MINISTRY OF EDUCATION

REVISED CURRICULUM GUIDE

MATHEMATICS

GRADE 1

PRODUCED BY CURRICULUM DEVELOPMENT AND IMPLEMENTATION UNIT, NATIONAL CENTRE FOR EDUCATIONAL RESOURCE
DEVELOPMENT
PRINTED BY MATERIALS PRODUCTION UNIT, NCERD

September 2008

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 ACKNOWLEDGEMENTS

The Ministry of Education is grateful to the following persons whose

tireless work has resulted in the production of this revised Mathematics
Guide for Grade 1.

Ali, Mohamed Osman St. John's Community High School

Bowman, Samantha Amelia’s Ward Primary School
Chandrapaul, Tajewattie Gibson Primary School
Chichester, Robin Belladrum Primary School
Dhanpat, Twaripersaud Yakusari Primary School
Enniss, Dorrette Ann Mackenzie Primary School
Harripaul, Bhawase C. Crabwood Creek Primary School
Jacobis, Fareeda St. Anthony’s Primary School
Jaikarran-Wills, Pramawattie Rama Krishna Primary School
Jewnandan, Jaiwattie Arthurville Primary School
Jones, Linda Senior Subject Specialist (VSO), NCERD
Lall, Eshwar Lima Sands Primary School
Lo-Hing, Paula St. Sidwell’s Primary School
Mckenzie, Colleen Virginia Primary School
Mckenzie, Joseph Senior Subject Specialist, NCERD
Persaud, Pramellawattie Taymouth Manor Primary School
Peters, Bhatraj Overwinning Primary School
Prasad, Krishna Nand Senior Subject Specialist, NCERD
Rambarose, Taramatie Ketley Primary School
Ramnarine, Paramdai Huist Dieren Primary School
Singh, Lakewatti Dolly Stella Maris Primary School

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 CURRICULUM GUIDE
MATHEMATICS: GRADE 1

CONTENTS

TOPIC Page

Sets 1

Number Concepts 6

Operations, Relations and Properties 17

Geometry 30

Fractions 39

Decimal 46

Percentage – Ratio And Proportion 58

Measurement:

Length 61

Capacity 64

Mass 68

Time 71

Statistics-Graphs 72

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 GRADE 1
SETS, NUMBERS AND NUMERATION

OBJECTIVE AREAS OF
SKILLS KNOWLEDGE ATTITUDE METHODS/
TOPIC CONTENT EVALUATION
STRATEGIES- INTEGRATION
Sets: Sorting objects. Sort sets of Work together. Sort and Put objects into Sort sets of Science.
Sorting objects. classify sets that are alike objects given the Investigate some
objects into or different in some criterion for of the differences
sets. ways using a sorting e.g. red between plants
Sort and variety of objects objects. and animals.
classify in the classroom. Observe
objects Sort objects . similarities of
according to according to their human groups e.g.
size, shape, colour, size, shape existence of the
colour, texture, etc. family, similar
use etc. Discuss similarities roles of members
and differences of of the family
sorted sets..
Matching Matching sets of Understand the Solve problems One to one Select partners Match objects in Science:
objects by concepts of more for one’s own correspondence. within groups two sets in a one Match animals to
pairing . than, fewer than satisfaction Comparison of using one to one to one their homes.
and as many as. two sets of correspondence correspondence. Match objects
objects to using small objects. used in health care
show sets Match numbers of with parts of the
which have one group with body e.g.
more objects those of another hair- comb
than, fewer group teeth-toothbrush
objects than, Match objects from
and as many one set with those
objects as of another set.
another set. Discuss each
matching and make
statements about
each.
Match pictures on
the wall chart e.g.
animals with their

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 OBJECTIVE AREAS OF
SKILLS KNOWLEDGE ATTITUDE METHODS/
TOPIC CONTENT EVALUATION
STRATEGIES- INTEGRATION
homes.
Equal Sets Identifying the Recognise that a Share objects Equal sets. Identify and name Sort sets of Social Studies:
same object or set of objects can with other. sets of objects in objects and giving Use terms to show
objects by have different different ways them more than the same set of
different names. names.. e.g. pupils of Level one name e.g. objects e.g.
One, children of corks, Flag of Guyana,
Level One, boys bottle tops. The Golden
and girls in Level Arrowhead.
One.
Call a friend by his
“home name” and
his “school name.”

Equivalent Sets Identifying sets. Recognise Develop self A set Make sets which Complete pairs of Language Skills:
Matching sets. equivalent sets. reliance when equivalent to have many/few equivalent sets. Construct
Match sets using doing another set objects. sentences using
one to one independent will have as Make sets which Cards with the following
correspondence. work many objects have more objects equality and terms:
Make and as the other than, less objects inequality more than, less
complete picture set. than, and as many symbols. than, is equal to.
sentences. The meanings objects as another
and uses of the set. = < > Physical
comparison Match sets using Education:
symbols =, >. one to one Complete picture Form groups with
<. correspondence sentences the same number
The concept of and make Compare for of children
the empty set. statements about equivalent sets
the sets. and non
Identify equivalent equivalent
and non-equivalent sets.
sets by observing
and matching.
Make and complete
picture sentences to
show equivalence
and non-
equivalence..

