Basic 5 Maths Scheme. Lagos State Unified General Mathematics Scheme of Work Primary 5 all terms. Universal Basic Education. Schemeofwork
Pry 5 Maths Scheme of Work First Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Whole Numbers Counting and writing of numbers in thousands and millions Usage of abacus and number charts to identify and read numbers Place value of digits in decimal numbers Quantitative Reasoning Importance Day to day activities on counting Counting in thousand and million help in addition of money, goods and commodities in large quantities | Pupils should be able to: count in thousand and millions Use abacus to form given numbers Categorize the value of a digit in a whole number from a given set of digits in decimal numbers or whole numbers Compare and order whole numbers to 100,1000 round up nearest to the nearest 10,000 apply counting of large numbers in real life problems Solve quantitative aptitude problems related to place value and whole numbers | Pupils as individuals identify values of each digit in a given number using abacus or place value number cards Pupils in small groups categorizes each digit in pupils in a decimal number according to its place value pupils in pairs arrange and read large numbers using an abacus Example: form and read 12433 on abacus Answer twelve thousand, four hundred and thirty –three Quantitative Reasoning Example: re-arrange these numbers from the smallest to the biggest 169 242, 209 242, 189 242, 179 242 199 242 Answer 169 242, 179 242, 189, 242, 199 242, 209 242 Quantitative Reasoning Example: identify the piece value of 9 in 7 789 125 Answer 7789 125 -9-9000 | Critical thinking and problem solving Communication And collaboration Leadership and personal development | Audio visual resources Abacus to form and read numbers Number chart for easy identification Number flash cards Flash cards with demonstration of piece value of digits Video links |
| 2 | Roman Numerals Change Arabic numerals into Roman numerals into Arabic numbers Addition and subtraction involving roman numerals Importance Page identification in books It provides a new presentation of number numbering | Pupils should be able to: Convert Arabic numbers into Roman numbers Change roman numerals to Arabic numbers Add and subtract questions on roman numerals solve quantitative aptitude | Pupils are divided onto two groups, few flash cards are scattered on the floor, each having roman numerals written on it. Some numbers are given to both learns. One member from each team has to run with a number and pick the necessary roman numbers to match a required number given. The first group to finish after 3 to 5 rounds is the winner Sing roman numerals songs Quantitative Aptitude CCXII | critical thinking and problem solving student leadership and personal development | Audio visual resources Roman numerals Flash cards Charts Site links Video links |
| 3 | Addition and subtraction of numbers Addition of whole numbers in thousands and millions Subtraction of whole numbers in thousands and million Real life problem on addition and subtraction in thousands an millions Quantitative Reasoning Importance The knowledge of addition and subtraction | Pupils should be able to: add and subtract whole numbers involving three or more terms Tell additions story and subtraction story carry out correct addition and subtraction in everyday life activities correctly Solve quantitative aptitude Problems involving addition and subtraction of whole numbers and decimal numbers | Pupils in small groups use a pair of abacus to add or subtract three or more digits numbers Pupils as individuals apply place value in addition in pairs tell stories that require addition and subtraction in real life problems and solve them Quantitative reasoning | Communication and collaboration Critical thinking and problem solving Student leadership and personal development Role play | Audio visual resources Abacus’ charts for correct addition and subtraction of three or more-digit numbers Charts Physical materials e.g. counters Pebbles, money Video links Site links |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Helps in day to day activities. For example, buying and selling of food items, provides balancing or preparing account sheet in a store | |||||
| 4 | Multiplication and division of whole numbers Multiplication and division of three-digit numbers by three-digit numbers Multiplication of numbers by zero and one real life problems on multiplication and division Division of numbers by 10, 20 …90, 10….200 and 1000, 2000… Quantitative Reasoning Importance The idea of multiplication and division helps faster calculations where large digit numbers which are paired or are in groups are needed to be counted | Pupils should be able to: multiply and divide numbers with three digits by three digits Solve real life problems on multiplication and division of whole numbers Multiply numbers by zero and one Divide numbers by 10 and 100, 200 and 1000 respectively Solve quantitative aptitude problems on multiplication and division of whole numbers | Pupils in a class are arranged into smaller groups of five pupils. The group leader now identifies the number of groups created from the class population. This activity shows division have taken place Pupils in pairs arrange groups of different concretes materials in same quantity to calculate the local quantity, they are asked to count he number or materials in a group and multiply with the number of groups available (additive multiplication) Pupils as individual recite the multiplication label forward and backward off-hand Quantitative Reasoning Example | Role play Student leadership and physical development Critical thinking and problem solving | Audio visual resources Physical materials Multiplication flash cards Multiplication charts Site link Video link |
