Sindh Education Students SESLOAF

Learning Outcome Mathematics

Assessment Framework Grade I-V

Developed by
Provincial Education Assessment Centre (PEACe)
Bureau of Curriculum and Extension Wing Sindh Jamshoro

In Collaboration with
European Union & British Council
Karachi

1
 Acknowledgements

We wish to thank the members of Sindh Education Students Learning Outcome

Assessment Framework (SESLOAF) capacity building, design and expert review workshop for
their active participation and assistance in designing, development and review of the SESLOAF
for their specific school subjects and grade levels.

Also the generous and continuing collaboration of EU is highly appreciated, as this

capacity building workshop for the design and expert review of (SESLOAF) would not have been
possible without this support. The contribution of the Team Leader Sindh Education Sector
Support Programme (SESSP) Doran Bernard and Ms. Rana Hussian, Sr. Advisor, Quality
Education SESSP for conceptualizing and taking the desired target to completion, are highly
acknowledged.
The RSU unit and particularly the leadership, Chief Programme Manager Ms. Saba
Mahmood is highly acknowledged for their support in designing the SESLOAF framework.
Furthermore, the support of Director, Bureau of Curriculum Mr. Shahani, the Coordinator
PEACE, Mr. Aftab Ali and the entire PEACE team is acknowledged.

Unaeza Alvi
The Consultant

DOCUMENT DEVELOPED OCTOBER 30TH, 2014.

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Acronym

BC British Council
BoC Bureau of Curriculum
CRQ Constructed Response Question
EU European Union
GECE Government Elementary College of Education
GoS Government of Sindh
MCQ Multiple Choice Question

NC National Curriculum Framework

PEACe Provincial Education Assessment Centre
PITE Provincial Institute of Teacher Education
RSU Reforms Support Unit
SEMIS Sindh Education Management Information System
SESSP Sindh Education Sector Support Programme
SESLOAF Sindh Education Student Learning Outcome Assessment and Feedback Framework
SLO Student Learning Outcome
STBB Sindh Textbook Board
TA Test Administrator

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 Preface
The educational quality is determined by many aspects but the key indicator associated with
quality is the learning achievements and outcomes. The core to the learning achievement and
outcomes are the curriculum and assessment frameworks.

Former Ministry of Education through a revision of the existing National Curriculum

Framework 2000 and 2002 has initiated the Standards-based education reform in Pakistan. The
revision was carried out to improve and align the Pakistan National Curriculum with national and
international developments in educational standards.

This revision has resulted into the development of the National Curriculum Framework 2006,
based on the Standards-Based Education Reform. The Standards-Based Education Reform that has
been implemented by a number of countries in the world is largely driven by the approach of
setting of academic standards for what students know and can perform.

This educational reform necessitates the use of the Standards as a reference to plan, teach and
assess students on the basis of the set standards. In addition, to this it requires an alignment of the
curriculum with the assessment system and a rethinking and broadening of the current approaches
to assessment.

The complete implementation requires the development of an assessment framework aligned

with the curriculum standards, benchmarks and students learning outcomes. It also requires the
adoption of a balanced approach to assessment including benchmark, formative, summative,
performance and authentic assessments for improved students learning outcomes.

Therefore, to implement the Standards-based curriculum reform the Sindh Education Student’s
Learning Outcomes Based Assessment & Feedback Framework “SESLOAF”, is designed to apply
a comprehensive approach to students learning outcome based assessment. The SESLOAF for the
eight subjects presents an alignment of the curriculum standards with assessment schemes,
specifications, items, tasks, marking schemes and rubrics for effective assessment and feedback
based on the students learning outcomes.

The overall purpose of SESLOAF framework is to provide a comprehensive assessment

framework aligned with the NCF to guide the overall assessment and feedback processes for
improved assessment systems and learning outcomes.

Rana Hussain

Sr. Advisor, Quality Education SESSP

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Table of Contents

Acknowledgements .................................................................................................................................. 2
Preface .......................................................................................................................................................... 4
1. Rationale for SESLOAF:......................................................................................................................... 9
2. SESLOAF MATHEMATICS VI-VIII ......................................................................................................... 10
2.1 The Mathematics Curriculum 2006: ................................................................................................. 10
2.1.1 The Strands and Standards of the Mathematics Curriculum .............................................. 11
2.1.2 The Benchmarks of the Mathematics Curriculum .............................................................. 12
3. Student Learning Outcomes Cognitive Categorization ..................................................................... 15
4. Scheme of Assessment ....................................................................................................................... 39
6. Distribution of SLO’s for Overall Assessment ................................................................................... 49
7. Learning Targets/SLO for Paper & Pencil Test Grade - I......................................................... 57
8. SLO Based Items ................................................................................................................................. 97
9. Performance Assessment and Marking Rubric ............................................................................... 148
10. Reporting Results ......................................................................................................................... 150
GLOSSARY ............................................................................................................................................... 151
Appendix I ................................................................................................................................................ 154
Appendix II............................................................................................................................................... 155
Appendix III ............................................................................................................................................. 157

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.................................................................................................................................................................. 157

.................................................................................................................................................................. 157

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Introduction
The Sindh Education Student’s Learning Outcomes Based Assessment & Feedback
Framework “SESLOAF”, is developed in alignment with the new standards based curriculum
reform for systems improvement. The SESLOAF aims at providing a model for a standardized
approach to formative, benchmark, performance and summative assessments of students
learning outcomes and improvement.

The SESLOF is developed through a standardized policy development process that

involves multiple consultations with multi-stakeholders. The multi-stakeholders included in
the process are policy makers, education experts, managers and advisors, education and
assessment experts, public and private sector institutions, key assessment specialists, subject
based experts, curriculum reviewers and developers, textbook developers, teachers and
teacher educators.

The following processes were adopted in the development of the Assessment Framework

Development of
SLO Mapping and Development of Specification for
Cognitive Scheme of Summatve/Benchmark/
Categorization Assessment
Performance Assessment

Expert Review and Development of SLO

Development of
Validation of Based Test Items and
Maarking Scheme
Specification for Performace
and Rubric
Assessment Assessment

Figure 1.1. Process of Developing Assessment Framework

The key stage of the development of the assessment framework was SLO categorization and
expert review and validation session for content validity of assessment specification in alignment
with the National Curriculum 2006 and revised curriculum 2011. This stage also included the
development of the slo based item, review of the items, agreement on key learning targets for
cognitive and skill/performance assessments.

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 The conceptual map below provides the design of the students learning outcome based
assessment & feedback framework. This conceptual framework forms the basis of the SESLOAF,
assessment specification, performance and authentic tasks, benchmark, formative, summative
assessments, items and tests for grade level I-V. The SESLOAF provides a comprehensive
framework that allows for multiple forms of assessments to provide varied opportunities to
assess demonstrate learning, feedback and improve learning outcomes.

National Mathematics Curriculum Framework

Key Learning Strands and Standards

Key Stage Benchmarks and Students Learning Outcomes

Students Learning Outcome Based Assessment Framework

SLO Mapping, Cognitive and Topic Distribution of Students

Learning Outcome

Students Learning Outcome Based Summative, Formative and

Authentic Assessment Specifications.

Students Learning Outcome Assessment Items, authentic/performance tasks, tools and Rubrics.
Guideline/samples for Implementation, Marking, Reporting and Feedback.

Figure 1.2. The Conceptual of the Assessment Framework

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 1. Rationale for SESLOAF:
The SESLOAF of Mathematics (I-V) is designed to achieve the outcome of mathematical
literacy, logical reasoning and problem-solving in alignment with the New Curriculum 2006 and
Reviewed Curriculum 2011.

1.1 The SESLOAF Framework as a standardized approach to assessments outlines a

comprehensive framework form assessments using multiples forms of assessments, in order
to provide varied opportunities to the learner to demonstrate learning and assessor to
assess learning outcomes.
1.2 The assessment framework includes all those students learning outcomes that could be reliably and
validly assessed through summative, benchmark and authentic assessments.

1.3 The assessment items are designed to ascertain the important cognitive learning targets in
Mathematics, according to the Content standards of Numbers and Operations, Algebra,
Measurements and Geometry, Information handling and Reasoning and Logical thinking.

1.4 The overall framework also takes into consideration the Skills, Attitude, Values and STSE Standards
through performance and authentic assessments.

1.5 Also, the International standards of assessments are considered in the design of the assessment
framework, specification, items, tasks and tools.

1.6 In the design a reference is made to the contemporary literature learning and assessment of science
literacy, science learning and learning in general.

1.7 The test is also aligned with agreed code of practice on fair testing and also aligned with the current
assessment and grading policy.

1.8 The current policy on assessment in Pakistan that recommends the assessment of 30 % Knowledge,
Understanding and Application in summative assessments is also taken into consideration.

This Assessment framework provides the standards, benchmarks, categorization

of SLO as per cognitive levels, Overall Scheme of Assessment for I-V, Assessment
specification for summative and continuous assessment, a sample of SLO based items,
marking scheme, rubrics.

Additionally, a glossary is also enclosed that includes description of student learning

outcomes, objectives, cognitive processes dimensions, authentic, formative, continuous,
summative, performance assessment, rubric, validity, reliability. The Appendix includes
the list of multi-stakeholders involved in the process, the difference between traditional
and authentic assessments, Document for Item Development, check list for identification
of learning target, checklist for assessment development and review.

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 2. SESLOAF MATHEMATICS VI-VIII

2.1 The Mathematics Curriculum 2006:

The National Mathematics Curriculum 2006 and revised curriculum 2011 is based on the
goal to develop mathematical literacy and induce logical reasoning and problem-solving
among students. The entire curriculum is divided into five strands, Numbers and Operations,
Algebra, Measurements and Geometry, Information handling and Reasoning and Logical
thinking. Curriculum is based on standard and benchmarks. Students’ learning outcomes are
matched with the content and topics and aligned with the standards. The learning outcomes
emphasize the development of knowledge, conceptual understanding and to stimulate
cognition to apply knowledge practically.

The National Curriculum for Mathematics 2006 for I-V has the following five Strands and
numerous topics and learning outcomes:
 Numbers and Operations
 Algebra
 Measurements and Geometry
 Information handling
 Reasoning and Logical thinking

The Benchmarks in the Mathematics Curriculum are placed at Five Developmental Levels:
I-III, IV-V, VI-VIII, IX-X, and XI-XII
In grades I-III, students are introduced to elementary numerical values and basic operations and
functions. The Mathematics Curriculum for grade IV-V begins to stimulate the logical cognition
of students and introduces them to elementary problem solving. Next, through grades VI-X,
students are provided with mathematical tools for logical reasoning, problem solving and
justifying conclusions to educate them to identify the relationship between mathematical
concepts and everyday situations. And finally in grades XI-XII, students are taught to develop
the ability to use Mathematics to extend and apply their knowledge in other fields of study.

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 2.1.1 The Strands and Standards of the Mathematics Curriculum
Key Learning Area
1. NUMBERS AND OPERATIONS
2. ALGEBRA
3. MEASUREMENT AND GEOMETRY
4. INFORMATION HANDLING
5. REASONING AND LOGICAL THINKING
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Standards
 Identify numbers, ways of representing
numbers and effects of operations in
various situations.
 Compute fluently with fractions, decimals
and percent.
 Manipulate different type of sequence
and apply operations on matrices.
 Analyze number patterns and interpret
Mathematical situations by
manipulating
Algebraic expressions and relations.
 Model and solve contextualized
problems.
 Interpret functions, calculate rate of
change of functions, integrate analytically
and numerically, determine orthogonal
trajectories of a family of curve and solve
nonlinear equations numerically.
 Identify measureable attributes of
objects; construct angles and two
dimensional figures.
 Analyze characteristics and properties of
geometric shapes and develop
arguments about their geometric
relationships.
 Recognize trigonometric identities,
analyze conic sections, draw ad interpret
graphs of functions.
 Collect, organize, analyze and interpret
data/information.
 Use patterns, known facts, properties
and relationships to analyze
mathematical situations.
 Examine real life situation by identifying,
mathematically valid arguments and
drawing conclusion to enhance
mathematical thinking.
 2.1.2 The Benchmarks of the Mathematics Curriculum
The Standards for Mathematics are further sub-divided into the following Benchmarks for Grade Level-
I-V:

Standards Benchmarks I-II Benchmarks III-V

1. NUMBERS AND
OPERATIONS
 Identify numbers,
ways of representing
numbers and effects of
operations in various
situations.
 Compute fluently with
fractions, decimals and
percent.
 Manipulate different
type of sequence and
apply operations on
matrices.
2. ALGEBRA
 Analyze number
patterns and interpret
Mathematical
situations
by manipulating
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 Count, read and write
numbers up to 999
 Write numbers up to
100 in words and write
ordinal numbers up to
20
 Identify the place
  Multiply and divide up
 Multiplying numbers
within multiplication
tables 2,3,4,5 and 10
with remainder zero.
 Recognize and
represent unit fractions
up to 1/12.
 Analyze patterns and
relationships with
respect to size
numbers, colors/shape
and other properties.
 Read and write roman
numbers up to 20.
 Read write compare
and identify place
values of numbers up to
1 000 000.
 Add and subtract
numbers of complexity
and of arbitrary size.
to 6 digit numbers by 2-
and 3-digit numbers.
 Distinguish between
even and odd numbers,
prime and composite
numbers.
 Differentiate between
factors and multiples.
 Calculate HCF and LCM
of three (Four) two digit
numbers using prime
factorization and
division method.
 Use four basic
operations on fractions.
 Convert percentage to
fraction and to decimal
and vice versa.
 Calculate unit rate,
direct and inverse
proportions.
 Add and subtract
measure of distance,
time and temperature.
 Explain and analyze
patterns, identify
missing numerals and
elements in a patter or
sequence and
determine a rule for
repeating and
extending patterns.
 Algebraic expressions
and relations.
 Use symbolic notation
to represent statement
 Model and solve of equality.
contextualized
problems.
 Interpret functions,
calculate rate of
change of functions,
integrate analytically
and numerically,
determine orthogonal
trajectories of a family
of curve and solve
nonlinear equations
numerically.
3. MEASUREMENT AND  Identifying and apply  Add, subtract and
GEOMETRY measureable attributes convert standard units
 Identify measureable of length, weight/mass, of length, weight/mass,
attributes of objects; capacity/volume and capacity/volume, time
construct angles and time. and temperature.
two dimensional  Identifying square,  Draw, label and classify
figures. triangle, circle and oval. lines, angles,
 Analyze characteristics quadrilaterals and
and properties of triangle based on their
geometric shapes and properties
develop arguments  Determine the
about their geometric perimeter, area of a
relationships. square, rectangle and
 Recognize triangle using formulas
trigonometric
identities, analyze
conic sections, draw ad
interpret graphs of
functions.

4. INFORMATION NIL  Compare data and

HANDLING interpret quantities
 Collect, organize, represented on chart,
analyze and interpret table and different
data information. types of graph
(pictogram and bar)
and make predictions
based on information

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 5. REASONING AND  Sort, classify and  Communicate
LOGICAL THINKING compare familiar reasoning about
shapes. pattern and geometric
 Apply analytical figures
 Use patterns, known reasoning to explain  explain method and
facts, properties and features of a shape. reasoning, when
relationships to solving problem
analyze mathematical involving number and
situations. data
 Examine real life
situation by
identifying,
mathematically valid
arguments and
drawing conclusion to
enhance mathematical
thinking.

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 3. Student Learning Outcomes Cognitive
Categorization
The Benchmarks have a cluster of Student Learning Outcomes. The Categorization of these
Students Learning Outcomes for Grade level I-V, at 3 Cognitive Levels is presented below:

COGNITIVE LEVEL SLO CATEGORIZATION MATHEMATICS - I

Topic and sub topic Students learning outcomes K U A

Unit -1: Concept of whole Number

3.1 Number 0-9  Identify numbers 1 - 9. √

1.1.1 Number 1-9  Identify 0 as a number.
1.1.2 Concept of 0  Read numbers up to 9 in numerals and in √
1.1.3 Number 0-9 words.
 Write numbers up to 9 in numerals and in √
words.
 Count objects up to 9 and represent in
numbers. √
 Match the numbers 0 - 9 with objects.
 Count backward from 9.
 Arrange numbers in ascending and
descending order. √
 Identify which number (up to 9) comes
 Before/after a number.
 Between two numbers. √

1.2 Numbers up to  Identify 10 as a number. √

100  Compare and order the numbers 0 - 10.
1.2.1 Concept  Read numbers up to 99. √
of 10  Write numbers up to 99.
 Count numbers up to 99. √
 Recognize the place values of numbers (tens
1.2.2 Numbers and ones1 √
up to 99
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  Identify the place value of the specific digit in √
1.2.3 Concept a two digit number.
of place  Compare one and two digit numbers. √
value  Write numbers in increasing and decreasing
order.
 Place the mixed numbers in order.
√
 Order the set of numbers from 0 to 99 in
increasing and decreasing order.
 Identify which number (up to 99) comes
 Before/ after a number. √
 Between two numbers.
 Write numbers in increasing and decreasing √
order up to 99.
 Count in tens and recognize 100 as a number. √
 Identify and write missing numbers in a
sequence from 1 to 100.
 Count and write the number of objects in a
given set. √
 Identify the position of objects using ordinal
√
1.2.4 Concept numbers such as first, second, ……… tenth,
of 100 including representations 1st, 2nd etc. √

√
1.2.5 Cardinal
and √
Ordinal
numbers √

1.3 Comparing g  Compare two or more groups in terms of √

and Ordering number of objects.
 Match objects having one to one
correspondence.
 Identify the number of objects in two groups √
to show 'more than' or 'less than'.

2.1 Addition  Compare numbers from 1 to 20 to identify √

'How much more' one is from the other.
 Recognize and use symbols of addition '+'
and equality '='.
2.1.1 Addition and  Add two one-digit numbers (sum up to 9). √
Equality Symbols  Add a two-digit number with one-digit
number.
 Add a two-digit number with 10s.

