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IB

Strand

Conceptual

Understanding

/ Content

Standard

Number

Numbers are a naming

system.

Numbers can be used in many

ways for different purposes in

the real world.

Numbers are connected to

each other through a variety

of relationships

Making connections between

our experiences with number

can help us to develop

number sense.

The base 10 place value

system is used to represent

numbers and number

relationships.

Fractions are ways of

representing whole- part

relationships.

The operations of addition,

subtraction, multiplication

and division are related to

each other and are used to

process information to solve

problems.

Number operations can be

modelled in a variety of ways.

There are many mental

methods that can be applied

for exact and approximate

Dep Ed

Counting moves through a

sequence that uses one and

only one number name for

each number counted.

Sense of quantity and

numeral relations: addition

results in in increase and

subtraction results in

decrease.

DIS

computations.

Learning

Outcomes

Number

Connect number names and

numerals to the quantities

they represent

Count to determine the

number of objects in a set

Use number words and

numerals to represent

quantities in real-life

situations

Use the language of

mathematics to compare

quantities in real-life

situations, for example, more,

less, first, second

Subitize in real-life situations

Use simple fraction names in

real-life situations

Counting

Count forward and backward

from memory up to 10

Recognize and identify

numeral

0 to 10

Read and write numeral 0 to

10

Match numerals to a set of

concrete objects from 0 to 10

Identify the number that

comes before, after or inbetween

Arrange three numbers from

least to greatest/ greatest to

least

Count and tell how many

objects there are in a given

set

Compare two groups of

objects to decide which is

more or less, or if they are

equal

Identify sets with one more or

one less element

Tell the number of days in a

week

Identify ordinal positions

through 10th

system

Recite numbers in order

(forwards from 1 to 50,

backwards from 20 to 0).

Read and write numerals from

0 to 20.

Count objects up to 20,

recognising conservation of

number.

Count on in tens from zero or

a single-digit number to 50 or

just over.

Count on in twos, beginning

to recognise odd/even

numbers to 20 as every other

number.

Begin partitioning two-digit

numbers into tens and ones

and reverse.

Within the range 0 to 30, say

the number that is 1 or 10

more or less than any given

number.

Use more or less to compare

two numbers, and give a

number which lies between

them.

Order numbers to at least 20

positioning on a number

track; use ordinal numbers.

Use the = sign to represent

equality.

Give a sensible estimate of

some objects that can be

checked by counting, e.g. to

30.

Find halves of small numbers

Match objects/pictures using

one-to-one correspondence

Recognize the words put

together, add to. and in

all, that indicate the act of

adding whole numbers

Recognizes the words take

away, less. and are left,

that indicate the act of

subtracting whole numbers

Represent the concept of

addition by combining

elements of two sets using

concrete objects

Represent the concept of

subtraction

recognise which shapes are

halved.

Mental strategies

Know all number pairs to 10

and record the related

addition/subtraction facts.

Begin to know number pairs

to 6, 7, 8, 9 and 10.

Add more than two small

numbers, spotting pairs to 10,

e.g. 4 + 3 + 6 = 10 + 3.

Begin using pairs to 10 to

bridge 10 when

adding/subtracting, e.g. 8 +

3, add 2, then 1.

Know doubles to at least

double 5.

Find near doubles using

doubles already known, e.g. 5

+ 6.

Begin to recognise multiples

of 2 and 10.

Addition and subtraction

Understand addition as

counting on and combining

two sets; record related

addition sentences.

Understand subtraction as

counting back and take

away; record related

subtraction sentences.

Understand difference as how

many more to make?

Add/subtract a single-digit

number by counting on/back.

Find two more or less than a

number to 20, recording the

jumps on a number line.

Relate counting on and back

element from a set using

concrete objects

Use manipulative to explore

the concept of addition and

subtraction with sums and

differences between 0 and 10

Add quantities up to 10 using

concrete objects

Subtract quantities up to 10

using concrete objects

Use concrete objects to

determine answers to addition

and subtraction problems

listened to

Solve number stories read by

the teacher involving addition

and subtraction up to

quantities of 10

Match addition and

subtraction expressions with

concrete representations

Write addition and subtraction

expressions and equation with

concrete representations

Recognize situations that

require addition and

subtraction

Group and count sets of equal

quantity using concrete

objects up to 10 (beginning

multiplication)

Separate objects into groups

of equal quantity using

concrete objects up to 10

(beginning division)

Recognize that a whole can

be divided into parts and that

parts, as half and/or fourth

than a number (< 50).

Begin to use the +, and =

signs to record calculations in

number sentences.

Understand that changing the

order of addition does not

change the total.

Add a pair of numbers by

putting the larger number first

and counting on.

Recognise the use of a sign

such as to represent an

unknown, e.g. 6 + = 10.

Begin to add single- and twodigit numbers.

comprise a whole MKAT-00-17

18. Represent a half and a

fourth by dividing a whole

object into 2 and 4 equal

parts, respectively

Multiplication and division

Double any single-digit

number.

Find halves of even numbers

of objects up to 10.

Try to share numbers to 10 to

find which are even and which

are odd.

Share objects into two equal

groups in a context.

Problem Solving

solving mathematical

problems

Choose appropriate

strategies to carry out

calculations, explaining

working out.

Explore number problems

and puzzles.

Find many combinations,

e.g. combinations of three

pieces of different coloured

clothing.

Decide to add or subtract

to solve a simple word

problem (oral), and

represent it with objects.

Check the answer to an

addition by adding the

numbers in a different

Strand

Conceptual

Understanding

/ Content

Standard

organized according to their

properties.

Objects in our immediate

environment have a position

in space that can be

described according to a point

of reference.

Characteristics of objects

and/or pictures can be

sensibly organized by

grouping or sequencing.

order.

Check the answer to a

subtraction by adding the

answer to the smaller

number in the question.

Describe and continue

patterns such as count on

and back in tens, e.g. 50,

40, 30.

Identify simple

relationships between

numbers and shapes, e.g.

this number is ten bigger

than that

Geometry

Learning

Outcomes

Sort, describe and compare

2D & 3D shapes

direction, for example, inside,

outside, above, below, next

to, behind, in front of, up,

down

Explore and describe the

paths, regions and boundaries

Recognize simple shapes in

the environment

Identify two-dimensional

shapes

o square

o circle

o triangle

o rectangle

Identify three dimensional

shapes:

o sphere

o cube

o cylinder

Describe objects according to

shape, size, its use/function

Group objects that are alike

Sort and classify objects by

more than one factor (such as

shape and color, or size and

shape, etc)

Compare objects

o small, smaller

o big, bigger

o long, longer

o wide, wider

o high, higher

o heavier, lighter

Copy, make and continue

patterns

reasoning

Name and sort common 2D

shapes (e.g. circles, squares,

rectangles and triangles)

using features such as

number of sides, curved or

straight. Use them to make

patterns and models.

Name and sort common 3D

shapes (e.g. cube, cuboid,

cylinder, cone and sphere)

using features such as

number of faces, flat or

curved faces. Use them to

make patterns and models.

Recognise basic line

symmetry.

Use everyday language of

direction and distance to

describe movement of

objects.

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

of their immediate

environment (inside, outside,

above, below) and their

position (next to, behind, in

front of, up, down)

Measurement

Measurement involves

comparing objects and

events.

Objects have attributes that

can be measured using nonstandard units.

Events can be ordered and

sequenced.

Measurement

weight and time can be

determined using arbitrary

measuring tools/means

including our own schedule.

describe attributes of real

objects, for example, longer,

shorter, heavier, empty, full,

hotter, colder

Compare the length, mass

and capacity of objects using

non- standard units identify,

describe and sequence events

in their daily routine, for

example, before, after,

bedtime, storytime, today,

tomorrow.

Use non-standard units of

measurement to solve

problems in real-life situations

involving length, mass and

capacity

events and objects in real-life

tools such as feet, hand, piece

of string, etc. to measure

o size

o length

o capacity

o mass

Compare objects based on

their size, length, weight,

mass:

o big/little

o longer/shorter

o heavier/lighter

activities are being done, E.g.

Measure

Compare lengths and weights

by direct comparison, then by

using uniform non-standard

units.

Estimate and compare

capacities by direct

comparison, then by using

uniform non-standard units.

Use comparative language,

e.g. longer, shorter, heavier,

lighter.

Time

Begin to understand and use

some units of time, e.g.

situations

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Strand

Conceptual

time

Compare time intervals by

determining which activities

take a longer or shorter time

and bills up to PhP20 (pesos

and centavos)

Data Handling

We collect information to

make sense of the world

around us.

Organizing objects and events

helps us to solve problems.

Events in daily life involve

chance.

Represent information

through pictographs and tally

marks sort and label real

objects by attributes.

Create pictographs and tally

marks

Create living graphs using

real objects and people

Describe real objects and

events by attributes

By organizing and interpreting

data, we can make sense of

information available to us.

(e.g. sex or boys and girls)

through observation and

asking a question

Organize data into

pictographs

Interpret pictographs

Draws inferences based on

data presented

Tell possible outcomes of a

given event, E.g. weather

could be sunny, cloudy, rainy

or stormy; passing and failing;

winning or losing

Patterns and sequences occur

Characteristics of objects

months and years.

Read the time to the hour

(oclock) and know key times

of day to the nearest hour.

Order the days of the week

and other familiar events.

Money

Recognise all coins and work

out how to pay an exact sum

using smaller coins.

Handling Data

representing data

Answer a question by sorting

and organising data or objects

in a variety of ways,

e.g. using block graphs

and pictograms with

practical resources;

discussing the results

in lists and tables with

practical resources;

discussing the results in

Venn or Carroll

diagrams giving

different criteria for

grouping the same

objects

Pattern and function

Understanding

/ Content

Standard

Learning

Outcomes

in everyday situations.

Patterns repeat and grow.

Describe patterns in various

ways, for example, using

words, drawings, symbols,

materials, actions, numbers

Extend and create patterns

sensibly organized by

grouping or sequencing.

patterns

ways, for example, using

words, drawings, symbols,

materials, actions, numbers

Extend and create patterns

Math Grade 1

IB

Strand

Conceptual

Understanding

/ Content

Standard

Number

Numbers are a naming

system.

Numbers can be used in many

ways for different purposes in

the real world.

Numbers are connected to

each other through a variety

of relationships

Making connections between

our experiences with number

can help us to develop

number sense.

The base 10 place value

system is used to represent

numbers and number

relationships.

Fractions are ways of

representing whole- part

Dep Ed

Demonstrate understanding

of whole numbers up to 100,

ordinal numbers up to 10th,

money up to Php100 and

fractions and

Demonstrate understanding

of addition and subtraction of

whole numbers up to 200

including money

Demonstrate understanding

of fractions and

DIS

Learning

Outcomes

relationships.

The operations of addition,

subtraction, multiplication

and division are related to

each other and are used to

process information to solve

problems.

Number operations can be

modelled in a variety of ways.

There are many mental

methods that can be applied

for exact and approximate

computations.

Number

Read and write whole

numbers up to hundreds or

beyond

Read, write, compare and

order cardinal and ordinal

numbers

Use whole numbers up to

hundreds or beyond in reallife situations

Use cardinal and ordinal

numbers in real-life situations

Use fractions in real-life

situations

Counting

Visualize and represent

numbers from 0 to 100 using

a variety of materials

Count the number of objects

in a given set by ones and

tens

Identify the number that is

one more or one less from a

given number

Compose and decompose a

given number

Regroup sets of ones into sets

of tens into hundreds using

objects

Visualize, represent and

compare two sets using the

expressions less than,

more than, and as many

as.

Visualize, represent and order

sets from least to greatest

and vice versa

Visualize and count by 2s, 5s,

10s, through 100

system

Count, read and write

numbers to at least 100 and

back again.

Count up to 100 objects, e.g.

beads on a bead bar.

Count on in ones and tens

from single- and two-digit

numbers and back again.

Count in twos, fives and tens,

and use grouping in twos,

fives, or tens to count larger

groups of objects.

Begin to count on in small

constant steps such as threes

and fours.

Know what each digit

represents in two-digit

numbers; partition into tens

and ones.

Find 1 or 10 more/less than

any two-digit number.

Round two-digit numbers to

strategies for adding and

subtracting two-digit numbers

100 in symbols and in words

Visualize and gives the place

value and value of a digit in

one- and two- digit numbers

Rename numbers into tens

and ones

Visualize, represent and

compare numbers up to 100

using relation symbols

Visualize, represent and order

number up to 100 in

increasing or decreasing order

Identify the 1st, 2nd, 3rd, up to

10th object in a given set from

a given point of reference

Read and write ordinal

numbers: 1st, 2nd, 3rd, up to

10th

Say a number between any

given neighboring pairs of

multiples of10, e.g. 40 and

50.

Place a two-digit number on a

number line marked off in

multiples of ten.

Recognise and use ordinal

numbers up to at least the

10th number and beyond

Order numbers to 100;

compare two numbers using

the > and < signs.

Give a sensible estimate of up

to 100 objects, e.g. choosing

from 10, 20, 50 or 100.

Understand even and odd

numbers and recognize these

up to at least 20.

Sort numbers, e.g. odd/even,

multiples of 2, 5 and 10.

Recognize that we write one

half , one quarter and

three quarters .

Recognize that 2/2 or 4/4

make a whole and and 2/4

are equivalent.

Recognize which shapes are

divided in halves or quarters

and which are not.

Find halves and quarters of

shapes and small numbers of

objects

Mental strategies

Relate counting on/back in

tens to finding 10 more/less

strategies for addition and

subtraction of two-digit

numbers or beyond in real-life

situations

subtraction number facts in

real-life situations

Illustrate addition as putting

together or combining or

joining sets

Visualize and add two onedigit numbers with sums up to

18 using the order and zero

properties of addition

and then to adding and

subtracting other multiples of

10, e.g. 75 30.

