Lagos State Unified General Mathematics Scheme of Work Primary 6. Pry 6 Maths Scheme. Universal Basic Education. Schemeofwork.com
Pry 6 Maths Scheme of Work First Term
| WEEKS | TOPICS | LEARNING OBJECTIVES/ CONTENTS | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Whole numbers A] reading and writing numbers in millions up to billion in words and figures B] skip counting in thousands , millions and billions C] place value and value of whole numbers D] quantitative Reasoning Importance -banking -census office Budgeting Journalism Education Business | Pupils should be able to: I] read and write numbers up to one billion in words Ii] read and write numbers up to one billion in figures Iii] count in thousand, million and billions Iv] write the place value and values of numbers v] solve quantitative reasoning questions related to thousands, millions and billions | Pupils as a class count in thousands up to hundred, millions 2-3 pupils use skipping rope to count in thousands and millions -read and write numbers up to one billion in words e.g. 1825408756 = one billion, eight thousand and twenty five million four hundred and eight thousand seven hundred and fifty six Read and write numbers up to one billion in figures e.g. one billion, three hundred and forty million, seven hundred and eighty two thousand, four hundred and ten = 1340 782 410 -count in thousands, millions and billions e.g. 5 000 ,000, 10 ,000,000, 15,000, 000, 20 000,000 etc -write place value and values of numbers e.g. 1465,3872 1465 3872 Whole decimal Number number Value place value 1 = 1 x 1000 = 1000 thousand 4 = 4 x 100 = 400 hundred 6= 6 x 10 = 60 ten 5 = 5 x 1 = 5 unit 3 =3x 1/10 = 3/10 = 0.3 tenth 8=8 x 1/100 = 8/100 = 0.98hundreth 7=7 x 1/1000 = 7/1000 = 0.007 thousand 2 = 2 x 1/1000 = 2/1000 = 0.0002ten thousandth Express in expression form 1465.3672 = 1000.00 + 60 +5 + 3/10 + 7/1000 + 2/100 Quantitative reasoning Solve questions related to thousands, millions and billions e.g. [a] | Communication and collaboration Leadership and personal development skill | Abacus Charts of Numbers up to billion Cardboard paper Overlap cards Number cards in thousands millions |
| 2 | Addition and subtraction of numbers a] whole numbers b] decimal fraction c] real problems on addition and subtraction of numbers d] quantitative Reasoning Importance -banking Census office Budgeting Journalism Education Business/ trading | Pupils should be able to: A] add any 4-10 digits numbers and write the answers in words e.g. b] subtract and 4-10 digits numbers and write the answer in words C] add any decimal fractions and write the answers in words d] subtract any decimal fractions and write the answers in words e] solve real life problems on addition, subtraction and decimal fractions f] solve quantitative reasoning related to addition and subtraction of number | Pupils in pairs use number cards to calculate the sum of 5 or 8 digits numbers -tell addition story and subtraction story on large numbers and solve them -add any 4-10 digits numbers and write the answers in words e.g. a. 436050 + 784275 Hth TTh Th H T U 4 3 6 0 6 0 One million, two hundred and twenty thousand, three hundred and twenty five -subtract two 4-10 digits, numbers and write the answers in words e.g. b] 7436528-4208925 | Communication and collaboration Leadership and personal development skills | Abacus Population Distribution chart Addition and subtraction charts |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| M Hth TTh Th H T U 7 4 3 6 5 2 8 Eight thousand, seven hundred and fifty two point five, five , eight Solve real life problems on addition, subtraction and decimal fractions e.g. -The population of three states in Nigeria are estimated as Lagos 9 307 805 Oyo 6410 208 Ondo 2498 910 What is the total population of the three states 9 3 0 7 8 0 5 6 4 1 0 2 0 6 c | |||||
| 3 | Multiplication of numbers -whole numbers Decimal fractions Real life problems Quantitative Reasoning Importance Banking and | Pupils should be able to -multiply 3 digits by 3 digits Numbers and write the answers in words -multiply decimal fraction by decimal fraction of different – solve real life problems on multiplication related to daily | Pupils In pairs work on different questions on multiplication and the fastest pair to give the answer is appraised. Each pupil of a pair is identified with multiplier or multiplication -in small groups multiply 3 digits by 3 digits numbers and write the answers in words e.g. 4×36 x 134 method | Critical thinking and problem solving Communication and collaboration skill | Flash cards Multiplication Table Cardboard Chart on multiplication |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Division of numbers -whole numbers Decimal numbers Real life problems Quantitative Reasoning Importance It helps in the sharing of items or commodities among people Finance Marketing Insurance Industrial Commodities | Pupils should be able to a] divide whole number by 2 digits and 3 digits numbers without and with remainder b] interpret and