Hong Kong - Mathematics Education Key Learning Area (2017)

Supplement to Mathematics Education
Key Learning Area Curriculum Guide

Learning Content of
Primary Mathematics
Prepared by
The Curriculum Development Council
Recommended for use in schools by

The Education Bureau
HKSARG
2017
Contents
Page
Preamble ii
Chapter 1 Learning targets 1
Chapter 2 Learning content 6
Chapter 3 Flow chart 111
Membership of the CDC Committee on Mathematics Education 113
Membership of the CDC-HKEAA Committee on Mathematics Education 115
Membership of the Ad-hoc Committee on Primary Mathematics Curriculum 116
i
Preamble
In response to the need to keep abreast of the ongoing renewal of the school curriculum
and the feedback collected from the New Academic Structure Medium-term Review
and Beyond conducted from November 2014 to April 2015, and to strengthen vertical
continuity and lateral coherence, the Curriculum Development Council Committee on
Mathematics Education set up three Ad Hoc Committees in December 2015 to review
and revise the Mathematics curriculum from Primary 1 to Secondary 6. The
development of the revised Mathematics curriculum is based on the curriculum aims of
Mathematics education, guiding principles of curriculum design, and assessment
stipulated in Mathematics Education Key Learning Area Curriculum Guide (Primary 1
- Secondary 6) (2017).
This booklet is one of the series Supplement to Mathematics Education Key Learning
Area Curriculum Guide (Primary 1 - Secondary 6) (2017), aiming at providing a
detailed account of:
1. the learning targets of the primary Mathematics curriculum;

2. the learning content of the primary Mathematics curriculum; and
3. the flow chart showing the progression pathways for the learning units of primary
Mathematics curriculum.
Comments and suggestions on this booklet are most welcomed. They may be sent to:
Chief Curriculum Development Officer (Mathematics)

Curriculum Development Institute
Education Bureau
4/F, Kowloon Government Offices
405 Nathan Road, Kowloon
Fax: 3426 9265
E-mail: [email protected]
ii
Chapter 1 Learning targets

Learning Targets of Primary Mathematics Curriculum (P1 – P3)
Number Strand Measures Strand Shape and Space Strand Data Handling Strand
Students are expected to:
 recognise the concepts of  recognise the concepts of  identify intuitively and  recognise the importance of
whole numbers* and simple length, distance, weight and describe 2-D shapes and the organisation and
fractions; capacity; 3-D shapes; representation of statistical
data;
 recognise and use the  use different ways to  recognise the properties of
commutative and compare the length, weight, points and lines, and the  collect and group statistical
associative properties of capacity of objects and concept of faces of 3-D data according to given
addition and multiplication; distance between objects, shapes; criteria;
and record the results;
 perform four arithmetic  recognise the concepts of  use appropriate scales to
operations of whole  understand the need for right angles, acute angles construct simple statistical
numbers and addition and using standard units of and obtuse angles; charts and interpret them;
subtraction of simple measurements; and
fractions, and check the  recognise the concepts of
reasonableness of results;  choose and use appropriate perpendicular and parallel;  formulate and solve simple
and measuring tools and problems arising from
standard units to compare  recognise the concepts and statistical data or statistical
 use numbers to formulate the length, weight, capacity properties of squares, charts.
and solve simple problems. of objects and distance rectangles, parallelograms
and trapeziums;
* In the primary Mathematics curriculum, “whole numbers” refers to non-negative integers.

1
Number Strand Measures Strand Shape and Space Strand Data Handling Strand

between objects, and record  recognise the inclusion
the results; relations between
parallelograms and squares,
 estimate the result of parallelograms and
measurements; rectangles;
 recognise money, time and  recognise the inclusion
date, and their use in daily relations between different
life; and types of triangles;
 integrate the knowledge in  make 2-D shapes and
the strands of Number, appreciate the beauty of
Measures, Shape and Space geometric shapes; and
to solve simple problems.
 describe the relative
position of different objects
and recognise the four
directions.
2
Number Strand Algebra Strand Measures Strand Shape and Space Strand Data Handling Strand
 recognise and use  use symbols to  recognise the  recognise the  understand the
the distributive represent numbers; concepts of concepts and criteria for
property of perimeter, area, properties of organising and
multiplication;  use algebraic volume and speed; rhombuses and representing
expressions to circles; statistical data;
 recognise the represent the  use different ways to
concepts of prime operations of and compare the  recognise the  use approximate
numbers and relations between perimeter and area inclusion relations values and
composite numbers; quantities that are of 2-D shapes, between different appropriate scales to
described in words volume and speed of types of construct statistical
 understand the and involve objects, and record quadrilaterals; charts and interpret
concepts of the unknown quantities; the results; them;
highest common and  recognise the
factors and the least  choose appropriate concept of vertices  recognise relations
common multiples;  use algebra to standard units to and edges of 3-D of data and patterns
formulate and solve measure and shapes; on the changes of
 understand the simple problems and compare the data from statistical
concepts of whole recognise how to perimeter and area  recognise the charts;
numbers, fractions, check the of 2-D shapes, concept and
decimals, reasonableness of volume and speed of property of sphere;  recognise the
percentages and the results. objects, and record concept of average
relations among  make 2-D shapes and solve problems;
the results; and 3-D shapes from
them;
given information
3

 perform four  use the measuring and appreciate the  formulate and solve
arithmetic tool and the standard beauty of geometric problems arising
operations of whole unit to measure, shapes; and from statistical data
numbers, fractions compare and draw or statistical charts;
and decimals, and angles of different  recognise the eight
check the sizes; compass points.  choose appropriate
reasonableness of statistical charts to
results; and  recognise the degree represent given data;
of accuracy of and
 use numbers to measurements;
formulate and solve  judge the
problems.  estimate the result of appropriateness of
measurements; the representation of
statistical charts.
 inquire and use
measurements
formulae of 2-D
shapes and 3-D
shapes;
 recognise the
relation between
volume and capacity
and solve problems;
4

 perform the
interconversion
between units of
time and solve
problems related to
time and speed；and
 integrate the
knowledge in the
strands of Number,
Measures, Shape
and Space to
formulate and solve
problems.
5
Chapter 2 Learning content
Learning Content of Primary Mathematics Curriculum
Notes:
1. Learning units are grouped under five strands (“Number”, “Algebra”, “Measures”, “Shape and Space” and “Data Handling” ), Further
Learning Units and Enrichment Topics.
2. Related learning objectives are grouped under the same learning unit.
3. The notes in the “Remarks” column of the table may be considered as supplementary information about the learning objectives.
4. To aid teachers in judging how far to take a given topic, a suggested lesson time in hours is given against each learning unit. However, the
lesson time assigned is for their reference only. Teachers may adjust the lesson time to meet their individual needs.
5. The total lesson time for primary Mathematic curriculum at both Key Stage One and Key Stage Two are 285 – 356 hours (i.e. 12% – 15%
of the total lesson time available for the primary curriculum at that Key Stage).
Learning Unit Learning Objective Time Remarks

Primary 1
Number Strand
1N1 1. recognise numbers 1-20 13.5 Students are required to count, read and write
the numbers.
Numbers to 20
2. perform counting onwards and counting backwards
6
3. recognise the concepts of ordinal numbers and Students are not required to use the terms
cardinal numbers “ordinal numbers” and “cardinal numbers”.
Students may use the method of one-to-one

correspondence or the concept of cardinal
numbers to compare the quantity of two
groups of objects.
The symbols “>” and “<” are introduced in

Learning Unit 2N1.
4. recognise the odd and even numbers up to 20
5. recognise the decomposition and composition of Teachers should arrange hands-on activities
numbers 2-18 for students to decompose a number into two
1-digit numbers and compose a number from
two 1-digit numbers, for example, 12 is
decomposed into 4 and 8; 12 is composed of
4 and 8.
Students are required to present the result of

decomposition and composition of a number
7
verbally and also by using text and symbols,
for example:
 “12 equals 4 plus 8” ; “12 minus 8 equals

4”
 “12 = 4 + 8”; “12  8 = 4”
Note: The symbols “+”, “” and “=” here

are not used for calculation purposes.
1N2 1. understand the basic concepts of addition and 13.5

subtraction
Basic addition and
subtraction
2. perform addition and subtraction of numbers within Students are required to verbally solve the
18 verbally problems presented mainly by diagrams and
record their workings in horizontal form.
The column forms of addition and

subtraction are dealt with in Learning Unit
1N4.
8
3. recognise the concept of 0 Students are required to recognise the

concept of 0 through subtraction and the
properties of 0, such as “0 + 4 = 4”,
“4 + 0 = 4” and “4  0 = 4”.
The term “whole number” is introduced in

