SINGLE NATIONAL CURRICULUM

MATHEMATICS
GRADE I-V 2020

ONE NATION, ONE CURRICULUM

NATIONAL CURRICULUM COUNCIL,

MINISTRY OF FEDERAL EDUCATION AND PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
 CURRICULUM

MATHEMATICS
GRADE I-V
2020

NATIONAL CURRICULUM COUNCIL

MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
 PREFACE
It is a well-established fact that educational curriculum plays a key role in nation building.
Having a uniform curriculum across the country is a long-standing aspiration of all
segments of the society and the present government has declared it as its priority.
Development of the Single National Curriculum for Pre 1-5 is the fulfillment of the dream
of ‘One Nation, One Curriculum’.

The decades old educational apartheid amongst the different streams of education in the
country has not only kept the different educational institutions, educational quality,
teachers and students divided, but has also perpetuated inequity in opportunities of
social and economic progress amongst the population. These systems or streams of
education in the country are creating disparities and different mindsets.

In our beloved country, different systems of education cater to the educational needs of
children in the different classes of society. These include public sector schools, low cost
private schools and the well-endowed state of the art private schools. Alongside, across
the length and breadth of the country there are madrassahs which cater to the
educational needs of approximately three million children. These different educational
institutes follow completely different curricula, and resultantly we have graduates with
completely different thinking and approach to life and livelihoods. These are precisely the
differences that become stumbling blocks for nations aspiring to become great. A single
national curriculum is therefore, an important step in the journey to building a strong
nation.

Development of the Single National Curriculum for grade Pre 1-5 has been completed
under a broad-based consultative process with the engagement of experts from all
provinces and areas. To achieve this goal, the experts of provincial and area curriculum
authorities, textbook boards, faculty from renowned universities, research organizations,
teacher training institutes and assessment experts and representatives of minorities
participated in the consultative process. For the first time ever, distinguished experts from
the Ittehad Tanzeemat Ul Madaras Pakistan (ITMP) participated in the development of the
curriculum for grade Pre1-5 under an all-inclusive consultative year-long process
amassing extensive inputs of more than four hundred experts.

The key considerations in the development of SNC include: teachings from the Quran and
Sunnah; vision of Quaid-e-Azam Muhammad Ali Jinnah and Allama Iqbal; the Constitution
of Pakistan, national policies; international commitments, including Sustainable
Development Goals (SDGs); latest trends in education; societal values; inclusive education;
human rights and child protcetion; hygiene and sanitation; environment and climate
change; global citizenship; life skills based and civic education; respect for religious and
cultural diversity; move away from rote learning; activities and project based learning; 21st
century skills; use of information and communication technology; and the ever evolving
challenges and trends of the new era.

At the onset of the development of SNC, it was crucial to analyze and build upon its
predecessor national curriculum 2006 of Pakistan. In this regard, comparative studies of
the 2006 curriculum were conducted vis-à-vis the curricula of Singapore and Cambridge
education. In parallel, standards for learners of Pakistan were compared with those of
Singapore, Malaysia and United Kingdom. Based on the findings and recommendations of
these research activities, standards for the SNC were agreed upon. In order to ensure the
inclusion of international trends in the SNC, a series of national level workshops and
conferences were organized on the topics of Critical Thinking, Sustainable Development
Goals (SDGs) and Life Skills Based Education (LSBE).

The 2006 national curriculum was revised in the light of recommendations derived from
the above-mentioned researches and conferences, under the careful supervision of
experts. The draft of the SNC pre 1-5, hence prepared was shared with the provinces and
areas for their review and feedback. For the first time in the history of curriculum
development of Pakistan, experts from Gilgit-Baltistan and Federal Government
Educational Institutes (Cantts & Garrisons) participated in the consultative workshops.
Moreover, the draft curriculum was also shared with the Cambridge University UK and
Institute for Educational Development, Karachi for expert inputs and value addition. The
draft curriculum was then updated in the light of feedback received. As a next step a
national conference was organized in which experts from all over the country participated
to conduct yet another thorough review of the updated curriculum draft. In an historic
moment, at the conclusion of the national conference, experts from different schools of
thought reached consensus and signed off on the Single National Curriculum for grade
Pre 1-5

In addition to being aligned to modern international trends, the SNC has our national and
cultural values at its core. This curriculum endeavors to build a nation that takes pride in
its religious and national beliefs and values and at the same time inculcates respect for
religious and cultural diversity in the society and the world at large. It envisions the
development of exemplary attitudes and behaviors in individuals who are capable of
dealing with the challenges of the 21st century.

To enable implementation of the SNC in its true spirit, model textbooks, teacher training
modules and an assessment framework are being developed, which will ensure delivery of
education that is qualitatively superior and relevant to the children’s lives.

It is of foremost import to thank all provinces and areas, public and private institutions
and experts, university faculty and researchers, experts from ITMP and representatives of
minorities for their relentless efforts and invaluable recommendations which enabled the
development of the SNC grade Pre 1-5.
TABLE OF CONTENTS

Chapter 01: Introduction 06

1.1 The Single National Curriculum Mathematics (I -V) 2020: 07

1.2. Aims of Mathematics Curriculum 07

1.3. Mathematics Curriculum Content Strands and Standards 08

1.4 The Mathematics Curriculum Standards and Benchmarks 10

Chapter 02: Progression Grid 14

Chapter 03: Curriculum for Mathematics Grade I 33

Chapter 04: Curriculum for Mathematics Grade II 39

Chapter 05: Curriculum for Mathematics Grade III 46

Chapter 06: Curriculum for Mathematics Grade IV 52

Chapter 07: Curriculum for Mathematics Grade V 60

Chapter 08: Teaching Strategies 68

Role of a Teacher 71

Classroom Planning for Mathematics 72

Chapter 09: Assessment in Mathematics 74

Mathematics Curriculum Grade Wise Tables; 77

UNIT WISE WEIGHTAGES --- GRADE- I 77

UNIT WISE WEIGHTAGES --- GRADE- II 77

UNIT WISE WEIGHTAGES --- GRADE- III 77

UNIT WISE WEIGHTAGES --- GRADE- IV 78

UNIT WISE WEIGHTAGES --- GRADE- V 78

Cognitive Domains / Skills 79

Table of Specification for Grade – IV 81

Number and Operations distribution unit wise in Grade – IV 81

Paper Pattern for Assessment: 82

TABLE OF CONTENTS

Chapter 10: Teaching and Learning Resources 83

The Textbook 84

Guidelines for Textbook Authors 84

Textbook Style and Structure 85

The Teacher’s Manual 86

The Workbook 86

Mathematics Laboratory 87

The Web-based Resources 89

The Reference Book Resources 89

Curriculum Review Committee for Mathematics (I-V) 90

CHAPTER
CHAPTER

1.1 THE SINGLE NATIONAL CURRICULUM MATHEMATICS (I -V) 2020:

The Single National Mathematics Curriculum 2020 has been designed in the perspective
of modern trends in Mathematics and emerging requirements of society in terms of
National Integrity and Social Cohesion.

The main aim of the Single National Mathematics Curriculum 2020 is to develop
mathematical literacy, induce logical thinking, reasoning and solve real life situations
among students. Overall this curriculum provides a framework that encompasses
expectations and provides guidance for meaningful learning of Mathematics at primary
level. This document helps teachers to design, implement, and analyse instructions, and
assessment methods in order to accomplish the overall goal of the curriculum. The entire
curriculum is divided into four strands, Numbers and Operations, Algebra, Measurements
and Geometry and Data Handling, all underpinned in Reasoning and Logical thinking
which serves as a cross cutting strand. This Curriculum is based on standards,
benchmarks and also features a progression grid to show the progression of
Mathematical concepts across the grades. Students’ learning outcomes are matched with
the contents and are aligned with the benchmarks and the standards. The learning
outcomes emphasize on the development of knowledge and conceptual understanding
through application and reasoning skills. This curriculum also emphasizes on Values to
promote student’s spiritual, moral, social and cultural development through mathematics.

This curriculum (I-V) stimulates the logical cognition of students and encourages them to
solve real life mathematical situations. In grades VI-VIII, students will be provided with the
mathematical tools for justifying conclusions and to identify the relationship between
different mathematical concepts in everyday situations. In grades IX-XII, students will
additionally develop the ability to use Mathematics in other fields of study.

1.2 AIMS OF MATHEMATICS CURRICULUM

The basic aims of mathematics curriculum from grade I-V are as follow:

• Instill Mathematical skills for everyday use.

• Strengthen basic mathematical skills to set the foundation for higher level
mathematics.
• Develop the ability to think in a logical manner to analyze diverse situations.
• Develop a sense of appreciation and enjoy learning mathematics.
• Develop a long lasting understanding of the concepts through Concrete, Pictorial
and Abstract (CPA) approach by Jerome Bruner.
• Engage in investigations and enquiries to develop skills in mathematical reasoning,
processing information, making connections to real life situations and making
judgments.

07
This curriculum document includes details of pedagogical approaches are designed to
help mathematics teachers achieve the overall aims of this curriculum. For example,
among others, Real Life Situations and Number Stories are two of the strategies to
achieve the aims of this curriculum. These approaches engage students in analyzing
situations and applying mathematical knowledge to solve related real-life situations.
Moreover, students get opportunities construct similar situations and number stories and
hence get intellectually inspired and engaged with mathematical content. Mental
Mathematics and inquiry approach are equally important strategies especially for
developing number sense, forming predictions, justifying arguments with evidence and
drawing conclusions. Thus, this curriculum focuses on principles, patterns and systems so
that students can apply their growing mathematical knowledge and develop a holistic
understanding of the subject.

This document also includes assessment guidelines to ensure meaningful relationship

and alignment between curriculum learning outcomes, instructional design and
assessment methods. Specific formative assessment strategies are suggested that lead to
improvement of students learning. An effective learning-outcomes-oriented quality
assurance system, which is based on constant monitoring and effective feedback loop, is
recommended.

Print materials, particularly the textbooks, have to play a key role towards providing
quality education at all levels. Although there are many factors that contribute towards
the overall learning of the child; yet, the importance of textbook as a reservoir of
information/knowledge cannot be ignored. In addition to the textbook, teaching and
learning resources include teacher’s manual, workbook, and a range of
web-based/electronic resources. Suggested activities, web links, and reference books are
added to help the users of the Single National Curriculum for Mathematics (I-V) 2020.

Mathematics teachers are therefore expected to:

• shift from dispensing information to plan investigative tasks.

• create cooperative and collaborative learning environment.
• design assessment tasks.
• draw valid inference about students.
• use this information to improve their own teaching practices.

1.3 MATHEMATICS CURRICULUM CONTENT STRANDS AND STANDARDS

The curriculum for Mathematics is comprised of the following four strands. The strands
are intentionally kept broad to allow flexibility to the teachers to adapt their teaching
styles in accordance with their students.

These strands include Numbers and Operations, Algebra, Geometry and Measurement
and Data Handling. All of this content is underpinned by reasoning and logical thinking.
All standards, benchmarks and students’ learning outcomes are built around these
strands.

Number and
Operations

Algebra
Reasoning and
logical thinking Geometry and
Measurement

Data Handling

08
 Key Learning Strands Standards

1. NUMBERS AND OPERATIONS • Identify numbers, ways of representing

numbers, comparing numbers and effects of
number operations.
• compute fluently with fractions, decimals
and percentages
• examine real life situations by identifying
mathematically valid arguments and
drawing conclusion to enhance their
mathematical thinking

2. ALGEBRA • analyze number patterns;

• known facts, properties and relationships to
analyze mathematical situations,
• examine real life situations by identifying
mathematically valid arguments and
drawing conclusion to enhance their
mathematical thinking

3. GEOMETRY AND MEASUREMENT • identify measurable attributes of objects,

construct angles and two-dimensional
figures;
• analyze characteristics and properties of
geometric shapes and develop arguments
about their geometric relationships
• examine real life situations by identifying,
mathematically valid arguments and
drawing conclusion to enhance their
mathematical thinking

4. DATA HANDLING • collect, organize, analyze, display and

interpret data/ information
• examine real life situations by identifying
mathematically valid arguments and
drawing conclusion to enhance their
mathematical thinking

09
1.4 THE MATHEMATICS CURRICULUM STANDARDS AND BENCHMARKS

The Standards for Mathematics are further sub-divided into the following Benchmarks for
Grade Level-I-V:

Standards Benchmarks Grade-(I-III) Benchmarks Grade-(IV-V)

NUMBERS AND The students will be able to: The students will be able to:
OPERATIONS
• identify, read and write • read and write whole
• Identify numbers, whole numbers up to numbers up to
ways of representing 10,000 1,000,000 (1-million) in
numbers, comparing • read and write Roman numerals and words
numbers and effects numbers up to 20 • add and subtract
of operations in • identify and numbers of different
various situations. differentiate even and complexity and of
• compute fluently with odd numbers up to 99 arbitrary size
fractions, decimals • arrange, compare • multiply and divide
and percentages. numbers up to 3-digits numbers, up to 6-digits,
• examine real life using symbols (<,>or =) by 2- or 3-digit
situations by • identify and recognise numbers and by 10,100
identifying place values up to and 1000
mathematically valid 5-digit numbers • solve real life situations
arguments and • represent and identify involving operations of
drawing conclusion to the given number on addition, subtraction,
enhance number line multiplication and
mathematical • round off a number to division
thinking. the nearest 10 and 100 • recognise and
• add, subtract numbers differentiate between
up to 4-digits factors and multiples of
• develop multiplication two or three 2-digit
tables up to 10 numbers
• multiply number up to • find highest common
2-digits with 1-digit factor (HCF) and least
number common multiple (LCM)
• recognise and use of of two, three or four
division symbol, divide numbers, up to 2-digits
up to 2-digit numbers • solve real life situations
by 1-digit number involving HCF and LCM
• solve real life situations • recognise and compare
involving addition, like and unlike fractions
subtraction, • arrange, convert and
multiplication and simplify fractions
division • add, subtract, multiply
• round off a number to and divide fractions
the nearest 10 and 100 • solve real life situations
• recognise fractions and involving addition,
different forms of subtraction,
fractions with the help multiplication and
of objects and figures division of fractions

10
 Standards Benchmarks Grade-(I-III) Benchmarks Grade-(IV-V)

• express and match • apply unitary method

fractions in figures and for solving real life
compare fractions with situations
same denominators • identify and recognize
using symbols <, > or = decimal numbers
• identify and write • convert decimal
equivalent fractions for numbers into fractions
a given fraction and vice versa
• add and subtract two • add and subtract
fractions with same numbers up to 3
denominators decimal places
• multiply and divide
decimal numbers with
whole numbers
• round off decimal
numbers up to
specified number of
decimal places
• solve real life situations
involving decimal
numbers (up to 3-
decimal places)
• convert percentage to
fraction and to decimal
and vice versa

ALGEBRA • develop the concept of • develop the concept of

equality using addition equality using addition,
• analyze number and subtraction of subtraction,
patterns; numbers multiplication and
• known facts, • identify and complete division of numbers.
properties and geometrical patterns • identify and describe
relationships to on square grid repeating pattern using
analyze mathematical according to attributes relationship between
situations, like shape, size and consecutive terms and
• examine real life orientation. generate number
situations by patterns
identifying
mathematically valid
arguments and
drawing conclusion to
enhance
mathematical
thinking

11
 Standards Benchmarks Grade-(I-III) Benchmarks Grade-(IV-V)

GEOMETRY AND • use language to • convert standard units

MEASUREMENT compare heights/ of length, mass,
lengths, masses and capacity and time
• identify measurable capacity of different • solve the real-life
attributes of objects, objects situations involving
construct angles and • read, recognize and use addition and
two-dimensional units of length subtraction of units of
figures; (kilometer, meter and distance/ length, mass,
• analyze centimeter), mass capacity and time
characteristics and (kilogram and gram) • distinguish parallel and
properties of and capacity (liter and non-parallel lines.
geometric shapes and milliliter) and time • identify, classify and
develop arguments (minute and second). construct different
about their geometric • add and subtract in types of angles
relationships units of length, mass, • describe and classify
• examine real life capacity and time for 2-D figures and 3-D
situations by solving real life geometrical objects
identifying, situations • determine perimeter
mathematically valid • use solar and Islamic and area of square and
arguments and calendar to find a rectangle
drawing conclusion to particular dates/ day. • describe and complete
enhance • recognize and identify symmetric figures with
mathematical two- and respect to given line of
thinking three-dimensional symmetry and point of
figures rotation.
• determine perimeter of
square, rectangle and
triangle
• identify and
differentiate straight
line and curved line.
• identify and draw
points, lines, line
segments, and rays.
• identify and describe
symmetrical shapes

12
 Standards Benchmarks Grade-(I-III) Benchmarks Grade-(IV-V)

DATA HANDLING • read, interpret and • read and interpret bar

represent data using graphs, line graphs and
• collect, organize, Carroll diagram, picture pie charts
analyze, display and graph and tally charts • represent real life
interpret data/ situations using pie
information chart
• examine real life • find an average of given
situations by quantities in the data
identifying • draw and read simple
mathematically valid bar graphs both in
arguments and horizontal and vertical
drawing conclusion to form
enhance • solve real life situations
mathematical using simple bar graphs
thinking

13
CHAPTER

PROGRESSION
GRID
CHAPTER

PROGRESSION
GRID
The Progression Grid serves as a guide indicating how competencies at a particular
developmental level are to be attained in order to meet the standards. They provide
indicators of expectations from students at completion of each grade (I-V). The
Progression Grid lists all the SLOs in parallel and shows the gradual development of
learning objectives from one grade to another to bridge the gaps between the grades.

