INTRODUCTION AIMS OF THE PRIMARY SCHOOL MATHEMATICS PROGRAM

At lower primary, learners acquired knowledge and understanding of To develop in all learners
mathematics in numeracy, computational and problem solving skills
through practical activities, explorations and group work. The syllabus 1. competence and confidence in the application of
aims to further develop the skills learnt at lower primary. In addition, the computational skills in order to solve day to day problems
Upper Primary syllabus intends to give learners an opportunity to 2. inquiry skills, creativity, critical thinking and problem solving
approach problems with flexibility as well as trying alternative approaches ability
to overcome any difficulties. 3. an awareness of mathematics as a language to analyse and
communicate information and ideas
Learners would use number system more confidently by counting 4. an awareness of the interrelationship of topics within
accurately with all four number operations. They will explore features of mathematics and with other subjects
shape and space and develop measuring skills in a range of contexts. They 5. positive attitudes and values toward mathematics and its
will also learn to present their findings and reasoning using a wide range integration with other subjects
of methods, mathematical language, diagrams and charts. 6. numeracy and literacy skills compatible with technological
and scientific developments
RATIONALE 7. the ability to demonstrate the use of acquired mathematical
concepts and skills in making informed decisions and drawing
Mathematics plays a key role in everyday life as a communication tool that conclusions
makes extensive use of symbolic notation. It stirs the intellectual 8. appropriate and adequate concepts for further study of
challenge, the outcome of which is cognitive development that assists in mathematics and other related subjects
sustaining the thinking span. It helps to develop mental processes that 9. an awareness and appreciation of the role of mathematics in
enhance logical and critical thinking, accuracy and problem solving; all of cultural and traditional activities within the environment
which are very important in decision making. 10. an awareness of emerging issues in relation to mathematics.

Mathematics provides a foundation for logical and lateral thinking The subject demands the active participation of learners to explore the
essential in acquiring and organising knowledge, developing concepts and world around them through investigation as well as application of learned
skills, and understanding principles for further learning. It empowers principles.
learners to make associations and generalisations, which are important in
the study of, natural, physical and social sciences as well as in the
operation of industry and business. It is also seen in nature and thus helps
in the interpretation of the environment. Its study will develop in learners
the appreciation of its cultural and traditional development.

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ATTAINMENT TARGETS
Carry out basic operations
At the end of 7 years of primary education every student should be 1. add whole numbers sum up to 1000 000
able to 2. subtract whole numbers up to 1000 000
3. multiply up to a 4-digit number by up to a 2-digit number
Read and write numbers 4. divide up to a 4-digit number by a 1-digit number and express the
1. read and write in numerals any given whole number up to 1000 000 remainder as a fraction or decimal
2. read and write whole numbers in words up to 1000 000 5. multiply and divide by powers of 10 up to 1000
3. classify whole numbers into odd, even, factors, multiples, prime, 6. determine equivalent amounts of money
squares, cubes, triangular and rectangular 7. make and apply estimates
4. read and write money values in numerals 8. use the correct order of operation
5. round off a whole number up to the nearest 1000 000
6. find the place value of digits in numbers up to 1000 000 Carry out and compute measurements
7. use symbols =, <, > to compare whole numbers up to 1 000 000 1. select appropriate instruments and units of measurement to a level of
8. write whole numbers in expanded form up to 1 000 000 accuracy required in a particular situation
9. identify positive and negative numbers 2. convert from one measurement to another within the same metric
10. order directed numbers system
11. identify use of numbers in various occupations and every day life 3. find perimeter, circumference of given shapes
4. find volumes of objects: cube, cuboids and cylinders
Compute fractions 5. measure length, capacity and mass of different objects
1. express proper fractions as decimals, percentages and vice-versa 6. calculate the circumference of a circle
2. express fractions in their lowest term 7. carry out the four basic operations on measurement
3. determine equivalent of fractions 8. tell time using 12 and 24 hour notations
4. express improper fractions as mixed numbers 9. read and interpret simple timetables given in 12 and 24 hour notations
5. order fractions with different denominators 10. convert time between 12 and 24 hour notation
6. add two fractions with different denominators of up to two digit 11. convert up to 3 consecutive time measures using the following time
numbers spans: millennium, century, decade, year, month, week, day, hour,
7. subtract one fraction from another with different denominators of up to minute and second
two digit numbers
8. add two decimals each with up to 3 decimal places (thousandth) Geometry
9. subtract decimals each with up to 3 decimal places (thousandth) 1. identify and name types of lines: vertical, horizontal, slanting, parallel
10. order decimals and perpendicular
11. multiply and divide fractions by whole numbers 2. identify and name kinds of angles: right, straight, acute, obtuse, reflex
12. calculate percentages 3. draw angles: right, straight, acute, obtuse, reflex
13. solve problems involving ratio and direct proportion 4. complete the drawing of an object given the line of symmetry

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5. identify and name up to 10 sided polygons
6. identify properties of polygons TEACHING METHODOLOGY
7. construct triangles given specific measures of angles and sides using a
variety of tools The teaching method expected to be used by teachers when using this
8. identify and draw circumference, diameter and radius of a circle syllabus must be predominantly learner centred. This includes,
9. use the first quadrant of Cartesian coordinate to describe and find the discussions, brainstorming, group work, research work, project work,
position of given points problem solving.
10. describe and carry out simple transformations: translations, reflections,
rotations SYLLABUS ORGANISATION
11. identify tessellation
12. identify and name polyhedra and their nets The syllabus consists of six modules: Numbers and Operations, Geometry,
13. find the relationship between sides, edges and vertices of Measures, Problem solving, Statistics and Algebra. The syllabus
prisms(Euler’s formula) maintains the progressive and spiral approach to the modules.

