Standards of Performance PrimarySchoolMathematics

REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
GORTT/IBRD BASIC EDUCATION PROJECT
STANDARDS OF PERFORMANCE
For Primary School Mathematics

September 1998
PREFACE
The Primary School Mathematics Standards complements the recently revised
Primary School Mathematics Syllabus. It is to be used in conjunction with the Syllabus.
1998
Considered as integral to improving the quality of the teaching and learning of

mathematical knowledge and skills in our primary schools is the setting of standards by and against
which students' performance and achievement can be properly assessed and evaluated.
All teaching/learning activities, all instructional programmes or syllabuses, whether they relate to
Mathematics or to other subjects, must be performance-driven, outcome-based and learner-centred.
The standards described in the following pages promote, reflect, support and reinforce this
teaching/learning requirement.
The performance standards formulated for the various components on strands of the 1998 Primary
School Mathematics Syllabus are intended to serve the following purposes:
Provide objective criteria, that is, performance standards for measuring, assessing and
evaluating
students'
performance
and
progress
towards
the
achievement of the designated learning outcomes
Help promote achievement of the educational policy goal of equity. The
standards described in the following pages are considered appropriate and
attainable by all pupils - regardless of gender, religious belief, ethnic
background, socio economic status, social class or ability. The standards
are set to challenge and motivate students to do their best in achieving the
learning outcomes
Provide the basis for adopting/modifying the learning outcomes and

instructional programme to meet the needs, and abilities and pace of
learning of the individual pupil. All students can be successful if they are
provided with the opportunities to meet with success
Achieve the policy goal of quality education for all students. If and
when they are attained by all students, these standards constitute clear
criteria 'for determining the presence or absence of quality in Mathematics education at
the primary level
Provide for accountability. Parents/guardians, the local and national
communities, all the tax-payers need to know and have the right to know
precisely what all students are expected to know and be able to do upon
completion of the various stages of their school career. By describing in
some detail what all students are expected to achieve their learning, the
performance standards for Mathematics offer a clear basis for assessing
and evaluating not only pupil achievement and progress but also for
determining the effectiveness and efficiency of our schools in helping pupils to achieve
these outcomes successfully
Facilitate the teachers assessing and evaluating pupil performance and communicating
with a pupils parent or guardian regarding level of performance
Help teachers and pupils focus on learning outcomes/results. The standards for
Mathematics will help both teachers and pupils to keep consistently in view the desired
ends of learning/teaching, the specific purpose of all their activities and interactions
the standards of performance and learning the pupils are expected to achieve.
i.
Promote partnership Teachers must work closely with pupils and their
parents or guardians, as well as with other professionals within the system
in order to achieve the specified outcomes of teaching/learning. The
clarity of the descriptions of expected student achievement (i.e. the
standards) in various aspects of the Mathematics Syllabus will help
determine in what specific ways the various educational partners - school
administrators,
corporate
citizens,
non-governmental
organisations
(NGO's), etc - can assist schools in achieving the schools' learning
outcomes.
Finally, the Ministry of Education strongly urges all teachers to make full use of the
Standards. They will find them both extremely useful and professionally rewarding.
Teachers are also encouraged to submit to the Division of Curriculum Development their
comments regarding the appropriateness of the standards for describing pupil performance
as well as how they used the standards in programme and lesson planning, assessment and
reporting of pupil performance.
Better prepare primary school students to meet the demands of secondary

schooling - the next educational stage for most of the pupils (at present
almost 70%) completing primary school. For those students who will not
be continuing their formal education, achievement of the standards
established for this level should enable them to be functionally numerate,
to cope with life situations, and even to resume their formal education if
they so desire.
It should be noted here that orientation meetings with district and school administrators
and personnel, as well as with teachers, will be held to explain and discuss these Standards
prior to their introduction in the school system.
The Ministry of Education also wishes to take this opportunity to acknowledge with
gratitude the invaluable contribution of all those individuals who helped to produce this
document publication of which was made possible through the Ministry of
Education/World Bank Basic Education Project.
ii.
CONTENTS
-
Introduction
SECTION 1 ASSESSMENT STRATEGIES

-
PAGE
SECTION III CONTENT STRANDS
Performance Assessment
Observations
Questioning
Conferences/Interviews
Investigations
Journals
Portfolios
Self Assessment
SECTION II COMPONENT MATHEMATICS LEARNING

-
PAGE
Problem Solving
Communications
Reasoning
Connections
Linkages: Calculators and Computers
Number sense and Numeration

Geometry and Spatial Sense
Measurement: Estimation and Approximation
Statistics
SECTION IV ASSESSMENT STANDARDS
10
End of Standard I.
End of Standard II.
End of Standard III.
End of Standard IV
End of Standard V
12
INTRODUCTION
A Framework for the Primary' School Mathematics Standard Document (1998).
Assessment as defined in the Encyclopedia of Educational Evaluation is a process of gathering information to meet a broad range of evaluation needs. It is different from testing in that
it uses multiple indicators and sources of evidence. The broad range of evaluation needs includes making instructional decisions, monitoring students' progress and evaluating achievement
in terms of defined criteria.
The Primary School Mathematics Syllabus articulates what mathematics pupils need to know and to some extent what teachers are to do to help pupils develop their mathematical
knowledge.
For the purpose of this document the term standard is taken to be a statement that can be used to judge quality. Standards are statements about what is valued. The purpose of adopting
standards is:- to ensure quality
- to indicate goals
- to guide and promote change
The standard document presents a set of standards by which both pupils' performances and the Primary School Mathematics programme can be evaluated.
The document is presented under four sections:-
SECTION I: ASSESSMENT STRATEGIES

There is a new awareness in education about assessment. There is the tendency to move away from procedures which focus on ranking pupils on a particular trait and to move
assessment towards procedures which emphasise obtaining information from a variety of balanced and equitable sources. This section will highlight some of the strategies which attest
to this reformed version of assessment.
The NCTM Standards for assessment call for a change of emphasis in many aspects of pupils' assessment. These assessment standards are reproduced below
Recommendations for Student Assessment

Increased Attention
Should be given to:
Decreased Attention
Should be given to:
1
.
Assessing what students know and how they think
Assessing what students do not know about mathematics.
2.
Having assessment be an integral part of teaching
Having assessment be simply counting correct answers on

tests for the sole purpose of assigning grades.
3.
Focusing on a broad range of mathematical tasks

and taking a holistic view
Focusing on a large number of specific and isolated skills
4.
Developing problem situations that require the

application of a number of mathematics ideas
Using exercises or word problems requiring only one or two

skills
5. Using multiple assessment techniques, including

written, oral, and demonstration formats
Using only written tests
6. Using calculations, computers, and manipulatives

in assessment
Excluding
calculators,
computers,
manipulatives from the assessment process
and
Source: Curriculum and Evaluation Standards for School

Mathematics (NCTM 1989, p. 191
The first recommendation draws attention to what pupils know and how they think. This also includes knowing what is their disposition or attitude towards mathematics. Ibis is
followed by a recommendation which requires that assessment results inform and influence practice.
The third and fourth recommendations combine to present a broader view of assessment. This perspective calls for assessing mathematics learning beyond facts and procedures.
The fifth recommendation suggests the use of a variety of assessment techniques. This recommendation will be elaborated upon through discussions on a variety of assessment
techniques.
The sixth recommendation relates to the connection between instruction and learning. It suggests that when manipulatives are used for instruction. Pupils should be assessed using
manipulatives. Calculators are part of the pupils' environment and it is reasonable to expect them to be assessed on calculator tasks.
There are several assessment strategies available; these are presented below:-
Performance Assessment
Performance Tasks often mirror the real world. They are open-ended and require time for a resolution of the problem. Projects and investigations are examples of
performance tasks
In order to assess these tasks teachers may be required to observe and conduct interviews. Performance tasks often culminate in. a product which is the result of a set
of procedures. Assessment of both product and procedure will have to be undertaken. Performance tasks provide information about pupils' ability to:-
use mathematical concepts and skills;

provide reasoned arguments;
formulae questions;
propose alternative solutions to problems;
work cooperatively or as individuals;
communicate mathematical concepts ideas, principles;
Design and conduct surveys.
Observations
This strategy has been considered as one of the most effective ways of gathering data. Systematic observation of pupils entails:-
constructing checklists;
making notes for the purpose of developing anecdotal records.
Data collected through the use of observational technique can provide information about the pupils':
learning styles;
strengths and weaknesses related to the task;
interests and habits;
social development.
Observation is an engaging task and may require teachers to:-
plan well in advance what is to be observed;

limit observation to individuals or small groups;
limit observations to one or two attributes or characteristics;
conduct observations in naturalistic settings.
Questioning
Observation is complemented and enlightened by asking questions. Questioning provides a means of involving the pupils in the process of assessment and at the same time allowing
teachers to access more of the pupils' thinking.
It is convenient to think of questions as being either product or process questions. Product questions require short answers which can be judged as right or wrong. Process questions
on the other hind, are those which ask for explanation, for generalisations or for patterns to be recognised and described. Each type of question has its purpose and can contribute to
comprehensive assessment.
Conferences and Interviews
Interviewing is a combination of questioning and observations. This technique is usually done with a single pupil in an informal setting. It is an effective, means to collect information
on the pupils' thinking and at the same time provide the pupil with some special attention. Successful interviewing requires one to establish rapport with the pupil, accept responses
without judging and negotiate positions.
Interviewing requires the drawing up of a basic outline of what one wants to find out. The outline ought to reflect what questions will be asked, when and how the responses will be
recorded. Interview/Conferences can access the pupi1s ability to:-
justify thinking;
explain processes used to arrive at solutions;
suggest alternative problem Solving strategies.
Investigations
The idea of investigations is fundamental to the study of mathematics itself: to an understanding of the ways in which mathematics can be used to extend knowledge and to solve
problems in many fields (Crockcroft 1982). An investigation arises out of problems formulated by pupils.
The value of investigational work lies in the reporting of the methods used and the results or products obtained.
Investigation can provide useful information about pupils' ability to:-
formulate problems;
devise plans;
propose strategies;
collect and organize data;
Recognize patterns and form generalisations.
Journals
The NCTM Standards call for greater emphasis on communication in mathematics; pupils' writing affords an effective means of assessing the ability to communicate' Journals
provide an opportunity to access pupils' ability to communicate mathematical information. When pupils keep journals they may be assigned tasks which require them to:-
formulate, organize, internalize and evaluate concepts, ideas and procedures;

clarify thinking;
reflect on new learning;
express their feelings towards mathematics.
Portfolios
A mathematics portfolio is a collection of pupils' work. Maintaining a portfolio provides evidence of pupils' growth and development in mathematics over a period of time.
A mathematics portfolio might include such items as solutions to special problem tasks, reports on investigations and projects. Items may be expressed through a variety of media e.g.
manuscripts, photographs, audios and videos, print-outs, models, etc.
,
.
Portfolios are in effect showcases of pupils' work. Portfolios can provide data to assess pupils ability to communicate mathematics through descriptions, reports, analyses of problem
situations, reflections on aspects of mathematical interest.
Portfolio assessment requires that decisions be made on what will be included, where they will be stored and how feed back will be given. Instruments for assessing portfolios include
ranking, rating, checklists product scales and scoring rubric.
Self Assessment
Pupils are often the best assessors of their own work and feelings. Self assessment promotes the development of metacognitive abilities (the ability to reflect critically on one's own
reasoning). When pupils assess their own work the responsibility for their learning becomes theirs.
Complementary to self assessment is pupils' assessment of their peers' work. In doing so they will have the opportunity to compare other pupas' solutions to their own, noting
whether solutions make sense, seem easier or different or even lead to dead-ends.
Self assessment allows the teachers to observe the pupils:-
change in disposition towards mathematics;

growth of self worth;
Expanding control of mathematics.
Attitude inventories are useful instruments for assessing pupils' feelings a bout Mathematics.
Note:
Using a variety of strategies for pupils' assessment ought not to be viewed as appendages to instruction; rather it should be integrated into regular classroom at this point; teachers must
understand that if the classroom assessment regimen is not designed and planned carefully, there will be no guarantee that the assessment of pupils will be reliable and valid. As a
consequence the standards of performance will be compromised.
SECTION II: COMPONENTS OF MATHEMATICS LEARNING

In this section there will be a review of those Components which are fundamental to pupils mathematical growth and development. These components have been occupying
prominent positions in the National Council of Mathematics Teachers (NCTM) recommendations. They are:- Problem Solving
- Reasoning
Connections
- Dispositions
These components have been explored and described in the Primary School Mathematics Syllabus. It suits the purpose of this document to translate the component into Goals and
Performance objectives as these relate to the Standards.
The NCTM document: Essential Mathematics for the 21st Century provided some guidelines for the programme of work set out in the Primary School Mathematics Syllabus. No
one knows exactly what mathematics will be needed for the 21st Century hut it is more than likely that there will be a demand for persons who can:-
reason mathematically and apply mathematical thinking to a whole range of problem situations;
articulate and model mathematical solutions:
link mathematics to technological advances.
The components of mathematics learning have been translated into a set of goals and performance objectives. These are presented below:-
Mathematics as Problem Solving Goal: Pupils will learn mathematics through problem based activities.
Performance objectives; Pupils will:-
use problem solving approaches to investigate and understand mathematics content;

solve a wide variety of problems;
interpret results 'With respect to original problem.
Mathematics as Communication
Goal: All pupils will communicate mathematically
Performance Objectives: Pupils will:-
relate everyday language to mathematical language and symbols;

read, write, talk about mathematics they encounter and use;
relate materials, pictures, diagrams, graphs etc. to mathematical ideas.
Mathematics as Reasoning
Goals: All pupils will demonstrate mathematical reasoning.
Performance objectives: Pupils will:-
explain their thinking by use of examples, facts, relationships,

provide logical arguments to support answers and solutions.
Mathematical Connections
Goal: All Pupils will link mathematics to situations in every day life.
Performance objectives: Pupils will:
-
make connections among the various topics in mathematics;

link mathematics to their daily lives;
apply mathematics in other curriculum areas,
Linking Mathematics to Calculators and Computers.

Technology is an integral part of the Mathematics programme. Teaching must be directed towards assisting pupils to cope with the rapidly changing world.
The NCTM position statement on calculators recommends that calculators should be used at all class levels. Computational skills are necessary and must be learned but calculators
should be used whim computational skills are not the main focus of instruction. To use calculators effectively pupils must he able to estimate and to judge the reasonableness of their
answers. Understanding of operations and knowledge of facts are prerequisites for calculator use. The use of calculators does require thinking and does not eliminate it.
The assessment standards refer to the use of calculators as facilitating:
-
creating and solving problems;

investigations of number patterns:
estimation and approximation;
movement between and among different number modes e.g. fractions, decimals percentages;
Decision-making with respect to computational alternatives.
Computers are powerful instructional tools.

