Abstract
Primary-level Mathematics curriculum experienced five revisions since 2000 that could not break status qou in porrly performance of the students in basic algebraic operations on numbers. Alignment among curriculum, textbook, and assessment leads enhancing performance of the students. The instant study examines the change in the curriculum and determines the alignment among curricula, textbooks, and assessments proposed therein restricted to the basic algebraic operations on numbers since 2000.
 This investigation explores cosmetic quantitative changes in the focused curricula but no qualitative change because the ultimate scope remained unaltered. However, curricula, textbooks, and assessments proposed therein are found strictly aligned by employing Surveys Enacted Modal devised by Porter. The cosmetic change transformed the curriculum into more structured form that facilitates the textbook developers, whereas; reduces the scope of multiple textbooks. Moreover, the curriculum is a document for the textbook developers and is reviseable subject to the paradigm shift in the discipline.
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