MATHEMATICS SYLLABUS FOR UPPER PRIMARY P4 – P6

Kigali, 2015

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 © 2015 Rwanda Education Board
All rights reserved
This syllabus is the property of Rwanda Education Board, Credit must be provided to the author and source of the document when the
content is quoted.

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FOREWORD

The Rwanda Education Board is honored to present syllabuses which serve as both official documents and as a guide to competence-
based teaching and learning. These syllabuses ensure consistency and coherence in the delivery of quality education across all levels of
general education in Rwandan schools.
The Rwandan education philosophy aims to ensure that young people at every level of education achieve their full potential in terms of
relevant knowledge, skills and appropriate attitudes in order to prepare them to be well integrated into society and access employment
opportunities.
In line with efforts to improve the quality of education, the government of Rwanda emphasises the importance of aligning the syllabus,
teaching and learning and assessment approaches in order to ensure that the system is producing the kind of citizens the country needs.
Many factors influence what children are taught, how well they learn and the competencies they acquire, particularly the relevance of
the syllabus, the quality of teachers’ pedagogical approaches, the assessment strategies and the instructional materials available. The
ambition to develop a knowledge-based society and the growth of regional and global competition in the jobs market has necessitated
the shift to a competence-based syllabus. With the help of the teachers, whose role is central to the success of the syllabus, learners will
gain appropriate skills and be able to apply what they have learned in real life situations. Hence they will make a difference not only to
their own lives but also to the success of the nation.
I wish to sincerely extend my appreciation to the people who contributed to the development of this document, particularly the REB and
its staff who organised the whole process from its inception. Special appreciation goes to the development partners who supported the
exercise throughout. Any comment of contribution would be welcome for the improvement of this syllabus.

GASANA I. Janvier

Director General REB

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ACKNOWLEDGEMENT

I wish to sincerely extend my special appreciation to the people who played a major role in the development of this syllabus. It would
not have been successful without the participation of a range of education stakeholders and the financial support from different donors.
For this, I would like to express my deep gratitude.

My thanks firstly goes to the Rwanda Education leadership who supervised the curriculum review process and the Rwanda Education
Board staff who were involved in the conception and writing of the syllabus. I wish to extend my appreciation to teachers from pre-
primary to university level for their valuable efforts during the conception of the syllabus.

I owe gratitude to the different education partners such as UNICEF, UNFPA, DFID and Access to Finance Rwanda for their financial and
technical support. We also value the contribution of other education partner organisations such as CNLG, AEGIS trust, Itorero ry’Igihugu,
Center for Gender Studies, Gender Monitoring Office, National Unit and Reconciliation Commission, RBS, REMA, Handicap International,
Wellspring Foundation, Right To Play, MEDISAR, EDC/L3, EDC/Akazi Kanoze, Save the Children, Faith Based Organisations, WDA,
MINECOFIN and Local and international consultants. Their respective initiatives, co-operation and support significantly contributed to
the successful production of this syllabus by the Curriculum and Pedagogical Material Production Department (CPMD).

Dr. Joyce Musabe,

Head of CPMD

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LIST OF PARTICIPANTS WHO WERE INVOLVED IN THE DEVELOPMENT OF THE SYLLABUS

Rwanda Education Board Staff

1. Dr. MUSABE Joyce, Head of CPMD, as a Facilitator

2. Mr. RUTAKAMIZE Joseph, Director of Science Unit (CPMD)
3. Mr. KAYINAMURA Aloys, Mathematics Curriculum Specialist: Team leader
4. Madame NYIRANDAGIJIMANA Anathalie, Specialist in charge of Pedagogic Norms

Teachers and Lecturers

1. BYAMUKAMA John, Mathematics teacher, Kigali Parents’ School

2. RYIVUZE Seth, Mathematics teacher, GS. Kimironko II
3. SEMANA Charles, Mathematics teacher, ST’ Joseph Primary School

Other resource persons

Mr Murekeraho Joseph, National consultant

Prof Paul Goldenberg, EDC/L3project

Quality assurer

Dr Alphonse Uworwabayeho (PhD): University of Rwanda (UR), College of Education

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TABLE OF CONTENTS

FOREWORD ................................................................................................................................................................................................... i
ACKNOWLEDGEMENT ................................................................................................................................................................................... ii
LIST OF PARTICIPANTS WHO WERE INVOLVED IN THE DEVELOPMENT OF THE SYLLABUS .............................................................................. iii
1. INTRODUCTION ..................................................................................................................................................................................... 1
1.1. Background to curriculum review .................................................................................................................................................................... 1
1.2. Rationale of teaching and learning mathematics .............................................................................................................................................. 1
1.2.1. Mathematics and society .............................................................................................................................................................................................................. 1
1.2.2. Mathematics and learners ............................................................................................................................................................................................................ 2
1.2.3. Competences ................................................................................................................................................................................................................................. 3

2. PEDAGOGICAL APPROACH ..................................................................................................................................................................... 6

2.1. The role of the learner ..................................................................................................................................................................................... 7
2.2. The role of the teacher .................................................................................................................................................................................... 8
2.3. Special needs education and inclusive approach .............................................................................................................................................. 8

3. ASSESSMENT APPROACH ....................................................................................................................................................................... 9

3.1. Types of assessment...................................................................................................................................................................................... 10
3.2. Record keeping ............................................................................................................................................................................................. 11
3.3. Item writing in summative assessment .......................................................................................................................................................... 11
3.4. Reporting to parents ..................................................................................................................................................................................... 13

4. RESOURCES ......................................................................................................................................................................................... 13

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 4.1. Materials needed for implementation ........................................................................................................................................................... 13
4.2. Human resource ............................................................................................................................................................................................ 14

5. SYLLABUS UNITS .................................................................................................................................................................................. 15

5.1. Presentation of the structure of the syllabus units ......................................................................................................................................... 15
5.2. Primary four.................................................................................................................................................................................................. 17
5.3. Primary five .................................................................................................................................................................................................. 48
5.4. Primary six .................................................................................................................................................................................................... 76

6. REFERENCES ...................................................................................................................................................................................... 102

7. APPENDICE: SUBJECTS AND WEEKLY TIME ALLOCATION FOR UPPER PRIMARY (P.4 - P.6) .................................................................... 103

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1. INTRODUCTION

1.1. Background to curriculum review

The rationale behind the Upper Primary Mathematics syllabus review process was to ensure that the syllabus is responsive to the needs
of the learner and to shift from objective and knowledge based learning to competency based learning. Emphasis in the review has been
on building skills and competencies, as well as streamlining the coherence of the existing content by benchmarking against a number of
best practice syllabi.

The new Upper Primary Mathematics syllabus guides the interaction between the teacher and the learner through the learning
processes and highlights the essential practical skills and competencies a learner should acquire during and at the end of each unit of
learning.

1.2. Rationale of teaching and learning mathematics

1.2.1. Mathematics and society

The Upper Primary Mathematics syllabus has put emphasis on integrated production skills and on an integrated approach in all
disciplines. Mathematics is an excellent vehicle for the development and improvement of a person’s intellectual competence in logical
reasoning, spatial visualisation, analysis and abstract thought. Learning mathematics develops numeracy, logical reasoning skills, critical
thinking skills, and problem solving skills. This will result in mathematics being used in many activities of daily life thereby serving as an
important tool to the society. In this way the subject will be demystified and user friendly.

Therefore, mathematics plays an important role in society through abstraction and logic, counting, calculation, measurement, systematic
study of shapes and motion. It is also used in natural sciences, engineering, medicine, finance and social sciences. Applied Mathematics

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like statistics and probability play an important role in game theory, in the national census process, in scientific research, etc. In
addition, some cross-cutting issues such as financial awareness are incorporated into some of the mathematics units to improve the
social and economic welfare of Rwandan society.

1.2.2. Mathematics and learners

Learners need enough basic mathematical competencies to be effective members of Rwandan society, including the ability to count,
estimate, measure, calculate, handle and manage money, interpret statistics, assess probabilities, and read commonly used
mathematical representations and graphs. Reading or listening to the news requires many of these competencies and citizenship
requires being able to interpret critically the information one receives. For example, understanding an age-length or age-weight graph
helps parents and health practitioners monitor the health of a child.

Mathematics also equips learners with knowledge, skills and attitudes necessary to enable them to succeed in an era of rapid
technological growth and socio-economic development. Mastery of basic mathematical ideas and operations should make learners
confident in problem-solving in life situations. A high-quality mathematics education therefore provides a foundation for understanding the
world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity
about the subject.

In this syllabus the teacher has the task of trying to make mathematics a reality in life. Methods and approaches to learning experiences
should be mostly practical and based on the experience of the learners. Hence, teaching methods to be emphasised are those that allow
learners to explore, try different procedures and solve problems practically. Learning mathematics needs to include practical problem-
solving activities with opportunities for students to plan their own investigations and develop their mathematical competency and

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confidence. New technologies have had a dramatic impact on all aspects of life. For this reason, wherever possible in mathematics,
learners should gain experience of a range of ICT applications.

1.2.3. Competences

Competence is defined as the ability to perform a particular task successfully, resulting from having gained an appropriate combination
of knowledge, skills and attitudes.

The mathematics syllabus provides the opportunity for learners to develop different competencies, including the generic competencies.

Basic competencies are addressed in the stated broad subject competences and in objectives highlighted year on year basis and in each
of units of learning. The generic competencies, basic competences that must be emphasised and reflected in the learning process are
briefly described below and teachers will ensure that learners are exposed to tasks that help the learners acquire the skills.

Generic competences and values

Critical and problem solving skills: Learners use different techniques to solve mathematical problems related to real life situations.
They are engaged in mathematical thinking, they construct, symbolise, apply and generalise ideas.

The acquisition of such skills will help learners to think imaginatively and broadly to evaluate and find solutions to problems
encountered in all situations.

Creativity and innovation: The acquisition of such skills will help learners to take initiatives and use imagination beyond the
knowledge provided to generate new ideas and construct new concepts. Learners will improve these skills through mathematics
contests, and mathematics competitions, etc.

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Research: This will help learners find answers to questions based on existing information and concepts as well as explain phenomena
based on findings from information gathered.

Communication in official languages: Learners communicate effectively their findings through explanations, construction of
arguments and drawing relevant conclusions.

Mathematics teachers, irrespective of not being teachers of language, will ensure the proper use of the language of instruction by
learners. This will help learners communicate clearly and confidently and convey ideas effectively through speaking and writing and
use the correct language structure and relevant vocabulary.

Cooperation, inter personal management and life skills: Learners are engaged in cooperative learning groups to promote higher
achievement rather than competitive and individual work.

This will help learners to co-operate with others as a team in whatever task are assigned and to practice positive ethical moral values
and respect for the rights, feelings and views of others. Leaners will perform practical activities related to environmental conservation
and protection. They will also advocate for personal, family and community health, hygiene and nutrition and respond creatively to the
variety of challenges encountered in life.

Lifelong learning: The acquisition of such skills will help learners update their knowledge and skills with minimum external support
and to cope with the evolution of advances in knowledge for personal fulfillment in areas that need improvement and development.

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Broad mathematics competences

During and at the end of the learning process, the learner can:

 Promote problem solving in life situations;

 Develop and enrich their aesthetic and linguistic experiences;
 Promote scientific, technical and cultural knowledge, skills and positive attitudes needed to promote development, self-
sufficiency and wealth;
 Apply acquired mathematics knowledge and skills in future training;
 Work in a systematic way to develop clear, logical, coherent and creative reasoning;
 Develop imagination, initiative and flexibility of mind;
 Describe, explain, interpret and analyse information;
 Use acquired knowledge and skills to succeed in an era of rapid technological growth and socio-economic development;
 Use ICT tools to solve mathematical problems .

Mathematics and developing competences

The national policy documents based on national aspirations identify some ‘Basic Competencies’ alongside the ‘Generic Competencies’’
that will develop higher order thinking skills and help students learn subject content and promote the application of acquired
knowledge and skills.

Through observations, constructions, hands-on manipulations, generalisations, and presentations of information during the learning
process, the learner will not only develop deductive and inductive skills but also acquire co-operation, communication, critical thinking
and problem solving skills. This will be realised when learners make presentations leading to inferences and conclusions at the end of
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the learning unit. This will be achieved through group work activities and co-operative learning which in turn will promote
interpersonal relations and teamwork.
The acquired knowledge in learning mathematics should develop a responsible citizen who adapts to scientific reasoning and attitudes
and develops confidence in reasoning independently.
2. PEDAGOGICAL APPROACH

The change to a competence-based curriculum is about transforming learning to ensure that learning is deep, enjoyable and habit-
forming.
IT in general and particularly ICT should be used as a pedagogical tool to facilitate teaching and learning of mathematics.
Various teaching strategies and approaches such as direct instruction, discovery learning, investigation, guided discovery or other
methods must be incorporated. Among the approaches that can be given consideration include the following:
 Learner-centred learning;
 Different learning abilities and styles of learners (individualisation);
 Use of relevant, suitable and effective teaching materials;
 Formative evaluation to determine the effectiveness of teaching and learning processes.
The choice of a suitable approach will stimulate the teaching and learning environment inside or outside the classroom. Suitable
approaches include the following:
 Co-operative learning;
 Contextual learning;
 Mastery learning;
 Constructivism.

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2.1. The role of the learner

In the competence-based curriculum, the learner is the principal actor of his/her education. He/she is not an empty bottle to fill. Taking
into account the initial capacities and abilities of the learner, the activities of the learner are indicated against each learning unit and
reflect appropriate engagement of the learner in the learning process. The teaching-learning process will be tailored towards creating a
learner friendly environment based on capabilities, needs, experience and interests.

Therefore, the following are some of the roles or expectations from learners:

 Learners construct the knowledge either individually or in groups in an active way. From the learning theory, learners move in
their understanding from concrete through to pictorial to abstract. Therefore, the opportunities should be given to learners to
manipulate concrete objects and to use models.
 Learners will be encouraged to do research and present their findings through group work activities.
 A learner is co-operative: learners work in heterogeneous groups to increase tolerance and understanding.
 Learners are responsible for their own participation and for making sure others participate.
 Help is sought from within the group and the teacher is asked for help only when the whole group agrees to ask a question.
 Consensus on the answer is required from the whole group.
 The group evaluates its own strategies and ideas rather than relying on the teacher for this evaluation.
 The learners who learn at a faster pace do not do the task alone and then the others merely sign off on it.
 Participants ensure the effective contribution of each member, through clear explanation and articulation of constructive
arguments, to improve their English literacy, develop a sense of responsibility and to increase their self-confidence, and public
speaking ability, etc.

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2.2. The role of the teacher

Some of the specific duties of the teacher when implementing competence-based activities are as follows:

 He/she is a facilitator: his/her role is to provide opportunities for learners to meet problems that create interest and challenge
them and that, with appropriate effort, they can solve.
 He/she is an organiser: his/her role is to organise the learners, in the classroom or outside, and engage them through
participatory and interactive methods through the learning processes as individuals, in pairs or in groups. To ensure that the
learning is personalised, active and participative, the teacher must identify the needs of the learners, the nature of the learning to
be done, and the means to shape learning experiences accordingly.
 He/she is an advisor: he/she provides counseling and guidance for learners in need. He/she comforts and encourages learners by
valuing their contributions in the class activities.
 He/she is a conflict-solver: when members of a group have problems such as the attribution of tasks he/she should provide
useful and constructive ideas. The teacher should settle disputes among the group.
 He/she is ethical: he/she teaches by example, by being impartial, by being a role-model, and by caring for individual needs,
especially for slow learners and learners with physical impairments.

