Section 3 Arithmetic

I. OV ERALL OBJECTIV ES
Through mathematical activities, to help pupils acquire basic and
fundamental knowledge and skills regarding numbers, quantities and
geometrical figures, to foster their ability to think and express with good
perspectives and logically on matters of everyday life, to help pupils find
pleasure in mathematical activities and appreciate the value of
mathematical approaches, and to foster an attitude to willingly make use of
mathematics in their daily lives as well as in their learning.

II. OBJECTIV ES AND CONTENT FOR EACH GRADE

[Grade 1]
1. Objectives
(1) Through activities using concrete objects and so on, to help pupils
enrich their number sense. To help them understand the meaning and
the representations of numbers, and to help them understand addition
and subtraction, and explore ways of the calculations, and use the
calculations.
(2) Through activities using concrete objects and so on, to help pupils
enrich their experiences that will form the foundation for
understanding quantities and measurements, and enrich their sense of
quantities.
(3) Through activities using concrete objects and so on, to help pupils
enrich their experiences that will form the foundation for
understanding geometrical figures, and enrich their sense of
geometrical figures.
(4) Through activities using concrete objects and so on, to help pupils
represent numbers and quantities as well as their relations by using
words, numbers, algebraic expressions, figures and diagrams and
interpret such representations.
2. Content
A. Numbers and Calculations
(1) Through activities such as counting the numbers of concrete objects, to
help pupils understand the meaning of numbers and use numbers.
a. To compare numbers of objects by making one-to-one

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 correspondence between objects.
b. To correctly count or represent the number and order of objects.
c. To make a sequence of numbers and to put numbers on a number
line by judging the size and the order of the numbers.
d. To consider a number in relation to other numbers by regarding it
as a sum or difference of other numbers.
e. To understand the representations of two-digit numbers.
f. To get to know the representations of three-digit numbers in simple
cases.
g. To consider numbers using ten as a unit.
(2) To help pupils understand the meaning of addition and subtraction
and use the calculations.
a. To get to know situations where addition and subtraction are used.
b. To explore ways of addition of two one-digit numbers, and
subtraction as the inverse operation, and to do these calculations
accurately.
c. To explore ways of addition and subtraction of two-digit numbers
and so on in simple cases.
B. Quantities and Measurements
(1) Through activities such as comparing sizes of concrete objects, to help
pupils enrich their experiences that will form the foundation for
understanding quantities and measurements.
a. To directly compare length, area and volume.
b. To compare quantities by using familiar objects as a unit in terms
of multiples of it.
(2) To help pupils read clock times in their daily lives.
C. Geometrical Figures
(1) Through activities such as observing and composing the shapes of
familiar objects, to help pupils enrich their experiences that will form
the foundation for understanding geometrical figures.
a. To recognize the shapes of objects, and to grasp their features.
b. To express the position of an object by correctly using the words
concerning direction and position such as "front and rear," "right
and left," and "above and below."
D. Mathematical Relations
(1) To help pupils represent situations where addition and subtraction are

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 used, by using algebraic expressions, and interpret these expressions.
(2) To help pupils represent the number of objects using pictures or
figures, and interpret them.
[Mathematical Activities]
(1) The content listed in “A. Numbers and Calculations,” “B. Quantities
and Measurements,” “C. Geometrical Figures” and “D. Mathematical
Relations” should be taught through, for example, the following
mathematical activities:
a. Activities to count concrete objects by making groups, to divide
them equally, and to organize and represent them.
b. Activities to express the meaning and ways of calculation by using
concrete objects, words, numbers, algebraic expressions, figures
and diagrams.
c. Activities to compare directly the length, area and volume of
familiar objects, and to compare them by using other objects.
d. Activities to find various shapes of objects in familiar situations,
and to compose or decompose the shapes by using concrete objects.
e. Activities to represent by using algebraic expressions real
situations associated with numbers and quantities, and connect
the algebraic expressions to real situations.
[Terms and Symbols]
ones place, tens place, +, −, =

[Grade 2]
1. Objectives
(1) Through activities using concrete objects and so on, to help pupils
enrich their number sense. To help them deepen thei r understanding of
the meaning and the representations of numbers, as well as their
understanding of addition and subtraction, and use the calculations.
Furthermore, to help them understand the meaning of multiplication,
explore ways of the calculation, and use the calculation.
(2) Through activities using concrete objects and so on, to help pupils
understand the units and measurements of length and volume and so
on, and enrich their sense of quantities.
(3) Through activities using concrete objects and so on, to help pupils
understand geometrical figures such as triangles and quadrilaterals,

