THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

MATHEMATICS SYLLABUS FOR PRIMARY SCHOOL EDUCATION

STANDARD III-VI
2023

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© Tanzania Institute of Education 2023
First Edition 2023

ISBN: 978-9987-09-858-3

Tanzania Institute of Education

Mikocheni Area
132 Ali Hassan Mwinyi Road
P. O. Box 35094
14112 Dar es Salaam

Mobile numbers: +255 735 041 168 / 735 041 170

E-mail: director.general@tie.go.tz
Website: www.tie.go.tz

This Syllabus should be cited as: Ministry of Education, Science and Technology (2023). Mathematics Syllabus for Primary
Education Standard III - VI. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by
any means whether electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the
Tanzania Institute of Education.

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 Table of Contents
List of Tables........................................................................................................................................................................ iv
Abbreviations .................................................................................................................................................................... v
Acknowledgements............................................................................................................................................................... vi
1.0 Introduction................................................................................................................................................................. 1
2.0 Main Objectives of Education in Tanzania.................................................................................................................. 1
3.0 Objectives of Primary Education............................................................................................................................... 2
4.0 General Competences for Primary Education....................................................................................,........................ 2
5.0 Main and Specific Competences................................................................................................................................ 3
6.0 Roles of Teacher, Pupil and Parent/Guardian in the Teaching and Learning............................................................. 4
6.1 The teacher............................................................................................................................................................ 4
6.2 The Pupil............................................................................................................................................................... 5
6.3 Parent/Guardian.................................................................................................................................................... 5
7.0 Teaching and Learning Methods................................................................................................................................ 5
8.0 Teaching and Learning Resources/materials.............................................................................................................. 6
9.0 Assessment................................................................................................................................................................. . 6
10.0 Number of Periods....................................................................................................................................................... 6
11.0 Teaching and Learning Content.................................................................................................................................... 7
Standard III........................................................................................................................................................................... 8
Standard IV..................................................................................................................................................................;........ 16
Standard V....................................................................................................................................................................;...... 20
Standard VI.....................................................................................................................................................................;... 28
Bibliography..................................................................................................................................................................;..... 34

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 List of Tables

Table 1: Main and specific competences........................................................................................................................... 3

Table 2: Contents for Standard III.................................................................................................................................... 8
Table 3: Contents for Standard IV................................................................................................................................... 16
Table 4: Contents for Standard V...................................................................................................................................... 20
Table 5: Contents for Standard VI.................................................................................................................................. 28

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 Abbreviations

GCF Greatest Common Factor

LCM Lowest Commnon Multiple
TSL Tanzania Sign Language
ICT Information and Communication Technology
TIE Tanzania Institute of Education

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 Acknowledgements

The writing of the Mathematics Syllabus for Primary Education Standard III–IV involved various experts from both governmental
and non-governmental institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who
participated in the writing of this syllabus, namely curriculum developers from TIE, lecturers, tutors, school quality assurance
officers, teachers and experts from civil society organisations. The Institute is also grateful to the National Technical Committee
that was formed by the Minister for Education, Science and Technology for coordinating the curriculum review process for pre-
primary, primary, secondary and teacher education. The Committee discharged its responsibilities professionally by ensuring
that the contents of this syllabus are in line with the main objective of the 2023 curricular review, which is to ensure that the
graduates acquire skills, knowledge and attitude that will enable them to create self-employment, employ others, be employed
and able to sustain themselves.

Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and
distribution of this syllabus.

Dr Aneth A. Komba
Director General
Tanzania Institute of Education

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 1.0 Introduction
Mathematics is a compulsory subject for Primary Education pupils from Standard III to VI. The aim of teaching this subject
is to enable the pupil have the ability to demonstrate mastery of elementary mathematical skills and mastery of elementary
mathematical applications. In addition, this subject will enable the pupil demonstrate understanding of concepts and various
mathematical skills including concept of numbers, basic numerical operations, measurements, financial mathematics and
mathematics of time. The pupil will also be able to have understanding of elementary statistics and its applications, algebra,
mathematical skills, and geometry. In general, the pupil will develop the ability to think logically in interpreting and solving
problems in his or her environment.

