**Maths Scheme of Work Ministry of Education Lagos State Unified General Mathematics Scheme of Work Primary 4. Schemeofwork.com**

**PRY 4 FIRST TERM MATHS SCHEME OF WORK**

**WEEK: 1**

**TOPIC: REVISION/RESUMPTION TEST**

- WHOLE NUMBERS
- counting and reading numbers from 1000 up to 9,999
- the place value of numbers up to 9,999

**Importance**

- Whole number gives pupils basis to solve simple addition, subtraction, multiplication and division.
- It can also be useful in banks, buying and selling, population taking.

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- Count in hundreds and thousands.
- generate numbers using abacus
- apply counting of numbers in real life problems.
- categorize the value of a digit in numbers up to 9,999 solve quantitative reasoning

**LEARNING ACTIVITIES**

- Pupils: as a group generate numbers in Tens and Hundreds using abacus in pairs build understanding with LEGO bricks using place value concept.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Abacus to form a number

**WEEK: 2**

**TOPIC: WHOLE NUMBERS (Contâ€™d)**

- â€¢Counting from Thousand to One Million
- â€¢Writing numbers up to One Million
- â€¢The place value of numbers up to One Million

Importance

- It is used in adding, subtracting, multiplying and dividing our payments and expenses,
- buying and selling.
- Banking and Finance.

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- count numbers in Thousands and Millions
- write numbers in words up to one million
- identify place value of numbers up to one million

**LEARNING ACTIVITIES**

- Pupils as a class extract numbers in millions from a number puzzle chart around the class. The teacher gives some list of numbers in thousand and million for the pupils to extract them out for identification and writing of large numbers.
- Sing number songs on large numbers

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO VISUAL RESOURCES

- abacus
- number puzzle
- number charts

**WEEK: 3**

**TOPIC: WHOLE NUMBER – SKIP COUNTING**

- Count in groups of 5â€™s
- Count in groups of 7â€™s,60*s
- Count in groups of 100s and 1000s up to 10.000
- Quantitative reasoning

**Importance**

- It lays a foundation for multiple division. It easily helps pupils solve multiplication problems.

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- count objects in 5â€™s
- count in 7â€™s and relate it to real life situations
- count in 60â€™s and relate it to real life situations
- Solve quantitative reasoning on whole numbers.

**LEARNING ACTIVITIES**

Pupils:

â€¢in small groups demonstrate skip counting using skipping rope and music.

â€¢in pairs, identify weeks of the months in a year calendar.

â€¢in pairs, participate in the activities below:

- 5 10 15 20 25 30 etc.
- 7 14 21 28 35 42
- 60 120 180 270 360 420 etc.
- 10000 300 400 500 600 etc.

QUANTITATIVE REASONING

- 25 30 35 40 45 50….
- 31 38 45 52 59 66….
- 100 160 220 280 340

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination
- Citizenship

**LEARNING RESOURCES**

AUDIO VISUAL RESOURCES

- Abacus
- Calendar
- Counters
- Clock face
- Skipping
- Number cards

**WEEK: 4**

**TOPIC: ORDER AND COMPARE WHOLE NUMBERS**

- Ordering of whole numbers with symbols up to 1,000.000.
- Use of relation signs -less than (<), greater than (>) and equal to (=)
- Quantitative reasoning

**IMPORTANCE**

- It helps when comparing quantities in real life.

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- Arrange numbers with symbols from the largest to the smallest express inequalities of 4 to 7 digit numbers using the relation sign greater than, less than and equal to e.g. 2690 < 3678, 723456 > 43456 256389 = 256389
- Rearrange numbers in quantitative reason.

**LEARNING ACTIVITIES**

- Individual pupil arranges some given numbers in the order of magnitude i .e from the biggest to the smallest and vice versa with the use of number flash cards.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development

**LEARNING RESOURCES**

AUDIOVISUAL RESOURCES

- Flash cards with number
- Flash cards with signs of >, <

**WEEK: 5**

**TOPIC: ROMAN NUMERALS**

- Counting Roman numerals up to 1000i.eitoM
- Reading clock faces with Roman numerals
- Re-write Arabic numbers in Roman numerals and vice versa
- Quantitative reasoning

**Importance**

- Used in the faces of clocks.
- Numbering the pages of a book.

