Al Amir Foundation Education System

MATH GUIDELINES
What is Mathematics?
Mathematics is the science that deals with the study of quality, structure, space and change. It is also
concerned with number and their properties, relations , operations , shapes in space and their structure and
measurement.
Objective of Mathematics
 To improve thinking skills.
 To develop mathematical knowledge through problem solving in a way that increase student’s interest and
confidence.
 To enhance practical application of Mathematics
 To developing basic skills
 To develop the fundamental skills in child like logical reasoning, critical thinking.
 To develop the habit of concentration, self confidence and discovery.
 To inculcate scientific and realistic attitude towards life.
 Mathematics helps to face the challenges of modern technological society
Instruction for Teaching Mathematics.
Mathematics is the subject that lays the most important foundation for the development of children in the
future. Learning Maths not only help children develop knowledge, logical thinking, analysis but also creativity and
imagination. These skills are all very important in a child’s learning and life.
Approaches and Methodologies.
Show the application.
In a perfect world, we would always be able to demonstrate how every concept can be applied to the real
world -- and when that's possible, it helps improve the students' understanding. When a concept cannot be applied
in that manner, we can still share how it might be applied within mathematics or any other 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 your students where or how the math can be seen or used in life outside of the classroom.

Solve the problems many ways.

In the best classroom environment, the teacher is able to show different ways to solve the same problem
and encourage the students to come up with their own creative ways to solve them. The more strategies and
approaches that students are exposed to, the deeper their conceptual understanding of the topic becomes.
Empowering students to create their own problem-solving methods can make the teacher nervous. What if we don't
follow their logic? What if they're incorrect? However, it's worth the risk to have them explore. After an individual,
pair, or small group of students finish solving the class problem using a single method, encourage them to look for
alternate ways to come up with the same correct solution. After the development of alternate methods, sharing the
and then share the correct steps with the class is a very powerful learning experience.
CRA Model:-
The CRA model is an instructional approach for teaching maths. It consists of three phases.
 Concrete
 Representational
 Abstract
In the concrete phase, we focus on using hands manipulative. Students should be able to move and
manipulate 3D objects to represent their thinking. In the representational phase we draw representation. In the
abstract phase, we represent our thinking with digits and symbols.
Use Manipulatives:-
Manipulative can be one of the key factors in creating effective and engaging maths lesson. This tool will
assist learners in perceiving abstract concepts in mathematics through physical activities such as touching and seeing
them. For instance, if you require your students to calculate the sum of three and four they can create one pile with
three items and the rest is four items. Then they can find the result of this calculation only be counting how many
items they have all together.
Create Maths Games:-
Students are usually very interested in games, so using this technique when you teach maths is a good tactic.
It helps to create more fun and simultaneously boost students mathematics and critical thinking in your lesson. They
can also improve teamwork skills while playing the game among group build much more confidence and
independence if they play alone.
Build Character through Competition:-
Competition in the classroom can lead to enhanced student engagement, while also fostering a love of
learning. Teaching math through competition is an especially great way to get students excited about learning. Class
participates in a timed competition to practice. The class competes to see who can solve the most addition facts in
one minute and the students who completes the most addition facts is crowned the Mathematician of the Day.
Repetition:-
A simple strategy teacher can use to improve maths skills is repetition by repeating and reviewing previous
formulas lesson and information, students are better able to comprehend concepts at a faster rate.
Problem solving Approach:-
Mathematics is best taught by helping learners to solve problems drawn from their own experience. Real life
problems are not always closed nor do they necessarily have only one solution. The solutions to problems which are
worth solving seldom involve only one item of mathematical understanding or only one skill. In teaching through
problem solving teacher will setup the context and explain the problem now learners work on the problem and the
teacher monitors their progress.
Drill and Practice Method:-
Drill is one of the most essential ways of learning mathematics. The controlling purpose of all teaching
activity is to reduce necessary learning to habit. Gaining mastery requires acquisition of habits, hence drill / practice
plays an important role in acquiring mastery. One more important thing is to assign them extra exercises so that they
can practice structures and what you taught because practice makes perfect.
But the most important is trying to listen and see your pupil’s reactions to your teaching approaches and adjust your
lessons accordingly.
Reference:-
https://youtube/JIRIFMADFRW
Every student must have a geometry box
Use practical method preferably. Worksheets, videos and activities can also be used where required.
Sums other than book should be given additionally.