2.3. Special needs education and inclusive approach

All Rwandans have the right to access education regardless of their different needs. The underpinnings of this provision would naturally
hold that all citizens benefit from the same menu of educational programs. The possibility of this assumption is the focus of special
needs education. The critical issue is that we have persons/learners who are totally different in their ways of living and learning as

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opposed to the majority. The difference can either be emotional, physical, sensory and/or intellectual learning challenged, traditionally
known as mental retardation.

These learners equally have the right to benefit from the free and compulsory basic education in nearby ordinary/mainstream schools.
Therefore, the schools’ role is to enroll them and also set strategies to provide relevant education for them. The teacher therefore is
requested to consider each learner’s needs during the teaching and learning process. Assessment strategies and conditions should also
be standardised to the needs of these learners. Detailed guidance for each category of learners with special education needs is provided
for in the guidance for teachers.

3. ASSESSMENT APPROACH

Assessment evaluates the teaching and learning process through collecting and interpreting evidence of an individual learner’s learning
progress and makes a judgment about the learner’s achievements measured against defined standards. Assessment is an integral part of
the teaching learning process. In the new competence-based curriculum, assessment must also be competence-based, whereby a learner
is given a complex situation related to his/her everyday life and asked to try to overcome the situation by applying what he/she has
learned.

Assessment will be organised at the following levels: School-based assessment, District examinations, National assessment (LARS) and
National examinations.

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3.1. Types of assessment

3.1.1 Formative assessment

Formative assessment helps to check the efficiency of the process of learning. It is done within the teaching/learning process.
Continuous assessment involves formal and informal methods used by schools to check whether learning is taking place. When a
teacher is planning his/her lesson, he/she should establish the criteria for performance and behavioral changes at the beginning of a
unit. Then at the end of every unit, the teacher should ensure that all the learners have mastered the stated key unit competencies based
on the criteria stated, before going to the next unit. The teacher will assess how well each learner masters both the subject and the
generic competencies described in the syllabus and from this, the teacher will gain a picture of the all-round progress of the learner. The
teacher will use one or a combination of the following: (a) observation (b) pen and paper (c) oral questioning.

3.1.2 Summative assessment

When assessment is used to record a judgment of the competence or the performance of the learner, it serves a summative purpose.
Summative assessment gives a picture of a learner’s competence or progress at any specific moment. The main purpose of summative
assessment is to evaluate whether learning objectives have been achieved. The results of summative assessment are also used to rank or
grade learners, for deciding on progression, for selection into the next level of education and for certification. This assessment should
have an integrative aspect whereby a student must be able to show mastery of all competencies.

Summative assessment can be internal school based assessment or external assessment in the form of national examinations. School
based summative assessment should take place once at the end of each term and once at the end of the year. School summative
assessment average scores for each subject will be weighted and included in the final national examinations grade. School based
assessment average grades will contribute a certain percentage as teachers gain more experience and confidence in assessment

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techniques. In the third year of the implementation of the new curriculum it will contribute 10% of the final grade, but will be
progressively increased. Districts will be supported to continue their initiatives to organise a common test per class for all the schools to
evaluate the performance and the achievement level of learners in each individual school. External summative assessment will be done
at the end of P6, S3 and S6.

3.2. Record keeping

This is gathering facts and evidence from assessment instruments and using them to judge the student’s performance by assigning an
indicator against the set criteria or standard. Assessment procedures generate data in the form of scores which will be carefully be
recorded and stored in a portfolio. These scores will contribute to remedial actions and alternative instructional strategies. They will
also be used to provide feedback to the learner and their parents to check learning progress and to provide advice, as well as be used in
the final assessment of the students.

This portfolio is a folder (or binder or even a digital collection) containing the student’s work as well as the student’s evaluation of the
strengths and weaknesses of their work. Portfolios reflect not only the work produced (such as papers and assignments), but also
provide a record of the activities undertaken over time as part of student learning..

Besides, it will serve as a verification tool for each learner that he/she attended the whole learning before he/she undergoes the
summative assessment for the subject.

3.3. Item writing in summative assessment

When developing a question paper, a plan or specification of what is to be tested or examined the assessment task must show the units
or topics to be tested, the number of questions in each level of Bloom’s taxonomy and the marks allocation for each question. In a
competency-based curriculum, questions from higher levels of Bloom’s taxonomy should be given more weight than those from the
knowledge and comprehension level.

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Before developing a question paper, the item writer must ensure that the test or examination questions are tailored towards
competency based assessment by doing the following:

 Identify topic areas to be tested on from the subject syllabus.

 Outline the subject-matter content to be considered as the basis for the test.
 Identify learning outcomes to be measured by the test.
 Prepare a table of specifications.
 Ensure that the verbs used in the formulation of questions do not require memorisation or recall answers only but test for broad
competencies as stated in the syllabus.

Structure and format of the examination

There will be one paper in mathematics at the end of Primary 6. The paper will be comprised of two sections. The first section will be
composed of short answer items or items with short calculations which include questions testing for knowledge and understanding,
investigation of simple patterns, quick calculations and applications of mathematics in real life through simple word problems. The
second section will be composed of long answer items or answers with constructions, simple demonstrations, investigation of simple
patterns and generalisation, interpretation and explanations. The items for the second section will emphasise the mastering of
mathematical facts, the understanding of mathematical concepts and their application in real life situations. In this section, the
assessment will find out not only what skills and facts have been mastered, but also how well learners understand the process of solving
a mathematical problem and whether they can link the application of what they have learned to the context or to real life. The time
required for the paper is three hours (3hrs.).

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The following topic areas have to be assessed: Number & operations; fractions, decimals and proportional reasoning; metric
measurements; algebra; geometry; statistics and elementary probability. Topic areas with more weight will have more emphasis in the
second section where learners should have the right to choose to answer 3 items out of 5.

3.4. Reporting to parents

The wider range of learning in the new curriculum means that it is necessary to think again about how to share a learners’ progress with
their parents. A single mark is not sufficient to convey the different expectations of learning that are outlined in the learning objectives.
The most helpful reporting is to share what students are doing well and where they need to improve.

4. RESOURCES

4.1. Materials needed for implementation

The use of teaching resources and teaching materials is crucial in guiding learners to develop mathematical ideas.
Teachers should use real or concrete materials to help learners gain experience, construct abstract ideas, make inventions, build self-
confidence, encourage independence and inculcate the spirit of cooperation. Some resources that can be used are:
 Reference books
 Manila cards
 Geometrical instruments like rulers, pair of compasses, rubbers, pencils, dividers, sharpeners etc
 Computers
 Projectors
 Graph paper

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  Abacus
 Calculator

4.2. Human resource

The effective implementation of this curriculum requires a joint collaboration of educators at all levels. Given the material requirements,
teachers are expected to accomplish their noble role as stated above. School head teachers and directors of studies are required to
follow-up and assess the teaching and learning of Mathematics . These combined efforts will ensure bright future careers and lives for
learners as well as the contemporary development of the country.

In a special way, a teacher of mathematics at ordinary level should have a firm understanding of mathematical concepts at the level
he/she teaches. He/she should be qualified in mathematics and have firm ethical conduct. The teacher should possess the qualities of a
good facilitator, organiser, problem solver, listener and adviser. He/she is required to have basic skills and competency of guidance and
counseling because students may come to him/her for advice.

Skills required for the Teacher of Mathematics

The teacher of mathematics should have the following skills, values and qualities:

 Engage learners in variety of learning activities.

 Use multiple teaching and assessment methods.
 Adjust instruction to the level of the learners.
 Use creativity and innovation in the teaching and learning process.
 Be a good communicator and organiser.

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  Be a guide/facilitator and a counselor.
 Manifest passion and impartial love for children in the teaching and learning process.
 Link the use of mathematics with other subjects and real life situations.
 Have good mastery of mathematics content.
 Have good classroom management skills.

5. SYLLABUS UNITS

5.1. Presentation of the structure of the syllabus units

The mathematics subject is taught and learnt in Upper primary education as a core subject, i.e. in P.4, P.5 and P.6 respectively. At every
grade, the syllabus is structured in Topic Areas, sub-topic Areas where applicable and then further broken down into Units. This
breakdown promotes the uniformity, effectiveness and efficiency of teaching and learning mathematics. The Units have the following
elements:

1. Each Unit is aligned with the. number of periods

2. Each Unit has a Competence whose achievement is pursued by all teaching and learning activities undertaken by both the teacher
and the learners.

3. Each Unit Key Competency is broken into three types of Learning Objectives as follows:

a. Type I: Learning Objectives relating to Knowledge and Understanding (Type I Learning Objectives are also known as
Lower Order Thinking Skills or LOTS).

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 b. Type II and Type III: These Learning Objectives relate to acquisition of skills, Attitudes and Values (Type II and Type III
Learning Objectives are also known as Higher Order Thinking Skills or HOTS) – These Learning Objectives are actually
considered to be the ones targeted by the present reviewed curriculum.

4. Each Unit has content that indicates the scope of coverage of what is to be taught and learnt in line with the stated Learning
Objectives.

5. Each Unit suggests a non-exhaustive list of Learning Activities that are expected to engage learners in an interactive learning
process as much as possible (learner-centred and participatory approach).

6. Finally, each Unit is linked to other subjects, the Assessment Criteria and the Materials (or Resources) that are expected to be
used in the teaching and learning process.

The mathematics syllabus for ordinary level has got 7 Topic Areas: Number and operations, Fractions and proportional reasoning,
Metric measurements, Geometry, Algebra, Statistics and Elementary probability. As for units, they are 18 in P.4, 16 in P.5 and 16 in
P.6.

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5.2. Primary four

5.2.1 Key competencies at the end of primary four

At the end of Primary Four, learners can:

 Read, write, compare and calculate whole numbers up to 100,000.
 Solve mathematical problems involving time, length, mass, capacity, money, area or perimeter.
 Solve simple problems involving fractions, decimals.
 Collect, represent and interpret data using bar graphs and tables.
 Solve missing number problems involving addition and subtraction.
 Explain the concept of probability by playing games of chance and deciding on whether or not they are fair.

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 5.2.2. Mathematics units for primary four

Topic Area: NUMBERS AND OPERATIONS

P.4 MATHEMATICS UNIT 1: Mathematical operations on whole numbers up to 100 000. No. of Periods: 40
Key Unit Competence: To be able to read, write, compare and make calculations on whole numbers up to 100 000.
Learning Objectives
Knowledge and Attitudes and
Skills Contents Learning Activities
understanding values

- Name all place values - Use place value - Developing Reading and writing - Each learner in a group of five gets a
through to 100,000, in to compare personal numbers up to 100,000: little slip of paper with his or her own
spoken and written form. numbers of any confidence in - Reading and writing in large number. The learners arrange
- Identify the place values in size. the use of words. themselves in order, and read their
written numerals. - Correctly numbers. - Reading and writing in numbers out loud.
- Read written numerals translate - Appreciate the figures. - Dictation: learners write the words or
correctly in English. between importance of Place value and the numerals from the teacher’s
- Explain the process of written addition, comparing numbers: dictation.
addition of 2 numbers of 5 numerals and subtraction, - Place value of numbers - Matching game: learner matches
digits with or without spoken English. multiplication up to five digits. large numbers written as numerals
carrying. - Apply and division in - Comparing numbers and as words.
- Explain the process of comparison of daily life. using <, > or = - Using different digits in a group,
subtraction of 2 numbers numbers in - Appreciate the Operations: learners make 2 numbers of 5 digits
of 5 digits or more with or daily life. importance of - Addition of 2 or more and arrange them from the largest to
without borrowing. - Carry out working out whole numbers, with or the smallest number and vice versa.
- Explain process of addition and numbers without carrying, whose This activity can be done using flash
multiplication of 2 subtraction of 2 quickly and sum does not exceed cards or cutouts.
numbers or more with or or more whole accurately. 100,000. - Observation of worked examples on
without carrying. numbers. - Subtraction of whole charts and carrying out addition or
- Explain the process of - Carry out numbers between 0 and subtraction in groups using abacus or
division of 2 digit numbers multiplication 100,000 with or without objects of different colors.

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 with or without of 2 or more borrowing. - Group work activity on mathematics
remainders. whole numbers - Multiplying whole word problems involving addition,
- Explain the process of whose product numbers by two digit subtraction, multiplication or
solving mathematical word does not exceed numbers. division.
problems involving 4 100,000. - Product of a 2 digit - Using flash cards in pairs, form 2
operations on 2 or more - Solve daily life number by 10, 100, different numbers and carry out
numbers of 2 digits or mathematical 1,000, 10,000. operations.
more. problems - Multiply numbers using - Using the practical method of division
involving quick multiplication. to find the quotient and show the
addition, - Divide by a single digit proof by showing the relationship
subtraction, number. between multiplication and division.
multiplication - Solve mathematical
or division. problems involving
addition, subtraction,
multiplication or
division of numbers.
Links to other subjects: English: contribution to the practice of spoken and written use of the English language.
Assessment criteria: Learners should be able to accurately compare whole numbers in terms of size, carry out addition, multiplication, division
and subtraction of 2 or more whole numbers, and solve problems involving addition, multiplication, division and subtraction in groups and make
a group presentation.
Materials: Manila cards or slips of paper; abacus and textbooks; and objects of different colours. Scissors to make cut outs of numbers. Markers to
write numbers that can be seen from back of the room.

19
Topic Area: NUMBERS AND OPERATIONS
P.4 MATHEMATICS Unit 2: Positive and negative integers. No. of Periods: 14
Key Unit Competence: To be able to solve problems related to comparing, ordering, and finding the distance between negative and positive
integers.
Learning Objectives
Knowledge and Attitudes and Contents - Learning Activities
Skills
understanding values
- Locate positive - Locate positive - Appreciate the - The meaning of - In groups: learners can use numbers on cards and
and negative and negative importance of negative and positive place them on a number line backwards and
numbers on the numbers on the using positive numbers in contexts forwards (on the board or using other material
number line. number line and negative like temperature, made of hard paper).
- Explain that - Apply numbers in buying and selling, etc. - Game: In a large play area (schoolyard or field),
when two knowledge of practical - Location of positive mark a number line from -24 to 24 (for a 48-child
numbers are position on a contexts. and negative numbers class, or -30 to 30 for a 60-child class, to allow all
placed on the number line to on a number line. children to play). Each player is “named” and
number line, the determine which - Comparison/ordering labelled as a number (not including 0) and stands
number to the of two numbers of negative and on his or her number on the line. The teacher calls
right is greater is greater. positive numbers using out a command like “Negative 8, run to 2” or “12,
than the number - Computing a number line. run to 4.” The child runs, and then says how far,
to the left. distance - Solve problems and in which direction, positive or negative.
between involving integers, - Mental activities: learners picture the number line
integers. including computing and state the distance between the numbers on
distance between either side (e.g. distance between -3 and 10, or -
integers: 30 and -10, or -25 and 20).
o If two numbers - Puzzles: A number gives clues about where it is
are on the same (e.g. “I am exactly 10 steps away from 7. I am odd.
side of zero, the I am more than 5 steps away from 12. Where am
distance between I?”) and the learner must find the number on the
them is the number line. 10 steps away from 7 could be in

20
 difference of their either direction, so it could be 17 or –3, but only –
magnitudes. 3 is more than 5 steps away from 12. So the
number is –3.

o If two numbers
are on opposite
sides of zero, the
distance between
them is the sum
of their
magnitudes.

Links to other subjects: Science and Geography: introduction of negative numbers in the context of temperatures in different locations in
Rwanda.
Assessment criteria: Learners should accurately compare pairs of numbers like -3 and -7 and say which is greater and why. (-3 is greater
because it is to the right of -7).
Materials: Masking tape to mark number line on floor; manila cards for number line; and string marked off evenly with knots (same distance
between knots on a rope).

