MAJOR CONTENT OF DEFFERENT COUNTRY
SWEDEN
ENGLAND
PHILIPPINES

Number and place value

Understanding and Use of
Numbers

NUMBERS AND SENSE

Addition and subtraction

Algebra

MEASUREMENT,

Multiplication and
division

Geometry

GEOMETRY

Fractions (including
decimals and
percentages)

Probability and Statistics

PATTERNS AND ALGEBRA

Measurement

Relationships and Change

Statistic and probability

Problem Solving
This major content of ENGLAND,SWEDEN and PHILLIPINES these countries will have
different contents ,like ENGLAND The programs of study for mathematics are set out
year by year for Key Stages 1 and 2. Year 5 (international Grade 4) students are in
their penultimate year of Key Stage 2. A description follows of the focus of the upper
Key Stage 2 (Years 5 and 6) program of study and provides the specifics of the Year 5
curriculum.
The principal focus of mathematics instruction in upper Key Stage 2 is to ensure that
students extend their understanding of the number system and place value to include
larger integers. This should help students develop connections between multiplication
and division with fractions, decimals, percentages, and ratio. During Year 5, students
should develop their ability to solve a wider range of problems, using increasingly
complex properties of numbers and arithmetic, and problems demanding efficient
written and mental methods of calculation.
The program of study is organized into distinct domains, and students build on learning
achieved at Key Stage 2 and connections across mathematical ideas to develop
fluency, mathematical reasoning, and competence in solving increasingly sophisticated
problems with good written and mental arithmetic. The use of equipment such as
calculators is recommended only as a supporting tool near the end of Key Stage 2.
The content of SWEDEN The national mathematics curriculum for compulsory school
begins with an overall statement of purpose describing the role of mathematics in
society and human activity, and presenting arguments that defend the importance of
learning and teaching mathematics.
The syllabus presents content in six categories, which are the same for all three tiers:
Understanding and Use of Numbers; Algebra; Geometry; Probability and Statistics;
Relationships and Change; and Problem Solving. The syllabus emphasizes problem
solving, identifying it as part of the overall aim that guides teachers in creating learning
opportunities, and as a component of core content. The specific core content for each
tier is presented below.
The PHILIPPINES from K TO 3 the learner demonstrates understanding and
appreciation of key concepts and skills involving numbers and number sense (whole
numbers up to 10,000 and the four fundamental operations including money, ordinal
numbers up to 100th, basic concepts of fractions); measurement (time, length, mass,
capacity, area of square and rectangle); geometry (2-dimensional and 3-dimensional
objects, lines, symmetry, and tessellation); patterns and algebra (continuous and
repeating patterns and number sentences); statistics and probability (data collection and
representation in tables, pictographs and bar graphs and outcomes)as applied - using
appropriate technology - in critical thinking, problem solving, reasoning, communicating,
making connections, representations, and decisions in real life. And the 4 to 6 the
learner demonstrates understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers, number theory, fractions,
decimals, ratio and proportion, percent, and integers);measurement (time, speed,
perimeter, circumference and area of plane figures, volume and surface area of
solid/space figures, temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals, polygons, circles, and solid
figures); patterns and algebra (continuous and repeating patterns, number sentences,
sequences, and simple equations); statistics and probability (bar graphs, line graphs
and pie graphs, simple experiment, and experimental probability) as applied -using
appropriate technology - in critical thinking, problem solving, reasoning, communicating,
making connections, representations, and decisions in real life the curriculum guide of
Philippines ,the purpose of teaching mathematics is to develop foundamental skills,
critical thinking and problem-solving abelities . It aims to build a strong mathematical
foundation for students, helping them understand basic concepts, numerical
relationships ,and logical reasoning that will be essential for more advanced math
learning in later grades
Sweden: Focuses on conceptual understanding and reasoning, with less emphasis on
memorization and procedures. Integrates real-world applications early on.
England: Focuses on developing fluency with basic skills and building towards more
complex concepts. Uses a mastery approach, ensuring students understand each
concept before moving on.
Philippines: Follows a spiral curriculum, revisiting concepts throughout the grades with
increasing complexity. Places emphasis on computational skills and problemsolving using traditional methods.
comparison of the math curriculum in Sweden, England, and the Philippines in
elementary grades.
All three countries emphasize developing basic numeracy skills in the early grades,
including counting, addition, subtraction, multiplication, and division.
develop problem-solving skills and encourage students to apply their math knowledge to
real-world situations.