GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

1Ni.01 Recite, read and 2Ni.01 Recite, read 3Ni : 01 Recite, read and 4 Ni : 01. Read and write 5 Ni : 01 Estimate, add 6 Ni : 01
write number names and and write number write number names and number names and whole and subtract integers Estimate add
whole numbers (from 0 to names and whole whole numbers (0 – 1000) numbers greater than 1000 and including where are and subtract
20). numbers (from 0 to less than 0. integer is negative. integers.
100).
What learners will know; What learners will What learners will know; What learners will know; What learners will know; What learners
 Counting objects up to know; Number sequence and What learners will know how to Estimate numbers to the will know;
20 accurately  Number patterns. read and write large numbers nearest, ten 10, 100 or The concept of
Learners understand that names from 0 to Cared pronunciation of greater than 1000. 1000 s. adding and
numbers represent how 100 number names. Recognise number pattern Round numbers to the subtract
many items there are in a Learn how to say Recognition of written including counting in nearest whole number 10 integers.
group. numbers in words numbers (0 – 1000) thousands, tens and ones. or 100. Round off
 One-to-one (e.g. 0 – zero, 15 – Ability to write numerals Understand the concept of place Add and subtract integers numbers to the
correspondence fifteen, 87 – correctly. value. (thousand hundreds tens including where are nearest whole
Each object must be eighty-seven). Understanding of place and ones) integer is negative. numbers (10,
matched with one and only  How to read value (hundreds, tens, 100, 1000)
one number word. numbers ones) Estimate
They learn not to skip or Recognise the numbers to the
double-count. digits and nearest
 Conservation of number understand how (10,100,1000 or
The total number of they represent 10,000’s)
objects does not values (e.g. 42 = How to add and
change even if the objects forty-two). subtract
are moved around or spaced  How to write integers using
differently. numbers in number lines,
E.g. 5 counters is still 5, numerals and counting on and
whether they are in a line or words counting back.
a circle. 56 → fifty-six
Ninety → 90
 The correct
order of numbers
Know what
number comes
before, after, or
between others up
to 100.
What learners will do; What learners will What learners will do; What learners will do; What learners will do; What learners
 Counting Objects: do; Count and recite numbers Count, read and write numbers Able to use number line will do;
Count real items (counters,  Number in sequence. up to 1000. to estimate integer. Add and
blocks, pencils) from 0 to names from 0 to Order numbers from Solve problems involving large Add positive integer and subtract
20. 100 smallest to largest and number greater 1000. negative integer e.g + 3 + integers with
Use fingers, number lines, Learn how to say largest to smallest. Recognise and write frictions -2 = ? different signs
and counting songs. numbers in words Identify and read written (½ , ¼ , ¾ …..) Solve simple equations both positive
 Matching Objects to (e.g. 0 – zero, 15 – numerals. Solve addition and subtraction involving integers e.g X + and negative.
Numbers: fifteen, 87 – Write numbers correctly problems within 40. 2=5 Apply mental
Place one object per square eighty-seven). using numerals. Use mental math math strategies
or cup as they count.  How to read Compare and order strategies for example to add and
Say each number aloud numbers number from (0 – 1000) counting on or using subtract
while pointing or touching Recognise the Use numbers in basic number patterns. integers.
each item. digits and Maths operations Use integers to
 Explore Conservation of understand how (Addition, subtraction) represent and
Number: they represent Use number in real life solve real world
Count a group of 10 buttons values (e.g. 42 = context such as counting problems.
in a line. forty-two). money and telling time.
Rearrange them into a circle  How to write
or pile, then count again. numbers in
Discuss: “Is the number the numerals and
same?” words
 Use of Ten Frames: 56 → fifty-six
Fill ten frames with counters Ninety → 90
and count how many.  The correct
Recognise patterns (e.g. 10- order of numbers
frame with 8 counters = 8). Know what
 Hands-on Sorting and number comes
Counting: before, after, or
Group and count toys or between others up
natural objects (leaves, to 100.
stones).
Rearrange them and count
again to reinforce
conservation.
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6
1 Ni : 02 Understanding 2 Ni : 02 3 Ni : 02 Understand the 4 Ni : 04; Know all times tables 5 Ni : 04: 6 Ni : 04
addition as counting on Understand and commutative and from 1 – 10 Estimate and multiply Estimate and
explain the associated properties of whole numbers upto 1000 multiply whole
relationship addition and these to by on a digit or two digit number upto
between addition simplify calculations. whole numbers. 10,000 by one
and subtraction. digit or 2 digital
numbers.
Learners will know: What learners will What learners will know; What learners will know: What learners will know. What learners
1. How to count on number know: How to simplify Recall multiplication facts such Use place values to will know:
1 – 100. Recognize the calculations using as 4 x 6 = 24 quickly and multiply numbers How to use
2. Combine sets and count relationship commutative and accurately. including multiplying by place value to
altogether. between numbers associative properties of That multiplication is a shortcut tens, hundreds or multiply
3. To estimate the answer when adding and addition. for repeater addition. thousands. numbers
interns of total. subtracting. That orders of numbers Improve division skills, as Will estimate the product including
4. To complete he number The different ways being added does not division is closely related to of a multiplication multiply by 10,
bonds of adding and change the results. multiplication. problem by rounding 100’s – 1000’s
5. Understand and use basic subtracting 3 + 6 + 7 = 16 That division is related to numbers to the nearest and 10000’s.
addition vocabulary such as number. 6 + 7 + 3 = 16 multiplication and involves ten, hundred or How to apply
add more altogether. That addition and The way numbers are sharing and grouping. thousands. multiplication
subtraction are grouped when being added How to check their to solve real
inverse operation. does not change the result calculations using world problem
How to counting e.g 2 + (3 + 4) = (2 + 5 (+ different methods such as such as
on and backwards. 4) estimating using a calculating the
calculator. area of a large
Apply multiplication to room or the cost
solve real world problems of materials.
such as calculating the How t divide
area of a room the cost of whole numbers
items. upto 10,000 by
a one digit
number.
Learners will be able for Do. What learners will What learners will do. What learners will do; What learners will do; What learners
1. Write numbers between 0 do. Select three 0 – 9 digit Create charts with times table Practice multiplying will do:
– 100 Roll a dice and use cards and add the total e.g facts and fill them. whole numbers upto 1000 Create charts
2. Count on from a given it to work out some 3 + 6 + 7 = 16 Use dice to crate games that using multiplication with
number to find an answer to simple calculators. 6 + 7 + 3 = 16 practice times table facts such charts. multiplication
an adddition problem. Use a number line Generate three two digit as rolling 2 dice and Solve multiplication word charts with and
3. Use numberline to help to add and numbers and add the total multiplying the numbers. problems such as Tom have learners
them with counting on. subtracts. e.g Create multiplication arrays to has 4 groups of 25 fill them.
4. Use objects, pictures and Model the answer 11 + 10 + 12 = 33 represent multiplication pencils. How many pencil Play on line
numbers to represent and with digit cards as 12 + 10 + 11 = 33 problems using blocks counters does Tom have. games that
solve addition problems. number sentences or drawings. Build arrays to represent practice
5. Roll a dice to find the e.g 9 – 5 = 4, 9 – 4 Complete addition and multiplication problems multiplication
starting point, Roll it again =5 subtraction problems using the using blocks, counters or such as
to find out how many to grid drawings. multiplication
count on. master or math
6. Solve simple calculations games.
e.g number bonds for 10 to Learners create
find a missing part. their own
multiplication
stones and
solve the
problems.
Use divisions,
addition,
subtraction to
solve problems.
1 Ni 03; Understand 2 Ni 03; Recognize 3 Ni 03: 4 Ni : 03: Understand the 5 Ni : 03: Understand that 6 Ni : 03
subtraction as counting back complement of 20 Recognize complements to associative property of the our operations follow Understand that
take away and difference. and complement of 100 and complements of multiplication and use this to a particular order. brackets can be
multiples of 10. multiples of 10 or 100 (up simplify calculations. used to alter the
to 1000) order of
operations.
Learners will be able to Learners will be Learners will be able to What learners will know: What learners will know; What learners
know: able to know; know; How to rearrange number to The order of operation, will know;
1. That given a whole and Understand that What numbers add up to simplify multiplication parentheses, exponent The purpose of
one part, subtraction can be two numbers add 100, 1000 or multiples of calculations. multiplication and brackets in
used to name the other part. upto 20 e.g 10 + 10 10, 100. How to break down complex division, addition and mathematical
2. That the difference = 20, 5 + 15 = 20. How to find the multiplication problems into subtraction (PEMDAS) expressions.
between a number and zero Understand that compliment of number. smaller or manageable parts. How to evaluate How to use
is that number. two numbers add Patterns and relationships How to use visual models such expressions that involve brackets to
3. That the difference upto a multiple of between numbers as number line to represent multiple operations. change the
between a number and itself 10. including numbers that associative properties of How to use visual models order of
is zero. Understand the add up to 100 or 1000. multiplication. such as number lines or operations.
4. How to count backwards. relationship How to we compliments to diagrams to represent the How to
5. Subtract by taking away a between numbers simplify calculations. order of operations. evaluate
certain number of objects that complements How to apply How to simplify complex expressions
from a longer group e.g 5 of each other. compliments to solve real calculations by following with brackets
blocks take away 2 blocks. Apply knowledge world problems. the order of operations e.g correctly.
of complements to How to use visual modals 3 x 2 + 12 ÷ 4, 5 x 6 + 4 ÷ How to use
simplify such as number lines or 12 – 1 = ? brackets to
calculations. hundred charts to simplify
represent compliments and complex
relations cups between calculations e.g
numbers. 2 x (3 + 4)
(5 +2) x 3
12 – (3 + 2)
Learners will be able to DO: What learners will What learners will do: What learners will do: What learners will do: What learners
1. Write numbers from 10 – do; Simplify complex Evaluate expressions with will do:
0 Recognise pairs of Find the complement of multiplication calculation. multiple operations e.g 2 Evaluate
2. Use number line to numbers that add the number e.g What is the Rearrange numbers to make x 3 + 12 ÷ 4 = ? brackets
subtract. up to 20 e.g 8 + 12 complement of 200. calculation easier. Ans: 6 + 3 = 9 correctly e.g 2 x
3. Solve simple calculation = 20 Use complements to Use visual models to represent Simplify complex (3 + 4)
involving subtraction. Recognise pairs of simplify calculations e.g the associative properties. calculations and follow = ? Answer = 2
4. Separate groups in numbers that add 527 + 473 = ? the order operations to x 7 = 14
subtraction. upto multiples of Solve real world problems solve problems. Use brackets to
5. Roll a dice to find out 10 such as 20 + 80 e.g Tom has 270 pencils in Use the order of operation change the
= 100, 40 + 60 = a box. How many more to solve really word order of
100. pencils does he need to fill problems. operation.
Use complements above that holds 1000 Create and solve their Use brackets to
to simplify pencils. own problems using the breakdown
calculations such Use mental math strategies order of operations. complex
as 40 + ? = 100. eg 943 + 57 = ? (1000) Apply the order of calculations
Solve real world (Because 943 and 57 are operation to different into smaller
problems that complements. maths concepts. parts. e.g (2 x
involve Apply complements to 3) x (4 + 2) = ?
complements e.g solve multi – step Answer = 6 x 6
Tom has is pencil problems e.g A book shelf = 36
in his pencil case. has 275 books on it if 725 Use brackets to
How many more more books are added. simplify
pencils does he How many books will the complex
need to have a total book shelf hold in total? calculations.
of 20 pencils.
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6
1 Ni : 04 2 Ni : 04 3 Ni : 04 Estimate and 4 Ni : 04 : Know all times 5 Ni : 04 : Estimate and 6 Ni : 04 :
Recognise complements of Estatemate add and subtract whole numbers tables from 1 – 10 multiply whole numbers Estimate and
10 subtract whole with up to 8 digits. up to 1000 by one digits multiply whole
numbers with up to (Regrouping of ones or two digit whole numbers. numbers upto
2 digits (know tens) 10,000 by one
regrouping of ones digit or 2 digit
and tens. numbers.
Learners will know. What learners will What learners will know: What learners will know: What learners will know: What learners
1. That complements of 10’s know: regroup ones and tens Recall multiplication facts such Use place values to will know:
are pairs of numbers that Strategies for when adding or as 4 x 6 = 24 quickly and multiplying y tens, How to use
add up to 10 e.g 3 + 7 = 10. adding and subtracting numbers using accurately. hundreds or thousands. place value to
2. That complements of 10 subtracting units brackets to represent That multiplication is a shortcut Will estimate the product multiply
are numbers pairs that have by partitioning the numbers. for repeated addition. of a multiplication numbers
a special relationship. units. Improve division skills, as problem by rounding including
3. Patterns and relationsips How to move use place value to solve division is closely related to numbers to the nearest multiplying by
between numbers that add numbers in teens addition and subtraction multiplication. ten, hundred or 10’s 100’s,
up to 10. 1 and (1 + 9 = 10) and ones without problems including That division is related to thousands. 1000’s and
2 and 8 (2 + 8 = 10) regrouping. identifying the hundreds, multiplication and involves How to check their 10,000’s.
4. How to use visual models The concept of tens, or ones place. sharing and grouping. calculations using How to apply
such as number lines or subtracting and different methods such as multiplication
100’s charts to represent adding 2 digits add and subtracts 3 digits estimating using a to solve real
complements. numbers without numbers using regrouping calculator. world problems
regrouping. including numbers with Apply multiplication to such as
zeros the tens or ones solve real world problems calculating the
places. such as calculating the area of a large
area of a room or the cost room or the cost
Estimate the result of an of items. of materials.
addition or subtraction How to divide
problem by rounding whole numbers
numbers to the nearest ten up to 10,000 by
or hundred. a one ddigit
number.
Learners will be able to DO: What learners will What learners will do: What learners will do: Leaners will be able to What learners
1. Create a number line with do: Use base 10 blocks to Create charts with times table DO: will do:
numbers 0 – 10 to find the Round numbers to represent numbers and facts and fill them. Practice multiplying Create charts
complement of 10. the nearest tens. practice regrouping ones Use dice to create games that whole numbers up to with
2. Build towers with a Make reasonable and tens. practice times table facts such 1000 using multiplication multiplication
certain number or blocks to estimates of sums Use a number line to as rolling 2 dice and charts. charts and have
find the complement of 10. and differences estimate the result of an multiplying the numbers. Solve multiplication word learners fill
3. Find the numbers and with mental math. addition or subtraction Create multiplication arrays to problems such as Tom them.
record the complements Use base 10 blocks problem. represent multiplication has 4 groups of 25 Play online
(scavenger hunt) to represent Play a grid game where problems using blocks counters pencils. How many games that
numbers and learners take turns or drawings. pencils does Tom have. practice
practice adding and drawing cards and adding Build arrays to represent multiplication
subtracting. or subtracting numbers. multiplication problems such as
Create number Using regrouping as using blocks, counters or multiplication
grids with numbers needed drawings. master or math
0 – 100 for learners games.
to practice adding Learners create
and subtracting. their own
multiplication
stones and
solve the
problems.
1Ni05. Estimate add and 2Ni 06 : 3Ni. 06 Understand and 4Ni:06 Estimate and divide 5Ni:06 Understand 6 Ni : 06
subtract whole numbers Understand explain the commutative whole numbers up to 100 by 1- and explain the Understand
(where the answer is from 0 division as and distributive properties digit whole numbers. difference between common
to 20.. sharing(number of of multiplication, and use prime and composite multiples and
items per group). these to simplify numbers. common
Grouping (number calculations. factors.
of groups)
Repeated
subtraction
What learners will know. What learners will What learners will know: What learners will know: What learners will know: What learners
Addition. know: Changing the order of the The definitions A multiple is a number will know.
(i) That addition is counting 1. That division is numbers being multiplied of factors and multiples that is: you get when you Recognizing
on. a way of does not change the result A factor divides a number multiply a number by relationships
(ii)Addition is combining distributing items (e.g., 4 × 3 = 3 × 4). exactly A multiple is the result whole numbers. between
sets. into equal groups. Number can be multiplied of multiplying the number by A factor is a number that numbers
(iii)The mathematical by a sum by multiplying whole numbers divides exactly into Understand
vocabulary, 2. Understand that each addend separately, Recognize the relationship: another number. factors of
total,sum,altogether, one sharing is done by then adding the results If A is a factor of B, then B is a Divisibility means a numbers.
more. putting items in (e.g., 4 × (2 + 3) = 4×2 + multiple of A number can be divided by Understand
groups 4×3). That 1 is a factor of every another with no multiples of
Subtraction. Use the distributive number and every number is a remainder. numbers.
3. How apply property to split larger multiple of itself. A number is divisible by:
(i)That Subtraction is sharing and numbers into smaller, 4 if the last two
counting backwards. grouping in real easier parts to multiply digits form a number
world in order to (e.g., 6 × 14 = 6 × (10 + 4) divisible by 4.
(ii)That Subtraction is divide items = 60 + 24 = 84). 8 if the last three
taking away objects from Multiplication problems digits form a number
given sets. 4. That division is can be rearranged divisible by 8.
same as repeated (commutative) or broken
(iii)The mathematical subtraction of apart (distributive) to
vocabulary eg count numbers or make mental math easier
backwards, take away, objects. and quicker.
differences, one less. Explain how they used
the commutative or
distributive property to
solve a problem or check
their work, using math
vocabulary
What learners will be able to What learners will What learners will do: What learners will do: What learners will do: What learners
do. do: Use the commutative · Estimate answers to division Define and differentiate: will do.
(i) Rolĺ the dice to find their 1. Use counters to property to change the problems before solving them. Prime numbers have only
starting point on the number show how division order of numbers (e.g., · Divide 2-digit whole numbers 2 factors: 1 and itself. List down
line then roll again to find is done in a group turn 7 × 5 into 5 × 7) to (up to 100) by 1-digit numbers Composite multiples of
how many to count on. by sharing solve problems more using mental math or short numbers have more than numbers
(ii) Combine two sets of easily. division. 2 factors. Identify
objects to know how many 2. Use objects to Solve problems like 6 × 13 · Check if a number can be Identify whether a common
they are altogether. make groups in by breaking 13 into 10 + divided evenly, or understand number is prime or multiples
(ii) Number bonds for (10) order to work out 3, then multiplying each what the remainder would be. composite up to at least Calculate the
(20) division problems. part: 6 × 10 + 6 × 3. · Use knowledge of 100. G.C.F and
(i)subtract by taking away Clearly describe how they multiplication facts (times List factors of given L.C.M of
apart from a whole. 3. Do repeated used the commutative or tables) to support accurate numbers to decide their numbers.
(ii)use number line to subtraction of distributive property to division. classification.
subtract. numbers to solve or simplify a · Compare the estimated Use divisibility rules to
(iii)To roll adice to know represent division multiplication problem. answer with the actual result to test if numbers are
how many you have and sentences Apply these properties in reflect on reasonableness. composite.
how many totake away . 8-4=4, 4-4=0 for their head to quickly work Explore patterns in prime
8/4 out multiplication numbers (e.g., all even
problems without writing numbers except 2 are
4. Do word them down. composite).
problems of Use one property (e.g., Example Activities:
division by distributive) to check a Sort numbers: 2, 3, 4, 5,
subtracting objects multiplication solved 6, 7, 8, 9, 10 → Prime: 2,
and distributing using another (e.g., 3, 5, 7 | Composite: 4, 6,
items among commutative), helping 8, 9, 10
learners. confirm accuracy. Investigate: Why is 1 not
a prime? Why is **2 the
only even prime number
1Ni 06 Know doubles up to 2 Ni 07 Know 1 2 3Ni07: Know 1, 2, 3, 4, 5, 4Ni.07 – Understand the 5Ni.07 – Use knowledge 6 Ni : 07 Use
double 10 5 and 10 times 6, 8, 9 and 10 times tables. relationship between multiples of factors and multiples to knowledge of
table. and factors understand tests of factors and
divisibility by 4 and 8 multiples to
understand tests
of divisibility
by 3,6 and 9.
What learners will know. Learners will What learners will know: What learners will know: What learners will know: What learners
(i) Read write and order know: How to recall and use A factor is a whole number that A number is divisible by will know:
numbers. How to multiply multiplication facts for divides exactly into another 4 if the last two A number is
(ii) Read numbers 1_50 numbers by 1, 2, 5 these times tables. number. digits form a number divisible by 3 if
(iii)write numbers 1_50. and 10 Learners will understand A multiple is the result of divisible by 4. the sum of its
(iii)order numbers 1_50 how to round numbers to multiplying a number by a (e.g., 1,232 → last two digits is
(iv) count in doubles from Do times table by the nearest 10 or a friendly whole number. digits 32 → 32 ÷ 4 = 8 divisible by 3.
(1_50) making patterns of number to make A number can have many A number is divisible by A number is
numbers estimating easier. factors and many multiples. 8 if the last three divisible by 6 it
The relationship What learners will know The same number can be both a digits form a number is divisible by
between addition, that estimating gives a factor and a multiple, depending divisible by 8. both 2 and 3.
multiplication and close answer, not the exact on context. (e.g., 1,416 → last three A number is
division using one, and why this is useful digits 416 → 416 ÷ 8 = divisible by 9 if
times table. in real-life situations. 52 the sum of its
What learners will know These rules are based on digits is
simple mental strategies understanding place divisible by 9.
such as doubling or skip value, multiples, and
counting to solve factors.
multiplication problems
quickly.
What learners will know
and understand key terms
like “estimate,” “times,”
“product,” and the
multiplication symbol (×).
What learners will be able to What learners will What learners will do: What learners will do: What learners will do: What learners
do. do: Daily skip counting List all factors of given Apply divisibility rules will do;
(i)Roll adice and ask Practice the times exercises. numbers (e.g., factors of 12: 1, for 4 and 8 to given Calculate the
learners to double the table by head - Times table songs and 2, 3, 4, 6, 12). numbers. sum of digits to
number shown. through chanting rhymes. Identify multiples of numbers Use multiplication check
(ii)Give each learner a 2ten - Matching cards or bingo (e.g., first five multiples of 4: 4, facts to check divisibility divisibility by
frame to double the Use counters or games for multiplication 8, 12, 16, 20). (e.g., “Is 48 a multiple of 3.
numbers. objects to do times facts. Compare and sort numbers as 8?”). Check if a
(iii) Solve simple table by adding. - Speed drills or factors or multiples. Sort numbers into groups: number is
calculations eg 2+2, 4+4, multiplication races. Use multiplication and division divisible by 4, 8, both, or divisible by
6+6, 5+5 Do word problems facts to check factor/multiple neither. both 2 and 3 for
in multiplication relationships. Justify answers using divisibility test
with the use of Explore real-life situations (e.g., correct reasoning (e.g., of 6.
times table. arranging items in equal rows). “96 ends in 96, and 96 ÷
8 = 12”).
3Ni.08 Estimate and 4Ni.08 – Use knowledge of 5Ni.07 – Use knowledge
multiply whole numbers factors and multiples to of factors and multiples to
up to 100 by 2, 3, 4 and 5. understand tests of divisibility understand tests of
by 2, 5, 10, 25, 50 and 100 divisibility by 4 and 8
What learners will know; What learners will know: What learners will know:
Estimate and solve simple Divisibility rules help decide A number is divisible by
multiplication problems whether a number can be 4 if the last two
using 2, 3, 4, and 5 as divided by another without a digits form a number
factors with numbers up to remainder. divisible by 4.
100. These rules are based (e.g., 1,232 → last two
on patterns in the digits and digits 32 → 32 ÷ 4 = 8
place value. A number is divisible by
Understanding divisibility helps 8 if the last three
with mental math, simplifying digits form a number
fractions, and problem-solving. divisible by 8.
(e.g., 1,416 → last three
digits 416 → 416 ÷ 8 =
52
These rules are based on
understanding place
value, multiples, and
factors.
What learners will do; What learners will do: What learners will
- Use number lines to Apply divisibility rules to test if do:
estimate products. numbers are divisible by 2, 5, Apply divisibility
- Word problems 10, 25, 50, and 100. rules for 4 and
involving multiplication Use known facts about 8 to given
(e.g., “If each basket has 4 multiples to determine numbers.
mangoes, how many divisibility. Use multiplication
mangoes are in 6 Identify which numbers meet facts to check
baskets?”). multiple tests (e.g., 200 is divisibility (e.g.,
- Group objects (counters, divisible by 2, 5, 10, 25, 50, and “Is 48 a multiple
sticks) and multiply. 100). of 8?”).
Sort numbers into
groups: divisible
by 4, 8, both, or
neither.
Justify answers
using correct
reasoning (e.g.,
“96 ends in 96,
and 96 ÷ 8 = 12”).
3Ni.09: Estimate and 6 Ni : 08 Use
divide whole numbers up knowledge of
to 100 by 2, 3, 4 and 5. multiplication
and square
numbers to
recognize cube
numbers (from
1 to 125)