Tutorial programmes provide direct instruction for developing mathematical concepts and skills. These programmes have the capacity to introduce, explain, illustrate, pose questions
and provide feedback. Drill and practice programmes allow pupils to interact directly with specific skills. These also provide reinforcement.
Simulations - Experiences which are .difficult to deal with directly can be illustrated via computers e.g. Spatial concepts.
The assessment standards can be linked to calculators and computers in that opportunities abound to assess pupils' ability to communicate, solve problems, be creative, etc.
"':-
SECTION III - CONTENT STRANDS

The Content Strands
These relate directly to the programme of work as set out in the Primary School Mathematics Syllabus. The content strands appear as:-
Number sense and numeration

Geometry: Spatial Sense, geometric properties and relationships
Measurement and Estimation
Statistics
In the Primary School Mathematics Syllabus; a rationale for each content strand has been presented. In the Standards document the strands are viewed from an assessment
perspective. With this in mind, this section will translate each of the content strands into a set of goals followed by statements which relate the goals to assessment procedures.
NUMBER SENSE AND NUMERATION

Goal: All Pupils will demonstrate developing number sense.
Descriptive Statement: Number Sense is defined as an intuitive feel for numbers and a common sense approach to them. Number Sense involves an understanding of how the
different types of numbers are related. It gives one the confidence to select which type of numbers is best suited to a situation. Number Sense allows one to use pattern-based
thinking to understand extensions of the number system. A developed number sense facilitates estimation skills and expands the sense of magnitude of different number types.
Goal: All Pupils will understand, select and apply various methods of performing numerical operations.
Descriptive Statement: Numerical operations are an essential part of the Primary School Mathematics programme. Pupils must be able to select and apply various computational
methods including mental as well as paper and pencil techniques.
Pupils must be come proficient in performing the four operations.
SPATIAL SENSE/GEOMETRY
Goal: All. Pupils will develop spatial sense and the ability to use Geometric properties and relationships to solve problems in Mathematics.
Descriptive Statement: Spatial sense is an intuitive feel for shape and space. At the primary level it involves the ability to recognise, visualise, represent and transform geometric
shapes.
In a less formal way, it involves coming to grips with two and three dimensional space, through paper folding, flips, turns and slides. It links Geometry to art, nature, architecture,
engineering, etc.
MEASUREMENT
Goal: All pupils will develop an understanding of measurement and use it to describe and analyse phenomena.
Descriptive Statement: Measurement provides a means to describe the world around us. Measurement involves the use of numbers to describe attributes like length, weight,
temperature, etc. An understanding of how numbers are related to measurement units like centimetres, litres, etc is fundamental to the topic. In addition the use of the various
instruments associated with obtaining measures of phenomena is critical for pupils' understanding of the world around them.
ESTIMATION AND APPROXIMATION

Goal: All pupils will use a variety of estimation strategies and recognize situation in which estimation is appropriate.
Descriptive Statement: Estimation is a process which can be mastered by pupils. It should he considered as natural part of all measurement activities. It involves an educated guess
about a quantity or a measure.
It is tied in with outcomes in computation and the determination of reasonableness of results. An awareness of estimation as a means to approximate is an important consideration.
PATTERNS AND RELATIONSHIPS

Goal: All pupils will develop an understanding of patterns and relationships which they use to represent and explain real-world phenomena.
Descriptive Statements: Patterns and relationships run like a common thread through fabric of the mathematics programme.
In every class at the primary level pupils should be encouraged to investigate patterns and relationships which exist in their
Opportunities should be made available for exploration and creation of a variety or patterns and to use pattern based-thinking to explain real world phenomena.
work
in
number
and
shape.
10
STATISTICS
Goal: All pupils will develop an understanding of statistics and will use statistics to describe sets of data to model situations and to support arguments.
SECTION IV - ASSESSM ENT STANDARDS

This section will present the framework that will facilitate obtaining measures of pupils' performance in the objectives across the strands of the programme at the end of the classes,
Standard 1 to Standard 5.
A description of the Components of the framework is as follows:-
Outcomes from the Primary School Mathematics Syllabus.

These outcomes have been derived from each of the content strands.
In the first place, the outcomes are stated in general terms, articulating what mathematical understanding pupils should have acquired and what skills they are expected to demonstrate.
Secondly, outcomes and stated in specific terms, amplifying the objectives expressed in the Syllabus document. Outcomes have been stated from Standard I to Standard 5.
Characteristics of Pupils' Performance

These appear as statements, holistic in nature about what is expected of the pupils at four levels of performance. The descriptions synthesize pupils' performance over
the requisite knowledge and skills, in addition to their ability to perform in the essential components of mathematics learning viz problems solving, creativity, etc.
Sample Performance Indicators

These describe in specific terms what the pupils can do over four levels of performance; they are explicit statements about each of the objectives specified in the
Syllabus and include a description of the degree of proficiency attained in the key components of mathematics learning.
Interpretation of the Standards

The Standards are based on the pupils mastering the material at each class. Mastery at each class is critical for success of the entire mathematics programme. It is
important to interpret the standards strictly adhering to the principles of mastery at each class.
The four levels of performance are to be interpreted as follows:-
Level 1
Pupils are not performing within the expected range of standards set for the class. The indication here is that the pupils are not ready to move forward.
11
Level II and III
Pupils at these levels are performing within the expected range of standards set for the class. Qualitatively, Level III denotes better performance than Level II. The
Level III performer is less reliant on teachers' supervision and consistently produces good work.
Level IV
Pupils at this level are performing beyond the range of Standards set for the class.
The Standard of performance represents high but reasonable expectations and ought not to be compromised.
It is most important to note that the Standards of performance are indicators of performance and not descriptions of the pupils.
It must also be borne in mind that Mathematics is comprised of different Strands, each of which requires different abilities ego spatial, computational, reasoning etc. It is reasonable to
expect that for anyone strand, levels of performance will vary.
Audience served by the Standards
The primary purpose of the standards is to provide information on levels of performance. Persons who will find the standards useful include pupils. Teachers. parents, administrators.
Pupils will have clear statements of their performance and may proceed on a sound basis for self assessment.
Teachers will have data on which to base future teaching-learning plans in addition to references for reporting on pupils' performance to parents and administrators. Parents may use
the Standard as a basis for performance evaluation and Curriculum change.
12
NUMBER - STANDARD I
Standards of Performance
END OF STANDARD - I
Outcomes from the Primary Characteristics of
School Mathematics
student performance.
Syllabus.
By the end of Standard 1
pupils will:Apply counting skills
and concepts of
place-value to a
variety of practical
situations
Recognize and
rationalize number
patterns
Perform accurately
the basic operations.
Understand the
relative magnitude of
simple fractions.
Read and write
numerals to 100
Sequence numbers up
to 100
Use personal
strategies to identify
patterns.
Construct and
describe place-value
representations of
whole numbers to 99
Apply computational
procedures involving
addition and
subtraction to 99
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Has a fair understanding of

number and place-value.
Observes and extends patterns
and performs operations with
little assistance.
Attempts solutions to story
problems but is not always
accurate.
Has a good understanding of

number and place value.
Recognizes, extends and creates
patterns.
Performs well with the basic
operations.
Applies the operations to solving
problems and uses a variety of
pattern structures to do so.
Has a sound understanding of the

number system and represents this
understanding through the use of
concrete materials.
Possesses an intuitive sense of
number and applies a variety of
strategies to solving problems.
Uses pattern recognition and pattern
creation as strategies for solving
problems.
The pupil:Recognizes and counts numbers but

experiences some difficulty in
sequencing larger numbers
Depends, to a large extent, on
teaching aids to observe patterns and
to perform basic operations with
whole numbers
Relies on manipulative to identify
fractions.
Solves story problems with much
assistance.
13
NUMBER - STANDARD I
END OF STANDARD - I
Perform
multiplication as
repeated addition,
with and without
manipulatives
(one-digit by onedigit)
Build
multiplication
tables to 5.
Perform division
(without
remainders) of
numbers less than
30 by divisors 2 to
5.
Solve simple
problems
involving the four
operations.
Construct a
variety of
problems
involving the four
operations.
Classify even and
odd numbers.
Identify simple
fractions (112,
113, 114, 115)
LEVEL 1
LEVEL 2
Sample Performance
Indicators
LEVEL 3
Sequences numbers to 99 beginning

at a point in a forward or backward
direction.
LEVEL 4
Sequences numbers beyond 99
beginning at any point and observes
patterns within the sequence.
Sequences numbers with prompting

and assistance.
Sequences consecutive numbers

to 99.
Recognizes number patterns.
Recognizes; describes and

extends patterns.
Recognizes, describes, extends and

creates patterns.
Groups materials into bundles of ten

and names the number for the given
concrete representation of one and
two-digit numbers.
Names the number for given

concrete, pictorial and symbolic
representations of one and twodigit numbers.
Names and renames quantities to 99

(e.g. 73 as 73 ones, 7 tens and 3 ones
seventy-three, etc).
Adds and subtracts one and twodigit numbers (to 90) without
regrouping but cannot recall basic
number facts.
Adds and subtracts one and twodigit numbers, (result less than
99), with and without
regrouping.
Recalls few basic number facts.
Adds and subtracts one and twodigit numbers with and without
regrouping using a variety of
strategies.
Recalls many basic number facts.
Adds and subtracts numbers with

more than two digits.
Interprets answers in relation to the
problem.
Recognizes and describes patterns in
relation to the basic number facts.
Demonstrates multiplication as
repeated addition and constructs
equal sets of objects; builds tables
of two's and five's using concrete
materials.
Interprets, records and solves

multiplication sentences (e.g.
translates '3 sets of 5' to '3 x 5').
Builds tables of2's, 3's, 4's and
5's using concrete materials.

multiplication sentences using
various methods.
Builds table of2's, 3's, 4's and 5's and
memorizes these facts.

multiplication sentences using a
variety of methods.
Applies multiplication in solving
story problems and builds tables
beyond 5's.
Develops repeated number patterns of

increasing complexity and
rationalizes these patterns.
Names and renames quantities to

numbers beyond 99.
14
NUMBER - STANDARD I
END OF STANDARD - I
Sample Performance
Indicators
LEVEL 1
LEVEL 2
LEVEL 3
Demonstrates division as repeated

subtraction.
Performs equal sharing of concrete
materials and groups objects in
given amounts (e.g. 15 grouped in
3's gives 5 groups).
Solves division sentences with
much assistance.

some division sentences.

division sentences using a variety
of strategies, with some assistance.
Names some even and odd numbers

moving in a forward direction only.
Classifies and names most even

and odd numbers and sequences
these numbers moving in a
forward and backward direction,
with some errors.
Classifies and names even and odd

numbers and sequences these
numbers beginning at any point in
a forward or backward direction
with few errors.
Identifies and names simple

fractions by counting the number of
equal parts in wholes.
Identifies simple fractions

concretely, pictorially and in
written form.
Identifies and names the family

name of fractions e.g. five-fifths.
LEVEL 4
division sentences using a variety of
strategies.
Applies division in solving
problems Applies division in
solving problems multiplication and
division.
Classifies and names even and odd

numbers, predicts which numbers
will divide exactly by 2 and states
that these end in 0, 2, 4, 6 or 8.
Observes and creates patterns with
even and odd numbers.
Identifies and names the family

name, some simple fractions with
same denominator and constructs an
informal, yet accurate defmition of
a fraction.
15
NUMBER - STANDARD II
END OF STANDARD - II
Outcomes from the
Primary School
Mathematics Syllabus.
Characteristics of
By the end of Standard

II pupils will:-
Apply the concept

of place value and
counting skills to
practice numbers
up to 1000.
Perform
accurately the
basic operations
of addition,
subtraction,
multiplication and
division of a
whole number in
mechanical and
story problems.
More specifically pupils

will.Read and write
numbers up to
1000.
Sample Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Has minimal understanding of

counting, grouping numbers up to
1000 and describing place value
representation of2-digit whole
numbers.
Relies on concrete applications and
needs assistance in performing the
basic operations.
Solves story problems with a lot of
assistance.
Understands and remembers

basic number facts and uses the
established format for
performing the mathematical
operations.
Has a good understanding of the

relationship between counting,
grouping and place value.
Performs mathematical operations
in computational tasks and story
problems, using a variety of
strategies.
Has the ability to make judgements

based on results, using intuition and
critical thinking skills.
numeration techniques.
Recites the names of numerals

consecutively, but requires
assistance at times.
Reads and prints numerals to

999, with the assistance of
teaching aids.
Reads and writes numerals and

number names up to 999.
Matches number names with
numerals.
Reads and names quantities beyond

1000.
Renames quantities beyond 999
using a variety of names.
The pupil
16
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Needs concrete models and pictorial

representations of three-digit
numbers to count a sequence of at
least ten numerals in 2s, 5s, and
IDs.
Count in 2s, 5s and IDs a

sequence of at least ten terms
from any given value less than
1000, both upwards and
downwards.
Calculates missing values of

sequences having values up to
1000 and counted in 2s, 5s IDs.
Inserts missing values in any

sequences beyond 1000, that is
counted in 2s, 5s, 10s and extends
work in sequences for number other
than 2,5 and 10.
Order numerals
less than 1000.
Rearranges a group of (less than 4)

consecutive numbers in ascending
order, but needs assistance to do so.
Rearranges and writes any group

of numbers in ascending order,
making only a few errors.
Rearranges groups of numbers in

ascending and descending order.
Orders whole numbers up to 999
using the word "less than" and
"more than".
Orders numbers beyond 999 using

the symbols "<" and ">".
State the value of

a digit in numbers
up to 999.
States, orally, the value of digits in

numbers (less than 1000), using
structured materials and requiring
teacher's guidance.
Writes the value of any digit in

numbers <, 1000 with minimal
use of structured materials.
Discriminates between counting,

grouping, ordering, and place
value.
Writes a number up to 999 in
expanded form.
Applies place value concepts to

numbers beyond 999.
Converts expanded notation into
numerals.
Perform addition
with a result less
than 1000.
Recalls basic addition facts with the

assistance of concrete materials and
adds two or three numerals
involving hundreds, but without
regrouping and written in vertical
form.
Performs addition of two or

three numbers written vertically,
but which involve 2 or 3 trades.
Adds numbers written in a variety

of ways, in mechanical and story
problems, with a few nonconceptual errors.
Performs addition with numbers

whose result is more than 999, and
interprets the answer in relation to
the problem.
Apply
computational
procedures
involving
subtraction of
whole numbers up
to 999.
Performs simple subtraction

problems involving hundreds, but
with no regrouping or zero
involvement.
Relies on concrete manipulatives
for assistance.
Subtracts numbers that involve

regrouping and one zero
involvement written in various
ways.
Applies subtraction facts to story
problems with few nonconceptual errors.
Subtracts numbers with more than

3-digits with or without regrouping
and zero involvement from
mechanical and story problems and
interprets the answer in relation to
the problem.
Performs subtraction with numbers

and interprets the answer in relation
to the problem.
Solves subtraction problems
mentally.
Sequence numbers
up to 1000.
Sample Performance
Indicators
17
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Multiplies I-digit numbers by