Concept of Whole Numbers

Grade I Grade II Grade III Grade IV Grade V
• identify numbers • write ordinal • read Roman • read • read numbers
1–9 numbers numbers up numbers up up to
• identify 0 as a from first to to 20 to 100,000 1,000,000
number twentieth • write Roman (one hundred (one million)
• read and write • write numbers up thousand). in numerals
numbers up to 9 in
numbers to 20 • write and words
numerals and in
words 1–100 in • recognise numbers up • write
• count objects up to words even and odd to 100,000 numbers up
9 and represent in • read numbers up (one hundred to 1,000,000
numbers numbers up to 99 within a thousand) (one million)
• match the to 999 given • write in numerals
numbers 0–9 with • write sequence numbers in and words
objects numbers up • differentiate words up to
• count backward to 999 as even and odd 100,000 (one
from 9 numerals numbers hundred
• identify 10 as a within a given thousand
2-digit number
sequence • recognize
• read and write
numbers up to 99 • read and prime and
• count forward and write given composite
backward up to 99 numbers up numbers up
• count in tens and to 10,000 (ten to 100
recognise 100 as a thousand) in
three-digit number numerals and
• identify and write words.
missing numbers
in a sequence from
1 to 100
• count and write
the number of
objects in a given
set.
• identify the
position of objects
using ordinal
numbers such as
first, second…
tenth, including
representations 1st,
2nd… 10th through
pictures

15
 Compare and Order Numbers

Grade I Grade II Grade III Grade IV Grade V

• arrange • compare • compare two • compare and
numbers in 2 - digit numbers up to order numbers
ascending and numbers with 3 - digit up to 6 - digit
descending 3 - digit numbers using
order up to 9 numbers symbols “<”,
• identify which (hundreds, “>”, or “=”
number tens and ones) • write the given
(up to 9) comes • compare set of
 before/after 3 - digit numbers in
a given numbers with ascending and
number, 3 - digit descending
 between two numbers order (up to
given (hundreds, 3 - digit
numbers tens and ones) numbers)
• compare and • count
order the backward ten
numbers 0-10. steps down
• compare one- from any given
and two-digit number
numbers • arrange
• order numbers numbers up to
from 0 to 99 in 999, written in
ascending and mixed form
descending and in
order ascending or
• identify which descending
number order
(up to 99) comes • count and
 before/after write in 10s
a given (e.g.10,20,
number. 30,...)
 between two • count and
given write in 100s
numbers (e.g.100,200,
• identify and 300,...)
write missing • identify the
numbers in a smallest/large
sequence from st number in a
1 to 100 given set of
• compare two or numbers
more groups of
objects in terms
of numbers
• match objects
having one to
one
correspondence
• identify the
number of
objects in two
groups to show
‘more than’ or
‘less than’

16
 Place Value of Numbers

Grade I Grade II Grade III Grade IV Grade V

• recognise the • recognise that • identify the • identify place
place values of a 1,000 is one place values values up to
2 - digit number more than 999 up to 5 - digit 6 - digit
(tens and ones) and the first numbers numbers
• Identify the 4 - digit • represent a
place value of number given number
• recognise the on number
the specific digit
place value of line up to
in 2 - digit a 3 - digit 2 - digit
numbers numbers numbers
• decompose a • identify the • identify the
number up to place value of value of a
99 to identify a specific digit number on
the value of a in a 3 - digit number line
number in ten’s numbers up to 2 - digit
and one’s place numbers

Addition of Numbers

Grade I Grade II Grade III Grade IV Grade V

• compare • add 1-digit • add numbers • add numbers • add numbers
numbers from numbers with up to 4 - digit up to 5 - digit up to 6 - digit
1 to 20 to 1 - digit with and numbers numbers
identify ‘how numbers without • solve real life • solve real life
much more’ • add 1-digit carrying number situations
one is than the numbers with • add numbers stories involving
other number. 2 - digit up to 100 involving addition up to
• recognise and numbers with using mental addition up to 6 - digit
use symbols of
carrying calculation to 5 - digit numbers
addition ‘+’
and equality ‘=’ • add 2 - digit strategies numbers
• add two, numbers with • solve real life
1 - digit 2 - digit number
numbers (sum numbers with stories
up to 9) carrying involving
• add a 2 - digit • solve real life addition
numbers with number
1 - digit stories
number involving
• add a 2 - digit addition of
number to 10s 2 - digit
• add two, numbers with
2 - digit carrying
numbers • add numbers
• recognise the up to 50 using
use of symbol
mental
to represent
calculations
�
an unknown
such as + 4=7 • add 3 - digit
(include numbers with
questions that 1 - digit
sum up to 20) numbers
• add numbers without
(up to 20) carrying
using mental
calculations

17
 Addition of Numbers

Grade I Grade II Grade III Grade IV Grade V

• construct • add 3-digit
addition numbers with
equations 2-digit
from given numbers
pictures or without
number carrying
stories. • add 3-digit
• identify numbers with
Pakistani 3-digit
currency coins numbers
(Rs 1, 2, 5 and without
10) carrying
• identify • solve real life
Pakistani number
currency notes stories
(Rs 10, 20, 50 involving
and 100) addition of
• match a group 3-digit
of coins/notes numbers
to an without
equivalent carrying
group of • add 3-digit
different numbers
denominations with1-digit
• add and numbers with
subtract carrying of
money using tens and
the prices of hundreds
objects • add 3-digit
(transactions numbers with
for example 2-digit
toys) numbers with
• recognize carrying of
money change tens and
(up to Rs100) hundreds
to its • add 3-digit
equivalent’s numbers with
denominations 3-digit
• determine if numbers with
enough money carrying of
is available to tens and
make a hundreds
purchase up to • solve real life
Rs100 number
• add different stories
combinations involving
of coins/notes addition of
(to make sum 3-digit
up to Rs100) numbers with
carrying of
tens and
hundreds

18
 Subtraction of Numbers

Grade I Grade II Grade III Grade IV Grade V

• compare • subtract • subtract up to • subtract up to • subtract up to
numbers from 1 - digit 4 - digit 5 - digit 6 - digit
1- 20 and find numbers from numbers with numbers with numbers
‘how many one 2 - digit and without and without • solve real life
is less than the numbers with borrowing borrowing situations
borrowing
other? • subtract • subtract • solve real life involving
• recognise 2 - digit numbers up to situations subtraction of
subtraction as numbers from 100 using involving up to 6 - digit
a difference 2 - digit mental subtraction of numbers
and take away, numbers with calculations up to 5 - digit
(use the borrowing • solve real life numbers
symbol ‘-’) • subtract number
• subtract numbers up to stories
1 - digit 50 using involving
mental
numbers from calculations subtraction
1 - digit • solve real life
numbers number
(which results stories of
in positive) subtraction
• subtract with
1 - digit borrowing
numbers from • subtract
2 - digit 1 - digit
numbers from
numbers 3 - digit
• subtract tens numbers
from 2 - digit without
numbers borrowing
• subtract • subtract
2 - digit 2 - digit
numbers from numbers from
2 - digit 3 - digit
numbers number
without
(which results borrowing
in positive) • subtract
• recognise the 3 - digit
use of symbols numbers from
to represent 3 - digit
an unknown numbers
such as 9-�=7 without
• subtract borrowing
• solve real life
numbers (up number
to 20) using stories of
mental subtraction
calculations without
• construct borrowing
subtraction • subtract
sentences 1 - digit
from given numbers from
pictures or 3 - digit
numbers with
number borrowing
stories • subtract
2 - digit
numbers from
3 - digit
numbers with
borrowing

19
 Subtraction of Numbers

Grade I Grade II Grade III Grade IV Grade V

• subtract
3 - digit
numbers from
3 - digit
numbers with
borrowing
• solve real life
number
stories of
subtraction up
to 3 - digit
numbers with
borrowing
• analyze simple
real-life
situations
identifying
correct
operation of
addition and
subtraction
with
carrying/borro
wing in mixed
form.

Multiplication of Numbers

Grade I Grade II Grade III Grade IV Grade V

• recognise • develop • multiply up to • multiply up to
multiplication multiplication 4 - digit 5 - digit
as repeated tables for 6, 7, numbers by up numbers by
addition (for 8, and 9 to 2 - digit 10, 100, and
example • multiply numbers 1000
2 - digit
2+2+2=6 is numbers by • solve real life • multiply up to
equivalent to 3 1 - digit situations 5 - digit
times 2 which numbers involving number, by a
is 3 x 2 = 6) and • multiply a multiplication number up to
use number by 0 of up to 3 - digit
multiplication and 1 4 - digit • solve real life
symbol “×” • apply mental numbers by up situations
• complete mathematical to 2 - digit involving
number strategies to numbers multiplication
multiply
sequences in 1 - digit of up to
steps of 2,3,4,5 numbers to 5 - digit
and 10 (for 1 - digit numbers, by a
example in numbers up to 3 - digit
steps of 2 the • solve real life numbers
sequence is situations
expressed as involving
2,4, 6…) multiplication
of 2 - digit
numbers by
1 - digit
numbers

20
 Multiplication of Numbers

Grade I Grade II Grade III Grade IV Grade V

• develop
multiplication
tables of 2,3,4,
5 and 10 till the
multiplication
of 10x10
• multiply
numbers within
multiplication
table
• write number
sentence for
multiplication
from the
pictures such
as
2×[] ̇=6
• solve number
stories on
multiplication
up to 1-digit

Division of Numbers

Grade I Grade II Grade III Grade IV Grade V

• recognize and • divide 2 - digit • divide numbers • divide up to
use division numbers by a up to 4 - digit 5 - digit
symbol “÷” 1 - digit by numbers up numbers by
• recognize numbers (with to 2 - digit 10,100 and
division as zero remainder) • solve real life 1,000
successive situations
• apply mental • divide, up to
subtraction involving
mathematical division of 5 - digit
• divide numbers strategies to numbers by up
within the numbers up to
divide 4 - digit by to 2 - digit
multiplication 1 - digit numbers
numbers up to
tables with number by a 2 - digit • solve real life
remainder zero 1 - digit • solve real life situations
• solve number number situations using involving
stories appropriate
• solve real life division of
involving operations of
situations numbers, up to
division up to addition,
involving 5 - digit by a
1 - digit subtraction,
division of number up to
numbers multiplication
• solve real life 2 - digit 2 - digit
and division of
situations numbers by a numbers up to • find HCF of two
(using Pakistani 1 - digit 2 - digit or three
currency as numbers • identify numbers, up to
well) involving divisibility rules 2 - digits, using
addition, for 2, 3, 5, and prime
subtraction, 10 factorization
multiplication, • use divisibility method and
and division. tests for 2, 3, 5 division
and 10 on method
• give reasons
numbers up to
for choosing
5 - digit
the correct
operation

21
 Division of Numbers

Grade I Grade II Grade III Grade IV Grade V

• identify and • find LCM of two
differentiate or three
2 - digit prime numbers, up to
and composite 2 - digit, using
numbers prime
• find factors of a factorization
number up to method and
50 division
• list the first ten method
multiples of a • solve real life
1 - digit situations
number involving HCF
• differentiate and LCM
between
factors and
multiples
• factorize a
number by
using prime
factors
• determine
common
factors of two
or more
2 - digit
numbers
• determine
common
multiples of
two or more
2 - digit
numbers

22
 Fractions

Grade I Grade II Grade III Grade IV Grade V

• recognize • express the • recognize like • add and
fraction as fractions in and unlike subtract two or
equal parts of a figures and vice fractions more fractions
whole versa • compare two with different
• identify half, • match the unlike fractions denominators
one-third and fractions with by converting • multiply a
quarter with related figures them to fraction by a
the help of • recognize equivalent 1 - digit
objects and proper and fractions with numbers and
figures (without improper the same demonstrate
writing 1/2, 1/3, fractions denominator with the help of
1/4) • differentiate • simplify diagrams
• represent half between fractions to the • multiple two or
(1/2), one third proper and lowest form. more fractions
(1/3) and improper • identify unit, involving
quarter (1/4) in fractions proper, proper,
numerical form • identify improper improper
• shade the equivalent fractions and fractions and
equal parts of a fractions from mixed numbers mixed numbers
given figure to the given • convert • solve real life
match a given figures improper situations
fraction • write three fractions to involving
• recognize and equivalent mixed numbers multiplication of
name unit fractions for a and vice versa fractions
fractions up to given figure • arrange • divide a fraction
1/10 • write three fractions in by a whole
• recognize equivalent ascending and number
fractions like fractions for a descending • divide a fraction
two thirds (2/3), given fraction order by another
three fourth • compare • add fractions fraction
(3/4), four fifth fractions with with like involving
(4/5), and so on same denominators proper,
up to nine denominators • subtract improper
tenths (9/10). using symbols fractions with fractions, and
“<”, “>” or “= “ like mixed numbers
• add two denominators • solve real life
fractions with • multiply situations
same fractions by involving
denominators whole numbers division of
• represent • multiply two or fractions
addition of more fractions • recognize
fractions (proper, percentage as a
through figures improper, and special kind of
• subtract mixed fraction.
fractions with numbers) • convert
same • divide a percentage to
denominators fraction by a fraction and to
• represent whole number decimal number
subtraction of • analyze real life vice versa only
fractions situations for numbers
through figures involving without decimal
fractions by part i.e. 35 %,
identifying 75% etc.
appropriate • solve real life
operations situations
involving
percentage