| 5 | Prime numbers Identification of odd and even numbers Identification of prime numbers less than 200 Lowest common multiples Highest common factor Quantitative reasoning] Importance LCM helps in multiples of numbers HCF helps in normal division knowledge | Pupils should be able to: Identify even and odd numbers in a given set of numbers Categorize prime numbers less than 2000 form a given set of numbers Solve problems involving LCM and HCF Solve quantitative aptitude problems related to prime numbers and factors | Pupils In pairs categories numbers less than 100 into odd or even numbers in tabular form using number flash cards in small groups use flannel boards and cards to identify common factors and multiplies of given numbers Class do a role play on skip counting of numbers in twos where numbers are distributed in ascending order round the class, pupil with number says his number aloud and step forward. In this manner pupils with odd numbers and even numbers would have separated into two groups Quantitative Reasoning | Communication and collaboration Student leadership and personal development Critical thinking and problem solving | Audio visual resources Charts of factors of numbers Charts of multiples of numbers Flash cards Flannel boards Site links Video link |
| 6 | Fraction Ordering of fractions Changing fraction to decimal Changing decimal to fractions Changing fractions and decimals to percentage Quantitative reasoning Importance It helps in buying and sailing | Pupils should be able to arrange fractions in ascending or descending order Change fractions to decimals and vice-versa Convert fraction and decimals to percentages solve real life problems Solve quantitative aptitude problems related to decimals, fractions and percentage | Pupils as a class use the fractions chart in computing percentages Pupils out a cardboard into two, reading into ½ the some action is repeated in the same pattern for each of the slice to give ¼ etc Quantitative Aptitude Example: | Critical thinking and problem solving Communication and collaboration Student leadership and personal development | Audio visual resources Cardboards Fraction to decimal Conversion charts Fraction to Percentage charts Decimal to percentage Conversion charts Percentage to decimal conversion charts |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| It also helps in the banking sector It helps in easy shading of items concrete objects | Site links Video links | ||||
| 7 | Review of the first half term’s work and periodic test | Pupils should be able to: review the first half term’ work participate in the periodic test | Pupils are to be grouped into three of more groups to do revision on topics treated. Pupils participate and interact with each other | Leadership skill | Past questions Exercises from textbooks and note Book |
| 8 | Ratios Relations between ratio and fractions solving real life problems on ratio Quantitative aptitude | Pupils should be able to: Explain the meaning of ratio express ratios in terms of fractions Solve real life problems on ratio Solve quantitative aptitude problems related to ratio | Pupils discuss their understanding on ratio Pupils as a class perform a role play where they split ten concrete materials between two pupils, one taking three and the ten concrete materials are shared in the ratio three to seven i.e. 3:7 Quantitative Aptitude | Critical thinking and problem solving Communication and collaboration Student leadership and personal development | Audio visual resources Fraction charts Charts showing basic operations on addition and subtraction Site link Video link |
| 8 | Addition and subtraction of fractions Addition of fractions and mixed numbers Subtraction of fractions and mixed numbers addition of decimal fractions Real life problems Quantitative reasoning | Pupils should be able to: add and subtract fractions with common denominator add two proper fractions, improper fractions and mixed fractions apply addition and subtraction of proper and improper fractions into real life problems Use LCM method to add and subtract fractions Solve quantitative aptitude problems related to addition and subtraction of mixed numbers | Pupils as a class give examples of everyday life activities where accuracy of addition and subtraction of fractions are required e.g. sharing pizza or silices of bread Pupils in a group use a tape measure to measure the length of 2 arms of a pupil and add the results together Quantitative Reasoning Example: | Critical thinking and problem solving Communication and collaboration Student leadership and personal development | Audio visual resources Fraction charts Charts showing basic operations addition and subtraction Site link |