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 and enrich their sense of geometrical figures.
(4) Through activities using concrete objects and so on, to help pupils
represent numbers and quantities as well as their relations by using
words, numbers, algebraic expressions, figures, diagrams, tables, and
graphs, and interpret such representations.
2. Content
A. Numbers and Calculations
(1) To help pupils understand the meaning and the representations of
numbers, and extend thei r ability to use numbers.
a. To count objects by arranging them into groups of the same size, or
by classifying them.
b. Up to four-digit numbers, to understand the representations of
numbers, understand size and order of numbers by the decimal
positional numeration system.
c. To understand relative size of numbers by regarding 10 or 100 as a
unit.
d. To consider a number in relation to other numbers by regarding it
as a product of other numbers.
e. To get to know simple fractions such as 1/2 and 1/4.
(2) To help pupils deepen their understanding of addition and subtraction,
and extend their ability to use the calculations.
a. To explore ways of addition of two-digit numbers, and subtraction
as the inverse operation, to understand that these calculations are
based on the basic calculations of one-digit numbers, and to do
these calculations accurately. To understand the way of
calculation using algorithms in column forms.
b. To explore ways of addition and subtraction of three-digit numbers
and so on in simple cases.
c. To explore properties of addition and subtraction and to make use
of the properties in order to explore ways to calculate or check the
results.
(3) To help pupils understand the meaning of multiplication and use the
calculation.
a. To get to know situations where multiplication is used.
b. To explore simple properties which hold for multiplication, and to
make use of them for making the multiplication table up to 9 times

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 9 and for checking the results of calculations.
c. To learn the multiplication table up to 9 times 9 and to multiply
one-digit numbers accurately.
d. To explore ways of multiplication of a two-digit number and a
one-digit number in simple cases.
B. Quantities and Measurements
(1) To help pupils understand the meaning of units and measurements of
length and measure the length.
a. To get to know the units of length (millimeter [mm], centimeter
[cm] and meter [m]).
(2) To help pupils understand the meaning of units and measurements of
volume and measure the vol ume.
a. To get to know the units of volume (milliliter [ml], deciliter [dl] and
liter [l]).
(3) To help pupils understand time and use it.
a. To get to know days, hours and minutes and to understand the
relationships between them.
C. Geometrical Figures
(1) Through activities such as observing and composing the shapes of
objects, to help pupils pay attention to the elements that compose
geometrical figures, and understand geometrical figures.
a. To get to know triangles and quadrilaterals.
b. To get to know squares, rectangles, and right triangles.
c. To get to know objects that have the shape of a box.
D. Mathematical Relations
(1) To help pupils understand the mutual relationships between addition
and subtraction and explain them by using algebraic expressions.
(2) To help pupils represent situations where multiplication is used, by
using algebraic expressions, and interpret these expressions.
(3) To help pupils organize and classify numbers and quantities in
everyday life and represent them by using simple tables and graphs,
and interpret these representations.
[Mathematical Activities]
(1) The content listed in “A. Numbers and Calculations,” “B. Quantities
and Measurements,” “C. Geometrical Figures” and “D. Mathematical
Relations” should be taught through, for example, the following

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 mathematical activities:
a. Activities to find situations in everyday life where integers are
used.
b. Activities to find properties and rules of the multiplication by
constructing and observing multiplication tables.
c. Activities to estimate the length and volume of objects in everyday
life and measure them by using units.
d. Activities to draw and make squares, rectangles, and right
triangles and tessellate them on a plane.
e. Activities to express and explain the mutual relationships between
addition and subtraction by using figures, diagrams and algebraic
expressions.
[Terms and Symbols]
unit, straight line, ri ght angle, vertex, side, face, ×, ＞, ＜
3. Handling the Content
(1) As for the content (1) in “A. Numbers and Calculations,” the number
10,000 should be dealt with.
(2) As for the content (2) in ”A. Numbers and Calculations,” and (1)
in ”D. Mathematical Relations,” symbols such as ( ) and □ can be
used when necessary.
(3) As for the content (2)-c in ”A. Numbers and Calculations,”
commutative law and associative law should be dealt with.
(4) As for the content (3)-b in ”A. Numbers and Calculations,” the way in
which the product increases when the multiplier increases by 1 and
commutative law should be dealt with.