Use the = sign to represent

equality, e.g. 16 + 4 = 17 +

3.

Add four or five small

numbers together.

Recognize the use of a

symbol such as or

a to

represent an unknown, e.g.

+

= 10

Solve number sentences such

as 27 + = 30

Add and subtract a single

digit to and from a two-digit

number.

Add pairs of two-digit

numbers.

Find a small difference

between pairs of two-digit

numbers.

Understand that addition can

be done in any order, but

subtraction cannot.

Understand subtraction as

both difference and take

away.

Addition and subtraction

Understand addition as

counting on and combining

two sets; record related

addition sentences.

Understand subtraction as

counting back and take

away; record related

using appropriate mental

techniques

Visualize and add three onedigit numbers using the

grouping property of addition

Visualize and add two to three

one-digit numbers

horizontally and vertically

Use expanded form to explain

the meaning of addition with

regrouping

Visualize and add numbers

with sums through 99 without

or with regrouping

Add mentally two to three

one-digit numbers with sums

up to 18 using appropriate

strategies

Visualize and solve one-step

routine and non-routine

problems involving addition of

whole numbers including

money with sums up to 99

using appropriate problem

solving strategies

Create situations involving

addition of whole numbers

including money

Illustrates subtraction as

taking away o comparing

elements of sets

Illustrates that addition and

subtraction are inverse

operations

Visualize, represent, and

subtract one-digit numbers

with minuends through 18

(basic facts)

subtraction sentences.

Understand difference as how

many more to make?

Add/subtract a single-digit

number by counting on/back.

Find two more or less than a

number to 20, recording the

jumps on a number line.

Relate counting on and back

in tens to finding 10 more/less

than a number (< 50).

Begin to use the +, and =

signs to record calculations in

number sentences.

Understand that changing the

order of addition does not

change the total.

Add a pair of numbers by

putting the larger number first

and counting on.

Recognise the use of a sign

such as to represent an

unknown, e.g. 6 + = 10.

Begin to add single- and twodigit numbers.

subtract one- to two-digit

numbers with minuends up to

99 without regrouping

Use the expanded form to

explain subtraction with

regrouping

Visualize, represent and

subtract one- to two-digit

numbers with regrouping

Subtract mentally one-digit

numbers from two-digit

minuends without regrouping

using appropriate strategies

Visualize, represent and solve

routine problems involving

subtraction of whole numbers

including money with

minuends up to 99 with and

without regrouping using

appropriate problem solving

strategies and tools

Creates situations involving

subtraction of whole number

including money

Numbers and number sense

Count groups of equal

quantity using concrete

objects up to 50 and write an

equivalent expression

Visualize, represent and

separate objects into groups

of equal quantity using

concrete objects up to 50

Visualize and identify and

of a whole object

Visualize, represent and

divide a whole into halves and

fourths

Double any single-digit

number.

Find halves of even numbers

of objects up to 10.

Try to share numbers to 10 to

find which are even and which

are odd.

Share objects into two equal

groups in a context.

method for solving a problem,

for example, mental

estimation, mental or written

strategies, or by using a

calculator

Use strategies to evaluate

reasonableness of answers

elements of sets into two

groups of equal quantities to

show halves

Visualize, represent and

divide the elements of sets

into four groups of equal

quantities to show fourths

Visualize and draw the whole

region or set given its

and/or

Problem Solving

Choose appropriate mental

strategies to carry out

calculations and explain how

they worked out the answer.

Explain methods and

reasoning orally.

Explore number problems and

puzzles.

Make sense of simple word

problems (single and easy

two-step), decide what

operations (addition or

subtraction, simple

multiplication or division) are

needed to solve them and,

with help, represent them,

with objects or drawings or on

a number line. Make up a

number story to go with a

calculation, including in the

context of money.

Check the answer to an

addition by adding the

numbers in a different order

Strand

Geometry

Conceptual

Understanding

/ Content

Standard

named according to their

properties

Some shapes are made up of

parts that repeat in some way

Specific vocabulary can be

used to describe an objects

position in space

Demonstrate understanding

of 2D and 3D figures

or by using a different

strategy, e.g. 35 + 19 by

adding 20 to 35 and

subtracting 1, and by adding

30 + 10 and 5 + 9.

Check a subtraction by adding

the answer to the smaller

number in the original

subtraction.

Describe and continue

patterns which count on in

twos, threes, fours or fives to

30 or more.

Identify simple relationships

between numbers and

shapes, e.g. this number is

double...; these shapes all

have ... sides.

Make a sensible estimate for

the answer to a calculation.

Consider whether an answer

is reasonable.

Geometry

Learning

Outcomes

Strand

Sort, describe and label 2D

and 3D shapes

Analyse and describe the

relationships between 2D and

3D shapes

Analyse and use what they

know about 3D shapes to

describe and work with 2D

shapes

Recognize and explain simple

symmetrical designs in the

environment

Apply knowledge of symmetry

to problem-solving situations

Create and describe

symmetrical and tessellating

patterns

Identify lines of reflective

symmetry

Represent ideas about the

real world using geometric

vocabulary and symbols, for

example, through oral

description, drawing,

modelling, labelling

directions, describing paths,

regions, positions and

boundaries of their immediate

environment.

Measurement

Geometry

Identify, name and describe

the four basic shapes (square,

rectangle, triangle and circle)

in 2D (flat/plane) 3D (solid)

objects

Compare and classify 2D

(flat/plane) and 3D (solid)

figures according to common

attributes

Draw the four basic shapes

Construct three dimensional

objects (solid) using

manipulative materials

reasoning

Sort, name, describe,

visualize and draw 2D shapes

(e.g. squares, rectangles,

circles, regular and irregular

pentagons and hexagons)

referring to their properties;

recognise common 2D shapes

in different positions and

orientations.

Sort, name, describe and

make 3D shapes (e.g. cubes,

cuboids, cones, cylinders,

spheres and pyramids)

referring to their properties;

recognise 2D drawings of 3D

shapes.

Identify reflective symmetry

in patterns and 2D shapes;

draw lines of symmetry.

Find examples of 2D and 3D

shape and symmetry in the

environment.

Follow and give instructions

involving position, direction,

and movement.

Recognise whole, half and

quarter turns, both clockwise

and anti-clockwise.

Recognise that a right angle is

a quarter turn.

Measurement

Measure

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Measurement involves

comparing objects and

events.

Objects have attributes that

can be measured using nonstandard units.

Events can be ordered and

sequenced.

Estimate and measure objects

using non-standard and

standard units of

measurement: length, mass,

capacity, money and

temperature

Use standard units of

measurement to solve

problems in real-life situations

involving length, mass,

capacity, money and

temperature

lengths of time: second,

minute, hour, day, week and

month

Read and write the time to

the hour, half hour and

quarter hour

Use measures of time to

assist with problem solving in

real-life situations.

Demonstrate understanding

of time and non-standard

units of length, mass and

capacity

comparative words: short,

shorter, shortest; long, longer,

longest; heavy, heavier,

heaviest; light, lighter,

lightest

Estimate and measures

length using non-standard

units of linear measures

Estimate and measure mass

using non-standard units of

mass measure

Estimate and measure

capacity using non-standard

unit

Tell the day in a week; months

in a year in the right order

Determine the day or the

month using a calendar

Tell and write time by hour,

half-hour and quarter-hour

using analog clock

Solve problems involving time

(days in a week, months in a

year, hour, half-hour and

quarter-hour)

Estimate, measure and

compare lengths, weights and

capacities, choosing and

using suitable uniform nonstandard and standard units

and appropriate measuring

instruments.

Compare lengths, weights,

and capacities using the

standard units: centimetre,

metre, 100 g, kilogram, and

litre.

Time

Know the units of time

(seconds, minutes, hours,

days, weeks, months and

years).

Know the relationships

between consecutive units of

time.

Read the time to the half hour

on digital and analogue

clocks.

Measure activities using

seconds and minutes.

Know and order the days of

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Data Handling

Information can be expressed

as organized and structured

data.

Objects and events can be

organized in different ways.

Some events in daily life are

more likely to happen than

others.

and bills up to Php100 and

their notations

Demonstrate understanding

of pictographs without scales

and outcomes of an event

using the terms likely and

unlikely to happen

the year.

Money

Recognise all coins and notes.

Use money notation.

Find totals and the coins and

notes required to pay a given

amount; work out change.

Handling Data

representing data

different types of graphs, for

example, tally marks, bar

graphs

Represent the relationship

between objects in sets using

tree, Venn and Carroll

diagrams

Express the chance of an

event happening using words

or phrases (impossible, less

likely, maybe, most likely,

certain)

Represent information

through pictographs and tally

marks sort and label real

objects by attributes

Collect, display and interpret

data for the purpose of

through simple interview

Sort, classify, organize data in

tabular form and present this

into a pictograph without

scales

Infer and interpret data

presented in a pictograph

without scales

Solve routine and non-routine

problems using data

presented in pictograph

without scales

Tell whether an event is likely

or unlikely to happen

Describe events in real-life

situations using phrases

likely or unlikely to

happen

recording data in lists and tables, and

representing it as block graphs and

pictograms to show results.

Use Carroll and Venn diagrams to

sort numbers or objects using one

criterion; begin to sort numbers and

objects using two criteria; explain

choices using appropriate language,

including not.

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

answering questions

Create a pictograph and

sample bar graph of real

objects and interpret data by

comparing quantities (for

example, more, fewer, less

than, greater than)

Use tree, Venn and Carroll

diagrams to explore

relationships between data

Identify and describe chance

in daily events (impossible,

less likely, maybe, most likely,

certain)

Pattern and function

Whole numbers exhibit

patterns and relationships

that can be observed and

described.

Patterns can be represented

using numbers and other

symbols.

Represent patterns in a

variety of ways, for example,

using words, drawings,

symbols, materials, actions,

numbers

Describe number patterns, for

example, odd and even

numbers, skip counting

Extend and create patterns in

numbers, for example, odd

and even numbers, skip

counting

Use number patterns to

represent and understand

real-life situations

Use the properties and

relationships of addition and

Demonstrate understanding

of continuous and repeating

patterns and mathematical

sentences

in a given continuous pattern

using one attribute

(letters/numbers/events)

Determine the missing term/s

in a given repeating pattern

using one attribute (letter,

numbers, colors, figures,

sizes, etc)

Construct equivalent number

expression using addition and

subtraction

Identify and create patterns to

compose and decompose

using addition

Visualize and finds the

missing number in an addition

Represent patterns in a

variety of ways, for example,

using words, drawings,

symbols, materials, actions,

numbers

Describe number patterns, for

example, odd and even

numbers, skip counting

Extend and create patterns in

numbers, for example, odd

and even numbers, skip

counting

Use number patterns to

represent and understand

real-life situations

Use the properties and

relationships of addition and

a variety of ways

Math Grade 2

IB

Strand

Conceptual

Understanding

/ Content

Standard

Number

Numbers are a naming

system.

Numbers can be used in many

ways for different purposes in

the real world.

Numbers are connected to

each other through a variety

of relationships

Making connections between

our experiences with number

can help us to develop

number sense.

The base 10 place value

system is used to represent

numbers and number

relationships.

Fractions are ways of

representing whole- part

relationships.

The operations of addition,

subtraction, multiplication

and division are related to

each other and are used to

process information to solve

problems.

Number operations can be

Dep Ed

Demonstrate understanding

of whole numbers up to 1000,

ordinal numbers up to 20th,

money up to Php100

Demonstrate understanding

of addition of whole numbers

up to 1000 including money

Demonstrate understanding

of subtraction and

multiplication of whole

numbers up to 1000 including

money

Demonstrate understanding

of division of whole numbers

up to 1000 including money

Demonstrate understanding

of unit fractions

DIS

Learning

Outcomes

There are many mental

methods that can be applied

for exact and approximate

computations.

Number

Read and write whole

numbers up to hundreds or

beyond

Read, write, compare and

order cardinal and ordinal

numbers

Use whole numbers up to

hundreds or beyond in reallife situations

Use cardinal and ordinal

numbers in real-life situations

Use fractions in real-life

situations

Visualize and represent

numbers from 0-1000 with

emphasis on numbers 1001000 using a variety of

materials

Group objects in ones, tens,

and hundreds

Give the place value and find

the value of a digit in threedigit numbers

Visualize and count numbers

by 10s, 50s, and 100s

Read and writes numbers up

to 1000 in symbols and in

words

Visualize and write three-digit

numbers in expanded form

Visualize and compare

numbers up to 1000 using

relation symbols

Visualize and order number

up to 1000 in increasing or

decreasing order

Identify the 1st through the

20th with the emphasis on 11th

to 20th object in a given set

from a given point of

reference

Read and write ordinal

numbers from 1st through the

20th

Identify and use the pattern of

system

Recite numbers 100 to 200

and beyond.

Read and write numbers to at

least 1000.

Count on and back in ones,

tens and hundreds from twoand three- digit numbers.

Count on and back in steps of

2, 3, 4 and 5 to at least 50.

Visualize and count numbers

by 10s, 50s and 100s.

Visualize and identifies the

1st through the 20th object of

a given set from a given point

of reference.

Read and write ordinal

numbers from 1st through the

20th.

Identify and use the pattern of

naming ordinal numbers from

1st to the 20th.

Understand what each digit

represents in three-digit

numbers and partition into

hundreds, tens and units.

Find 1, 10, 100 more/less than

two- and three-digit numbers.

Multiply two-digit numbers by

10 and understand the effect.

Round two-digit numbers to

from 1st to the 20th

Visualize similar fractions

using group of objects and

number line

Read and write similar

fractions

Compare similar fractions

using relation symbols

Arrange similar fractions in

increasing or decreasing order

three-digit numbers to the

nearest 100.

