REPUBLIC OF RWANDA

MINISTRY OF EDUCATION.

NATIONAL CURRICULUM DEVELOPMENT

CENTRE (N C D C)
P.O.BOX 622-KIGALI.

MATHEMATICS CURRICULUM FOR UPPER PRIMARY EDUCATION (P4, P5, P6)

Kigali, July 2005.

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 I. INTRODUCTION

Mathematics is one of the disciplines which give a learner logic reasoning and coherent thinking and enable him or her to follow other
subjects effectively. Mathematics is also a tool of learning other disciplines at primary level (e.g. STE., Geography,…. )

II .GENERAL ORIENTATION

A holistic approach for the teaching of Mathematics in primary education is highly recommended. In other words, all the branches that are
supposed to be taught (arithmetic, metric system, geometry, algebra, graphics and their interpretations) cannot be separated.
As such they can not appear, separately on the school timetable. The teaching of Mathematics will be so useful, to the extent that, it will
expose the learner to a lot of exercises which will make them acquire the basic, simple notions/knowledge of Mathematics.
Pupils will be encouraged to participate in all activities so as to get used to the principles and the language of mathematics.

III. GENERAL OBJECTIVES

1) Apply the acquired knowledge to solving mathematics problems

2) Solve everyday problems that need quick application of simple mathematical principles
3) Exploit the acquired mathematics applications so as to use them later in the pupils’ future training.

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IV. CURRICULA

CURRICULUM: PRIMARY FOUR

SPECIFIC OBJECTIVES CONTENTS METHODOLOGY NOTES

At the end of primary four, the

learner should be able to: Chapter 1. Numeration and operations :

A. Whole numbers

1) Read and write a number -Read and write a number that is less or equal to -Make pupils read given numbers that are less than or
that is less than or equal 100 000 equal to 100 000
to 100 000 -Break up a number that is less or equal to 100 000 -Ask pupils to do exercises after the explanations of
2) Break up into Units, tens, in units, tens, hundreds, thousands. the teacher.
hundreds, thousands of - To do the decomposition of a number using the
numbers less than or multiplication table.
equal to 100 000.

3) Compare 2 numbers -Comparing whole numbers between 0 and 100 000 -Compare numbers, two by two using the signs <, >
between 0 and 100 000 -Descending, ascending order of numbers between and =
using the signs < , > and 0 and 100 000 -Arrange them, either in the ascending, or descending
= order

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4) Make additions of whole -Addition of whole numbers whose total sum does -Make operations in the multiplication table, putting
numbers, whose total not exceed 100 000 the figures in their right places.
sum does not exceed -Ask pupils to complete arithmetic progressions, in
100 000 the ascending or descending order, using additions or
subtractions, of successive numbers, and of a
constant number (reasoning)

5) Complete an ascending -Ascending arithmetic progression

arithmetic progression

6) Do subtractions of whole -Subtraction of whole numbers between 0 and

numbers that are in 100 000
between 0 and 100 000

7) Complete a descending -Descending arithmetic progression

arithmetic progression

8) Do multiplications of a -Multiplication of a number by a number of two -For the multiplication, use the vertical position;
number by a number of digits using examples, illustrate the properties of
two digits or more, where multiplication
the total sum does not
exceed 100 000

9) Do divisions of a whole -Exact division ( the remainder is 0 )

number inferior to 100 -Division where the remainder is not 0
000 by a number of two
digits or more, the
quotient being a whole
number

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10) Do quick calculations -The product of a number with two digits by 10, -To make easy quick calculations, refer to calculation
100, 1 000, 10 000 rules.
11)Solve problems related to - The quotient of a pair number with two figures by
Everyday life, where the four 2.
fundamental operations are -The exact division of a number with two figures,
applied. by a number with one figure

12)Solve problems of The problems on the four fundamental operations. -Using examples make the pupils solve the problems
Unequal shares : of unequal sharing.
-knowing the difference
of the two shares
-One of the two shares is The unequal shares :
a multiple of the other. -knowing the difference of the two shares
-One of the two shares being a multiple of the other

At the end of primary four, B. Decimal numbers

the learner should be able
to:

1. Read and write decimal -Reading and writing decimal numbers with 3 -Make pupils read given decimal numbers, showing
numbers, 3 decimal decimal places or more clearly the whole part, and the decimal part.
places or more

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 2. Compare a decimal -Comparing decimal numbers between themselves, -Show the relationship between decimal numbers and
number with a whole between whole numbers and decimal numbers whole numbers, the use of decimal numbers in the
number; 2 decimal -Ascending or descending order of decimal conversion of quantitative measurements
numbers using the sign <, numbers
> and = -Particularly insist on the place of the coma in written
decimal numbers ( the coma is replaced by a point in
English systems )

-To point to the role of zero depending on where it is

situated ( especially in the decimal part )
Example : 0,45; 4,05 ; 4,50 ; compare 4,05 and 4,50

-For one to apply the 4 operations in decimal

numbers, point out the position of the coma, in the
results of each operation.

3. Do the 4 fundamental -Addition and subtraction of decimal and whole

operations on decimal numbers numbers
and whole numbers. -Multiplication of a decimal number by a whole
number of 2 digits or more

Division :
-of a whole number by a whole number of 2 digits
or more, the quotient having one decimal or more
-of a decimal number by a whole number of one
figure , the quotient having two 2 decimal numbers
or more

Multiplication or Division of a whole number or

one decimal number by 10, 100, 1 000.

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 At the end of primary four, the C. THE FRACTIONS
learner should be able to:

1- Read and write fractions Reading and writing fractions -Introducing fraction lessons using appropriate
that do not go beyond a teaching aids, should think of using the fractioning
unit method

2- To show a fraction in a Showing a fraction in a drawing -Illustrate, graphically, some fractions that are
drawing inferior to a unit.

3- Compare the fractions Comparison of fractions : -Make pupils discover the rational order of fractions.
Example: 1/2; 1/4; 1/8; 1/10…on stickers, or on
-of the common denominator ( the denominator is simple objects that are familiar with the children.
a whole number ) Example: fruits, baguettes,
-of the same numerator
-Increasing and decreasing order of fractions of the
same denominator or the same numerator.

4- Simplify the fractions Simplification of fractions whose numerator is -To show the relationship between fractions and the
Whose numerator is formed by one digit and the denominator of 2 digits whole numbers, the fractions and decimal numbers
made up of one digit, and or more
the denominator made up
of, two digits or more.

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 5. Apply four fundamental Addition and subs traction of fractions with the -To do varied exercises with various operations using
operations with the fractions same denominator. fractions.
and the whole numbers, Completing a fraction to make a unit.
Multiplication and division of a fraction by a whole
number and by a fraction.