What learners will know; What learners

Estimate and divide will know;
numbers up to 100 by 2, 3, A cube number
4 and 5 using is a result of
understanding of division multiplying a
as sharing or grouping. number by
itself three
times (n3)
Recognize cube
numbers such
13 = 1, 23 = 8,
33 = 27, 43 =
64, 53 = 125
What learners will do;
What learners
- Sharing objects among will do;
groups (e.g., 24 sweets Learners will
shared among 4 friends). list Cube
- Use repeated subtraction numbers from 1
or grouping for division. to 125
- Create and solve real-life (1,8,27,64,125)
word problems (e.g., Identify
“How many packs of 5 whether a given
pencils can you get from number is a
45 pencils?”). cube number.
Calculate cube
numbers (n3)
for numbers 1
to 5
1Np.01 Understand that zero 2Np 01: 3Ni10: Identify and 4Np.01 – Understand and 5Np.01 – Understand and 6 Np ; 01
represents none of Understand and describe multiples of 2, 5, explain that the value of each explain the value of each understand and
something. explain that the and 10 up to 1000. digit in numbers is determined digit in decimals (tenths explain the
value of each digit by its position in that number and hundredths) value of each
in a 2-digit number digit in
is determined by decimals
its position in that (tenths,
number, hundredths and
recognizing that thousandths)
zero is a place
holder

What learners will know. Learners will What learners will know; What learners will know: What learners will know: What learners
(i)zero is nothing know: Identify and describe The place value system is based Decimal place values go will know;
(ii)That the sum of zero and 1. Identify position multiples of 2, 5, and 10 on powers of 10. to the right of the decimal Understand and
a number is that number. of each digit in a 2- up to 1000. The value of a digit depends on point: explain the
(iii)That the difference digit number, its position (e.g., hundreds, tens, Tenths (0.1), hundredths value of digits
between a number and zero knowing the place units). (0.01). in the tenths,
is that number. value as tens and Each digit in a number has a Each hundredths and
(iv) That the difference ones different place value. digit's value depends on thousandths
between a number and its its position. place.
self is zero. 2.How to find the E.g. in 3.47, 4 is 4 Understand
value of digits in a tenths (0.4), and 7 is 7 how decimals
2 digit number hundredths (0.07). represent
using their place fractions.
values.

3. To compare 2-
digit numbers by
their values for
example 23 and 32
What learners will be able to What learners will What learners will do: What learners will do: What learners
do. do: - Multiples hunt (circle all Break down numbers into place Read, write and break will do;
(i) Solve simple calculations 1. Give place multiples of 2, 5, or 10 in values (e.g., 4,382 = 4,000 + down decimal numbers Identify and
involving zero. eg 2+0=) values to digits in aa list). 300 + 80 + 2). (e.g., 3.47 = 3 + 0.4 + explain the
(6+0) 2-digit number. - Use a 100 or 1000 chart Explain the value of a digit 0.07). value of digits
(2-2) (3-3) ( 5-5) to colour-code multiples within a number (e.g., "The 6 in Use place value charts to in the tenths
and (5-0) (3-0) (2-0) 2. Find the value of of 2, 5, and 10. 563 has a value of 60"). represent digits. place. (0.1)
digits in a 2-dilgit - Create patterns and Use place value charts to Explain the value of each Identify and
number. identify rules. represent numbers clearly. digit in their own words. explain the
- Sorting numbers into value of digits
3. Find the place correct multiple groups. in the
zero holds in a 2- hundredths
digit number while place (0.01)
finding it value Identify and
like 23 3 under one explain the
place is 3 and 2 value of digits
under tens place is in the
2 thousandths
place. (0.001)
4. Use place value Read and write
to solve decimals
mathematical correctly.
problems in real
world
1Np.02 compose decompose 2Np.02 Compose, 3Nm.01 Interpret money 4Np.02 – Use knowledge of 5Np.02 – Use knowledge 6 Np.02 Use
and regroup numbers from decompose and notation for currencies that place value to multiply and of place value to multiply knowledge of
10- 20. regroup 2-digit use a decimal point. divide whole numbers by 10 and divide whole place value to
numbers, using and 100 numbers by 10, 100 and multiply and
tens and ones. 1000 divide whole
numbers and
decimal
numbers by 10
100 and 1000.
What learners will know. Learners will What learners will know; What learners will know: What learners will know: What learners
That whole numbers know: Understand and read Multiplying by 10 or 100 shifts Multiplying by 10, 100, will know;
have Place value. 1. Understanding money written in decimal digits left (makes numbers or 1000 shifts digits Apple
How to compose and the concept of ones form (e.g., UGX 5.50 larger). left (makes number knowledge of
decompose numbers. and tens in 2-digit means 5 shillings and 50 Dividing by 10 or 100 shifts bigger). place value to
How to regroup numbers numbers cents). digits right (makes numbers Dividing by 10, 100, or multiply and
How to identify the place Recognise the place value smaller). 1000 shifts digits divide.
value of each digit in 2. Forming 2 digit of digits in money No actual “adding of zeros,” right (makes number Recognize
a given number. numbers by (shillings and cents). just shifting place value. smaller). patterns when
combining single No need to “just add or multiplying and
digit numbers or 2- remove zeros”—instead, dividing by 10,
digit numbers understand place value 100 and 1000.
using place shifts. Develops
values.eg 10+6=16 mental math
skills for
3. Breaking down multiplying and
2-digit numbers dividing.
into tens and ones
eg 22=20+2

4. Regroup 2-digit
numbers in
different ways
following the tens
and ones. Eg
40+8=48,
20+10+10+8=48
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do: - Show real or play money Multiply and divide numbers Multiply and divide will do;
(i) Draw bundlesfor a given Form 2-digit and practice writing like 340 ÷ 10 = 34 or 67 × 100 numbers like: Shift digits to
number eg 23 to show numbers on their amounts in decimal form. = 6,700. 42 × 10 = 420 the right when
tens and units . own - Match money amounts to Use place value reasoning to 6,000 ÷ 100 = 60 dividing by 10,
(ii) Draw rods and cubes to their decimal equivalents explain the answers. Explain why the answer 100, and 1000
represent place value. Finding sum of (e.g., match “5 shillings 50 Solve real-life word problems changes based on place for whole
(iii) Solve simple numbers to form 2- cents” to “UGX 5.50”). involving 10 and 100 multiples. value. numbers.
calculations. digit numbers - Money sorting games by Remove zeros
value. as necessary
Forming number - Use place value charts to when
sentences break down amounts (e.g., multiplying.
involving UGX 6.75 = 6 shillings + Shift digits to
breakdown of 2- 75 cents). the left when
digit numbers dividing
decimal
Regroup numbers numbers.
in different ways
recognizing the
tens and ones
1Np.03.Understand the 2Np.03.Understand 3Nm.02 Add and subtract 4Np.03 – Compose, decompose 5Np.03 – Use knowledge 6 Np. 03
relative sizè of quantity to the relative size of amounts of money to give and regroup whole numbers of place value to multiply Compose,
compare and order numbers quantities to change. and divide decimals by 10 decompose and
1‐50. compare and order and 100 regroup
2-digit numbers numbers
including
decimals
(Tenths,
hundredths and
thousandths)
What learners will know. Learner will know: What learners will know; What learners will know: What learners will know: What learners
(i) How many objects are How to determine Accurately add and Composing means building a Decimal digits also shift will know.
there in the number. the size of 2-digit subtract money values. number from parts. position when Combine
(II)How to compare numbers using Calculate total costs and Decomposing means breaking a multiplying or dividing decimal
numbers. their place values the correct change from a number into smaller parts. by 10 or 100. numbers with
(iii)How to order numbers. given amount. Regrouping involves The decimal point does tenths,
Understand how to Apply money skills in reorganizing numbers in not move — the digits hundredths and
compare 2-digit real-life situations like different ways for calculation. shift. thousandths
numbers basing on shopping or budgeting. ensuring correct
their size or value place value
alignment.
Order 2- digit Recognise the
numbers from least value of each
to greatest and digit in a
greatest to least decimal number
using place values including.
and value of the Identify the
numbers. place value of
each digit in a
decimal
number.
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do: learners use play money to Decompose 1,286 as 1,000 + Multiply and divide will do;
(i)Draw for the numbers. Compare 2-digit "buy" items and calculate 200 + 80 + 6 or other decimals like: Break down
(ii)Determine which numbers with totals and change. combinations like 1,000 + 100 4.2 × 10 = 42 decimal
number is greater or less. similar digits like - Word problems + 186. 6.5 ÷ 10 = 0.65 numbers into
(iii)write numbers 1_50 in 23 and 32 to involving buying and Regroup numbers to help with Use place value charts to their constituent
order. understand why giving change. mental addition or subtraction show how digits move. parts (tenths,
one is bigger or - Use number lines to (e.g., 46 as 40 + 6). Explain how multiplying hundredths,
smaller than the subtract money and find Compose numbers using makes the number 10 or thousandths)
other. change. blocks, digits, or expanded 100 times bigger. Regroup
- Group work: match notation decimal
Compare 2-digit prices of items with the numbers when
numbers with <,> right total cost or change. adding or
or= symbols subtracting.