23
 Decimal Numbers

Grade I Grade II Grade III Grade IV Grade V

• recognize a • compare
decimal numbers up to
number as an 3 - digit with
alternate way two decimal
of writing a places
fraction • arrange
• express numbers up to
decimal 3 - digit
number as a numbers with
fraction whose two decimal
denominator is places in
ascending and
10 or 100 or
descending
1000
order
• identify and
• add and
recognize the subtract
place value of a 4 - digit
digit in numbers up to
decimals 3 - decimals
numbers up to places
3 decimal • multiply a 3 -
places digit numbers
• convert a given up to two
fraction to a decimal places
decimal by 10, 100, and
number when 1000
denominator of • multiply a
the fraction is 3 - digtnumbers
10, 100 or 1000 up to two
• convert a given decimal places
fraction to a by a whole
decimal number up to
number when 2 - digit
denominator of • multiply a
the fraction is 3 - digit number
up to two
not 10, 100 or
decimal places
1000 but can be
by a 3 - digit
converted to
numbers up to
10, 100 or 1000 two decimal
• convert places
decimals • divide a 3 - digit
numbers (up to numbers up to
three decimal two decimal
places) to places by 10,
fraction. 100, and 1000
• add and • divide a 3 - digit
subtract numbers up to
3 - digit two decimal
numbers (up to places by a
2 decimal whole number
places). up to 2 - digit
• multiply a • divide a 3 - digit
2 - digit numbers up to
numbers (up to two decimal
1 decimal places by a
place) by 10, 2 - digit number
100, and 1000. up to one
decimal place

24
 Decimal Numbers

Grade I Grade II Grade III Grade IV Grade V

• multiply a • convert
2 - digit fractions to
numbers with decimals
one decimal numbers using
place by a division.
1 - digit • solve real life
number
situations
• divide a 2 - digit
numbers with involving
one decimal division of
place by a 3-digit numbers
1 - digit up to two
number decimal places
• solve real life
situations
involving
2 - digit
numbers with
one decimal
place using
appropriate
operation

Estimation

Grade I Grade II Grade III Grade IV Grade V

• round off a • round off a • round off a
whole number whole number 4 - digit
to the nearest to the nearest numbers up to
10 and 100 10, 100 and three decimal
1000 places to the
• round off nearest tenth or
decimal hundredth
numbers (with • estimate sum or
one or two difference of the
decimal places) numbers up to
to the nearest 4 - digit
whole number

25
GEOMETRY AND MEASUREMENTS

Measurement of Length

Grade I Grade II Grade III Grade IV Grade V

• compare the • compare the • use standard • use standard • convert
heights/lengths length of metric units of metric units to measures given
of two or more different length measure the in kilometers to
objects using objects (kilometer, length of meters and vice
following • recognise the meter, and different versa, meters
terms: units of length centimeter) objects to centimeters
 long, longer, (meter and including • convert larger and vice versa,
longest centimeter) abbreviations. to smaller centimeters to
 short, • use standard • add measures metric units millimeters and
shorter, metric units of of length in (2-digit vice versa.
shortest, length (meter same units with numbers with • solve real life
 tall, taller, and centimeter) and without one decimal situations
tallest and their carrying place) involving
 high, higher, abbreviations • solve real life kilometers into conversion,
highest to measure and situations meters, meters addition and
record lengths involving same into subtraction of
of verity of units of length centimeters, units of
objects for addition centimeters distance
• use addition without into millimeters
and subtraction carrying • add and
within 100 to • subtract subtract
solve real life measures of measures of
situations length in same length in same
involving units without units
lengths in same borrowing • solve real life
units • solve real life situations
situations involving
involving same conversion,
units of length addition and
for subtraction subtraction of
without units of length
borrowing

Measurement of Mass

Grade I Grade II Grade III Grade IV Grade V

• compare the • compare the • use standard • use standard
masses of two mass of metric units of metric units to
or more objects different mass (kilogram measure the
using the objects and gram) mass of
terms: • recognise the including different
 Heavy, abbreviations
units of mass, objects
• add measures
heavier, (kilogram and of mass in same • convert larger
heaviest. gram) units without to smaller
 Light, • use standard carrying metric units
lighter, metric units of • solve real life (2-digit
lightest. mass (kilogram, situations numbers with
gram) and their involving same one decimal
abbreviations units of mass place)
to measure and for addition kilograms into
record mass of without grams, grams
verity of objects carrying into milligrams

26
 Measurement of Mass

Grade I Grade II Grade III Grade IV Grade V

• use addition • subtract • add and
and subtraction measures of subtract
within 100 to mass in same measures of
solve real life units without mass in same
situations borrowing units
involving mass • solve real life • solve real life
in same units situations situations
involving same involving
units of mass conversion,
for subtraction addition and
without subtraction of
borrowing units of mass

Measurement of Capacity

Grade I Grade II Grade III Grade IV Grade V

• compare • use standard • use standard
capacity of metric units of metric units to
different capacity (liter measure the
objects using and milliliter) capacity of
non-standard including different
units (jug, abbreviations containers
glass, cup, etc.) • add measures • convert larger
• recognise and of capacity in to smaller
use the same units metric units
standard metric without (2-digit
units of carrying numbers with
capacity, (liter • solve real life one decimal
and milliliters) situations place) liters in
• use addition involving same to milliliters
and subtraction units of • add and
within 100 to capacity for subtract
solve real life addition measures of
situations without capacity in
involving carrying same units
capacity in • subtract • solve real life
same units measures of situations
capacity in involving
same units with conversion,
and without addition and
borrowing subtraction of
• solve real life units of
situations capacity
involving same
units of
capacity for
subtraction
without
borrowing

27
 Time

Grade I Grade II Grade III Grade IV Grade V

• recognise the • recognise the • use a.m. and • read and write • convert hours
hour and number of p.m. to record the time using to minutes and
minute hands hours in a day the time from digital and vice versa,
of an analog and numbers of 12-hour clock analogue clocks minutes to
clock minutes in an • read and write on 12-hours seconds and
• read and tell hour time from and 24-hours vice versa
time in hours • read and write analog and format • convert years
from the the time from a digital clocks • convert hours to months and
analog clock for clock in hours • read and write to minutes and vice versa,
example and minutes days and dates minutes to months to days
2 o’clock (with from the seconds and vice versa,
• read and tell five-minute calendar • convert years weeks to days
time in hours intervals) e.g. • add units of to months, and vice versa
from the digital read 8:15 as time in hours months to • add and
clock eight fifteen • solve real life days, and subtract
• name and and 8:50 as situations weeks to days interval of time
order days of eight fifty involving units • add and in hours and
the week • recognise a.m. of time for subtract units minutes with
• identify which and p.m. addition of of time without carrying and
day comes • draw hands of hours carrying and borrowing
after/before a a clock to show • subtract units borrowing • solve real life
particular day time in hours of time in hours • solve simple situations
• name (orally) and minutes • solve real life real-life involving
the solar (with five situations situations conversion,
months of the minutes involving involving addition and
year intervals) subtraction of conversion, subtraction of
• name (orally) • use Solar units of time in addition and intervals of
the Islamic calendar to find hours subtraction of time
months of the a particular units of time
year date/ day
• use Islamic
calendar to find
a particular
date/ day

28
 Perimeter and Area

Grade I Grade II Grade III Grade IV Grade V

• calculate • find perimeter • differentiate
perimeter of of a simple between
square, figure on perimeter and
rectangle, and square grid area of a
triangle • recognise that square and
perimeter is rectangular
measured in region
units of length • differentiate
• find area of a between
simple figure perimeter and
on square grid area of a region
• recognise that • identify the
area of a units for
square is measurement
measured in m2 of perimeter
and cm2 and area
• find and apply
formulas for
perimeter and
area of a
square and
rectangular
region
• solve real life
situations
involving
perimeter and
area of square
and rectangular
region

29
 Geometry

Grade I Grade II Grade III Grade IV Grade V

• recognise and • identify the • recognise • recognise and • identify
identify shapes figures like point, line, ray identify different types
of similar square, and line horizontal and of angle (acute,
objects in daily rectangle, segment vertical, parallel right, obtuse)
life triangle, circle, • classify figures and • recognise
• identify the semi-circle, and according to non-parallel straight and
following basic quarter-circle number of lines reflex angle
shapes • identify vertices sides as • recognize an • describe
 rectangle and sides of a quadrilaterals angle formed adjacent,
 square triangle, (rectangles, by intersection complementary,
 circle rectangle and squares) and of rays and and
 triangle square triangles measure it in supplementary
• match similar • differentiate • identify circle, degrees angles
basic shapes in between a its center, • recognize right • identify and
daily life straight line radius and angle describe
• distinguish and a curve diameter • identify center, triangles with
basic shapes by • identify straight radius, respect to their
considering lines and diameter and sides
their attributes curves from the circumference (equilateral,
(sides) given drawings of a circle isosceles, and
• classify 2-D scalene
shapes triangles)
according to • identify and
the number of describe
sides and triangles with
corners respect to their
• identify angles (acute
whether an angled, obtuse
object is placed angled, and
 inside or right angles
outside triangle)
 above or • recognise the
below kinds of
 over or quadrilateral
under (square,
 far or near rectangle,
 before or parallelogram,
after of a rhombus,
given trapezium, and
picture kite)

3-D SHAPES

Grade I Grade II Grade III Grade IV Grade V

• recognise and • describe and • compare and • describe and
name 3-D differentiate sort 3-D objects make 3-D
objects (cubes, 3-D objects (cubes, shapes (cubes,
cuboids, (cubes, cuboids, cuboids,
cylinder, cone, cuboids, pyramids, cylinder, cone,
sphere, pyramids) with cylinder, cone, sphere,
pyramids) respect to the sphere) pyramids) and
number of their nets.
edges and
faces

30
 Practical Geometry

Grade I Grade II Grade III Grade IV Grade V

• use ruler to • draw and • measure and • use protractor
draw a straight measure lines draw an angle and ruler to
line of given to the nearest and recognise construct
length (exclude centimeters the symbol ( )  a right angle
fractional and millimeters to represent it  a straight angle
length) • recognise and  reflex angles
draw acute and of different
obtuse angles measures
with reference • use protractor
to a right angle and ruler to
construct a
triangle when
two angles and
their included
side is given.
• two sides and
included angle
is given.
• use protractor
and ruler to
construct a
square and
rectangle when
lengths of sides
are given.

Symmetry

Grade I Grade II Grade III Grade IV Grade V

• identify • recognise lines • recognise
reflective of symmetry in different types
symmetry in two-dimension of symmetry
simple two- al (2-D) shapes (reflective and
dimensional • complete a rotational).
(2-D) shapes symmetric • identify lines of
• identify and figure with symmetry for
draw lines of respect to a given shapes
symmetry given line of • find point of
symmetry on rotation and
square grid/dot order of
pattern rotational
symmetry of
given shapes

31
ALGEBRA

Patterns

Grade I Grade II Grade III Grade IV Grade V

• identify the • make/ • recognise a • identify and
next shape in complete given apply a pattern
the patterns geometrical increasing and rule to
with 2 or 3 patterns on decreasing determine
elements square grid pattern by missing
• extend a given according to stating a elements for a
pattern of 2 or one or two of pattern rule. given pattern
3 elements the following • describe the • identify the
attributes pattern found pattern rule of
 shape in a given table a given
 size or chart increasing and
 orientation • complete the decreasing
given pattern and
increasing & extend the
decreasing pattern for the
number next three
sequence terms
• describe the
pattern found
in a given table
or chart

DATA HANDLING

Data Handling

Grade I Grade II Grade III Grade IV Grade V

• representation • read simple bar • find and
of data by graphs given in describe
Carroll diagram horizontal and average of
and tally charts vertical forms given
• read and • interpret real quantities in
interpret a life situations the data
Carroll diagram using data • solve real life
and tally charts presented in situations
• read and bar graphs involving
interpret a • read line graph. average
picture graph • interpret real • organize the
life situations given data
using data using bar graph
presented in • read and
line graphs. interpret a bar
• read pie chart graph given in
• interpret real horizontal and
life situations vertical form
using data • solve real life
presented in situations using
pie chart data presented
in bar graph

32
CHAPTER
CURRICULUM FOR
MATHEMATICS
GRADE I
 CHAPTER

CURRICULUM FOR
MATHEMATICS GRADE I

Unit Contents and SLOs Suggested Activities/

Scope web links

Unit 1: 1.1 Numbers 0-9 i. Identify numbers 1-9. Students should be

Whole ii. Identify 0 as a number. motivated to count
numbers everything around them,
iii. Read numbers up to 9 in like chairs, books,
numerals and in words. windows etc.
iv. Write numbers up to 9 in Teacher should read aloud
numerals and in words. local stories and songs
v. Count objects up to 9 and which involve numbers
represent in numbers. like
vi. Match numbers 0-9 with
objects.
vii. Count backwards from 9.
viii. Arrange numbers in ascending
and descending order (up to 9).
ix. Identify which number (up to 9)
comes.
• Before and after a given
number.
• Between two given numbers.
1.2 Numbers up i. Identify 10 as a 2 - digit number.
to 100 ii. Compare and order the
numbers 0-10.
https://www.education.com/
iii. Read numbers up to 99.
resources/two-digit-numbers/
iv. Write numbers up to 99.
v. Count forward and backward up Help students to establish
to 99. one-to-one
correspondence by
vi. Recognise the place value of a
moving, touching or
specific digit in a 2 - digit pointing to objects as they
numbers (tens and ones). say number words.
vii. Identify the place value of the
specific digit in a 2 - digit Connect number names,
number. numerals and quantities
including zero, initially up
viii. Decompose a number up to 99
to 10 and 100 using
to identify the value of a
number stories
number in ten’s and one’s place.
ix. Compare 1 - digit and 2 - digit
numbers.
Note: In case of student with disabilities activities will be adapted according to the requirements of the child.

34
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 1: 1.2 Numbers up x. Order the set of numbers from Activity 1: Decompose a
Whole to 100 0 to 99 in ascending and number 49 in tens and
numbers ones.
descending order.
xi. Identify which number (up to Activity 2: Are the number
99) comes. 19 and 91 the same or
different?
• Before and after a given
number. Number stories in math
• Between two given numbers. http://www.mathcats.com/
explore/numberstories.ht
xii. Count in tens and recognize ml
100 as a 3 - digit numbers.
xiii. Identify and write missing
numbers in a sequence from 1
to 100.
xiv. Count and write numbers of Use base - 10 blocks or
groups of ten beads as 10
objects in a given set.
and hundred beads as 100
xv. Identify the position of objects to develop students’
using ordinal numbers such as understanding of
numbers.
first, second, …, tenth,
including representations 1st,
2nd, …,10th through pictures.

1.3 Comparing i. Compare two or more groups of Children’s currency can

and ordering objects in terms of numbers. also be used for this
purpose. Develop different
ii. Match objects having one to one representations of the
correspondence. same number by
iii. Identify the number of objects in decomposing and
composing, for example
two groups to show “more than” 25 as twenty-five ones;
and “less than”. one ten and fifteen ones;
and two tens and five
ones. Teacher should help
students to recognize 25
as 25 ones; one ten and
fifteen ones; and two tens
and five ones.

