Unit Contents and Scope SLOs Suggested Activities/ web links Unit 1: Whole numbers and Operations 1.1.  Numbers up to one million i. Read numbers up to 1,000,000 (one million) in numerals and words. Ask students to create 7 - digit numbers by rolling a number cube 7 times and order the numbers. Use the box method to find 764 x 404   Calculate the sums on the right. Add these sums to find 764 x 404 = ???, ??? 700       +     60     +    4 400 + 0 + 4       Activity: There are 1,716 students participating in Defense Day ceremony. They are put into teams of  16  for the competition. How many teams get created? If you have left over students,  what  do you do with them? Activity: Complete the pattern: x 4 = 32 x 40 = 320 8 x 400 = 8 x                         = 32,000 x 40,000 = 320,000 x 400,000 = 3,200,000 x 4,000,000 = 32,000,000 Activity: Complete the pattern: 7 = 3 2,100                                 = 300 2,1000       7                           = 300 ii. Write numbers up to 1,000,000 (one million) in numerals and words. 1.2. Addition and Subtraction i.  Add numbers up to 6 - digit numbers. ii.  Subtract numbers up to 6 - digit numbers. 1.3. Multiplication and Division i. Multiply numbers, up to 5 - digit, by 10, 100, and 1000. ii. Multiply numbers, up to 5 - digit, by a number up to 3 - digit numbers. iii. Divide a number up to 5 - digit numbers by 10,100 and 1000. iv. Divide numbers up to 5 - digit numbers by a number up to 2 - digit numbers. v. Solve real life situations involving operations of addition, subtraction, multiplication, and division. 1.4.  Number Patterns i. Identify and apply a pattern rule to determine missing elements for a given pattern. ii. Identify the  pattern  rule  of  a given increasing and decreasing pattern and extend the pattern for the next three terms iii. Describe the pattern found in a given table or chart.

Note: In case of student with disabilities activities will be adapted according to the requirements of the child.

 Unit Contents and Scope SLOs Suggested Activities/ web links Unit 2: Highest Common Factor (HCF) and Least Common Multiple (LCM) 2.1. HCF i.      Find HCF of two numbers up to 2 - digit numbers. three numbers up to 2 - digit numbers using prime factorization method and division method Use factor tree method to introduce Prime Factorization. 2.2. LCM i.      Find LCM of two numbers up to 2 - digit numbers. three numbers up to 2 - digit numbers. using prime factorization method and division method. ii.     Solve real life situations involving HCF and LCM. Unit 3: Fractions 3.1. Addition and Subtraction of Fractions i.      Add and subtract two or three fractions with different denominators. Create a diagram to show why 4/8 = 1/2 are equivalent.   Place the set of fractions 1/8, 2/8, 3/8…8/8 on a number line.   Activity: Decompose a fraction 3/8 in to sum of different ways and Justify decompositions, e.g., by using a visual fraction model.   Activity: There is some juice in a jug. Ali used 7/8 l and his sister used 3/4 l. 2 ½l left behind, how much juice was in the jug? 3.2. Multiplication of Fractions i.      Multiply a fraction by a 1 - digit numbers and demonstrate with the help of diagram. ii.     Multiply two or three fractions involving proper, improper fractions, and mixed numbers. iii.    Solve real life situations involving multiplication of fractions. 3.3.  Division of Fractions i.      Divide a fraction by another fraction involving proper, improper fraction, and mixed numbers. ii.     Solve real life situations involving division of fractions.

 Unit Contents and Scope SLOs Suggested Activities/ web links Unit 4: Decimal numbers and Percent- ages 4.1.  Decimal numbers i.      Compare numbers up to 3 - digit with 2 decimal places using signs <, > or =. Activity: Write 1.66 as a mixed number whose fractional part has a denominator of 100 1.66 =      100 Show 1.66 by shading the model. (One whole is already shaded.) ii.     Arrange numbers up to 3 - digit numbers with 2  decimal  places in ascending and descending order. iii.    Add and subtract 4 - digit numbers up to 3 - decimal places. iv.    Multiply a 3 - digit number up to 2 decimal places by 10, 100, and 1000. v.     Multiply a 3 - digit number up to 2 decimal places by a whole number up to 2 - digit. vi.    Multiply a  3  -  digit  number  up to 2 decimal places by a 3 - digit number up to 2 decimal places. vii.   Divide a 3 - digit number up to 2 decimal places by 10, 100, and 1000. viii. Divide a 3 - digit numbers up to 2 decimal places by a whole number up to 2 - digit. ix.    Divide a 3 - digit number up to 2 decimal places by a 2 - digit number up to 1 decimal place. x.     Convert fractions to decimals using division. xi.    Solve real life situations involving division of 3 - digit numbers up to 2 decimal places. 4.2.  Estimation i.      Round off a 4 - digit number up to 3 - decimal places to the nearest tenth or hundredth. ii.     Estimate sum or difference of the numbers (up to 4 - digit).

