GRADE 4 - Indonesia and Cambridge Combined (Syllabus) - English

Combined Sy
School name
Subjects
Lessons per year
Total lessons in syllabus
Class / Semester
Basic competencies (Indonesian) Cambridge Core Activities
Understand and identify the properties of arithmetic

operations
1.1 Reading, writing and partitioning numbers
Perform multiplication and division operations
1.2 Ordering, comparing and rounding four-digit

numbers
1.2 Ordering, comparing and rounding four-digit
numbers
Perform mixed count operations
1.3 Multiplying and dividing by 10 and 100
Determine multiples and number factors
Recognizing integers
2.1 Addition (1)

2.1 Addition (1)
Add whole numbers
2.2 Subtraction (1)
Subtract integers
2.3 Partitioning to add and subtract
Performs a mixed count operation of integers

Understand and identify the properties of arithmetic 3.1 Learning and using multiplication facts
operations
Perform multiplication and division operations 3.2 Using doubles
Perform mixed count operations 3.3 Multiplying a two-digit number by a single digit
Perform mixed count operations 3.3 Multiplying a two-digit number by a single digit
Determine the relationship between units of time,

between units of length, between units of weight, and 4.1 Measuring weight
between units of quantity
5.1 Telling the time (1)
Add whole numbers
Subtract integers
5.2 Using timetables
Carry out rounding and estimating

Determine the perimeter and area of the length and
6.1 Area (1)
triangle area
Solve problems related to the perimeter and area of

6.2 Perimeter (1)
cylinders and triangles
Combined Syllabus (Indonesian/Cambridge) 2021-2022 - GRAD
: SD Marie Joseph
: Math
; Approx 82
: 82
: 4 / 1 (Term 1)
1A.1 NUMBERS AND THE NUMBER SYSTEM

Cambridge Reference Prior Learning Vocabulary
4Nn1 Read and write numbers up to 10,000
4Nn2 Count on and back in ones, tens, hundreds and

thousands from four-digit numbers
4Nn3 Understand what each digit represents in a

three- or four-digit number and partition into
thousands, hundreds, tens and units
4Nn9 Round three- and four-digit numbers to the

nearest 10 or 100
4Nn10 Position accurately numbers up to 1,000 on an

empty number line marked off in multiples of 10 or
100
4Nn11 Estimate where three- and four-digit numbers

lie on empty 0-1,000 or 0-10,000 number lines
4Nn12 Compare pairs of three-digit or four-digit

numbers, using the > and < signs, and find a number in
between each pair
This chapter builds on work

done in Stage 3 where digit, expanded
learners worked with from, partition,
numbers up to 1,000 place value,
exploring place value, thousand, round to
ordering, comparing and the nearest
rounding
This chapter builds on work
done in Stage 3 where digit, expanded
4Nc15 Understand the effect of multiplying and learners worked with from, partition,
dividing three-digit numbers by 10 numbers up to 1,000 place value,
exploring place value, thousand, round to
ordering, comparing and the nearest
rounding
4Nc25 Understand that multiplication and division are

the inverse function of each other
4Nn7 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
4Ps4 Explore and solve number problems and puzzles,

e.g. logic problems
4Ps5 Use ordered lists and tables to help to solve

problems systematically
4Ps9 Explain methods and reasoning orally and in

writing; make hypotheses and test them out
4Ml2 Know and use the relationships between familiar

units of length (m, cm, mm)
1A.2 ADDITION AND SUBTRACTION (1)

4Nc17 Add pairs of three-digit numbers
4Nc18 Subtract a two-digit number from a three-digit Adding and subtracting

number two-digit and three-digit
numbers
Adding and subtracting
two-digit and three-digit
numbers
4Nc19 subtract pairs of three-digit numbers
4Nc6 Add three or four small numbers, finding pairs

that equal 10 or 20
Using the = sign to
represent equality
4Nc9 Add any pair of two-digit numbers, choosing an
appropriate strategy
4Nc10 Subtract any pair of two digit numbers,

choosing an appropriate strategy
Finding complements to
100, solving number
4Pt1 Choose appropriate mental or written strategies equations
add, addition, plus,
to carry out calculations involving addition and increase, sum, total,
subtraction altogether, subtract,
subtraction, take,
take away, minus,
4Pt3 Check the results of adding numbers by adding decrease, fewer,
them in a different order or by subtracting one leave, difference,
number from the total partition, what is
the total of…?
Recording an addition to
4Pt4 Check subtraction by adding the answer to the help with a calculation
smaller number in the original calculation
4Pt8 Estimate and approximate when calculating, and

check working
4Ps1 Make up a number story for a calculation,

including in the context of measures
Adding and subtracting

4Ps3 Choose strategies to find answers to addition or multiples of 10 and
subtraction problems; explain and show working multiples of 100 to and
from two- and three-digit
numbers

1A.3 MULTIPLICATION AND DIVISION (1)

4Nc20 Double any two-digit number
4Nc22 Multiply a two-digit number by a single digit

number
4Nc23 Divide two-digit numbers by single-digit Initial learning of table facts

numbers (answers no greater than 20)
4Nn8 Recognise multiples of 5, 10 and 100 up to 1,000
4Nc5 Recognise and begin to know multiples of 2, 3, 4, product, multiple,

5 and 10, up to the tenth multiple inverse, expression,
grid method, double
4Nc13 Multiply any pair of single-digit numbers

together
4Nc14 Use knowledge of commutativity to find the

easier way to multiply
4Nc21 Multiply multiples of 10 to 90 by a single-digit

number

check working Recognition of multiples as
the starting point for
simple multiplication and
division
Recognition of multiples as
the starting point for
simple multiplication and
division
4Ps2 Explain reasons for a choice of strategy when

multiplying or dividing

1B.4 WEIGHT
Names of 3D solids: cube,

cone and sphere
4Ml1 Choose and use standard metric units and their

abbreviations (km, m, cm, mm, kg, g, l and ml) when
estimating, measuring and recording length, weight Choosing and using
and capacity appropriate units and
equipment to estimate,
measure and record
measurements
The relationship between

kilometres and metres,
metres and centimetres,
kilograms and grams, litres
and millilitres
4Ml2 Know and use the relationships between familiar approximate, gram,
units of length, mass and capacity; know the meaning kilogram
of 'kilo', 'centi', and 'milli'
Reading to the nearest
division or half division and
using scales that are
numbered or partially
numbered
Using a ruler to draw and