Fractions of a whole number ( ex. : 2/3 of 15 )

Converting fractions in decimal numbers and vice-
versa

6- Solve problems with Problems with fractions

fractions

At the end of primary four, the Chapter II. METRIC SYSTEM

learner should be able to:
A. MEASUREMENT OF LENGTH

1. Recite, read and write Reading, writing length measurements -To use appropriate teaching aids, to teach the length
length measurements measurements, the measurements of capacity, mass
measurements, of volume, of surface and of time.

2. Read a given length The length in meters. (m)

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 3. Convert measurements Conversion of length measurements -To use the table to convert measurements
of length between
themselves
Mathematical problems that involve of -To show the relationship of sizes between: volume,
4. Solve problems where measurement of length mass, and capacity
there are length
measurements

B. MEASUREMENTS OF CAPACITY
At the end of primary four, the
learner should be able to:
Reading and writing the measurements of capacity

1.Recite, read and write the

measurements of capacity To convert the measurements of capacity between
themselves( from hl to ml)
2. To convert the
Measurements of
capacity between
themselves Problems that involve the measurements of
capacity.
5. Solve problems using
Measurements of
capacity

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 C. MEASUREMENT OF MASS
At the end of primary four, the
learner should be able to:

Reading, writing the measurement of masse

1. Recite, read and write
measurements of masses
Using different types of balances ( Beam, scale
2. Use different types spring balances, weight balances ) in weights
Of balances in weights

Multiples and sub multiples of mass unit ( from the

3. Convert measurement tone (t) to the mg)
of masses, between Conversion of measurement of masses between
themselves themselves

Problems that involve measurement of mass

4. Solve problems where
the measurement of
masses are involved

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 D. SURFACE MEASUREMENT
At the end of primary four, the
learner should be able to:

-Know the surface and the unit for the surface

1. Recite, read and write Reading, writing the measurements of the surface
area measurement including the land measurements
including land
measurements
Conversion and comparison land measurements
2. Convert and compare the with the measurements for the surfaces
land measurements with
the surface
measurements.

Problems involving measurements of surface and

3. Solve problems where the land measurements.
surface measurements
and the land
measurements are
involved

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 E. THE MEASUREMENT OF TIME
At the end of primary four, the
learner should be able to:

Reading and using the calendar

1. Read and use a calendar
Read the hour up to the minute
2. Read the time up to the
minute
Solving problems where dates and hours are
3. Solve problems that involved.
include dates and hours

F. THE MONEY
At the end of primary four, the
learner should be able to:

Practical problems related to utilisation of Rwandan

Solve practical problems money
related to utilisation of Rwandan
money in everyday life

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 Chapter III:
At the end of primary four, the
learner should be able to: GEOMETRY

A. The straight Lines

The vertical, oblique and horizontal straight lines -To make pupils discover, the different positions of
1.Draw and identify the straight straight lines, and the different types of angles
lines

-The parallel straight lines -To show to the pupils the common apparatus in
2. Recognise and the parallel -The cutting straight lines: geometry: the graduated ruler, the square, the
straight lines, cutting lines, and -The perpendicular straight lines campus, and protractors.
the different types of angles -The non perpendicular straight lines
-The different types of angles: acute angle, obtuse,
right angle, straight/right angle, and flat angles.

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At the end of primary four, the B. The geometrical figures
learner should be able to:

1. Recognise, compare, and draw The geometrical figures and their properties: -Proceed to observing and analysing the geometrical
the different geometrical figures, -Quadrilateral: figures cut in cartons
using their properties -square -To train pupils to construct themselves, the
-rectangular geometrical figure, in cartons, or in other materials
-rhombus
-parallelogram

Isosceles
Trapezium Rectangle
Scalene

Equilateral
Triangle Isosceles
Rectangle
Scalene
-Circle

-Number of angles, number of parallel sides, equal

sides, radius, and height.

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2. Calculate the parameter and Parameter and area of a square, a rectangle, a -To invite the pupils to calculate by themselves, their
the area of a given figure. parallelogram, a rhombus, a trapezium, and a circle. parameters, and areas. (of the different geometrical
figures)
- By choosing simple problems, make pupils apply
the formula,that they have studied, to calculate the
parameter, and the area of certain given figures: a
square, a rectangle, a parallelogram, a rhombus, a
trapezium, and a circle.

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DISTRIBUTION: CLASS FOUR PRIMARY SCHOOL

FOURTH YEAR: 1ST TERM

Week NUMERATION AND METRIC SYSTEM GEOMETRY

OPERATION
1 Reminders Reminders Reminders
2 A. The whole numbers A. Measurement of length A. Straight lines and Angles

Reading, writing and decomposition -reading and writing the measurements of -the straight vertical lines
of a number, inferior or equal to length, the length in (m)
100 000
3 -comparing whole numbers between - conversion of measurements of length -the oblique straight lines
0 and 100 000
-increasing or decreasing order
4 - addition of whole numbers whose -conversion of measurements of length -the horizontal straight lines
total sum does not make more than
100 000
-increasing arithmetic progression
5 -Subs traction of whole numbers -problems with length measurements the parallel straight lines
between 0 and 100 000
-decreasing arithmetic progression

6 -Multiplication of one number with -problems with length measurements The parallel straight lines
another number, that has got two
digits or more

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7 -exact division (the remaining is 0) B. Measurement of capacity
-the division where the remaining is
not 0 -read and write measurements of capacity -the cutting straight lines:
-the non perpendicular straight lines
8 -quick arithmetic -conversion of measurements of capacity the cutting straight lines:
-the perpendicular straight lines
9 -problems with the four fundamental -problems of the measurements of capacity -the different types of angles
operations
10 -revision -revision Revision
11 -exams -exams Exams

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FOURTH YEAR: 2ND TERM

Week NUMERATION AND METRIC SYSTEM GEOMETRY

OPERATION

1 Reminders Reminders Reminders

2 B. The decimal numbers C. Mass measurements B. The geometric figures

-The decimal numbers -Read and write the mass measurements Square: properties and
-Read and write the decimal -different types of balances construction of a square
numbers with 3 decimals
3 - Comparison of decimal numbers - weighing and comparison of masses Square: perimeter, surface and
- Ascending or descending order exercises
of numbers
4 Addition and subtraction -conversion of mass measurements Rectangle: properties and
construction
5 Addition and subtraction -problems Rectangle: parameter, surface and
Exercises
6 Multiplication Parallelogram:
Properties, construction,
_______________________ parameter, surface and
exercises
7 Division of decimals by a whole D. Area measurements
number -Reading and writing area measurements Rhombus: properties and
construction
8 Division of decimals by a whole Conversion of measurements of area and land Rhombus: parameters, area and
number with 2 digits measurement Exercises
9 Multiplication or division by 10, -problems with area measurements and the Trapezium: properties and