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- count and write roman numerals from 1 to 1000 i.e i to M
- read and show clock faces with roman numerals
- write Arabic numbers in Roman numerals and vice versa,
- solve simple addition and subtraction in Roman numerals

**LEARNING ACTIVITIES**

- Pupils in small groups create a board game displaying Roman numerals i to XX on a cardboard or plywood.
- Make a message decoder to develop a language where an alphabet stands for the corresponding Roman numeral e.g. A=i, B=ii, C=iii, D=iv, EÂ®V
- Sing songs on Roman numerals.

**EMBEDDED CORE SKILLS**

- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Roman numerical charts
- Wall of clock in Roman numerals.
- Roman Numerals flash cards.

**WEEK: 6**

**TOPIC: BASIC OPERATIONS**

- Addition of whole numbers
- Subtraction of whole numbers
- Quantitative reasoning.

**Importance**

- Helps Bank Tellers, Accountants, Cashiers and Food
- It also helps in Carpentry work in the measurement of boards or planks.

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- Pupils should be able to add whole numbers in Th H T U with and without remainder subtract whole numbers in Th H T U with and without remainder solve real life problems involving addition and subtraction.

**LEARNING ACTIVITIES**

Pupils:

- in pairs roll two dice for addition and subtraction
- in small groups generate numbers in thousands using abacus,
- in small groups tell addition story and subtraction story.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development

**LEARNING RESOURCES**

AUDIO VISUAL RESOURCES

- Dice
- Abacus
- Walk on number line.
- Addition Facts cards.
- Subtraction Facts cards
- Concrete models to solve story problems e.g. pupils, dice, abacus etc.
- Numbers cards.

**WEEK: 7 MID TERM BREAK**

**WEEK: 8**

**TOPIC: MULTIPLICATION**

- Multiplication of whole numbers
- Quantitative Reasoning

**Importance**

- Banking
- Finance
- Foreign Exchange
- Buying and selling.

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- Revise basic multiplication facts multiply whole numbers by 2-digit numbers not exceeding 50 using the grid method and vertical method
- solve real life problems on multiplication, solve quantitative aptitude problems involving multiplication

**LEARNING ACTIVITIES**

- Pupils as a group play multiplication war with a deck of cards. Just flip two cards and multiply. Whoever has the highest products keeps the card.
- After about 5 rounds, the winning group is applauded, as individuals design a multiplication facts drawing the center of a flower and write number 1-9 in the center.
- Next, draw 9 petals around the center, label them 4-12. Lastly, draw another 9 petals and write the product of the center number and the petal adjacent to the new petal, in small groups tell multiplication

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Cardboard
- Scissors
- Beads
- Flip cards
- Number charts
- Number cards.
- Concrete models on additive multiplication.

**WEEK: 9**

**TOPIC: DIVISION**

- Division of whole numbers
- Quantitative Reasoning

**Importance**

- It is useful in Arts Projects, sharing of items and Choreography

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- Divide 2- and 3- digit numbers by numbers up to 9 with or without remainder.
- divide numbers with multiples of 10 up to 50
- Solve sharing problems in real life situations.
- solve quantitative aptitude involving division

**LEARNING ACTIVITIES**

Pupils:

- in a group play division war with a deck of cards. Just flip two cards and divide.
- The group with the highest products keeps the card, in small groups roll two dice then divide the bigger number by the smaller number.
- in small groups tell division story

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Dice
- Puzzle
- Number charts

**WEEK: 10**

**TOPIC: LOWEST COMMON MULTIPLE**

- Lowest Common Multiples (L.C.M) of numbers
- Quantitative reasoning.