ALL THE BEST

Al Amir Foundation Education System
Session 2025-2026
Curriculum Teaching Plan for Grade 5 Mathematics
Reference Book Maths Wise
Months Topics
Unit 1: Whole Numbers and Operations
Learning outcomes: Students will be able to count up to 9,999,999 (7 –digit numbers), read and write numbers
up to 9,999,999 (6-digit and 7-digit numbers) in numerals and in words, recognise and identify the place value of
each digit in6-digit and 7-digit numbers, add mentally and in written form, subtract up to 6--digit numbers
mentally and in written form, multiply numbers, by 10,100 and 1000, multiply numbers up to 5-digit by a number
up to 3-digit numbers, divide a number up to 5- digit numbers by 10,100 and 1000, divide up to 5-digit numbers
by number up to 2-digit number, solve real life situations involving operations of addition, subtraction,
multiplication and division, estimate the answer to an addition and subtraction question, use appropriate
operations to solve real-life situations involving, using pattern rule, describe the pattern found in a given table or
chart, identify and apply the pattern rule of a given increasing and decreasing pattern to extend the pattern for
the next three terms, determine missing elements in a given pattern.
International place value chart
Writing and reading Numbers up to 7 digits
Place value
April Addition
subtraction
Multiplication
Division
Order of operations (DMAS)
Estimation
Number patterns
Tables (0 to 8)
Review
Assessment
Unit 2: Highest common Factor and Least Common Multiple
Learning outcomes: Students will be able to identify divisibility rules for 7 and 11 and use numbers up to 5 digits,
identify and differentiate between 2- digit prime and composite numbers up to 100, find HCF and LCM of 2-digit
numbers using various methods (prime factorization and division methods) solve real-life situations involving HCF
2 3
and LCM, recognise and use square numbers and cube numbers, and the notation for squared ( ) and cubed ( ).
Introduction of factors and multiple
Prime and composite numbers
Finding LCM by listing the multiples by prime factorization method and by
May division method
Find HCF by listing the factors by prime factorization and by long division
Divisibility tests (rules of 2,3 4,5,7,9,11)
Square and cube numbers
Word problems
Unit 3: Fractions
Learning outcomes: Students will be able to compare and order whole numbers proper, improper fractions and
mixed numbers in ascending and descending order, add and subtract two or three unlike fractions and mixed
numbers with different denominators and express the answer in its simplest form, multiply a fraction by a 1 digit
number, multiply two or three fractions involving proper, improper fractions and mixed numbers, divide a
fraction by another fraction involving proper, improper fraction and mixed numbers, solve real life situations
involving multiplication and division of fraction, recognise the order of operations and use it to solve
mathematical expressions involving fractions.
May Proper, improper, unit and mixed fractions (introduction)
Equivalent fraction
Reduction of fractions
Unlike and Like fractions
Comparing and ordering fractions, whole numbers and mixed numbers
Addition & subtraction of unlike and like fractions
Multiplication of fractions
Tables (0 to 12)
Review
Assessment
Aug Division of fractions
DMAS
Tables (0 to 13)
Review
Assessment
 Unit 4: Decimal Numbers and Percentages
Learning outcomes: Students will be able to compare numbers up to 3 decimal places using signs <,> or =,
arrange numbers up to 3 decimal places in ascending and descending order, add and subtract numbers up to 3
decimal places, multiply numbers up to 2 decimal places by a whole number up to 2-digit, multiply numbers up to
2 decimal places by 10, 100 and 1000, multiply numbers up to 2 decimal places by 3 –digit numbers with up to 2
decimal places, divide a numbers up to 2 decimal places by 10, 100 and 1000, multiply numbers up to 2 decimal
places by 3 – digit numbers with up to 2 decimal places, divide a numbers up to 2 decimal places by 10, 100 and
1000, divide a numbers up to 2 decimal places by a whole number up to 2-digit, divide a number up to 2 decimal
places by a 2-digit number up to 1 decimal place, convert fractions to decimal and vice versa, solve real-life
situations involving addition, subtraction, multiplication and division of decimal numbers, round off decimal
numbers up to 3 decimal places to the nearest whole number, tenth or hundredth, estimate sum or difference of
the numbers (up to 4 digits), recognise percentage as a special kind of fraction, convert percentage to fraction
and to decimal number and vice versa (only for numbers without decimal part i.e. 35% , 75% etc), solve real life
situations involving percentages.
Decimal numbers (intro)
Like and unlike decimal numbers
Sep Comparing and ordering decimal fractions
Addition, subtraction, multiplication and division of decimal numbers
Operations using DMAS
Conversions
Estimation and Rounding off
Percentage
Tables (0 – 14)
Review
Assessment
Unit 5: Unitary Method