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 100, 1000 land measurement. construction
10 Multiplication and division -problems Trapezium: parameters, area and exercises

11 Problems with unequal sharing problems Exercises + problems

12 Revision Revision Revision

13 Exams Exams
Exams

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FOURTH YEAR: 3RD TERM

Week NUMERATION METRIC SYSTEM GEOMETRY

and OPERATION
1 Reminders Reminders Reminders
2 C. The fractions E. Measurements of time C. The geometric
-reading and the use of the calendars figures
-Reading, writing and
representation of fractions Triangle: properties
and construction

3 Triangle: different
Comparison of fractions -reading the time, up to the minutes types of triangles

4 Simplifying the fractions -reading the time, up to the minutes Triangle: perimeter
and area
5 Addition and subtraction of - solve problems with dates and time Problems with the
fractions triangle
Complement of a fraction

6 Addition and subtraction of -solve problems with dates, hours and Circle: properties and
fractions minutes construction
Complement of a fraction
7 Multiplication and division of a -solve problems with dates, hours and Circle: circumference
fraction with a whole number minutes

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8 Multiplication and division of -Problems with dates, hours and Circle: area
fractions between themselves minutes

9 Conversion of fractions into F .Money Exercises + Problems

decimal numbers and vice-versa -Problems with manipulation of
Rwandan money
10 Problems with fractions Idem Problems

11 Revision Revision Revision

12 Exams Exams Exams

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CURRICULUM: 5TH YEAR OF PRIMARY EDUCATION

SPECIFIC OBJECTIVES CONTENT METHODOLOGICAL NOTES

Chapter1. NUMERATION AND
OPERATIONS

At the end of primary five, the A. The whole numbers

learner should be able to:

1. Read and write numbers - Order and classification of numbers, not -To remind the pupils, the order, the classification, and
that are not more than 1000 exceeding 1000 000 the comparison of numbers with 6 or more digits
000 -To train pupils to write and read a number that does
not exceed 1 000 000, using the numeration table
-Starting from a typical exercise, invite the pupils to
compare numbers that are not more 1 000 000

2. Compare the numbers -Comparison of the numbers that do exceed

that do not exceed 1000 000 1000 000, using the signs <, > and =

- ascending and descending order of numbers,

that do not exceed 1000 000

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3. Do the four operations, on -Addition and subs traction -Starting with typical exercises, to train pupils to apply
the whole numbers, where -Arithmetic progression the 4 fundamental operations
the results do not exceed - Multiplication with whole -To give examples, in introducing the ascending and
1000 000 numbers descending arithmetic progression
-The properties of addition and multiplication: -To remind the pupils, the techniques of quick
calculation, through examples.
-commutative
-associative
-distributive property of
the multiplication in
relation to addition and
subtraction
- exact division ( the remainder is 0 )

Rules for first calculation

The product of a number with 3 digits or more
with 5, 9, 10, 11, 19, 20, 25, 49, 50, 99, 100
The complement of a number with 3 figures so
as to end up with a number that ends with 0 and
does not exceed 1000
The quotient of an even number with 3 digits
by 2

To cast out nines

The characteristics of divisibility by 2, 3, 4, 5,
8, 9, 11, 25, 125

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4. Split up a number, into a -Identification of prime/common factors -Starting with typical exercise, lead pupils splitting up
prime/common factor -To split up into the product of prime/common numbers into prime/common factor products
product factors

5. Calculate the highest Divisor of a number -To lead learners in calculating the highest common
common factor, and the The common divisor of numbers factor, and the lowest common factor
smallest common multiple, The highest common factor of numbers
with 3 numbers or more, Multiples of a number
and with 3 digits or more Common multiples of numbers
The lowest common multiple of numbers

6. Solve problems of Unequal shares: - For the unequal sharing, to use real or less real
unequal sharing -Knowing the difference teaching aids
of shares
-One share being the
multiple of the other,
-Knowing the quotient of
the shares

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 7. Calculate the arithmetic The arithmetic average -Lead pupils in calculating the average of the school
average of 2 or many results/ class results
numbers

8. Convert a whole number System of numeration/notation - make the pupils discover the numeration system
written in the base of 10 into -decimal numeration rounding up the lines in groups, corresponding to each
a number written in the base -numeration in the base of 2, 3 and 5 base
of 2; 3; 5 -passing from base 10 to bases 2, 3 and 5 -starting with examples, train pupils to counting in a
given base
To show the process a written whole number in base
10, and a number written in base 2, 3, 5
-To do the practical exercises

At the end of primary five, the B. The decimal numbers

learner should be able to:

1. Read and write the Reading and writing of decimal numbers - make the learners read and write, decimal numbers,
decimal numbers distinguishing the whole numbers and the decimal
numbers
2. Compare a whole number Comparison of the whole numbers with decimal
with a decimal number, the numbers. To show learners the procedure of making
decimal numbers between Comparison of the decimal numbers between comparisons:
themselves using the signs themselves, ascending and descending order of Compare the whole numbers with themselves, and the
<, > and = decimal numbers decimal numbers between themselves

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3. Apply the 4 operations with the Addition and subtraction of decimal numbers - To apply the rules of each of the 4 fundamental
decimal numbers Multiplication of decimal numbers with a whole operations
number and decimal numbers between
themselves. - To do exercises respecting the appropriate rules for
Division: each operation
- Of a decimal number by a whole number,
the quotient having 3 decimals or more
of a whole number or a decimal number
by a decimal whose quotient has 3
decimals or more

Unlimited division
Division of a whole number with a whole
number, the quotient does not exceed 3
decimals
The rules of multiplication and division of a
decimal number by 10, 100, 1000, 10 000

At the end of primary five, the C. The Fractions

learner should be able to:

1. Read and write the

Reading and writing and comparison of
fractions whose common
fractions.
denominator does not
exceed 1000

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2. Convert: Conversion of a fraction into a mixed fraction
- A fraction into improper and vice versa
fraction and vice versa Conversion of a decimal number into a fraction
-A decimal number into a and vice versa
fraction and vice versa

3. Carry out the 4 Addition and subtraction of fractions whose

fundamental operations on common denominator does not exceed 1000
fractions Rules of multiplication and division:
- of a whole number with a fraction
- of two fractions

4. Solve problems related Problem solving related with: - introduce the notion of purchasing and selling, using
with: -Purchasing prices, selling prices, income, everyday life examples
-purchasing and selling Profit and loss -Starting with typical problems, make pupils solve
-rule of three -the rule of three, simple direct, reversed problems that have got to do with purchasing and
-percentages - to percentages selling
-Starting with typical problems make pupils solve
problems using the rule of three
-Starting with school/class results make pupils
calculate the percentages