Multiplies I-digit numbers by with
the assistance of concrete models,
and repeated addition.
Solves simple multiplication

sentences with a two-digit
number by a I-digit number with
no regrouping or zero
involvement.
Constructs and displays
multiplication tables with some
assistance from concrete models.
Connects the applications of
repeated addition with array
models.
Multiplies 2-digit numbers by a Idigit number with zero

involvement and regrouping.
Applies the commutative property.
Solves story problems involving
multiplication and mechanical
problems written in a variety of
ways, with minimal errors.
Multiplies 2 or more digit numbers

by a l-digit number.
Applies multiplication facts in
problem solving activities.
Investigates number patterns in
multiplication tables/charts.
Recalls mentally most of the
multiplication tables.
Perform division
of two-digit
numbers by a onedigit divisor.
Divides, under supervision, a

quantity into smaller quantities by
sharing or regrouping into a few
equal groups (five or less groups),
using concrete materials.
Divides a quantity by sharing or

grouping into less than 10
groups that are not evenly
shared, using
concrete models.
Divides simple division
sentences having a twodigit
number and a l-digit divisor,
with or without a remainder.
Relates division with

multiplication.
Creates and solves simple division
stories.
Observes patterns on a 1-100
number - square board having
divided by 2, 5 and 10.
Divides numbers with 3-digits or

more by a l ' -digit divisor.
Makes inferences about patterns
observed when the divisor is 2,5,
10.
Creates, solves and interprets the
answers of story problems
involving division.
Identify and name

fractions using
word names and
symbolic
representation.
Identifies and writes, with

assistance, symbolically:(i)
unit fractions
(i)
non-unit fractions
Constructs models by folding a

whole into equal parts of2, 4 and
8 or assembles whole from equal
parts.
Establishes the family word
name of unit fractions by
shading one part of the whole.
Writes the word name of nonunit fractions with the assistance
of shading more than one part.
Matches word names and symbolic

representation of fractions with a
denominator less than 8, when
given pictorial or concrete models.
Builds charts having pictorial
symbol and word names of
fractions with a common family
name.
Writes word names of symbols and

vice versa for fractions, not relying
on concrete or pictorial models.
Perform
multiplication of 1
and 2 digit
numbers by a
number less than
10.
Sample Performance
Indicators.
represented in linear and area

models or pictorially.
18
Make
comparisons
between two
fractions.
Recognize
equivalent
fractions.
Sample Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Compares two factions having the

same denominator, shown
pictorially or using concrete
models.
Compares fractions having

different denominators using a
"benchmark" and displayed with
concrete models or diagrams.
Uses the words "less than" and
"more than" to compare two
fractions, after using the above
criteria.
Uses materials to overlay fractions

with different denominators and
makes comparisons using the
symbols for "less than" and "more
than," accurately.
Creates given fractions larger or

smaller than a given fraction.
Makes inferences about the size of
fractions having same numerator
but different denominators.
Uses models to state orally the

equivalence of a unit fraction with
related denominators up to 10 and
depends on teacher's assistance.
Uses linear and area models and

over-laying techniques to obtain
the equivalent form(s) of nonunit fractions of given values.
Experiments on his own, using

linear and area models, to form
equivalent fractions having the
same denominator.
Records his findings in table form.
Formulates rules and patterns to

generate a set of equivalent
fractions.
Calculates missing values for
simple equivalent fractions from
rules formulated.
19
NUMBER - STANDARD III

END OF STANDARD - III

Outcomes from the Primary
Characteristics of student
School .Mathematics Syllabus. performance.
By the end of Standard III

pupils will:-
LEVEL 1
numbers but continues to

experience difficulty with
larger numbers.
Relies on concrete models to
perform operations with
fractions.
Needs assistance in solving
problems.
and concepts of place

value to a variety of
practical situations.
Recognize and
rationalize number
patterns.
LEVEL 3
LEVEL 4
The pupil
Reads, writes and sequences
Apply counting skills
LEVEL 2
Has a fair understanding of numbers

and place value to 10000.
Observes and extends patterns and
performs the basic operations with
little assistance.
Solves problems but continues to
experience some difficulty.

number and place value to
10000.
Makes judgements about the
reasonableness of
computational results.
Solves problems involving the
basic operations.
Has an intuitive sense of number.

numeration system.
Develops and applies a variety of
estimation and mental computation
strategies.
Solves multi-step routine and nonroutine problems.
Needs little assistance in reading and

writing numbers.
Has an understanding of the number
sequence and makes fewer errors in
sequencing numbers.

numbers to 10000.
Sequences numbers to 10000.
Has mastered the reading and

writing of numbers to 10 000.
Recognizes, describes and creates
patterns in the number system.
Perform accurately
the basic operations
to 9999.
Model the different
types of fractions.
Add and subtract
fractions.
Read, write and

sequence numbers to
10000.
Sample Performance
Indicators.
Needs assistance in reading

and writing larger numbers.
Has not grasped the pattern in
the number sequence and
makes many errors with the
larger numbers.
20

LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Relies on concrete models to state

values of digits.
Uses concrete models to

represent numbers, with little
difficulty.
Continues to use place-value
headings as an assist in stating
the value of each digit.
Uses concrete models to represent

any number to 10 000.
States the value of any digit in a
number.
Writes numbers in expanded
notation.
Demonstrates flexibility in reading

numbers e.g. 3400 is 3 thousand and 4
hundred or 34 hundred.
knowledge of place value to 9999.
Associates place values with other
topics e.g. Money, Metric, Measures.
Needs the teacher's assistance to

make approximations involving
larger numbers and may need a
visual assist e.g. the number line.
Approximates numbers with

fewer errors. May be unsure of
his approximation and may seek
assistance.
Shows a good understanding of the

approximation of whole numbers.
Applies the skill effectively to other
strands in the curriculum e.g.
approximating a linear measure.

approximation to the nearest 10, 100,
1000. Problems may be related to
other topics in the mathematics
curriculum e.g. topics in
Measurement.
Apply
computational
procedures to add
numbers to 9999.
Adds numbers to 9999 with some

regrouping errors.
Cannot make a reasonable estimate
of the result of an addition problem.
Misaligns digits when rewriting an
addition problem from horizontal to
vertical.
Adds numbers to 9999 with one

or two regrouping steps.
Makes poor estimates of the
result of addition problems.
Correctly aligns digits when
rewriting an addition problem.
Performs the addition algorithm

accurately and consistently.
Makes a reasonable estimate of an
addition problem.
Uses a calculator to verify estimates
and paper and pencil computations.
Develops strategies for addition and

effectively communicates strategies.
Uses a variety of computational
estimation strategies to make good
estimates of the result of an addition
problem.
Uses a calculator to independently
explore relationships in addition.
Perform
subtraction from
four digit
numbers.
Solve problems
involving
subtraction.
Demonstrates weaknesses in the

subtraction algorithm e.g. difficulty
with decomposition.
Needs concrete and visual models
to assist in recalling some basic
subtraction facts.
Recalls some of the subtraction

facts.
Shows a reasonable
understanding of the subtraction
algorithm.
Makes few errors e.g. regrouping and use of zero.
Solves simple story problems
involving subtraction.
Recalls many of the subtraction facts

using mental strategies.
Performs the subtraction algorithm
with accuracy and consistency.
Solves story problems involving
subtractions.
Orally explains the relationship
between addition and subtraction.
Makes an estimate of the result of a
subtraction problem.
Performs subtraction using a variety

of personally invented mental and
written strategies and effectively
communicates inventions.
Makes good estimates of the result of
a subtraction.
Writes subtraction story-problems,
making connections with other
strands in the curriculum.
Recalls most of the basic subtraction
facts.
Construct and
describe place
value,
representations of
whole numbers to
9999.
Approximate.
numbers to the
nearest 10, 100,
1000.
Standard Performance
Indicators.
May require teacher-prompts when

making concrete representations of
numbers.
21


Sample Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Has a limited understanding of

the multiplication concept.
Understanding may be limited to
only one representation e.g. sets.
Recalls few basic multiplication
facts.
Associates the concept of

multiplication with both sets and
array representations.
Uses either set or array

representations to explain the
commutative and associative
property of multiplication.
Recognizes multiplication
constructs in representations oilier
than sets and arrays.
Recall
multiplication
facts.
Multiplication
algorithm 2d x 2d.
Performs the algorithm with

assistance especially if not used
for some time. May experience
difficulty with zero and the larger
multiplication facts.
Uses a calculator to multiply.
Unlikely to monitor keying
errors.
Multiplies 2 d x 2d with few

errors.
Solves simple problems
involving skill.
Uses a calculator to perform
multiplication and may identify
when an error was made.
Performs the multiplication

algorithm with accuracy.
Makes reasonable estimates of the
result of a multiplication.
Uses a calculator to verify
estimates.
Solves multi-step problems.

Writes problems using a variety of
situations across strands.
Invents paper and pencil
algorithms.
Uses calculator to predict and test
patterns involving multiplication.
Divide 2-digit and

3-digit numbers
by l-digit
numbers.
Unlikely to monitor keying

errors. motivation with the
algorithm.
Experiences difficulty with
multiple regrouping and zero
involvement.
Omits steps when using the
algorithm.
Is unable to validate result.
Needs assistance with solving
division problems.
Performs division with a
calculator. Is unlikely to monitor
keying errors or validate result.
Performs division using a

calculator. Monitors keying
errors.
Demonstrates division as
repeated subtraction.
Makes systematic errors in the
algorithm. If informed of an
error pupil may independently
identify error.
Usually verifies results.
Attempts division problems with
reasonable success.
Performs calculation, verifies

estimates and paper and pencil
calculation.
Performs the division algorithm
making an occasional error.
Independently recognizes and
corrects errors.
Makes a reasonable estimate of a
division.
Solves division problems
involving a variety of situations.
calculation, verify estimates and
paper and pencil calculation.
Continually monitors the

reasonableness of his/her results.
Uses a variety of strategies to make
estimates of 3d""" I d.
Writes division problems involving
other topics.
Solves' multi-step problems
involving skills to 3d""" Id.
Uses a calculator to independently
explore patterns involving division.
Relate the
multiplication
concept to
different
representations
(e.g. sets, arrays).
22

END OF STANDARD III

Differentiate
between Proper
fractions,
Improper fractions
and mixed
numbers.
Convert mixed
numbers to
Improper fractions
and vice versa.
Use an algorithm
to add and
subtract fractions.
Solve a variety of
problems
involving the
addition and
subtraction of
fractions.
Sample Performance
Indicators.
LEVEL l
May correctly classify a
fraction but is unable to explain
its meaning.
Converts mixed numbers to
Improper fractions with the use
of manipulation and visuals.
Needs assistance with the

algorithm especially with the
skill involving unlike
denominators.
Requires additional practice in
renaming fractions.
Relies on concrete and visual
representations to communicate
quantitative understanding of
fractions.
Has difficulty justifying the
reasonableness of results.
Unable to make a good
estimate.
LEVEL 2
LEVEL 3
Uses concrete and visual

representations to convert
mixed numbers to improper
fractions and may predict result
before using concrete models.
Mentally converts simple Improper

fractions to mixed numbers and vice
versa e.g. 3/2 = 11/2
Experiences some difficulty

with calculations involving
unlike denominators.
Adds, with few errors,
calculations involving same
denominators.
Makes a rough estimate of the
result.
Solves simple problems
involving the addition and
subtraction of fractions.
Performs calculations involving

unlike denominators, with
consistent result.
Automatically renames fractions.
Makes good estimates of the
results of the operations.
Solves simple problems involving

the converting of mixed numbers to
Improper fractions.
LEVEL 4
Identifies situations across strands where
Improper fractions and mixed numbers
are used.
Solves problems involving the converting
of mixed numbers to Improper fractions.
Recognizes a pattern when converting
mixed numbers to Improper fractions and
vice versa.
Performs the operations of simple

fractions mentally.
Uses a variety of invented strategies to
perform calculations.
Writes problems involving the addition
and subtraction of fractions - across
strands and from everyday experiences.
Makes very good estimates of the results
of a calculation.
Solves two-step problems involving the
addition and subtraction of fractions.
23
NUMBER - STANDARD IV
END OF STANDARD IV
Outcomes from the
Primary School
Characteristics of
student
performance.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
The pupil

IV pupils will:Apply the concept of
place value, use
whole numbers,
fractions and decimals
in real life situations.
Demonstrates a limited
understanding of place value
particularly in its application to
larger numbers. Computational
procedures are carried out with
much assistance.
Perform accurately
the four operations in
whole numbers.
Solves simple one-step problems

involving whole numbers, fractions
and decimals.
Demonstrates a fair understanding

of place value and of the basic
procedures in mental calculation
and estimation.
Solves multi-step problems
involving whole numbers,
fractions and decimals.

number and place-value.
Performs basic operations with
whole numbers, fractions and
decimals.
Skillfully performs operations with whole numbers,

fractions and decimals and displays exceptional
understanding of the number system.
Creates and solves a wide variety of problems.
Solves problems using a variety

of strategies.
Solve story problems

and make estimations.
24
END OF STANDARD IV
Associate number,
numeral and word
name of numbers to
one million.
Sequence numbers to
one million.
Construct and
describe place- value
representations of
whole numbers to one
million.
Sample Performance
Indicators
LEVEL l
LEVEL 2
LEVEL 3
Experiences some difficulty in

associating number, numeral and,
word names of numbers,
particularly the larger numbers.
Experiences little difficulty in

associating number, numeral and
word names to one million.
Associates number, numeral and

word names of numbers to one
million.
Sequences numbers with little

assistance, moving in a forward
direction.
Sequences numbers beginning at

any point moving in a forward or
backward direction.
Sequences numbers with prompting

and assistance.
LEVEL 4
Associates number, numeral and word names of
numbers beyond one million.
Observes and describes patterns within the number
system.
Sequences numbers beyond one million beginning at
any point.
Observes and describes patterns within the
sequence.
25
END OF STANDARD IV
LEVEL 1
Apply computational Sample Performance

procedures involving Indicators.
addition and
subtraction, (result
less than one million).
States the value of digits in

numbers to one million but needs
guidance and assistance with larger
numbers beyond 10000.
Rounds off whole numbers to the
nearest ten thousand, hundred
thousand and million, with a low
degree of accuracy.
Adds and subtracts numbers, (result
less than one million), without
regrouping but makes many errors
with regrouping.
Recalls few relevant number facts.
Recognizes and describes the

value of digits in numbers to one
million.
Uses expanded notation with some
degree of accuracy.
Rounds off whole numbers to the
nearest ten thousand, hundred
thousand and million, with some
degree of accuracy.
Adds and subtracts whole
numbers, (result less than one
million), with and without
regrouping with some errors.
Recalls some basic number facts.
Recognizes and describes the

value of digits in numbers to one
million.
Uses expanded notation with a
high degree of accuracy.
Rounds off whole numbers to
the nearest thousand, hundred
thousand and million with some
degree of accuracy.
Adds and subtracts whole
numbers with and without
regrouping, using a variety of
strategies.
Recalls relevant number facts.
Applies place-value concepts to numbers beyond one

million.
Constructs and describes representations of three
numbers.
Observes patterns with the number system.
Rounds off whole numbers with a high degree of
accuracy and can predict what the approximated number
would be.
Adds and subtracts whole number, (with result beyond 1
million).
Explores and describes a wide variety of methods.
Estimates and checks answer independently.
Solves one-step problems involving

addition and subtraction.
Experiences difficulty with solving
multi-step problems.
Requires much assistance.

involving addition and subtraction,
with some errors and with some
assistance.