This Syllabus has been prepared with the aim of guiding the teacher in the teaching and learning of Mathematics Standard
III-VI in Tanzania Mainland. The Syllabus interprets the competences indicated in the 2023 Primary Education Curriculum.
It provides information that will enable teachers to plan their teaching processes effectively and help learner to develop the
intended competences. In addition, the Syllabus will enable the teacher to plan teaching and learning activities that build the
pupil’s skills of curiosity, creativity, cooperation, critical thinking, problem solving and communication

2.0 Main Objectives of Education in Tanzania

The main objectives of providing education in Tanzania are to enable every Tanzanian to:
(a) Develop and improve his or her personality so that he or she values himself or herself and develops self-confidence;
(b) Respect the culture, traditions and customs of Tanzania; cultural differences; dignity; human rights; attitudes and
inclusive actions;
(c) Apply science and technology, creativity, critical thinking, innovation, cooperation, communication and positive
attitudes for his or her development and the sustainable development of the nation and the world at large;
(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty,
accountability and the national language;
(e) Develop life and work-related skills to increase efficiency in everyday life;

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 (f) Develop a habit of loving and valuing work to increase productivity and efficiency in production and service provision;
(g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality, as well
as the management and sustainable conservation of the environment; and
(h) Develop national and international cooperation, peace and justice in accordance with the Constitution of the United
Republic of Tanzania and international conventions.

3.0 Objectives of Primary Education

The objectives of Primary Education Standard III─VI are to:
(a) Develop reading, writing, and arithmetic skills, communicate fluently, using Tanzanian Sign Language (TSL) and
tactile communication;
(b) Master, appreciate and use Kiswahili and English Language and at least one other foreign language;
(c) Appreciate and maintain Tanzanian culture, and national unity and recognising other people’s cultures;
(d) Develop knowledge, the ability to inquire, think critically, design and solve problems.
(e) Promote moral values, integrity, and respect for differences of /in faith;
(f) Identify and develop talents, gifts, work skills, sports and arts;
(g) Develop the habit of appreciating/valuing and loving work;
(h) Recognise and use science and technology in learning and daily life;
(i) Develop knowledge, skills and inclination to take care of the environment, respect gender equality and other cross-
cutting issues; and
(j) Develop the ability to socialise in an inclusive environment.

4.0 General Competences for Primary Education

The general competences for Primary Education, Standard III─VI are to:
(a) Develop reading, writing, and arithmetic skills and communicate fluently using Tanzanian Sign Language (TSL) and
tactile communication;

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 (b) Use and appreciate Kiswahili and English Language. Also, a student should be encouraged to develop competence in
at least one other foreign language depending on the school situation;
(c) Appreciate and maintain Tanzanian culture and national unity and acknowledge other people’s cultures;
(d) Develop knowledge, inquisitive mind, critical thinking, creativity and problem-solving skills;
(e) Promote ethics, integrity, and respect for differences in faith;
(f) Identify and develop talents, gifts, work skills, sports and arts;
(g) Develop the habit of valuing and loving work;
(h) Recognise and use science and technology in learning and daily life;
(i) Develop knowledge, skills and attitude towards taking care of the environment and respect gender equality, as well as
other cross-cutting issues; and
(j) Develop the ability to interact in an inclusive environment.

5.0 Main and Specific Competences

Mathematics Sylabus for Primary Education Standard III-VI has main and specific competences as presented in Table 1.
Table 1: Main and specific competences
Main Competences Specific Competences
1.0 Demonstrate mastery of elementary 1.1 Demonstrate an understanding of the concept of numbers
mathematical skills 1.2 Demonstrate an understanding of basic numerical operations
1.3 Demonstrate an understanding of measurements
1.4 Demonstrate an understanding of elementary geometry
1.5 Demonstrate an understanding of elementary mathematical skills
1.6 Demonstrate an understanding of algebra
2.0 Demonstrate mastery of elementary 2.1 Demonstrate an understanding of the mathematics of time
application of mathematics 2.2 Demonstrate an understanding of financial mathematics

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6.0 Roles of Teacher, Pupil and Parent/Guardian in the Teaching and Learning
A good relationship between a teacher, pupil and parent or guardian is fundamental to ensuring successful learning. This section
outlines the roles of each participant in facilitating effective teaching and learning mathematics subject.

6.1 The Teacher

The teacher is expected to:
(a) Help the pupil to learn and acquire the intended competences in mathematics;
(b) Use teaching and learning approaches that will allow the pupil with various needs and abilities to;
i. develop the competences needed in the 21st century;
ii. actively participate in the teaching and learning process;
(c) Use learner centred instructional strategies that make the pupil a centre of learning including those which allow
pupils to think, reflect and search information from various sources. Other strategies include practical work, research,
scientific experiments, group discussion and project works. Projects should be those which are geared toward
proposing solutions to real life problems;
(d) Create a friendly teaching and learning environment;
(e) Prepare and improvise teaching and learning resources;
(f) Conduct formative assessment regularly by using tools that assess theory and practice including brainstorming,
checklist, experiments, questionnaire, face to face questions, classroom exercises, individual and group practical,
projects and portfolio. Other tools include tests, classroom presentations, mid-term, term and annual examinations;
(g) Treat all pupils equally irrespective of their differences;
(h) Protect the pupil while at school;
(i) Keep track of the pupil’s daily progress;
(j) Identify individual pupil’s needs and provide the right intervention;
(k) Involve parents/guardians and the society at large in the pupil’s learning process; and
(l) Integrate cross-cutting issues and ICT in the teaching and learning process.