[Grade 3]
1. Objectives
(1) To help pupils use addition and subtraction appropriately, to help them
deepen their understanding of multiplication and use the calculation
appropriately. To help them understand the meaning of division,
explore ways of the calculation, and use the calculation. Furthermore,
to help them understand the meaning and the representations of
decimal numbers and fractions.
(2) To help pupils understand the units and measurements of length,
weight and time.

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 (3) To help pupils understand geometrical figures such as isosceles
triangles and equilateral triangles by paying attention to the elements
that compose the geometrical figures.
(4) To help pupils represent numbers and quantities as well as their
relations by using words, numbers, algebraic expressions, figures,
diagrams, tables, and graphs, and interpret such representations.
2. Content
A. Numbers and Calculations
(1) To help pupils deepen their understanding of the representations of
integers, and extend their ability to use the numbers.
a. To get to know the unit of ten-thousands (man in Japanese).
b. To get to know numbers that are 10 or 100 times as many or 1/10 of
another number, and the representations of the numbers.
c. To deepen their understanding of relative size of numbers.
(2) To help pupils add and subtract accurately, and extend their ability to
use the calculations appropriately.
a. To explore ways of addition and subtraction of 3- and 4-digit
numbers and to understand that those calculations are based on
basic calculations of 2-digit numbers and so on. To understand
the way of calculations using algorithms in column forms.
b. To add and subtract accurately, and to use the calculations
appropriately.
c. To explore properties of addition and subtraction and to make use
of the properties in order to explore ways to calculate or check the
results.
(3) To help pupils deepen their understanding of multiplication, multiply
accurately, and extend their ability to use the calculation
appropriately.
a. To explore ways of multiplication of 2- or 3-digit numbers and 1- or
2-digit numbers and understand that those calculations are based
on basic multiplication of 1-digit numbers. To understand the
way of calculation using algorithms in column forms.
b. To multiply accurately, and to use the calculation appropriately.
c To explore properties of multiplication and to make use of the
properties in order to explore ways to calculate or check the
results.

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 (4) To help pupils understand the meaning of division, and use the
calculation.
a. To get to know situations where division is used. Also, to get to
know remainders.
b. To understand the relationships between division and
multiplication and between division and subtraction.
c. To divide accurately when both the divisors and the quotients are
1-digit numbers.
d. To explore ways of division in simple cases when the divisors are
1-digit numbers and the quotients are 2-digit numbers.
(5) To help pupils understand the meaning and the representations of
decimal numbers.
a. To use decimal numbers in expressing size of fractional part. To
get to know the representations of decimal numbers to the tenths
place.
b. To understand the meaning of addition and subtraction of decimal
numbers through the tenths place. To explore ways of the
calculations and do the calculations through the tenths place.
(6) To help pupils understand the meaning and the representations of
fractions.
a. To use fractions in expressing size of fractional parts or quantities
obtained as a result of equal partitioning. To get to know the
representations of fractions.
b. To get know that a fraction can be represented as a collection of
unit fractions.
c. To understand the meaning of addition and subtraction of fractions
in simple cases, and to explore ways of the calculations.
(7) To help pupils get to know the representations of numbers on soroban
(Japanese abacus) and do simple addition and subtraction by using
soroban.
a. To get to know the representations of numbers on soroban.
b. To get to know ways of addition and subtraction.
B. Quantities and Measurements
(1) To help pupils deepen their understanding of length, and to help them
understand the meaning of units and measurements of weight, and
measure the weight.

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 a. To get to know the unit of length (kilometer [km]).
b. To get to know the units of weight (gram [g] and kilogram [kg]).
(2) To help pupils estimate length and wei ght and measure them by
selecting appropriate units and instruments according to their
purposes.
(3) To help pupils understand time.
a. To get to know seconds.
b. To determine clock time and elapsed time which are necessary in
their daily lives.
C. Geometrical Figures
(1) Through activities such as observing and composing geometrical
figures, to help pupils pay attention to the elements that compose
geometrical figures and understand geometrical figures.
a. To get to know isosceles triangles and equilateral triangles.
b. To get to know angles.
c. To get to know circles and spheres. Also, to get to know the center,
radius and diameter of such figures.
D. Mathematical Relations
(1) To help pupils represent situations where divisions are used, by using
algebraic expressions, and interpret these expressions.
(2) To help pupils understand algebraic expressions that represent the
relationships between numbers/quantities and use these expressions.
a. To represent the relationships between numbers/quantities in
algebraic expressions, and to make connections between algebraic
expressions and diagrams.
b. To represent numbers and quantities by using □, to represent the
relationships between numbers/quantities in algebraic expressions,
and to explore the expressions by substituting numbers for the □.
(3) To help pupils organize and classify data, and represent them clearly
by using tables and graphs, and interpret these representations.
a. To get to know how to interpret and draw bar graphs.
[Mathematical Activities]
(1) The content listed in “A. Numbers and Calculations,” “B. Quantities
and Measurements,” “C. Geometrical Figures” and “D. Mathematical
Relations” should be taught through, for example, the following
mathematical activities:

9
 a. Activities to explore and explain the meaning and ways of
calculating integers, decimal numbers and fractions by using
concrete objects, words, numbers, algebraic expressions, figures
and diagrams.
b. Activities to express decimal numbers and fractions by using
concrete objects, figures, diagrams and number lines and to
compare sizes.
c. Activities to investigate the relationships among the units within
each quantity such as length, volume, and weight.
d. Activities to construct isosceles triangles and equilateral triangles
using a ruler and a pair of compasses.
e. Activities to organize data from perspectives, such as dates,
locations, and to represent the data in tables.
[Terms and Symbols]
sign of equality, sign of i nequality, decimal point, tenth place, number
line, denominator, numerator, ÷
3. Handling the Content
(1) As for the content (1) in “A. Numbers and Calculations,” the number
100 million should be dealt with.
(2) As for the content (2) and (3) in “A. Numbers and Calculations,”
consideration should be given to enable pupils to do simple mental
calculations.
(3) As for the content (2)-c in “A. Numbers and Calculations,” commutative
law and associative law should be dealt with.
(4) As for the content (3) in “A. Numbers and Calculations,” the
calculations in cases where either the multiplier or the multiplicand is 0
should be dealt with.
(5) As for the content (3)-c in “A. Numbers and Calculations,” commutative
law, associative law and distributive law should be dealt with.
(6) As for the content (5) and (6) in “A. Numbers and Calculations,” the
decimal numbers 0.1 and the fraction 1/10 and so on should be dealt
with by using number lines with each other.
(7) As for the content (1)-b in “B. Quantities and Measurements,” the unit
of “ton”[t] should be touched upon.
[Grade 4]
1. Objectives

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 (1) To help pupils deepen thei r understanding of di vision and use the
calculation appropriately. To help them deepen their understanding of
the meaning and the representations of decimal numbers and fractions,
understand the meaning of addition and subtraction of decimal
numbers and fractions, explore ways of addition and subtraction, and
use them. Moreover, to help them understand round numbers and use
them according to thei r purposes.
(2) To help pupils understand the units and measurements of area,
determine the area of geometrical figures, and understand the unit and
measurements of angle.
(3) To help pupils understand plane figures, such as parallelograms and
rhombuses, and solid figures, such as rectangular parallelepiped, by
paying attention to the elements that compose the geometric figures
and the relationships of those elements.
(4) To help pupils represent numbers and quantities as well as their
relations by using words, numbers, algebraic expressions, figures,
diagrams, tables, and graphs, and investigate such representations.
2. Content
A. Numbers and Calculations
(1) To help pupils deepen their understanding that integers are
represented by the decimal positional numeration system.
a. To understand units such as hundred million (oku in Japanese)
and trillion (cho in Japanese), and to summarize the decimal
positional numeration system.
(2) To help pupils understand round numbers and use them according to
their purposes.
a. To get to know cases where the use of round numbers is
appropriate.
b. To get to know the rounding to the nearest integer.
c. To estimate the results of four rules of calculation according to
one's purpose.
(3) To help pupils deepen their understanding of division of integers,
divide accurately, and extend their ability to use the calculation
appropriately.
a. To explore ways of division in the cases where the divisor is a
1-digit or 2-digit number and the dividend is a 2-digit or 3-digit