**Importance**

- Helps in solving problems related to track races , traffic lights etc

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- write multiple of number up to 9
- find L.C.M using multiple method,
- solve real life problems using L.C.M
- solve quantitative aptitude involving L.C.M

**LEARNING ACTIVITIES**

Pupils:

- in small groups, locate common multiples in the given number flash cards. e.g find the L.C.M of 4 and 6
- multiple of 4= 4, 8,12,16,20, 24
- multiples of 6= 6, 12, 18, 24, 30
- common multiple:12, 24
- L.C.M-12
- Pupils as a class play bingo game where pupils find the LCM of two or more numbers to find which square to mark.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Cards with pairs of numbers written
- Number puzzle

**WEEK: 11**

**TOPIC: HIGHEST COMMON FACTOR**

- Highest Common Factors (H.C.F) of numbers.

Importance

- Helps in solving problems related to track races, traffic lights etc

### LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

- write factors of numbers from 1- 99
- identify the common factors of 2 and 3
- work out the common
- solve quantitative aptitude related to H.C.F

**LEARNING ACTIVITIES**

- 2-4 pupils play bingo game where pupils find the HCF of two or more numbers to find which square to mark. The first player with fair HCF listed in any row, column or diagonal wins.
- 4-5 pupils in a class play a jump and spin game. They stand at armsâ€™ length to each other. Teacher calls out some number pairs and the pupils will need to determine whether the HCF is even or odd. When itâ€™s even they jump up but when odd they spin in a circle

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Blank bingo bears
- List of bingo nures:
- Pencils
- Cards with pairs of numbers written
- Number puzzle

WEEK: 12 Revision

WEEK: 13 Examination

**PRY 4 2**^{ND} TERM MATHS SCHEME OF WORK

^{ND}TERM MATHS SCHEME OF WORK

**WEEK: 1**

**TOPIC: REVISION OF 1 ^{ST} TERM’S WORK**

- Resumption test
- Fractions
- Proper fraction
- Improper
- Mixed fraction
- Change of improper fraction to mixed fraction and vice versa.
- Quantitative reasoning

**IMPORTANCE**

- Helps pupils in sharing items and the proportion of items cut or derived from a whole

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- Identify some difficult topics from their term’s work
- demonstrate and explain the definition of fraction
- identify types of fractions differentiate between types of fractions
- represent fractions on a number line.
- solve quantitative reasoning on fraction

**LEARNING ACTIVITIES**

- Pupils as a group cut a quarter of a circle from a cardboard to get one quarter as a fraction.
- A pupil divides an orange into 8 parts and give four to their friends to form half.
- Tell a story on mixed fractions, that is, how it can be obtained.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination
- Citizenship

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Fraction diagram
- Number lines
- Orange
- Card board

WEB RESOURCES

Site Link

- https://www.math-onlymath.com/ fractions.html

Video Links

- www;voutube.com/watch7v=ISNQ C9FaD8
- www.youtube.com/watch7v=N3 8MmaiLE

**WEEK: 2**

**TOPIC: FRACTIONS**

- Equivalent fractions
- Addition and subtraction of like and unlike fractions.
- Reducing to lowest term
- Quantitative reasoning

**IMPORTANCE**

- It helps pupils know how to divide whatever they are given among themselves into equal sizes.

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- Pupils should be able to obtain equivalent fractions of a given fraction,
- calculate addition and subtraction of like and unlike terms fractions,
- apply fractions in sharing commodities in home, market, school etc.
- Solve quantitative reasoning on equivalent fractions.

**LEARNING ACTIVITIES**

- Pupils as individuals design number line showing equivalent fractions.
- Pupils in small groups design a pattern block card to find equivalent fractions.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Paper cuttings of different shapes
- Squares
- Cardboards

WEB RESOURCES

Site Link

- https://www.math-onlymath.com/eouivalent fractions.html

Video Links

- www.youtube.com/watch7v=N1X0vf5PUx4
- www.youtube.com/watch7v=AQZE-xEeleq

**WEEK: 3**

**TOPIC: DECIMAL FRACTIONS**

- Addition and subtraction of decimals.
- Quantitative reasoning

**IMPORTANCE**

- To calculate degree accuracy on weight, money and distances events.
- To record winning times 2t a Lack meet

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- identify decimal fractions up to tenths, hundredth and thousandths
- change from fractions to decimals
- calculate addition and subtraction of decimals
- solve quantitative reasoning involving decimal problems

**LEARNING ACTIVITIES**

- Pupils in a small groups use cardboard to design 0.25 which is one quarter of a circle.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Card board
- Marker
- Scissors
- Record of time in sport events.