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 OBJECTIVE AREAS OF
SKILLS KNOWLEDGE ATTITUDE METHODS/
TOPIC CONTENT EVALUATION
STRATEGIES- INTEGRATION
One more/one Identifying sets. Identify sets with Show Concepts of Make non- Match pairs of Science:
less relationship Ordering sets one more/one determination to one more and equivalent sets by sets that show one Field Trip:
according to size. less object and succeed one less. taking away or more/one less. Observe sets of
order sets Arrange sets in adding one object things in the
according to size. order of size. and discuss what Put given sets in environment e.g.
(ascending was done. ascending/descen plants that prefer
and Introduce the terms ding order of size. shades, plants that
descending "one more", "one like a lot of light.
order). less" and compare Use function
sets using these machines e.g.
terms.
Order sets of In one more Out
objects according  than 
to size. 6 7
Discuss these 8 9
arrangements.
Discuss ascending
and descending
order.
Use labels to
compare two sets.

One One
Less more

Number names Recognising Recognise that Approach Number names Make sets Match number Language Skills
numbers. the number of mathematics one to five, equivalent to given cards with number Repeating and
Describing sets. objects in a set activities zero, six to sets. names. dramatising
Matching sets has a number willingly. ten. Match pairs of sets rhymes that tell of
Sorting objects name and use with the same numbers e.g.
according to number names to number of objects. Two little cherries
identified describe sets of State the reasons (Vary and extend

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 OBJECTIVE AREAS OF
SKILLS KNOWLEDGE ATTITUDE METHODS/
TOPIC CONTENT EVALUATION
STRATEGIES- INTEGRATION
properties e.g. objects. for the matching. to cater for higher
uses of objects. Sort sets into numbers and other
groups with like fruits in the
quantities e.g. all environment.)
sets with
“threeness” .
together.
Assign to each
group a number
name.
Match number
names with sets.

Number Recognising Recognise and Share objects Number Match picture Match sets of Art:
symbols number symbols write the number with each other. symbols 1 to 5, number cards with objects with Use numerals to
(numerals) (numerals). symbols 0, and 6 to 10. objects. numerals. make designs e.g.
Matching picture (numerals) for Match given sets of Trace/write 0000000000
number cards 1 to 5, 0, and 6 to objects with numerals 0-10. 11111
with objects. 10. appropriate 2222222222
Tracing/copying/ numerals. 33333333
writing number
symbols Science:
(numerals). 3 Draw objects of
the day and night
e.g. sun, moon.
2 stars

Use sand
trays/boxes with
sand on which to Guidance
trace numerals. Recognise
Use picture number people’s names as
card. symbols of
belonging to the
human group.

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 OBJECTIVE AREAS OF
SKILLS KNOWLEDGE ATTITUDE METHODS/
TOPIC CONTENT EVALUATION
STRATEGIES- INTEGRATION

Trace/copy/write
numerals.
Fix numeral
jigsaws 1-5, 0, 6-
10.
Sequencing Matching sets. Recognise the Recognise and Sequence of Arrange numerals Order numeral Science:
numbers Writing sequence of use patterns numbers 0 to in order from 11to cards from 0 to Discover patterns
numerals. numbers 11-15, meaningfully. 25. 15, 16-20 and 21- 25. in nature
16-20, 21-25 25.
and complete Match sets with Complete Music:
sequences to 25. appropriate sequences to 25 Use rhythmic
numeral cards. patterns in music
Discuss the e.g. clapping 1,2;
sequence of the 1,2;
numbers 11to 25. 1,2,1.
Write the missing
numerals to Physical
complete Education:
sequences to 25 Display rhythmic
Use the number movements in
ladder. dances.

Part of the Number

ladder

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 OBJECTIVE AREAS OF
SKILLS KNOWLEDGE ATTITUDE METHODS/
TOPIC CONTENT EVALUATION
STRATEGIES- INTEGRATION

1
2
3
4
5
6

Ordinals Using ordinal Identify and use Use ordinal Ordinal Discuss:. Identify positions Physical
number names some of the number names number names 1. Position in of objects, Education.
in everyday life. ordinal number intelligently in first to fifth, racing. pictures, and Use ordinals to
names situations e.g. sixth to tenth 2. Positions of children in class, identify one’s
positions in pupils lining etc. position in a line.
races. up. Identify the Use ordinals to
3. Games to positions of the show order of
select who was school days of the participation in a
placed first, week using team e.g. first to
second, etc. ordinal number bat, eleventh
Arrange objects in names batsman on the
a given order from team
a particular Place an object in
direction and state a given position
position of each e.g. fifth position
object using in a row from left
ordinal number to right
names.

Odd and even Examining and Identify odd and Think carefully Odd and even Collect and pair List odd and even Art and Craft:
numbers identifying odd even numbers to before numbers to 25 sets of up to 25 numbers to 25. Make domino
and even 25. classifying. Odd numbers: objects using one Complete numeral cards.
numbers. e.g.1, 3, 5, 7, to one sequence
9. correspondence. involving Music;
Even numbers Make statements odd/even Chanting number

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 OBJECTIVE AREAS OF
SKILLS KNOWLEDGE ATTITUDE METHODS/
TOPIC CONTENT EVALUATION
STRATEGIES- INTEGRATION
2, 4, 6, 8, 10. about what was numbers. names
done and what was Use domino rhythmically
observed e.g. the numeral cards to e.g. a loud clap
sets have the same match odd when naming an
number of objects; numbers with odd even number and
one set has one numbers and even a soft clap when
object more or one numbers with naming an odd
object less than the even numbers. number in the
other sequence:
Introduce the terms 1,2,3,4,5,6,7,8, 9,
"odd" and "even". 10
Skip count to
recognise odd and
even number to
twenty five on a
number line in
(1) Twos from
zero to identify
even numbers
(2) Twos from one
to identify odd
numbers.