21
Topic Area: NUMBERS AND OPERATIONS
P.4 MATHEMATICS Unit 3: Classifying numbers by their properties. No. of Periods: 10
Key Unit Competence: Be able to classify numbers flexibly, seeing them as belonging to various families.
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values
- Explain the - Classify - Appreciate the - Odd, even, square - Different families of numbers can be introduced
meaning of numbers as importance of numbers, square root, through games, role plays, etc.
odd, even, odd, even, using square prime numbers, Example: Each learner receives a card with a
square square and square multiples of numbers, different number, from 0 to the number of learners
numbers, numbers, roots. factors of numbers. in the class. They arrange themselves in a large
square root, prime - Being - Squares and exact circle. The teacher has cards naming various
prime numbers, cooperative square roots. families of numbers: odd, even, multiples of 2,
numbers, multiples of a and displaying - Problems involving square, prime, multiples of 5, numbers that are not
multiples of given number, a teamwork square roots. multiples of 3, etc. The teacher gives the card to a
numbers, factors of a spirit. - Calculating the LCM. learner, the learner calls out the family of
factors of given number. - Demonstrate numbers, and all learners with numbers in that
numbers. - Calculate the creativity in family run to a line marked on the ground, and
- List numbers in LCM of two problem arrange themselves in order. When they are done,
each family and numbers. solving. they call out their number names, in order, and the
explain the - Calculate the - Being attentive. remaining learners check to see if they all belong.
properties of square of a Then they go back to the circle and a new family of
different number and numbers is called. (Note: this game obviously
families of find the square follows some instruction on the properties of the
numbers. root of a square family of numbers and the English names for
- State the number ≤ 100. them).
method/steps - Learners work in groups to discover more
for calculating numbers belonging to a particular type/family of

22
 the Lowest numbers (e.g. even, odd, square…)
Common - Let learners suggest more numbers in each
Multiple (LCM). type/family of numbers, and explain why they
suggest so.
- Link Periods in this unit to content from unit on
number sequences.
Links to other subjects: English: new English vocabulary.
Assessment criteria: Learners should name three types/families that a given number belongs in (e.g. 36 is a square number, even number,
multiple of 3).
Materials: Manila cards or slips of paper for labeling learners with numbers.

23
Topic Area: FRACTIONS, DECIMALS AND PROPORTIONAL REASONING
P.4 MATHEMATICS Unit 4: Fractions of same denominator. No. of Periods: 26
Key Unit Competence: Be able to explain the meaning of fractions, add and subtract same-denominator fractions, multiply and divide
fractions accurately.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Read and write - Compare two - Appreciate the - The meaning of - Given a fraction, learners can find a fraction with
fractions. fractions with importance of fractions. the same denominator, so that the two fractions
- Explain the the same accuracy in - Read, write, and add up to 1.
meaning of denominator. carrying out compare fractions - In groups Learners can write and read fractions on
numerator and - Add and operations on with the same flash cards, reflecting the given English names (a
denominator in subtract fractions. denominator, half, a third, a quarter, a fifth, a sixth, etc.).
the size of a fractions that - Develop including mixed - Learners compare fractions like: 3/5, 2/5, 4/5, 1/5
fraction. have the same personal fractions. etc. and discover that the bigger the numerator,
- Explain and denominator. confidence in - Addition of fractions the bigger the fraction when they have same
show how - Apply the carrying out with the same denominators.
adding or knowledge of operations on denominator. - Using a circle, or a number line or other length
subtracting fractions to fractions. - Subtraction of images of fractions, help learners to see
same solve - Develop the fractions with the equivalence of fractions.
denominator mathematical spirit of same denominator. - Learners can multiply fractions by whole numbers
fractions is like problems that sharing. - Problems involving 1
adding any involve addition and using repeated addition. E.g. 3x to mean
2
other unit: operation of subtraction of 1 1 1 1
metres, grams. fractions. fractions.   let them arrive at 1 . Write more of
2 2 2 2
- Explain how to - Multiplication of
these fractions on the manila cards and let
multiply fractions by whole
learners practice in their groups.

24
 fractions by numbers. - Through drawings or simple examples e.g.
whole numbers - Multiplication of 1 1 1 1
6 x  , learners can divide fractions
and by fractions by fractions, 2 2 6 12
fractions. conceptually (not an by a whole number and discover that the answer is
- Explain how to arbitrary rule). a smaller fraction than the previous one.
divide fractions - Division of fractions
by whole by a whole number.
numbers and by - Problems involving
fractions. multiplication and
- Explain the division of fractions.
process of
solving
problems
involving
addition,
subtraction,
multiplication
and division of
fractions.
Links to other subjects: Geography: representation of fractions when calculating scales of maps.
Assessment criteria: Learners should compare, add, subtract multiply and divide same denominator fractions accurately.
Materials: Concrete objects like oranges, paw paws, sugar canes; wall charts to show fractions; scissors, knives, plain papers or manila cards for
learners to cut.

25
Topic Area: FRACTIONS, DECIMALS & PROPORTIONAL REASONING
P.4 MATHEMATICS Unit 5: Decimal fractions/ numbers. No. of Periods: 15
Key Unit Competence: Add, subtract and compare decimal numbers using place values of decimals up to 2 decimal places.
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values

- Explain the - Compare 2 or - Develop - The concept of decimal - Locating decimals on the number line and show
concept of more decimal personal fractions through how it works the same way as integers. Each time
decimal numbers using confidence in examples, and through we zoom in, we make 10 new spaces.
numbers using >, < or = the use of “zooming in” on the o What is exactly halfway between 0 and 100
place values up - Correctly decimal number line. o What is exactly halfway between 0 and 10
to 2 decimal translate numbers. - Place value of decimals o What is exactly halfway between 0 and 1
places. between - Appreciate the up to 2 decimal places - Mental activity: learners can develop the idea of
- Correctly read written importance of - Comparing decimal decimal numbers through the following
and write decimals and decimal numbers. “zooming in” activities:
decimal spoken English. fractions in - Addition of decimal Activity 1: Learners can review multiplying and
numbers in - Carry out comparing and fractions. dividing by 10 through the given example like:
figures and in addition or sharing. - Subtraction of decimal 1400  140  14  1.4. Then they discover that
words. subtraction of fractions. 14 ÷ 10 is a number (1.4) that is more than 1 and
- Identify the decimal - Problems involving less than 2
place values in numbers up to addition and Activity 2: When we “zoom in” to create 10
written 2 decimal subtraction of decimals. smaller equal-sized intervals, we find them
decimals. places. separated by nine new numbers. When we zoom
- Apply decimal in to create 2 smaller equal-sized intervals, we
concepts in find one number separating them, half way
solving daily between the two endpoints of the original interval
life math (e.g. we find 45 halfway between 40 and 50, and

26
 problems. we find 4½ halfway between 4 and 5).
- Find pairs of decimals whose sum is 1 (e.g. 0.4
and 0.6) or 10 (e.g. 9.3 and 0.7 or 8.3 and 1.7), or
paralleling pairs of whole numbers whose sum is
10 (e.g., 4 and 6) or 100 (e.g. 93 and 7 or 83 and
17)
- Using place values, learners should be asked to
discover the difference between two or more
different decimal numbers; add or subtract two
or more decimal numbers in groups or
individually.
- Through the observation of worked examples on
addition or subtraction of decimal numbers,
learners should be given exercises to be
completed and presented by groups.
Links to other Subjects: Science: components of air e.g. carbon dioxide and rare gases use decimals. History: decimals are linked to the time line
Geography: uses decimal scales.
Assessment criteria: Learners should accurately add, subtract and compare decimal numbers, and represent a decimal to 2 decimal places on a
number line.
Materials: A ruler, a rope; charts (with number line, worked examples on place values up to 2 decimal places), and textbooks.

27
Topic Area: METRIC MEASUREMENT
P.4 MATHEMATICS Unit 6: Length measurements. No. of Periods: 16
Key unit Competency: Convert between units of length and apply them in solving mathematical problems related to daily life situations,
including perimeters.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Build on - Appropriately - Appreciate the Distance/length: - Using observation, estimate the length of
knowledge and estimate length importance of - Estimate different different distances (distance between the
understanding and provide a metric small distances. opposite wall of the classroom etc.).
of measurement justification. measures in - Measure the length - In groups, measure different distances: less than
of length. - Select and use daily life. and perimeter of or up to 1 metre using different tools (foot, metre
- State different appropriate - Recognise the various objects in ruler, rope, stick, etc.) to discover the standard
units of length instruments/to importance of different units e.g. unit of length that is a metre.
measurements. ols/ materials using metres, centimetre, - Use measurements to create problems for one
- Explain the to measure measuring tools decametre, etc. using a another that include using a mix of units.
relationship lengths, using correctly. ruler, a rope, sticks,
between the and foot, or hand span.
units of length interpreting Units of length
measurements. scales correctly. measurements:
- Explain the - Read and write - Reading and writing
perimeter of a units of length measurements of
shape as the measurements. length: km, dam, m,
distance around - Accurately cm, mm.
it. convert length - Addition and
measurements subtraction of length
between measurements of

28
 different units. whole and decimal
- Apply the numbers up to 2
knowledge of decimal places in
addition or meaningful contexts.
subtraction and - Conversion of length
multiplication measurements with
by a whole application problems
number in in meaningful contexts.
solving
mathematical
problems
involving length
measurements.
Links to other Subjects: Social studies: geographical distances between places. ES: metric units for measurement of mass and temperature.

Assessment criteria: Learners should be able to accurately select, convert, add, subtract and compare length measurements through solving
problems related to daily life situations, including, measuring lengths accurately in practical contexts.

Materials: Metre, decametre, ruler, rope, sticks, charts (with a conversion table, worked examples on length measurement), and textbooks.

29
Topic Area: METRIC MEASUREMENT
P.4 MATHEMATICS Unit 7: Capacity measurements. No. of Periods: 7
Key Unit Competence: Convert between units of capacity and apply them in solving mathematical problems related to daily life situations.
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values

- Distinguish the - Estimate the - Show an ability - Estimation of the - Through observation of different liquid containers,
capacity of capacity of a to properly use capacity of different learners will estimate their capacities.
different liquid liquid a range of objects. - In a group, learners measure liquids using
containers container materials to - Measuring different different liquid containers (bottle of 1 litre, cup,
through through measure capacities in litres. bucket, jag, jerry can, etc.) to understand units of
observation. observation. different - Read and write capacity.
- State the - Select and use liquids in daily measurements of - In groups or individually, solve problems involving
different units an appropriate life. capacity from hl to ml. addition or subtraction of capacity measurements.
of capacity tool/material - Be honest and - Addition and - In pairs, learners compare capacities of various
measurement. to measure the trustworthy subtraction of capacity containers in litres. Then, through explanations
- Explain the capacity of when measurements of from their observation, learners deduce that all
relationship different liquid measuring whole and decimal liquid containers are made using a litre as the
between units containers. different numbers up to 2 standard unit of capacity measurement.
of capacity - Correctly read capacities. decimal places in
measurement. and write units - Show respect meaningful contexts.
- Show the of capacity to one another - Conversion of capacity
process of measurement. when working measurements, with
solving - Accurately in groups. application problems
mathematical convert in meaningful contexts.
problems different
involving capacity
capacity measurements

30
 measurement. - Apply the
knowledge of
addition or
subtraction and
multiplication
by a whole
number in
solving
mathematical
problems
involving
capacity
measurement.
Links to other Subjects: Physics: capacity measurement is linked to the states of matter. EST: capacity of liquids in containers which are used in
scientific experiments.
Assessment criteria: Learners should be able to accurately convert, add, subtract and compare capacity measurements through solving
problems related to daily life situations.
Materials: Bottles of different capacities, bucket, charts (with a conversion table, worked examples on capacity measurement), and textbooks.

31
Topic Area: METRIC MEASUREMENT
P.4 MATHEMATICS Unit 8: Mass measurements. No. of Periods: 7
Key Unit Competence: Convert between units of mass and apply them in solving mathematical problems related to daily life situations.

Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- State the units - Select and use the - Appreciate the - Estimating mass of - Through observation of different objects,
of mass and appropriate importance mass different things. learners will estimate the mass by telling
relate them to tool/material to measurement in - Measuring different which object is heavier or lighter than the
objects they measure the mass daily life objects. other.
best measure of different objects. situations. - Units of mass - In a group, learners measure the mass of
(e.g., few sheets - Correctly read and - Show confidence measurement. different objects using different types of
of paper for write units of mass when working out - Reading and writing balances (beam, scale spring balances,
grams; a small measurement. mass measurement of weight balances, etc.).
notebook for - Accurately convert measurement. mass from tone (t) to - In groups or individually, solve problems
dag; a small different - Respect one milligram (mg). involving addition or subtraction of mass
quantity of fruit measurements of another when - Addition and measurement. (Group presentation
for kg; mass. working in groups subtraction of mass activities should be given to learners to
approximately, - Apply the and welcome measurement of improve cooperation, discussion and
a 10 year old knowledge of other's ideas. whole and decimal communication in the classroom).
child for 32 kg). addition or - Show the spirit of numbers up to 2 - Design practical activities for finding the
- Estimate the subtraction and hard work in decimal places in mass of various things/objects using
mass of multiplication by a groups. meaningful contexts. materials you prepared e.g. stones, a bottle
different whole number in - Be honest and - Conversion of mass full of water, soil, beans, etc. Allow the
objects through solving trustworthy when measurement, with learners to feel the mass of 500g and 1 kg.
observation. mathematical measuring mass. application problems Avoid explaining the difference between
- Recognise the problems involving in meaningful mass and weight.

32
 relationship mass measurement. contexts.
between the - Appropriately
units of mass estimate the mass of
measurement. different objects
- Explain the and provide a
process of justification.
solving - Show an ability to
mathematical properly use
problems different scales
involving mass (beam balances,
measurement. baby scale, etc.) to
measure different
masses in daily life
situations.
Links to other Subjects: EST: in finding the densities of objects, mass of different objects to be used in experiments.
Assessment criteria: Learners should be able to accurately convert, add, subtract and compare mass measurements through solving problems
related to daily life situations.
Materials: Different scales (beam balances, baby scale, etc.) to measure different masses, charts (with a conversion table, worked examples on
mass measurement), and textbooks.

33
Topic Area: METRIC MEASUREMENT
P.4 MATHEMATICS Unit 9: Area and land measurements. No. of Periods: 20
Key Unit Competence: To be able to understand area as the 2D space enclosed by a boundary, and use square and land units in solving
mathematics problems.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain the concept of - Practically - Appreciate Area and land - Outside the classroom, learners should work in
square units. differentiate the Measurements: groups and measure a square of 1m by 1m and
- State the units of area the importance - Concept of unit of then show the surface area of that square which is
measurement. measurement of area/land written as 1m2.
- Establish the of area from measureme measurement. - Using charts, manila paper or squared paper,
relationship between the nts of area - Reading and writing learners should discover and explain the concept
the units of area measurement and land in measurements of of square units.
measurement. of length daily life. area/land.
- List the units of area (through - Show how - Relationship
and land measuring to properly between area and
measurement in lengths and use land measurements.
ascending and areas). different - Understand area as
descending order. - Convert, add, area and the space enclosed
- Correctly read and subtract or land by a boundary. A square of 3cm by 3cm is divided into 9 squares of
write units of area compare area measureme - Conversion of area 1cm by 1cm each. The surface area of the big
measurement. and land nts in daily and land square is 9 cm2
- Explain the process of measurements life measurements. - In groups, using the relationship between length
adding, subtracting or . situations. - Area of a rectangle measurement (1 dam =10m), learners should
converting area - Solve including a square discover that a square of 10m by 10m has a surface
measurement. mathematical - Area of a rectangular area of 100 m2 which should help learners

34
- Understand the problems piece of land (2D establish a relationship between area
concept of land units. related to shapes). measurements (100 m2 = 1 dam2).
- State the units of land. finding the - Addition and - Using charts, manila cards or squared paper,
- Establish the surface area of subtraction of learners can discover and explain the concept of
relationship between different area/land land units.
the units of land and shapes and measurement of - A rectangle of 5m by 10m is divided into 50
area measurement. plots of land. whole and decimal squares of 1m by 1m each. The surface area of the
- Correctly read and - Calculate the numbers up to 2 big rectangle is 50 m2 (on the drawing 1cm = 1m).
write units of land area as a space decimal places in
measurement. enclosed by a meaningful contexts.
- Explain the process of boundary
adding, subtracting or without using
converting land the formula.
measurement.