WEB RESOURCES

Site Link

- https://educationwithfun.com/course/view.php?kl=19^section=27

Video Link

- www.youtube.com

**WEEK: 4**

**TOPIC: Multiplication of decimals**

By the end of the lesson, pupils should be able to:

- Division of decimals
- Changing common Fractions with 10 100, 1000 as denominator to decimal
- Quantitative reasoning

**Importance**

- to compare the rates of speed over distances

**LEARNING OBJECTIVES**

- calculate decimals by multiplying with 1-digit number
- calculate decimals by dividing with 1-digit number
- discover decimals by multiplying with 10, 100 and 1000
- divide decimals with 10. 100, 1000
- use numbers greater than 10 to multiply and divide decimals

**LEARNING ACTIVITIES**

- Pupils in a small group use cardboard to design twice the size of 0.25 which is half of a circle.
- Pupils in groups use different colours and sizes of cardboards to prepare flash cards on multiplication and division of numbers by multiples of 10, 100 and 1 000 Highlight boldly on shifting of the decimal point

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Card board
- Marker
- Scissors
- Multiplication chart

WEB RESOURCES

Site Link

- https//www.math-only.com

Video Link

- www youtube .com/watch7y-rrTOof e04

**WEEK: 5**

**TOPIC: Square**

- Square Root of whole numbers
- Quantitative reasoning

**Importance**

- It is used in Carpentry, Architects, C ivil Engineering etc.

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- calculate the square of numbers from 1*20
- identify the perfect squares in a set of numbers e g. 1,2,3,4,5,6,7,8,9,10,11,12, 13,14,15,16,17,18,19.20.
- 1, 4, 9, 16 are the perfect squares.
- find the square root of perfect squares up to 400
- solving word problems involving the calculation of square of numbers and square root of numbers,
- solve quantitative reasoning

**LEARNING ACTIVITIES**

- Pupils in a group design a clock using flash cards where /4 represent 2, /*9 represent 3.
- Pupils select perfect square numbers from a basket containing number cards of 1-100 and tell the class the square root.
- Sing songs on squares of numbers and square root of numbers.
- Pupils calculate the square of number e.g. Find the square of 18

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Flash cards
- Cardboard
- scissors

**WEEK: 6**

**TOPIC: ESTIMATION**

- Round up of numbers
- Roundup on addition and subtraction of numbers
- Quantitative reasoning

**Importance**

- It is used in budget writing.
- To estimate the total cost of items at a departmental store.

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- identify actual numbers,
- solve round-up numbers,
- Calculate addition and subtraction of round-up of numbers.
- interpret and solve real life problems on estimation,
- Solve quantitative reasoning.

**LEARNING ACTIVITIES**

- Pupils in a group fill an empty jar with pebbles, count the number of pebbles that will fill the jar.
- Then estimate the number.
- Pupils use a ruler and cardboard to prepare scale chart for estimation.
- Pupils in a small group check the weights of 5 different books and record. Each of the recordings is then estimated.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Empty jar
- Pebbles
- Hands

WEEK: 7 MID TERM BREAK

**WEEK: 8**

**TOPIC: MONEY**

- Conversion of money
- Addition and Subtraction
- Profit and Loss
- Word problems
- Quantitative reasoning

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- convert naira to kobo and vice versa.
- calculate the sum and difference of money,
- differentiate between profit and loss.
- solve real life problems on profit and loss,
- solve quantitative reasoning on money.