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 number, and to understand that these calculations are based on
the basic calculations. Also, to understand the way of calculation
using algorithms in column forms.
b. To divide accurately, and to use the calculation appropriately.
c. To investigate the relationships between dividend, divisor, quotient
and remainder and to put them in the following formula:
(dividend) = (divisor) × (quotient) + (remainder)
d. To explore properties of division and to make use of the properties
in order to explore wa ys to calculate or check the results.
(4) To help pupils consolidate the ability to calculate integers and extend
their ability to use the calculations.
(5) To help pupils deepen their understanding of decimal numbers as well
as their understanding of addition and subtraction of decimal
numbers, and to help them understand the meaning of multiplication
and division in decimal numbers, and use the calculations.
a. To get to know the fact that decimal numbers are represented in
the same manner as integers, and to deepen their understanding of
the relative size of numbers.
b. To explore ways of addition and subtraction of decimal numbers
and to do the calculations.
c. To explore ways of multiplication and division of decimal numbers
in cases where multipliers and divisors are integers, and to do the
calculations.
(6) To help pupils deepen their understanding of fractions, and to help
them understand the meaning of addition and subtraction of fractions
with the same denominators, and use the calculations.
a. To pay attention to the fact that there are fractions that are the
same in size in simple cases.
b. To explore ways of addition and subtraction of fractions with the
same denominators, and to do the calculations.
(7) To help pupils add and subtract using soroban (Japanese abacus).
B. Quantities and Measurements
(1) To help pupils understand the meaning of units and measurements of
area, and determine the area by calculation.
a. To get to know the units of area (square centimeter [cm2], square
meter [m2], square kilometer [km2]).

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 b. To explore ways to determine the area of squares and rectangles.
(2) To help pupils understand the meaning of unit and measurements of
angle, and measure angles.
a. To regard the size of an angle as the amount of turn.
b. To get to know the unit of angle measurement (degree [° ]).
C. Geometrical Figures
(1) Through activities such as observing and composing geometrical
figures, to help pupils pay attention to the elements that compose
geometrical figures as well as their positional relationships, and
deepen their understanding of geometrical figures.
a. To understand the relationships such as parallelism and
perpendicularity of straight lines.
b. To get to know parallelograms, rhombuses and trapezoids.
(2) Through activities such as observing and composing geometrical
figures, to help pupils understand solid geometrical figures.
a. To get to know cubes and rectangular parallelepiped.
b. To understand such relationships as parallelism and
perpendicularity of straight lines and planes in connection with
rectangular parallelepiped.
(3) To help pupils understand how to represent the position of an object.
D. Mathematical Relations
(1) To help pupils represent and explore the relationships between two
numbers/quantities as they vary simultaneously.
a. To represent how the numbers/quantities vary on a broken-line
graph and to interpret the features of their variation.
(2) To help pupils understand the algebraic expressions that represent
the relationships between numbers/quantities, and use these
expressions.
a. To understand algebraic expressions that contain some of the four
basic operations and parentheses ( ), and to calculate them
accurately.
b. To understand the idea of formulas and to use them.
c. To represent numbers and quantities by using □ and △, to
represent the relationships between numbers/quantities in
algebraic expressions, and to explore the expressions by
substituting numbers for the □ and △.

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 (3) To help pupils deepen their understanding of the properties of the four
basic operations.
a. To summarize the properties of commutative, associative, and
distributive laws.
(4) To help pupils gather and organize data according to their purposes,
and represent them clearly by using tables and graphs, and explore
features of data.
a. To explore features of the data by organizing the data from two
viewpoints.
b. To get to know how to interpret and draw broken-line graphs.
[Mathematical Activities]
(1) The content listed in “A. Numbers and Calculations,” “B. Quantities
and Measurements,” “C. Geometrical Figures” and “D. Mathematical
Relations” should be taught through, for example, the following
mathematical activities:
a. Activities to estimate the result of calculations according to one's
purpose, and to make proper decisions about the way of the
calculations and the results.
b. Activities to explore and explain ways to determine the area of
geometrical figures composed of rectangles by using concrete
objects, words, numbers, algebraic expressions, figures and
diagrams.
c. Activities to actually measure the area of objects found in everyday
life.
d. Activities to investigate features of geometric figures, such as
parallelograms, rhombuses and trapezoids, by tesselating them on
a plane.
e. Activities to find two quantities in everyday life that vary in
proportion to each other, and to represent and investigate the
relationships of numbers/quantities in tables and graphs.
[Terms and Symbols]
sum, difference, product, quotient, more than or equal, less than or
equal, less than, proper fraction, improper fraction, mixed fraction,
parallel, perpendicular, diagonal line, plane
3. Handling the Content
(1) As for the content (1) in ”A. Numbers and Calculations,” cases when

14
 large numbers are expressed by spliting them into 3-digit groups should
be touched upon.
(2) As for the content (2)-c, (3) and (4) in “A. Numbers and Calculations,”
consideration should be given to enable pupils to do simple mental
calculations. Also, consideration should be given to enable pupils to
make use of mental calculation when doing the calculation using
algorithms in column forms and doing estimation.
(3) As for the content (4)-d in “A. Numbers and Calculations,” it should be
dealt with that the quotient remains unchanged when the dividend and
the divisor are multiplied or divided by the same number.
(4) As for the content (5)-c in “A. Numbers and Calculations,” the case
where a quotient of two integers is expressed as a decimal numbers
should be included.
(5) As for the content (1)-a in “B. Quantities and Measurements,”
units“are”[a] and “hectare”[ha] should be touched upon.
(6) As for the content (2)-a in “C. Geometrical Figures,” drawing sketches
and nets should be dealt with.
(7) As for the content (4)-a in “D. Mathematical Relations,” the examination
of data without omissions and duplications should be dealt with.