4Ml4 Interpret intervals/divisions on partially
measure lines to the
numbered scales and record readings accurately
nearest centimetre
4Pt2 Understand everyday systems of measurement in
Solving word problems
length, weight, capacity and time and use these to
involving measures
solve simple problems as appropriate
1B.5 TIME (1)

4Mt1 Read and tell the time to the nearest minute on

12-hour digital and analogue clocks
4Mt2 Use am, pm and 12-hour digital clock notation

Reading the time on
analogue and digital clocks
4Mt3 Read simple timetables and use a calendar
4Mt4 Choose units of time to measure time intervals
am (ante meridiem),
pm (post meridiem),
4Pt2 Understand everyday systems of measurement in analogue clock,
length, weight, capacity and time and use these to digital clock
4Ps1 Make up a number story for a calculation, Suggesting and using

including in the context of measures suitable units to measure
time

1B.6 AREA AND PERIMETER (1)

4Ma1 Draw rectangles, and measure and calculate
their perimeters
4Ma2 Understand that area is measured in square

units, e.g. cm2
This is a new topic.

Learners are introduced to area, perimeter,
the language associated fraction, dimension
4Ma3 Find the area of rectilinear shapes drawn on a with area and perimeter
square grid by counting squares

check working
1-2022 - GRADE 4
Learning Main Material Learning Activities Indicator
Learners are able to

read and write numbers
from 1 to 10,000
Learners investigate how

many three-digit numbers
they can make from the
numbers 1, 8 and 7. They
then practise reading and
TEACHERS RESOURCE: Cambridge writing numbers in figures, Learners know the
Primary Mathematics Teachers words and expanded form value of each digit and
Resource, pages 1-14 use this knowledge to
write a number in
expanded notation. E.g.
9876=900+800+70+6
Learners can
confidently use a
marked and unmarked
number line to locate
the relative positions of
numbers
Begin with an investigation
involving ordering four-digit
numbers with digits that add
up to three. Then include
questions that feature
rounding, number lines and
the < and > symbols
Begin with an investigation
involving ordering four-digit
numbers with digits that add
up to three. Then include
questions that feature Learners can compare
rounding, number lines and pairs of numbers using
the < and > symbols the notation <, > or =
When necessary,
learners can round any
whole number to the
nearest 10 or the
nearest 100
Learners can use a

slider to model
LEARNERS: Cambridge Primary multiplying and dividing
Mathematics Learners Book, pages 2-7 whole numbers by 10
Learners can multiply

and divide by 100
Learners practise multiplying

and dividing by 10 and 100,
including the cntext of
measures Learners can perform
calculations mentally
Learners understand
that multiplication and
division are inverse
operations

add together three or
four small numbers by
finding pairs that equal
10 or 20
Learners practise adding
three and four small numbers
together. They add two-digit
numbers and explain their
methods
TEACHERS RESOURCE: Cambridge

Primary Mathematics Teachers
Resource, pages 15-30
Learners practise adding
three and four small numbers
together. They add two-digit
numbers and explain their
methods
Learnerd can add any
pair of two-digit
TEACHERS RESOURCE: Cambridge numbers, choosing an
Primary Mathematics Teachers appropriate strategy
Learners practise subtraction Learners can do a

by choosing and using subtraction using any
different methods, then write pair of two-digit
a story to illustrate a numbers, choosing an
subtraction number sentence appropriate strategy
Learners can add pairs

LEARNERS: Cambridge Primary of three digit numbers
Mathematics Learners Book, pages 8-
13
Learners practise addition and

subtraction using partitioning,
they then solve word Learners can subtract a
problems using the method of two-digit number from
their choice a three-digit number
Learners can subtract

pairs of three digit
numbers

Learners have
improved their ability
to recall multiplication
facts and obtain the
associated division facts
using inverse
operations
Players take turns to roll the
two dice and get two digits.
These are used to create the
length and width of a
rectangle in squares, that is
then drawn accurately on
squared paper. The player Learners can work with
whose rectangle contains the multiples up to the
most squares is the winner of tenth multiple of the
TEACHERS RESOURCE: Cambridge that round. Play five rounds 2x, 3x, 4x, 5x and 10x
Primary Mathematics Teachers tables
Learners can apply their

knowledge when
solving problems
One learner writes down a

two-digit number in secret.
Using a calculator, the learner
then doubles it and tells a
Learners have
secon learner the result. The
developed partitioning
second learner has to say
strategies for doubling
what number was doubled.
numbers
The first learner shows the
original number written down
to see if the second learner
was correct
LEARNERS: Cambridge Primary

Mathematics Learners Book, pages 14- Learners are able to
23 multiply a two-digit
Learners shuffle cards and number by a single-digit
place them face down in a number
pile. They take turns to pick
up three cards and arrange
them to make a multiplication
calculation. Learners
seperately find the answer,
and share their method and
result
Mathematics Learners Book, pages 14- Learners are able to
23 multiply a two-digit
Learners shuffle cards and number by a single-digit
place them face down in a number
pile. They take turns to pick
up three cards and arrange
them to make a multiplication
calculation. Learners
seperately find the answer,
and share their method and
result Learners recognise tht
there are different
methods available
Learners can choose

and use the most
appropriate standard
metric unit (and its
abbreviation) to
estimate, measure and
record the weight of
different objects
Learners read scales and

order packages by weight.
Learners add three-digit
numbers to find the total
weight of ingredients for
recipes
Learners know that