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At the end of primary five, the Chapter II. THE METRIC SYSTEM
learner should be able to:
A. The measurement of length

1. Carry out operations with Exercises with the measurements of length - Use the conversion table, with appropriate teaching
measurements of length Problems with the measurements of length aids
- Starting with typical problems, train pupils to solve
those problems using the measurements of length

2.Look for the interval number Intervals between objects on an open line or a - Use the converting table, and the appropriate teaching
between different objects found on closed line aids
an open line or closed line - Starting with a typical problem, train pupils to solve
problems, using the measurements of length
-Using teaching aids, that are obtained from outside the
classroom

3.Look for the number of the Objects along an open line or a closed line
objects, one can find along an
open line, or a closed line

4.Solve the problems on the Problems on intervals -Starting with typical problems, train pupils to solve
intervals, the lines could be open the problems, involving intervals
or closed
-Using real and semi real materials, make the pupils
5. Calculate the real size, the size The scale, real size and size on scale discover the real magnitude and the magnitude on the
on scale, the scale, knowing 2 of scale
its 3 sizes - To train the pupils to solving the problems, using the
scale.

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 At the end of primary five, the B. Measurement of capacity
learner should be able to:

1. Do the operations on Remind the pupils of the measurements of - Use the conversion table, and the appropriate teaching
the operations of capacity capacity aids

2. Solve the problems with Problems on the measurement of capacity -Starting with typical problems, train the pupils to
the measurements of solve the problems, using the measurements of capacity
capacity

At the end of primary five, the C. Measurement of mass

learner should be able to:

1.Do the operations on the Remind the pupils the measurements of masses To use the conversion table, and the appropriate
measurements of masses teaching aids

2. Make the Calculation of the net mass, the gross mass , To use appropriate materials
difference between the net and the tare
mass, the gross mass, the
tare, and calculate them
knowing 2 of the 3

3. Solve mathematical Mathematical problems that involve the Starting with typical problems, to train pupils to
problems that involve mass measurements of mass solving problems that involve measurements of masses.

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At the end of primary five, the D. The measurement of surface
learner should be able to:

1. Work out operations To remind the pupils the measurements of - To use the conversion table, and the appropriate
using the measurement of surface and the land measurements teaching aids
surface and the land
measures - Starting with typical problems, train the pupils to
solve the problems, using the measurements of the
2. Solve the problems using surface, and the land measurement
the measurements of
surface, and the land
measurements

At the end of primary five, E. Measurements of volume

the learner should be able
to:

1. Recite, read write the The notion of the volume

measurements of the volume Reading and writing the measurements of the - Use concrete materials
volume - Use the conversion table, and the appropriate teaching
Reading and writing the measurements of aids
firewood

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 2. Convert the Converting the measurements:
measurements of volume -volumes between
themselves
-of measurements of fire woods between
themselves
-the volumes in
measurements of the
volume and of the
firewood, and vice
versa

3. Solve the problems using Solving the problems using the measurements Starting with typical problems, to make pupils solve
the measurements of the of the volume the problems, involving the measurements of volume
volume and the measures of
firewood.

At the end of primary five, F. The relationship between, measurements

the learner should be able to: of volume, of capacity and of masses, in the
case of water

1. Match the measurements of The relationship between the measurements of To do some experiments with water
volume, or the measurements of volume, or of capacity, and the measurements - Starting with typical exercises, train the pupils to do
capacity and the measurements of of masses, in the case of water. the exercises of conversion of measurements of volume
masses, in the case of water Exercises on the relationship between the into the measurements of capacity and or of masses in
measurements of the volume and of the the case of water and vice versa

31
 capacity and of the masses in the case of water.

2. Solve the problems using Problems that involve the relationship between Starting with typical problems, train the pupils to solve
the relationship between the the measurements of volume, of capacity and of the problems that involve the relationship between the
measurements of the masses in the case of water measurement of the volumes, of the capacity and of
volume, of the capacity and the masses
of the masses in the case of
water

At the end of primary five, the G. The measurement of time

learner should be able to:

1. Convert the measurement Converting the measurement of time: -To use the appropriate teaching aids
of time - hours into minutes and -To train the pupils to convert the
seconds, or the minutes measurement of time
and seconds into hours, hours into days and
vice verse

2. Work out the 4 operations Operations involving the measurement of time.

using the measurement of
time

3. Solve mathematical Problems that involve dates and hours Starting with the typical problems, to train the pupils in
problems that involve dates solving the problems that involve dates and hours
and hours

32
 CHAPTER III: GEOMETRY

At the end of primary five, A. The straight lines and the angles
the learner should be able
to:

1.Define and draw a straight A straight line, semi-straight, and a segment of -Proceed to reminding the learners of some notions
line, a half straight line and a a straight line learnt in 4th year
segment of a straight line - Lead learners to recognizing and drawing the half
straight, and the segments of a straight line

2. Determine the relative The relative position of straight lines and the -To make the learners discover, the different positions
positions of straight lines, different types of angles of straight lines
and to recognize the
different types of angles
To measure an angle Measuring angles using a protractor -To train learners in using a protractor, to measure the
angles

3. Construct angles, using Construction of angles from 0 degrees to 360 -Train the learners to use a protractor, a square, a
appropriate apparatus degrees campus, a graduated ruler, to construct angles

33
 4. Recognize and determine Adjacent angles, complementary and Make learners understand Adjacent angles,
the adjacent angles. supplementary angles opposite to the top of the complementary and supplementary angles opposite to
Complementary angles, triangle the top of the triangle
supplementary angles
opposite the top of the
triangle.

