Mathematics

Syllabus

Primary
Grades 3, 4 & 5

Standards Based

‘FREE ISSUE Papua New Guinea

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Junior Primary
Department of Education
 Mathematics
Syllabus

Primary
Grades 3, 4 & 5

Standards Based

Papua New Guinea

Department of Education
Primary

Issued free to schools by the Department of Education

First Edition

Published in 2017 by the Department of Education, Papua New Guinea.

© Copyright 2017, Department of Education, Papua New Guinea.

All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.

Graphic Design & Layout by David Kuki Gerega

ISBN 978-9980-86-568-7

Acknowledgements

This Primary Grades 3, 4 & 5 Syllabus was written by the Curriculum

Development Division of the Department of Education and coordinated by
Mary Norrie with assistance from the Subject Curriculum Group (SCG).

Teachers, School Inspectors, Teachers College Lecturers, community

members and representatives from Non-Government Organisations,
(NGOs) assisted in the development of this Syllabus through many
workshops, meetings and consultations. They are all acknowledged for
their support and contributions.

The Subject Advisory Committee (SAC) and Board of Studies (BOS) are
acknowledged for their recommendation and endorsement respectively of
this Syllabus for Grades 3,4 & 5.

The Department extends special acknowledgement to Professor Masami

ISODA from the University of Tsukuba, Japan for assisting in the initial
development of this Syllabus.

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 Mathematics Syllabus

Contents
Secretary’s Message................................................................................... iv
Introduction................................................................................................. 1
Rationale..................................................................................................... 2
Aims............................................................................................................ 3
National Benchmarks................................................................................. 4
Curriculum Principles................................................................................. 6
Content Overview...................................................................................... 10
Content Standards.................................................................................... 12
Content Expansion.................................................................................... 14
Assessment and Reporting....................................................................... 29
Glossary..................................................................................................... 32
References................................................................................................. 34

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 Primary

Secretary’s Message
The development of the Primary Mathematics Syllabus is a direct
response to the government’s directive through the Outcomes Based
Education (OBE) exit report, (Czuba 2013). The report recommended for
the phasing out of Outcomes Based Curriculum (OBC) and the
introduction of Standards Based Curriculum (SBC) to raise standards in
teaching and learning at all levels of schooling. The designing of courses
in the curriculum have been done through reviewing, aligning, re-aligning
and repositioning of the existing content in order to cater for the shift in
the pedagogy.

Mathematics is a subject and also one of the Key Learning Areas in the
implementation of SBC. It is an important course of study for the
development of students’ numeracy skills that inspire the mind to think
logically, abstractly, critically and creatively whilst nurturing the love for
and of Mathematics.

The goal of Mathematics curriculum is to ensure that all students acquire

relevant mathematical competencies in order to be compatible locally and
globally in meeting the demands of the 21st Century. The Mathematics
syllabus for grades 3, 4 & 5 addresses vital mathematical concepts,
equity of depth of knowledge for content standards across grades, or
poor balance of representation between content concepts and teaching
and learning experiences.

Teachers are encouraged to use the guided lessons in the teacher guides
and other relevant resources to generate creative teaching and learning
activities to deliver the mathematics content to the students.

I commend and approve this Mathematics Syllabus for grades 3, 4 & 5 to

be used in all Primary Schools throughout Papua New Guinea.

...............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education

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 Mathematics Syllabus

Introduction
In 2013, the Ministry of Education approved the introduction of Standards
Based Curriculum (SBC) to improve the standards in all aspects of
education including; curriculum development, teacher training, student
and teacher performance, monitoring, school management and
leadership.

The overall goal of Standards Based Education is to aim for sustainable

development, based on the integral human development of an individual
through Standards Based Curriculum in which Mathematics is one of the
key learning areas. It is envisaged that, Mathematics at Primary will provide
the basis for learning the course and modelling learners to develop love
and interest for Mathematics.

The Mathematics curriculum was revised to align the content and the skills
to address the declining Mathematics achievement level in Papua New
Guinea. The purpose of the Primary Mathematics Syllabus is to help
students to acquire basic Mathematical understanding, knowledge,
processes and manipulative skills in order for the learners to progressively
improve their arithmetic skills over time thus improving the level of
numeracy in Papua New Guinea.

This Syllabus contains the national standards students must achieve in

grades 3, 4 and 5. These requirement are set in Content Standards and
Performance Standards. The Content standards are organised under the
following strands; Number and Operation, Quantities and Measurement,
Geometrical Figure and Data and Mathematical Relations.

The Content Standard Statements in each grade for each strand, describes
specific competencies that students should be able to demonstrate upon
the teacher’s instruction or discovery from their activities. These standards
are further reinforced with the performance standards and assessment
tasks.

To assist the teachers to implement the standards in the Syllabus

effectively, samples of guided lesson plans are provided in the teacher
guides.

Primary Mathematics is timetabled for 240 minutes per week for grades 3,
4 and 5. Teachers can use the time allocated to timetable their
Mathematics lesson for 30 minutes or 60 minutes depending on the
content to be taught.

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Primary

Rationale
The impact and influence of current developmental and technological
trends is significant as Mathematics, Information, Technological
Engineering and Science have become driving forces for growing job
markets and sustainable development agendas for nations.

This Syllabus was revised in response to the public outcry for the
declining standards of education including numeracy rates. Papua New
Guinea Government introduced SBC aimed at improving the standards of
students’ performance through the revision of Papua New Guinea
curriculum including Mathematics.

Mathematics is a key learning area that underpins many aspects of

everyday life such as making sense of natural patterns, information in
various forms to make informed decisions. It requires observation,
representation, investigation and comparison of patterns in social and
physical happenings.

The plans of the clearly guided curriculum provides the basis of systematic
development of mathematical proficiencies, and values in a quest for a
deeper and better understanding of the world around us.

Hence, the Mathematics curriculum caters for all 21st century learners,
who will think and reason logically, analytically or critically; and become
mathematically competent locally and globally overtime.

The Primary Syllabus is organised in such a way that teachers are

provided clear purpose and focus on disseminating, assessing and
monitoring Mathematics proficiencies. Teaching and learning will be
effective if the students on the other hand are well informed of their role and
purpose in performing the required Mathematics competencies.

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 Mathematics Syllabus

Aims
The overall aim for Mathematics is to enable all students to:

• provide quality mathematics education for all

• think and reason mathematically

• c
 ommunicate mathematically by collecting, representing, analysing
and evaluating information

• apply mathematics processes, knowledge and skills in everyday life

• analyse and solve problems using mathematics

• make connections within mathematics and with other fields

• appreciate mathematics as an essential and relevant part of life

• become numerically literate in their daily lives.

It is vital to support the development of student’s proficiencies and

competencies as well as the love, appreciation and interest in
Mathematics. This will enable them to fully participate effectively and
competitively locally and globally.

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Primary

National Benchmarks
Overarching National Benchmark.
The overarching goal of the mathematics curriculum is to ensure that all
students will achieve a level of mastery of mathematical proficiencies and
knowledge that will serve them well in life, and nurture the passion for
living that emphasise scholastic ability, a rich heart and mind and the
harmony of healthy body as envisioned in vision 2050.

Level Benchmark.
By the end of grade five, students should be able to communicate
mathematical ideas and thinking and demonstrate systematic approaches
in organising and solving mathematical problems. They should gradually
develop and apply proficiency from Grade 3 to Grade 5.

Grade Benchmarks

Grade 3 Standards

By the end of grade 3 all students should achieve the following standards:

• R
 ecognise, read, write and compare large numbers used in based 10
number value system.
• A
 dd and subtract numbers in vertical form with and without carrying
two place.
• Multiply and divide numbers in vertical form.
• Add and subtract simple fraction.
• M
 easure distance using the standard units of measurement metre (m)
and kilometre (km).
• U
 se units of weight; grams (g), kilograms (kg) and tonne (t) in given
situations.
• Use seconds, minutes, and hour to measure duration of time.
• Convert hour to minutes and to seconds.
• Solve everyday problems on time duration.
• Understand value of notes and coins and solve various money
problems.
• Use the properties of triangles to make patterns.
• Identify and name the properties of circles and spheres.
• R
 ead and write mathematical sentences in addition, subtraction and
multiplication.
• Use rules of division in simple calculation.
• Collect and represent data on tables and graphs.