- In groups, using the relationship between area and

land measurements, learners should understand
that one square of 1m2 is represented by 1 ca,
50m2=50 ca, 100m2=1a (acres).
- Solve problems involving conversion, addition or
subtraction of area/land measurements in groups
or individually.
Links to other Subjects: Social studies and geography: in the representation and notation of surface areas.

Assessment criteria: Learners should accurately convert, add, subtract and compare area and land measurements through solving problems
related to daily life situations.

Materials: Meter ruler, tape measure, rope, sticks, squared paper, manila cards, charts (with a conversion table, worked examples on area
measurements), and textbooks.

35
Topic Area: METRIC MEASUREMENT
P.4 MATHEMATICS Unit 10: Time. Number of Periods: 10
Key Unit Competence: Be able to tell, write and convert time appropriately.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Recognise - Read and tell - Appreciate - Reading and telling the time - In groups discuss the units of time: seconds,
different units the time the value of accurately using a calendar, minutes, hours, days, weeks, months and years.
of time. accurately. time digital and clock face. - Learners can draw clock faces similar to the
- Explain the - Apply management - Write the time using Ante familiar ones somewhere in the classroom,
process of acquired in daily Meridian to mean before display large cards on which are written a.m, p.m.
solving knowledge to situations. noon (AM) and Post - In groups learners should tell the time drawn and
mathematical convert Meridian to mean after noon show the time given.
problems between (PM). - In groups discuss different activities at a
involving time. units of time. - Conversion of time: seconds specified time.
- Explain the - Correctly into minutes, minutes into - Guide learners to convert between the units of
meaning of am write units of hours and vice versa. time.
and pm. time. - Solve problems involving - Learners will solve problems involving time.
time: minutes and hours,
dates and hours.
Links to other subjects: Geography: telling the time and conversion of time is in the unit of time zone when calculating GMT basing on prime
meridian.

Assessment criteria: Learners should tell, write and convert time accurately.
Materials: Real clock, clock faces and calendars, wall chart showing clock faces.

36
Topic Area: METRIC MEASUREMENT
P.4 MATHEMATICS Unit 11: Money and its financial application. No. of Periods: 8
Key Unit Competence: To be able to understand money and its financial applications.
Learning Objectives
Knowledge and Skills Attitudes and Contents Learning Activities
understanding values
- Recognise and - Classify - Appreciate the - Rwandan currency - In group discussions, let learners talk about bank notes and
identify the needs and importance of denominations and coins used in Rwanda and how to change them from higher to
various wants. money in daily changing them: smaller units and vice versa (e.g. a bank note of 1,000 Rwf
denominations - Carry out life situations. coins and notes. can be changed into 2 bank notes of 500 Rwf). The activity
of Rwandan calculatio - Show concern - Simple Budgeting: can be done using a collection of some Rwandan currency
currencies. ns in of using money o Sources of notes and coins or pictures and drawings.
- State different simple honestly. money - Role play: learners should be involved in role plays about
ways of using business o Uses of money buying and selling, then introduce the main terms used: cost
money to meet transactio o Planning price, selling price, profit and loss.
the needs of ns. according to - Learners discuss different ways of gaining money, how
families. - Solve needs and money is used to meet the needs of an individual, family, and
- Explain the problems wants the whole community (e.g. money is used to buy items, to do
process of involving - Problems involving business transactions, to pay school fees for children, etc.),
simple buying buying and selling: the teacher will lead discussions using simple questions.
budgeting and o Cost price - Using a list of needs and wants, learners can distinguish and
basing on selling. o Selling price classify them, and make simple plans according to priorities
priorities. o Profit/loss and financial means (e.g. What can you do with 5,000Rwf,
etc.).

Links to other subjects: Entrepreneurship and economics.

Assessment criteria: Learners should honestly use money in different transactions, like buying and selling.
Materials: Real money, pictures and drawings of Rwandan currency. Empty tins, boxes, soap, and pens, to build a classroom shop.

37
Topic Area: ALGEBRA
P.4 MATHEMATICS Unit 12: Number Patterns. No. of Periods: 10
Key Unit Competence: To be able to describe and generate number patterns following a rule.
Learning Objectives

Knowledge and Skills Attitudes and Contents Learning Activities

understanding values

- Explain how to - Determine the - Appreciate the - Arrange whole - In groups, learners will arrange the numbers in
order whole clue or pattern importance of numbers in increasing an increasing and decreasing order based on
numbers for a given orderliness in and decreasing order. place values e.g. 2300, 907, 31825, 99, 456.
according to arithmetic daily life. - Arithmetic - Learners in groups can find the missing number
their size in progression/ - Appreciate the progressions. in an arithmetic progression and formulate their
increasing and geometric spirit of hard - Geometric progression. own examples e.g. 5, 15, 25, 35, 45, 55, ____,
decreasing progression. work and self- _____85.
order. - Differentiate confidence. - In groups, learners will discuss arithmetic or
- Explain the between geometric progressions on flash cards and
meaning of arithmetic discover the clue/pattern.
arithmetic or progression and - Learners will show the difference between
geometric geometric arithmetic and geometric progression (the
progression. progression. arithmetic progression focuses on addition and
- Arrange whole subtraction while geometric progression focuses
numbers in on multiplication and division).
different orders.
Links to other subjects: Geography and science: when measuring the temperature of a mountain, we use decreasing order in degrees. The higher
you go, the cooler it becomes.
Assessment criteria: Learners should order whole numbers (in increasing and decreasing order) or generate number patterns following a rule.
Materials: Manila cards, scissors and markers to prepare charts.

38
Topic Area: ALGEBRA
P.4 MATHEMATICS Unit 13: Filling in missing numbers. No. of Periods: 14
Key Unit Competence: To be able to solve missing number problems involving addition and subtraction.
Learning Objectives
Knowledge and Skills Attitudes and Contents Learning Activities
understanding values

- Know how to - Use relationships - Appreciate the - Solve simple missing - Solve missing number problems in contexts
solve simple between importance of number problems involving addition and subtraction e.g. 35 + ? = 99
missing numbers to solve inverse involving addition or ?-576=324.
number missing number operations when - Solve simple missing - Learners create their own missing number
problems problems. solving missing number problems problems, e.g. hide a number (some learners may
involving - Create missing number involving subtraction. chose to use multiplication as well).
addition and number problems and - Solve simple missing - Arithmagon activities: In groups, learners discuss
subtraction. problems checking number problems and discover the missing numbers in an
answers. involving addition and arithmagon (a polygon with numbers at its
subtraction. vertices which determine the numbers written on
its edges) such that when they add the numbers
on 2 vertices the sum will be on the edge between
those two vertices. Example:

- Rule: to solve the puzzle, simply add the numbers

39
 in the three boxes and then divide by 2 to get the
centre number for the triangle. To get the number
for each vertex, subtract the opposite value on the
edge from the centre number.

- More activities on arithmagon are needed

Links to other subjects: Personal finance: do I have enough money to buy? How much more do I need to save?
Assessment criteria: Learners can solve simple missing number problems involving addition and subtraction.
Materials: Manila cards, masking tape, scissors and markers.

40
 Topic Area: GEOMETRY
P.4 MATHEMATICS Unit 14: Types of lines and angles. No. of Periods: 8
Key Unit Competence: Learner should be able to identify types of lines and angles and use a protractor to measure angles.
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values
- State different types of - Draw straight lines. - Appreciate - Types of lines - Through observation of different lines on
lines. - Measure line segments the and measuring charts, learners in groups will classify
- Identify and choose using a ruler. importance line segments different types of lines (vertical lines,
appropriate geometrical - Measure with precision of lines and using a ruler. horizontal lines, oblique lines, and 2
instruments. different angles using a angles in - Types of angles intersecting lines).
- Recognise types of angles: protractor (angle daily acute, obtuse, - In groups, learners will be asked to draw 2
acute, obtuse, right, measurer). activities. right, straight, intersecting lines and tell the number of
straight, complementary, - Draw lines and measure - Be complementary, angles the 2 intersecting lines make. After
supplementary and reflex different angles using confident supplementary naming the angles the learners will use the
angles. appropriate geometrical and and reflex numbers 1, 2, 3, 4 to compare the angles by
- Establish the difference instruments. accurate angles. showing which are bigger, smaller or equal.
between different angles - Differentiate types of when - Measuring - Given one a complementary or
based on their properties. angles based on their measuring. angles using a supplementary angle, learners will be asked
properties. protractor. to determine the second complementary or
supplementary angle.
Links to other Subjects: Fine Arts: it is linked to drawing different shapes. English: the introduction of new vocabularies. Geography: lines and
angles are used in bearings.
Assessment criteria: Learners should identify different types of lines and angles using their properties. Learners should be asked to measure
different angles using a protractor.
Materials: Protractor, manila cards, and markers.

41
Topic Area: GEOMETRY
P.4 MATHEMATICS Unit 15: 2D Shapes and properties. No. of Periods: 15
Key Unit Competence: To be able to use geometric properties, including symmetry, to sort shapes.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Name triangles - Select - Appreciate the - Naming triangles on the - In groups sort a variety of polygons (without
and special appropriate use of basis of edge lengths specific names, including regular and irregular
quadrilaterals. geometrical properties to (equilateral, isosceles, examples), distinguishing triangles and
- Understand a instruments to distinguish scalene) and greatest quadrilaterals (provided as e.g. paper or card
line of construct shapes. angle (acute, right, objects). Learn the names of triangles.
symmetry as a triangles, - Recognise that obtuse). - Investigate the symmetrical properties of
fold that rectangles special - Use of properties, sides shapes by folding paper cutouts (lines of
produces (including quadrilaterals (equal, parallel), angles, symmetry) and tracing around a shape to see
matching halves. squares), are a subset of diagonals (equal, bisect, how many times it fits exactly into itself when
- Understand parallelograms, all perpendicular), lines of rotating about the centre before getting back
order of rotation trapezia and quadrilaterals. symmetry, order of to the original orientation (order of rotation).
as the number rhombi and rotational symmetry to - In groups use yes/no questions about
of times a shape examine their distinguish special geometric properties to sort special
fits into itself. properties. quadrilaterals (square, quadrilaterals (provided as paper or card
- State the - Distinguish rectangle, rhombus, objects) – could also be done on computer.
geometric different 2D parallelogram, - Individually make a table for special
properties that shapes using trapezium, kite). quadrilaterals that includes their name, a
can be used to their properties. diagram and all the relevant geometric
distinguish - Identify properties.
shapes. triangles and - Play games based on identifying the
special quadrilateral given certain geometric

42
 quadrilaterals in properties or in everyday contexts.
everyday
situations.
- Determine the
symmetrical
properties of 2D
shapes.
Links to other Subjects: Art and languages: recognising shapes across the curriculum.

Assessment criteria: Able to use geometric properties, including symmetry, to sort shapes.

Materials: Ruler, protractor, variety of paper/card shapes for sorting and exploring symmetry, and computers for sorting special quadrilaterals.

43
Topic Area: GEOMETRY
P.4 MATHEMATICS Unit 16: Area of 2D shapes. No. of Periods: 16
Key Unit Competence: To use rectangles to determine the area of triangles and special quadrilaterals.
Learning Objectives
Content Learning Activities
Knowledge and Skills Attitudes and
understanding values

- Explain area as - Practically - Appreciate that - Area of a - Practical: Fold any rectangle in half along its diagonal
the space determine the the relationship triangle. –what is the area of the triangle?
enclosed by a area of triangles between area - Area of a - In small groups, each group draw a triangle on
perimeter. and and perimeter is quadrilateral. squared paper – can its area be related to the area of
- Distinguish the quadrilaterals simple. - Area of shapes a rectangle?Explain..
area and by relating them that can be - In small groups investigate how the area of special
perimeter. to the area of related to quadrilaterals other than rectangles can be
- Select the rectangles. rectangles. determined – provide paper shapes, scissors and glue
correct units to - Solve problems – make a poster to explain.
use. involving - In pairs find as many triangles and quadrilaterals as
determination possible with a perimeter of 24cm – determine the
of the area of area of each shape, measuring where necessary.
different 2D - In pairs find as many triangles and quadrilaterals as
shapes. possible with an area of 36cm2 – determine the
perimeter of each shape, measuring where necessary.
Links to other Subjects: Geography: finding area.

Assessment criteria: Be able to use rectangles to determine the area of triangles and special quadrilaterals.

Materials: Rulers, paper shapes, squared paper, scissors, and glue.

44
Topic Area: STATISTICS AND ELEMENTARY PROBABILITY
P.4 MATHEMATICS Unit 17: Elementary statistics. No. of Periods: 12
Key Unit Competence: To be able to collect, represent and interpret data.
Learning Objectives

Content Learning Activities

Knowledge and Skills Attitudes and
understanding values

- Explain how - Analyse and - Appreciate the - Data collection using - Through observation and demonstration,
data is collected describe the importance of tables. learners will form groups and discuss the
using tables. possible ways data collection - Quantitative and possible ways of collecting data.
- Differentiate data is collected. in daily life qualitative data. - The learners will be provided information in
between - Apply the situations. - Interpreting and tables drawn by the teacher and they will
quantitative and knowledge - Appreciate the extracting information discuss the way data is collected. Learners will
qualitative data. acquired to importance of from tables and bar demonstrate to the entire class about the
- Explain the distinguish interpreting and graphs. outcome of the results.
process of between extracting - Representing - Learners will discuss among themselves the
interpreting and quantitative and information information using difference between quantitative and qualitative
extracting qualitative data. from tables. tables and bar graphs. data and also talk about the meaning of data in
information - Solve - Appreciate the the broader context.
from tables. mathematical importance of - Through observation and demonstration,
- Describe how to problems statistic tables learners will form groups and discuss the
represent involving and bar graphs possible ways of interpreting data using tables.
information interpretation in daily life - In groups, the teacher explains to the learners
using tables and and extraction situations. how to interpret and extract information from a
bar graphs. of information table and guides them to do this.
from tables in - Through observation and demonstration,
daily life. learners will form groups and discuss the

45
 - Explain different possible ways of representing information
ways of (data).
representing - In groups of about 18 learners, the teachers
data. provides each group with a weighing machine
- Solve and asks members in each group to measure
mathematical their weight in kg and record it. The teacher will
problems guide the learners as they tally. The learners
involving should interpret the data collected by each
representation group through the following questions:
of data in daily o How many learners weigh x kg?
life. o How many learners are heavier than
others?
o How many learners are in that class?
o Represent that information using table.
o Represent that information using a bar
graph.
- Ask each group to represent their data on bar
graph and guide them.
Links to other subjects: Geography: categorisation of the population per ages.

Assessment criteria: Learners should collect, represent and interpret data.

Materials: Manila paper, scissors, tape measures, rulers, glue, masking tapes, and weighing machines.