| 9 | Multiplication of fractions Multiplication of decimals by whole numbers Multiplication of fractions Real life problem on multiplication of decimals and fractions Quantitative Reasoning Importance -to calculate discount of an item in sales -to determine the ingredients needed to bake cake or pastries | Pupils should be able to: multiple fractions solve real life problems on multiplication of fractions multiply given decimals by whole numbers interpret and solve the given real-life problems in quantitative aptitude on multiplication of decimals and fraction | Pupils as individuals solve mental sum on multiplication of numbers by 0 and 1’ pupils in pairs carry out multiplication of fractions using fraction flash cards or charts Pupils as a class recite the multiplication lines tables of 8 and 9 forward and backwards Pupils in pairs give real life examples where multiplication and division involving decimal numbers or fractions can take place | Critical thinking and problem solving Communication and collaboration Student leadership and personal development | Audio visual resources Charts division of numbers of 10 and multiplies of 10 up to 90 Flip chart Site links Multiplication charts Site links |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Quantitative Reasoning Example | |||||
10 | Division of fractions Division of decimals by whole numbers Division of fractions Real life problems on division of decimals and fractions Quantitative Reasoning Importance It helps in maths puzzles It helps in measuring quantities It helps in understanding the nature of numbers and their interaction | Pupils should be able to: divide fractions Apply the rule of shifting decimals points to the left to obtain result of division of numbers by 10, 100 and 1000 Divide given decimals by whole numbers Tell a division story on fractions and interpret to solve real-life problems Quantitative aptitude on division of decimals and fractions | Quantitative Reasoning Multiplication game Player 3 or 4 Materials –poster board, a dice Procedure Draw a big circle on a cardboard, divide the circle into 16 to 18 segments. In each of the segments paste different fraction flash cards Each pupils in turn rolls a dice, the segment where the rolled dice stops, the fraction there is multiplied by the number that appears on the dice. A point recorded for correct answer. The first pupils to score points is the winner | Critical thinking and problem solving Communication and collaboration Student leadership and personal development | Audio visual resources Charts on division of numbers of 10 and multiplies of 10 up 90 Chart containing worked problems involving division of numbers by 100 and 200 Site links Video links |
| 11 | Squares and square roots Square of numbers square root Square of whole numbers up to 50 square roots of whole numbers up to 900 Real life problems on squares and square roots of numbers Quantitative reasoning Importance -civil engineers use it when building a road coming off of a hill side 0architectts use to prepare blue prints of projects | Pupils should be able to find the square of a given whole number more than 50 Find the square root of a perfect square of a whole number greater than 400 perform basic operations on squares and square roots of numbers Find the square root of perfect squares solve quantitative aptitude problems relating to squares and square roots of whole numbers | Pupils as a class recite squares of numbers using the squares of numbers charts place around the classroom Pupils as a class discuss how square and square roots can be obtained and applied to real life problems Pupils use this mental maths drill to practice calculation of squares of numbers (56)2 1st step 52 25 36 62 2nd step 5 x 2 = 10 x 6 = 60 3rd step 25 36 + 60 3136 Quantitative Reasoning | Critical thinking and problem solving Communication and collaboration Student leadership and personal development | Audio visual resources Squares of numbers Charts for reading and identify squares of numbers Charts on quantitative aptitude problems on square roots and square of whole numbers Site links Video links |
| 12 | Revision | Revision | Revision | Revision | Revision |
| 13 | Examination | Examination | Examination | Examination | Examination |
Basic 5 Maths Scheme. Lagos State Unified General Mathematics Scheme of Work Primary 5 all terms. Universal Basic Education. Schemeofwork
Pry 5 Maths Scheme of Work Second Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 1 | Revision /number line Revision of 1st term’s work Addition using number line Subtraction using number line Real life problems Quantitative Reasoning Importance It is used for easy addition and subtraction procedures It helps in the reading of clinical thermometer | Pupils should be able to revise 1st term’s topics add and subtract using number lines Solve quantitative aptitude problems related to addition and subtraction of integers using number lines | Pupils are guided to write numbers -7 to +7 on sticky notes and place them on the floor in the class in ascending or descending order on a numbers. 3-4 pupils selected simple addition or subtraction flash cards from a basket, e.g. 1 + 6, 2 -5 ,-3+4 etc. Each pupil in turns is to stand and walk on the number line for addition or subtraction. Pupil in the class count aloud the movement of the volunteer according to the flash card picked. Pupils in groups use letters to represent numbers on number line, e.g. which letter best represent the number 2 ½ on the number line? |
2 | Estimation Re rounding up numbers estimation sums, differences and products Quantitative Reasoning Importance: Manipulating and storing of data in a computer system Used in building blocks like logic gates Registers and arithmetic processors Estimating the total cost of items at a department store | Pupils should be able to: round up numbers to the nearest 10, 10 and whole numbers Rounding numbers to the nearest tenth, hundredth and thousandth Estimating sums, differences and products Solve quantitative aptitude problems related with binary numbers | Selected few pupils to be given a handful raw coms or beans. They are then asked how many are there without counting the, Pupils in groups study and work on a receipt of a grocery store or a supermarket to practice estimate Quantitative Aptitude Example |