Place a three-digit number on

a number line marked off in

multiples of 100.

Place a three-digit number on

a number line marked off in

multiples of 10.

Compare three-digit numbers,

use < and > signs, and find a

number in between.

Order two- and three-digit

numbers.

Give a sensible estimate of a

number as a range (e.g. 30 to

50) by grouping in tens

Find half of odd and even

numbers to 40, using notation

such as 13 .

Understand and use fraction

notation recognising that

fractions are several parts of

one whole, e.g. is three

quarters and 2/3 is two thirds.

Recognize equivalence

between , 2/4, 4/8 and 5/10

using diagrams.

Recognise simple mixed

fractions, e.g. 1 and 2 .

Order simple or mixed

fractions on a number line,

e.g. using the knowledge that

comes half way between

and and that 1 comes

half way between 1 and 2.

Begin to relate finding

strategies for adding and

subtracting two-digit numbers

Use mental and written

strategies for addition and

subtraction of two-digit

numbers or beyond in real-life

situations

subtraction number facts in

real-life situations

numbers with sums up to 50

using appropriate strategies

Add mentally 3-digit numbers

and 1-digit numbers using

appropriate strategies

Add mentally three-digit

numbers and tens (multiples

of 10 up to 90) using

appropriate strategies

Add mentally 3-digit numbers

and hundreds (multiples of

100 up to 900) using

appropriate strategies

Subtract mentally 1-digit

numbers 1- to 3-digit

numbers without regrouping

using appropriate strategies

Subtract mentally 3-digit

numbers by tens and by

hundred without regrouping

using appropriate strategies

Perform order of operations

involving addition and

subtraction of small numbers

Multiplies mentally 2, 3, 4, 5

and 10 using appropriate

strategies

Illustrate the properties of

addition (commutative,

associative, identity) and

fractions to division.

Find halves, thirds, quarters

and tenths of shapes and

numbers (whole number

answers)

Mental strategies

Know addition and subtraction

facts for all numbers to 20.

Know the following addition

and subtraction facts:

multiples of 100 with a

total of 1000

multiples of 5 with a

total of 100

Know multiplication/division

facts for 2, 3, 5, and 10

tables.

Begin to know 4 table.

Recognize two- and threedigit multiples of 2, 5 and 10.

Work out quickly the doubles

of numbers 1 to 20 and derive

the related halves.

Work out quickly the doubles

of multiples of 5 (< 100) and

derive the related halves.

Work out quickly the doubles

of multiples of 50 to 500.

Add and subtract 10 and

multiples of 10 to and from

relevant situations

Visualize, represent and add

2-digit by 3-digit numbers

with sums up to 1000 without

with regrouping

Visualize, represent and adds

3-digit by 3-digit numbers

with sums up to 1000 without

and with regrouping

Visualize, represent and

subtract 2- to 3-digit numbers

with minuends up to 999

without and with regrouping

Illustrate multiplication as

repeated addition using

Add 100 and multiples of 100

to three-digit numbers.

Use the = sign to represent

equality, e.g. 75 + 25 = 95 +

5.

Add several small numbers.

Find complements to 100,

solving number equations

such as 78 +

= 100.

Use the following properties

of addition in computing for

sums of up to 1000:

zero/identity property of

addition, commutative

property of addition,

associative property of

addition.

Add and subtract pairs of twodigit numbers.

Add three-digit and two-digit

numbers using notes to

support.

Re-order an addition to help

with the calculation, e.g. 41 +

54, by adding 40 to 54, then

1.

Add/subtract single-digit

numbers to/from three-digit

numbers.

Find 20, 30, 90, 100, 200,

300 more/less than three-digit

numbers.

Illustrate multiplication as

repeated addition arrays,

groups of equal

quantities

o arrays

o counting by multiples

o equal jumps on the

number line

Write a related equation for

each type of multiplication:

repeated addition, array,

counting by multiples, and

equal jumps on the number

line

Illustrate the property of

multiplication that zero

multiplied by any number is

zero

Illustrate the commutative

property of multiplication

Visualize multiplication of

numbers 1 to 10 by 2,3,4,5

and 10

Visualize and represent

division as equal sharing,

repeated subtraction, equal

jumps on the number line and

using formation of equal

groups of objects

Create and write a related

equation for each type of

situation: equal sharing,

repeated subtraction, equal

jumps on the number line,

and formation of equal groups

of objects

Visualize division of numbers

up to 100 by 2,3,4,5, and 10

(multiplication table of 2, 3, 4,

5 and 10)

Divide mentally numbers by

o

equal jumps on the number

line.

Write a related equation for

each type of multiplication:

repeated addition, array,

counting by multiples, and

equal jumps on the number

line.

Illustrate the property of

multiplication that any

number multiplied by one (1)

is the same number.

Illustrate the property of

multiplication that zero

multiplied by any number is

zero.

Illustrate the commutative

property of multiplication.

Understand the relationship

between halving and

doubling.

Understand the effect of

multiplying two-digit numbers

by 10.

Multiply single-digit numbers

and divide two-digit numbers

by 2, 3, 4, 5, 6, 9 and 10.

Multiply teens numbers by 3

and 5.

Begin to divide two-digit

numbers just beyond 10

tables, e.g. 60 5, 33 3.

Understand that division can

leave a remainder (initially as

some left over).

Understand and apply the

appropriate strategies

(multiplication table 2,3,4, 5

and 10)

Illustrate that multiplication

and division are inverse

operations

commutative.

Understand the relationship

between multiplication and

division and write connected

facts.

method for solving a problem,

for example, mental

estimation, mental or written

strategies, or by using a

calculator

Use strategies to evaluate

reasonableness of answers

problems involving addition of

whole numbers including

money with sums up to 1000

using appropriate problem

solving strategies and tools

Create problems involving

addition of whole numbers

including money

Solve routine and non-routine

problems involving

subtraction of whole numbers

including money with

minuends up to 1000 using

appropriate problem solving

strategies and tools

Create problems involving

subtraction of whole numbers

including money

Solve multi-step routine and

non-routine problems

involving addition and

subtraction of 2- and 3-digit

numbers including money

using appropriate problem

solving strategies and tools

Create word problems

involving addition and

subtraction of whole numbers

including money

Problem Solving

Choose appropriate mental

strategies to carry out

calculations.

Begin to understand everyday

systems of measurement in

length, weight, capacity and

time and use these to make

measurements as

appropriate.

Make sense of and solve word

problems, single (all four

operations) and two-step

(addition and subtraction),

and begin to represent them,

e.g. with drawings or on a

number line.

Check the results of adding

two numbers using

subtraction, and several

numbers by adding in a

different order.

Check subtraction by adding

the answer to the smaller

number in the original

calculation.

Check multiplication by

reversing the order, e.g.

problems involving

multiplication and addition or

subtraction of whole numbers

including money using

appropriate problem solving

strategies and tools

Create problems involving

multiplication only and

multiplication with addition or

subtraction of whole numbers

including money with

reasonable answers

Solve routine and non-routine

problems involving division of

numbers by 2,3,4,5 and 20

with any of the other

operations of whole numbers

including money using

appropriate problem solving

strategies and tools

Create word problems

involving division of whole

numbers including money

checking that 6 4 = 24 by

doing 4 6.

Check a division using

multiplication, e.g. check 12

4 = 3 by doing 4 3.

Recognise the relationships

between different 2D shapes.

Identify the differences and

similarities between different

3D shapes.

Estimate and approximate

when calculating, and check

working.

Make a sensible estimate for

the answer to a calculation,

e.g. using rounding.

Consider whether an answer

is reasonable.

Make up a number story to go

with a calculation, including in

the context of money.

Explain a choice of calculation

strategy and show how the

answer was worked out.

Explore and solve number

problems and puzzles, e.g.

logic problems.

Use ordered lists and tables to

help to solve problems

systematically.

Describe and continue

patterns which count on or

back in steps of 2, 3, 4, 5, 10,

or 100.

Identify simple relationships

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

named according to their

properties

Some shapes are made up of

parts that repeat in some way

Specific vocabulary can be

used to describe an objects

position in space

Shape and space

Sort, describe and label 2D

and 3D shapes

Analyse and describe the

relationships between 2D and

3D shapes

Analyse and use what they

know about 3D shapes to

describe and work with 2D

Geometry

Demonstrate understanding

of straight and curved lines,

flat and curved surfaces,

basic shapes, symmetry in a

line and tessellations using

triangles and squares

Geometry

Visualize, identify, classify and

describe half circles and

quarter circles

Construct squares, rectangles,

triangles, circles, half-circles

and quarter circles using cutouts and square grids

Identify shapes/figures that

number is three more than

the number before it.

Identify simple relationships

between shapes, e.g. these

shapes all have the same

number of lines of symmetry.

Investigate a simple general

statement by finding

examples which do or do not

satisfy it, e.g. when adding 10

to a number, the first digit

remains the same.

Explain methods and

reasoning orally, including

initial thoughts about possible

answers to a problem.

Geometry

reasoning

Identify, describe and draw

regular and irregular 2D

shapes including pentagons,

hexagons, octagons and semicircles.

Classify 2D shapes according

to the number of sides,

shapes

Recognize and explain simple

symmetrical designs in the

environment

Apply knowledge of symmetry

to problem-solving situations

Create and describe

symmetrical and tessellating

patterns

Identify lines of reflective

symmetry

Represent ideas about the

real world using geometric

vocabulary and symbols, for

example, through oral

description, drawing,

modelling, labelling

Identify and draw the line of

symmetry in a given

symmetrical figure

Create figures that show

symmetry in a line

Recognize shapes that can

tessellate

Tessellate a surface using

triangles and squares

Identify straight lines and

curves, flat and curved

surfaces in a 3-dimensional

object

Explain the differences

between straight lines and

curved lines, flat surfaces and

curved surfaces. This is not

reflected in the performance

standards

Identify, describe and make

3D shapes including pyramids

and prisms; investigate which

nets will make a cube.

Classify 3D shapes according

to the number and shape of

faces, number of vertices and

edges.

Draw and complete 2D

shapes with reflective

symmetry and draw

reflections of shapes (mirror

line along one side).

Relate 2D shapes and 3D

solids to drawings of them.

Identify 2D and 3D shapes,

lines of symmetry and right

angles in the environment.

Identify right angles in 2D

shapes.

Recognize shapes that can

tessellate.

Tessellate a surface using

triangles and squares.

Illustrate area as a measure of

how much surface is covered

or occupied by plane figure.

Show the area of a given

figure using square tile units,

i.e. number of square tiles

needed.

Estimate the area of a given

figure using any shape.

Find the area of a given figure

using square tile units i.e.

number of square tiles

needed.

Use the language of position,

direction, and movement,

including clockwise and anticlockwise.

Find and describe the position

of a square on a grid of

squares where the rows and

columns are labelled.

Use a set square to draw right

angles.

Compare angles with a right

angle and recognize that a

straight line is equivalent to

two right angles.

directions, describing paths,

regions, positions and

boundaries of their immediate

environment.

Strand

Measurement

Measurement

Conceptual

Understanding

/ Content

Standard

Measurement involves

comparing objects and

events.

Objects have attributes that

can be measured using nonstandard units.

Events can be ordered and

sequenced.

Demonstrate understanding

of time, standard measures of

length, mass and capacity

and area using square-tile

units

using non-standard and

standard units of

unit of length and their

abbreviation cm and m to

Learning

Outcomes

Measure

Choose and use appropriate

units and equipment to

estimate, measure, and

capacity, money and

temperature

Use standard units of

measurement to solve

problems in real-life situations

involving length, mass,

capacity, money and

temperature

Compare length in meters or

centimeters

Measure object using

appropriate measuring tools

in m or cm

Estimate and measure length

using meter or centimeter

Solve routine and non-routine

problems involving length

Show and uses the

appropriate unit of weight and

their abbreviations g and kg

to measure a particular object

Compare mass in grams or

kilograms

Measure objects using

appropriate measuring units

in g or kg

Estimate and measure mass

using gram or kilogram

Solve routine and non-routine

problems involving mass

Measure objects using

appropriate measuring tools

in ml or L

Create problems involving

length, mass and capacity

Illustrate area as a measure

of how much surface is

covered or occupied by a

plane figure.

Find the area of a given figure

using square-tile units i.e.

number of square-tiles

needed

Estimate the area of a given

figure using any shape.

record measurements.

Know the relationship

between kilometres and

metres, metres and

centimetres, kilograms and

grams, litres and millilitres.

Read to the nearest division

or half division, use scales

that are numbered or partially

numbered.

Use a ruler to draw and

measure lines to the nearest

centimetre.

Solve word problems involving

measures.

lengths of time: second,

minute, hour, day, week and

month

Read and write the time to

the hour, half hour and

quarter hour

Use measures of time to

assist with problem solving in

real-life situations.

problems involving any figure

using square tiles

Tell and write time in minutes

including a.m. and p.m. using

analog and digital clocks

Visualize and find the elapsed

time in days

Visualize, represent and solve

problems involving time

(minutes including am and

pm and elapsed time in days)

symbols and in words through

Php100

Count the value of a set of

bills or a set of coins through

Php100 (peso coins only;

centavo-coins only; peso-bills

only and combined peso-coins

and peso-bills)

Compare values of different

denominations of coins and

paper bills through Php100

using relation symbols

Time

Suggest and use suitable

units to measure time and

know the relationships

between them (second,

minute, hour, day, week,

month, year).

Read the time on analogue

and digital clocks, to the

nearest 5 minutes on an

analogue clock and to the

nearest minute on a digital

clock.

Begin to calculate simple time

intervals in hours and

minutes.

Read a calendar and calculate

time intervals in weeks or

days.