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 NUMBER CONCEPTS

OBJECTIVE METHODS/ AREAS OF

TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION
INTEGRATION
Number Counting Repeat the Co-operate in 1, 2, 3, ….., 25 - Use objects to Complete Poetry:
Concepts Repeating sequence zero, small group count number sequence Repeat counting
Counting numbers in one, two, three to activities - Make and use e.g. rhymes e.g.
forward in sequence twenty- five. counting chart 1, 2, - , 4. - 1, 2 buckle
sequence from zero to 25. my shoe.
- Use number - 25 little black
line to repeat birds.
sequence zero, Science:
one, two, three Investigate
to twenty five patterns in nature
e.g. arrangement
of veins in leaves

Repeat the Confidence to 25,24,23,…, 0 - Use objects to Complete Science

sequence twenty participate in count number Naming parts and
five, twenty four, small group backwards e,g. sequences e.g. number of parts of
twenty three to activities. - 25,24,23,22…,0 5, 4, 3, - , 1, 0 the body
zero - Make and use e.g. I have 1 nose.
counting chart I have 2 eyes
to count
backwards from Art:
twenty five to Draw number
zero. ladders
- Use number
line to count Physical
backwards from Education:
twenty five to Co-ordinate
zero movements to
Use number ladder rhythm e.g. clap
to count backwards and dance to the
from twenty five to chant of number
zero. sequences.

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 OBJECTIVE METHODS/ AREAS OF
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION
INTEGRATION
Counting the Counting Find out how Participate Counting - Counting how Write how many Science
number of many objects willingly in class objects in a set many objects objects are in - Group living
objects in a set there are in a set activities. up to 25 are in a set these sets e.g. and non –
up to 25 objects - Use objects to living thing
make sets of - Use pictures
given numbers to count the
of objects number of
living and
non – living
3 ________ things in a set

Guidance:
Know human
rights as it relates
to a member of
the family e.g. the
6 right to education,
and right to life.
________

Make a set with

given numbers of
objects e.g.
6 cherries,12
marbles
Last number in Grouping Recognise that Show patience in - Use objects to Match numerals Picture Study
a count of a set Counting the size of a set is solving problems make sets. with objects. Count the number
of objects the last number - Count how of objects in
in the count of many objects groups e.g.
objects in the set. are in the set. 3 number of persons
- Identify the in the picture.
bigger set
A giving reasons 2 Art:
Make a greeting
Identify the set card using groups
with the greater of natural objects
number of e.g. trees, birds

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 OBJECTIVE METHODS/ AREAS OF
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT STRATEGIES- EVALUATION
INTEGRATION
B objects.
- Set ___
has 3
objects.
- Set ___
has 4
objects.
- Set ___
has more
objects.
Counting Grouping Count in 10's Appreciate Count in 10’s, Group objects in Complete Physical
forward in tens Counting from ten to one mathematical from ten to tens. sequences, e.g: Education
hundred activities one hundred: 30, 40, 50, _, 70 Skip to the count
e.g 10, 20, 30, 60, 70, _, 90. of tens, forward
40,…, 100. and backward
Counting Grouping Count forward or Appreciate the Counting Grouping objects in Complete these
backward in Counting backward in tens, use of patterns in backward in tens. sequences:
tens starting from a mathematics to tens e.g. 70, 60, _, 40
given number solve problems 40, 30, _ , 10. 30, 20, __.
e.g. count on 90, 80, _, 60.
three tens from
40.

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 OPERATIONS, RELATIONS AND PROPERTIES
OBJECTIVE METHODS/ EVALUATION AREAS OF
TOPIC CONTENT STRATEGIES
SKILLS KNOWLEDGE ATTITUDE INTEGRATION
Operations, Collecting Combine two Discover Number - Show the Complete picture Science
relations and Combining sets to make a mathematical combinations combinations sentence e.g. Classify for solid
properties Counting total of up to 10. relationships to 5 and 10, in picture form waste disposal
Number and stating the
Combining sets sentence using number and
"and ", "make" sentence for
e.g each make –
combination –
include the Write number
commutative sentences for
and combinations –
- Combine two including the
make sets of objects commutative
in different e.g.
ways and
1 and 2 make 3 noting the +
result

- Write number =
and
sentences
using "and" 3 and 4 make 7
make
and "make" to
show
combinations +
- Complete
picture and
2 and 1 make
number =
3
sentences
- Combine pairs
of sets in two 4 and 3 make 7
different ways
and write the
number

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 OBJECTIVE METHODS/ EVALUATION AREAS OF
TOPIC CONTENT STRATEGIES
SKILLS KNOWLEDGE ATTITUDE INTEGRATION
sentence for
each
Number Collecting, To use the Work in groups Number - Make picture Complete picture Picture Study
combinations to Grouping, symbols +, = to combinations sentences to and number Group objects in
25 counting write number to 5, to 10, to show these sentences e.g. picture according
Interpreting, sentences to 15 to 20 e.g. combinations Complete picture to properties.
Communicating show sentences
combinations to a + - Combine, in
total of 20 different ways,
two sets to a +
= total of 5, 10,
15 and 25
objects.
1 + 2 = 3
- Write number
sentences =
replacing
"and" and
"make" with Complete number
( + )and (= )signs sentences
6+4=
- Read the
number
sentences
Write number
- Complete sentences to show
number combinations
sentences

Basic facts in Combining. Use horizontal Appreciate Addition - Combine two Add two sets of Language Skills:
addition Identifying. and vertical Mathematical algorithm – sets of objects numbers (to a Sentence
Comparing algorithms to activities vertical and and make total of 25 constructions
show basic horizontal e.g. statements objects) in Use