35
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 2: 2.1. Addition i. Compare numbers from 1 to 20 Activity 1: Decompose a

Number (without to identify “how much more” number 49 in tens and
operations carrying) ones.
one is from another.
ii. Recognise and use symbols of Activity 2: Are the number
addition “+” and equality” =”. 19 and 91 the same or
different?
iii. Add two 1 - digit numbers sum
up to 9. Number stories in math
http://www.mathcats.com/ex
iv. Add a 2 - digit numbers to a
plore/numberstories.html
1 - digit number.
Use base-10 blocks or
v. Add a 2 - digit number to 10s. groups of ten beads as 10
vi. Add two, 2 - digit numbers. and hundred beads as 100
vii. Recognize the use of symbol to to develop students’
understanding of
represent an unknown such as numbers.
� + 4=7, 3+ 4=�, 4 + � = 7
Children’s currency can
(include questions that sum up also be used for this
to 20). purpose. Develop different
viii. Add numbers (up to 20) by representations of the
same number by
mental calculations. decomposing and
ix. Construct addition sentence composing, for example
from given number stories. 25 as twenty-five ones;
one ten and fifteen ones;
2.2. Subtraction i. Compare numbers from 1- 20 and two tens and five
(without ones. Teacher should help
and find “how many less”.
borrowing) students to recognize 25
ii. Recognise subtraction as a as 25 ones; one ten and
difference and take away, and fifteen ones; and two tens
and five ones.
use the symbol “-“.
Pegs and washing line
iii. Subtract 1-digit number from
could be a useful resource
1 - digit number. to teach addition or
iv. Subtract 1 - digit number from subtraction facts. It can
also help students to
2 - digit number.
translate their thinking
v. Subtract tens from 2 - digit from concrete operation to
number. symbolic
notations.https://earlyimpa
vi. Subtract 2 - digit number from
ctlearning.com/washing-lin
2 - digit number (Which result e-maths-activities/Activity:
in positive). Complete the sentence
such as 9-� = 7
vii. Recognise the use of symbol to
Use beads, marbles,
represent an unknown such as wooden blocks or any
9-� =7, 9 – 7 =�. other suitable objects to
convey the concept of
viii. Subtract the numbers (up to 20)
addition and subtraction in
ix. Construct subtraction real life.
sentences from given number http://www.softschools.co
stories. m/math/subtraction/pictur
e_subtraction_worksheets/
picture_subtraction_works
heets.html

36
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 3: 3.1. Comparison i. Compare the heights/lengths of Students should be given

Measure- of objects two or more objects using the experiences of comparing
the attributes of two
ment: following terms objects by looking at,
Length • Long, longer, longest touching of directing
and Mass aligning them side by side.
• Short, shorter, shortest
They can use their hands
• Tall, taller, tallest and feet for comparison.
• High, higher, highest. Teacher should use
ii. Compare the masses of two or language as large shoe,
deep container etc.
more objects using the terms:
• Heavy, heavier, heaviest
• Light, lighter, lightest.
Unit 4: 4.1. Pakistani i. Identify Pakistani currency coins Engage students in
Money currency (Rs 1, 2, 5 and 10). dummy currency
transactions.
ii. Identify Pakistani currency notes
(Rs 10, 20, 50 and 100).

4.2. Equivalent i. Match a group of coins/notes to

sets of money an equivalent group of different
denominations.
ii. Add and subtract money using
the prices of objects
(transactions) (e.g.toys). Teachers should
4.3. Comparing i. Recognise money change (up to encourage students to
money make their own notes and
100) to its coins using card boards
equivalents/denominations. and do the transactions in
ii. Determine if enough money is the situations design by
the teachers. For example,
available to make a purchase (up Teacher can ask students
to 100). to pick four notes from a
iii. Add different combinations of pile of mixed10, 20 and 50
rupees notes and ask to
coins/notes (to make sum up to figure out what total
100). money they could have.
Unit 5: 5.1. Time i. Recognize the hour and minute
Time hands of an analog clock.
ii. Read and tell time in hours from
the analog clock for example
2 o’clock.
iii. Read and tell time in hours from
the digital clock. For teaching analog and
5.2. Date i. Name in order days of the week. digital clock, teachers
ii. Identify which day comes should use clocks made up
of card boards along with
after/before a particular day.
real clocks. Also, calendar
iii. Name (orally) the Solar months could be used to teach
of the year. number of days in a week
iv. Name (orally) the Islamic months and number of months in
of the year. a year.

37
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 6: 6.1. Two i. Recognise and identify shapes of There could be a lot of
Geometry Dimensional similar objects in the daily life. activities, i.e. a clock is a
(2-D) Shapes circle, egg is an oval, pizza
ii. Identify the following basic slice is a triangle, TV is a
shapes rectangle.
Activities could include
• Rectangle “eye spy” and
• Square outside/playground
• Circle activity where students
observe objects in nature
• Triangle that fit into the
iii. Match similar basic shapes in categories—tire of a car is
daily life. a circle, signboards are
square or rectangle,
iv. Distinguish basic shapes by cricket grounds/tracks are
considering their attributes circle etc.
(sides).
v. Classify 2-D shapes according Make/complete patterns
to number of sides and according to following
corners. attributes
i. Shapes
ii. Sizes
iii. Colors
Make models of given
shapes using cardboard
For example, a square is
different from rectangle
because although both
have four sides but square
has all four sides equal,
while rectangle has
opposite sides equal.
https://www.education.co
m/worksheets/first-grade/i
dentify-continue-shape-pa
tterns/
6.2. Patterns i. Identify the next shape in the
patterns with 2 or 3 elements.
ii. Extend a given pattern of 2 or 3
elements.

6.3. Position i. Identify whether an object is Describe the relative

placed location/position of the
objects or people using
• Inside or outside positional language from
• Above or below the picture stories.
• Over or under Activity: use a map and
describe points in relation
• Far or near to one another using the
• Before or after four-point compass).
of a given object Activity: locate position on
a grid with labelled rows
and columns

38
CHAPTER
CURRICULUM FOR
MATHEMATICS
GRADE II
 CHAPTER

CURRICULUM FOR
MATHEMATICS GRADE II

Unit Contents and SLOs Suggested Activities/

Scope web links
Unit 1: 1.1 Ordinal i. Write ordinal numbers from first Local stories and songs
Whole numbers to twentieth. should be included to
numbers show different usage of
ii. Write numbers 1-100 in words. numbers as cardinal and
ordinal
1.2 Numbers up i. Read numbers up to 999.
Number line with the
to 100 ii. Write numbers up to 999 as pictures of jumping frog
numerals. could be used for counting
forward and backward.
iii. Recognise the place value of a
Base 10 blocks or any
3 - digit number. alternative model to
iv. Identify the place value of a illustrate base 10 counting
system should be used.
specific digit in a 3 - digit
numbers.
v. Compare 2 - digit numbers with
3 - digit numbers (hundreds, tens
and ones).
vi. Compare 3 - digit numbers with
3 - digit numbers (hundreds, tens
and ones).
vii. Count backward ten steps down
from any given number.
viii. Arrange numbers up to 999,
written in mixed form,
in increasing or decreasing
order.
ix. Count and write in 10s (e.g. 10,
20, 30, …).
x. Count and write in 100s (e.g. 100,
200, 300, …).
xi. Identify the smallest/largest
number in a given set of numbers.
xii. Recognize that 1000 is one more
than 999 and the first 4-digit
number.
Note: In case of student with disabilities activities will be adapted according to the requirements of the child.

40
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 2: 2.1. Addition of i. Add ones and ones. Number stories in math
Number 2 - digit ii. Add ones and 2 - digit numbers https://www.ixl.com/math/
numbers grade - 2
Operations with carrying.
(with carrying)
iii. Add 2 - digit numbers and
2 - digit numbers with carrying.
iv. Solve real life number stories,
involving addition of 2 - digit
numbers with carrying.
v. Add numbers up to 50 using
mental calculations.
2.2. Addition of i. Add 3 - digit number and ones
3 - digit without carrying.
numbers
(without ii. Add 3 - digit number and
carrying) 2 - digit number without carrying.
iii. Add 3 - digit number and 3-digit
number without carrying.
iv. Solve real life number stories
involving addition of 3 - digit
numbers without carrying.
2.3. Addition of i. Add 3 - digit number and
3 - digit 1 - digit number with carrying
numbers
(with carrying) of tens and hundreds.
ii. Add 3 - digit number and
2 - digit number with carrying
of tens and hundreds.
iii. Add 3 - digit numbers with
3 - digit numbers with carrying
of tens and hundreds.
iv. Solve real life number stories
involving addition of 3 - digit
numbers with carrying of tens
and hundreds.
2.4. Subtraction of i. Subtract 1 - digit number from Number stories in math
https://www.ixl.com/math/
2 - digit 2 - digit numbers with borrowing. grade-2
numbers
(with borrowing) ii. Subtract 2 - digit numbers from
2 - digit numbers with borrowing.
iii. Solve real life number stories of
subtraction of 2 - digit numbers
with borrowing.
iv. Substract numbers up to 50
using mental calculations

41
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 2: 2.5. Subtraction of i. Subtract 1 - digit from 3 - digit Number stories in math
Number 3 - digit number without borrowing. https://www.ixl.com/math/
numbers grade-2
Operations ii. Subtract 2 - digit number from
(without
borrowing) 3 - digit number without
Think what to add to/take
borrowing. from 2 + � = 10 ,10 – � = 8
iii. Subtract 3 - digit numbers from What make 10 and what
3 - digit numbers without make 8.
borrowing.
iv. Solve real life number stories of Add 54 and 45 on number
subtraction up to 3 - digit line by making group of
tens.
without borrowing.
2.6. Subtraction of i. Subtract 1 - digit number from 3 Subtract 34 from 81 on
3-digit - digit number with borrowing. number line by making
numbers group of tens.
(with borrowing) ii. Subtract 2 - digit number from 3
- digit number with borrowing.
iii. Subtract 3 - digit number from 3
- digit number with borrowing
iv. Solve real life number stories of
subtraction up to 3 - digit with
borrowing.
v. Analyse simple situations
identifying correct operation of
addition and subtraction with
carrying/borrowing in mixed
form .
2.7. Multiplication i. Recognise multiplication as Multiplication
repeated addition (e.g. 2+2+2=6 http://www.tlsbooks.com/t
is equivalent to 3 times 2 = 6 hird-grade-multiplication-
division.htm
and 3 x 2 =6) and use
worksheets link on
multiplication symbol” x”. multiplication
ii. Complete number sequences in
steps of 2, 3, 4, 5 and 10 (e.g. in
steps of 2 the sequence is
expressed as 2, 4, 6…).
iii. Develop multiplication tables of
http://www.tlsbooks.com/t
2, 3, 4, 5 and 10 till the
hird-grade-multiplication-
multiplication of 10 x 10. division.htm
iv. Multiply numbers within
multiplication table.
v. Write number sentence for
multiplication from the picture
such as 2 x � = 6.
https://www.tes.co.uk/teac
vi. Solve number stories on hing-resource/recognise-
multiplication up to 1 - digit multiples-of-2-5-and-10-w
numbers. orksheet-6372812

42
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 2: 2.8. Division i. Recognise and use division

Number symbols ÷.
Operations ii. Recognise division as
successive subtraction.
iii. Divide numbers within the
multiplication tables with
remainder zero.
iv. Solve number stories involving
division up to 1 - digit numbers.
Make simple number
2.9. Addition, i. Solve real life situations (using stories using concrete
Subtraction, Pakistani currency as well) objects like beads, blocks,
Multiplication involving addition, subtraction, toffees, sweets and decide
and Division what operation (addition,
multiplication, and division.
subtraction, multiplication,
Give reasons for choosing the
and division) are required
correct operation. to solve them.

Unit 3: 3.1 Fractions i. Recognise fractions as equal Fractions stories,

Fractions parts of a whole. paper folding, drawing
ii. Identify half, one third and and shading, using
collection of objects to
quarter with the help of objects
make equal parts of whole
and figures (without writing are useful strategies to
1/2, 1/3, 1/4). start with fractions.
iii. Represent half, one third and
quarter in numerical form (1/2, Base - 10 blocks should be
1/3 and 1/4). used to show how ten
ones combine to make
iv. Shade the equal parts of a
one ten. For example, if
given figure to match a given they add 7 and 8, they can
fraction. do ‘trade off’, 15 ones with
v. Recognise and name unit 1 ten and 5 ones.
fractions up to 1/10. Instead of the language
vi. Recognise fractions like two ‘carrying’ teacher should
use language ‘trading off’
thirds (2/3), three fourths (3/4),
or ‘exchanging’ or ‘joining’.
four fifths (4/5), up to nine
tenths (9/10).
Unit 4: 4.1. Length i. Compare the lengths of Use a ruler or a measuring
Measure- different objects. tape to find lengths and
ii. Recognize the units of length widths of different objects
ment:
like book, table, chair etc.
Length, (meter and centimeter).
Mass, iii. Use standard metric units of Find and compare heights
and length (meter and centimeter) of children in a class.
Capacity and their abbreviation to
measure and record lengths of
variety of objects.
iv. Use addition and subtraction
within 100 to solve real life
situations involving lengths in
same units

43
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 4: 4.2. Mass i. Compare the mass of different Feel the mass of different
Measure- objects. objects which weigh one
kilogram and recognize
ment: ii. Recognise the units of mass, that mass and size are not
Length, i.e. kilogram, gram. necessarily related.
Mass,
iii. Use standard metric units of
and
mass (kilograms and grams)
Capacity
and their abbreviation to
measure and record mass of
variety of objects.
iv. Use addition and subtraction Identify objects around
within 100 to solve real life them which weigh less or
more than one kilogram.
situations involving mass in
same units.
4.3. Capacity i. Compare capacity of different Compare different-shaped
objects using nonstandard containers which have the
same capacity and discuss
units (jug, glass, cup, etc.). their observations.
ii. Recognise and use the
standard metric units of Find containers from real
life which are less, more or
capacity, i.e. liter and milliliter. equal to 1 liter.
iii. Use addition and subtraction
within 100 to solve real life Estimate the capacity of
various containers from
situations involving capacity in real life, and then put
same units. them in order, from
smallest to largest by
referring to the printed
capacity shown.

Unit 5: 5.1. Time i. Recognise the number of hours Draw the hands to show
Time in a day and numbers of the time to the hour, half
hour or quarter hour
minutes in an hour. (using a ruler).
ii. Read and write the time from a Activity: use a calendar
clock in hours and minutes and talk about familiar
events such as birthdays,
(with five-minute intervals) e.g. Pakistan Day, etc.
read 8:15 as eight fifteen and
8:50 as eight fifty.
iii. Recognise a.m. and p.m.
iv. Draw hands of a clock to show
time in hours and minutes
(with five minutes intervals).
v. Use Solar calendar to find a
particular date/day.
vi. Use Islamic calendar to find a
particular date/day.

44
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 6: 6.1. Two i. Identify the figures like square, www.instantdisplay.co.uk

Geometry dimensional rectangle, triangle, circle,
(2-D) figures Activity: Create 2-D shapes
semi-circle, and quarter-circle. by using geoboards,
ii. Identify vertices and sides of a match sticks, straws etc.
triangle, rectangle and square.

6.2. Straight lines i. Differentiate between a straight

and curves line and a curve.
ii. Identify straight lines and
curves from the given drawings.
iii. Use ruler to draw a straight line Identify objects around
them which weigh less or
of given length (exclude more than one kilogram.
fractional length).
6.3. Patterns i. Make/ complete geometrical Identify patterns in the
patterns on square grid environment such as on
tiles, clothing, jewelry and
according to one or two of the patterns found in nature.
following attributes
• Shape Create patterns through
practical activities using
• Size resources such as shapes,
• Orientation cubes, counters, paint,
food items, coins, sequins
stickers, threading beads
or pasta shapes.
6.4. Three i. Recognize and name 3-D Find common 2-D and 3-D
dimensional Objects (cubes, cuboids, shapes.
(3-D) objects
cylinder, cone, sphere). Find corresponding
shapes in the surrounding
environments through
activities.

Compare and contrast 2-D

and 3-D shapes by stating
their properties.

