Year 9 Blended British Nigerian Scheme of Work Mathematics

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Blended British Nigerian Scheme of Work Mathematics for Year 9/JSS3 Term 1 Year 9 Blended British Nigerian Scheme of Work Mathematics Term 2 Year 9 Blended British Nigerian Scheme of Work Mathematics Term 3 Blended British Nigerian Scheme of Work Mathematics Links for Junior Secondary School

Year 9/JSS3 Term 1, Term 2 and Term 3 Integrated Scheme of work for British national curriculum with a blend of the Nigerian National Curriculum for British and Montessori Schools

Blended British Nigerian Scheme of Work Mathematics for Year 9/JSS3 Term 1

NIGERIA – CAMBRIDGE HYBRID CURRICULUM

First term work – stage 9

Framework Codes	List of topics	Content	Learning objectives	Teacher Activities	Students Activities	Resources	Evaluation Guide	Feedback
001	The binary System	-Conversion of base 10 to base 2 -Conversion to other bases -Conversion of binary to decimal	– Revise basic operations in binary system; – Convert numbers in binary numbers to other bases and vice versa; – Solve quantitative aptitude problems on binary numbers systems	-Guides students to convert numbers in binary system to other bases and vice versa. – Guides Students to solve quantitative aptitude involving binary numbers system.	– Carryout Operation In Binary Number System. – Convert Numbers In Binary System To Other Bases And Vice Versa. – Solve quantitative aptitude involving binary numbers system.	Flash cards.	Students to: – Solve problem involving basic operation in binary number system. – Convert given numbers in binary number system to other bases and vice versa. – Solve quantitative aptitude problems.	1.How is base 10 converted to base 2 2.can base 2 be converted to other bases
002	Basic operation with binary numbers	-Addition of binary -Subtraction of binary -Multiplication of binary -Division of binary	– Students should be able to add two or three 3-digit binary numbers. – Students should be able to subtract two or 3-digit binary numbers. – Students should be able to multiple two 2-digit binary numbers. – Students should be able to divide two or 3-digit binary numbers.	– Guides students to add two or three 3-digit numbers in base 2. – Guides students to subtract two or 3-digit numbers in base 2 numbers system. – Guides students to multiple two 2-digit numbers in bases 2. – Guides students to divide two or 3-digit binary numbers.	– Do addition of simple two or three 3-digit binary numbers. – Carry out subtraction of two or 3-digit numbers in base 2 number system. – Carryout multiplication of 2-digit numbers in base 2. – Carryout division of two or 3digit binary numbers	– Counters, sum cards. – Chart showing the multiplication of two 2-digit binary numbers – Charts showing the division of two 2-digit binary numbers.	– Add two or three numbers involving two or three 3-digit numbers. – Subtract two numbers involving 2-digit or 3digit numbers. – Multiply given 2-digit numbers. – Divide given two or 3-digit binary numbers.	1.Is binary operation carried out the same way as decimal operations? 2.Can numbers be multiplied and divided in binary?
003	Sequence	Generate terms of a sequence using term-to-term and position-to term rules. – Derive an expression to describe the nth term of an arithmetic sequence.	Students should be able to: -Generate terms of a sequence using term-to-term and position-to term rules. – Derive an expression to describe the nth term of an arithmetic sequence	Build on previous work to generate examples Pos- term rules used to find the 100th term. -Generalising the above result	-Generate terms of a sequence using term-to-term and position-to term rules. – Derive an expression to describe the nth term of an arithmetic sequence	Sequence chart	Students to: Generate terms of a sequence using term-to-term and position-to term rules. – Derive an expression to describe the nth term of an arithmetic sequence	1.Discuss any life phenomenon that increase or decrease consistently at regular intervals
004	Whole numbers	Using computers to do simple mathematical calculations	– Use computer to do simple mathematical calculations.	– Guides the students to do some simple calculations on computer.	– Do some simple calculation on computer.	– Computer system.	– Use computer solve given mathematical problems.	1. How can the computer aid in mathematical calculations?
	Whole numbers	Translate word problems into numerical expressions	– Translate word sentences into mathematical equations. – Use mathematical equations to represent word sentences. -Solve word problems mentally	– Lead students to translate word sentences into mathematical equations. – Leads students to use mathematical equation to represent word sentences. -Leads students to gather different techniques and ways of working from individuals in the class and share them to create a group portfolio of stratagems.	– Translate word sentences into mathematical equations. – Leads students to use mathematical equations to represent word sentences. -Gather different techniques and ways of working from individuals in the class and share them to create a group portfolio of stratagems.	Word sentence charts.	-Translate given word sentences into mathematical statements. – Use mathematical equations to represent word sentences. -Solve word problems mentally	1.What is the meaning of product, difference, sum and difference.