Learning Unit 4N2.
4. understand the relation between addition and Teachers may arrange exploring activities for
subtraction students to discover the relation between
addition and subtraction.
5. recognise the commutative property of addition Teachers may provide students with concrete
examples to enable them to discover that the
commutative property holds for addition but
not for subtraction.
Students are not required to use the term

“commutative property”.
9
1N3 1. recognise numbers 21-100 6 Students are required to:
Numbers to 100  count, read and write the numbers
 perform counting onwards and counting

backwards
 recognise the odd and even numbers up to

100
2. recognise the concepts of the units place and the tens Students are required to recognise the
place meaning of the numerals in the units place
and the tens place. For example, in the
numeral “24”, “2” is in the tens place and
stands for 20, and “4” is in the units place and
stands for 4.
3. compare the magnitude of numbers The symbols “>” and “<” are introduced in
Learning Unit 2N1.
4. perform counting in groups of 2, 5 and 10 Calculation is not required.
10
5. estimate the quantity of objects The quantity to be estimated should be less

than 100.
1N4 1. perform addition of two numbers 13 The numbers are with at most two digits.
Addition and subtraction Addition with carry is required.

(I)
2. perform addition of three numbers The numbers are with at most two digits.
Students are required to recognise that the

conventional order of operations goes from
left to right, such as
10 + 6 + 2 = 16 + 2 = 18
3. recognise the associative property of addition Teachers may provide students with concrete
examples to enable them to discover the
associative property of addition.

“associative property”.
11
4. perform subtraction of two numbers The numbers are with at most two digits.
Subtraction with borrowing is not required.
Students are required to recognise how to use

addition to verify the answers.
5. recognise the column form of addition and

subtraction
6. solve simple problems Problems involving addition of three

numbers are tackled in Learning Unit 2N2.
Students are not required to explain their

calculation with statements.
Note: The results of the addition must be less

than 100.
Measures Strand
12
1M1 1. recognise the concepts of length and distance 3.5
Length and distance (I)

2. compare intuitively the lengths of objects and
compare intuitively the distances between objects
3. compare directly the lengths of objects and compare

directly the distances between objects
4. compare the lengths of objects and compare the Students are required to choose appropriate
distances between objects in improvised units improvised units for taking measurements.
1M2 1. recognise the coins in circulation in Hong Kong 6
Money (I)
2. recognise the notation of marked prices from price Students are only required to read marked
tags prices not more than 10 dollars.
Students should read the marked price such

as “$2.50” as “two dollars and fifty cents”.
Teachers should write the marked prices in

the form such as “$3.00”.
13
3. recognise the use of coins in daily life Students are required to count a group of
coins with a total not more than 10 dollars,
but not required to write numerical
expressions to show the workings.
Students are only required to do following

exchange:
 the exchange involving only 10-cent, 20-

cent, 50-cent and 1-dollar coins
 the exchange involving only 1-dollar, 2-

dollar, 5-dollar and 10-dollar coins
Problems on giving change are tackled in

Learning Unit 2N5.
1M3 1. recognise centimetre (cm) 4
Length and distance (II)

2. measure and compare the lengths of objects, and Students are required to choose appropriate
measure and compare the distances between objects tools for taking measurements.
in centimetre
14
3. estimate the result of measurements with ever-ready Students are required to recognise how to
rulers estimate the result of measurements after
they have acquired the experience of
measurements.
1M4 1. tell time to the hour and half hour 6 Students are only required to tell time from
analog clocks using “…o’clock” and “half
Time (I)
past…”.
Drawing hour hands and minute hands to

indicate time is not required.
2. recognise hour (h)
3. measure and compare the time intervals in hour
4. solve simple problems related to time intervals Students are required to:
 find the finishing time from the starting

time and time interval
 find the time interval from the starting
15
time and finishing time
5. recognise that there are seven days in a week and the Whether Monday or Sunday is the first day of
names of the days of the week the week need not to be stressed.
6. recognise that there are 12 months in a year and the

names of the months
7. recognise calendars Students are required to get information on

dates and the days of the week from a
calendar.
Note: Each time interval must be whole

number, and is not more than 12 hours.
Shape and Space Strand
1S1 1. recognise the intuitive concepts of prisms, cylinders, 6 Identifying intuitively these 3-D shapes from
pyramids, cones and spheres their 2-D representations is required.
3-D shapes (I)
Teachers should provide opportunities for
students to touch, stack up and roll the real
16
objects or models of these 3-D shapes.
Teachers should avoid using oblique 3-D

shapes such as oblique prisms and oblique
cones as examples.
The names of different prisms and pyramids

are introduced in Learning Unit 2S1.
1S2 1. recognise the intuitive concepts of points, straight 10 Students are required to identify intuitively
lines and curves straight lines and curves.
2-D shapes
The following concepts are required:
 in mathematics, a point has no size and a

line has no breadth
 there is only a straight line passing

through two fixed points; however, there
are many curves passing through these
two points
Teachers may arrange hands-on activities to

consolidate students’ conception of straight
17
lines and curves.
The concept of line segment is dealt with in

Learning Unit 2S4.
2. draw and make straight lines and curves Teachers may let students use different
methods to draw and make straight lines and
curves.
3. recognise the basic concepts of triangles,

quadrilaterals, pentagons, hexagons and circles
4. draw and make triangles, quadrilaterals, pentagons, Teachers may let students use different
hexagons and circles methods to draw and make these 2-D shapes.
5. form 2-D shapes by triangles, quadrilaterals, Teachers may let students form 2-D shapes
pentagons, hexagons and circles freely or according to designated 2-D shapes,
and let them appreciate the beauty of
geometric shapes.

“geometric shape”.
18
1S3 1. use “over”, “under”, “left”, “right”, “in front of”, 3.5 Students are set as observers.
“behind” and “between” to describe relative
Directions and positions (I)
positions of objects with respect to the observer’s
point of view
Further Learning Unit
1F1 Through various learning activities, discover and 10 This is not an independent and isolated
construct knowledge, further improve the ability to learning unit. The time is allocated for
Inquiry and investigation
inquire, communicate, reason and conceptualise students to engage in learning activities from
mathematical concepts different learning units, for example,
activities on enrichment topics, cross-
learning unit activities, and cross-KLA
activities that based on mathematical topics.
Enrichment Topics
1E1 1. perform Sudoku game -
Simple Sudoku game

2. design Sudoku game
19
1E2 1. explore how to determine criteria of sorting - Students are required to formulate the criteria
of sorting satisfying given conditions, such as
Sorting methods
satisfying the designated number of groups.
The criteria of sorting can be related to

attributes such as shapes, colours, or patterns
on the items.
20
Primary 2
Number Strand
2N1 1. recognise 3-digit numbers 3.5 Students are required to:
3-digit numbers  count, read and write numbers

backwards
 recognise 3-digit odd and even numbers
2. recognise the concept of the hundreds place Students are required to recognise the
meaning of the numeral in the hundreds
place.
3. compare the magnitude of numbers Students are required to use the symbols “=”,
“>”and “<” to express the relation between
the magnitude of two numbers.
4. perform counting in groups of 20, 25, 50 and 100 Calculation is not required.
21
5. estimate the quantity of objects The quantity to be estimated should be less

than 1000.
2N2 1. perform addition of not more than three numbers 7 The numbers are with at most three digits.
Addition and Addition with carry is required.
subtraction (II)
2. perform addition by using the commutative and The numbers are with at most three digits.
associative properties of addition
Teachers may use examples to enable
students to understand that using these
properties of addition can sometimes speed
up the operations, such as:
1 + 65 + 399
＝ 65 + 1 + 399
= 65 + 400
= 465
Students are not required to use the terms

“commutative property” and “associative
22
property”.
3. perform subtraction of not more than three numbers The numbers are with at most two digits.
Subtraction with borrowing is required.
Students are required to recognise the

10  7  2 = 3  2 = 1
Teachers may provide students with concrete

associative property does not hold for
subtraction.

