CBSE Class 5 Maths Syllabus

CBSE Class 5th Maths Syllabus for 2023-24 Examination

CBSE has given the syllabus for Class 5 Maths. There are a lot of topics that have been covered in the syllabus of Class 5. It is a quite tough subject which requires a lot of practice and dedicated study to get good marks. A student needs to give their complete focus and concentration while studying for the subject. Before starting the preparation, a student has to know the syllabus thoroughly. So understand the syllabus and then prepare for the exam. 

Central Board of Secondary Education has given the CBSE Class 5 Maths Syllabus 2023-24 to all the students. A detailed syllabus has been provided by the board. A lot of topics have been given, which will help the students to enhance their knowledge about the subject. For the session of 2023-24a total of fourteen chapters have been included, where the students have to study all chapters. The students shouldn’t skip even one chapter; otherwise, it can cause a huge impact on their scores. This is one such subject that does not have many subjective aspects. Thus a student can score full marks in Maths by practicing all the equations according to the chapters. A student can strengthen their preparation with the CBSE Sample Papers for better practice. 

CBSE Class 5 Syllabus for All Subjects

CBSE Class 5 Syllabus

  • CBSE Class 5 Maths Syllabus

Class 5 Maths Syllabus for 2023-24 Examination

A syllabus is the most important thing while preparing for a subject. That is why knowing the syllabus is essential. A syllabus helps to get an idea about the topics and structure of the exam along with that, it helps to plan how to prepare for the exam. It is not possible to carry a physical copy of the syllabus. A better option in this situation is to download the PDF file. By doing so, a student can take Cass 5 Math Syllabus Pdf from the official website of CBSE or Extramarks.   

CBSE 5th Class Maths Syllabus

Maths is a very important subject in the Class 5 syllabus. This subject helps a student in a lot of different aspects and prepares them for their higher education. For better scores in exams, a student needs to study in a strategic manner. Preparing well for the subject not only helps to score marks in the exam but it also gives a lot of lessons which they can imply in future things. So study Maths for a better education. They can also refer to CBSE Revision Notes for enhancing their preparation.

Benefits of Class 5th Maths Syllabus:

Maths is a very conceptual and practical subject. This subject gives a practical perspective to everything. In the Class 5 Maths Syllabus CBSE, a student needs to study a lot of concepts and calculations, which prepares the students for the future. The more they will study at the early stage, the more they will get a good understanding of the subject. This subject has a lot of benefits and perks that assist a student with impactful concepts about a lot of equations. All of these are possible only if the student plans out their preparations according to the syllabus. A syllabus can be immensely helpful for the students, which allows them to study important topics of the subjects. In addition to that, CBSE Extra Questions are also very beneficial for the students.  

Importance of CBSE Class 5 Maths Syllabus 2023-24 Examination:

All students are instructed to follow the syllabus given by CBSE. Every board has its own way of teaching and giving lectures for a certain subject, which also implies Maths. Students need the syllabus to know the lectures they need to attend. Apart from that it also helps them to understand the important topics of the subject, so they can prepare according to it. A syllabus is the most important thing while studying a subject. Having a thorough understanding of the syllabus also allows the students to figure out their own strengths and weaknesses. 

List of Chapters Included in the Class 5 CBSE Maths Syllabus:

There are 14 chapters in the syllabus of Class 5 CBSE Maths. All the topics are equally important for the students. The variant chapters of the curriculum give different lessons to the students. The chapters are following

Chapter 1 (The Fish Tale):

In the first chapter of the syllabus, a student is taught about multiplication in a different and easier method. They are taught about the facts of the different weights of different fishes. Along with fish, they also get to learn about boats and their capacity. With these methods, one learns how to do multiplication.

Chapter 2 (Shapes and Angles):

Through this chapter, students learn about different geometrical shapes and angles. With these basic facts, students learn about geometry which is useful in higher studies as well. Along with that, they also get to know about all the various kinds of shapes in an easier way out.

