**Grade 4 NERDC Mathematics Curriculum for Primary 4. Count in thousands up to one million, Roman numerals, multiplication – Schemeofwork**

**THEME 1: NUMBERS AND NUMERATION**

**Week 1**

**Topic: Whole numbers**

**Performance objectives**

- Count in thousands up to one million
- Solve problems on quantitative reasoning
- Apply knowledge of counting to local counting in groups of:
- fives (yams, oranges, onions etc)
- market days
- sevens (weeks and days)
- 60â€Ÿs ( minutes and seconds etc)

- Solve problems on quantitative reasoning involving whole numbers
- State the place value of a digit in four digit numbers
- Count Roman numerals up to 100 (I to C);
- Solve problems on quantitative reasoning involving use of roman numeral
- Order whole numbers up to 1000 using the symbol < and >;
- Solve problems on quantitative reasoning involving ordering of whole numbers.

**Contents**

- Counting up to one million in ones, tens, hundreds and thousands
- Quantitative reasoning
- Counting in 5â€Ÿs, 7â€Ÿs and 60â€Ÿs etc
- Quantitative reasoning
- Place values: thousands, hundreds, tens and units Th, H, T, U
- Roman numerals (I to C), I for one V for five X for ten L for fifty, C for hundred IX for nine XX for twenty XXX for thirty
- Quantitative reasoning: XL for forty, LX for sixty LXX for seventy LXXX for eighty
- Quantitative reasoning.
- Ordering of whole numbers up to 1000.

**Teacher’s Activities **

- Guides pupils to count by using bundles of sticks, seeds, etc in counting in tens and hundreds
- Guides pupils to build place value abacus and asks them to label columns.
- Assists pupils in making overlay cards to be used in forming and writing numbers as shown below
- 5 0 0 0 0
- 3 0 0 0
- 6 0 0
- 7 0

- Demonstrates the use of overlay cards.
- Guides the pupils in activities to build numerals up to 99,999 with abacus.
- Guides pupils to form and write 5- digit number using overlay cards.
- Guides pupils to solve problems in quantitative aptitude e.g. complete the following diagram for an overlay card for the number.
- 5 3 6 0
- 5 0 0 0
- 3 0 0
- 0

- Designs series of activities to lead pupils to count meaningfully up to one million
- Organizes a short visit to the nearby market for pupils to observe grouping of commodities for sale e.g. oranges, yams, onions.
- Guides pupils to count in 5â€Ÿs using the local common activities.
- Guides pupils to count t in 7â€Ÿs using days of the week.
- Makes use of clock faces to lead pupils count in 60â€Ÿs.
- Organizes activities to make pupils change days to weeks, seconds to minute and also minutes to hours, vice versa.
- Fill up the gap below:
- Guides pupils to state the place value of a digit using abacus.
- Writes the place value of a 4-digit number as Th, H, T, U and explains that: Th = Thousands H = Hundreds T = Tens U = Units
- Guides pupils to write the place value of each digit in the number 6435 as: 5 = units, 3 = 3tens, 4 = 4 hundreds, 6= thousands
- Writes 6 4 3 5 on the board and asks pupils to write the value of each digit of the number e.g.,
- 5 = 5
- 3 = 30
- 4 = 400
- 6 = 6000

- Guides pupils to use fingers to represent numbers in roman numerals I â€“ X (1 to 10)
- Guides pupil to form Roman numeral:
- I (one finger),
- V (five fingers)
- X (ten fingers)

- Uses Roman numeral chart to lead pupils to read and write the Roman numerals I to C
- Gives examples on quantitative aptitude. E.g. find the missing number below. L X VI50 10?
- Guides pupils in ordering of numbers 1 â€“ 500 on numeral chart.
- Leads pupils to recall the meaning of the symbol (< and >)
- Guides pupils to order two numbers e.g.
- 546 and 174 as 546 > 174 or 174 < 546

- Guides pupils Gives more exercises on ordering of whole numbers,
- Guides pupils to solve some quantitative aptitude problems involving ordering of whole numbers.