LEARNERS: Cambridge Primary 'kilo' means 1,000 and
Mathematics Learners Book, pages 24- understand the
25 relationship between
grams and kilograms
Mathematics Learners Book, pages 24- understand the
25 relationship between
grams and kilograms
Learners can read and

tell the time to the
nearest minute on
digital and analogue
clocks
Learners convert times shown
TEACHERS RESOURCE: Cambridge on an analogue clock to
Primary Mathematics Teachers digital times, and draw
Resource, pages 47-56 pictures associated with am
andpm times
Learners can use am,
pm and 12-hour clock
notation with digital
and analogue clocks
Learners can read a

timetable to solve
problems
Give learners bus and train Learners are able to

timetables that they use to calculate time
LEARNERS: Cambridge Primary pose questions for other differences and choose
Mathematics Learners Book, pages 26- learners to answer. In units of tme to measure
29 addition, allow learners to time intervals
explore online train and bus
timetables to solve problems
Learners can make up a

number story that
incorporates time
calculations

Learners know that
area is measured in
Learners count squares in square units
TEACHERS RESOURCE: Cambridge order to find out the area of
Primary Mathematics Teachers rectangles. They work out the
Resource, pages 57-68 shaded area of the rectangle
as a fraction Learners can find the
area of shapes by
counting squares
Learners understand
about perimeter
Learners apply their
understanding by calculating
the length of a missing side
when given a perimeter, and
33
working out the perimter of Learners can calculate
compound shapes perimeters by adding
up distances around a
shape
Time Needed
4 x 35 minute lessons
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined Sy
School name
Subjects
Lessons per year
Class / Semester
Recognizing integers 7.1 Tally charts and bar charts
Add whole numbers
Subtract integers
7.2 Pictograms
7.2 Pictograms
8.1 Carroll Diagrams (1)
8.2 Venn diagrams (1)
9.1 Decimal numbers in context

9.1 Decimal numbers in context

operations
9.2 Number sequences and negative numbers
Perform mixed count operations
9.3 Odd and even numbers

Describe the concept of factors and multiples
10.1 Adding and subtracting near multiples of 10

Determine the least common multiple (KPK) and the

largest common factor (FPB)
Resolving problems related to KPK and FPB
Add whole numbers
10.2 Choosing the most efficient subtraction strategy

10.2 Choosing the most efficient subtraction strategy
Subtract integers
Describe the concept of factors and multiples
11.1 More multiplication

Determine the least common multiple (KPK) and the
largest common factor (FPB)
11.2 Dividing two-digit numbers by single-digit

numbers
Resolving problems related to KPK and FPB
Perform multiplication and division operations
12.1 Angles and turning
Determine the amount of the angle with nonstandard

units and degrees
Determine the amount of the angle with nonstandard
units and degrees
12.2 Position and direction

: SD Marie Joseph
: Math
; Approx 82
: 82
: 4 / 1 (Term 2)
1C.7 GRAPHS, TABLES AND CHARTS (10)

4Dh1 Anser a question by identifying what data to

collect, organising, 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)
Collection, organisation and
interpretation of data
4Dh2 Compare the impact of representations where

scales have diggerent intervals
4Ps5 Use ordered lists and tables to help to solve data, table, tally
problems systematically chart, bar chart,
pictogram
Presenting data in tally

charts, frequancy tables,
pictograms (symbol
representing 1 or 2 units)
and bar charts (intervals
labelled in ones or twos)
writing; make hypothethis and test them out
charts, frequancy tables,
pictograms (symbol
representing 1 or 2 units)
and bar charts (intervals
labelled in ones or twos)
1C.8 CARROLL AND VENN DIAGRAMS

4Dh3 Use Venn diagrams or Carroll diagrams to sort

data and objects using two or three criteria
Learners should already

sort, classify, Carroll
have used Carroll or Venn
diagram, Venn
diagrams to sort data and
diagram
objects using two criteria

2A.9 THE NUMBER SYSTEM AND PROPERTIES OF NUMBER

4Nn2 Count on and back in ones, tens, hundreds and

thousands from four-digits numbers
4Nn3 Understand what each digit represents in a

three- or four-digit number and partition into
thousands, hundreds, tens and units
Understanding that the
position of a digit in a
number determines its
value and working with
numbers up to 10,000
Understanding that the
position of a digit in a
number determines its
4Nn4 Use decimal notation and place value for tenths value and working with
and hundredths in context, e.g. order amounts of numbers up to 10,000
money, convert a sum of money such as $13.25 to
cents, or a length such as 125cm to meters, round a
sum of money to the nearest dollar.
4Nn9 Round three- and four-digit numbers to the

nearest 10 or 100
4Nn13 Use negative numbers in context, e.g.

temperature tenth, hundredth,
place value holder,
positive number,
negative number,
4Nn14 Recognise and extend number sequences odd number, even
formed by counting in steps of constant size, number, general
Work on place value, statement, counter-
extending beyond zero when counting back ordering and rounding example, degrees C,
numbers that was started ̊C
in unit 1A (chapter1) is
extended in this unit
4Nn15 Recognise odd and even numbers
4Nn16 Make general statements about the sums and

difference of odd and even numbers

e.g. logic puzzles
During stage 3, learners
counted on and back in
4Ps6 Explore and continue number sequences, e.g. steps of 2, 3, 4 and 5 to at
7,4,1,-2…identifying the relationship between each least 50 and in steps of 1,
number 10 and 100 from two- and
three-digit numbers. In this
unit they continue those
4Ps8 Investigate a simple general statement by finding counting actibities to
examples which do or do not satisfy it recognise and extend
sequences formed by
counting in steps of equal
size
2A.10 ADDITION AND SUBTRACTION (2)

4Nc17 Add pairs of three-digit numbers
4Nc18 Subtract a two-digit number form a three-digit

number
4Nc19 Subtract pairs of three-digit numbers
4Nn6 Find multiples of 10, 100, 1,000 more/less than

numbers of up to four digits, e.g. 3,407+20=3,427
4Nc1 Derive quickly pairs of two-digit numbers with a

total of 100, e.g. 72+□=100
2Nc2 Derive quickly pairs of multiples of 50 with a

total of 1,000, e.g. 850+□=1,000
4Nc7 Add three two-digit multiples of 10, e.g.