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6.2 The Pupil
The pupil is expected to:
(a) Develop the intended competences by participating in various learning activities inside and outside the classroom;
(b) Actively engage in the teaching and learning process; and
(c) Participate in the search for knowledge from various sources, including textbooks, reference books and other publications
in online libraries.

6.3 Parent/Guardian
Parent/Guardian is expected to:
(a) Managing and monitoring the child’s progress in learning;
(b) Supervising the child to carry out his or her duties where possible;
(c) Ensuring that the home environment is friendly and safe that facilitates learning
(d) Monitoring the behavior of the child;
(e) Provide the child with all the equipment needed in learning;
(f) Ensuring the student gets the necessary needs; and
(g) Teaching the child about the importance and value of education as well as encouraging him or her to study hard.

7.0 Teaching and Learning Methods

This Syllabus emphasizes the use of learning and teaching methods that aim to enable the pupil to be the centre of learning
and the teacher to be the facilitator. The teacher will use a collaborative and integrated approach in the entire learning process
taking into account the age, different needs and abilities of the student. Those methods are those that enable the pupil to think
outside the box, seek knowledge from various sources, investigate things in the environment, compare, plan, translate, present,
do mathematical operations and use ICT to achieve learning.

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8.0 Teaching and Learning Resources/materials
Learning and teaching resources/materials should be interactive and meet the needs, age and abilities of the pupil. The teacher
should ensure that the pupil gets a chance to see, hear and handle the resources/materials during teaching and learning. Teaching
and learning materials should help the pupil understand what is being taught. In addition, the teacher is advised to use the
materials available in the environment around him or her, as well as textbooks, supplements and other teaching and learning
materials that have been approved by the Tanzania Institute of Education (TIE). Some of the materials that will be used to
facilitate teaching and learning are suggested in one of the columns of the teaching and learning content in Table 2.

9.0 Assessment
Assessment is an important process in the teaching and learning of mathematics to facilitate the construction of the intended
competences. Assessment of the Mathematics subject will include continuous assessment and final assessment. Continuous
assessment will consider the criteria defined in each learning activity and will enable the teacher to determine the pupil’s
ability and need in learning. In addition, the teacher will aim to measure changes in knowledge, skills and the tendency to act,
appreciate, narrate and use the skills he or she learns in the environment around him or her. Likewise, the teacher will use the
test information to improve teaching and enable the student to achieve the learning goal. Assessment tools that can be used
during teaching and learning are brainstorming, checklists, class exercises, tests, practical tests, quizzes, face-to-face questions,
exercises, practical work (individual work and group work), project work, portfolio and other such tools.

Final assessment will include weekly, monthly, semester and annual examination that will be used to measure student learning
progress. Information from this assessment, along with being used to evaluate student progress, will be used to provide
feedback to facilitate teaching and learning. There will be a national assessment in Standard Six that will contribute to the
score 7.5 in the Form Four National Examinations.

10.0 Number of Periods

The Mathematics Syllabus for Primary Education provides an estimate of the time that will be spent in teaching and learning
based on the weight of specific skills and activities to be performed by the pupil. These time estimates are based on a period
system where each period is 40 minutes. The number of periods for this subject is six (6) per week.

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11.0 Teaching and Learning Content
Mathematics Syllabus for Primary Education contains content that is organised into seven components which are the main
competences, specific competences, learning activities, recommended methods, testing criteria, suggested resources and the
number of periods. The content is shown in Table No. 2 to 5.

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 Standard III
Table 2: Contents for Standard III
Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
1.0 Demonstrate 1.1 Demonstrate an (a) Recognise Examples from The value of a Cards of digits 52
mastery of understanding the value of a Materials: Guide digit in from 1 to 9
elementary of the concept digit in a pupils, using materials multi-digit and 0, abacus,
mathematical of numbers multi-digit like learning tablets whole number is number tray,
skills whole with digits from 1 to 9 recognised and online
number and 0, through creating programmes
multi-digit numbers related to value
and putting values on of a digit in
each digit multi-digit
Questions and whole number
discussion: Guide
pupils through
recognising the value
of a digit in
multi-digit whole
number
(b) Read and Group discussion: Multi-digit whole Cards of digits
write Guide the pupils numbers are from 1 to 9
multi-digit through discussion on correctly read and 0, abacus,
reading and writing and written number tray and
whole checklist
numbers multi-digit whole
numbers