4. solve problems Students are required to explain their

calculation with statements.
23
Problems involving both “…more
(less/fewer) than…” and “altogether” are
tackled in Learning Unit 3N4, for example:
Andy has 10 sweets and he has 2 fewer

sweets than Betty does. How many sweets do
they have altogether?
Note:
(i) The results of the addition must be less

than 1000.
(ii) Students are required to recognise how

to estimate the result of calculations.
2N3 1. recognise the basic concept of multiplication 11.5
Basic multiplication
2. understand the multiplication table (0-10)
3. perform basic multiplication
24
4. recognise the commutative property of Teachers may provide students with concrete
multiplication examples to enable them to discover the
commutative property of multiplication.

5. solve problems Students may use “3 × 2” or “2 × 3” to

represent two threes, for example, in solving
the following problem:
Each box has 3 pieces of cake, how many

pieces of cake are there in 2 boxes?
The expression can be “3 × 2” or “2 × 3”.

backwards
25
2. recognise the concept of the thousands place Students are required to recognise the
meaning of the numeral in the thousands
place.
3. perform counting in groups of 200, 250, 500 and Calculation is not required.
1000
4. compare the magnitude of numbers
Note: This Learning Unit should be taught

prior to the Learning Unit 2M3 “Money (II)”.
2N5 1. perform subtraction of two numbers 8.5 The numbers are with at most three digits.
Addition and subtraction Subtraction with borrowing is required.

(III)
2. perform mixed operations of addition and Addition and subtraction of numbers with
subtraction of three numbers more than three digits are not required.
26
Students are required to recognise that the
7  2 + 3 = 5 + 3 = 8
3. solve problems Problems related to money are required, but

the calculations involving decimals are not
required.

(less/fewer) than…” and “altogether” are
tackled in Learning Unit 3N4, for example:
Andy has 10 sweets and he has 2 more sweets

than Betty does. How many sweets do they
have altogether?
Note:
(i) Students are required to recognise how

27
(ii) This Learning Unit should be taught
subsequently to the Learning Unit 2M3
“Money (II)”.
2N6 1. recognise the basic concept of division 11.5 The concept of remainder is required.
Basic division
2. perform basic division Teachers may provide students with concrete
commutative property does not hold for
division.

3. recognise the relation between multiplication and Teachers may provide students with concrete
division examples to enable them to discover the
relation between multiplication and division.
4. solve problems
28
Measures Strand
2M1 1. recognise metre (m) 5
Length and distance (III)

in metre
3. record the lengths of objects and the distances Students may use ways such as 110 cm and
between objects in appropriate measuring units 1 m 10 cm for recording lengths and
distances, and convert 1 m 10 cm to 110 cm.
Recording lengths and distances using

decimals are dealt with in Learning Unit 4N7.
4. estimate the result of measurements with ever-ready Students are required to recognise how to
rulers estimate the result of measurements after
measurements.
29
2M2 1. tell time to the nearest minute 5.5 Students are required to tell time from analog
clocks and digital clocks.
Time (II)
Drawing hour hands and minute hands to
indicate time is not required.
2. recognise minute (min)
3. measure and compare the time intervals in minutes
4. solve simple problems related to time intervals Students are required to:
 find the finishing time from the starting

time and time interval
 find the time interval from the starting

time and finishing time
5. recognise that there are 24 hours in a day
6. recognise the concepts of morning (a.m.) and
30
afternoon (p.m.)
7. tell time using “morning”, “afternoon”, “noon” and Teachers may let students recognise that the
“midnight” time of noon and midnight can be written as
“12:00 noon” and “12:00 midnight”
respectively.
8. recognise the number of days in each month
9. recognise the numbers of days in a common year and

a leap year
10. solve problems related to the numbers of days spent Given any two of the starting date, finishing
on events date and number of days spent on an event,
students are required to find the unknown
quantity/date by reading the calendar.
Note: Each time interval is not more than 60

minutes.
31
2M3 1. recognise the notes in circulation in Hong Kong 5 Students should recognise the patterns of
notes in circulation, for example, recognising
Money (II)
the notes with same denominations but issued
by different note-issuing organisations.
2. recognise the notation of marked prices of greater Students are required to read marked prices
amounts from price tags not more than 1000 dollars.
Students should read the marked price such

as “$23.50” as “twenty-three dollars and fifty
cents”.
Teachers should write the marked prices in

the form such as “$23.00”.
3. recognise the use of money in daily life Students are required to count a group of
notes and coins with a total not more than
1000 dollars, but not required to write
numerical expressions to show the workings.
Students are only required to do following
32
exchange:
 the exchange involving only 10-dollar,

20-dollar, 50-dollar and 100-dollar notes
 the exchange involving only 100-dollar,

500-dollar and 1000-dollar notes
Problems on giving change are tackled in

Learning Unit 2N5.
Problems of decimal operations involving

money is tackled in Learning Units 4N8, 5N4
and 6N1.

subsequent to the Learning Unit 2N4 “4-digit
numbers” and prior to 2N5 “Addition and
subtraction (III)”.
33
2S1 1. recognise the concept of faces of a 3-D shape 3 The concepts include the bases and lateral
faces of a prism and a pyramid, the bases and
3-D shapes (II)
curved surface of a cylinder and a cone, and
the curved surface of a sphere.
2. recognise the names of different prisms and pyramids Students are required to recognise the names
of different prisms and pyramids, such as
“quadrilateral prism” and “pentagonal
pyramid”.
The terms “cubes” and “cuboids” are

introduced in Learning Unit 5S2.
2S2 1. recognise the concept of angles 7
Angles
2. compare the sizes of angles The unit “degree” is introduced in Learning
Unit 6M1.
3. recognise the concepts of right angles and

perpendicular lines
34
4. draw and make perpendicular lines Drawing under the following conditions is
required:
 through a given point on a straight line,

draw a straight line perpendicular to the
given straight line
 through a given point not on the straight

line, draw a straight line perpendicular to
the given straight line

concept of distance from a point to a straight
line.
Teachers may let students use different tools,

such as rulers and set squares to draw
perpendicular lines.
5. recognise the concepts of acute angles and obtuse The concepts of straight angles, round angles
angles and reflex angles, and the unit “degree” are
dealt with in Learning Unit 6M1.
35
6. draw and make angles of different sizes Teachers may let students use different
methods to draw and make angles of different
sizes.
2S3 1. recognise the four main directions: east, south, west 2.5 Students are required to recognise the short
and north forms “E”, “S”, “W” and “N”.
Directions and positions
(II)
2. use a compass to measure directions
2S4 1. recognise the concept of line segments 9 Students are required to recognise that
amongst the line segment and all curves
Quadrilaterals (I)
joining two given end points, the line
segment has the shortest length.
Students are not required to use the term “end

point”.
2. recognise the concept of quadrilaterals The concepts of opposite sides and adjacent
sides are required.
3. recognise the concepts and basic properties of The basic properties of squares include:
36
squares and rectangles  the four angles are right angles
 the four sides are equal in length
The basic properties of rectangles include:
 the four angles are right angles
 the opposite sides are equal in length
In this Learning Unit, teachers should avoid

using squares as examples to describe the
properties of rectangles.
The inclusion relation between squares and

rectangles is dealt with in Learning Unit 4S1.
4. draw and make squares and rectangles Teachers may let students use different
methods to draw and make squares and
rectangles.
Data Handling Strand
2D1 1. recognise pictograms 3.5 Teachers should let students recognise the
importance of the organisation and
Pictograms
37
representation of data through concrete
examples.
Pictograms in horizontal and vertical forms

are required.
2. interpret pictograms
3. construct pictograms
Note: Only the pictograms using the one-to-

one representation are required.
38
Enrichment Topics
2E1 1. recognise the time-recording and timing devices in -

modern and ancient times
Time-recording and timing
devices
2E2 1. recognise block charts -
Block charts
2. interpret block charts
3. construct block charts
39
Primary 3
Number Strand

backwards
2. recognise the concept of the ten thousands place Students are required to recognise the
meaning of the numeral in the ten thousands
place.
3N2 1. perform simple multiplication 6 Simple multiplication includes:
Multiplication (I)  2-digit number × 1-digit number
40
(1-digit number × 2-digit number)
 3-digit number × 1-digit number
Students are required to understand the

principle of operation of multiplication in
column form, for example, to understand
why the product of 43 × 2 can be obtained by
calculating 40 × 2 + 3 × 2, and why “8” is
written under “4”.
2. perform multiplication of three numbers Teachers may provide students with concrete
associative property of multiplication.