40+70+50
4Nc8 Add and subtract near multiles of 10 or 100 to or

from three-digit numbers, e.g. 367-198 or 278+49
4Nc9 Add any pair of two-digit numbers, choosing an

appropriate strategy
4Nc10 Subtract any pair of two-digit numbers,

choosing an appropriate strategy add, addition, more,
plus increase, sum,
4Nc11 Find a difference between near multiples of total, altogether,
This unit builds on work
100, e.g. 304-296 subtract,
started in Unit 1A (Chapter
subtraction, take,
2)
take away, minus,
4Nc12 Subtract a small number crossing 100, e.g. 304- decrease, fewer,
8 leave, difference
4Pt1 Choose appropriate mental or written strategies

to carry out calculations involving addition and
subtraction
4Pt3 Check the results of adding numbers by adding

them in a different order or by subtracting one
number from the total
4Pt4 Check subtraction by adding the answer to the

smaller number in the original calculation
check working

4Ps3 Choose strategies to find answers to addition or

subtraction problems; explain and show working

2A.11 MULTIPLICATION AND DIVISION (2)

4Nc22 Multiply a two-digit number by a single digit
number
4Nc23 Divide two-digit numbers by single-digit

numbers (answers no greater than 20)
4Nc24 Decide whether to round up or down after

division to give an answer to a problem
4Nc4 Know multiplication for 2x, 3x, 4x, 5x, 6x, 9x and
10x tables and derive division facts
4Nc5 Recognise and begin to know multiples of 2, 3, 4,

5 and 10, up to the tenth multiple
4Nc13 Multiply any pair of single-digit numbers

together
4Nc14 Use knowledge of commutativity to find the

easier way to multiply
4Nc16 Derive quickly doubles of all whole numbers to

50, doubles of multiples of 10 to 500, doubles of
multiples of 100 to 5,000, and corresponding halves This unit builds on work round up, round
started in Unit 1A down
This unit builds on work round up, round
started in Unit 1A down
4Pt5 Check multiplication using a different technique,

e.g. check 6x8=48 by doing 6x4 and doubling
4Pt6 Check the result of a division using multiplication,

e.g. multiply 4 by 12 to check 48÷4

check working

4Ps2 Explain reasons for a choice of strategy when

multiplying or dividing

2B.12 ANGLES, POSITION AND DIRECTION

4Gp1 Describe and identify the position of a square on

a grid of squares where rows and columns are
numbered and/or lettered
Learners have identified

right angles
4Gp2 Know that angles are measured in degrees and

that one wholeturn is 360̊ or four right angles;
compare and order angles less than 180̊
right angle, ordered
pair, axis
right angle, ordered
pair, axis
Using a grid of squares,

4Gp3 Devise the directions to give to follow a given
learners recognise the need
path
to label columns and rows
1-2022 - GRADE 4
Learners can answer a

question by identifyling
Learners interpret data that is what data to collect
presented in tally charts. They
TEACHERS RESOURCE: Cambridge are asked to convert a tally
Primary Mathematics Teachers chart into a bary chart, and to
Resource, pages 69-78 analyse the data to decide if
some statements are true or
false
Learners organise,
present and interpret
data in tally charts and
bar charts
Learners can compare

the impact of
representations where
scales have different
intervals
Learners interpret data that

has been presented as
pictograms. Their attention is Learners can present
drawn to the different scales data in the form of a
used. They are asked to solve pictogram
word problems using a
37
pictogram and to compare
information shown in a tally
chart, pictogram and bar
chart
drawn to the different scales
used. They are asked to solve
word problems using a
37
pictogram and to compare
information shown in a tally
chart, pictogram and bar
chart
Learners understand
how changing the key
of the pictogram alters
the accuracy and
impact of the graph
Learners suggest what the

lables could be for a
completed Carroll diagram
TEACHERS RESOURCE: Cambridge with the column lables Learners are able to
Primary Mathematics Teachers hidden. They identify where sort 2D shapes using a
Resource, pages 79-86 items are correctly and Carroll diagram
incorrectly placed in the
diagram, and then complete
the diagram
Learners can use a

LEARNERS: Cambridge Primary Ask learners to sort multiples
Venn diagram to sort
Mathematics Learners Book, pages 38- of 2, 5 and 10 into a Venn
items using three
41 Diagram
overlapping criteria

read and record
decimal numbers and
say what the value of
Learners have another each digit is
opportunity to work with
amounts of money. They may
use the number cards to help
them with the investigation.
Encourage them to work in an
organised way. Question 1-6
support the teaching points
4 x 35 minute lessons made in the core activity.
Question 7 involves rounding
in a more challenging context
Learners have another
opportunity to work with
amounts of money. They may
use the number cards to help
them with the investigation.
Encourage them to work in an
organised way. Question 1-6
support the teaching points
4 x 35 minute lessons made in the core activity.
Question 7 involves rounding Learners are able to
in a more challenging context round amounts of
money to the nearest
dollar
Learners understand
the concept of a
number less than zero
as being, for example, a
Learners use the concept of very cold temperature
negative numbers in a real or a position below sea
setting by investigating level
creatures that live below sea
level. You may wish to use the
data, together with ideas
gained from the NRICH
activity 'Sea level' as a basis
for a classroom display
Learners can develop a
mental image of a
number line extending
either side of zero

47
Learners recognise odd
and even numbers
The investigation is similar to
the one on Learners Book
page 42, so should be solved
with little support. The
questions provide
opportunities for learners to
practise work done in the
unit. Learners can make and
test general statements
involving these
numbers