Problem solving It ends with an APPENDIX giving the list of words to be covered
1. play games and solve simple puzzles throughout the syllabus.
2. apply addition, subtraction, multiplication and division to solve
problems in real life situations Module 1: Numbers and Operations
3. carry out simple investigations
The module addresses number facts, which include addition, subtraction,
Statistics multiplication and division facts. Learners would apply these facts to
1. read, interpret and draw pictographs, bar graphs, pie charts and line solve problems in real life situation. Learners would also use their
graphs knowledge of the number facts to solve problems that involve percentages
2. represent information on pictograph, bar, pie chart and line graphs and fractional ideas. The module also includes more knowledge about the
3. carry out investigation using appropriate statistical methods sequence of numbers, writing numerals in words as well as the place value
4. calculate averages of the number system.
5. Work out simple probability
Module 2: Geometry
Algebra
This module deals with both two and three-dimensional geometrical
1. complete given sequences shapes, their names, properties, construction and relationship to each other.
2. simplify expression with different variables The module also covers position as an important aspect of our world
3. evaluate given expressions through finding direction, using simple maps and co-ordinates. The
4. solve simple linear equations of the form ax + b = c module would develop in learners an appreciation of patterns in space as
5. find input, output sets or mapping

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seen in symmetry, transformations, and tessellation as well as the precise way to write mathematical statements. This includes patterns and
occurrence of geometry in the environment. sequences, expressions and equations.

ASSESSMENT PROCEDURES

Module 3: Measures Learners Continuous Assessment

The module allows learners to recognise the importance of measurement It is expected that teachers will closely monitor each learner’s
in real life situation through practical experiences in using measuring, performance. This monitoring should be made up of observations and
measuring devices, making estimations of quantities and in mastering class exercise performance. The results of this monitoring will help the
equivalence between units. This would enable learners to further develop teacher to diagnose weaknesses early. Teachers are encouraged to take
and use measurement formulas. time to discuss with each individual learner on their performance from
time to time. It is also important to encourage learners to continuously
Module 4: Problem Solving reflect on their performance for self-introspection.

Problem solving develops in learners the ability to be creative in applying Assignment

mathematical concepts and techniques and to reflect critically on the
methods they have chosen. Learners could apply some of the problem Assignments should be given to learners to enable them to continuously
solving strategies, such as: drawing a picture, acting out the problem, revise all previous work done.
guessing and checking the solution, using a drawing, finding the pattern,
making an organised list, making a table, working backwards, using visual Tests
reasoning and using logical reasoning. Problem solving also encourages
co-operative learning. Teachers must use different types of tests to ensure that different aspects
of their teaching are covered. Each test should be well planed for so that
Module 5: Statistics they can achieve their intended objectives. They can be given weekly,
fortnightly or monthly to diagnose, lessons, topics or modules. Mock
Statistics develops the skills of collecting, organising and analysing data examination tests can be use to give the learners the fill of examinations.
and presenting reports and summaries. It helps learners to interpret data in
charts, tables and graphs of various kinds. In this module, learners would
also develop the idea of probability and its use in every day life. TIME ALLOCATION

Module 6: Algebra According to recommendations put forward, the following time allocation
has been suggested.
Algebra introduces learners to a new way of communicating mathematics
through letters and symbols. Algebra also and provides a shorter and more Standard 5 to 7 3.5 hours per week

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 STANDARD 5

MODULE 1: NUMBERS AND OPERATION

Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
1.1 Whole Numbers 1.1.1 Develop numeracy skills 1.1.1.1 read in numerals and words numbers up to 10 000
1.1.1.2 write in numerals and words numbers up to 10 000
1.1.1.3 classify whole numbers as odd, even and prime
1.1.1.4 denote place value up to 10 000
1.1.1.5 write numbers in expanded form
1.1.1.6 use symbols: =, <, > to compare numbers up to 10 000
1.1.1.7 round off to the nearest 10, 100, 1000
1.1.1.8 identify the use of numbers in various occupations and everyday life
1.2 Operations 1.2.1 apply the four basic operations on 1.2.1.1 estimate sum of given numbers
whole numbers 1.2.1.2 add two to three numbers of up to 4-digits, sum up to 10 000
1.2.1.3 apply the commutative and associative law of addition
1.2.1.4 identify the identity element of addition
1.2.1.5 estimate differences of given numbers
1.2.1.6 subtract up to 4-digit numbers within 10 000
1.2.1.7 find factors of numbers up to fifty
1.2.1.8 identify the Lowest Common Multiple (LCM)
1.2.1.9 identify the Highest Common Factor (HCF)
1.2.1.10 estimate products of given numbers
1.2.1.11 multiply whole numbers by 10 and 100 with product up to 10 000
1.2.1.12 multiply numbers by multiples of ten
1.2.1.13 multiply up to a 2-digit number by a 2-digit number with product up to 10 000
1.2.1.14 estimate quotient of given numbers
1.2.1.15 divide up to 3-digit number by a 1-digit number with remainder
1.2.1.16 divide whole numbers by 10, 100 and 1000
1.2.1.17 use the correct order of operations in solving number sentences up to 3 steps
1.2.1.18 solve word problems involving the four basic operations
1.2.1.19 identify the use of number operations in various occupations and the
environment