46
Topic Area: STATISTICS AND ELEMENTARY PROBABILITY
P.4 MATHEMATICS Unit 18: Introduction to probability. No. of Periods: 4
Key Unit Competence: Play games of chance and decide whether or not they are fair.
Learning Objectives

Knowledge Skills Attitudes and Content Learning Activities

and values
understanding

- Know and - To take turns - Appreciate - Play games of - In pairs and/or small groups play various games (demonstration,
explain that when playing the chance, and through practice or using a computer game is needed in the class
games have games of importance decide where the other learners are observers)* assessing whether or
rules and may chance of following whether or not the game is fair (e.g. does it matter who goes first? Are there
or may not be involving coins, rules and not they are winning strategies?)
fair. dice, and cards. taking turns fair. o * Snakes and ladders; Ludo; Bingo; First to 100 - take it in
- To decide when turns to throw a dice as many times as you like and tally
whether or not playing the scores – if you throw a six you get nothing for your
a game is fair. games. turn; Three coins – decide on your winning combination
(e.g. two heads and one tail or all three tails) – take it in
turns to toss three coins and tally the number of times you
get your winning combination – first to 20 wins; Play snap
with sets of cards (e.g. numbers, shapes and their names
etc.); Play various games with playing cards; variations on
these.
Links to other Subjects: creative arts

Assessment criteria: Able to decide whether or not games of chance are fair.

Materials: Various games, coins, dice, and cards.

47
 5.3. Primary five

5.3.1 Key competencies at the end of primary five

At the end of primary five, learners can:

 Read, write, compare and calculate whole numbers up to 1,000,000, add and subtract integers.
 Solve problems involving measurements of time, length, capacity, mass, money and calculating number of intervals.
 Solve simple problems involving proportions, fractions and decimals.
 Calculate circumference of a circle and volume of cuboids and cubes, draw and construct different angles.
 Collect data, represent and interpret it in order to answer a question or explore a hypothesis.
 Solve missing number problems involving addition and subtraction.
 Explain the concept of probability by conducting experiments to decide how likely something is to happen

48
 5.3.2 Mathematics Units for Primary Five

Topic Area: NUMBERS AND OPERATIONS

Unit 1: Reading, writing, comparing and calculating whole numbers
P.5 MATHEMATICS No. of Periods: 8
up to 1 000 000.
Key Unit Competence: To be able to read, write, compare and make calculations on whole numbers up to 1 000 000.
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Name all place values - Compare numbers of - Appreciate the Reading and writing - Each learner in a group gets a
up to 1,000,000 in any size using place importance of numbers up to little slip of paper with his or
spoken and written values with a general reading and 1,000,000: her own large number (up to
form. understanding. writing numbers - Reading and writing in 1,000,000). The learners
- Identify the place - Correctly translate correctly. words. arrange themselves in order,
values in written between written - Developing - Reading and writing in and read their numbers out
numerals. numerals and spoken personal figures. loud.
- Read written numerals English. confidence in the Place value and - Dictation: learners write in
correctly in English. - Apply comparison of use of numbers. comparing numbers: words or in figures any given 7
- General understanding numbers in daily life. - Appreciate the - Place value of numbers digit number from the
of place values. - Carry out addition, importance of up to 7 digits. teacher’s dictation.
- Explain the concept subtraction of 3 or addition, - comparing numbers - Matching game: learner
and process of more whole numbers. subtraction, using <, > or = matches large numbers (up to
addition of 3 numbers - Apply the knowledge of multiplication and Operations: 1,000,000) written as
of 6 digits with or addition, subtraction, division in daily - Addition of 3 or more numerals and as words.
without carrying. multiplication and life. whole numbers of 7 - In a group, learners use

49
- Explain the concept division in solving - Calculate quickly digits, with or without different digits to make 2
and process of mathematical and accurately. carrying. numbers of 6 digits and
subtraction of 2 problems in daily - Subtraction of 2 whole arrange them from the largest
numbers of 6 digits or situations. numbers of 7 digits with to the smallest number and
more with or without or without borrowing. vice versa. This activity can be
borrowing. - Multiplying whole done using flash cards or
- Explain the concept numbers by a 3 digit cutouts.
and process of number. - Observation of worked
multiplication of a 3 - Quick multiplication of a examples on charts and
digit number by a 3 3 digit number by 5, 9, carrying out addition or
digit number. 11, 19, 25, 49, and 99. subtraction in groups using
- Explain the concept - Division without a abacus or objects of different
and process of division remainder of a 3 digit colors.
of numbers. numbers by a 2 digit - Compose and solve simple
- Explain the process of number. mathematics problems in a
solving mathematical - Solve mathematical group and make a
problems. problems involving presentation. These problems
addition, subtraction, are related to real life
multiplication or situations such as problems
division of whole involving money, transactions,
numbers. etc.

Links to other subjects: English: contribution to practice of spoken and written English.

Assessment criteria: Learners should read, write, compare and solve mathematical problems that involve the calculations up to 1,000,000.

Materials: Manila cards or slips of paper, scissor to make cut outs of numbers, markers to write numbers that can be seen from back of the
room.

50
Topic Area: NUMBERS AND OPERATIONS
P.5 MATHEMATICS Unit 2: Addition and subtraction of integers. No. of Periods: 7
Key Unit Competence: To be able to add and subtract integers
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values

- Explain that - Compare - Appreciate the - Location of positive and - Groups of five learners get a set of numbers on
when two integers application of negative numbers on a cards. They place their numbers on a number
numbers have physically and negative number line. line drawn on manila card. This activity should
opposite signs mentally, using numbers in - Comparison, ordering of also being done on the board and the class
they are located a number line. practical integers: assesses correctness.
on opposite - Calculate the contexts. o using number line - In groups, let learners use a number line to
sides of 0 on the distance - Appreciate the o using symbols <, > order integers, ensuring that learners explain
number line. between 2 relationship or = when to use the symbol <, > or =
- Explain and integers using between - Addition and - In groups, distribute flash cards showing
show how to the position of positives and subtraction of integers: addition and subtraction of integers.
locate positive numbers on the negatives in o using a number line - Through group discussion, let learners discover
and negative number line. terms of debits. o without using a the concept of additive inverse by finding out
numbers on the - Solve number line that for every integer, there is another integer
number line. mathematical (calculations) such that the sum of the two integers is zero.
- Describe the problems - Additive inverses of Then, let them state the additive inverse of
concept of involving numbers. some five positive integers and another five
addition and addition and - Solve problems negative integers and write these integers on
subtraction of subtraction of involving addition and flash cards.
integers. integers. subtraction of integers. - Mental mathematics activities in which learners
picture the number line and tell the distance
between numbers on either side, where the

51
 arithmetic itself is easy.

Links to other subjects: Science and geography: addition and subtraction of integers includes temperatures differences in Rwanda.
Assessment criteria: Learners should be able to accurately add and subtract integers
Materials: Masking tape to mark a number line on floor, manila cards for the number line, and a string marked off evenly with knots.

52
Topic Area: NUMBERS AND OPERATIONS
P.5 MATHEMATICS Unit 3: Prime factorisation and divisibility tests. No. of Periods: 14
Key Unit Competence: To be able to prime factorise, show the rule of divisibility tests less than 13, find the Lowest Common Multiple (LCM)
and the Greatest Common Factor (GCF) of whole numbers.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain prime - Explain the - Appreciate the - Prime factorisation of - On flash cards, in groups learners will factorise
numbers. importance of importance of numbers and its numbers and show the prime factors using
- Explain LCM and LCM in daily life LCM in daily life uniqueness. indices (powers) or exponents. E.g. Prime
GCF. situations. situations. - Use indices as factorise 40.
- Establish the - Factorise - Show respect to shorthand for repeated 2 40
relationship numbers using one another. factors. 2 20
between LCM prime factors. - Be confident - Calculation of LCM and
and GCF. - Calculate and and accurate GCF. 2 10
- Explain and show the rule of when carrying - Divisibility tests for 2, 3, 5 5
memorise the divisibility tests. out different 4, 5, 6, 8, 9, 10, 11
rule of - Calculate the calculations. and12. 1
divisibility tests LCM and GCF of 40 = 2 x 2 x 2 x 5 = x 5. And then, the teacher
23
of numbers. numbers. will guide learners how to find LCM and GCF of
- Explain the different numbers.
concept of - In groups learners will discover how to
indices determine the divisibility tests for 2, 3, 4, 5, 6, 8,
(powers) as 9, 10, 11 and 12. Then, they will explain how it
shorthand for works by writing on manila paper or on chalk
repeated boards some numeral numbers all divisible by
factors. 3, e.g. Learners can work together to divide the

53
 following numbers by 3 (27, 84, 111, 2016) to
get 9, 28, 37 and 672. After that, they can find
the sum of the digits of the original numbers i.e.
27, 84, 111, 2016. They will get 9, 12, 3, and 9.
Lastly, learners can discover that each sum of
the digits of all given numbers is divisible by 3
or multiples of 3 and this should emerge (shows
that 27, 84, 111 and 2016 are divisible by 3).
- Through various group activities, learners can
discover other rules for other divisibility tests.
E.g. learners can discover that any natural
number is divisible by 5 if it ends with 5 or 0,
etc.
Links to other subjects: Social studies
Assessment criteria: Learners should prime factorise, show the rule of divisibility tests for numbers less than 13, find LCM and GCF of whole
numbers.
Materials: Manila cards, scissors, markers and masking tape.

54
Topic Area: FRACTIONS AND PROPORTIONAL REASONING
P.5 MATHEMATICS Unit 4: Equivalent fractions and operations. No. of Periods: 33
Key Unit Competence: To be able to add, subtract and find equivalent fractions.
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Explain the concept of - Apply the - Show respect to - Concept of - In groups and individually, learners
equivalent fractions. knowledge of one another when equivalence of will discuss how to get equivalent
- Explain how to find equivalent fractions working in groups. fractions (using fractions that are written on flash
equivalent fractions. in daily life - Be confident and models). cards. Learners will be given
- Give examples of situations. accurate when - Calculation/ different tasks to assess whether
equivalent fractions. - Explain the use of finding equivalent determining of they have understood.
- Explain how to add or LCM in addition and fractions. equivalent - Form groups of five learners, and
subtract fractions with subtraction of - Develop personal fractions with write addition of fractions using
different denominators fractions and confidence in the understanding. equivalent fractions or using LCM on
using equivalent calculate and use use of fractions. - Addition and flash cards and distribute them to
fractions and the Lowest LCM in addition and - Appreciate the subtraction of the groups.
Common Multiple subtraction of importance of fractions with - Form groups of five learners, write
(LCM). fractions. accuracy when different subtraction of fractions using
- Describe the process of - Describe the method working out denominators equivalent fractions or using LCM on
solving simple problems for addition and equivalent (using equivalent flash cards and distribute them to
involving fractions. subtraction of fractions, and fractions and the groups. Get the learners to
fractions. adding and LCM). discuss how to get the answers.
subtracting
fractions.

55
Links to other subjects: Geography: representation of scales on maps

Assessment criteria: Learners should add, subtract and find equivalent fractions.

Materials: Manila cards, scissors, markers and masking tape.

56
Topic Area: NUMBERS AND OPERATIONS
P.5 MATHEMATICS Unit 5: Multiplication and division of decimals. No. of Periods: 20
Key Unit Competence: To be able to multiply, divide and compare decimal numbers up to 3 decimal places.
Learning Objectives

Knowledge Skills Attitudes and Content Learning Activities

and values
understanding

- Explain the - Compare 2 or more - Develop - Understanding of the - Using place values, in groups or individually,
concept of decimal numbers personal concept of decimal learners should be asked to discover the
decimal using >, < or = confidence in fractions through difference between 2 or more different
numbers - Correctly read and the use of examples. decimal numbers and then compare decimal
using place write decimal decimal - Place value of decimals numbers up to 3 decimal places using >, < or =
values up to 3 numbers in figures numbers. up to 3 decimal places. - Using place values, in groups or individually,
decimal and in words. - Appreciate - Comparing decimal learners should be asked to multiply or divide
places. - Carry out the numbers. 2 or more decimal numbers and then through
- Identify the multiplication or importance - Multiplication of demonstration they will discuss mixed
place values division of decimal of decimal decimal fractions. operation of multiplication and division of
in written numbers up to 3 fractions in - Division of decimal decimal numbers. E.g. 0.2 x 0.6 ÷ 0.04
decimals. decimal places. comparing fractions. - Learners should be given exercises to be
- Explain how - Apply decimal and sharing. - Problems involving completed and presented to the group. This
to multiply concepts in solving multiplication and should be done by observing worked
and divide daily life division of decimals. examples on multiplication or division of
decimal mathematics - Converting fractions to decimal numbers.
numbers. problems. decimals and vice versa. - In group discussions, learners will convert
- Match - Convert fractions to - Matching fractions to fractions to decimals and vice versa. After this
fractions to decimals fractions decimals. they will do more activities on matching
decimals. and vice versa. fractions to decimals to check exactly whether

57
 they have understood the concept of decimals.

Links to other subjects: Science: components of air e.g. carbon dioxide and rare gases use decimals. History: decimals are also linked to the time
line. Geography: scales also use decimals.
Assessment criteria: Learners should be able to accurately multiply, divide and compare decimal numbers up to 3 decimal places.
Materials: Manila cards, scissors, markers and masking tape.

58
Topic Area: FRACTIONS AND PROPORTIONAL REASONING
P5 MATHEMATICS Unit 6: Application of direct proportions. No. of Periods: 12
Key Unit Competence: To be able to apply direct proportions in a practical context.
Learning Objectives

Knowledge Skills Attitudes and

and values Content Learning Activities
understandin
g

- Explain the - Apply the - Appreciate the - Direct proportion in - Practically introduce the idea of direct proportions
concept of knowledge of importance of contexts e.g. scale using learner’s experiences e.g. the number of books
direct direct direct drawing, three times possessed by two learners; ages of a brother and a
proportions. proportions in proportions in size of 1kg. sister; the amount of water in two bottles of ½ l and
- Explain how to a practical daily life 1l respectively; the time it takes two learners to walk
work out context. situations. to school, etc.
problems - Calculate - Be confident and - Form groups of five learners and give them a task of
involving numbers accurate when solving problems involving direct proportion. E.g.
direct involving working out the ratio of boys in a group of learners was 3 to 5.
proportions. direct direct Then 24 girls left the group and 24 more boys joined
- State where to proportions. proportions. the group. The ratio of boys to girls became 5 to 3.
apply direct - Solve - Show respect to How many boys and girls were in the original group?
proportions in mathematical one another - Help learners to fully explain the concept of direct
a practical problems when working in proportion through different examples in context.
context. involving groups. The rule states that in direct proportions, when one
direct - Show the spirit quantity increases, the second quantity increases
proportions. of hard work in and vice versa.
groups.

59
Links to other subjects: Science: direct proportion is used in physics in experiments and chemistry in mixing different mixtures.

Assessment criteria: Learners should be able to apply direct proportions in a practical context and solve problems involving direct proportion.

Materials: Manila cards, markers, scissors and masking tape.

60
TOPIC AREA: MEASUREMENT
Unit 7: Solving problems involving measurements of length,
P.5 MATHEMATICS No. of Periods: 8
capacity and mass.
Key Unit Competence: To be able to solve problems involving measurements of length, capacity, mass and calculating number of intervals.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Distinguish - Calculate the - Be confident - Number of intervals - Using flash cards in groups, the teacher will go
between the number of and accurate in between objects (on an through the units of length, mass and capacity
types of intervals. performing open line or on a in the form of revision. Learners will attempt
intervals. - Apply the calculations. closed line). questions on conversion of different units. E.g.
- Explain the use knowledge of - Show the spirit - Problems involving o A man’s stride is 90cm. How many such
of units of length in solving of tolerance. intervals. strides can he make in a distance of 27 dam?
length, capacity problems - Appreciate the - Select appropriate o Subtract 2m 6dm 4cm from 9m.
and mass in real involving importance of measures and units o 10dm =__________hm
life situations. intervals. measurement of when solving - Through observation from outside the
- Solve problems length, capacity problems, interpreting classroom, learners will practically
involving length, and mass in decimal demonstrate and discover how to find the
capacity and daily life representations up to number of intervals on an open line and a
mass. situations. 3 decimal places closed line. Then find the general rule
- Calculate - After getting the intervals between poles
quickly and learners can calculate the distance from the first
accurately pole to the last pole on both an open line and a
problems closed line using the measurements of length.
involving And then use the number of intervals to
intervals. calculate the number of poles or trees alongside
the road.

