**Year 2 NERDC General Mathematics Curriculum for Primary 2. Subtraction of 2-digit numbers, divide different set of objects- Schemeofwork.com**

## THEME 2: BASIC OPERATIONS

**Week 1**

**Topic: Addition**

**Performance objectives**

1 add 2-digit numbers without exchanging or renaming;

2 add 3-digit numbers without exchanging or renaming;

3 add 2-digit numbers with exchanging or renaming;

4 add 3 numbers taking two at a time.

**Contents**

1 Revision of addition of 2- digit numbers without exchanging or renaming.

2 Addition of 3-digit numbers without exchanging or renaming.

3 Addition of 2-digit numbers with exchanging or renaming.

4 Addition of 3 numbers taking two at a time.

**Teacher’s Activities**

1 Revises addition of 2- digit numbers without exchanging or renaming

E.g. 15 + 14 = 1 5 + 1 4

2 Guides pupils to solve addition problems of 3-digit numbers. E.g. 141 + 125 =

And 1 4 1 +1 2 5

3 Leads pupils to arrange counters in bundles of tens and write e.g. 35 sticks = 3 bundles of sticks and 5 pieces.

4 Leads pupils to count and say the numbers in the expanded form and be able to write the numerals in that form e.g. 96 = 9 tens + 6 units.

5. Guides pupils to solve some addition problems on the board e.g. 76 + 19 =

6. Guides pupils to mention the number of tens and units in each of the numbers, writes it on the board e.g.

76 = 70 + 6

19 = 10 + 9

15 = 10 + 5

80+15=80+10 +5= 95

7. Guides pupils on verbal addition using Flash cards.

**Student’s Activities**

- Revises addition of 2- digit numbers without exchanging or renaming.
- Solves addition of 3- digit numbers such as 141 + 125 = 266 and 1 4 1 +1 2 5 =2 6 6
- Provides answers to the given problems.
- Arrange counters in bundles of tens and units.
- Count and say the numbers in the expanded form and write the numerals as 96 = 9 tens + 6 units

75 = 7 tens + 5 units

58 = 5 tens + 8 units.

Add given 2-digit number on the board

- Mention the number of tens and units in each of the numbers on the board.
- Solve the verbal addition contained in addition cards.

**Teaching & Learning Material **

1 Number Beads

2 Bean seed

3 Cards, etc.

4 Charts on addition of 3-digit numbers without renaming, etc.

5 Counters such as, sticks, bottle tops.

6 Addition cards.

**Evaluation Guide**

1 add given 2-digit numbers without exchanging or renaming;

2 add 3-digit numbers vertically without exchanging or renaming;

3 add 2-digit numbers with exchanging and renaming;

4 add 3 given numbers taking at a time.

**Week 2**

## Topic: SUBTRACTION

**Performance objectives**

1 subtract 2-digit numbers without exchanging or renaming;

2 subtract 2-digit numbers with exchanging and renaming;

3 apply addition and subtraction in everyday activities.

**Contents**

- Subtraction of 2-digit numbers without exchanging or renaming.
- Subtraction of 2-digit numbers with exchanging or renaming.

**Teacher’s Activities**

1 Revises subtraction of 1-digit numbers.

2 Leads pupils to identify number of tens and write in 2- digit numbers i.e. place value.

3 Guides pupils in the use of counters to demonstrate subtraction as taking away in 2-digit numbers e.g.

44 – 12 =

4 4

-1 2

4 Guides pupils to identify the digits that are in tens and units e.g.

43 = 4 tens + 3 units

57 = 5 tens + 7 units

83 = 8 tens + 3 units

5 Leads pupils to give examples of everyday activities where accuracy of addition and subtraction are required.

6 Guides pupils in solving subtraction problems on the board e.g. 54 – 47

7 Guides pupils to mention the number of tens and units in a given e.g. Subtract 47 from 54, rename 54 = 40 + 14; then subtract 40+14 T U -40+7 5 4=7 – 4 7=7

**Student’s Activities**

1. Solve quick problem1-digit numbers.

2 Practice expressing place values e.g.

36 = 3 tens, 6 unit

28 = 2 tens, 8 units.