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 2.1.2 Addition of  Add two two-digit numbers. √
Numbers (Without  Complete equation such as  + 4 =7 (include
questions that sum up to 20). √
carrying)
 Add mentally the numbers using real life
examples. √
 Construct addition equations from given
√
pictures.
√

2.2 Subtraction  Compare numbers from 20 and find ‘How √

much smaller?’
 Recognize and use the symbol of subtraction
‘-‘.
2.2.1 Subtract Symbol  Subtract ones from ones. √
 Subtract ones from 2-digit numbers.
√
 Subtract tens from 2-digit numbers.
 Subtract 2-digit numbers from 2-digit √
2.2.2 Subtraction of
numbers.
Numbers (Without
borrowing)  Fill up the equation, such as 9 - = 7, with √
proper number.
 Subtract mentally the numbers given in √
simple real life examples.
 Construct subtraction equation from given √
pictures.

3.1 Comparison of Compare objects to identify:

Objects
 long, longer, longest, √
 short, shorter, shortest,
 tall, taller, tallest, √
 high, higher, highest,
 heavy, heavier, heaviest, √
 light, lighter, lightest.
√

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 4.1 Pakistani  Identify Pakistani currency coins (Rs. 1,2 and √
Currency 5).
 Identify Pakistani currency notes (Rs. 10, 20,
50 and
100). √

4.2 Equivalent sets of  Match a group of coins/notes to an equivalent √

Money group of different denominations.
 Add and subtract money using the prices of
objects (e.g. toys).
√

4.3 Comparing Money  Recognize money change (up to 100) to its √

equivalent denominations.
 Determine if enough money is available to
make a purchase.
 Add different combinations of coins/notes. √

5.1 Time  Recognize the hour and minute hands of an √

analog clock.
 Read and tell time in hours from the analog
clock e.g., two o'clock.
 Read and tell time in hours from the digital √
clock.

5.2 Date  Name in order the days of the week. √

 Identify which day comes after/ before a
particular day. √
 Name (orally) the solar months of the year.

6.1 Identification of  Recognize and match objects, from daily life, √

Basic Shapes of similar shape.
 Identify the following basic shapes:
 rectangle,
 square,
 circle,
 oval, √
 triangle. √
 Identify the basic shapes from real life
objects.
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  Match similar basic shapes. √

6.2 Patterns  Identify and describe patterns with 2 or 3 √

elements.
 Extend a given pattern of 2 to 3 elements.
√

6.3 Position Identify whether an object is placed

 inside or outside, √
 above or below,
 over or under, √
 far or near,
 before or after, √
 right or left,
√
of a given picture.
√

COGNITIVE LEVEL SLO CATEGORIZATION MATHEMATICS - II

Topic and sub topic Students learning outcomes K U A

1.1 Numbers  Write ordinal numbers from first to twentieth. √

1.1.1Ordinal  Write numbers 1 - 100 in words.
√
Numbers

1.2 Numbers up to  Recognize the place value of a 3-digit number.

1000  Identify the place value of a specific digit in a
1.2.1 Place Value 3-digit number.
 Compare 2- or 3-digit numbers (hundreds, tens
and ones). √
 Read numbers up to 999.
 Write numbers up to 999 in numerals. √

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  Identify numbers given in ascending or
descending order.
 Count backward ten steps down from any given √
number.
 Arrange numbers up to 999, written in mixed
form, in increasing or decreasing order.
√
 Count and write in l0s (e.g. 10, 20, 30, ...).
 Count and write in 100s (e.g. 100,200,300,...). √
 Identify the smallest/largest number in a given
set of numbers. √
 Recognize that 1000 is one more than 999 and
1.2.2 Counting in the first four digit number.
Tens and
√
Hundreds

1.3 Fractions  Recognize fraction as equal parts of a whole. √

 Identify half, one third and quarter with the help
1 1 1
of objects and figures (without writing2 , 3 , 4). √
 Represent half, one third and quarter in
1 1 1
numerical from as 2 , 3 , 4
 Shade the equal parts of a given figure to match √
a given fraction.
1
 Recognize and name unit fractions up to2.
 Recognize fractions like two third, three fourth, √
2 3
four fifth and so on using3 , 4, …...

2.1 Addition  Add ones and ones.

 Add ones and 2-digit numbers with carrying.
2.1.1 Addition of 2-digit  Add 2-digit numbers and 2-digit numbers with
Numbers (With carrying.
 Solve real life problems, involving addition of √
carrying)
2- digit numbers, with carrying.
√ √
 Add 3-digit numbers and ones without carrying.
 Add 3-digit numbers and 2-digit numbers √
without carrying.

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 2.1.2 Addition of 3-digit  Add 3-digit numbers and 3-digit numbers
Numbers (Without without carrying.
carrying)  Solve real life problems, involving addition of 3-
digit numbers, without carrying.
 Add 3-digit numbers and ones with carrying of
tens and hundreds.
√
 Add 3-digit numbers and 2-digit numbers with
carrying of tens and hundreds. √ √
2.1.3 Addition of 3-digit  Add 3-digit numbers and 3-digit numbers with
Numbers (With carrying of tens and hundreds.
carrying)  Solve real life problems with carrying of tens
and hundreds. √
 Verify commutative property with respect to
addition (sum should not exceed 100).
2.1.4 Commutative
Property

2.2 Subtraction  Subtract ones from 2-digit numbers with

borrowing.
2.2.1 Subtraction of 2-  Subtract 2-digit numbers from 2-digit numbers
digit Numbers (With with borrowing.
 Solve real life problems of subtraction with √
borrowing)
borrowing.
√
 Subtract ones from 3-digit numbers without
borrowing.
2.2.2 Subtraction of 2-  Subtract 2-digit numbers from 3-digit numbers
digit Numbers without borrowing. √
(Without borrowing)  Subtract 3-digit numbers from 3-digit numbers
without borrowing.
 Solve real life problems of subtraction without
borrowing. √
 Subtract ones from 3-digit numbers with
borrowing.
2.2.3 Subtraction of 3-  Subtract 2-digit numbers from 3-digit numbers
digit Numbers (With with borrowing. √
borrowing)  Subtract ones from 3-digit numbers with
borrowing.

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  Solve real life problems of subtraction with √ √
borrowing.
2.2.4 Addition and  Solve simple problems regarding addition and
Subtraction subtraction with carrying/borrowing in mixed
form.

2.3 Multiplication  Recognize and use multiplication symbol 'x'. √

 Recognize multiplication as repeated addition
(e.g. 2 + 2 + 2 = 6 ~ 3 times 2 = 3 X 2 = 6 ). √
 Complete number sequences in steps of 2,3,4,5
and 10 (e.g. in steps of 2 the sequence is
expressed as 2, 4,6,...).
 Develop multiplication tables of 2, 3, 4, 5 and 10 √
till the multiplication 10 × 10.
 Multiply numbers within multiplication table.
 Verify commutative property of multiplication. √
 Solve real life problems on multiplication.
√ √

2.4 Division  Recognize and use division symbol '÷'. √

 Recognize division as successive subtraction.
 Divide numbers within the multiplication tables √
with remainder zero.
 Solve real life problems involving division. √

2.5 Addition,  Solve real life problems (using Pakistani √

Subtraction, currency as well) involving addition,
subtraction, multiplication and division. √
Multiplication and
Division √

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 √

3.1 Measurement of  Recognize the standard units of length, i.e.

Length meter, centimeter.
 Read and write standard units of length including √
abbreviations.
 Use appropriate units of length to measure
(with straightedge/ ruler) the objects.
 Solve real life problems involving √
measurements.

3.2 Measurement of  Recognize the standard units of mass/ weight,

Mass/Weight i.e. kilogram, gram.
 Read and write standard units of mass/ weight √
including abbreviations.
 Solve real life problems involving mass/ weight.
√ √

3.3 Measurement of  Compare capacity of different objects (jug, √

Capacity glass, cup etc.).
 Recognize and use the standard unit of capacity/
volume, i.e. liter.
 Read and write standard units of capacity/ √
volume including abbreviations.
 Solve real life problems involving capacity/
volume. √

4.1 Time  Know the number of hours in a day and number √

of minutes in an hour.
 Read and write the time from a clock in hours
and minutes (with five minute intervals) e.g.,
read 8: 15 as eight fifteen and 8:50 as eight fifty. √
 Recognize a.m. and p.m.
 Draw hands of a clock to show time in hours
and minutes (with five minute intervals).
 Use solar calendar to find a particular date.
 Use lunar calendar to find a particular date. √

23 | P a g e
 √

5.1 Two Dimensional  Identify the figures like square, rectangle, √

Figures triangle, circle, semi-circle and quarter-circle.
 Identify vertices and sides of a triangle, rectangle
and square.
√

5.2 Lines and Curve  Differentiate between a straight line and a √

curved line.
 Identify straight and curved lines from the given
line drawings.
 Use straightedge/ ruler to draw a straight line of √
given length (exclude fractional lengths).

COGNITIVE LEVEL SLO CATEGORIZATION MATHEMATICS – III

Topic and sub Students learning outcomes K U A
topic

1.1 Roman  Read Roman numbers up to 20. √

Numbers  Write Roman numbers up to 20.
√

1.2 Even and Odd  Identify even and odd numbers up to 99 within a √
Numbers given sequence.
 Write even or odd numbers within a given sequence.
√

1.3 Place Values  Identify the place values of numbers up to 6-digits. √


1.4 Numbers up  Read and write given numbers up to 100,000 (hundred
to 100, 000 thousand) in numerals and in words.

1.5 Comparing  Compare two numbers using symbols '<', '>' and '='. √
and Ordering the  Write the given set of numbers in ascending and
descending order. √
Numbers

1.6 Number Line  Represent a given number on number line. √

 Identify the value of a number from number line.
√

2.1 Addition  Add numbers up to four digits (with and without √

carrying) vertically and horizontally.

24 | P a g e
  Add numbers up to 100 using mental calculation
strategies.
 Solve real life problems involving addition. √

2.2 Subtraction  Subtract numbers up to four digits with and without √

borrowing.
 Subtract numbers up to 100 using mental calculation
strategies.
 Solve real life problems involving subtraction. √

2.3 Multiplication  Use the term 'product' for multiplication of two √

numbers.
 Develop multiplication tables for 6, 7, 8 and 9.
 Multiply 2-digit numbers by I-digit numbers.
 Multiply a number by zero. √
 Apply mental mathematical strategies to multiply
√
numbers up to the table of 10.
 Solve real life problems involving multiplication of 2-
digit numbers by l-digit numbers.
√

2.4 Division  Divide 2-digit numbers by l-digit numbers (with zero √

remainder).
 Apply mental mathematical strategies to divide
numbers up to the table of 10.
 Solve real life problems involving division of 2-digit √
numbers by l-digit numbers.

3.1 Common  Express the fractions in figures and vice versa. √

Fractions  Match the fractions with related figures.

3.2 Equivalent  Identify equivalent fractions from the given figures. √

Fractions  Write three equivalent fractions for a given fraction

3.3 Proper and Differentiate between proper and improper fraction.

Improper
Fraction

25 | P a g e
 3.4 Comparing  Compare fractions, with same denominators, using √
Fractions symbols '<', '>' and '='.

3.5 Addition of  Add two fractions with same denominators. √

Fractions  Represent addition of fractions through figures
√

3.6 Subtraction of  Subtract fractions with same denominators. √

Fractions  Represent subtraction of fractions through figures.
√

4.1 Length  Read standard units of length (kilometer, meter and √

centimeter) including abbreviations.
4.1.1 Units of  Measure and write standard units of length including
Length abbreviations.
 Add measures of length in same units with and without √
carrying.
 Solve real life problems involving same units of length
for addition with and without carrying. √
 Subtract measures of length in same units with and
without borrowing.
4.1.2 Addition of  Solve real life problems involving same units of length
for subtraction with and without borrowing. √
Units of Length

4.1.3 Subtraction
of Units of √
Length

4.2 Mass/Weight  Read standard units of mass/ weight (kilogram and √

gram) including abbreviations.
 Measure and write standard units of mass/ weight
including abbreviations.
4.2.1 Units of  Add measures of mass/ weight in same units with and √
Mass/Weight without carrying.
 Solve real life problems involving same units of mass/
weight for addition with and without carrying. √
 Subtract measures of mass/ weight in same units with
and without borrowing.
4.2.2 Addition of  Solve real life problems involving same units of mass/
weight for subtraction with and without borrowing √
Units of
Mass/Weight √

26 | P a g e
 4.2.3 Subtraction √
of Units of
Mass/Weight

4.3  Read standard units of volume (liter and milliliter) √

Capacity/Volume including abbreviations.
 Measure and write standard units of volume including
abbreviations.
 Add measures of volume in same units with and √
4.3.1 Units of without carrying.
Volume  Solve real life problems involving same units of
volume for addition with and without carrying. √
 Subtract measures of volume in same units with and
without borrowing.
 Solve real life problems involving same units of
volume for subtraction with and without borrowing. √
4.3.2 Addition of
Units of Volume

4.3.3 Subtraction √
of Units of
Volume

5.1 Units Time

 Use am. and p.m., to record the time from 12-hour √

clock
 Read and write time from analog and digital clocks. √
 Read and write days and dates from the calendar
√

5.2 Addition  Add units of time in hours. √

Units Time  Solve real life problems involving units of time for
addition in hours. √

5.3 Subtraction  Subtract units of time in hours. √

Units Time  Solve real life problems involving subtraction of units
of time in hours √

6.1 Geometrical  Recognize point, line segment, and ray. √

Shapes  Classify figures according to number of sides as
quadrilaterals (rectangles, squares) and triangles. √
 Identify circle, its radius and diameter.

6.2 Perimeters  Calculate perimeters of squares, rectangles and √

triangles.

27 | P a g e
 7.1 Picture  Read and interpret a picture graph √
Graphs

COGNITIVE LEVEL SLO CATEGORIZATION MATHEMATICS - IV

Topic and sub Students learning outcomes K U A

topic

 Identify place values of digits up to one hundred √

million.
 Read numbers up to one hundred million.
 Write numbers up to one hundred million.
 Recognize numbers in words up to one hundred √
million.
√
 Compare and order numbers up to 8 digits
√

 Add numbers up to 6 digits. √

 Solve real life problems involving addition of
numbers up to 6 digits. √

 Subtract numbers up to 6 digits. √

 Solve real life problems involving subtraction of
numbers up to 6 digits. √

 Multiply numbers up to 5 digits by numbers up to 3 √

digits.
 Solve real life problems involving multiplication.
√

 Divide numbers up to 4 digits by numbers up to 2 √

digits.
 Solve real life problems involving division
√

 Use mixed operations of addition & subtraction and √

multiplication & division
 Solve real life problems (using Pakistani currency
as well) involving addition, subtraction,
multiplication and division. √

28 | P a g e
  Identify divisibility rules for 2, 3, 5 and 10. √
 Use divisibility tests for 2, 3, 5 and 10 on numbers
up to 5 digits. √

 Define prime and composite numbers. √

 Differentiate between prime and composite
numbers. √

 List factors of a number up to 50. √

 List the first twelve multiples of a l-digit number.
 Differentiate between factors and multiples. √

 Factorize a number by using prime factors. √

 Determine common factors of two or more 2-digit √

numbers.
 Find HCF of two or more 2-digit numbers using
 Venn diagram,
 Prime factorization.
 Solve real life problems involving HCF.
√

 Determine common multiples of two or more 2- √

digit numbers.
 Find LCM by
 common multiples,
 Prime factorization. √
 Solve real life problems involving LCM.
√

 Define a fraction. √
 Recognize like and unlike fractions.
 Compare two unlike fractions by converting them √
to
equivalent fractions with the same denominator. √
 Arrange fractions in ascending and descending
order.
 Simplify fractions to the lowest form. √

 Identify unit, proper, improper and mixed fractions. √

29 | P a g e
  Convert improper fraction to mixed fraction and √
vice versa.

 Add fractions with unlike denominators. √

 Verify the commutative property of addition of
fractions with same denominators. √
 Verify the associative property of addition of
fractions with same denominators.
 Subtract fractions with unlike denominators.
√

 Multiply fractions with whole numbers. √

 Multiply two or more fractions (proper, improper
and mixed fractions). √
 Verify the commutative property of multiplication
of fractions.
 Verify the associative property of multiplication of
√
fractions.

 Divide a fraction by a whole number. √

 Divide a whole number by a fraction.
 Divide a fraction by another fraction (proper, √
improper and mixed fractions).
√

 Know a decimal number as an alternate way of √

writing a fraction.
 Define decimal as a fraction whose denominator is
10 or a power of 10.
 Recognize the places occupied by the digits, after √
the decimal point, as decimal places.
 Identify the place value of a digit in decimals.
√

Convert a given fraction to a decimal if

 Denominator of the fraction is 10 or a power of 10. √

 Denominator of the fraction is not a power of 10 but
can be converted to. √
 Convert decimals (up to three decimal places) to

30 | P a g e
 √

 Add and subtract decimals (up to two decimal √

places).
 Multiply a decimal by 10, 100 and 1000.
 Multiply a decimal by a 2-digit number.
 Divide a decimal by a l-digit number (quotient √
being a decimal up to two decimal places)
√

Convert

 kilometers to meters, √
 meters to centimeters,
 Centimeters to millimeters. √
 Add and subtract expressions involving similar
units of length. √
 Use appropriate units to measure the length of
different objects. √
 Solve real life problems involving conversion,
addition and subtraction of units of length.
√

 Add and subtract expressions involving similar √

units of mass/ weight.
 Use appropriate units to measure the mass/ weight
of different objects.
 Solve real life problems involving conversion, √
addition and subtraction of units of mass/ weight.

 Convert liters to milliliters. √

 Add and subtract expressions involving units of
capacity/ volume. √
 Use appropriate units to measure the capacity/
volume of different objects (utensils etc.)
 Solve real life problems involving conversion,
addition and subtraction of units of capacity/ √
volume.

 Read time in hours, minutes and seconds. √

 Convert hours to minutes and minutes to seconds.

31 | P a g e
  Convert years to months, months to days and √
weeks
to days. √
 Add and subtract units of time without carrying
/borrowing.
 Solve simple real life problems involving
√
conversion, addition and subtraction of units of
time.