61
 - Help learners to solve different problems
involving measurements length, mass and
capacity, since most of this was done in P.4,
learners will not find problems with this.
Remind them about the conversion tables.
Links to other subjects: Agriculture: the demarcation of land and fencing the cattle grazing area using intervals.

Assessment criteria: Learners should solve problems involving measurements of length, capacity, and mass and calculate numbers of intervals.

Materials: Charts, tape measure, manila cards and glue

62
Topic Area: MEASUREMENT
P.5 MATHEMATICS Unit 8: Solving problems involving time intervals. No. of Periods: 20
Key Unit Competence: To be able to solve real life problems that involve finding time intervals and conversion of units.

Learning Objectives Content Learning Activities

Knowledge and Skills Attitudes and

understanding values

-Explain the - Convert the - Show the spirit - Real life - Learners will be required to list the units of time and then
various units of measuremen of hard work. problems that they will convert from one unit to another and vice versa. In
time. t of time. - Be confident and involve groups the teacher will help learners explain the
-State the units - Solve real life accurate when finding time relationship between the units of time i.e. seconds, minutes,
used in time problems working out intervals, and hours and days.
measurements. involving problems converting - In their groups learners will find time intervals for the time
-Describe how to time involving time. units of time taken for an event to take place. E.g. when learners come to
solve intervals. - Show respect to (converting school in the morning, and then go back in the evening, the
mathematical - Find the one another. hours into time taken is the duration or time interval. So to get the
problems duration of a - Show the spirit minutes and duration, the earliest time is subtracted from the latest time.
involving time. time interval. of punctuality. seconds and, - In groups, learners will solve real life problems under the
-Explain the - Add and - Be faithful to converting guidance of the teacher.
meaning of time subtract your class hours into - In their groups, learners will be given addition and
intervals. time. members. days and vice subtractions to brainstorm and find the answers. The
verse). teacher will guide them accordingly.
Links to other subjects: Geography: calculating GMT

Assessment criteria: Learners should solve real life problems that involve finding time intervals and the conversion of units.

Materials: Real clock faces, manila cards, masking tape, markers and scissors.

63
Topic Area: MEASUREMENT
P.5 MATHEMATICS Unit 9: Money and its financial applications. No. of lesson: 21
Key Unit Competence: To be able to explain money and its financial applications.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- State the role of - Explain the - Appreciate the - Simple Budgeting: - In groups, learners will discuss the uses of
money in our reasons for importance of o Sources of money. money as this was covered in P.4. They will
lives. setting priorities money in our o Uses of money and perform role-plays and state the uses of money.
- Identify the while using daily life. role of money in Then they will make presentations in class and
sources of money. - Show concern our life. others will learn more from them.
money. - Describe the for saving in o Budgeting what - Through examples, the teacher will discuss with
- Explain sources of daily life. comes in and what the learners the importance of budgeting in the
budgeting and money and state - Be honest, goes out and home and why budgeting is done before
how to set the roles of faithful and setting priorities. spending. Then learners should be given tasks
priorities. money. trust worthy in - Various ways to in their groups to set priorities when making
- State various - Explain the any situation transfer money: ATM, budgets. They should differentiate between
ways of importance of when you are cheque, cash, money wants and needs as well as understand why
transferring saving. entrusted with transfer, and using a budgeting is important so that they don't waste
money. - Convert money. mobile phone. money.
- Explain the currencies in a - Be confident - Saving (protecting) - In groups, learners are given 10,000 Rwf to
importance of practical and accurate and borrowing money discuss the different ways they could save this
saving and context. when using (borrowing is not money . On flash card, each group writes the
borrowing. - Explain the money. free). different way they would save and then they
- Explain that importance of - Appreciate the - Different currencies make a presentation to the class.
there are borrowing importance of and converting - Learners should discuss the importance of
different money. the various currencies in practical borrowing by explaining whether it is free or

64
 currencies and - Describe how ways money can contexts. not.
give examples. money can be be transferred. - Learners should know the sources of money
transferred and various ways of transferring money.
from one - Set tasks/problems such that learners can
destination to convert currencies in practical context (USD
another. money, Euros, Kenyan Shillings, and Ugandan
Shillings, into Rwandan Francs and vice verse).
Links to other subject: Entrepreneurship: budgeting. Economics: saving and borrowing.

Assessment criteria: Learners should explain money and its financial applications.

Materials: Mobile phone, sheet of paper, ATM cards, cheque leaf, coins, and notes (paper money)

65
Topic Area: ALGEBRA
Unit 10: Sequences that include whole numbers, fractions and No. of Periods: 20
P.5 MATHEMATICS
decimals.
Key Unit Competence: To be able to write sequences of whole numbers, fractions and decimals.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain how to - Explain how - Appreciate the - Simple sequences that - In group work, learners will discover the
order whole sequences are importance of include fractions and pattern used in sequences which involve
numbers worked out. orderliness decimals (e.g. 0, 1½, 3, fractions (e.g. 0, 1½, 3, 4½, 6, 7½,____, _____).
according to - Find the when writing 4½, 6, 7½…, or 0, 0.5, 1, The pattern that should be followed is 1 ½ in
their size in missing number 1.5, 2, 2.5…) increasing order. Let learners practice more
increasing and numbers in the patterns. - Extending number numbers on flash cards in their groups. Let
decreasing sequence. - Appreciate the patterns to sequences them formulate more tasks in groups so that
order. - Describe how spirit of hard (e.g. 5, 8, 11, 14, 17), they can deliver a presentation.
- Explain whole numbers work and self sequences with constant - In group discussions, learners will discover the
sequences of are arranged in confidence. ratios (e.g. 1, 2, 4, 8, 16…), pattern in sequences which involve decimals
whole numbers, different - Show respect to sequences with regularly (e.g. 0, 0.5, 1, 1.5, 2, 2.5, ____, ____). The pattern
fractions and patterns. one another. changing differences (e.g. used here is 0.5. Let learners carry out more
decimals. 1, 3, 6, 10, 15…), tasks involving decimals. Learners should
- Show the sequences where each discuss more patterns involving decimals.
patterns used. difference is one greater Provide charts/flash cards so that learners
than the one before (e.g. undertake more examples so they can better
1, 3, 7, 15, 31, 63…). explain the concept.
- Learners can use a table to determine the
missing numbers in the sequence
e.g.

66
 2 4 8 6

16 32 6 2 7 0 40
4 4 2

- In their groups, let learners find the missing

numbers so that they are able to extend the
sequence and discover the pattern used. The
learners should then make posters showing
what they have learnt:
E.g. 2, 3, 5, 7, _____, ______
- In groups, learners can use a number line or
geometric patterns to determine the sequence
of numbers.
1

Links to other subjects: Geography and science: when measuring the temperature of a mountain, we use decreasing order in degrees. The
higher you go, the cooler it becomes.

Assessment criteria: Learners should write sequences of whole numbers, fractions and decimals.

Materials: Manila cards, scissors and markers to prepare charts.

67
TOPIC AREA: GEOMETRY

P.5 MATHEMATICS Unit 12: Drawing and constructing of angles. No. of Periods: 21
Key Unit Competence: To be able to draw and construct different angles.
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values

- Explain the - Measure angles - Appreciate the - Angle - In groups, leaners observe different materials (boxes,
concept of using a importance and properties of tables, chairs, the wall of the class, windows, etc.) and
parallel, protractor. use of lines and parallel and identify different lines and show angles formed by
transversal, - Construct angles angles in daily perpendicular those lines. Then the teacher leads learners in
intersecting and using a ruler life and in lines. different activities involving angles.
perpendicular and a pair of drawing. - Angles formed - In their groups, learners will be given tasks of finding
lines. compasses. - Show respect to by intersecting missing angles based on parallel lines, transversal lines
- Describe the - Carry out and one another and lines. and perpendicular lines. E.g.
process of explain the show the spirit - Bisection of
If angle a = 300, find the rest
drawing angles process of of tolerance angles (using
and the process bisection of an when working folding). of other angles.
of constructing angle using a with others. - Constructing
angles using a ruler and - Demonstrate angles using a
ruler and a pair compass. confidence and pair of
of compasses. - Apply the accuracy in compasses and
- Explain how to knowledge of drawing. a ruler. - Through examples, let learners demonstrate that two
solve problems constructing - Angle sum of a intersecting straight lines always form two pairs of
involving angles. angles in solving triangle. angles that have the same measure.
mathematical
problems in
daily situations.

68
 - Find the angle E.g. One of those angles is
sum of a 146° known to be 146°. Let learners
a
triangle. figure out the measures of the
c
b other angles using a diagram.
(Angle a is equal angle c and
b=1460 )

- Solve addition and subtraction problems to find

unknown angles on a diagram in both real world and
mathematical problems, by using an equation with a
symbol or a letter for the unknown angle measure.
- Measure angles in whole-number degrees using a
protractor. Sketch angles of a
specified measure and help
learners set the angle’s vertex at
the marked centre of the
protractor. Line up the base of
the protractor along one side of
the angle. Read the measurement
where the other side of the angle
crosses the scale of the
protractor.
- Help learners construct angles
using a ruler and a pair of compasses. E.g. angles like:
900, 450, 300, 600, 150, 1200, 1500, 22.50. Learners
should develop the concept of bisecting angles.
Links to other subjects: Music: stave. Masonry and carpentry: technical drawing.
Assessment criteria: Learners should draw and construct different angles.
Materials: Geometrical instruments, charts and markers.

69
TOPIC AREA: GEOMETRY
P.5 MATHEMATICS Unit 13: Interpreting and constructing scale drawings. No. of Periods: 7
Key Unit Competence: To be able to interpret and construct scale drawings.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain the - Calculate the - Appreciate the - Concept of scale - Learners should be asked to measure the
concept of scale scale of a map. importance of through examples of perimeter of their classroom or the floor of the
drawing. - Calculate the scale drawing in actual distances/sizes classroom and then use drawings to represent
- Use of scale actual distance daily life. and the distance/size on what has been measured. Through
drawing in on the ground. - Show respect to a map (e.g. given the explanations, learners can discover that the
solving - Find the one another in real size of a car, or of distances they have measured cannot fit on
mathematical distance discussions. an airplane, we need the piece of paper. The only way to accurately
problems represented on - Be confident scale drawings to fit the drawing on the piece of paper is to use a
involving a map. and accurate represent it on a piece scale.
measurement. - Solve problems when of paper, etc.) - Through examples, learners will discover that
- Explain how to involving scale calculating - Calculation, a scale is written without measurement unit .
find the actual drawings. scales. interpretation and E.g. In real-life, the length of a small car may
distance on the - Convert construction of scale measure 250cm. However, the length of a copy
ground. between drawings (actual or print paper that you could use to draw this
- Explain how to measurements distance/size of an car is a little bit less than 10cm. Since 250/10
find the scale of of length in object, scale of drawings = 25, you will need about 25 sheets of copy
drawings and order to get the or maps) paper to draw the length of the actual size of
maps. same unit when - Mathematical problems the car. In order to use just one sheet, you
finding scale. involving scale could then use 1cm on your drawing to
drawings. represent 25cm on the real- object. You can
write this situation as 1:25 or 1/25 or 1 to 25.

70
Links to other subjects: English: writing and speaking skills. Geography: scales on a map.

Assessment criteria: Learners should solve problems involving interpretation and construction of scale drawings.

Materials: Charts, textbooks, tape measures, and maps.

71
TOPIC AREA: GEOMETRY
Unit 14: Calculating circumference of a circle and volume of cuboids
P.5 MATHEMATICS No. of Periods: 14
and cubes.
Key Unit Competence: To be able to calculate circumference of a circle and volume of cuboids and cubes.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain the - Practically - Appreciate the - Calculating the - Outside the classroom, learners should work
concept of explain the importance of circumference of a in groups and measure the distance around a
circumference. value of pi circumference circle. roundabout, which is the circumference of
- Describe the (through in daily life. - Cube and cuboids. that roundabout.
process of measuring - Promote - Properties of cubes and
finding the lengths of the teamwork spirit, cuboids
circumference perimeter/circu cooperation, - Nets of cubes and
of a circle. mference of a mutual respect, cuboids.
- Establish the circle). and tolerance in - Calculating the volume
relationships - Solve discussions. of cubes and cuboids.
between cubes mathematical - Appreciate the
and cuboids. problems importance of - Help learners develop the concept of pi (π).
- Explain how to related to volume in daily Use different examples to find that π = C/D
find the volume finding the life. (circumference/diameter)
of cubes or circumference - Using charts, manila cards or paper squares,
cuboids. of a circle. learners should discover and explain the
- Solve concept of diameter and pi.
mathematical - Using charts, manila cards and boxes, learners
problems should discover and explain the concept of the
related to the volume of cuboids and cubes.

72
 finding the
volume of
cuboids and
cubes.

- In groups, learners can be given different tasks

such as:
o Finding one dimension of a cuboid given its
volume and the other dimensions.
o Finding the length of one edge of a cube
given its volume.
o Finding the height of a cuboid given its
volume and base area.
o Finding the area of a face of a cuboid given
its volume and one dimension.
o Solving word problems involving volume of
a cube/cuboid.
Links to other Subjects: Social studies and geography: circumference of the earth.

Assessment criteria: Learners should calculate the circumference of a circle and the volume of cuboids and cubes.

Materials: Metre ruler, rope, sticks, paper squares, manila cards, charts, and markers.

73
Topic Area: STATISTICS AND ELEMENTARY PROBABILITY
P.5 MATHEMATICS Unit 15: Statistics. No. of Periods: 10
Key Unit Competence: To collect data, represent and interpret it in order to answer a question or explore a hypothesis.
Learning Objectives

Knowledge Content Learning Activities

and Skills Attitudes and values
understanding

- Distinguish - Decide on what - Appreciate that - Devise a question or - In groups devise a question to investigate a
between data to collect to data can be used to hypothesis that characteristic of the children in the class e.g.
continuous and answer a answer questions requires data for its height (continuous), number of brothers and
discrete data. question. or explore resolution. sisters (discrete), shoe size (discrete), distance
- Explain that - Collect data and hypotheses and - Collect quantitative to school (continuous), time taken to get to
bar charts record it in a that the data distinguishing school (continuous), etc. Collect the data,
should have table. representation of whether it is discrete summarise it in a table and represent as a bar
gaps between - Represent data data should aid or continuous. chart. Make a poster showing what has been
the bars. in a bar chart. interpretation. - Record data in tables learnt.
- Explain that - Interpret - Adopt a systematic and represent as a - In pairs interpret bar charts and line graphs
line graphs representations and organised bar chart. and draw conclusions.
represent data of data to draw approach to - Interpret bar charts
over time. conclusions. dealing with data. and line graphs to
draw a conclusion.

Links to other subjects: Economics, geography, science, etc.: any subject which needs to handle data.

Assessment criteria: Can collect data, represent and interpret it in order to answer a question or explore a hypothesis.

Materials: Tape measures, rulers, digital technology (e.g. calculators, spreadsheets), and data from other subjects.