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 Mathematics Syllabus

Grade 4 Standards

By the end of grade 4 all students should achieve the following standards:

• C
 ompare, estimate and represent larger numbers and explain
relative size of numbers using tape diagrams, number line and place
value chart.
• Represent decimal numbers using base 10 materials.
• C
 ompare and explain the relative size and structure of decimal
numbers using measuring tools.
• C
 ompare areas of rectangles and squares and explain how to
represent the area with numbers.
• U
 se tape diagrams and measuring containers to represent fractions
larger than one (1).
• U
 se mathematical sentence, tape diagrams and objects to find rules of
calculation.
• Use line graphs to represent the changes in various situation.

Grade 5 Standards

By the end of grade 5 all students should archive the following standards:

• Add and subtract decimal numbers with whole numbers.

• Multiply and divide by decimals.
• Explain various fractions and meaning of percentages.
• Calculate fractions and percentages.
• Find the volume of solids and area of triangles and quadrilaterals.
• Calculate mean of quantities.
• C
 alculate the angle sum of different polygons and identify the
properties of circles.
• Sketch the prisms and cylinders.
• Investigate and explain the simple relationship of proportionality.
• Use ratio to make comparisons based on given information.

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Primary

Curriculum Principles
Curriculum principles identify, describe and focus attention on the
important concerns that must be addressed when developing the
curriculum at all levels of schooling. They are based on significant
cultural, social and educational values and beliefs.

The principles of the Standards Based Curriculum (SBC) include the

following:
• A clear focus on the exit of learning attainments after each grade level
• Clear, understandable, consistent and progressive of learning
development
• A
 ligned with the National Education Standards which are also aligned to
the college, career pathways or other lifelong living after school
• Built upon the strengths and lessons learnt from Outcome Based
Curriculum.

Papua New Guinea National Curriculum Standards are based on the

following underpinning principles:
1. Integral Human Development.
2. Our Way of Life.
3. Teaching and Learning.
4. Mathematics Guiding Principles.

1. Integral Human Development

The Philosophy of Education for Papua New Guinea as described in the
Matane Report acknowledges the National Goals and Directive Principles
in the National Constitution and is consistent with Vision 2050 and
Education for Sustainable Development.

Papua New Guinea is a rapidly changing society and faces many

challenges. To face these effectively, an individual must strive to become
an integrated person and to work with others to create a better
community.

The process of Integral Human Development calls for a National

Curriculum, which helps individuals to:
• identify their basic human needs
• analyse situations in terms of these needs
• see these needs in the context of spiritual and social values of the
community and
• take responsible action in co-operation with others.
The success of a National Curriculum requires the integrated involvement
of all the agents of education such as the home, church, school, and
community. Within the National Curriculum, the teachers must integrate
knowledge, skills, values and attitudes to allow students to achieve the
desired standard expectations of Integral Human Development.

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 Mathematics Syllabus

2. Our way of Life

Cultural relevance focuses on the richness and diversity of Papua New

Guinean cultures and languages. These cultures and languages are
examined within their own unique contexts and within historical,
contemporary, and future realities. Our traditional life is based on a
holistic perspective that integrates the past, present and future. Papua
New Guineans are the original inhabitants of Papua New Guinea and live
in sophisticated, organised, and self-sufficient societies. Our customs
and traditions constitute a cultural mosaic, rich and diverse, including
different cultural groups. Our customs and traditions are unique and are
featured in the National Curriculum. Therefore, the National Curriculum
should enable students to:
• d emonstrate, understand and practice the values, beliefs, customs,
and traditions of Papua New Guinea
• demonstrate, understand and apply the unique Papua New Guinean
communication systems
• demonstrate and recognise the relationship between Papua New
Guineans and the global communities
• recognise, accept and practice Papua New Guinean arts as forms of
cultural expression
• give examples of the diversity and functioning of the social
economic, and political systems of Papua New Guineans in traditional
and contemporary societies and
• describe the evolution of human rights and freedoms as they relate to
the people of Papua New Guinea.

3. Teaching and Learning

The expectations for all students set forth through the National Curriculum
Standard Framework strongly emphasise intellectual discipline and high
standard attainments through relevant curriculum content, The Standards
Based Curriculum intends for a different approach to teaching and
learning for all students. This approach emphasises the connections
between subject areas and the skills to be acquired and used overtime.
The students should develop the ability to reason, solve problems, apply
knowledge, and communicate effectively. It also requires that instructional
practices encourage students to learn from active, independent inquiry
into life situations; and, assumes that they become catalysts for students
to pursue lifelong quests for learning and continuous growth.

In short, this approach to teaching and learning demands teachers to

understand and apply the Standards for Teaching and Learning to the
educational environment they create in schools and classrooms. The
Standards for Teaching and Learning are higher-order thinking, deep
knowledge, substantive conversation, and connections to the world.

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Primary

4. Mathematics Guiding Principles

The Mathematics curriculum principles identify, describe and focus
attention on the important concerns that must be addressed when
developing and implementing the Mathematics subject. They are based
on significant cultural, social and education values, beliefs and norms. The
Curriculum Principles also assist in identifying the knowledge, skills and
processes and values explicitly stated in the Content Standards.

Teaching

Effective mathematics teaching requires understanding what students

know and need to learn and then challenging and supporting them to
learn it well.

An effective mathematics teaching and learning program is based on

careful thought and design of content. Teachers must prepare clear,
specific and focused student centered lessons.

The sequence of topics and performances should be based on what is

known about how students’ Mathematical knowledge, skills, and
understanding is developed over time. This requires teachers who have a
deep knowledge of Mathematics and are able to draw on that knowledge
with flexibility in their teaching task. Teachers must be supported with
ample opportunities and resources to enhance and refresh their
knowledge.

Learning

Students must learn mathematics with understanding, actively building

new knowledge from experience and prior knowledge. Mathematical ideas
should be explored in ways that stimulate curiosity, create enjoyment of
Mathematics, and develop depth of understanding. Research has solidly
established the important role of conceptual understanding in the learning
of Mathematics. By aligning factual knowledge and procedural proficiency
with conceptual knowledge, students can become effective learners. They
have to recognise the importance of reflecting on their thinking and
learning from their mistakes. According to scholars, students become
competent and confident in their ability to tackle difficult problems and
willing to preserver when tasks are challenging (NCTM, 2000). Therefore,
students should be actively engaged in doing meaningful Mathematics,
discussing Mathematical ideas, and applying Mathematics in interesting,
thought-provoking situations such as asking close and open questions and
set real life problems.

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 Mathematics Syllabus

Equity

An excellence in mathematics education requires equity – high

expectations and strong support for all students. All students come to
school with expectations to learn mathematics that meets their individual
interest and need. All students must have the opportunity to learn and
meet the same high – quality mathematical instruction.

The standards provide for a wide range of students, from those requiring
special remedial support to those with talents in mathematics.
Every student regardless of race, colour, gender and ability should have
the benefit of quality instructional materials, good libraries, and adequate
technology.

Curriculum

A curriculum is more than a collection of activities; it must be coherent,

focused on important mathematics, well-articulated across the grades.
In a coherent curriculum, mathematical ideas are linked to and build on
one another so that students’ understanding and knowledge deepen and
their ability to apply mathematics expands. An effective mathematics
curriculum focuses on important mathematics that will prepare students
for continued study and for solving problems in a variety of school, home,
and working settings. A well-articulated curriculum challenges students
to learn increasingly more sophisticated mathematical ideas as they
continue their studies.

Assessment

Assessment should support the learning of important mathematic

concept and furnish useful information to both teachers and students
When assessment is an integral part of mathematics instruction, it
contributes significantly to students’ mathematics learning. Assessment
should inform and guide teachers as they make instructional decisions.
The tasks teachers select for assessment convey a message to the
students about what kind of mathematical knowledge and performance
are valued. Feedback from assessment task helps students’ in setting
goals, assuming responsibility for their own learning, and becoming more
independent learners.

Technology

The use of technology is an essential tool to facilitate teaching and

learning. It influences the way mathematics is taught and enhances
students’ learning. However, technology should not be used as a
replacement for basic understanding of arithmetic knowledge and skills.
It should be used to foster knowledge, skills and processes in
mathematics.

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 Primary

Content Overview
The content overview consists of four strands. The Strands are used as
organisers of standards and content to assist teachers with planning,
programming, assessment and reporting.

Strand
Grades 3 to 5 Strands include: Number and Operation (NO), Quantities
and Measurement (QM), Geometrical Figures (GF), Data & Mathematical
Relations (DMR).