**LEARNING ACTIVITIES**

- Pupils as a class dramatize classroom sales by using their books, writing materials, school bags, lunch box etc. as commodities.
- They decide upon how much each item will be sold and create fun price tags to be placed on the items. Once the items are labeled, tagged and in place, set up a play cash register and then start shopping.
- One of them is given a small purse of dummy money and allow them to take turns in shopping for an item. One of the pupils to be at the cash register.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Books
- Writing

**WEEK: 9**

**TOPIC: MONEY**

- Multiplication of money
- Division of money
- Quantitative reasoning

**Importance**

- It is used in obtaining the music necessities of life including food, clothing and shelter

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- use whole number to multiply money
- divide money by whole number
- Solve real life problems on multiplication and division of money (Online shopping to be included)
- Solve quantitative reasoning problems.

**LEARNING ACTIVITIES**

- Pupils as individual multiply the money in their pocket by 5 and the first to get it shout his or her result.
- Pupils study a supermarket receipt on purchase of commodities, identify multiplication activity and practice it”.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- Money
- Multiplication charts
- Departmental store receipt

**WEEK: 10**

**TOPIC: OPEN SENTENCE**

- Addition and Subtraction
- Multiplication and Division
- Quantitative reasoning

**LEARNING OBJECTIVES**

By the end of the lesson, pupils should be able to:

- illustrate and explain the term open sentence,
- predict the missing numbers in an open sentence,
- tell stories on open sentence, write and solve the equations,
- solve quantitative reasoning involving open sentence

**LEARNING ACTIVITIES**

- respond to the following questions with TRUE or FALSE
- 8 + 4â€œ 5 7

6X8 = 25+23

5-4 =7+7

- predict missing numbers in these open sentences: e.g. (a) + 5 = 12 (b) 20 – = 9
- tell stories on open sentences, write the equations and solve them.

**EMBEDDED CORE SKILLS**

- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
- Creativity and Imagination

**LEARNING RESOURCES**

AUDIO-VISUAL RESOURCES

- flash cards

WEB RESOURCES

Site Link

- http://www.mathsisfun.com/algebra/

Video Link

- www.youtube.com/watch7y=PsUccUA6Atc

**WEEK: 11 REVISION**

**WEEK: 12 EXAMINATION**

**WEEK: 13 EXAMINATION**

**Maths Scheme of Work Ministry of Education Lagos State Unified General Mathematics Scheme of Work Primary 4. Schemeofwork.com**

**PRY 4 3**^{RD} TERM MATHS SCHEME OF WORK

^{RD}TERM MATHS SCHEME OF WORK

WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |

1 | Revision of 2^{nd} termâ€™s work Resumption Test | Revision of 2^{nd} termâ€™s work Resumption Test | Revision 2^{nd} termâ€™s work resumption test | Revision of 2^{nd} termâ€™s work Resumption Test | Revision of 2^{nd} termâ€™s work Resumption Test |

2 | Length Estimating length comparing measurement Addition of length Quantitative aptitude | Pupils should be able to estimate distances in kilometers and meters e.g. estimate the width or height of a wait a table, a floor, plane shapes to the nearest meters or centimeters Compare measurement in meters and kilometers e.g. Dayo treks to the store which is a quarter of a kilometer from his house. If it takes him 15 minutes to get to the store, how many meters does he walk? NB: 1 kilometer = 1000m Â¼ m = 1000m = 250m 4 Calculate addition and subtraction of length in kilometers and meters interpret and solve real life problems on length Solve quantitative reasoning on length m km 35000 35 54700 54.7 Quantitative Reasoning 11200 112 | Pupils as individual use non standard unit e.g. their fingers to measure the length of their tables and then compare their measurements Pupils in small groups use ruler or tape measure to measure different dimensions of objects in the classroom as follows: | Critical thinking and problem solving Communication And collaboration Leadership and personal development Creativity and imagination | Audio visual resources Tape rule Measuring tape Odometer Fingers Web resources Site link |