solve daily life activities exercises on division c] solve quantitative reasoning related to division in real life activities -solve quantitative reasoning related to multiplication | Pupils are grouped to perform these activities Divide whole number by 2 digits and 3 digits numbers without and with remainder e.g. 210 + 15 14 15210 150 – subtract 50 to x 15 60 60 – subtract 4 x 15 210 + 15 =14 Note 210 is the dividend 15 is the divisor 14 is the quotient Ii] 4756 + 23 206 231756 480 (subtract 200 x 23) 15 0 (subtract 6 x 23) 156 130 18 4756 + 23 = 206 rm 18 Divide decimal numbers by whole numbers and decimal numbers e.g A 4326 + 10 4326 101326 40 (subtract 4 x 10) 32 (take the point up 30 and bring down 2) 26 (bring down 6) 20 60 (add 0) 40 (subtract 6 x 10) Quantitative Reasoning 4 3 6 (multiplier) x 1 3 4 (multicand) 174 4 (436 x 4 = 1744) 1 3 090 (436 x 30 = 13080) 58424 (fifty eight thousand four hundred and twenty four Method 1 436 x 134 = 436 x 100 + 436 x 30 + 436 x 4 = 43600 + 13080 + 1744 = 58424 Multiplication by value method 1] multiply decimal fraction by decimal fraction of different forms e.g. 312 x 42 3 12 (2 dp) x 42 (idp) 624 1248 13 104 2 dp + 1dp = 3dp therefore count three digits from your right hand side (PHS) and put a point -tell multiplication story on daily life activities and solve e.g. a. what is the payment made to 15 workers of each receiver N45840 monthly? A worker receives N45840 monthly 15 of such worker will receive a total of N45,340 x 15 = N45,840 (10 + 5) = N45,840 x 10 + N45,340 x 5 = N458,400 + N219, 200 =N687,600 | ||
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 00 Or 4325 + 10 = 4326 Shifting of decimal point backwards by the number of zero 43 26 + 10 = 4326 Interpret and solve daily life activities exercises on division e.g. A] ten pupils were given N10600 to share equally. How much did each pupil receive N10600 + 10 N10600 = 10 N1060 Each pupil received N1060 b] one box contains 46 biscuits. How many of such box will 736 biscuit fill? 16 46736 46 276 (bring down 6) 276 000 736 + 46 = 16 16 boxes will be needed 3 Quantitative Reasoning | |||||
5 | LCM and H.C.F Lowest common multiples and Highest Common factors of not more than 3 digits Real life problems of LCM and HCF | Pupils should be able to -find the LCM of 2 or 3 digits using the multiple method -find the L.C.M of 2 or 3 digits using prime factors method -find the HCF of any given 2 or 3 numbers using the factor | Pupils in small groups randomly pick digits from number pigeon holes and find the LCM and H.C.F of digits picked -in pairs find the LCM of 2 or more 3 digits using | Communication and collaboration Leadership and personal development skills | |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Quantitative Reasoning Importance To find the interval of which events occur It helps in solving problems related to track races, traffic light etc | Pupils should be able to: a] add and subtract any given set of fractions B] multiply and divide any given set of fractions C] change fractions to decimals and vice versa D] interpret and solve real life problems on fractions and decimals E] solve problems on quantitative reasoning related to fraction | Multiple method e..g. what is the LCM of 3 and 4? Multiples of 3 are 3,6,9,12,15,18,21,24,27,30,33,36… 4 are 4,8,12,16,20,24,28,32,36,40…. Common multiplies of 3 and 4 are 12,24,36 Lowest common multiple is 12 In pair, find the LCM of 2 or 3 digits using airs functions method e..g. find the LCM of 3,6 and 8 Ii Pupils in small groups -are given packs of fractional cards to arrange according to types of fractions -aid and subtract any given set of fractions cards e.g. i] 3/5 + 2/3 ii] 8 ½ -5 ½ 2/5 + 10/15 (first, find the LCM of 5 and 3) which is 15 3/5 + 2/3 = (3 x 3) + (5 x 2) 15 = 9 +10/15 = 18/15 = 14/15 Ii] 8 6/7 -5 ½ (LCM of 7 and 2 is 14) 8 6/7 – 5 ½ (8-5) (8-7) 14 = 3 1/14 Alternatively: 8 4/7 – 5 ½ (firstly, change the mixed numbers to improper fractions) (8 x 7) + 4 7 (5 x 2) + 1 2 66 + 4 = 10 – 1 7 2 2 x 60 – 7 x 11 14 = 120 – 77 = 43/14 = 31/14 14 b] multiply and divide any given set of fractions e.g. i. 1/5 x 2/7 | |||
| 6 | Fractions and decimals A] addition and subtraction of fractions B] multiplication and division on fractions C] real life problems on fractions Quantitative reasoning Importance | Critical thinking and problem solving Communication and collaboration skills | Packs of fractional cards Cardboard Sheet of paper Wall clock | ||