	Whole numbers	Expressions involving brackets and fractions	– Simplify expressions involving brackets and fractions. -Use the order of operations, including brackets and powers	– Guide students to simplify expressions involving brackets and fractions. -Guide students to use the order of operations, including brackets and powers	– Simplify expression involving brackets and fractions. -Use the order of operations, including brackets and powers	– Flash cards.	1. Simplify given expressions involving brackets and fraction. 2.Solve questions with the order of operation	1.How can a bracket enclosing an expression be simplified? 2.Does order of operation really matter in expressions involving brackets
005	Whole numbers	-Direct proportion -inverse proportion -application of both proportions	-Solve problems involving direct and inverse proportions. – Apply direct and inverse proportions to practical problems.	– Leads students to solve problems on direct and inverse proportion. – Guide students to solve practical problems in direct and inverse proportions. e.g. Problems on speed, productive, consumption and reciprocals.	– Solve problems on direct and inverse proportion. – Solve practical problems on direct and inverse proportion.	– Direct and inverse proportion chart. – Source relevant information on inverse/ direct proportion.	– Solve given problems on direct and inverse proportion. – solve give practical problem using direct and inverse proportion.	1. What is the direct proportion? 2. What is inverse proportion? 3. How does these proportion relates to practical problems?
007	Whole numbers	-Simple Interest -Compound Interest	– Solve problems on simple interest. – Apply the use of simple interest in daily life activities. – Solve problems on compound interest. – Apply the use of compound interest in daily life activities.	– Leads students to solve problems on simple interest. – Leads students to the use of simple interest in daily life. – Leads students to solve problems on compound interest. – Leads students to the use of compound interest in daily life. E.g. in mortgages and loads and pension.	– Solve problems on simple interest. – Apply the use of simple interest in daily life. – Solve problems on compound interest. – Apply the use of compound interest in daily life.	– Source for information on simple interest – Source for information on compound interest e.g. fixed deposits.	– Solve given problems on simple interest. – List four real life situations where simple interest apply – Solve given problems on compound interest. – List four real life situations where compound interest apply.	1. How would you calculate for simple interest? 2. Does simple interest has any relationship with compound interest? 3. Does these interests apply to daily life situations?
008	Angles	Tessellate triangles and quadrilaterals and relate to angle sums and half-turn rotations; know which regular polygons tessellate, and explain why others will not	-Describe Tessellate triangles and quadrilaterals and relate to angle sums and half-turn rotations; know which regular polygons tessellate, and explain why others will not	Review angle sum at a point and along a line. Prepared diagrams will help here. so that the focus is on the explanation not the draw of shapes.	-Describe Tessellate triangles and quadrilaterals and relate to angle sums and half-turn rotations; know which regular polygons tessellate, and explain why others will not	Polygon blocks if available	Define a Tessellation.	What is the relationship between Tessellate triangles and angle sums
009	Rational and non-rational numbers	-Identification -Squares -Square roots	– Identify numbers that are perfect squares. – Find squares of any given numbers. – Find the square root of perfect squares. – Find square root of any given number. -Recognise that squaring and taking the square root are inverse operations.	– Guide students to identify numbers that are perfect square. – Guide students to find the square of any given number. – Guide students to find square roots of perfect square by factor method. – Lead students to find square root of any given number. -Guide students to recognise that squaring and taking the square root are inverse operations.	– Identify numbers that are perfect square. – Find the square of any given number. – Find square roots of perfect square by factor method. – Find square root of any given number. -Recognise that squaring and taking the square root are inverse operations.	Flash cards	– Find the square of any given number. – Find square roots of perfect square by factor method. – Find square root of any given number.	-What are squares of numbers? -What are square roots of numbers? -Are squares and square root inverse operations?
010	Approximation	-Approximating numbers to significant places -Approximating numbers to whole numbers	– Approximate numbers to any given degree of accuracy.	– Leads students to carryout simple approximation to a given degree of accuracy.	– Carryout simple approximation to a given degree of accuracy.		– Numbers of given decimal places. – The required significant figure	1. Why are numbers approximated? 2.Is there really any difference between approximated numbers and actual numbers?