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1.3 Fractions 1.3.1 develop computational skills on 1.3.1.1 identify fractions with denominators 6, 7, 8, 9, 10, 11, 12 and 100
fractions 1.3.1.2 identify equivalent fractions
1.3.1.3 order fractions with the same denominators in descending or ascending
order
1.3.1.4 convert improper fractions to mixed numbers
1.3.1.5 convert mixed numbers to improper fractions
1.3.1.6 use =, <, > to compare two proper fractions with same denominators
1.3.1.7 use =, <, > to compare two proper fractions with different denominators
1.3.1.8 add a whole number and a fraction
1.3.1.9 subtract a fraction from a whole number
1.3.1.10 add fractions with different denominators
1.3.1.11 subtract fractions with different denominators
1.3.1.12 express percentages as fractions
1.3.1.13 express fractions as percentages (restrict to whole numbers)
1.4 Decimals 1.4.1 compute decimals 1.4.1.1 use place value to represent decimals up to hundredths
1.4.1.2 convert fractions with denominators 10 and 100 to decimals.
1.4.1.3 add two decimal numbers up to 1 decimal place (tenths)
1.4.1.4 subtract decimals within tenths
1.4.1.5 multiply a decimal number up to one decimal place by a whole number
1.4.1.6 multiply a decimal number up to one decimal place by 10 and 100
1.4.1.7 divide a decimal number up to one decimal place by a whole number
1.4.1.8 solve word problems involving decimal
1.5 Money 1.5.1 apply the four basic operations on 1.5.1.1 interpret and understand the significance of national symbols on money
money 1.5.1.2 read and write money in Pula and Thebe
1.5.1.3 convert Pula to Thebe and vice-versa
1.5.1.4 add money up to P1000
1.5.1.5 subtract money within P1000
1.5.1.6 multiply money up to P1000
1.5.1.7 divide money up to P1000
1.5.1.8 make purchases of and change for items up to P100
1.5.1.9 make simple bills

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MODULE 2: GEOMETRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
2.1 Lines 2.1.1 develop an understanding of lines 2.1.1.1 differentiate types of lines: Perpendicular, parallel and curve
2.1.1.2 identify parallel, perpendicular and curved lines in shapes and within the
environment
2.1.1.3 draw perpendicular lines using a compass, ruler and set square
2.1.1.4 draw perpendicular lines using a ruler and set square
2.1.1.5 combine different types of lines to make shapes
2.2 Angles 2.2.1 acquire more knowledge on angles 2.2.1.1 name angles as straight and reflex
2.2.1.2 identify angles as straight and reflex in the environment
2.2.1.3 identify a revolution and fractions of a revolution using right angles
2.2.1.4 measure angle sizes in whole numbers using a protractor
2.2.1.5 make clockwise and anti-clockwise turns using cardinal points and relate
them to angles
2.2.1.6 construct angles accurately given their sizes (restrict to whole numbers)
2.3 Quadrilaterals 2.3.1 develop knowledge on quadrilaterals 2.3.1.1 identify and name quadrilaterals
2.3.1.2 investigate the relationship between angles and sides of quadrilaterals
2.3.1.3 identify quadrilaterals with equal opposite angles and sides
2.3.1.4 identify quadrilaterals with different opposite angles and sides
2.3.1.5 state properties of quadrilaterals
2.3.1.6 draw quadrilaterals
2.3.1.7 1dentify quadrilaterals in the environment
2.4 Symmetry 2.4.1 acquire knowledge on symmetry and 2.4.1.1 identify lines of symmetry in two dimensional shapes
its existence in the environment 2.4.1.2 identify symmetry in objects in the environment
2.4.1.3 determine line of symmetry for two-dimensional shapes using paper
folding and reflection
2.4.1.4 draw lines of symmetry given a two dimensional figure
2.4.1.5 complete a drawing of any two dimensional figure given a part and a line
of symmetry
2.4.1.6 sort quadrilaterals according to lines of symmetry
2.4.1.7 identify and appreciate symmetry in nature

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2.5 Tessellation 2.5.1 apply knowledge of shapes on 2.5.1.1 identify tessellation in objects in the surroundings
tessellation 2.5.1.2 make tessellation of different shapes
2.6 Transformation 2.6.1 understand basic concepts on 2.6.1.1 identify flips, slides and turns using concrete materials and drawings
transformational geometry 2.6.1.2 carry out flips, slides and turns using concrete objects and drawings
2.6.1.3 identify flip, slides and turns in the environment
2.7 Co-ordinates 2.7.1 acquire knowledge on position and 2.7.1.1 give directions using left and right
direction of objects / points on a grid 2.7.1.2 describe the position of object on the grid using left and right
2.7.1.3 describe the position of objects in a grid using rows and columns
2.7.1.4 use a grid reference to identify position of objects in a grid

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MODULE 3: MEASURES
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
3.1 Length 3.1.1 demonstrate an understanding of and 3.1.1.1 select appropriate instruments and units to measure linear dimensions
ability to apply measurement units of 3.1.1.2 measure perimeters of circles and irregular shapes using strings and rulers
length 3.1.1.3 measure boundaries and diagonals in shapes and objects in mm, cm & m
3.1.1.4 calculate perimeters of quadrilaterals and triangles
3.1.1.5 convert mm to cm, and cm to m
3.1.1.6 convert cm to mm and m to cm
3.2 Area 3.2.1 demonstrate skills on measuring area 3.2.1.1 calculate the area of rectangles and squares
of two dimensional shapes 3.2.1.2 Estimate the area of irregular polygons using a square grid
3.2.1.3 use manipulation to find the formula for the area of a triangle
3.3 Mass 3.3.1 apply knowledge on measurement of 3.3.1.1 select appropriate standard units to measure mass
mass 3.3.1.2 convert kilograms to grams
3.3.1.3 convert grams to kilograms
3.3.1.4 solve word problems on mass involving the four basic operations
3.4 Capacity 3.4.1 demonstrate an understanding on 3.4.1.1 estimate to the nearest litre
measurement of capacity 3.4.1.2 measure to the nearest litre
3.4.1.3 convert ml to l
3.4.1.4 convert l to ml
3.4.1.5 solve word problems involving capacity
3.5 Volume 3.5.1 understand the concept of volume 3.5.1.1 find the volume of boxes using 1cm3 units cube
3.5.1.2 use the formula for the volume of cubes and cuboids
3.5.1.3 make models of cubes and cuboids of given volumes
3.5.1.4 solve word problems involving volume
3.6 Time 3.6.1 gain knowledge on time 3.6.1.1 convert hours to minutes
3.6.1.2 convert minutes to hours
3.6.1.3 read analogue clock to the nearest minute in 12 hour notation
3.6.1.4 read digital clock to the nearest minute using 12 hour notation
3.6.1.5 estimate time intervals to the nearest minute
3.6.1.6 measure time intervals to the nearest minute
3.6.1.7 identify time spans: year, decade and century