 Know instruments of a Geometry Box i.e., pencil, √

straightedge/ruler, compasses (sometimes called a
pair of compasses), dividers (sometimes called a
pair of dividers), set squares and protractor.
 Recognize the use of pencils of grade Hand HB.
 Demonstrate the use of H and HB pencils by
drawing different lines.
√

 Measure the length of a line in centimeters and √

millimeters using straightedge/ruler and dividers.
 Draw a straight line of given length using a
straightedge/ruler and dividers.
 Draw a curved line and measure its length using √
thread/dividers and straightedge/ruler.
 Recognize horizontal and vertical lines.
 Draw a vertical line on a given horizontal line
using set squares.
 Recognize parallel and non-parallel lines. √
 Identify parallel and non-parallel lines from a
given set of lines.
 Draw a parallel line to a given straight line using
set squares. √
 Draw a line which passes through a given point
and is parallel to a given line (using set squares).
√ √

 Recognize an angle through non-parallel lines. √

 Draw an angle AOB with vertex (0) and arms
(OA, OB) to recognize the notation L AOB for an √
angle AOB.

32 | P a g e
  Recognize right angle through horizontal and
vertical lines.
 Demonstrate acute and obtuse angles via the right
angle.
 Recognize the standard unit for measuring angles √
as one degree (10) which is defined as 3! Of a
complete revolution.
Measure angles using protractor √
 where upper scale of protractor reads the measure
of angle from left to right.
 lower scale of protractor reads the measure of √
angle from right to left.
 Draw a right angle using protractor.
 Draw acute and obtuse angles of different
measures using protractor.
 Draw an angle (using protractor)
 equal in measure of a given angle,
 twice the measure of a given angle,
 equal in measure of the sum of two given angles √

 Identify centre, radius, diameter and circumference √

of a circle.
 Draw a circle of given radius using compasses and
straightedge/ruler.
√

 Construct squares and rectangles with sides of √

given measure using protractor, set squares and
straightedge/ ruler.
 Read and interpret simple bar graphs given in √
horizontal and vertical form.
 Read and interpret line graph. √

33 | P a g e
 COGNITIVE LEVEL SLO CATEGORIZATION MATHEMATICS - V

Topic and sub Students learning outcomes K U A

topic

 Read numbers up to 1 000 000 000 (one billion) in √

numerals and in words.
 Write numbers up to I 000 000 000 (one billion) in
numerals and in words.
√

 Add numbers of complexity and of arbitrary size. √

 Subtract numbers of complexity and of arbitrary
size. √

 Multiply numbers, up to 6 digits, by 10, 100 and √

1000.
 Multiply numbers, up to 6 digits, by a 2-digit and 3-
digit number.
 Divide numbers, up to 6 digits, by a 2-digit and 3- √
digit number.

 Solve real life problems involving mixed √

operations of addition, subtraction, multiplication
and division
 Recognize BODMAS rule, using only parentheses √
( ).
 Carryout combined operations using BODMAS
rule.
 Verify distributive laws. √

Find HCF of three numbers, up to 2 digits, using

 prime factorization method, √

 division method .
√

Find LCM of four numbers, up to 2 digits, using

 prime factorization method, √

 division method
√

 Add and subtract two and more fractions with √

different denominators
34 | P a g e
  Multiply a fraction by a number and demonstrate √
with the help of diagrams.
 Multiply a fraction by another fraction.
 Multiply two or more fractions involving brackets
(proper, improper and mixed fractions). √
 Verify distributive laws.
 Solve real1ife problems involving multiplication of
fractions. √

 Divide a fraction by a number. √

 Divide a fraction by another fraction (proper,
improper and mixed). √
 Solve real1ife problems involving division of
fractions.
√

 Simplify expressions involving fractions using √

BODMAS rule.
 Add and subtract decimals √
 Recognize like and unlike decimals.
 Multiply decimals by 10, 100 and 1000. √
 Divide decimals by 10, 100 and 1000
 Multiply a decimal with a whole number. √
 Divide a decimal with a whole number.
√
 Multiply a decimal by tenths and hundredths only.
 Multiply a decimal by a decimal (with three √
decimal places).
 Multiply a decimal by a decimal (in the same way √
as for whole numbers and then put in the decimal
point accordingly). √
 Divide a decimal by a decimal (by converting
decimals to fractions).
 Divide a decimal by a decimal using direct
division by moving decimal positions. √
 Use division to change fractions into decimals.
 Simplify decimal expressions involving brackets
(applying one or more basic operations).
 Round off decimals up to specified number of
decimal places. √
 Convert fractions to decimals and vice versa.
 Solve real life problems involving decimals.

35 | P a g e
 √

 Recognize percentage as a special kind of fraction. √

 Convert percentage to fraction and to decimal and
vice versa. √
 Solve real life problems involving percentages.

Convert measures given in

 kilometers to meters, √
 meters to centimeters,
 centimeters to millimeters, and vice versa. √
 Add and subtract measures of distance.
 Solve real life problems involving conversion, √
addition and subtraction of units of distance.

 Convert hours to minutes, minutes to seconds and √

vice versa.
 Add and subtract units of time with carrying
/borrowing.
 Convert years to months, months to days, weeks to √
days and vice versa.
 Solve real life problems involving conversion,
addition and subtraction of units of time. √

 Recognize units of temperature in Fahrenheit and √

Celsius.
 Solve real life problems involving conversion,
addition and subtraction of units of temperature.
√

 Describe the concept of unitary method. √

 Calculate the value of many objects of the same
kind when the value of one of these objects is √
given.

36 | P a g e
  Calculate the value of a number of same types of
objects when the value of another of the same type
is given (unitary method). √

 Define ratio of two numbers. √

 Define and identify direct and inverse proportion.
 Solve real life problems involving direct and √
inverse proportion (by unitary method).
√

7.1 Angles  Recall an angle and recognize acute, right, obtuse, √

straight and reflex angle.
 Use protractor to construct
 a right angle,
 a straight angle,
 reflex angles of different measure.
√
 Describe adjacent, complementary and
supplementary angles. √

 Define a triangle. √
 Define triangles with respect to their sides (i.e.,
equilateral, isosceles and scalene triangle). √
 Define triangles with respect to their angles (i.e.,
acute angled, obtuse angled and right angled
triangle).
√
 Use compasses and straightedge/ruler to construct
equilateral, isosceles and scalene triangles when
three sides are given.
 Use protractor and straightedge/ruler to construct
equilateral, isosceles and scalene triangles when
two angles and included side are given. Measure
the lengths of the remaining two sides and one
angle of the triangle. √
 Define hypotenuse of a right angled triangle.
 Use protractor and straightedge/ruler to construct a
triangle when two angles and included side are
given. √
 Use protractor and straightedge/ruler to construct
acute angled, obtuse angled and right angled
triangles when one angle and adjacent sides are
given.

√ √

37 | P a g e
 √

 Recognize the kinds of quadrilateral (square, √

rectangle, parallelogram, rhombus, trapezium and
kite).
 Use protractor, set squares and straightedge/ruler
to construct square and rectangle with given
side(s).
√

 Recognize region of a closed figure. √

 Differentiate between perimeter and area of a
region. √
 Identify the units for measurement of perimeter
and area.
 Write the formulas for perimeter and area of a
√
square and rectangle.
 Apply formulas to find perimeter and area of a
square and rectangular region.
 Solve appropriate problems of perimeter and area. √

 Define an average (arithmetic mean). √

 Find an average of given numbers.
 Solve real life problems involving average. √

 Draw block graphs or column graphs. √

 Read a simple bar graph given in horizontal and
vertical form. √
 Interpret a simple bar graph given in horizontal
and vertical form.
 Define and organize a given data
√

38 | P a g e
 4. Scheme of Assessment
Number of SLO per Topic and Cognitive Level for Mathematics Class – I

Serial Name of the No of Number Number Number Total

Number Topics/Key Sub- of SLOs of SLOs of SLOs Number
Learning Area Topics of K of U of A of SLOs

1. Concept of whole 9 7 26 0 33
number

2. Number operations 4 1 17 0 18

3. Measurement of 1 0 6 0 6
length and mass

4. Money 3 3 2 2 7

5. Time and data 2 2 4 0 6

6. Geometry 3 6 9 1 16

Total 15 19 64 3 86

39 | P a g e
 Number of SLO per Topic and Cognitive Level for Mathematics Class – II

Serial Name of the No of Number Number Number Total

Number Topics/Key Learning Sub- of SLOs of SLOs of SLOs Number
Area Topics of K of U of A of SLOs

1. Numbers 5 4 16 0 20

2. Number operations 11 2 23 12 37

3. Measurement of length 3 2 5 4 36

4. Time 1 3 1 2 6

5. Geometry 2 0 4 1 5

Total 22 11 49 19 79

Number of SLO per Topic and Cognitive Level for Mathematics Class – III

Serial Name of the No of Number Number Number Total

Number Topics/Key Learning Sub- of SLOs of SLOs of SLOs Number
Area Topics of K of U of A of SLOs

1. Numbers 6 1 8 0 9

2. Numbers operations 4 1 8 6 15

40 | P a g e
 3. Fractions 6 0 10 0 10

4. Measurement of 9 0 12 6 18
length, mass and
capacity

5. Time 3 0 5 2 7

6. Geometrical shapes 2 1 3 0 4

7. Data representation 1 0 1 0 1

Total 31 3 47 14 64

Number of SLO per Topic and Cognitive Level for Mathematics Class – VI

Serial Name of the Topics/Key No of Number Number Number Total

Number Learning Area Sub- of SLOs of SLOs of SLOs Number of
Topics of K of U of A SLOs

1. Numbers and Arithmetic 6 2 8 5 15

operations

2. Factors and Multiples 6 3 10 3 16

3. Fractions 5 2 11 6 19

4. Decimals and fractions 3 3 7 2 12

41 | P a g e
 5. Measurements 8 0 11 8 19

6. Geometry 5 8 6 13 27

7. Information handling 2 0 2 0 2

Total 35 18 55 37 110

Number of SLO per Topic and Cognitive Level for Mathematics Class – V

Serial Name of the Topics/Key No of Number Number Number Total

Number Learning Area Sub- of SLOs of SLOs of SLOs Number
Topics of K of U of A of SLOs

1. Numbers up to one billion 4 1 9 1 11

2. HCF and LCM 2 0 4 1 5

3. Fractions 4 0 8 2 10

4. Decimals and percentages 2 1 14 4 19

5. Distance time and 3 1 7 3 11

temperature

6. Unitary method 2 3 0 3 6

42 | P a g e
 7. Geometry 3 7 0 9 16

8. Perimeter and area 1 0 4 2 6

9. Information handling 2 2 4 1 7

Total 23 15 50 26 91

43 | P a g e
 Class I -Mathematics
5. Distribution of SLO’s for Summative Assessment

Standard Units/Topics Number of Total Summative Assessment Number of Number of

SLO Per Level Number of 50% of the Overall Selected CRQs/visual
SLOs Assessments. Response Organizers
(Number, Level and the Key /MCQs In the Paper.
SLOs per topic and sub- In the Paper. Number of Marks
topics) Number of 30%
K U A K U A T Marks 70%

Numbers & Unit-1 : Concept of

whole numbers
Operations 8 43 0 51 4 22 0 26 24 2
Unit-2: Numbers
operations
Algebra - - - - - - - - - -

Unit-3: Measurement of
length and mass
Measurement
and geometry Unit-4: Money 11 21 3 35 6 11 1 18 17 1
Unit-5: Time and data
Unit-6: Geometry
Information
- - - - - - - - - -
Handling
10 33 1 44
15 64 3 86
22.73% 75% 2.27%

44
Distribution of SLO’s for Summative Assessment Class II - Mathematics

Standard Units/Topics Number of Total Summative Assessment Number of Number of

SLO Per Level Number of 50% of the Overall Selected CRQs/visual
SLOs Assessments. Response Organizers
(Number, Level and the Key /MCQs in the Paper.
SLOs per topic and sub- In the Paper. Number of Marks
topics) Number of 30%
K U A K U A T Marks 70%
Numbers & Unit-1; Numbers
Operations Unit-2: Numbers 6 39 12 57 3 20 6 29 25 4
operations
Algebra - - - - - - - - - - -

Measurement Unit-3: Measurement of

mass and capacity
and geometry
5 10 7 22 3 5 3 11 10 1
Unit-4: Time
Unit-5: Geometry
Information
- - - - - - - - - -
Handling
6 25 9 40
11 49 19 79
15% 62.5% 22.5%

45 | P a g e
Distribution of SLO’s for Summative Assessment Class III - Mathematics

Standard Units/Topics Number of Total Summative Assessment Number of Number of

SLO Per Level Number of 50% of the Overall Assessments. Selected CRQs/visual
SLOs (Number, Level and the Key Response Organizers
SLOs per topic and sub-topics) /MCQs in the Paper.
in the Paper. Number of Marks
K U A K U A T
Number of 30%
Marks 70%
Numbers & Unit-1: Numbers
Operations Unit-2: Numbers and 2 26 6 34 1 14 3 18 19 2
operations\
Unit-3: Fractions
Algebra - - - - - - - - - -

Unit-4: Measurement of
length, mass and
Measurement
capacity
and geometry 1 20 8 29 1 10 4 15 18 2
Unit-5: Time
Unit-6: Geometry
Information Unit-7: Data
representation 0 1 0 1 0 1 0 1 1 0
Handling
2 25 7 34
3 47 14 64
5.88% 73.53% 20.59%

46 | P a g e
Distribution of SLO’s for Summative Assessment Class IV - Mathematics

Standard Units/Topics Number of Total Summative Assessment Number of Number of

SLO Per Level Number of 50% of the Overall Selected CRQs/visual
SLOs Assessments. Response Organizers
(Number, Level and the Key /MCQs in the Paper.
SLOs per topic and sub- in the Paper. Number of Marks
topics) Number of 30%
K U A K U A T Marks 70%
Numbers & Unit-1: Number and
Arithmetic operations
Operations
Unit-2: Factors and
Multiples 10 36 16 62 5 19 8 32 20 3

Unit-3: Fractions
Unit-4: Decimals
Algebra - - - - - - - - - -

Measurement Unit-5: Measurements

8 17 21 46 4 9 11 24 14 2
and geometry Unit-6: Geometry
Information Unit-7: Information
handling 0 2 0 2 0 1 0 1 1 0
Handling
9 29 19 57
18 55 37 110 15.79% 50.88 33.33
% %

47 | P a g e
Distribution of SLO’s for Summative Assessment Class V - Mathematics

Standard Units/Topics Number of Total Summative Assessment Number of Number of CRQs/visual

50% of the Overall Assessments. Selected Organizers
SLO Per Level Number of
(Number, Level and the Key Response in the Paper.
SLOs
/MCQs
SLOs per topic and sub-topics) Number of Marks
in the Paper.
30%
Number of
K U A K U A T
Marks 70%
Numbers and Unit-1: Numbers up to
one billions
operations
Unit-2: HCF and LCM
2 35 8 45 1 18 4 23 17 2
Unit-3: Fractions
Unit-4: Decimals and
percentages
Algebra - - - - - - - - - -

Measurement Unit-5: Distance time

and Temperature
and geometry
Unit-6: Unitary Method
11 11 17 39 6 6 8 20 15 2
Unit-7: Geometry
Unit-8: Perimeter and
Area
Information Unit-9: Information
2 4 1 7 1 3 0 4 3 1
Handling Handling

8 27 12 47
15 50 26 91 17.02% 57.45 25.53
% %

48 | P a g e
 6. Distribution of SLO’s for Overall Assessment Class I - Mathematics
Topic Sub-Topics Number of Total Products From Summative Performance and
Authentic
SLO Per Level Number Formative/Classroom Assessment
Assessment
of SLOs Based Assessments 50% of the Overall
15% of the Overall.
35% of the Overall (Number of SLOs per (Number of SLOs
(Number of SLOs per topic and Levels) per topic and
Topic and Levels) Levels)

K U A
Unit – 1: 1.1 Numbers 0-9
Concept of 1.2 Number up to 100 7 26 0 33 12 17 4
whole numbers 1.3 Comparing and ordering

Unit – 2: 2.1 Addition

Number and 2.2 Subtraction 1 17 0 18 6 9 3
operation
Unit – 3: 3.1 Comparing of objects
Measurement of 0 6 0 6 2 3 1
length and mass
Unit – 4: Money 4.1 Pakistani Currency
4.2 Equivalent sets of money 3 2 2 7 2 4 1
4.3 Comparing money

Unit -5: Time 5.1 Time

2 4 0 6 2 3 1
and Date 5.2 Date
Unit – 6: 6.1 Identification of Basic Shapes
6.2 Pattern 6 9 1 16 6 8 2
Geometry
6.3 Position

19 64 3 86 30 44 12
49 | P a g e
Distribution of SLO’s for Overall Assessment Class II - Mathematics

Topic Sub-Topics Number of Total Products From Summative Performance and

Authentic
SLO Per Number Formative/Classroom Assessment
Assessment
Level of SLOs Based Assessments 50% of the Overall
15% of the Overall.
35% of the Overall (Number of SLOs per (Number of SLOs
(Number of SLOs per topic and Levels) per topic and
Topic and Levels) Levels)

K U A
Unit – 1: 1.1 Numbers
1.2 Number up to 1000 4 16 0 20 7 10 3
Numbers
1.3 Fractions

Unit – 2: 2.1 Addition

2.2 Subtraction
Number and 2.3 Multiplication
2 23 12 37 13 19 5
2.4 Division
operation 2.5 Addition, Subtraction, Multiplication and
Division

Unit – 3: 3.1 Measurement of length

Measurement of 3.2 Measurement of
2 5 4 11 4 6 1
length, mass and mass/weight
capacity 3.2 Measurement of Capacity
Unit – 4: Time 4.1 Time 3 1 2 6 2 3 1

Unit -5: 5.1 Two dimensional figures

0 4 1 5 2 2 1
5.2 Lines and curves
Geometry
11 49 19 79 28 40 11

50 | P a g e
Distribution of SLO’s for Overall Assessment Class III - Mathematics

Topic Sub-Topics Number of Total Products From Summative Performance and

SLO Per Number Formative/Classroom Assessment Authentic

Level of SLOs Based Assessments 50% of the Overall Assessment

15% of the
35% of the Overall (Number of SLOs per
Overall.
(Number of SLOs per topic and Levels)
(Number of SLOs
Topic and Levels)
per topic and