3 Give the answer to given problem using counter e.g. counts 44 and take away 1244 – 12 = 3244 – 1 2=3 2

4 Mention the digits in the tens and units in the expanded form.

5 Give examples of everyday activities where accuracy of addition and subtraction are required.

6 Subtract, given 2- digit numbers.

7 Mention the numbers of tens and units in a given number.

**Teaching & Learning Material**

- Number cards
- Cardboard strips with numerals and number line, etc.
- Number Beads
- Sticks
- Counters such as: Oranges Beans seeds Bottle tops.

**Evaluation Guide**

- subtract 2-digit numbers without exchanging or renaming;
- subtract 2-digit numbers with exchanging and renaming;
- Mention 4 everyday activities where accuracy is needed.

**Week 3**

**Topic: MULTIPLICATION **

**Performance objectives**

1 multiply numbers using repeated additions;

2 apply correctness in multiplications as important in everyday activities.

**Contents**

- Multiplication as repeated addition and the use of symbol „x‟

**Teacher’s Activities**

1 Uses counters to demonstrate the idea of multiplication as repeated additions

e.g.

2 + 2 + 2 = 6 and

4 + 4 = 8

I.e. three sets of two and two sets of four.

2 Guides pupils to use the symbol „x‟ to mean multiplication i.e.

2 + 2+2 = 2 x 3 = 6

And

4+4 = 4 x 2 = 8.

3. Emphasizes correct multiplication as an important exercise in everyday activities.

4. Guides pupils to give examples of everyday activities where multiplication is necessary

E.g. trading 1 dozen of books = 12 books

3 dozen of books = 3x 12 = 6 books

**Student’s Activities**

- Use counters to carry out multiplication as repeated addition
- Use the symbol „x‟ in multiplication.
- Apply the value of multiplications in everyday activities.
- Give examples of daily activities where multiplication is necessary
**.**

**Teaching & Learning Material**

1 Number cards

2 Cardboard strips with numerals and number line, etc.

3 Number Beads

4 Sticks

5 Counters such as: Oranges Beans seeds Bottle tops.

**Evaluation Guide**

1 multiply the given numbers using repeated addition;

2 mention some everyday activities that require accurate multiplication**.**

**Year 2 NERDC General Mathematics Curriculum for Primary 2. Subtraction of 2-digit numbers, divide different set of objects- Schemeofwork.com**

**THEME: ALGEBRAIC PROCESSES**

**Week 1**

**Topic: Open Sentences **

**Performance objectives**

1 find missing numbers in an open sentence;

2 Solve simple related quantitative aptitude problems.

**Contents**

**Open Sentences**

**Teacher’s Activities**

1 Guides pupils to find missing Numbers such as:

• 2+ _= 5

• 6 – _ = 3

2 Guides pupils to solve simple related quantitative aptitude problems.** **

**Student’s Activities**

- Solve series of problems involving open sentences.
- Solve simple related quantitative aptitude problems.

**Teaching & Learning Material **

- Bottle tops
- Number cards
- Dot cards
- Pupils themselves

**Evaluation Guide**

- solve given problems on open sentences;
- Find missing no in a simple related quantitative aptitude problems.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL: PRIMARY 2**

**THEME: MENSTRUATION AND GEOMETRY**

**Week 1**

**Topic: MONEY **

**Performance objectives**

- enumerate the uses of money;
- recognize all types of Nigerian coins and bank notes;
- Change money up to N20 into small units and shop with money not greater than
**N20.**

**Contents**

1 Uses of money

2 Nigerian coins and bank notes 3 Changing units of money

e.g. 10k coins = 10kpiece; two

5kpiece = 10k N5 = 5 x

3 Change money up to less than N5. Collect correct change N1.00

= 10 x 50k

= 20 x 25k etc.