Money

Use addition and subtraction

facts with a total of 100 to

find change.

Consolidate using money

notation.

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Data Handling

Information can be expressed

as organized and structured

data.

Objects and events can be

organized in different ways.

Some events in daily life are

more likely to happen than

others.

Collect and represent data in

different types of graphs, for

example, tally marks, bar

graphs

Represent the relationship

between objects in sets using

tree, Venn and Carroll

diagrams

Express the chance of an

event happening using words

or phrases (impossible, less

likely, maybe, most likely,

certain)

Represent information

through pictographs and tally

marks sort and label real

objects by attributes

Collect, display and interpret

data for the purpose of

answering questions

Create a pictograph and

sample bar graph of real

objects and interpret data by

comparing quantities (for

example, more, fewer, less

than, greater than)

Use tree, Venn and Carroll

diagrams to explore

Deepen understanding of

pictographs without and with

scales and outcomes of an

event using the terms likely,

equally likely, and unlikely to

happen

using a questionnaire

Sorts, classifies, and

organizes data in tabular form

and presents this into a

pictograph without and with

scales

Infer and interpret data

presented in a pictograph

without and with scales.

Solve routine and non-routine

problems using data

presented in a pictograph

without and with scales.

Tell whether an event is likely,

equally likely, unlikely to

happen.

Describe events in real-life

situations using the phrases

likely to happen or unlikely

to happen or equally likely

to happen.

Handling Data

representing data

Answer a real-life question by

collecting, organising and

interpreting data, e.g.

investigating the population

of mini-beasts in different

environments.

Use tally charts, frequency

tables, pictograms (symbol

representing one or two units)

and bar charts (intervals

labelled in ones or twos).

Use Venn or Carroll diagrams

to sort data and objects using

two criteria.

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Identify and describe chance

in daily events (impossible,

less likely, maybe, most likely,

certain)

Pattern and function

Whole numbers exhibit

patterns and relationships

that can be observed and

described.

Patterns can be represented

using numbers and other

symbols.

Represent patterns in a

variety of ways, for example,

using words, drawings,

symbols, materials, actions,

numbers

Describe number patterns, for

example, odd and even

numbers, skip counting

Extend and create patterns in

numbers, for example, odd

and even numbers, skip

counting

Use number patterns to

represent and understand

real-life situations

Use the properties and

relationships of addition and

subtraction to solve problems

Demonstrate understanding

of continuous patterns using

two attributes and

mathematical sentences

involving multiplication and

division of whole numbers

using 2,3,4,5 and 10 only

Determine the missing term/s

in a given continuous pattern

using two attributes (any two

of the following: figures,

numbers, colors, sizes, and

orientations, etc.)

Visualize and find the missing

value in a number sentence

involving multiplication or

division of whole numbers

using 2, 3, 4, 5 and 10 only.

Represent patterns in a

variety of ways, for example,

using words, drawings,

symbols, materials, actions,

numbers

Describe number patterns, for

example, odd and even

numbers, skip counting

Extend and create patterns in

numbers, for example, odd

and even numbers, skip

counting

Use number patterns to

represent and understand

real-life situations

Use the properties and

relationships of addition and

subtraction to solve problems

Math Grade 3

IB

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Number

The base 10 place value

system can be extended to

represent magnitude.

Fractions and decimals are

ways of representing wholepart relationships.

The operations of addition,

subtraction, multiplication

and division are related to

each other and are used to

process information to solve

problems.

Even complex operations can

be modelled in a variety of

ways, for example, an

algorithm is a way to

represent an operation.

Number

Read, write, compare and

order whole numbers up to

thousands or beyond

Develop strategies for

memorizing addition,

subtraction, multiplication

and division number facts

Read, write, compare and

order fractions

Read and write equivalent

fractions

Read, write, compare and

order fractions to hundredths

or beyond

Use decimal fractions in reallife situations

Dep Ed

Demonstrate understanding

of whole numbers up to 10

000, ordinal numbers up to

100th, money up to Php1000

Demonstrate understanding

of addition and subtraction of

whole numbers including

money

Demonstrate understanding

of multiplication and division

of whole numbers including

money

Demonstrate understanding

of proper and improper,

similar and dissimilar and

equivalent fractions

Visualize numbers up to 10

000 with emphasis on

numbers 1001-10000

Give the place value and

value of a digit in 4- to 5-digit

numbers

Read and write numbers up to

10 000 in symbols and in

words

Round numbers to the nearest

ten, hundred and thousand

Compare numbers up to 10

000 using relation symbols

Order 4- to 5-digit numbers in

increasing or decreasing order

Identify ordinal numbers from

1st to 100th with emphasis on

DIS

system

Read and write numbers up to

10 000.

Count on and back in ones,

tens, hundreds and thousands

from four-digit numbers

Understand what each digit

represents in a three- or fourdigit number and partition

into thousands, hundreds,

tens and units.

Use decimal notation and

place value for tenths and

hundredths in context, e.g.

order amounts of money;

convert a sum of money such

given set from a given point

of reference

Identify odd and even

numbers

Visualize and represent

fractions that are equal to one

and greater than one

Read and writes fractions that

are equal to one and greater

than one in symbols and in

words

Represent fractions using

regions, sets, and the number

line

Visualizes and represent

dissimilar fractions

Visualize, represent and

compare dissimilar fractions

Visualize, represent and

arranges dissimilar fractions

in increasing or decreasing

order

Visualize and generate

equivalent fractions

as P13.25 to cents, or a

length such as 125 cm to

metres; round a sum of

money to the nearest pound.

Understand decimal notation

for tenths and hundredths in

context, e.g. length.

Find multiples of 10, 100,

1000 more/less than numbers

of up to four digits, e.g. 3407

+ 20 = 3427.

Multiply and divide three-digit

numbers by 10 (whole

number answers) and

understand the effect; begin

to multiply numbers by 100

and perform related divisions.

Recognize multiples of 5, 10

and 100 up to 1000.

Round three- and four-digit

numbers to the nearest 10 or

100.

Position accurately numbers

up to 1000 on an empty

number line or line marked off

in multiples of 10 or 100.

Estimate where three- and

four-digit numbers lie on

empty 01000 or

010 000 lines.

Compare pairs of three-digit

or four-digit numbers, using

the > and < signs, and find a

number in between each pair.

Use negative numbers in

context, e.g. temperature.

Recognize and extend number

sequences formed by

counting in steps of constant

size, extending beyond zero

when counting back.

Recognize odd and even

numbers.

Make general statements

about the sums and

differences of odd and even

numbers.

Order and compare two or

more fractions with the same

denominator (halves,

quarters, thirds, fifths, eighths

or tenths).

Recognize the equivalence

between: , 4/8 and 5/10;

and 2/8; 1/5 and 2/10.

Use equivalence to help order

fractions, e.g. 7/10 and .

Understand the equivalence

between one-place decimals

and fractions in tenths.

Understand that is

equivalent to 0.5 and also to

5/10.

Recognize the equivalence

between the decimal fraction

and vulgar fraction forms of

halves, quarters, tenths and

hundredths.

Recognize mixed numbers,

e.g. 5 and order these on a

number line.

Relate finding fractions to

division.

fifths, eighths and tenths of

shapes and numbers.

regrouping using appropriate

strategies

Add mentally 2- to 3-digit

numbers with multiples of

hundreds using appropriate

strategies

Subtract mentally 1- to 2

digits numbers without and

with regrouping using

appropriate strategies

Subtract mentally 2- to 3

digits numbers with multiples

of hundreds without and with

regrouping using appropriate

strategies

Multiply mentally 2-digit by 1digit numbers without

regrouping with products of

up to 100

Divide mentally 2-digit

numbers by 1-digit numbers

without remainder using

appropriate strategies

Mental strategies

Derive quickly pairs of twodigit numbers with a total of

100, e.g. 72 + ___ =100

Derive quickly pairs of

multiples of 50 with a total of

1000, e.g. 850 + ___ =1000

Identify simple fractions with

a total of 1, e.g. + ____ =1

Know multiplication for 2,

3, 4, 5, 6, 9 and 10

tables and derive division

facts.

Recognize and begin to know

multiples of 2, 3, 4, 5 and 10,

up to the tenth multiple

Add three or four small

numbers, finding pairs that

equal 10 or 20.

Add three two-digit multiples

of 10, e.g. 40 + 70 + 50.

Add and subtract near

multiples of 10 or 100 to or

from three-digit numbers, e.g.

367 198 or 278 + 49.

Add any pair of two-digit

numbers, choosing an

appropriate strategy.

Subtract any pair of two-digit

numbers, choosing an

appropriate strategy.

Find a difference between

near multiples of 100, e.g.

304 296.

Subtract a small number

crossing 100, e.g. 304 8.

Multiply any pair of singledigit numbers together.

Use knowledge of

commutativity to find the

easier way to multiply.

Understand the effect of

multiplying and dividing

three-digit numbers by 10.

Derive quickly doubles of all

whole numbers to 50, doubles

of multiples of 10 to 500,

doubles of multiples of 100 to

5000, and corresponding

halves.

with related denominators in

real-life situations

Add and subtract decimals in

real-life situations, including

money

Illustrate the properties of

addition (commutative,

associative, identity) and

apply each in appropriate and

relevant situations

Visualize, represent and add

2-digit by 3-digit numbers

with sums up to 1000 without

with regrouping

Visualize, represent and adds

3-digit by 3-digit numbers

with sums up to 1000 without

and with regrouping

Visualize, represent and

subtract 2- to 3-digit numbers

with minuends up to 999

without and with regrouping

Adds 3- to 4-digit numbers up

to three addends with sums

Illustrate the properties of

addition (commutative,

associative, identity).

Add pairs of three-digit

numbers.

Subtract a two-digit number

from a three-digit number.

Subtract pairs of three-digit

numbers.

regrouping

Estimates the sum of 3- to 4digit addends with reasonable

results

Subtract 3-to 4-digit numbers

from 3- to 4-digit numbers

without and with regrouping.

Estimate the difference of two

numbers with three to four

digits with reasonable results

strategies for multiplication

and division.

Use whole numbers up to

thousands or beyond in reallife situations

Use fast recall of

multiplication and division

number facts in real-life

situations

Use mental and written

strategies for multiplication

and division in real-life

situations

Visualize multiplication of

numbers 1 to 10 by 6,7,8,9

Visualize and state basic

multiplication facts for

numbers up to 10

Apply the commutative

property of multiplication

Multiply 2-digit by 1-digt

numbers using the

distributive property of

multiplication

Multiply three 1-digit numbers

using the associative property

of multiplication

Multiply 2- to 3- digit numbers

by 1-digit numbers without or

with regrouping

Multiply 2-digit numbers by 2digit numbers without

regrouping

Multiply 2- to 3-digit numbers

by multiples of 10 and 100

Multiply 1- to 2-digit numbers

by 1 000

Estimate the product of 2- to

Double any two-digit number.

Multiply multiples of 10 to 90

by a single-digit number.

Multiply a two-digit number

by a single-digit number.

Multiply 2-digit by 1-digit by

using the distributive property

of multiplication.

Multiply three 1-digit numbers

by using the associative

property of multiplication.

Multiply 2- to 3-digit numbers

by 1-digit numbers without or

with regrouping.

Multiply 2-digit numbers by 2digit number without

regrouping.

Multiply 2-digit numbers by 2digit number with regrouping.

Multiply 2- to 3-digit numbers

by multiples of 10 and 100.

Multiply 1- to 2-digit numbers

by 1000.

Divide two-digit numbers by

results

Visualize and states the

multiples of 1- to 2-digit

numbers

Visualize division of numbers

up to 100 by 6,7,8 and 9

(multiplication table of 6,7,8,

and 9)

Visualize and states basic

division facts of numbers up

to 10

Divide 2- to 3-digit numbers

by 1- to 2-digit numbers

without and with remainder

Divide 2-3 digit numbs by 10

and 100 without or with

remainder

Estimate the quotient of 2- to

3- digit numbers by 1- to 2digit numbers

solving a problem, for

example, mental estimation,

mental or written strategies,

or by using a calculator

Use strategies to evaluate the

reasonableness of answers

Estimate sum, difference,

product and quotient in reallife situations, including

fractions and decimals

problems involving addition of

whole numbers including

money with sums up to 10

000 using appropriate

problem solving strategies

and tools

Create problems involving

addition of whole numbers

including money

Solve routine and non-routine

problems involving

subtraction without or with

no greater than 20).

Divides 2- to 3-digit numbers

by 1-digit numbers without

remainder.

Divides 2- to 3-digit numbers

by 1-digit numbers with

remainder.

Divides 2-digit numbers by 2digit numbers.

Divides numbers by 10 and

100.

Decide whether to round up

or down after division to give

an answer to a problem.

Understand that multiplication

and division are the inverse

function of each other.

Begin to understand simple

ideas of ratio and proportion,

e.g. a picture is one fifth the

size of the real dog. It is 25

cm long in the picture, so it is

5 25 cm long in real life.

Problem Solving

Choose appropriate mental or

written strategies to carry out

calculations involving addition

or subtraction.

Understand everyday systems

of measurement in length,

weight, capacity and time and

use these to solve simple

problems as appropriate.

Check the results of adding

numbers by adding them in a

different order or by

including money using

appropriate problem solving

strategies and tools

Create problems involving

addition and/or subtraction of

whole numbers including

money

Solve routine and non-routine

problems involving

multiplication without or with

addition and subtraction of

whole numbers including

money using appropriate

problem solving strategies

and tools.

Create problems involving

multiplication or with addition

or subtraction of whole

numbers including money

Solve routine and non-routine

problems involving division of

2- to 4- digit numbers by 1- to

2-digit numbers without or

with any of the other

operations of whole numbers

including money using

appropriate problem solving

strategies and tools

Create problems involving

division or with any of the

other operations of whole

numbers including money.

the total.