K U A Levels)

Unit – 1: 1.1 Roman Numbers

1.2 Even and Odd Numbers
Numbers
1.3 Place value
1.4 Number up to 100,000 1 8 0 9 3 5 1
1.5 Comparing and ordering the
Numbers
1.6 Number Line

Unit – 2: 2.1 Addition

2.2 Subtraction
Number 1 8 6 15 5 8 2
2.3 Multiplication
operation
2.4 Division
Unit – 3: 3.1 Common Fractions
3.2 Equivalent Fractions
Fractions
3.3 Pro[per and Improper
Fractions
0 10 0 10 4 5 1
3.4 Comparing Fractions
3.5 Addition of Fractions
3.6 Subtraction of Fractions

51 | P a g e
 Unit -4: 4.1 Length
Measurement of 4.2 Mass/weight
0 12 6 18 6 9 3
length, mass and 4.3 Volume/Capacity
capacity
Unit – 5: Time 5.1 Units of Time
5.2 Addition of units of
time 0 5 2 7 2 4 1
5.3 Subtraction of units of
Time
Unit – 6: 6.1 Geometrical Shapes
1 3 0 4 2 2 0
Geometry 6.2 Perimeters
Unit – 7: Data picture graph
0 1 0 1 0 1 0
Representation
3 47 14 64 22 34 8

52 | P a g e
Distribution of SLO’s for Overall Assessment Class IV - Mathematics

Topic Sub-Topics Number of Total Products From Summative Performance and

SLO Per Number Formative/Classroom Assessment Authentic

Level of SLOs Based Assessments 50% of the Overall Assessment

15% of the
35% of the Overall (Number of SLOs per
Overall.
(Number of SLOs per topic and Levels)
(Number of SLOs
Topic and Levels)
per topic and

K U A Levels)

Unit – 1: 1.1 Numbers

1.2 Addition
Numbers and
1.3 Subtraction
Arithmetic
1.4 Multiplication 2 8 5 15 5 8 2
operations 1.5 Division
1.6 Addition, Subtraction,
Multiplication and Division
Unit – 2: Factors 2.1 Divisibility Tests
2.2 prime and composite
and Multiple
numbers
2.3 Factors and Multiples
2.4 Prime factorization
3 10 3 16 6 8 2
2.5 Highest Common Factor
(HCF)
2.6 Least Common Multiple
(LCM)

53 | P a g e
 Unit – 3: 3.1 Fractions
Fractions 3.2 Types of Fractions
3.3 Addition and subtraction
of Fractions 2 11 6 19 7 10 2
3.4 Multiplication of
Fractions
3.5 Division of Fractions
Unit -4: 4.1 Decimals
Decimals and 4.2 Conversion between
Fractions Fractions and Decimals 3 7 2 12 4 6 2
4.3 Basic operation on
decimals
Unit – 5: 5.1 Length
Measurements 5.2 Mass/weight
0 11 8 19 7 10 2
5.3 Volume /Capacity
5.4 Time
Unit – 6: 6.1 Geometry Box
Geometry 6.2 Line
6.3 Angle 8 6 13 27 9 14 4
6.4 Circle
6.5 Quadrilateral
Unit – 7: 7.1 Bar graph
Information 7.2 Line graph 0 2 0 2 1 1 0
Handling

54 | P a g e
 18 55 47 110 39Class V - Mathematics 57 14
Distribution of SLO’s for Overall Assessment
Topic Sub-Topics Number of Total Products From Summative Performance and
SLO Per Number Formative/Classroom Assessment Authentic
Level of SLOs Based Assessments 50% of the Overall Assessment
35% of the Overall (Number of SLOs per 15% of the
(Number of SLOs per topic and Levels) Overall.
Topic and Levels) (Number of
SLOs per topic
K U A
and Levels)
Unit – 1: 1.1 Numbers up to the one
Numbers and billion
Arithmetic 1.2 Addition and
operations Subtraction
1 9 1 11 4 6 1
1.3 Multiplication and
Division
1.4 Ordering of operations
BODMAS rule
Unit – 2: HCF 2.1 HCF
0 4 1 5 2 2 1
and LCM 2.2 LCM
Unit – 3: 3.1 Multiplication
Fractions 3.2 Division of Fractions 0 8 2 10 4 5 1
3.3 Use of BODMAS rule

55 | P a g e
 Unit -4: Decimals 4.1 Decimals
and Percentages 4.2 Percentages 1 14 4 19 7 10 2

Unit – 5: 5.1 Distance

Distance, time 5.2 Time 1 7 3 11 4 6 1
and temperature 5.3 Temperature
Unit – 6: Unitary 6.1 Unitary method
method 6.2 Direct and inverse 3 0 3 6 2 3 1
Proportion
Unit – 7 7.1 Angles
Geometry 7.2 Triangles 0 7 9 16 6 8 2
7.3 Quadrilaterals
Unit – 8: 8.1 Perimeter and Area
Perimeter and 0 4 2 6 2 3 1
Area
Unit – 9: 7.1 Average
Information 7.2 Block, Colum and Bar 2 4 1 7 2 4 1
Handling graph
15 50 26 91 33 47 11

56 | P a g e
 7. Learning Targets/SLO for Paper & Pencil Test Grade - I
Name of SLO K U A SRQ/MC CRQ Essay Summative Formative
The Topic/Unit Type Type
Item
Standard-1 • Identify numbers 1 - 9. -Read numbers up to 9 -Identify numbers
• Identify 0 as a number. √ MCQ CRQ in numerals and in 1-9.
1.Concept of • Read numbers up to 9 √ MCQ CRQ words. -Identify 0 as a
Whole Numbers in numerals and in √ MCQ -Write numbers up to number.
words. 9 in numerals and in - Read numbers up
• Write numbers up to 9 words. to 99.
in numerals and in √ MCQ -Count objects up to 9 -Write numbers up
words. and represent in to 99.
• Count objects up to 9 numbers. - Count numbers
and represent in √ MCQ CRQ -Match the numbers 0- up to 99.
numbers. 9 with objects. - Recognize the
• Match the numbers 0 - - Count objects up to 9 place values of
9 with objects. √ SRQ and represent in numbers (tens and
• Count backward from numbers. ones)
9. SRQ -Match the numbers - - Identify the place
• Arrange numbers in √ CRQ 9 with objects. value of the
ascending and √ MCQ -Count backward from specific digit in a
descending order. 9. two digit number.
• Identify which number √ -Arrange numbers in - Compare one and
(up to 9) comes ascending and two digit numbers.
• before/after a number. √ MCQ descending order.
• between two numbers. MCQ >Identify which - Count in tens and
• Identify 10 as a √ number (up to 9) recognize 100 as a
number. comes number.
• Compare and order the √ -before/after a number.
numbers 0 - 10. SRQ CRQ -between two
• Read numbers up to √ numbers.
99. MCQ - Identify the place
• Write numbers up to √ value of the specific
99. MCQ CRQ digit in a two digit
• Count numbers up to √ number.
99. √ SRQ - Write numbers in
• Recognize the place increasing and
values of numbers MCQ decreasing order.
(tens and ones) √ -Place the mixed
• Identify the place numbers in order.
value of the specific MCQ
57 | P a g e
 digit in a two digit -Order the set of
number. √ numbers from 0 to 99
• Compare one and two in increasing and
digit numbers. √ SRQ decreasing order.
• Write numbers in -Identify which
increasing and SRQ number (up to 99)
decreasing order. √ comes
• Place the mixed • before/ after a
numbers in order. √ MCQ number.
• Order the set of • between two
numbers from 0 to 99 MCQ numbers.
in increasing and √ -Write numbers in
decreasing order. increasing and
• Identify which number √ decreasing order up to
(up to 99) comes √ SRQ 99.
• before/ after a number. √ - Identify and write
• between two numbers. missing numbers in a
• Write numbers in sequence from 1 to
increasing and MCQ CRQ 100.
decreasing order up to √ -Count and write the
99. number of objects in a
• Count in tens and √ given set.
recognize 100 as a SRQ CRQ -Identify the position
number. of objects using ordinal
• Identify and write numbers such as first,
missing numbers in a √ MCQ CRQ second, ……… tenth,
sequence from 1 to including
100. representations 1st, 2nd
• Count and write the √ etc.
number of objects in a MCQ - Compare two or
given set. more groups in terms
• Identify the position of √ of number of objects.
objects using ordinal MCQ - Match objects having
numbers such as first, one to one
second, ……… tenth, correspondence.
including √ -Identify the number of
representations 1st, 2nd objects in two groups
etc. √ to show 'more than' or
• Compare two or more 'less than'.
groups in terms of MCQ
number of objects. √
• Match objects having
one to one SRQ
correspondence.

58 | P a g e
 • Identify the number of
objects in two groups SRQ
to show 'more than' or
'less than'.
2.Number
Operations • Compare numbers √ SRQ • Add two one-digit - Compare two or
from 1 to 20 to identify numbers (sum up more groups in
'How much more' one to 9). terms of number of
is from the other. • Add a two-digit objects.
• Recognize and use number with one- - Recognize and use
symbols of addition '+' √ MCQ digit number. symbols of addition
and equality '='. • Add a two-digit '+' and equality '='.
• Add two one-digit number with 10s. - Add mentally the
numbers (sum up to 9). √ MCQ CRQ • Add two two-digit numbers using real
• Add a two-digit numbers. life examples.
number with one-digit √ MCQ CRQ • Complete equation -Compare numbers
number. such as + 4 =7 from 20 and find
• Add a two-digit √ (include questions ‘How much
number with 10s. MCQ CRQ that sum up to 20). smaller?’
• Add two two-digit √ • Add mentally the - Recognize and
numbers. MCQ CRQ numbers using real use the symbol of
• Complete equation √ life examples. subtraction ‘-‘.
such as + 4 =7 (include SRQ and • Construct addition - Subtract mentally
questions that sum up MCQ equations from the numbers given
to 20). given pictures. in simple real life
• Add mentally the √ • Compare
numbers using real life CRQ numbers from 20
examples. and find ‘How
• Construct addition √ MCQ much smaller?’
equations from given CRQ • Recognize and
pictures. √ use the symbol of
• Compare numbers SRQ subtraction ‘-‘.
from 20 and find • Subtract ones
‘How much smaller?’ √ from ones.
• Recognize and use SRQ • Subtract ones
the symbol of from 2-digit
subtraction ‘-‘. √ numbers.
• Subtract ones from MCQ • Subtract tens
ones. √ CRQ from 2-digit
• Subtract ones from 2- MCQ numbers.
digit numbers. √ CRQ • Subtract 2-digit
• Subtract tens from 2- MCQ numbers from 2-
digit numbers. √ CRQ digit numbers.
MCQ

59 | P a g e
 • Subtract 2-digit CRQ • Fill up the
numbers from 2-digit √ equation, such as
numbers. MCQ 9 - = 7, with
• Fill up the equation, √ CRQ proper number.
such as 9 - = 7, with • Subtract mentally
proper number. MCQ the numbers
• Subtract mentally the CRQ given in simple
numbers given in √ real life
simple real life examples. • Identify
examples. MCQ • Construct Pakistani
• Construct subtraction subtraction currency
equation from given equation from coins (Rs. 1,2
pictures. √ given pictures. and 5).
• Identify
MCQ Pakistani
4.Money • Identify Pakistani √ • Identify Pakistani currency
currency coins (Rs. currency coins notes (Rs. 10,
1,2 and 5). MCQ (Rs. 1,2 and 5). 20, 50 and
• Identify Pakistani √ • Identify Pakistani 100).
currency notes (Rs. currency notes
10, 20, 50 and 100). SRQ (Rs. 10, 20, 50
• Match a group of and 100). • Recognize the
coins/notes to an √ • Match a group of hour and
equivalent group of coins/notes to an minute hands
different equivalent group of an analog
denominations. MCQ of different clock.
• Add and subtract √ CRQ denominations. • Read and tell
money using the prices • Add and subtract time in hours
of objects (e.g. toys). MCQ money using the from the analog
• Recognize money √ CRQ prices of objects clock e.g., two
change (up to 100) to (e.g. toys). o'clock.
its equivalent • Recognize money • Read and tell
denominations. √ MCQ change (up to 100) time in hours
• Determine if enough CRQ to its equivalent from the digital
money is available to denominations. clock
make a purchase. MCQ • Determine if • Name in order
• Add different CRQ enough money is the days of the
combinations of available to make week.
coins/notes. a purchase.
• Add different
combinations of
coins/notes.
•

60 | P a g e
 Standard-2 NIL
Algebra

Standard-3
Compare objects to Compare objects to Compare objects to
3.Measurementof identify: identify: identify:
‘length and Mass • long, longer, longest, √ SRQ • long, longer, • long, longer,
• short, shorter, √ SRQ longest, longest,
shortest, • short, shorter, • short, shorter,
• tall, taller, tallest, √ SRQ shortest, shortest,
• high, higher, highest, √ SRQ • tall, taller, tallest, • tall, taller,
• heavy, heavier, √ SRQ • high, higher, tallest,
heaviest, highest, • high, higher,
• light, lighter, lightest. √ MCQ • heavy, heavier, highest,
5. Time and Date heaviest, • heavy,
• Identify Pakistani √ MCQ • light, lighter, heavier,
currency coins (Rs. lightest. heaviest,
1,2 and 5). • light, lighter,
• Identify Pakistani √ MCQ • Identify Pakistani lightest
currency notes (Rs. /SRQ currency coins •
10, 20, 50 and (Rs. 1,2 and 5).
100). • Identify Pakistani • Identify
6. Geometry • Match a group of √ SRQ currency notes Pakistani
coins/notes to an (Rs. 10, 20, 50 currency
equivalent group of and coins (Rs. 1,2
different 100). and 5).
denominations. • Match a group of • Identify
• Add and subtract √ MCQ coins/notes to an Pakistani
money using the prices equivalent group currency
of objects (e.g. toys). of different notes (Rs. 10,
• Recognize the hour and √ MCQ denominations. 20, 50 and
minute hands of an • Add and subtract 100).
analog clock. money using the
• Read and tell time in √ MCQ prices of objects
hours from the analog (e.g. toys).
clock e.g., two o'clock. • Recognize the
• Read and tell time in √ MCQ hour and minute
hours from the digital hands of an analog
clock clock.
• Name in order the days √ MCQ • Read and tell time
of the week. in hours from the
• Identify which day √ MCQ analog clock e.g.,
comes after/ before a two o'clock.
particular day.

61 | P a g e
 • Name (orally) the solar
months of the year.
√ CRQ • Read and tell time
in hours from the
digital clock
• Name in order the
days of the week.
• Identify which day
comes after/ before
a particular day.
Name (orally) the • Name (orally)
solar months of the the solar
year. months of the
year.

Standard-4
Information NIL
Handling
Standard-5 NIL
Reasoning and
Logical Thinking

62 | P a g e
Learning Targets/SLO for Paper & Pencil Test Grade - II
Name of SLO K U A SRQMC CRQ Essay Summative Formative
The Topic/Unit Type Type
Item
Standard-1
• Write ordinal √ MCQ • Write ordinal
1. Numbers numbers from first to numbers from first
twentieth. √ to twentieth.
• Write numbers up to MCQ CRQ • Write numbers up
2.Number
1 – 100 to 1 – 100
Operations • Recognize the place SRQ/MCQ • Recognize the
value of a 3-digit √ place value of a 3-
number. SRQ/MCQ digit number.
• Identify the place • Identify the place
value of a specific √ value of a specific
digit in a 3-digit digit in a 3-digit
number. number.
• Compare 2- or 3- CRQ • Compare 2- or 3-
digit numbers SRQ digit numbers
(hundreds, tens and (hundreds, tens and
ones). MCQ ones).
• Read numbers up to • Read numbers up
999. √ SRQ to 999.
• Write numbers up to • Write numbers up
999 in numerals. √ to 999 in numerals.
• Identify numbers SRQ/MCQ • Identify numbers
given in ascending given in ascending
or descending order. √ MCQ or descending
• Count backward ten order.
steps down from any • Count backward
given number. √ ten step down
• Arrange numbers up from any given
to 999, written in number.
mixed form, in • Arrange numbers
increasing or MCQ up to 999, written
decreasing order. √ CRQ in mixed form, in
• Count and write in increasing or
l0s (e.g. 10, 20, 30, ... √ MCQ decreasing order.
). • Count and write in
l0s (e.g. 10,20,30,
√ ... ).