Learners can quickly
find pairs of two-digit
numbers with a total of
100
Learners are asked to solve Learners are able to

TEACHERS RESOURCE: Cambridge problems in the context of add three two-digit
Primary Mathematics Teachers shopping by adding and multiples of 10, e.g.
Resource, pages 99-110 subtracting two-digit near 40+70+50
multiples of 10
Learners can add and

subtract near multiples
of 10 to or from three-
digit numbers
Learners can find the

difference between
near multiples of 100
Learners are asked to decide

on methods to solve addition
and subtraction questions Learners can subtract
involving three-digit numbers. small numbers crossing
They solve the questions and 100
justify their choice of method
to a partner. Learners can use
51
jottings to support mental
methods and also remind
them about partitioning, for
example, for written
methods.
and subtraction questions Learners can subtract
involving three-digit numbers. small numbers crossing
They solve the questions and 100
justify their choice of method
to a partner. Learners can use
51
jottings to support mental
methods and also remind
them about partitioning, for
example, for written
methods.

add and subtract three-
digit numbers, choosing
appropriate mental and
written strategies
Learners have
furthered their
knowledge of known
multiplication facts and
are more confident at
multiplying two-digit
numbers by single-digit
numbers
Provide a range of
consolidation activities,
including reference to mental
methods. Ask learners to
explain their methods to a
partner
Learners can estimate

and approximate when
calculating to check
working
Learners can use times

table facts to help them
choose the most
appropriate method for
dividing pairs of
numbers
Learners can use times
table facts to help them
choose the most
appropriate method for
dividing pairs of
numbers
Ask learners to make up a

number story doe a
calculation, e.g. 76÷4,
LEARNERS: Cambridge Primary including in the context of
Mathematics Learners Book, pages 52- measures. For example,
57 Sohan has 76cm of ribbon Learners know that
and she cuts it into four equal they can check results
lengths. How long would each of a division using a
length be? multiplication
Learners understand
the need to check
whether the answer is
reasonable, and when
to round the answer up
or down
Learners have an
increased
understanding of angles
Provide a variety of activities and know that angles
related to angles. The are measured in
investigation links to work on degrees. They
classifying 2D shapes understand what is
meant by a full turn, a
half turn and a quarter
turn
Learners can describe
and identify the
LEARNERS: Cambridge Primary Provide a range of activities
position of a square on
Mathematics Learners Book, pages 58- related to position and
a grid of squares. They
63 direction
can also describe routes
and paths on a grid
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined Sy
School name
Subjects
Lessons per year
Class / Semester
Identifying symmetry and mirroring of shapes 13.1 Shapes and symmetry
Determine the properties of a cuboid and a block 14.1 2D shapes
Determine the nets of blocks and cubes 14.2 3D shapes

Determine the nets of blocks and cubes 14.2 3D shapes

between units of length, between units of weight, and
15.1 Measuring length

triangle area
triangle area
16.1 Telling the time (2)
Add whole numbers
Subtract integers
16.2 Using calendars

16.2 Using calendars

between units of length, between units of weight, and 17.1 Area (2)

triangle area
17.2 Perimeter (2)


18.1 Special numbers
operations
18.1 Special numbers
operations
: SD Marie Joseph
: Math
; Approx 82
: 82
: 4/ 2 (Term 1)
2B.13 SYMMETRY
4Gs3 Identify and sketch lines of symmetry in 2D

shapes and patterns
Learners have drawn
reflections of simple shapes
symmetrical,
and recognised the
reflective symmetry,
symmetry of shapes in the
mirror line
classroom, in drawings and
in he environment
4Gs5 Find examples of shapes and symmetry in the
environment and art
2B.14 2D AND 3D SHAPES

4Gs1 Identify, describe, visualise, draw and make a

wider range of 2D and 3D shapes, including a range of
quadrilaterals, the heptagon and tetrahedron; use pin
boards to create a range of polygons. Use spotty paper Identification, description
to record results and drawing of regular and
irregular 2D shapes,
including pentagons,
hexagons, octagons and
semi-circles
4Gs2 Classify polygons (including a range of
quadrilaterals) using criteria such as the number of
right angles, whether or not they are regular and their quadrilateral,
symmetrical properties polygon, regular
polygon, parallel,
parallelogram,
pentagon, hexagon,
4Gs4 Visualise 3D objects from 2D nets and drawings heptagon, octagon,
and make nets of common solids pentagon,
tetrahedron, net
Identification, description
and making of 3D shapes,
including pyramids and
prisms
parallelogram,
pentagon, hexagon,
heptagon, octagon,
pentagon,
tetrahedron, net
4Pt7 Recognise the relationships between 2D shapes

and identify the differences and similarities between Identification, description
3D shapes and making of 3D shapes,
including pyramids and
prisms
4Ps7 Identify simple relationships between shapes,

e.g. these polygons are all regular because….
2C.15 LENGTH
Choosing and using

appropriate units and
4Nn4 Use decimal notation and place value for tenths
and hundredths in context, e.g…..length…..
measure and record
measurements
The relationship between

kilometres and metres,
metres and centimetres,
estimating, measuring and recording length, weight
kilograms and grams, litres
and capacity
and millilitres
Reading to the nearest centi-, centimetre,

4Ml2 Know and use the relationships between familiar division or half division, and milli-, millimetre,
units of length, mass and capacity; know the meaning using scales that are kilo-, kilometre
of 'kilo', 'centi', and 'milli' numbered or partly
numbered
Using a ruler to draw an

4Ml3 Where appropriate, use decimal notation to
dmeasure lines to the
record measurements, e.g. 1.3m, 0.6kg, 1.2l
nearest centimetre
Solving word problems

involving measures
4Pt2 Understand everyday systems of measurement in
2C.16 TIME (2)