Chapter 3 (How Many Squares?):

In this chapter, a student learns about different squares and their measurements. They also get to learn about all the dimensions of a square. Through this, a student also learns how to calculate the area of a square and understand its importance in real life.  

Chapter 4 (Parts and Wholes):

This 4th chapter is one of the most important chapters of the entire curriculum. There are immense possibilities of getting CBSE Important Questions from this chapter. From this chapter, a student gets to learn the concepts of wholes and fractions of various objects around them. 

Chapter 5 (Does it Look the Same?):

In this chapter, students learn about different things through games. Here they have to differentiate between similar things and clarify their concept. Through this chapter, a student gets to figure out similar kinds of shapes and understands them in a detailed way. 

Chapter 6 (Be My Multiple, I’ll be Your Factor):

In this chapter, the student gets to learn a new thing. Here they need to find multiple numbers, and along with that they also have to find out the smallest common factor and greatest common factor. Apart from this, they also learn to figure out the lowest multiple numbers from a series of numbers. 

Chapter 7 (Can You See the Pattern?):

In the 7th chapter students learn to understand different patterns of various shapes that they see around themselves. . 

Chapter 8 (Mapping Your Way):

A student gets to learn about the usage of maps. To be more precise, it teaches them the usage of maps to locate different routes and maps from one place to another. It is a very important chapter of the CBSE syllabus

Chapter 9 (Boxes and Sketches):

Through this chapter a student learns how paper boxes are turned into different shapes by folding. This 3D concept is very significant for the students and they easily learn the concepts through the interesting method of teaching.  

Chapter 10 (Tenths and Hundredths):

This chapter is effective for learning tenths and hundredths. In this chapter, a student learns how to count money and measure lengths with a ruler. It is a very useful technique for the students and helps them easily understand the subjects.  

Chapter 11 (Area and its Boundary):

From this chapter, the student learns about the area of different shapes and terms like square kilometers, square meters, square centimeters, and many other things. They also get a better idea of different areas. 

Chapter 12 (Smart Charts):

In the 12th chapter, a student is taught about different charts. For example bar charts, pie charts, line charts, and so on. This way they get detailed knowledge elaboration about charts. 

Chapter 13 (ways to Multiply and Divide):

This chapter is used for learning multiplication and division. It helps to solve various equations through the application of these methods. They also learn various formulas through this chapter.  

Chapter 14 (How Big? How Heavy?):

In the last chapter of the syllabus, a student is taught about different measurements and their weights. Here they are introduced to the terms like kilogram and grams. Along with the solid forms they also learn about measurements of liquids with the unit of liters. 

Tip for Students:

Given above is a detailed syllabus of Class 5 Maths. The syllabus is very effective for better preparation. It helps to get better knowledge about the subject. A student must mark the important topics from the chapters. By doing so, they will get to cover the complete syllabus in a lesser time. Along with that, they can also study the CBSE past years’ question papers for better preparation.