63 | P a g e
 • Count and write in MCQ • Count and write in • Identify the
100s (e.g. 100s (e.g. smallest/largesnumber
100,200,300,...). 100,200,300,...). in a given set of
• Identify the √ • Identify the numbers.
smallest/largest MCQ smallest/largest
number in a given set number in a given
of numbers. set of numbers.
• Recognize that 1000 √ √ MCQ • Recognize that
is one more than 999 1000 is one more
and the first four than 999 and the
digit number. √ first four digit
• Recognize fraction number.
as equal parts of a • Recognize fraction
whole. MCQ as equal parts of a
• Identify half, one whole.
third and quarter • Identify half, one
with the help of √ third and quarter
objects and figures MCQ with the help of
(without writing). objects and figures
• Represent half, one (without writing).
third and quarter in √ • Represent half,
numerical from as MCQ one third and
• Shade the equal quarter in
parts of a given MCQ numerical from as
figure to match a √ • Shade the equal
given fraction. parts of a given
• Recognize and name √ figure to match a
unit fractions up to . given fraction.
• Recognize fractions MCQ • Recognize and
like two third, three MCQ name unit fractions
fourth, four fifth and up to .
so on using, ... √ • Recognize
• Add ones and ones. MCQ fractions like two
• Add ones and 2-digit MCQ third, three fourth,
numbers with four fifth and so
carrying. √ MCQ on using, ...
• Add 2-digit numbers • Add ones and
and 2-digit numbers ones.
with carrying. √ • Add ones and 2-
• Solve real life digit numbers with
problems, involving MCQ carrying.
addition of 2- digit • Add 2-digit
numbers, with numbers and 2-
carrying. √ MCQ

64 | P a g e
 • Add 3-digit numbers digit numbers with
and 2-digit numbers carrying.
without carrying. √ MCQ • Solve real life
• Add 3-digit numbers problems,
and 3-digit numbers involving addition
without carrying. √ of 2- digit
• Solve real life MCQ numbers, with
problems with carrying.
carrying of tens and • Add 3-digit
hundreds. √ numbers and 2-
• Subtract 2-digit MCQ digit numbers
numbers from 2-digit without carrying.
numbers with • Add 3-digit
borrowing. √ numbers and 3-
• Solve real life MCQ digit numbers
problems of without carrying.
subtraction with • Solve real life
borrowing. √ problems with
• Subtract 3-digit MCQ carrying of tens
numbers from 3-digit and hundreds.
numbers without • Subtract 2-digit
borrowing. √ numbers from 2-
• Solve real life MCQ digit numbers with
problems of borrowing.
subtraction without • Solve real life
borrowing. √ MCQ problems of
• Subtract ones from 3- subtraction with
digit numbers with borrowing.
borrowing. √ • Subtract 3-digit
• Solve simple numbers from 3-
problems regarding digit numbers
addition and MCQ without borrowing.
subtraction with • Solve real life
carrying/borrowing problems of
in mixed form. √ MCQ subtraction without
• Multiply numbers borrowing.
within multiplication • Subtract ones from
table. √ MCQ 3-digit numbers
• Verify commutative with borrowing.
property of • Solve simple
multiplication. √ MCQ problems regarding
• Solve real life addition and
problems on subtraction with
multiplication. √

65 | P a g e
 • Divide numbers MCQ carrying/borrowing
within the in mixed form.
multiplication tables • Multiply numbers
with remainder zero. √ MCQ within
• Solve real life multiplication
problems involving table.
division. √ • Verify
• Solve real life √ commutative
problems (using √ property of
Pakistani currency as √ multiplication.
well) involving • Solve real life
addition, subtraction, problems on
multiplication and multiplication.
division. • Divide numbers
within the
multiplication
tables with
remainder zero.

• Solve real life

problems
involving division.
Solve real life
problems (using
Pakistani currency as
well) involving
addition, subtraction,
multiplication and
division.

Standard-2
Algebra

Standard-3
• Recognize the
3.Measurementof standard units of
‘length Mass and length, i.e. meter,
Capacity centimeter.
• Read and write
standard units of
√ MCQ • Read and write • Recognize the
standard units of standard units of
length including length, i.e. meter,
abbreviations. centimeter.
√ MCQ • Use appropriate • Recognize the
units of length to standard units of

66 | P a g e
 length including measure (with mass/ weight, i.e.
abbreviations. straightedge/ ruler) kilogram, gram.
• Use appropriate √ MCQ CRQ the objects. • Recognize and use the
units of length to • Solve real life standard unit of
measure (with problems capacity/ volume, i.e.
straightedge/ ruler) involving liter.
the objects. √ MCQ CRQ measurements. • Know the number of
• Solve real life • Read and write hours in a day and
problems involving standard units of number of minutes in
measurements. √ MCQ mass/ weight an hour.
• Recognize the including • Recognize a.m. and
standard units of abbreviations. p.m.
mass/ weight, i.e. • Solve real life •
kilogram, gram. √ MCQ CRQ problems
• Read and write involving mass/
standard units of weight.
mass/ weight • Compare capacity
including of different objects
abbreviations. √ MCQ CRQ (jug, glass, cup
• Solve real life etc.).
problems involving • Read and write
mass/ weight. √ MCQ standard units of
• Compare capacity of capacity/ volume
different objects including
(jug, glass, cup etc.). √ MCQ CRQ abbreviations.
• Recognize and use • Solve real life
the standard unit of problems
capacity/ volume, involving capacity/
4. Time and Date i.e. liter. √ MCQ CRQ volume.
• Read and write
standard units of • Read and write the
capacity/ volume time from a clock
including in hours and
abbreviations. √ MCQ CRQ minutes (with five
• Solve real life minute intervals)
problems involving e.g., read 8: 15 as
capacity/ volume. eight fifteen and
√ MCQ 8:50 as eight fifty.
• Know the number of • Draw hands of a
hours in a day and clock to show time
number of minutes in hours and
in an hour. √ MCQ minutes (with five
• Read and write the minute intervals).
time from a clock in

67 | P a g e
 hours and minutes • Use solar calendar
5. Geometry (with five minute to find a particular
intervals) e.g., read date.
8: 15 as eight fifteen • Use lunar calendar
and 8:50 as eight SRQ to find a particular
fifty. date.
• Recognize a.m. and √ MCQ CRQ
p.m. • Identify the figures
• Draw hands of a like square,
clock to show time rectangle, triangle,
in hours and minutes circle, semi-circle
(with five minute √ MCQ CRQ and quarter-circle.
intervals). • Identify vertices
• Use solar calendar to √ MCQ CRQ and sides of a
find a particular triangle, rectangle
date. and square.
• Use lunar calendar √ MCQ • Differentiate
to find a particular between a straight
date. line and a curved
line.
• Identify the figures • Identify straight
like square, MCQ and curved lines
rectangle, triangle, √ from the given line
circle, semi-circle drawings.
and quarter-circle. √ SRQ CRQ • Use straightedge/
• Identify vertices and ruler to draw a
sides of a triangle, straight line of
rectangle and square. √ MCQ given length
• Differentiate (exclude fractional
between a straight lengths).
line and a curved MCQ
line.
• Identify straight and √
curved lines from the
given line drawings.
• Use straightedge/
ruler to draw a
straight line of given √
length (exclude
fractional lengths).
Standard-4
InformationHandling NIL

Standard-5 NIL

68 | P a g e
 Reasoning and
Logical Thinking

69 | P a g e
Learning Targets/SLO for Paper & Pencil Test Grade – III
Name of SLO K U A SRQ CRQ Essay Summative Formative
The Topic/Unit /MC Type
Type
Item
Standard-1 • Read Roman √ MCQ CRQ • Write Roman • Read Roman
Number and numbers up to 20. numbers up to 20. numbers up to
Operations • Write Roman √ MCQ CRQ • Identify even and odd 20.
numbers up to 20. numbers up to 99 • Identify even
1. Numbers • Identify even and odd √ MCQ CRQ within a given and odd
numbers up to 99 sequence. numbers up to
within a given • Write even or odd 99 within a
sequence. numbers within a given
• Write even or odd √ MCQ CRQ given sequence. sequence.
numbers within a • Identify the place • Identify the
given sequence. values of numbers up place values of
• Identify the place √ MCQ CRQ to 6-digits. numbers up to
values of numbers up • Read and write given 6-digits.
to 6-digits. numbers up to • Compare two
• Read and write given √ MCQ CRQ 100,000 (hundred numbers using
numbers up to thousand) in symbols '<', '>'
100,000 (hundred numerals and in and '='.
thousand) in numerals words. • Identify the
and in words. • Compare two value of a
• Compare two numbers using number from
numbers using √ MCQ CRQ symbols '<', '>' and number line.
symbols '<', '>' and '='.
'='. • Write the given set of
• Write the given set of numbers in ascending
numbers in ascending √ MCQ CRQ and descending order.
and descending order. • Represent a given
2.Number and • Represent a given number on number
Operations number on number √ MCQ CRQ line.
line. • A
• Identify the value of •
a number from √ MCQ • dd numbers up to four
number line. digits (with and
without carrying)
• Add numbers up to vertically and
four digits (with and √ MCQ CRQ horizontally.
without carrying) • Add numbers up to
vertically and 100 using mental
horizontally. calculation strategies.

70 | P a g e
 • Add numbers up to √ MCQ CRQ • Solve real life
100 using mental problems involving
calculation strategies. addition.
• Solve real life √ MCQ CRQ • Subtract numbers up
problems involving to four digits with and
addition. without borrowing.
• Subtract numbers up √ MCQ CRQ • Subtract numbers up
to four digits with and to 100 using mental
without borrowing. calculation strategies.
• Subtract numbers up • Solve real life
to 100 using mental √ MCQ CRQ problems involving
calculation strategies. subtraction.
• Solve real life • Use the term 'product'
problems involving √ MCQ CRQ for multiplication of
subtraction. two numbers.
• Use the term 'product' • Multiply 2-digit
for multiplication of √ MCQ CRQ numbers by I-digit
two numbers. numbers.
• Develop • Multiply a number by • Develop
multiplication tables √ zero. multiplication
for 6, 7, 8 and 9. • Apply mental tables for 6, 7,
• Multiply 2-digit mathematical 8 and 9.
numbers by I-digit √ MCQ CRQ strategies to multiply
numbers. numbers up to the
• Multiply a number by table of 10.
zero. √ MCQ CRQ • Solve real life
• Apply mental problems involving
mathematical √ MCQ CRQ multiplication of 2-
strategies to multiply digit numbers by l-
numbers up to the digit numbers.
table of 10. • Divide 2-digit
• Solve real life numbers by l-digit
3.Fractions problems involving √ MCQ CRQ numbers (with zero
multiplication of 2- remainder).
digit numbers by l- • Apply mental
digit numbers. mathematical
• Divide 2-digit strategies to divide
numbers by l-digit √ MCQ CRQ numbers up to the
numbers (with zero table of 10.
remainder). • Solve real life
• Apply mental problems involving
mathematical √ MCQ CRQ division of 2-digit
strategies to divide numbers by l-digit
numbers.

71 | P a g e
 numbers up to the
table of 10. • Express the fractions
• Solve real life √ MCQ CRQ in figures and vice
problems involving versa.
division of 2-digit Match the fractions with
numbers by l-digit related figures.
numbers. • Identify equivalent
fractions from the
• Express the fractions √ MCQ CRQ given figures.
in figures and vice • Write three
versa. equivalent fractions
• Match the fractions √ SRQ for a given fraction
with related figures. • Differentiate between
• Identify equivalent √ MCQ proper and improper
fractions from the fraction.
given figures. • Compare fractions,
• Write three √ MCQ CRQ with same
equivalent fractions denominators, using
for a given fraction symbols '<', '>' and
• Differentiate between √ SRQ CRQ '='.
proper and improper • Add two fractions
fraction. SRQ CRQ with same
• Compare fractions, √ denominators.
with same • Represent addition of
denominators, using fractions through
symbols '<', '>' and figures
'='. • Subtract fractions
• Add two fractions √ MCQ CRQ with same
with same denominators.
denominators. • Represent subtraction
• Represent addition of √ MCQ of fractions through
fractions through figures.
figures
MCQ
• Subtract fractions √ CRQ
with same
denominators.
SRQ
• Represent subtraction √
of fractions through
figures

Standard-2 NIL
Algebra
Standard-3 • Measure and write • Read standard
√ MCQ standard units of units of length

72 | P a g e
 4.Measurement, • Read standard units of length including (kilometer,
length, Mass length (kilometer, abbreviations. meter and
and Capacity meter and centimeter) • Add measures of centimeter)
including length in same units including
abbreviations. √ MCQ with and without abbreviations.
• Measure and write carrying. • Read standard
standard units of • Solve real life units of length
length including problems involving (kilometer,
abbreviations. √ MCQ same units of length meter and
• Add measures of for addition with and centimeter)
length in same units without carrying. including
with and without • Subtract measures of abbreviations.
carrying. √ MCQ length in same units • Read standard
• Solve real life with and without units of
problems involving borrowing. volume (liter
same units of length • Solve real life and milliliter)
for addition with and problems involving including
without carrying. √ MCQ same units of length abbreviations.
• Subtract measures of for subtraction with • Use am. and
length in same units and without p.m, to record
with and without borrowing. the time from
borrowing. √ MCQ • Measure and write 12-hour clock
• Solve real life standard units of •
problems involving length including
same units of length abbreviations.
for subtraction with • Add measures of
and without length in same units
borrowing. √ MCQ with and without
• Read standard units of carrying.
length (kilometer, • Solve real life
meter and centimeter) problems involving
including same units of length
abbreviations. √ MCQ for addition with and
• Measure and write without carrying.
standard units of • Subtract measures of
length including length in same units
abbreviations. with and without
• Add measures of √ MCQ borrowing.
length in same units • Solve real life
with and without problems involving
carrying. √ MCQ same units of length
• Solve real life for subtraction with
problems involving and without
same units of length borrowing.

73 | P a g e
 for addition with and • Measure and write
without carrying. √ MCQ standard units of
• Subtract measures of volume including
length in same units abbreviations.
with and without • Add measures of
borrowing. √ MCQ volume in same units
• Solve real life with and without
problems involving carrying.
same units of length • Solve real life
for subtraction with problems involving
and without same units of volume
borrowing. √ MCQ for addition with and
• Read standard units of without carrying.
volume (liter and • Subtract measures of
milliliter) including volume in same units
abbreviations. √ MCQ with and without
• Measure and write borrowing.
standard units of • Solve real life
volume including problems involving
5. Time abbreviations. √ MCQ same units of volume
• Add measures of for subtraction with
volume in same units and without
with and without borrowing.
carrying. √ MCQ
• Solve real life • Read and write time
problems involving from analog and
same units of volume digital clocks.
for addition with and • Read and write days
without carrying. √ MCQ and dates from the
• Subtract measures of calendar
volume in same units • Add units of time in
with and without hours.
borrowing. √ MCQ • Solve real life
• Solve real life problems involving
problems involving units of time for
same units of volume addition in hours.
6. Geometry for subtraction with • Subtract units of time
and without in hours.
borrowing. • Solve real life
√ SRQ problems involving
• Use am. and p.m, to units of time for
record the time from subtraction in hours.
12-hour clock √ √ MCQ

74 | P a g e
 • Read and write time • Recognize point, line
from analog and √ MCQ segment, ray.
digital clocks. • Classify figures
• Read and write days according to number
and dates from the √ √ MCQ of sides as
calendar quadrilaterals
• Add units of time in MCQ (rectangles, squares)
hours. and triangles.
• Solve real life • Identify circle, its
problems involving radius and diameter.
units of time for MCQ • Calculate perimeters
addition in hours. √ of squares, rectangles
• Subtract units of time MCQ and triangles.
in hours. √
• Solve real life
problems involving
units of time for
subtraction in hours. √ MCQ

• Recognize point, line √ MCQ

segment, ray.
• Classify figures
according to number
of sides as
quadrilaterals
(rectangles, squares) √ MCQ
and triangles.
• Identify circle, its √ MCQ
radius and diameter.
• Calculate perimeters
of squares, rectangles
and triangles.
Standard-4
Information
Handling

7.Data Read and interpret a √ SRQ

Representation picture graph
Standard-5 NIL
Reasoning and
Logical
Thinking

75 | P a g e
Learning Targets/SLO for Paper & Pencil Test Grade – IV
Name of SLO K U A SRQ CRQ Essay Summative Formative
The Topic/Unit MC Type
Type
Item
Standard-1
• Identify place • Identify place
1. Numbers • Identify place √ MCQ values of digits up values of digits up
And Arithmetic values of digits up to one hundred to one hundred
Operations to one hundred million. million.
million. √ MCQ • Read numbers up • Read numbers up
• Read numbers up to one hundred to one hundred
to one hundred √ MCQ million. million.
million. • Write numbers up • Identify
• Write numbers up √ MCQ to one hundred divisibility rules
to one hundred million. for 2, 3, 5 and 10.
million. • Recognize • Use divisibility
• Recognize √ MCQ numbers in words tests for 2,3,5 and
numbers in words up to one hundred 10 on numbers up
up to one hundred million. to 5 digits.
million. √ MCQ • Compare and • Identify unit,
• Compare and order numbers up proper, improper
order numbers up √ MCQ to 8 digits and mixed
to 8 digits • Add numbers up fractions.
• Add numbers up to 6 digits. • Know a decimal
to 6 digits. • Solve real life number as an
• Solve real life √ MCQ problems alternate way of
problems involving addition writing a fraction.
involving addition √ MCQ of numbers up to 6 • Define decimal
of numbers up to 6 digits. as a fraction
digits. • Subtract numbers whose
• Subtract numbers up to 6 digits. denominator is 10
up to 6 digits. • Solve real life or a power of 10.
• Solve real life √ MCQ problems •
problems involving
involving subtraction of
subtraction of numbers up to 6
numbers up to 6 √ MCQ digits.
digits. • Multiply numbers
2.Factors and • Multiply numbers up to 5 digits by
Multiples up to 5 digits by √ MCQ

76 | P a g e
 numbers up to 3 numbers up to 3
digits. digits.
• Solve real life • Solve real life
problems √ MCQ problems
involving involving
multiplication. multiplication.
• Divide numbers • Divide numbers
up to 4 digits by √ MCQ up to 4 digits by
numbers up to 2 numbers up to 2
digits. digits.
• Solve real life √ MCQ • Solve real life
problems problems
involving division involving division

• Identify √ MCQ • Define prime and

divisibility rules composite
for 2, 3, 5 and 10. √ MCQ numbers.
• Use divisibility • Differentiate
tests for 2,3,5 and between prime
10 on numbers up √ MCQ and composite
to 5 digits. numbers.
• Define prime and √ MCQ • List factors of a
composite number up to 50.
numbers. • List the first
• Differentiate √ MCQ twelve multiples
between prime of a l-digit
and composite number.
numbers. √ MCQ • Differentiate
• List factors of a between factors
number up to 50. and multiples.
• List the first √ MCQ • Factorize a
twelve multiples number by using
of a l-digit prime factors.
number. • Determine
• Differentiate common factors
between factors of two or more 2-
3. Fractions and multiples. digit numbers.
• Factorize a √ MCQ • Find HCF of two
4. Decimals and number by using √ MCQ or more 2-digit
Fractions prime factors. numbers using
• Determine √ MCQ • Venn
common factors diagram,
of two or more 2- • Prime
digit numbers. √ MCQ factorization.