Arrange 2 digit
numbers in
ascending and
descending order.

Use place value

and value to
compare and order
2-digit numbers.

Do word problems
involving
comparison and
ordering 2-digit
numbers
1NP.04 Recognise and use 2Np.04 Recognize 3Np.01 Understand and 4Np.04 – Understand the 5Np.04 – Compose, 6 Np.04 Round
of ordinal numbers from 1- and use ordinal explain that the value of relative size of quantities to decompose and regroup numbers with 2
10. numbers. each digit is determined by compare and order positive and numbers, including decimal places
its position in that number negative numbers, using the decimals (tenths and to the nearest
(up to 3-digit numbers). symbols =, > and < hundredths) tenth or whole
numbers.
What learners will know. Learners will What Learners will know; What learners will know: What learners will know: What learners
(i)understand the ordinal know: Understand that the digit's Positive numbers are greater Compose = build a will know.
numbers. position in a 3-digit than negative numbers. number by combining Understand the
(ii)Number names in one to Writing ordinal number determines its Numbers become smaller as parts place value of
one correspondence. numbers correctly value (e.g., 4 in 432 is you move left on a number line, Decompose = break a digits in
figures and words 400). especially with negatives. number into place value decimal
The symbols: parts numbers.
Positioning and = means equal Regroup = rearrange Apply rules for
ordering objects > means greater than place values for rounding
and series of < means less than calculations numbers e.g 0 –
events 4 round down 5
– 9 round up.
Recognizing the Accurately
ordinal numbers round decimal
given positions and numbers to the
series of events. nearest tenth or
whole number.
Sequencing and
ordering objects
and events
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do: - Use place value charts to Place positive and negative Decompose 4.56 as: 4 + will do;
(i)Write in words 1st 2nd show how the same digits numbers on number lines. 0.5 + 0.06 Check the
3rd 4th 5th. Position live can have different values. Compare numbers like –3 and Regroup for mental hundredths
(ii)Fill the Hungarian objects to identify - Identify the value of 2: –3 < 2. addition/subtraction (e.g., place digit
number flame. and give ordinal underlined digits (e.g., in Use symbols to write and 3.7 = 3.5 + 0.2) when rounding
(iii)Fill the ten counters by numbers of the 382, what is the value of explain comparisons (e.g., "–7 Compose decimal to the nearest
counting 1-10. objects. 8?). < –2 because it is further left on numbers from parts or Tenth.
- Use base-10 blocks or the number line"). word problems. Apply rounding
Sequence events in drawings to show rules if the digit
order to recognize numbers. is 0 – 4 round
ordinal numbers down, it 5 – 9
round up.
Attach ordinal
numbers to given Fraction
positioned objects decimal,
Apply ordinal percentages,
numbers in real ratio and
world situations. proportion.
2Np.05. Round 2- 3Np.02 Use knowledge of 4Np.05 – Round numbers to the 5Np.05 – Round numbers
digit numbers to place value to multiply nearest 10, 100, 1,000, 10,000 with one decimal place to
the nearest 10 whole numbers by 10. or 100,000 the nearest whole number

Learners will What learners will know; What learners will know: What learners will know:
know: Multiply whole numbers Rounding helps To round a number with
by 10 by shifting digits to estimate or simplify numbers. one decimal place:
The rules of one place to the left (e.g., To round a number, look at Look at the tenths digit
rounding to the 23 × 10 = 230). the digit to the right of the If it’s 5 or more, round up
nearest 10. rounding place If it’s 4 or less, round
down
When to round up
and round down a
2-digit number
What learners will What learners will do; What learners will do: What learners will do:
do: - Practice multiplying Round 3,648 to the nearest 100 Round 3.6 → 4
small numbers by 10 using → 3,600 Round 5.3 → 5
Use a number line place value grids. Round 82,945 to the nearest Round 9.5 → 10
to identify which - Use number cards to 10,000 → 80,000 Explain and justify their
tens number is create numbers and Explain how and why numbers rounding decisions.
closest to a given multiply them by 10. are rounded.
t2-digit number - Apply real-life examples
and round them to like "If 1 pen costs 6
nearest 10 shillings, what is the cost
of 10 pens?"
Work out word
problems involving
rounding quantities
of objects of 2-
digit numbers to
the nearest 10

Use number cards

to compare and
identify position of
numbers to be
rounded up or
down to the nearest
10.
1Nf.01 Understand that an 2Nf.01 Understand 3Np.03 Compose, 4Nf.01 – Understand that the 5Nf.01 – Understand that 6 Nf.01
object or shape can be split that an object or decompose and regroup 3- more parts a whole is divided a fraction can be Understand that
into into two equal parts or shape can be split digit numbers, using into, the smaller the parts represented as a division a fraction can
two unequal parts. into four equal hundreds, tens and ones. become of the numerator by the be represented
parts or four denominator (unit as a division of
unequal parts. fractions, three-quarters, the numera for
tenths and hundredths) by the
denominator
(proper and
improper
fraction)
What learners will know. Learners will What learners will know; What learners will know: What learners will know: What learners
(i) Fraction is a part of a know: Break apart and rebuild A whole divided into more A fraction represents will know;
whole. numbers using hundreds, equal parts gives smaller pieces. division: numerator ÷
(ii)Halves can be got from Recognise that tens, and ones (e.g., 368 = As the denominator increases, denominator. Understand that
objects, sets and quantities. shapes or objects 300 + 60 + 8). the size of each part decreases Unit fractions have a fraction
(iii)When we put halves can be divided into numerator 1 (e.g., 1/4). represents a
together they make whole. parts Understand common division of the
(iv) The symbol for half and fractions like 3/4, 1/10, numbera for by
quarter. Understand how to 1/100. the
identify equal and Fraction notation means denominator.
unequal parts. “parts of a whole.” Apply this
understanding
That divided to both proper
shapes or objects and improper
can be recognized fractions
as a fraction.
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do: Compare fractions like 1/2, 1/4, Write fractions as will do;
(i)Colour a half of the - Use Dienes (base-10) 1/8 using diagrams or number division expressions (e.g., Interpret
object. Folding paper to blocks to compose and lines. 3/4 = 3 ÷ 4). fraction as
(ii)Draw lines to show half. make four equal decompose numbers. Understand and explain why Interpret fractions in Division.
and unequal parts. - Play regrouping games 1/8 is smaller than 1/4. different forms. Apply the
(e.g., trade ten ones for Use diagrams or models understanding
one ten). to show fractions. to both proper
Cutting paper with - Write numbers in e.g ½ and
scissors or ruler expanded form and improper
into four equal and standard form. 3
fractions e.g .
unequal parts 2
Solve problems
Sort shapes into involving
equal and unequal fraction and
parts. division.

Drawing shapes
and dividing them
into both 4 equal
and unequal parts.
1Nf.02 understand that half 2Nf.02 Understand 3Np.04 Understand the 4Nf.02 – Understand that a 5Nf.02 – Understand that 6 Nf. 02
can describe one of the two that a quarter can relative size of quantities fraction can be represented as a proper fractions can act as Understand that
equal parts of the quantity or describe one of to compare and order 3- division of the numerator by the operators proper and
set of objects. four equal parts of digit positive numbers, denominator (unit fractions and improper
a quantity or set of using the symbols =, > and three-quarters) fraction can act
objects <. as operators.
What learners will know. Learners will What learners will know; What learners will know: What learners will know: What learners
(i) Afull jug of juice can be know: Compare and order 3-digit A fraction means numerator ÷ Proper fractions will know;
halved into two equal Recognize that numbers using the denominator. (numerator < Understand that
glasses of juice and then quarters are equal symbols =, > and <. Unit fraction: numerator is 1 denominator) can be used proper and
poured back into the jug to parts of a whole. (e.g., 1/3 = 1 ÷ 3). to find a part of a improper
make a whole again. 3/4 means “3 parts of a whole quantity. fractions can
(ii)An object can be halved Understand that divided into 4.” Fractions operate like act as operators,
into two equal parts. 1/4 represents one multiplication on whole multiplying or
(iii)Aset of objects can be part out of four numbers or quantities. dividing
halved into two equal parts. equal parts quantities.
Apply fraction
to find parts of
quantities or
measures.
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do: Write and solve simple division Find fractions of a will do;
(i) Draw and colour one half - Use number cards or expressions from fractions (e.g., number (e.g., 3/5 of 20). Use proper
of each shape. Use diagrams of flashcards to compare 3 ÷ 4 = 0.75). Solve word problems fractions to find
(ii)Draw a line to show half shapes to illustrate numbers. Use models or number lines to using fractions as parts of
of the object. quarters. - Play “greater than, less show fractions as division. operators. quantities or
(iii)Pour water in the bottle than” games using Explain steps in fraction measure.
to show half . Apply quarters is symbols <, >, =. operations. Multiply
real world - Order sets of numbers quantities by
situations like from smallest to largest proper fractions
counting time, and vice versa. to find
sharing objects fractional parts.
equally. Solve problems
involving
Making quarters proper fractions
from a given set of as operators.
objects

4.Shade 1/4 on
shapes that have
been divide equally
into 4.
1Nf.03.Understand that half 2Nf.03 3Np.05 4Nf.03 – Understand that unit 5Nf.03 – Recognise that
can act as an operator. Understand that Round 3-digit numbers to fractions can act as operators improper fractions and
(Whole number answers. ) one half and one the nearest 10 and nearest mixed numbers can have
quarter can be 100. an equivalent value
interpreted as
division
What learners will know. Learners will What learners will know; What learners will know: What learners will know:
(i)When we put halves know: A unit fraction can be used Improper
together they make a whole. Round 3-digit numbers to to find a part of a quantity. fractions (numerator ≥
( That 1/2 is the nearest 10 or 100. This involves multiplying a denominator) can be
(ii)How to split shapes into dividing a whole number by a unit fraction. converted to mixed
equal parts. into 2 e.g 1÷2 numbers.
and 1/4 is got by Mixed numbers have a
dividing a whole whole part and a
into 4 equal parts fractional part.
e.g 1÷4. Both forms represent
the same value.
That 1/2 can be
represented by
other fractions like
2/4 same as 2÷4
because 2 is a half
of 4 and 1/4 as 3/4
or 3÷12
What learners will be able to What learners will What learners will do; What learners will do: What learners will do:
do. do: Use number lines to round Find 1/2 of 10 = 5, 1/4 of 20 = Convert improper
(i)Solve simple calculations Divide numbers by numbers to the nearest 10 5, etc. fractions to mixed
involving halves. 2 to find 1/2 of or 100. Solve word problems involving numbers and vice versa.
(ii)Solve simple calculations them and divide - Rounding bingo or unit fractions (e.g., “Anna ate Explain equivalence with
involving quarters. numbers by 4 to rounding puzzles. 1/3 of 15 apples”). examples (e.g., 7/4 = 1
find 1/4 of them - Real-life scenarios: 3/4).
using counters. round prices or numbers of Use visual models to
people to the nearest 10 or demonstrate equivalence.
Divide numbers 100.
e.g 6÷12 and
identify it as 1/2
and 4÷8 as
1/4

Match division
sentences that are
equivalent to 1/2
and 1/4
1NF.04 Understand and 2Nf.04 Understand 3Nf.01: Understand and 4Nf.04 – Recognise that two 5Nf.04 – Recognise that 6 Nf. 04
visualise that halves can be that fractions(half, explain that fractions are proper fractions can have an proper fractions, decimals Recognise that
combined to make wholes. quarter and three- several equal parts of an equivalent value (one decimal place) and fractions,
quarters) can act as object or shape and all the percentages can have decimal (one or
operators. parts, taken together, equal equivalent values two decimal
one whole. places) and
percentages can
have equivalent
values.
What learners will know. Learners will Learners will be able to What learners will know: What learners will know: What learners
(i) Halves can be combined know: know; Equivalent fractions look Proper fractions can be will know,
to make wholes. How to find 1/2, a fraction divides a whole different but have the same converted to decimals and Understand that
(ii)quarters can be combined 1/4 and 3/4 of a into equal parts — for value. percentages. fractions,
to make wholes quantity. example, cutting a circle Multiplying/dividing numerator Decimals and percentages decimals and
into 4 equal pieces and denominator by the same are different percentages can
Represent 1/2 , 1/4 represents quarters. number keeps value the same. representations of the represent the
and 3/4 as fraction . adding all the parts same values. same value.
number sentences together (e.g., ¼ + ¼ + ¼ Common equivalents Convert
e.g + ¼) returns the whole (e.g., 1/2 = 0.5 = 50%). between
1/2 0f 12=6 (e.g., 1 whole pizza). fractions,
decimals up to
2 decimal
places) and
percentages.
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do: Learners fold paper Use models or number lines to Convert fractions to will do.
( i)Cut objects into halves shapes (like circles or identify equivalent fractions decimals and percentages. Identify
and quarters.(use reàl Show 1/2, 1/4 and rectangles) into halves, (e.g., 1/2 = 2/4). Match equivalent forms equivalent
objects. ) 3/4 of numbers or quarters, and thirds to Generate equivalent fractions (fractions, decimals, value up to 2
(ii)Make cut outs into objects using physically see equal parts. (e.g., 2/3 = 4/6 = 6/9). percentages). decimal places
halves and quarters. (Use shapes or drawing Match or build shapes Use number lines or pie and percentages
papers ,cards or manilla. ) pictures from fractional pieces charts to illustrate can have the
(like 2 × ½ to make 1 equivalences. same value.
Work out division whole). Solve problems
of items as 1/2 , Shade parts of shapes to involving
1/4 and 3/4 and show different fractions equivalent
represent them as (e.g., colour 3 out of 4 values.
fraction number equal parts to represent
sentences ¾).