B. The geometrical figures

At the end of primary five, the
learner should be able to:

Problems related with the construction of Using the appropriate apparatus, to draw the visible
1. Solve the problems that are geometrical figures and of visible straight lines straight lines, in a triangle, and the pupils put into
related with the construction of ( bisecting lines, mediating line, median, and groups, imitate the model drawn by the teacher
geometrical figures height) in a triangle

2.Define and construct an Definition and construction of an hexagon, an Using the appropriate apparatus, to construct/draw, an
hexagon, and an octagon octagon and their elements hexagon, an octagon, and identify their elements

3. Calculate the perimeter and the Parameters and surface an hexagon and an Starting with typical problems, to train the pupils to
surface of an hexagon and an octagon solve the problems, that involve geometric figures
octagon

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 4. Solve the problems, that Problems that involve the geometric figures
involve the geometrical
figures
C. The solids
At the end of primary five, the
learner should be able to:

1. Define the cube, parallelepiped, The cube: -Using appropriate apparatus, make, pupils, now put
and a cylinder, calculate their into groups, to construct and develop the cube, the
surface and their volume, to Properties, expansion, area and volume parallelepiped, and the right cylinder
realize the expansion of those - Guide the pupils to discover the formulae used to
solids The parallelepiped: calculate the area and the volume of those solids

Properties, expansion, area and volume

The right cylinder:

Properties, expansion, area and volume

2. To solve the problems Problems involving geometrical solids -Starting with typical problems, train pupils to solve
involving the geometric the problems that involve geometric solids
solids

35
 Chapter IV. THE STATISTICS
At the end of primary five, the
learner should be able to:

To determine the mode, the scope, -Statistical data -Starting with an example, help the pupils to draw a
and calculate the average of a sequence table, of a statistical series
statistical series Example: the age of the pupils of one class, -Make the pupils discover certain characteristics of
their heights, their class results, daily statistical series
temperatures, the number of HIV, and AIDS
victims per year, in a given country

-The repetition rate, the mode and the average

-The statistical scope

At the end of primary five, the CHAPTER V. : THE NOTION OF A SET

learner should be able to:

1. Represent the elements of a set, -From the facts of everyday life, to bring out the notion
- Representation of the elements of a set in the
in a diagram of Venn diagram of Venn of a set and its elements :
Examples: pupils of a given classroom,…
- Definition of a set in extension -Represent the elements of a set in a diagram of Venn
- Train the pupils to make a definition of a set in

36
 extension
2. Define a set in extension -Use correctly the symbols of membership and - Train the pupils, put into groups, to use the symbols
non membership, of inclusion and non inclusion of membership and non membership, of inclusion and
non inclusion

3. Identify the membership, and

Do exercises on the membership, and the
the inclusion of a set with another
inclusion
one

37
DISTRIBUTION OF LESSONS: 5TH CLASS OF PRIMARY EDUCATION
FIRST TERM

NUMERATION AND METRIC SYSTEM GEOMETRY

OPERATIONS
1.

The whole numbers To remind and do exercises on the measurements of length The straight line, a semi- straight line, a
-Order and categories of numbers that To solve problems that involve the measurements of length segmented straight line
do not exceed 1000 000
-Comparison of numbers that do not
exceed 1000 000 using the signs <, >
and =
- the increasing and decreasing order
2.
Addition and subtraction Intervals between objects on a closed or open line The relative positions of straight lines
Progressive arithmetic

3.
Multiplication with whole numbers Objects on a closed or open line The different types of angles

4. Characteristics of the addition and the Problems on intervals Measurements of angles using the
multiplication protractors
-Commutative, associative and
distributive laws

5. Division without a remainder The scale, real size, scale of sizes Construction of angles from 0 degrees
to 360 degrees

38
6. The rules of quick arithmetic:
- The product of a number with 3 The adjacent angles, the complementary
digits or more by 5, 9, 10, 11, 19, 20, _______________________________________ angles, and the supplementary angles
25, 49, 50, 99, 100
7.
The complement of a number with 3 To remind the pupils the measurements of capacity The angles that are opposite on the top
figures, so as to get a number that end
up with 0, and that does not exceed
1000
8.
The quotient of an even number with 3 Problems involving the measurements of capacity Constructing geometrical figures
digits and with 2 figures
The Triangle
To cast out nines

9 The divisibility rules of with 2, 3, 4, 5, To remind the pupils, the measurements of masses The distinct straight lines of a triangle
8, 9, 11, 25, 125
10. Revision Revision
Revision
11.
Exams Exams Exams

39
5TH CLASS / SECOND TERM

NUMERATION AND METRIC SYSTEM GEOMETRY

OPERATIONS
1.
-Identification of a prime number To calculate the mass net, mass brut, and the tare The distinct straight lines of a triangle
- Decomposition of products into
common/ prime factors

2.
-The divisor of a number The problems involving the measurements of masses
-The commons divisors of numbers _____________
-The highest common divisor of
numbers
-The multiple of a number
-The lowest multiple of numbers

3.
Unequal shares: To remind the pupils the measurements of the surface and Definition and construction of an
Knowing the difference of the shares the land measurements Hexagon with all its characteristics
One of the shares, being the multiple of
the other

4. Unequal shares: To solve problems that involve the measurements of Perimeter and area of an Hexagon
Knowing the quotient of two or many surface
shares

40
5. The average in arithmetic To solve problems that involve land measurements Definition and drawing of an octagon
The numbering system with all its characteristics

6.
-Reading and writing decimal numbers The measurements of the volume: Perimeter and area of an octagon
-To compare decimal numbers between -Notion of the volume
themselves -Reading and writing the measurements of the volume
-Increasing and decreasing order
7. Addition and subtraction of decimal -Reading and writing the measurement of firewood Problems that involve geometrical
numbers figures
8.
Multiplication of a decimal number To convert the measurements: The cube: the properties
with a whole number, and with two -Of volumes between them Its development
decimal numbers between themselves -Of firewood between them
9.
Division: To convert the measurements of volumes into the The cube: area and the volume
-of a decimal number with a whole measurements of firewood, and vice versa
number, the quotient having 3 decimal
numbers or more
-of a whole number or a decimal
number by a decimal number, the
quotient having 3 decimals or more

10. Unlimited division To solve the problems that involve the measurements of The parallelepiped:
volume and the measurements of firewood -Properties
-Development

41
11.
Division of a whole number with - To solve the problems involving the measurements of The parallelepiped:
another whole number, whose quotient volumes -the surface
does not exceed 3 digits - the volume
-The multiplication , and division rules
of a simple decimal by 10, 100, 1000,
10 000

12.
Revision Revision Revision

13.
Exams Exams Exams

42
5TH CLASS / THIRD TERM

NUMERATION AND METRIC SYSTEM GEOMETRY

OPERATIONS

1. The fractions: Relationship between the measurements of the volume or The straight cylinder:
-Reading, writing, and comparing the measurements of capacity, and the measurements of
fractions masse in the case of water -Properties
-Development

2. To convert the fractions into fractioned Relationship between the measurements of capacity, and The straight cylinder:
numbers and vice versa measurements of masse in the case of water -Surface
-Volume

3. To convert the decimal numbers into To do exercises on the relationship between the The problems involving the geometric
fractions and vice-versa measurements of volume, the measurements of capacity, solids
and the measurements of masse in the case of water

4. Addition and subtraction of fractions To solve problems that involve the relationship between Problems involving the geometric solids
whose denominator does not exceed the measurements of volume, the measurements of
1000 capacity, and those of masse in the case of water