Check subtraction by adding

the answer to the smaller

number in the original

calculation.

Check multiplication using a

different technique, e.g. check

6 8 = 48 by doing 6 4

and doubling.

Check the result of a division

using multiplication, e.g.

multiply 4 by12 to check 48

4.

Recognize the relationships

between 2D shapes and

identify the differences and

similarities between 3D

shapes.

Estimate and approximate

when calculating, and check

working.

Make up a number story for a

calculation, including in the

context of measures.

Explain reasons for a choice

of strategy when multiplying

or dividing.

Choose strategies to find

answers to addition or

subtraction problems; explain

and show working.

Explore and solve number

problems and puzzles, e.g.

logic problems.

Use ordered lists and tables to

help to solve problems

systematically.

Describe and continue

number sequences, e.g. 7, 4,

1, 2 ... identifying the

relationship between each

number.

Identify simple relationships

between shapes, e.g. these

polygons are all regular

because ...

Investigate a simple general

statement by finding

examples which do or do not

satisfy it.

Explain methods and

reasoning orally and in

writing; make hypotheses and

test them out.

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

shape does not alter its

properties.

Shapes can be transformed in

different ways.

Geometric shapes and

vocabulary are useful for

representing and describing

objects and events in realworld situations.

Shape and space

Sort, describe and model

regular and irregular polygons

Describe and model

congruency and similarity in

2D shapes

Describe and/or represent

Geometry

Demonstrate understanding

of lines, symmetrical designs,

and tessellation using square,

triangle and other shapes that

can tesselate

Geometry

Recognize and draw a point,

line, line segment and ray

Recognize and draw parallel,

intersecting and

perpendicular lines

Visualize, identify and draw

Geometry

reasoning

Recognize and draw a point,

line, line segment, and ray.

Recognize and draw

perpendicular lines, parallel

patterns, and paths

Analyze and describe 2D and

3D shapes, including regular

and irregular polygons, using

geometrical vocabulary

Identify, describe and model

congruency and similarity in

2D shapes

Identify and draw the line of

symmetry in a given

symmetrical figure

Complete a symmetric figure

with respect to a given line of

symmetry

Tessellate the plane using

triangles, squares and othe

shapes that can tessellate

Visualize, identify, and draw

congruent line segments.

Identify, describe, visualize,

draw and make a wider range

of 2D and3D shapes including

a range of quadrilaterals, the

heptagon and tetrahedron;

use pinboards to create a

range of polygons. Use spotty

paper to record results.

Classify polygons (including a

range of quadrilaterals) using

criteria such as the number of

right angles, whether or not

they are regular and their

symmetrical properties.

Identify and sketch lines of

symmetry in 2D shapes and

patterns.

Visualize 3D objects from 2D

nets and drawings and make

nets of common solids.

Find examples of shapes and

symmetry in the environment

and in art.

Measurement

Visualize and represent and

measure area using

appropriate unit

Derive the formula for the

area of a rectangle and a

square

Visualize and represent and

find the area of a rectangle

and square in sq cm and sq m

Draw rectangles, and

measure and calculate their

perimeters.

Understand that area is

measured in square units, e.g.

cm2 and m2

Find the area of rectilinear

shapes drawn on a square

Describe and identify the

position of a square on a grid

of squares where rows and

columns are numbered and/or

lettered.

Know that angles are

measured in degrees and that

one whole turn is 360 or four

right angles; compare and

order angles less than 180.

Devise the directions to give

to follow a given path.

using coordinates

Analyze angles by comparing

and describing rotations:

whole turn; half turn; quarter

turn; north, south, east and

west on a compass

Recognize and explain

symmetrical patterns,

including tessellation, in the

environment

Apply knowledge of

transformations to problemsolving situations

Strand

Measurement

Measurement

Conceptual

Understanding

/ Content

Standard

attributes that can be

measured using appropriate

tools.

Relationships exist between

standard units that measure

the same attributes.

Demonstrate understanding

of time, standard measures of

length, mass and capacity

and area using square-tile

units

standard units of

measurement: perimeter,

area and volume

Describe measures that fall

convert common units of

measure from larger to

smaller unit and vice versa:

meter and centimeter,

kilogram and gram, liter and

Learning

Outcomes

problems involving areas of

squares and rectangles

Create problems involving

area of rectangle and square

Measure

Choose and use standard

metric units and their

abbreviations (km, m, cm,

mm, kg, g, l and ml) when

estimating, measuring and

Use standard units of

measurement to solve

problems in real-life situations

involving perimeter, area and

volume

Select appropriate tools and

units of measurement

analogue time on 12-hour and

24-hour clocks

Use timelines in units of

inquiry and other real-life

situations

milliliter.

Visualize, and represent, and

solves routine and nonroutine problems involving

conversions of common units

of measure.

Visualize, and represent, and

find the capacity of a

container using milliliter and

liter

Visualize and represent and

solve routine and non-routine

problems involving capacity

measure

convert time measure from

seconds to minutes, minutes

to hours and hours to a day

and vice versa

Visualize and represent and

convert time measure

o days to week, month

and year and vice

versa

o weeks to months and

year and vice versa

o months to year and

vice versa

Visualize and represent and

solve problems involving

conversion of time measure

capacity.

Know and use the

relationships between familiar

units of length, mass and

capacity; know the meaning

of kilo, centi and milli.

Where appropriate, use

decimal notation to record

measurements, e.g. 1.3 m,

0.6kg, 1.2 l.

Interpret intervals/divisions on

partially numbered scales and

record readings accurately.

Time

Read and tell the time to

nearest minute on 12-hour

digital and analogue clocks.

Use am, pm and 12-hour

digital clock notation.

Read simple timetables and

use a calendar.

Choose units of time to

measure time intervals.

Money

Consolidate using money

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Data Handling

Data can be collected,

organized, displayed and

analysed in different ways.

Different graph forms

highlight different aspects of

data more efficiently.

Probability can be based on

experimental events in daily

life.

Probability can be expressed

in numerical notations.

Collect, display and interpret

data using simple graphs, for

example, bar graphs, line

graphs

Identify, read and interpret

range and scale on graphs

Identify the mode of a set of

data

Use tree diagrams to express

probability using simple

fractions.

Design a survey and

systematically collect,

organize and display data in

to Php1000

Read and writes money in

symbols and in words through

Php1000 in pesos and

centavos

Compare values of the

different denominations of

coins and bills through

Php1000 using relation

symbols

Statistics and Probability

Deepen understanding of

pictographs without and with

scales and outcomes of an

event using the terms likely,

equally likely, and unlikely to

happen

data in tabular form and

present this into a vertical or

horizontal bar graph

Infer and interpret data

presented in different kinds of

bar graphs

(vertical/horizontal)

Solve routine and non-routine

problems using data

presented in a single-bar

graph

Tell whether an event is sure,

likely, equally likely, unlikely,

notation.

Handling Data

representing data

Answer a question by

identifying what data to

collect, organizing, presenting

and interpreting data in

tables, diagrams, tally charts,

frequency tables, pictograms

(symbol representing 2, 5, 10

or 20 units) and bar charts

(intervals labelled in twos,

fives, tens or twenties).

Compare the impact of

representations where scales

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Select appropriate graph

form(s) to display data

Interpret range and scale on

graphs

Use probability to determine

mathematically fair and unfair

games and to explain possible

outcomes

Express probability using

simple fractions

Pattern and function

Functions are relationships or

rules that uniquely associate

members of one set with

members of another set.

By analysing patterns and

identifying rules for patterns it

is possible to make

predictions.

Describe the rule for a pattern

in a variety of ways

Represent rules for patterns

using words, symbols and

tables

Identify a sequence of

operations relating one set of

numbers to another set.

Select appropriate methods

for representing patterns, for

example using words,

symbols and tables

Use number patterns to make

predictions and solve

problems

Use the properties and

relationships of the four

operations to solve problems.

Describe events in real-life

situations using the phrases

sure to happen, likely to

happen, equally likely to

happen, unlikely to

happen, and impossible to

happen

Use Venn diagrams or Carroll

diagrams to sort data and

objects using two or three

criteria.

Demonstrate understanding

of continuous and repeating

patterns and mathematical

sentences involving

multiplication and division of

whole numbers

in a given combination of

continuous and repeating

pattern

Find the missing value in a

number sentence involving

multiplication or division of

whole numbers

in a variety of ways

Represent rules for patterns

using words, symbols and

tables

Identify a sequence of

operations relating one set of

numbers to another set.

Select appropriate methods

for representing patterns, for

example using words,

symbols and tables

Use number patterns to make

predictions and solve

problems

Use the properties and

relationships of the four

operations to solve problems.

Math Grade 4

IB

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Number

The base 10 place value

system can be extended to

represent magnitude.

Fractions and decimals are

ways of representing wholepart relationships.

The operations of addition,

subtraction, multiplication

and division are related to

each other and are used to

process information to solve

problems.

Even complex operations can

be modelled in a variety of

ways, for example, an

algorithm is a way to

represent an operation.

Number

Read, write, compare and

order whole numbers up to

thousands or beyond

Develop strategies for

memorizing addition,

subtraction, multiplication

and division number facts

Read, write, compare and

order fractions

Dep Ed

Demonstrate understanding

of whole numbers up to

100,000

Demonstrate understanding

of multiplication and division

of whole numbers including

money

Demonstrate understanding

of factors and multiples and

addition and subtraction of

fractions

Demonstrate understanding

of improper fractions and

mixed numbers

Visualize numbers up to 100

000 with emphasis on

numbers 10 001 100 000

Give the place value and

value of a digit in numbers up

to 100 000

Read and write the numbers

up to hundred thousand and

symbols and in words

DIS

system

Count on and back in steps of

constant size, extending

beyond zero.

Know what each digit

represents in five- and sixdigit numbers.

Partition any number up to

one million into thousands,

fractions

Read, write, compare and

order fractions to hundredths

or beyond

Use decimal fractions in reallife situations

thousand and ten thousand

Compare numbers up to 100

000 using relation symbols

Order numbers up to 100 000

in increasing or decreasing

order

Identify factors of a given

number up to 100

Identify the multiples of a

given number up to 100

Make conjectures about

common factors of numbers

Differentiate prime numbers

from composite numbers

Find the prime factors of a

number.

Write a given number as a

product of its prime factors

Give the common factors and

the greatest common factor

(GCF) of two numbers using

the following methods: listing,

factor tree

Give the common multiples

and least common multiple

(LCM) of two numbers: listing,

factor tree, continuous

division

Find the GCF and LCM of 2

given numbers

Identify proper fractions,

improper fractions and mixed

numbers

Change improper fraction to

mixed numbers and vice

versa

Change fractions to lowest

Use decimal notation for

tenths and hundredths and

understand what each digit

represents.

Multiply and divide any

number from 1 to 10 000 by

10 or 100 and understand the

effect.

Round four-digit numbers to

the nearest 10, 100 or 1000.

Round a number with one or

two decimal places to the

nearest whole number.

Order and compare numbers

up to a million using the >

and < signs.

Order and compare negative

and positive numbers on a

number line and temperature

scale.

Calculate a rise or fall in

temperature.

Order numbers with one or

two decimal places and

compare using the > and <

signs.

Recognize and extend number

sequences.

Recognize odd and even

numbers and multiples of 5,

10, 25, 50 and 100 up to

1000.

Identify factors of a given

number up to 100.

Identify the multiples of a

given number up to 100.

Make conjectures about

common factors of numbers.

Differentiate prime numbers

forms

Visualize decimal numbers

using models like blocks,

grids, number lines and

money to show the

relationship to fractions

Rename decimal numbers to

fractions, and fractions whose

denominators are factors of

10 and 100 to decimals

Give the place value and the

value of a digit of a given

decimal number through

hundredths

Read and write decimal

numbers through hundredths

Round decimal numbers to

the nearest whole number

and tenth

Compare and arrange decimal

numbers

Find the prime factors of a

number.

Write a given number as a

product of its prime factors.

Give the common factors and

the greatest common factor

(GCF) of two numbers using

the following methods: listing,

factor tree.

Give the common multiples

and least common multiple

(LCM) of two numbers: listing,

factor tree, continuous

division.

Find the GCF and LCM of 2

given numbers.

Make general statements

about sums, differences and

multiples of odd and even

numbers

Recognise equivalence

between: , and 1/8; 1/3

and 1/6; 1/5 and 1/10

Recognise equivalence

between the decimal and

fraction forms of halves,

tenths and hundredths and

use this to help e.g. 0.6 is

more than 50% and less than

7/10.

Change an improper fraction

to a mixed number, e.g. 7/4 to

1 3/4; order mixed numbers

and place between whole

numbers on a number line.

Relate finding fractions to

division and use to find simple

fractions of quantities.

Understand percentage as the

products up to 200 and

explain the strategies used

Divide mentally 2-to 3-digit

numbers by 1-digit numbers

without remainder using

appropriate strategies

and find simple percentages

of quantities.

Express halves, tenths and

hundredths as percentages.

Use fractions to describe and

estimate a simple proportion,

e.g. the beads are yellow.

Use ratio to solve problems,

e.g. to adapt a recipe for 6

people to

one for 3 or 12 people.

Mental strategies

Know by heart pairs of oneplace decimals with a total of

1, e.g. 0.8 + 0.2.

Derive quickly pairs of

decimals with a total of 10,

and with a total of 1.

Know multiplication and

division facts for the 2 to

10 tables.

Know and apply tests of

divisibility by 2, 5, 10 and

100.

Recognise multiples of 6, 7, 8

and 9 up to the 10th multiple.

Know squares of all numbers

to 10 10.