Learning outcomes: Students will be able to calculate the value of many objects of the same kind when the value
of one of these objects is given, calculate the value of one object of the same kind when value of many of these
objects are given, calculate the value of many objects of the same kind when the value of some of these is given.
Nov Unitary method
Unit 6: Geometry
Learning outcomes: Students will be able to recognise straight and reflex angle, recognise the standard units for
measuring angles is 1”, which is defined as of a complete revolution (whole turn), identify, describe and
classify angles as acute, right or obtuse, compare angles with right angles and recognise that a straight line is
equivalent to two right angles, use protractor and ruler to construct, a right angle, a straight angle, reflex angles
of different measures, calculate complementary and supplementary angles, identify and describe triangles with
respect to their sides, identify and describe triangles with respect to their angles, use protractor and ruler to
construct a triangle when two angles and their included side is given, two sides and included angles is given,
measure the lengths of the remaining two sides and one angle of the triangle, recognise different types of
symmetry (reflective and rotational) in 2-D figures, identify lines of symmetry for given 2-D figures, find point of
rotation and order of rotational symmetry of given 2-D figures, identify and describe properties of quadrilaterals
including square, rectangle, parallelogram, rhombus, trapezium, and kite, and classify those using parallel sides,
equal sides and equal angles, use protractor and ruler to construct square and rectangle when lengths of sides
are given, use protractor and ruler to construct square and rectangle when lengths of sides are given, identify
cubes, cuboids and pyramids from their nets, describe and make 3-D objects (cubes, cuboids, cylinder, cone,
sphere, pyramids).
Angles (Straight angle, Reflex angle)
Angles at a point on a straight line
Angles at a point
Angle Pairs (Adjacent angles, Complementary angles, Supplementary angles)
Triangles and its types
Construction of triangles
Lines of symmetry, rotational symmetry
Nov
Quadrilaterals and their properties
Construction of square and rectangle
Three dimensional shapes / solids
Nets of 3D shapes
Tables (0 to 15)
Review
Assessment
Unit 7: Measurement : Length, Mass, Capacity and Time
Learning outcomes: Students will be able to convert measures given in , kilometers to metres and vice versa,
metres to centimeters and vice versa, centimeters to millimeters and vice versa, solve real life situations involving
conversion, addition and subtraction of measures of distance, convert units of mass from larger to smaller and
vice versa, convert, add and subtract mass to solve real-life situations, convert units of capacity from larger to
smaller and vice versa, convert add and subtract capacities to solve real-life word problems, convert, hours to
minutes and vice versa, minutes to seconds and vice versa, convert years to months and vice versa, months to
days and vice versa, weeks to days and vice versa, add and subtract intervals of time in hours and minutes with
carrying and borrowing, solving real life situations involving conversion, addition and subtraction of intervals of
time.
Dec Length (introduction)
Addition and subtraction of units of length
Mass (introduction)
Addition and subtraction of units of mass
Capacity (introduction)
Addition and subtraction of units of capacity
Time (introduction)
Addition and subtraction of unit of time
Real life problems involving time
Tables 0 -16
Review
Assessment
Unit 8: Measurement :Perimeter and Area
Learning outcomes: Students will be able to recognise that the shapes with the same area can have different
perimeters and vice versa, identify the units for measurement of perimeter and area, find and apply formulas to
find perimeter and area of a square and rectangular region, differentiate between perimeter and area of a square
and rectangular region, calculate area and perimeter of square and rectangular regions, calculate the area of
parallelograms and triangles.
Perimeter and area (introduction and formula)
Area and Perimeter of a parallelogram
Jan
Area and Perimeter of a triangle
Real life applications of perimeter and area
Unit 9: Data Handling and Probability
Learning outcomes: Students will be able to find and describe average of given quantities in the data, solve real-
life situations involving average, organize the given data using horizontal graphs, vertical bar graphs and line
graphs, read and interpret horizontal bar graphs, vertical bar graphs, and the graphs, read interpret pie charts,
solve real-life situations involving bar graphs, line and pie charts, explain experiments and outcomes, and
represent the probability (using a fraction) that an event will occur, in simple games and probability experiments
(including real – life situations).
Jan Finding Average
Bar graph
Line graph
Pie charts/graphs
Probability
Tables 0 -17
Review
Assessment