74
Topic Area: STATISTICS AND ELEMENTARY PROBABILITY
P.5 MATHEMATICS Unit 16: Probability. No. of Periods: 3
Key unit Competency: Conduct experiments to decide how likely something is to happen.
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values

- Explain that - Conduct - Appreciate that - Vocabulary of - Warm up debate activity: for example, discuss the role
random events experiments random events chance of tossing a coin by the referee before starting a
have different and record cannot be (impossible, football match.
likelihoods of outcomes predicted. certain, equally - In pairs toss a coin 20 times and record the outcomes
occurring and systematically. - Take care to likely, evens i.e. HTHH etc. Count the total number of heads and
recognise - Use the record chance, tails. Collate the class results. What are the chances of
associated vocabulary of experiments unlikely, likely getting a head? Does the coin know what happened on
vocabulary. likelihood to accurately. etc.). the last throw?
compare - Conduct - In pairs toss a dice 48 times and record the outcomes
events. experiments to i.e. 4, 3, 6, 6 etc. Count the total number of each score
decide how and make a table and bar chart. Collate the class results
likely and make a bar chart. In groups discuss: What are the
something is to chances of getting a particular score? Is getting a
happen. particular score more of less likely than getting a head
when you throw a dice. Is getting an even score on a
dice as likely as getting an odd score? Etc.
- In pairs toss a bottle top twenty times and record the
outcomes. Collate the class results. Does the bottle top
behave in the same way as the coin? If not, why not?
Links to other subjects: Science: any subjects where random events are important

75
Assessment criteria: Assess the likelihood of an event happening and use the language of chance.

Materials: Bottle tops, coins, dice (improvise by using wooden cubes and label the sides as required).

5.4. Primary six

5.4.1 Key Competencies at the end of Primary Six

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

 Read, write, compare and calculate whole numbers beyond 1,000,000, multiply and divide integers, use powers and indices, LCM
and GCF when solving problems.
 Convert between the units of volume, capacity and mass, work out simple interest and solve problems involving savings.
 Calculate speed, distance and time.
 Solve simple problems involving proportions, ratios, percentages, mixtures, fractions and decimals.
 Calculate area enclosed by a circle, surface area of cuboids and the volume of a cylinder.
 Extend methods for collecting data, representing and interpreting it in order to answer a question or explore a hypothesis.
 Form and solve simple algebraic equations and inequalities.
 Explain the concept of probability by ordering events in terms of likelihood (impossible, equally likely, certain).
 Use bearings and compass points and understand the relationship between them, use the angle sum of a triangle to determine the
interior angles of regular polygons.
 Construct polygons using a protractor, a ruler and a pair of compasses and design nets to make cuboids and prisms.

76
 5.4.2 Mathematics units for primary six

Topic Area: NUMBERS AND OPERATIONS

Unit 1: Reading, writing and comparing whole numbers beyond
P.6 MATHEMATICS No. of Periods: 18
1 000 000.
Key Unit Competence: To be able read, write and compare whole numbers beyond 1 000 000.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Identify the place - Compare - Appreciate the - Read and write - Each learner in a group gets a little slip of
values of digits numbers using importance of numbers beyond paper with his or her own large number. The
beyond 1,000,000 >, <, = accuracy in 1 000 000 in words. learners arrange themselves in order, and read
- Read written - Calculate reading and - Read and write their numbers out loud.
numerals numbers writing numbers beyond - Dictation: learners write in words or in figures
correctly in involving numbers and 1 000 000 in figures. any given number beyond 1,000,000 from the
figures or in addition, assessing how - Place value and teacher’s dictation.
words. subtraction, big they are. comparing numbers: - Matching game: learners match large numbers
- Explain the multiplication - Learners should o Place value of (beyond 1,000,000) written as numerals and
concept of adding and division. respect others numbers up to 7 as words.
a 7 digit number - Explain how when they are digits. - Using different digits in a group, learners make
by a 7 digit rounding of in a group. o Comparing 2 numbers of 7 digits and arrange them from
number which numbers is numbers using <, the largest to the smallest number and vice
involves carrying. done. > or = versa. This activity can be done using flash
- Explain the - Solve problems - Solving problems cards or cutouts.
concept of involving using calculation - Through observation while in groups, learners
subtracting larger addition, strategies. perform calculations in addition,
numbers with subtraction, - Rounding to the multiplication, subtraction and division of

77
 borrowing. multiplication nearest (tens, given large numbers using flash cards.
- Explain the and division. hundreds, thousands, - In groups, learners round off given numbers to
concept of etc.). the nearest tens, hundreds, thousands etc.
multiplying
larger numbers.
- Explain the
concept of
dividing a 7 digit
number by a 3
digit number.
- Describe the
steps taken when
rounding off
numbers.
Links to other subjects: English: contribution to the practice of spoken and written of English language.

Assessment criteria: Learners should read, write and compare whole numbers beyond 1,000,000.

Materials: Manila cards or slips of paper, scissors to make cut outs of numbers, markers to write numbers that can be seen from the back of the
room.

78
Topic Area: NUMBERS AND OPERATIONS
P.6 MATHEMATICS Unit 2: Multiplication and division of integers. No. of Periods: 8
Key Unit Competence: To be able to multiply and divide integers.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Describe the - Apply the - Appreciate the - Multiplication of - Learners in their groups do multiplication and
steps taken concepts of importance of integers. division of integers. E.g.
when multiplication accuracy in - Division of integers.
multiplying and and division to multiplication - Solving problems
dividing solve problems and division of involving
integers. involving integers. multiplication and
- Show and integers. - Respect each division of integers.
explain the - Carry out other's - In groups, learners solve problems involving
concept of multiplication contribution multiplication and division of integers.
integers to solve and division of when working
problems. integers. in groups.
- Explain how - Acknowledge
integers change the importance
in multiplication of co-operation.
and division.
Links to other subjects: Entrepreneurship: introduction of negative numbers in the context of buying and selling (loss and benefit).
Assessment criteria: Learners should multiply and divide positive integers, negative integers, positive and negative integers.
Materials: Charts should be displayed in class, scissors, markers and masking tape.

79
Topic Area: NUMBERS AND OPERATIONS
P.6 MATHEMATICS Unit 3: Powers and indices, LCM and GCF. No. of Periods: 16
Key Unit Competence: To be able to use powers and indices, and apply the Lowest Common Multiple (LCM) and the Greatest Common
Factor (GCF) when solving problems.
Learning Objectives
Knowledge and Skills Attitudes and Content Learning Activities
understanding values

- State and - Apply the law of - Learners should - Definition of "base" - Through group work, learners work out
explain the law indices in respect each and "exponent". numbers involving multiplication and division
of indices multiplication other when they - Multiplication and of indices on flash cards.
involving and division. are working in division of indices. - Learners discover the law of indices in
multiplication - Apply LCM and groups. - LCM and GCF. multiplication or division from a given
and division. GCF in solving - Acknowledge - Solving problems situation.
- Identify the problems. the importance involving LCM and - In their groups, learners find the LCM and the
ways of working - Calculate the of working GCF. GCF of given numbers.
out problems LCM and the together. - Working in groups, learners solve problems
involving the GCF of numbers. - Confidence and involving LCM and GCF.
LCM in a accuracy should
practical be reflected
context. among the
- Explain the learners.
terms “base”
and “exponent”.
Links to other subjects: Physics: the flashing of lights at different intervals, when they light together at the same time
Assessment criteria: Learners should use powers and indices, and LCM and GCF when solving problems.
Materials: Manila cards, scissors and masking tape.

80
Topic Area: FRACTIONS, DECIMALS AND PROPORTIONAL REASONING
P.6 MATHEMATICS Unit 4: Operations on fractions. No. of Periods: 17
Key Unit Competence: To be able to apply fractions in daily life situations and solve related problems.

Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain how to - Multiply and - Appreciate the - Multiplication and - In groups learners multiply and divide given
multiply and divide fractions. importance of division of fractions. fractions.
divide fractions. - Calculate word fractions in daily - Solve problems - Through group discussion, learners apply
- Describe how to problems life situations. involving multiplication and division of fractions to
calculate involving - Confidence and multiplication and solve given real life situations.
problems fractions. accuracy should division fractions.
involving - Explain the be exhibited
fractions. steps taken among learners
when working across different
out word tasks.
problems
involving
fractions.
Links to other subjects: Geography: representation of scales on maps.

Assessment criteria: Learners should apply fractions in daily life situations and solve related problems.

Materials: Manila cards, scissors, markers and masking tape.

81
Topic Area: FRACTIONS, DECIMALS AND PROPORTIONAL REASONING
P.6 MATHEMATICS Unit 5: Rounding and conversion of decimals fractions/numbers. No. of Periods: 16
Key Unit Competence: To be able to round off decimals, convert fractions to decimals and vice versa, matching fractions and decimals.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain how to - Convert fractions to - Confidence and - Round off decimal - Learners in groups, round off given
round off decimals and vice accuracy should numbers to the decimal numbers.
decimal versa. be exhibited nearest (tenths, - Through observation in groups learners
fractions. - Explain how to round among learners hundredths, etc.). convert fractions to decimals and vice
- Describe the off numbers. in groups. - Conversion of versa from given situations.
various steps - Apply the knowledge - Self-control fractions to decimals - In pairs, learners match fractions to
taken when acquired to match should be and vice versa. decimals.
rounding off fractions and emphasised in - Solving problems - In groups, learners solve problems
numbers. decimals. groups such involving rounding involving rounding and conversion.
- Illustrate and - Carry out various that a learner- and conversion.
explain how to calculations on centred
match fractions rounding numbers. approach is
and decimals. practiced.
Links to other subjects: Geography: to consider the number of people per square km in halves you round off.

Assessment criteria: A written tasks on each of the following (i) rounding decimals (ii) matching decimals to fractions (iii) converting
decimals to fractions and vice versa should be given to learners.

Materials: Manila cards, scissors, markers and masking tape.

82
Topic Area: FRACTIONS AND PROPORTIONAL REASONING
P.6 MATHEMATICS Unit 6: Ratios, proportions, percentages and mixtures. No. of Periods: 35
Key Unit Competence: To be able to work out ratios, proportions, percentages and mixtures.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain the - Apply - Acknowledge - Percentages: - In groups, learners express percentages as

meaning and the percentages, the importance o Conversion of decimals and vice versa. Percentages as
role of ratios, of percentages percentages to fractions and vice versa.
percentages. proportions and ratios, mixtures decimals to - In pairs, learners compare percentages as
- Identify the mixtures in and proportions fractions and vice quantities, and calculate percentage increase
relationship solving in daily life versa. and decrease. Learners calculate proportions.
between ratios mathematical situations. o Comparing - In groups, learners solve mathematical
and proportions. problems. - Respect one quantities as problems involving ratios, percentages,
- Explain the - Convert another when percentages. inverse proportions, or mixtures that reflect
concept of percentages to working in o Increase or real life situations.
mixtures. decimals and groups and decrease a given
- Describe vice versa. welcome other's number by a
different ways of ideas. given percentage.
working out - Ratios.
mixtures. - Inverse/indirect
proportions.
- Mixtures:
o Average price of
the mixture.
o The quantity of
one type of the

83
 mixture.
o The price of one
type of the
mixture and both
quantities of the
mixture.
- Solving of word
problems involving
ratios, percentages,
mixtures and inverse
proportions.
Links to other subjects: Geography and economics: use the study of percentages.
Assessment criteria: Learners should work out ratios, proportions, percentages and mixtures.
Materials: Manila cards, masking tape, scissors and markers.

84
Topic Area: MEASUREMENT
P.6 MATHEMATICS Unit 7: Relationship between volume, capacity and mass. No. of Periods: 7
Key Unit Competence: To be able to convert between units of volume, capacity and mass.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- State units of - Show the relationship - Show respect to - Relationship - In groups, by measuring one litre of water
length, capacity between volume, one another between units of using a beam balance, learners should
and mass in capacity and mass when working volume, capacity compare its mass with 1 kilogram of any
solving using a table. in groups. and mass. object and discover that 1l = 1kg. From
problems. - Convert between units - Show the spirit - Conversion the idea of volume, using different
- Explain the of volume, capacity and of tolerance between units of containers they can deduce that 1dm3 = 1l
relationship mass. when you are volume, capacity = 1kg and then 1cm3 = 1ml = 1g.
between - Solve problems with your and mass. - Learners convert between the units of
volume, capacity involving the friends in a volume, capacity and mass using a table
and mass in the relationship between group. showing the relationship between those
case of water. volume, capacity and units.
mass measurements. - Learners solve mathematical problems
involving volume, capacity and mass.
Links to other subjects: Chemistry: comparison of liquids and solids.

Assessment criteria: Learners should convert between the units of volume, capacity and mass.

Materials: Manila cared, scissors, glue and markers.

85
Topic Area: MEASUREMENTS
P.6 MATHEMATICS Unit 8: Speed, distance and time. No. of Periods: 20
Key Unit Competence: To be able to calculate speed, distance and time, solve problems that relate to different time zones and convert speed
from km/hr to m/sec and vice versa.
Learning Objectives
Knowledge and Skills Attitudes and values Content Learning Activities
understanding
- Explain the - Convert from - Appreciate the - Conversion from 12-hr - Through the analysis of records from running
relationship km/hr to m/sec importance of time clock to 24-hr clock activities during a competition, learners should
between a 12 and vice versa. in daily life and vice versa. discuss the time taken by individuals to cover a
hour clock and a - Solve problems situations. - Mathematics problems certain distance and then deduce the concept of
24 hour clock. that relate to - Show concern that relate to different units of speed (m/s or km/hr). This activity should
- Define speed, different time towards respecting time zones (e.g. be extended to high speed moving bodies.
distance and time. zones. one another in group Rwanda and America). - In groups, learners carry out calculations on
- Identify different - Solve simple activities and - Speed, distance and speed, distance and time.
units of speed, problems welcoming group time. - Through group activities or individual work,
distance and time. involving the ideas. - Conversion of speed learners can calculate time zones of different
- Explain what calculation of - Appreciate the from km/hr to m/sec places/countries.
determines time speed, distance relationship and vice versa. - In groups, learners solve problems involving
zones. and time in real between speed, - Moving bodies and speed distance and time and also compute speed,
life situations. distance and time to problems related to distance and time of moving bodies (a body
understand the speed, distance and following another, bodies moving towards each
notion of time time. other, etc.).
management.
Links to other subjects: Geography: time zones. Physics: motion.
Assessment criteria: Calculate speed, distance and time, solve problems that relate to different time zones and convert speed from km/hr to
m/sec and vice versa.
Materials: Manila cards, masking tape, scissors and markers.

86
Topic Area: MEASUREMENTS
P.6 MATHEMATICS Unit 9: Simple interest and problems involving saving. No. of Periods: 21
Key Unit Competence: To be able to work out simple interest and solve problems involving saving.
Learning Objectives

Knowledge and Skills Attitudes and values Content Learning Activities

understanding

- Define different - Solve problems - Appreciate the - Calculation of simple - In groups, learners should discuss how
terms such as involving importance of saving interest, rates, principle saving can be done in case they are given
simple interest, savings. in daily life. and time. money (e.g. 20,000 Rfw). On flash cards
rates, principle - Solve problems - Appreciate the - Problems involving or manila cards, each group writes
and time. involving the importance of simple interest, rates, different ways of saving and then makes
- Explain the calculation of simple interest in principle and time. a presentation in class.
importance of simple interest. daily life situations. - Savings: saving money in - In groups, learners solve problems
saving. - Show confidence the bank, or putting it in involving simple interest, rates, principle
when working out the investments. and time.
problems involving - Problems involving
simple interest. savings and simple
interest.
Links to other subjects: Economics (Use basic number skills to solve problems involving simple interest)

Assessment criteria: Learners should work out simple interest and solve problems involving saving.

Materials: Manila cards, masking tape, scissors and markers.