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Quantitative Reasoning Importance Orderliness of items or qualities | BODMAS c. simplify world problems related to daily life activities on order of operations d] solve quantitative reasoning problems related to order of operations e] use basic operations in the right order f] explain the steps involved in using order of operation i.e. BODMAS | D = 3rd division –follows; then M = 4th multiplication A = 5th –addition is done after multiplication S= 6th subtraction is done last NB: these steps need to be followed for solving whole numbers and fractions in exercises e.g I] simplify (4 + 5) x 8 + 2-5 Ii] evaluate ¼ + 5/6 x 2/5 + 4/1 ¾ + 5/6 x 2/5 c ¼ ¾ + 5/6 x 1/10 ¾ + 1/12 = 3 x 3 + 1 x 1 = 9+1/12 = 10/12 3 x 3 + 1 x 1 = 12 9-1/12 = 10/12 = 5/6 -simplify world problems related to daily life activities on order of operations e.g. 8 sacks of onions weight 163.2kg and 5 bags of salt weight 60kg. what is the total weight of one sack of onion and one bag of salt? 8 sacks of onions weight = 163kg 1 sack of onion = 163.2% = 20.4kg 5 bags of salt = 60kg 1 bag of salt = 80g/s = 12kg Therefore total weight = 20.4kg + 12kg = 32.4kg Ii] 3 4/5 + 3/5 Ii] 1/5 x 2/7 = 1 x 2 = 2/15 5 x 7 Iii] 3 4/5 + 3/5 = 19/5 + 1/5 = 19/5 x 5/3 = 19/3 = 6 1/3 C] interpret and solve real life problems on fractions and decimals e.g. A man traveled 4 ¼ km + 10 2/5 km. find the total distance of his journey Total journey = 4 ¾ + 10 2/5 km 4 ¾ + 10 2/5 = (4 + 10) ¾ + 2/5 = 14 ¾ + 2/5 5 x 3 + 4 x 2 20 =14 5-6/20 = 14 23/20 =14 + 13/20 =15 3/20 -change fractions to decimals and vice versa e.g. 3/5 =0.6 0 .05 = 5/100 = 1/20 Quantitative Reasoning | Division rules Charts BODMAS chart | ||
| 7 | Mid term break | Mid term break | Mid-term break | Mid term break | Mid term break |
| 8 | Order of basic operations Whole numbers Fraction numbers Decimals | Pupils should be able to: A] use basic operations in the right order Explain the steps involved in using order operation i.e. | Pupils in small groups are named by the letters in BODMAS to solve exercises on order of operations B= 1st bracket which is done first O = 2nd –or (X) is done next | Leadership and personal development | Numbers and fractions flash cards Multiplication table |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Quantitative Reasoning | |||||
9 | Scale drawing: Objects Maps Distance Importance It can be used by the surveyor , architects, pilots etc | Pupils should be able to: A] draw plane shapes according to a given scale B] apply and use scale drawing in converting lengths and distances of objects in their environment with a given scale C] interpret and solve real life problems on scale drawing | Pupils in pairs use ruler or tape measure to measure the length of their tables, teacher’s table, their classroom, marker board etc and convert their measurement to a given scale In small groups draw plane shapes according to a given scale -apply and use scale drawing in converting length and distance of objects in their environment to a required scale Example 9cm 12cm Of what scale are these diagram? 9cm/12cm = ¼ | Citizenship Leadership and personal development skill Communication and collaboration | -ruler Type rule Pencil Cardboard Paper |
| 10 | Approximation and estimation -whole numbers Decimal numbers Quantitative Reasoning Importance: It is used by the architect to sketch the plan of a building | Round up to 0 round up to 1 Round up whole numbers to the nearest ten, hundredth and thousand. Examples A] write nearest hundred and ten (i) 4537 (ii) 7284 Nearest ten of 4537 4540 Ii] 7284 7280 In small groups estimate the value of 38 x 63 when 38 is rounded off to nearest ten, then 38, 40 and when 63 is rounded off to nearest ten; then 63 60 38 x 63 = 40 x 60 = 2394 2400 Quantitative Reasoning I] 234 200 (1st) 5.56 6.00 (1st) | Leadership and personal development skill Communication and collaboration | ||
| 11 | Revision project | Pupils should be able to: revise and put into practice all what they learnt in term topic | Draw map of Nigeria and specify the scale to be used for each state | ||
| 12 | Examinations | Examinations | Examinations | Examinations | Examinations |
| 13 | Examinations | Examinations | Examinations | Examinations | Examinations |
Lagos State Unified General Mathematics Scheme of Work Primary 6. Pry 6 Maths Scheme. Universal Basic Education. Schemeofwork.com
Pry 6 Maths Scheme of Work Second Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | revision of first term’s topics emphasis on whole numbers, decimal numbers and fraction | Pupils should be able to: -revise the first term on addition, subtraction and multiplication and division of (a) whole numbers (b) decimal numbers (c) fraction -participate in resumption test | Pupils in small groups practice exercises on first term topics and questions from first term examination -as individual participate in the resumption test | Communication and collaboration Leadership and personal development Critical thinking and problem solving | Exercises from class work and home work Questions from 1st term examination Mathematics textbooks |