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 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
(c) Compare Examples from Whole numbers Whole number
whole real objects: are correctly cards, abacus,
numbers Guide pupils through compared number tray and
using symbols using real objects checklist
=, <, and > comparing whole
numbers and using
correct comparison
symbols =, <, and >
(d) Identify Group discussion: Sequence Counters,
sequences Guide pupils through of whole abacus,
in whole identifying sequences numbers is number tray
numbers of whole numbers by correctly and checklist
providing examples identified and online
from real life situations, programmes
related to
and discussing several identifying
questions on sequences sequences in
in whole number whole numbers

1.2 Demonstrate (a) Addition and Group discussion: Addition and Counters, 30
an subtraction Guide pupils subtraction of Abacus, number
understanding of whole through addition and whole numbers tray, and online
of basic numbers subtraction of whole is performed programmes
numerical numbers while drawing correctly related to
operations examples from real life addition and
situations subtraction of
whole numbers

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 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
1.3 Demonstrate (a) Recognise Practical exercises: Measurements Measurement 22
an measurements Lead pupils in groups of length, mass chart, ruler,
understanding of length, to practice measuring and volume tape measure,
of mass and different objects and are recognised scale, flask,
measurements volume identifying their units. accurately beaker,
Thereafter, each group measuring
presents its findings in cylinder, string,
class jug, cup and
bucket
1.4 Demonstrate (a) Explain the Group discussion: The concept of Drwan figures,
an concept of Guide pupils thyrough shape is clearly photos, real
understanding shape explaining the concept explained objects, fabrics
of elementary of shape of different
geometry shapes, cards
Craft: Guide pupils of differents
through making shapes
different shapes to and online
explain the concept of programmes
shapes and identifying related to
their characteristics explaining
the concept of
shapes

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 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
(b) Explain a Example from real Concept of a Drawn figures, 30
point, line, objects: Lead pupils point, line, line photos, real
line segment, to explain the concept segment and a objects,
and a ray of point, line, line ray are correctly mathematical
segment and a ray on explained set, ruler,
real objects manila
cards and marker
pens

(c) Construct Object diagrams: Plane figures Drawn figures,

plain figures Guide pupils through are accurately photos, real
using points, constructing plane constructed using objects,
lines and line figures using points, point, line and mathematical
segments lines and line segments line segment set, ruler,
manila
cards, and
marker pens and
box

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 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
1.5 Demonstrate (a) Use division Object diagrams: The concept Physical objects, 26
an of objects to Guide pupils of fraction is manila cards,
understanding explain the through using simple clearly explained and online
of elementary concept of diagrams to explain using division of programmes
mathematical fraction the concept of objects related
skills fractions explaining
Practical exercises: the concept of
Lead pupils to practice fractions
using division of real
objects like fruits,
cakes and sugarcane to
explain the concept of
fraction
(b) Addition and Group discussion: Operations of Physical objects,
subtraction Guide pupils through addition and manila card,
of fractions adding and subtracting subtraction and online
of the same fractions of the same of fractions programmes
denominator denominator using of the same related to
real objects and online denominator addition and
programmes related to are performed subtraction
addition and subtraction correctly of fractions
of fractions of the same of the same
denominator denominator

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 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
2.0 Demonstrate 2.1Demonstrate an (a) Describe units Group discussion: Units of Calendar, 36
mastery of understanding of measuring Guide pupils through measuring time is clock, time
elementary of the time describing units of clearly described measurement
measuring time in real chart, and online
application of mathematics of situations showing programmes
mathematics time examples of activities related to units
related to time in of measuring
everyday life time
(b) Describe time Real examples: Time in Clock, time
in 12-hour Guide pupils through 12-hour format measurement
format describing time in 12- is accurately chart, and online
hour format using real described programmes
objects such as clocks related to
and time charts describing time
Games and learning in 12-hour
activities: Guide format
pupils through
describing time in
12-hour format while
playing games
(c) Describe time Real examples: Time in Clock in 24-hour
in 24-hour Guide pupils through 24-hour format format, time
format describing time in 24- is accurately measurement
hour format using real described number chart, and online
objects such as clocks of hours in a day, programmes
and time charts days in a week, related to
weeks describing time
in 24-hour
format
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 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
(d) Recognise Example of physical in a month, Calendar, clock
number of objects: Guide pupils months in and time chart
hours in a through recognising a year are showing number
day, days in a number of hours in a correctly of hours in a
week, weeks day, days in a week, recognised day, days in a
in a month, weeks in a month, week, weeks
months in a months in a year using in a month and
year real objects such as months in a year
calendars and clocks

2.2 Demonstrate an (a) Recognise the Example from The denomination Real Tanzanian 38
understanding denomination real objects: Guide of Tanzanian currency
of financial of Tanzanian pupils in recognising currency in (coins and
mathematics currency in the domination of shillings and notes) photos
shillings and Tanzanian currency in cents is clearly of Tanzanian
cents shillings and cents recognised currency,
banknotes
specimen made
of papers, and
chart of money
measurement