**Teacher’s Activities**

1 Guides pupils to list the various uses of money.

2 Guides pupils recognize and identify the Nigerian coins and bank notes.

3 Brings various articles to the class with price tags not more than N20 .models of coins are also brought to the class by the teacher.

4 Guides pupils shop in the class.

**Student’s Activities**

- Mention the uses of money.
- Recognize and identify the Nigerian coins and bank notes.
- Change money up to N20 into small units and shop with money not greater than N20.

**Teaching & Learning Material**

1 Nigerian coins and bank notes.

2 Chart of coins and bank notes.

3 Various articles with price tag less than N5

**Evaluation Guide**

1 list various uses of money;

2 recognize and identify given Nigeria coins and bank notes;

3 collect correct change from buying an article from the class shop.

**Week 2**

**Topic: LENGTH **

**Performance objectives**

1 compare their natural units with another e.g. arm’s length;

2 identify the differences in arm’s length and other parts of the body used for measurement.

3 use meters and centimeters as standard measuring units;

4 identify the need for lengths and measurement using standardized units.

**Contents**

1 Comparing natural units of groups of lengths.

2 Measurement in meters and centimeters.

**Teacher’s Activities **

- Guides pupils to measure the length of the classroom with their foot and arm’s length and record their results.
- Lead pupils to find out the difference in arm’s length and other parts of the body used for measurement.
- Guides pupils to use meter rule to measure some objects in the class.
- Emphasizes on the importance of standard unit as opposed to natural units of measurement.
- Leads pupils to identify the need for standard unit of measure within the society.

**Student’s Activities**

- Measure the length of their classroom with their foot and arm’s length and compare their results with one another.
- Identify the difference in arm’s length and other parts of the body used for measurement.
- Use meter rule to measure some objects in the class.
- note the importance of standard unit as opposed to natural units of measurement
- Identify the need for standard units in measurement.

**Teaching & Learning Material **

1 The classroom.

2 Pupils themselves etc.

3 Meter rule 30cm ruler.

**Evaluation Guide**

1 measure the width of their classroom with their foot and arm’s length;

2 measure the width of their classroom with rule

3 explain the value of standardized unit of measure

**Week 3**

**Topic: Time**

**Performance objectives**

- give time to the hour and half;
- Name and arrange days of the week
**.**

**Contents**

- Reading clocks to the hour and half hour.
- Naming days of the week and arranging them in order

**Teacher’s Activities**

- Explains the long and short hands of the clock.
- Leads pupils to relate half hour to half of the clock face and emphasize the convention of say
- „Half past‟.
- Writes a given time on the board.
- Guides pupils name the days of the week.
- Leads pupils to arrange and learn the days of the week in order from Sunday to Saturday.

**Student’s Activities**

- Say the time as shown on clocks (real or card board).
- Write given time in their exercise‟ books.
- Name the days of the week
- Arrange and learn the days of the week in order from Sunday to Saturday.

**Teaching & Learning Material **

- Real clocks
- Card board clocks
- Dummy Clock
- Calendars
- Table of days of the week

**Evaluation Guide**

- say the time on a given cardboard clock or time on the clock drawn on the cardboard;
- write the time of a given diagram or cardboard on the board/ exercise book;
- name the days of week;
- Name the day before and after a given day.

**Week 4**

**Topic: weight**

**Performance objectives**

1 Pupils should be able to order objects according to their weights.

**Contents**

Comparison and ordering of objects by weight

**Teacher’s Activities **

1 Guides the pupils in comparing the weights of objects taking two at a time by using:

Hand balancing Improvised scale Bathroom scale

2 Obtains the weights of different pupils using see-saw and bath-room scales.

3 Arranges the objects/pupils weights obtained to determine which object/pupils weight is “heavier than the other”.

**Student’s Activities**

- Guides the pupils in comparing the weights of objects taking two at a time by using:
- Hand balancing Improvised scale Bathroom scale
- Obtains the weights of different pupils using see-saw and bath-room scales.
- Arranges the objects/pupils weights obtained to determine which object/pupils weight is “heavier than the other”.