Show the
relationship
between 1/4 and
3/4 by dividing
numbers to show
that 3/4 f a number
is 3 lots of one
quarter. Using
shapes or counters
.
2Nf.05 Recognize 3Nf.02: Understand that 4Nf.05 – Estimate, add and 5Nf.05 – Estimate, add 6Nf. 05
the relative size of the relationship between subtract fractions with the same and subtract fractions Estimate, add
1/4, 1/2, 3/4 and 1, the whole and the parts denominator with the same and subtract
and the depends on the relative denominator and fractions with
equivalence of 1/2 size of each, regardless of denominators that are different
and 2/4, 2/2 ,4/4 their shape or orientation. multiples of each other denominators.
and 1
Learners will Learners will know; What learners will know: What learners will know: What learners
know: Fractions with the same Fractions with the same will know.
Determine the size a half of a triangle and half denominator are easy to add and denominator are easier to Estimate sums
of 1/4, 1/2, 3/4 and of a square still both subtract. add/subtract. and differences
1 through represent the same Estimation helps check Fractions with of fraction.
demonstration fractional amount of their reasonableness of answers. denominators that are Add and
own whole. multiples require finding subtract
a common denominator. fractions with
Comparing 1/4, Recognize that turning or Estimation helps check if different
1/2, 3/4 and 1 in changing the shape’s answers are reasonable. denominators.
terms of size position does not change
bigger to smallest the value of the fraction it
and smallest to represents.
biggest

That fractions with

bigger
denominators are
not always bigger
than those with
smaller
denominators

That 1/2 of a
number and 2/4 of
a number in
division is 1

2/2 same as 2÷2 is

1 and 4/4 same as
4÷4 is also 1
What learners will What learners will do. What learners will do: What learners will do: What learners
do: Add: 2/5 + 1/5 = 3/5 Add/subtract fractions will do;
Compare different shapes Subtract: 4/6 – 2/6 = 2/6 like 2/5 + 1/5 = 3/5. Find common
Cut paper into 1/2, (e.g., a square and a Estimate total or difference Add/subtract fractions denominators to
1/4, 3/4, and leave triangle) both cut into 2 (e.g., “About 3/4 in total”). like 1/4 + 3/8 (convert to add and
one as whole to equal parts to show that ½ common denominator). subtract
investigate and can look different. Estimate sums/differences fractions.
conclude the size before exact calculation. Calculate sums
of the fraction Show shapes with the and differences
biggest to smallest same fractions in different of fraction
and smallest to orientations and ask accurately.
biggest learners if they are equal
(e.g., rotated rectangles
Use counters and divided into quarters).
shapes to divide
4/4 and 2/2 to Cut-and-match – Cut
show their different shapes into equal
equivalence to 1 parts, and have learners
match the parts to the
Work out word correct whole.
problems that
invovle
comparison of the
fractions and their
equivalence.

Simplifying bigger
fractions into
smaller fraction e.g
6/12 as 1/2
2Nf.06 Understand 3Nf.03: Understand and 4Nf.06 – Understand 5Nf.06 – Estimate, 6 Nf. 06
and visualize that explain that fractions can percentage as the number of multiply and divide unit Estimate,
wholes, halves and describe equal parts of a parts in each hundred, and use fractions by a whole multiply and
quarters can be quantity or set of objects. the percentage symbol (%) number divide proper
combined to create fraction by hole
new fractions. numbers.
Learners will Learners will know; What learners will know: What learners will know: What learners
know: Percent means “per hundred”. Multiplying a unit will know;
that fractions can describe Percentages are fractions out of fraction by a whole Estimate the
How to add equal portions of a 100. number is repeated results of
wholes, halves and collection, not just shapes The symbol % means percent. addition of that fraction. multiplying and
quarters to get new — for example, ¼ of 12 Dividing a unit fraction dividing proper
fractions. apples = 3 apples. by a whole number means fraction by
splitting it into smaller whole numbers.
When wholes , how to apply fractions to parts. Perform
halves and quarters real groups of items by Estimation helps check accurate
are combined, dividing the set into equal results. calculation
bigger fractions are parts and identifying how when
formed many are in one part. multiplying and
dividing
fraction by
whole numbers.
What learners will What will learners do; What learners will do: What learners will do: What learners
do: Identify percentages in real-life Multiply unit fractions by will do;
Cut paper into Use counters or cubes to (e.g., 50% = 50 out of 100). whole numbers (e.g., 1/4 Multiply proper
wholes,halves and divide a total (e.g., 12 Use simple percentage models × 3 = 3/4). fractions by
quarters, combine counters) into equal like 100-squares or grids. Divide unit fractions by whole numbers
different fractions groups and find ¼, ⅓, etc. Write and interpret values like whole numbers (e.g., 1/3 accurately.
to form new 25%, 50%, 75%. ÷ 2 = 1/6). Divide proper
fractions Learners are given a Estimate results to check fraction by
group of items (e.g., 20 reasonableness. whole numbers
Compare the new pencils) and asked to find accurately.
fractions formed a fraction (like ½ or ⅕) by
with the initial grouping or dividing.
fractions
Solve word problems
Use blocks to build involving fractions of sets,
and combine the e.g., "There are 16 sweets.
fractions If you eat ¾, how many do
you eat?"
Compare the
different size of
new fractions
formed.
1Gt01 Use familiar 2Gt.01 Order and 3Nf.04: Understand that a 4Nf.07 – Use knowledge of 5Nf.07 – Recognise 6 Nf. 07
language to describe units of compare units of fraction can be represented equivalence to compare and percentages of shapes, Recognise
time. time(seconds, as a division of the order proper fractions, using the and write percentages as a percentage ( 1%
minutes, hours, numerator by the symbols =, > and < fraction with denominator and multiples of
days weeks, denominator (half, quarter 100 5% up to 100%)
months and years). and three-quarters). of shape and
whole numbers.
What learners will know. Learners will Learners will know; What learners will know: What learners will know: What learners
Describe the time. Seconds, know: Percentages will know.
Hours, that a fraction is a division Fractions with different represent parts out of 100. Recognise
Days ,weeks ,months, 1. Understand the statement — the numerators/denominators can A percentage can be percentages of
years. units of time. numerator tells how many still be compared. written as a fraction with shapes,
parts, and the denominator denominator 100 (e.g., understanding
2. Know the tells how many parts make Equivalent fractions help make 25% = 25/100). what percentage
relationship one whole. comparisons easier. Shapes can be divided to of shape is
between the units show parts corresponding shaded or
of time eg. that fractions like ½, ¼, to percentages. unshaded.
Seconds and and ¾ mean "1 divided by Visualize and
minutes. Days and 2," "1 divided by 4," or "3 identify
weeks. divided by 4" respectively. percentages of
shapes.
3. Compare and
units of time like
knowing minutes
are shorter than
hours . a day is
shorter than a
week.
What learners will be able to Learners will be What Learners will do; What learners will do: What learners will do: What learners
do. able to DO: Identify shaded parts of will do;
(i)Tell the time. Use fraction bars to show Compare: 1/2 > 1/4, 2/6 = 1/3. shapes as percentages. Calculate
(ii)Drawing clock faces to 1. Use cards to that ½ means dividing 1 Use symbols correctly: < (less Convert percentages to specific
show the time. order the size of whole bar into 2 equal than), > (greater than), = fractions and simplify if percentages
(iii)Read the time. the different units parts using visual aids. (equal). needed. 1%, 5% and
of time Use diagrams (e.g., grids 10% etc of
Order fractions on number lines or pie charts) to represent whole numbers.
2. Sequence the Draw one whole object or using models. percentages visually. Calculate
months the year (like a chocolate bar) and percentages of
divide it according to the whole numbers
3. Convert units of denominator (e.g., 1 ÷ 4 = accurately.
time for example a ¼).
year to months,
hours to minutes
Use objects like fruit or
4.Do word slices of bread to share
problems involving equally and write the
conversion and division as a fraction (e.g.,
comparing time. "Share 3 apples between 4
people = ¾ each").
1Gt.02 Know the days of the 2Gt.02 Read and 3Nf.05 Understand that 5Nf.08 – Understand the 6 Nf. 08
week and the months of the record time to five fractions (half, quarter, relative size of quantities Understand the
year. minutes in digital three-quarters, third and to compare and order relative size of
notation(12- tenth) can act as operators. numbers with one quantities to
hour)and on analog decimal place, proper compare and
clocks fractions with the same other number
denominator and with one or two
percentages, using the decimal places
symbols =, > and < proper fractions
with different
denominator
and percentages
using the
symbols = >
and <.
What learners will know. Learners will know What learners will know; What learners will know: What learners
(i) Use language related to Numbers with one will know.
the days of the week. 1. The numbers on that fractions can be used decimal place, fractions Compare and
(ii) use language related to a 12 hour clock to find part of a quantity, with the same order numbers
the months of the year. face are written in e.g., ⅓ of 15 = 5. denominator, and with one or two
(,iii) use ofacalendar. multiples of 5 percentages can be decimal places.
compared. Compare
2. Drawing clock They will understand Symbols: quantities sing
faces with numbers how to apply a fraction as = means equal symbols =, <
hour hand and a multiplication > means greater than and >.
minute hand. operator — e.g., ¾ of 20 = < means less than
¾ × 20 = 15.

3. How to count
time with minutes
in 5s

4. Reading time on
the analog clock
recognizing the
difference between
the digital notation
and analogue
clocks.
What learners will be able to Learners will be What learners will do; What learners will do: What learners
do. able to DO:  Fraction of a number Compare and order: 3.4, will do;
(i)Write the days of the task – Learners calculate 3.7, 3.1; 3/5, 4/5, 2/5; Use symbols =,
week. 1. Use papers to fractions of different 25%, 50%, 40%. < and > to
(¡)Write the months of the cut and create numbers (e.g., ⅓ of 12, ¾ Use symbols correctly to compare
year. clock faces. of 20) using repeated write comparisons. quantities.
(iii)Fill in the days of the subtraction or grouping. Explain reasoning behind Order numbers
week in a given word 2. Record given  Fraction dice game – comparisons. in ascending
problem. time on clock faces Roll a die to get a fraction and descending
eg Today is and a number (e.g., ½ of orders.
_______________Yesterday 3. Matching 8), then find the answer.
was analogue clocks to  Matching game –
_____________Tomorrow digital time. Match cards showing
will be ________________. fractions (like ⅗ of 15)
(iv)Read the calendar 4. Reading given with correct answers (like
time in five 9).
minutes on both
analogue and
digital faces.

1Gt.03 Recognise time to 2Gt.03 Interpret 3Nf.06 Recognise that two 5Nf.09 – Estimate, add 6 Nf. 09
the hour and half hour . and use the fractions can have an and subtract numbers Estimate add
information in equivalent value (halves, with the same number of and subtract
calendars quarters, fifths and tenths). decimal places numbers with
the same or
different
numbers of
decimal places.
What learners will know. Learners will know Learners will know; What learners will know: What learners
( i),, Know about the clocks : Estimation helps check if will know.
and time. Learners will know answers are reasonable. Estimate results
(ii)The position of the clock 1. Identify the that different fractions can Addition and subtraction of adding and
hands for hours and feature and represent the same of decimals require lining subtracting
minutes. structures of the amount, e.g., ½ = 2⁄4 = up decimal points. decimals.
(,iii)How to plot the hour. calendar, days 4⁄8. The number of decimal Apply decimal
( iii)How to plot half past weeks ,months and places stays consistent in skills to solve
the hours. year. sums and differences. real world
They will understand problems.
2. Understand that equivalent fractions
calender have different numerators
vocabulary and denominators but
the same value, especially
3. Retrieve when visualised or
information from simplified.
the calendar like
specific dates,
events, holidays
What learners will be able to Learners will be able to; What learners will do: What learners
do.  Fraction wall activity – Estimate answers before will do;
( i)Tell the time on the Learners use fraction walls calculating (e.g., 3.7 + 2.9 Add numbers
clock face. to visually identify ≈ 4 + 3 = 7). with the same
(ii)Plot the time on the clock equivalent fractions (e.g., Add and subtract or different
face. ½ = 2⁄4 = 4⁄8). decimals accurately (e.g., numbers of
(iii)Plot half past the hour.  Colouring strips – 4.5 – 2.3 = 2.2). decimal places
Colour paper strips Use rounding to support accurately.
divided into different estimation. Subtract
numbers of parts and numbers with
shade equivalent amounts the same or
(ii)Recognise the days of the (e.g., shade 1⁄2, 2⁄4, and different
week. 5⁄10). numbers of
(iii)Tell the time on the  Equivalent matching – decimal places
clock face. Match or sort cards with accurately.
equivalent fractions and Align decimal
explain why they are points for
equal. accurate
calculation.

3Nf.07 Estimate, add and 5Nf.10 – Estimate and 6 Nf. 10

subtract fractions with the multiply numbers with Estimate and
same denominator (within one decimal place by 1- multiply
one whole). digit whole numbers numbers with
one or two
decimal places
 by 1 – digit and
2 – digit whole
numbers.
Learners will know; What learners will know: What learners
 how to add and Multiplying decimals by will know;
subtract fractions with the whole numbers shifts Estimate the
same denominator (like ⅖ values. results of
+ ⅕ = ⅗) accurately and Estimation supports multiplying
efficiently. checking of answers. decimals by
 how to estimate the whole numbers.
total or difference of Connect
fractions to check if their decimal
answers are reasonable — multiplication
e.g., ¾ + ⅛ is close to 1. skills to other
mathematical
concepts.
What learners will be able to What learners will do; What learners will do: What learners
do. Fraction number lines – Estimate first (e.g., 4.6 × will do;
i)Identify shapes which are Use number lines to show 3 ≈ 5 × 3 = 15). Multiply
identical. how fractions with the Multiply decimals by 1- numbers with
same denominator can be digit numbers accurately one or two
added or subtracted. (e.g., 4.6 × 3 = 13.8). decimal places
Explain and justify by 1 – digit
Visual addition – Learners answers. whole numbers
colour or build shapes to and 2 – digit
represent whole numbers.
adding/subtracting same-
denominator fractions
(e.g., ⅓ + ⅓ = ⅔).
Real-life problems – Solve
story problems like, "If I
drink 2⁄5 of a bottle in the
morning and 1⁄5 in the
afternoon, how much did I
 drink in total?"

1Gg.08 Explore instruments 3Nf.08 Use knowledge of 5Nf.11 – Understand that: 6 Nf. 11
that have numbered scales, equivalence to compare a proportion compares Estimate and
and select the most and order unit fractions part to whole divide numbers
appropriate instrument to and fractions with the a ratio compares part to with one or two
measure length mass same denominator, using part of two or more decimal places
capacity and temperature the symbols =, > and <. quantities** by whole
numbers.
What learners will know; Learners will know; What learners will know: What learners
(i)The instruments for Proportion: relationship will know;
measuring length,  Learners will know between a part and the Perform
(ii)The instruments for how to compare and order whole (e.g., 3 out of 10). accurate
measuring mass. fractions with the same Ratio: comparison calculations
(iii)The instruments for denominator or unit between two or more with decimals
measuring capacity. fractions (like 1⁄2, 1⁄3, parts (e.g., 3:7). and whole
(iv)The instruments for 1⁄10). Both concepts describe numbers.
measuring temperatures.  They will understand relationships but in Estimate the
how to use comparison different ways. results of
symbols (=, <, >) correctly dividing
when comparing values — decimals by
e.g., 1⁄4 < 1⁄2 or 3⁄5 > 2⁄5. whole.
What learners will be able to Learners will be able to; What learners will do: What learners
do.  Fraction comparison will do:
( i) Draw a-ruler, a cards – Learners compare Identify and write Divide numbers
weighing scale, beakers and two fractions (like 1⁄10 proportions (e.g., “3 out with one or two
a thermometer . and 1⁄4) using symbols >, of 8 children”). decimal by
( ii)Measure different <, = and explain why. whole numbers.
objects and liquids using the  Ordering fractions Write and simplify ratios Calculate
most appropriate instrument. activity – Order a set of (e.g., 6:8 simplified to decimals and
(iii), Solve the word same-denominator or unit 3:4). whole numbers
problems. fractions from smallest to Use real-life examples accurately.
greatest. (e.g., recipes, groups) to
 Use a number line – explain ratio and
Place different fractions proportion.
on a number line and
compare positions to
determine greater or
smaller values.