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 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning criteria resources of
methods periods
(b) Addition and Discussion and real Operations of Real currency
subtraction examples: Guide addition and (coins and
of Tanzanian pupils through adding subtraction of notes),
currency and subtracting amounts of banknotes
amounts of money money in specimen made
in shillings and cents shillings and of papers, cards
using real currency cents are in different
performed values of
correctly Tanzanian
coins, and
chart of money
measurements

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 Standard IV
Table 3: Contents for Standard IV
Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences Activities and learning criteria resources of
methods periods
1.0 Demonstrate 1.1 Demonstrate an (a) Recognise Real objects: Guide Roman Number 12
mastery of understanding Roman numbers pupils through numbers are cards, charts
elementary of the concept (up to M) demonstrating different correctly of roman
mathematical of numbers applications of roman recognised numbers,
skills numbers (up M) in real roman number
life using real objects watches and
such as watches, clocks
clocks, tables and
books
1.2 Demonstrate an (a) Multiplication Online Whole Multiplication 26
understanding and division of programmes: numbers are chart, number
of basic whole numbers Guide pupils through correctly tray, online
numerical multiplication and multiplied and programmes
operations division of whole divided related to
numbers using multiplication
online programmes and division
of whole
Scenarios: Guide
numbers,
pupils through
Calculators
scenarios to multiply
and abacus
and divide whole
numbers

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 Main Specific Learning Suggested teaching Assessment Suggested Number
Activities and learning criteria resources of
competences competences methods periods
1.3 Demonstrate (a) Convert Real objects: Guide Various Measurement 38
an between pupils through discussing components chart, rulers, tape
the various and converting between of the measure, weighing
understanding components
of the the various components measures of balance, bottles,
of
measures of of measures of length, length, mass, beakers, cylinders,
measurements mass, and volume of and volume rope, mathematical
length, mass,
and volume real objects using digital are correctly set and online
(millimetres weighing balance converted programmes related
to kilometres, to converting
miligrams to
tonnes, and measures of length,
millilitres to mass and volume
litres)
(b) Addition and Real objects: Guide Addition and Measurement chart,
subtraction of students through addition subtraction of rulers, tape measure,
measurements and subtraction of measurement weighing balance,
for length,
for length, mass measurement for length, mass and bottles, beakers,
and volume mass and volume of real volume are cylinders, rope and
objects correctly mathematical set
performed
1.4 Demonstrate (a) Calculate the Real objects: Guide Perimeters Real objects like 32
an perimeters and areas pupils through and areas of board and tables,
understanding of plane figures calculating the perimeters plane figures various plane
of elementary and areas of plane figures are calculated figures made of
(rectangle, square manila cards,
geometry and triangle) of real objects and correctly
calculation of perimeters photos, and online
programmes related
and areas of plane figures to calculating
questions perimeters and areas
of plane figures

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 Main Specific Learning Suggested teaching Assessment Suggested Number
Activities and learning criteria resources of
competences competences methods periods

1.5 Demonstrate (a) Compare Questions and Comparing Real objects, 66

an fractions by discussions: Guide fractions by different coloured
understanding using =, <, pupils through using =, <, and objects, equality
of elementary and > signs comparing fractions by > is performed and inequality
mathematical using =, < and > signs correctly signs chart,
skills and online
programmes
related to
comparing
fractions
(b) Multiplication Questions and Multiplication Real objects
and division discussions: Guide and division like fruits and
of fractions pupils through of fractions sweets, objects
multiplication and are correctly drawn papers,
division of fractions performed fraction number
cards, and online
programmes
related to
multiplication
and divisions of
fractions
(c) Explain the Questions and Concept of Decimal
concept of discussions: Guide decimals is number charts,
decimals pupils through explained real objects,
explain the concept of correctly and online
decimals programmes
related to
decimals
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 Main Specific Learning Suggested teach- Assessment Suggested Number
Activities ing and learning criteria resources of
competences competences methods periods

(d) Addition and Questions and Addition and Decimal number

subtraction of discussions: subtraction charts, real
decimals Guide pupils of decimals objects, and online
through addition are performed programmes related
and subtraction of correctly to addition and
decimals subtraction of
decimals
2.0 Demonstrate 2.1 Demonstrate an (a) Convert Real objects: Guide Measures of Clocks, watches, 34
mastery of understanding between the pupils through time between clock specimen,
elementary of the components of converting time using their component time unit chart, and
application mathematics of measures of digital watches are correctly online programmes
of time time (seconds converted related to time and
mathematics to hours) their components
(b) Addition and Questions and Addition and Clock and online
subtraction of Discussions: Guide subtraction of programmes related
time pupils through time is done to addition and
addition and correctly subtraction of time
subtraction of time
2.2 Demonstrate an (a) Multiplication Questions and Multiplication Real money 26
understanding and division discussions: Guide and division (coins and notes),
of financial of Tanzanian pupils through of Tanzanian money unit
mathematics
currency multiplication and currency is chart and online
division of Tanzanian performed programmes related
currency correctly to multiplication
and division of
Tanzanian currency