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MODULE 4: PROBLEM SOLVING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Games and 4.1.1 acquire problem solving skills and 4.1.1.1 play mathematical games
Puzzles processes 4.1.1.2 solve mathematical puzzles
4.2 Investigations 4.2.1 acquire process skills to carryout 4.2.1.1 carry out simple investigations involving numbers, geometry, measures
investigations and algebra
4.2.1.2 conduct mathematical investigative project on numbers, geometry and
measures
4.2.1.3 communicate mathematically, using appropriate mathematical languagein
discussions and presentations
MODULE 5: STATISTICS
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
5.1 Graphs 5.1.1 show understanding of displaying 5.1.1.1 display data in pictographs using two or more symbols
data 5.1.1.2 show data on bar graphs
5.1.1.3 display data on line graphs
5.1.1.4 read and analyse information given in a graph
5.2 Measures of 5.2.1 acquire skills to summarise data 5.2.1.1 find the mode in a distribution of not more than 10 numbers
central tendency 5.2.1.2 find the median in a distribution of not more than 10 numbers
and range 5.2.1.3 calculate the range of a given distribution
5.2.1.4 show how the mode, median and range can be used to interpret data
5.3 Data collection 5.3.1 apply manipulative skills to collect 5.3.1.1 conduct simple surveys, including HIV/AIDS and Environmental
and analysis and analyse data Education issues
5.3.1.2 collect data and record information in tabular form
5.3.1.3 represent data in appropriate graphs using pictograph, bar graph and/ or
line graph
5.2.1.4 make conclusions from the survey
5.4 Probability 5.4.1 understand the concept of probability 5.4.1.1 discuss events of chance: election outcome, winning a game, weather
prediction
5.4.1.2 classify events as never, sometimes, always, certainly, possible or
impossible

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MODULE 6: ALGEBRA
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
6.1 Algebra 6.1.1 acquire knowledge on algebra 6.1.1.1 generate number patterns
6.1.1.2 complete a linear sequence given at least four consecutive terms
6.1.1.3 identify pattern rules for linear geometric patterns
6.1.1.4 map arrow diagrams using two or more operations
6.1.1.5 replace missing numbers in number sentences involving addition and
subtraction with alphabets and solve by inspection (e.g. 4 + = 10
4 + a = 10
6.1.1.6 given a number sentence involving up to three terms, form a story
6.1.1.7 given a story form a number sentence involving three terms
6.1.1.8 given an expression form a story
6.1.1.9 given a story form an expression

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 STANDARD SIX

MODULE 1: NUMBERS AND OPERATIONS

Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
1.1 whole Numbers 1.1.1 acquire knowledge on numbers 1.1.1.1 denote place value of numbers up to hundred thousands using place value
materials including abacus, drawings and symbols
1.1.1.2 write Roman numerals up to 12
1.1.1.3 read whole numbers in numerals and words up to 100 000
1.1.1.4 write whole numbers in numerals and words up to 100 000
1.1.1.5 classify whole numbers as square, rectangular and triangular
1.1.1.6 read whole numbers in expanded form up to 100 000
1.1.1.7 write whole numbers in expanded form up to 100 000
1.1.1.8 round off to the nearest 10 000
1.1.1.9 use symbols: =, <, > to compare numbers up to 100 000
1.2 Number 1.2.1 understand basic number operations 1.2.1.1 add two to four numbers of up to a 4-digits sum up to 100 000
Operations 1.2.1.2 apply the associative law of addition
1.2.1.3 subtract up to a 4-digit number within 100 000
1.2.1.4 use estimation to check addition and subtraction
1.2.1.5 find factors of numbers up to 100
1.2.1.6 find the Lowest Common Multiple and Highest Common Factor
1.2.1.7 multiply a 3-digit number by up to a 2-digit number with product up to 10
000
1.2.1.8 multiply whole numbers by 10,100,1000
1.2.1.9 multiply whole numbers by multiples of hundred
1.2.1.10 apply the distributive law of multiplication
1.2.1.11 divide up to 4-digit numbers by a 1-digit number with and without
remainders
1.2.1.12 use estimation to check multiplication and division
1.2.1.13 use the correct order of operations in solving number sentences up to 4
steps
1.2.1.14 solve word problems involving the four basic operations

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1.3 Fractions 1.3.1 apply the four basic operations on 1.3.1.1 order proper fractions with different denominators in descending or
fractions ascending order
1.3.1.2 express fractions in their lowest term
1.3.1.3 develop fractional patterns and sequences
1.3.1.4 use the symbols =, <, > to compare fractions
1.3.1.5 express proper fractions as decimals
1.3.1.6 express decimals as proper fractions
1.3.1.7 express improper fractions as decimals
1.3.1.8 express decimals as improper fractions
1.3.1.9 add fractions with different denominators
1.3.1.10 subtract fractions with different denominators
1.3.1.11 add mixed numbers with different denominators
1.3.1.12 subtract mixed numbers with different denominators
1.3.1.13 use a fraction as an operator to find fractions of quantities
1.3.1.14 multiply a fraction by a whole and vice versa
1.3.1.15 solve word problems involving fractions
1.4 Decimals 1.4.1 apply the four basic operations on 1.4.1.1 read decimal numbers in numerals and words up to thousandths
decimals 1.4.1.2 write decimal numbers in numerals and words up to thousandths
1.4.1.3 order decimals in descending or ascending order
1.4.1.4 use the symbols =, <, > to compare decimals
1.4.1.5 add two decimal numbers up to 2 decimal places
1.4.1.6 subtract decimal numbers up to 2 decimal places
1.4.1.7 multiply a decimal number up to 2 decimal places
1.4.1.8 multiply a decimal number up to 2 decimal places by 10, 100 and 1000
1.4.1.9 divide a decimal number up to 2 decimal places by 10 and 100
1.4.1.10 divide a decimal number up to 2 decimal places by a whole number
1.4.1.11 solve problems involving mixed operations on decimals and whole
numbers
1.4.1.12 solve word problems involving decimals
1.5 Percentages 1.5.1 compute percentages 1.5.1.1 express percentages as proper fractions
1.5.1.2 express percentages as decimals
1.5.1.3 calculate percentages of given quantities (restrict to whole numbers)
1.5.1.4 express one quantity as a percentage of another
1.5.1.5 solve simple word problems involving percentages