5. Fraction of a whole number To convert the measurements of time: STATISTICS:

The rules of multiplication: - The hours into minutes and in seconds
-Of a whole number with a fraction Statistical series
-Of two fractions

43
6. The rules of division: To convert the measurements of time: The orderly table of statistic series
-Of a whole number with a fraction - the hours into days and vice versa
-Of two fractions
Operations on the measurements of time
7. Problems related to: Repeating
-Purchasing and selling ( Purchasing
price, selling price, gain, loss )

8. Problems related to: Operations on the measurements of time The mode

-the rule of three simple
-the rule of three inverse

9 Problems related to percentages Problems where dates and hours are involved The average
The exercises

10. The sets The scope

11. Revision Revision Revision

12. Exams Exams Exams

44
CURRICULUM 6TH YEAR PRIMARY EDUCATION

SPECIFIC OBJECTIVES CONTENT METHODOLOGICAL NOTES

At the end of primary six, Chapter I : NUMERATION AND

the learner should be able OPERATIONS
to:
A. The whole numbers

1. Break down, read and write a Break down, read and write the numbers of 9 -Practical exercises
number of 9 digits or more figures or more

Classify the digits of a number that does not have -From a numeration table, guide the pupils to
more 9 digits identify the order and the classification of digits of
a number

2. Compare numbers of 9 digits Comparing the numbers with 9 digits, using the
signs <, >, =

3.Apply the 4 operations on Do the addition and subtraction of whole numbers -Practical exercises
natural whole numbers, the Multiplication with whole numbers.
results of which exceed a The properties of the addition and the
number of 9 digits multiplication
-Commutative
-Associative

45
-Distributive laws of multiplication, in relation to
the addition and in relation to subtraction
The exact division, division where the remainder
is not 0

Relationship a=bq + r, r < b where a, b, q, r are

natural numbers
Arithmetic progression and geometrical
progression

Rules of fast calculation:

The product of a number with four digits or
more by 5, 9, 10, 11, 19, 20, 25, 49, 50, 99, 100,
1000 or 10 000 -Make the learners discover the reason of a
-A complement of a number with 4 digits, so as to progression
have a number that ends with 3 zeros and that
does not exceed 10 000 Guide the learners to determine other terms of a
-A product of 2 numbers found between 10 and progression
20 Make the learners discover the rules of quick
-The square of a number that ends up with 5 and arithmetic
that does not exceed 3 digits
- The square of a number of 2 digits and that ends
with 1, 4, 6,or 9

46
6TH YEAR OF PRIMARY EDUCATION

4. Interpret the powers: The powers : -Starting with a product with equal factors, guide
the pupils to understanding the notion of
. 10n with n∈ { 1, 2, 3, 4, 5, 6, 7, 8, 9, . 10n, 1 < n < 10 and n ∈ N mathematical powers
10} . an a ∈ N* , 1 < n < 5 and n ∈ N
. an a ∈ N* , 1 < n < 5 and n ∈ N

Breaking down a whole number into a -To use the practical disposition to break down a
5.Break down the whole number into a number into a product of prime factor, and to
product of prime factors
product of prime factors present into a product in powers

The highest common divider, and the

6. Calculate the highest common divider
smallest common multiple
and the smallest common multiple of 4
numbers or more
Extract a positive square root, the answer Starting with an example, lead the learners to
7. Extract the square root of a whole extracting the square root of a whole number
being a whole number
number with 4 digits or more, the answer
being a whole number
The unequal sharing: Starting with the examples of everyday life, to lead
-knowing the total sum and the difference of the learners to solving, the different mathematical
8. To solve the problems with unequal problems
the shares
shares
-knowing the total sum and the quotient of
the shares

47
 -knowing the difference and the quotient of
the shares
-the shares are proportional to the whole
numbers

Purchasing price, selling price, cost price, From the examples in practical life, lead the pupils
9. Solve the problems that are related to: profit, loss to the different mathematical problems
Compound rule of three, directly or inverse
- purchasing and selling proportion
-the rule of three
Percentages
- percentages
Simple interests, and compound interests
-simple interest, and compound interest
Mixtures

-mixtures (proportions)

-Reading and writing roman figures

10.Read and write Roman figures I,……V,…..L…..M -With examples make the learners have the habit of
writing roman figures, respecting the rules

-Converting numbers written in Arabic

11.Convert a written number, into Arabic figures into the Roman figures and vice -Lead the learners to converting the Arabic into
figure, and into the Roman figures, and versa Roman figures and vice versa

48
vice versa

Converting a number of base 2, 3, and 5

12. Convert a number of base 2, 3, and 5 into base 10 and vice versa Training learners to converting a written number in
into bases 10, and vice versa a base to another

Addition and subtraction in the binary

13.Do the addition and subtraction in a system Starting with typical examples, lead the learners to
binary system do additions and subtractions in the binary system

At the end of primary six, the B. The decimal numbers

learner should be able to:

1. Do the 4 operations on decimal Varied exercises on decimal numbers -Varied exercises

numbers

2. To do fast, the multiplication and the The rules of multiplication and division Using examples, to come out with the rules of
division of a decimal number by 0,25; 0,5; multiplication and division of decimal numbers
0,75; 10; 100; 1000

49
 C. The fractions
At the end of primary five, the
learners should be able to:

1. Do the four operations on the fractions -Using varied examples, to master the four
A variety of exercises on fractions operation with the fractions

2. Do the exercises that involve fractions

and decimal numbers at the same time. -Using examples to establish the relationship
Exercises that involve decimals and between decimal numbers and fractions
3. Solve mathematical problems with fractions at the same time
fractions
-Using practical life examples, to lead the learners
To solve mathematical problems on to solving mathematical problems that involve
fractions decimal numbers and fractions

50
At the end of primary five, the
learners should be able to: Chapter II : THE MEASUREMENTS

A. The measurement of length, of

capacity, of mass, of area, and land

Solve the mathematical problems, that -Using examples of the practical life, lead the
involve measurements of length, of Mathematical problems, with measurements pupils to solving the different problems, using the
capacity, of masses, of surface, and land of length, of capacity, of masses, of surface, measurement of length, of capacity, of masses, of
measurements, applying more than one and the measurements of land. the surface, and the measurement of land
operation

At the end of primary five, the

learners should be able to: B. Measurement of volume

Solve the mathematical problems that Problems that involve measurements of - Using practical life examples, lead the learners to
involve the measurements of volumes volumes solving different problems that involve the
measurements of volumes

51
At the end of primary five, the C. Measurement of Time
learners should be able to:

1. Do the 4 operations with the Operations with the measurements of time Using practical life examples, lead the learners to
measurement of time solving mathematical problems that involve the
measurements of time