45
CHAPTER
CURRICULUM FOR
MATHEMATICS
GRADE III
 CHAPTER

CURRICULUM FOR
MATHEMATICS GRADE III

Unit Contents and SLOs Suggested Activities/

Scope web links
Unit 1: 1.1. Roman i. Read Roman numbers up to 20. http://www.amblesideprimar
Whole numbers ii. Write Roman numbers up to 20. y.com/ambleweb/mentalmat
numbers hs/supersequencer.html
1.2. Even and i. Recognise even and odd
odd numbers numbers up to 99 within a given http://www.ixl.com/math/
grade-4/place-values
sequence.
ii. Differentiate between even and http://www.whoinventedit.
odd numbers within a given net/who-invented-number
s.html
sequence.
1.3. Numbers up i. Read and write given numbers http://www.free-training-t
to 10,000 up to 10,000 (ten thousand) in utorial.com/place-value/co
llecttheships.html
numerals and words.
1.4. Place values i. Identify the place values of http://www.free-training-t
utorial.com/place-value/ai
numbers up to 5 - digit. rplanes.html
1.5. Number Line i. Represent a given number on
http://www.free-training-t
number line up to 2 - digit
utorial.com/place-value/cr
numbers. eatenumber.html
ii. Identify the value of a number
from number line up to 2 - digit
numbers.
1.6. Comparing i. Compare two numbers up to
and ordering 3 - digits using symbols “<”, “>”,
numbers
or “=”.
ii. Write the given set of numbers in
ascending and descending order
(numbers up to 3 - digit).
1.7. Estimation i. Round off a whole number to the
nearest 10 and 100.

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

47
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 2: 2.1. Addition i. Add numbers up to 4 - digit Roll two dice twice a time,
Number with and without carrying. make 2 - digit numbers
and then add on number
Operations ii. Add numbers up to 100 using line.
mental calculations.
iii. Solve real life number stories
up to 4 - digit with and without
carrying involving addition.

2.2. Subtraction i. Subtract numbers up to 4 - digit Roll two dice twice a time,
with and without borrowing. make 2 - digit numbers
and then subtract on
ii. Subtract numbers up to 100 number line.
using mental calculations
iii. Solve real life number stories.
up to 4 - digit with and without
borrowing involving
subtraction.
2.3. Multiplication i. Develop multiplication tables https://www.tes.co.uk/teac
for 6, 7, 8, and 9. hing-resource/recognise-
multiples-of-2-5-and-10-w
ii. Multiply 2-digit number by orksheet-6372812
1 - digit number.
iii. Multiply a number by 0 and 1. Ask students to explain
the concept of
iv. Apply mental mathematical multiplication with zero as
strategies to multiply 1 - digit zero group of 5 apples or
numbers to 1 - digit numbers. 5 group of zero apples.
v. Solve real life situations https://www.homeschoolm
involving multiplication of ath.net/teaching/md/zero_
2 - digit numbers by 1 - digit and_one.php
numbers.
2.4. Division i. Divide 2 - digit number by a Describe a context in
1 - digit number (with zero which a number of shares
or a number of groups can
remainder). be expressed as 56 ÷ 8.
ii. Apply mental mathematical
strategies to divide 1-digit
number by a 1 - digit number.
iii. Solve real life situations
involving division of 2 - digit
number by a 1 - digit number.

48
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 3: 3.1. Common i. Express the fractions in figures Show fractions by using
Fractions fractions and vice versa. paper shapes and
coloring.
ii. Match the fractions with related
figures. Show fractions of
i. Recognize proper and improper quantities using tangible
3.2. Proper and
objects.
improper fractions.
fractions
ii. Differentiate between proper
and improper fractions.

3.3. Equivalent i. Identify equivalent fractions

fractions from the given figures.
ii. Write three equivalent fractions
for a given fraction.
3.4. Comparing i. Compare fractions with same
fractions denominators using symbols
“<”, “>”, or “=”.
3.5. Addition of i. Add two fractions with same
fractions denominators.
ii. Represent addition of fractions
through figures.
3.6. Subtraction i. Subtract fractions with same
of fractions denominators.
ii. Represent subtraction of
fractions through figures.

Unit 4: 4.1. Length i. Use standard metric units of https://www.homeschoolm

Measure- length (kilometer, meter, and ath.net/worksheets/measu
ring-metric.php
ment: centimeter) including
Length, abbreviations. Teacher may ask students
Mass, to find objects in the room
ii. Add measures of length in
and that are as long as their
same units without carrying. foot or arm or palm.
Capacity
iii. Solve real life situations
involving same units of length
for addition without carrying.
iv. Subtract measures of length in
same units without borrowing.
v. Solve real life situations
involving same units of length
for subtraction without
borrowing.

49
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 4: 4.2. Mass i. Use standard metric units of Read the labels on
Measure- mass (kilogram and gram) products in your home
which show their mass
ment: including abbreviations. and compare the mass of
Length, ii. Add measures of mass in same various objects by putting
Mass, them in order.
units without carrying.
and
iii. Solve real life situations Make two or three
Capacity
involving same units of mass kilogram using various
for addition without carrying. smaller masses.
iv. Subtract measures of mass in Create real life situations
same units without borrowing. related to mass.
v. Solve real life situations
In classroom add the
involving same units of mass capacities of various
for subtraction without containers to the nearest
borrowing. liter and show the total
capacity on a given scale.
4.3. Capacity i. Use standard metric units of
Capacity (liter and milliliter)
including abbreviations.
ii. Add measures of capacity in
same units without carrying.
iii. Solve real life situations
involving same units of capacity
for addition without carrying.
iv. Subtract measures of capacity
in same units without
borrowing.
v. Solve real life situations
involving same units of capacity
for subtraction without
borrowing.

Unit 5: 5.1. Time i. Use a.m. and p.m. to record the Record the daily activities
Measure- time from 12-hour clock. in terms of ‘a.m.’ and ’p.m.’
ment: ii. Read and write time from • Activity: Ask students
Time analog and digital clocks. to record the daily
iii. Read and write days and dates activities of the
morning, afternoon,
from the calendar. evening and night
iv. Add measures of time in hours using a.m. and p.m.
v. Solve real life situations
involving measures of time for
addition of hours.

50
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 5: 5.1. Time vi. Subtract measures of time in • Discuss and record
times of a variety of
Measure- hours.
common events, school
ment: vii. Solve real life situations and home activities,
Time involving subtraction of
television programs.

measures of time in hours. • Provide a calendar of

the year, and have the
students figure out how
many school days each
month will have? On
what days do the
birthdays of friends and
family fall?
http://www.mathsisfun.co
m/geometry/symmetry-lin
eplane-shapes.html

Unit 6 6.1. Geometrical i. Draw and measure line Use paper folding and
Geometry shapes segments to the nearest cutting to create
centimeter and millimeter. equilateral and isosceles
triangles.
ii. Recognize point, line, ray and
line segment. Draw a line of symmetry of
iii. Classify figures according to different pictures or
number of sides as shapes using folding and
quadrilaterals (rectangles, mirrors.
squares and triangles).
iv. Calculate perimeter of square,
rectangle, and triangle.
v. Identify center, radius and
diameter of a circle.
6.2. Symmetry i. Identify reflective symmetry in
two- dimensional (2-D) shapes.
ii. Identify and draw lines of
symmetry.
6.3. Three i. Describe 3-D objects (cubes,
Dimensional cuboids, and pyramids) with
(3-D) objects respect to the number of edges
and faces.
ii. Differentiate 3-D objects Take pictures of various
(cubes, cuboids, and pyramids) objects around them
showing various 2-D (flat)
with respect to the number of
and 3-D (solid) shapes
edges and faces.

Unit 7: 7.1. Data i. Representation of data by http://www.wmnet.org.uk/

Data Representation • Carroll diagram wmnet/custom/files_uploa
ded/uploaded_resources/8
Handling • Tally chart. 50/carrollv4.swf
ii. Read and interpret a Carroll
diagram and Tally chart. Use Carroll diagrams to
sort numbers or objects
iii. Read and interpret Picture using one criterion,
Graph. explain choices using
appropriate languages.

51
CHAPTER
CURRICULUM FOR
MATHEMATICS
GRADE IV
 CHAPTER

CURRICULUM FOR
MATHEMATICS GRADE IV

Unit Contents and SLOs Suggested Activities/

Scope web links

Unit 1: 1.1 Whole i. Identify place values of digits up

Whole Numbers to one hundred thousand
numbers (100,000).
and
ii. Read numbers up to one
Operations
hundred thousand (100,000).
iii. Write numbers up to one
hundred thousand (100,000).
iv. Write numbers in words up to
one hundred thousand (100,000).
v. Compare and order numbers up
to 5 - digit.
1.2. Addition i. Add numbers up to 5 - digit.
ii. Solve real life number stories http://www.k5learning.com/free-
math-worksheets/fourth-grade-4/
involving addition of numbers up addition
to 5 - digit.

1.3. Subtraction i. Subtract numbers up to 5 - digit.

ii. Solve real life situations involving http://www.k5learning.com/free-
math-worksheets/fourth-grade-4/
subtraction of numbers up to subtraction
5- digit. Online resources / worksheets

1.4. Multiplication i. Multiply numbers up to 4 - digit http://www.k5learning.com/free-

math-worksheets/fourth-grade-4/
by numbers up to 2 - digit. mental-multiplication
ii. Solve real life situations involving
http://www.k5learning.com/free-
multiplication of numbers up to math-worksheets/fourth-grade-4

4 - digit by 2 - digit. http://www.k5learning.com/free-

1.5. Division i. Divide numbers up to 4 - digit by Activity: Multiply a two-digit by a
numbers up to 2 - digit. one number (using models and
area rectangular methods).
ii. Solve real life situations involving
division of numbers up to 4 - digit https://
www.splashlearn.com>area
by a number up to 2 - digit. math-worksheets/fourth-grade-4/l
ong-division
iii. Solve real life situations using
appropriate operations of
addition, subtraction,
multiplication and division of
numbers up to 2 - digit.
Note: In case of student with disabilities activities will be adapted according to the requirements of the child.

53
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 1: 1.6. Number i. Recognize a given increasing Ask students to practice questions
as below:
Whole Patterns and decreasing pattern by
numbers For example,
stating a pattern rule. Pattern: 3, 8, 13, 18, 23, 28…
and
ii. Describe the pattern found in a (start with 3 and then add 5)
Operations The numbers alternately end
given table or chart. with a 3 or 8
Activity: examine the patterns on
iii. Complete the given increasing
Solar calendar and numbers
& decreasing number sequence. chart.

Unit 2: 2.1. Divisibility i. Identify divisibility rules for

Factors Tests 2, 3, 5, and 10.
and
Multiples ii. Use divisibility tests for 2, 3, 5
and 10 on numbers up to 5
digits.

2.2. Prime and i. Identify and differentiate

composite 2 - digit prime and composite
numbers
numbers.

2.3. Factors and i. Find factors of a number up to

multiples 50.
ii. List the first ten multiples of a
1 - digit number.
iii. Differentiate between factors
and multiples.
2.4. Prime i. Factorise a number by using Find all prime numbers
Factorization prime factors. less than 100.

ii. Determine common factors of

two or more 2 - digit numbers.
iii. Determine common multiples
of two or more 2 - digit
numbers.

Unit 3: 3.1. Fractions i. Recognise like and unlike http://edhelper.com/Comp

Fractions fractions. aring_Fractions.htm
https://www.superteacher
ii. Compare two unlike fractions worksheets.com/fractions-
by converting them to advanced.html
equivalent fractions with the
Aamir ran 3/4 km before
same denominator. stopping for water, while
iii. Simplify fractions to the lowest Kaleem ran 2/3 km before
form. stopping. Who ran the
farthest before stopping?
Draw a picture or write a
sentence to support your
answer.

54
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 3: 3.2. Types of i. Identify (unit, proper, improper) Explain how fractions are
Fractions Fractions fractions and mixed numbers. equivalent to each other
using area and length
ii. Convert improper fractions to models
mixed numbers and vice versa.
iii. Arrange fractions in ascending Students work in groups
and solve the situations
and descending order. given below
3.3. Addition and i. Add fractions with like
Subtraction Ali plants carrots in 6/8 of
denominators. his garden. If Mr. Noor has
of fractions
ii. Subtract fractions with like 4 regions and wants to
denominators . plant carrots in the same
sized space as Mr. Ali how
3.4. Multiplication i. Multiply a fraction many of the regions will
of fractions (proper, Improper) and mixed he plant carrots in? Draw a
number by a whole number. picture and write a
sentence to explain your
ii. Multiply two fractions answer.
(proper, Improper) and mixed
numbers. Arif ran 3/4 km before
stopping for water, while
3.5. Division of i. Divide a fraction (proper, Inham ran 2/3 km before
Fractions Improper) and mixed numbers stopping. Who ran the
by a whole number. farthest before stopping?
Draw a picture or write a
ii. Analyze real life situations sentence to support your
involving fractions by answer.
identifying appropriate number
Express the fraction 3/6 as
operations.
the product of a whole
number and a unit
fraction. Draw a model
which supports your
answer.

Abdullah ran 1 and 2/3 km

less than Akram. Abdullah
ran 2 and 2/3 km. How far
did Akram run? Draw a
number line and an
equation to support your
answer.

55
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 4: 4.1. Decimals i. Recognise a decimal number as

Decimals an alternative way of writing a
fraction.
ii. Express a decimal number as a Write the place value of
fraction whose denominator is each digit of a decimal
number ‘3.45’ and also
10, 100 or 1000. write in extended form.
iii. Identify and recognize the
place value of a digit in
decimals (up to 3 - decimal
places). Use decimal notation and
place value for tenths,
4.2. Conversion i. Convert a given fraction to a hundredths and
between decimal if thousandths in context.
fractions
• Denominator of the fraction is
and decimal For example, order
numbers 10, 100 or 1000.
amount of money, convert
• Denominator of the fraction is a sum of money such as
not 10, 100 or 1000 but can be Rs. 30.25 to paisa, or a
converted to 10,100 or 1000. length such as 130 cm to
ii. Convert a decimal (up to meters.
3 - decimal places) to fraction.
4.3. Basic i. Add and subtract 3 - digit
operations numbers (up to 2 - decimal
on decimals
places).
numbers
ii. Multiply a 2 - digit number (up
to 1 decimal place) by 10, 100,
and 1000.
iii. Multiply a 2 - digit number with
1decimal placeby a 1-digit
number.
iv. Divide a 2 - digit number with
1 - decimal place by a 1 - digit
number.
v. Solve real life situations
involving 2 - digit numbers with
1 - decimal place using
Estimate the sum and
appropriate operations. difference of two numbers
up to 3 - digits with two
4.4. Estimation i. Round off a whole number to decimal places using
the nearest 10, 100, and 1000. rounding off.
ii. Round off decimal (with 1 or 2
Estimate a quotient (2 or
decimal places) to the nearest 3 - digit dividend by one-
whole number. or two-digit divisor (e.g.,
86 ÷ 4 as close to 80 ÷ 4 or
close to 80 ÷ 5.

Check the difference by

using calculator and
record the result)

56
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 5: 5.1. Length i. Use standard metric units to Rename units of length
Measure- measure the length of different using decimal or fraction
form (e.g., 25 cm can be
ments objects. converted into decimals
ii. Convert larger to smaller and fractions as
metric units (2 - digit numbers 25 cm = 0.25 m = 1/4 m

with one decimal place) Solve and complete

• kilometers into meters. practical tasks assigned by
• meters into centimeters. teacher involving addition,
subtraction, multiplication
• centimeters into millimeters. and simple division of
iii. Add and subtract measures of units of length (m, cm, and
length in same units. km)

5.2. Mass i. Use standard metric units to

measure the mass of different
objects.
ii. Convert larger to smaller Rename units of mass
metric units (2 - digit numbers using decimal or fraction
with one decimal place) form e.g.,
250 g = 0.25 kg = 1/4 kg
• kilograms into grams.
• grams into milligrams.
iii. Add and subtract measures of
mass in same units .
5.3. Capacity i. Use standard metric units to Rename units of capacity
measure the capacity of using decimal and fraction
form (e.g.,
different containers. 2 ℓ150 mℓ = 2150 mℓ = 2.15 ℓ
ii. Convert larger to smaller
metric units (2 - digit numbers
with one decimal place) liters
into milliliters.
iii. Add and subtract measure of
capacity in same units.
iv. Solve real life situations
involving conversion, addition
and subtraction of measures of
length, mass and capacity.

