Care has been taken to ensure that there is continuity from the primary to the secondary levels. Using a spiral design of the curriculum, each topic is revisited and introduced in increasing depth from one level to the next. This enables students to consolidate the concepts and skills learned and then further develop them. The concrete-pictorial-abstract development of concepts is advocated and this is evident in the teaching and learning approaches in the syllabus.

The Singapore Math Syllabus aims to enable students to acquire the necessary mathematical concepts and skills for everyday life, and for continuous learning in mathematics and related disciplines. It seeks to develop the necessary process skills for the acquisition and application of mathematical concepts and skills.

Pupils are taught to develop the mathematical thinking and problem solving skills and apply these skills to formulate and solve problems. The ability to recognise and use connections among mathematical ideas, and between mathematics and other disciplines make our pupils outshine most of their peers from all over the world.

The syllabus attempts to help pupils develop positive attitudes towards mathematics from a very young age. Pupils are encouraged to make effective use of a variety of mathematical tools (including information and communication technology tools) in the learning and application of mathematics. This, in turn, allows them to produce many imaginative and creative work arising from mathematical ideas. Last, but not least, the Singapore Math Syllabus strives to develop the pupils' abilities to reason logically, communicate mathematically, and learn cooperatively and independently.

I have consolidated the entire 6 years of the Singapore Math Syllabus into a one-page chart so that you can see at a glance how pupils in Singapore progress from topic to topic and level to level in their primary mathematics education.

Topic | Sub-Topic | P1 | P2 | P3 | P4 | P5 | P6 |

Whole Numbers | Numbers up to 100/1000/10000/100000/10000000 | Yes | Yes | Yes | Yes | Yes | - |

Whole Numbers | Addition & Subtraction | Yes | Yes | Yes | - | Yes | - |

Whole Numbers | Mental Calculation | Yes | Yes | Yes | - | - | - |

Whole Numbers | Multiplication & Division | Yes | Yes | Yes | Yes | Yes | - |

Whole Numbers | Factors and multiples | No | No | No | Yes | - | - |

Whole Numbers | Order of operations | No | No | No | No | Yes | - |

Measurement | Length & Mass | Yes | Yes | Yes | - | Yes | - |

Measurement | Time | Yes | Yes | Yes | Yes | - | - |

Measurement | Money | Yes | Yes | Yes | Yes | - | - |

Measurement | Volume | No | Yes | Yes | - | Yes | - |

Measurement | Area and perimeter | No | No | Yes | Yes | - | - |

Measurement | Area of triangle | No | No | No | No | Yes | - |

Measurement | Volume of cube and cuboid | No | No | No | No | Yes | Yes |

Measurement | Area and circumference of circle | No | No | No | No | No | Yes |

Measurement | Area and perimeter of composite figure | No | No | No | No | No | Yes |

Geometry | Basic Shapes | Yes | - | - | - | - | - |

Geometry | Patterns | Yes | Yes | - | - | - | - |

Geometry | 2-D and 3-D figures | No | Yes | - | - | - | - |

Geometry | Line, curve and surface | No | Yes | - | - | - | - |

Geometry | Perpendicular and parallel lines | No | No | Yes | Yes | - | - |

Geometry | Angles | No | No | Yes | Yes | Yes | Yes |

Geometry | Rectangle and square | No | No | No | Yes | - | Yes |

Geometry | Symmetry | No | No | No | Yes | - | - |

Geometry | Tessellation | No | No | No | Yes | - | - |

Geometry | Triangle | No | No | No | No | Yes | Yes |

Geometry | Parallelogram, rhombus and trapezium | No | No | No | No | Yes | Yes |

Geometry | Geometrical figures | No | No | No | No | No | Yes |

Geometry | Nets | No | No | No | No | No | Yes |

Data Analysis | Picture Graphs | Yes | Yes | - | - | - | - |

Data Analysis | Bar graphs | No | No | Yes | - | - | - |

Data Analysis | Tables | No | No | No | Yes | - | - |

Data Analysis | Line graphs | No | No | No | Yes | - | - |

Data Analysis | Average of a set of data | No | No | No | No | Yes | - |

Data Analysis | Pie charts | No | No | No | No | No | Yes |

Fractions | Fraction of a whole | No | Yes | - | - | - | - |

Fractions | Addition & Subtraction | No | Yes | Yes | Yes | Yes | Yes |

Fractions | Equivalent fractions | No | No | Yes | - | - | - |

Fractions | Mixed numbers and improper fractions | No | No | No | Yes | - | - |

Fractions | Fraction of a set of objects | No | No | No | Yes | - | - |

Fractions | Multiplication | No | No | No | Yes | Yes | Yes |

Fractions | Concept of fraction as division | No | No | No | No | Yes | - |

Fractions | Division | No | No | No | No | Yes | Yes |

Decimals | Decimals up to 3 decimal places | No | No | No | Yes | - | - |

Decimals | Addition and Subtraction | No | No | No | Yes | Yes | - |

Decimals | Multiplication and Division | No | No | No | Yes | Yes | - |

Percentage | Percentage | No | No | No | No | Yes | Yes |

Ratio | Ratio | No | No | No | No | Yes | Yes |

Speed | Distance, time and speed | No | No | No | No | No | Yes |

Algebra | Algebraic expressions in one variable | No | No | No | No | No | Yes |

No | Not taught at this level | Yes | Taught at this level | - | Not revised at this level |

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