Find factors of two-digit

numbers.

Count on or back in

thousands, hundreds, tens

and ones to add or subtract.

Add or subtract near multiples

of 10 or 100, e.g. 4387 299.

Use appropriate strategies to

add or subtract pairs of twoand three-digit numbers and

number with one decimal

with related denominators in

real-life situations

Add and subtract decimals in

real-life situations, including

money

Illustrate the properties of

addition (commutative,

associative, identity) and

apply each in appropriate and

relevant situations

Visualize, represent and add

2-digit by 3-digit numbers

with sums up to 1000 without

with regrouping

Visualize, represent and adds

3-digit by 3-digit numbers

necessary.

Calculate differences between

near multiples of 1000, e.g.

5026 4998, or near

multiples of 1, e.g. 3.2 2.6.

Multiply multiples of 10 to 90,

and multiples of 100 to 900,

by a single-digit number.

Multiply by 19 or 21 by

multiplying by 20 and

adjusting.

Multiply by 25 by multiplying

by 100 and dividing by 4.

Use factors to multiply, e.g.

multiply by 3, then double to

multiply by 6.

Double any number up to 100

and halve even numbers to

200 and use this to double

and halve numbers with one

or two decimal places, e.g.

double 3.4 and half of 8.6.

Double multiples of 10 to

1000 and multiples of 100 to

10 000, e.g. double 360 or

double 3600, and derive the

corresponding halves.

Addition and subtraction

Find the total of more than

three two- or three-digit

numbers using a written

method.

Add or subtract any pair of

three- and/or four-digit

numbers, with the same

number of decimal places,

including amounts of money.

and with regrouping

Visualize, represent and

subtract 2- to 3-digit numbers

with minuends up to 999

without and with regrouping

Adds 3- to 4-digit numbers up

to three addends with sums

up to 10 000 without and with

regrouping

Estimates the sum of 3- to 4digit addends with reasonable

results

Subtract 3-to 4-digit numbers

from 3- to 4-digit numbers

without and with regrouping.

Estimate the difference of two

numbers with three to four

digits with reasonable results

Visualize addition and

subtraction of similar fractions

Visualize subtraction of a

fraction from a whole number

Visualize addition and

subtraction of dissimilar

fractions

Perform addition and

subtraction of similar and

dissimilar fractions

strategies for multiplication

and division.

Use whole numbers up to

thousands or beyond in reallife situations

Use fast recall of

Multiply numbers up to 3-digit

numbers by up to 2-digit

numbers with or without

regrouping

Estimate the products of 3- to

4-digit numbers by 2- to 3digit numbers with reasonable

Multiply or divide three-digit

numbers by single-digit

numbers.

Multiply two-digit numbers by

two-digit numbers.

Multiply two-digit numbers

with one decimal place by

number facts in real-life

situations

Use mental and written

strategies for multiplication

and division in real-life

situations

solving a problem, for

example, mental estimation,

mental or written strategies,

or by using a calculator

Use strategies to evaluate the

reasonableness of answers

Estimate sum, difference,

product and quotient in reallife situations, including

results

Divide 3- to 4-digit numbers

by 1- to 2-digit numbers

without and with remainder

Divide 3- to 4-digit numbers

by tens or hundreds or by 1

000 without and with

remainder

Estimate the quotient of 3- to

4-digit dividends by 1- to 2digit divisors with reasonable

results

problems involving

multiplication of whole

numbers including money

using appropriate problem

solving strategies and tools

Solve multi-step routine and

non- routine problems

involving multiplication and

addition or subtraction using

7.

Divide three-digit numbers by

single-digit numbers,

including those with a

remainder (answers no

greater than 30).

Start expressing remainders

as a fraction of the divisor

when dividing two-digit

numbers by single-digit

numbers.

Decide whether to group

(using multiplication facts and

multiples of the divisor) or to

share (halving and quartering)

to solve divisions.

Decide whether to round an

answer up or down after

division, depending on the

context.

Begin to use brackets to order

operations and understand

the relationship between the

four operations and how the

laws of arithmetic apply to

multiplication.

Interpret and explain MDAS

correctly.

Problem Solving

Understand everyday systems

of measurement in length,

weight, capacity, temperature

and time and use these to

perform simple calculations.

Solve single and multi-step

word problems (all four

operations); represent them,

e.g. with diagrams or a

number line.

strategies and tools.

Create problems (with

reasonable answers) involving

multiplication or with addition

or subtraction of whole

numbers including money.

Solve routine and non-routine

problems involving division of

3- to 4- digit numbers by 1- to

2-digit numbers including

money using appropriate

problem solving strategies

and tools.

Solve multi-step routine and

non- routine problems

involving division and any of

the other operations of whole

numbers including money

using appropriate problem

solving strategies and tools.

Create problems involving

division without or with any

other operations of whole

numbers including money,

with reasonable answers

Represent and explains

Multiplication, Division,

Addition, Subtraction (MDAS)

correctly.

Perform a series of two or

more operations.

Solve routine and non-routine

problems involving addition

and/or subtraction of fractions

using appropriate problem

solving strategies and tools.

Create problems (with

reasonable answers) involving

when adding several numbers

or by using the inverse when

adding or subtracting a pair of

numbers.

Use multiplication to check

the result of a division, e.g.

multiply3.7 8 to check 29.6

8.

Recognise the relationships

between different 2D and 3D

shapes, e.g. a face of a cube

is a square.

Estimate and approximate

when calculating, e.g. using

rounding, and check working.

Consider whether an answer

is reasonable in the context of

a problem.

Understand everyday systems

of measurement in length,

weight, capacity, temperature

and time and use these to

perform simple calculations.

Choose an appropriate

strategy for a calculation and

explain how they worked out

the answer.

Explore and solve number

problems and puzzles, e.g.

logic problems.

Deduce new information from

existing information to solve

problems.

Use ordered lists and tables to

help to solve problems

systematically.

Describe and continue

number sequences, e.g. 30,

27, ____,

____ 18...; identify

fractions.

Strand

Geometry

Conceptual

Understanding

/ Content

Standard

shape does not alter its

properties.

Shapes can be transformed in

different ways.

Geometric shapes and

vocabulary are useful for

representing and describing

objects and events in realworld situations.

Demonstrate understanding

of the concepts of parallel and

perpendicular lines, angles,

triangles and quadrilaterals

numbers.

Identify simple relationships

between shapes, e.g. these

triangles are all isosceles

because ...

Investigate a simple general

statement by finding

examples which do or do not

satisfy it, e.g. the sum of

three consecutive whole

numbers is always a multiple

of three.

Explain methods and justify

reasoning orally and in

writing; make hypotheses and

test them out.

Solve a larger problem by

breaking it down into subproblems or represent it using

diagrams.

Perform a series of two or

more operations.

Geometry

Learning

Outcomes

Sort, describe and model

regular and irregular polygons

Describe and model

congruency and similarity in

2D shapes

Describe and/or represent

mental images of objects,

patterns, and paths

Analyze and describe 2D and

3D shapes, including regular

and irregular polygons, using

geometrical vocabulary

Identify, describe and model

congruency and similarity in

2D shapes

Geometry

Describe and illustrate

parallel, intersecting and

perpendicular lines

Draw perpendicular and

parallel lines using a ruler and

a set square

Describe and illustrate

different angles (right, acute

and obtuse) using models

Describe the

attributes/properties of

triangles and quadrilaterals

using concrete objects or

models

Identify and describe triangles

according to sides and angles

Identify and describe the

different kinds of

quadrilaterals: square,

rectangle, parallelogram,

trapezoid and rhombus

Relate triangles to

quadrilaterals

Relate one quadrilateral to

another quadrilateral

reasoning

Identify and describe

properties of triangles and

classify as isosceles,

equilateral or scalene.

Recognize reflective and

rotational symmetry in regular

polygons.

Create patterns with two lines

of symmetry, e.g. on a

pegboard or squared paper.

Visualize 3D shapes from 2D

drawings and nets, e.g.

different nets of an open or

closed cube.

Recognize perpendicular and

parallel lines in 2D shapes,

drawings and the

environment.

Understand and use angle

measure in degrees; measure

angles to the nearest 5;

identify, describe and

estimate the size of angles

and classify them as acute,

right or obtuse.

Calculate angles in a straight

line.

Draw perpendicular and

parallel lines using a ruler and

set squares.

Identify parts of an angle and

name angles using notation

such as ABC, x, and 2 in

plane figures.

Draw a given angle using a

protractor.

Describe and illustrates

parallel and perpendicular

Measurement

Visualize the perimeter of any

given figure using appropriate

tools

Derive the formula for

perimeter of any given figure

Find the perimeter of

triangles, squares, rectangles,

parallelograms and trapezoids

Solve routine and non-routine

problems in real-life situations

involving perimeter of

squares and rectangles,

triangles, parallelograms, and

trapezoids

lines.

Identify parallel and

perpendicular lines and use

these terms to describe

geometric figures.

Use concrete objects/models

to explore/describe plane

figures according to their

attributes/properties of

triangles and quadrilaterals.

Identify and describes the

different kinds of triangles:

acute, right, obtuse, scalene,

isosceles, equilateral,

equiangular.

Identify and describes the

different kinds of

quadrilaterals: square,

rectangle, parallelogram,

trapezoid, rhombus.

Visualize and describes

geometric solids.

Make models of different

geometric solids: cube, prism,

and cylinder.

Area and perimeter

Measure and calculate the

perimeter of regular and

irregular polygons.

Understand area measured in

square centimeters (cm2 and

m2)

Use the formula for the area

of a rectangle to calculate the

rectangles area.

Find the perimeter of

triangles, squares, rectangles,

parallelograms and

trapezoids.

Solve word problems involving

using coordinates

Analyze angles by comparing

and describing rotations:

whole turn; half turn; quarter

turn; north, south, east and

west on a compass

Recognize and explain

area

Convert sq cm to sq m and

vice versa

Find the area of irregular

figures made up of squares

and rectangles using sq cm

and sq m

Estimate the area of irregular

plane figures made up of

squares and rectangles

Derive the formulas for the

area of triangles,

parallelograms and trapezoids

Find the area of triangles,

parallelograms and trapezoids

using sq cm and sq m

Estimate the area of triangles,

parallelograms and trapezoids

Solve routine and non-routine

problems involving squares,

rectangles, triangles,

parallelograms, and

trapezoids

Create problems (with

reasonable answers) involving

perimeter and area involving

squares, rectangles, triangles,

parallelograms, and

trapezoids.

rectangles, triangles,

parallelograms and

trapezoids.

Estimate the area of an

irregular plane figure made up

of squares and rectangles

using non-standard units.

Derive inductively the

formulas for the area of

squares and rectangles.

Read and plot co-ordinates in

the first quadrant.

Predict where a polygon will

be after reflection where the

mirror line is parallel to one of

the sides, including where the

line is oblique.

Understand translation as

symmetrical patterns,

including tessellation, in the

environment

Apply knowledge of

transformations to problemsolving situations

line, identify where polygons

will be after a translation and

give instructions for

translating shapes.

Strand

Measurement

Measurement

Conceptual

Understanding

/ Content

Standard

attributes that can be

measured using appropriate

tools.

Relationships exist between

standard units that measure

the same attributes.

Demonstrate the

understanding of the concept

of time, perimeter, area and

volume

standard units of

measurement: perimeter,

area and volume

Describe measures that fall

between numbers on a scale

Use standard units of

measurement to solve

problems in real-life situations

involving perimeter, area and

volume

Select appropriate tools and

units of measurement

convert common units of

measure from larger to

smaller unit and vice versa:

meter and centimeter,

kilogram and gram, liter and

milliliter.

Visualize, and represent, and

solves routine and nonroutine problems involving

conversions of common units

of measure.

Visualize, and represent, and

find the capacity of a

container using milliliter and

liter

Visualize and represent and

solve routine and non-routine

problems involving capacity

measure

Learning

Outcomes

Measure

Read, choose, use and record

standard units to estimate

and measure length, mass

and capacity to a suitable

degree of accuracy.

Convert larger to smaller

metric units (decimals to one

place), scale. e.g. change 2.6

kg to 2600 g.

Order measurements in mixed

units.

Round measurements to the

nearest whole unit.

Interpret a reading that lies

between two unnumbered

divisions on a scale.

Compare readings on different

scales.

Draw and measure lines to

the nearest centimeter and

millimeter.

Strand

analogue time on 12-hour and

24-hour clocks

Use timelines in units of

inquiry and other real-life

situations

Data Handling

minutes and seconds

Estimate the duration of time

in minutes

Solve problems involving

elapsed time

Volume

Visualize the volume of solid

figures in different situations

using non-standard and

standard units

Derive the formula for the

volume of rectangular prisms

Find the volume of a

rectangular prism using cu cm

and cu m

Solve routine and non-routine

problems involving the

volume of a rectangular prism

Create problems (with

reasonable answers) involving

volume of rectangular prism

Statistics and Probability

Time

Recognize and use the units

for time (seconds, minutes,

hours, days, months and

years).

Tell and compare the time

using digital and analogue

clocks using the 24-hour

clock.

Read timetables using the 24hour clock.

Calculate time intervals in

seconds, minutes, and hours

using digital or analogue

formats.

Use a calendar to calculate

time intervals in days and

weeks (using knowledge of

days in calendar months).

Calculate time intervals in

months or years.

Volume

Visualize the volume of solid

figures in different situations

using non-standard and

standard units

Derive the formula for the

volume of rectangular prisms

Find the volume of a

rectangular prism using cu cm

and cu m

Solve routine and non-routine

problems involving the

volume of a rectangular prism

Create problems (with

reasonable answers) involving

volume of rectangular prism

Handling Data

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

organized, displayed and

analysed in different ways.

Different graph forms

highlight different aspects of

data more efficiently.