57
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 5: 5.4. Time i. Read and write the time using https://www.superteacher
Measure- digital and analog clocks on worksheets.com/time.html
http://www.math-aids.com
ments 12-hour and 24- hour format. /Time/
ii. Convert hours to minutes and
minutes to seconds. Express the time orally
and numerically from a
iii. Convert years to months, 12-hour and 24-hour
months to days, and weeks to analog and digital click.
days.
Rename minutes as hours
iv. Add and subtract measures of and hours as minutes.
time without carrying and For example:
borrowing. a). 125 minutes.
b). 1.15 hours
v. Solve simple real-life situations
involving conversion, addition Activity: Read and record
and subtraction of measures of calendar dates and days in
a variety of formats (e.g.,
time. yyyy/mm/dd,
dd/mm/yyyy)

Unit 6: 6.1. Lines i. Recognise and identify parallel http://www.turtlediary.co

Geometry and non-parallel lines. m/grade-3-games/math-g
ames/lines.html

Activity: Identify parallel

and non-parallel lines in
real life, e.g. on flags,
furniture, doors and tiles
6.2. Angle i. Recognise an angle formed by
intersection of two rays. www.instantdisplay.co.uk

ii. Measure angles in degree (˚) by http://www.turtlediary.co

using protractor. m/grade-3-games/math-g
iii. Draw an angle of given ames/angles.html

measurement and use the http://www.bbc.co.uk/bite

symbol ( ) to represent it. size/ks2/maths/shape_spa
iv. Differentiate acute, obtuse and ce/

right angles.
v. Measure angles using Form angles by opening
protractor where books and doors, by
rotating clock hands and
• Upper scale of protractor reads geo strip arms, by
the measure of angle from left physically turning
to right. (clockwise/anti-clockwise)

• Lower scale of protractor reads

the measure of angle from
right to left.
vi. Identify right angles in 2-D
shapes.

58
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 6: 6.3. Circle i. Describe radius, diameter and Draw a circle of given
Geometry circumference of a circle. radius using compass and
straightedge/ruler.
6.4. Perimeter i. Find perimeter of a 2-D figures
Find the area of
and Area on a square grid. rectangular shapes drawn
ii. Recognise that perimeter is on a square grid by
counting squares.
measured in units of length.
iii. Find area of 2-D figures on a Calculate the perimeter
and area of simple
square grid. compound shapes that
iv. Recognise that area of a square can be split into rectangles
and squares.
is measured in meter square
(m2)and centimeter square Draw more than one
shape (rectangles and
(cm )
2
squares) for the same
i. Recognise lines of symmetry in given perimeter.
6.5. Symmetry
two-dimensional (2-D) shapes. Find objects in nature having
symmetry in their design.
ii. Complete a symmetrical figure
i.e. butterflies, spider webs,
with respect to a given line of flowers, apple, rainbow,
symmetry on square grid/dot animals, humans, etc.

pattern. Identify the line of symmetry

of the given shapes

6.6 Three i. Compare and sort 3-D objects

Dimensional (cubes, cuboids, pyramids,
(3-D) objects cylinder, cone, sphere).

Unit 7: 7.1. Bar Graph i. Read simple bar graphs given http://www.bbc.co.uk/bite
Data in horizontal and vertical form. size/ks2/maths/data/frequ
ency_diagrams/play/
Handling ii. Interpret real life situations
using data presented in bar
graphs.
7.2. Line Graph i. Read Line Graph. https://www.tes.co.uk/teac
ii. Interpret real life situations hing-resource/carroll-diagr
using data presented in line ams-worksheets-6181717.
graphs.
7.3. Pie Chart i. Read Pie Chart. http://www.math-aids.com
ii. Interpret real life situations /Graph/
using data presented in Pie
Chart.

59
CHAPTER
CURRICULUM FOR
MATHEMATICS
GRADE V
 CHAPTER

CURRICULUM FOR
MATHEMATICS GRADE V

Unit Contents and SLOs Suggested Activities/

Scope web links

Unit 1: 1.1. Numbers up i. Read numbers up to 1,000,000 Ask students to create 7 - digit
Whole to one million (one million) in numerals and numbers by rolling a number
cube 7 times and order the
numbers words. numbers.
and ii. Write numbers up to 1,000,000
Operations Use the box method to find
(one million) in numerals and 764 x 404
words.
i. Add numbers up to 6 - digit Calculate the sums on
1.2. Addition and
the right. Add these sums to
Subtraction numbers. find 764 x 404 = ???, ???
ii. Subtract numbers up to 6 - digit 700 + 60 + 4
numbers.
400 280,000 24,000 1,600
i. Multiply numbers, up to 5 - digit, +
1.3. Multiplication 0 0 0 0
and Division by 10, 100, and 1000. +
4 2,800 240 16
ii. Multiply numbers, up to 5 - digit,
by a number up to 3 - digit
numbers.
iii. Divide a number up to 5 - digit
numbers by 10,100 and 1000.
iv. Divide numbers up to 5 - digit
numbers by a number up to Activity: There are 1,716
students participating in
2 - digit numbers. Defense Day ceremony. They
v. Solve real life situations involving are put into teams of 16 for
operations of addition, the competition. How many
teams get created? If you have
subtraction, multiplication, and left over students, what do
division. you do with them?

1.4. Number i. Identify and apply a pattern rule Activity:

Patterns Complete the pattern:
to determine missing elements
x 4 = 32
for a given pattern.
x 40 = 320
ii. Identify the pattern rule of a
given increasing and decreasing 8 x 400 =
8x = 32,000
pattern and extend the pattern
x 40,000 = 320,000
for the next three terms
x 400,000 = 3,200,000
iii. Describe the pattern found in a
x 4,000,000 = 32,000,000
given table or chart.
Activity:
Complete the pattern:
7=3
2,100 = 300
2,1000 7 = 300

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

61
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 2: 2.1. HCF i. Find HCF of Use factor tree method to

Highest • two numbers up to 2 - digit introduce Prime
Common Factorization.
numbers.
Factor
(HCF) • three numbers up to 2 - digit
and numbers
Least
using prime factorization
Common
Multiple method and division method
(LCM) i. Find LCM of
2.2. LCM
• two numbers up to 2 - digit
numbers.
• three numbers up to 2 - digit
numbers.
using prime factorization
method and division method.
ii. Solve real life situations
involving HCF and LCM.

Unit 3: 3.1. Addition and i. Add and subtract two or three Create a diagram to show
Fractions Subtraction fractions with different why 4/8 = 1/2 are
of Fractions equivalent.
denominators.

3.2. Multiplication i. Multiply a fraction by a 1 - digit Place the set of fractions

of Fractions 1/8, 2/8, 3/8…8/8 on a
numbers and demonstrate with number line.
the help of diagram.
ii. Multiply two or three fractions Activity: Decompose a
fraction 3/8 in to sum of
involving proper, improper different ways and Justify
fractions, and mixed numbers. decompositions, e.g., by
iii. Solve real life situations using a visual fraction
model.
involving multiplication of
fractions. Activity: There is some
i. Divide a fraction by another juice in a jug. Ali used
3.3. Division of
7/8 ℓ and his sister used
Fractions fraction involving proper, 3/4 ℓ. 2 ½ℓ left behind,
improper fraction, and mixed how much juice was in the
numbers. jug?
ii. Solve real life situations
involving division of fractions.

62
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 4: 4.1. Decimal i. Compare numbers up to Activity:

Decimal numbers 3 - digit with 2 decimal places Write 1.66 as a mixed
numbers number whose fractional
using signs <, > or =.
and
ii. Arrange numbers up to 3 - digit part has a denominator of
Percent-
100
ages numbers with 2 decimal places
in ascending and descending 1.66 =
100
order.
Show 1.66 by shading the
iii. Add and subtract 4 - digit model. (One whole is
numbers up to 3 - decimal places. already shaded.)
iv. Multiply a 3 - digit number up
to 2 decimal places by 10, 100,
and 1000.
v. Multiply a 3 - digit number up
to 2 decimal places by a whole
number up to 2 - digit.
vi. Multiply a 3 - digit number up
to 2 decimal places by a 3 - digit
number up to 2 decimal places.
vii. Divide a 3 - digit number up to
2 decimal places by 10, 100,
and 1000.
viii. Divide a 3 - digit numbers up to
2 decimal places by a whole
number up to 2 - digit.
ix. Divide a 3 - digit number up to
2 decimal places by a 2 - digit
number up to 1 decimal place.
x. Convert fractions to decimals
using division.
xi. Solve real life situations
involving division of 3 - digit
numbers up to 2 decimal places.

4.2. Estimation i. Round off a 4 - digit number up

to 3 - decimal places to the
nearest tenth or hundredth.
ii. Estimate sum or difference of
the numbers (up to 4 - digit).

63
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 4: 4.3. Percentages i. Recognise percentage as a Understand Percentage as

Decimal special kind of fraction. the number of parts in
numbers every 100 and find simple
ii. Convert percentage to fraction
and percentages of quantities.
Percent- and to decimal number and
ages vice versa (only for numbers Express half, tenths,
without decimal part i.e. 35%, hundredths as
percentages.
75% etc.).
iii. Solve real life situations Ask students to visit
involving percentages. market to find items with
discount percentage
prices.

Unit 5: 5.1. Distance i. Convert measures given in Engage students in taking

Distance • kilometers to meters and vice decisions when to use
and Time which unit of
versa.
measurement and why?
• meters to centimeters and vice
versa. Make number stories for
• Centimeters to millimeters and calculation by using meter
rod, measuring tape or
vice versa.
ruler in the context of
ii. Solve real life situations addition, subtraction, and
involving conversion, addition conversions of unit for
and subtraction of measures of distance.
distance.
5.2. Time i. Convert Make a number story for
• hours to minutes and vice versa the calculation by using
calendar, stopwatch or
• minutes to seconds and vice
clock, in the context of
versa. addition, subtraction and
ii. Convert conversion of units for
• years to months and vice versa. time.
• months to days and vice versa.
• weeks to days and vice versa.
Make a number story and
iii. Add and subtract intervals of use a calendar to calculate
time in hours and minutes with time intervals in days and
carrying and borrowing. weeks (using knowledge of
days in calendar months)
iv. Solve real life situations
involving conversion, addition
and subtraction of intervals of
time.

64
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 6: 6.1. Unitary i. Calculate the value of many

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

65
Unit Contents and SLOs Suggested Activities/
Scope web links

iii. Use protractor and ruler to Estimate, measure and

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

66
 Unit Contents and SLOs Suggested Activities/
Scope web links

Unit 8: 8.1. Perimeter i. Differentiate between Aslam and Umar

Perimeter and area perimeter and area of a square determined that the
and dimensions of their school
and rectangular region.
Area flag needed to be 60cm by
ii. Identify the units for 50cm. What will be the
measurement of perimeter and area of the school flag?
area.
iii. Find and apply formulas to find
perimeter and area of a square
and rectangular region.
iv. Solve real life situations
involving perimeter and area of
square and rectangular
regions.
Unit 9: 9.1. Average i. Find and describe average of Students should collect
Data given quantities in the data. some kind of data related
Handling to them (heights, age,
ii. Solve real life situations
marks in a test, favorite
involving average. game or food, interests,
hair color, etc.). After
organizing such data, they
should draw conclusions
and respond to any
further inquiry about the
collected data. They may
use the data to create bar
or pie graph.

9.2. Bar Graphs i. Organise the given data using http://academic.sun.ac.za/m

bar graph. athed/malati/3PrimDat.pdf
ii. Read and interpret a bar graph
http://www.learnhive.net/l
given in horizontal and vertical earn/icse-grade-5/mathem
form. atics/data-handling
iii. Draw horizontal and vertical
bar graphs for given data.
iv. Solve real life situations using
data presented in bar graphs.

67
CHAPTER

TEACHING
STRATEGIES
CHAPTER

TEACHING
STRATEGIES
8.1 TEACHING STRATEGIES

Mathematics is a science of numbers and space. It has its own language in term of signs,
symbols, terms and operations. It requires intuition, logic, reasoning and integrating
various ideas and themes. Mathematical skills are used to solve many real-life situations
throughout life. While mathematics may be abstract in nature, it does not have to be
boring, uninteresting, un-enjoyable or difficult. The way mathematics is taught plays a
major role in preconceived notions of the subject. There are many interventions, which
can make mathematics more interesting and easier to understand. One of them is by
connecting the subject with nature so students can relate to mathematics and understand
it better and recognize its aesthetic value and help students admire the beauty of
mathematics through nature.

The primary grades are the most important years of the child’s school career. In grade I-V
students acquire content knowledge that they use as the foundation for the rest of their
education. Students have different learning styles. Not all students will optimally absorb
concepts by simply listening to their teachers. Keeping this in mind, it is important for
teachers to design lesson plans that include hands-on activities such as games, quizzes,
and puzzles.

The major strategies recommended for teaching Mathematics are as follow:

i. Demonstration approach
Demonstration approach is a strategy in which the teacher engages “in a learning task
other than just talking about it”. A teacher’s role is to demonstrate mathematical concepts
practically and invite questions, while the learners are encouraged to observe, reflect and
draw relevant inferences about the mathematical concept. Learners are also encouraged
to demonstrate their understanding of mathematical concepts. Children should be able to
share their learning through practical activity.

ii. Inquiry based learning

In inquiry-based learning, teachers use questions, problems and scenarios to help
students learn through individual or group thought and investigation. Instead of simply
presenting facts, the teacher encourages students to talk about a problem and draw on
their intuition to understand it.

iii. Brain storming

Brain storming is a strategy for stimulating creativity among learners. Both the teacher
and the learners play an active role in brainstorming. It includes the following phases:

• Identification of a situations
• Generation of an idea
• Evaluation of an idea
• Solution implementation and evaluation

69
The teacher should act as a facilitator in the idea-generation and should record all
responses. S/he should also encourage everyone to participate and should also accept all
suggestions regardless of how strange they may seem.

iv. Math-Lab approach

It is a method of teaching whereby children in small groups work through an

assignment/task, learn and discover mathematics for themselves. The children work in an
informal manner, move around, discuss and choose their materials and method of
tackling a situation, assignment or task.

v. Discovery approach

This is an effective approach for helping learners to understand concepts and

generalizations and for developing their higher-order thinking skills. This approach refers
to an “Inductive Method” of guiding learners to discuss and use ideas already acquired as
a means of discovering new ideas. The ultimate goal of this approach is to engage learner
construct new knowledge on the basis of their previous knowledge.

vi. Practical work approach

In this approach, learners manipulate concrete objects and/or perform activities to arrive
at a conceptual understanding of phenomena, situation, or concept. Activities can be
done in the garden, in the yard, in the field, in the school grounds, or anywhere as long as
the safety of the learners is assured.

vii. Problem solving approach

In this approach, students are not told the solution of the situations but they are asked to
solve and overcome various situations themselves. The major steps in problem solving
are:
• Defining the situations
• Collecting and organizing data
• Formulation of tentative solution
• Testing of tentative solution
• Conclusion

viii. Co-operative learning

It encourages learners to work in small groups to achieve the common goals. The group
learns a particular content/concept and every member is expected to participate actively
in the discussion, with the fast learners helping the slower ones learn the lesson. This
builds positive relationships among classmates and creates a learning environment that
values diversity. This also further develops both good learning and social skills. Its
tangible benefits are learning to share, taking turns, higher self-esteem, more positive
relationships and a wider circle of friends, and cooperation.

