German Swiss International School – Accra The Bilingual Advantage

Foreword:

GSIS-Accra - School curriculum for Maths Class 4

At the GSIS-Accra pupils work following a weekly plan or work plan in lessons across classes for the subjects English, German and Maths.Social forms of learning
like individual work, partner work and group work and the areas speaking,reading, writing and listening are covered. The pupils work on their work plans
individually. In addition to the compulsory assignments there are the so-called “Star-Tasks”, which could be done and also serve as a means of differentiation.
These are often tasks which require the use of special methods. The teacher supports pupils as they work during the lessons and during study time and provides
the needed materials.
German Swiss International School – Accra The Bilingual Advantage

Content Competence Time Method School Specific

Number Work: Count on and back in steps of constant size, extending 3 weeks Group Work
 Adding and subtracting numbers beyond zero.
 Order of operations Individual Work
 Reverse operations Know what each digit represents in five- and six-digit
numbers.
 Whole numbers in figures and words
 Numbers beyond 9999
Partition any number up to one million into thousands,
 Electricity meters hundreds, tens and units.
 Three digit numbers
 Comparing big numbers Order and compare numbers up to a million using the >
 Powers of 10 and < signs.
 Our number system
Assessment (could be in the form of): Individual work or class test or group work
Shape, space and measure: Recognise reflective and rotational symmetry in regular 2 weeks Group Work
 Polygons polygons.
 Properties of rectangles Individual Work
 Line symmetry Create patterns with two lines of symmetry, e.g. on a
pegboard or squared paper.
 Cutting and folding Presentation
 Rotational symmetry
Recognise and use the units for time (seconds, minutes,
 Time a.m and p.m hours, days, months and years).
 The 24 hour clock
Tell and compare the time using digital and analogue
clocks using the 24-hour clock.

Read timetables using the 24-hour clock.

Calculate time intervals in seconds, minutes and hours

using digital or analogue formats.

Use a calendar to calculate time intervals in days and

weeks (using knowledge of days in calendar months).

Calculate time intervals in months or years.

Assessment (could be in the form of): Individual work or class test or group work or presentations
Number: Add or subtract any pair of three- and/or four-digit 1 week Group Work
 Strategies for subtraction numbers,with the same number of decimal places,
 Addition strategies including amounts of money. Individual Work
 Find the pairs
Find the total of more than three two- or three-digit
numbers using a written method.
Assessment (could be in the form of): Individual work or class test or group work
Shape, space and measure: Read, choose, use and record standard units to 1 week Group Work
German Swiss International School – Accra The Bilingual Advantage
 Length estimate and measure length, mass and capacity to a
 Perimeter suitable degree of accuracy. Individual Work

Measure and calculate the perimeter of regular and

irregular polygons. Treasure hunts
Assessment (could be in the form of): Individual work or class test or group work
Number: Double any number up to 100 and halve even numbers 2 weeks Group Work
 Finding factors to 200 and use this to double and halve numbers with
 Double and half one or two decimal places, e.g. double 3.4 and half of Individual Work
 Long multiplication 8.6.
 Many methods of multiplication Problem Solving
Find factors of two-digit numbers.
 Positive and negative numbers
 Comparing positive and negative numbers Double multiples of 10 to 1000 and multiples of 100 to
 Prime factors 10 000, e.g. double 360 or double 3600, and derive the
 Factorise it corresponding halves.
 Looking at multiples
 Testing before dividing Multiply or divide three-digit numbers by single-digit
 Can you divide the remainder? numbers.
 What will you do with the remainder?
 Division without carrying Multiply two-digit numbers by two-digit numbers.
 Division with carrying
Multiply two-digit numbers with one decimal place by
 Division problems single digit numbers, e.g. 3.6 × 7.

Order and compare negative and positive numbers on a
number line and temperature scale.

Divide three-digit numbers by single-digit numbers,

including those with a remainder (answers no greater
than 30).

Start expressing remainders as a fraction of the divisor

when dividing two-digit numbers by single-digit
numbers.