Strand1. Number and Operation

The strand “Number and Operation (NO)” consists of the contents that
describe the meaning and representation of numbers such as integers,
decimal numbers, fractions, and methods of calculation. This strand
depicts the understanding of mathematics concepts, skills,
processes and usage of the symbols, key terms and mathematical phrases
that provides the basis for the proceeding strands.

Strand 2. Quantities and Measurement

The strand “Quantities and Measurement (QM)” is mainly about units

and measurements of quantities surrounding us in daily life. It involves
students discovering and formulating various measures and appropriate
units of measurement. This helps students develop skills to measure.
This strand includes length, area, volume, time, weight and angle. It depicts
the usage of appropriate tools and units for calculating various measures.

Strand 3. Geometrical Figures

The strand “Geometrical Figures (GF)” consists of geometric figures

beginning with the descriptions of features, properties and the structures
of geometrical figures such as plane and solid figures. It also include
drawing of two-dimensional (2D) shapes in static, three-dimensional (3D)
objects and dynamic situations starting with planes and solid figures.

Strand 4. Data and Mathematical Relations

The strand “Data and Mathematical Relations (DMR)”, emphasises on

number patterns and number relationships leading to investigation of ways
that one quantity changes relative to another and addresses the need to
understand, interpret and analyse information displayed in tables and
graphs. This strand also pose relevant questions and to design ways of
investigating students’ experiences and interests.

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 Mathematics Syllabus
Topics Overview

The table below outlines the strands and topics for the Primary Grade 3,4
& 5. It shows the progressive development of concepts from Grade 3 to 5
linking to Grade 6 mathematics content.

The table shows what students should learn and achieve in each strand at
each grade.

Strands Topics
1. Number and Operation Grade 3 Grade 4 Grade 5
Large numbers Larger numbers Addition and subtraction of
fraction
Addition and subtraction in Rounding off to whole Multiplication and Division
vertical form numbers of Fractions

Multiplication in vertical Division in vertical form Decimal Numbers and

form whole numbers
Introduction of division Rules and order of Multiplication and Division
calculations of Decimal numbers
Introduction of Fraction Introductions of Decimal Size and Equivalent
numbers Fractions
Addition and Subtraction Decimal numbers and Introduction to percentage
of proper fraction their calculations
Fraction larger than One
Multiples and divisors
2. Quantities and Metre and Kilometre Units of Area Area of triangle and
Measurement quadrilaterals
Units of weight (g,kg, t) Area of Squares and Units of Volumes
Rectangles
Time and Duration Sizes of Angles Measurement Per Unit.
(Mean)
Calculation of money Congruent triangles,
Quadrilaterals and
Polygons
3. Geometrical Figures Triangles and their Quadrilateral as Plane Regular polygon
Properties figure
Circles and Spheres Rectangular Prisms and Diameter and
Cubes circumference of circles
Solids and their Properties

4. Data and Mathematical Mathematical sentence Quantities which change Proportion

Relations using Box together (Two changing quantities)
Rules of division for Line Graphs Using Ratio for
Proportionality Comparison
Collect and Represent Arrangement of Data Percentage of Data
Data.

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 Primary

Content Standards
The table below is an overview of content Standards for each grade. The
Content Standards are organised in strands and shows the progress of
learning content from one grade to another. The Standard Statement
comprises of a set of facts, concepts and ideas that are important for
students to attain.

Grade 3 Grade 4 Grade 5

Strand 1 Number and Operation
3.1.1 Extend learned numbers and 4.1.1 Extend learned number and 5.1.1 Apply the process of
place value to read and write place value to read, write, and addition and subtraction to add
numbers up to 1,000 000 and more. order numbers up to 10 million and and subtract the fractions with
more. different denominators.
3.1.2 Extend learned addition and 4.1.2 Understand the meaning of 5.1.2 Extend learned
subtraction to add and subtract 2 to approximation and rounding multiplication and division to
4 digit numbers. numbers. multiply and divide decimal
numbers by whole number.
3.1.3 Extend learned Multiplication 4.1.3 Extend learned division to 5.1.3 Use base 10 system
to multiply numbers up to 3 digit divide by two digit numbers in representation to compare and
numbers by one digit number in vertical form. convert whole number to decimal
vertical form. numbers.
3.1.4 Extend learned multiplication 4.1.4 Apply learned division to 5.1.4 Apply the process of
to multiply numbers up to 3 digit divide numbers in vertical form. multiplication to multiply decimal
numbers by 2 digit numbers in numbers by a decimal number and
vertical form. whole number by a decimal
number.
3.1.5 Develop the understanding of 4.1.5 Understand the rules and 5.1.5 Apply the process of
partative and quotient divisions and order of calculation in a division to divide a decimal
divide by one digit divisor. mathematical expression. number by decimal number and
a whole number by a decimal
number.
3.1.6 Extend learned division and 4.1.6 Understand the meaning of 5.1.6 Extend their understanding of
different situations to divide with decimals, add and subtract numbers fractions and their calculations to
remainders for one divisor. with one decimal place. compare size fraction.
3.1.7 Extend learned knowledge on 4.1.7 Extend the understanding of 5.1.7 Understand and calculate
simple fractions to define and structure of decimal numbers to simple percentages, and express
represent the given quantities, the represent decimal numbers up to them as fractions and decimals.
size and structure of fractions. two decimal places.
3.1.8 Apply process of addition and 4.1.8 Extend learned multiplication 
subtraction to add and subtract and division to multiply and divide
proper fractions with same decimal numbers by whole number.
denominators.
4.1.9 Extend the understanding of
Addition and subtraction to add and
subtract fractions larger than one
with same denominator.
4.1.10 Understand the properties of
numbers and apply such properties
to identify the component of
numbers.

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 Mathematics Syllabus

Strand 2 Quantities and Measurement

3.2.1 Use their understanding of 4.2.1 Understand the meaning of 5.2.1 Develop the formula to
metre and measure longer distances units of area and represent areas calculate areas of parallelogram,tria
in Kilometres. with numbers. ngle,trapezium,rhombus and
understand their transformation.
3.2.2 Develop rational understanding 4.2.2 Explore area of squares and 5.2.2 Understand the units of volume
of quantities in the units of weights rectangles such as centimetre and develope the formula of volume
(g),(kg) and (t). square (cm2 ), meter (m2 )and and measure.
develop formulae to calculate area.
3.2.3 Develop the understanding of 4.2.3 Understand the units of large 5.2.3 Understand the meaning of
time in hours, minutes and second area and represent the area with mean and measurement per unit
and apply in their daily activities. numbers. and apply it to solve problems.
3.2.4 U nderstand the value of 4.2.4 Explore and develop the
various notes and coins as part of understanding of measurement of
a unit and multiples of unit money angles, how to construct and
and solve various money problem measure angles.
situations.
Strand 3 Geometrical Figures
3.3.1 Investigate the properties of 4.3.1 Investigate and understand 5.3.1 Investigate and understand
various types of triangles and how to properties of various types of the properties of congruent triangles
draw beautiful patterns through quadrilaterals using vertex, angles, and quadrilaterals.
tessellate. sides, parallel lines, perpendicular
lines and diagonals.
3.3.2 Investigate the properties of 4.3.2 Investigate and understand the 5.3.2 Investigate and
circle and sphere. properties of rectangular prisms and construct regular polygons and
cubes in terms of faces and edges identify the properties of angles.
and make models of them.
5.3.3 Explore common properties of
circles and develop formula of
circumference, diameter and radius.
5.3.4 Investigate and identify the
properties of solids (Prism and
cylinders).
Strand 4 Data and Mathematical Relations
3.4.1 Represent a mathematical 4.4.1 Explore quantities changing 5.4.1 Explore proportions in two
sentence using words and box (□) together and explain the patterns changing quantities and explain
to find the missing number using by sum, difference, product, and the patterns by using the relation of
addition and multiplication and their quotient. direct proportionality.
inverse operation.
3.4.2 Explore the different rules of 4.4.2 Extend learned knowledge on 5.4.2 Extend their understanding of
division and find its relationship to tables and graphs to represent data data to construct graphs using given
multiplication and express as and read line graphs. scales and quantities.
mathematical sentences.
3.4.3 Develop understanding ways 4.4.3 Explore how to draw and read 5.4.3 Use percentage and compare
to collect, arrange and represent multi variable data by two data sets of different sizes.
data on tables and bar graphs. dimensional tables.