3Gt.01: Choose the 6 Nf. 12

appropriate unit of time Understand the
for familiar activities relationship
between two
quantities when
they are in
direct
proportion.
What Learners will know; What learners
will know.
Learners will know the Understand that
different units of time: direct
seconds, minutes, hours, proportion
days, weeks, months, and means as one
years. quantity
They will understand increases the
which units are most other quantity
suitable for measuring increase at a
specific activities (e.g., constant rate.
brushing teeth in minutes, Recognize the
holidays in weeks). relationship
between two
quantities in
direct
proportion.
What learners will do; What learners
 Matching activity – will do.
Match activities with the Identify the
most suitable unit of time constant ration
(e.g., "How long to eat between the
lunch?" → 30 minutes). two quantities.
 Sorting game – Use
Learners sort daily tasks proportional
into categories: seconds, reasoning to
minutes, hours, etc. solve problems.
 Class discussion – Talk Connect direct
about real-life events proportion to
(birthdays, meals, lessons) other
and agree on suitable time mathematical
units. concepts.

3Gt.02: Read and record 6 Nf. 13 Use

time accurately in digital knowledge of
notation (12-hour) and on equivalence to
analogue clocks understand and
use equivalent
ratio.
What learners will know; What learners
will know;
Learners will know how Understand that
to tell the time accurately equivalent
to the minute on ration represent
both analogue and 12-hour the same
digital clocks (e.g., 7:45 or relationship
quarter to 8). between two
quantities.
Identify
They will understand equivalent
the relationship between ratios by
analogue and digital time finding
formats, including am/pm. common
multiples or
simplifying
ratios.
Use equivalent
ratios to solve
problems and
make
comparisons.
 What learners will do; What learners
 Clock matching – will do;
Match analogue times Generate
with the correct digital equivalent
times written in 12-hour ratios by
format. finding
 Time-telling practice – common
Use mini clocks to show multiples.
times read aloud or written Use equivalent
in digital form. ratio to solve
 Daily schedule – problems make
Learners write their school comparisons
or home routine using both and find
analogue drawings and missing values.
digital notation. Simplify ratio
to their simplest
form.
Geometry and
measure.
Time
2Gt.01 Order and 3Gt.03: Interpret and use 4Gt.01 – Understand the direct 5Gt.01 – Understand time 6 Gt. 01
compare units of the information in relationship between units of intervals less than one Convert
time(seconds, timetables (12-hour clock) time, and convert between them second between time
minutes, hours, intervals
days weeks, expressed as a
months and years). decimal and in
mixed units.
What learner’s will What learners will know; What learners will know: What learners will know: What learners
know: A second can be divided will know;
Learners will understand The conversion into fractions (e.g. tenths Understand
Understand the how to read relationships between time or hundredths of a time interval,
units of time. timetables with columns units: second). expressed as
showing times, activities 60 seconds = 1 minute Such small intervals are decimal (e.g 2.5
Know the or departures (e.g., bus or 60 minutes = 1 hour used in activities hours)
relationship school timetables). 24 hours = 1 day like sports, science, Understand
between the units 7 days = 1 week and technology. time intervals
of time eg. 12 months = 1 year expressed in
Seconds and They will know how ~4 weeks = 1 month mixed units e.g
minutes. Days and to extract information such (approximate) 2 hours 30
weeks. as start/end times, and minutes.
calculate the duration
Compare and units between scheduled times.
of time like
knowing minutes
are shorter than
hours . a day is
shorter than a
week.
What learners will What learners will do; What learners will do: What learners will do: What learners
do: Interpret time recordings will do;
Timetable interpretation – Convert between time units, such as 0.5 Convert time
Use cards to order Give learners simple e.g.: seconds or 0.25 seconds. intervals
the size of the timetables and ask 3 hours = 180 minutes Understand when and between
different units of questions like "What time 2 minutes = 120 seconds why time is measured in decimal and
time does the bus leave for 5 days = 120 hours parts of a second (e.g., mixed units
town?" 100m sprint time = 9.85 formats
Sequence the Solve word problems involving seconds). accurately.
months the year Fill in missing times – time conversions. Use stopwatches, timers, Convert
Complete a timetable by or digital clocks that between
Convert units of adding arrival or departure show tenths/hundredths decimal and
time for example a times based on given of seconds. mixed unit
year to months, durations. representations
hours to minutes of time
Role-play – Simulate intervals.
Do word problems planning a journey using a Perform
involving school-created bus or class calculations
conversion and timetable. with time
comparing time. intervals in
different
formats.

3Gt.04: Understand the 4Gt.02 Read and record time Geometrical

difference between a time accurately in digital notation reasoning,
and a time interval. Find (12- and 24-hour) and on shapes and
time intervals between the analogue clocks. measurements.
same units in days, weeks,
months and years
What will learners know; What learners will know; 6 Gg. 01
Identify,
Learners will understand Learners will read time describe,
that a time (e.g., 3:00 on analogue clocks to the classify and
pm) is a point in the day, nearest minute, and sketch
while a time interval (e.g., understand 12-hour and 24-hour quadrilaterals,
2 hours) is the duration digital formats(e.g., 14:30 = including
between two times. 2:30 p.m.). reference to
angles,
They will know how symmetrical
to calculate time They will be able to write time properties,
intervals in days, weeks, accurately in all formats and parallel sides
months, and years using convert between 12-hour and and diagonals.
calendars and number 24-hour notations.
lines.

What learners will do; What learners will do; What learners
 Clock face practice – Use will know.
Time difference teaching clocks to show times Identify and
problems – Use start and and ask learners to record them describe
end times to find durations in both 12-hour and 24-hour different types
(e.g., "From 2:30 pm to format. of quadrilaterals
5:00 pm = 2½ hours").  Digital conversion – Match (e.g squares,
analogue clock pictures with rectangles
Calendar counting – Use correct 12-hour and 24-hour parallelograms,
calendars to calculate days digital notations. trapezoid and
or weeks between two  Time diary – Record rhombuses)
dates (e.g., “How many activities during the day using Understand
days until your both formats, e.g., “Wake up: properties of
birthday?”). 06:30 / 6:30 a.m.” quadrilaterals
including
Timeline activity – Create angles e.g right,
a timeline of personal acute angles.
events (birthdays, school Classifying
holidays) and calculate quadrilaterals
intervals in months or based on their
years. properties.
 3Gg.01 Identify, describe, What learners
classify, name and sketch will do;
2D shapes by their Sketch
properties. Differentiate quadrilaterals
between regular and based on given
irregular polygons. properties or
descriptions.
Analyze
properties of
quadrilaterals to
classify them
correctly.
2Gt.02 Read and 3Gg.01 Identify, describe, 4Gt.02 – Read and record time 5Gt.02 – Compare times 6 Gg. 02 Know
record time to five classify, name and sketch accurately in digital notation between time zones in all the pats of a
minutes in digital 2D shapes by their (12- and 24-hour) and on digital notation (12- and circle centre
notation(12- properties. Differentiate analogue clocks 24-hour) and on analogue radius, diameter
hour)and on analog between regular and clocks and
clocks irregular polygons. circumference
Learners will know What learners will know; What learners will know: What learners will know: What learner
How to read time on: Different parts of the will know.
The numbers on a 2D shapes can be Analogue clocks (with hour and world are in different Understand and
12 hour clock face described by their number minute hands) time zones. identify
are written in of sides, angles, and length 12-hour digital clocks (with Time differences affect different parts
multiples of 5 of sides. a.m./p.m.) communication, travel, of a circle
24-hour digital clocks (no and coordination. including
Drawing clock Regular polygons have all a.m./p.m.) 12-hour and 24-hour centre, radius,
faces with numbers sides and angles equal, clocks show the same diameter,
hour hand and while irregular time in different formats. circumference,
minute hand. polygons do not. Arc, chard,
sector and
segment.
Under
How to count time relationships
with minutes in 5s between
different parts
of a circle e.g
Reading time on diameter is
the analog clock twice the
recognizing the radius.
difference between
the digital notation
and analogue
clocks.
What learners will What learners will do; What learners will do: What learners will do: What learners
do: Calculate time differences will do;
Sorting game – Sort cut- Read and write times like: between time zones (e.g., Label different
Use papers to cut out shapes into regular vs. London is 3 hours behind parts of circle
and create clock irregular polygons. Analogue: "quarter past 3" → Nairobi). accurately.
faces. 3:15 Convert and compare Draw the
Sketching challenge – time zones different parts
Record given time Sketch and label different 12-hour digital: 9:45 a.m. using analogue and digital of a circle
on clock faces 2D shapes (triangle, clocks. properties.
rectangle, hexagon, etc.).
24-hour digital: 14:30 = 2:30 Solve problems like: “If
Matching analogue p.m. it’s 10:00 in Uganda,
clocks to digital Shape hunt – Find and what time is it in London
time. describe 2D shapes around Convert between 12-hour and (GMT)?”
the classroom or school. 24-hour formats.
Reading given time
in five minutes on
both analogue and
digital faces.

2Gt.03 Interpret 3Gg.02 Estimate and 4Gt.03 – Interpret and use the 5Gt.03 – Find time 6 Gg. 03 Use
and use the measure lengths in information in timetables (12- intervals in seconds, knowledge of
information in centimetres (cm), metres and 24-hour clock) minutes and hours that area of
calendars (m) and kilometres (km). bridge through 60 rectangles to
Understand the estimate and
relationship between units. calculate the
area of right
angled
triangles.
Learners will know What learners will know; What learners will know: What learners will know: What learners
: Timetables organize time-based Time intervals will know.
 Length can be information (e.g. bus or class may bridge through 60, Understand that
Identify the feature measured using cm, m, schedules). requiring regrouping. the area of a
and structures of and km, and the unit Times can be shown in For example, 45 minutes right angled
the calendar, days chosen depends on the either 12-hour or 24-hour forma to 1 hour 20 minutes = 35 triangle is half
weeks ,months and object’s size. t. minutes (not 1hr 65 the area of a
year. mins). rectangle with
 They’ll know the the same base
Understand relationships: 100 cm = 1 and height.
calendar m, 1000 m = 1 km. Estimate the
vocabulary area of right
angled triangles
Retrieve by relating
information from them to
the calendar like rectangles.
specific dates, Apply
events, holidays. understanding
of area to solve
geometric
problem.
What learners will What learners will do; What learners will do: What learners will do: What learners
do; Read a timetable and answer Calculate intervals that: will do;
Measure and record – questions like: Go past the hour (e.g., Calculate the
Find specific dates Measure classroom items "What time does the train to from 8:45 to 10:10). area of right
on the calendar. in cm and m. London leave?" Go past 60 seconds (e.g., angled triangles
Conversion task – Convert "How long is the journey from 55s to 1m 25s). using the
Count number of between cm, m, and km 09:30 to 11:00?" Use number lines, clocks, formula area =
weeks in a month using real examples. Identify start/end or charts to find accurate ½ x base x
and months in a Outdoor walk – Estimate times, duration, time differences. height.
year from a given and measure short and gaps between events. Solve problems
calendar. distances using metres and involving the
compare to kilometres. area of right
Making a calendar angled
individually,of a triangles.
month.

Scheduling events
or tasks on the
created calendars.

3Gg.03 Understand that 4Gt.04 – Find time intervals 5Gt.04 – Recognise that a 6Gg. 04
perimeter is the total between different units: time interval can be Identify
distance around a 2D days, weeks, months and years expressed as a decimal, or describe and
shape and can be seconds, minutes and hours that in mixed units sketch
calculated by adding do not bridge through 60** compound 3D
lengths, and area is how shapes.
much space a 2D shape
occupies within its
boundary.
What learners will know; What learners will know: What learners will know: What learners
Perimeter is the total Time can be expressed in: will know;
distance around a Time intervals can be measured Mixed units (e.g., 1 hour Identify
shape; area is the space it in larger or smaller units. 15 minutes) compound 3D
covers inside. Decimals (e.g., 1.25 hours shapes
= 1 hour 15 minutes) composed of
They will understand how Time problems may include simpler shapes
to calculate perimeter differences between dates, or e.g cubes,
by adding side lengths. between hours and minutes. prisms and
pyramid.
Describe the
properties and
components of
compound 3D
shapes.
Develop
understanding
of the structure
of compound
3D shapes.
 What learners will do; What learners will do: What learners will do: What learners
 Perimeter walk – Convert between hours will do;
Measure the perimeter of Find how long between: and minutes to decimals: Sketch
classroom tables or mats. Two times (e.g. 3:15 to 5:45 = 2 30 minutes = 0.5 hours compound 3D
 Area on grid – Count hours 30 mins) 15 minutes = 0.25 hours shapes
squares on grid paper to Solve problems using accurately.
find the area of shapes. Two dates (e.g. From March 5 both forms: Create precise
 Perimeter puzzles – to April 10 = 1 month 5 days) “A task takes 1.5 hours. sketches of
Solve challenges like How many minutes is compound 3D
“Draw a shape with a Use number lines, calendars, that?” → 90 minutes shapes.
perimeter of 20 cm.” and clocks to count intervals.

1Gg.01 Identify, describe 2Gg.01 Identify, 3Gg.04 Draw lines, 4Gg.01 – Investigate what 5Gg.01 – Identify,
and sort 2D shapes by their describe, sort, rectangles and squares. shapes can be made if two or describe, classify and
characteristics or properties name and sketch Estimate, measure and more shapes are combined, and sketch isosceles,
including reference to 2D shapes by their calculate the perimeter of analyse their properties, equilateral or scalene
number of sides and whether properties, a shape, using appropriate including reference to triangles, including
the sides are curved or including reference metric units, and area on a tessellation reference to angles and
straight. to regular square grid. symmetrical properties
polygons, number
of sides and
vertices. Recognize
these shapes in
different positions
and orientations.
What will learners know. Learners will What learners will know; What learners will know: What learners will know:
(i) How to describe 2D know:
shapes as solid shapes . 2D shape Shapes like rectangles, Combining 2D shapes can Equilateral triangle: all
(ii) 2D shapes have 2sides names,for regular squares and lines can be form new shapes (e.g., 2 sides and angles equal (3
length, and width and irregular drawn to scale using triangles make a square). × 60°), 3 lines of
(iii) Some 2D shapes have polygons rulers. symmetry
curved sides others have Tessellation means covering a Isosceles triangle: 2 equal
straight sides. The properties of Perimeter and area can surface without gaps or sides and angles, 1 line of
(iv) How to describe 2D shapes:the be measured and overlaps using repeated shapes. symmetry
3Dshapes as solid shapes number of sides, calculated using cm, m,
with sides. vertices. and grid units. Scalene triangle: no equal
Length width and height. sides or angles, no
(ii) That 3D shapes are more How to describe symmetry
complex than 2D shapes. 2D shapes
(iii)3Dshapes have curved according to their
faces others have flat faces. properties .

Sketching 2d
shapes accurately
for example using
rulers to draw
shapes.
What learners will do. What learners will What learners will do; What learners will do: What learners will do:
(i) Name the 2D and do: Classify triangles by sides
3Dshapes. Draw and measure – Draw Use pattern blocks or cut-outs and angles
(ii) Match the 2D and Recognize and shapes using a ruler and to make new composite shapes. Sketch triangle types and
3Dshapes with words. name 2D shapes label side lengths. label side lengths and
(iii) sort 2D and 3Dshapes. from given set of Identify and describe shapes angles
(iv)Shade the shapes. that tessellate (e.g., squares, Identify lines of
2Dand3Dshapes. Perimeter calculation – triangles, hexagons). symmetry (if any)
(v) Draw objects with Match 2D shapes Add sides of drawn shapes
2Dand 3Dshapes. to the with their to find the perimeter. Describe combined shapes
(vi)Draw a shape person names using sides, angles, and
using 2D and 3Dshapes. symmetry.
Sketch 2D Grid area task – Use
shapes ,including square grid paper to draw
their sides and rectangles and count
vertices squares to find area.

Make 2D shapes
from cutting paper.