involving addition and
subtraction using a variety of
strategies.
Solves multi-step problems involving addition and

subtraction.
Creates story problems involving the use of these 2
operations.
Checks all solutions using skills such as approximation
and use of different strategies.
Multiplies 3-digit by 2-digit

numbers with many errors and
much assistance.
Recalls few number facts.
Uses a calculator to verify results.
Interprets records and solves

multiplication sentences involving
3-digit by 2-digit numbers with
some errors.
Recalls most number facts.
Interprets, records, and solves

multiplication sentences with 3digit by 2-digit numbers.
Recalls relevant number facts.
Uses a calculator adequately, to
verify results.
Interprets records, creates and solves multiplication

sentences.
Estimates the size of the product.
Uses the calculator skillfully; to verify results.
Use the calculator as a

mathematical tool.
Demonstrate an
understanding of
square numbers.
LEVEL 2
LEVEL 3
LEVEL 4
Explore patterns in
square numbers.
Apply computational
procedures involving
square roots of whole
numbers.
26
END OF STANDARD IV
Sample Performance
Indicators.
LEVEL l
Demonstrates division as repeated
subtraction.
Solves simple one-step problems
but experiences difficulty with
twodigit divisors and three-digit
dividends.
Uses manipulatives to form square
arrays and lists some square
numbers.
Demonstrates the use of the
calculator but needs much
prompting and assistance in
recognizing patterns in square
numbers.
LEVEL 2
LEVEL 3

division problems with some
assistance but makes no
attempt to verify results or
solutions.
Interprets, records and solves division problems

with little assistance.
Recognizes that all square

numbers will form a square
array (a square of dots).
Identifies most square numbers.
Recognizes and extends

patterns in square numbers.
Derives the square root of
given numbers using the factor
method, with some assistance.
Makes some attempt to estimate and verify answer

but these attempts are not always logical.
LEVEL 4
Interprets, records, creates and solves division
sentences and problems using a variety of
methods.
Applies the relationship between
multiplication and division.
Uses multiplication to verify results.
Recognizes, extends and creates patterns in square

numbers.
Identifies square numbers.
Works independently.
Predicts which numbers will be square.
Derives the square root of given numbers using the

factor method with little assistance.
Explores and creates patterns in square

numbers via skilful use of the calculator.
Explores alternative strategies for finding square

root.
Constructs number sequence to derive square

numbers.
Experiences difficulty in obtaining

factors of given numbers and
derives the square root of numbers
with much assistance.
Derives the square root of numbers using the

factor method.
Recognizes and describes alternative ways of
finding square roots.
Observes, extends and creates patterns for
finding square root.
Express a fraction
in an equivalent
form by using the
algorithm.
Expresses a unit fraction in an

equivalent form, with the
assistance of linear and area
models and paper folding.
Uses set models to form

equivalent fractions, given the
denominator.
Lists equivalent fractions in a
given pattern to form tables.
Reduces given fractions to form equivalent

fractions of given denominators.
Deduces the algorithm to calculate the equivalent
fractions from tables generated.
Applies the algorithm to generate equivalent
fractions making minimal errors.
Applies, accurately, the algorithm to express

the equivalent form of a fraction, given either
the numerator or denominator of the
equivalent form.
27
END OF STANDARD IV
LEVEL l
Sample Performance
Add and subtract
fractions and mixed Indicators
numbers,
Converts a set of unit fractions to equivalent

fractions of a common denominator, using
manipulatives at times.
Order fractions
Adds and subtracts unit fractions using the

equivalent forms.
LEVEL 2
Converts non-unit fractions to equivalent
fractions with a common denominator.
Adds and subtracts unit and/or non-unit
fractions, making few errors.
LEVEL 3
LEVEL4
Adds and subtracts fractions and mixed

numbers using equivalent fractions,
making few nonconceptual errors.
Adds and subtracts fractions and

mixed numbers given in
computational and story
problems, with no errors.
Orders a set of Proper and/or Improper

fractions, with few errors.
Orders, Proper, Improper or

mixed numbers, accurately
Multiplies fractions by whole numbers

using the algorithm, making only an
occasional error.
Gives explanations of
connections between repeated
addition and multiplication by a
whole number and the fractional
part of a set.
Orders a set of fractions in ascending or

descending order.
Multiply a fraction
by a whole number
and calculate a
fractional part of a
set.
Multiplies unit fractions by a whole number

using repeated addition of fraction models,
without teacher's guidance.
Multiplies non-unit fractions by a whole

number, using repeated addition of fraction
models with few number facts errors.
Calculates a fractional part of a whole

number using established formats.
Multiplies non-unit fraction by whole

number using repeated addition but with
teacher's assistance.
Works problems given in story

form, without errors.
Calculates the fractional part of a set using

fraction models.
Divide a fraction.
Divides simple non-unit fractions into equal

sets, given real life situations and
manipulatives.
Needs fraction model to divide by folding or

other strategies, a unit and/or non-unit
fraction into a given number of equal parts.
Records results of division problem in a

tabular format.
Observes tables for existing patterns.
Writes worked examples using symbolic

form.
Calculates given examples using the

observed principles, but with few errors.
Applies observed patterns to

other story type problems
created by the pupil, with no
errors.
Makes generalisations and
connections between division by
a whole number and
multiplication by the reciprocal
of the number.
28
END OF STANDARD IV
Read, write and state
place value of
decimals (tenths,
hundredths).
Add and subtract

decimal fractions.
Sample Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
May require assistance when

attempting to make concrete
representations of decimals,
especially numbers to hundredths.
Experiences difficulty in reading
some decimals e.g. .. 3.05.
Demonstrates uncertainty when
ordering decimals.
Has limited understanding of the
varied applications of decimals.
Has limited skill in making
approximations, especially activities
involving approximating hundredths
to tenths.
Writes decimals in expanded form
with assistance.
Enters correctly in a calculator a
written decimal number.
Makes concrete representations

of most decimals but has
difficulty communicating
abstractly its quantitative
meaning.
Reads and writes decimals with
very few errors.
Orders decimals.
Identifies and corrects errors
when indicated.
Connects decimals to common
applications e.g. metric system.
Approximates decimals to the
nearest tenths, hundredths, whole
number with few errors.
Uses the place value headings as
an assist when writing decimals
in expanded form. Enters
correctly a decimal number which
has been read to him/her e.g.
Pupil is asked to enter the
number.
Makes concrete representations of

decimals.
Uses practical examples to
communicate quantitative meaning
of decimal.
Reads and writes decimals
proficiently.
Orders decimals and recognizes
patterns in decimal number
sequences.
Relates decimals to a wide range of
applications.
Approximates any decimal and
effectively explains reasons for
his/her approximations.
States the values of the digits in a
decimal.
Writes fractions with denominators
of 10 and 100 instantly in decimal
form.
Uses the calculator to identify
patterns in the number system
Uses a variety of models and situations to

communicate his/her understanding of decimals.
Reads decimals in different ways e.g. 0.37 is 3
tenths and 7 hundredths or 37 hundredths.
Recognizes, explains and creates number
patterns involving decimals. Uses decimals
effectively to communicate quantitative ideas.
Uses the skill of approximation routinely in other
topics.
Solves simple problems involving problem value
of decimals.
Writes fractions other than those with
denominators of 10 and 100 in decimal form e.g.
13/50.
Explores and communicates a variety of number
'patterns using a calculator.
Requires further assistance with the

algorithms.
Requires practice with manipulatives
and use of appropriate language.
Misaligns digits when stating
computational problems from
horizontal to vertical formats.
Unable to make an estimate.
calculations but is unlikely to
validate result.
Performs calculations with few

errors.
Tries to locate and correct errors.
May refer to manipulatives.
Uses the correct format to write
number problems.
Makes a 'rough' estimate of a
calculation.
Perseveres with solving problems
when encouraged.
calculations. Can often justify
result.
Produces a correct answer to

calculations and gives a complete
explanation to steps in procedure.
Makes a good estimate of a
calculation.
Solves a variety of problems
relating to decimals.
'Uses a calculator and can quickly
identify when an error has been
made.
Invents and explains paper and pencil and mental

computation strategies.
Uses a variety of strategies to make estimates.
Solves multi-step problems involving a wide
range of topics.
Uses a calculator to explore patterns and
relationships involving the two operations.
29
END OF STANDARD IV
Express hundredths
as percents and
calculate the percent
of a quantity.
More specifically, pupils

will
use the unitary

method to solve
problems on
proportion.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Characteristics of
student performance
Represents accurately a given

fraction in hundredths on a l0 x
10 grid.
Writes a fraction given in
hundredth as a percent, with the
assistance of the grid.
Uses the notation for percent.
Calculates the percent of a
quantity given.
Converts fractions expressed in

hundredths to percent and vice
versa, without use of models.
Calculates a percent of a simple
quantity, with little assistance.
Calculates a percent of a quantity

using the algorithm.
Solves real-life story problems,
with few errors.
Converts percents to proper
fractions, accurately.
Creates and solves real life problems, with no

errors.
Interprets the answers of the problems.
Sample Performance
Indicators
The pupil solves simple

problems, if presented with a
worked example, similar to the
problems being solved, or if
given step-by- step guidance.
Needs further practical and reallife experiences to construct a
deeper understanding of
procedure.
Unable to explain reasonableness
of results.
Uses the method, with limited

success.
Experiences difficulty in applying
the method in unfamiliar
situations or applications.
Explains reasonableness of the
result, rarely.
Uses the method consistently with

single-step problems.
Sometimes experiences difficulty
with problems involving multiplesteps or novel situations.
Has a good understanding of the
reasonableness of the result.
Consistently performs procedures across a wide

range of applications and problem solving
situations.
Monitors steps in procedure throughout.
Uses a calculator for problems which requires
difficult calculations.
30
NUMBER - STANDARD V
END OF STANDARD V
By the end of Standard V
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Characteristics of student The pupil

performance.
pupils will
Apply computational
procedures involving the
four operations.
Demonstrate
understanding of
fractions and decimals
and use them in a number
of practical applications.
understanding of place-value and
carries out computational
procedures with much guidance
and assistance occasionally.
Demonstrates a fair
understanding of place-value.
Requires some assistance in
solving problems involving
whole numbers, fractions and
decimals.
Demonstrates a good understanding

of place-value.
Works independently in solving
problems involving whole numbers,
fractions and decimals.
Makes suitable use of the
calculators.
Has a sound understanding of place-value.

Performs, skillfully, operations on whole
numbers, fractions and decimals.
Demonstrates appropriate problem-solving
skills such as communicating, reasoning and
estimating.
Makes appropriate use of the calculator but
recognizes its limitation.
Select appropriate
strategies to solve
problems involving
whole numbers, fractions
and decimals.
31
NUMBER - STANDARD V
END OF STANDARD IV
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Applies computational procedures

involving the basic operations to onestep problems only and often needs
guidance in solving multi-step
problems.
Applies computational
procedures involving the basic
operations to multi-step
problems.
Applies computational procedures

appropriately and solves problems
using a variety of strategies.
Applies computational procedures with great

expertise.
Experiments with various strategies for solving a
wide variety of problems.
Multiply two
fractions
Multiplies two proper fractions that

does not involve reduction, using the
algorithm, but needs assistance using
some representations e.g. area
models.
Multiplies two proper fractions

and/or mixed numbers involving
reduction with little assistance.
Uses the algorithm to multiply

proper fractions and/or mixed
numbers in computational and story
problems, making few errors with
number facts.
Multiplies two or more fractions using invented

strategies.
Creates story problems involving multiplication
and solves using algorithm.
Divide two fractions
Divides a whole number by a nonunit fraction given models and reallife situations.
Applies the algorithm to divide
sample problems with mixed
numbers, using manipulatives.
Divides fraction by a whole

number using few manipulatives
Tabulates the results of worked

examples and discuss patterns
identified.
Constructs written reports on patterns. Applies to

division of Proper fractions and mixed numbers.

will
Perform the four
basic operations on
whole numbers (up to
one million).
Apply the four
operations to solving
problems. Construct a
variety of problems
involving number
operations.
Use a variety of
strategies in mental
computation. Use the
calculator as a
mathematical tool.
Sample Performance
Indicators.
Applies patterns to further examples

involving Proper fractions and
mixed numbers.
32
NUMBER - STANDARD V
END OF STANDARD V
Sample Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
May rename a few fractions as a

decimal e.g. 112 - 0.5) or rename a
decimal (to tenths) to a fraction (e.g.
0.3 = 3/10).
Fails to think of a fraction as a
division and hence is unable to use
a calculator to express a fraction as
a decimal.
Requires further practice with
making connections between
fractions and decimals using
manipulatives and visuals e.g.
number line.
Renames fractions to decimals v

and vice versa.
May use knowledge of equivalent
fractions to express simple
fractions as decimals e.g. 1 x 2
=2/10 = 0.2 5x2
Is likely to think of a fraction as a
division and may use a calculator
to express a fraction as a decimal.
Expresses fractions with

denominators that are factors of 10
or 100.
Has constructed a procedure for
expressing decimals to fractions.
Uses a calculator to express
fractions as decimals.
Uses a division algorithm to aid in expressing a

fraction as a decimal.Uses a calculator to explore different types of
decimals e.g. recurring decimals.
Applies the skill effectively in other topics e.g.
money and metric measures.
Multiply two
decimals.
Unlikely to produce a correct result

independently. Omits steps or
confuses sequence of steps in
procedure.
Needs to follow closely a worked
example involving a simple
calculation e.g. 0.2 x 3.
Describes the steps in the
procedure with support and
guidance.
May use a calculator to perform
calculation but cannot justify
answer.
Performs simple calculations e.g.

0.6 x 4 with some assistance.
May occasionally omit steps.
Unlikely to think about the
problem quantitatively.
Makes a poor estimate.
calculation and may justify
answer.
Makes a generalisation relating to

multiplication of a decimal fraction
by 10.
Performs the algorithm with few
errors.
Makes a reasonable estimate.
calculation and can justify answer.
Has constructed generalisations e.g. multiplying

numbers directly without using base ten
fractions.
Uses estimation skills to predict placing of
decimal point in answer.
Uses a calculator to confirm predictions made
and to create and test new relationships.
Divide a decimal by a
whole number.
May produce the correct answer but

unable to explain steps.
Cannot make an estimate.
Needs further activities with base
ten manipulatives.
Has difficulty in explaining some

steps e.g. regrouping.
Makes a crude estimate.
Performs most of the steps in the

algorithm correctly.
Explains each step using the
appropriate language.
Makes a reasonable estimate and
uses a calculator to verify estimate.
Solves a wide variety of problems.

Uses a variety of strategies to make estimates.
Uses a calculator to explore examples involving
recurring decimals. e.g. 4.1 + 3
Applies skills across a wide range of topics.
Express a fraction as
a decimal.
33
NUMBER - STANDARD V
END OF STANDARD V
Sample Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Performs at a level which indicates

that he/she lacks the basic
understanding of the skill.
Needs to be slowly and
systematically guided through each
step in the procedure.
Uses a calculator to perform the
operation but is unable to validate
result.
May solve some simple problems

with assistance and by following
a worked example e.g. 1.6
Unlikely to make a reasonable
estimate.
Solves the simple problems

efficiently e.g. 3.6 + 1.2.
Has some difficulty with the
problems involving the higher sub
skills.
Makes a reasonable estimate most
of the time.
Uses a calculator to verify result.
Solves a wide variety of problems (e.g. problem

involving zero and recurring decimals).
May invent a strategy to perform skill.
Uses a calculator to explore the problems
involving the higher sub skills e.g. nonterminating decimals.
Make connections
among decimals
fractions and percent.
Converts simple fractions to

hundredths using a 10 x 10 grid.
Writes fractions with a denominator
of 100 as a decimal fraction and
then as a percent, but needs a lot of
guidance to do so.
Converts proper fractions to

decimal fractions and then to a
percent with little use of models
and teachers' assistance.
Converts fractions to decimal

fractions and percent or vice versa.
Builds tables showing the
comparison with a few
inconsistencies.
Solves problems involving all three modes with

or without the use of a calculator.
Analyses a given table with missing values in
either mode, and hence calculate the missing
values.
Calculate what
percent of one
quantity is another
quantity.
Writes the relationship between two

quantities as a fraction, and then
converts to a percent given the
logical steps.
Uses a 10 x 10 grid with teacher's
assistance.
Writes as a fraction and then as a

percent, with little assistance.
Converts to a percent one quantity

of another quantity in both
computational and story problems,
with few errors.
Converts to a percent, as implied in story- type

problems, without errors.
Creates problems and solves them.
Apply the procedure

of unequal sharing to
real world problems.
Construct and
describe a variety of
situations involving
unequal sharing.
Demonstrates unequal sharing of

quantities.
Compare quantities using set and
linear models.
Solves problems with much
assistance.
Demonstrates and recognizes

unequal sharing of quantities.
Solves problems with some
assistance.
Calculates the whole or part given

another part, applying various
strategies, with few inconsistencies.
Identifies the relationship between the two parts

and solves using various strategies.
Divide a decimal by a
decimal.
34
NUMBER - STANDARD V
END OF STANDARD V
Calculate a whole
quantity or part of a
quantity given
another part
expressed as a
percent.
Sample Performance
Indicators
LEVEL 1
Calculates the whole quantity
given a part, using the unitary
method" with much guidance from
the teacher.
LEVEL 2
Calculates the whole quantity, or
part, using the unitary method,
without the teacher's assistance.
LEVEL 3
Compares quantities and recognizes
unequal sharing of these quantities.
Makes some attempt to solve
problems in a variety of ways.
LEVEL 4
Compares quantities. Applies unequal sharing to
real-world situations. Solves problems using a
variety of appropriate strategies.
35
GEOMETRY - STANDARD I
END OF STANDARD I
Outcomes from the
Primary School
1 pupils will:-
Characteristics of
student
performance.
Classify, compare
and name two and
three dimensional
shapes and
recognize
relationships of
similarities and
differences among
them.
LEVEL l
LEVEL 2
LEVEL 3
Uses correct geometric

terminology to describe some
specific properties and
relationships of 2-D and 3-D
shapes.
Uses correct geometric

terminology,
Demonstrates understanding
of properties and
relationships between 2-D
and 3-D shapes.
Identifies and names 3-D and

2-D shapes from given
concrete representations.
Provides explanations for their
classification.
Discriminates among various

shapes to identify 3-D and 2D shapes from pictorial
representations.
LEVEL 4
The pupil
Uses language in a general way
to express ideas about
geometric objects (3D and 2D)
and their relationships.
Shows little confidence with
construction of shapes.
Has difficulty recognizing
shapes.
Explains and discusses geometric ideas, eloquently.