General Points for Textbook Writers

  1. The following syllabus has been developed keeping the philosophy of the Yashpal Report and the National Focus Group for Teaching Learning Maths in view. Keeping in mind the reality of the number of hours that teaching actually takes place in the school, we have kept a thumb rule of 140 periods, of 30-40 minutes each, per year for Within this the number of periods allotted to each area is given in the syllabus. However, this is just to give an approximate idea of the weightage to be given to a particular topic by writers and others who are transacting the syllabus. This break- up of time should not be taken as an exact writ by teachers.
  2. We need to encourage the development of a culture of learning outside the classroom. If a topic is linked well with experiences, interesting exercises given then conceptual learning of math would continue beyond the 140
  3. The syllabus has been developed in five very natural streams flowing from Class I to Class V, which overlap very often, not only with each other but also with themes developed in other subjects that are being learnt
  4. While developing the study material, we expect the focus to be activities/exercises, built around children’s real-life experiences and from areas across the They need to be created in a manner that would meet more than one objective simultaneously, and cover more than one stream at the same time. Further, we must include extensions to activities as part of the main course material, and not as a supplement, for the learners who feel encouraged to do them. However, as for any activity or experience, the teachers would need to give enough leeway to children, or modify the activity, to suit their interests. In this context, it is important that children’s current local interests and enthusiasms be utilised to the maximum as opportunities for developing math concepts. Enough space, in various ways, must be given for this in the textbooks.
  5. Maths is about a certain way of thinking and reasoning. This should be reflected in the way the materials are written and other activities and exercises created. The teachers’ training should reflect this also. Particular stress must be given to allow the child to articulate her reasons behind doing an exercise in a certain way, for example, why she is continuing a pattern in a particular Such interactive learning will require the teacher to plan for more time to be given for certain concepts in the classroom, and the textbooks would need to allow for this.
  1. The Class I and II books would be workbooks with short notes for the teacher about suggestions for dealing with the particular topic. (In fact, such notes should probably be incorporated in all the primary books.) The Class I workbook and the other materials would be created with the view to consolidate the mathematical concepts and experiences that the child already has before she joins school, and to build on this
  2. The language used in the books for Classes III to V should be what the child would normally use and would
  3. The sequencing of the concepts should not be linear, but
  4. The book should not appear to be dry and should be attractive to children in various The points that may influence this include the language, the nature of descriptions and examples, inclusion or lack of illustrations, inclusion of comic strips or cartoons to illustrate a point, inclusion of stories and other interesting texts for children.
  5. While dealing with problems, the text books should have several situations with multiple correct Make the children aware that there can be several strategies for teaching a problem.
  6. The material regarding patterns should be created in a way that would allow the child to observe patterns to generalise them, and to develop her own
  7. The purpose is not that the children would learn known definitions and therefore never should we begin by definitions and explanations. Concepts and ideas generally should be arrived at from observing patterns, exploring them and then trying to define them in their own words. There should be no overt emphasis on remembering definitions in known standard forms in exactly the same
  8. Problem posing is an important part of doing Exercises that require children to
Class I Class II

Geometry                                                   (10 hrs.)


•      Develops and uses vocabulary of spatial relationship (Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After)


•      Collects objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, cones, pipes, etc.

•      Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties.

•      Observes and describes the way shapes affect movements like rolling and sliding.

•      Sorts 2 – D shapes such as flat objects made of card etc.
















Numbers                                                    (46 hrs.)



•      Observes object and makes collections of objects.

•      Arranges the collection of objects in order by

–         Matching and

–         One to one correspondence


Geometry                                                   (13 hrs.)


3-D and 2-D Shapes

•      Observes objects in the environment and gets a qualitative feel for their geometrical attributes.

•      Identifies the basic 3-D shapes such as cuboid, cylinder, cone, sphere by their names.

•      Traces the 2-D outlines of 3-D objects.

•      Observes and identifies these 2-D shapes.

•      Identifies 2-D shapes viz., rectangle, square, triangle, circle by their names.

•      Describes intuitively the properties of these 2-D shapes.

•      Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free hand and with a ruler.

•      Draws horizontal, vertical and slant lines (free hand).

•      Distinguishes between straight and curved lines.

•      Identifies objects by observing their shadows.













Numbers                                                    (46 hrs.)

•      Reads and writes numerals for numbers up to ninety- nine.

•      Expands a number with respect to place values.

•      Counts and regroups objects into tens and ones.

•      Uses the concept of place value in the comparison of numbers.




Class III Class IV Class V

Geometry                        (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Creates shapes through paper folding, paper cutting.

•      Identifies 2-D shapes

•      Describes the various 2-D shapes by counting their sides, corners and diagonals.

•      Makes shapes on the dot-grid using straight lines and curves.

•      Creates shapes using tangram pieces.

•      Matches the properties of two 2-D shapes by observing their sides and corners (vertices).

•      Tiles a given region using a tile of a given shape.

•      Distinguishes between shapes that tile and that do not tile.