70
8.2 ROLE OF A TEACHER

Teachers are role-model for the students. Their actions convey more than their words.
Students learn values from how their teachers act rather than from what they say. Teacher
makes a maximum impact on the personality of a student in the formative years. Teachers
must have healthy attitude and should possess rich values. A teacher is not only a source
of information but is also a mentor and guardian. A teacher can maintain and impart
values in students by giving them instructions.

Teaching in a Mathematics classroom requires listening to the students, understanding

their level of thinking, setting and analyzing the task. The teachers’ role shifts from
dispensing information to planning investigative tasks, managing a cooperative learning
environment and supporting students’ creativity in developing rational understanding of
the concepts. This improved teaching practice could include the following aspects of a
teacher’ s role:

i Create an effective class opener.

In the first five minutes of the class period set the tone for the entire lesson. Teachers can
share the learning objective or pose essential questions to the class so that students know
the purpose and, at the end of the lesson, can self-assess whether the objective has been
met for them. It might include one or more warm-up situations as a way to review and
assess students' prior knowledge in preparation for exposure to the new material.

ii Introduce topics using multiple representations.

The multiple representations include using manipulatives, showing a picture, drawing out
the real-life situation, and offering a symbolic representation (applicable to everyday).
Students who are exposed to, and can recognize the same relationship posed in the
different representational modes are more likely to have conceptual understanding of the
relationship and perform better on assessments.

iii. Solve real life situations in different ways.

In the best classroom environment, the teacher is able to show different ways to solve the
same situation and encourage the students to come up with their own creative ways to
solve them.

iv. Involve students in group/pair work.

After exposition of concepts, involve students in an individual, pair, or small group

work/activity, encourage them to look for and share alternate ways to come up with the
correct solution. Facilitating students in developing their own methods and then sharing
the correct steps with the class is a very powerful learning experience.

v. Conceptualize the real-life application.

Teachers should always be able to demonstrate how every concept can be applied to the
real world. If a concept cannot be applied in that manner, still share how it might be
applied within mathematics or another subject area. Another option is showing how the
concept was developed through the history of math. Consider taking a minute out of each
lesson to show where or how the math can be seen or used in life, outside the classroom.

71
vi. Enable students to communicate their reasoning.

Students need to explain their reasoning when solving real life situations. In order to
determine if every student truly understands the concept, it's necessary for each student
to communicate both orally and in writing.

vii. Conclude class with a summary.

The last five minutes might be used to accomplish three very important things:

• A quick formative assessment to determine how much was learned, such

as students self-rating their understanding of the concept on a 1-5 scale.
• Reviewing the objective of the lesson, and a brief discussion on what the
lesson will entail or lead to, in the next class
• Previewing the homework together to avoid any confusion.

These are just some of the relevant strategies which can be used to conclude the lessons
along with a number of others that can be employed by the teacher.

Thus a teacher’s primary responsibilities are to assist learners’ cognitive reconstruction

and conceptual organization through providing them the opportunities for interaction in
mathematical tasks that encourage discussion and negotiation of ideas to help them to
develop conceptual understanding.

8.3 CLASSROOM PLANNING FOR MATHEMATICS

i. Classroom management

The classroom is the work-place of both teachers and children, and a well-managed
work-place increases job satisfaction and enhances the learning process. Planning
facilitates co-operation and the best use of resources and space. This is particularly
relevant when mathematics is being integrated with other subjects. Integration with
geography may require the use of maps or globes. Science equipment may be required
for work on capacity. Integrating mathematics with other areas of the curriculum enables
children to use mathematics in a meaningful way.

ii. The mathematics area

Ideally the mathematics area should be a free-standing workshop where children

experiment and display their results. In addition, it is necessary to have wall space for
displaying charts, flashcards and the results of the children’s work. The worktop space
could be a cupboard or shelving which can then be used to store equipment not in use.
Mathematical displays and apparatus should be changed to suit the strand being worked
on if they are to be seen to be effective and genuine aids. Learning equipment should be
accessible for students with diverse abilities including children with disabilities.

iii. Effective use of equipment

Children who are actively involved in a structured task will be more likely to exhibit
positive classroom behavior, and the teacher will be free to work with another child or
group of children. It is important that the children share responsibility for the appropriate
use and storage of the apparatus, as this will develop their independence. Charts showing
labelled equipment and the terminology in use should be visible to those working in the

72
area. These give the child the freedom and independence to work on tasks uninterrupted.
If possible there could be a recording area nearby, or children could use clipboards for
on-the-spot recording. Color-coded or number-coded pockets of worksheets could also be
provided so that the children can work independently.

73
CHAPTER

ASSESSMENT IN
MATHEMATICS
CHAPTER

ASSESSMENT IN
MATHEMATICS
9.1 ASSESSMENT IN MATHEMATICS

Assessment plays a vital role in interactive teaching and learning. It is the process of
gathering information using a variety of tools and techniques that reflect how well a
student is achieving the curriculum expectations in a subject. As part of assessment
teachers provide students with descriptive feedback that guides their efforts towards
improvement. The quality of assessment largely determines the quality of evaluation.
Evaluation refers to the process of judgments and decisions based on the interpretation
of evidence gathered through assessment.

Assessment and evaluation should be based on curriculum expectations and the

achievement levels outlined in the Single National Curriculum.

Assessment

Teaching Learning

Assessment can be classified as:

• Formative assessment (Assessment for Learning or Diagnostic assessment)

• Summative assessment (Assessment of Learning)

Formative assessment (Assessment for Learning or Diagnostic assessment)

The formative assessment involves both students and teachers in a recursive process. It
starts with the teacher, who models the process for the students. The teacher describes,
explains, or demonstrates the concepts or skills to be taught, or assigns student
investigations—reading assigned material, locating and reading materials to answer
questions, doing activities or experiments—to put content into students' hands.

Gradually, students internalize the learning goals and become able to see the target
themselves. They begin to be able to decide how close they are to it.

75
Formative assessment refers to the ongoing process students and teachers engage in
when they

i. Focus on learning goals.

ii. Take stock of where current work is in relation to the goal.
iii. Take action to move closer to the goal.

Formative assessment includes

• Class Tests
• Worksheets
• Quizzes
• Class Activities/ projects
• Homework

Summative assessment (Assessment of Learning)

Summative assessment is based on the information collected through tests made by a

teacher which are used to measure what students have learned at the end of particular
instructional period. Students are assigned scores or grades on the basis of assessment
results in the form of a report.

The purpose of summative assessment is to assess the students against some standards
or benchmarks or learning outcomes. To assess students, the standardized test is
associated for summative assessment. It provides information about the mastery of the
child’s particular concepts and skills. It is important to mention that students should be
assessed on basis of students learning outcomes instead of assessing them against text
book questions or material.

It includes:
• Term wise Examination
• Final Examination

In case of student with disabilities the mathematical problems and their difficulty level
might be adapted according to the needs of the child.

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9.2 MATHEMATICS CURRICULUM GRADE WISE TABLES;

Following tables explain weightings of specified topics with respect to different grade
levels in accordance with the curriculum.

UNIT WISE WEIGHTAGES — GRADE - I

Unit Title Weightage

1. Whole Numbers 39%
2. Number Operations 25%
3. Measurement: Length and Mass 06%
4. Money 08%
5. Time 10%
6. Geometry 12%
Total Weightage 100%

UNIT WISE WEIGHTAGES — GRADE - II

Unit Title Weightage

1. Whole Numbers 18%
2. Number Operations 44%
3. Fractions 07%
4. Measurement: Length, Mass and Capacity 14%
5. Time 08%
6. Geometry 09%
Total Weightage 100%

UNIT WISE WEIGHTAGES — GRADE - III

Unit Title Weightage

1. Whole Numbers 16%
2. Number Operations 20%
3. Fractions 16%
4. Measurement: Length, Mass and Capacity 21%
5. Time 10%
6. Geometry 13%
7. Data Handling 04%
Total Weightage 100%

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UNIT WISE WEIGHTAGES — GRADE - IV

Unit Title Weightage

1. Whole Numbers and Operations 17%
2. Factors and Multiples 11%
3. Fractions 15%
4. Decimals 15%
5. Measurement: Length, Mass and Capacity 19%
6. Geometry 16%
7. Data Handling 07%
Total Weightage 100%

UNIT WISE WEIGHTAGES — GRADE - V

Unit Title Weightage

1. Whole Numbers and Operations 14%
2. HCF and LCM 05%
3. Fractions 08%
4. Decimals and Percentages 25%
5. Distance and Time 09%
6. Unitary Method 04%
7. Geometry 20%
8. Perimeter and Area 06%
9. Data Handling 09%
Total Weightage 100%

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9.3. COGNITIVE DOMAINS / SKILLS

The Single National Curriculum for Mathematics (I-V) 2020, includes cognitive domain
aligned with TIMSS a project of International Association for Evaluation of Educational
Achievement.

• Knowing: Knowledge
• Applying: Understanding and Application
• Reasoning: Analysis, Synthesis and Evaluation

i) Knowing
In this domain, students are expected to have knowledge of words/ symbols and
understand the basic ideas behind them. It covers the careful application of the concepts,
definitions, relations or representation of either.

ii) Applying
In this domain, students should be able to select and apply appropriate mathematical
concepts and procedure while solving real life situations. It covers pure mathematical
questions for example numeric or algebraic expressions, equations, geometric figures
and statistical data sets.

iii) Reasoning
In this domain, students are required to use their prior knowledge of mathematics in new
situations. It recognizes and formulates a situation by analyzing, synthesizing and
evaluating to solve real life situations considering whether there is sufficient and
consistent data.

Cognitive domains play vital role in the development of assessment. In order to assess the
student’s in primary grades the following cognitive domains are used:

9.1 Table of Cognitive Domains

Cognitive Percentage Action

Examples
Domains/Skills weightage Verbs
Knowing 40% Recall Recall definition,
terminology, unit of
measurement, geometric
shapes and notations
Recognize Recognize numbers,
expressions, quantity,
shapes
Classify/order Classify numbers,
expressions, quantities
and shapes by common
properties

Compute Carry out algorithmic

procedure for +, - , x,÷ or
combination of theses
with numbers, fractions,
decimal and carry out
straight forward algebraic
expressions

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 Cognitive Percentage Action
Examples
Domains/Skills weightage Verbs
Applying 40% Determine Determine appropriate
operations, strategies and
tools for solving situations
for which there are
commonly used methods
of solution
Represent/ Model Display data in tables or
graphs; create equations,
inequalities, geometric
figures or diagrams that
model situations
Apply Apply strategies and
operations to solve
situations involving
mathematical concepts
and procedures
Reasoning 20% Analyze Determine, describe or
use relationships among
numbers, expressions,
quantities and shapes

Synthesize/ Integrate Link different elements of

knowledge, related
representations and
procedures to solve
situations
Evaluate Evaluate alternative
problem-solving strategies
and solutions
Generalize Make statements that
represent relationships in
more general and more
widely applicable terms
Justify Provide mathematical
arguments to support a
strategy or solution

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In order to develop/construct an assessment tool, a two-dimensional table known as Table
of Specification is used to align objectives, instructions and assessment.

Following is a table of specification for grade 4 as an example.

9.2 TABLE OF SPECIFICATION FOR GRADE – IV

Content Strands Total

Whole Number & Operations (50%)

Measurements (15%)

Data Handling (10%)

(100%)

Geometry (25%)
Cognitive Domains

Knowing (40%) 20 6 10 4 40
Applying (40%) 20 6 10 4 40
Reasoning (20%) 10 3 5 2 20
Total (100%) 50 15 25 10 100

Number & Operations is further divided into sub topics. Unit wise distribution of 50 items
is given below.

NUMBER AND OPERATIONS DISTRIBUTION UNIT WISE IN GRADE – IV

Number and Operations

Whole Number & Operations (15%)

Decimal and Fractions (10%)

Factors and Multiple (10%)

Fractions (15%)

Total 50%

Cognitive Domains

Knowing (40%) 6 4 6 4 20
Applying (40%) 6 4 6 4 20
Reasoning (20%) 3 2 3 2 10
Total (100%) 15 10 15 10 50

For each Grade, table of specification can be developed for summative assessment
(annual examination paper of mathematics).

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PAPER PATTERN FOR ASSESSMENT:

Cognitive Percentage
Section
Domains/Skills weightage
Knowing 40% Section A
• Multiple Choice Questions (MCQs),
• Fill in the blanks
• Match the column
• Short questions (simple computations)

Applying 40% Section B

• Constructed response questions
• Problem Solving

Reasoning 20% Section C

• Constructed response question.
• Short questions (simple computations)

Note:
• For all sections, questions will be selected from all competencies.

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CHAPTER
TEACHING AND
LEARNING
RESOURCES
CHAPTER

TEACHING AND
LEARNING RESOURCES
It is observed that the textbooks have been considered as the only teaching and learning
resource in most of the institutions. Although many other resources are available,
including teacher’s manual, workbook and electronic resources, teachers rarely use them
to support learning. This curriculum document expects the teachers to use multiple
resources to enrich learning. Examples include:

10.1 THE TEXTBOOK

Print materials, particularly the textbooks, play a key role in providing quality education at
all levels. Although there are many resources that contribute towards the overall learning
of the child yet the importance of textbook as a reservoir of information/ knowledge
cannot be ignored.

Textbook writers have a vital role to play in influencing and motivating the students
through their writing. A quality textbook is

• thoughtfully planned both for content and presentation,

• written by qualified and competent subject expert(s),
• attractive and engaging, to stimulate the interest of teacher and the taught

10.2 GUIDELINES FOR TEXTBOOK AUTHORS

Textbooks aimed at younger students of primary grades tend to include more teaching
and learning features than those at higher level. Therefore, while developing textbooks
the following aspects should be taken into consideration;

• The textbook should be in line with the objectives of curriculum.

• The author should continuously focus on standards and learning outcomes.
• The text/content should be age appropriate and according to the mental level
of students.
• The volume of the textbook should be manageable for the academic year.
• The textbooks should be reader friendly. Use headings and subheadings and
other design elements to make the books reader friendly. Avoid too much
cramped text on one page.
• All content and information should be accurate and up-to-date
• The material should be arranged in a logical manner; simple to complex,
familiar to unfamiliar and concrete to abstract.
• The material/content must be free from ambiguities and errors (both
mathematical and typographical).
• The content provided in the textbook should not develop wrong concepts.
• The text should be clear and concise. It should not give any other meaning
than the one intended.
• The text should be free from any kind of biases. Equal representation should be
given to male and female characters in word problems. Real life examples and
questions should not show any segment of society in a negative light.

84
 • Special attention should be paid to geometrical portions. Every table, line
drawing and graph should be labeled appropriately.
• Footnotes and side notes may be inserted wherever necessary.
• Ensure that all activities given in the textbook are flexible to match the ability
level of diverse learners including children with disabilities.

10.3 TEXTBOOK STYLE AND STRUCTURE

To make a textbook an effective teaching and learning tool its style and structure should
be given due importance. The material needs to be structured in a coherent and logical
way, and that writing style should be reader friendly.

Unit Opening
Unit Outline Include heading of the unit.
Student Learning Outcomes (SLOs) Include all SLOs of the respective unit.
Real Life Relevance Illustrate the real-life relevance of the unit.
Short Introduction Explain what this unit covers and why.