Displays understanding and creativity in varied
constructions.
Construct 2-D and

3-d shapes and
recognize 2-D and
3-D shapes in
natural and manmade structures
and patterns.
More specifically,
pupils will:Identify and name
2- D and 3-D
shapes from
concrete or
pictorial
representations.
Sample
Performance
Indicators
Requires assistance to identify

and name 3-D and 2-D shapes
from a collection of items.
Compares and discusses similarities and differences

of3-D and 2-D shapes without pictorial
representations.
36
GEOMETRY - STANDARD I
END OF STANDARD I
Sort 2-D and 3D shapes on the
basis of
common
attributes
Sample Performance
Indicators
LEVEL l
Sort 2-D and 3-D shapes into
groups based on any common
attribute,
LEVEL 2
LEVEL 3
LEVEL 4
Sorts 2-D and 3-D shapes into

groups
37
GEOMETRY - STANDARD II
END OF STANDARD II
Outcomes from the
Primary School
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
understanding of the properties
of 2- D and 3-D shapes.
Approaches tasks hesitantly

and frequently requests
assistance and verification.
Displays confidence while

exploring and investigating
2-D and 3-D shapes.
Shows little confidence with

investigative activities.
Has some difficulty explaining

concepts.
Experiments with concepts

of congruence and symmetry
to create new shapes.
Draws names and compares

faces of cubes, cuboids and
cylinders with assistance and
motivation.
Names, compares and draws

faces of cubes, cuboids and
cylinders, with some degree of
accuracy.
Correctly matches and

accurately draws faces of
cubes, cuboids and cylinders.
Accurately constructs cubes, cuboids and cylinders

from nets.
Identifies 2-D and 3-D shapes

in the environment.
Identifies, with some

assistance, 2-D and 3-D shapes
from pictures in the
environment.
Explores the environment

listing 2-D and 3-D shapes
found therein.
Describes the use of 2-D and 3-D shapes in

construction.
Characteristics of The pupil

student performance
By the end of Standard II

pupils will
Explore and
investigate certain
properties of plane
shapes and solids
and describe their
use in the real
world.
Approaches tasks confidently and motivates others

to take risks with their investigations.
Applies knowledge of properties of 2-D and 3-D
shapes to create other shapes.
Has some difficulty explaining

concepts.
Use the concepts

of congruence and
symmetry to
create new shapes
and construct
patterns.
More specifically, pupils Sample Performance

will
Indicators
Draw, name and
compare the faces
of cubes, cuboids
and cylinders.
Locate 2-D and 3D shapes in the
environment.
38
GEOMETRY - STANDARD II
END OF STANDARD II
Investigate the
composition of
simple and
Sample Performance
Indicators.
LEVEL l
LEVEL 2
LEVEL 4
Begins the investigation of

simple and compound figures.
Shows partial understanding of

the composition of simple and
compound shapes.
Folds squares and rectangles

into triangles. Cuts off
triangles and combines them
to make other shapes, such
as parallelograms.
Approaches investigation, efficiently, to make and

name new shapes correctly.
Identifies lines of symmetry,

with some difficulty.
Identifies line symmetry in 2D but not in 3-D shapes.
Identifies line symmetry

correctly.
Uses line of symmetrical and half-shape and

visualizes or predicts the form of a complete shape.
Identifies objects such as airplanes and cars, which
are symmetrical.
compound
figures by
folding, cutting
and combining
plane figures to
make new
shapes.
Identify line
symmetry in
natural and
man-made
shapes and use
it to predict the
form of
complete
shapes.
LEVEL 3
39
GEOMETRY - STANDARD III

END OF STANDARD III

Outcomes from the
Primary School
Characteristics of
student
performance.
LEVEL l
The pupil

III pupils will
Investigate,
compare and
describe the
properties of
certain 3-D
shapes with
respect to their
edges, faces and
vertices.
Demonstrates little confidence

with investigative activities and
inadequately describes
properties of 3-D shapes.
Requires assistance to dismantle
and construct 3-d solids from
their nets.
Is unable to explore the
properties of 2-D shapes using
concepts of line symmetry
slides and flips.
LEVEL 2
Performs some of the tasks but
requires teacher's
direction/assistance during
investigations and
experiments.
Has difficulty describing
processes used.
LEVEL 3
Performs tasks accurately
and confidently.
Clearly describes
processes/concepts used.
Willing to experiment.
Explores and investigates
properties of 3-D and 2-d
shapes.
LEVEL 4
Demonstrates clear understanding of properties of 3D and 2-D shapes.
Takes risks while experimenting, exploring and
investigating to create new arrangements of nets and
patterns.
Clearly describes processes used.
Experiment
with
constructing
cubes and
cuboids to
explore their
nets.
Use the
concepts of line
symmetry,
slides and flips
to explore the
properties of
certain plane
shapes and to
create patterns.
40

END OF STANDARD III
LEVEL 1
LEVEL 2
Requires assistance and

motivation to draw, name
and compare the faces of
cubes, cones, cuboids,
cylinders and triangular
prisms.
Correctly names and

compares face of3-D shapes
but requires assistance with
the drawing 3-D shapes.
Draws faces of 3-D shapes

fairly accurately.
Accurately constructs cubes, cuboids, cones, cylinders

and triangular prisms from nets.
Construct nets of
cubes and
cuboids and
differentiate
between them.
Constructs nets of cubes and

cuboids.
Has difficulty describing
and differentiating between
the nets.

cuboids from given models.
Describes the composition of
the nets and differentiates
between them with some
assistance.

cuboids using stencils of
plane shapes.
Confidently describes
composition of nets.
Accurately differentiates
between them.
Investigates different arrangements of nets of cubes and

cuboids.
Assembles/re-arranges faces to experiment with to
determine whether they will form a cube/cuboid.
Explains why some arrangements will form a
cube/cuboid while others will not.
Describe the
properties of
cubes, cuboids,
cones, cylinders
and triangular
prisms in terms of
their edges,
Vertices and
faces.
Identifies properties of 3-D

shapes from concrete or
skeleton models.
Partially describes
properties.
Identifies and describe

properties of 3-D shapes from
concrete and skeleton models.
Identifies and describes

properties of 3-D shapes
from pictorial
representations. Constructs
a table to show the
differences/similarities of
the properties of these
solids.
Identifies and describes properties of other 3-D shapes

from pictorial representations.
Analyses models and compares for strength and rigidity.
Invents enrichment activities to reinforce description of
solids by properties.
Determine the
number of lines
of symmetry in
plane shapes.
Identifies one line of

symmetry in plane shapes
but does not investigate
whether shape has more
lines of symmetry.
Draws and states number of

lines of symmetry in given
plane shapes such as squares
and rectangles.
Identifies lines of symmetry

in plane shapes as
horizontal, vertical or
oblique and accurately
represents them.
Creates new shapes with more than one lines of

symmetry and clearly explain why these lines are
symmetrical. States reason for symmetry in everyday
life.
More specifically, pupils Sample Performance

will
Indicators.
Draw, name and
compare the faces
of cubes, cones,
cuboids and
triangular prisms.
LEVEL 3
LEVEL 4
41

END OF STANDARD III

More
specifically,
pupils will
Discover which
shapes
tessellate and
create tiling
patterns by
tessellating
plane shapes
Describe and
construct
simple repeated
patterns by
sliding and
flipping plane
shapes
Sample Performance
Indicators.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Requires assistance and

motivation to experiment with
tessellation.
Shows lack of understanding as
there are gaps/spaces in pattern
formation.
Identifies shapes which

tessellate in a pattern but
cannot state reason.
Creates tessellated pattern
placing given together.
Correctly identifies shapes

which will and will not
tessellate.
Gives a reasonable answer
for conclusion.
Creates tessellated pattern by
drawing, using one
stencil/model
Correctly identifies and discusses tessellation.

Visualises and constructs new shapes and uses it to
create a tessellated pattern.
Describes pattern.
Incorrectly assembles patterns
as there are spaces between
shapes,
Reflects poor hand-eye
coordination when flipping or
sliding.
Partially describes given

patterns.
Presents, fairly accurately,
assembled pattern of flips and
slides.
Gives accurate description of

given patterns and assembled
presentation.
Gives eloquent description of given patterns.

Applies knowledge to produce creative puzzles and
games.
42
GEOMETRY - STANDARD IV
END OF STANDARD IV
School Mathematics syllabus.
By the end of Standard IV
pupils will
Investigate, compare
and describe the
properties of 3-D
shapes, with respect to
their edges, faces and
vertices.
Experiment with
dismantling and
constructing cylinders
and triangular prisms.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Characteristics of The pupil

student
performance.
Demonstrates little confidence
with investigative activities.
Approaches tasks with
uncertainty.
Requires assistance consistently.
Describes properties of shapes
hesitatingly and inadequately.
Performs some of the tasks

but requires motivation and
assistance with verbalizing
concepts and processes.
Performs tasks with a fair

degree of accuracy.
Confidently describes concepts
and processes used.
Willingly engages in
experiments, investigations
and explorations.
Performs tasks accurately.

Demonstrates a clear understanding of
properties of shapes.
Willingly takes risks while experimenting,
exploring and investigating.
Researches and records ideas.
Use movements, such

as slides, flips and
turns to explore
properties of plane
shapes and create
patterns.
Understand the
concept of an angle
and compare, represent
estimate and measure
angles, using a simple
protractor.
43
END OF STANDARD IV
will:-
LEVEL 2
LEVEL 3
LEVEL 4
Needs assistance with

drawing outlines of faces of
3-D shapes and with
construction of frames.
identifying properties.
Cannot describe properties.
Draws reasonably fair

representations of faces of3-D
shapes.
Constructs frames with some
level of accuracy.
Identifies properties.
Needs assistance with
descriptions of properties.
Draws fairly accurate

representations of faces of 3D shapes.
Constructs frames accurately.
Identifies and describes
properties with confidence.
Accurately outlines faces and constructs frames of

3-D shapes.
Confidently discusses properties of each 3-D
shape
Constructs a 'Property - Table' to display this
information.
Suggests uses of 3-D shapes in everyday life.
Construct nets of
cubes, cuboids,
cylinders and
triangular prisms
and differentiate
among them.
Needs assistance to reassemble discrete parts of

open 3-D shapes into nets of
the said 3-D shapes.
Needs prompts to describe
the flat shapes which form
part of a particular net.
Re-assembles discrete parts of

open 3-D shapes into the nets
of said 3-D shapes.
Describes flat shapes which
form part of a particular net.
Draw nets of3-D shapes given

models of open 3-D shapes.
Cuts nets into their discrete
plan shapes, describes the
parts and re-assembles to form
3-D shapes.
Draws and cuts nets of3-D shapes into discrete

plan shapes and investigates different
arrangements for the nets of 3-D shapes.
Records these varied arrangements through
drawings
Use slides and flips

to construct plane
shapes and to
create patterns.
Demonstrates lack of handeye coordination in

performing movements of
sliding and flipping one
shape. Completed pattern
reflects jagged lines and
spaces between shapes.
Slides flip given shape to

draw a fairly accurate outline
of a new shape.
Creates a pattern, using a
given shape, with few jagged
lines and spaces.
Performs movements, using a

given shape, to create outlines
of many new shapes.
Names some of these shapes.
Creates a fairly neat pattern,
using a given shape.
Dissects a given shape into smaller plane shapes

and re-arranges using the movements of sliding or
flipping to create new shapes and patterns.
Names new shapes and describes movements
made.
Determine the
number of lines of
symmetry in letters
of the alphabet and
numerals.
Identifies one line of

symmetry in letters of
alphabet/numerals but does
not investigate whether there
are more lines of symmetry.
Becomes confused when no
lines of symmetry are found.
Identifies symmetrical lines

when using mirrors but
requires teacher assistance to
draw in lines of symmetry on
the letters of the alphabet and
numerals.
Identifies and draws in lines

of symmetry on letters of the
alphabet and numerals,
correctly.
Describes these lines as
vertical. Horizontal or
oblique.
Creates games and puzzles using half-letters/halfnumerals of symmetrical letters/numerals.
Describe the
properties of cubes,
cuboids, cylinders,
pyramids and
cones, in terms of
their edges, vertices
and faces.
Sample Performance
Indicators.
LEVEL 1
44
END OF STANDARD IV
Define and
represent, by
drawing angles and
make a simple
comparison between
them.
Recognize the
degree as the
standard unit for
measuring angles
and use quarter and
half turns as
benchmarks for
estimating angles.
Verify results using
proper protractors.
Sample Performance
Indicators.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Partially defines an angle.

Represents angles using
concrete materials but
experiences difficulty in
arranging angles in ascending or
descending order.
Defines an angle using own

terminology.
Draws angles but cannot
explain differences among
various types of angles.
Defines an angle using a

mixture of mathematical
language and' own
terminology.
Draws angles and orders
according to size.
Defines an angle naming all its attributes.