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 OBJECTIVE METHODS/ EVALUATION AREAS OF
TOPIC CONTENT STRATEGIES
SKILLS KNOWLEDGE ATTITUDE INTEGRATION
addition facts up 1) + about what horizontal and relevant/related
to a total of 18 3 + 2 was done. vertical words on topic
Write number presentations. e.g. add, total, put
=5 sentences to show together
these combinations
2) Make picture Story Telling
+ sentences Tell stories related
horizontally and to numbers and
vertically and write the environment
3 the corresponding e.g. Father reaped
+2 number sentences. 3 boulangers and
5 - Compare the then 2 more. He
number reaped 5
sentences and boulangers in all.
make
statement
about them

- Complete
vertical
presentation

Partitioning a Combining sets Partition sets to Make decisions Partition sets - Make two sets Partition given Science.
set Identifying show all the with confidence up to 5, 10, 15 (in different sets and write Take apart
different sets combinations of and 20 objects ways) using a their number natural things
sets up to 25 set of not more sentences. and reassemble
objects and write than 10 objects e.g. leaves, stem,
numbers e.g. Complete number and root
sentences to sentences for a
show these partition. .
partitions

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 OBJECTIVE METHODS/ EVALUATION AREAS OF
TOPIC CONTENT STRATEGIES
SKILLS KNOWLEDGE ATTITUDE INTEGRATION
Draw a picture
sentence for each
partition
- Read the
picture
sentence and
write the
appropriate
number
sentence

Subtracting one Collecting Take away one Develop good Take away one Taking away a Take away some Agriculture.
or more objects objects to make more object from health habits e.g. or more given number of objects from a set Science
from up to 25 sets up to 25 objects washing hands objects from objects from a of objects and Reap crops, if
objects Counting number and write number after activity up to 25objects given set of up to state how many possible.
of objects in a set sentences to with objects. e.g. 25 objects and are left in the
show make statements original set. Science
x x x x x about what was Disposal of solid
x x x done. Write number waste
Make picture sentences to show
sentences to show what was done.
x x "take away".
x x Write number Games involving
sentences to show subtraction
6 take away 2 what was done.
=4 Complete picture –
number sentences
to show take away.

Using the minus Collecting Subtract from Clean up after an Subtract from Take away a stated Take away one set Health
sign Grouping sets of up to 25 activity up to 25 number of objects of objects from Education
Interpreting objects. Resent littering objects using from a given set of another set Tidy classroom
Subtracting Use the minus the minus (-) not more than Complete simple after activity.
(-) sign to write sign e.g. 25objects. subtraction
number Introduce the number sentences,

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 OBJECTIVE METHODS/ EVALUATION AREAS OF
TOPIC CONTENT STRATEGIES
SKILLS KNOWLEDGE ATTITUDE INTEGRATION
sentences. - minus (-) sign. using the "-" sign.
Make picture
sentences and write
appropriate number
= sentences for each
subtraction
Replace" taking
away" with the "-"
sign.
Complete simple
subtraction number
8–4=4 sentences. e.g.
9–4=

5-=3
-6=3

as the inverse Comparing Demonstrate the Enjoy Inverse Make/display Complete number Physical
operation of Computating relationship manipulating relationship two non-equivalent sentences Education
addition Observing between addition objects. between sets and make showing the Do opposites to
Drawing and subtraction addition and statements about inverse operation given commands
Manipulating and write number subtraction. how the two sets e.g. e.g. run to the
Subtracting sentences for e.g. can be made 9–5= command “walk”
these up to 20 5+3=8 equivalent by
e.g. 8–5=3 either removing the 4+5= Organised
5+4=9 8–3=5 extra members Games
9–4=5 from the bigger set
9–5=4 or adding more to Form unequal
x x x x the set with fewer groups then act to
x x x - x objects. make them equal
x x x e.g.
10 – 5 = 5 Science:
x x x 5 + 5 = 10 Observe and
= x record weather
x conditions e.g

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 OBJECTIVE METHODS/ EVALUATION AREAS OF
TOPIC CONTENT STRATEGIES
SKILLS KNOWLEDGE ATTITUDE INTEGRATION
8 – 5 =3 .sunny days ,
rainy days

x x x x
xx + x
x

= x x x
x x
x x x

5+3=8

Science.
Addition in Grouping Form sets of two Develop Count by 2's Place children in Write number Identifying paired
twos and threes Counting to show numbers awareness of the up to 24 e.g. 2, groups of 2's and sentences to parts of the body
Comparing up to 24 need to care 4, 6, …,24. use repeated represent – e.g. eyes, ears.
Identifying body parts Form sets of addition to record repeated addition Pair animals
Adding twos e.g. the total number of according to
Appreciate what XX + XX+ XX children in the Use the number
2 + 2 + 2 = 6. gender e,g hen
the environment groups. line to show - cock; cow- bull.
provides e.g.. addition in 2's
fruits, leisure xxx + xxx +
spots, etc. xxx Group objects in
3+3+3=9 sets of 2's

Draw pairs of
objects.

Write repeated
addition statement
to show these.
Use the number
line showing jumps
in 2's

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 OBJECTIVE METHODS/ EVALUATION AREAS OF
TOPIC CONTENT STRATEGIES
SKILLS KNOWLEDGE ATTITUDE INTEGRATION
Problem solving Reading to solve Solve simple Appreciate object Solve one step Dramatise one step Write number Science
problems problems of in the problem. problems to show sentences to show The Environment
Grouping addition and environment. e.g. I had 6 addition and the solution to Solve real life
Regrouping subtraction. rubber bands. subtraction. simple one step mathematical
Analysing a My brother problems. problems
problem gave me 3 Identify the telling especially within
more. How part of the problem the home and
many rubber and the asking part school
bands do I environments.
have in all? Write statements
when solving
I had 8 problem.
mangoes, I ate
2 of them.
How many
mangoes are
yet to be
eaten?