3 | Weight Addition and subtraction of weight multiplication of weight in kilograms by whole numbers Division of weight in kilograms by whole number Quantitative aptitude Importance It helps in the use of weighing heavy objects like haulage -it helps in the sales of frozen food items such as meat, fish, chicken, turkey, crabs, etc | g kg 20000 3 3000 Pupils should be able to: solve addition problems on weights of objects e.g. 236g + 362g = 598g Calculate difference in weights of objects Solve problems on multiplication of weight in kg and grams by whole numbers Solve real life problems on weight solve quantitative reasoning on weight | Pupils as a class discuss the meaning of weight in pairs compare the weight of their bags check their individual weight using the weighing scale and record Find the sums and differences of their weights Quantitative Reasoning | Critical thinking and problem solving Communication And collaboration Leadership and personal development Creativity and imagination Citizenship | Audio visual resources Weighting scale Pictures of different measuring scales Stone Pupilâ€™s school bag Web Resources Site link |

4 | Square and rectangle Properties of a square and a rectangle Perimeter | Pupils should be able to: Measure and calculate the perimeter of a square | Pupils discuss the properties of a square and a rectangle in pairs use tape measure to record the length of each side of their desks, thread them together to get the | Critical thinking and problem solving Communication | Audio visual Resources Cardboard Square chart |

WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |

| Rectangle Perimeter of square Perimeter of rectangle Area of square and rectangle Quantitative Aptitude Importance It helps in artistic design of houses and blocks/brick making industries | Measure and compute the perimeter of a rectangle Solve real life problems Related to areas and perimeters of squares and rectangle | Perimeter of the desks. They also multiply two of the lengths to calculate the area Use garboard to make a square and rectangle determine the amount of will papers to decorate a well of the classroom to understand the concept of an area of plane shape. Then paste the wall papers on the wall Quantitative Reasoning 12 12 48 30 2 13 | collaboration Leadership and personal development Creativity and imagination | Classroom Tape rule desktop Web resources Site link Video link |

5 | Time Calendar Date Quantitative aptitude Importance It helps us to schedule our activities with proper timing -it helps weather forecaster -to plan events and occasions e.g. festive periods, pregnancy period, arrival and closing at school etc | Pupils should be able to: discuss the purpose of time Identify the seconds, minutes and hour hands on a clock tell the time on the clock (digital and analogue) Read and interpret and calculate time on daily , weekly and monthly activities using a calendar and recite 60 seconds make 1 minute rhymes of a year calendar Use the notation â€˜a.m (ante meridian before noon)â€™ for time of the day convention of hour to minutes, seconds and vice-versa tell stories on time in connection to real life problems Solve exercises on quantitative aptitude | Pupils Discuss the purpose of time and timing in life in a small groups use flash cards to design seasons (raining, sunny and harmattan) of the year as a class play a calendar game by picking at random from a boc with questions like today is? Tomorrow will be? How many days are in September? Count days ahead to plan event or back â€“date to trace historical events etc NB: Pupils are to be exposed to real life experiences on time so that they can be time conscious for every event or occasion Quantitative Reasoning 7.00am 20hrs 3.00a.m | Critical thinking and problem solving Communication And collaboration Leadership and personal development Creativity and imagination | Audio visual resources Wall clock Analogue and digital Calendar Chart on seasons of the year Web resources Site link |

6 | Capacity Basic units of measurement Addition and subtraction in litres Quantitative aptitude Importance It is used at the fuel station for fueling car. It helps to know the measurement of a container and quantity of liquid they can hold -to help solve problems in science class laboratory and kitchen | Pupils should be able to discuss the meaning of some liquid containers e.g. bottle of water and soft drink, gallon of petrol, palm oil, ground nut oil etc Convert litres to cantifilier accurately 1000cl = 1 litre e.g. Show the addition and subtraction in litres correctly solve real life problem s Solve quantitative aptitude | Pupil in groups different sizes of containers with water from a water vessels and then record their observation in groups prepare a chart on metric unit convention from smaller unit to bigger unit and vice-versa 4.22L 6.55L 2.23L | Critical thinking and problem solving Communication And collaboration Leadership and personal development Creativity and imagination Citizenship | Audio visual Resources Bottle of coke Bottle of water Water vessel Number charts for easy identification Web resources Site link |