**Teaching & Learning Material **

- Stones, Oranges, Coconut, improvised scale, bathroom scale, strings, length of sticks, see-saw, etc.

**Evaluation Guide**

- compare the weights of two given objects and pupils and determine which or who is “heavier than the other”

**Week 5**

**Topic: Capacity **

**Performance objectives**

1 identify and name objects that could be used for measuring capacity e.g. cups, empty containers buckets etc.

2 order containers based on their capacities.

**Contents**

- Identifying and naming of objects that could be used for measuring capacity e.g. cups, empty containers, buckets etc.
- Ordering of containers based on their capacities

**Teacher’s Activities**

- Guides pupils to say the uses of the empty containers and emphasizes the use of the containers for measuring capacity.
- Guides pupils to measure into different containers of different sizes with a small container and noting how many in each case.
- Guides pupil to arrange the containers according to the number of times the small containers was measured.
- Explains the arrangements and leads pupils to the idea of ordering of containers based on capacities.

**Student’s Activities**

- Say the uses of each of these containers.
- Measure and note the number of times in each case.
- Arrange the containers according to the number of times the small containers was measured.

**Teaching & Learning Material **

- Cups
- Buckets
- Empty containers
- Tins etc.

**Evaluation Guide**

- Use a small cup to measure water into a container and say how many of the cups of water would fill the container;
- Order given containers based on capacities.

**Week 6**

**Topic: Area**

**Performance objectives**

1 compare areas of surfaces;

2 identify the use of standard measuring units; ** **

**Contents**

** **1 Areas of different objects: rectangles, squares, triangles circles and other surfaces.

2 The idea of larger than, smaller than largest, smallest and the same.

**Teacher’s Activities **

- Guides pupils to compare areas of different surfaces.
- Leads pupils to appreciate standard measuring units.

**Student’s Activities**

- Compare areas of different surfaces.
- Identify the use of standard measuring units.

**Teaching & Learning Material **

- Plane shapes (square and rectangles etc.)

**Evaluation Guide**

- Pupils to compare areas of given surfaces.

**Week 7**

**Topic: Three Dimensional shapes.**

**Performance objectives**

- identify and count the flat faces of a cube and a cuboid;
- identify and count the corners of a cube and a cuboid;
- identify and count the edges of a cube and cuboid;
- identify objects at home that are cuboids and cubes;
- identify the curved surfaces of a cylinder;
- Mention three dimensional objects in their homes that are cylinders and spheres.

**Contents**

- Properties of a cube and a cuboid:
- Faces

- Corners

- Edges

- Properties of a Cylinder and a sphere: Curved surface

**Teacher’s Activities**

1 Guides the pupils to identify and count the faces, corners and edges of a cuboid and a cube.

2 Leads pupils to mention objects at homes that are cuboids and cubes.

3 Guides pupils to identify the flat curved surfaces of a cylinder and a sphere.

4 Lead pupil to mention the differences between the flat faces and the curved surfaces of a cylinder and a sphere

5 Leads pupils to mention object at homes that are cylinders and spheres.** **

**Student’s Activities**

- Identify and count the faces, corners and edges of a cuboids and a cube.
- Copy the board summary
- Mention objects at home that are cuboids and cubes
- Identify the flat faces and curved surfaces of a cylinder and a sphere
- Mention the differences between the flat faces and the curved surfaces of a Cylinder and a sphere.
- Mention objects at home that are cylinders and spheres

**Teaching & Learning Material **

- Boxes, tins, balls, paper cuttings and drawing of cubes and cuboids, etc.
- Balls, milk tin, paper cuttings and drawings, etc.