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1.6 Ratios 1.6.1 acquire knowledge on ratios 1.6.1.1 define ratio
1.6.1.2 use concrete material to show ratios
1.6.1.3 write ratios in their simplest form
1.6.1.4 divide a quantity into a given ratio
1.7 Money 1.7.1 perform computational techniques 1.7.1.1 read and write money values to P10 000 in numerals and words
involving money 1.7.1.2 represent amounts of money up to P100 using the smallest possible
number of notes and coins
1.7.1.3 interpret bills
1.7.1.4 solve simple word problems involving addition, subtraction, multiplication
and division of money up to P1000

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MODULE 2: GEOMETRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
2.1 Angles 2.1.1 develop skills on measuring and 2.1.1.1 measure angles of different sizes accurately
constructing angles 2.1.1.2 construct angles of different sizes accurately
2.1.1.3 use correct angle notation
2.1.1.4 calculate the sum of the interior angles of squares, rectangles and triangles
2.1.1.5 calculate the sum of the interior angles of a quadrilateral
2.1.1.5 construct squares, rectangles and triangles given sizes of angles and
lengths of sides using mathematical instruments
2.2 Polygons 2.2.1 acquire knowledge on polygons and 2.2.1.1 name polygons of up to ten sides
their properties 2.2.1.2 state properties of polygons
2.2.1.3 sort polygons as regular or irregular
2.2.1.4 identify and sort regular polygons according to number of lines of
symmetry
2.2.1.5 identify the circumference, diameter and radius in a circle
2.2.1.6 identify shapes of faces in three dimensional figures
2.2.1.7 sort polyhedral as pyramids and prisms: up to octagonal prism and square
pyramid
2.2.1.8 sketch all the faces that make up a three dimensional figure
2.2.1.9 make nets of different polyhedral
2.3 Tessellation 2.3.1 apply knowledge of shapes and 2.3.1.1 carry out tessellation using various polygons
polygons to tessellation 2.3.1.2 carry out tilling of polygons, composite and curved shapes
2.3.1.3 classify polygons as tessellating and non tessellating
2.4 Transformation 2.4.1 demonstrate an understanding of 2.4.1.1 identify translations, reflections and enlargements
transformational geometry using 2.4.1.2 show reflections using concrete materials and drawings
concrete materials and drawings 2.4.1.4 carryout enlargement of scale factor 2, using concrete materials and
drawings
2.4.1.5 identify the occurrence and application of geometric properties in the
environment

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2.5 Coordinate 2.5.1 show understanding of simple maps and 2.5.1.1 draw and label the first quadrant of a Cartesian plain
Geometry directions 2.5.1.2 identify the y-axis and x-axis in the first quadrant of a Cartesian plain
2.5.1.3 describe specific location of a point on the Cartesian plain with reference
to the origin
2.5.1.4 use first quadrant Cartesian coordinates to describe the position of a point
2.5.1.5 show the position of a point given coordinates in the first quadrant
2.5.1.6 relate co-ordinates to everyday life

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MODULE 3: MEASURES
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
3.1 Length 3.1.1 show an understanding and 3.1.1.1 measure length, height, width, depth and thickness of objects in the
application of measurements of length environment in millimetres, centimetres and metres
3.1.1.2 measure a variety of distances between two objects/points up to a
kilometre
3.1.1.3 estimate distances up to two kilometres
3.1.1.4 select the most appropriate standard unit to measure linear dimensions:
mm, cm, m and km
3.1.1.5 measure and find perimeters and diagonals of polygon of up to 10 sides
3.1.1.6 ketch and draw rectangles given perimeters
3.1.1.7 measure perimeters of objects in the surroundings
3.1.1.8 use the formula to find the circumference of a circle
3.1.1.9 find the perimeter of irregular polygons
3.1.1.10 convert within mm, cm, m and km
3.2 Area 3.2.1 demonstrate skills on calculating area 3.2.1.1 calculate areas of triangles using formula
of two dimensional shapes 3.2.1.2 calculate the area of composite shapes excluding semi-circle
3.2.1.3 draw a rectangle or square given its area
3.2.1.4 use the formula to find the area of circle
3.2.1.5 use word problems involving areas of rectangles, squares and triangles
3.3 Mass 3.3.1 gain more knowledge on measuring 3.3.1.1 record measurements in grams and kilograms using decimal notation
mass 3.3.1.2 measure accurately mass of objects in the environment using appropriate
measuring units and devices
3.3.1.3 calculate gross and net mass
3.3.1.4 solve word problems in mass
3.4 Volume 3.4.1.1 develop skills in measuring volume 3.4.1.1 calculate the volume of cuboids using formula
3.4.1.2 measure volume of various objects by displacement
3.4.1.3 differentiate between volume and capacity
3.4.1.4 determine the relationship between units of volume and capacity
3.4.1.5 convert units of volume and capacity
3.4.1.6 solve word problems on volume and capacity