3 | Percentages Meaning of percentages Changing a percentage to a fraction of decimal and vice versa Express number as a percentage of another quantitative reasoning Importance Percentages are used in calculating discounts on sales of goods, bank interest rates, rates of inflation They are important for understanding the financial aspects of every life It helps to interpret a monthly budget | Pupils should be able to: explain the term ‘percentage’. Calculate the ratio of two numbers Solve questions related to real life problems on percentages Express a number as a percentage of anther number Solve quantitative related questions on percentage | Pupils work in pairs. Work on hundred boxes draw on a piece of cardboard an then shade 10 out of the 100 boxes which is 10 out of 100. The process of percentage have displayed which is 10% Quantitative Aptitude 75% |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 4 | Algebraic Processes Simple equations Solving equations, using the balance method Solving using equations Quantitative reasoning Importance: It is necessary for better understanding of balancing Quantity of commodities statistics and calculus It is faster and better than basic mathematics It reinforce logical thinking | Pupils should be able to Find missing numbers in open sentences Use letters to represent boxes in open sentences Solve real life problems involving equations Calculate the value of algebraic expressions by substitution Solve quantitative aptitude problems on algebraic expressions | Pupils in two groups do a role play on algebraic expression using and longer for hanging dresses. An hanger is on the handle of a classroom door pupils get 18-10 pegs of one colour (blue) and lie a thread to each of them , then lie 6 pegs to Quantitative reasoning Left side of the hanger and 2 pegs to the right side of the hanger It is observed that the position of the hanger is not balanced. To balance it, lie thread to another coloured pegs (red) and start to attach it one by one to the side of the hanger of pegs used to balance the hanger The equation Left right 6 blue pegs +2 blue pegs = 8 blue pegs 6 blue peg + 2 blue pegs 8 blue pegs + 4 red pegs + 4 red pegs 6 pegs 6 pegs 12 pegs |
6 | Commercial maths Money Introduction to money conversion of the currency of a country to another country Profit and loss Quantitative reasoning Importance It is a medium of transaction It helps in payment of services and setting bills for family needs e.g. education, health care, charity, vacation trip etc | Pupils should be able to: Recognize currencies used in Nigeria and other countries convert from one currency to another, using the rate of conversion Solve problems involving profit and loss in real life problems Solve quantitative aptitude Problems related to profit and loss in money | Pupils as a class do a role play of class business Pupils are shared into two groups. A group sells products while the other buys the products Dummy money is required for exchange. Also profit and loss are observed. If the cost price is greater than the selling price, there is loss observed but if the selling price is greater than cost price, there is profit Pupils in small groups use dummy monies to work on the conversion of Nigerian currency (N into other countries currencies and vice versa using the official rate of exchange Quantitative Reasoning |
6 | Commercial maths Money Simple interest Discount and commission Money transactions Quantitative reasoning Importance Discount on sales draw customers to sales and services Money most important Function is as a medium of exchange to facilitate transaction | Pupils should be able to: Explain the simple interest in business transactions Solve problems on discount and commission Find commissions, discount, simple interest on real life problems e.g. post offices, markets etc Solve problems involving money transactions Solve quantitative aptitude problems related to simple interest, discount, commission | Charts on money of different denominations are place around in the classroom and dummy monies are given to the pupils. The pupils in class work in groups brainstorms on giving different ways a smaller denominations can make up a bigger denomination into smaller down of a bigger denomination into smaller denominations. Pupils do a role on obtaining discount on sales of items(s) and getting commission from a company on sales of products Quantitative Reasoning |
WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 7 | Revision of the first half term’s work and periodic test | Pupils should be able to: review the first half term’s work participate in the periodic test | Pupils are grouped into three or more groups to do revision on topic treated. A group leader for each of the groups conducted the activities. Allow the members of each group to participate and interact with each other |