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 Primary

Content Expansion
Grade 3
Strand 1: Number and Operation

Topic: Large Numbers

Content Standard 3.1.1 Extend learned numbers and place value to read and write numbers up to
1,000 000 and more.
Performance a. Explore the structure of large numbers and how to read them. (10 sets of 1000).
b. Read, write and represent large numbers in numerals using base 10 place value
Standards charts.
c. U
 se base 10 place value and arrows to represent and compare the relative size of
numbers on a number line using inequality signs (< >), and explain the relative size
of numbers.
Assessment Tasks 1. Write given numbers in word or figures.
2. Write numbers in order of size and numerical value.
3. State the value of an underline digit in a given number.
4. Write given numerals in expanded numbers form.

Topic: Addition and Subtraction in Vertical Form

Content Standard 3.1.2 Extend learned addition and subtraction to add and subtract 2 to 4 digit numbers.

Performance a. B ased on the addition and subtraction of 2 digit numbers in vertical form and extend
the addition and subtraction up to four digit numbers.
Standards b. Calculate with and without carrying and borrowing by the process of addition and
subtraction in vertical form.
c. Add and subtract within 1000 using algorithms and strategies based on place value
and the properties of operations.

Assessment Tasks 1. S
 tudents use the process of addition and subtraction in column to write the sum or
difference of two and three digit whole numbers.
2. Solve simple word problems.

Topic : Multiplication in Vertical Form

Content Standard 3.1.3 Extend learned Multiplication to multiply numbers up to 3 digit numbers by one
digit number in vertical form.

Performance a. E
 xplore easier ways of multiplying 40 x 3 using 4 x 3 and 200 x 2 using 2 x 2 from
memorising their multiplication tables.
Standards b. Multiply 2 - 3 digit numbers by 1 digit number.
c. Explain the ways of multiplication in vertical form using blocks.
Assessment Tasks 1. Complete a written exercise on multiplication.
2. Ask individual students to say the row of 3,5 and 10, if they cannot say, teacher
assist students to memorise multiplication table once more.

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 Mathematics Syllabus

Content Standard 3.1.4 E

 xtend learned multiplication to multiple numbers up to 3 digit numbers by 2 digit
numbers in vertical form.

Performance a. Interpret products of whole numbers, e.g. interpret 5 × 7 as the total number of
o bjects in 5 groups of 7 objects each.
Standards b. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g.9 × 80, 5
× 60) using strategies based on place value and properties of operations.
c. Multiply 2 digit numbers by 2 digit numbers in vertical form.
d. Multiplication 3 digit numbers multiply by 2 digit numbers in vertical from.
Assessment Tasks 1. Complete a written exercise on multiplication.
2. If students cannot multiply 2 digit numbers by 2 digit numbers, teacher assist
students to memorise, the Multiplication tables and multiply 1 digit number.

Topic: Introduction of Division

Content Standard 3.1.5 D
 evelop the understanding of partative and quotient divisions and divide by one
digit divisor.

Performance a. R
 epresent and interpret quotient and partative division in a context in which number
of objects are shared equally.
Standards b. Extend division with 1 and 0.
c. Use properties of operations as approaches to multiply and divide.
Assessment Tasks 1. Make picture book for dividing equally.
2. Make a picture book for getting number for distribution.
3. Complete simple exercises on division.

Content Standard 3.1.6 E

 xtend learned division in different situations to divide with remainders for one
divisor.

Performance a. Divide numbers with remainder for one divisor.

b. Confirm the answers of division using multiplication and addition.
Standards c. Perform division with reminders.
Assessment Tasks 1. Solve various problems of division with remainders.

Topic: Introduction of Fraction

Content Standard 3.1.7 Extend
 learned knowledge on simple fractions to define and represent the given
quantities, the size and structure of fractions.

Performance a. Explain the meaning and representations of fractions of a whole quantity.

b. Represent given quantities in fractions with two meanings of division:
Standards • dividing into equal parts and getting number of equal parts and
• use the structure of fractions as the remaining part.
c. Represent fractions on a number line and compare the size.
Assessment Tasks 1. Represent fractions with denominators of 3, 5, 6, 7, 9 and 10.
2. Divide a strip paper tape into equal parts by equally scaled lines in the exercise
book.
3. Draw pictures of 1 litre to represent fractions.
4. Use equality and inequality signs to compare fraction.

Topic: Addition and Subtraction of Proper Fraction

Content Standard 3.1.8 A

 pply process of addition and subtraction to add and subtract proper fractions with
the same denominators.

Performance a. Represent addition of fractions on a tape diagram.

b. Add proper fractions with same denominators.
Standards c. Represent addition of fractions on a tape diagram.
d. Subtract proper fractions with same denominators.
Assessment Tasks 1. Draw tape diagrams of addition and subtraction of proper Fraction.
2. Add and subtract fractions with same denominator.

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 Primary

Strand 2: Quantities and Measurement

Topic: Metre and Kilometre (m, km)
Content Standard 3.2.1 Using the understanding of metre measure longer distances in Kilometres.

Performance a. Estimate and compare lengths of objects.

b. Measure and record lengths of a variety of objects and distances using appropriate
Standards metric units (m, km) for everyday objects.
c. C
 alculate and carry out simple unit conversion within a system of measurement
(centimetres to meter and metre to Kilometre).
d. Estimate and calculate the length of an object.
Assessment Tasks 1. Complete a written exercise to decide which unit to use for different situations.
2. Convert smaller units to bigger units and vice-vesa.

Topic: Units of Weight ( g,kg,t )

Content Standard 3.2.2 D
 evelop rational understanding of quantities in the units of weights (g),(kg) and (t).

Performance a. E xplore ways to compare weights through direct comparison, indirect comparison
and arbitrary unit.
Standards b. Estimate, compare, measure and record the weight of a wide variety of objects using
appropriate metric units (g, kg, and t).
c. C
 alculate and carry out simple unit conversion within a system of measurement
(grams to kilograms).
Assessment Tasks 1. Student compare the weight of objects.
2. Students convert grams to Kilograms and Kilograms to grams.
3. Add and subtract weights.

Topic: Time and Duration

Content Standard 3.2.3 D
 evelop the understanding of time in hours, minutes and second, and apply in
their daily activities.

Performance a. Explore how to represent short time (second).

b. Do simple time calculations of length of time in minutes, hours, half hours and
Standards quarter hours .
c. Explore how to represent 24 hour time using the time table schedule.
d. Use calendars to calculate and describe lengths of time in a day, week and months
e. Converting between seconds, minutes, hours days , weeks and months.
Assessment Tasks 1. Record time for a given situation.
2. Calculate units of time.
3. Write time in 24 hour time.
4. Express length of time in an activity.

Topic: Calculation of Money

Content Standard 3.2.4 U
 nderstand the value of various notes and coins as part of a unit and multiples of
unit money and solve various money problem situations.

Performance a. Explain the value of one Kina coin by using various notes and other coins.
b. Compare various prices of items to buy, sell and give change in various notes and
Standards coins.
c. Choose coins and notes to show simplest way to make certain amount.
d. Use various situations to find the total cost and the remaining amounts.
e. Solve problems involving multiplication, and division of money amounts by using
whole-number multipliers and divisors.
Assessment Tasks 1. Show simplest way to make certain amounts.
2. Solve problems involving addition, subtraction.
3. Multiplication, and division of money amount by using whole-number multipliers and
divisors.

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 Mathematics Syllabus

Strand 3: Geometrical Figures

Topic: Triangles and their Properties
Content Standard 3.3.1 Investigate the properties of various types of triangles and draw beautiful
patterns through tessellate.

Performance a. E
 xplain the properties of triangles (e.g. sides, vertex and angles) and name triangles
by its properties.
Standards b. Draw and name triangles with a given properties.
c. Designing patterns through tessellation of triangles and enjoy created patterns.
Assessment Tasks 1. Use compass and ruler to draw triangles of given properties.
2. Tessellate triangles and create different patterns.

Topic: Circles and Spheres

Content Standard 3.3.2 investigate the properties of circle and sphere.

Performance a. Explore how to draw a circle given the radius.

b. Use a given situation to identify the properties of circles.
Standards c. Using a compass to draw different patterns and picture of circles.
d. Explain how a circle looks like when it is viewed from all directions.
Assessment Tasks 1. Draw circles with a given radius or diameter.
2. Draw circles and show on the circle the diameter, circumference and radius.