Year 9 Blended British Nigerian Scheme of Work Mathematics Term 2

Second Terms Work – Stage 9

Framework Codes	List of topics	Content	Learning objectives	Teacher Activities	Students Activities	Resources	Evaluation Guide	Feedback
001	Factorization1&2	-factorization of expression of the form: ax + ay, 3m + py + 3p + mp, a² – b², a²– 2ab – b² -Word problems involving factorization	– Expand a given algebraic expression. – Factorize simple algebraic expressions. – Solve quantitative reasoning problems. -Multiply a single term over a bracket	– Lead students to expand algebraic expression of the form a(b+c) and (a+b)x(c+b) – Guides students to factorize algebraic expressions. – Guide students to find missing factors in the sample -Guide students to multiply a single term over a bracket	– Expand algebraic expression. – Factorize algebraic expressions. – Find the missing factor in the sample. -Multiply a single term over a bracket	Flash card Flash card	– Expand algebraic expression. – Factorize algebraic expressions. -Solve quantitative aptitude problem. -Multiply a single term over a bracket	1. What are the steps to factorization? 2.How do you expand?
002	Indices	– Positive, negative and zero indices and the index laws for multiplication and division of positive integer powers.	-Use positive, negative and zero indices and the index laws for multiplication and division of positive integer powers.	-Guide students to develop patterns in results to show the effect of negative indices Review and extend index laws from previous work.	-Develop patterns in results to show the effect of negative indices Review and extend index laws from previous work.	Indices Chart	1.Use the law of indices to solve problems	1. How do you apply the multiplication laws to indices? 2. How do you apply the division law to indices?
	Simple equation involving fractions 1&2	-Simple equation involving fractions -Word Problems leading to simple equations involving fractions	– Solve simple equation involving fraction – Solve simple word problems on simple equation involving fractions.	– Lead students to solve simple equation involving fraction. – Guide students to solve simple word problems on simple equation involving fractions.	– Solve simple equation involving fraction – Translate each word problems on simple equation involving fractions.	Flash card of simple equations showing fractions. Flash card of simple equations showing fractions.	– Solve simple equation involving fraction – Translate each word problems on simple equation involving fractions.	1. What’s an equation? 2. What is the meaning of product, difference, sum and quotient?
003	Technical drawing	-3D shapes on isometric paper -3D shapes through plans and elevations. – reflection symmetry in 3D shapes – the coordinate grid to solve problems involving translations, rotations, reflections and enlargements.	-Draw 3D shapes on isometric paper -Analyse 3D shapes through plans and elevations. -identify reflection symmetry in 3D shapes -Use the coordinate grid to solve problems involving translations, rotations, reflections and enlargements.	Leads students to: -Develop plans and side views from the above activities. – Use the diagrams above to identify plane of symmetry Build symmetrical models -Develop the above activity onto graph paper.	-Develop plans and side views from the above activities. – Use the diagrams above to identify plane of symmetry Build symmetrical models	Unit cubes that attach to each other (unifix).	Needs knowledge of the equations of symmetry lines y = x x=3 y=3 etc.	1.What are plans and elevation 2.How can symmetrical models be built?