77 | P a g e
 • Find HCF of two • Solve real life
or more 2-digit problems
numbers using involving HCF.
• Venn • Determine
diagram, common
• Prime √ MCQ multiples of two
factorization. or more 2-digit
• Solve real life √ MCQ numbers.
problems • Find LCM by
involving HCF. √ MCQ • common
• Determine multiples,
common • Prime
multiples of √ MCQ factorization.
two or more √ • Solve real life
2-digit problems
numbers. √ MCQ involving LCM.
• Find LCM • Define a fraction.
by • Recognize like
• common and unlike
multiples, fractions.
• Prime • Compare two
factorization. √ MCQ unlike fractions
• Solve real life by converting
problems √ MCQ them to
involving LCM. equivalent
• Define a fraction. fractions with the
• Recognize like √ MCQ same
and unlike denominator.
fractions. • Arrange fractions
• Compare two √ MCQ in ascending and
unlike fractions descending order.
by converting • Simplify fractions
them to to the lowest
equivalent √ MCQ form.
fractions with the • Identify unit,
same √ MCQ proper, improper
denominator. and mixed
• Arrange fractions fractions.
in ascending and • Convert improper
descending order. fraction to mixed
• Simplify fractions √ MCQ fraction and vice
to the lowest versa.
form.

78 | P a g e
 • Identify unit, • Add fractions
proper, improper √ MCQ with unlike
and mixed denominators.
fractions. • Verify the
• Convert improper √ MCQ commutative
fraction to mixed property of
fraction and vice √ MCQ addition of
versa. fractions with
• Add fractions same
with unlike denominators.
denominators. √ MCQ • Verify the
• Verify the associative
commutative property of
property of addition of
addition of fractions with
fractions with √ MCQ same
same denominators.
denominators. • Subtract fractions
• Verify the with unlike
associative √ MCQ denominators.
property of • Multiply fractions
addition of √ MCQ with whole
fractions with numbers.
same • Multiply two or
denominators. √ MCQ more fractions
• Subtract fractions (proper, improper
with unlike and mixed
denominators. fractions).
• Multiply fractions √ MCQ • Verify the
with whole commutative
numbers. property of
• Multiply two or multiplication of
more fractions √ MCQ fractions.
(proper, improper • Verify the
and mixed associative
fractions). property of
• Verify the √ MCQ multiplication of
commutative fractions.
property of • Divide a fraction
multiplication of by a whole
fractions. number.
• Verify the √ MCQ • Divide a whole
associative number by a
property of fraction.

79 | P a g e
 multiplication of √ MCQ • Divide a fraction
fractions. by another
• Divide a fraction fraction (proper,
by a whole √ MCQ improper and
number. mixed fractions).
• Divide a whole √ MCQ • Recognize the
number by a places occupied
fraction. √ MCQ by the digits, after
• Divide a fraction the decimal point,
by another as decimal places.
fraction (proper, • Identify the place
improper and value of a digit in
mixed fractions). decimals.
• Know a decimal • Add and subtract
number as an decimals (up to
alternate way of two decimal
writing a fraction. places).
• Define decimal as • Multiply a
a fraction whose decimal by 10,
denominator is 10 100 and 1000.
or a power of 10. • Multiply a
• Recognize the decimal by a 2-
places occupied digit number.
by the digits, after • Divide a decimal
the decimal point, by a l-digit
as decimal places. number (quotient
• Identify the place being a decimal
value of a digit in up to two decimal
decimals. places)
• Add and subtract
decimals (up to
two decimal
places).
• Multiply a
decimal by 10,
100 and 1000.
• Multiply a
decimal by a 2-
digit number.
• Divide a decimal
by a l-digit
number (quotient
being a decimal

80 | P a g e
 up to two decimal
places)

Standard-2
Algebra

Standard-3
Measurement
and Geometry Convert Convert
• kilometers to • kilometers to
5.Measurements Convert meters ,meters to meters ,meters to
• Kilometers to √ MCQ centimeters, centimeters,
meters, meters to centimeters to centimeters to
centimeters, millimeters. millimeters.
centimeters to • Add and subtract • Add and subtract
millimeters. expressions expressions
• Add and subtract √ MCQ involving similar involving similar
expressions units of length. units of length.
involving similar • Use appropriate • Use appropriate
units of length. units to measure units to measure
• Use appropriate √ MCQ the length of the length of
units to measure different objects. different objects.
the length of • Solve real life • Use appropriate
different objects. problems units to measure
• Solve real life √ MCQ involving the mass/ weight
problems conversion, of different
involving addition and objects.
conversion, subtraction of • where upper scale
addition and units of length. of protractor
subtraction of √ MCQ • Add and subtract reads the measure
units of length. expressions of angle from left
• Add and subtract involving similar to right.
expressions units of mass/ • lower scale of
involving similar weight. protractor reads
units of mass/ √ MCQ • Solve real life the measure of
weight. problems angle from right
• Use appropriate involving to left.
units to measure conversion, •
the mass/ weight √ MCQ addition and
of different subtraction of
objects. units of mass/
• Solve real life weight. • Read time in
problems • Convert liters to hours, minutes
involving milliliters. and seconds.

81 | P a g e
 conversion, √ MCQ • Add and subtract • Recognize the use
addition and expressions of pencils of grade
subtraction of MCQ involving units of Hand HB.
units of mass/ capacity/ volume. • Demonstrate the
weight. • Use appropriate use of H and HB
• Convert liters to units to measure pencils by
milliliters. √ MCQ the capacity/ drawing different
• Add and subtract volume of lines.
expressions different objects
involving units of (utensils etc.) • Know
capacity/ volume. • Solve real life instruments of a
• Use appropriate √ MCQ problems Geometry Box
units to measure involving i.e., pencil,
the capacity/ conversion, straightedge/ruler,
volume of addition and compasses
different objects subtraction of (sometimes called
(utensils etc.) units of capacity/ a pair of
6. Geometry • Solve real life √ MCQ volume. compasses),
problems • Convert hours to dividers
involving minutes and (sometimes called
conversion, √ MCQ minutes to a pair of
addition and seconds. dividers), set
subtraction of • Convert years to squares and
units of capacity/ √ MCQ months, months protractor.
volume. to days and weeks •
• Read time in to days.
hours, minutes • Add and subtract
and seconds. √ MCQ units of time
• Convert hours to without carrying
minutes and /borrowing.
minutes to √ MCQ • Solve simple real
seconds. life problems
• Convert years to involving
months, months conversion,
to days and weeks addition and
to days. subtraction of
• Add and subtract units of time.
units of time √ MCQ • Measure the
without carrying length of a line in
/borrowing. centimeters and
• Solve simple real millimeters using
life problems straightedge/ruler
involving and dividers.
conversion,

82 | P a g e
 addition and • Draw a straight
subtraction of line of given
units of time. length using a
straightedge/ruler
• Know √ and dividers.
instruments of a • Draw a curved
Geometry Box line and measure
i.e., pencil, √ MCQ its length using
straightedge/ruler, thread/dividers
compasses and
(sometimes called straightedge/ruler.
a pair of √ MCQ • Recognize
compasses), horizontal and
dividers vertical lines.
(sometimes called • Draw a vertical
a pair of line on a given
dividers), set horizontal line
squares and √ using set squares.
protractor. • Recognize
• Recognize the use parallel and non-
of pencils of grade parallel lines.
Hand HB. √ • Identify parallel
• Demonstrate the and non-parallel
use of H and HB lines from a given
pencils by set of lines.
drawing different • Draw a parallel
lines. √ line to a given
• Measure the straight line using
length of a line in set squares.
centimeters and √ • Draw a line
millimeters using which passes
straightedge/ruler through a given
and dividers. point and is
• Draw a straight √ parallel to a given
line of given line (using set
length using a squares).
straightedge/ruler √ • Recognize an
and dividers. angle through
• Draw a curved non-parallel lines.
line and measure • Draw an angle
its length using √ AOB with vertex
thread/dividers (0) and arms
and (OA,OB) to
straightedge/ruler. recognize the

83 | P a g e
 • Recognize √ notation L AOB
horizontal and for an angle
vertical lines. AOB.
• Draw a vertical • Recognize right
line on a given angle through
horizontal line horizontal and
using set squares. √ vertical lines.
• Recognize • Demonstrate
parallel and non- acute and obtuse
parallel lines. √ angles via the
• Identify parallel right angle.
and non-parallel • Recognize the
lines from a given standard unit for
set of lines. measuring angles
• Draw a parallel as one degree (10
line to a given √ ) which is defined
straight line using as 3!oof a
set squares. complete
• Draw a line revolution.
which passes √ Measure angles
through a given using protractor
point and is • Draw a right angle
parallel to a given √ using protractor.
line (using set • Draw acute and
squares). obtuse angles of
• Recognize an different
angle through measures using
non-parallel lines. protractor.
• Draw an angle • Draw an angle
AOB with vertex (using protractor)
(0) and arms • equal in measure
(OA,OB) to √ of a given angle,
recognize the • twice the measure
notation L AOB of a given angle,
for an angle • equal in measure
AOB. √ of the sum of two
• Recognize right given angles
angle through • Identify centre,
horizontal and radius, diameter
vertical lines. √ and
• Demonstrate circumference of
acute and obtuse √ a circle.
angles via the • Draw a circle of
right angle. given radius

84 | P a g e
 • Recognize the using compasses
standard unit for and
measuring angles straightedge/ruler.
as one degree (10 √ • Construct squares
) which is defined and rectangles
as 3!oof a √ with sides of
complete given measure
revolution. √ using protractor,
Measure angles set squares and
using protractor straightedge/
• where upper scale √ ruler.
of protractor • Read and
reads the measure interpret
of angle from left simple bar
to right. √ graphs given
• lower scale of in horizontal
protractor reads and vertical
the measure of form.
angle from right √
to left.
• Draw a right angle
using protractor.
• Draw acute and
obtuse angles of
different
measures using
protractor.
• Draw an angle
(using protractor)
• equal in measure
of a given angle,
• twice the measure
of a given angle,
• equal in measure
of the sum of two
given angles
• Identify centre,
radius, diameter
and
circumference of
a circle.
• Draw a circle of
given radius
using compasses

85 | P a g e
 and
straightedge/ruler.
• Construct squares
and rectangles
with sides of
given measure
using protractor,
set squares and
straightedge/
ruler.

Standard-4
Information • Read and interpret √
Handling simple bar graphs
given in
7. Information horizontal and
Handling vertical form. √
• Read and interpret
line graph.
Standard-5 NIL

Reasoning and
Logical
Thinking

86 | P a g e
Learning Targets/SLO for Paper & Pencil Test Grade – V
Name of SLO K U A SRQ CRQ Essay Summative Formative
The Topic/Unit /MC Type
Type
Item
Standard-1 • Read numbers up to 1 √ MCQ • Read numbers up to 1 000 • Read numbers
1. Number 000 000 000 (one 000 000 (one billion) in up to 1 000 000
Operations billion) in numerals numerals and in words. 000 (one billion)
and in words. • Write numbers up to I in numerals and
• Write numbers up to I √ MCQ 000 000 000 (one billion) in words.
000 000 000 (one in numerals and in words.
billion) in numerals • Add numbers of
and in words. complexity and of
• Add numbers of √ MCQ arbitrary size.
complexity and of • Subtract numbers of
arbitrary size. complexity and of
• Subtract numbers of √ MCQ arbitrary size.
2.HCF and complexity and of • Multiply numbers, up to
LCM arbitrary size. 6 digits, by 10, 100 and • Recognize
3.Fractions • Multiply numbers, up √ MCQ 1000. BODMAS rule,
4.Decimals to 6 digits, by 10, 100 • Multiply numbers, up to 6 using only
and and 1000. digits, by a 2-digit and 3- parentheses ( ).
Percentages • Multiply numbers, up √ MCQ digit number.
6.Unitary to 6 digits, by a 2-digit • Divide numbers, up to 6
Method and 3- digit number. digits, by a 2-digit and 3-
• Divide numbers, up to digit number.
6 digits, by a 2-digit √ MCQ • Solve real life problems
and 3- digit number. involving mixed
operations of addition,
87 | P a g e
 • Solve real life √ MCQ subtraction,
problems involving multiplication and
mixed operations of division
addition, subtraction, • Carryout combined
multiplication and operations using
division BODMAS rule.
• Recognize BODMAS √ MCQ • Verify distributive laws.
rule, using only Find HCF of three
parentheses ( ). numbers, up to 2 digits,
• Carryout combined √ MCQ using
operations using • prime factorization
BODMAS rule. method,
• Verify distributive √ MCQ • division method
laws. Find LCM of four numbers,
Find HCF of three √ up to 2 digits, using
numbers, up to 2 • prime factorization
digits, using method,
• prime factorization √ MCQ • division method
method, MCQ • Add and subtract two and
• division method more fractions with
Find LCM of four different denominators
numbers, up to 2 digits, • Multiply a fraction by a
using number and demonstrate
• prime √ MCQ with the help of
factorization √ MCQ diagrams.
method, • Multiply a fraction by
• division method √ MCQ another fraction.
• Add and subtract two √ MCQ • Multiply two or more
and more fractions fractions involving
with different brackets (proper,
denominators improper and mixed
• Multiply a fraction by √ MCQ fractions).
a number and • Verify distributive laws.
demonstrate with the • Solve real1ife problems
help of diagrams. involving multiplication
• Multiply a fraction by √ MCQ of fractions.
another fraction. • Divide a fraction by a
• Multiply two or more √ MCQ number.
fractions involving • Divide a fraction by
brackets (proper, another fraction (proper,
improper and mixed improper and mixed).
fractions). • Solve real1ife problems
• Verify distributive √ MCQ involving division of
laws. fractions.

88 | P a g e
 • Solve real1ife
problems involving
multiplication of
fractions.
• Divide a fraction by a
number.
• Divide a fraction by
another fraction
(proper, improper and
mixed).
• Solve real1ife
problems involving
division of fractions.
• Simplify expressions
involving fractions
using BODMAS rule.
• Add and subtract
decimals
• Recognize like and √ MCQ
unlike decimals.
• Multiply decimals by
10, 100 and 1000.
• Divide decimals by
10, 100 and 1000
• Multiply a decimal
with a whole number.
• Divide a decimal with
a whole number.
• Multiply a decimal by
tenths and hundredths
only.
• Multiply a decimal by
a decimal (with three
decimal places).
• Multiply a decimal by
a decimal (in the
same way as for
whole numbers and
then put in the
decimal point
accordingly).
• Divide a decimal by a
decimal (by
89 | P a g e
√ MCQ • Simplify expressions
involving fractions using
BODMAS rule.
• Add and subtract
√ MCQ decimals
• Recognize like and
√ MCQ unlike decimals.
• Multiply decimals by 10,
100 and 1000.
• Divide decimals by 10,
√ MCQ 100 and 1000
• Multiply a decimal with
a whole number.
√ MCQ • Divide a decimal with a
whole number.
• Multiply a decimal by
√ MCQ tenths and hundredths
only.
• Multiply a decimal by a
decimal (with three
√ MCQ decimal places).
• Multiply a decimal by a
√ MCQ decimal (in the same way
as for whole numbers
√ MCQ and then put in the
decimal point
√ MCQ accordingly).
• Divide a decimal by a
√ MCQ decimal (by converting
decimals to fractions).
• Divide a decimal by a
√ MCQ decimal using direct
division by moving
decimal positions.
√ MCQ • Use division to change
fractions into decimals.
• Simplify decimal
expressions involving
brackets (applying one or
more basic operations).
• Round off decimals up to
√ MCQ specified number of
decimal places.
 converting decimals • Convert fractions to
to fractions). √ MCQ decimals and vice versa.
• Divide a decimal by a • Solve real life problems
decimal using direct involving decimals.
division by moving • Recognize percentage as
decimal positions. √ MCQ a special kind of fraction.
• Use division to • Convert percentage to
change fractions into fraction and to decimal
decimals. √ MCQ and vice versa.
• Simplify decimal • Solve real life problems
expressions involving involving percentages.
brackets (applying
one or more basic
operations). √ MCQ
• Round off decimals
up to specified
number of decimal
places. √ MCQ
• Convert fractions to
decimals and vice
versa. √ MCQ
• Solve real life
problems involving
decimals. √ MCQ
• Recognize percentage
as a special kind of
fraction.
• Convert percentage to √ MCQ
fraction and to
decimal and vice
versa. √ MCQ
• Solve real life
problems involving
percentages.
Standard-2
Algebra NIL

Standard-3

5.Disstance, Convert measures Convert measures given in Convert measures

Time and given in • kilometers to meters, given in
Temperature • kilometers to meters, √ MCQ • meters to centimeters, • kilometers to
7. Geometry • meters to centimeters, √ MCQ meters,
√ MCQ