GEOMETRY
OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
GEOMETRY Collecting Recognise and Develop self Similarities and - Sort a given set of - State the Science.
Sorting. Sorting describe reliance differences objects (without similarities/ Collect small
Identifying similarities and among solids direction) and give - differences in solids in the
Naming differences such-as-a box, a reasons for the some solid environment
Discussing. among different ball, a can, and a sorting. objects .
solids in the cone e.g a ball - Name the objects in - Match objects Language Skills
environment. can be rolled, a each group and with names Write sentences to
box cannot. describe them. and drawings. describe features
- Identify objects - Identify of solids.

20
 OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
which have similar similarities e.g This solid can
features e.g. objects and slide.
which can roll, slide differences in
and pile up. objects.
- Discuss the - Complete a
similarities and table.
differences in the e.g.
objects.
- Make Models of Object Features
objects with straight
edges ball rolls
- Using clay/dough to matches pile up
make one object box -
which can -
rolls/slides/can be
piled up, etc.
- Identifying objects
in a game “what am
I?” by giving clues
e.g. I am round I can
bounce/roll. What
am I?

Models of Sorting Use solids Appreciate group Make models of - Put together solid Play with blocks Science
solids Arranging objects to make work. solids such as objects to represent and say what is Identify things
Making models. models of other boats, houses, other objects such as being done. that take up space
objects. vehicles, etc. van, truck, etc. in the
- Present simple environment
scenes e.g. a boat in
the river, a car on
the road.
Plane shapes Observing. Identify and Develop self Recognise - Identify the flat - Identify all the Art and Craft
Identifying. make plane reliance. squares, surfaces/faces of squares, Construct
Naming. shapes, rectangles, solid shapes. circles, tangrams and use
Making shapes rectangles, circles and - Trace around the rectangles and them to make
Drawing plane circles, squares triangles. edges of these faces triangles in a various shapes
shapes and triangles. and discuss the given picture. Make shapes on

21
 OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
shapes formed. e.g. rectangular and
- Name the circular geoboards
objects from which Draw and name
the shapes were shapes made on
made and the shapes geoboards.
made e.g.
match box – rectangle
cone hat - circle
- Make squares,
rectangles, triangles
on a geoboard using
coloured rubber
bands The number of
circles is 1
The number of
triangles is 5
Draw and name
shapes made on
geoboard.

Sorting plane Sorting. Recognise and Enjoy helping Similarities and - Sort plane shapes List differences Science
shapes Classifying describe others differences and discuss the and similarities Look for shapes
similarities and among plane sorting in terms of between plane on buildings,.
differences shapes. their similarities and shapes. objects,etc.
among these differences.
plane shapes. - Describe plane
shapes.

FRACTIONS

OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
FRACTIONS Identifying and Identify wholes Co operating Concept of a Field Trip Draw objects that Science
Wholes drawing whole with each other whole e.g. an Observe whole show wholes:- Colour these

22
 OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
objects. in sharing orange, a bun, things in the (a) a mango whole oranges in
objects, a child. environment and (b) a cake green
name them (c) a circle.

One half of a Identifying one Recognise that Attend to The concept of Tear paper to show Write the numeral Art and Craft –
whole half of a whole. when an object is classroom one half of an each piece is a for the shaded Collage.
divided into two discussion object. The fraction of one part in each of the Paste halves of
equal parts, each numeral for whole diagrams objects to form
part is called one one half is ½. Fold strips of paper patterns.
half and other (a)
Name the geometric shapes
number of halves into two equal
in wholes and parts.
write the numeral Shade one part and
for one half (½) naming it one half
Write the numeral
for one half as 1/2 (b)

Half of a set Dividing sets Recognise one Develop Half of a set of Make two equal Show ½ of the Language Skills –
containing an containing an half of a number confidence in 2, 4, 6, 8, sets from a given number of objects Grammar.
even number of even number of of objects making 10,…,24 set of objects not in each of the Making sentences
objects objects into decisions. objects. exceeding 24 following sets. e.g. Half of ten is
halves. Make/draw picture five.
sentences to (a
describe activity x xx x
done, e.g. x x

23
 OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION

½ of is

½ of 4 is 2
(b)

(c)

Quarters of Identifying one Name the Assist one The concept of Fold congruent cut Write ¼ under the Language Skills –
wholes quarter of a number of another to divide quarter of an outs of circles, picture that shows Spelling:
whole quarters in a wholes into object. squares, and a quarter. e.g. quarters
whole and write quarters. The numeral rectangles to show half, halves
the numeral for Seek to discover for one quarter one quarter wholes
one quarter as ¼ for oneself. is ¼.
Recognise that Divide wholes into Science
one whole is quarters. Recognise that
more than one Shade and name some natural
quarter and one one part of four things are made
quarter is less equal parts as one up of different
than a whole. quarter parts e.g. the
Cut out and paste flower
one quarter of a
whole and write the
numeral ¼ on each.
State that a whole Comparison:- Fold congruent Use the symbols Art and Craft
is more than one Quarters and strips of paper into >, < or = to

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 OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
half and one whole. quarters. compare the Use colours with
quarter and that Quarters and Shading quarters following shaded quarters to
one half is more quarters. and name them. make patterns.
than one quarter. Use the Fold and cut strips
symbols of paper into (a) 3/4 2/4 Guidance:
shown to quarters. Recognise self as
compare: Write numerals for (b) 2/4 1/2 a part of a family
> is greater than wholes, two and community
< is less than quarters, three (c) 1/4 3/4
= is equal to quarters, four
quarters
Comparing these
with a whole strip
and with one
another.
Writing statements
to show
comparisons
e.g.
1 > 3/4
one is more than
one quarter