Decide whether to group (using multiplication facts and

multiples of the divisor) or to share (halving and
quartering) to solve divisions.

Decide whether to round an answer up or down after

division, depending on the context.

Assessment (could be in the form of): Individual work or class test or group work
German Swiss International School – Accra The Bilingual Advantage
Shape, space and measure: Read and plot co-ordinates in the first quadrant. 1 week
 Positive and negative ordered pairs Group Work
 Goblin caves Predict where a polygon will be after reflection where
 Places in Goblin caves the mirror line is parallel to one of the sides, including Individual Work
where the line is oblique.
Assessment (could be in the form of): Individual work or class test or group work
Handling data: Answer a set of related questions by collecting, 1 week Group Work
 Seedling scale selecting and organising relevant data; draw
 Collecting and recording data conclusions from their own and others’ data and identify Individual Work
 Tally charts etc. further questions to ask.
Problem Solving
Draw and interpret frequency tables, pictograms and bar
line charts, with the vertical axis labelled for example in
twos, fives, tens, twenties or hundreds. Consider the
effect of changing the scale on the vertical axis.
Assessment (could be in the form of): Individual work or class test or group work
Number: Use decimal notation for tenths and hundredths and 1 week Group Work
 Three decimal places understand what each digit represents.
 Converting fractions to decimals Individual Work
 Fractions between Use fractions to describe and estimate a simple
proportion
 Pairs that total 1 and 100 Problem Solving
 Writing ratios Use ratio to solve problems, e.g. to adapt a recipe for 6
 people to one for 3 or 12 people.

Recognise equivalence between the decimal and

fraction forms of halves, tenths and hundredths and use
this to help order fractions.
Assessment (could be in the form of): Individual work or class test or group work
Shape, space and measure: Recognise perpendicular and parallel lines in 2D 2 weeks Group Work
 Measuring angles accurately shapes, drawings and the environment.
 Angles in polygons Individual Work
 Drawing angles Understand and use angle measure in degrees;
measure angles to the nearest 5°; identify, describe and
 Wheels Problem Solving
estimate the size of angles and classify them as acute,
 Parallel lines right or obtuse.
 Perpendicular lines
Calculate angles in a straight line.
Assessment (could be in the form of): Individual work or class test or group work
Number: Recognise odd and even numbers and multiples of 5, 1 week
 Square numbers 10, 25, 50 and 100 up to 1000. Group Work
 Cube numbers
 A powerful page Recognise and extend number sequences. Individual Work
 Powers and prime factors
German Swiss International School – Accra The Bilingual Advantage
 Negative number patterns Know squares of all numbers to 10 × 10.
Assessment (could be in the form of): Individual work or class test or group work
Handling data: Answer a set of related questions by collecting, 2 weeks Group Work
 Averages selecting and organising relevant data; draw
 Sorting out scores conclusions from their own and others’ data and identify Individual Work
 Surveying lengths of words further questions to ask.
 Comparing books
Draw and interpret frequency tables, pictograms and bar
 What do you watch? line charts, with the vertical axis labelled for example in
 How likely? twos, fives, tens, twenties or hundreds. Consider the
 Good chance, poor chance effect of changing the scale on the vertical axis.

Construct simple line graphs, e.g. to show changes in

temperature over time.

Understand where intermediate points have and do not

have meaning, e.g. comparing a line graph of
temperature against time with a graph of class
attendance for each day of the week.

Find and interpret the mode of a set of data.

Assessment (could be in the form of): Individual work or class test or group work
Number: Recognise equivalence between fractions 2 weeks Group Work
 Fractions to decimals and back again
 Find the fraction Recognise equivalence between the decimal and Individual Work
 Everyday Fractions fraction forms of halves, tenths and hundredths and use
this to help order fractions
 Fractions and ratios Presentations
 School ratios
Change an improper fraction to a mixed number

Order mixed numbers and place between whole

numbers on a number line.

Relate finding fractions to division and use to find simple

fractions of quantities.