**Evaluation Guide**

- identify cuboids and cubes from a given collection of three dimensional objects;
- count the faces, corners and edger of a given cube and cuboids;
- mention three objects each that are cuboids and cubes;
- Complete a chart to indicate the number of flat faces, corners, edges and curved surfaces of a cube, a cuboid, a cylinder and a sphere;
- Mention six three dimensional objects each in their home that are cylinders and spheres.

**Week 8**

**Topic: Two dimensional shapes.**

**Performance objectives**

1 identify a square, a rectangle, a circle and a triangle;

2 indicate which corner of a 2-dimensional shape is a “square corner”.

**Contents**

Identification of shapes:

- Square
- Rectangle
- Circle
- Triangle

“Square corners” in shapes

**Teacher’s Activities **

- Brings squares, rectangles, and circle and triangle materials to class.
- Leads pupils to identify square and rectangular faces of cubes and cuboids, and circular faces of cylinders;
- Leads pupils to draw triangles by joining three non-collinear points.
- Leads pupils to. Discover that a triangle has three sides and three corners.
- Guides pupils to discover corners that are “square corners” in cubes, cuboids, squares, rectangles and some triangles.
- Guides pupils to discover that a square or a rectangle has foursquare corners.
- Guides pupils to. Discover that some triangles have only one “square corner” while other triangles have no “square corner.”

**Student’s Activities **

- Identify objects that rectangular faces of cubes and cuboids, and circular faces of cylinders.
- Draw triangles by joining three non-collinear points. Identify that a triangle has three sides and three corners.
- Discover corners that are “square corners” in cubes, cuboids, squares, rectangles and some triangles.
- Discover that a square or a rectangle has four square corners.
- Discover that some triangles have only one “square corner” while other triangles have no “square corner”.

**Teaching & Learning Material **

- Cubes, match boxes, tins, paper cuttings and drawings of squares, rectangles, triangles circles.

**Evaluation Guide**

- identify objects that have square, rectangular and circular faces;
- draw different types of triangles in their exercise books;
- match given shapes with their corresponding names;
- Identify “square corners” of a given cube, cuboids, square, rectangles or triangle.

**SUBJECT GENERAL MATHEMATICS CLASS LEVEL: PRIMARY 2**

**THEME: EVERY DAY STATISTICS**

**Week 1**

**Topic: DATA COLLECTION**

**Performance objectives**

- Collect data and arrange them in arrays;
- Collect data and arrange them in groups such as group of boys and group of girls;

**Contents**

- Collecting data and arranging them in arrays.
- Collecting data and arranging them in groups.

**Teacher’s Activities**

- Guides pupils to collect data and arrange them in arrays.
- Arrange them in groups such as group of boys and group of girls

**Student’s Activities**

- Collect data and arrange them in arrays.
- Collect data and arrange them in groups.

**Teaching & Learning Material**

- Pupils themselves.
- Cards written ages.
- Wall rule, etc.

**Evaluation Guide**

- arrange the numbers in order;
- Group the numbers in order.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL: PRIMARY 3**

**THEME: NUMBER AND NUMERATION**

**Week 1**

**Topic: Whole numbers up to 999**

**Performance objectives**

- count correctly numbers up to 999;
- state the place value of a digit in a 3-digit number;
- order whole numbers and use the symbol < and >;
- Mention the need for counting and ordering
**.**

**Contents**

- Correct counting of numbers up to 999.
- Counting in groups of Hundreds, Tens, and units (H.T.U.).
- Ordering whole numbers with symbols < and >.