| 2 | Ratio and proportion -direct proportion Inverse proportion Real life problems on ratio and proportion Quantitative reasoning Importance It helps in the sharing of items -shares and dividends | Pupils should be able to: A] discuss the meaning of ratio and solve problems on ratio B] interpret and solve direct proportion equations C] interpret and solve inverse proportion equations E] solve quantitative reasoning exercises on ratio and proportion | Pupils in small groups -express their ages in ration and record -discuss the meaning of ratio and solve problems on ratio e.g. there are 30 boys and 40 girls in a class. What is the ratio of boys to girls? = boy /girls = 30/40 = ¾ Ratio = 3:4 Interpret and solve questions on direct proportion e.g. 20 shoes cost N300. What is the cost of 25 shoes at the same rate? 20 shoes cost = N300:00 1 shoe cost 5 = N30/20 = M15,00 25 shoes will cost 25 x N15 = N375.00 Interpret and solve inverse proportion equations e.g. 9 men will finish the job in 12 days, if they work at the same rate? 9 men takes 8 days 1 man will take = 9 x 8 days = 72 days Number of men for 12 days = 72 days/12 days = 6 Share N450 between Audu and Dele in ratio 2;3 Total ratio = 2 + 3 = 5 Audu’s share = 2/5 x N450 = 2 x N90 = N180 Dele’s share = 3/5 x N450 = 3 x N90 = N270 Therefore; Audu will get N19=80 and Dele gets N270 Quantitative Reasoning e.g. | Communication and collaboration Citizenship | Chart on ratio and proportion Mathematics textbook Pupils ages |
| 3 | Percentage Importance -collation of school results -it helps in the distribution and allocation of social amenities to communities or states in a country | Pupils should be able to: A] express one number as a percentage of another b. solve exercises on percentage increase and decrease c. solve real life problems on percentages d. solve quantitative reasoning | Pupils in small group -study percentage scores of a pupils result in an examination -express one number as a percentage of another e.g. what percentage of N400 is N20? 20 x 100% = 5% N400 1 Solve exercises on percentage increase | Critical thinking and problem solving | Pupils scores in examination Chart on percentage Multiplication table |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| And decrease thus: –9/10 decrease = Initial value increase x 100% 1 Ii] 9/10 decrease = Initial value decrease x 100% 1 Example: the population of a village increases from 800 people to 1000 people. What is the percentage increase? Increase = 10000 -800 = 200 9/10 increase = 200/100 Method ii Decrease N300 by 25% = (100-25% = 75% 100 x 75% 100 x 75% 100 x 15/100 = 255 Quantitative Reasoning | |||||
4 | Indices (power) Numbers in index form Rules in indices Real life problems Quantitative Reasoning Importance There are used in computer game They are used in engineering , economics, accounting and finances | Pupils should be able to: A] solve exercises in Pupils should be able to: a] write numbers index forms b] solve exercises involving c] use rule of induces of multiplication and division to solve exercises d] use indices (power) to solve daily life activities e] solve quantitative reasoning on indices | Pupils as individual sing or recite square table song i.e. 22,32,42, 52 etc= 4,9,16,25 -write numbers in index forms e.g. 32 = 2 x 2 x 2 x 2 = 25 27 = 3 x 3 x 3 = 33 Solve exercises involving power e.g. 23 x 3 22 x 32 23 x 3 = 2 x 2 x 2 x 3 = 1 2 x 2 x 3 x 3 -use rule of indices of multiplication and division to solve exercise i.e. I] n2 x n3 = n2-3 = n3 x2 + x5 = x2-5 = x2 e.g. 45 + 42 = 45-2 = 43 NB: any number raises to power zero is equal to 10 i.e 50 = 1 or 90 = 1 simplify: 23 x 2 + 22 x 20 e.g. evaluate 52 x 30 = 5 x 5 x 1 = 52 -use indices (power) to solve daily life activities e.g. pencils are arranged in pile of 3. Find the total number of pencils in 4 piles Total number of pencils in 4 piles = 34 = 3 x 3 x 3 x 3 = 81 pencils Quantitative Reasoning 12 4 8 16 32 3 9 81 243 | Leadership and personal development | Chart of square Chart of square root Multiplication table Chart of rules of indices |
| WEEKS | TOPICS | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES | |
| 5 | Open sentence -addition and subtraction -multiplication and division -reciprocal of numbers b] real life problems on open sentences c]quantitative reasoning importance it helps to protect and plan for an event that is about to occur | Pupils should be able to: A] interpret word problems and real life problems into open sentences and solve correctly a. solve addition and subtraction of open sentences b] solve multiplication and division exercise on open sentences Reciprocal of Number: The reciprocal of 5 is 1/5 and reciprocal 1/5 is 5. Also the reciprocal of 2/3 is 3/2 since 2/3 x 3/2 = 1 e] solve quantitative reasoning on open sentences | Pupils in groups Tell stories on open sentences and solve them Interpret word problems and real life problems into open sentences and solve correctly e.g. the length of a rectangle is 6 times its width. If the perimeter is 182cm Let the width be x Length = 6c x 6x Perimeter = 2 (L + w) 182cm = 2(6x + x) = 2 (7x) 182cm = 14c Divide both sides by 14 i.e. 14x/14 = 182/14 x = 13xm length = 6 x 13cm = 78xm solve addition and subtraction of open sentences e.g. i.e. 13 = 23 ii] 2x -5=11 find the value of each letter i] a + 13 =23 a = 23 -13 =10 ii] 2x -5 = 11 2x =11 + 5 2x =16 Divide both sides by the coefficient of x (i.e. 2) 2x/2 = 16/2 X -8 Solve multiplication and subtraction exercise on open sentences e..g. Toyin thinks of a number, she multiples it with 5 and her result is 15. Find the number Let the number be ‘a’ multiply it by 5 A x 5 =5a 5a = 15 Multiply both sides by 1/5 5a x 1/5 = 15 x 1/5 A=3 Reciprocal of numbers The reciprocal of 5 is 1/5 and reciprocal 1/5 is 5. Also the reciprocal of 2/3 is 3/2 since 2/3 x 3/2 =1 Quantitative Reasoning | ||