1Gg.02 use familiar 2Gg.02 Understand 3Gg.05 Identify, describe, 4Gg.02 – Estimate and measure 5Gg.02 – Estimate and
language to describe length. that a circle has a sort, name and sketch 3D perimeter and area of 2D measure perimeter and
centre and any shapes by their properties. shapes, understanding that two area of 2D shapes,
point on the areas can be added together to understanding that shapes
boundary is at the calculate the area of a with the same perimeter
same distance from compound shape can have different areas
the centre. and vice versa
What learners will know. Learners will What learners will know; What learners will know: What learners will know:
How to: know: Perimeter = distance
(i)Define length. 3D shapes have faces, Perimeter = distance around a around a shape
(ii)Measure length. How to draw a edges, and vertices, and shape. Area = surface inside the
(iii) Know the standard units circle properly. can be described using shape
of length. these properties. Area = space inside a shape. Different shapes can
(iv)That length can be That a circle has For compound shapes, area can have:
measured using non the centre, radius be found by splitting into Same perimeter but
standard units. and circumference. They’ll know names of smaller rectangles. different area
(vi) Know the instruments common 3D shapes (cube, Same area but different
for measuring len How to determine cone, sphere, cylinder, perimeter
the centre of a etc.).
circle

Know that the

distance from the
centre of the circle
to any point around
it is called radius
What learners will be able to What learners will What learners will do; What learners will do: What learners will do:
do. do: Shape sorting – Sort real Use rulers to measure sides in Measure perimeter and
( i) Measure length in non objects or models into cm. area using rulers and grid
standard units using paper Draw circles using different 3D shape groups. Calculate area and perimeter of paper
clips.,feet and blocks. circle shaped regular and compound Compare different shapes
(ii) Measure the length of objects like bottle Sketch and label – Draw rectangles. with equal perimeter or
different objects to know caps. and label 3D shapes Estimate and then calculate area
which one is longer or showing edges and faces. using correct units (e.g., cm²). Draw and test own
shorter or which one is the Identify the centre examples
longest or shortest . for drawn and Property match – Match
given circles. shape names with
descriptions of their
Illustrate the radius properties.
by marking on the
circle, and
circumference.

Recognise circle
shaped objects in
the class room and
mark the centre on
them.

1Gg.03 Identify describe 2Gg.03 Understand 3Gg.06 Estimate and 4Gg.03 – Draw rectangles and 5Gg.03 – Draw
and sort out 3Dshapes by that length is a measure the mass of squares on square grids, and compound shapes that can
their properties including fixed distance objects in grams (g) and measure their perimeter and be divided into rectangles
reference to number of between two kilograms (kg). area. Derive and use formulae and squares. Estimate,
faces, edges and whether points. Estimate Understand the to calculate areas and measure and calculate
faces are flat or curved. and measure length relationship between units. perimeters of rectangles and their perimeter and area
using non-standard squares
and standard units.
What learners will know. Learners will What learners will know; What learners will know: What learners will know:
(i)That 2D shapes are flat know: Area of rectangle = length × Compound shapes are
shapes with 2sides length  Mass is measured width made of basic
and width. Understand what in grams (g) and kilograms Perimeter = 2 × (length + rectangles/squares
(ii) 3Dshapes are solid length is, defining (kg). width) Area is additive, and
objects with sides (faces)and and illustrating perimeter is measured
some have curved faces what length is.  They’ll understand the around the outer edge
others have flat faces. relationship: 1000 g = 1
What the non- kg.
standard units and
the standard units
of measuring
length are.

Explore finding
length using both
the standard and
non-standard units.

Introduction to
vocabulary like
furthest, shortest,
how far, how much
further.
What learners will be able to What learners will What learners will do; What learners will do: What learners will do:
do. do: Weighing station – Use a Draw rectangles/squares on grid Split compound shapes
(i)Sort 2D and 3Dshapes. scale to measure mass of paper. into simpler parts
(ii) Sort 3Dshapes with Find length different classroom Count squares to estimate area Calculate total area and
curved faces. between points objects. and measure perimeter. perimeter
(iii)Sort 3Dshapes with flat using the non- Apply and explain formulas Draw compound shapes
faces. standard units like Estimate and check – using real examples. on square grids
(,iv)Draw and name 2D and foots-pans, paces, Estimate mass in grams or
3Dshapes. hand-pans, cubes/ kg, then verify with
blocks etc. measurement.

Estimating length Mass comparison – Sort

between points by items from lightest to
visual observation heaviest.
using words like
longer, further and
furthest,

Measure length in
standard units
using rulers, tape-
measure etc in
metres and
centimeters.

1Gg.04 Use familiar 2Gg.04 Draw and 3Gg.07 Estimate and 4Gg.04 – Estimate the area of 5Gg.04 – Identify,
language to describe mass measure lines measure capacity in irregular shapes on a square describe and sketch 3D
including heavy,light, less using standard millilitres (ml) and litres grid (whole and part squares) shapes in different
or more. units. (l), and understand their orientations
relationships.
What learners will know. Learners will What learners will know; What learners will know: What learners will know:
(i)How to define mass. know: Irregular shapes don’t have 3D shapes: cube, cuboid,
(ii)How to measure mass  Capacity is measured simple formulas. pyramid, sphere, cone,
(,iii) The units for The standard units in millilitres (ml) and litres Area can be estimated by prism, cylinder
measuring mass. for measuring (l). counting full and part squares. Orientation changes
(iv) The instruments for length of lines is appearance but not shape
measuring mass. centimetres.  They’ll know: 1000 ml
= 1 l.
How to measure
length of lines
accurately using
rulers, focusing on
the zero mark as
their starting point.

What learners will be able to What learners will What learners will do; What learners will do: What learners will do:
do. do: Water station – Measure Shade or outline irregular Recognise and describe
( i) Draw the measuring Measuring length and pour different shapes on grid paper. 3D shapes and properties
instruments of mass. of different lines amounts of water using Count whole squares (faces, edges, vertices)
(ii)Measure different objects given using a ruler measuring jugs. and combine parts to estimate Sketch 3D shapes from
to know how heavy they in centimetres. Estimate and fill – area. different views (top, side,
are. Estimate how many ml/l a Record estimates with front)
(iii)Solve simple Drawing lines of container holds, then reasoning (e.g., “half a square ≈ Use models to explore
calculations involving mass. different length measure to check. 0.5 cm²”). shape orientation
(iv)Word problem involving using a ruler. Capacity matching –
mass. Match items (water bottle,
soda can, bucket) with
estimated capacity.
1Gg.05 Use familiar 2Gd.05 Identify, 3Gg.08 Recognise 4Gg.05 – Identify 2D faces of 5Gg.05 – Identify and 6 Gg.05
language to describe describe.sort and pictures, drawings and 3D shapes, and describe their sketch different nets for a Understand the
capacity including full, name 3D shapes by diagrams of 3D shapes. properties cube difference
empty, less and more. their properties, between
including reference capacity and
to number and volume.
shapes of faces,
edges and vertices.

What learners will know. Learners will What learners will know; What learners will know: What learners will know: What learners
(i) How to describe know: 3D shapes have flat surfaces A net is a 2D layout that will know;
capacity. 3D shape names. 3D shapes can be called faces, which are 2D folds into a 3D shape Understand that
(ii) The units for measuring recognised even shapes. A cube net has 6 equal volume refers
capacity. Sketching 3D from pictures or drawings, Properties include faces, edges, square faces, arranged in to the amount
(iii) The things we Measure Shapes accurately. not just real-life models. and vertices. various valid patterns of liquid or
in capacity. They will identify 3D substance a
(iv) The instruments for How to describe shapes in everyday container can
measuring capacity. 3D shapes for images (boxes, balls, hold.
example by pyramids, cans). Distinguish
vertices,faces and between
edges. volume and
capacity.
How to count
faces, vertices and
edges of 3D shapes
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do: Picture spotting – Find and Match 3D solids to their 2D Identify correct cube nets will do;
(i)Measure different liquids name 3D shapes in faces (e.g., cube has square (11 possible nets) Calculate
to determine whether full, Identifying 3D magazine or photo cut- faces). Sketch cube nets and test volume and
empty less, or more. shapes in outs. Describe shapes like cube, them by folding capacity in
(ii) Draw and show half, diagrams. 3D shape bingo – Use a cuboid, pyramid, cylinder using Match nets to 3D cube various
empty, less and more. bingo card with shape correct terms. models contexts.
Sorting 3D shapes images or names. Use models or nets to Solve problems
from 2D shapes Drawing match – Match investigate shapes. involving
2D representations (nets or volume and
Drawing 3D diagrams) with real 3D capacity.
shapes on Paper objects.

Identifying objects
that are 3D shaped
around and outside
the classroom.
1Gg.06 Differentiate 2Gg.06 Understand 3Gg.09 Identify both 4Gg.06 – Match nets to their 5Gg.06 – Use knowledge 6 Gg. 06
between 2D and 3Dshapes. that mass is the horizontal and vertical corresponding 3D shapes of reflective symmetry to Identify and
quantity of matter lines of symmetry on 2D identify and complete sketch different
in an object. shapes and patterns. symmetrical patterns nets for cubes,
Estimate and cuboids, prisms
measure familiar and pyramid.
objects using non-
standard and
standard units.
What learners will know. Learners will What learners will know; What learners will know: What learners will know: What learner
2D shapes have 2sides know: A net is a 2D pattern that folds Reflective will know.
length and width.  A line of to make a 3D shape. symmetry means one side Understand that
2D shapes are flat and have Mass is the symmetry divides a shape Different shapes can mirrors the other a net is a 2 D
curved sides others have quantity of matter into two mirror-image have multiple nets. Symmetry can be vertical, representation
straight sides. in an object. halves. horizontal or diagonal of a 3D shape
2D shapes have no thickness that can be
and they are the faces of the How to measure folded to form
3Dshapes mass using non-  Shapes can the shape.
3Dshapes have 3sides standard units like have vertical, horizontal, Identify
length height and width. cubes or beads or more than one line of different nets
3Dshapes have curved faces symmetry. for various 3D
others have flat faces. How to measure shapes.
3Dshapes are more complex mass using Develop
than 2D shapes. standard units like understanding
grams and of the
kilograms using a relationship
weighing scale. between 2 D
nets and 3D
How to compare shapes.
different mass by
illustrating which
objects are heavier
or lighter than the
others.
What learners will be able to What learners will What learners will do; What learners will do: What learners will do: What learners
do. do:  Mirror drawing – Cut and fold nets to construct Identify lines of will do;
( i) sort out 3Dshapes and Measure and Complete the other half of shapes like cubes or pyramids. symmetry in shapes and Sketch accurate
2D shapes. record mass of a shape using a mirror. Match given nets to their solid patterns nets for 3D
(ii) Compare the 2D shapes different objects shape. Complete symmetrical shapes.
to 3Dshapes. given in non-  Symmetry folding – Analyse which nets do or figures across a mirror Apply
( iii) Explore and identify standard units Fold paper shapes to find don’t work and explain why. line understand of
2D shapes and 3Dshapes in using a balance and mark lines of Create patterns with given nets to solve
the environment. scale with cubes. symmetry. symmetrical properties problem
(classroom. ) involving 3 D
Measure and  Symmetry sorting – shapes.
record mass of Group shapes by the
objects given in number or type of
standard units symmetry lines.
using a weighing
scale

Read weigh of
objects on the
weighing scale in
grams

Compare mass of
objects both in
standard and non-
standard units,like
heavier or lighter
by estimation and
actual
measurement.

Order mass of
objects in order of
heaviest to lightest
and lightest to
heaviest.
1Gg.07 Identify when shape 2Gg.07 Understand 3Gg.10 Compare angles 4Gg.07 – Identify all horizontal, 5Gg.07 – Estimate, 6 Gg. 07
looks identical as it rotates. that capacity is the with a right angle. vertical and diagonal lines of compare and classify Understand the
maximum amount Recognise that a straight symmetry on 2D shapes and angles, using geometric relationship
that an object can line is equivalent to two patterns vocabulary including between area of
contain. Estimate right angles or a half turn. acute, right, obtuse and 2D shapes and
and measure the reflex surface area of
capacity of familiar 3D shapes.
objects using non-
standard or
standard units.
What learners will know. Learners will What learners will know; What learners will know: What learners will know: What learner
( i) Some 2Dshapes look know: Line of symmetry divides a Acute: < 90° will know;
identical to 3Dshapes.  A right angle forms a shape into two equal halves. Right: = 90° Understand that
What learners will be able to That capacity is the square corner; other angles Lines of symmetry can Obtuse: > 90° and < 180° the surface area
do. maximum amount can be less than, equal to, be vertical, horizontal or Reflex: > 180° and < of a prism or
i)Identify shapes which are of something that or greater than a right diagonal. 360° pyramid is the
identical. an object can angle. sum of the areas
contain of its 2D faces.

How to measure  A straight line = 2 right

capacity in non- angles (180°) and
standard units represents a half-turn.
using jugs and
cups of water.

The standard units

for measuring
capacity are
millilitres and
litres.

Use of words like

approximately for
capacity that lie in
between whole
numbers.
What learners will know. What learners will What learners will do; What learners will do: What learners will do: What learner
( i) Some 2Dshapes look do: Use mirrors or folding to find Estimate and measure will do;
identical to 3Dshapes.  Angle hunt – Search lines of symmetry. angles using a protractor Calculate the
What learners will be able to Find capacity of for right, acute, and obtuse Draw lines of symmetry on Classify angles found in surface area of
do. objects using non- angles in the classroom. regular shapes and patterns. 2D shapes or drawings 3d shapes
i)Identify shapes which are standard units like Identify symmetry in letters, Use correct vocabulary to (prisms,
identical. use of cups and  Angle comparison – shapes and design patterns. describe angles pyramids) by
bottles. Use right-angle testers to finding the area
compare angles on paper of each 2 D
Find capacity of shapes. face and adding
objects using them together.
standard units by  Fold a straight line – Solve problems
using the Fold a strip to show how 2 involving
measuring right angles form a straight surface area of
cylinders in line. 3D shapes.
millilitres and
litres.
Compare capacity
of containers with
more than or less
than.

Read the given

capacity of
containers and
record them down.

Apply capacity
knowledge to real
life situations.
1Gg.08 Explore instruments 2Gg.08 Identify 3Gg.11 Use instruments 4Gg.08 – Estimate, compare 5Gg.08 – Know that the 6 Gg. 08
that have numbered scales, 2D and 3D shapes that measure length, mass, and classify angles, using sum of the angles on a Identify
and select the most in familiar objects. capacity and temperature. geometric vocabulary including straight line is 180°, and rotational
appropriate instrument to acute, right and obtuse use this to calculate symmetry in
measure length mass missing angles on a familiar shapes,
capacity and temperature. straight line patterns or
image with
maximum
order.
4. Describe
rotational
symmetry as
order.
What learners will know. Learners will Learners will know; What learners will know: What learners will know: What learners
(i)The instruments for know: Acute angle < 90° A straight line = 180° will know;
measuring length,  Different tools are used Right angle = 90° Angles sharing a straight Understand that
(ii)The instruments for The features of 2D to measure length (rulers, Obtuse angle > 90° but < 180° line are supplementary rotational
measuring mass. and 3D shapes. metre sticks), mass Angles describe turns and symmetry
(iii)The instruments for (scales), capacity corners in shapes. occurs when a
measuring capacity. The different (measuring jugs), shape looks that
(iv)The instruments for between 2D shapes and temperature same after
measuring temperatures. and 3D shapes. (thermometers). rotation.
Describe
 They will know how rotational
to read measurements symmetry as
accurately in standard order which is
units. the number of
times a shape
looks the same
during a 3600
rotation.
Identify
rotational
symmetry or
images.
What learners will be able to What learners will do: What learners will do: What learners
do. What learners will Use the 180° rule to find will do;
( i) Draw aruler, a weighing do: Use angle tools or estimation to missing angles Calculate the
scale, beakers and identify angle types. Solve angle problems order of
athermometer . Do shape hunt in involving straight lines rotational
( ii)Measure different the classroom Sort shapes based on the types Justify answers using symmetry.
objects and liquids using the objects. of angles they have. angle facts Determine the
most appropriate order of
instrument. Sort objects in 2D rotational
(iii), Solve the word shapes and 3D symmetry (up
problems. shapes. to order 4)

Draw objects with

2D shapes and 3D
shapes.

Take pictures of
2D and 3D shapes
in familiar objects
around the school.

2Gg.09 Identify a 4Gg.09 – Use knowledge of 6 Gg. 09

horizontal or fractions to read and interpret a Classify,
vertical line of measuring scale estimate
symmetry on 2D measure and
shapes and draw angles.
patterns. Classify angles
as acute,
obtuse, right
straight or
 reflex.
Estimate the
size of angles.
Learner will know: What learners will know: What will
Measuring scales may learners know ;
A line of use fractions (e.g., 1/2, 1/4).
symmetry is a line Fractions represent parts
that divides a between whole numbers on a
shape into two scale.
identical halves
that are mirror
images of each
other.