Calculate simple time

intervals in hours and
minutes

Knowing there are 60 calendar, date
minutes in an hour and 7
days in a week
4Pt2 Understand everyday systems of measurement in Reading a calendar and

length, weight, capacity and time and use these to calculating time intervals in
solve simple problems as appropriate weeks or days

Working out multiples of 7

up to the fourth multiple
Working out multiples of 7
up to the fourth multiple
2C.17 AREA AND PERIMETER (2)


their perimeters
4Ma2 Understand that area is measured in square

units, e.g. cm2
Learners continue with
square centimtre,
work started in Unit 1B
square metre
(chaper 6)
4Ma3 Find the area of rectilinear shapes drawn on a


check working
3A.18 SPECIAL NUMBERS

4Nn13 Use negative numbers in context, e.g.

temperature
4Nn14 Recognise and extend number sequences

formed by counting in steps of constant size,
extending beyond zero when counting back
4Nn15 Recognise odd and even numbers
This unit builds on work first

N/A
met in Units 1A and 2A
This unit builds on work first
N/A
4Nn16 Make general statements about the sums and met in Units 1A and 2A
difference of odd and even numbers
4Ps6 Explore and continue number sequences, e.g.

7,4,1,-2…identifying the relationship between each
number
4Ps8 Investigate a simple general statement by finding

examples which do or do not satisfy it
1-2022 - GRADE 4
TEACHERS RESOURCE: Cambridge Lerners develop their

Primary Mathematics Teachers understanding of shape,
Resource, pages 123-126 symmetry and patterns
Provide an example of
identifying shapes together
with practical and
investigational work related to
symmetry
Learners become aware
of these in our daily life
65
Learners can use a

TEACHERS RESOURCE: Cambridge Questions 1-3 give individuals greater range of
Primary Mathematics Teachers an opprtunity to use correct vocabulary as they sort
Resource, pages 127-134 vocabulary quadrilaterals and other
shapes
Learners can recognise

3D shapes fromm 2D
Encorage learners to visualise drawings or nets
and describe a situation.
Teachers may wish to provide
a copy of the nets used in the
71
questions so that learners can
make the solids
Learners can recognise
3D shapes fromm 2D
Encorage learners to visualise drawings or nets
and describe a situation.
Teachers may wish to provide
a copy of the nets used in the
71
questions so that learners can
make the solids
Learners can make a

range of common 3D
shapes

choose and use
standard metric units
and their abbreviations
when estimating,
measuring and
recording length
TEACHERS RESOURCE: Cambridge Learners cn

Primary Mathematics Teachers demonstrate that they
Resource, pages 135-142 know and can use the
relationships between
familiar units of lengths
Learners are asked to measure

and record lengths on their
partner's body in centimetres;
you might need to explain to
the learners that 'hand span' is
measured from the tip of the
thumb to the tip of the little
finger when the hand is
stretched out. They order
lengths greater than 100 Learners can interpret
centimetres and convert those intervals and divisions
lengths to metres on partially numbered
scales

73
73
Learners can record

readings accurately

tell the time to the
nearest minute ona
clocks, using am, pm
and 12 hour clock
notation
Learners practise telling the

TEACHERS RESOURCE: Cambridge time and working out time
Primary Mathematics Teachers intervals whilst solving
Resource, pages 143-154 problems using analogue and Learners are able to
digital clocks choose appropriate
units of time
Learners can choose

methods of calculating
time intervals
Learners can use a

calendar to solve
problems
Learners should work with a
LEARNERS: Cambridge Primary partner to investigate, answer
Mathematics Learners Book, pages 74- and discuss the problems.
77 They may need a blank
calendar
Learners should work with a
LEARNERS: Cambridge Primary partner to investigate, answer
Mathematics Learners Book, pages 74- and discuss the problems.
77 They may need a blank
calendar
Learners can use

reasoning to make a
hypothesis and test
them out
Learners know that area

is easured in square
units, e.g. square
Learners count centimetre centimtre, square
squares to work out the area metres
of shapes, including some
TEACHERS RESOURCE: Cambridge rectangles where the grid lines
Primary Mathematics Teachers cannot be seen on the shape.
Resource, pages 155-162 Encourage learners to
visualise the grid lines on top
of the shape by continuing the Learners are able to find
lines of the grid around it the area of shapes by
counting squares
Learners measure perimter in

Learners now
mm and convert the
understand perimeter
LEARNERS: Cambridge Primary measurement to cm. They
by drawing rectangles
Mathematics Learners Book, pages 78- consider how to measure the
and measuring and
81 perimeter of a rectangle when
calculating their
not all of the rectangle is
perimters
visible
TEACHERS RESOURCE: Cambridge Learners are able to

Primary Mathematics Teachers investigate general
Resource, pages 163-166 statements
Learners are challenged to

find different ways of
arranging three dice so that
there are only odd numbers
on top; as there are 27
different ways learners will
need to be organised to be
sure they find all the answers.
Learners also need to think
logically and search for
different answers
Learners are challenged to
find different ways of
arranging three dice so that
there are only odd numbers
on top; as there are 27
different ways learners will
need to be organised to be
sure they find all the answers.
Learners also need to think
logically and search for
different answers Learners can recognise
LEARNERS: Cambridge Primary and extend number
Mathematics Learners Book, pages 82- sequences, including
83 those containing
negative numbers
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined Sy
School name
Subjects
Lessons per year
Class / Semester
Say and write down the form of a fraction
19.1 Exploring fractions
Simplify fractions
Add up the fractions

Add up the fractions
19.2 Fractions, decimals and mixed numbers
Fraction deduction
19.3 Fractions and division
Solve problems related to fractions

20.1 Ratio and proportion
operations
20.1 Ratio and proportion
operations

between units of length, between units of weight, and 21.1 Measuring Capacity

22.1 Measuring time
Add whole numbers
Subtract integers
22.2 Calculating time

between units of length, between units of weight, and

triangle area 23.1 Area and perimter
23.1 Area and perimter

24.1 Tables and bar charts
Add whole numbers
Subtract integers
24.2 Frequency tables and tree diagrams

25.1 Carroll diagrams (2)
25.2 Venn diagrams (2)

: SD Marie Joseph
: Math
; Approx 82
: 82
: 4 / 2 (Term 2)
3A.19 FRACTIONS AND DIVISIONS

4Nn17 Order and compare two or more fractions with

the same denominator (halves, quarters, thirds, fifths,
eighths or tenths)
4Nn18 Recognise the equivalence between: 1/2, 4/8,

5/10 and 1/4, 2/8, and 1/5 and 2/10
Writing fractions and

beginning to use fractions
as several parts of a whole
4Nn19 Use equivalence to help order fractions, e.g.