•      Intuitive idea of a map. Reads simple maps (not necessarily scaled)

•      Draws some 3D-objects.








Numbers                          (42 hrs.) NUMBER SEQUENCE UPTO 1000

•      Reads and writes 3-digit numbers.

•      Expands a number w.r.t. place values.

•      Counts in different ways – starting

from any number.


Geometry                       (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Draws a circle free hand and with compass.

•      Identifies centre, radius and diameter of a circle.

•      Uses Tangrams to create different shapes.

•      Tiles geometrical shapes: using one or two shapes.

•      Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally.

•      Explores intuitively the area and perimeter of simple shapes.

•      Makes 4-faced, 5-faced and 6- faced cubes from given nets especially designed for the same.

•      Explores intuitively the reflections through inkblots, paper cutting and paper folding.

•      Reads and draws 3-D objects, making use of the familiarity with the conventions used in this.

•      Draws intuitively the plan, elevation and side view of simple objects.


Numbers                         (40 hrs.) NUMBERS AND OPERATIONS

•      Writes multiplication facts.

•      Writes tables upto 10 × 10.

•      Multiplies two and three digit numbers using lattice algorithm and the standard (column) algorithm.


Geometry                      (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Gets the feel of perspective while drawing a 3-D object in 2-D.

•      Gets the feel of an angle through observation and paper folding.

•      Identifies right angles in the environment.

•      Classifies angles into right, acute and obtuse angles.

•      Represents right angle, acute angle and obtuse angle by drawing and tracing.

•      Explores intuitively rotations and reflections of familiar 2-D shapes.

•      Explores intuitively symmetry in familiar 3-D shapes.

•      Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose.









Numbers                        (40 hrs.) NUMBERS AND OPERATIONS

•      Finds place value in numbers beyond 1000.

•      Appreciates the role of place value in addition, subtraction and

multiplication algorithms.


Classes at the

Elementary Level

Class I Class II

•      Counts the number of objects in a collection.

•      Makes collection of objects corresponding to a specific number.

•      Recognises and speaks numbers from 1 to 9.

•      Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like clapping to be used for counting)

•      Reads and writes numerals from 1 to 9.

•      Adds and subtracts using real objects and pictures.

•      Adds and subtracts the numbers using symbols ‘+’ and ‘-’.

•      Approaches zero through the subtraction pattern (such as 3 – 1 = 2, 3 – 2 = 1, 3 – 3 = 0).

NUMBERS FROM (10 – 20)

•      Forms Number sequence from 10 to 20.

•      Counts objects using these numbers.

•      Groups objects into a group of 10s and single objects.

•      Develops the vocabulary of group of ‘tens’ and ‘ones’.

•      Shows the group of tens and ones by drawing.

•      Counts the number of tens and ones in a given number.

•      Writes the numerals for eleven to nineteen.

•      Writes numerals for ten and twenty.

•      Compares numbers upto 20.


•      Adds and subtracts numbers upto 20.


•      Writes numerals for Twenty-one to Ninety nine.· Groups objects into tens and ones.

•      Draws representation for groups of ten and ones.

•      Groups a number orally into tens and ones.


•      Counts in various ways:

–         Starting from any number.

–         Group counting etc.

•      Arranges numbers upto hundred in ascending and descending order.

•      Forms the greatest and the smallest two digit numbers with and without repetition of given digits.

•      Indicates and identifies the position of an object in a line.


•      Adds and subtracts two digit numbers by drawing representations of tens and ones without and with regrouping.

•      Adds zero to a number and subtracts zero from a number.

•      Observes the commutative property of addition through patterns.

•      Solves addition, subtraction problems presented through pictures and verbal description.

•      Describes orally the situations that correspond to the given addition and subtraction facts.

•      Estimates the result of addition and subtraction and compares the result with another given number.


•      Discussion of situations involving repeated addition and situations involving equal sharing.

•      Activities of making equal groups.


Class III Class IV Class V

•      Compares numbers.

•      Forms greatest and smallest numbers using given digits.