Horizontal lines
run from left to
right while vertical
lines run up and
down

Identifying lines
that are in patterns
in 2D shapes.
What learners will What learners will do: What learners
do: Read scales on rulers, will do.
Draw horizontal thermometers, and measuring Draw angles
and vertical lines jugs that show fractional accurately using
of symmetry on 2D divisions. a protractor or
shapes Estimate and explain values that ruler.
fall between whole units. Measure angles
Design a pattern accurately using
with horizontal and a practractor.
vertical lines of
symmetry.

Identify the
number of lines of
symmetry on 2D
shapes by drawing.

Identify objects in
2D shape in the
class and draw and
count their lines of
symmetry.

2Gg.10 Predict and 6 Gg. 10 Know

check how many that the sum of
times a shape looks the angles in a
identical as it triangle is 1800,
completes a full and use this to
turn. calculate
missing angles
in a triangle.
Learner will know: What will
learners know;
Shapes can be Understand that
rotated in quarter the sum of the
turn, half turn, angles in a
three quarter turn triangle is 1800.
and full turn. Apply the angle
sum property to
How to make a solve problems.
shape turn quarter
turn, half turn,three
quarter turn and
full turn.

To identify how
many times a
shape appears
same after a full
turn by shape
recognition.
What learners will What will
do: learners do.
Calculate the
Draw and rotate size of
shapes by unknown angles
redrawing on in a triangle.
paper. Solve problems
involving
Predict the the angles in
number of times a triangle,
shape will look Use the angle
identical. sum property to
Calculate
Observe all the missing angles
turns and identify in a triangle.
how many times
the shapes looked
identical as they
complete the full
turn.

Cut out shapes

from cardboard or
paper and turn
them physically
observing the
number of times
they appear
identical as they
complete the full
turn.
2Gg.11 Understand 6 Gg. 11
that an angle is a Construct
description of a circles of a
turn, including specified radius
reference to the or diameter.
terms whole, half
and quarter turns ,
both clockwise and
anticlockwise

Learners will What learners

know: will know;
Understand the
The idea of relationship
directions left and between radius
right. and diameter
when
Turning creates constructing
angels circles.
Apply
How to turn understanding
clockwise and of the
anticlockwise. relationship
between radius
What a quarter and diameter.
turn, half turn and
full turn means
What learners will What learners
do: will do;
Turning shapes and Use compasses
objects in the to draw circles
different turn . with a specified
clock wise and radius.
anticlockwise. Draw circles
with a specified
Describe the angels diameter,
turned by a learner. calculating the
radius as
needed.
Play game Accurately
involving turning construct circles
in different to the specified
directions clock size.
wise and
anticlockwise.

Individual turning
in the different
angels by learners

2Gg.12 Understand
a measuring scale
as a continuous
number line where
intermediate points
have value.
Learner will know:

A measuring scale
is made of
numbers that
indicate value.

Intermediate points
on a measuring
scale also have
value.

Taking accurate
measurements
using a measuring
scale, considering
the intermediate
points too.
What learners will
do:
Measure length of
lines and objects
using a ruler.

Reading
temperature on
thermometer.

Measuring mass
with intermediate
value on a
weighing scale.

Use numberline to
indicate
intermediate
points.

Estimate
measurement of
objects and then
measure them
accurately ,being
able record the
intermediate points
if any.

Position and
transformations.
Position and transformation 2Gp.01 Use 3Gp.01 Interpret and 4Gp.01 – Interpret and create 5Gp.01 Compare the 6 Gp. 01 Read
• 1Gp.01 Use familiar knowledge of create descriptions of descriptions of position, relative position of and plot
language to describe position and position, direction and direction and movement, coordinates (with or coordinates
position and direction. direction to movement, including including reference to cardinal without the aid of a grid). including
describe reference to cardinal and ordinal points, and their integers,
movement. points. notations fraction and
decimals, in all
four quadrants
(with the aid of
a grid)
What will learners know; Learners will Learners will know; What learners will know: What learners will know; What learners
Use simple everyday words know: Cardinal points: North (N),  Understand that will know.
to describe where things are Use of position Learners will understand South (S), East (E), West (W) coordinates are ordered Read
and how they move. vocabulary like and use position Ordinal points: NE, NW, SE, pairs (x, y) showing coordinates in
left, right, up, words like left, right, SW position in the first all four
 Position: in, on, under, down, in front of forward, backward, Direction and movement can be quadrant. quadrants
beside, in front of, behind, and behind. and turns (quarter turn, described using turns, steps, and  Recognise how to including
between half turn, clockwise, anti- points on a compass compare two coordinates integers
 Direction: up, down, left, clockwise). by looking at their x- and fractions and
right, forwards, backwards, Use directional y-values. decimals.
around, near, far vocabulary to They will recognize and  Know how to describe Understand the
describe use cardinal points: North the relative position of relationship
movement. (N), South (S), East (E), points (e.g. above, below, between
and West (W) to describe left, right, same line). coordinates and
3.Position and follow directions. quadrants.
description with
angels like making
quarter turn
clockwise, half
turn anti clockwise
etc
What learners will do; What learners will What learners will do; What learners will do: What learners will do; What learners
 Place an object (e.g., a do:  Map grid game – Give and follow instructions  Use a coordinate grid will do.
toy) and ask: “Where is it?” Learners use a simple map using directions like “2 steps to locate and compare the Plot points on a
→ “It is under the chair.” Set up a simple to give or follow north”, “turn right”, or “move position of two or more coordinate grid
 Use arrows or games to obstacle course directions using cardinal NE” points (e.g. “Which point using integers
give directions: using objects and points (e.g., "Move 2 steps Use compass directions in map- is to the right of (2, 3)?”). fractions and
→ “Move the bear forward fellow learners North, then 1 step East"). based or grid activities  Answer questions such decimals.
two steps.” give others Create simple maps and as: “Which point is higher Use a grid to
 Direction games (Simon direction  Robot movement – describe movement between on the grid?” or “Which accurately plot
Says, treasure maps, follow- instructions to One learner gives positions point is further to the and read
the-path) navigate them instructions (e.g., “Turn left?” coordinates.
 Draw and describe around the course. right, move forward 3  Complete activities
positions of objects in a steps”) and another where they draw points
picture Fellow make a follows them on a grid. and describe their relative
movement as other positions using terms like
learners describe  Treasure hunt – Use a “next to”, “above”,
that particular grid and clues involving “below”, “further right”.
movement. position and direction to
find a hidden "treasure"
Finding objects in (e.g., "Start at B3, go West
specific directions 2 squares").
or positions.

Writing down a set

of instructions
followed to
navigate through
an obstacle with
use of direction
and position.
2Gp.02 Sketch the 3Gp.02 Sketch the 4Gp.02 – Understand that 5Gp.02 Use knowledge of 6 Gp. 02 Use
reflection of a 2D reflection of a 2D shape in position can be described using 2D shapes and knowledge of
shape in a vertical a horizontal or vertical coordinate notation. Read and coordinates to plot points 2D shapes and
mirror line: mirror line, including plot coordinates in the first to form lines and shapes coordinates to
including where where the mirror line is quadrant (with the aid of a grid) in the first quadrant (with plot points to
the mirror line is the edge of the shape. the aid of a grid). form lines and
the edge of the shapes in all
shape. four quadrants.
Learners will Learners will know; What learners will know: What learners will know; What learners
know: Coordinates show position  Understand how to will know.
Learners will understand using an (x, y) pair plot points on a Understand
That a mirror line that a reflection creates a The first quadrant has coordinate grid using (x, properties of
is an imaginary mirror image of a shape only positive x and y values y) in the first quadrant. 2D shapes such
line that acts as a across a horizontal or The x-axis is horizontal; y-  Know that connecting as vertices,
mirror to reflect vertical line. axis is vertical points can form 2D edges and
objects or shapes. shapes like triangles, angles.
rectangles, and squares. Apply
The mirror line They will recognize when  Recognise that shape knowledge of a
divides a shape or the mirror line lies along properties (like equal coordinates to
object into two the edge of the shape and sides or right angles) can geometric
symmetrical parts. how this affects the be shown on a grid. problems.
reflection.
Reflection of the
2D shapes appears
flipped over the
mirror line.

The reflected 2D
shape is a mirror
image of the
original.

What learners will What learners will do; What learners will do: What learners will do; What learners
do:  Mirror drawing – Read coordinates like (3, 2) as  Plot coordinates such will do;
Learners use squared "3 across, 2 up" as (1, 1), (1, 4), (4, 4), (4, Plot 2 D shapes
Reflect 2D shapes paper to draw the Plot points on a square grid 1) and join them to make using
over a vertical reflection of shapes across using given coordinates a square or rectangle. coordinates in
mirror line. given vertical or Describe the position of objects  Label the vertices of all four
 horizontal lines. using coordinates 2D shapes on a grid and quadrants.
 Folding symmetry – describe the type of shape Draw lines
Reflect objects Fold paper shapes to see created. using
from the and draw reflections;  Solve tasks like: “Plot coordinates in
environment over discuss what changes and and label a triangle using all four
a vertical mirror what stays the same. these coordinates: (2,2), quadrants.
line.  Interactive whiteboard (4,2), (3,5)” and discuss Use coordinates
activity – Drag and reflect its features. to plot points
Draw images of shapes across mirror lines and form lines
2D shapes after digitally and then sketch and shapes in
reflection. the result on paper. all four
quadrants.
4Gp.03 – Reflect 2D shapes in a 5Gp.03 Translate 2D 6 Gp. 03
horizontal or vertical mirror shapes, identifying the Translate 2 D
line, including where the mirror corresponding points shapes
line is the edge of the shape, on between the original and identifying the
square grids the translated image, on corresponding
square grids. points to form
lines and shapes
in all four
quadrants.
What learners will know: What will learners know; What learners
Reflection creates a mirror  Understand that will know.
image of a shape translation means moving Understand
The mirror line can be vertical a shape without rotating translation as a
or horizontal or flipping it. movement of a
A shape’s reflection has the  Know how to describe shape without
same size and shape, but a translation using rotation or
reversed across the mirror line directions (e.g. “3 units to reflection.
the right, 2 units up”). Identify
 Be able to match each corresponding
point in the original shape points on the
to its new position after original and
translation. translated
 shapes.
Understand
how
coordinates
change when a
shape is
translated.
What learners will do: What learners will do; What learners
Reflect shapes across a  Translate a shape on a will do;
horizontal or vertical line using square grid and record the Move 2D
square grids new coordinates of each shapes to new
Recognise symmetry when a point. positions in all
shape touches or lies on the  Draw both the original four quadrants.
mirror line and the translated shape Plot the
Draw reflected shapes with on the same grid, then translated shape
accuracy, counting squares draw lines connecting using new
from the mirror line each pair of coordinates.
corresponding points. Match points on
 Complete guided the original and
activities like: “Translate translated
this rectangle 2 units up shapes.
and 4 units right. What
are the new coordinates?”
5Gp.04 Reflect 2D shapes 6 Gp. 04
in both horizontal and Reflect 2 D
vertical mirror lines to shapes in a
create patterns on square given mirror
grids. line (vertical,
horizontal and
diagonal on
square grids.
What learners will know; What learners
 Understand that will know.
reflection is a flip over a Identify and
mirror line (vertical or work with
horizontal). vertical,
 Know how to reflect horizontal and
each point of a shape diagonal
across a mirror line and mirrors lines.
plot the new points. Identify
 Recognise symmetry corresponding
and patterns created by points on the
reflections. original and
reflected
shapes.
Understand
reflection as a
flip of a shape.

What learners will do; What learners

 Reflect a simple 2D will do;
shape (e.g. triangle or Reflect shapes
square) across a vertical on square grids
mirror line and draw the considering the
reflected shape on the mirror line.
grid. Flip 2D shapes
 Reflect shapes across over given
horizontal lines (e.g. y = mirrors line
2), checking that the (vertical,
reflected points are the horizontal and
same distance from the diagonal)
mirror line. Use square grid
 Create symmetrical to accurately
patterns by reflecting reflect shapes.
shapes multiple times
across vertical and
horizontal lines to make a
design.
6 Gp. 05 Rotate
shapes 900
around a vertex
(clockwise or
anticlockwise)
What learners
will know.
Understand
rotation as a
turn of a shape
around a fixed
point (vertex)
Understand the
difference
between
clockwise and
anti clockwise
rotation.

What learners
will do.
Rotate shapes
900 clockwise
or anti clock
wise.
Use a vertex as
the centre of
rotation.
Statistics and
probability
Statistics
1Ss.01 Answer non- 2Ss.01 Conduct an 3Ss.01 Conduct an 4Ss.01 Plan and conduct an 5Ss.01 Plan and conduct 6Ss. 01 Plan
statistical questions investigation to investigation to answer investigation to answer an investigation to answer and conduct an
(categorical data). answer non- non-statistical and statistical questions, considering a set of related statistical investigation
statistical and statistical questions what data to collect (categorical questions, considering and make
statistical questions (categorical and discrete and discrete data). what data to collect prediction for a
(categorical data) data) (categorical, discrete and set of related
continuous data). statistical
questions,
considering
what data to
collect
(categorical,
discrete and
continuous
data.
What learners will know; Learners will What learners will know; What learners will know; What learners will know; What learners
 Answer questions where know:  Understand the will know.
data is grouped  Learners will Learners will understand that difference Plan a statistical
into categories (e.g. A statistical understand the difference a statistical question requires between categorical investigation to
favourite fruit, types of investigation is between statistical data that varies data (e.g. colours, answer related
pets). carried out as a questions (e.g., “What is (e.g., “What is the most names), discrete data (e.g. question.
 Understand four-part statistical the most common fruit in common eye color in the number of books), Understand and
that categorical data is enquiry cycle the class?”) and non- class?”) and learn to plan and continuous data (e.g. identify
sorted into groups, not statistical questions (e.g., investigations to collect height, temperature). categorical,
numbers. The statistical “What is your favorite appropriate data.  Know how to design discrete and
cycle includes: 1. fruit?”). meaningful statistical continuous
Specify the questions that can be data.
problem and plan. They will distinguish answered with data. Determine what
2 Record organize  They will know how to between categorical data (types  Know how to plan and data to collect
and represent plan and carry out a like color or brand) and discrete collect appropriate to answer
data.3 Interpret simple data collection numerical data (countable items data based on the statistical
data. 4 Discuss process using categorical like number of pets). questions. questions.
data and check (e.g., colors, types) and Make
predictions. discrete (e.g., number of predictions
pets) data. based on
How to formulate collected data.
non-statistical and
statistical questions
for the
investigation.

Collection of data
and how to analyze
it.

Drawing
conclusions based
on the data
collected
What learners will do; What learners will What learners will do; What learners will do; What learners will do; What learners
 Ask questions like: do: Question creation – Learners  Create a question will do.
→ “What is your favourite  Question sorting – Sort create their own statistical like: "How much time do Design a
colour?” Sorting question questions into “statistical” question and decide what type classmates spend on statistical
→ “Which pet do you have into non-statistical or “non-statistical” based of data they will need. homework each day?" investigation.
at home?” and statistical on whether they require  Decide what type of Collect and
 Learners give answers categories. data from a group or not. Class survey – Plan and conduct data is needed and how to analyze data to
and the teacher records a survey (e.g., "What is your collect it (e.g. survey, answer
responses. Working in pairs to  Class survey – Conduct favorite fruit?" or "How many observation). questions.
find out how a survey to collect data siblings do you have?") using  Collect data from Make informed
answers can be got. (e.g., favorite sport, tally marks or tick sheets. classmates, then sort it as prediction
number of siblings). categorical, discrete or based on data.
Making an Data type sort – Given a set of continuous.
investigation  Data wall – Display questions, learners classify each
through question questions and investigate as requiring categorical or
and answer in them using class-collected discrete data.
order to collect data.
data.

Present findings
from the
investigation made.