| 6 | Length and Pythagoras rules Importance: It helps describes the locations of two or three | Pupils should be able to: A] identify the three sides of a right angled triangle (b) state the Pythagoras rules | Pupils in small groups Draw right angled triangle of any given dimensions and use scissors to cut the shape out -identify the three sides of a right angled triangle | Communication and personal development Creativity and imagination | Cardboard paper Chart of Pythagoras theorem Mathematics textbook Pencil Ruler |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Areas that are closely situated -it helps to make use of a short route between two major long routes | Identify the three sides of a right angled triangle opposite D] use the Pythagoras rules to find the unknown length of a digit angled triangle E] interpret and solve word problems on Pythagoras F] solve quantitative reasoning exercises on Pythagoras | State the Pythagoras rules e.g. A = H2 -02 Where H= Hypotenuse O = Opposite A= Adjacent Use the Pythagoras rules to find the unknown length of a right angled triangle e.g. x2 =32 + 42 =9 + 16 = Distance Apart (A) Distance apart A2 = H2-02 = 102 -82 A = 36 = 6cm Quantitative Reasoning | |||
7 | Mid term Break | Pupils should be able to: -revise exercises on topics learnt -participate in midterm test | Pupils in small groups partake in quiz -revise exercises on topics learnt -participate in midterm test | Critical thinking and problem solving Communication And collaboration Leadership and personal development | Questions from class work , home work exercises Mathematics textbooks |
| 8 | Commercial matter Money Profit and loss Simple interest Discount and commission Rate and tax Share and dividend Importance -it gives insight to plan Well on profit making Business It helps to be prudent in spending e.g. shares | Pupils should be able to A] calculate the profit and loss on sales. Thus % profit = profit/cost profit 100% % loss = cost profit 100% -discuss the meaning of discount and commission and calculate the discount and commission on sales of commodities Ii] explain the meaning of tax and rate, use copies of bills to calculate tax and rate Iii] if on N1 he pays 5k. he will pay tax of 5k x N15,000 = N5/100x N5,100, = N750 -calculate shares and dividend of a company | Pupils in small groups -transact sales with dummy money on these -profit and loss -simple interest -discount and commission -study different bills and exchange the bills in turns among the groups Each group practices the activity given on discount, commission, tax , share, dividend respectively -calculate the profit and loss on sales. Thus % profit = profit /cost price x 100% % loss = loss/cost price 100%/1 e..g. Mr. Kunle purchased a radio for N15, 000 and sold it to Mr. Uche for N18,000. Find his percentage profit cost price = N15, 000 selling price =N18,000 profit = selling price –cost price N18,000 – N15,000 = N3,000 % profit = profit /cost price 100%/1 % profit = N3000/15000 x 100%/1 =20% -calculate and solve single interest on business loans e.g Simple interest = principal x time x rate -Mrs Awoyade borrowed N12,000 from a bank for 3 years at an annual interest rate of 15% per annum. Find the interest on the loan and how much will she pay back to the bank? Principal = N120,000 Time = 3 years Rate = 15% 1= p x t x R/100 N20,000 x 3 x 15/100 =N54,000 -amount –principal + interest = N120,000 + N54,000 =N174,000 She will pay back = N174,000 Discuss the meaning of discount and commission and calculate the discount and commission on sales of commodities e.g. A supermarket gives a discount of 5% on goods purchase during a festivity. How much will a man pay for a good of N7.000? % discount= N7000 x 5/100 = N350 He will pay –N7000-N350 =N6.650 -explain the meaning of tax and rate , use copies of bills to calculate tax and rate e.g. A man’s annual income is N25,000, if N10,000 is tax free of his income A] calculate how much of his income is taxable B] if he pays tax at the rate of 5k per naira how much has he to pay? His income = N25,000 His tax free= N10,000 Taxable income = N25,000-N10,000= N15.000 -if on N1 he pays 5k. He will pay tax of 5k | Citizenship Communication and collaboration skills | Hart on market pricing index Cardboard paper Shop comer Home used items e.g. empty cartons, tins etc Dummy money Photocopies of shares certificate Photocopies of dividend on shares of a company on shares of a company water rate bill Electricity bill Photocopy of pay slip on monthly salary |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| X N15000= N5/100 N15.100/1 = N750 Calculate shares and dividend of a company e.g. a woman bought 300 shares in a company. How much dividend should she receive if dividends are paid at N50 per share? On a share, a dividend of N50 is paid, on 300 shares, a dividend of N50 x 300 will be paid =N50 x 300 = N15,000 | |||||