3. solve problems
41
Note: Students are required to recognise how

3N3 1. perform simple division 7.5 Simple division includes:
Division (I)  2-digit number ÷ 1-digit number
 3-digit number ÷ 1-digit number

principle of operation of division in column
form, for example, to understand why the
quotient of 68÷2 can be obtained by
calculating 60 ÷ 2 + 8 ÷ 2, and why “3” is
written above “6”.
Division involving remainder is required.
2. perform division of three numbers Teachers may provide students concrete

associative property does not hold for
division.
42
3. solve problems

3N4 1. recognise and use brackets 13.5
Four arithmetic operations

2. perform mixed operations of addition and Addition and subtraction of numbers with
(I)
subtraction of three numbers more than four digits are not required.
3. perform mixed operations of addition and

multiplication of, and subtraction and multiplication
of not more than four numbers
4. solve problems Teachers may provide concrete examples to

let students recognise the following relations:
43
 a(b＋c) = ab＋ ac
 (a＋b)c = ac＋ bc
 a(b − c) = ab − ac
 (a − b)c = ac − bc
where a, b and c are whole numbers.
The term “distributive property of

multiplication” needs not be introduced and
the application of the above relations is dealt
with in Learning Unit 4N5.

(less/fewer) than…” and “altogether” is
required, for example:
 Andy has 10 sweets and he has 2 fewer

sweets than Betty does. How many sweets
44
do they have altogether?
 Andy has 10 sweets and he has 2 more

sweets than Betty does. How many sweets
do they have altogether?
Note:
(i) Mixed operations may involve more

than one bracket. But operations
involving multiple levels of brackets,
such as (4 − (2 − 1))  3, are not
required.

3N5 1. recognise the concept of fractions 9.5 The concept of fractions includes:
Fractions (I)  fractions as parts of a whole object (one

whole)
45
 fractions as parts of a set of objects (one
whole)
2. recognise the concept of equivalent fractions Students may learn the concept of equivalent
fractions through the use of concrete objects
or diagram representations. The concepts of
expanding and reducing of fractions are dealt
3. compare the magnitude of fractions with the same

denominator or numerator
4. perform addition and subtraction of at most three The results must not be greater than 1.
fractions with the same denominator
Students are required to solve problems
presented mainly by diagrams.
Measures Strand
3M1 1. recognise kilometre (km) 6
Length and distance (IV)

2. compare the lengths of objects and compare the
46
distances between objects in kilometre
3. recognise millimetre (mm)
in millimetre
Students are required to recognise how to
estimate the result of measurements after
measurements.
5. record the lengths of objects and the distances Students may use ways such as 13 mm and
between objects with appropriate measuring units 1 cm 3 mm for recording lengths and
distances, and convert 1 cm 3 mm to
13 mm.
Recording lengths and distances using

decimals are dealt with in Learning Unit 4N7.
47
3M2 1. recognise second (s) 4
Time (III) 2. measure and compare the time intervals in seconds Teachers should encourage students to
estimate the time intervals.
3. solve simple problems related to time intervals Given any two of the starting time, finishing
time and time interval, students are required
to find the unknown quantity/time. The time
only involves hour and minute, and each time
interval must be a whole number and is not
more than 12 hours or 60 minutes
respectively.
3M3 1. recognise the concept of capacity 7
Capacity
2. compare intuitively the capacities of containers
3. compare directly the capacities of containers
4. compare the capacities of containers in improvised Students are required to choose appropriate
units improvised units for taking measurements.
48
5. recognise litre (L) and millilitre (mL) Students are required to recognise that the
symbols of litre and millilitre can be written
in small letters.
6. measure and compare the capacities of containers in Students are required to choose appropriate
litre and millilitre tools for taking measurements.

measurements.
7. record the capacity of containers with appropriate Students may use ways such as 1030 mL and
measuring units 1 L 30 mL for recording capacities, and
convert 1 L 30 mL to 1030 mL.
Recording capacities using decimals are dealt

Note: Teachers may consider using real-life

examples or related learning elements in
49
Science Education or Technology Education
KLAs to enhance learning and teaching.
3M4 1. recognise the 24-hour time 3
Time (IV)
2. Tell time in term of the 24-hour time
3M5 1. recognise the concept of weight 5.5
Weight
2. compare intuitively the weights of objects
3. compare directly the weights of objects
4. compare the weights of objects in improvised units Students are required to choose appropriate
improvised units for taking measurements.
5. recognise gram (g) and kilogram (kg) Gram and kilogram are units of mass.
However, in view of the language habits of
the majority in their daily life, it is suggested
not to mention the term “mass”.
6. measure and compare the weights of objects in gram Students are required to choose appropriate
50
and kilogram tools for taking measurements.

measurements.
7. record the weight of objects in appropriate Students may use ways such as 1030 g and
measuring units 1 kg 30 g for recording weights, and convert
1 kg 30 g to 1030 g.
Recording weights using decimals are dealt

3S1 1. recognise the concept of parallel lines 7.5 Students are required to recognise that two
parallel lines are equidistant everywhere.
Quadrilaterals (II)
2. draw and make parallel lines Teachers may let students use different tools,
such as rulers and set squares to draw parallel
lines.
51
3. recognise the concept and properties of The properties of parallelograms include:

parallelograms
 opposite sides are parallel
 opposite sides are equal in length
4. recognise squares and rectangles are parallelograms
5. recognise the concept and property of trapeziums The concepts of the upper base and lower
base of a trapezium are required.
The property of trapeziums includes: only

one pair of opposite sides are parallel (that is,
the upper and lower bases are parallel)
6. draw and make parallelograms and trapeziums Teachers may let students use different
methods to draw and make parallelograms
and trapeziums.
3S2 1. recognise the concepts of right-angled triangles, 9 Students are required to recognise that
isosceles triangles, equilateral triangles, isosceles isosceles right-angled triangles can be called
Triangles
right-angled triangles and scalene triangles as “right-angled isosceles triangles”.
52
2. recognise the relations between different types of The relations include:

triangles
 all isosceles right-angled triangles are
right-angled triangles
 all isosceles right-angled triangles are

isosceles triangles
 all equilateral triangles are isosceles

triangles
Teachers may illustrate the inclusion

relations between different types of triangles
by using such as Venn diagrams or tree
diagrams.

“inclusion relation”.
3. recognise that the sum of any two sides of a triangle Teachers may arrange hands-on exploratory
is greater than the remaining side activities for students to enable them to
discover this property.
53
4. draw and make triangles Teachers may let students use different
methods to draw and make triangles.
Using the property in Learning Objective

3S2.3 to make triangles is required.
3D1 1. recognise bar charts 4 Bar charts in horizontal and vertical forms are
required.
Bar charts (I)
2. interpret bar charts
3. construct bar charts Students are required to:
 collect data
 construct frequency tables using the

symbols “ ” or “正” for recording
data
 choose the one-to-one, one-to-two or one-

to-five representations according to the
magnitude of the data
54
Note: Only the bar charts using the one-to-

one, one-to-two and one-to-five
representations are required.
Enrichment Topics
3E1 1. recognise and appreciate curve stitching -
Curve stitching
2. make curve stitching patterns
55
3E2 1. explore whether four colours suffice to colour the -

regions of a map so that any two adjacent regions
The map-colouring
have different colours
problem
Total lesson time for P1–P3 (Key Stage One)：285 hours
56
Primary 4
Number Strand
4N1 1. perform multiplication 6 Multiplication includes:
Multiplication (II)  2-digit number × 2-digit number
 3-digit number × 2-digit number

principle of operation of multiplication in
column form.
2. perform multiplication by using the commutative Teachers may use examples to enable
and associative properties of multiplication students to understand that using these
properties of multiplication can sometimes
speed up the operation, for example:
25 × 53 × 4 ＝ 53 × (25 × 4)
Students are not required to use the terms
57
“commutative property” and “associative
property”.
3. solve problems

4N2 1. perform division 6 Division includes:
Division (II)  2-digit number ÷ 2-digit number
 3-digit number ÷ 2-digit number

principle of operation of division in column
form.
2. recognise the concept of divisibility Students are required to recognise the tests of
divisibility of 2, 3, 5 and 10.

