A six years old learner is expected to be able to:

 

 

1. Apply addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using pictures or symbols, part – part – whole concept, and equations with a symbol for the unknown number to represent the problem.

 

 

 

 

2. Explain word problems for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. For example, Tom has 4 red cars and 3 yellow cars. How many cars he have in all?

 

 

 

 

3. Perform addition and subtraction using commutative and associative properties of operations as strategies. For example, means . (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

 

 

4. Discover subtraction as an unknown-addend problem. For example, subtract by finding the number that makes 9 when added to 5.

 

 

 

5. Discover that adding and subtracting a digit by 0 gives the same number. Apply adding and subtracting by 0 to solve real world mathematical problem. For example, two friends Sara and Hana are in Dubai Mall. Sara has Aed 10 and Hana didn’t bring any money with her. How much money they have to buy Baskin Robins ice cream?

 

 

 

6. Perform addition and subtraction by counting front or back using number line or models. (e.g., by counting on 2 to add 2).

 

 

 

 

7. Perform addition and subtraction within 20. Fluently add and subtract within 10.

 

 

 

8. Recognize the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, is the statement correct?

 

 

 

9. Analyze the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, find the unknown number that makes the equation correct.

 

 

 

10. Recognize one to one correspondence using lines to match. Discover the meaning of more or fewer. Describe how many more or fewer items are there. For example, there are 5 pencils and 9 sharpeners. How many more sharpeners are there?

 

 

 

11. Use counters, pictures to represent a number within 20. Identify the number that is represented using counter, picture and word form.

 

 

 

12. Count from any number that is less than 100 to 100. Read and write numerals till 100 and represent a number of objects with a written numeral in the range 0 – 100.

 

 

 

13. Recognize that the two digits of a two-digit number represent tens and ones. For example, 29 means 2 tens and 9 ones.

 

 

 

14. Compare two two-digit numbers based on meanings of the tens and ones digits by circling the word greater than or less than. Identify the numbers that are less than or greater than from a given number. Arrange the number in ascending or descending order. Apply ordering or comparing numbers in real life situation. For example, for a term exam Sara got 5 marks for math, 12 for English and 8 for science. Arrange the subject in order from least to greatest marks.

 

 

 

15. Perform addition within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Recognize that in adding two-digit numbers, one adds same place values; and sometimes it is necessary to compose a ten.

 

 

 

16. Discover one less or one more and 10 more or 10 less than a given two-digit number, without having to count; explain the reasoning used.

 

 

 

17. Perform subtraction of numbers that are multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; translate the strategy to a written method and describe the reasoning used.

 

 

 

18. Explore solid figures to classify curved, flat and curved and flat figures. Classify the solid figure as per the number of corners and number of flat surfaces. Recognize the corners and straight sides in a plane figure. Discover the shape using the given clues.

 

 

 

19. Combine two-dimensional shapes (rectangles, squares, trapezoids, triangles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to build a composite shape, and compose new shapes from the composite shape.

 

 

 

20. Recognize that congruent shape has same shape and same size. Identify congruent shapes from the given shapes.

 

 

 

21. Identify and draw the line of symmetry in a figure. Perform rotation (turns), reflection (flip) and translation (slide) in a figure. Identify the transformation performed in the given figures.

 

 

 

22. Divide circles and rectangles into two and four equal shares, define the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Recognize for these examples that decomposing into more equal shares creates smaller shares.

 

 

 

23. Apply give and follow the directions in real life situation. For example, from the school go right 4 and then left 2 you will reach your home.