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TOPIC AREA: ALGEBRA
P.6 MATHEMATICS Unit 10: Equivalent expressions and number sequences. No. of Periods: 20
Key Unit Competence: To be able to write sequences of whole numbers, fractions and decimals.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Give examples - Perform - Appreciate the - Algebraic expressions. - In groups, learners can give examples of
of algebraic operations on importance of - Equivalent expressions. algebraic expressions and carryout
expressions and algebraic orderliness in E.g. 3(n – 2) +n + 5 = operations to find the equivalent. E.g. 3(n – 2
equivalent expressions and finding out 4n -1 ) +n + 5 = 4n -1
expressions. explain why 2 different terms - Examples of linear - In groups, learners can find 4 missing
- Explain how to expressions are of a linear sequences or number consecutive numbers in a given linear
find the rule for equivalent. sequence and sequences with the sequence (e.g. 3, 7, 11, 15,...), and then
determining the - Calculate the extend it to real general term. attempt to verify that the last or general
nth term in a nth term in a life situations. E.g. 3, 7, 11, ___, 4n – 1 term/rule for the above sequence is 4n – 1.
linear sequence. linear sequence. - Show concern - Finding the missing For example, this can be done by determining
- Find the towards the number or nth term in a the 20th, 21st , 30th numbers. Learners can
missing number faithfulness to linear substitute the numbers 20, 21, 30 in the
in a linear the group sequence/number general term to get the asked term.
sequence members. sequence. - Using different examples of number
following a - Finding the general sequences, learners in groups can discuss and
particular rule. term/rule of a linear determine the general term or rule.
sequence. E.g. 2, 4, 6, 8, ... the generalised rule here is
2n or,
4, 7, 10, 13… the generalised rule here is 3n
+ 1.
- Let learners develop more patterns and

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 discover the rules which can be used.

Links to other subjects: Economics: saving. Entrepreneurship: investing.

Assessment criteria: Learners should be able to complete the sequence of numbers or determine a rule for finding any term
Materials: Charts, flash cards markers and scissors.

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Topic Area: ALGEBRA
P.6 MATHEMATICS Unit 11: Solving simple algebraic equations and inequalities. No. of Periods: 12
Key Unit Competence: To be able to form and solve simple algebraic equations and inequalities.
Learning Objectives
Content Learning Activities
Knowledge and Skills Attitudes and
understanding values
- Give examples - Solve word - Appreciate the - Like terms and unlike - In groups, learners will use beam balances
of simple problems importance of terms of algebraic (simple arm balance) to show equilibrium or
algebraic involving algebraic expressions, and disequilibrium of weights in order to have
equations or simple algebraic equations and substitutions. ideas of equality (equation) and inequality.
inequalities equations with inequalities in - Simple algebraic Through this activity learners should
with one one unknown. solving word equations with one understand the meaning of an equal sign, by
unknown. - Solve simple problems. unknown. comparing the right hand side and the left
- Describe the algebraic - Simple algebraic hand side of the beam balance.
process of inequalities inequalities with one - Guided by the teacher, learners use 2 different
solving simple with one unknown. numbers to make the sum of 10 (e.g. x + y
algebraic unknown. - Problems involving =10). Then learners can be asked to fix one
equations or simple algebraic variable so they can discover that when one
inequalities. equations or variable is fixed, the equation of 1 unknown
inequalities with one has only one unique solution (e.g. x + 2 = 10).
unknown. The same activity can be done for inequalities,
and learners should be helped to discover that
for inequalities there are many answers
(solution set).
- Individually or in groups, learners can
perform tasks of solving inequalities of one
unknown and represent the solution set on a

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 number line by showing the right interval of
solution set.
- In groups, learners can be given mathematical
word problems to solve by using algebraic
methods (forming an equation/inequality and
then solving it).
Links to other subjects: Chemistry,: in the unit balancing chemical equations. Also in physics and economics.
Assessment criteria: Learners should form and solve simple algebraic equations and inequalities.
Materials: Simple arm balances and some standard masses or ones prepared by the teacher.

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TOPIC AREA: GEOMETRY

P.6 MATHEMATICS Unit 12: Regular polygons and bearings. No. of Periods: 16
Key Unit Competence: To be able to use bearings and compass points and understand the relationship between them. To use the angle sum
of a triangle to determine the interior angles of regular polygons.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Define a regular - Derive the - Work - Definition of a - In groups investigate what is the angle sum of
polygon. interior angle of systematically polygon. any polygon? Hint: an angle sum of a triangle is
- Name and a regular when - Examples of regular 180o. What is the least number of triangles you
identify regular polygon. investigating polygons (equilateral can divide a polygon into?
polygons. - Use angle mathematical triangles, square, - In groups investigate the size of the interior
- Give the properties of challenges pentagon, hexagon, angle of any regular (same length and same
formulae used regular involving etc.). angle) polygon (equilateral triangle is 60o;
to calculate the polygons to regular - Elements of regular square is 90o).
perimeter and decide whether polygons. polygons: - In groups use regular polygons cards to
area of a regular or not they can - Appreciate the o Interior angles and investigate which ones can be used to tile the
polygon. tile the plane. importance of their sum plane (e.g. squares, equilateral triangles and
- Explain that - Find the sum of regular o Exterior angles and hexagons do) and use interior angles to check
directions can interior/exterio polygons in their sum (could be done with IT).
be specified r angles of a every life o Side and apothem - Individually, if the sum of all the angles of
using compass regular polygon activities. o Perimeter regular polygons is given, find the number of
points and using the angle - Show concern o Area sides.
bearings and sum of a for patience, - Bearings and compass - In groups, construct given regular polygons
express the triangle. mutual respect, points. and state their properties.
relationship - Calculate the tolerance, - Tiling/ construction. - In pairs, calculate the perimeter and areas of
between them. length of the teamwork spirit regular polygons.

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- Explain that side, apothem, and curiosity in - As a class recall compass points (N, E, S, W)
bearings are perimeter and the solving and relative to the school – what if you want to
measured in areas of regular discussing travel part way between these points (NW etc.)
degrees, polygons. mathematics Establish the need for an alternative measure –
measured - Use bearings to problems bearings. Make a table of bearings and
clockwise from define direction. involving compass points.
North and regular - In pairs use a map of the local area and draw a
written with polygons. line from home to school. Measure the bearing.
three digits. - Appreciate the What is the bearing from school to home? Do
- Understand and relevance of this for other locations.
use the angle bearings in daily
sum of a triangle life (e.g.
to determine the bearings are
angle sum of a used by aircraft
polygon. pilots and in
tiling patterns in
the built
environment).
Links to other subjects: Geography: map reading. Art: polygons and tiling.

Assessment criteria: Use bearings and compass points for directions. Use the angle sum of a triangle to determine the interior angles of
regular polygons.

Materials: Maps of the local area (one between two), protractor, sheets of polygons (not necessarily regular), sheets of regular polygons,
polygon cards, technology (interactive multimedia content, internet, etc.).

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TOPIC AREA: GEOMETRY
P.6 MATHEMATICS Unit 13: Construction of polygons and nets for cuboids and prisms. No. of Periods: 18
Key Unit Competence: To be able to construct polygons using a protractor, a ruler and a pair of compasses. Design nets to make cuboids
and prisms.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Show how to - Construct - Appreciate that - Construct polygons - In groups, consider different ways of
construct polygons using there are likely using a protractor, a constructing a right angle using a ruler and
polygons with a protractor, a to be a number ruler and a pair of pair of compasses - construct squares and
given ruler and a pair of different compasses. rectangles accurately.
properties of compasses. successful - Design nets to make - In groups, devise strategies for accurately
using a - Explore approaches to cuboids and prisms. constructing polygons given their properties
protractor, a different accurately and make a poster of different polygons.
ruler and a pair strategies for constructing a - Practical (possibly demonstration) what is the
of compasses. constructing polygon or flat shape (net) that folds up to make a box
- Demonstrate polygons with designing a net. (cuboid)? Pairs sketch what they think is
how a 2D shape given correct and then explore different ways of
can be folded to properties. doing this.
make a 3D solid - Design nets to - In groups, investigate (using six squares and
and name the make cuboids masking tape) how many nets are there for a
2D shape used. and prisms. cube? Groups then record their findings on
- Show that the squared paper.
net of a solid is - In pairs, design accurate nets for cuboids and
not unique. prisms – check they work by cutting out and
making the solid.

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Links to other subjects: Art: shapes. Architecture: 2D representations of 3D.

Assessment criteria: Able to construct polygons using a protractor, ruler and a pair of compasses. Design nets to make cuboids and prisms.

Materials: Geometric instruments, scissors, plain paper, manila cards, empty boxes, squares made from card (six per group), masking tape, and
squared paper.

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TOPIC AREA: GEOMETRY
Unit 14: Area bounded by a circle, surface area of cuboids and
P.6 MATHEMATICS No. of Periods: 15
volume of a cylinder.
Key Unit Competence To be able to calculate the area enclosed by a circle, the surface area of cuboids and the volume of a cylinder.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- State the - Calculate the - Appreciate the - Area bounded by a - In groups, each learner can draw a circle on
formula for area bounded by difference circle. squared paper using an exact number of
finding the area a circle. between area, - Surface area of a square edged lengths as the radius and
bounded by a - Use the net of a surface area and cuboid. ensuring the centre is at the vertex. Estimate
circle and cuboid to volume and the - Volume of a cylinder. the area enclosed by the circle by counting
explain how it determine its importance of squares. Tabulate the results.
can be derived surface area. using the Radius(r) r2 Area
from the - Calculate the correct units. - - -
circumference of volume of a - - -
a circle. cylinder. Discuss the relationship.
- Explain the - Select - Practical – draw a circle on white paper and
surface area of a appropriate cut out the disk. Cut the disk into 12 segments
cuboid as the units when and arrange to approximate a parallelogram –
area of its net. calculating are link its dimensions to the circumference and
- State the volume and volume. radius and hence establish a formula.
of a cylinder and - In groups find the surface area of a box by
explain the dismantling (disassembling) it into its net.
meaning of each - In groups consider how the volume of a
letter. cylinder might be found (link with cuboid –
area of one face multiplied by height).

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Links to other Subjects: Science, art, and geography: subjects in which area and volume may be needed.
Assessment criteria: Calculate the area bounded by a circle, the surface area of cuboids and the volume of a cylinder.
Materials: Pairs of compasses, scissors, squared paper, and boxes.

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Topic Area: STATISTICS AND ELEMENTARY PROBABILITY
P.6 MATHEMATICS Unit 15: Statistics. No. of Periods: 10
Key Unit Competence: To be able to extend methods for collecting data, representing and interpreting it in order to answer a question or
explore a hypothesis.
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain when it - Devise a - Appreciate the - Collect data to - In groups conduct an experiment to
is appropriate to question or power of data to investigate a question. investigate whether it is easier to get certain
use a tally and hypothesis that answer - Explore a hypothesis outcomes when two coins are tossed rather
how to obtain requires data questions and using a tally to than other outcomes. Toss the coins 60 times.
frequency from for its adopt a complete a frequency Use a tally to collect the data.
the tally. resolution. systematic and table. No. of Tally Frequency
- Explain how to - Decide what organised - Represent data using a heads
use pie charts to data to collect to approach to bar chart or simple pie 0
represent answer a dealing with chart. 1
proportions. question. data. - Interpret bar charts 2
- Interpret line - Collect data and pie charts to draw Total frequency 60
graphs as using a table a conclusion. - Represent as a bar chart and a pie chart.
representation and tally. Answer the question and compare the
of data. - Represent data representations. Make a poster
in a bar chart or - In pairs, use data presented in bar charts and
pie chart where pie charts to make comparisons and draw
the total conclusions.
frequency is a

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 factor of 3600.
- Interpret
representations
of data to draw
conclusions.
Links to other subjects: Economics, geography, science, physical education and sport etc.: any subject that needs to handle data.
Assessment criteria: Can use tally charts to collect data and pie charts to represent and interpret data in order to answer a question or
explore a hypothesis.
Materials: Coins ,calculators, spreadsheets and data from other subjects.

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Topic Area: STATISTICS AND ELEMENTARY PROBABILITY
P.6 MATHEMATICS Unit 16: Probability. No. of Periods: 3
Key Unit Competence To be able to order events in terms of likelihood (impossible, equally likely, certain).
Learning Objectives

Knowledge and Skills Attitudes and Content Learning Activities

understanding values

- Explain that - Use the - Appreciate that - Vocabulary of chance – - As a class play Bingo! Learners are asked to
random events language of random events impossible, certain, write down their choice of six numbers
have different chance and cannot be equally likely, evens between 1 and 12. Teacher throws two dice
chances to occur associate it with predicted. chance, unlikely, likely and tells the class the total. Learners strike
and illustrate events etc. and associated out the number if it is in their list. Continue
each - Use likelihood to ordering. until the first learner has struck out all their
terminology compare and - Use data to decide how numbers – that learner should call out,
related to order events. likely something is to “Bingo!” Play the game several times. Are
probability. happen. some numbers easier to get than others?
Discuss possible reasons why – use the
language of chance.
- In groups discuss the likelihood of different
events e.g. getting a head when you toss a
coin; that it will rain in Kigali this year; that a
woman will give birth to a boy; that the sun
will rise tomorrow; getting a six when you
throw a dice; getting a total of 1 when you
throw two dice; that my teacher will become
the president; that I was born yesterday; etc.
Associate with the vocabulary of chance and
place in order of likelihood. Learners then

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 make up their own statements.

Links to other subjects: Science: and any subjects where random events are important.

Assessment criteria: To be able to order events in terms of likelihood (impossible, equally likely, certain).

Materials: Dice (improvise by using wooden cubes and label the sides as required), and cards with events.

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6. REFERENCES

1. Byamukama, J. & Mulisa, L. (2010). New Upper primary Maths : Pupils ‘Book Grade 4. Longman.
2. Byamukama, J. & Mulisa, L. (2010). New Upper primary Maths : Pupils ‘Book Grade 5. Longman.
3. Byamukama, J. & Mulisa, L. (2010). New Upper primary Maths : Pupils ‘Book Grade 6. Longman.

4. Curriculum Planning and Development Division (2006). Mathematics Syllabus Primary. Singapore: Ministry of Education.
5. Curriculum Planning and Development Division (2012). Primary Mathematics Teaching and Learning Syllabus. Singapore:
Ministry of Education.
6. Department for Education (2013). The national curriculum in England: Framework document. UK.
7. Mugumu, D. & al. (2008). Mathematics Pupil’s Book: Primary five. Kigali, Rwanda: MK Publishers Ltd & NCDC.
8. Mugumu, D. & al. (2008). Mathematics Pupil’s Book: Primary four. Kigali, Rwanda: MK Publishers Ltd & NCDC.
9. Mugumu, D. & al. (2008). Mathematics Pupil’s Book: Primary six. Kigali, Rwanda: MK Publishers Ltd & NCDC.
10. National Curriculum Development Centre (2005). Mathematics curriculum for upper primary education: P4-P6. Rwanda: Ministry
of Education.
11. National Curriculum Development Centre (2008). Mathematics Syllabus: Uganda Certificate of Education. Uganda: Ministry of
Education and Sports.
12. National Curriculum Development Centre (2009). Primary Four Mathematics Syllabus. Kampala, Uganda: Ministry of Education
and Sports.

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7. APPENDICE: SUBJECTS AND WEEKLY TIME ALLOCATION FOR UPPER PRIMARY (P.4 - P.6)

The table below shows eight subjects to be taught in upper primary.

Subjects in Primary 4-6 Weight Number of periods

(%) (1 period = 40 min.)
P4 P5 P6
1. Kinyarwanda 13 4 4 4
2. English 23 7 7 7
3. Mathematics 23 7 7 7
4. Social and Religious Studies 13 4 4 4
5. Sciences and Elementary Technologies 17 5 5 5
6. Creative Arts: Music, Fine Art and 3 1 1 1
Craft
7. Physical Education and Sport 3 1 1 1
8. French 3 1 1 1
Total (number of periods per week) 100 (30) (30) (30)
Total number of contact hours per week 20 20 20
Total number of contact hours per year (39 780
weeks)

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