90 | P a g e
 8.Perimeter • centimeters to
and Area millimeters, and vice
versa. √ MCQ
• Add and subtract
measures of distance.
• Solve real life
problems involving
conversion, addition
and subtraction of
units of distance. √ MCQ
• Convert hours to
minutes, minutes to
seconds and vice
versa. √ MCQ
• Add and subtract units
of time with carrying
/borrowing. √ MCQ
• Convert years to
months, months to
days, weeks to days
and vice versa.
• Solve real life
problems involving
conversion, addition
and subtraction of
units of time.
• Recognize units of
temperature in
Fahrenheit and
Celsius.
• Solve real life
problems involving
conversion, addition
and subtraction of
units of temperature.
• Describe the concept
of unitary method.
• Calculate the value of
many objects of the
same kind when the
value of one of these
objects is given.
• Calculate the value of
a number of same
91 | P a g e
• centimeters to • meters to
millimeters, and vice centimeters,
versa. • centimeters to
• Add and subtract millimeters, and
√ MCQ measures of distance. vice versa.
• Solve real life problems • Add and
involving conversion, subtract
addition and subtraction measures of
of units of distance. distance.
• Convert hours to • Convert years to
minutes, minutes to months, months
seconds and vice versa. to days, weeks
• Add and subtract units of to days and vice
time with carrying versa.
/borrowing. • Recognize units
• Convert years to months, of temperature
months to days, weeks to in Fahrenheit
days and vice versa. and Celsius.
• Solve real life problems
involving conversion,
√ MCQ addition and subtraction
of units of time.
• Recognize units of
temperature in Fahrenheit
and Celsius.
MCQ • Solve real life problems
involving conversion,
addition and subtraction
of units of temperature.
MCQ • Describe the concept of
unitary method.
• Calculate the value of
many objects of the same
kind when the value of
MCQ one of these objects is
given.
MCQ • Calculate the value of a
number of same types of
objects when the value of
another of the same type
is given (unitary
MCQ method).
• Define ratio of two
numbers.
 types of objects when
the value of another
of the same type is
given (unitary
method). MCQ
• Define ratio of two
numbers. MCQ
• Define and identify
direct and inverse
proportion. MCQ
• Solve real life
problems involving
direct and inverse
proportion (by unitary
method).
MCQ
• Recall an angle and
recognize acute, right,
obtuse, straight and
reflex angle.
• Use protractor to
construct MCQ
• a right angle, MCQ
• a straight angle, MCQ
• reflex angles of
different measure. MCQ
• Describe adjacent,
complementary and
supplementary angles.
• Define a triangle.
• Define triangles with MCQ
respect to their sides MCQ
(i.e., equilateral,
isosceles and scalene
triangle).
• Define triangles with
respect to their angles MCQ
(i.e., acute angled,
obtuse angled and
right angled triangle).
• Use compasses and
straightedge/ruler to
construct equilateral,
isosceles and scalene MCQ
92 | P a g e
• Define and identify
direct and inverse
proportion. • Recall an angle
• Solve real life problems and recognize
involving direct and acute, right,
inverse proportion (by obtuse, straight
unitary method). and reflex angle.
• Use protractor to
construct
• a right angle,
• a straight angle,
• reflex angles of different
measure.
• Describe adjacent,
complementary and
supplementary angles.
• Define a triangle.
• Define triangles with
respect to their sides (i.e.,
equilateral, isosceles and
scalene triangle).
• Define triangles with
respect to their angles
(i.e., acute angled, obtuse
angled and right angled
triangle).
• Use compasses and
straightedge/ruler to
construct equilateral,
isosceles and scalene
triangles when three sides
are given.
• Use protractor and
straightedge/ruler to
construct equilateral,
isosceles and scalene
triangles when two angles
and included side are
given. Measure the
lengths of the remaining
two sides and one angle
of the triangle.
 triangles when three
sides are given.
• Use protractor and
straightedge/ruler to
construct equilateral,
isosceles and scalene MCQ
triangles when two
angles and included
side are given.
Measure the lengths of
the remaining two
sides and one angle of
the triangle.
• Define hypotenuse of
a right angled triangle.
• Use protractor and
straightedge/ruler to
construct a triangle MCQ
when two angles and
included side are
given.
• Use protractor and MCQ
straightedge/ruler to
construct acute
angled, obtuse angled
and right angled
triangles when one
angle and adjacent MCQ
sides are given.
• Recognize the kinds
of quadrilateral
(square, rectangle,
parallelogram,
rhombus, trapezium
and kite).
• Use protractor, set
squares and
straightedge/ruler to MCQ
construct square and
rectangle with given
side(s).
• Recognize region of a
closed figure.
MCQ
93 | P a g e
• Define hypotenuse of a
right angled triangle.
• Use protractor and
straightedge/ruler to
construct a triangle when
two angles and included
side are given.
• Use protractor and
straightedge/ruler to
construct acute angled,
obtuse angled and right
angled triangles when
one angle and adjacent
sides are given.
• Recognize the kinds of
quadrilateral (square,
rectangle, parallelogram,
rhombus, trapezium and
kite).
• Use protractor, set
squares and
straightedge/ruler to
construct square and
rectangle with given
side(s).
• Recognize region of a
closed figure.
• Differentiate between
perimeter and area of a
region.
• Identify the units for
measurement of
perimeter and area.
• Write the formulas for
perimeter and area of a
square and rectangle.
• Apply formulas to find
perimeter and area of a
square and rectangular
region.
Solve appropriate problems
of perimeter and area.
 • Differentiate between
perimeter and area of
a region.
• Identify the units for
measurement of
perimeter and area. MCQ
• Write the formulas
for perimeter and area MCQ
of a square and
rectangle.
• Apply formulas to MCQ
find perimeter and
area of a square and
rectangular region. MCQ
• Solve appropriate
problems of perimeter
and area.
MCQ

MCQ

Standard-4
9.Information • Define an average √ MCQ
Handling (arithmetic mean).
• Find an average of √ MCQ
given numbers.
• Solve real life √ MCQ
problems involving
average.
• Draw block √ MCQ
graphs or column
graphs.
• Draw block graphs or √ CRQ
column graphs.
• Read a simple bar √ SRQ
graph given in
horizontal and vertical
form.
• Interpret a simple bar √ SRQ
graph given in

94 | P a g e
 horizontal and vertical CRQ
form. √
• Define and organize a
given data

Standard-5
Reasoning NIL
and Logical
Thinking

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96 | P a g e
 8. SLO Based Items

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 Strand/Key Learning Area:

Standards :

ITEM No. 1 To 15 Numbers and Operations

ITEM No. 16 To 21 Measurement and Geometry

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade

Read, Write, G-4 (1.1 K 0.60 1. The number 1210805 correctly read as:
Compare and ii)
A) One hundred twenty-one thousand and zero thousand eighty five
Identify Place
B) One million thousand and two hundred ten and eight five
Values of C) One twenty-one hundred, thousand and eight hundred, and five
Numbers up to D) One million, two hundred ten thousand and eight hundred five
1 000 000

Add and G-4 (1.3- U 0.70 2. The difference between 666205 and 878564 is:
Subtract i)
A) 676363
Numbers of
B) 212259
complexity and C) 313359
of arbitrary size D) 216295
- Add and G-4 A 0.30 3. Amir had Rs 1175, he bought 6 pencils, 4 markers and 6 erasers, the price of a
Subtract (1.6-iii) pencil is Rs 9, the price of a marker is Rs 32 and the price of a eraser is Rs 8. How
Numbers of many rupees Amir left after payment of the articles to the Book Seller.
complexity and
A) 99
of arbitrary size
B) 945
- Multiply and C) 954
D) 230
Divide up to 6
digit Numbers
2- and 3-digit
Numbers

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 -Add and G-4 (1.6 A 0.4 4. Anwar wants to purchase 7 school bags; each bag price is Rs 1560. But he has
Subtract – ii) Rs 10,000 in his pocket. How many bags he can purchase in the amount he has?
Numbers of
complexity and A) 4
of arbitrary size B) 5
C) 6
- Multiply and D) 7
Divide up to 6
digit Numbers
2- and 3-digit
Numbers

-Add and A
Subtract 5. Saad purchased 10 Kg of flour, Chicken 4 Kg, and 5 Kg of sugar of Rs 450, Rs
0.50 960 and Rs 325 respectively. How many rupees Saad spent?
Numbers of
complexity and
A) 1410
of arbitrary size
B) 1415
- Multiply and C) 1715
D) 1735
Divide up to 6
digit Numbers
2- and 3-digit
Numbers

6. Which of the following numbers are exactly divisible 3? Use test of divisibility.
No
(2.1 – ii) A 0.70 A) 24524
B) 34560
C) 13573
D) 37540

Distinguish b/w 7. Which one of the following numbers is prime?

even and odd,
A) 24524
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 prime and (2.1 – ii) K 0.70 B) 34560
composite C) 13573
numbers D) 37540

Calculate HCF G-4 (2.6

(LCM) of three – ii 8. Find the LCM of the following numbers by using common multiples:
U 0.70
(four) num,bers 24, 32, 72
using prime
factorization
and division
methods

Convert 9. Which of the following statements are true for the common fraction:
percentage to
G-4 (3.1 K 0.75 A) We cannot match the fraction with object of thing
fraction and to
- i) B) Half of the paper sheet is the only common fraction
decimal and C) A fraction means equal parts of a whole object or thing
vice versa D) Equivalent fractions are called mixed fraction

Convert G-4 (3.1 U 0.70 10. One of the following groups of fractions is like fractions:
percentage to - ii) 15 15 15 15
fraction and to A) , , ,
7 7 5 7
5 6 13 13
decimal and B) , , ,
13 13 5 7
vice versa 𝟒 𝟕 𝟏𝟑 𝟏𝟑
C) , , 𝟏𝟓 , 𝟏𝟓
𝟏𝟓 𝟏𝟓
7 8 9 10
D) , , 15 , 14
15 15
Convert 7 13
G-4 (3.3 11. The sum of + 10 is:
15
percentage to – i)
U 0.60 20
fraction and to A)
25
decimal and 20
B)
vice versa 30
20
C)
15
𝟓𝟑
D)
𝟑𝟎

100 | P a g e
 Convert 12. Which of the following statements are true for decimal fractions?
percentage to
4.1 - i K 0.70 A) We cannot match the decimal fraction with common fraction
fraction and to
decimal and B) Half of the object in fraction can be represented in decimal as .25
vice versa C) In decimals we have a denominator and numerator in decimals
D) A decimal fraction is another method to write a common fraction

Convert 13. Find the sum of:

percentage to
U 0.70 45.67 + 37.75
fraction and to
decimal and
vice versa

Convert 14. Divide:

percentage to
(4.2– i) 0.60 7.2 by 6
fraction and to
CRQ
decimal and A) 1.2
vice versa
B) 6.2

C) 1.6

D) 6.6

-Add and 4.3 Real A 0.50 15. Aimun had Rs 5000, she purchased different medicines whose prices were
Subtract life ---- Rs 345.50, Rs 1010.67 and 1968.85. How much amount the shopkeeper will
Numbers of up to 2- return to Aimun after received his payment?
complexity and decimals
A) 3643.83
of arbitrary size
B) 3325.02
- Multiply and C) 1674.98
Divide up to 6 D) 1647.98
digit Numbers

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 2- and 3-digit
Numbers

Add, Subtract 5.1 - i 16. 345 m is equivalent to:

and convert
0.60 A) 34.50 cm
standard units
B) 3450 cm
of length, U C) 34500 cm
mass/weight D) 345.0 cm
and capacity/
volume, time
and
temperature

Add, Subtract 17. Electric Wire of 25670 Cm in Meters is equivalent to:

and convert
5. 1 - i 0.70 A) 2567.0
standard units
B) 256.70
of length, U C) 25.670
mass/weight D) 2.5670
and capacity/
volume, time
and
temperature

Add, Subtract 18. A train starts running from Karachi Cantonment Station at 12:15 and
and convert reached Rohri Railway Station in 7 hours and 40 minute. What will be the
5.4 - iv U 0.60
standard units time when train reached Rohri Railway Station?
of length,
A) 07:55
mass/weight
B) 09:55
and capacity/ C) 18:05
volume, time D) 19:55
and
temperature

102 | P a g e
 No 6.1 – i K 0.70 19. Identify the picture of compasses:

A)

B)

C)

D)

Draw, label and

classify lines,

103 | P a g e
 angles, 0.70
quadrilaterals
and triangles
based on their
properties

20. Following are the right angles:

A)

B)

6.3 iii

C)

104 | P a g e
 D)

Draw, label and 6.2 - ii A 0,60 21. When we draw a Straight line of measure 6 Cm, the second step will be:
classify lines,
angles,
A) Put the ruler on the centre of the sheet of paper
quadrilaterals B) Put the tip of the pencil at Zero (0) mark for pointing
and triangles C) Put the tip of the pencil at 6 Cm for pointing
based on their D) Draw the line from zero mark to 6 Cm
properties

Strand/Key Learning Area: Numbers and operations

Standard : identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify the Identify Understa Easy Q. Which number is represented in the given ball frame ?
place value of the place nding
value of
the
105 | P a g e
 each digit in a specific
3-digit numbers digit in a
two digit
numbers

A) 55

B) 56

C) 65

D) 66

Strand/Key Learning Area: Numbers and operations

Standard : identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

106 | P a g e
 Count read and Identify Knowled Easy Q. Which is the smallest number of two digits ?
write numbers 10 as a ge
up to 999 number

A) 12

B) 11

C) 10

D) 01

Strand/Key Learning Area: Numbers and operations

Standard : identify numbers, ways of representing numbers and effects of operations in various situations

107 | P a g e
 Benchmark SLO Cognitive Difficulty Item
Level Level
Grade – I

Identify the Identify Understa Easy Q. Which number comes in between 53_________ 53 ?
place value of which nding
each digit in a number
3-digit numbers (up to 99)
comes

 Before
/after a A) 58
number B) 56
 Between
two C) 54
numbers D) 52

Strand/Key Learning Area: Numbers and operations

108 | P a g e
 Standard : identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Add and Add two 2- Understa Moderate Q. Add

subtract up to digit nding
3-digit numbers numbers

Tens unit

3 5

+ 1 4

A) 49

B) 58

C) 85

D) 94

109 | P a g e
 Strand/Key Learning Area: Numbers and operations

Standard : identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Add and Complete Understa Moderate Q. What number should come in the box to make it true?
subtract up to the nding
3-digit numbers equation
such as 46 - = 24
9- =7
with
proper
number
A) 05

B) 13

C) 22

D) 67

110 | P a g e
 Strand/Key Learning Area: Numbers and operations

Standard : identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Add and Subtract knowledg Easy Q. What should be added in 6 that we get 18?
subtract up to mentally e
3-digit numbers the
numbers
given in
simple
real life
situation
A) 3

B) 12

C) 15

D) 24

111 | P a g e
 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify and Compare Understa Easy Q. Tick ( ) the longest pencil ?

apply objects to nding
measureable identify
attributes of
length,  Long,
weight/mass, longer, A)
capacity/volum longest
e and time

B)

C)

D)

112 | P a g e
 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify and Compare Understa Easy Q. Tick ( ) the shortest candle?

apply objects to nding
measureable identify
attributes of
length,  short,
weight/mass, shorter,
capacity/volum shortest
e and time

A) B) C) D)

113 | P a g e
 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify and Compare Understa Easy Q. Tick ( ) the heaviest thing?

apply objects to nding
measureable identify
attributes of
length,  Heavy,
weight/mass, heavier,
capacity/volum heaviest
e and time

A) B C) D)

114 | P a g e
 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade - I

Identify and  Recogni Understa Moderate Q. How many Rs., 5 coins will be in Rs. 50?
apply ze nding
measureable money
attributes of changes
length, (up to
weight/mass, 100 to
capacity/volum its
e and time equivale
nt
denomin A) 5 B 10 C) 20 D) 25
ations

115 | P a g e
 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify and Add Understa Moderate Q. what is the amount of the given notes ?
apply different nding
measureable combina
attributes of tions of
length, coins/no
weight/mass, tes
capacity/volum
e and time

A) 85 B 80 C) 70 D) 60

116 | P a g e
 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify and Read and Understa Easy Q. what is the time in the given clock ?
apply tell time nding
measureable in hours
attributes of from the
length, analog
weight/mass, clock
capacity/volum
e and time

A) 1 B 12 C) 2 D) 5

117 | P a g e
 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify and Name in Knowled Easy Q. How many number of days in a week?
apply order the ge
measureable days of
attributes of the week
length,
weight/mass,
capacity/volum
e and time

A) 5 B 6 C) 7 D) 8

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 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify and Name Knowled Easy Q. What is position of the month April in solar calendar?
apply (orally) ge
measureable the solar
attributes of months
length, of the
weight/mass, year
capacity/volum
e and time

A) 2nd B 4th C) 6th D) 8th

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 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – I

Identify square, Identify the Understa Easy Q. Identify the given shape?
rectangle, basic nding
triangle, circle shapes
and oval from
real life
objects

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 A) circle B Square C) Rectangle D) Triangle

Strand/Key Learning Area: Measurement and Geometry

Standard : Identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade-II

Identify the Read Understa Moderate Q. The place value of 9 in the number 986 is:
place value of numbers nding
each digit in a up to
3-digit number 999

A) 9 B 90 C) 98 D) 900

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 Strand/Key Learning Area: Measurement and Geometry

Standard : Compute fluently with fractions, decimals and percent

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade-II

Recognized Represent Understa Moderate Q. In 3 equal parts each part is equal to:
and represent half one nding
unit fractions third and
up to 1/12 quarter
in
numeric
al form a
1/2, 1/3,
1/4

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 A) 1/4 B 1/3 C) 1/2 D) 3/3

Strand/Key Learning Area: Measurement and Geometry

Standard : Compute fluently with fractions, decimals and percent

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade-II

Recognized Recognize Understa Moderate Q. What is the fraction represented by shaded parts in the given figure?
and represent fractions nding
unit fractions like two
up to 1/12 third,
three
fourth,
fifth and
so on
using
2/3, 3/4,

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 A) 7/8 B 5/8 C) 4/8 D) 3/8

Strand/Key Learning Area: Measurement and Geometry

Standard : Identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade-II

Add and Subtract 3- Understa Moderate Q. solve:

subtract up to digit nding
3-digit numbers numbers
from 3- 710 - 455
digit
numbers
with
borrowi
ng

124 | P a g e
 A) 245 B 255 C) 265 D) 300

Strand/Key Learning Area: Measurement and Geometry

Standard : Identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade-II

Divide Solve real Appling Moderate Q. 20 books are equality distributed among, How many books each child will receive:
members life
within problem
multiplication involvin
table of 2, 3, 4, g
5 and 10 with division
remainder zero.