| 9 | Perimeters and areas of plane shares Regular plane shares e.g. rectangle , square, trapezium, parallelogram, circle etc triangle -properties of each plane shape -area and perimeter of irregular shapes -solve real life problems Importance Surveyors use it to measure the dimensions of land in plots, acres, hectares etc | Pupils should be able to: A] discuss the properties of the plane shapes b] discuss the meaning and calculate the perimeter of plane shapes i.e. perimeter of a rectangle =2 (length +bread) | Pupils as individuals uses scissors to cut different plane shapes from cardboard, carpet, paper , use ruler or tape measure to measure the dimensions (sides) and then calculate the perimeter by adding at the sides of each shape Pupils in small groups discuss the properties of the plane shapes Pupils in pair discuss the meaning and calculate the perimeter of plane shapes i.e. perimeter of a rectangle =2 (length + breadth) e.g. A rectangle is of length 10cm and breadth of 6cm. find its perimeter perimeter = 2 (L+B) = 2(10 +6)cm =2x16cm =32cm Perimeter of a square = 4 x length A square has a length of 10cm, what is its perimeter? -perimeter of a trapezium equals to the sum of distance round it. E.g find the perimeter of the figure below Find the perimeter of a circle whose radius is 7cm Perimeter of a circle = 2 2 x 22/7 x 7cm/1 = 2 x 22cm =44cm The perimeter of a circle also be calculated using diameter i.e. circumference =d Calculate the area of a rectangle square, trapezium etc A] area of a rectangle = length x breadth e.g. a. Area = 7cm x 4cm =28cm2 | Creativity and imagination | Carpet Cardboard paper Scissors Pencil Ruler |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5cm Area = firstly detach the small regular shapes from irregular shape, calculate each area and add their areas together i.e. Area of A = 7cm x2cm = 14cm2 Area of B= 9cm x2cm = 18cms Area of the shape = 14cm2 + 18cm2 =32cm2 Its perimeter = P = 7cm + 2cm +2.5cm + 9cm + 2cm +9cm +2.5cm + 2cm =36cm Solve real life problems on perimeters and area of regular and irregular shapes Quantitative Reasoning | |||||
10 | Weight -conversion of units Addition , subtraction, multiplication and division on weight -quantitative Reasoning | Pupils should be able to: A] expresses the same weights in different units e.g. gram, kilogram, toneeg. 1000g = 1kg 1000kg =tone 1000000g = 1 tonne -how many kilograms are in 8500g? 1000g=1kg 8500g = 850/100 = 8.5kg B] solve real life problems on weight C] solve quantitative reasoning exercises related to weight | Pupils in small groups: Convert weight to tones, grams and kilograms -express the same weights in different units e.g. gram, kilogram, tonne eg. 1000g? 1000g = 1kg 8500g= 850/100 = 85kg Solve real life problems on weight e.g. a basket weights 3kg 350g and 1kg 420g drops from the basket what will be the new weight of the basket | Communication collaboration Critical thinking and problem solving | Samples of different objects Weighing scale Spring balance Chart on weight Conversion |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3kg 350g 1kg 420g 1kg 930g Quantitative Reasoning | |||||
11 | Revision Project | Pupils should be able to: I] revise topics in 2nd term | Pupils in small groups practice 2nd term’s topics together Pupils in groups construct a rectangular board ruler with plywood | Communication And collaboration Leadership and personal development | Exercises from class work and home work Mathematics textbooks |
| 12 | Examination | Examination | Examination | Examination | Examination |
| 13 | Examination | Examination | Examination | Examination | Examination |
Lagos State Unified General Mathematics Scheme of Work Primary 6. Pry 6 Maths Scheme. Universal Basic Education. Schemeofwork.com
Pry 6 Maths Scheme of Work Third Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of 2nd term topics Emphasis on – ratio and proportion -money Plane shapes | Pupils should be able to: -revise 2nd term’s topics on ratio, proportion, money and plane shapes -participate in resumption test | Pupils in small groups revise 1st and 2nd term’s topics and home-work Pupils as individuals -revise 2nd term’s topics on ration, proportion, money and plane shapes -participate in resumption test | Critical thinking and problem solving Communication and collaboration Leadership and personal development skills Critical thinking and problem solving skills | Class and home work exercises 2nd term examination questions Mathematics Textbooks |