7/10 and 3/4
4Nn20 Understand the equvalence between one-place

decimals and fractions in tenths
numerator,
denominator,
equivalent fractions,
4Nn21 Understand that 1/2 is equivalent to 0.5 and mixed number, unit
also to 5/10 fraction
Recognition of equivalents
denominator,
equivalent fractions,
mixed number, unit
fraction
4Nn22 Recognise the equivalence between the

decimal fraction and vulgar fraction forms of halves,
quarters, tenths and hundredths
Recognition of equivalents
of simple fractions using
diagrams
4Nn23 Recognise mixed numbers, e.g. 5 3/4, and order
these on a number line
4Nn24 Relate finding fractions to division
4Nn25 Find halves, quarters, thirds, fifths, eighths and

tenths of shapes and numbers
4Nc3 Identify simple fractions with a total of 1, e.g.

1/4+□=1
Recognition of simple mixed
numbers, and beginning to
order and compare
4Nc24 Decide whether to round up or down after fractions and mixed
division to give the answer to a problem numbers

3A.20 RATIO AND PROPORTION

4Nc26 Begin to understand simple ideas of ratio and

proprtion, e.g. a picture is one fifth the size of the real
dog. It is 25cm long in the picture, so it is 5x25cm long
in real life
This is a new topic and the

concepts of ratio and in every, for every
proportion are introduced
This is a new topic and the
concepts of ratio and in every, for every
proportion are introduced

e.g. logic puzzles
3B.21 CAPACITY
Choosing and using

appropriate units and
estimating, measuring and recording length, weight
measure and record
and capacity
measurements
4Ml2 Know and use the relationships between familiar

units of length, mass and capacity; know the meaning
of 'kilo', 'centi', and 'milli'
Knowing the relationship
between kilometres and
metres, metres and
centimetres, kilograms and
grams, litres and millilitres litre, l, millilitre, ml
4Ml3 Where appropriate, use decimal notation to
record measurements, e.g. 1.3m, 0.6kg, 1.2l

Able to read the nearest
division or hald division, and
use scales that are
numbered or partially
4Pt2 Understand everyday systems of measurement in numbered
3B.22 TIME (3)

Calculating simple time

intervals in hours and
minutes

second, minute,
Understanding that there hour, day, week,
are 60 minutes in an hour month, year
4Pt2 Understand everyday systems of measurement in and 7 days in a week

Reading a calendar and

calculating time intervals in
weeks or days
3B.23 AREA AND PERIMETER (3)


their perimeters
4Ma2 Understand that area is measured in square Using a ruler to draw and
units, e.g. cm2 measure lines to the N/A
nearest centimeter
Using a ruler to draw and
measure lines to the N/A
nearest centimeter
4Ma3 Find the area of rectilinear shapes drawn on a


check working
3C.24 GRAPHS, TABLES AND CHARTS (2)

4Dh1 Anser a question by identifying what data to

collect, organising, 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)
4Dh2 Compare the impact of representations where

scales have diggerent intervals
frequency table,
This unit builds on the work
tree diagram,
started in unit 1C
branching database
4Ps5 Use ordered lists and tables to help to solve

problems systematically

3C.25 VENN AND CARROLL DIAGRAMS

4Dh3 Use Venn diagrams or Carroll diagrams to sort
data and objects using two or three criteria
This unit builds on the work

started in unit 1C on Venn
N/A
diagrams and Carroll
diagrams

1-2022 - GRADE 4
Learners understand
that a fraction can be
shown as a position on
a number line and use
this image to help them
total fractions to one
whole
Learners should be
encouraged to work in an
organised way to complete
the investigation, so that they
find all the possibilities.
Question 5 usues 'greater
than' and 'less than' signs to
compare numbers. Encourage Learners can give
learners to make connections equivalent fractions,
between different using a fraction wall if
TEACHERS RESOURCE: Cambridge mathematical concepts
Primary Mathematics Teachers appropriate and order
whenever possible fractions using this
method

order fractions by first
finding equivalent
fractions
Learners understand
that fractions and mixed
numbers can be shown
as a position on a
number line
Learners are reminded of the
importance of using, then
Learners understand
that fractions and mixed
numbers can be shown
as a position on a
number line
Learners are reminded of the
importance of using, then
visualising, number lines as a
way of comparing and
ordering fractions and
decimals
They understand the
equivalence of fractions
and decimals, using a
number line for support

89
Page 88 of the learners
book….. Learners should be Learners understand
encouraged to read the and use the relationship
questions carefully and check between unit fractions
their answers to make sure and division
they are reasonable

Primary Mathematics Teachers the 'Let's investigate' question
Resource, pages 181-186 should lead to a discussion Learners begin to
that it is not possible to understand the basic
accurately estimate the height principals of ratio and
of the cactus without having proportion through
anything to compare it practical activities that
against. However, once we involve multiplying and
know the height of the dividing, and through
woman, estimating the cactus using the language 'in
size more accurately becomes every' and 'for every'
possible
that it is not possible to understand the basic
accurately estimate the height principals of ratio and
of the cactus without having proportion through
anything to compare it practical activities that
against. However, once we involve multiplying and
know the height of the dividing, and through
woman, estimating the cactus using the language 'in
size more accurately becomes every' and 'for every'
possible
89

choose and use
TEACHERS RESOURCE: Cambridge standard metric units
Primary Mathematics Teachers and their abbreviations
Resource, pages 187-192 when estimating,
measuring and
recording capacity
Learners use their

understanding of capacity and
their addition and subtraction
skills to complete drinks Learners know and can
recipes. They interpret a scale use the relationships
and read the amounts between familiar units
indicated in millilitres of capacity