Strand 4: Data and Mathematical Relations

Topic: Mathematical Sentence Using Box ( )

Content Standard 3.4.1 R

 epresent a mathematical sentence using words and box to find the missing
number using addition and multiplication and their inverse operation.

Performance a. R epresent mathematical sentences for a given situation with the support of a tape
diagram.
Standards b. Find the unknown number in the for the mathematical sentence of addition using
inverse operation of addition.
c. F
 ind the unknown number in the for the mathematical sentence of multiplication
using inverse operation of multiplication.
Assessment Tasks 1. Find unknown numbers in mathematical sentences of addition and multiplication.
2. Represent unknown number in a mathematical sentence by using .

Topic: Rules of Division for Proportionality

Content Standard 3.4.2 E
 xplore the different rules of division and find its relationship to multiplication and
express as mathematical sentences.

Performance a. Investigate and explain rules of division from a given situation.

b. Use the rules of division for easier ways of calculation.
Standards
Assessment Tasks 1. Use the rules of division for finding the answer of the division.

Topic: Collect and Represent Data.

Content Standard 3.4.3 D
 evelop understanding of ways to collect, arrange and represent data on tables
and bar graphs.

Performance a. Explain ways of collecting and representing data with drawing tables and bar graphs.
b. Investigate and collect data of things in and around the environment.
Standards c. Produce, read and interpret 2 dimensional tables and graphs.
Assessment Tasks 1. Explain how to collect data of students.
2. Represent data in a table.
3. Draw a bar graph of the data collected.

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 Primary

Grade 4
Strand 1: Number and Operation

Topic: Larger Numbers

Content Standard 4.1.1 E
 xtend learned number and place value to read, write, and order numbers up to
10 million and more.

Performance a. R ecognize, read and write 7 digit numbers using every three digit reading number
system.(1000, 1000 000, 10 000 000 ).
Standards b. Represent, read, write and order numbers up to 10 000 000, using base 10 place
value.
c. U
 sing base 10 place value explain the relative size of numbers and represent them
appropriately on number line.
d. Compare the relative size of numbers using inequality signs (< >).
e. Read, write and compare the population figures of different provinces in PNG.
Assessment Tasks 1. Students write given numbers in word or figures.
2. write numbers in order of size.
3. State the value of an underline digit in a given number.

Topic: Rounding off to Whole Numbers

Content Standard 4.1.2 U
 nderstand the meaning and use of approximation, estimate and rounding
numbers.

Performance a. E xplain the term round number, rounding up and down and give rough estimates on
appropriate situations.
Standards b. Use greater or equal to 5 and less than 5, and understand the difference between
less than and equal to 5.
c. Develop simple rules to round off numbers for 10, 100, 1000 and 10,000.
d. Round whole numbers up and down at tens , hundreds, thousands, ten thousand,
or hundred thousand places and recognise their different values and discuss
numbers such as 579,580,600,1000 and 474, 470,500,0.
Assessment Tasks 1. C
 omplete an exercise on rounding numbers to 10s, 100s and 1000s 10000s,
places.
2. Student discussion about the ways of rounding numbers.

Topic: Division in Vertical Form

Content Standard 4.1.3 Apply the process of division to calculate division in verticle form.

Performance a. U
 nderstand the relationship between mathematical sentence of division and division
in vertical form.
Standards b. Explain the process in vertical form using given situation of division.
c. Calculate division in vertical form with 2-3 digit number divided by 1 - digit.
d. Use tape diagram and table to identify multiplication or division for a given
situation.
Assessment Tasks 1. Explain the meaning of process dividing in vertical form.
2. Explain and show the procedures of dividing in vertical form.
3. Explain tape diagram and tables for division and multiplication.

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 Mathematics Syllabus

Content Standard 4.1.4 Extend learned division to divide by 2 digit numbers in vertical form.

Performance a. Extend the division in vertical form divided by 2 digit numbers.

b. Apply estimation of quotient of division in vertical form.
Standards c. U
 se rules of division and multiplication for easier ways of get answer for
mathematical sentence.
d. Use the tape diagrams and tables to distinguish the situations of multiplication and
division.
Assessment Tasks 1. Explain and show the process of dividing in vertical form.
2. Explain tape diagram and tables for division and multiplication.

Topic: Rules and Order of Calculations

Content Standard 4.1.5 Understand the rules and order of calculation in a mathematical expression.

Performance a. Represent two steps mathematical problem by one mathematical sentence.

b. Understand the necessity of order of calculation and be able to calculate
Standards appropriately.
c. Apply commutative, associative and distributive rules to calculate mathematical
problems.
d. Use four operations to calculate mathematical expression in vertical form and
recognise ways of using base 10 systems in vertical form.
Assessment Task 1. Use the order and rules of calculation appropriately in doing mathematics exercises.

Topic: Introduction of Decimal Numbers

Content Standard 4.1.6 U
 nderstand the meaning of decimal numbers, add and subtract decimals up to
one decimal place.
Performance a. R epresent the quantity of the remaining part of a whole number or unit. and explain
the meaning of decimal numbers with fraction of tenths.
Standards b. Represent fractions and decimals on a number line and compare the size.
c. Through the changing of litre and decilitre, understand the relative size of numbers of
decimal based on the difference of unit and one decimal place.
d. Extend base ten systems into the decimal numbers to 1 decimal place.
e. Compare the size of decimal numbers using number line.
f. U
 se various ways of additions and subtraction of whole numbers to decimal numbers.
Assessment Tasks 1. Express decimal to fraction and vice versa.
2. Add and subtract decimal numbers to 1 decimal place.
3. Round of decimal number to nearest whole number.

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 Primary

Topic: Decimal Numbers and their Calculations

Content Standard 4.1.7 Extend the understanding of structure of decimal numbers to represent decimal
numbers up to two decimal places.
Performance a. Explain how to represent decimal numbers.
b. Describe the structure of decimal numbers as an extension of base 10 place value
Standards system.
c. C
 hange and compare the denomination of the quantity for representing decimal
numbers on the number line.
d. Addition and subtraction of decimal numbers up to 2 decimal places in vertical form.
Assessment Tasks 1. Students write the place of a given decimal number as class exercise.
2. Students to solve problems comparing decimals to 2 decimal places.
3. Give students home work to put in ascending and descending order five decimals.
4. Students complete for home work an exercise in adding and subtracting decimals
to 2 decimal place.
5. Addition and subtraction in vertical form according to their correct decimal position.

Topic: Multiplication and Division of Decimal Numbers

Content Standard 4.1.8 E
 xtend learned multiplication and division to multiply and divide decimal numbers
by whole number.
Performance a. Use tape diagram and table of decimal numbers and multiply by a whole number.
b. Use a tape diagram and table to decimal numbers and divide by a whole number.
Standards c. Using tape diagram and table to solve problems involving division with remainders.
d. Using tape diagram and table distinguish difference of situations for multiplication or
division of decimal numbers.
Assessment Tasks 1. Multiply whole number by 1-2 decimal numbers such as 1.2 x 2, 1.26 x 3.
2. Divide whole number by 1-2 decimal numbers such as 5.7 ÷ 3.
3. Experience the task of dividing continuously such as 7.3 ÷ 5 until no remainder.
4. Distinguish difference of situations for multiplication or division on word problems
using tape diagram and table.

Topic: Fractions Larger than One

Content Standard 4.1.9 Extend the understanding of Addition and subtraction to add and subtract
fractions larger than one with same denominator.
Performance a. R
 epresent fractions larger than 1 using various representations by diagrams with
quantity such as litre or metre.
Standards b. Represent the equivalent fractions on the number line fraction wall.
c. Use various diagrams to add improper fraction with same denominators.
d. Use various diagrams to subtract improper fraction with same denominators.
Assessment Tasks 1. Represent fraction such as proper fractions, improper fractions and mixed numbers
on a number line.
2. Change mixed fraction into improper fraction and vice versa and arrange fractions in
ascending and descending order.
3. Using a fraction number line find equivalent fractions.
4. Add and subtract mixed fraction with same denominators.

Topic: Multiples and Divisors

Content Standard 4.1.10 U
 nderstand the properties of numbers and apply such properties to identify the
component of numbers.
Performance a. Apply component of multiples and common multiple for finding the number pattern.
b. Apply component divisors and common divisor for finding the number pattern.
Standards c. E
 xplain the relationship between multiples and divisors, using the idea of prime
numbers.
d. Apply component of even numbers and odd numbers to find number patterns.
Assessment Tasks 1. Play clap number game and enjoy using the idea of common multiple.
2. Use 100 square to shade multiples to find patterns.
3. Use 100 square to find prime numbers.
4. Write odd and even numbers.