2. Solve the problems with the Operations that involve the measurements -Organize a running activity, involving 3 learners,
measurements of time of time on given distance, to determine the exact time used
by each learner, and discover the speed of each
3. Solve the mathematical problems that Notion on uniform linear motion:
involve movement in a uniform straight Distance, speed and time -Discover the formula, used to calculate the speed
line Problems that involve uniform linear in relation to the distance and the time used
motion - In the class proceed to show in a diagram, the
uniform linear movement

52
At the end of primary five, the Chapter. III. GEOMETRY
learner should be able to:
A. Straight lines and Angles

1. Construct a mediating line, a bisecting A mediating line, a bisecting line, a median, -Use the appropriate apparatus
line, a median line and the height of a and the height
triangle

2. Construct, and measure the different The technique of drawing, constructing, and
angles measuring angles in degrees

At the end of primary five, the B. The Geometrical Figures

learners should be able to:

1.Solve the problems that involve Mathematical problems with quadrilaterals, do practical exercise
quadrilaterals and triangles and triangles -Calculate the area of the squares that are
- Pythagoras theory constructed on the sides of a rectangle, so as to
show the relationship between the sides of a
rectangle triangle: Pythagoras theory

2. Define, and construct, the polygons, Regular polygons: -Proceed to observing, and to the handling,
their apothems and calculate their Properties, apothems, perimeter, area cuttings, and to the construction of geometrical
parameters, and their areas figures
-Proceed to doing practical exercises, starting with
Irregular Polygons: the cutting of irregular polygons and the regular

53
 Properties, perimeter, area geometrical figures

-Proceed by using the intuitive method to get the

3. Calculate the angles of a polygon Angles of a polygon: formula of the total sum of inside angles of a
- Inside angles and outside angles polygon: S = ( n- 2 ) 180°, n being the number of
the sides of a polygon

-Proceed by the intuitive method to get the sum of

-the sum of interior and exterior angles external angles of a polygon which is 360°

Do practical exercises
4. Solve mathematical problems, The circle:
involving the circle . The diameter, the radius, the
circumference, and the surface
.Circular ring

At the end of primary six, the learner C. The solids

should be able to:
-To proceed to the observation and the
1.Make, develop and calculate the surface The prism, manipulation, so as to get to the abstract
and the volume of a prism Properties, development, surface and - To prepare a lot of exercises of folding, cutting,
volume development and construction of solids

54
2. Identify a pyramid, a cone and a sphere A Pyramid, a cone, and a sphere -Do the real illustrations

3. Solve the mathematical problems, that Mathematical problems, on the geometrical -Do various exercises
are related to given geometrical solids solids ( cube, parallelepiped, right cylinder,
hollow cylinder, prism )

Chapter IV. ALGEBRA

At the end of primary six, the learner
should be able to:

1.Graduate a straight line, and be able to Locating integers on the graduation points -Using a ruler, look for the points on an horizontal
identify the point of graduation axe, from a point called 0

2. Determine additive inverse of integers Additive inverse of integers -Lead the pupils to discover that all the numbers on
The distance between 2 points of the the right of 0 are positive, while the numbers on the
graduation left of 0 are negative
3. Compare two integers using the signs <,
> and = Comparison of integers
-Make the pupils note that the numbers on the right
4. Carry out addition of integers of the 0, have their opposite on the left of the 0, and
Addition of integers they are at equal distances
5. Carry out subtractions of integers

55
 The subtraction of integers -Do various exercises

6.Multiplication and division of relative

integers The product and the quotient two relative -Do various exercises
integers:

. of positive signs -Put emphasis on the products and the quotients of

.of different signs signs
.of negative signs

7. Simplify an algebra expression The simplification of an algebra expression -Do various exercises
calculate the numeric value of an Numeric value of an algebra expression
algebra expression

8. Solve the equation Solving the equations of the type -Starting with the typical equations, to the pupils to
ax + b = c a ∈ Z*, b ∈ Z, c ∈ Z ax + b = c, a∈ Z*, b∈ z, c ∈ z solve the equations from the known to the unknown
( a is an integer different from zero b and c (1st degree)
can be any integers

-To train pupils to solve various problems, using an

equation of the 1st degree with one unknown

9. Use the first degree equations to the Solving the mathematical problems -Draw two perpendicular straight lines, that cross
unknown, in solving certain mathematical each other at point 0
problems

56
10. Draw a graph when given co-ordinates Representation of given coordinates in a - Graduate the two straight lines from point 0
on a Cartesian plane system of axis 0n a horizontal line, the points on the right of 0 are
indicated with positive numbers;
11.Represent in graphs of a fraction of the Representation in graphs of a function of The points on the left of 0 are indicated by negative
1st degree the first degree numbers;
Y= ax + b ; a and b being whole natural On the vertical right, the points above 0 are
numbers with a ≠ 0 indicated by positive numbers; the points below 0
are indicated by negative numbers
-To train learners to show a given coordinated
number
-To train learners to represent a straight line of a
given equation

To train the learners to represent the union and the

intersection of three sets or more, using a Venn
12. Show elements of union and The union and the intersection of three sets diagram
intersection of sets or more

At the end of primary six, the learner Chapter. V. STATISTICS

should be able to:

1. Collect and organise statistical data Graph Train learners to collect the data and organize them

57
2. Represent the statistical data on a A histogram, a bar chart, pie-chart Train learners to draw the histogram, and bar chart,
graph., using perpendicular axis

Train learners to represent the statistic data, using

circular diagram, using a compass, and a protractor

58
6TH CLASS PRIMARY EDUCATION

FIRST TERM:

GEOMETRY AND STATISTICS

OPERATIONS MEASUREMENTS AND
ALGEBRA
1. A. Whole numbers

Order and classes of numbers up to 9 Measurement of capacity and mass The straight lines
Comparing numbers with 9 digits
2.
Addition and subtraction Measurement of surface The angles
3.
Multiplication and its properties Measurement of volume Idem
Division with no remainder and with
remainder
4. Arithmetic and geometrical Idem Mathematic problems on quadrilaterals
progressions
5.
Rules of fast calculations Measurement of time Idem
6.
Rules of fast calculation Idem Regular polygon
7.
Powers Idem Idem
8.
Idem Idem Irregular polygons
(The properties)

59
9. Decomposing a whole number into a
product Idem Idem
The smallest common multiplier,
The highest common denominator
10.
Revision Revision Revision
11.
Exams Exams Exams

60
 6th CLASS OF PRIMARY EDUCATION

SECOND TERM

WEEK OPERATIONS MEASUREMENTS AND ALGEBRA GEOMETRY AND STATISTICS

1. Extraction of square roots
ALGEBRA Properties of a rectangular triangle
Pythagoras’ theorem
The relative integers
2. Properties of a rectangular triangle
Idem Idem Pythagoras’ theorem