| Number bases -binary numbers -denary numbers Quantitative reasoning Importance It is used in computing , calculating in computer They are also used in assigning internet protocol or IPs | Pupils should be able to -write numbers in binary numbers -convert denary (base 10) to binary (base 2) -convert denary to other number bases and vice versa -add and subtract numbers bases from binary to denary -multiply and divide number bases from binary to denary | Pupils in small groups -share themselves into different units of numbers, e.g. a group with 11 members will be regrouped into 4 which gives 2 remainder 3 this means 1110 have been converted into base four This exercise continues with other groups -write numbers in binary numbers -convert denary (base 10) to binary to other number bases and vice versa -add and subtract of numbers bases from binary to denary Multiply and divide number bases from binary to denary Examples -binary numbers comprising of only 2 different digits i.e. 0 and 1 -convert base 10 to base 2. E.g. convert 1510 to base 2 2 1510 2 7R1 2 3R1 2 1R1 0 R1 1510 = 11112 5 2110 5 4 R1 5 0 R 4 2110 = 415 Convert binary to denary e.g.10112 3210 10112 = 1 x 23 +0 x22 + 1 x 21 + 1 x 20 1 x 8 + 0 x 4 + 1 x 2 + 1 x 1 =8 + 0 +2 + 1 = 1110 -convert 32, to base 10 10 324 = 3 x 41 x 2 x 40 = 3 x 4 + 2 x 1 = 12 + 2 = 1410 -add and subtract number bases e.g. a. 10112 +1012 10002 B] 7348 3058 4278 Multiply and divide number base e.g. 3126 x 236 13406 | Communication and collaboration skills Critical thinking and problem solving skills | Buddle of sticks Counters Cardboard Papers Chart of number bases | |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10246 1020206 -divide 320 by 10 Firstly convert to base 10 3204 = 3 x 42 + 2 x 41 + 0 x 40 =3 x 16 + 2 x 4 + 0 x 1 =48 + 8 +0 = 5610 104 = 1 x 41 + 0 x 40 = 4 + 0 = 410 Then convert 1410 to base 4 =32 Quantitative Reasoning | |||||
| 2 | Angles Angle, lines and bearings Importance It is used for architectural design in building houses or construction companies | Pupils should be able to -explain the meaning of angle in details and give some samples in the classroom environment b. mention different types of angles c] measure angles in degrees using clocks e..g 300, 450, 600, 900, 1200 etc d. explain the term line and pinpoint some lines in the classroom e] measure different types of lines accurately f] identify various types of angles and lines | Pupils in small groups -stretch two different lines meeting at a point on a paper or cardboard and use protractor to measure the degrees of the angles formed at the intersection of the two lines -explain the meaning of angle in details and give some samples in the classroom environment -mention different types of angles C]measure angles in degrees using clocks e.g. 300,450,900, 1200 etc -explain the term line and pinpoint some lines in the classroom E] measure different types if lines accurately Identify various types of angles and lines A] angle is a space measure between two intersecting lines close the point where they meet B] types of angles are acute angle, right angle, obtuse angle, straight angle, reflex angle , complementary angle etc ii right angle iii etc A line is a one-dimensional figure which has length but no width C] types of lines are parallel line, transversal line, perpendicular line, vertical line, horizontal line etc AB is a transversal line Solve real life problems on angles | Communication and collaboration Creativity and imagination skills | Papers Pencils Erasers Cardboard papers Protectors (mathematical set) Rulers Chart of angles Chart of line |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Quantitative Reasoning Find the missing angle Pupils in pair complete these polygon tables e.g. | Communication and collaboration skills Leadership and personal development | Chart of polygon Papers Pencils Erasers Cardboard papers Protectors (mathematical set) Rulers | |||
| 3 | Polygon Importance: It is used in designing the mode for cartons in packing industries It is useful in naming some chemicals in chemical industries | Pupils should be able to: A] explain the term polygon in details B] name some two dimensional shapes not exceeding octagon e.g. I] triangles (3 sided shapes): right angled triangle, scalene Ii] equilateral (4 sided shapes) square, rectangle, kite, rhombus, trapezium etc Iii] pentagon (5sided shapes) -hexagon (6 sided shapes) -heptagon (7 sided shapes) – octagon (8 sided shape) C] draw any kind of polygon including their names D] draw lines of symmetry of polygons (shapes) | -explain the term polygon in details B] name some two dimensional shapes not exceeding octagon e.g. -triangles (3 sided shapes): right angled triangle, isosceles triangle, equilateral triangle, scalene -kite, rhombus, trapezium etc -pentagon (5 sided shapes) -hexagon (6 sided shapes) Hexagon (7 sided shapes) -octagon (8 sided shape) C] draw any kind of polygon including their names D] draw lines of symmetry of polygon (shapes e.g. Equilateral triangle It has 3 lines of symmetry Ii] rectangle It has two lines of symmetry NB: number of sides of any regular polygon above quadrilateral is equal number of its sides e.g. pentagon has 5 sides 5 lines of symmetry Find the number of triangles in a polygon i.e. no of triangles =n-2 Where ‘n’ is number of sides e.g. How many triangles are in a pentagon? | ||