**Student’s Activities**

- Count using their counters e.g. sticks and match sticks in tens and hundreds.
- Label columns of place value abacus.
- Make overlay cards.
- Observe and demonstrate the use of overlay cards.
- Count numbers with abacus.
- Make use of overlay cards to write 5-digit numbers.
- Solve problems on quantitative aptitude.
- Observe the grouping of local commodities in the market.
- Count in 5â€Ÿs e.g. 5, 10, 15, 20, 25.
- Count in 7â€Ÿs e.g. 7, 14, 21, 28.
- Count in 60â€Ÿs e.g. 60, 120, 180, 240.
- Change days to weeks e.g. 21days = 3 weeks, 26days = 3weeks 5days
- Change minute to hours e.g. 260mins = 4 hours 20mins
- Change seconds to minutes e.g. 180 seconds s = 3 minutes
- Solve some problems on quantitative aptitude involving whole numbers.
- Write the place value of the digits in a four digit number.
- Write the place value of each digit in a given number such as the number written on the board as:
- 5 = 5
- 3 = 30
- 4 = 400
- 6 = 6000

- Solve some problems on the place value involving four digit numbers.
- Study the Roman numerical chart and flash cards
- Practice the number formation system for Roman numerical (I x C) using fingers.
- Read and write Roman numerals up to 100 and also write the value of each numerals in the Hindu/Arabic form
- Write all the Roman numerals I to C in their exercise book
- Solve examples on quantitative aptitude involving roman numerals
- Revises order of numbers 1-500 using number chart
- Recall the meaning of the symbol (< and >)
- Order any two given numbers
- Solve problems on ordering whole numbers
- Solve problems on quantitative aptitude involving ordering of whole numbers

**Teaching & Learning Material**

- Counters: Sticks Match sticks etc Abacus, Overlay card, Cardboard paper.
- Counters, available objects in the locality, clock faces, calendar, etc. Abacus, Spike, and Thread, beads
- Roman numerical, Charts, Flash cards. Roman numeral chart Flash cards. Number charts Flash cards

**Evaluation Guide**

- Count numbers up to 999,999 and one million;
- Solve problems on counting numbers up to one million
- Solve Problems in quantitative reasoning involving whole numbers.
- Solve problems in groups of five, seven and sixty;
- Write the place value of each digit in a given 4-digit number: using
- ï‚§ spike abacus

- ï‚§ pocket abacus

- ï‚§ thread abacus

- ï‚§ thread Beads without the use of abacus.

- Read given Roman numerals and state the corresponding values in the Hindu/Arabic Form;
- Write the value of the Roman numeral I – C in the Hindu/ Arabic form;
- Write 1 â€“ 100 in roman numerals
- Solve problems on quantitative aptitude;
- Order given whole numbers
- Solve more problems on quantitative aptitude.

**Week 2**

**Topic: LCM**

**Performance objectives**

- Pupils should be able to find the LC M of numbers up to 9

**Contents**

- LCM of two numbers up to 9

**Teacher’s Activities **

- Guides pupils to find LCM of one digit number

**Student’s Activities**

- Find LCM by use of factor method.

**Teaching & Learning Material**

- Cardboard

**Evaluation Guide**

- Obtain LCM of two numbers by identifying the lowest of the common multiples;
- obtain LCM of two numbers by identifying the lowest of the common multiples;
- Find the LCM by factor method.

**Week 3**

**Topic: HCF**

**Performance objectives**

- Pupils should be able to find the HCF of 2-digit numbers.

**Contents**

- HCF of 2-digit numbers.

**Teacher’s Activities **

- Guides pupils to use flannel board and flesh cards to identify HCF numbers.
- Guides pupils to identify HCF of two digit numbers.

**Student’s Activities**

- Use flannel board and flannel board and flash cards to identify common factors of given numbers.
- Find the HCF of two digit numbers.

**Teaching & Learning Material**

- flannel board
- flash cards
- numbers cards

**Evaluation Guide**

- Pupils to find the common factors of given numbers and hence determine the HCF.

**Week 4**

**Topic: Fraction**

**Performance objectives**

- Differentiate between proper and improper fractions
- Change improper fractions to mixed numbers and vice versa;
- Apply fractions in sharing commodities in home, market, school, etc;
- Solve quantitative reasoning problems involving fractions;
- Use decimal fraction up to hundredths;
- Use decimal fraction up to hundredths
- Obtain equivalent fractions of a given fraction
- Ordering pairs of fractions
- Solve quantitative reasoning on equivalent fractions.