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 Mathematics Syllabus

Strand 2 : Quantity and Measurement

Topic: Units of Area
Content Standard 4.2.1 Understand the meaning of units of area and represent areas with numbers.

Performance a. Compare the area measurements through direct comparison and in direct
comparison of shapes to understand the meaning of area.
Standards b. Explain standard units of Area using various situations and representations. 
c. Explore and determine which unit to use for a given area.
Assessment Tasks 1. C
 ompare the size of various areas through direct comparison and indirect
comparison.
2. Find the areas of rectangle and square using the formula for area.
3. Use various ways to find the area of a figure composed rectangle and square.
4. Compare areas of various places around the school by various size and unit of area.

Topic: Area of Squares and Rectangles

Content Standard 4.2.2 E
 xplore area of squares and rectangles such as centimeter square (cm2), metre
(m2) and develop formulae to calculate area.
Performance a. Using the unit square, introduce the formula of area of rectangle and square ( LxW).
b. Find the area of squares and rectangles using the formula.
Standards c. C
 alculate area of figures composed of rectangles and squares and explain the
formula.
Assessment 1. Find the areas of rectangle and square using the formula for area.
2. Use various ideas to find the area of a figure composed of rectangle and square

Content Standard 4.2.3 U

 nderstand the units of larger area and represent the area with numbers.

Performance a. Explore and compare large areas and decide how to calculate the area.
b. Find the area of large areas using the formula.
Standards c. C
 alculate the larger area by converting units to the same unit
( cm2 to m2) or ( m2 to cm2 ).
Assessment 1. Find the areas of large areas using the formula for area.
2. Find the area using conversion of units.

Topic: Sizes of Angles

Content Standard 4.2.4 E
 xplore and develop the understanding of measurement of angles, how to
construct and measure angles.
Performance a. Identify and estimate the size of angles from given situations.
b. Understand degree as a unit to express the sizes of angles.
Standards c. Using a protractor to measure angles and draw angles of given sizes.
d. Measure the angles of triangle rulers and form various angles and calculate the
angles.
Assessment 1. Use protractor to compare and name angles.
2. Identify right angles and straight lines from objects around them.

21
 Primary

Strand 3 : Geometrical Figures

Topic: Quadrilateral as Plane Figure
Content Standard 4.3.1 Investigate and understandproperties of various types of quadrilaterals using
vertex, angles, sides, parallel lines, perpendicular lines and diagonals.
Performance a. D raw four lines by connecting 2 selected dots on the square dotted grid paper, and
find various quadrilaterals.
Standards b. Define perpendicular lines and parallel lines, and use the properties to draw them.
c. N
 ame various quadrilaterals such as trapezoid, parallelogram, rhombus, rectangle
and square based on their properties.
d. Identify beautiful patterns in tessellation of quadrilaterals and appreciate the
properties of quadrilateral.
Assessment Tasks 1. Using dotted grid paper draw various quadrilaterals.
2. Explore various ways of drawing perpendicular lines and parallel lines.
3. Form various quadrilaterals using perpendicular lines and parallel lines.
4. Enjoy creating beautiful tile patterns through tessellations using one piece of
quadrilateral.

Topic: Rectangular Prism and Cube

Content Standard 4.3.2 Investigate and understand characteristics of rectangular prism and cube in terms
faces and edges and make models of them.
Performance a. U
 sing common objects to group solid shapes define rectangular prism and cube with
vertex, sides and face.
Standards b. Produce net from rectangular prism and cube.
c. E
 xplore the rectangular prism and cube by relationship amongst faces, segment
and edges.
d. Represent positions on plane and space.
Assessment Tasks 1. Group common objects into solid shapes using properties of component faces.
2. Through rotating the box draw nets of rectangular prism and cube.
3. Fold the nets to produce rectangular prism or cube.
4. Enjoy Sketching rectangular prism and cube using squared paper and compare each
other and explaining it with properties such as parallel lines.

22
 Mathematics Syllabus

Strand 4 : Data and Mathematical Relations

Topic: Quantities Which Change Together
Content Standard 4.4.1 E
 xplore quantities changing together and explain the patterns by sum, difference,
product, and quotient.
Performance a. Investigate the various situations where quantities change together and find patterns
to develop a table of values.
Standards b. Represent the given pattern which involve s sum, difference, product, quotient of two
given changing quantities on a table values and graphs.
c. U
 se mathematical sentence with □ and ○ for representing relationship on the table
for a given situation.
Assessment Tasks 1. Explain the change of two quantities in given situations.
2. Draw a table for a given situation to find rules and patterns on how quantities change
by the same value.
3. Use mathematical sentence with and , find the missing number for a given
situation.

Topic: Line Graphs

Content Standard 4.4.2 E
 xtend learned knowledge on tables and graphs to represent data and read line
graphs.

Performance a. Represent data on a bar graph.

b. To compare with bar graph know the usefulness of line graph for knowing basis
Standards such as increase, decrease and no change.
c. Explore better ways to draw line graphs.
Assessment Tasks 1. F
 rom below choose one pair from I, ii, and iii, and collect the data to draw line graph
and report your findings.
i. Your height depending on the grade in the school.
ii. Number of students in your school per grade.
iii. Number of population in the school, community, and province per year.

Topic: Arrangement of Data

Content Standard 4.4.3 Explore how to draw and read multi variable data by two dimensional tables.

Performance a. Gathering, record and arrange data on a table showing two information at once.
b. Make and read a table from the qualitative data.
Standards c. Identify and present two variable data from the two dimensional tables on graphs and
posters and explain their findings.
Assessment Tasks 1. S
 elect a topic to gather multi variable data and analyse into it two dimensional tables
and make a poster to explain your findings to others.

23
 Primary

Grade 5
Strand 1 : Number and Operation
Topic: Addition and Subtraction of Fraction.
Content Standard 5.1.1Apply the process of adding and subtracting fractions to add and subtract the
fractions with different denominators.

Performance a. Use various processes to find lowest common multiple (LCM).

b. Add proper fraction and mixed number with different denominator.
Standards c. Add and subtract proper fraction and mixed number with different denominator.
d. Subtract proper fraction and mixed number with different denominator.
Assessment Tasks 1. Change improper fractions to mixed numbers.
2. Calculate and simplify addition and subtraction of fraction with different denominators.

Topic: Multiplication and Division of Fractions by Whole Number

Content Standard 5.1.2 Extend
 learned multiplication and division to multiply and divide decimal
numbers by whole number.

Performance a. U sing table, tape diagram, area diagram and idea of quotient explain fractions.
(proper, improper, mixed fraction) multiplied by whole number.
Standards b. Using table, tape diagram, area diagram and idea of quotient explain fractions.
(proper, improper, mixed fraction) divided by whole number.
Assessment Tasks 1. O  n fraction of multiplication problem, students change fraction to the simple whole
number for making decision on the situation in multiplication or division, and draw
diagram using the simple whole number and try getting the answer based on the
ideas.
2. On fraction of division problem, students change fraction to the simple whole number
for making decision on the situation in multiplication or division, and draw diagram
using the simple whole number and try getting the answer based on the ideas.

Topic: Decimal numbers and Whole Numbers

Content Standard 5.1.3 U
 se base 10 system representation to compare and convert whole number to
decimal numbers.

Performance a. Use block diagram and place value chart to represent decimal and whole numbers.
b. Identify the number of places to move decimal points depend on the tenths or
Standards hundredths to the right such as 1/10 of 296 is 29.6 (move d.p1 place to right).

Assessment Tasks 1. Explain the relationship between 1456 metre and 1.456 metres.
2. Change whole numbers to decimal and vice versa.

Topic: Multiplication and Division of Decimal Numbers

Content Standard 5.1.4 A
 pply the process of multiplication to multiply a decimal number by a decimal
number and a whole number by a decimal number.

Performance a. M ultiply whole number by decimal and decimal number by a decimal number in
vertical form.
Standards b. Multiply decimal number by decimal number and whole number and decimal
numbers using various representation.
c. Apply the rules of commutative and associative and distributive to the decimal
numbers.
Assessment Tasks 1. U se tape diagram, tables, rules of multiplication and area diagram to show the
explain multiplication such as 1.2 x 2.4.
2. Multiply decimal number by decimal number or whole number in vertical form.
3. Using number cards 2, 3 5 6 7 8 develop decimal multiplication □.□×□.□ and find the
largest product and explain it solution.