•      Adds and subtracts numbers by writing them vertically in the following two cases:

–         without regrouping.

–         with regrouping.

•      Uses the place value in standard algorithm of addition and subtraction.

•      Solves addition and subtraction problems in different situations presented through pictures and stories.

•      Frames problems for addition and subtraction facts.

•      Estimates the sum of, and difference between, two given numbers.


•      Explains the meaning of multiplication (as repeated addition).

•      Identifies the sign of multiplication.

•      Constructs the multiplication tables of 2, 3, 4, 5 and 10

•      Uses multiplication facts in situations.

•      Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm.


•      Explains the meaning of division from context of equal grouping and sharing.

•      Relates division with multiplication.

•      Completes division facts:

–         by grouping

–         by using multiplication tables.


•      Divides a given number by another number in various ways such as:

–         by drawing dots.

–         by grouping.

–         by using multiplication facts.

–         by repeated subtraction.

•      Applies the four operations to life situations.

•      Frames word problems.

•      Estimates sums, differences and products of given numbers.


•      Uses informal and standard division algorithms.

•      Explains the meaning of factors and multiples.

Class I Class II


•      Adds two single digit numbers mentally.



•      Adds and subtracts single digit numbers mentally.

•      Adds and subtracts multiples of ten mentally.

Money                                                          (3 hrs.)

•      Identifies common currency notes and coins.

•      Puts together small amounts of money.

Money                                                          (3 hrs.)

•      Identifies currency – notes and coins.

•      Puts together amounts of money not exceeding Rs 50/-.

•      Adds and subtracts small amounts of money mentally.

•      Transacts an amount using 3-4 notes.




Measurement                                             (13 hrs.)


•      Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low.

•      Seriates objects by comparing their length.




Measurement                                              (13 hrs.)


•      Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths.

Class III Class IV Class V


•      Adds and subtracts single digit numbers and two digit numbers mentally.

•      Doubles two digit numbers mentally (result not exceeding two digits).
















Money                               (5 hrs.)

•      Converts Rupee. to Paise using play money.

•      Adds and subtracts amounts using column addition, and subtraction without regrouping.

•      Makes rate charts and bills.







Measurement                   (21 hrs.) LENGTH

•      Appreciates the need for a standard unit.

•      Measures length using appropriate



•      Adds and subtracts multiples of 10 and 100, mentally.

•      Completes multiplication facts by adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6).


•      Identifies half, one fourth and three- fourths of a whole.

1 , 1 , 3

•      Identifies the symbols, 2 4 4 .

1    1

•      Explains the meaning of 2 , 4


and 4 .


•      Appreciates equivalence of 4 and

1              2    3   4

2 ; and of 2 , 3 , 4 and 1.


Money                              (5 hrs.)


•      Converts Rupees to Paise.

•      Adds and subtracts amounts using column addition and subtraction with regrouping.

•      Uses operations to find totals, change, multiple costs and unit cost.

•      Estimates roughly the totals and total cost.


Measurement                 (21 hrs.) LENGTH

•      Relates metre with centimetre;

•      Converts metre into centimetres and vice versa.



•      Estimates sums, differences, products and quotients and verifies using approximation.


•      Finds the fractional part of a collection.

•      Compares fractions.

•      Identifies equivalent fractions.

•      Estimates the degree of closeness of a fraction to known fractions

1    1   3

( 2 , 4 , 4 etc.)

•      Uses decimal fractions in the context of units of length and money.

•      Expresses a given fraction in decimal notation and vice versa.


Money                              (5 hrs.)

•      Applies the four operations in solving problems involving money.










Measurement                 (26 hrs.) LENGTH

•      Determines area and perimeter of simple geometrical figures.

•      Applies the four operations in

Class I Class II

•      Measures short lengths in terms of non-uniform units (in the context of games e.g. ‘Gilli Danda’ and ‘marble- games’).

•      Estimates distance and length, and verifies using non- uniform units (e.g. hand span etc.)