| 8 | Plane shapes (perimeter) Meaning of perimeter Perimeter of perimeter Plane shapes Perimeters of irregular plane shapes Real life problems or perimeter Quantitative aptitude Importance: They help in quantifying physical space e.g. fencing plots of land, roofing of a house. They provide foundation or more advanced mathematics found in algebra, trigonometry e.g. quality of lines or nig/carpet to cover living room, rooms or toilet walls | Pupils should be able to: explain the concept of perimeter, find the perimeter of regular and irregular shapes Solve the perimeter of a circle relate perimeter to real life problems and solve Solve quantitative aptitude problems related to perimeter of regular and irregular plane shapes | Pupils in pairs are asked to cut a polygon with measured shapes. They join the problems together to give just a shape. After doing that measure the total length round the shape being created. Pupils in groups use a thread or fishing thread, cut into sizeable pieces to for on a circle on a bottle. Distance round the bottle circle is the circumference. Then, the thread or fishing thread is straightened to form a straight line, use ruler to measure the line. This is the perimeter of the circle Quantitative Reasoning |
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| 9 | Plane shapes (area) Area of regular shapes Area of right-angled triangle real life problems on area Quantitative reasoning Importance Farmer use it to know the number of seeding to plant on a small piece of land Agriculture use it to plant flowers or carpet grasses on a field Farmers use it to cultivate the number plant baskets to plant a corn | Pupils should be able to Find the area of regular irregular shapes and it units Calculate the area of right angled , triangle Solve real life problems on area of angular, irregular and right-angled triangles Solve quantitative aptitude problems related to area of regular, irregular and right-angled triangles | Pupils: -in pairs use the classroom in unlocking the concept of area. They count the number of columns in the class and multiply it with the number of rows, the resulting figure gives a rough estimate of area of the class -in small groups draw diagnoses on a rectangular plane sheet to identify a right angle triangle. Use a pair of scissors to cut the triangle and use a ruler to measure the base and the height. Then use the information to calculate the area. Sing songs on plane shapes Quantitative Reasoning Examples |
| 10 | Volume and capacity Measurement of volume in cubes and cuboids using unit cubes Measurement of volume in cubes and cuboids using formula comparing volume of spheres and cuboids discovering relation between life and cubic container Real life problems Quantitative Reasoning Importance It is useful in science labouratories and catering services | Pupils should be able to use unit to find the volume of cube and cuboids Use formula to find the volume of cuboids Find the relationship between lines and cubic centimeters convert cm2 to litres and vice versa Solve given problems in quantitative aptitude on volume and capacity | Pupils in small groups are taken for a gallery work round the school. They observe different storage materials that have their volumes and capacities written on them. For example water storage tank, water buckets, kegs, water bottles, etc. They then compare the differences between all various types of materials with their respective volumes and capacities, arranging them in their increasing sizes Quantitative Reasoning |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| It helps in the correct measurement of quantities e.g groundnut oil, palm oil, kerosene, water etc | |||
| Time Arrange speed Distance Duration Real life problems Quantitative Reasoning Importance Use by travelers, motorists, tourists to plan activities and movements | Pupils should be able to find the duration between one line and another, calculate the distance covered within a length of line Solve the average speed of a moving object given the total distance travelled and the line taken, convert the units of time across the hours of a clock in minutes, seconds and vice versa Solve real life problems on distance, time and speed, solve quantitative aptitude relating to time | Pupils as an individual checks and says the time on a wall clock placed at the front of the class Pupils work in small groups. A leader is chosen, he chosen another pupil in the group A distance of abut pupil in the group A distance of about 5m is set between two pupils, a timer is also set to accord the time involved in the throwing and catching of a ball over specified distance. This activity goes on repeatedly for 5m, 10m, 20m, 30m, for each group respectively. At the end of the activities, the time differences are compared. The pupils will notice that the further the distance. The more time it takes the ball to reach its final destination Quantitative Reasoning | |
12 | Project Pupils are divide into two groups, each group is to work on types of angled and types of triangles Materials: ice-cream sticks, markers, cardboards and glue Procedure Paint the ice-cream sticks with markers of different colour, arrange the sticks by using glue to paste them on a cardboard to form types of angled and types of triangles in each of the respective groups | By the end of the lesson, students should be able to -interact within the group and discuss how each project work is done | – chosen groups follow the procedure for the project -each group leader gives a presentation on mode of operations -the students take a gallery wait where the projects are displayed |
| 12 | Project practical work and revision of first term’s work and preparation for examination | Pupils should be able to: realize the areas of weakness in the topics treated for the term | Pupils are arranged into groups for tutorial The teacher supervises contracts and marks the students exercises in each group |