Draws an angle and then uses it to compare other
angles.
Demonstrates uncertainty with

regard to the standard unit for
measuring angles.
Requires assistance to estimate
size of angles and verify the
results.
States standard units for

measuring angles.
Cannot describe the size of an
angle unless a benchmark
(paper-protractor) is used.
Confidently states the

standard unit for angle
measurement.
Correctly estimates,
describes and verifies the
size of angles using paperprotractors.
Researches and explains the idea of how 'degree'

originated.
Correctly estimates size of angles without using
bench marks/paper protractors.
45
GEOMETRY - STANDARD V
END OF STANDARD IV
School Mathematics
Syllabus.
pupils will
Experiment with
dismantling and
constructing prisms
and pyramids to
compare their nets.
Classify and
describe plane
shapes using
symmetric
properties and
properties of sides
and angles.
Characteristics of
LEVEL l
The pupil
Demonstrate little confidence
with constructing , describing or
identifying 3-D and 2-D shapes.
Requires teachers assistance or
direction to investigate, identify
or list the properties of 3-D and
2-D shapes.
Becomes easily confused when

faced with non-examples.
LEVEL 2
Performs some task. Has
difficulty analyzing 3-D
shapes and visualizing the
plane shapes that form these
3-D shapes.
LEVEL 3
Performs tasks accurately if
concrete models are
available for verification.
Willingly experiments,
explorers and investigates.
LEVEL 4
Demonstrates a clear understanding of concepts
and processes used.
Takes risk while experimenting.
Requires teacher assistance

during investigations.
Experience difficulty
describing processes.
Construct paperprotractors and use

them to draw and
measure angles.
46
END OF STANDARD V
will
Construct prisms
and pyramids
from their faces
and dismantle
them to observe
and differentiate
between their
nets.
Sample
Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4

differentiating/identifying the
nets of prisms and pyramids.
Requires teacher direction in
order to select faces to construct
these 3-D shapes.
Incorrectly names the
completed models.
Identifies the net of the cube,

cuboid and cylinder.
Has difficulty identifying the
nets of other prisms and
pyramids.
Constructs models of cubes
and cuboids.
Requires assistance to select
the faces of other prisms and
pyramids.
Names cube, cuboid and
cylinder only.
Differentiates/identifies the
nets of all given prisms.
Needs to experiment
physically before identifying
the nets of pyramids.
Identifies the nets of given prisms and pyramids

given only visual representation.
Constructs models of prisms

and pyramids if completed
model is available for
verification.
Correctly identifies prisms and pyramids and

researches their history and use in the environment.
Constructs models of prisms and pyramids without

looking at models.
Correctly identifies prisms

and pyramids
Differentiate
between straight
and curved sides,
convex and
concave sides and
parallel and nonparallel sides in
stating the
properties of plane
figures.
Differentiates between straight

and curved sides.
Has difficulty identifying
convex, concave, parallel and
non-parallel sides.
Requires assistance to list the
properties of common shapes
and to construct them using
concrete materials.
Identifies straight, curved,

convex, concave sides.
Requires some assistance to
differentiate between parallel
and non-parallel sides.
Constructs outlines of plane
shapes if given models.
Lists some properties.
Identifies straight, curved,

convex, concave, parallel
and non-parallel lines.
Constructs outlines of plane
shapes if given models.
Lists properties of a
particular shape or other
given shapes.
Correctly describes shapes by their characteristic

properties,
Creates plane shapes given a 'property-list'.
Categorizes shapes with one or more common
property.
Name triangles as
'isosceles',
equilateral and
right-angled and
deduce the special
properties of these
triangles.
Sorts triangles given criteria

such as 3 equal sides or one
right angle.
Cannot identify triangles by
name.
Identifies the right-angled and

equilateral triangles and lists
their properties. Cannot name
the isosceles and scalene
triangles.
Identifies all the triangles by

matching them to their
special properties.
Represents these triangles
using concrete materials and
drawings.
Correctly describes the different triangles by listing

their properties.
Constructs these triangles using proper-protractors
and rulers.
Deduces the relationship between size and angle and
the length of the side opposite the angle.
47
END OF STANDARD V
Determine, by
investigation,
the number of
lines of
symmetry in
polygons.
Construct and
verify the size
of a given
angle.
Sample Performance
Indicators.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Identifies one line of symmetry

in plane shapes. Does not
investigate whether the shape
has more lines of symmetry.
Becomes confused if the shape
does not have a symmetrical
line.
Draws and states the line of

symmetry in regular shapes.
Correctly identifies and

represents line symmetry in
regular and irregular shapes.
Describes these lines as
horizontal, vertical, or
oblique.
Creates new shapes and patterns with more than one

line of symmetry and clearly explains why these
lines are symmetrical.
Identifies occupations which use the concept of line
symmetry.
Represents angles using

concrete materials.
Requires assistance to
determine the size of an angle.
Cannot represent a given angle
on paper.
With guidance, constructs

given angles.
Requires some assistance to
verify the size of an angle.
Draws a fairly accurate

representation of a given
angle.
Verifies size by using paperprotractor.
Accurately constructs and verifies the size of given

angles.
Records results.
Draws polygons and patterns using paper-protractors
as tools to construct various angles.
Discusses the uses of angles in everyday life.
48
STATISTICS - STANDARD I
END OF STANDARD I
Outcomes from the
Primary School
Mathematics
Syllabus.
By the end of
Standard I pupils
will
Collect, organize,
display and interpret
data presented on a
pictograph (using
different scale
factors e.g. 1-, 2, 5).
Characteristics of
student performance
More specifically,
pupils will
Select an area of
interest, from
personal preference,
for data collection
Sample Performance
Indicators.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
The pupil
Collects and organizes the
data according to specific
criteria, with guidance.
Constructs the pictograph,
only after assistance is
given. (Using 1: 1 scale
factor).
Interprets inaccurately the
results on the pictograph.
Collects and organizes data

Constructs the pictograph
with some assistance (using
scale factor 1:1).
Partially interprets the results
and gives a few reasons, with
interpretations.
Collects and organizes data

accurately according to
specific criteria.
Works independently to collect and organize relevant

data.
Gives reasoned interpretations.
Accurately constructs the

pictograph (without
assistance) using the scale
factor 1: 1
Accurately interprets the
result providing sound
reasoning.
Constructs pictograph using own design and scale,

justifying their use.
Develops convincing argument to support the
interpretation.
With guidance, selects an

area of personal interest
for data collection
purposes.
Needs little guidance in

selecting an area of personal
interest for data collection
purposes.
Selects the interest of a

given situation and collects
the relevant data without
assistance.
Selects interest areas and conducts appropriate

surveys to collect the relevant data.
Organize data in
tally form and
frequency table.
Organizes data on tally

charts and/or frequency
tables but does these under
constant supervision.
Organizes data on tally charts

and frequency tables with
some degree of accuracy.
Accurately organizes the

data on tally and frequency
tables.
Compares different ways of organizing data and

justifies the method used.
Represent data on
Pictograph using
different scale
factors: 1, 2, 5.
Needs assistance in
constructing the
pictograph using the 'many
to one' scale factor.
Constructs the pictograph

with little guidance using the
'many to one' scale factor.
Accurately constructs the

pictograph using the given
scale factor.
Displays data on pictograph(s) using multiple scale

factors, justifying each scale selected.
49
STATISTICS - STANDARD I
END OF STANDARD I
Interpret data and
make
recommendations.
Compare and
contrast data on
pictograph and
picture graph.
Sample Performance
Indicators.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Interprets data and makes

recommendations only after
prompts. Unable to identify the
mode.
Interprets data accurately, to

some degree, and makes some
recommendations.
Identifies the mode.
Provides sound reasoning for

the interpretation and
recommendations.
Identifies the mode.
Makes inferences and recommendations based on

analyzed of data and develop convincing
arguments to support them.
Identifies the mode and its usefulness.
Has difficulty in recognizing

the similarities/differences
between the pictograph and a
picture graph.
Recognizes some of the

differences/similarities.
Points out the

similarities/differences
between the two groups.
Recognizes the usefulness of each graph and

discusses when it may be appropriate to use each
type.
50
STATISTICS - STANDARD II
END OF STANDARD II
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Outcomes from the Primary Characteristics of

The pupil
School Mathematics
student performance
Syllabus.
By the end of
Standard II pupils
will
Gather, organize,
interpret and display
data on the Block
graph (using
different scale
factors e.g. 2, 5 and
10).
Gathers, organizes, displays

and interprets data as these
relate to the block graph but
does so under constant
supervision.
Has difficulty in constructing
the block graph.
Needs some assistance to

gather, organize and display
the data and partially
interprets the result on block
graph.
Constructs the block graph
with assistance.
Needs little or no help to

gather, organize and display
specified data.
Provides sound reasoning for
the interpretation of the
results.
Constructs graph using given
scale factor.
Gathers, organizes and displays data of his /her own

choice.
Accurately interprets the result(s) providing sound
reasoning and uses own scale factor to accurately
construct the graph.
Gathers data only with

guidance.
Needs some assistance in

gathering the required data.
Uses some initiative to gather

the data
Gathers data using his own method of collection and

justifies use of method.
Organize and
summarize data into
categories.
Organizes and summarizes

the data with guidance (tally
chart and frequency table
contain errors).
Finds difficulty in
determining categories.
Organizes and summarizes the

data, with some assistance, on
tally chart and frequency
table.
Organizes and summarizes the

data accurately on tally chart
and frequency table.
Organizes and summarizes the data using methods

that are appropriate.
Read and interpret

the result on the
block graph.
Partially answers questions

based on the result but
cannot identify the mode.
Answers some questions

based on the result and may
be able to identify mode.
Correctly interprets the result

and provides sound reasoning
for the interpretation.
Accurately interprets the results with sound

arguments.
Formulates new questions based on the results.
Makes connections to topics in Social Studies, etc.
More specifically,
pupils will
Gather data related
to their personal
preference.
Sample Performance
Indicators.
51
STATISTICS - STANDARD II
END OF STANDARD II
Compare and
contrast the block
graph with other
forms of
graphs/display done
in previous classes
e.g. pictograph,
object graph.
Make
Recommendation(s)
to solve problem
situations, where use
of data is required
(using the block
graph) to provide
result.
Sample Performance
Indicators.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Has difficulty in identifying

the similarities and
differences among all the
graphs studied in previous
classes.
Identifies most of the

similarities and differences
among the graphs already
studied.
Identifies the differences and

similarities among the
graphs already studied.
Identifies the differences and similarities and

determines which graph would be appropriate for
data collected.
Finds difficulty in grasping

what is involved in problem
situations.
Has to be given guidance in
using the block graph as a
means to solve problems.
Makes some recommendations

based on the result but is
unsure about reasons for
recommendations.
Makes appropriate
recommendations to assist in
solving the problems.
Provides reasons for
recommendations.
Makes appropriate recommendations and

suggestions which will help to alleviate problems in
future.
52
STATISTICS - STANDARD III

END OF STANDARD III
School Mathematics
Syllabus.
Interprets the data

presented on the bar
graphs.
Interpret/analyze the
data presented on a
variety of bar
graphs.
Collects and organizes

data.
Displays and analyzes
data.
Collect and organize

data.
LEVEL 3
Interprets the graph.
Interprets the data presented on

the various bar graphs.
Collects and organizes data.

Displays and analyses the
result.
Requires guidance to
complete the above tasks.
Collects and organizes the data

accurately.
Displays and analyzes results
giving sound reasons for the
display and method of analysis.
LEVEL 4
Sample Performance
Indicators,
Has difficulty interpreting

the data from the bar graph
and requires supervised
assistance.
Interprets the data.

Evaluates the different presentation (i.e. vertical
bars, horizontal etc).
Collects and organizes the data using a variety of
techniques e.g. interviews, observations, etc.
Displays and analyses the result using an appropriate
graphical technique.
Justifies format for displays and method for
analyzing data.
Requires constant
assistance and supervision
to complete the above
tasks.
Display and analyze

the result.
Interpret data from a

variety of bar graphs
presented
(horizontal or
vertical forms) using
different scale
factors.
LEVEL 2
Characteristics of
The pupil
student performance
By the end of Standard III

pupils will

will
LEVEL 1
Has little difficulty in

interpreting the information
presented on the graphs but
tries to overcome the
difficulties.
Interprets accurately the

information presented on each
graph and lists the results.
Interprets and analyses the data on each graph and

critically comments on the format presentation of the
bar graphs.
Formulate problem
statements
Needs help to formulate

the problem statement.
Needs a little assistance to

formulate the problem
statement.
Formulates problem statement

of the given situation.
Formulates problem statements arising out of

familiar situations.
Collect data.
Collects data with constant

guidance.
Needs some guidance to

collect the relevant data.
Collects data in the prescribed

manner.
Collects data using a variety of techniques e.g.

questionnaires, interviews, observations, etc.
53
STATISTICS - STANDARD III

END OF STANDARD III
LEVEL 1
LEVEL 2
Organizes the data but does so

committing many errors.
Organizes the data with few

errors.
Organizes the data correctly

for the given task.
Compares different ways of organizing the data.
Display data on
bar graphs.
With constant guidance,

displays the data on the bar
chart.
Constructs the graph with

some difficulty.
Constructs the bar graph

using the given scale factor.
Constructs bar chart using own scale factor and

justifying its use.
Analyze result and

make
recommendations
Analyses and makes

recommendations after
prompts.
Analyses and makes

recommendation with little
assistance.
Analyses the data and makes

recommendations based on
the analysis.
Makes reasoned predictions.
May be unable to recognize the

mode.
Recognizes the mode.
States the mode.
Organize data.
Sample Performance
Indicators.
LEVEL 3
LEVEL 4
Poses questions based on the result.
54
STATISTICS - STANDARD IV
END OF STANDARD IV
Outcome from the Primary
School Mathematics
Syllabus.
Characteristics of
student
performance.
By the end of
Standard IV pupils
will
Interpret data and
communicate
decisions made from
information
Displayed on the Pie
Chart.
will
LEVEL 1
LEVEL 3
LEVEL 4
The pupil
Needs some assistance in

interpreting and
communicating decisions
on data represented.
Accurately interprets and

communicates the information
displayed.
Critically evaluates the results and suggests ways for

which the survey may be used.
Cannot give a reasonable

estimation of the size of each
sector.
Produces a fair estimation

of the size of each sector.
Provides good estimates of

the actual size of each sector.
Provides very good estimates of the actual size of

each sector.
Has great difficulty to verify

the size of each sector either
through measurement or
calculation.
Verifies size of sector but

needs assistance with
calculations involved.
Verifies the size of each

sector through measurement
and calculation.
Verifies the size of each sector giving possible

reason(s).
Needs assistance to rank order

the sectors.
Orders sectors with very

little errors.
Rank orders the sectors.
Rank orders the sectors and provides arrangements

of doing so.
With help interprets

information on these graphs but
is unable to communicate
decision on information
displayed.
Sample Performance
Indicators.
LEVEL 2
Estimate the relative

size of each sector.
Verify the size of
each sector by:(a). measurement
(b). calculation
Rank orders the
sectors e.g. largest,
smallest.
55
END OF STANDARD IV
Interpret the data
and draw
conclusions.
Sample Performance
Indicators.
LEVEL l
Needs guidance in order to
interpret the data presented on
the pie chart(s).
LEVEL 2
Interprets data and draws
conclusions with little help
LEVEL 3
Calculates the mean.
Interprets the data and draws
conclusions giving possible
reasons.
LEVEL 4
Explains which measure of central tendency best
represents data collected.
Interprets and analyses the relationship among the
sectors.
Argues a case for the use of the pie chart and/or
other graphical forms e.g. bar- graph, pictograph,
etc.
56
END OF STANDARD V
Outcome from the
Primary School
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Characteristics of
The pupil

pupils will
Has great difficulty designing

the survey.
Has little difficulty to design

the survey.
Designs the survey using

specific instructions.
Designs survey of own choice.

Predicts the response to the survey question.
Needs little assistance in

constructing an appropriate
method for data collection.
Constructs appropriate
method to collect data.
Uses an appropriate technique for collecting data

and provides reasons for selecting techniques.
Organizes the data making few

errors.
Organizes the data according

to specific instructions.
Chooses own method of organizing data, and

justifies choice of method.
Design survey(s)
to solve
problem(s) that
involves the use
of statistical data.
Communicate
findings and
recommendations.
will
Construct
appropriate
method for
collecting
numerical data
e.g.
Questionnaire,
checklist, etc.
Organize data e.g.
in arrays
(descending or
ascending),
frequency table,
etc.
Sample Performance
Indicators
Constructs method for

collecting of data but needs
constant supervision.
Organizes the data

committing many errors.
57
END OF STANDARD IV
Display data on
appropriate type
of graph
Interpret result:(a). find mean, mode.