•      Compares between heavy and light objects.


•      Distinguishes between events occurring in time using terms -earlier and later.

•      Gets the qualitative feel of long & short duration, of school days v/s holidays.

•      Narrates the sequence of events in a day.



•      Compares two or more objects by their weight.

•      Appreciates the need for a simple balance.

•      Compares weights of given objects using simple balance.


•      Compares and orders containers in terms of internal volume(capacity).

•      Orders given containers as per their capacities on the basis of perception & verifies by pouring out etc.


•      Gets familiar with the days of the week and months of the year.

•      Gets a feel for sequence of seasons (varying locally).

•      Sequences the events occurring over longer periods in terms of dates/days.

Class III Class IV Class V

standard units of length by choosing between centimetres. and metres.

•      Estimates the length of given object in standard units and verifies by measuring.

•      Uses a ruler

•      Relates centimetre. and metre.


•      Weighs objects using non standard Units.

•      Appreciates the conservation of weight.


•      Measures and compares the capacity of different containers in terms of non-standard units.

•      Appreciates the conservation of volume.


•      Reads a calendar to find a particular day and date.

•      Reads the time correct to the hour.

•      Sequences      the      events chronologically.


•      Solves problems involving length and distances.

•      Estimates length of an object and distance between two given locations.


•      Weighs objects using a balance and standard units.

•      Determines sums and differences of weights.

•      Estimates the weight of an object and verifies using a balance.


•      Measures volumes of given liquid using containers marked with standard units.

•      Determines sums and differences of volumes.

•      Estimates the volume of a liquid contained in a vessel and verifies by measuring.


•      Computes the number of weeks in a year.

•      Correlates the number of days in a year with the number of days in each month.

•      Justifies the reason for the need of a leap year.

•      Reads clock time to the nearest hours and minutes.

•      Expresses time, using the terms, ‘a.m.’ and ‘p.m.’

•      Estimates the duration of familiar events.

•      Finds approximate time elapsed


solving problems involving length, weight and volume.

•      Relates commonly used larger and smaller units of length, weight and volume and converts one to the other.

•      Applies simple fractions to quantities.

•      Converts fractional larger unit into complete smaller units.

•      Appreciates volume of a solid body: intuitively and also by informal measurement.

•      Uses addition and subtraction in finding time intervals in simple cases.


Class I Class II







Data Handling                                             (6 hrs.)

•      Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip.







Patterns                                                     (10 hrs. )

•      Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb.

•      Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers.








Data Handling                                             (6 hrs.)

•      Collects data through measurement.

•      Represents the data followed by discussion (e.g. heights of children).

•      Collects and presents the data on birthdays.

•      Draws inferences from the data at the appropriate level.





Patterns                                                      (10 hrs.)

•      Observes and extends patterns in sequence of shapes and numbers.

•      Searches for patterns in different ways of splitting a number.

•      Creates block patterns by stamping thumbprints, leaf prints, vegetable prints, etc.

•      Creates patterns of regular shapes by stamping.

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FAQs (Frequently Asked Questions)

1. Where can we get the books for Class 5 Maths?

A school student can get their NCERT Books from the official website of NCERT. They can also download the same  from this website. 

2. How many chapters are there in the Class 5 Maths syllabus?

There are fourteen chapters in the syllabus of Class 5. The students need to study all of them for better scoring well in exams. All the chapters are different inclusive of various concepts of Maths. 

3. What are the different charts that are taught in Class 4 Maths syllabus?

In the 12th chapter, the students are taught with different charts like bar charts, pie charts, and line charts. This is a very important part of the curriculum of this subject. 

4. How to get the syllabus for free?

The students can get the syllabus free of cost from the official website of CBSE. Any student can avail their syllabus from this website. Or you can just refer to above sections and avail the PDF of the syllabus. 

5. What is the purpose of giving so many topics in the syllabus?

CBSE has given so many topics in the syllabus to prepare all the students for higher education. By learning different facts of Maths, one can get a better understanding of various things.