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 A) 4 B 10 C) 15 D) 25

Strand/Key Learning Area: Measurement and Geometry

Standard : Identify numbers, ways of representing numbers and effects of operations in various situations

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade-II

Add and Solve real Appling Moderate Q. Sana had Rs 867. Her father gives Rs 321 more. Find how many rupees sana has now
subtract up to life
3-digit numbers problem
(using
Pakistan
i

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 currency
as well
involvin
A) 735 B 997 C) 999 D) 1000
g
addition,
subtracti
on,
multiplic
ation
and
division

Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – II

Identify and Recognize Knowled Easy Q. How many grams in one kilogram?
apply the ge
measureable standard
attributes of units of
length, mass/we
weight/mass, ight, i.e.
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 capacity/volum kilogram
e and time , gram

A) 1 B 10 C) 100 D) 1000

Strand/Key Learning Area: Measurement and Geometry

Standard : Examine real life situations by identifying mathematically valid arguments and drawing conclusion to enhance their
mathematical thinking

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – II

sort classify Solve real Applicati Moderate Q. How much in 5 similar bottles, if one bottle has 2 liter of juice?
and compare life on
familiar shapes problem
involvin
g
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 capacity/
volume

A) 3 B 7 C) 10 D) 25

Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – II

Identify and Read and Understa Moderate Q. What time the given clock showing?
apply write the nding
measureable time
attributes of from a
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 length, clock in
weight/mass, hours
capacity/volum and
e and time minutes
(with
five
minutes
intervals
) egg.
Read
8:15 as
eight
fifteen

A) 08:00 B) 08:15 C) 08:30 D) 07:45

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 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – II

Identify and Use solar Knowled Easy Q. How many days in a year?
apply calendar ge
measureable to find a
attributes of particula
length, r date
weight/mass,
capacity/volum
e and time

A) 300 B) 350 C) 365 D) 400

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 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade - II

Identify square, Identify Understa Easy Q. A closed figure which has three sides and three vertices is called:
rectangle, vertices nding
triangle, circle and
and oval sides of
a
triangle,
rectangl
e and
square

A) circle B Square C) Rectangle D) Triangle

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 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – II

Identify and Identify Understa Easy Q. How many number of straight lines used in the figures?
apply straight nding
measureable and
attributes of curved
length, lines
weight/mass, from the
capacity/volum given
e and time line
drawing

A) 2 B) 3 C) 4 D) 5

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 Strand/Key Learning Area: Measurement and Geometry

Standard : identify measurable attributes of objects construct angles and two dimensional figures

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade – II

Identify and Use straight Applicati Moderate Q. Which of the following line segments are of 5 cm measure?
apply edge/rul on
measureable er to
attributes of draw a
length, straight A)
weight/mass, line of
capacity/volum given
e and time length(e
xclude
fractiona B)
l length)

C)

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 D)

Strand/Key Learning Area:

 Standard: 1- Number and operations. Identify numbers, ways of representing numbers and effects of operations in
various situations. Unit:1

Benchmark SLO Cognitive Difficult Item

Level y Level
Grade

Read and write III-V U .3 Q: 1.write roman number of 5.

roman numbers
Read and
up to 20.
write
(A)II
roman
numbers (B)IV
up to 20.
(C)V

(D)V

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 Read write Identify Q: 2.write a number 675140 in words.
compare and the place
identify place values of
values of numbers
numbers up to up to 6-
1 000 000. digits U .5 (A)Six hundred seventy five thousand one hundred forty

(B)Six thousand seventy five hundred forty

(C)Sixty seven thousand fifty one hundred forty

(D)Sixty thousand seventy five hundred forty

same Represent Q: 3 Circle the value of 7, 9 and 12 of a number line.

a given
(Cry)
number
on a
number
line A .4

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 Strand/Key Learning Area:

 Standard: 1- Number and operations. Identify numbers, ways of representing numbers and effects of operations in
various situations unit -2

Benchmark SLO Cogniti Difficult Item

ve Level y Level
Grade

Add and III-V U .3 Q: 4 The sum is 6453 and 2724 of following

subtract
Add
numbers of
numbers up
complexity and (A)8177
to four
of arbitrary
digits with
size.
and without
carrying (B)9177
vertically
and
horizontally (C)1077

(D)1177

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 Multiply and Multiply a Q: 5 solve the following
divide up to 6 – number by
U .2
digit numbers zero.
by 2 and 3 digit 10×6
numbers.

(A)60

(B)70

(C)80

(D)90

Multiply and Solve real Q: 6- 24 apples are shared equally between 2 boys Jamal and Alma.
divide up to 6 – life
How many apples does each boy get? (CRQ).
digit numbers problems
by 2 and 3 digit involving
numbers division of
2-digit A .4
numbers by
1-digit
number.

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 Strand/Key Learning Area:

 Standard: 2.Algebra; Analyze number patterns and interpret mathematical situations by manipulating algebraic
expression and relations.
 Unit 3

Benchmark SLO Cogni Difficult Item

tive y Level
Grade
Level

Use symbolic III-V U .5 Q: 7. Compare fractions 5/7 and 3/7 through symbols.
notation to
Compare
represent a
fraction with
statement of (A) =
same
equality
denominators, (B) <
using
symbols<,> (C) >
and = (D) ≥

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 Use symbolic Subtraction of Q;8- subtract fractions of following
notation to fractions
U .3 15/12 from 9/12
represent a
statement of
equality.
(A) 4/12

(B) 5/12

(C) 6/12

(D) 8/12

Use symbolic Differentiate Q:9- write the examples of proper and improper fractions . (CRQ)
notation to between
represent a proper and
statement of improper
equality. fraction
A .6

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 Strand/Key Learning Area:

 Standard: 3- Measurement and geometry: Identify measurable attributes of objects, construct angles and two
dimensional figures.
4

Benchmark SLO Cogni Difficult Item

tive y Level
Grade
Level

Add, subtract III-V Q: 10. Solve the following

and convert
Add measures Add 873km and321km
standard units
of length in
of length,
same units
weight/mass,
capacity/volum
with and √(A) 1194km
without
e, time and .3 (B) 1195 km
carrying
temperature.
U (C)1196km

(D) 1197

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 Add, subtract Solve real life Q; 11. Ahmed’s bag weights 962g. Ajman’s bag weight
and convert problems 704g .How much heavier is Ahmed’s bag?
standard units involving same
of length, units of mass
weight/mass, weight for
capacity/volum subtraction
e, time and with and (A) 238g
temperature. without (B) 248g
borrowing. A .5
(C) 258g

(D) 268g

Add, subtract Subtract U .4 Q: 12- Subtract the following.

and convert measures of
standard units volume in
of length, same units
weight/mass, with and
capacity/volum without
e, time and borrowing.
temperature.

697L-571L

Add, subtract
(A)126L
and convert
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 standard units Solve real life (B)127L
of length, problems
(C)128L
weight/mass, involving same
capacity/volum units of A (D)129L
e, time and volume for
Strand/Key
temperature. Learning Area:
subtraction
with and Q13.A water tank contains 540L of water. Driver uses 18L to clean the
 Standard –without
3: Measurements and geometry: Identify measurable attributes of objects, construct angles and two dimensional
figures. car. How much water remains in the tank? (CRQ).
borrowing. .6
Unit:5

Benchmark SLO Cognitiv Difficult Item

e Level y Level
Grade

Add, subtract III-V Q: 14.How many days in 2 years?

and convert
Read and
standard units
write days
of length, (A) 718
and dates
weight/mass,
from the (B) 720
capacity/volum
calendar.
e, time and .5 (C)722
temperature.
U (D) 724

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 Add, subtract Add units of Q; 15. The sum of 138h and 142h is:
and convert time in hours
standard units
of length, (A) 300h
weight/mass,
capacity/volum (B) 290h
e, time and Learning Area:
Strand/Key (C) 280h
temperature.
U .4 (D) 270h
 Standard: 3: Identify measurable attributes of objects, construct angles and two dimensional figures.

Unit:6

Benchmark
Add, subtract SLO
Solve real life Cognitiv
A Difficult
.6 Item
Q16:Ali read a storybook in 8 hours and Jamal read same book in 11 hours. how
and convert problems e Level y Level much further does Ali time than Jamal?(CRQ)
Grade
standard units involving
Draw, label
of length, Classify
subtraction of Q: 17. Identify the shape of triangle.
and classify
weight/mass, figures
units of time
lines, angles,
capacity/volum according
in hours. to
quadrilaterals
e, time and number of
and triangles
temperature. sides as
based on their quadrilaterals (A) (B) (C) (D)
properties. (rectangles, .3
sequares) and
triangles. U

144 | P a g e
 Draw, label Identify Q; 18.Write the name of radius and diameter of following cycle.
and classify circle, its
lines, angles, radius and
quadrilaterals diameter. (CRQ)
and triangles
based on their
properties.

U .5

Radius:-----------------------

Diameter:----------------------
Strand/Key Learning Area:

 Standard: 4: Information handling: Collect, organize, analyze, display and interpret data/information.
 Unit:7

Benchmark SLO Cognitiv Difficult Item

e Level y Level
Grade

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 Compare data Read and
Calculate U .4 Q20:
Q19.Findout
In picturethe
graph
perimeters
show the
of numbers
followingofsquare?
pencils, which a shopkeeper sell in four
and interpret interpret
perimetersa of days.
.4
quantities picture
squares graph.
represented on rectangles and U
chart, tables triangles.
and different
types of graphs
(pictogram and
bar and make
predictions
based on the
information.

(A)14cm

(B)15cm

The following graph picture show the number of pencils, which a shopkeeper sell in
(C)16cm
four days.

Read the above graph and given the following questions of answers.
(D)17cm
Q1.In the last day how many pencils are sold?

Ans:------------------

Q2.In which day least pencils are sell?

Ans:---------------------

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 Q3.In which day more pencils are sell?

Ans:-------------------------

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 9. Performance Assessment and Marking Rubric
Subject: Mathematics
Level: Grade 4
Topic: FRACTIONS
SLOs: Identify equivalent fractions for a given fraction

Task:

Teacher should demonstrate understanding of the concept of equivalent fractions. Student must
understand how the number and size of the parts differ in equivalent fractions even though the
two fractions themselves are the same size. A student must be able to generate equivalent
fractions and explain how finding missing parts in an equivalent fraction statement is done.
Teacher should also discuss the difference b/w proper and improper fractions.

This problem gives you the chance to find the equivalent fractions.

1. Equivalent fractions picked from the tree must be placed in the same basket.
Put each fraction on the tree into the correct basket.

2. Find one new equivalent fraction for each basket and write it on the line that is in front of
the basket.

3. Fill in the missing numerator and denominator to make this pair of fractions equivalent.
2
= 10

Explain how you figured it out.

-----------------------------------------------------------------------------

148
 -----------------------------------------------------------------------------

-----------------------------------------------------------------------------

4. 1. Puts the fractions into the correct baskets:

1 4 3 2
1. = 8 and 6 =
2 4

2. 1/3 = 3/9, 2/6 and 4/12

2 4
3. = and 3/12 = 9/36
4 8

4. 3/4 = 6/8 and 9/12

5. 2/3 = 6/9 and 8/12

6. Puts one more correct equivalent fraction onto each plate.

7. Fills in the missing values such as: denominator 5 and numerator 4

or denominator 4 and numerator 5 or denominator 2 and numerator 10
or denominator 1 and numerator 2- or denominator 20 and numerator 1

And

8. Gives correct explanation such as: They are equivalent fractions.

9. How many put fractions equal to 1/2 in other spaces?

10. What do you think students really understand about 1/2?

11. What are some of the things they seem to be confused about?

12. What are different ways that students might think about this part of the task to get the
answers?

13. Unit fractions seem to be the next set of fractions that make sense to students (fractions in
the form 1/denominator).

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 10. Reporting Results

The reporting of results in a standards-based system should be aligned with the key learning
areas/strands, competencies and students learning outcomes. All stakeholders including the learner,
parents, teacher, and school and district management, policy makers should receive results based on
the outcomes. The results reporting should provide feedback to textbook writers, curriculum
developers, teachers and teacher educators.

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 GLOSSARY

Assessment: This is a process of the collection and synthesis of data and evidences on
students’ learning, by using a variety of methods.
Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all
information processing at the conscious and sub-conscious levels. The Latin root of cognition is
cognoscente, which translates into "to conceptualize," "to recognize," and "to know." According to
Bloom’s taxonomy this processing of information may be at six level from simple recall, retrieval of
knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework
three cognitive processes will be considered.
Knowledge: Information processing that requires remembering, recognition, retrieval and
recall of knowledge.
Understanding: Information processing that requires construction of meaning from oral,
written or graphic text/communication. It involves Interpreting, exemplifying, summarizing,
inferring, explaining
Application: Carrying out a procedure, comparing, executing, implementing, evaluating, and
creating.
Summative Assessment: Summative Assessment (Assessment of learning) is assessment
for accountability purposes and for determining a student's level of performance after a
certain period of time, on a specific task or at the conclusion of a unit of teaching and
learning. This is formal way of testing students in order to find out what they have learnt.
The information gained from this kind of assessment is used for giving marks, reporting
the grades, awarding certificates, promoting to the next classes, evaluating teachers’
performance, making school accountable, selection of students for further studies and
professions and helping policy makers to take certain decisions for future educational
planning and improvement.
Formative Assessment: Formative Assessment (also called assessment for learning) is an
integral part of day- to- day teaching and learning processes. The information gained from
formative assessment activities can be used for shaping the teaching and learning processes.
This information helps the teachers know how students are progressing and where they are
having trouble, which leads toward making the necessary instructional adjustments, such as
teaching the concept again, trying alternative instructional approaches, or offering more

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 opportunities for practice. Hence formative assessment can lead to more opportunities for
learning and improved student achievements.
Continuous Assessment: Continuous assessments are regular assessment conducted at the
classroom level to assess student learning outcomes frequently and regularly as opposed to one
time annual examination. The results could be used for immediate improvement of the
teaching and learning process and also accountability purposes.
Benchmark Assessment: These are continuous and regular assessment conducted to assess
the achievement of benchmarks and standards.
Performance Assessment: Performance assessment is a form of assessment that comprises
of the application and assessment of knowledge, skills, attitudes, values and work habits
through the performance of tasks in a given situation that are both meaningful and engaging
to students.
Authentic Assessment:

Task, Problem, or Project is Authentic if it:

1. Is realistic: The task or tasks replicate the ways in which a person’s knowledge and
abilities are “tested” in real –world situations.
2. Requires Judgment and Innovation: The student has to use knowledge and skills
wisely and effectively to solve unstructured problems, such as when a plan must be
designed, and the solution involves more than following a set routine or procedure
or plugging in knowledge.
3. Ask the students to “do” the subject: Instead of reciting, restating, or replicating
through demonstration what he or she was taught or what is already known, the
student has to carry out exploration and work within the discipline of science,
history, or any other subject.

Validity: Validity is the extent to which a test measures what it claims to measure.
Reliability: Reliability refers to the consistency of a measure. A test is considered reliable if
we get the same result repeatedly.
Specification: An Assessment Specification is a two-way chart which illustrates the topics to
be assessed in the tests, the cognitive levels for each of the topics and the number of test items.
It has the topics on one axis and the SLOs on the other axis. The specification table gives the
outlines the complete content areas and also the learning outcome at each level of the
cognitive domain. Hence, it is recommended that a Table of Specifications be developed
before the test is developed to guide complete content converge and to ensure test validity.

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 Benchmark: Components of the standards. These are statements that identify what students
know and can do at the end of a particular developmental and grade levels. These may also
represent students’ learning outcomes for a particular grade cluster or course.

Content Standard: Content standards are general statements that describe what students are
expected to know and be able to do. It is a statement of the knowledge or understanding we
would expect students to have.

Curriculum Mapping: These are strategies to interpret the curriculum and develop an
alignment of SLOs, teaching and learning and planning and evaluation with standards.

Evaluation: Evaluation is the process of judging the quality of students’ work on the basis of
established criteria, by using collected information (assessment) for making informed decisions
about continued instruction, programs, and activities.

Performance Standard: Performance Standards are descriptions via tasks of what it is

students should know and be able to do to demonstrate competence. It is a description of
specific use of knowledge.

Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes
different levels of the quality of a work.

SLO: The Student Learning Outcomes are detailed statements describing what students are
supposed to learn, know and able to do at each grade level in order to achieve the specified
benchmarks.

Objective: The teaching objective is detailed statements of what teachers wants to do in the
teaching lesson in order to accomplish the specified teaching goal.

Standard: General statements that describe what students are expected to know and be able to
do.

Strand: A key learning area or competency.

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 Appendix I
MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING,
DEVELOPMENT AND EXPERT REVIEW & VALIDATION PROCESSES AND
WORKSHOPS

Policy Makers, Education Advisers and Educational Managers

1. Ms. Saba Mahmood CPM RSU.
2. Mr. Mushtaq Ahmed Shahani, Director Bureau of Curriculum.
3. Mr. Asghar Memon Additional Director Bureau of Curriculum.
4. Mr. Syed Saleh Muhammad Deputy Director Bureau
5. Mr. Aftab Ali Co-ordinator PEACe.
6. Mr. Zameer Khan PM-SAT RSU.
7. Ms. Rana Hussain. Educational Adviser SESP EU
8. Mr. Bernard Doran. Team Leader British Council
9. Mr. John Payne Team Leaders British Council.

PEACe Institution:
10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe
11. Mr. Ajeeb Nonari Subject Specialist, PEACe.
12. Ms. Majida Soomro Subject Specialist, PEACe.
13. Mr. Ajeeb Nonari Subject Specialist, PEACe.
14. Ms. Tahseen Kousar Ansari Subject Specialist, PEACe.

Government Institution:

15. Mr. Muhammad Waseem Mughal Assistant Professor GECE (M) Mirpurkhas.
16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi.
17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI,
Hyderabad.
18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi.
19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi
20. Ms. Attia Tabasum Bhutto. Assistant Professor Govt. Zubeda Girls College,
Hyderabad.

Private Institutions and Professional Associations:

21. Ms. Fatima Shahabuddin SPELT

22. Dr. Fozia Ahsan Consultant Oxford University Press Karachi
23. Ms. Maria Talha ERDC.
24. Dr Huma Ghaffar Chair ASSET Faculty AKU and KITE.
25. Ms. Kiran Hashmi Faculty NDIE.
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 26. Mr Nadeem Kirmani Mathematic Consultant Mathematics Association of Pakistan.
27. Ms. Unaeza Alvi Founding Chair Science Association of Pakistan. Faculty AKU.

Appendix II

Current : Desired:

Emphasizing on outcomes after learning
Assessing disconnected and; Isolated facts
and skills
Assessing with de-contextualized tasks
Assessing learning outcome during the learning
process.
Assessing Integrated and Interconnected skills.
Assessing with contextualized tasks

One correct answer Multiple correct answers

Providing little feedback to students Providing considerable amount of feedback to
students
Sporadic assessment Continual assessment
Used for power, control and documentation Used for motivation, empowerment and
engagement
Unauthentic tasks Authentic tasks

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 Assessing knowledge and simple Assessing Deeper understanding, reasoning and
understanding application
Promoting memorization Promoting thinking
Adapted from McMillan, H. (2001). Essential
Assessment Concepts for Teachers and
Administrators. United States: Corwin Press

Figure 1: Recent Trends in the Purpose of Classroom Assessment

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 Appendix III

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