concepts of odd and even numbers through
58
the divisibility by 2.
The term “whole number” should be

introduced.
3. solve problems

4N3 1. understand the concept of multiples 8
Multiples and factors

2. understand the concept of factors Finding all the factors of a nonzero whole
number is required.
3. understand the relation between factors and

multiples
4. recognise the concepts of prime numbers and Students are required to determine whether a
composite numbers given number not exceeding 100 is a prime
number, and to find all prime numbers up to
59
100 by the sieve of Eratosthenes.
Note: Recognising the concepts of the

multiples and factors of 0 is not required.
4N4 1. understand the concepts of common multiples and 7.5 Students are required to find the common
common factors multiples and common factors of the two
Common multiples and
numbers by listing their multiples and
common factors
factors.
2. understand the concepts of the least common

multiple and the highest common factor
3. find the least common multiple and the highest Students are required to recognise the short
common factor of two numbers by listing their forms “L.C.M.” and “H.C.F.”.
multiples and factors
4. find the least common multiple and the highest

common factor of two numbers by using short
division
60
4N5 1. recognise the distributive property of multiplication 8 Teachers may provide students with concrete
Four arithmetic operations
distributive property of multiplication.
(II)
“distributive property”.
2. perform mixed operations of not more than four The mixed operations include:
numbers
 mixed operations of division and
addition

subtraction

multiplication
3. perform mixed arithmetic operations of not more Teachers may use examples to enable
than five numbers students to understand that using the
properties of addition and multiplication can
sometimes speed up the operations.
61
4. solve problems Solving problems involving direct proportion

by the unitary method is required.

“direct proportion”.
Teachers should encourage students to solve

complicated problems by parts.
Note:
(i) Mixed operations may involve more

than one bracket. But operations
involving multiple levels of brackets,
such as (4 − (2 − 1) ) ÷ 3, are not
required.

4N6 1. recognise the concepts of proper fractions, improper 9 Students are required to recognise that a
fractions and mixed numbers mixed number is the sum of a whole number
Fractions (II)
62
and a proper fraction.
2. perform the interconversions between improper 6

Interconversions such as “ 2 and 3” are
fractions and mixed numbers
required.
3. recognise the concepts of expanding fractions and Students are required to recognise the
reducing fractions concept of fractions in their lowest terms.
4. compare the magnitude of fractions with the same Comparing the magnitude of fractions and
denominators whole numbers is required.
5. perform addition and subtraction of not more than Addition and subtraction of fractions and
three fractions with the same denominators whole numbers are required.
6. perform mixed operations of addition and Mixed operations of addition and subtraction
subtraction of three fractions with the same of fractions and whole numbers are required.
denominators
7. solve problems
63
Note:
(i) The result of calculations can be

expressed as mixed numbers or
improper fractions in the lowest terms.

4N7 1. recognise the concept of decimals 3 Students are required to understand the
relation between decimals and fractions and
Decimals (I)
that they are two forms of expressing
numbers.
2. recognise the concepts of tenth, hundredth, Students are also required to recognise the
thousandth and ten thousandth places concepts of one decimal place, two decimal
places, three decimal places and four decimal
places.
3. compare the magnitude of decimals Comparing the magnitude of whole numbers,

fractions with denominators being factors of
100, and decimals is required.
64
4. recognise the daily life applications of decimals Students are required to interconvert between
units, for example:
1.234 L = 1234 mL
23 dollars 50 cents = 23.5 dollars
Complicated interconversions between units

are not required. For example:
0.4 km = 40000 cm
Note: Interconversion between the units of

time is dealt with in Learning Unit 6M4.
4N8 1. perform addition and subtraction of not more than 4.5 The decimals involved are confined to that of
three numbers one decimal place or two decimal places.
Decimals (II)
The addition and subtraction of decimals and
whole numbers are required.
2. perform mixed operations of addition and The decimals involved are confined to that of
subtraction of three numbers one decimal place or two decimal places.
65
The mixed addition and subtraction of
decimals and whole numbers is required.
3. solve problems
Note:
(i) Students are required to recognise how

(ii) The numbers of digits involved in the

additions and subtractions of decimals
should not exceed that involved in the
additions and subtractions of whole
numbers as required in Learning Unit
3N4. For example, the following
additions and subtractions of decimals
are not required:
 1.2345 + 5.6
 123.4 + 56.78
 1234 – 5.6
66
Measures Strand
4M1 1. recognise the concept of perimeter 6.5 Students are not required to find the
perimeters of 2-D shapes such as:
Perimeter (I)
2. measure and compare the perimeters of 2-D shapes Students are required to recognise how to
measurements.
3. recognise and use the formulae for finding the Students are required to find the perimeters
perimeters of squares and rectangles of 2-D shapes formed by squares and
rectangles.
Operations may involve more than five

numbers.
67
4M2 1. recognise the concept of area 7
Area (I)
2. compare intuitively the areas of 2-D shapes
3. compare directly the areas of 2-D shapes
4. compare the areas of 2-D shapes in improvised units Students are required to compare indirectly
the areas of 2-D shapes, for examples:
 If A and B are of equal area and the area

of B is smaller than that of C, the area of
A is smaller than that of C
 If the area of A is greater than that of B

and the area of B is greater than that of C,
the area of A is greater than that of C
 If the area of A is smaller than that of B

and also smaller than that of C, the area of
A is the smallest.
Students are required to choose appropriate

improvised units for taking measurements.
68
5. recognise square centimetre (cm2) and square metre

(m2)
6. measure and compare the areas of 2-D shapes in Students are required to recognise how to
square centimetre and square metre estimate the result of measurements after
measurements.
Interconversion between square centimetre

and square metre is not required.
7. recognise and use the formulae for areas of squares Students are required to find the areas of 2-D
and rectangles shapes formed by squares and rectangles.

numbers.
4S1 1. recognise the concept and properties of rhombuses 8 The properties of rhombuses include:
Quadrilaterals (III)  all four sides are equal in length
69
 opposite sides are parallel
2. draw and make rhombuses Teachers may let students use different
methods to draw and make rhombuses.
3. recognise the relations between different types of The relations include:

quadrilaterals
 all squares are rectangles
 all squares, rectangles and rhombuses are

parallelograms
 all squares are rhombuses
Teachers may illustrate the inclusion

relations between different types of
quadrilaterals by using the diagrams, such as
Venn diagrams or tree diagrams.

“inclusion relation”.
70
4S2 1. dissect a polygon into smaller polygons 3
Dissecting and forming

2. form a polygon by smaller polygons
shapes
4S3 1. recognise the four directions: southeast, northeast, 3.5 Students are required to recognise the short
southwest and northwest forms “SE”, “NE”, “SW” and “NW”.
Directions and positions
(III)
2. use the compass to measure directions The directions include east, south, west,
north, southeast, northeast, southwest and
northwest.
4D1 1. recognise bar charts of greater frequency counts 5 Bar charts in horizontal and vertical forms are
required.
Bar charts (II)
2. interpret bar charts of greater frequency counts
3. recognise the concept of approximate values Students are required to get approximate
values of data by rounding off.
71
4. construct bar charts of greater frequency counts Students are required to:
 classify data
 use frequency tables for recording data
 choose the one-to-ten, one-to-fifty or one-

to-hundred representations according to
the magnitude of the data
 round off data to fit the chosen

representation
Teachers may let students use IT to construct

bar charts of greater frequency counts.
Note: Only the bar charts using the one-to-

ten, one-to-fifty and one-to-hundred
representations are required.
72
Enrichment Topics
4E1 1. recognise Eulerian paths - Teachers may introduce Eulerian paths

through the Seven Bridges of Königsberg
Eulerian paths
problem.
2. explore the properties of a figure that has an

Eulerian path
4E2 1. recognise sorting diagrams and their applications - Students may use various sorting diagrams to
sort data such as numbers and shapes and to
Sorting diagrams
display their findings.
73
Primary 5
Number Strand
5N1 1. recognise the concept of multi-digit numbers 3 Students are required to:
Multi-digit numbers  count, read and write numbers

backwards
 recognise multi-digit odd and even
numbers
3. use rounding off to obtain approximate value of Rounding off multi-digit numbers to the
multi-digit numbers nearest thousands, ten thousands, hundred
thousands, millions, ten millions or hundred
millions is required, such as:
The approximate value of 123456789 is
123460000 to the nearest ten thousands.
4. estimate large quantities
74
5N2 1. compare the magnitude of not more than three 8.5 Comparing the magnitude of fractions and
fractions with different denominators whole numbers is required.
Fractions (III)
2. perform addition and subtraction of not more than Addition and subtraction of fractions and
three fractions with different denominators whole numbers are required.
3. perform mixed operations of addition and Mixed operations of addition and subtraction
subtraction of three fractions with different of fractions and whole numbers are required.
denominators
4. solve problems
Note:
(i) Complicated comparison and mixed

operations of addition and subtraction of
fractions with different denominators
should be avoided.
(ii) When the operations and comparison

involving three fractions with different
denominators, all denominators should
75
not exceed 12.
(iii) The result of calculations can be