004	Simultaneous Linear Equation 1	-Substitution method of solving simultaneous equation -Elimination method of solving simultaneous equation	– Solve simultaneous linear equation in two variables using substitution method. – Solve simultaneous linear equation in two variables using elimination method.	– Lead students to solve simultaneous linear equation in two variables using substitution method. – Guide students to solve simultaneous linear equation in two variables using elimination method.	– Solve simultaneous linear equation in two variables using substitution method. – Solve simultaneous linear equation in two variables using elimination method.	Flash card	– Solve given simultaneous linear equation in two variables using substitution method. – Solve given simultaneous linear equation in two variables using elimination method.	1.How do you eliminate variables in solving simultaneous equation 2.How is substitution method used to solving simultaneous equation
005	Simultaneous Linear Equation 2	–Graphical solution of simultaneous linear equation	– Solve simultaneous linear equation in two variables using graphical method.	– Lead students to solve simultaneous linear equation in two variables using graphical method.	– Solve simultaneous linear equation in two variables using graphical method.	Graph board, pencil	– Solve given simultaneous linear equation in two variables using graphical method.	1.Discuss graphical method of solving simultaneous equation
007	Similar Shape1	Enlargement and scale factor	– Enlarge figures using scale factors.	– Guides students to enlarge figures using scale factors.	– Enlarge figures using scale factors.	– Similar shapes of triangles, rectangles, squares, cubes, cuboids.	Enlarge figures using the scale factors.	1. What’s scale factor? 2. How do you enlarge a figure?
	Similar Shape 2	Length, areas and volume of similar figures	– Calculate lengths, areas and volumes of similar figures.	– Lead students to identify that if the length of similar figures are in ratio 1:k then areas and volumes are in ratios 1:k2 and 1:k3 respectively.	– Identify that if the length of similar figures are in ratio 1:k then areas and volumes are in ratios 1:k2 and 1:k3 respectively.	– Similar shapes of triangles, rectangles, squares, cubes, cuboids.	Find the lengths, areas and volume of a given similar figure.	1.What is the relationship between length, area and volume of similar figures
008	Trigonometry	The sine, cosine and tangent of acute angle	– Identify sine, cosine and tangent of an acute angle. *– Solve problems on applications of trigono-metric ratios to find distances and lengths.**	– lead students to observe the sine, cosine and tangent of an acute angle as ratios of sides of right angled triangle. – lead students to use the trigonometric ratios to solve practice problems involving right-angled triangle.	– Identify sine, cosine and tangent of an acute angle as ratios of sides of right angled triangle. – Use the trigonometric ratios to solve practice problems involving right-angled triangle.	Model of right angled triangle. Flash card with difference problems	– Determine sine, cosine and tangent of an acute angle. – Solve practice problems involving trigonometric ratios.	1. What are the trig ratios? 2. How would you apply trig ratio to finding distances and length?
009 010	Variation	-Direct and inverse variation -Application of different types of variation -Practical problems	– students should be able to – solve direct and inverse variation. – apply the different types of variation. – solve practical problems relating to variation. -Compare and contrast between inverse and direct variation.	– teachers guide students to – solve direct and inverse variation. – apply the different types of variation. – solve practical problems relating to variation. -Compare and contrast between inverse and direct variation.	– solve direct and inverse variation. – apply the different types of variation. – solve practical problems relating to variation. -Compare and contrast between inverse and direct variation.	– Direct and inverse variation chart. – Source relevant information on inverse/ direct variation.	– solve given direct and inverse variation. – apply the different types of variation. – solve practical problems relating to variation. -Compare and contrast between inverse and direct variation.	1. What is the difference between direct and inverse variation. 2. Does variation has any practical application to problems.