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3.5 Capacity 3.5.1 develop more knowledge on capacity 3.5.1.1 carryout inter-conversions of units of capacity
3.5.1.2 select appropriate unit to measure capacity of different objects
3.5.1.3 solve word problems on capacity
3.6 Time 3.6.1 develop understanding of time 3.6.1.1 write analogue time as digital time and vice versa
3.6.1.2 read, write and tell time in 24 hour notation
3.6.1.3 identify leap years
3.6.1.4 identify time span in year, decade, century, millennium
3.6.1.5 read and interpret distance-time graphs and time tables
3.6.1.6 calculate length of time (duration)
3.6.1.7 identify time differences of places with reference to the Greenwich
Meridian
3.6.1.8 solve word problems involving time
MODULE 4: PROBLEM SOLVING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Games and 4.1.1 apply acquired knowledge, skills and 4.1.1.1 play mathematical games that require problem-solving processes
Puzzles processes in problem-solving 4.1.1.2 solve mathematical puzzles that require problem-solving processes
4.2 Investigations 4.2.1 develop skills to carryout 4.2.1.1 discuss different problem solving strategies to use in order to solve a
investigations and solve problem problem
solving activities 4.2.1.2 use problem solving strategies to solve problems involving numbers and
operations, geometry, measures, algebra and statistics
4.2.1.3 formulate problem solving activities
4.2.1.4 solve non-routine problems
4.2.1.5 conduct simple mathematical investigations on numbers, geometry,
measures and algebra
4.2.1.6 use correct mathematical language, symbols and vocabulary to present a
problem or a solution

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MODULE 5: STATISTICS
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
5.1 Graphs 5.1.1 acquire knowledge on data display 5.1.1.1 read and interpret line graph representing information on everyday life
and interpretation 5.1.1.2 discuss and interpret graphs that keep records of current events: including
HIV/AIDS, Environmental Education issues and accidents in Botswana
5.2 Data collection 5.2.1 develop manipulative skills on 5.2.1.1 collect and record data in tabular form
analysis collecting, recording, displaying and 5.2.1.2 identify an appropriate graph to display data
analysing data 5.2.1.3 make conclusions about the findings of the data collected
5.3 Measure of 5.3.1 acquire more knowledge on 5.3.1.1 find mode and median in a distribution not more than 10 numbers (use up
Central Tendency summarising data to 2-digit numbers
5.3.1.2 calculate the mean of a distribution not more than 10 numbers (use to 2-
digit numbers
5.3.1.3 show how the mean can be used to interpret data
5.3.1.4 solve problems involving the mode, median and mean
5.4 Probability 5.4.1 relate meaningful experiences about 5.4.1.1 discuss probability situations in everyday life
probability 5.4.1.2 use mathematical language in discussions to describe probability (e.g.
likely, unlikely, probably, never, sometimes, always)
5.4.1.3 explore through simple games and experiments the likelihood that an event
may occur
5.4.1.4 use events from meaningful experiences to discuss probability

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MODULE 6: ALGEBRA
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
6.1 Algebra 6.1.1 acquire knowledge on algebra 6.1.1.1 simplify a one step linear expression of the first-degree with one variable
restricted to addition and subtraction ( e.g. a + a, 2c + c, 2p – p)
6.1.1.2 solve linear equations involving three terms with one variable and
coefficient of one by inspection (e. g x + 1 = 5, m – 2 =7)
6.1.1.3 translate simple statements into algebraic expressions
6.1.1.4 translate simple statements into algebraic equation
6.1.1.5 evaluate simple algebraic expressions by substitution
6.1.1.6 solve word problems giving rise to first-degree equations with one
variable by inspection

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 STANDARD 7

MODULE 1: NUMBERS AND OPERATION

Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
1.1 Whole Number 1.1.1 gain more knowledge on numbers 1.1.1.1 read and write whole numbers in numerals and words up to 1 000 000
1.1.1.2 use symbols such as =, <, > to compare numbers up to1 000 000
1.1.1.3 round off to the nearest 100 000
1.1.1.4 write numbers in expanded form up to 1 000 000
1.2 Directed numbers 1.2.1 gain knowledge on directed numbers 1.2.1.1 identify positive and negative numbers
1.2.1.2 order directed numbers in ascending and descending order
1.3 Number 1.3.1 demonstrate proficiency on number 1.3.1.1 use estimation to check addition and subtraction
operations operations 1.3.1.2 add numbers up to one million
1.3.1.3 subtract numbers within one million
1.3.1.4 use estimation to check multiplication and division solutions
1.3.1.5 multiply a 4-digit number by up to 2-digit number
1.3.1.6 discuss the characteristics of multiples and factors of numbers up to 1000
1.3.1.7 find Lowest Common Multiples of given numbers
1.3.1.8 find Highest Common Factors of given numbers
1.3.1.9 multiply whole number by powers of ten
1.3.1.10 multiply by multiples of 1000
1.3.1.11 divide up to 4-digit number by a 2-digit number and express the remainder
as a fraction
1.3.1.12 divide up to 4-digit number by a 2-digit number and express the remainder
as a decimal
1.3.1.13 write numbers in index form
1.3.1.14 use the correct order of operations to solve number sentences
1.3.1.15 solve word problems involving the four basic operations giving rise to
answers not exceeding 1 000 000