(iv) Students are required to recognise how

5N3 1. perform multiplication of not more than three 8 Multiplication of fractions and whole
numbers numbers is required.
Fractions (IV)
Multiplication of three fractions should not
involve more than one mixed number.
2. solve problems
Note:
(i) Complicated multiplication of fractions

should be avoided.
(ii) The result of calculations can be

76
(iii) Students are required to recognise how

5N4 1. perform multiplication of a number and 10, 100, 7 The number should be a whole number or a
1000 decimal.
Decimals (III)
2. perform multiplication of a number and 0.1, 0.01, The number should be a whole number or a
0.001 decimal.
3. perform multiplication of two numbers Students are also required to perform the
multiplication of decimals and whole
numbers.
The decimal places of the decimals and the

numbers of digits involved in the
multiplications of decimals, except the
multiplications in Learning Objectives 5N4.1
and 5N4.2, should respectively be one or two
and not exceed that involved in the
multiplications of whole numbers as required
in Leaning Unit 4N1. For example, the
77
following multiplications of decimals are not
required:
 0.124 × 3.9
 12.4 × 3.42
 12.41 × 2.6
4. solve problems
Note:
(i) Students may round off the result of

calculations to the nearest tenth or
hundredth.
(ii) Students are required to recognise and

use the symbol “≈”.

78
5N5 1. further recognise the concept of fractions 9.5 Students are required to recognise that
fractions can be regarded as the quotient or
Fractions (V)
the ratio of two whole numbers.
The symbol of ratio “:” needs not be

introduced.
2. perform division of not more than three numbers Division of fractions and whole numbers is
required.
Division of three fractions should not involve

more than one mixed number.
3. perform mixed arithmetic operations of three Mixed arithmetic operations of fractions and
numbers whole numbers is required.
Mixed operations of multiplication and

division of three fractions should not involve
more than one mixed number.
4. solve problems Solving problems involving direct proportion
79
by the unitary method is required.

“direct proportion”.
Problems involving finding the original

numbers, such as the following problem, are
tackled in Learning Units 5A2 and 6A1:
1
 if 3 of a number is 30, find this number
2
 if 3 of a number is 30, find this number
Problems involving finding the fraction of a

number by which it is greater or less than
another number, and finding the fractional
change of a number when it changes to
another number are not required. For
example:
 by what fraction of 80 is 100 greater
80
than it
 by what fraction of 100 is 80 less than it
 what is the fractional increase when 100

is increased to 120
 what is the fractional decrease when 120

is decreased to 100
Note:
(i) Complicated division and mixed

arithmetic operations of fractions should
be avoided.
(ii) The result of calculations can be


Algebra Strand
81
5A1 1. recognise the use of letters to represent numbers 6 Students are required to recognise the
representations, such as:
Elementary algebra
 3x is 3 × x, x × 3 or x + x + x
x 1 1

3 is x ÷ 3, 3 × x or x × 3
2. use algebraic expressions to represent the operations

of and relations between quantities that are
described in words and involve unknown quantities
Note: The algebraic expressions in this

learning unit should involve only one
unknown quantity.
5A2 1. recognise the concept of equations 8
Simple equations (I)

2. solve simple equations The types of simple equations include:
1. x + b = c
2. x – b = c
82
3. ax = b
x
4. a = b
5. ax + b = c
6. ax – b = c
x
7. a + b = c
x
8. a – b = c
where a, b and c are whole numbers, and a is

nonzero.
Teachers should use balance to model and

explain the process of solving an equation.
3. solve problems by using equations

to check the answers after solving equations
or problems.
83
Measures Strand
5M1 1. recognise the concept of height of triangles and 8.5 Students are only required to recognise the
quadrilaterals corresponding height of each side of triangles
Area (II)
and convex quadrilaterals.

“convex quadrilaterals”.
2. recognise and use the formulae for finding the

areas of parallelograms, triangles and trapeziums
3. find the areas of polygons
Note: Operations in this learning unit may

involve more than five numbers.
5M2 1. recognise the concept of volume 7
Volume (I)
2. compare intuitively the volumes of objects
84
3. recognise cubic centimetre (cm3)
4. measure and compare the volumes of objects in Students are required to recognise how to
cubic centimetre estimate the result of measurements after
measurements.
5. recognise cubic metre (m3) Interconversion between cubic centimetre

and cubic metre is not required.
6. recognise and use the formulae for finding the Students are required to find the volumes of
volumes of cubes and cuboids simple 3-D shapes formed by cubes and
cuboids.
Finding the length of a cube from its volume

is not required.

85
5S1 1. recognise the concept and basic properties of circles 2.5 The concepts of centre, radius, diameter and
circumference of a circle are required.
Circles
The basic properties of circles include:
 all the points on a circle are at equidistant

from its centre
 with line segments joining any two end

points on a circle, those passing through
the centre are the longest
 the length of the diameter is twice the

length of the radius
2. draw circles Teachers may let students use different

methods to draw circles, including using
compasses.
Teachers may let students freely create their

own drawings which are formed by circles,
86
and let them appreciate the beauty of
geometric shapes.

prior to the Learning Unit 5S2 “3-D shapes
(III)”.
5S2 1. recognise the cross sections of prisms and cylinders 11 Students are required to recognise that the
sizes and shapes of the cross sections of the
3-D shapes (III)
prisms and the cylinders that are parallel to
the bases are the same as that of the bases.

“uniform cross sections”.
2. recognise the cross sections of pyramids and cones Students are required to recognise that the
cross sections of pyramids and cones, which
are parallel to their bases, their sizes are
different from that of the bases.
87
3. recognise the concepts of vertices and edges of a 3-D

shape
4. recognise the concepts of cubes and cuboids Students are required to recognise and make
the nets of cubes and cuboids.
Teachers should arrange the activity of

making frameworks of cubes and cuboids to
enhance students’ recognition of the concepts
of vertices, edges and faces of 3-D shapes.
At primary level, teachers should use cuboids

that are not cubes as examples to explain the
concepts of cuboids.
5. recognise the nets of cylinders
6. recognise the concept and basic properties of spheres The concepts of the centre of a sphere are
required.
The basic properties of spheres include:
 all the points on the sphere are at
88
equidistant from the centre
 all the cross sections of a sphere are

circles
Teachers may make use of the concrete

objects or the computer software to help
students recognise the basic properties of
spheres.

subsequent to the Learning Unit 5S1
“Circles”.
5D1 1. recognise compound bar charts 6 Compound bar charts in horizontal and
vertical forms are required.
Bar charts (III)
2. interpret compound bar charts Students may start to write multi-digit

numbers in ways such as 1 million and 10
million in the strand of Data Handling, but
89
they are required to avoid inappropriate style
of writing such as 130 hundred and 3 hundred
thousand.
3. construct compound bar charts Students are required to:
 choose the one-to-thousand, one-to-ten

thousand or one-to-hundred thousand
representations according to the
magnitude of the data
 round off data to fit the chosen

representation

compound bar charts.
Note: Only the compound bar charts using

the one-to-thousand, one-to-ten thousand or
one-to-hundred thousand representations are
required.
90
Enrichment Topics
5E1 1. recognise the elaborate form of Chinese numerals -
Chinese numerals and

2. recognise traditional Chinese numerals and Roman The rules for the representation of numbers
Roman numerals
numerals using traditional Chinese numerals and
Roman numerals can be introduced.
3. explore the advantages of using the denary number

system for representing numbers
91
5E2 1. understand the relations between the number of sides -

of the base, the number of faces, the number of edges
Exploration of 3-D shapes
and the number of vertices of a prism
2. understand the relations between the number of sides

of the base, the number of faces, the number of edges
and the number of vertices of a pyramid
92
Primary 6
Number Strand
6N1 1. perform division of a number by 10, 100, 1000 9.5 The number should be a whole number or a
decimal.
Decimals (IV)
2. perform division of a number by 0.1, 0.01, 0.001 The number should be a whole number or a
decimal.
3. perform the division involving decimal(s) The division involving decimal(s) include:
 decimal ÷ whole number
 whole number ÷ whole number

(the quotient is a decimal)
 whole number ÷ decimal
 decimal ÷ decimal
The numbers of digits involved in the

divisions of decimals, except the divisions in
Learning Objectives 6N1.1 and 6N1.2, should
93
not exceed that involved in the divisions of
whole numbers as required in Leaning Unit
4N2. For example, the following divisions are
not required:
 12.34 ÷ 5.6 (=123.4 ÷ 56)
 12.3 ÷ 5.67 (=1230 ÷ 567)
 123 ÷ 0.4 (=1230 ÷ 4)
4. perform mixed arithmetic operations of not more Requirements for the numbers of digits
than four numbers involved in the multiplication and division of
decimals are the same as those in the Learning
Units 5N4 and 6N1 respectively.
5. solve problems
Note:

94
hundredth.
(ii) Students are required to recognise and

use the symbol “≈”.