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
A pentagon has 5 sides, therefore its number of angles is n -2=5 -2=3 -find the sum of angles in each polygon i.e. sum of angles= (n-2)180 e.g. sum of angle in pentagon = (5-2) 180 (3) 180=3 x 180 = 540 e.g. solve quantitative reasoning exercises on polygon e.g. + = | |||||
| 4 | Time, distance and average speed Time Distance Average speed Real life problems Quantitative reasoning Importance It helps the motorist determine the distance a vehicle covers over period of time This can be noticed on the dash board of a car | Pupils should be able to: -calculate the distance, time and average speed of objects or persons e.g A] distance = average speed x time B] time = distance/average speed C] average speed =distance /time NB: distance average speed and time are measured in km or m; km/hr or m/s and hr or seconds | Pupils in pairs -run round the school field and each person’s time spend is recorded to calculate average speed of objects or persons e.g. A] distance= average speed x time B] time = distance/average speed C] average speed= distance/time NB: distance average speed and time are measured in km or m, km/hr or m/s and hr or seconds Examples -an aeroplane traveled to London at an average speed of 825km/hr for 4hr, what distance was covered by the aeroplane? Given Speed = 825km/hr Time = 4hr Distance = ? Therefore you are to find the distance D = S x T 825hm/hr x 4hr = 3300km -a man walks a distance of 42cm in 6hr, calculate the average speed Given Distance = 42km Time 6hr S =D/T Speed = 42km/6hr = 7km/hr Quantitative Reasoning | ||
5 | Volume and capacity Cube Cuboid Cylinder Cone etc Quantitative Reasoning | Pupils should be able to calculate the volume of 3 dimensional shape such as cube, cuboid, cylinder, prism etc B] state the properties of solid shapes C] calculate the capacity of liquid in litres D] express capacity in litre and in centiliters Cube -explain the difference between volume and capacity e.g. volume is how much and capacity e.g. volume is how much space an object takes up while capacity is the amount of liquid a container can hold -derive the formula of volume of | Pupil in small groups measure the surface cover of their tables, benches, chair etc in the , chair etc in their classroom by using ruler or tape measure to measure the length, breadth and height, then, multiply he outcomes i.e. length x breadth x height Calculate the volume of 3 dimensional shape such as cube, cuboid, cylinder, prism etc -state the properties of solid shapes Calculate the capacity of liquid in litres Express capacity in litres and in centiliters cube -explain the difference between volume and capacity e.g. volume is how much space an object takes up while capacity is the amount of liquid a container can hold | Critical thinking and problem solving skill Communication and collaboration Citizenship skill | Classroom Type rule Pencils Cardboard paper Chart of volume and capacity formula teacher’s tables Pupils tables |
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Importance It is useful in bottling companies e.g. water, soft drinks, juice, malt companies It is also useful in fishery pharmacy, catering etc | Solid shapes | Volume of a cylinder = (2H = 22/7 x 5cm x 5xm x 7cm = 550cm3 Quantitative Reasoning 10kg | |||
| 6 | Everyday statistics: population represented on pictogram, bar chart and pie-chart Measure of central tendency Mode Median Mean Range Probability Importance It is helps to collect and analyse data for making decisions on Business Population Provision of social amenities to people in a place or community | Pupils should be able to Find the mode from a set of numbers Identify the medium from a given set of numbers Calculate mean of a given set of numbers Solve problems on chances of events Solve quantitative aptitude problems relating to statistics and probability | Pupils as a class do a role play, nine pupils are lined up in from of the classroom. Their heights are studied by the rest of the class. Then line up in descending order (tallest to he 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 number 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, median and the mean of the numbers given Quantitative Reasoning | Critical thinking and problem solving Communication and collaboration Student Leadership and personal development | Audio visual resources Cardboards for writing numbers Data charts Site links |
| 7 | Mid term Break | Mid Term Break | Mid term Break | Mid Term Break | Mid term break |
| 8 | Revision on whole numbers | Pupils should be able to: -use basic operations to solve exercises on whole numbers up to billions | Pupil as individual revise exercises from class and home work | ||
| 9 | Revision on past questions | Pupils should be able to: -solve exercises on placement test pack -model entrance test -solve exercises on related entrance examination | Pupils in small groups solve past entrance examination questions |