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 Mathematics Syllabus

Content Standard 5.1.5 A

 pply the process of division to divide a decimal number by decimal number and
a whole number by a decimal number.

Performance a. Divide whole number by decimal.

b. Divide decimal number by a decimal number in vertical form.
Standards c. Solve division problems using various forms of calculations.
Assessment Tasks 1. U
 se tape diagram, tables, rules of multiplication and area diagram to show the
explain multiplication such as 15 ÷ 3.
2. Divide decimal number by decimal number or whole number in vertical form.

Topic: Size and Equivalent Fractions

Content Standard 5.1.6 E
 xtend the understanding of fractions and their calculations to compare the size
of fraction.

Performance a. Use the fraction wall to understand size of equivalent fraction.

b. Compare and calculate the size of fractions with same denominator.
Standards c. C
 hange and calculate fraction with different denominators into equivalent fraction
with the same denominator to solve problems.
d. Calculate and explain the process used to simplify a fraction.
e. Calculation using fraction and quotient and express it as a decimal, fraction and
whole number.
Assessment Tasks 1. Solve problems of equivalent fractions.
2. Simplify fractions.
3. Express fractions as decimal numbers and whole numbers.

Topic: Introduction to Percentage

Content Standard 5.1.7 U
 nderstand and calculate simple percentages, and express them as fractions and
decimals.
Performance a. Define and Interpret precent as a part of a hundred.
b. convert percentage as fractions and as decimals, and vice versa.
Standards c. E
 xplain why they represent the same value; calculate a given precent of a whole
number.
d. Calculating percentage of a given quantity.
AAssessment Tasks 1. Changing decimal to percentage.
2. Appreciate finding decimal and precent equivalent for common fractions.
3. Get proficiency from calculating a given percentage of a whole number.
4. Enjoy calculating percentage of a given number.

25
 Primary

Strand 2 : Quantities and Measurement

Topic: Area of Triangle and Quadrilaterals

Content Standard 5.2.1 D
 evelop the formula to calculate areas of parallelogram,triangle,trapezium,rhomb
us and understand their transformation.
Performance a. E xplore ways to calculate the area of square and rectangle and develop their area
formula.
Standards b. Use the formula for area to calculate the area of other quadrilaterals.
c. Explore ways to calculate the area of triangles and develop their area formula.
d. Using area formula to explains equal area transformation of triangles and
quadrilaterals.
Assessment Tasks 1. Calculate area of Triangles.
2. Calculate area of Quadrilaterals.
3. Use paper to transform one shape to different shapes.

Topic: Units of Volumes (cm3 , m3 )

Content Standard 5.2.2 U
 nderstand the units of volume and develope the formula of volume and measure.

Performance a. Use cuboid to develop the measure of space, and the units of volume.
b. Use 1cm3 to make volumes of cm3 and to understand the standard unit of volume.
Standards c. Draw different sizes of cuboid from standard units of volume.
d. Use the standard unit of volume cm3 to make boxes of volumes in units of cubic
metres (cm3).
e. Find the formula of volume for 3 dimensional shapes.
Assessment Tasks 1. Let’s makes a box of 200 cm3.
2. Using sticks or strings make 1m3 cube.
3. Using clear storage plastic containers estimate and measure the volumes of various
shapes.

Topic: Measurement Per Unit (mean)

Content Standard 5.2.3 U
 nderstand the meaning of mean and measurement per unit and apply it to solve
problems.

Performance a. Define mean and explore how to find mean of quantity in various situations.
b. Express the results of measurement with appropriate numerical value by utilizing
Standards mean.
c. Use rule of calculating mean to find the mean f measured value.
d. Compare situation in relation to measure per unity quantity.
Assessment Tasks 1. Calculate the mean of given values.

26
 Mathematics Syllabus

Strand 3 : Geometrical Figures

Topic: Congruent triangles, quadrilaterals and polygons
Content Standard 5.3.1 Investigate and understand the properties of congruent triangles and
quadrilaterals.
Performance a. Given the triangles and quadrilaterals, Find different properties of angles.
b. Using given measurements draw congruent quadrilaterals and explain their
Standards properties.
c. Using given measurements draw congruent triangle and explain their properties.
Assessment Tasks 1. Calculate 3 angles of triangles in various ways.
2. Enjoy using mathematical instruments such as ruler, compass and protractor to draw
congruent triangles.
3. Choose any quadrilateral and tessellate with same quadrilateral.

Topic: Regular Polygons

Content Standard 5.3.2 Investigate and construct regular polygons and identify the properties of angles.

Performance a. Investigate and make regular polygons using various representations

(e.g. paper folding).
Standards b. Identify the number of sides and the size of their angles of regular polygons.
c. Draw regular polygon according to their properties using various instruments.
Assessment Tasks 1. Use papers and compass to fold and make polygons and recognise various patterns.

Topic: Diameter and Circumference of the Circle

Content Standard 5.3.3 E
 xplore common properties of circles and develop formula of circumference,
diameter and radius.

Performance a. Explore and identify the properties of a circle (diameter, radius and circumference )
b. Apply the properties of circles to develop the formula of diameter, radius and
Standards circumference.
c. Use TT = 3.14 and 22/7 to calculate Circumference.
d. Using the given formulas find the circumference and diameter of circles.
Assessment Tasks 1. Explain the properties of a circle.
2. Draw circles and show on the circle the diameter, circumference and radius.
3. Using the given formula find the diameter and circumference of circles.

Topic: Solids and their Properties

Content Standard 5.3.4 Investigate and identify the properties of solids (Prisms and cylinders).

Performance a. Explore and identify the different solids and their properties.
b. Identify the characteristics and properties of prism and cylinders.
Standards c. Sketch and draw nets of prisms and cylinders.

Assessment Tasks 1. Describe the properties of a given prism.

2. Complete a table with solids and their properties .
3. Draw the nets of given solids.

27
 Primary

Strand 4 : Data and Mathematical Relations

Topic: Proportion (Two changing quantities)
Content Standard 5.4.1 Explore proportions in two changing quantities patterns and explain the patterns
by using the relation of direct proportionality.

Performance a. U se various situations where two changing quantities are directly proportional and
develop tables for knowing patterns.
Standards b. Use various situations where two changing quantities are directly proportional and
represent it on tables and graphs.
c. U
 se mathematical sentence with and , find a missing number for a given
situation.
Assessment Tasks 1. Explain proportions in two changing quantities in a given situation.
2. Draw a table for a given situation to find patterns on how two changing quantities
correspond.
3. Use mathematical sentence with □ and○, find the missing number for a situation.

Topic: Using Ratio for Comparison

Content Standard 5.4.2 Extend their understanding of data and statistics to construct graphs using
given scales and quantities.

Performance a. Collect, organise and represent data using bar graphs, and simple pie charts.
b. Use data as a source for representation, interpretation and setting problems.
Standards c. Identify ordered pairs of data from a graph and interpret the meaning of the data in
terms of the situation depicted by the graph.
Assessment Task 1. Develop questions and make comparisons based on the given information.

Topic: Percentage of Data

Content Standard 5.4.3 Use percentage and compare data sets of different sizes.

Performance a. Represent percentage by setting the size of the base quantity at 100.
b. Use fractions and percentage to compare data sets of different sizes.
Standards c. Calculate and represent percentage in tables and graphs.

Assessment Tasks 1. Find Percentage of different size of data.

2. Compare and answer question on data set different sizes use as fraction and
percentages.

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 Mathematics Syllabus

Assessment and Reporting

The term assessment is defined as the ongoing monitoring and
evaluation process of teaching and learning performance of the intended
curriculum. The assessment set and conducted must be aligned to the
teaching and learning activities and the set standards.The weaknesses
identified through assessment tasks can be addressed to improve
teaching and learning.

Assessment in Mathematics should first and foremost be used to

evaluate students ‘performance so that teaching can be adjusted to
improve students ‘achievements of the content standards thus,
Assessment must be continuous throughout the year.

Types of Assessments
Standards Based Curriculum promotes the following assessment types:

• Benchmark Assessment
• Formative Assessment
• Summative Assessment

Formative Assessment
Assessment for Learning

Assessment for learning also known as classroom assessment. It is an

ongoing process and interaction between teaching and learning. It is
used to help learners improve their performance, skills or understand
the tasks better. It also helps both students and teachers to see:

• the learning standards and criteria

• w
 here each learner’s performance in relation to the goals or content
standards
• where they need improvement
• and how to improve.