**Contents**

- Proper and improper fractions and mixed numbers
- Mixed number
- Quantitative reasoning
- Decimal fraction up to tenths and hundredth
- Quantitative reasoning
- Equivalent fractions
- Ordering fractions
- Quantitative reasoning

**Teacher’s Activities **

- Guides pupils to divide an objects e.g. an orange into two equal parts to show a proper fraction.
- Guides pupils to identify what is proper and improper fraction as well as a mixed number.
- Guides pupils to Convert from improper fractions to mixed numbers and vice versa
- Guides pupils to apply fractions in sharing commodities in homes market Schools etc.
- Guides pupils to identify decimal numbers in decimal fraction: tenths hundredths as fractions with 10 and 100 as denominators respectively.
- Solve problems in quantitative reasoning.
- Guides pupils to state three or four equivalent fractions of a given fraction.
- Guides pupils to notice that when fractions have the same denominator the fraction with smaller numerator is less e.g. 6 and 9 implies that 10 10 hence 3 < 9 5 10
- Guides pupils to solve quantitative aptitude problems on equivalent fractions.

**Student’s Activities**

- Explains the meaning of proper and improper fractions and mixed fractions.
- Cut objects e.g. orange into equal parts to show a proper fraction
- Convert improper fractions to mixed numbers and vice versa.
- Apply fractions to share commodities in homes market schools etc.
- Explain decimals in 10â€Ÿs , 100â€Ÿs as fractions with 10 and 100 as denomination
- Solve problems in quantitative reasoning.
- Give equivalent fractions of given fractions.
- Order a pair of fraction by comparing their new numerators.
- Solve some quantitative aptitude problems involving equivalent fractions

**Teaching & Learning Material**

- Orange, Paper cuttings of different shapes, Fraction charts Oranges, Squares, and Cardboards. Flow chart of quantitative reasoning, Flash Cards

**Evaluation Guide**

- Classify a given set of fractions into proper and improper fractions
- Convert improper fraction to mixed number and vice versa;
- Solve more conversion problems on fractions;
- Write decimal fractions with denominators ten and hundred;
- Solve problems in quantitative reasoning;
- Find the equivalence of given fractions;
- Order given pairs of fractions using < or >;
- Solve problems on quantitative aptitude reasoning involving equivalent fractions.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL:** **PRIMARY 4**

**THEME 2: BASIC OPERATIONS**

**Week 1**

**Topic: Addition and subtraction**

**Performance objectives**

- Add and subtract whole numbers in Th. H. T. U with or without renaming
- Carryout correct addition and subtraction in everyday life activities
- Add and subtract three 4- digit numbers taking two at a time
- Solve quantitative aptitude problems involving addition and subtraction of whole numbers of four digit;
- Add and subtract:

. Two proper fractions

. Improper fractions and mixed fractions

- Correctly add and subtract proper and improper fractions in everyday life activities;
- Solves quantitative aptitude problems involving addition and subtraction of fractions.
- Add and subtract decimal up to 3 places
- Correctly add and subtract decimal;
- Solve problems on quantitative reasoning involving addition and subtraction of decimals.

**Contents**

- Addition and subtraction of whole numbers in Th. H. T. U With or without renaming.
- Addition and subtraction of three 4-digit numbers taking two at a time.
- Quantitative Reasoning.
- Quantitative Reasoning on addition and subtraction of whole numbers of four digits.
- Addition and subtraction of

. Two proper fractions

. Improper fractions and mixed numbers.

- Quantitative reasoning on addition and subtraction of fractions.
- Addition and subtraction of decimals up to 3 decimal numbers.
- Quantitative reasoning on decimal numbers

**Teacher’s Activities **

- Guides pupils to use abacus with Th. H.T. U for addition and subtraction of three 4-digit numbers with or without renaming.
- Guides the pupils to note the importance of place value in performing correct addition and subtraction in everyday activities.
- Guides pupils to carry out the correct addition and subtraction.
- Guides pupils through addition and subtraction of three 4-digit numbers taking two at a time e.g. 1816+2672+4297
- Guides pupils to solve quantitative aptitude problems Involving addition and substation of three 4-digit numbers e.g. 4600, 9200, 13800
- Guides the pupils to revise addition of fractions e.g. Â½ + Â¾ = 2/4 + Â¾ = 5/4 = 11/4
- Guides pupils to add and subtract proper and mixed numbers
- Guides pupils to give examples of everyday activities where addition and subtraction of fractions and decimals are used.
- Guides pupils to solve quantitative aptitude problems involving addition and subtraction of fractions e.g.
- Guides pupils to solve problems on addition and subtraction of decimals to 3 decimal place e.g. 4. 263 + 5.123 = 9.386
- Leads pupils to correctly add and subtract decimals in everyday life activities.
- Guides pupils to solve quantitative aptitude problems involving addition and subtraction of decimals e.g.
- 18.22cm 11.45cm
- 29.67cm
- 14.28kg 9.70kg?