Use fractions to describe and estimate a simple

proportion
Assessment (could be in the form of): Individual work or class test or group work
Shape, space and measure: Identify and describe properties of triangles and classify 2 weeks Group Work
 Reflecting shapes as isosceles, equilateral or scalene.
 Reflected shaoes Individual Work
 Different triangles Calculate angles in a straight line.
German Swiss International School – Accra The Bilingual Advantage
 Angles in a straight line… Recognise reflective and rotational symmetry in regular
 Rotating squares and other shapes polygons.
 Translations
Understand translation as movement along a straight
line, identify where polygons will be after a translation
and give instructions for translating shapes.
Assessment (could be in the form of): Individual work or class test or group work
Number: Recognise and extend number sequences. 1 week Group Work
 Patterns
Individual Work

Assessment (could be in the form of): Individual work or class test or group work
Shape, space and measure: Measure and calculate the perimeter of regular and 2 weeks Group Work
 Growing triangles irregular polygons.
 Finding the areas of rectangles Individual Work
 Areas of rectangles Understand area measured in square centimetres (cm 2).
 Areas of more complicated shapes
Use the formula for the area of a rectangle to calculate
 Use the formula
the rectangle’s area.
 A classroom plan
 Fractions of the classroom Read, choose, use and record standard units to
 Scale drawing estimate and measure length, mass and capacity to a
 Scaling up suitable degree of accuracy.
 Units of mass
 Estimating and measuring mass Read and plot co-ordinates in the first quadrant.
Assessment (could be in the form of): Individual work or class test or group work
Shape, space and measure: Visualise 3D shapes from 2D drawings and nets, e.g. 2 weeks Group Work
 Nets and boxes different nets of an open or closed cube.
 Find the surface area Individual Work
 Complete the shape Identify and describe properties of triangles and classify
as isosceles, equilateral or scalene.
 Areas of shapes Presentations
 Double the dimensions
Understand area measured in square centimetres (cm 2).
 Naming triangles
 Set squares Use the formula for the area of a rectangle to calculate
the rectangle’s area.
Assessment (could be in the form of): Individual work or class test or group work or presentations
Handling data: Answer a set of related questions by collecting, 2 weeks Group Work
 Sunflower survey selecting and organising relevant data; draw
 Food Investigations conclusions from their own and others’ data and identify Individual Work
 Range, mode and median further questions to ask.
 Finding the mean Problem Solving
Draw and interpret frequency tables, pictograms and bar
line charts, with the vertical axis labelled for example in
German Swiss International School – Accra The Bilingual Advantage
twos, fives, tens, twenties or hundreds. Consider the
effect of changing the scale on the vertical axis.

Construct simple line graphs, e.g. to show changes in

temperature over time.

Understand where intermediate points have and do not

have meaning, e.g. comparing a line graph of
temperature against time with a graph of class
attendance for each day of the week.

Find and interpret the mode of a set of data.

Assessment (could be in the form of): Individual work or class test or group work
Number: Use decimal notation for tenths and hundredths and 2 weeks Group Work
 Showing decimals on a number line understand what each digit represents.
 What is in between? Individual Work
 Making use of decimals Recognise equivalence between fractions.
 Fraction additions and subtractions
 Adding and subtracting different fractions
 Using ratios in measuring
 Mixing colours
Assessment (could be in the form of): Individual work or class test or group work
Handling data: Answer a set of related questions by collecting, 2 weeks Group Work
 Thermometer scales selecting and organising relevant data; draw
 Favourite meals – healthy meals? conclusions from their own and others’ data and identify Individual Work
 What’s in your snack? further questions to ask.
Presentations
Draw and interpret frequency tables, pictograms and bar
line charts, with the vertical axis labelled for example in
twos, fives, tens, twenties or hundreds. Consider the
effect of changing the scale on the vertical axis.

Order and compare negative and positive numbers on a

number line and temperature scale.

Calculate a rise or fall in temperature.