¼ < 2/4
one quarter is less
than two quarters

25
 MEASUREMENT - LENGTH
OBJECTIVES AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION INTEGRATION
STRATEGIES-
MEASUREMENT Grouping objects Compare objects Share objects Some objects Compare given Make a picture Science
LENGTH. according to of different Cooperate and are short and objects. chart using Display labels
lengths lengths communicate some are long Group objects objects or with names of
Measuring length with group according to pictures. body parts e.g.
members. lengths – long, Long Short hand, fingers.
short. Classify as long as
or as short as

Picture Study
Discuss a picture
of the same aspect
of the
environment and
identify long and
short objects.
Arrange objects Observing and Arrange objects Share objects Objects have Arrange objects Make a picture
according to differentiating in ascending or Enjoy helping various according to their chart using
length /height various lengths descending order others lengths. lengths /heights in objects or
of objects of length/height. Value objects in ascending/descending pictures. to show
Comparing the environment order. objects have
objects by various lengths
length/height. e.g. drinking –
straws, pencils,
match – sticks,
crayons.
Non-standard Observing Estimate and Develop open- Some objects Estimate then Compare Science
units of length Estimating measure the mindedness to are measure the estimated Observe growth of
lengths/heights of length/height of views of others longer/higher length/height of measurements and plants.
objects. objects using than others. objects – (e.g) actual
Measuring as non - standard table, across chalk- measurements
accurately as units board, desk and using non-standar Guidance:
possible. Compare height of pupils units of Recognise growth
lengths/heights of using non – measurementd as a part of life.
objects using standard units of

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 OBJECTIVES AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION INTEGRATION
STRATEGIES-
non – standard measure – (e.g) Health Education:
units. toothpaste boxes, Develop health
exercise books, habits to facilitate
pieces of strings growth
Compare number
of standard units of
measurement
between objects
measured.
Standards units Observing and Estimate, Appreciate the Some objects Discuss and make Measure distances Physical
of length estimating measure and beauty of the are metre rulers/strips. in metres and half Education
lengths/heights of compare the environment longer/higher Estimate then metres e.g. across Running
objects. length/height of View the than others as measure the classroom. distances
Measuring as objects using environment as a determined by length/height of Report findings. measured in
accurately as standard units – field for learning standard units objects - –e.g. table Compare metres e.g. One
possible metre and one Care the of measure. top, across chalk – estimated hundred metre
half metre. environment board, desk top and measurements and race..
height of pupils actual
using standard measurements
units of measure, using standard
,the metre and half units of
metre. measurement.
Compare number
of metres and half
metre with respect
to objects
measured
Estimate and
measure lengths
and heights of
objects in the
environment.

27
 CAPACITY
OBJECTIVE AREAS OF
METHODS/
CONTENT EVALUATION
TOPIC SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION

Capacity Comparing Compare Co-operate with All containers Order containers Mark an X on Science.
Ordering containers of others during do not hold the according to size. the container that Field Trip
Comparing different sizes activities. same amount. will hold more Describe an
capacity of and shapes. Respect views of The shape of a water. area in terms
containers others container does of natural
not always containers of
determine its water e.g.
capacity ponds,
trenches.

Say why.

Estimating Estimating, Estimate the Show Capacity – A Estimate the capacity of Mark an X on Science –
capacity of measuring and capacity of determination to container , containers of different the pictures of Investigate and
containers using comparing the different succeed compared with shapes and sizes by two containers discuss the
non capacity of containers using others,holds stating which container that seem to hold uses of
standard units containers non-standard more, less, or will hold more, less or the same containers e.g.
measures. the same the same amount as amount. bottles for
amount. another. sodas, buckets
for water and
Arrange Use non-standard sand.
containers containers to measure
according to capacity e.g. tins, cups,
capacity bottles.

Say why.
Health
Education

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 OBJECTIVE AREAS OF
METHODS/
CONTENT EVALUATION
TOPIC SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
Be aware that
medicine is
stored in
containers.
Show care in
handling
containers that
are breakable.
Measuring Measuring Measure the Accept assistance Measure Fill litre containers using Fill containers Science
Capacity using capacity of if necessary liquids in litres the ½ litre containers stating their Measuring
standard units containers in and ½ litres. stating the number of 1/2 capacity in litres capacity.
litres, ½ litres litre containers needed to and half litres
fill the litre container.

MEASUREMENT - MASS

OBJECTIVE AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION
STRATEGIES- INTEGRATION

Mass Weighing Recognise that Cooperate in Different State which of two objects Given a variety Science
Arranging objects. all objects do not group activities. objects have is lighter or heavier. of objects – Measuring
objects Measuring. have the same different mass. Compare objects by their pupils put same mass.
according to Estimating. mass. masses and arrange these in order of
their masses Valuing. objects from lightest to lightest to
heaviest and vice versa. heaviest and vice
Suggest the mass of two versa.
children in terms of
lighter/heavier
Use a sea-saw to verify
who is the lighter or
heavier of the two.
Comparing Exploring Estimate, Recognise and Comparison of - Discuss the uses of a Name which one Craft
mass of objects Interpreting measure and accept mass using simple improvised is heavier/lighter. Make balances
Communicating. compare mass of differences of non-standard balance and name using suitable
Measuring objects. persons in the measures. things that are hangers
human group. measured using same. Science
- Estimate and Collect objects

29
 OBJECTIVE AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION
STRATEGIES- INTEGRATION
compare the mass of in the
pairs of objects then environment for
use the balance to comparison of
verify the estimates. is lighter mass
- Discuss the results is heavier
and making simple Physical
statements about Education
what happened when Balance oneself
objects were placed using body
in the pans of the parts.
balance e.g. objects
with the same mass
cause the two pans to
balance.