Assessment as Learning

Assessment as learning is the use of a task or an activity to allow stu-

dents the opportunity to use assessment to further their own learning.
Self and peer assessments allow students to reflect on their own learning
and identify areas of strength and weakness. These tasks offer students
the chance to set their own personal goals and advocate for their own
learning.

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 Primary

Summative Assessment
Assessment of Learning

Assessment of learning is the use of a task or an activity to measure,

record and report on a student’s level of achievement in regards to
specific learning expectations. These are often known as summative
assessments.

Written tests should not be the only methods used to evaluate students’
performance. Other assessment methods must also be used.

Assessment Methods

Assessment is an integral part of students learning and can be done

using different methods. Below are some of these methods.

Keeping a records of
Ongoing Records practical work
• Student profile • Models
• Checklist • Work samples Questionnaires
• R
 unning record • Class and group projects • Oral
sheets
• Written
• Student folder

Tests Student records

Some ways of • Student profile

• Practical
assessing • Student journal
• Written • Working in progress
folder
• Diaries
Student self-assessment
Observation of Students
• Group discussion
• Informing Observation Talking with students
• Concept mapping • Informal observation
• Checklist and notes
• Peer assessment • Interview
• Running record sheets
• Self - assessment • W
 atching working in • Questioning individuals
progress and small groups
• Systemic observation • Asking open ended
• Presentation to the class questions
• Assembly • Telling stories
• Listening to students
explanations

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 Mathematics Syllabus

Recording, Reporting and Evaluating

Assessment is an integral part of students learning and can be
demonstrated in many ways. Below are some of these ways.

Processes and procedures Presentations Writing

• Observing, identifying • Debates • Essays

• Recognizing • Presentation of work • Explanations
investigating • Presentation of findings • Case studies
• Classifying • Interviews • Completing activity sheets
questioning, comparing, • Plays and role plays • Concept maps
predicting, drawing • Sharing findings • Assignments
conclusions, • Observation with other • Projects
taking measures, classess • Articles from newspapers
putting forwards

Practical tasks Oral tasks

• Models How can students • Answering questions

• Displaying activities outside show what they • Explaining
• Practical activity have learned? • Describing
• Solving Problems • Relaying information
• Applying concepts • Asking questions
• Interviewing

Visual representations Researh

• Posters, flow charts • Small group research

drawings • Independent research
• Diagrams, maps, tables • Conducting surveys and
• Graphs, paintings, labels interviews

Evaluation
Teachers will use assessment information to make judgments about the
effectiveness of their teaching, learning and assessment programs and to
enhance their teaching practice in order to improve student learning.

Schools may use whole school assessment data to evaluate the

effectiveness of teaching and learning in a particular subject or at
particular grade levels and make decisions on how to improve student
learning.
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 Primary

Glossary
Words Definitions
Arbitrary Unit Is a unit which is not part of an internationally accepted absolute system of units.

Augend A number to which another number is added to form a sum

Assessment Activities teachers use to help students learn and to monitor their progress.

Assessment As/In Is a design to inform students what they will do well and what they need to improve
Learning on daily/weekly bases as an integral part of everyday teaching and learning such as
exercise, activities or experiments students do or practice in each lesson
Assessment For A common form of assessment. It is an ongoing process that arises out of the
Learning interaction between teaching and learning. Also referred to as formative assessment.
Assessment Of Provides a summary of students learning over a set period of time and is generally
Learning carried out at the end of a course or project. Sometimes it is referred to as summative
assessment and are evaluative.
Assessment Of Provides a summary of students learning over a set period of time and is generally
Learning carried out at the end of a course or project. Sometimes it is referred to as summative
assessment and are evaluative.
Assessment Tasks On-going test of knowledge, skills and attitudes/values gained throughout the
particular unit or topic.
Assessment Different styles and ways of assessing students work
Strategies
Bar graphs A diagram in which the numerical values of variables are represented by the height or
length of lines or rectangles of equal width.
Benchmark A benchmark is a required standard or yardstick in which something is measured
against. In the national curriculum, it is set to evaluate and validate the standard of
curriculum as well as the effectiveness of teaching and learning at the end of each
level of schooling. In PNG, Benchmarking is referred to as assessment of content
standards at the end of each level of schooling such as Elementary 2, Grade 5 and
Grade 8.
Cardinals Number denoting quantities e.g. 1, 2, 3, etc.

Centre A point which all points on the circle or sphere are the same distance

Circumference The enclosing boundary of a circle

Diameter A straight line passing side to side through the centre of a figure especially circle and
sphere
Difference The result of subtracting one number from the other

Dividend The number being divided

Divisor A number that divides an integer evenly or a factor that will divide the dividend exactly

Equilateral triangle A triangle in which all three sides are equal. It is also equiangular; all three interior
angles are equal and measure 60°
Expression A mathematical phrase that can contain ordinary numbers, variables (like x or y) and
operations (like )
Content Standard A broad statement of what students need to know, understand, and be able to do as
intended by the syllabus. They define the breadth and depth of knowledge, skills and
processes and attitudes and values that are to be taught in the strand, unit or topic.

32
 Mathematics Syllabus

Words Definitions
Fraction A numerical quantity that is not a whole number e.g. , the top number is the
numerator and the bottom number is the denominator
Horizontal axis The line on a graph that runs horizontally (left-right) through zero. It is used as a
reference line so you can measure from it; the x-axis.
In-equality Two values are not equal and the symbols include ( - not equal to, <less than,
>greater than, - less than or equal to or - greater than or equal to)
Isosceles triangle A triangle that has two sides of equal length

Length The measurement or extent of something from end to end

Minuend The first number in a subtraction, the number from which another number is to be
subtracted
Multiplicand A number that is to be multiplied by another

Multiplier A number by which another number is multiplied

Ordinals Number defining the position of something in a series e.g. first, second, third, etc.

Partitive Division A division problem where you know the total number of groups, and you are trying to
find the number of items in each group

Performance A descriptive statement of the knowledge and skills that students may display as they
Standards work towards the achievement of the content standard. The performance standards
are examples only. Performance standards make content standards operational.
Product The answer when two or more numbers are multiplied

Quotative Division Involves taking a set of size ‘a’ and forming groups of size ‘b’. The number of groups
of this size that can be formed, ‘c’ is the quotient of ‘a’ and ‘b’
Quotient The quantity produced by division of two numbers

Radius A straight line from the centre to the circumference of a circle or sphere, of the
diameter
Remainder The amount “left over” after performing some computation. Normally an integer “left
over” after dividing one integer by another to produce and integer quotient
Standard A standard is a level of quality or achievement, especially a level that is thought to
be acceptable. It is something used to measure or estimate the quality or degree of
something, for example, how good a piece of work is.
Standards Based Is a learning system and is a systematic and ongoing process of collecting and
Education interpreting information about students achievements
Assessment
Sphere A round solid figure with every point on its surface equidistant from its centre
e.g. soccer ball
Subtrahend The number that is to be subtracted

Sum The result of adding two or more numbers

Vertex A corner or a point where lines meet

Vertical axis The line on a graph that runs vertically (up-down) through zero. It is used as a
reference line so you can measure from it, the y-axis.
Weight A body’s relative mass or the quantity of matter contained by it, giving rise to a
down-ward force. The heaviness of a person or thing

33
 Primary

References
NDOE 2004, Mathematics Lower Primary Syllabus, NDOE, Waigani

NDOE 2004, Mathematics Lower Primary Teacher Guide, NDOE, Waigani

NDOE 2004, Elementary Cultural Mathematics Syllabus, NDOE, Waigani

Elementary School Teaching Guide for the Japanese Course of Study

(grade 1-6), 2010, CRICED, University of Tsukuba

Study with your Friends Mathematics for Elementary School, ©

Gakkohtosho Co. LTD, Taheshi Nara, Tosho Printing Co., LTD Japan

NDOE 2002, Assessment and Reporting Policy, 2003 NDOE Waigani

NDOE 2002, National Curriculum Statement, Papua New Guinea NDOE,

Waigani

NDOE 1986, A Philosophy of Education for Papua New Guinea,

Ministerial Committee Report (P. Matane, chair), NDOE, Waigani

NDOE 2013, Report of the Task Force for the Review of Outcomes Based
Education (OBE) in Papua New Guinea

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