Probability can be based on

experimental events in daily

life.

Probability can be expressed

in numerical notations.

Collect, display and interpret

data using simple graphs, for

example, bar graphs, line

graphs

Identify, read and interpret

range and scale on graphs

Identify the mode of a set of

data

Use tree diagrams to express

probability using simple

fractions.

Design a survey and

systematically collect,

organize and display data in

pictographs and bar graphs

Select appropriate graph

form(s) to display data

Interpret range and scale on

graphs

Use probability to determine

mathematically fair and unfair

games and to explain possible

outcomes

Express probability using

simple fractions

Demonstrate understanding

of the concepts of bar graphs

and simple experiments

using any source

Organize data in tabular form

and present them in

single/double horizontal or

vertical bar graph

Interpret data presented in

different kinds of bar graphs

(vertical/horizontal,

single/double bars)

Solve routine and non-routine

problems using data

presented in single or doublebar graph

Draw inference based on data

presented in a double-bar

graph

Record favorable outcomes in

a simple experiment

Express the outcome in a

simple experiment in words,

symbols, tables or graphs

Explain the outcomes in an

experiment

Solve routine and non-routine

problems involving a simple

representing data; probability

Answer a set of related

questions by collecting,

selecting, and organizing

relevant data; draw

conclusions from their own

and others data and identify

further questions to ask.

Draw and interpret frequency

tables, pictograms and bar

line charts, with the vertical

axis labelled for example in

twos, fives, tens, twenties or

hundreds. Consider the effect

of changing the scale on the

vertical axis.

Construct simple line graphs,

e.g. to show changes in

temperature over time.

Understand where

intermediate points have and

do not have meaning, e.g.

comparing a line graph of

temperature against time with

a graph of class attendance

for each day of the week.

Find and interpret the mode of

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Functions are relationships or

rules that uniquely associate

members of one set with

members of another set.

By analysing patterns and

identifying rules for patterns it

is possible to make

predictions.

Describe the rule for a pattern

in a variety of ways

Represent rules for patterns

using words, symbols and

tables

Identify a sequence of

operations relating one set of

numbers to another set.

Select appropriate methods

for representing patterns, for

example using words,

symbols and tables

Use number patterns to make

predictions and solve

problems

Use the properties and

relationships of the four

operations to solve problems.

experiment

Create problems involving a

simple experiment

a set of data.

Describe the occurrence of

familiar events using the

language of chance or

likelihood.

Demonstrate understanding

of concepts of continuous and

repeating patterns and

number sentences

in a sequence of numbers

(e.g. odd numbers, even

numbers, multiples of a

number, factors of a number,

etc.)

Find the missing number in an

equation involving properties

of operations. (e.g. (4+__ ) +

8 = 4 + ( 5 + __)

in a variety of ways

Represent rules for patterns

using words, symbols and

tables

Identify a sequence of

operations relating one set of

numbers to another set.

Select appropriate methods

for representing patterns, for

example using words,

symbols and tables

Use number patterns to make

predictions and solve

problems

Use the properties and

relationships of the four

operations to solve problems.

Math Grade 5

IB

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Number

The base 10 place value

system extends infinitely in

two directions.

Fractions, decimal fractions

and percentages are ways of

representing whole-part

relationships.

For fractional and decimal

computation, the ideas

developed for whole-number

computation can apply.

Ratios are a comparison of

two numbers or quantities.

Number

read, write, compare and

order whole numbers up to

millions or beyond

read and write ratios

read and write integers in

appropriate contexts

read and write exponents and

square roots

convert improper fractions to

mixed numbers and vice

versa

simplify fractions in mental

and written form

read, write, compare and

Dep Ed

Demonstrate understanding

of whole numbers up to

100,000

Demonstrate understanding

of multiplication and division

of whole numbers including

money

Demonstrate understanding

of factors and multiples and

addition and subtraction of

fractions

Demonstrate understanding

of improper fractions and

mixed numbers

Number and number sense

Visualize numbers up to 100

000 with emphasis on

numbers 10 001 100 000

Give the place value and

value of a digit in numbers up

to 100 000

Read and write the numbers

up to hundred thousand and

symbols and in words

Round numbers to the nearest

thousand and ten thousand

Compare numbers up to 100

000 using relation symbols

Order numbers up to 100 000

in increasing or decreasing

DIS

system

Count on and back in fractions and

repeated steps of whole numbers

(and through zero).

Know what each digit represents in

whole numbers up to a million.

Know what each digit represents in

one- and two-place decimal numbers.

Multiply and divide any whole number

from 1 to 10 000 by 10, 100 or 1000

and explain the effect.

Multiply and divide decimals by 10 or

100 (answers up to two decimal

thousandths or beyond

read, write, compare and

order percentages

convert between fractions,

decimals and percentages

use whole numbers up to

millions or beyond in real-life

situations

use ratios in real-life

situations

use integers in real-life

situations

convert improper fractions to

mixed numbers and vice

versa in real-life situations

simplify fractions in

computation answers

use fractions, decimals and

percentages interchangeably

in real-life situations

select and use an appropriate

sequence of operations to

solve word problems

select an efficient method for

solving a problem: mental

estimation, mental

computation, written

algorithms, by using a

calculator

use strategies to evaluate the

reasonableness of answers

use mental and written

strategies for adding,

subtracting, multiplying and

dividing fractions and

decimals in real-life situations

estimate and make

approximations in real-life

order

Identify factors of a given

number up to 100

Identify the multiples of a

given number up to 100

Make conjectures about

common factors of numbers

Differentiate prime numbers

from composite numbers

Find the prime factors of a

number.

Write a given number as a

product of its prime factors

Give the common factors and

the greatest common factor

(GCF) of two numbers using

the following methods: listing,

factor tree

Give the common multiples

and least common multiple

(LCM) of two numbers: listing,

factor tree, continuous

division

Find the GCF and LCM of 2

given numbers

Identify proper fractions,

improper fractions and mixed

numbers

Change improper fraction to

mixed numbers and vice

versa

Change fractions to lowest

forms

Visualize decimal numbers

using models like blocks,

grids, number lines and

money to show the

relationship to fractions

Rename decimal numbers to

Find some common multiples, e.g. for

4 and 5.

10, 100 or 1000.

nearest whole number.

Make and justify estimates and

approximations of large numbers.

Order and compare positive numbers

to one million, and negative integers

to an appropriate level.

Use the >, < and = signs correctly.

Estimate where four-digit numbers

lie on an empty 0 10 000 line.

Order numbers with up to two decimal

places (including different numbers of

places).

Recognise and extend number

sequences.

Recognise and use decimals with up

to three places in the context of

measurement.

Recognise odd and even numbers

and multiples of 5, 10, 25, 50 and 100

up to 1000.

Make general statements about

sums, differences and multiples of

odd and even numbers.

Recognise prime numbers up to 20

and find all prime numbers less than

100.

Write a given number as a product of

its prime factors.

Give the common factors and the

greatest common factor (GCF) of two

numbers using the following methods:

decimals and percentages

denominators are factors of

10 and 100 to decimals

Give the place value and the

value of a digit of a given

decimal number through

hundredths

Read and write decimal

numbers through hundredths

Round decimal numbers to

the nearest whole number

and tenth

Compare and arrange decimal

numbers

division.

Give the common multiples and least

common multiple (LCM) of two

numbers: listing, factor tree,

continuous division.

Find the GCF and LCM of 2 given

numbers.

Use divisibility rules for 2, 5 and 10 to

find common factors of numbers.

Use divisibility rules for 3, 6 and 9 to

find common factors.

Use divisibility rules for 4, 8, 11 and

12 to find common factors.

Solve problems involving factors,

multiples and divisibility rules for 2, 3,

4, 5, 6, 8, 9, 10, 11 and 12.

Recognise the historical origins of our

number system and begin to

understand how it developed.

Compare fractions with the same

denominator and related

denominators, e.g. with 7/8.

Recognise equivalence between

fractions, e.g. between 1/100s, 1/10s

and s.

Recognise and use the equivalence

between decimal and fraction forms.

Order mixed numbers and place

between whole numbers on a number

line.

Change an improper fraction to a

mixed number, e.g 17/8 to 2 1/8.

Reduce fractions to their simplest

form, where this is , , or a

number of fifths or tenths.

Begin to convert a vulgar fraction to a

decimal fraction using division.

Read and writes common fractions in

1000,10000.

Give the place value of each digit of a

given decimal through thousandths.

Read and write decimal numbers

through thousandths.

Rounds decimals to the nearest

tenths and hundredths.

Compare and arrange decimal

numbers from least to greatest and

vice versa.

Estimate the sum or difference of

decimal numbers.

Add and subtract decimals through

thousandths without and with

regrouping.

Add and subtract mixed decimals

without and with regrouping.

Analyze and solve word problems,

including money problems, involving

addition and subtraction of decimal

numbers.

Represent multiplication of decimal

numbers using pictorial models.

Estimate the products of decimal

numbers.

Multiply decimal numbers by multiples

of 10 and 100.

Multiply decimal numbers of values

up to hundredths.

Multiply mixed decimals with tenths

and hundredths by whole numbers.

Multiply mixed decimals by mixed

decimal with tenths and hundredths.

Multiply decimals mentally by 0.1,

0.01, 10and 100.

Analyze and solve word problems

involving multiplication of decimals

including money.

Estimate the quotients of decimal

number

Divide decimal numbers of values up

to the hundredths.

Divide decimal numbers by whole

number

Analyze and solve problems of

various types using whole numbers,

fractions and decimals.

Understand percentage as parts in

every 100 and express , , 1/3,

1/10, 1/100 as percentages.

Find simple percentages of shapes

and whole numbers.

Solve simple problems involving ratio

and direct proportion.

Mental strategies

products up to 200 and

explain the strategies used

Divide mentally 2-to 3-digit

numbers by 1-digit numbers

without remainder using

appropriate strategies

for numbers to 20 and pairs of oneplace decimals with a total of 1, e.g.

0.4 + 0.6.

Derive quickly pairs of one-place

decimals totalling 10, e.g. 7.8 and 2.2,

and two-place decimals totalling 1,

e.g. 0.78 +

Use place value and number facts to

add or subtract two-digit whole

numbers and to add or subtract threedigit multiples of 10 and pairs 0.22. of

decimals, e.g. 560 + 270; 2.6 + 2.7;

0.78 + 0.23.

Add/subtract near multiples of one

when adding numbers with one

decimal place, e.g. 5.6 + 2.9; 13.5

2.1.

Add/subtract a near multiple of 10,

100 or 1000, or a near whole unit of

with related denominators in

real-life situations

Add and subtract decimals in

real-life situations, including

money

Illustrate the properties of

addition (commutative,

associative, identity) and

apply each in appropriate and

relevant situations

Visualize, represent and add

2-digit by 3-digit numbers

with sums up to 1000 without

with regrouping

Visualize, represent and adds

3-digit by 3-digit numbers

with sums up to 1000 without

and with regrouping

Visualize, represent and

subtract 2- to 3-digit numbers

with minuends up to 999

without and with regrouping

Adds 3- to 4-digit numbers up

to three addends with sums

up to 10 000 without and with

regrouping

Estimates the sum of 3- to 4digit addends with reasonable

5678 1996.

Use place value and multiplication

facts to multiply/divide mentally, e.g.

0.8 7; 4.8 6.

Multiply pairs of multiples of 10, e.g.

30 40, or multiples of 10 and100,

e.g. 600 40.

Double quickly any two-digit number,

e.g. 78, 7.8, 0.78 and derive the

corresponding halves.

Divide two-digit numbers by singledigit numbers, including leaving a

remainder.

the same or different numbers of

digits/decimal places.

Add or subtract numbers with the

same and different numbers of

decimal places, including amounts of

money.

Find the difference between a positive

and negative integer, and between

two negative integers in a context

such as temperature or on a number

line.

results

Subtract 3-to 4-digit numbers

from 3- to 4-digit numbers

without and with regrouping.

Estimate the difference of two

numbers with three to four

digits with reasonable results

Visualize addition and

subtraction of similar fractions

Visualize subtraction of a

fraction from a whole number

Visualize addition and

subtraction of dissimilar

fractions

Perform addition and

subtraction of similar and

dissimilar fractions

strategies for multiplication

and division.

Use whole numbers up to

thousands or beyond in reallife situations

Use fast recall of

multiplication and division

number facts in real-life

situations

Use mental and written

strategies for multiplication

and division in real-life

situations

Multiply numbers up to 3-digit

numbers by up to 2-digit

numbers with or without

regrouping

Estimate the products of 3- to

4-digit numbers by 2- to 3digit numbers with reasonable

results

Divide 3- to 4-digit numbers

by 1- to 2-digit numbers

without and with remainder

Divide 3- to 4-digit numbers

by tens or hundreds or by 1

000 without and with

remainder

Estimate the quotient of 3- to

4-digit dividends by 1- to 2digit divisors with reasonable

results

e.g. 600 40.

Multiply near multiples of 10 by

multiplying by the multiple of 10 and

adjusting.

Multiply by halving one number and

doubling the other, e.g. calculate 35

16 with 70 8.

Use number facts to generate new

multiplication facts, e.g. the 17 table

from 10 + 7 tables.

Multiply two-, three- or four-digit

numbers (including sums of money)

by a single-digit number and two- or

three-digit numbers by two-digit

Divide three-digit numbers by singledigit numbers, including those leaving

a remainder and divide three-digit

solving a problem, for

example, mental estimation,

mental or written strategies,

or by using a calculator

Use strategies to evaluate the

reasonableness of answers

Estimate sum, difference,

product and quotient in reallife situations, including

fractions and decimals

problems involving

multiplication of whole

numbers including money

using appropriate problem

solving strategies and tools

Solve multi-step routine and

non- routine problems

involving multiplication and

addition or subtraction using

appropriate problem solving

strategies and tools.