Year 9 Blended British Nigerian Scheme of Work Mathematics Term 3

Third Terms Work – Stage 9

Framework Codes	List of topics	Content	Learning objectives	Teacher Activities	Students Activities	Resources	Evaluation Guide	Feedback
001	Area of plane figures1	-Area of triangles -Area of parallelogram -Area of trapezium – Word problems involving area –Area of circle -Circles	-Solve for the areas of plane shapes -Solve worded problems involving area – Solve problems involving the circumference and areas of circles –Understand ‘radius’ and ‘diameter’	Guides Students to: 1.Derive and use formula to find the area of plane shapes 2. Leads students to derive and use formula for area of circles and the sectors 3 Guide students to interpret and solve word problems involving areas	1.Derive and use formula to find the area of plane shapes 2. Leads students to derive and use formula for area of circles and the sectors 3 Guide students to interpret and solve word problems involving areas	Triangular shapes Models of parallelogram Models of trapezium Model of circles and sectors Flash cards with word problems	Students to: 1. find the area of given plane shapes 2. Derive formula for area of circles and the sectors 3. solve word problems involving areas	1.What is the difference between the area of a parallelogram and a trapezium. 2.What the relationship between the radius and diameter?
002	Transformation	-translations, rotations and reflections –congruencies of similar shapes	-Recognise that translations, rotations and reflections preserve length and angle, and map objects on to congruent images, and that enlargements preserve angle but not length. –Recognise congruent and similar shapes	This develops previous work on transformations. Encourage students to work in pairs and swap ideas and questions.	-Translate shapes using vector	Tracing paper	Students to: Translate, reflect and rotate shapes	1.How can the different types of transformation be carried out?
003	Metric unit	-Metric units of area, e.g. mm² and cm², cm2 and m²and volume, e.g. mm3 and cm3, cm3 and m3; know and use the relationship 1 cm3 = 1 ml.	-Convert between metric units of area, e.g. mm² and cm², cm2 and m²and volume, e.g. mm3 and cm3, cm3 and m3; know and use the relationship 1 cm3 = 1 ml.	Guide students to: Follows on from the previous section- what is the in mm? type questions. Moving into 3d and volumes.	Follows on from the previous section- what is the in mm? type questions. Moving into 3d and volumes.	Charts showing different conversion rates	Students to: Convert between metric units of area,	1.Are the metric units the same worldwide?
004	Construction	– Angle 45⁰ and 30⁰, copying given angles. – Simple plane shapes –Enlargement -Triangles –3D shapes	-Construction of angle 45⁰ and 30⁰, -copying given angles. – Construction of simple plane shapes –Draw and use scales on maps and scale drawings -Construct triangles using a ruler and a compass -Draw 3D shapes on Isometric paper -Analyze 3D shape through plans and elevations	Guides students to: 1.Construct angle 45⁰ and 30⁰, 2 .copy given angles. 3. Construct of simple plane shapes 4.Draw and use scales on maps and scale drawings 5.Construct triangles using a ruler and a compass 6.Draw 3D shapes on Isometric paper -Analyze 3D shape through plans and elevations	1. Construct angle 45⁰ and 30⁰, 2.copy given angles. 3.Construct simple plane shapes 4.Draw and use scales on maps and scale drawings 5.Construct triangles using a ruler and a compass 6.Draw 3D shapes on Isometric paper -Analyze 3D shape through plans and elevations	Use scale factors, diagrams and maps	Students to: 1. Construct angle 45⁰ and 30⁰, 2.copy given angles. 3. Construct of simple plane shapes	1. How can angle 45⁰ and 30⁰ be constructed? 2. How would you construct a triangle? 3.What are 3-D shapes?
005	Measure of central tendency 2	-Application of measure of central tendency to analyze any given information – Diagrams and graphs, including: -frequency diagrams for discrete and continuous data -line graphs for time series -scatter graphs to develop understanding of correlation -back to back stem-and-leaf diagrams. –Time Series	-Apply measure of central tendency to analyze any given information –Select, draw, and interpret diagrams and graphs, including: -frequency diagrams for discrete and continuous data -line graphs for time series -scatter graphs to develop understanding of correlation -back to back stem-and-leaf diagrams. –Plot and interpret time series graphs	Guides students to 1.apply measure of central tendency to analyze any given information 2.Select, draw, and interpret diagrams and graphs, including: -frequency diagrams for discrete and continuous data -line graphs for time series -scatter graphs to develop understanding of correlation -back to back stem-and-leaf diagrams. –Plot and interpret time series graphs	1.apply measure of central tendency to analyze any given information 2.Select, draw, and interpret diagrams and graphs, including: -frequency diagrams for discrete and continuous data -line graphs for time series -scatter graphs to develop understanding of correlation -back to back stem-and-leaf diagrams. –Plot and interpret time series graphs	-Application of measure of central tendency to analyze any given information	Students to: 1.carryout review exercise on mean, mode and median 2. Find the mean median, mode and range of given data 3. use measures of central tendency to analyze any given data 4.Construct and use back to back stem-and-leaf diagrams. to analyze given data 5. Plot and interpret time series graphs
	Data Presentation	– Primary or secondary sources of suitable data. -Data collection and tabulation –Pie Chart	-Identify primary or secondary sources of suitable data -collect and tabulate discreet and continuous data, choosing suitable, equal class intervals where appropriate -Analysing angle and percentage problem	Guide students to: 1.Identify primary or secondary sources of suitable data 2.collect and tabulate discreet and continuous data, choosing suitable, equal class intervals where appropriate 3.Analyse angle and percentage problem	1.Identify primary or secondary sources of suitable data 2.collect and tabulate discreet and continuous data, choosing suitable, equal class intervals where appropriate 3.Analyse angle and percentage problem	Pie charts, Mathematical set, Data chart on activities	Carryout different data presentation using pie chart, tables and other tool