[Grade 5]
1. Objectives
(1) To help pupils deepen their understanding of properties of integers. To
help them deepen their understanding of the meaning of multiplication
and division of decimal numbers as well as the meaning of addition and
subtraction of fractions, explore ways of the calculation, and use the
calculations.
(2) To help pupils determine the area of geometrical figures such as
triangles and parallelograms and the volume of solid figures such as
rectangular parallelepiped. To help them understand the average of
measured value and the ratio of two quantities of different types.
(3) To help pupils deepen their understanding of plane figures, and to help
them understand solid figures such as prisms.
(4) To help pupils investigate relationships between numbers/quantities.
To help them investigate the features of data by using percentages and
pie graphs.

15
2. Content
A. Numbers and Calculations
(1) To help pupils deepen their understanding of the properties of
integers.
a. To understand that, if a viewpoint is fixed, integers are classified
into some subsets such as even numbers and odd numbers.
b. To get to know divisors and multiples.
(2) To help pupils deepen their understanding of integers a nd decimal
numbers based on the concept of the numeration system, and to use
the understanding efficiently in calculation and so on.
a. To make numbers that are 10 or 100 times as much/many, or 1/10
or 1/100 of another number, and to investigate their relationships.
(3) To help pupils deepen their understanding of the meaning of
multiplication and division in decimal numbers, and use the
calculations.
a. Based on the understanding of calculations in cases when the
multiplier and the divisor are integers, to understand the meaning
of multiplication and division in cases where the multiplier and the
divisor are decimal numbers.
b. To explore ways of multiplication and division of decimal numbers
and to do the calculations. Also, to understand the meaning of the
size of the remainder.
c. To understand that the same relationships and rules can be
applied to the multiplication and division of decimal numbers as in
the case of integers.
(4) To help pupils deepen thei r understanding of fractions, understand
the meaning of addition and subtraction of fractions with different
denominators, and to use the calculations.
a. To represent i ntegers and decimals as fractions and to transform
fractions into decimals.
b. To understand that the results of division of integers can always be
represented as a number when using fractions.
c. To understand that a fraction obtained by multiplying or dividing
the numerator and denominator of an existing fraction by the same
number, has the same size as the existing fraction.
d. To explore equivalence and size of fractions and summarize the

16
 comparison of sizes.
e. To explore ways of addition and subtraction of fractions with
different denominators, and to do the calculations.
f. To understand the meaning of multiplication and division of
fractions when multipliers and divisors are integers, explore ways
of the calculations, and to do the calculations.
B. Quantities and Measurements
(1) To help pupils determine the area of geometrical figures by
calculation.
a. To explore ways to determine the area of triangles, parallelograms,
rhombuses, and trapezoids.
(2) To help pupils understand the meaning of units and measurements of
volume, and determine the volume by calculation.
a. To get to know the units of volume (cubic centimeter [cm3], cubic
meter [cm3]).
b. To explore ways to determine the volume of cubes and rectangular
parallelepiped.
(3) To help pupils understand the measured value of quantities.
a. To get to know the average of measured value.
(4) To help pupils understand how to represent and compare quantities
that are obtained as a ratio of two quantities of different types.
a. To get to know size of per-unit quantities.
C. Geometrical Figures
(1) Through activities such as observing and composing geometrical
figures, to help pupils deepen their understanding of plane
geometrical figures.
a. To get to know polygons and regular polygons.
b. To understand congruence of geometrical figures.
c. To investigate and compose geometrical figures by finding the
properties of geometrical figures.
d. To understand the ratio of the circumference of a circle to its
diameter.
(2) Through activities such as observing and composing geometrical
figures, to help pupils understand solid geometrical figures.
a. To get to know prisms and cylinders.
D. Mathematical Relations