Standard units Communicating. Estimate, Willingness to 2 – one half - Manipulate packages Name three Social
of mass Interpreting. measure and co-operate with kilogram is of 1kilogram mass things that are Studies
Estimating. compare mass of one another. equal to 1 and ½ kilogram mass sold in Set up a shop
Measuring. objects in kilogram. - Collect labels/food kilograms. corner with
kilogram; one Some items packets with mass of - How many empty food
half kilogram. that are content identified in ½ kg will be packets and
measured in kilograms. needed to labels showing
kilograms are - Discuss the 1- balance mass of
flour, sugar, kilogram mass and 1kg? 4 kg? contents
chicken, beef identify objects that - How many
etc. may be lighter ½kg of
than/heavier than or sugar can be
the same as the 1 had from
kilogram mass. 1kg of
- Estimate then use a sugar?
balance to check the
estimates.
- List items that are
sold in kilograms.
- Using ½ kilogram
mass to balance 1

30
 OBJECTIVE AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION
STRATEGIES- INTEGRATION
kilogram and state
the findings.

MEASUREMENT - TIME

OBJECTIVE AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION
STRATEGIES- INTEGRATION
TIME Exploring Relate time to Volunteer to Time: The 24- - Discuss activities Compile a chart Art
Discussing time Explaining one’s daily perform tasks hour clock, (a related to time one showing daily Cut and paste
Observing. activities. real clock or a wakes up in the activities and pictures
model). morning, has time showing an
- Time breakfast, and leaves activity to
children for school match time
wake up. - Discuss activities time
- Time linked to time Draw clock
children school assembles, face in sand
leave for recreation , lunch box/ tray
school. etc Draw
- Time - Dismissal. different
school - Talk about time for shapes of the
assembles. certain daily clock face
- Time for activities e.g. doing
lunch. mathematics, going Drama/Role
- Time into the garden Play
school - Discuss the clock in Recite
dismisses. relation to face, poems /rhymes
- Time hands, hours dealing with
children Answer questions time
go to bed. based on content Act out events
AM e.g. around what Related to
PM time do you leave particular time
Night, for school?
midday - Demonstrate
etc. movement of the
Music
clock hands Rhythmic

31
 OBJECTIVE AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION
STRATEGIES- INTEGRATION
- movements to
music

Science
Listen to
sounds in the
environment
e.g. chirpings
of birds,
croakings of
frogs.

Using the 24- Counting Recognise the Work and Use the - Count in ones to 24. Display and tell Art –
hour clock to Communicating order and cooperate with 24- hour clock - Read numerals on the time shown Drawing the
tell time Reading an position of the others. to tell and clock face as hands on a clock face. clock face.
instrument numerals on the Value time show time on turn.
Recording clock face. the hour - Show stated time on Craft
observations Classify the e.g. I get up at clock face and Making
. clock as an around seven recording same models of
instrument hours - Tell time that has clock faces
measuring time. elapsed in one hour putting in
intervals. hands

Games
Games
involving the
movements of
the hands of
the clock e.g.
Neighbour,
neighbour,
what is the
time?

32
 OBJECTIVE AREAS OF
METHODS/
TOPIC SKILLS KNOWLEDGE ATTITUDE CONTENT EVALUATION
STRATEGIES- INTEGRATION
Physical
Education
Coordinated
body
movements
chanting tick-
tock, tick-tock.

The calendar as Discussing Identify the Take pride in A large Discuss the calendar Complete: Music
another measure Reading calendar as a being a member calendar - its uses and features. Sunday; ____; Sing songs,
of time Identifying means of of the human showing in - Read the names of Tuesday; ____; dance
Observing telling.time group. dates, days and days of the week Thursday; ____;
- Name the Take pride in months of the and months of the Saturday. Poetry
days of the being regular and year. year from calendar. Reciting
weeks and punctual. - Name the birth- poems e.g.
months of months of each Uncle Time is
the year. child,national an old old man
- Read dates holidays and their
of special dates or
events on approximate dates. Story
calendar. - State the date for Telling
today, yesterday and Listening and
tomorrow. retelling
stories

33
 MONEY
OBJECTIVES AREAS OF
METHODS/
CONTENT EVALUATION
TOPIC SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
MONEY Identifying coins Identify and Value money as - Coins - Discuss the Match coins with Social Studies
Properties of according to their describe coins up helping us to have usefulness of appropriate names Role play using
coins size, shape and to 10 dollars. meet our needs different money to us. to show the value money
colour. View money as size, - Identify and of the coins. Make up rhymes/
important in shape, naming 1 songs about
providing colour, dollar, 5 dollar money
services for us mass and and 10 dollar COIN VALUE
Visit shopping
e.g. education., value. coins. centres , markets
$1 One dollar
transportation - Talk about etc
- Coins up each coin – its $1 $1 Two dollars Set up a play shop
to 10 colour, size, in the classroom.
$5 Five dollars
dollars. shape, mass,
markings
edges etc.
- Recognise that
these coins
are used in our
country
- Make pictures
of the coins by
placing the
coin under a
plain piece of
paper and
rubbing it
firmly with a
pencil or
crayons.
Comparing Comparing Stating the Value money Different coins - - Discuss and Show five Art – Using coins
coins Discussing relationship have different compare dollars/ten dollars to make patterns.
Examining for between coins values. The coins,- their in different ways
differences. - up to 10 dollars value of 5 -– value which using 1 – dollar
one dollars can buy most coins,
coins have the sweets etc. 5 dollar coins and