**Teacher’s Activities **

- Guides pupils to prepare piles or bundles in hundreds, tens and units.
- Guides pupils to count up to 999.
- Guides pupils to identify and read out the numbers up to 999.
- Guides pupils to prepare a collection of counters in hundreds, tens and units.
- Guides pupils to count numbers in hundreds, tens and units.
- Guides pupils to expand a given number say 432 in hundreds, tens and units as: 432 = 400 + 30 + 2.
- Guides pupils to compare two given whole numbers using the procedure of considering the number under hundred first and if the numbers are equals, the number under tens are considered and so on
- Lead pupils to the importance of counting and ordering of whole numbers.

**Student’s Activities**

- Prepare piles or bundles of given collection in hundreds, tens and units.
- Count up to 999.
- Identify and read out the numbers up to 999.
- Prepare a collection of counters in hundreds, tens and units.
- Count numbers in hundreds, tens and units.
- Expand and present whole numbers in hundreds, tens and units.
- Compare the given numbers using symbols of < and >.
- Mention the need for counting and ordering in everyday activities.

**Teaching & Learning Material **

- Match sticks
- Bottle tops
- Seeds
- Rope
- Rubber band
- Pebbles
- Charts of written whole numbers
- Place value chart
- Counters
- Abacus
- Inequality chart
- Elbow sign

**Evaluation Guide**

- count objects in hundreds, tens and units;
- identify and read out given numbers up to 999,
- state the place value of a digit in a given whole number;
- Order pairs of 3-digit numbers using < and > symbols.

**Week 2**

**Topic: Fractions**

**Performance objectives**

1 state fraction of a group of concrete objects;

2 divide shapes into ½, 1/3, ¼ etc.

3 write fractions which have the same value as a given fraction

4 use the symbol < or > to order fractions.

**Contents**

- Fractions (½, 1/3, 1/4, 1/5, 1/6)
- Fractions of shapes: squares, circle, rectangle and triangle.
- Equivalent fractions.
- Ordering of fractions.

**Teacher’s Activities **

- Guides pupils to divide a given number into parts without remainder to form fractions.
- Guides pupils to divide shapes into given number of parts without remainder.
- Guides pupils to match the division with the corresponding fraction e.g. 1/2, 1/3, ¼ etc.
- Guides pupils to divide different set of objects into two to discover that ½ = 2/4= 3/6 = 4/8
- Guides pupils to divide different sets of objects into 3 to discover that 1/3 = 2/6 = 4/12.
- Guides pupils to use 2 pieces of paper of the same size and marker to divide first into 2 and second into four equal parts, color and match the outcome.
- Guides pupils to divide sets of objects.
- Using the number of objects for the various fractions, leads pupils to identify which fraction is less than (<) or greater than (>) the other, e.g.

¼ < 1/2

1/5 < 1/4 and

¼ > 1/5

½ > 1/5

**Student’s Activities**

- Divide a set of objects into various fractions (e.g. 1/2, 1/3, 1/4, 1/5, 1/6).
- Divide shapes into given number of parts without remainder.
- Match division of sets of object or shapes into various parts with a fraction: 1/2, 1/3, 1/4 etc.
- Divide different set of objects into two to discover that ½ = 2/4 = 3/6 = 4/8
- Divide, color and match the outcome of the marked paper.
- Divide sets of objects.
- Using the result obtained above, identify which fraction is less than (<) or greater than (>) the other.

**Teaching & Learning Material **

Concrete objects: counters, paper cut outs in shapes of square, circle, rectangle and triangle, Papers of equal sizes, Markers, Colored pencils or crayon, Inequality chart etc.

**Evaluation Guide**

- divide a given set of objects into 1/2, 1/3, 1/4, 1/5;
- divide given shapes into fractions: 1/2, 1/3, 1/4, 1/5,1/6;
- divide given set of objects into a given number of part to form required equivalent fractions;
- Order given set of fractions using the symbol < or >.

**READ ALSO**

**Mathematics Curriculum for Primary 1**

**Mathematics Curriculum for Primary 3**

**Mathematics Curriculum for Primary 4**

**Mathematics Curriculum for Primary 5**