1Ss.02 Record, organise and 2Ss.02 Record, 3Ss.02 Record, organise 4Ss.02 Record, organize and 5Ss.02 Record, organise 6 Ss. 02 record,
represent categorical data organize and and represent categorical represent categorical and and represent categorical, organize and
using: o practical resources represent and discrete data. Choose discrete data. Choose and discrete and continuous represent
and drawings o lists and categorical data . and explain which explain which representation to data. Choose and explain categorical
tables o Venn and Carroll Choose and representation to use in a use in a given situation: o Venn which representation to discrete and
diagrams o block graphs and explain which given situation: o Venn and Carroll diagrams o tally use in a given situation: o continuous
pictograms. representations to and Carroll diagrams o charts and frequency tables o Venn and Carroll data; Choose
use in a given tally charts and frequency pictograms and bar charts o dot diagrams o tally charts and explain
 situation:lists and tables o pictograms and plots (one dot per count). and frequency tables o which
tables, Venn and bar charts. bar charts o waffle representation
Carroll diagrams, diagrams o frequency to use in a
tally graphs, block diagrams for continuous green situation
graphs and data o line graphs o dot venn and carroll
pictograms. plots (one dot per data diagram.
point). Tally charts and
frequency
tables.
Bar charts,
wattle diagrams
and pie chart.
Line graphs,
scatter graphs,
dot plots.
Learners will know; Learners will Learners will know; Learners will know; What learners will know; What learners
Use different ways to show know:  Different types of data will know.
data clearly.  Learners will know  Learners will understand require different types of Organise data
Methods: How to record how to choose the right how to choose the appropriate visual representation. using various
Practical resources – sort categorical data graph or chart depending method to represent different  Know how methods e.g
real objects (buttons, blocks, more clearly on the data type — e.g., data types and explain their to construct and tally quarts
toy animals) use bar charts for discrete reasoning. interpret each data display tables.
Drawings – draw pictures to How to answer data, Venn diagrams for accurately. Represent data
represent answers questions using sorting.  They will know how  Understand how using venn
Lists and Tables – make data given and to construct and read multiple to choose the most diagrams,
simple lists or tally marks organized  They will understand forms of representation, suitable carroll diagram,
Venn Diagrams – show how to organize and including newer tools like dot method depending on the tally charts,
objects that belong to one or 3.Representing present data clearly using plots, and compare their data type and context. wattles
more groups categorical data tools such as tally charts, strengths. diagram, pie
Carroll Diagrams – sort which has an frequency tables, chart, line
items using two criteria (e.g. overlap. pictograms, and Carroll or graphs, scatter
animals with 4 legs / Venn diagrams. graph and dot
animals that fly) plots.
Block Graphs and
Pictograms – use pictures or
blocks to represent
quantities

What learners will do; What learners will What learners will do; What learners will do; What learners will do; What learners
do:  Diagram sorting task –  Use a bar chart for will do;
Collect class data on Use a data set and choose Representation choice categorical data like Organise data
favorite animals Conduct data the best representation challenge – Present a data set favourite fruit. effectively.
collection on a (e.g., a Carroll diagram for and ask learners to choose the  Organise discrete Represent data
Use cubes to build a block chosen topic. "Has a pet/Doesn’t have a best representation and explain data (e.g. number of using various
graph pet"). why (e.g., "Is a pictogram or bar books read) in a tally methods.
Predict what chart better for this?"). chart or frequency table. Choose the
Draw a pictogram: 1 smiley investigation is  Tally and bar chart –  Represent continuous most suitable
face = 1 student being made from Collect data, record it in a Create a graph station – data (e.g. height of representation.
data given tally chart, and use it to Learners rotate through stations students) using a line
create a bar chart. creating a bar chart, Venn graph or frequency
Organize data diagram, pictogram, dot plot, diagram, explaining their
given using  Pictogram drawing – etc., from the same set of data. choice.
appropriate tool. Represent a class survey  Use a dot plot to show
Like tables or (e.g., favorite animals) as Real-life data graphs – Learners individual test scores in a
Venn diagrams for a pictogram with symbols. collect discrete or categorical class and observe the
data with overlap data (e.g., shoe sizes or favorite spread.
animals) and represent it using
Interpret data on different diagrams, then
pictograms to compare.
answer questions
about the intended
investigations.

1Ss.03 Describe data, using 2Ss.03 Describe 3Ss.03 Interpret data, 4Ss.03 Interpret data, 5Ss.03 Understand that 6 Ss. 03
familiar language including data, identifying identifying similarities and identifying similarities and the mode and median are Understand that
reference to more, less, most similarities and variations, within data variations, within and between ways to describe and the mode
or least to answer variations to sets, to answer non- data sets, to answer statistical summarise data sets. Find median mean
nonstatistical questions and answer non- statistical and statistical questions. Discuss conclusions, and interpret the mode and range are
discuss conclusions. statistical and questions and discuss considering the sources of and the median, and ways to
statistical questions conclusions. variation. consider their describe and
and discuss appropriateness for the summaries data
conclusions. context. sets. Find and
interpret the
mode
(including
bimodal data)
median, mean
and range and
consider their
appropriateness
for the context.
What learners will know, Learners will Learners will know; Learners will know; What learners will know; What learners
Talk about the data using know:  Learners will be able  Mode is the most will know;
everyday comparison words: to read and understand Understand how to read and frequent value in a data Understand the
more, fewer, most, least Identifying charts and diagrams, interpret different types of set. mode, median
the same, equal similarities and looking for patterns like data (e.g. bar charts,  Median is the middle and mean as
variations in data “What is the most/least pictograms, tables). value when data is ways to
recorded. common?” ordered. describe data
Identify similarities (what is the  Know how to decide sets.
Guiding learners in  They will draw simple same) and variations (what is whether mode or Identify and
analyzing of data conclusions based on different) in two or more data median is better to interpret the
given evidence in the data, such sets. describe a data set. mode including
as comparing categories or bimodal data.
How to raise explaining why something Answer statistical Interpret the
questions from might be popular. questions (e.g. What is the most results of data
data given. common? What is different analysis.
between Class A and Class B?). The most
frequently
occurring value
in a data set
including
bimodal data
(two modes.)
What learners will do; Learner will be Learners will be able to What learners will do; What learners will do; What learners
 Look at pictograms or able to D0: do;  Given a data set (e.g. will do;
block graphs and answer: Data detectives – Answer Compare two pictograms (e.g. 2, 4, 4, 5, 7, 9, 10), find: Calculate mode,
“Which is the most popular Data analysis to questions based on a bar Class A and Class B's favourite Mode = 4 median, mean
fruit?” identify similarities chart or pictogram (e.g., fruits). Median = 5 and range.
“Which has the least?” and variations in “Which fruit was chosen  Use mode to Find the middle
 Make statements based data presented. by the most students?”). Use Venn diagrams to show describe most common value of a data
on data: common and different shoe size in class. set when it is
“More children like mango Use data given to Similarities and responses.  Use median to ordered.
than apple.” answer questions differences – Compare describe typical daily Analyze data
about an two diagrams or two Work in pairs to answer reading time, especially sets using
investigation being categories within a chart questions about differences in when there are outliers in various
made. (e.g., boys vs. girls who data. the data. measures.
like basketball).
Drawing Group discussion: Why do you
conclusions based Data conclusions – Use think the results are different?
on the findings of data to explain a trend or Write a conclusion about a
the investigation. result (e.g., “More people survey with at least
chose chocolate because it one similarity and one variation.
4.Discuss findings was available in class
as a group. today”).

5Ss.04 Interpret data, 5Ss.04 Interpret data, 6Ss.04 Interpret

identifying patterns, identifying patterns, data,
within and between data within and between data identifying
sets, to answer statistical sets, to answer statistical patterns, within
questions. Discuss questions. Discuss and between
conclusions, considering conclusions, considering data sets, to
the sources of variation. the sources of variation. answer
statistical
What learners will know; questions.
 Understand how Discuss
to look for trends, conclusions,
similarities, and considering the
differences in data sets. sources of
 Be able to use data variation, and
to answer questions and check
draw conclusions. predictions.
 Consider why data
may vary (e.g. sample What learners
size, time collected, will know;
external factors). How to
examine data
What learners will do; sets
 Compare two data sets and identify
(e.g. sleep hours for Class patterns or
A vs Class B). trends (e.g.
 Identify patterns such increases,
as “most students in Class similarities,
A sleep 7–8 hours, while differences).
in Class B they sleep 5–6 How to
hours”. compare within
 Discuss possible one data set
reasons: “Class B starts and between m
school earlier,” “some ultiple data sets.
students sleep late due to How to discuss
homework.” and justify
conclusions,
considering wh
y data might
vary (e.g. age,
gender, sample
size).
That predictions
based on data
 should be
checked with
actual results.
What learners
will do;
Analyse two
class surveys
(e.g. favourite
subjects in
Class A vs
Class B) and
identify
patterns.
Answer
questions such
as:
“Which subject
was most
popular across
both classes?”
“Did our
prediction
match the
result?”
Discuss reasons
for variation
(e.g. “Class A
has more boys,
and boys prefer
sports.”)

2Sp.01 Use 3Sp.01 Use familiar 4Sp.01 Use language associated 5Sp.01 Use the language 6Sp.01 Use the
familiar language language associated with with chance to describe familiar associated with likelihood language
associated with chance to describe events, events, including reference to to describe and compare associated with
patterns and including ‘it will happen’, maybe, likely, certain, likelihood and risk of probability and
randomness, ‘it will not happen’, ‘it impossible. familiar events, including proportion to
including regular might happen’. those with equally likely describe and
pattern and random outcomes. compare
pattern. possible
outcomes.
Learners will What learners will know; What learners will know; What learners will know; What learners
know:  Understand and use will know;
 Learners will Use and understand words like: key probability terms  Use precise
Objects can be understand certain, likely, maybe, unlikely, such as: language to
arranged in random basic probability and impossible. Certain, likely, unlikely, i describe
and regular pattern. terms such as: mpossible, equal chances:
It will happen, It might chance, risk. certain, likely, u
For regular pattern happen, It won’t happen. Match real-life events with the  Know that some nlikely, impossi
objects are  They will recognize correct probability terms. events are more likely ble, equally
arranged so that a that some events than others, and likely, fair, mor
certain are certain, some understand the concept e/less
characteristic is are impossible, and some of risk in everyday probable, propo
repeated in the are likely or unlikely. contexts. rtion
same order while  Learn that equally  Understand
in random same likely outcomes have the that outcomes
order is not same chance of occurring. can be
followed. described
by comparing
parts to the
whole (e.g. 3
out of 5).
 Understand
how proportion
links
with likelihood.
What learners will What learners will do; What learners will do; What learners will do;
do:  Sort real-life events
Chance card sort – Sort  Create a chance line (from (e.g. "It will rain
Arrange colored events into categories: will impossible to certain) and place tomorrow", "You will roll
cubes and counters happen, might happen, events on it. a 6 on a die") on
in a regular pattern. won’t happen (e.g., “It  Sort event cards under a probability scale from
will rain tomorrow,” “It headings: certain, likely, maybe impossible to certain.
Arrange given will snow in Uganda”). , unlikely, impossible.  Discuss events and
shapes in a random  Share personal examples: "It assign likelihood terms:
pattern. Daily events – Discuss the is likely that I will eat lunch → “It is unlikely I will
chance of real-life events today." win a national
Sort given happening today. competition this week.”
arrangements of → “It is certain that the
objects into Probability line – Place sun will set today.”
random and regular events on a line  Compare two events
pattern. from impossible to certain. and decide which is more
likely or riskier
(e.g. “Which is riskier:
riding a bike without a
helmet or walking to
school?”).
2Sp.02. Conduct 3Sp.02 Conduct chance 4Sp.02 Conduct chance 5Sp.02 Recognise that 6Sp.02 Identify
chance experiments, and present experiments, using small and some outcomes are when two
experiments with and describe the results. large numbers of trials, and equally likely to happen events can
two outcomes and present and describe the results and some outcomes are happen at the
present and using the language of more (or less) likely to same time and
describe the probability. happen, when doing when they
results. practical activities. cannot, and
know that the
latter are called
'mutually
exclusive'.
Learners will Learners will know; What will learners know; What learners will know; What will
know:  Know that some learners do;
Learners will know how Perform chance experiments outcomes are fair (e.g.
A probability is a to carry out simple (e.g. coin toss, dice roll, tossing a coin), and each Understand
measure of probability drawing colored counters). result has an equal that mutually
likelihood of an experiments (e.g., rolling chance. exclusive
event occurring dice, spinning spinners,Record results using tally charts  Recognise when events cannot
picking colored counters).
or tables. outcomes are not equally happen at the
Conducting chance likely, such as when using same time (e.g.
experiment with Describe results using a spinner with more red a coin can't land
dice. They will describe results probability language (e.g. “It than blue sections. on heads and
How to record using chance language and was likely to get heads.”).  Understand how tails).
chance experiment basic counting (e.g., "I design affects probability  Recognise
data. rolled a 6 three times out Understand that more trials in games and real-world when two
of 10"). give more accurate results. tasks. events can happ
4.Patterns can be en together (e.g.
identified from “It rains and the
chance experiment power goes
data. off”).
 Learn how
this affects how
we reason about
probability.
What learners will What learners will do; What learners will do; What learners will do; What will
do:  Toss a coin and learners do;
Dice rolling experiment – Toss a coin 10 times, then 50 explain that heads and  Sort event
Rolling die and Roll a die 20 times and times — compare the results. tails are equally likely. cards into:
recording the record the number of times  Spin a spinner divided “Can happen
outcome in a table. each number appears. Roll a die and record how into unequal colours and together” vs “C
often each number appears. discuss which outcomes annot happen
Analyze the data Spinner test – Use a Conduct a spinner game and are more likely. together”
collected after colored spinner and tally discuss which colour is most  Sort activities into  Discuss
rolling a die results, then describe likely. “equal chance” or examples like:
different times, which color came up most “unequal chance” and “Can someone
identifying the often. Make a bar chart to show justify their choices. be both 10
patterns. experiment results. years old and
Discuss: “Why are the results 12 years
Discussing the Bag of counters – Predict, different in each group?” old?” (No –
results got from pick, and record colored mutually
rolling die counters from a bag, then exclusive)
experiment. discuss the likelihood of “Can someone
each color being picked. be tall and wear
glasses?” (Yes
– not mutually
exclusive)
 Explain
using the
term mutually
exclusive in
group
discussion.
5Sp.03 Conduct chance 6Sp.03
experiments or Recognise that
simulations, using small some
and large numbers of probabilities
trials, and present and can only be
describe the results using modelled
the language of through
probability. experiments
using a large
number of
trials.
What learners will know; What will
 Understand learners know;
that experiments and  Understand
simulations help explore that some
probability. outcomes
 Know that doing more cannot be
trials gives more accurate predicted
and reliable results. easily, and
 Learn how to describe need many
outcomes using words trials to
like: estimate
“more likely,” “less probability
likely,” “about half the accurately.
time,” “most often,”  Know
“rarely” that more data =
more accurate
results.
 Understand
the difference
between theoret
ical
probability and
experimental
probability.
What learners will do;
 Conduct a coin toss
experiment:
Toss a coin 10 times, then
50 times.
Record results and
describe using frequency
and probability terms.
 Roll a die 60 times and
record how often each
number appears.
 Use tally charts,
tables, or bar graphs to
represent results, then
describe:
“Number 6 came up more
often than number 2, but
the results were close.”
“The more we roll, the
more evenly the numbers
appear.”
• 6Sp.04
Conduct chance
experiments or
simulations,
using small and
large numbers
of trials.
Predict, analyse
and describe the
frequency of
outcomes using
the language of
probability.

What learners
will know;

 How to plan
and carry out
experiments to
explore
probability (e.g.
rolling dice,
drawing cards).
 Know that
repeating the
same
experiment man
y times gives
better results.
 Use results
to calculate
frequencies and
describe
chances in
context.

What will
learners do;
 Conduct a
spinner or dice
experiment and
repeat it across
10, 50, and 100
trials.
 Create tally
charts, bar
graphs or line
graphs to
display results.
 Compare
outcomes from
short and long
experiments,
then describe
what they
learned using
correct
probability
language.