Unit Body
Key Terms Use italics for emphasis and bold for key terms. Define
key terms when first introduced and collate them with
their definitions for the glossary.
Running Glossary Key terms and definitions may be pulled out from the
main body of text so that students spot them easily in the
unit body (e.g. in the margins).
Feature Boxes Regular feature boxes may include various contents such
as a mathematical formula, a working rule or a statement
of theorem, application to real world and/or further
discovery activity recommendations which may/may not
include web resources.
Illustrative Examples Include illustrative examples to develop conceptual
understanding of the topic.
Problem Sets Special attention should be paid on preparation of
Problem Sets. Correlate Mathematics with real life
situations and includes sufficient exercises on real life
problems almost in every problem set, if appropriate. The
questions on the application of Mathematics in other
fields of study are also very useful.
Learning Review Points Include bulleted questions for students to check their
understanding at regular intervals. Possible labels
Tips or Hints include ‘self-test point’ or ‘checkpoint’.
Visuals Separated from the main body of text, they allow the
author to speak directly to the student, offering useful
advice or flagging important points.
Tables, graphs, line drawings and lists may be used to
break up the text. Provision of large print should be made
for students with visual difficulties.

85
 Unit Ending
Problem Set (Review) Include multiple-choice questions, interpretive exercises
and fill-in items. Students may also be asked to label
diagrams or write a one word answer to short question.
Summary Include a review of the main concepts. This can relate to
the SLOs by covering each in turn (bullet points work well).
The summary should not include any new information.

End of Textbook
Glossary Include only the key terms in the glossary.
Answers to Problems Include answers to the problem sets unit wise.
Appendices Include extra information the student needs such as list of
mathematical formulas, log tables and relevant websites.
Bibliography Include bibliography and list of books for suggested
reading where appropriate.
Index Include index for the key terms used in the book.

10.4 THE TEACHER’S MANUAL

Ideally the teacher’s manual should come with the textbook. The manual is aimed at
informing teachers how the textbook is written and how best to use it to facilitate student
learning. It can be seen as a means of helping teachers develop professionally. It provides
detailed explanation of key concepts and the way to teach a particular topic. Its basic
features are as below.

The teacher’s manual should

• facilitate lesson planning by providing a structured step by step guide
• be easy to understand and use
• list all the SLOs to be achieved through the lesson plan
• provide background knowledge that helps in building the teachers capacities
on the topic
• include a list teaching learning resources required for the activities
• include activities that serve as interesting lesson openers
• include easy to follow hands on activities that help in teaching and learning the
new concepts
• give sequenced instructions for each activity
• recommend a question bank (having questions different from text) and
suggest interactive quizzes corresponding to each unit
• include recommendations for concluding the lessons
• identify strategies for assessment of learning
• Include details on how learning material and activities can be adapted to suit
the learning needs of students with disabilities.

10.5 THE WORKBOOK

Workbooks play an important role in enrichment of learning. They contain writing

activities and exercises that reinforce and build upon each unit in the textbook. Workbook
exercises help to develop students’ conceptual understanding of the topics dealt with in
the text. They assist students in developing skills by applying knowledge to new
situations. A workbook has the following basic features.

86
A workbook should
• be easy for students to understand and follow
• involve clear and explicit instructions
• be stimulating, challenging and innovative
• correspond to knowledge and skill developed in the textbook
• consists of many exercises and activities for each unit, topic and subtopic
• be non-repetitive in style and structure
• avoid using too many activities for one topic or skill
• include exercises and activities which are different from those in textbook or
teacher’s manual
• suggest accessible and affordable materials/resources for the proposed
activities

10.6 MATHEMATICS LABORATORY

Mathematics laboratory is a place where students can learn and explore mathematical
concepts and verify mathematics facts and concepts through a variety of activities using
different materials. Activities in math labs are carried out by the teachers and students to
explore, learn and stimulate interest and develop favorable attitude towards
mathematics.

Following are a few examples of easily accessible and affordable materials which can be
suggested for the activities corresponding to basic concepts of Mathematics.

Name Purpose
Area Model Base ten blocks are used to represent the parts of each number
that is being multiplied.
To find the product, students can add various parts of the model.
This model can also be used for fraction multiplication.
Arrays and Open Arrays Arrays and Open Arrays are helpful in developing understanding
of multiplication facts. Grids can also be used to model arrays.
Open arrays allow students to think in amounts that are
comfortable for them and do not lock them into thinking using a
specific amount. These arrays help visualize repeated addition
and partitioning and ultimately using the distributive property.
Balance (pan or beam) Scales Pan balances have a pan or platform on each side to compare
two unknown amounts or represent equality. Measuring
materials (masses) can be used on one side to measure in
standard units.
Base Ten Blocks Base ten blocks include unit cubes, rods, flats, and large cubes
used to find the place value of a number, addition and
subtraction of whole numbers.
Carroll Diagram Use for classification of different attributes. The table shows the
four possible combinations for the two attributes.
Cubes (Linking) Use for counting to 100 by ones and tens, grouping, and
one-to-one correspondence, exploring patterns.

87
 Name Purpose
Cuisenaire Rods Cuisenaire rods are mathematics learning aids for students that
provide an interactive, hands-on way to explore mathematics
and learn mathematical concepts, such as the four basic
arithmetical operations, working with fractions and finding
divisors. Each color represents a different length and can
represent different number values or units of measurement.
Dice (Number Cubes) Standard type is a cube with numbers or dots from 1 to 6
(number cubes). Use Learn important concepts and tricks to
solve questions based on dice reasoning. Most dice are cube
shaped, with the numbers 1 to 6 on the different faces.
Dominoes Dominoes are rectangular tiles divided in two-halves. Theseare
a family of tile-basedgames played with rectangular "domino"
tiles. Each domino is a rectangular tile with a line dividing its face
into two square ends.
Fraction Blocks Fraction blocks also known as Fraction Pattern blocks. Fraction
tower Cubes are great math manipulative for the classroom. It
helps students better understanding the concept of fractions.
Use with basic pattern blocks to help study a wider range of
denominators and fraction computation.
Fraction Circles Sets of fractional Circles include fraction pieces:
1,1/2,1/31/4….1/Fraction Circles. Fraction Circles enable
students to explore fractions, fractional equivalences, add and
subtract.
Fraction Pieces These are rectangular pieces that can be used to represent
fractions to learn about fractions and their meaning at your own
pace. ... However, both circles represent the fraction two-thirds.
Frames Use with any type of counter to fill in the frame as needed.
Geo boards A geo board is a mathematical manipulative used to explore
basic concepts in plane geometry such as perimeter, area and
the characteristics of triangles and other polygons.
Geometric Solids Geometric solids include a variety of prisms, pyramids, cones,
cylinders, and spheres.
Geometric solid materials - a basket large enough to contain ten
geometric wooden solids: a triangular prism; a rectangular
prism; a cube; a cylinder.
Geo-strips Plastic strips that can be fastened together with brass fasteners
to form a variety of angles and geometric shapes. Strips come in
5 different lengths. Each length is a different color.
Hundred Chart The hundred charts are useful when students are learning to
count to 100. It provides a visual aid and helps students learn
how to skip count
Hundredths Circle Circle divided into tenths and hundredths. Also known as
“percent circles”.

88
 Name Purpose
Pattern Blocks Standard set includes: Yellow hexagons, red trapezoids, blue
parallelograms, green triangles, orange squares, beige
parallelograms.
Pantomimes Pantomimes are shapes that use five square blocks joined edge
to edge to form various combinations. There are twelve possible
shapes in a set.
Polydrons Geometric pieces snap together to build various geometric
solids as well as their nets. Pieces are available in a variety of
shapes, colors, and sizes: Equilateral triangles, isosceles
triangles, right-angle triangles, squares, rectangles, pentagons,
Hexagons
Power Polygons Power polygons can be used for classification, sorting,
perimeters, areas and fractions amongst other topics: 2-D
shapes; Ideal introduction to geometry; features 15 different
shapes; includes useful storage tub; includes Teacher's Guide.
Counting Frame Counting frame that has 10 beads on each bar: 5 white and 5
red. Available with different number of bars (1, 2, or 10).
Trundle Wheel Trundle Wheel is a tool to measuring longer distances. Each
revolution equals 1 meter usually noted with a click.

10.7 THE WEB-BASED RESOURCES

The use of World Wide Web (www) is growing very fast to access an immense volume of
rapidly evolving information. It is acting as a driving force since its ease of use makes the
internet trivially accessible to the students even with a little knowledge of computer.
Through web-based links as mentioned along with the learning outcomes will provide

• access to various sites of Mathematics around the world,

• view of three-dimensional figures, graphics, lesson plans, activities and various
books of interest

10.8 THE REFERENCE BOOK RESOURCES

The reference book resources can help authors, teachers and students to get guidance for
developing the mathematical concepts according to new emerging trends. A list of
reference books has been provided for guidance.

Book Title Authors Publishers

Macmillan Mathematics Paul Broadbent & Mary Ruddle Macmillan
Abacus Evolve framework Ruth Merttens and David Kirkby Ginn
Edition
Onward Maths Dr Evelyn Tan, Neo Seow Ling Alston Publishers
NHM Series
New Heinemann Maths Heinemann Paramount

89
 ADVISOR
SINGLE NATIONAL CURRICULUM

Mr. Muhammad Rafique Tahir

Joint Educational Advisor, National Curriculum Council, Ministry of Federal Education
and Professional Training Islamabad

PROVINCIAL AND AREAS FOCAL PERSONS FOR

SINGLE NATIONAL CURRICULUM

S.# Name Designation and Organization

1 Dr. Amir Riaz Director Punjab Textbook Board, Lahore

2 Mr. Gohar Ali Khan Director, DCTE, Abbottabad, Khyber Pakhtunkhwa

Director, Bureau of Curriculum & Extension Centre

3 Mr. Niamatullah Khan Kakar,
Balochistan

Director, Directorate of Curriculum, Assessment and

4 Mr. Ghulam Asghar Memon
Research, Sindh Jamshoro

Director General, DCRD, Azad Jammu & Kashmir,

5 Mr. Raja Muhammad Naseer Khan
Muzaffarabad

Director General (Schools) Directorate of Education

6 Mr. Majeed Khan
Gilgit-Baltistan

CURRICULUM REVIEW COMMITTEE (MATHEMATICS)

Islamabad

S.# Name Designation and Organization

Desk Officer, Assistant Educational Advisor, National
1 Ms. Zehra Habib
Curriculum Council Islamabad

2 Dr. Muhammad Irfan Ali Associate professor, IMC G-11/1, Islamabad

HOD Mathematics, Pak-Turk Maarif International

3 Ms. Tayyaba Saqib
Schools & Colleges, Islamabad
Associate Professor, Islamabad College for Girls,
4 Ms. Saeeda Parveen
F-6/2, Islamabad
Associate Professor, Islamabad Model College for
5 Ms. Asma Rasheed
Girls, G-10/2, Islamabad

6 Mr. Shahzad Ahmad Federal College of Education, Islamabad

7 Syed Zulfiqar Shah Subject Specialist, NEAS, Islamabad

Deputy Manager (Training), North, Beaconhouse

8 Mr. Sameer Toor
School System, Islamabad

9 Ms. Aashi Malik Principal, F-8 Branch Headstart School, Islamabad

90
 Punjab

10 Mr. Muhammad Akhtar Sherani Subject Specialist, PCTB, Lahore

Professor, Department of Mathematics, Baha ud Din

11 Dr. Khalid Saifullah Syed Zikrya University, Multan

12 Mr. Bilal Ahmed Assistant Prof. Maths, FC College University, Lahore

Govt. Science Education College (Science Education

13 Mr.Muhammad Ashfaq Baig
Project),Township, Lahore

Assistant Educational Adviser, Curriculum Wing,

14 Mr. Munawar Din Awan
Defunct Ministry of Education, Islamabad

Principal (R),Crescent Model Higher Secondary

15 Mr. Muhammad Shakoor
School, Lahore
ESE, City District Government Boys High School,
16 Mr. Mashood ur Rehman Engine Shed, Lahore

SS, Manuscript Wing, Punjab Curriculum and Textbook

17 Mr. Akhter Sherani Board , Lahore

Curriculum Developer(Maths), Primary & Middle, The

18 Ms. Neeshay Imran Educators Beaconhouse Head office, Lahore

Sindh
Deputy Director, Directorate of Curriculum
19 Mr. Muhammad Saghir Shaikh Assessment and Research Sindh Jamshoro.

Deputy Director, Directorate of Curriculum

20 Mr. Aftab Ali Assessment and Research Sindh Jamshoro.

Deputy Director, Directorate of Curriculum

21 Mr. Afzal Ahmed Assessment and Research Sindh Jamshoro.

HST, Govt. (Boys) Higher secondary School Qasimabad

22 Mr. Nazir Ahmed Memon Hyderabad

23 Ms. Farah Naz Moona, PST, GGPS Mumtaz No. 10. Latifabad Hyderabad.

PST, Govt. Haji Ghulam Ali PC School Attached GECE

24 Mr. Nazir Ahmed Memon
(Men) Hyderabad

Khyber-Pakhtunkhwa

25 Mr. Abbas Khan SS DCTE Abbottabad

26 Mr. Nadeem Sultan Principal GHS Pawa Abbottabad

27 Ms. Noreen Afzal Instructor RITE (F) Peshawar

28 Mr. Shakil Ahmad GPS, Jhangi Khoja Abbottabad

91
 Balochistan
Senior Subject Specialist, Bureau of Curriculum &
29 Mr. Gul Muhammad
Extension Centre
Senior Subject Specialist, Bureau of Curriculum &
30 Ms. Aqila
Extension Centre
Senior Subject Specialist, Bureau of Curriculum &
31 Mr. Asif Naveed
Extension Centre

Azad Jammu & Kashmir

32 Ms. Sana Majeed Senior Subject Specialist, DCRD

33 Mr. Raja Ghulam Murtaza Khan Senior Subject Specialist DCRD

34 Mr. Zia ul Haqq Senior Science Teacher BHS Chatter Domail

35 Mr. Muhammad Saleem Senior Subject, Education Department AJK

36 Mr. Muhammad Khushal Principal Boys Elementary College Bagh AJK

37 Mr. Talat Aslam Senior Subject Specialist AJK

Senior Subject Specialist, Education

38 Mr. Ghulam Murtaza Khan
(DCRD Muzaffarabad)

Gilgit-Baltistan

39 Mr. Sajjad Hussain Senior Teacher, Boys High School Chalt, Nager,
Gilgit-Baltistan

Federal Government Educational Institutions (C&G)

EST, FG, Sir Syed Junior Public School, (C/G),
40 Ms. Raihana Ghulam Husain Rawalpindi.

41 Mr. Shahid Javid Mirza Associate Professor, FGEIs (C/G)

42 Mr. Shahid Javid Mirza Associate Professor, FGEIs (C/G)

43 Mr. Ishaq Joya Principal, FGEIs (C/G)

44 Mr. Saleem Ahmed Principal, FGEIs (C/G)

45 Mr. Nauman Majid Principal, FGEIs (C/G)

46 Mr. Mukhtar Ahmed Khan SST, FGEIs (C/G)

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 Aga Khan University-Institute for Educational Development

47 Dr. Nusrat Fatima Rizvi Assistant Professor, AKU-IED Karachi

48 Dr. Razia Fakir Mohammad Assistant Professor, AKU-IED Karachi

49 Dr. Munira Amir Ali Assistant Professor, AKU-IED Karachi

Technical Support

50 Ms. Nighat Lone Curriculum Expert NCC

51 Mr. Asfundyar Khan Curriculum Expert NCC

93
NATIONAL CURRICULUM COUNCIL
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
www.mofept.gov.pk