6N2 1. perform the interconversion between a decimal and 4.5

a fraction
Decimals (V)
2. compare the magnitude of fractions by converting

them into decimals
Note:

hundredth.

95
6N3 1. recognise the concept of percentages 7 Teachers should use daily life examples to let
students recognise the concept of percentages.
Percentages (I)
Students are required to recognise the relation
between percentages and fractions.
2. perform the interconversion between a percentage

and a decimal
3. perform the interconversion between a percentage

and a fraction
6N4 1. solve problems 7 Problems include simple problems related to

percentages and percentage changes, such as:
Percentages (II)
 what percentage of 50 is 30
 what is 60% of 50
 what is the result when 50 is increased by

10%
 what is the result when 50 is decreased by
96
10%
Problems involving finding the original

numbers, such as the following problem, are
tackled in Learning Unit 6A1:
If 75% of a number is 30, find this number.
Problems involving discount, interest or

complicated problems related to percentages
and percentage changes are not required. For
example:
 what percentage is 100 more than 80
 what percentage is 80 less than 100
 what is the percentage increase from 100

to 120
 what is the percentage decrease from 120

to 100

97
Algebra Strand
6A1 1. solve simple equations involving non-integral 9 The types of simple equations include:
coefficients or constants
Simple equations (II) 1. ax + b = c
2. ax – b = c
3. a (x + b) = c
4. a (x – b) = c
5. dx + ex = c
6. dx – ex = c (d ≠ e)
where a, b and c can be whole numbers,

fractions, decimals or percentages; d and e
must be whole numbers; and a, d and e are
nonzero.
Teachers should use balance to model and

explain the process of solving an equation.
98
2. solve problems by using equations Students are required to use equations to solve
problems in other learning units, such as:
 problems on finding the lengths of sides of

a 2-D shape from its perimeter or area
 problems on finding the original values

given its related percentages or fractions

to check the answers after solving an equation
or a problem.
Measures Strand
6M1 1. recognise degree (° ) 4
Angle (degree)
2. measure and compare the sizes of angles in degree Students are required to measure angles within
360° (0° and 360° are not required) using
protractors.
Students are required to name angles with the
99
symbol “”, such as A and ABC.
Students are required to recognise reflex

angles, straight angles and round angles.

estimate the result of measurements after they
have acquired the experience of
measurements.
3. draw angles of given sizes Students are required to draw angles within
360° (0° and 360° are not required).
6M2 1. recognise the relation between capacity and volume 8 Students are required to recognise that m 3 ,
cm 3 , L and mL are units of volume of liquid.
Volume (II)
2. find the volumes of irregular solids by the water Students are required to find the volumes of
displacement method irregular solids by using tanks, measuring cups
and overflow vessels.

100
6M3 1. recognise pi 3.5 Student are required to recognise that pi can be

represented by “  ”.
Perimeter (II)
2. recognise and use the formula for circumference Students are required to:
 find the perimeters of circles, semicircles,

quarter-circles and 2-D shapes formed by
them
 find the diameter and radius of a circle

from its circumference
22
Students are only required to use 7 or 3.14
as approximate values of π for calculations.
Finding the length of an arc given its angle

subtended at the centre is not required.
Note:
(i) Requirements for the numbers of digits

involved in the multiplication and
101
division of decimals respectively in
Learning Objectives 5N4.3 and 6N1.3
are not applicable to this learning unit.
(ii) Operations may involve more than five

numbers.
(iii) Complicated calculations should be

avoided.
6M4 1. perform the interconversion between units of time 10 Students are only required to interconvert
between hour and minute, minute and
Speed
second, such as
1
90 minutes = 1.5 hours / 12 hours,
180 seconds = 3 minutes.
2. solve problems related to time intervals Given any two of the starting time, finishing
time and time interval, students are required to
find the unknown quantity/time.
Problems on calculations involving hours,
102
minutes and seconds at the same time are not
required.
3. recognise the concept of speed
4. compare intuitively the speed of objects
5. compare directly the speed of objects
6. compare the speed of objects in improvised units
7. recognise metres per second (m/s) and kilometres Interconversion between metres per second
per hour (km/h) and kilometres per hour is not required.
8. interpret travel graphs
9. solve problems related to speed Problems on chasing are not required.

numbers.
103

6M5 1. recognise the formula for areas of circles 3 Students may recognise the formula for areas
of circles in the following way:
Area (III)
 by folding a circular piece of paper into 4
equal parts and further folding it into 8,
16 … equal parts, students can see that each
part looks like a triangle. Students can then
explore the formula for areas of circles by
regarding those equal parts as triangles
Teachers may encourage students to recognise
104
the stories of ancient Chinese mathematicians
on finding the value of pi. Emphasis is placed
on the contributions of Chinese
mathematicians on finding the value of pi, but
not on the explanation on the method of
calculations.
2. use the formula for finding the areas of circles 22

Students are only required to use 7 or 3.14
as approximate values of π for calculations.
Students are not required to:
 find the diameter or radius of a circle from

its area
 find the area of a sector
Note:
(i) Requirements for the numbers of digits

involved in the multiplication and
division of decimals respectively in
105
Learning Objectives 5N4.3 and 6N1.3 are
not applicable to this learning unit.
(ii) Operations may involve more than five

numbers
(iii) Complicated calculations should be

avoided
6S1 1. recognise the concept of 2-D shapes having axial 4.5 Students are required to determine whether a
symmetry 2-D shape is axially symmetric, and find the
Symmetry
axes of symmetry of the 2-D shapes that are
axial symmetry.
Students are required to recognise that

squares, rectangles, isosceles triangles,
equilateral triangles, rhombuses and circles are
axially symmetry.
2. draw and make 2-D shapes having axial symmetry
106
6D1 1. recognise the concept of averages 3.5 Teachers should explain the concept of
averages by using statistical charts.
Averages
2. find the average of a group of data Students are required to recognise how to
estimate the result of calculations and the
average of the group of data from statistical
charts.
3. solve problems

6D2 1. recognise broken line graphs 4.5
Broken line graphs

2. interpret broken line graphs
107
3. construct broken line graphs Teachers may let students use IT to construct
broken line graphs of greater frequency
counts.

6D3 1. recognise pie charts 4
Pie charts
2. interpret pie charts Students are only required to interpret pie
charts involving simple calculations. For
example, the angle at the center of each sector
is a multiple of 30 or 45.
Students are not required to measure the

angles at the centre of a pie chart for
calculations.

pie charts.
108
6D4 1. present the data with appropriate statistical charts 3 Teachers should discuss with students on
choosing appropriate statistical charts from
Uses and abuses of
pictograms, bar charts, broken line graphs and
statistics
pie charts for presenting data.
2. discuss and recognise the uses and abuses of

statistical charts in daily life
construct knowledge, further improve the ability to learning unit. The time is allocated for students
inquire, communicate, reason and conceptualise to engage in learning activities from different
mathematical concepts learning units, for example, activities on
enrichment topics, cross-learning unit
activities, and cross-KLA activities that based
on mathematical topics.
Enrichment Topics
109
6E1 1. recognise the concept of 2-D shapes having -

rotational symmetry
Rotational symmetry
2. draw and make 2-D shapes having rotational

symmetry
6E2 1. recognise the non-metric units in daily life - Non-metric units can include foot, inch,
pound, catty and tael.
Non-metric units
2. perform the interconversion between non-metric Students may use calculators in performing the
units and metric units conversion.
Total lesson time for P4–P6 (Key Stage Two)：285 hours
110
Chapter 3 Flow chart
Flow chart: Primary Mathematics Curriculum
Data Handling Number Algebra Measures Shape and Space
1N1 See 1M1 1S1