| 13 | Examination | Examination | Examination |
Basic 5 Maths Scheme. Lagos State Unified General Mathematics Scheme of Work Primary 5 all terms. Universal Basic Education. Schemeofwork
Pry 5 Maths Scheme of Work Third Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision Temperature Importance of objects and towns in degrees Celsius Conversion of Fahrenheit to centigrade Real life problems on temperature Quantitative Reasoning Importance It plays a crucial role in medical care, foods and beverages companies, agricultural products processing It helps to check and monitor body temperature | Pupils should be able to: discuss the meaning of temperature Compare the degree of hotness or coldness in degree Celsius convert a given temperature in Fahrenheit to centigrade appreciate the usefulness of temperature in our daily life Solve quantitative aptitude problems related to temperature | Pupils as individual are asked to give their understanding of temperature and share with the class 3 to 4 pupils in the class use thermometer to examine their temperatures Pupils in groups are given three cups each (each cup containing ice water, warm water and hot water. They use thermometer to check the temperatures of the water in each the cups and write their observations. After doing that, one cup is related in the class, two cups are taken outside –one inside the sun and the other in the shade under a tree for ten minutes. Later on, they check the differences in the three cups and write their observations Quantitative Reasoning Examples: convert the following temperatures from Celsius to Fahrenheit using the formula (9 0) + 32 | Critical thinking and problem solving Communication and collaboration Leadership and personal development | Audio visual resources Plastic cups Ice Warm water Refrigerated water Recording sheets Site links Video links |
| 2 | Line angles and bearings Parallel lines Complementary and supplementary angles Quantitative reasoning Importance: Angles are use for designing and construction of roads, buildings and sporting facilities | Pupils should be able to identify parallel and perpendicular lines in measuring and drawing angles, using the protractor Identify and calculate the complementary, opposite and supplementary angles by telling the directions accurately situations Solve quantitative aptitude problems on parallel and perpendicular lines, complementary and supplementary lines | a Pupils use body parts to demonstrate types of angles, use broomsticks or straws to demonstrate lines and how angles are formed, work in pairs, use their writing materials e.g. a pair of and angles Quantitative aptitude Categorize the following lines into horizontal, vertical or oblique a a | Communication and collaboration critical thinking and problem solving student leadership and personal development | Audio visual resources Cardboard Writing materials Flash cards Site links Video links |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | Plane shapes (properties) properties of a rhombus, square and rectangle quadrilateral components of circle Real life problems Quantitative reasoning Importance: Circles are used to symbols harmony and unity It is used in designing the shape of camera lenses, puzzles, tryes, steering wheels, cakes, pies, buttons etc | Pupils should be able to identify types and state basic properties of rhombus Square Rectangle in relation to real life situation Recognize quadrilateral and state basic properties of quadrilaterals Use real object to discuss the component parts of a circle and draw a circle with a specified radius Solve quantitative reasoning problems on properties of square, rectangle, quadrilaterals, circle Solve real life problems | Pupils in groups gets random circles that can be folded and measured. The circle will include several sizes of paper plates, puzzle box inserts in different number of sizes. They use a thread/string to measure the circumference of their circles for comparism, then plate each thread on a ruler to measure the length which is the circumference Then fold each into a quarter to find the point of intersaction i.e. identify the diameter use the measurement from the point of intersection to identify the radius too Quantitative Aptitude | Communication and collaboration critical thinking and problem solving student leadership and personal development | Audio visual resources Thread Recording sheets Materials e.g Paper, cardboards Site links Video links |
| 4 | Angles Angles Types of angles Transversal Measurement of angles Sum of angles Sum of angles on a straight line and shapes Quantitative reasoning Importance Angles are used in constructions of houses Angles are use in making cloth, hangers, scissors, arrow head, windows, doors, etc | Pupils should be able to: Explain angles as a space between two lines that meet Mention types of angles with examples in their immediate environment Measure a angle in degrees by using protractor Use the parallel and transversal lines to determine Corresponding Alternate and vertically opposite angles Solve real life problem as angles Solve quantitative aptitude problems on angles | Pupils In pairs fold a piece of paper into two, the second line on the first straight line. A right-angled triangle is formed Work individually to do physically exercises to identify the types and formation of angles. E.g. stretching and folding arms to certain degrees, curving elbows, bending the knees etc Turn the hands of a clock to measure different angles Quantitative Aptitude Example: X0 800 500 | Student Leadership and Personal development ]critical thinking And problem solving | Audio visual resources Angles flash cards Charts containing all types of angles for easy learning Site links Video links |