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 Standard V

Table 4: Contents for Standard V

Main Specific Learning Suggested teaching Assess- Suggested Number
Competences Competences and learning ment cri- resources of
activities methods teria periods
1.0 Demonstrate 1.1 Demonstrate an (a) Multiplication Group discussion: Measurements Measurements 44
mastery of understanding of of Guide pupils through for length, for length,
elementary measurements measurements multiplication of mass and weight and
mathematical for length, measurements for volume are volume charts
skills mass and length, mass and correctly and online
volume volume multiplied programmes
related to
multiplication
of
measurements
for length,
mass and
volume
(b) Division of Group discussion: Measurements Measurements
measurements Guide pupils for length, for length,
for length, though division mass and mass and
volume charts,
mass and of measurements volume are and online
volume for length, mass correctly programmes
and volume using divided related to
examples division of
measurements
for length,
mass and
volume

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Main Specific Learning Suggested teaching Assess- Suggested Number
Competences Competences and learning ment cri- resources of
activities methods teria periods
1.2 Demonstrate an (a) Explain the Real objects: Guide Concept of pi Circular 62
understanding concept of pi pupils though is correctly figures. String,
of elementary explaining the concept explained ruler, manila
of pi using real card, maker
geometry circular objects pen, and
Project: Guide pupils mathematical
though calculatingthe set and online
value of pi using real programmes
circular objects of a related to
circle concept of pi
(b) Calculate the Real objects: Guide The Circular
circumference of a pupils though circumference figures, string,
circle explaining the of a circle ruler, manila
concept of pi by
using real circular is correctly card, maker
objects calculated pen, and
Group discussion: mathematical
Guide pupils set
through using
examples to calculate
circumference of a
circle
(c) Calculate the area Real objects: Guide Area of a circle Circular
of a circle pupils through is correctly figures,
calculating the area calculated string, ruler,
of a circle by using manila card,
real circular objects maker pen,
mathematical
Online programmes: set and online
Guide pupils through programmes
calculating the area related to
of a circle by using calculating
digital programmes area of a circle

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Main Specific Learning Suggested teaching Assessment Suggested Number
Competences Competences activities and learning criteria resources of
methods periods
1.3 Demonstrate (a) Identify even, Questions and Even, odd Even, odd and 68
an odd and prime answers: Guide and prime prime number
understanding numbers pupils through numbers are cards and online
of elementary discussions to identify correctly programmes
of even, odd and prime identified related to even,
mathematical numbers odd and prime
skills Online programmes: numbers
Guide pupils through
digital learning to
identify even, odd and
prime numbers
(b) Calculate Questions and Factors and Number cards,
factors and discussion: Guide multiples of number tray,
multiples of pupils through numbers not and online
calculating the factors exceeding programmes
numbers not related to factors
exceeding and multiples three digits
of numbers not are correctly and multiples
three digits of numbers not
exceeding three calculated exceeding three
digits
(c) Calculate Questions and Lowest Number cards,
the Lowest discussion: Guide Common number tray
Common pupils through Multiple (LCM) and online pro-
Multiple calculating the Lowest and Greatest grammes related
(LCM) and Common to LCM and
Greatest Common Multiple
(LCM) and Greatest Factor (GCF) of GCF
Common whole numbers
Factor (GCF) Common Factor
of whole are correctly
(GCF) of whole calculated
numbers numbers

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Main Specific Learning Suggested teaching Assess- Suggested Number
Competences Competences activities and learning ment resources of
methods criteria periods
(d) Addition and Questions and Fractions Real objects,
subtraction discussion: Guide with different example of
of fractions pupils through denominators are addition and
with different addition and correctly added subtraction of
denominators subtraction of and subtracted fraction chart,
fractions with and online
different denominator programmes
related to
Online programmes: addition and
Guide pupils through subtraction
adding and subtracting of fraction
fractions with different with different
denominators denominator
(e) Addition and Real objects: Guide Mixed fractions Different
subtraction of pupils through are correctly denominator
mixed fractions addition and added and fraction cards,
subtraction of mixed subtracted real objects,
fractions using real and omline
objects programmes
Online programmes: related to
Guide pupils through addition and
adding and subtracting subtraction of
mixed fractions using mixed fractions
online programmes
(f) Multiplication Questions and Decimals Real objects
of decimals discussion: Guide are correctly and online
pupils through multiplied programmes
multiplication of related to
decimals multiplication
of decimals