Numbers to 20 Primary 5 Length and distance (I) 3-D shapes (I)
Primary 1
1N2 1N3 1M3 1S2

Basic addition and Numbers to 100 Length and distance (II) 2-D shapes
subtraction
1N4 1M2 1M4 1S3

Addition and Money (I) Time (I) Directions and
subtraction (I) positions (I)
2D1 2N3 2N2 2N1 2M1 2S1

Pictograms Basic Addition and 3-digit Length and distance (III) 3-D shapes (II)
multiplication subtraction (II) numbers
Primary 2
2N6 2N4 2S2 2S3

Basic 4-digit Angles Directions and
division numbers positions (II)
2N5
Addition and 2M3 2M2
subtraction (III) Money (II) Time (II) 2S4
Quadrilaterals (I)
3N2 3N1 3M3 3M2 3M1 3S1

Multiplication (I) 5-digit numbers Capacity Time (III) Length and distance (IV) Quadrilaterals (II)
Primary 3
3D1 3N3 3N4 3N5 3M5 3M4 3S2

Bar charts (I) Division (I) Four arithmetic Fractions (I) Weight Time (IV) Triangles
operations (I)
111
3D1 2N3 3N3 3N4 3N5 3M3 3M4 3M1 2S2 3S2 2S3
4D1 4N1 4M1 4S1

Bar charts (II) Multiplication (II) Perimeter (I) Quadrilaterals (III)
4N3
Multiples 4N2 4M2 4S2
and factors Division (II) Area (I) Dissecting and
Primary 4
forming shapes
4N4 4N5
Common multiples Four arithmetic
and common factors operations (II) 4S3
Directions and
positions (III)
4N6 4N7
Fractions (II) Decimals (I)
4N8
Decimals (II)
5D1 5N2 5N1 Algebra 5S1

Bar charts (III) Fractions (III) Multi-digit Circles
Primary 5
numbers
5A1 5M1
5N3 5N4 Elementary algebra Area (II)
Fractions (IV) Decimals (III)
5N5 5A2 5M2 5S2

Fractions (V) Simple equations (I) Volume (I) 3-D shapes (III)
6D1 6N3 6N1 6M4 6M3

Averages Percentages (I) Decimals (IV) Speed Perimeter (II)
6M1 6S1
Primary 6
6D2 Angle (degree) Symmetry

Broken line 6N4 6N2 6M5
graphs Percentages (II) Decimals (V) Area (III)
6A1 6M2
Simple equations (II) Volume (II)
6D3
Pie charts
6D4
Uses and abuses of statistics
Junior Secondary Mathematics Curriculum

112
Membership of the CDC Committee on
Mathematics Education
(From September 2015 to August 2017)
Chairperson: Mr LAM Ka-yiu (from September 2016)

Mr SUM Sing-wah (until August 2016)
Vice-chairperson: Mr WAI Kwok-keung (EDB) (from March 2016)

Mr LEE Pak-leung (EDB) (until February 2016)
Members: Dr CHAN Wai-hong

Prof CHENG Zi-juan
Ms CHEUNG Yuet-mei (until August 2016)
Prof CHING Wai-ki
Ms CHONG Hiu-li, Jackie
Mr CHU Kan-kong (HKEAA)
Dr LAW Huk-yuen
Mr LEE Wing-yeong
Mr MOK Sui-kei (from October 2016)
Mr NG Siu-kai (EDB)
Mr POON Wai-hoi, Bobby
Mr SHUM Yiu-kwong
Mr SIU Kwok-leong
Mr TANG Hok-shu
Mr TSANG Kin-fun
Ms TSUI Kwan-yuk
Ms TSUI Fung-ming, Karin
Ms WONG Chui-han, Ellen
Ms WONG Tin-ling (from October 2016)
Secretary: Dr NG Yui-kin (EDB)
113
Membership of the CDC Committee on
Chairperson: Mr LAM Ka-yiu
Vice-chairperson: Mr WAI Kwok-keung (EDB)
Members: Mr CHAN Sai-hung

Dr CHAN Wai-hong
Ms CHAN Wai-yi
Mr CHU Lap-foo
Ms CHUNG Po-loi
Mr LAM Ka-yiu
Dr LEE Man-sang, Arthur
Ms LEE Yuk-kit, Kitty
Mr LEUNG Kwok-kei
Dr LIU Kam-moon, Lester
Mr MOK Sui-kei
Mr NG Siu-kai (EDB)
Mr PUN Chi-hang
Mr YOUNG Chun-piu
Dr YU Leung-ho Philip
114
Membership of the CDC-HKEAA Committee on
Chairperson: Mr LAM Ka-yiu
Vice-chairperson: Mr WAI Kwok-keung (EDB) (from March 2016)

Mr LEE Pak-leung (EDB) (until February 2016)
Members: Mr CHEUNG Kam-tim, Thomas

Mr CHIU Kwok-sing
Mr CHIU Hong-ming
Mr LAU Chi-wah
Dr LEUNG Yuk-lun, Allen
Ms POON Suet-fan
Dr SHIU Wai-chee
Mr WONG Kwong-wing
Dr YU Leung-ho, Phillip
115
Membership of the Ad-hoc Committee on
Primary Mathematics Curriculum
(From December 2015)
Convener: Ms AU Wing-mei (EDB)
Members: Mr CHEUNG Lit-tung

Ms CHONG Hiu-li, Jackie
Ms CHUNG Po-loi
Ms LAW Suk-yee
Dr LEUNG King-shun
Dr LEUNG Yuk-lun, Allen
Ms SHUM Kwok-ching
Mr SHUM Yiu-kwong
Mr TANG Hok-shu
Mr TSANG Kin-fun
Secretary: Ms LEUNG Kit-ying (EDB)
116

Hong Kong - Mathematics Education Key Learning Area (2017)

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Supplement to Mathematics Education

Key Learning Area Curriculum Guide

Recommended for use in schools by

Chapter 1 Learning targets 1

Chapter 2 Learning content 6

Chapter 3 Flow chart 111

Membership of the CDC Committee on Mathematics Education 113

Membership of the CDC-HKEAA Committee on Mathematics Education 115

Membership of the Ad-hoc Committee on Primary Mathematics Curriculum 116

1. the learning targets of the primary Mathematics curriculum;

Chief Curriculum Development Officer (Mathematics)

Students are expected to:

* In the primary Mathematics curriculum, “whole numbers” refers to non-negative integers.

Students are expected to:

Students are expected to:

Students are expected to:

Students are expected to:

Learning Unit Learning Objective Time Remarks

2. perform counting onwards and counting backwards

Students may use the method of one-to-one

The symbols “>” and “<” are introduced in

4. recognise the odd and even numbers up to 20

Students are required to present the result of

 “12 equals 4 plus 8” ; “12 minus 8 equals

 “12 = 4 + 8”; “12  8 = 4”

Note: The symbols “+”, “” and “=” here

1N2 1. understand the basic concepts of addition and 13.5

The column forms of addition and

3. recognise the concept of 0 Students are required to recognise the

The term “whole number” is introduced in

Students are not required to use the term

1N3 1. recognise numbers 21-100 6 Students are required to:

Numbers to 100  count, read and write the numbers

 perform counting onwards and counting

 recognise the odd and even numbers up to

4. perform counting in groups of 2, 5 and 10 Calculation is not required.

5. estimate the quantity of objects The quantity to be estimated should be less

Addition and subtraction Addition with carry is required.

Students are required to recognise that the

Students are not required to use the term

Subtraction with borrowing is not required.

Students are required to recognise how to use

5. recognise the column form of addition and

6. solve simple problems Problems involving addition of three

Students are not required to explain their

Note: The results of the addition must be less

1M1 1. recognise the concepts of length and distance 3.5

Length and distance (I)

3. compare directly the lengths of objects and compare

1M2 1. recognise the coins in circulation in Hong Kong 6

Students should read the marked price such

Teachers should write the marked prices in

Students are only required to do following

 the exchange involving only 10-cent, 20-

 the exchange involving only 1-dollar, 2-

Problems on giving change are tackled in

1M3 1. recognise centimetre (cm) 4

Length and distance (II)

Drawing hour hands and minute hands to

2. recognise hour (h)