| 5 | Three dimensional shapes Cube, cuboids and prymid Square base and irregular prism Quantitative reasoning | Pupils should be able to: Make three dimensional shapes using their net Develop interest in the constructing nets of cube Cuboids and pyramid Identify prism and pyramid Solve quantitative aptitude problems related to three dimensional shapes | Pupils work in groups. They are to cut cardboards into different two-dimensional shapes, then join them using glue or paper solo tape to form three dimensional shapes Pupils work in small groups to decompose different three dimensional shapes e.g. carton of juice, tin of milk, using a tin cutter etc record the shapes that can be derived Then use a paper sellotape to compose the shapes back to their original shapes | Critical thinking and problem solving Communication and collaboration Student Leadership and personal development | Audio visual resources Paper materials Scissors Glue Cardboards Site links |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Binary Number Addition of binary numbers Subtraction of binary numbers Quantitative Reasoning Importance Manipulating and solving of data in a computer system Used in performing arithmetic Used in building blocks like logic gates, registers and arithmetic processors | Pupils should be able to: add numbers in base two subtract numbers in base two | Pupils as a class read out binary numbers for digits greater than hundredth from a binary numbers chart or cards placed in front of the class Quantitative Aptitude Example: add the following binary numbers in the questions Subtract the following binary questions | Communication and collaboration critical thinking and problem solving student leadership and personal development | Audio visual resources Binary charts Binary flash cards Site links Video links | |
| 10 | Data presentation Definition of statistics tally Pictogram , bar graphs, and pie chart Quantitative reasoning Importance It makes articles easy to interpret It helps to present laege and complex information in tables for easy reading and interpretations | Pupils should be able to: explain subtraction as the collection classification analyse presentation and interpretation of data prepare a tally represent data collected in pictogram, bar graphs and pie chart Tell a statistics story, draw and interpret the information Solve real life problems on statistics Solve given problems in quantitative aptitude in statistics | Pupils as a class are asked which food they like best, which are recorded down by a leader appointed After writing them, similar types of food are counted by the class and then represented on a table drawn on the board numbers are then represented in a tally column Work in groups to collect data on their birthday months. The information is represented in a table which is used to plot a bar chart graph Quantitative Aptitude Arrange these letters using the system T V T N N N M K N M K TK N F V N TT N M T T N ANSWER LETTER NUMBERS TALLY | Critical thinking and problem solving Communication And collaboration Student Leadership and personal development | Audio visual resources Data charts on Weather teachers’ game or activity, biological data test results tabulate tally Site links Video links |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | MEASURES OF CENTRAL TENDENCY Mode Median Mean Probability Quantitative reasoning Importance It helps in representation of a large set of data in a system It helps in collation of information on extreme values | Pupils should be able to: find the mode from a set of numbers Identify the median from a given set of numbers Calculate mean of a given set of numbers Solve problems on chances of events Solve real problem on measure of central tendencies and probability Solve quantitative aptitude problems relating to time | Pupils as a class do a role play, nine pupils are lined up in front of the classroom. Their heights are studied by the rest of the class, then line up in descending over (tallest to the shortest), the most common height is the mode, the height at the middle of the pupils lined up is the median and the total numbers of the pupils heights divided by the total numbers of pupils standing which is the mean Pupils in groups arrange given number cards orderly, then select the numbers into category of sizes. The pupils identify and calculate the mode, the median and the mean of the numbers given Quantitative Reasoning Find the mean, median and mode of the following questions | Critical thinking and problem solving Communication and collaboration Student Leadership and personal development | Audio visual resources Cardboards for writing numbers Data charts Site links Video links |
| 12 | Project/ practical work and revision of test term’s work | Pupils should be able to: realize the areas of weakness in the topics treated for the term | Pupils are arranged into groups for tutorial The teacher supervise , corrects and mark the pupil’s exercise/activities in each group | Collaboration Communication Leadership skills Critical thinking | |
| 13 | Examination | Examination | Examination | Examination | Examination |