34
 OBJECTIVES AREAS OF
METHODS/
CONTENT EVALUATION
TOPIC SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
same value of - Recognise that 10 dollar coins
1 five dollar the biggest
coin which has coin is not
the same value necessarily the
as 1 – ten most valuable
dollar coin. one.
- Compare a pile
of five 1 –
dollar coins
and another
pile of one 5 –
dollar coin and
make
statements
about values
- Repeat above
to show the
relationship
between the
value of the 1 -
dollar, 5 dollar
and 10 -–dollar
coins.
Compare the Comparing Compare the Appreciae and 5 – one dollar - Discuss Make cards with Social Studies
value of coins Using value of coins care money. coins have the shopping symbols Budgeting
comparison using symbols Sharing coins in same value as experience The use of money
symbols is less than <, groups. 1 five dollar (i.e) what can = > < in the family
Discussing is greater than >, coin. be bought with Usee cards and
is equal to = the coins, how coins to complete
up to ten dollars. much can be number sentence
bought etc. (e.g)
- Compare
- given sets of 1
– dollar coins $1. $1 . $1.
with a 5 –
dollar coin and < 5 dollars
and make

35
 OBJECTIVES AREAS OF
METHODS/
CONTENT EVALUATION
TOPIC SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
statements
about these
comparisons.
- Record these
in pictures and
number
sentence using
symbols e.g

$1 $1 <

$5

Read these
sentences
- Use similar
activities to
show the
relationship
between the
values of the 1
dollar, 5 dollar
and 10 dollar
coins.
Combining Counting coins. Combine set of Sharing coins. Combinations Talk freely about Complete picture Social Studies
coins to a total Recording the coins to produce Sharing ideas of coins to a shopping and number Budgeting.
of 10 dollars or value of coins a total of 10 – Display good total of 10 experience e.g sentences Picture Study
less dollars or less manners dollars or less. what item was Discuss a
and write number Respect the bought, what was shopping scene
sentences to rights of others. the cost of the item
show these and the coins with
combinations which payment
Role Play
was made. Act out shopping
- Placed priced experiences

36
 OBJECTIVES AREAS OF
METHODS/
CONTENT EVALUATION
TOPIC SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
items in pocket
chart and state
the price for
the item
- Pay for the
item using and
naming coins
used
- Record how
payment was
made e,g four-
1 dollar coins
and one-5
dollar coin
were used.
- Read number
sentences
- Buy two items
of a total cost
of not more
than 10 dollars
and write
number
sentences to
show the total
cost e.g.
- 1 dollar + 2
dollars = 3
dollars.
Combining and Combining Develop Show care when Combinations - Buy items Complete picture Role Play
partitioning Partitioning understanding of purchasing by and partitions costing less and number Play at shopping
coin values how to combine counting change of 1 dollar, 5 than 10 dollars sentences. using different
and partition received dollar and 10 and receive A Sweet coins.
coins when dollar coins. change
making - Discuss
purchases change
received. Costs 4 dollars

37
 OBJECTIVES AREAS OF
METHODS/
CONTENT EVALUATION
TOPIC SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
- Use a ten
dollar coin to Pays $10
show two sets
totalling 10 Change
dollars (e.g)

$5 + $5 = $1 $5

10 dollars

$1 $1

$1 $1 $1

$1 $1

$1 $1 $1

= 10 dollars

38
 STATISTICS - GRAPHS
OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
GRAPHS Interpreting Use concrete Working in Two – row Discuss topics of Gather Science
Two – row Reading materials, make groups co- pictographs interest e.g. pets, information e.g. Collect
pictographs . Comparing two – rows operatively. fruits, vegetables favourite sodas, information
pictographs and e.g. Use pictures to most liked fruits Share information
read information represent objects , e.g. things that
from pictographs. x x x x Making two – rows float, things that
pictographs. sink
x x x x Read
and compare Craft-Collages
information on Collect materials
pictograph. from the
environment to
paste on
background to
form picture

Two - column Comparing Use concrete Assist one Two – column Compare two sets Read information Games/Play
block – graphs Arranging materials tomake another. block – graphs of different objects from block graph. Use blocks to
Reading two – column arrange to form make
block – graphs two block. Make a block representation of
and read Read information graph. objects.
information from from graph.
block – graph

Two – column Interpreting Make a two Work together Two – column Discuss Make two –
block – graphs Reading column block block – graphs preferences for columns block – Traffic
where one Discussing. graph using one (where one such thing as graph where one Education
object objects to object games, fruits, object represents Know meanings
represents represent represents vegetables and another object. of the colours of
another object another. another flavours of sodas Compare the traffic lights
Reading objects) e.g. a Making two - information on
information from cork stands for column block the block – graph
Craft
blocks – graphs a particular graph to show Make paper plate
puppets- cut out

39
 OBJECTIVE AREAS OF
METHODS/
TOPIC CONTENT EVALUATION
SKILLS KNOWLEDGE ATTITUDE STRATEGIES- INTEGRATION
soda, a cube preferences for one circles to
represents a of two objects by represent eyes,and
house etc pasting coloured other shapes to
circles, squares and represent nose,
rectangles in mouth etc,
column to
represent the Games
number of Play games where
preferences. one pretends to be
Compare the someone else or
column on the something e.g. a
graph to find teacher, a
preference for each preacher, a wild
fruit, the better animal etc.
liked.
Physical
Education
Imitate
movements of
animals

40