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1.4 Fractions 1.4.1 demonstrate understanding of 1.4.1.1 express the relationship between proper fractions, decimals and
operations on fractions percentages
1.4.1.2 express improper fractions as mixed numbers
1.4.1.3 express mixed numbers as improper fractions
1.4.1.4 order mixed numbers, proper and improper fractions
1.4.1.5 use the symbols =, <, > to compare fractions with whole numbers
1.4.1.6 add proper, improper fractions and mixed numbers with denominator of up
to two digits and express the answer as a mixed number
1.4.1.7 subtract proper, improper fractions and mixed numbers with denominator
of up to two digits and express the answer as a mixed number
1.4.1.8 relate division to fractions
1.4.1.9 multiply fractions with denominators of up to two digits by whole numbers
and vice versa
1.5 Decimals 1.5.1 apply basic operations on decimals 1.5.1.1 use the symbols =, <, > to compare decimals with whole numbers
1.5.1.2 use the symbols =, <, > to compare decimals with fractions
1.5.1.3 add decimals to the thousandths place
1.5.1.4 subtract decimals to the thousandth place
1.5.1.5 multiply numbers up to 3 decimal places by 10, 100 and1000
1.5.1.6 multiply numbers up to 3 decimal places by whole numbers
1.5.1.7 divide numbers up to 3 decimal places by 10, 100 and 1000
1.5.1.8 divide numbers up to 3 decimal places by whole numbers
1.5.1.9 round off decimals to specified numbers of decimal places
1.5.1.10 solve problems involving mixed operations with decimals and fractions
1.6 Percentages 1.6.1 gain more knowledge on percentages 1.6.1.1 express percentages as decimals and proper fractions
1.6.1.2 express proper fractions as decimals and percentages
1.6.1.3 calculate simple percentages (restrict to whole numbers)
1.6.1.4 find percentages of given quantities (restrict to whole numbers)
1.6.1.5 express one quantity as a percentage of another
1.6.1.6 calculate percentage increase and decrease
1.6.1.7 use percentages to make comparisons
1.6.1.8 discuss the use of percentages in everyday life, including emerging issues

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1.7 Rates and Ratios 1.7.1 acquire more knowledge on rates and 1.7.1.1 express ratios as fractions
ratios 1.7.1.2 describe direct proportion
1.7.1.3 solve simple problems involving direct proportion
1.7.1.4 define rates
1.7.1.5 use rates to compare quantities
1.7.1.6 calculate exchange rates of different currencies (up to a tenths)
1.8 Money 1.8.1 apply money in everyday life 1.8.1.1 explain Value Added Tax (VAT)
1.8.1.2 calculate VAT
1.8.1.3 interpret bills and invoices
1.8.1.4 make a budget of up to P1 000
1.8.1.5 calculate selling and buying price (profit and loss)
1.8.1.6 calculate percentage increase and decrease
1.8.1.7 solve word problems involving addition, subtraction, multiplication and
division of money up to P1000

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MODULE 2: GEOMETRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
2.1 Angles 2.1.1 develop skills on angles in 2- 2.1.1.1 name different types of triangles and their properties
dimensional shapes 2.1.1.2 estimate angles of triangles in degrees
2.1.1.3 measure angles of triangles in degrees
2.1.1.4 estimate angles of quadrilaterals in degrees
2.1.1.5 measure angles of quadrilaterals in degrees
2.1.1.6 construct triangles given specific measures of angles and sides using a
variety of tools
2.1.1.7 demonstrate congruency of figures by measuring angles and sides
2.1.1.8 identify simple factors of 360 degrees
2.1.1.9 make clockwise and anti clockwise turns to specific angle sizes
2.2 Polygons 2.2.1 acquire knowledge on 3-dimensional 2.2.1.1 determine and find the relationships of faces, edges and vertices of right
and their properties prisms
2.2.1.2 make nets of cubes, prisms and pyramids (polyhedral)
2.2.1.3 identify the properties of prisms
2.2.1.4 identify the properties of pyramids
2.3 Transformations 2.3.1 understand key concepts in 2.3.1.1 carry out simple transformations: translation, reflection and enlargement of
transformational geometry scale factor 2, 3 and 4
2.4.1.2 carryout rotations using concrete materials and drawings
2.4.1.3 find the image of an object given the angle of rotation (angles 90°, 180°
and 270°)
2.3.1.4 identify a transformation given an object and an image
2.3.1.5 describe a transformation given an object and an image
2.4 Coordinate 2.4.1 show understanding of coordinates in 2.4.1.1 plot points given co-ordinates in the first quadrant
geometry the Cartesian plane 2.4.1.2 plot co-ordinates in the first quadrant and join them to form different
shapes

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MODULE 3: MEASURES
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
3.1 Length 3.1.1 show the ability to apply length 3.1.1.1 find length of a rectangle or square side given one side and perimeter
measurements 3.1.1.2 find perimeter of composite shapes
3.1.1.3 use prefixes in the metric system of length correctly (milli-, centi-, deci-,
kilo-)
3.1.1.4 carryout inter conversions of metric systems of length
3.1.1.5 solve word problems involving perimeters
3.2 Area 3.2.1 gain knowledge on calculating area 3.2.1.1 calculate area of triangle and circles
3.2.1.2 calculate the length of side of a square or rectangle given the area
3.2.1.3 find area of shaded rectangular regions
3.2.1.4 calculate area of composite shapes
3.2.1.5 solve word problems involving area
3.3 Mass 3.3.1 develop more knowledge in 3.3.1.1 calculate gross and net mass
measuring mass 3.3.1.2 measure mass of water
3.3.1.3 solve word problems on mass
3.4 Volume 3.4.1 develop skills in measuring volume 3.4.1.1 compare mass and volume of water
3.4.1.2 derive and use formula to calculate volumes of cylinders
3.4.1.3 find volume of irregular shapes
3.4.1.4 solve word problems on volume
3.5 Time 3.5.1 acquire more knowledge on time 3.5.1.1 compare 12 hours and 24 hour clock times
3.5.1.2 solve problems on calendars and timetables
3.5.1.3 identify time difference of places using their respective local times
3.5.1.4 convert up to 3 consecutive time measures using time span up to a
millennium
3.5.1.5 solve word problems on time
3.5.1.6 calculate distance, time and speed
3.5.1.7 interpret distance-time graphs