23
Main Specific Learning Suggested teaching Assessment Suggested Number
Competences Competences activities and learning criteria resources of
methods periods
(g) Divide Real examples: Decimals to Examples
numbers to Guide pupils through get answer of division
obtain an dividing decimals with no more of number
answer with to get answer with than three to obtain
no more than no more than three decimal places decimal
three decimal decimal places by are correctly chart,
places using various tools divided abacus and
and real objects and online
Questions and programmes
answers: Guide pupils related to
through dividing dividing
decimals to get answer numbers to
with no more than obtain an
three decimal places answer with
no more than
three decimal
places
(h) Convert Real objects: Guide Percentages Various
percentages pupils through into fractions percentage
into fractions converting percentages and decimals cards, abacus
and decimals into fractions and are correctly and online
decimals using real identified programmes
objects realated
Questions and to convert
answers: Guide pupils percentages
through converting into fractions
percentages in and decimals
fractions and decimals

24
Main Specific Learning Suggested teaching Assessment Suggested Number
Competences Competences activities and learning criteria resources of
methods periods
1.4 Demonstrate (a) Explain the Real objects: Guide Concept of Alphabet chart, 54
an elementary concept of pupils through algebra is abacus, alphabet
understanding algebra explaining the concept correctly cards and online
of algebra of algebra explained programmes
related to
algebra

(b) Identify term, Questions and Term, variables, Term, variables,

variables, and answers: Guide and coefficients and coefficients
coefficients pupils through of algebraic chart, term,
in algebraic identifying term, expressions variables, and
expressions variables and are correctly coefficients
coefficients of identified cards and
algebraic expressions online
programmes
related to
algebra
(c) Write algebraic Questions and Algebraic Algebraic
equations discussions: Guide equations are expression
pupils through correctly written chart, alphabet
writing algebraic chart and online
equations

25
Main Specific Learning Suggested teaching Assessment Suggested Num-
Competences Competences activities and learning criteria resources ber of
methods peri-
ods
programmes
related to
writing
algebric
equations
(d) Simplify Questions and Algebraic Alphabet
algebraic discussions: Guide expressions chart, abacus,
expressions pupils through using the right number tray
using the right simplifying algebraic sequence of and online
sequence of expressions using mathematical programmes
mathematical the right sequence of operations related to
operations mathematical operations are correctly Simplify
related to real life simplified algebraic
expressions
(e) Calculate Real objects: Guide Simple Alphabet
simple pupils through using real algebraic chart, cards,
equations objects to calculate simple equations sticks, abacus,
algebraic equations are correctly number tray
calculated and online
programmes
related to
calculating
simple
equations
26
Main Specific Learning Suggested teaching Assessment Suggested Num-
Competences Competences activities and learning criteria resources ber of
methods peri-
ods
2.0 Demonstrate 2.1 Demonstrate (a) Solve Games: Guide pupils Problems Money 12
mastery of an problems through solving involving sale (specimen),
elementary understanding involving sale problems involving and purchase real money,
application of financial and purchase sale and purchase using correctly solved various
of mathematics money specimen or objects,
mathematics playing cards and online
Group discussion: programmes
Guide pupils through reletaed
solving problems to solving
involving sale and problems
purchase then each group involving sale
present to the class. and purchase

27
 Standard VI

Table 5: Contents for Standard VI

Main Specific Learning Suggested Teaching Assessment Suggested Number
competences Competences Activities and Learning Methods Criteria Resources of
Periods
1.0 Demonstrate 1.1 Demonstrate an (a) Solve Drawn examples from Problems Clock, simple 18
mastery of understanding problems real objects: Guide involving maps, tape
elementary of involving pupils through solving distance measure, online
mathematical measurements distance and problems involving and time are programmes
skills time distance and time using adequately ralated to
real objects solved solving problems
Group discussion: involving
Guide pupils through distance and time
discussing questions
on solving problems
involving distance and
time
1.2 Demonstrate an (a) Calculate Drawings of objects: Area and Real objects, 102
understanding the area Guide pupils through volume photos, drawings
of elementary and volume calculating surface areas of three- of objects on
geometry of three and volumes of three- dimensional manila cards,
dimensional dimensional figures figures are marker pen,
figures using drawings in boards correctly box, and online
(rectangular and manila cards calculated programmes
parallelepiped, related to
square calculating
parallelepiped the area and
and cylinder) volume of three–
dimensional
figures
28
Main Specific Learning Suggested Teaching Assessment Suggested Number
competences Competences Activities and Learning Criteria Resources of
Methods Periods
(b) Calculate Drawings of objects: Degree of Protractors,
degree of Guide pupils through angles in manila cards
angles in calculating degrees of plane figures with drawings
plane figures angles in plane figures are correctly of objects,
(triangle, using drawings of calculated and online
rectangle and objects on boards and programmes
circle) manila cards related to
calculating
degree of angles
in plane figures