7 | Review of first half terms and periodic test | Mid Term break | Mid term Break | Mid Term Break | Mid Term break |

WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |

| Capacity Multiplication in litres Division in litres Quantitative aptitude Importance it is used at the fuel station , it helps to know the actual capacity of a container | Pupils should be able to: calculate the multiplication in litres by whole numbers Solve in litres using division by whole numbers Appreciate litres as the unit of capacity Solve real life problems on capacity Use quantitative reasoning to solve problems in litres | Pupils in groups measure and compare the quality of a smaller container to be derive from a bigger container Unit Hunt game Three or four pupils holds 5 index cards such. Each player (pupil) is assigned a unit of measure (e.g. cm, litre, kg) to be written on the index cards, variety of objects are presented to the pupils to tape the index cards to the appropriate objects. The winner is the first pupil to tape the cards to the appropriate items Quantitative Reasoning 36L 9L 4L | Critical thinking and problem solving Communication And collaboration Leadership and personal development Creativity and imagination Citizenship | Audio Visual resources Bottle of coke Bottle water Number charts for easy identification Web Resources Site link |

9 | Plane shapes Symmetry on plane shapes Horizontal and vertical lines Cardinal points Importance It is used in designing of clothes, buildings etc | Pupils should be able to describe the symmetry of a shape Identify the symmetrical line on rectangle, triangle etc in regulation to reflection locate line (s) of symmetry of plane figures at school and homes Identify right angle, acute and obtuse angles in plane shapes | Pupils in a group arrange their materials vertically and horizontally in small groups arrange themselves in such a manner to form cardinal points Draw Nigerian flag on plan paper, colour, it and draw the lines of symmetry on it Write the capital letters of the alphabetical, select the letters that you can draw lines of symmetry on. Draw or write out the reflections of the letters on paper Quantitative Reasoning Acute angle is less than 90 ^{0} Abuse angle i.e. 90>Î¸ <180^{0} N Identify the cardinal points i.e. North, South, East, West E W S Vertical line Distinguish between horizontal and vertical lines Horizontal line | Critical thinking and problem solving Communication And collaboration Leadership and personal development Creativity and imagination Citizenship | Audio visual Resource Metre rule Screw driver Pencil Biro Web Resources Site link |

10 | Three dimensional shapes (3D) Quantitative Reasoning Importance It is useful in Art and design, architecture | Pupils should be able to explain the meaning of thee dimensional shapes Distinguish between 2 and 3 dimensional shapes List the properties of three dimensional shapes Appreciate the presence and uses of 3 dimensional shapes at home Apply 3-dimensional shapes into real life situations Solve quantitative Reasoning | Pupils in groups use cardboards or cartons to build and design beautiful houses with these shapes, cube, cuboid, pyramid and cylinder Quantitative Reasoning Copy and complete the table below No of edges No of vertices Tin of milk Cube of sugar shapes Box of match | Critical thinking and problem solving Communication And collaboration Leadership and personal development Creativity and imagination Citizenship | Audio visual resources Card board Cube of sugar Magi, die, Wooden pry maid Scissors Web resources Site link |

WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |

11 | Everyday Statics Pictogram Bar chart Mode Simple probability Importance It helps in collecting organizing Interpreting and presenting information in class, school or family | Pupils should be able to: Group data information using diagram , picture, images and symbols Draw a bar chart Identify the mode from the graph relate the graph to real life situations Tell stories on theoretical probability and solve the problems Quantitative reasoning | Pupils in the class are grouped to their ages and represent the information in a chart tell a story on data collection and interpreting Tell a story on theoretical probability , then solve Quantitative Reasoning P s s v c s p p s s p v s c c p v s p s v c c v p v cv s s c s s p s s Copy and complete the following Letter P appears how many time? Letter c appears how many times? Letter S appears how many time? Letter v appears how many times? | Audio visual Resources Pencils Erasers Sharpeners Rulers Biros Number charts for easy identification Web resources Web site | |

12 | Revision | Revision | Revision | Revision | Revision |

13 | Examination | Examination | Examination | Examination | Examination |

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