(b). draw conclusions.
(c). make
Sample Performance
Indicator.
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Needs assistance in displaying

the data appropriately.
Needs little assistance to

display the data on the
appropriate graph.
Selects the appropriate type

of graph to represent the
data.
Selects type of graph and appropriate scale factor to

represent the data.
Makes errors when interpreting

the result, has difficulty in
communicating results.
Interprets most of the results

accurately, but has some
difficulty in communicating
results.
Uses statistical language to

effectively discuss findings
and recommendations.
Interprets graph accurately. Presents findings in a

report. Questions the effect of the result of limited
sample size. Compares data gathered from different
sources on the same question/problem.
Finds mean, mode.
Recommendations.
58
MEASUREMENT STANDARD I
(Money included)
END OF STANDARD I
School Mathematics Syllabus.
By the end of Standard I pupils
will
Characteristics of
student
performance
Selects appropriate tools for

these tasks.
Has difficulty estimating
measurements using arbitrary
units.
Records and communicates
results of measurement activities
with teacher's assistance.
Recognizes that money is the
unit of measure for trade, only
through a wide variety of
shopping situations.
Demonstrates understanding ofthe value of money, with
assistance.
Recognize that money is

the unit of measure for
trade (buying and
selling).
Demonstrate an
understanding of the
value of money through
use in shopping
situations.
Select appropriate
tools/instruments and
measure length, area,
capacity, weight/mass
and time using standard
and arbitrary unit.
Sample
Performance
Indicators
LEVEL 2
LEVEL 3
LEVEL 4
The pupil
Uses only arbitrary units to

perform measurement tasks.
Measure, estimate,
record and verify
measurement using
arbitrary units and some
standard units. .
More specifically, pupils will
LEVEL l
Measures length, area, capacity,

weight/mass and time using
appropriate tools and a variety
of units with assistance.
Demonstrates good
techniques in using
tools/instruments of in using
tools/instruments of with
assistance, results in
arbitrary and standard units.
Estimates satisfactorily.
results of measurement
activities, satisfactorily.
of money as unit of trade but
needs assistance with
demonstration of the value
of money.
Uses tools/instruments in
measurement activities
skillfully. Identifies and uses
standard units appropriately.
Recognizes the value of
estimation and estimates
reasonably. Applies
measurement principles to
practical problems.
Communicates effectively on
activities. Demonstrates clear
understanding of the value of
money in shopping situations.
Applies measurement principles and concepts

with a high level of proficiency in other topics
and curriculum areas as well as in real- life
situations. Solves practical problems involving
measurement, independently. Extends
understanding of the money value to real-life
situations involving estimation. Demonstrates
further skills in the use of money.
Measures length, area,

capacity, weight/mass and
time using appropriate
tools/instruments with some
degree of accuracy.
Demonstrates a good level of

proficiency in the use of
instruments. Performs
measurement tasks with
precision.
Performs measurement tasks with a high level

of proficiency.
59
(Money included)
END OF STANDARD I
Estimate to predict
the results of
measurement
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Relies on guessing to predict

results of measurements of
length; area; capacity and
weight/mass.
Estimates using comparison

with familiar objects (does
not rely completely on 'wild
guesses'), with some
assistance.
Judges the reasonableness

of the estimates in
measurement activities.
Devises various strategies for estimation tasks.
Use appropriate
units of
measurement for
length, area,
capacity,
weight/mass, time
Uses a wide variety of

arbitrary units of
measurement, with
assistance.
Attempts to explain the need

for a common unit of
measurement. Uses
appropriate units, with few
errors.
Explains the need for a

standard unit. Recognizes
and uses the standard units
satisfactorily.
Demonstrates complete understanding of the need to

replace arbitrary units with standard units.
Uses standard units and sub-units with high level of
proficiency.
Record and
communicate the
results of
measurement
activities.

the results of measurement
tasks, ineffectively.

results with little assistance.

results of measurements
tasks and problems,
efficiently.
Records and communicates results of measurement tasks

with a high level of proficiency.
Recognize the
difference between
estimation and
precise
measurement.
Has difficulty in identifying

the difference between
estimation and precise
measurement.
Identifies the difference

between estimation and
precise/measurement with
assistance.
Explains on his own, the

difference between an
estimation and a precise
measurement.
Identifies situations in real life when estimations and/or

precise measurements are required.
Develop vocabulary
associated with time
(duration).
Uses vocabulary of time,

inadequately.
Uses vocabulary of time,

adequately.
Displays thorough
understanding of concept of
time through language.
Extends vocabulary of time to other curriculum areas

and real-life experiences.
Recognize the clock

(standard analog and
digital) as the
instrument to
measure time.
Identifies the analog and its

features and functions with
assistance.
Describes features and

functions of both analog and
digital clocks satisfactorily.
Recognizes clearly, the link

between analog and digital
clock displays.
Sample Performance
Indicators
60
(Money included)
END OF STANDARD I
Read and record
time to
the hour on both
analog
and digital devices
Sample Performance
Indicators
LEVEL l
LEVEL 2
LEVEL 3
LEVEL 4
Reads and records time, to the

hour,
(on both analog and digital) with
teacher's assistance, at all times.
Reads and records time to

the
hour (on analog and digital)
independently, sometimes.
Reads time to the hour (analog

and
digital) consistently and
displays time
on constructed clocks. Solves
practical
problems involving time.
Relates time to the hour to

everyday experiences.
Combine coins up to
100 cents and notes
up
to $100, that are
equivalent to a
stated
sum of money
Needs assistance to combine

coins
and notes to form an amount
equivalent to a stated sum.
Combines coins and notes

for an equivalent value but
has difficulty in forming
different
combinations for a given
sum.
Combines coins and notes to

form
equivalent sums confidently
and
accurately. Forms different
combinations of coins for a
given sum
with little or no difficulty.
Explores different combinations

and lists these, searching for
patterns amongst them.
Participate in
shopping
situations, buying,
selling, making bills
and providing
change.
Needs assistance to participate

in shopping situations involving
transactions in which giving of
change is included.
of shopping problems and
makes few errors in money
transactions.
Works well on shopping

problems.
Assists in creating lists for

shopping.
Estimates how much money will be
needed for shopping.
Performs money transactions

skillfully.
Creates problems involving time to

the hour, extends telling of time to the half hour
etc
Articulates how useful skills in

combining coins and notes for a
given value can be, in real-life
situations.
61
MEASUREMENT STANDARD II
(Money included)
END OF STANDARD II
School Mathematics
Syllabus.
Characteristics of
student performance
By the end of Standard II

pupils will
Recognize the basic
units of measures of
length, distance,
perimeter, area,
capacity, weight/mass,
time and trade (money).
Demonstrate
understanding of the
value of money through
participation in trading
situations.
Select and use
appropriate instruments Sample Performance
Indicators
for measurement
situations e.g. rulers,
measuring cups, equal
and balance, clocks.
LEVEL l
The pupil
Performs measurement tasks
involving length/distance,
perimeter, area, capacity,
weight/mass, time and money
transactions with assistance.
Selects appropriate instruments and
units for measurement tasks with
assistance.
LEVEL 2
LEVEL 3
Selects approximate units and

performs measurement tasks
Uses measuring instruments

skillfully and performs
measurement tasks with precision.
Demonstrates good techniques

in use of instruments. Estimates
and approximates satisfactorily.
Applies measurement principles,

including estimation and
approximation, to solve a wide
variety of practical problems.
Performs more complex money

transactions with assistance.
LEVEL 4
Applies measurement principles in all areas of the
curriculum and in everyday life.
Formulates and solves problems involving
measurement principles, including estimation and
approximation.
Derives formulae to simplify measurement tasks.
Performs complex money

transactions satisfactorily.
Demonstrates high level of understanding of money

transactions in real-life situations.
Selects appropriate instruments

without assistance, to perform
measurement tasks.
Evaluates the effectiveness and precision of various

standard and constructed measuring instruments.
Estimates and approximates with

low levels of proficiency
Performs simple money transactions
Measures length, perimeter, area,

capacity, weight/mass and time
using appropriate instruments, with
assistance.
Selects appropriate instruments

to perform measurement task
Constructs simple measuring

devices.
62
MEASUREMENT - STANDARD II
(Money Included)
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Identifies, selects and uses

units/sub-units of measurement
according to size/type with
Expresses the results of

measurement tasks in
appropriate units/sub-units,
with few errors.
Expresses the results in

correct units/sub-units
consistently.
Evaluates the appropriateness of units for

different types of measurement tasks.
Demonstrate an
understanding that
all measurements
are not exact.
Demonstrates a lack of
understanding that
measurements are not precise.
Demonstrates some level of

understanding that all
measurements are not precise.
Demonstrates a clear
understanding that
measurements/measuring
instruments are subject to
errors.
Identifies sources of error in performing

measurements in other curriculum areas e.g.
Science.
Estimate familiar
linear dimensions,
weight/mass, area
and capacity.
Estimates
length/distance/width etc,
perimeter, area, capacity,
weight/mass only with
referents and/or with teacher's
familiar objects.
Estimates, satisfactorily,
measurements using past
experiences/comparisons with
familiar objects.
Judges the reasonableness of

estimates made or given in
measurement activities.
Devises and evaluates the effectiveness of a

variety of strategies for estimating
measurements.
Appropriate
measurements of
linear dimensions,
area, capacity,
weight/mass.
Approximate measurements
accurately and independently,
sometimes.
Approximate measurements
accurately and independently,
sometimes.
Approximates measurements
accurately and independently.
Approximates measurement accurately and

independently, without exception.

tasks, with little assistance.

tasks, with little assistance.

tasks, effectively.
Identify, select
and use according
to size basic
standard units e.g.
Centimetre, metre;
square centimetre,
litre, kilogram.
Record and
Communicate
results of
measurement
activities.
Sample Performance
Indicators
Communicates results of measurement tasks

with a high level of efficiency.
63
MEASUREMENT- STANDARD II
(Money Included)
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Identifies the differences

among estimation measurement
and approximation with
teacher's prompting and
assistance.
Attempts to explain the

differences among estimation
measurement and
approximation in a given task.
Explains clearly, the

differences between
estimation measurement and
approximation in a given task.
Determines when an estimation, measurement

and/or approximation is needed in real life
measurement situations.
Draw lines of
given lengths.
Draws lines of given lengths

using ruler, inaccurately i.e.
positions ruler incorrectly, etc.
Draws lines of given length

using ruler, with some degree
of accuracy.
Draws lines of given length

using ruler, with precision.
Draws regular and irregular shapes of various

dimensions (given or otherwise) accurately.
Demonstrate
conservation of
capacity.
Demonstrates conservation of
capacity, with teacher's
assistance.
Demonstrates some level of

understanding of conservation
(capacity).
Demonstrates clear
understanding of conservation
of capacity.
Creates and solves problems involving

conservation of capacity.
Read time to the

half-hour on both
analog and digital
devices.
Reads time to half hour, with

assistance at all times.
Reads time to the half hour

Reads time to the half-hour.

Displays time on constructed
clocks (analog and digital).
Solves a variety of problems
involving half-hours
independently.
Relates time to everyday experiences.

Relates and solves problems involving time.
Extends the reading of time to quarter hours or
beyond.
Participate in
money
transactions
involving
buying, selling
and making
bills.
Makes a bill for items

purchased but requires
assistance for most parts.
Identify
differences among
estimation
measurement and
approximation.
Sample Performance
Indicators
Makes bill for items

purchased in which
measures of length, weight
and capacity are involved
but needs some assistance.
Works efficiently on
problems involving bills.
Provides clear statements
for items purchased.
Compares real life bills and comments on

how well these are written.
Makes suggestions for improvement of
bills.
64
MEASUREMENT - STANDARD III

(Money Included)

Outcomes from
the Primary
School
Mathematics
Syllabus.
Characteristics of
student performance
LEVEL 1
Extend their
understanding of
the process of
measurement.
Extend their
understanding of
the concept of
length, perimeter,
area, volume,
capacity,
weight/mass and
time.
LEVEL 3
LEVEL 4
The pupil
Performs measurement tasks,

uses appropriate
tools/instruments with some
assistance.
Has difficulty developing and
using simple formulae to solve
problems in measurement.
Estimates and approximates,
with assistance.
involving rates and profit and
loss with guidance.
By the end of
Standard III pupils
will
LEVEL 2
Performs measurement tasks

using appropriate
tools/instruments with little
assistance.
Estimates and approximates
using various strategies.
Develops and applies simple
formulae. with some
assistance.
involving rates, profit and loss
with some assistance.
Uses measuring
tools/instruments skillfully and
performs measurement tasks
with precision.
Selects and applies suitable
strategies for estimating.
Independently develops
formulae and applies them to a
wide variety of practical
problems.
Evaluates the effectiveness of various

measuring instruments/tools.
Applies measurement principles in all areas
of curriculum and in everyday life.
Creates and solves a variety of problems
involving use of formulae.
Makes accurate inferences arising out of
money transactions involving rates, profit
and loss in real life situations.
Perform money
transactions in
which rates and
profit and loss are
involved.
Develop and
use formulae to
calculate the
perimeter and
area of squares,
rectangles.
Sample Performance
Indicators
Calculates the perimeter and

area of squares and
rectangles when given
respective formulae with
assistance.
Develops and applies

formulae to calculate
perimeter and area of
squares, and rectangles,
satisfactorily.
Differentiates clearly,
between the concepts of
perimeter and area and
applies appropriate formulae
for calculating measurements.
Expresses results in
appropriate unites .
Develops and applies formulae for

calculating perimeter and area of a
variety of2 - and 3 - dimensional figures.
65
MEASUREMENT- STANDARD III

(Money Included)
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Develops the relationship between

the kilometre, metre and centimetre
with teacher's centimetre with
teacher's
Uses the relationship between

kilometre, metre and centimetre
to solve simple problems.
Estimates long distances in
kilometres, with assistance.
Applies the relationship between

kilometre, metre and centimeter
efficiently in solving problems.
Estimates long distances in
kilometres and determines
reasonableness of answers with a
high level of proficiency.
Applies the concept of the

kilometre to real-life experiences,
Calculate and
estimate. volume
using nonstandard and
standard units.
Counts the number of cubes (nonstandard and standard) used to pack

boxes etc.
Estimates the volume with teacher's
assistance.
Makes a good effort to define

volume and explain the need for
a standard unit.
Estimates and measures volume
using standard units, with
assistance.
Defines and measures volume

independently.
Estimates and determines the
reasonableness of answers with a
high level of proficiency.
Uses the standard units Uses the
standard units
Solves practical problems involving

volume,
Estimates and measures the volume
of irregular 3 - D figures.
Applies concept of volume to other
Curriculum areas.
Estimate and
measure capacity
using arbitrary
units e.g.
teaspoon, cup, etc
and millilitres.
Measures capacity using arbitrary

units and standard units (milliliters)
with some degree of accuracy.
Estimates capacity with teacher's
assistance.
Demonstrates good techniques

in using measuring devices.
Estimates capacity in both
arbitrary and standard units
satisfactorily.
Uses measuring devices skillfully

and with a high level of accuracy.
Selects appropriate strategies for
estimating capacity and determines
reasonableness of answers.
Constructs simple devices for

measuring capacity.
Determines situations when an
estimate is all that is needed.
Measure, estimate
and appropriate
weights to the
nearest kilogram.
Measures weight using appropriate

scales, balances and units/sub-units.
Estimates weight with low levels of
accuracy.
Approximates weights to the nearest
kilogram, with some assistance.
Estimates and measures weight

satisfactorily.
Approximates weight to the
nearest kilogram, satisfactorily.
Estimates weight in real-life

situations with a high level of
proficiency.
Identifies situations in which an
approximation of weight is all that
is needed.
Constructs balances and standard

weights and use to estimate and
measure weights of objects in their
environment.
Recognize the
kilometre as the
standard unit for
measuring long
distances.
Sample Performance
Indicators.
Creates and solves problems involving

the standard units (kilometre, metre,
centimetre).
66
MEASUREMENT- STANDARD III

(Money Included)