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 (1) To help pupils use tables to explore the relationships between two
quantities as they vary simultaneously.
a. To get to know proportional relationships in simple cases.
(2) To help pupils deepen their understanding of algebraic expressions
that represent relationships between numbers/quantities, and pay
attention to the correspondence between two numbers/quantities and
the aspect of variation in the relationships represented by a simple
algebraic expression.
(3) To help pupils understand percentage.
(4) To help pupils gather and organize data according to their purposes,
and represent them by using pie graphs and band graphs, and
investigate features of data.
[Mathematical Activities]
(1) The content listed in “A. Numbers and Calculations,” “B. Quantities
and Measurements,” “C. Geometrical Figures” and “D. Mathematical
Relations” should be taught through, for example, the following
mathematical activities:
a. Activities to explore and explain the meaning and way of
calculations of decimal numbers by using words, numbers,
algebraic expressions, figures, diagrams and number lines.
b. Activities to explore and explain ways to determine the area of
triangles, parallelograms, rhombuses and trapezoids by using
concrete objects, words, numbers, algebraic expressions, figures
and diagrams.
c. Activities to construct and make congruent figures.
d. Activities to inductively think and explain that the sum of the
three angles of a triangle is equal to 180 degrees. Activities to
deductively think and explain that the sum of the four angles of a
quadrangle is equal to 360 degrees.
e. Activities to select and use tables and graphs according to one's
purpose.
[Terms and Symbols]
greatest common divisor, least common multiple, reduction to a common
denominator, reduction, base, side face, proportion, %
3. Handling the Content
(1) As for the content (1)-b in “A. Numbers and Calculations,” the greatest

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 common divisor and least common multiple should be dealt with in line
with concrete situations without putting too much emphasis on the
formality of obtaining them. Also, prime numbers should be touched
upon in the process of studying divisors.
(2) As for the content (1)-d in “C. Geometrical Figures,”3.14 should be used
for the ratio of the circumference of a circle to its diameter.
(3) As for the content (2)-a in “C. Geometrical Figures,” drawing of sketches
and nets should be dealt with.
(4) As for the content (3) in “D. Mathematical Relations,” the
representation of buai (Japanese expression of proportion) should be
touched upon.

[Grade 6]
1. Objectives
(1) To help pupils deepen their understanding of the meaning of
multiplication and division of fractions, explore ways of the calculations,
and use the calculations.
(2) To help pupils determine the area of circles and the volume of solid
figures such as prisms. To help them understand speed and determine
it.
(3) To help pupils understand reduced fi gures, enlarged figures and
symmetric figures, and deepen thei r understanding of geometrical
figures.
(4) To help pupils understand ratio and direct proportion, and use the idea
of a function when explori ng the relationships of numbers/quantities,
and represent the relationships in algebraic expressions. To help them
explore the distribution of data and investigate it statistically.
2. Content
A. Numbers and Calculations
(1) To help students deepen their understanding of the meaning of
multiplication and division of fractions, and use the calculations.
a. To understand the meaning of multiplication and division when
multipliers and divisors are fractions, based on the concept of such
calculations in cases where multipliers and divisors are integers.
b. To explore ways of multiplication and division of fractions, and to
do the calculations.

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 c. With respect to multiplication and division of fractions, to
understand that the same relationships and rules as integers can
be applied.
(2) To help pupils consolidate their ability to calculate decimal numbers
and fractions and extend their ability to use the calculations.
B. Quantity and Measurements
(1) To help pupils estimate the area of shapes in their surroundings by
approximating them with familiar geometrical figures.
(2) To help pupils determine the area of geometrical figures by
calculation.
a. To explore ways to determine the area of circles.
(3) To help pupils determine the volume of geometrical figures by
calculation.
a. To explore ways to determine the volume of prisms and cylinders.
(4) To help pupils understand and determine speed.
(5) To help pupils understand the system of the metric units.
C. Geometrical Figures
(1) Through activities such as observing and composing geometrical
figures, to help pupils deepen their understanding of plane
geometrical figures.
a. To understand reduced figures and enlarged fi gures.
b. To understand symmetric figures.
D. Mathematical Relations
(1) To help pupils understand ratio.
(2) To help pupils explore the relationships of two numbers/quantities as
they vary simultaneously.
a. To understand proportional relationships, and to explore their
features by using algebraic expressions, tables and graphs.
b. To solve problems by using proportional relationships.
c. To get to know inversely proportional relationships.
(3) To help pupils deepen their understanding of algebraic expressions
that represent the relationships of two numbers/quantities, and to use
the algebraic expressions.
a. To represent relationships in algebraic expressions by using letters
such as “a” and “x” instead of words, □, △, and so on, and to
explore the relationships by substituting numbers for the letters.