95
Learners can interpret
intervals and divisions
on partially numbered
scales and record
readings accurately

Learners measure how long it
TEACHERS RESOURCE: Cambridge Learners are able to
takes to do different tasks.
Primary Mathematics Teachers measure time to solve
They answer questions about
Resource, pages 193-208 problems
times displayed in a table

ell the time to the
nearest minute on a
clocks, using am, pm
and 12-hour clock
LEARNERS: Cambridge Primary Learners solve problems using notation
Mathematics Learners Book, pages 96- timetables and an analogue
99 clock
Learners can use

timetables and
calendars to solve
problems
Learners know that area

is easured in square
units, e.g. square
centimtre, square
metres
Learners investigate Learners are able to find

sequences of shapes by the area of shapes by
working out their areas and counting squares
perimeters
Learners investigate
sequences of shapes by
working out their areas and
perimeters
Learners now
understand perimeter
by drawing rectangles
Mathematics Learners Book, pages
and measuring and
100-101
calculating their
perimters
Learners can answer a

question by organising,
presenting and
interpreting data in
tables and bar charts
TEACHERS RESOURCE: Cambridge Learners compare bar charts
Primary Mathematics Teachers and solve problems in the
Resource, pages 215-226 context of capacity
Learners can compare

the impact of
representations with
different scales
Learners can collect

data in a frequency
table that groups data
into ranges
Learners interpret data that
LEARNERS: Cambridge Primary has been presented as tree
Mathematics Learners Book, pages diagrams. They are asked to
102-105 create their own tree diagram
to sort 3D shapes
Learners are able to sort
information
systematically using a
tree diagram

Learners can use Carroll
TEACHERS RESOURCE: Cambridge Learners work with Carroll
diagrams to sort data
Primary Mathematics Teachers diagrams linked to the
and objects using two
Resource, pages 227-234 properties of numbers
criteria
Learners are asked to solve a

Learners can use Venn
LEARNERS: Cambridge Primary logic problem using 2 criteria
diagrams to sort data
Mathematics Learners Book, pages Ven diagram and to complete
and objects usinf three
106-109 Venn diagrams about
criteria
properties of numbers
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
2 x 35 mintute lessons
2 x 35 mintute lessons
Time Needed
Time Needed

GRADE 4 - Indonesia and Cambridge Combined (Syllabus) - English

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GRADE 4 - Indonesia and Cambridge Combined (Syllabus) - English

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Basic competencies (Indonesian) Cambridge Core Activities

Understand and identify the properties of arithmetic

1.1 Reading, writing and partitioning numbers

Perform multiplication and division operations

1.2 Ordering, comparing and rounding four-digit

Perform mixed count operations

1.3 Multiplying and dividing by 10 and 100

Determine multiples and number factors

Basic competencies (Indonesian) Cambridge Core Activities

2.1 Addition (1)

2.1 Addition (1)

Add whole numbers

2.2 Subtraction (1)

2.3 Partitioning to add and subtract

Performs a mixed count operation of integers

Basic competencies (Indonesian) Cambridge Core Activities

Perform multiplication and division operations 3.2 Using doubles

Basic competencies (Indonesian) Cambridge Core Activities

Determine the relationship between units of time,

5.1 Telling the time (1)

Add whole numbers

5.2 Using timetables

Carry out rounding and estimating

Basic competencies (Indonesian) Cambridge Core Activities

Solve problems related to the perimeter and area of ​

1A.1 NUMBERS AND THE NUMBER SYSTEM

4Nn1 Read and write numbers up to 10,000

4Nn2 Count on and back in ones, tens, hundreds and

4Nn3 Understand what each digit represents in a

4Nn9 Round three- and four-digit numbers to the

4Nn10 Position accurately numbers up to 1,000 on an

4Nn11 Estimate where three- and four-digit numbers

4Nn12 Compare pairs of three-digit or four-digit

This chapter builds on work

4Nc25 Understand that multiplication and division are

4Nn7 Multiply and divide three-digit numbers by 10

4Ps4 Explore and solve number problems and puzzles,

4Ps5 Use ordered lists and tables to help to solve

4Ps9 Explain methods and reasoning orally and in

4Ml2 Know and use the relationships between familiar

1A.2 ADDITION AND SUBTRACTION (1)

4Nc17 Add pairs of three-digit numbers

4Nc18 Subtract a two-digit number from a three-digit Adding and subtracting

4Nc19 subtract pairs of three-digit numbers

4Nc6 Add three or four small numbers, finding pairs

4Nc10 Subtract any pair of two digit numbers,

4Pt8 Estimate and approximate when calculating, and

4Ps1 Make up a number story for a calculation,

Adding and subtracting

4Ps9 Explain methods and reasoning orally and in

1A.3 MULTIPLICATION AND DIVISION (1)

4Nc22 Multiply a two-digit number by a single digit

4Nc23 Divide two-digit numbers by single-digit Initial learning of table facts

4Nn8 Recognise multiples of 5, 10 and 100 up to 1,000

4Nc5 Recognise and begin to know multiples of 2, 3, 4, product, multiple,

4Nc13 Multiply any pair of single-digit numbers

4Nc14 Use knowledge of commutativity to find the

4Nc21 Multiply multiples of 10 to 90 by a single-digit

4Pt8 Estimate and approximate when calculating, and

4Ps2 Explain reasons for a choice of strategy when

4Ps9 Explain methods and reasoning orally and in

Names of 3D solids: cube,

4Ml1 Choose and use standard metric units and their

Solve problems related to the perimeter and area of