Read and record
,time using both
analog and digital
clocks involving
quarter hour
situations.
Sample Performance
Indicators.
LEVEL 1
Reads and records time to quarter
hour before and after the hour on
both analog and digital devices,
with teacher's assistance at all times.
LEVEL 2
Reads and records time
involving quarter hours
LEVEL 3
LEVEL 4
Accurately reads and records time

involving quarter hours
consistently.
Solves a variety of real-life
problems involving quarter hours.
Relates time to everyday

experiences.
Creates and solves problems
involving time.
Extends the reading of time to five
and one minute intervals or
beyond.
Relates time on analog and digital

displays, independently.
Demonstrate
conservation of
length, area,
volume.
length with teacher's assistance,
Demonstrate conservation of
length satisfactorily.
area and volume with assistance.
Displays a clear understanding of

the concept of conservation
(lengths, area and volume) and
applies to real-life situations.
Extends the. concept of

conservation to real- life
experiences.
Creates and solves problems
involving conservation.
Use rates in
money
transactions in
which time is
involved.
Calculates the amount of money

due when rates for rental or for'
work done are given but needs
guidance to do so.
Calculates rental and wages due

given the rates involved in the
transactions, but needs some
assistance.
Calculates accurately the sums

involved in problems on rental and
wages.
Provides reasons for 'shopping
around' for better rates.
Articulates about the advantages of

'shopping around' for best rates and
draws freely from real life problems
for support
Participate in
trading situations
and calculate
profit and loss.
Calculates sums of money in profit

and loss situations with assistance
and is unable to connect these
results as they affect the persons
involved.
Calculates sums involved in

profit and loss situations and
provides few comments about
the results.
Calculates accurately sums

involved in profit and loss
situations and comments on levels
of personal savings made by
'shopping around'.
Uses results of calculation to

speculate on levels of profit or loss
made through a variety of
transactions.
67
MEASUREMENT- STANDARD IV
(Money Included)
END OF STANDARD - IV
Outcome from the
Primary School
LEVEL 2
LEVEL 3
LEVEL 4
Characteristics of student The pupil

performance

Four pupils will
Extend their
understanding of
standard
units/sub- units.
Develop and use
formulae to
calculate
perimeter, area
and volume.
Estimate and
approximate
measurements of
length, area,
volume,
weight/mass and
time.
Solve problems
involving the
calculation of
wages salaries and
interests.
Use the
relationship'
among units/subunits in
measurement
activities.
LEVEL 1
Sample Performance
Indicators
Uses standard units/sub-units

appropriately. with teacher's
assistance.
Has difficulty developing
formulae and uses formulae in a
rote manner.
measurements. With assistance.
calculation of wages, salaries
and interests. with guidance.
Identifies the relationship

between standard units and their
sub-parts, with little assistance.
Develops and uses formulae
measurements satisfactorily.
Calculates wages, salaries and
interest, with some assistance.

standard units and their subparts efficiently to solve
practical problems.
Develops and uses formulae
independently in problems.
Devises appropriate strategies
for estimation/approximation.
Accurately calculates wages,
salaries, interest comparing
situations.
Applies measurement principles to solve

real- life problems involving use of
formulae.
Applies measurement principles including
estimation/approximation to other
curriculum areas.
Compares salaries (interests on
loans/investments in real life situations).
Selects the appropriate

units/sub-units with assistance
but has difficulty in converting
from one unit to another.

units/sub-units and converts
from one unit to another using
decimal notation where
applicable, with some
assistance.

units/sub-units and accurately
converts from one unit to
another, using decimal
notation.
Explains the relationship between

units/sub- units and determines which are
to be used in real-life situations.
68
MEASUREMENT- STANDARD I
(Money Included)
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
of the relationship between
diameter and circumference
with teacher's assistance in
practical activities.

diameter and circumference to
calculate, estimate and
approximate circumference,
Uses the relationship

between diameter and
circumference to calculate
circumference in problem
situations.
Applies the relationship to estimate and find

diameter of circles of known circumference.
Calculate the area

of triangle using
formula.
area of triangles and
associated rectangle with
teacher's assistance in
Uses the relationship to

develop formula to estimate
and calculate area of triangle,
with assistance.
Calculates area of triangle in

problem situations
independently
Solves real life and complex problems involving

calculation of area of triangle.
Calculate the
areas of larger
surfaces in square
metres.
diameter and circumference
with teacher's assistance in
Uses the relationship to

develop formula to estimate
and calculate area of triangle,
with assistance.

between diameter and
circumference to calculate
circumference in problem
situations.
Applies the relationship to estimate and find

diameter of circles of known circumference.
Calculate volume
of cube/cuboid
using formulae.
length, breadth, height and
volume of cube/cuboid with
teacher's assistance in

length, breadth, height and
volume to develop formula to
calculate volume of
cube/cuboid, with assistance.
Estimates and calculates

volume of cube/cuboid using
formula in problem
situations.
Solves real life and more complex problems

involving calculation of volume of cube/cuboid.
Calculate
circumference
using properties
of the circle.
Measure
weight/mass in
&rams, using
appropriate
instruments.
Sample Performance
Indicators.
Recognizes the need for a

smaller unit.
With assistance,
demonstrates understanding
grams/kilogram in practical
activities.
Estimates and measures

weight/mass of familiar
light objects and records
measurements with some
degree of accuracy.

between
grams/kilogram/halfkilogram etc, to solve
problems in weight/mass,
accurately.
Identifies items in
environment whose
weights are expressed in
grams.
Estimates weight in grams
efficiently.
Compare weights of items expressed in

kilograms and grams in real-life and draw
conclusions on the reasons why these items are
packaged according to these weights.
69
MEASUREMENT- STANDARD IV
(Money Included)
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Reads and records time to the

minute and in five minute
intervals, with teacher's
assistance.
Demonstrates understanding of
the relationship between hour,
half-hour, quarter hour and
one-minute and five- minute
intervals, with assistance.

minute and in five-minute
intervals with little assistance.
time intervals to estimate time,
with assistance.

minute and in five-minute
intervals accurately and solves
practical problems involving
time
Estimates time intervals
efficiently. .
Relates time to everyday life.

Formulates and solves problems involving
time.
Calculate wages
and salaries.
Calculates wages and salaries,

with assistance.
Calculates wages and salaries

with some assistance; finds
difficulty in comparing
earnings in different situations.
Calculates accurately, wages

and salaries in a variety of
situations, comparing earnings
of different situations and
making choices out of
findings.
Uses the results of calculating wages to draw

conclusions on earnings from different
occupations.
Discusses the discrepancies in earnings in reallife situations.
Calculate interest
on savings and
loans through
simple interest.
Calculate interest in some

money transactions, with
assistance, but is unable to
comment on their relevance to
real world situations.
Calculate interest in money

transactions with some
assistance and comments, on
an intuitive level, about the
situation looked at.
Calculates accurately interest

on a variety of money
transactions, gives reasons for
rates of interest and how one
can benefit from these.
Uses the results of calculation of interests to

discuss investments.
Makes suggestions about the soundness of
simple transactions.
Read and record

time on both
digital and analog
to the minute and
in five inute
intervals.
Sample Performance
indicators
70
MEASUREMENT- STANDARD V
(Money Included)
END OF STANDARD - V
Outcomes from the
Primary School
Five pupils will
Extend their
proficiency in
measurement,
estimation and
approximation
of distance,
length,
perimeter, area,
volume,
capacity,
weight, time
and amounts of
money using
standard units
of
measurement,
solve simple
and complex
problems
involvingmeasurements
using a variety
of problem
solving
strategies.
Characteristics of students
performance
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
The pupil
Demonstrates some ability to

estimate and approximate in
measurement situations, using
appropriate units with
assistance.
Estimates and approximates in

measurement situations using a
variety of strategies and
appropriate units, with little
assistance.
Solves simple problems using

various strategies involving the
use of formulae with teacher's
assistance.
Solves a variety of simple

problems involving formulae
satisfactorily.
Analyses estimation strategies

and selects appropriate ones
with suitable units, efficiently.
Formulates and accurately
solves, using appropriate
strategies, a variety of
problems involving use of
formulae and a variety of twodimensional and threedimensional figures.
Applies all measurement principles to other

topics and curriculum areas and in real life
problem situations.
Creates and solves complex problems
involving two or more topics of measures.
Evaluates the effectiveness of various
strategies used for problem-solving.
71
(Money Included)
END OF STANDARD - V
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
the relationships among
diameter, radius and
circumferences with assistance.
Uses these relationships to

estimate and calculate length of
diameter and radius, given
length of circumference of a
variety of circles, with some
assistance.
Uses these relationships to

estimate, calculate and
approximate lengths of
diameter and radius in real life
problem situations.
Creates and solves complex problems

involving the calculation of circumference,
diameter and radius.
Calculate
perimeter and area
of compound
shapes
Recognizes simple shapes

within compound shapes, with
Calculates perimeter and area
with some errors.
Uses the concept of

conservation, various strategies
and formulae to calculate
perimeter arid area of
compound shapes with little
assistance.
Expresses answers in
appropriate units, with little or
no assistance.
Solves simple real-life

problems involving perimeter
and area of compound shapes
accurately.
Creates regular shapes of
given perimeter and area.
Constructs irregular shapes with given

perimeter and area and uses these to create
problems.
Solves more complex real-life problems
involving perimeter and area of compound
shapes
Solve problems in
volume and
capacity
Solves simple problems in

volume and capacity including
the relationship between litres
and cubic centimetres, using a
variety of problem solving
strategies, with teacher's
assistance.
Selects appropriate units with
assistance.
Selects appropriate strategies to

solve problems in
volume/capacity and the
relationship between them,
appropriate units with little or
no assistance.
Creates and solves simple and

complex problems accurately
using the concepts of
volume/capacity with rates
involving time and money,
and other topic areas in
mathematics.
Investigates real life problems involving

volume and capacity and devises strategies for
and solves them.
Applies concepts of volume and capacity to
other curriculum areas.

will
Calculate radius
and diameter of
circle.
Sample Performance
Indicators
72
(Money Included)
END OF STANDARD - V
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Solves problems using a

variety of problem- solving
strategies involving weight/
mass, with assistance.
Selects appropriate units, with
assistance.
Selects appropriate strategies to

solve problems associated with
weight/mass, with little
assistance.
appropriate units, with little or
no assistance.
Creates and solves accurately,

simple and complex problems
associated with weight/mass
and other topic areas in
mathematics e.g. money.
Applies concepts of weight/mass to other

curriculum areas e.g. Science.
Investigates real-life situations e.g. market,
grocery and compares the weight of items to
the cost, to determine acceptable/nonacceptable rates.
Solve problems
involving time.
relationships among sub- units
of time and applies these to
problem solving situations,
Solves routine and non-routine

problems involving time and
other areas such as distance
and money, using a variety of
problem- solving strategies
Solves simple and complex

problems involving time and
distance/time and money etc.,
Applies principles of time to other curriculum

areas e.g. Social Studies and Science.
Applies knowledge and skills to solving real
life problems involving time and other factors.
Calculate sums
involved in hire
purchases.
Calculates sum of money due

to complete a hire purchase
agreement, with assistance.
Calculates the sums due on hire

purchase agreements for such
activities, but needs some
assistance.
Calculates, accurately, such

sums of money due on hire
purchase arrangements.
Comments on the
relationship, on installments
and repayment time.
Uses the results on hire purchase problems to

support the arguments for and against
purchases made through hiring or payment by
cash.
Use concept of
percentages in
money
transactions e.g.
sales, value added
tax, etc.
Uses percent in money

transactions with assistance but
shows little interest in how
these relate to real-life.
Solves problems involving

percent in many transactions,
but requires assistance.
Comments intuitively on the
transactions made.
Solves problems, efficiently,

involving percent and money.
Provides some reasons for
issues related to problems.
Uses the results of transactions involving

percent and money to comment on the issues
related to problems e.g. sales, gimmicks,
discounts, etc.
Solve problems
associated with
weight/mass.
Sample Performance
Indicators.
73
ACKNOWLEDGEMENT
This Draft Standards for Primary School Mathematics would not have been produced without commitment expertise and the effort of members of the Standards Team.
The Ministry of Education of Trinidad and Tobago wishes to express its sincere appreciation to the following individuals:-
6.
Mr. Stephen Quan Sooon

Consultant
Former Lecturer, School of Education UWI
St. Augustine.
Mrs. Farisha Ali-Bhola

Teacher.
Rio Claro Secondary School
Rio Claro.
Mrs. Jacqueline Pariag

Teacher,
Reform Presbyterian School
Mrs. Sitara Gardner

Mathematics Facilitator,
Ministry of Education.
Mrs. Rachael Aming-Attai

Teacher,
St. Joseph's Convent,
Port-or-Spain.
Mrs. Patricia Paul-Me David

Teacher,
Carapichaima Junior Secondary School,
Carapichaima.
Mr. Deonanand Harbukhan

Mathematics Facilitators
Ministry of Education.
Special thanks is extended to the Education Project Coordinating Unit who worked very diligently to prepare the Standards Document for publication.
74

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REPUBLIC OF TRINIDAD AND TOBAGO

For Primary School Mathematics

Considered as integral to improving the quality of the teaching and learning of

Provide the basis for adopting/modifying the learning outcomes and

Better prepare primary school students to meet the demands of secondary

SECTION 1 ASSESSMENT STRATEGIES

SECTION III CONTENT STRANDS

SECTION II COMPONENT MATHEMATICS LEARNING

Linkages: Calculators and Computers

Number sense and Numeration

SECTION IV ASSESSMENT STANDARDS

A Framework for the Primary' School Mathematics Standard Document (1998).

SECTION I: ASSESSMENT STRATEGIES

Recommendations for Student Assessment

Assessing what students know and how they think

Assessing what students do not know about mathematics.

Having assessment be an integral part of teaching

Having assessment be simply counting correct answers on

Focusing on a broad range of mathematical tasks

Focusing on a large number of specific and isolated skills

Developing problem situations that require the

Using exercises or word problems requiring only one or two

5. Using multiple assessment techniques, including

Using only written tests

6. Using calculations, computers, and manipulatives

Source: Curriculum and Evaluation Standards for School

use mathematical concepts and skills;

Observation is an engaging task and may require teachers to:-

plan well in advance what is to be observed;

formulate, organize, internalize and evaluate concepts, ideas and procedures;

change in disposition towards mathematics;

SECTION II: COMPONENTS OF MATHEMATICS LEARNING

Performance objectives; Pupils will:-

use problem solving approaches to investigate and understand mathematics content;

relate everyday language to mathematical language and symbols;

explain their thinking by use of examples, facts, relationships,

make connections among the various topics in mathematics;

Linking Mathematics to Calculators and Computers.

creating and solving problems;

Computers are powerful instructional tools.

SECTION III - CONTENT STRANDS

Number sense and numeration

NUMBER SENSE AND NUMERATION

ESTIMATION AND APPROXIMATION

PATTERNS AND RELATIONSHIPS

SECTION IV - ASSESSM ENT STANDARDS

Outcomes from the Primary School Mathematics Syllabus.

Characteristics of Pupils' Performance

Sample Performance Indicators

Interpretation of the Standards

Level II and III

Has a fair understanding of

Has a good understanding of

Has a sound understanding of the

The pupil:Recognizes and counts numbers but

Sequences numbers to 99 beginning

Sequences numbers with prompting

Sequences consecutive numbers

Recognizes number patterns.