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MODULE 4: PROBLEM SOLVING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Games, Puzzles 4.1.1 use acquired knowledge to design 4.1.1.1 design mathematical games
games and puzzles 4.1.1.2 play mathematical games
4.1.1.3 design mathematical puzzles
4.1.1.4 solve mathematical puzzles
4.2 Problem solving 4.2.1 apply knowledge, skills and processes 4.2.1.1 use problem solving strategies to solve problems involving numbers and
learnt to solve real life problems operations, geometry, measures, algebra and statistics
4.2.1.2 solve non-routine real life problems
MODULE 5: STATISTICS
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
TOPIC GENERAL OBJECTIVE SPECIFIC OBJECTVE
5.1 Graphs 5.1.1 acquire more knowledge on graphs 5.1.1.1 read and interpret information on pie charts
5.1.1.2 draw a pie chart to represent given information

5.2 Measures of 5.2.1 acquire more knowledge on 5.2.1.1 find mean, mode, median and range in a distribution of not more than 10
central tendency summarising data numbers
5.2.1.2 solve word problems involving mode, median and mean

5.3 Data collection 5.3.1 develop skills to design a survey and 5.3.1.1 design surveys, collect data and record, including HIV and AIDS issues, in
and manipulation process data tabular form
5.3.1.2 identify an appropriate graph to display data
5.3.1.3 make conclusions about the findings of the investigations
5.4 Probability 5.4.1 demonstrate an understanding of 5.4.1.1 use dice to assign roles and discuss fairness of games
probability 5.4.1.2 use probability games and identify all possible outcomes
5.4.1.3 connect real life statements with probability concepts (e.g. if I’m 1 out 5 of
people in a group, the probability of being chosen is 1 out of 5)
5.4.1.4 predict probability in simple experiments
5.4.1.5 use fractions to describe probability

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MODULE 6: ALGEBRA
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
6.1 Algebra 6.1.1 understand expressions and equations 6.1.1.1 translate simple statements into algebraic expressions or equations
involving three terms
6.1.1.2 solve word problems giving rise to first-degree linear equations with one
variables by inspection or systematic trail involving three terms
6.1.1.3 solve equations of the form ax = c and ax + b = c by systematic trial and
error using whole numbers
6.1.1.4 simplify expressions with up to two variables involving up to four terms
(restrict to coefficients as whole numbers not exceeding 9 e.g. 2a + b + 3a
+ 2b)
6.1.1.5 evaluate simple algebraic expressions by substituting whole numbers for
the variables (up to two variables)

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 APPENDIX 1

Mathematics can no longer be portrayed as an isolated subject that deals only in numbers and symbols. When students learn mathematics, they do more than
mastering basic skills; they acquire a concise and powerful means of communication. The aims of the primary school mathematics program emphasise the
teaching of mathematics which will impart in learners, knowledge of mathematical language, structure and operation which will in turn help them to reason,
justify their conclusions, engage in discussions of different mathematical solutions and strategies for a given problem. They will be able to use mathematics
alongside technology and in their daily lives, and, eventually in the work place

By the end of Standard Seven, learners should be able to read, write and use basic mathematics vocabulary listed below in their daily lives.

The vocabulary is mostly covered throughout the primary syllabus. Continuous use of these words is encouraged.

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STANDARD FIVE

addends cube formula mixed number possible title

addition cuboids game mode properties transformation
always curve graph multiples protector translation
angle data grid reference multiplicand puzzles turns
appreciate notes highest multiplier quadrilateral units
appropriate number common nearest quotient unlikely
ascending sentence factor never range volume
associative law numerical range notation record year
anti clockwise decade record weight reflection
bills decimal place reflection year reflex angle
boundaries denominator identity element numerator represent
cardinal point descending impossible objects revolution
century diagonal improper operations right angle
certainly difference fractions order of rotation
chance differentiate instruments operation round off
circle digit interval ordinal row
clockwise dimensions investigate parallel select
collecting discussions irregular prediction shapes
column display key presentations sketch
communication distribution likely probably slides
commutative law environmental line graph product sometimes
compare equivalent information project straight angle
compass fraction lowest proper subtract
conclusion estimate common perimeter survey
conduct expanded multiple perpendicular symbol
convert form median pictograph symmetry
factor Millilitre place value tabular form
flips millimetre polygon tenths
fold minuend position tessellation

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STANDRAD SIX

Ascending congruency event mean proper fraction

accurate convert expression median pyramid
always co-ordinates faces millennium ratio
anti-clockwise corner factor mixed number record
appropriate cube findings mode remainder
associative law cuboids formula net mass semi-circle
capacity data gross mass never sequence
century decade highest common factor notation sketch
Chart descending improper fraction number sentence sometimes
circle design include occur symbol
circumference dimension interpret patterns tabular form
clockwise discuss introduction percentage term
collect displacement investigate pie chart units
commutative display irregular polygon unlikely
compare distributive law likely presentation variable
composite duration line graph probability variable
shape edge lowest common probably variety
conclusion equation multiple product vertex
conduct estimate lowest term project volume
year

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STANDARD SEVEN

accurately correct estimate irregular polyhedral rotation

appropriate demonstrate estimation lowest term position round off
ascending Depth evaluate Mass Positive scale factor
associative law descending expanded mean powers of ten set square
axis design expanded form measure predict shaded
bills diameter express million prism sides
budget difference expression minuend probability simplest form
capacity digits faces mixed numbers properties speed
characteristics direct proportion fairness multiples protractor substitute
circumference directed numbers figure negative puzzles subtrahend
clockwise display findings nets pyramid sum
closeness distance time graph grid non regular quadrilaterals symbols
coefficient distances Horizontal occurrence quantity tabular form
compare distributive law identity element operation radius thickness
compass divider image order of operation rates thousandths
composite shapes divisible improper fraction outcome ratio trail and error
conclusions divisor index form pattern reflection translation
congruency edges information percentages relationship value added tax
consecutive enlargement interior angles perpendicular remainder variable
diagonal equation interpret pie chart product vertical
construct investigate polygons represent vertices
convert invoices roman number weight

94