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 (4) To help pupils determine the average of data and the distribution of
data, and to explore and represent the data statistically.
a. To get to know the average of data.
b. To get to know the tables and graphs that represent frequency
distribution.
(5) To help pupils analyze all the possible outcomes systematically for
actual events.
[Mathematical Activities]
(1) The content listed in “A. Numbers and Calculations,” “B. Quantities
and Measurements,” “C. Geometrical Figures” and “D. Mathematical
Relations” should be taught through, for example, the following
mathematical activities:
a. Activities to explore and explain the meaning of calculation of
fractions and ways of the calculation by using words, numbers,
algebraic expressions, figures, diagrams and number lines.
b. Activities to find units of quantities used in everyday life and
investigate how they are related to the units that pupils have
learned before.
c. Activities to find reduced figures, enlarged figures and symmetric
figures in everyday life.
d. Activities to find two numbers/quantities that are in proportional
relationships in everyday life and solve problems by using the
proportional relationships.
[Terms and Symbols]
line symmetry, point symmetry, ：
3. Handling the Content
(1) As for the content (1) in “A. Numbers and Calculations,” regarding
division as multiplication by using reciprocals, and integrating
multiplication and division of integers and decimal numbers into the
calculations of fractions, should be dealt with.
(2) As for the content (2)-a in “B. Quantities and Measurements,” 3.14
should be used for the ratio of the circumference of a circle to its
diameter.

III. SYLLABUS DES IGN AND HANDLING THE CONTENT

1. In designing the syllabus, consideration should be given to the following:

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 (1) The content of each grade listed in Subsection II should, if necessary,
continue to be taught in the following grades. In order to acquire and
maintain basic proficiency in numbers, quantities and geometrical
figures, instructions should be given in a planned manner b y offering
practices when necessary. Also, in order to smoothly link up the
content of instructions of different grades, instructions should be
repeated on an appropriate basis.
(2) It is necessary to ensure coordination between the teaching of the “A.
Numbers and Calculations,” “B. Quantities and Measurements,” “C.
Geometrical Figures,” and “D. Mathematical Relations” in content of
Subsection II for each grade.
(3) Since mathematical activities play important roles in consolidating the
acquisition of basic and fundamental knowledge and skills, in
improving the ability to think, judge and express themselves, and in
finding the pleasure and significance of learning mathematics,
mathematical activities should be taught throughout all grades with
respect to the corresponding content listed in “A. Numbers and
Calculations,” “B. Quantity and Measurements,” “C. Geometrical
Figures,” and “D. Mathematical Relations.”
(4) Based on the objectives of moral education listed in Subsections I-2 of
Chapter 1 “General Provisions” and in Subsection I of Chapter 3 “Moral
Education”, instructions concerning the content listed in Subsection II
of Chapter 3 “Moral Education” should be given appropriately. The
instructions should be in accordance with the characteristics of
arithmetic and should be related to the period for moral education.
2. In the handling of the content listed in Subsection II, consideration should
be given to the following:
(1) To help pupils develop rich sense of numbers, quantities and
geometrical figures, estimate approximate size and shape, make proper
judgments based on estimates, and devise effective ways of performing
tasks.
(2) In order to develop the ability to think, judge and express themselves,
instructions of the content in each grade should actively incorporate
such learning activities as thinking by using words, numbers, algebraic
expressions, figures, diagrams, tables and graphs, and explaining and
communicating their thoughts among themselves.

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(3) Terms and symbols indicated under the content for each grade have the
purpose of clarifying the range and the extent of the content dealt with
in each grade, so they must be included in teaching the content of other
items as occasion demands, and must be taught to help pupils
appreciate the value of thinking by using and representing them.
(4) Emphasis should be placed on solidifying the skill of paper-and-pencil
calculation and pupils should be able to estimate the result of
calculation in accordance with one's purpose and to appropriately make
decisions on the method of calculation and the result. In teaching “A.
Numbers and Calculations” of the Content for the lower grades, care
must be taken to deepen pupils’ understanding of the meaning of
numbers and calculations through appropriate utilization of soroban or
specific teaching aids, etc.
(5) It is necessary to appropriately use computers and so on, when
necessary, in order to enrich pupils’ sense of numbers, quantities and
geometrical figures and to improve their ability to represent data by
using tables and graphs.

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