 Unit Contents and Scope SLOs Suggested Activities/ web links Unit 4: Decimal numbers and Percent- ages 4.3.   Percentages i.      Recognise percentage as a special kind of fraction. Understand Percentage as the number of parts in every 100 and find simple percentages of quantities.   Express half, tenths, hundredths as percentages.   Ask students to visit market to find items with discount percentage prices. ii.     Convert percentage to fraction and to  decimal  number  and vice versa (only for numbers without decimal part i.e. 35%, 75% etc.). iii.    Solve real life situations involving percentages. Unit 5: Distance and Time 5.1. Distance i.      Convert measures given in kilometers to meters and vice versa. meters to centimeters and vice versa. Centimeters to millimeters and vice versa. Engage students in taking decisions when to use which unit of measurement and why?   Make number stories for calculation by using meter rod, measuring tape or ruler in the context of addition, subtraction, and conversions of unit for distance.   Make a number story for the calculation by using calendar, stopwatch or clock, in the context of addition, subtraction and conversion of units for time.   Make a number story and use a calendar to calculate time intervals in days and weeks (using knowledge of days in calendar months) ii.     Solve real life situations involving conversion, addition and subtraction of measures of distance. 5.2. Time i.      Convert hours to minutes and vice versa minutes to seconds and vice versa. ii.     Convert years to months and vice versa. months to days and vice versa. weeks to days and vice versa. iii.    Add and subtract intervals of time in hours and minutes with carrying and borrowing. iv.    Solve real life situations involving conversion, addition and subtraction of intervals of time.

 Unit Contents and Scope SLOs Suggested Activities/ web links Unit 6: Unitary Method 6.1.  Unitary Method i.      Calculate the value of many objects of the same kind when the value of one of these objects is given. ii.     Calculate the value of one object of the same kind when value of many of these objects are given. iii.    Calculate the value of many objects of the same kind when the value of some of these is given. Unit 7: Geometry 7.1. Angles i.      Recognise straight and reflex angle. Identify right angles in 2-D (flat) shapes.   Identify right angles in the environment.   Compare angles with a right angle in shapes and environment.                               http://www.mathworkshee ts4kids.com/triangles.html https://www.ixl.com/math/ grade-5/types-of-triangles http://www.mathsisfun.co m/geometry/triangles-inte ractive.html http://www.bbc.co.uk/scho ols/teachers/ks2_activities /maths/angles.shtm ii.     Recognise the standard units for measuring angles is 1°, which is defined as 1/360 of a complete revolution. iii.    Identify, describe and estimate the size of angles. iv.    Classify angles as acute, right or obtuse. v.     Compare angles with right angles and recognise that a straight line is equivalent to two right angles. Use protractor and ruler to construct A right angle A straight angle Reflex angles of different measures. vii. Describe adjacent, complementary and supplementary  angles. 7.2.  Triangles i.      Identify and describe triangles with respect to their sides. (isosceles, equilateral, and scalene). ii.     Identify and describe triangles with respect to their angles. (Acute angled triangle, Obtuse angled triangle and right-angled triangles).

 Unit Contents and Scope SLOs Suggested Activities/ web links iii.    Use protractor and ruler to construct a triangle when two angles and their included side is given. two sides and included angle is given. Estimate, measure and draw angles (acute and obtuse) in degrees using a protractor.             Use the following example and ask students to solve similar situations. ABCD is a given quadrilateral with four sides. Identify its sides, vertices and angles. D                 C A                                        B             http://www.icteachers.co.u k/children/sats/s ymmetry.htm   Create    symmetrical designs and pictures using concrete materials i.e. pattern blocks, connecting cubes,  paper  folding Identify and sketch lines of symmetry in 2-D  shapes and patterns. iv.    Measure the lengths of the remaining sides and angles of the triangle. 7.3.  Quadrilaterals i.      Recognise the kinds of quadrilateral (square, rectangle, parallelogram, rhombus, trapezium, and kite). ii.     Identify and describe properties of quadrilaterals including square, rectangle, parallelogram, rhombus, trapezium, and kite, and classify those using parallel sides, equal sides and equal angles. iii.    Use protractor and ruler to construct square and rectangle when lengths of sides are given. 7.4.  Symmetry i.      Recognise different types of symmetry (Reflective and Rotational) in 2-D figures. ii.     Identify lines of symmetry for given 2-D figures. iii.    Find point of rotation and order of rotational symmetry of given 2-D figures. 7.5. Three dimensional (3-D) Objects i.      Identify cubes, cuboids and pyramids from their nets. ii.     Describe and make 3-D objects (cubes, cuboids, cylinder, cone, sphere, pyramids)

 Unit Contents and Scope SLOs Suggested Activities/ web links Unit 8: Perimeter and Area 8.1.  Perimeter and area i.      Differentiate  between perimeter and area of a square and rectangular region. Aslam and Umar determined that the dimensions of their school flag needed to be 60cm by 50cm. What will be the area of the school flag? ii.     Identify the units for measurement of perimeter and area. iii.    Find and apply formulas to find perimeter and area of a square and rectangular region. iv.    Solve real life situations involving perimeter and area of square and rectangular regions. Unit 9: Data Handling 9.1. Average i.      Find and describe average of given quantities in the data. Students should collect some kind of data related to them (heights, age, marks in a test, favorite game or food, interests, hair color, etc.). After organizing such data, they should draw conclusions and respond  to  any further inquiry about the collected data. They may use the data to create bar or pie graph. ii.     Solve real life situations involving average. 9.2. Bar Graphs i.      Organise the given data using bar graph. http://academic.sun.ac.za/m athed/malati/3PrimDat.pdf   http://www.learnhive.net/l earn/icse-grade-5/mathem atics/data-handling ii.     Read and interpret a bar graph given in horizontal and vertical form. iii.    Draw horizontal and vertical bar graphs for given data. iv.    Solve real life situations using data presented in bar graphs.