Assessment (could be in the form of): Individual work or class test or group work or presentations
Number: Recognise equivalent fractions 2 weeks Group Work
 Multiplying decimals
 Multiplying decimals by big numbers Multiply and divide any number from 1 to 10 000 by 10 Individual Work
 Estimate the answers or 100 and understand the effect.
 Equivalent fractions
Understand percentage as the number of parts in every
 Fraction problems
100 and find simple percentages of quantities.
German Swiss International School – Accra The Bilingual Advantage
 Percentages
Express halves, tenths and hundredths as percentages.
Assessment (could be in the form of): Individual work or class test or group work
Shape, space and measure: Visualise 3D shapes from 2D drawings and nets, e.g. 2 weeks
 Triangles on geo-boards different nets of an open or closed cube.
 Making cubes and cuboids
 Is it a prism? Identify and describe properties of triangles and classify
as isosceles, equilateral or scalene.
 Making prisms
 Making pyramids
 Matching shapes to their nets
Assessment (could be in the form of): Individual work or class test or group work

General Competences:

Mental strategies

Know by heart pairs of one-place decimals with a total of 1, e.g. 0.8 + 0.2.

Derive quickly pairs of decimals with a total of 10, and with a total of 1.

Know multiplication and division facts for the 2× to 10× tables.

Know and apply tests of divisibility by 2, 5, 10 and 100.

Recognise multiples of 6, 7, 8 and 9 up to the 10th multiple.

Know squares of all numbers to 10 × 10.

Find factors of two-digit numbers.

Count on or back in thousands, hundreds, tens and ones to add or subtract.

Add or subtract near multiples of 10 or 100, e.g. 4387 – 299.

Use appropriate strategies to add or subtract pairs of two- and three-digit numbers and numbers with one decimal place, using jottings where necessary.

Calculate differences between near multiples of 1000, e.g. 5026 – 4998, or near multiples of 1, e.g. 3.2 – 2.6.

Multiply multiples of 10 to 90, and multiples of 100 to 900, by a single-digit number.

Multiply by 19 or 21 by multiplying by 20 and adjusting.

Multiply by 25 by multiplying by 100 and dividing by 4.

German Swiss International School – Accra The Bilingual Advantage

Use factors to multiply, e.g. multiply by 3, then double to multiply by 6.

Double any number up to 100 and halve even numbers to 200 and use this to double and halve numbers with one or two decimal places, e.g. double 3.4 and half
of 8.6.multiples of 10 to 1000 and multiples of 100 to 10 000, e.g. double 360 or double 3600, and derive the corresponding halves.

Problem solving
Using techniques and skills in solving mathematical problems

Understand everyday systems of measurement in length, weight, capacity, temperature and time and use these to perform simple calculations.

Solve single and multi-step word problems (all four operations); represent them, e.g. with diagrams or a number line.

Check with a different order when adding several numbers or by using the inverse when adding or subtracting a pair of numbers.

Use multiplication to check the result of a division, e.g. multiply 3.7 × 8 to check 29.6 ÷ 8.

Recognise the relationships between different 2D and 3D shapes, e.g. a face of a cube is a square.

Estimate and approximate when calculating, e.g. using rounding, and check working.

Consider whether an answer is reasonable in the context of a problem.

Using understanding and strategies in solving problems

Understand everyday systems of measurement in length, weight, capacity, temperature and time and use these to perform simple calculations.

Choose an appropriate strategy for a calculation and explain how they worked out the answer.

Explore and solve number problems and puzzles, e.g. logic problems.

Deduce new information from existing information to solve problems.

Use ordered lists and tables to help to solve problems systematically.

Describe and continue number sequences, e.g. –30, –27, �, �, –18...; identify the relationships between numbers.

Identify simple relationships between shapes, e.g. these triangles are all isosceles because ...

Investigate a simple general statement by finding examples which do or do not satisfy it, e.g. the sum of three consecutive whole numbers is always a multiple of
three.

Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.
German Swiss International School – Accra The Bilingual Advantage
Solve a larger problem by breaking it down into sub-problems or represent it using diagrams.