(c) Describe Drawings of objects: Types of Protractors,

types of Guide pupils through triangles and manila cards,
triangles and using drawings of Pythagoras’ marker pens,
Pythagoras’ triangular objects theorem are and online
theorem on board and manila correctly programmes
cards to describe described related to
types of triangles and describing types
formula of Pythago- of triangles and
ras’ theorem Pythagoras’
theorem

29
Main Specific Learning Suggested Teaching Assessment Suggested Number
competences Competences Activities and Learning Methods Criteria Resources of
Periods
1.3 Demonstrate (a) Calculate Group discussion: Lead The square Number chart 52
an the square the pupils’ discussion on of a number and symbol of
understanding of a number calculating square of a is correctly squares, online
of elementary number calculated programmes
mathematical related to
skills calculating the
square of a
number
(b) Calculate Group discussion: Square root Number chart
the square Guide pupils through of a number and symbol
root of a calculating the square is calculated of square
number root of a number correctly roots, online
programmes
related to
calculating the
square root of a
number
(c) Explain the Real examples: Concept of Coloured papers,
concept of Guide pupils through integers is coloured learning
integers explaining the concept correctly tablet,money,
of integers using real explained books, pens and
examples counters

30
Main Specific Learning Suggested Teaching Assessment Suggested Number
competences Competences Activities and Learning Methods Criteria Resources of
Periods
(d) Perform Games and learning Operations Number tray
operations activities: Guide pupils with integers number chart,
in integers through using different are correctly abacus and online
coloured cards to play performed programmes related
a game of comparing to performing
cards to perform basic mathematical
operations in integers operations in
while considering zero integers
pair
Questions and
discussions:
Guide pupils
throughdiscussion on
performing operations
in integers

31
Main Specific Learning Suggested Teaching Assessment Suggested Number
competences Competences Activities and Learning Methods Criteria Resources of
Periods

2.0 Demonstrate 2.1 Demonstrate (a) Explain the Group discussion: Concept of Groups of 62
mastery of an concept of Guide pupils through statistics mixed objects,
elementary understanding statistics collecting and listing is clearly maps showing
application of elementary objects in order using explained real statistics,
of statistics and mixed object groups geographical
mathematics its applications Practical exercises: illustrations
Guide pupils through explaining
practising drawing statistical
statistical diagrams information from
showing various data different places,
photo and video
showing data
and statistical
information

32
Main Specific Learning Suggested Teaching Assessment Criteria Suggested Number
Competences Competences Activities and Learning Methods Resources of
Periods
(b) Find the Real examples: Guide The mean, median Groups of
mean, pupils through finding and mode of different
median and average, median and ungrouped data is objects,
mode of mode of ungrouped correctly calculated and online
ungrouped data programmes
data related to
Online programmes:
finding mean,
Guide pupils through
median and
using online programs to
modes of
find average, median and
ungrouped data
mode of ungrouped data
(c) Interpretation Real examples: Data in statistical Real statistical
and Guide pupils through diagrams are correctly data charts
presentation interpreting and interpreted and in pie and
of data using presenting information in presented histograms,
statistical a pie chart and histogram online
diagrams using real data programmes
(pie related to
Project: Guide pupils
charts and creating charts,
through finding various
histograms) graphs, and
information in the
geographical
community and present
drawings
that information in a pie
showing
charts and histograms
statistical
information

33
 Bibliography

Cambridge Assessment International Education (2020). Curriculum framework: Cambridge Primary Mathematics 0096.
Cambridge Assessment International Education.
Mauritius Institute of Education (2015). National curriculum framework grades 1 to 6. Ministry of Education and Human
Resources, Tertiary Education and Scientific Research.
National Curriculum Development Center (NCDC) (2005). Mathematics curriculum for upper primary education (P4, P5,
P6). Ministry of Education.
Tanzania Institute of Education. (2020). Mathematics syllabus for primary school education standard III-VII. Ministry of
Education, Science and Technology.
Tanzania Institute of Education (2020). Mathematics pupil’s book standard seven. Tanzania Institute of Education.
Tanzania Institute of Education (2019). Mathematics pupil’s book standard six. Tanzania Institute of Education.
Tanzania Institute of Education (2018). Mathematics pupil’s book standard five. Tanzania Institute of Education.
Tanzania Institute of Education (2018). Mathematics pupil’s book standard four. Tanzania Institute of Education.
Tanzania Institute of Education (2018). Mathematics pupil’s book standard three. Tanzania Institute of Education.
Tanzania Institute of Education (2016). Teacher’s guide for teaching mathematics subject. Tanzania Institute of Education.

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