3. Unequal shares The angles of a polygon

Addition of relative integers

4. Idem Calculation of a surface of a circle and of

Subtraction of relative integers a crown

5. Mathematical problems: Multiplication of relative integers

purchasing price, cost price, Idem
selling price
6. Mathematical problems: Development and calculation of the
purchasing price, cost price, Division of relative integers surface and the volume of a prism
selling price

61
7.
Mathematical problems on the Idem Idem
interests and losses
8. Mathematical problems: rule of Simplifying an algebra expression Identifying a cone and a pyramid
three; percentages
9.
Simple interest Simplifying an algebra expression Idem
Numeric value of algebra expression
10. Compound interest Solving the equations of the following Identification of a sphere
type:
Ax + b = 0
11. Exercises on simple interest, Solving the equations of the following
and compound interest type Idem
Ax + b = 0
12.
Revision Revision Revision

13.
Exams Exams Exams

62
CLASS 6 OF PRIMARY EDUCATION
3RD TERM

OPERATIONS MEASUREMENTS AND ALGEBRA GEOMETRY AND STATISTICS

1. Mathematical problems on mixtures Mathematical problems on the equations Representing points in an axis system
of 1st category
2. Idem Idem Idem

3. The roman figures Idem Graphic representation of a 1st degree

function
4. Exercises on the fractions Union of sets Idem

5. Mathematical problems on the fractions Idem An orderly table

6. Reading and writing of numbers of base Joining sets Histogram, bar charts, and circular diagrams
10, into base 2, 3, and 5
7. To convert numbers of base 2, 3, and 5 Idem Idem
into base 10
8. Idem Idem

9. Addition and subtraction in a binary

system Idem
10. Idem _________________________________ Idem

11. Revision Revision Revision

12. Exams Exams Exams

63
V. EVALUATION APPROACH

During the lesson the teacher prepares the questions to ask pupils, these can be oral or written questions.
This allows the teacher to verify, if the pupils are attentive, if the lesson is appropriate, and if the teaching methods used are effective. After
verification the teacher, can take appropriate measures, to achieve his objective.

During this verification the teacher, should not reject automatically, the false answers, given by the pupils; he/she should try to guide the
answer in a better direction. The evaluation exercises should be carried out at different levels.

The teacher should also evaluate the pupils through written tests, after one or two weeks, through end of term, and end of year
examinations.

The teacher will always bear in mind, that the evaluation approach, should focus on verifying, how the acquired knowledge, in all the
different branches of mathematics, can be put together, in the solving of similar problems, in the every day life of the pupil.

During the correction of the exercises, of tests or examinations, the teacher will take care of all the pupils, but he/she, should give
particular attention to weaker pupils.

Leaving alone the home works, there should be assignments done in class, under the guidance of the teacher; this allows the teacher to
check on how the pupils participate during their training.

64
VI. PARTICULAR FACTORS

During the second cycle, the learner meets a number of problems, such as abrupt changes of certain writings, or numbering especially on
the units of measurement. Hence, for a example j4 will become 4j, F50 will become 50F. The teacher will have to explain to the pupils,
why those changes, and make them get used to those new writings.

The teacher will not only depend on the school book at hand, but will also try to expand his/her documentation. His/her teaching should
also take into consideration such fields as cognitive, emotional, and psycho- motor

One should not put full stops, commas, to distinguish the classes, in the writing of whole numbers. Spacing should be enough, to determine
the classes.(Ex.: 1.584.000 will be 1 584 000)

For decimal numbers, the part that is whole will be separated from the decimal part by a comma (Example: 11,545)

Terms like weight, net weight, gross weight, having been replaced respectively by mass, and net mass and gross mass, and should also
change their symbols. Hence we shall have the following symbols: mass (m), net mass (NM) gross mass (GM). One should also note that
the formula for finding the density will also have to change.

65
VII. BIBLIOGRAPHY

BOOKS FOR PRIMARY FOUR

1.Imibare 4 Igitabo cy’Umwalimu

2.Livre de l’eleve 4ieme primaire ( traduit du Kinyarwanda en Francais ). Gisenyi 2001
3.Primary school Mathematics BK4, TR’s BK 4
4.Primary School Mathematics BK 4, TR’s bk 4
5.Primary Mathematics for Uganda BK 4, TR’s BK 4
6.Primary Mathematics for Uganda BK 4, TR’s BK 4
7.Primary Mathematics 2000. Pupil’s books: 2 and 3 by Kiggundu- Mukasa Daniel et al. MK Publishers-Kampala. 2000
8.Primary Mathematics 2000. Teachers guide 6 by Mugumu Deogratias et al. MK Publishers-Kampala 2000

BOOKS FOR PRIMARY FIVE

1.Imibare 5 Igitabo cy’Umwalimu

2.Livre de l’eleve 5ieme primaire ( traduit du Kinyarwanda en Francais ). Gisenyi 2001
3.Primary Shool Mathematics BK 5, TR’s BK 5
4.Primary school Mathematics BK 5, TR’s BK 5
5.Primary Mathematics for Uganda BK 4, TR’s BK 4
6.Primary Mathematics for Uganda BK 5, TR’s BK 5
7.School Mathematics by Abdu Kayizzi
8.Primary Mathematics 2000. Pupil’s books: 2 and 3 by Kiggundu-Mukasa Daniel et al. MK Publishers-Kampala. 2000
9.Primary Mathematics 2000. Teachers guide 6 by Mugumu Deogratias et al. MK Publishers-Kampala 2000

66
BOOKS FOR PRIMARY SIX

1. Imibare 6 Igitabo cy’Umwalimu

2. Livre de l’eleve 5ieme primaire ( traduit du Kinyarwanda en Francais ). Gisenyi 2001
3. Primary School Mathematics BK 6, TR’s BK 6
4. Primary School Mathematics BK 6, Pupil’s BK 6
5. Primary Mathematics for Uganda BK 6, TR’s BK 6
6. Primary Mathematics for Uganda BK 6, Pupil’s BK
7. Primary School Mathematics BK 7, TR’s BK 7
8. Primary School Mathematics BK 7, Pupil’s BK 7
9. School Mathematics by Abdu Kayizzi
10. Element d’Algebre N.J. Schons
11. Element d’Arithmetique N.J.Schons.
12. Primary Mathematics 2000. Pupul’s books: 2 and 3 by Kiggundu- Mukasa Daniel et al. MK Publishers- Kampala. 2000
13. Primary Mathematics 2000. Teachers guide 6 by Mgumu Deogratias et al. MK Publishers- Kampala 2000

67