1000 ml) and 1000 cm³.
tions between 1 cm² and 1 cm³, and between 1 m² and 1 m³, e.g. use newspaper
tape to make a square of area 1 m² and a cube of volume 1 m³.
s to draw a cube or a cuboid taking into consideration size and orientation.
o draw on square grid the top/side/front view of a solid made up of unit cubes.

have opportunities to:

illustrate the various angle properties.
ples of different types of angles in the environment.
properties to find unknown angles and explain how they obtain the answers.

have opportunities to:

ifferent triangles into groups by their angles/lengths, explain how it is done and
ch as ‘acute-angled triangle’, ‘obtuse-angle triangle’, ’right-angled triangle’,
ngle’ and ‘equilateral triangle’ to describe the triangles.
arious types of triangles in the environment.
d discover that the angle sum of any triangle is 180° using triangle cutouts or

stify the angle properties of triangles, e.g. fold an isosceles triangle cutout to show
angles are equal.
riangles on square grid.
properties of triangles to find unknown angles and explain how they obtain the

aw different triangles according to given angles and lengths using ruler, protractor
es.

57

Content Students should

3. Parallelogram, Rhombus and Trapezium (a) make a collect
the various spe
3.1 properties of
 parallelogram (b) discuss how ea
 rhombus using cutouts o
 trapezium
(c) draw special q
3.2 finding unknown angles without additional (d) use the proper
construction of lines
the answers.
(e) sketch and dra

protractor and

STATISTICS Students should

SUB-STRAND: DATA ANALYSIS (a) discuss the me
1. Average of a Set of Data lift, average te

1.1 average as ‘total value  number of data’ (b) recognise that
number of data
1.2 relationship between average, total value and
number of data

Primary Mathematics

Learning Experiences
have opportunities to:
tion of quadrilaterals (4-sided figures) from pictures and photographs, and identify
ecial quadrilaterals besides square and rectangles.
ach special quadrilateral is different from the others, and explore its properties
or applets.
quadrilaterals on square grid.
rties of special quadrilaterals to find unknown angles and explain how they obtain
aw special quadrilaterals according to given angles and lengths using ruler,
set squares.

have opportunities to:
eaning of average in real-life situations such as average height, average load in a
emperature in a day or month.
t there are three related quantities in a set of data (average, total value and
a) and given any two quantities, the third quantity can be calculated.

58

















Content

2. Four operations Students should

2.1 adding and subtracting decimals (up to 2 (a) use number d
decimal places) without calculator and make con

2.2 multiplying and dividing decimals (up to 3 (b) use number d
decimal places) by 10,100,1000 result of multip
and relate the
2.3 a measurement from a smaller unit to a larger
unit in decimal form, and vice versa (c) collect and tal
 kilometres and metres specifications
 metres and centimetres capacity in cu
 kilograms and grams
 litres and millilitres (d) measure and
determine the
2.4 solving up to 2-step word problems involving the
4 operations (e) use a linear sc
(f) work in pairs t
(g) work in group

receipts, food
(h) estimate the a

calculated an

SUB-STRAND: RATE AND SPEED Students should
1. Rate

1.1 rate as the amount of a quantity per unit of (a) talk about exa
another quantity and electricity

1.2 finding rate, total amount or number of units (b) talk about a si
given the other two quantities total amount,
calculated.
1.3 solving up to 3-step word problems involving rate
(c) solve problem

Primary Mathematics

Learning Experiences
have opportunities to:
discs or digital manipulatives to illustrate the addition and subtraction algorithms
nnections between the algorithms for decimals and for whole numbers.
discs to illustrate multiplication and division of a decimal by 10/100/1000 e.g. the
plying 6 ones 2 tenths 3 hundredths (6.23) by 10 is 6 tens 2 ones 3 tenths (62.3),
e process to multiplication and division of a whole number by 10/100/1000.
lk about real-life examples of the uses of different units of measure e.g.
s of furniture in a manual, weighing scales, height of a mountain in metres (m), car
ubic centimetres (cm³ or cc).
compare amounts of liquid using measuring cylinders (ℓ) and beakers (ml) to
e equivalence between measurements, e.g. 0.2 ℓ = 200 ml.
cale to show the relationship between larger and smaller units of measurement.
to convert between larger and smaller units through games or quizzes.
ps on problems involving decimals in everyday situations such as shopping
d prices in school canteen, and budgeting.
answer before doing the calculation and check the reasonableness of the
nswer by comparing it with the estimated answer.

d have opportunities to:
amples of rate in everyday situations such as postage rates and utility rates (water
y consumption rates).
ituation involving rate and recognise that there are three related quantities (rate,
number of units) and given any two quantities, the third quantity can be

ms using proportional reasoning.

63

MEASUREMENT AND GEOMETRY Students should

SUB-STRAND: MEASUREMENT (a) practise telling
1. Time schedules, MR

1.1 measuring time in hours and minutes (b) represent give
timeline, and u
1.2 converting time in hours and minutes to minutes
only, and vice versa (c) read and write
why 24-hour c
1.3 finding the starting time, finishing time or
duration given the other two quantities (d) describe every
duration.
1.4 24-hour clock
1.5 solving problems involving time in 24-hour clock (e) represent give
timeline and us

SUB-STRAND: AREA AND VOLUME Students should

1. Area and Perimeter (a) discuss the use
(b) use real-life ex
1.1 concept of area and perimeter of a plane figure
1.2 measuring area in square units, cm² and m², rectangles/squ
(c) work in pairs to
excluding conversion between cm² and m²
1.3 area and perimeter of rectangle/square formula.
1.4 finding one dimension of a rectangle given the (d) work in groups

other dimension and its area/perimeter relationship be
1.5 finding the length of one side of a square given with same area
different areas
its area/perimeter (e) estimate the ar
1.6 finding the area of figures made up of rectangles the figure.
(f) apply multiplica
and squares perimeter and
(g) use square tile
memory the ar
(h) make a compo
grid, and calcu
(i) visualise how a
formed by rem
and perimeter

Primary Mathematics

have opportunities to:

g and writing time using everyday examples such as TV programmes, bus
RT operating hours and exam timetables.
en information such as starting time, finishing time and duration of activity on a
use it to solve problems.
e time in 24-hour clock from flight schedules or train schedules, and give reasons
clock is used instead of 12-hour clock.
yday events using 24-hour clock, including starting time, finishing time and

en information such as starting time, finishing time and duration of activity on a
se it to solve problems.

have opportunities to:
e of appropriate units of measurement (length, area and perimeter).
amples to explain the concepts of area and perimeter, and compare the sizes of
uares using area.
o find the area of rectangles and squares drawn on square grid by counting and by

to make different rectangles and squares using square tiles, study the
etween the area/perimeter and length(s) of each side, and observe that shapes
a can have different perimeters, and shapes with same perimeter can have
s.
rea of a figure drawn on square grid by counting whole and partial squares within

ation and division concepts to find one dimension of a rectangle given its area/
the other dimension.
es to build squares of different sizes, from 1 cm² to 100 cm², and commit to
reas of the squares.
osite figure using cutouts of rectangles and squares or draw the figure on square
ulate its area and perimeter.
a L-shaped figure can be partitioned into rectangles and squares, or can be
moving a rectangle/square from a bigger rectangle/square, and calculate the area
from given lengths.

64