Create problems (with

reasonable answers) involving

multiplication or with addition

or subtraction of whole

remainder) including sums of money.

Give an answer to division as a mixed

number, and a decimal (with divisors

of 2, 4, 5, 10 or 100).

Relate finding fractions to division and

use them as operators to find

fractions including several tenths and

hundredths of quantities.

Know and apply the arithmetic laws

as they apply to multiplication(without

necessarily using the terms

commutative, associative or

distributive).

State , explain and interpret the

PMDAS or GMDAS rule.

Simplify a series of operations on

whole numbers involving more than

two operations using the PMDAS or

GMDAS rule.

Analyze and solve problems

involving series of operations.

Problem Solving

Choose appropriate and efficient

out a calculation involving addition,

subtraction, multiplication or division.

Understand everyday systems of

measurement in length, weight,

capacity, temperature and time and

use these to perform simple

calculations.

Check addition with a different order

when adding a long list of numbers;

check when subtracting by using the

inverse.

Recognise 2D and 3D shapes and

their relationships, e.g. a cuboid has a

Solve routine and non-routine

problems involving division of

3- to 4- digit numbers by 1- to

2-digit numbers including

money using appropriate

problem solving strategies

and tools.

Solve multi-step routine and

non- routine problems

involving division and any of

the other operations of whole

numbers including money

using appropriate problem

solving strategies and tools.

Create problems involving

division without or with any

other operations of whole

numbers including money,

with reasonable answers

Represent and explains

Multiplication, Division,

Addition, Subtraction (MDAS)

correctly.

Perform a series of two or

more operations.

Solve routine and non-routine

problems involving addition

and/or subtraction of fractions

using appropriate problem

solving strategies and tools.

Create problems (with

reasonable answers) involving

addition and/or subtraction of

fractions.

rectangular cross-section.

Estimate and approximate when

calculating, e.g. use rounding, and

check working.

Use models to illustrate mathematical

sentences.

Determine the patterns in completing

mathematical sentences.

Use patterns to solve for the unknown

in simple equations involving one or

more operation on whole numbers

and fractions.

Explain why they chose a particular

method to perform a calculation and

show working

Deduce new information from existing

information and realise the effect that

one piece of information has on

another.

Use logical reasoning to explore and

solve number problems and

mathematical puzzles.

Use ordered lists or tables to help

solve problems systematically.

Identify relationships between

numbers and make generalised

statements using words, then

symbols and letters, e.g. the second

number is twice the first number plus

5 (n, 2n + 5); all the numbers are

multiples of 3 minus 1 (3n 1); the

sum of angles in a triangle is 180.

Make sense of and solve word

problems, single and multi-step(all

four operations), and represent them,

e.g. with diagrams or on a number

line; use brackets to show the series

of calculations necessary.

Solve simple word problems involving

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

space takes place for a

particular purpose.

Consolidating what we know

of geometric concepts allow

us to make sense of and

interact with our world.

Geometric tools and methods

can be used to solve

problems relating to shape

and space.

Shape and space

analyse, describe, classify and

visualize 2D (including circles,

triangles and quadrilaterals)

and 3D shapes, using

geometric vocabulary

describe lines and angles

using geometric vocabulary

identify and use scale (ratios)

to enlarge and reduce shapes

identify and use the language

and notation of bearing to

describe direction and

position

create and model how a 2D

net converts into a 3D shape

and vice versa

explore the use of geometric

ideas and relationships to

solve problems in other areas

of mathematics

use geometric vocabulary

when describing shape and

Geometry

Demonstrate understanding

of the concepts of parallel and

perpendicular lines, angles,

triangles and quadrilaterals

Geometry

Describe and illustrate

parallel, intersecting and

perpendicular lines

Draw perpendicular and

parallel lines using a ruler and

a set square

Describe and illustrate

different angles (right, acute

and obtuse) using models

Describe the

attributes/properties of

triangles and quadrilaterals

using concrete objects or

models

Identify and describe triangles

according to sides and angles

Identify and describe the

different kinds of

quadrilaterals: square,

rectangle, parallelogram,

trapezoid and rhombus

Relate triangles to

Geometry

reasoning

Classify different polygons and

polygon or not.

Visualise and describe the properties

of 3D shapes, e.g. faces, edges and

vertices.

Identify and describe properties of

quadrilaterals (including the

parallelogram, rhombus and

trapezium), and classify using parallel

sides, equal sides, equal angles.

Recognise and make 2D

representations of 3D shapes

including nets.

Estimate, recognise and draw acute

and obtuse angles and use a

protractor to measure to the nearest

degree.

Check that the sum of the angles in a

triangle is 180, for example, by

measuring or paper folding; calculate

space in mathematical

situations and beyond

use scale (ratios) to enlarge

and reduce shapes

apply the language and

notation of bearing to

describe direction and

position

use 2D representations of 3D

objects to visualize and solve

problems, for example using

drawings or models.

quadrilaterals

Relate one quadrilateral to

another quadrilateral

Measurement

Visualize the perimeter of any

given figure using appropriate

tools

Derive the formula for

perimeter of any given figure

Find the perimeter of

triangles, squares, rectangles,

parallelograms and trapezoids

Solve routine and non-routine

problems in real-life situations

involving perimeter of

squares and rectangles,

triangles, parallelograms, and

trapezoids

Differentiate perimeter from

area

Convert sq cm to sq m and

vice versa

Find the area of irregular

figures made up of squares

and rectangles using sq cm

and sq m

Estimate the area of irregular

plane figures made up of

squares and rectangles

and area of rectilinear shapes.

Estimate the area of an irregular

shape by counting squares.

Calculate perimeter and area of

simple compound shapes that can be

split into rectangles.

Represent and describe the

circumference of a circle.

Use a model to estimate the

circumference of a circle.

Derive a formula for finding the

circumference of a circle.

Find the circumference of the given

circle using the formula/s derived.

Solve problems involving

circumference.

Estimate and use appropriate units of

measure for area.

Convert sq cm to sq m and vice

versa.

Name the appropriate unit of measure

used for measuring area for accuracy.

estimates and uses appropriate units

area of triangles,

parallelograms and trapezoids

Find the area of triangles,

parallelograms and trapezoids

using sq cm and sq m

Estimate the area of triangles,

parallelograms and trapezoids

Solve routine and non-routine

problems involving squares,

rectangles, triangles,

parallelograms, and

trapezoids

Create problems (with

reasonable answers) involving

perimeter and area involving

squares, rectangles, triangles,

parallelograms, and

trapezoids.

Name the appropriate unit of measure

used for measuring the volume of a

cube and a rectangular prism for

accuracy.

Represent and describe the area of a

circle.

Use a model to find the area of a

circle.

Derive a formula for finding the area

of a circle.

Find the area of a circle using the

formula/s derived.

Solve problems involving area of

circle using appropriate formulas and

procedures.

using coordinates

Analyze angles by comparing

and describing rotations:

whole turn; half turn; quarter

turn; north, south, east and

west on a compass

Recognize and explain

symmetrical patterns,

including tessellation, in the

environment

Apply knowledge of

transformations to problemsolving situations

Strand

Measurement

Measurement

Conceptual

Understanding

Accuracy of measurements

depends on the situation and

Demonstrate the

understanding of the concept

quadrants.

Predict where a polygon will be after

one reflection, where the sides

of the shape are not parallel or

perpendicular to the mirror line, after

one translation or after a rotation

through 90 about one of its vertices.

Measure

/ Content

Standard

Learning

Outcomes

Conversion of units and

measurements allows us to

make sense of the world we

live in.

A range of procedures exists

to measure different

attributes of objects and

events.

develop and describe

formulas for finding

perimeter, area and volume

use decimal and fraction

notation in measurement, for

example, 3.2 cm, 1.47 kg,

1 miles

read and interpret scales on a

range of measuring

instruments

measure and construct angles

in degrees using a protractor

carry out simple unit

conversions within a system

of measurement (metric or

customary)

select and use appropriate

units of measurement and

tools to solve problems in

real-life situations

determine and justify the

level of accuracy required to

solve real-life problems

involving measurement

use decimal and fractional

notation in measurement, for

example, 3.2 cm, 1.47 kg,

1 miles

volume

convert common units of

measure from larger to

smaller unit and vice versa:

meter and centimeter,

kilogram and gram, liter and

milliliter.

Visualize, and represent, and

solves routine and nonroutine problems involving

conversions of common units

of measure.

Visualize, and represent, and

find the capacity of a

container using milliliter and

liter

Visualize and represent and

solve routine and non-routine

problems involving capacity

measure

Select and use standard units of

three decimal places.

Convert between units of

measurement (kg and g, l and ml,

km, m, cm and mm), using decimals

to three places, e.g. recognising that

1.245 m is 1 m 24.5 cm.

Interpret readings on different scales,

using a range of measuring

instruments.

Draw and measure lines to the

nearest centimeter and millimeter.

Know imperial units still in common

use, e.g. the mile, and approximate

metric equivalents.

Time

(12-hour and 24-hour clocks)

in real-life situations

determine times worldwide

minutes and seconds

Estimate the duration of time

in minutes

Solve problems involving

elapsed time

Volume

Visualize the volume of solid

figures in different situations

using non-standard and

standard units

Derive the formula for the

volume of rectangular prisms

Find the volume of a

rectangular prism using cu cm

and cu m

Solve routine and non-routine

problems involving the

volume of a rectangular prism

Create problems (with

for measuring time (seconds,

minutes, hours, days, weeks, months,

years, decades and centuries);

convert one unit of time into another

Tell the time using digital and

analogue clocks using the 24-hour

clock.

Compare times on digital and

analogue clocks, e.g. realise quarter

to four is later than 3:40.

Read and use timetables using the

24-hour clock.

Calculate time intervals using digital

and analogue times.

Use a calendar to calculate time

intervals in days, weeks or months.

Calculate time intervals in days,

months or years.

Appreciate how the time is different in

different time zones around the world.

Volume

Visualize the volume of solid

figures in different situations

using non-standard and

standard units

Derive the formula for the

volume of rectangular prisms

Find the volume of a

rectangular prism using cu cm

and cu m

Solve routine and non-routine

problems involving the

volume of a rectangular prism

Create problems (with

reasonable answers) involving

volume of rectangular prism

Temperature

Describes and estimates the

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Data Handling

Data can be presented

effectively for valid

interpretation and

communication.

Range, mode, median and

mean can be used to analyse

statistical data.

Probability can be

represented on a scale

between 01 or 0%100%.

The probability of an event

can be predicted theoretically.

classroom.

Identifies the parts of a thermometer.

Reads a thermometer.

Measures temperature using the

degree Celsius.

Solves problems involving

temperature

Demonstrate understanding

of the concepts of bar graphs

and simple experiments

Temperature

Describes and estimates the

classroom.

Identifies the parts of a thermometer.

Reads a thermometer.

Measures temperature using the

degree Celsius.

Solves problems involving

temperature

Handling Data

representing data; probability

data in circle graphs (pie

charts) and line graphs

identify, describe and explain

the range, mode, median and

mean in a set of data

set up a spreadsheet using

simple formulas to manipulate

data and to create graphs

express probabilities using

scale (01) or per cent (0%

using any source

Organize data in tabular form

and present them in

single/double horizontal or

vertical bar graph

Interpret data presented in

different kinds of bar graphs

(vertical/horizontal,

single/double bars)

Solve routine and non-routine

data

Solve a problem by representing,

extracting and interpreting data in

tables, graphs, charts and diagrams,

e.g. line graphs for distance and time;

a price ready-reckoner for currency

conversion; frequency tables and bar

charts with grouped discrete data

Find the mode and range of a set of

data from relevant situations, e.g.

100%).

design a survey and

systematically collect, record,

organize and display the data

in a bar graph, circle graph,

line graph

identify, describe and explain

the range, mode, median and

mean in a set of data

create and manipulate an

electronic database for their

own purposes

determine the theoretical

probability of an event and

explain why it might differ

from experimental probability.

Strand

Conceptual

Understanding

/ Content

Standard

Learning

Outcomes

Patterns can often be

generalized using algebraic

expressions, equations or

functions.

Exponential notation is a

powerful way to express

repeated products of the

same number.

represent the rule of a pattern

by using a function

analyse pattern and function

using words, tables and

graphs, and, when possible,

symbolic rules

select appropriate methods to

analyse patterns and identify

rules

use functions to solve

problems.

presented in single or doublebar graph

Draw inference based on data

presented in a double-bar

graph

Record favorable outcomes in

a simple experiment

Express the outcome in a

simple experiment in words,

symbols, tables or graphs

Explain the outcomes in an

experiment

Solve routine and non-routine

problems involving a simple

experiment

Create problems involving a

simple experiment

Patterns and Algebra

Demonstrate understanding

of concepts of continuous and

repeating patterns and

number sentences

in a sequence of numbers

(e.g. odd numbers, even

numbers, multiples of a

number, factors of a number,

etc.)

Find the missing number in an

equation involving properties

of operations. (e.g. (4+__ ) +

8 = 4 + ( 5 + __)

scientific experiments.

Begin to find the median and mean of

a set of data.

Explore how statistics are used in

everyday life.

Use the language associated with

probability to discuss events, to

assess likelihood and risk, including

those with equally likely outcomes.

Describe a probability experiment.

Perform a probability experiment and

record results by listing.

Analyze data obtained from chance

using experiments involving letter

cards (A to Z) and number cards (0 to

20).

pattern by using a function.

Analyse pattern and function

using words, tables and

graphs, and, when possible,

symbolic rules.

Select appropriate methods to

analyse patterns and identify

rules.

Use functions to solve

problems.

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