**Student’s Activities**

- Use abacus to subtract three 4-digit numbers.
- Apply place value in addition and subtraction and need for correct addition and subtraction.
- Solve problems that require addition and subtraction in at least four digit numbers.
- Add and subtract three 4-digit numbers taking two at a time e.g.
- 1816+2672+4297

- 4297 â€“ 2672 â€“ 1816

- Solve quantitative aptitude problems involving additions and subtraction of three 4- digit numbers
- Revise addition and subtraction of fractions.
- Carry out addition and subtraction involving proper fraction and mixed numbers.
- Give examples of everyday life activities where accuracy of addition and subtraction of fractions and decimals are required.
- Solve quantitative aptitude problems involving addition and subtraction of fractions.
- Add and subtract series of problems involving decimal numbers up to 3 decimal places.
- Correctly add and subtract decimal numbers giving examples
- Apply addition and subtraction to every life activities
- Solves quantitative aptitude problems involving addition and subtraction of decimals numbers with up to 3 decimal places

**Teaching & Learning Material**

- Abacus and charts
- Fraction Charts Quantitative aptitude Chart
- Charts addition cards Quantitative aptitude charts containing worked problems

**Evaluation Guide**

- Add and subtract three 4-digit numbers with or without renaming;
- Add and subtract three 4-digit numbers taking two at a time;
- Solve quantitative aptitude problems involving additions and subtraction of three 4-digit numbers taking two at a time.
- Add and subtract proper fractions and mixed fractions;
- Give three or more examples of everyday life activities that require addition and subtraction of fractions;
- Give four examples of everyday activities that require correct addition and subtraction of decimal numbers;
- Solve problems on addition and subtraction on decimal numbers up to 3 decimal places
- Solve quantitative aptitudes problems involving addition and subtraction of decimal numbers with up to 3 decimal places.

**Week 2**

**Topic: Multiplication**

**Performance objectives**

- Multiply whole numbers by 2-digit number not exceeding 50;
- Solves quantitative aptitude problems involving multiplication of whole numbers by 2-digit numbers;
- Multiply decimals numbers by 2-digit numbers;
- Solve quantitative aptitude problems involving multiplication of decimal numbers by 2 digit numbers.
- Calculate the squares of 1 and 2 digit numbers;
- Identify objects with perfect faces like cubes and Square shapes
- Solve quantitative aptitude problems involving squares;
- Find square roots of perfect squares up to 400;

**Contents**

- Multiplication of whole umbers by 2-digit numbers not exceeding 50.
- Quantitative reasoning on multiplication of whole numbers
- Multiplication of decimals by 2-digit numbers.
- Quantitative reasoning on multiplication of decimal numbers.
- Squares of 1-digit and 2- digit numbers.
- Quantitative reasoning on squares of numbers.
- Square root of perfect squares up to 400 using:
- square chart
- Factor method.

- Quantitative reasoning on square root of numbers not greater than four hundred.

**Teacher’s Activities **

- Guides pupils to revise multiplication of whole numbers.
- Guides pupils to carry out multiplication of whole numbers in 2- digit numbers e.g. 40 x 12.
- Guide pupils to solving quantitative aptitude problems on multiplication of whole numbers with 2-digit numbers e.g. 150 1800 200 2000? 3,500
- Guides pupils to solve multiplication of decimal numbers by 2-digit numbers.
- Guides pupils to solve quantitative aptitude problems involving multiplication of decimal numbers by 2 digit whole numbers
- Guides pupils to find the square of a number say 3 by locating the intersection of 3 by 3 on the vertical and horizontal rows and columns respectively on the square chart to get 9.
- Guides pupils to identify objects of perfect square faces.
- Guides pupils in locating the square root of any perfect square on the chart e.g. square root 256 is 16.
- Guides pupils to find square roots by factor method e.g. 256 =4 x 4 x 4 x
- Guides pupils to solve quantitative aptitude problems involving Square root of perfect squares not greater than 400, illustrating with charts e.g. 20 8 16

**Student’s Activities**

- Carry out multiplication of whole numbers by 2-digit numbers.
- Solve problems involving multiplication of whole numbers by 2-digit numbers.
- Solves quantitative aptitude problems involving multiplication of whole numbers by 2-digit numbers not exceeding 50.
- Give examples of everyday activities that require correct multiplication of decimals with 2-digit numbers.
- Solve problems on multiplication of decimal number with 2 digit number.
- Solve series of quantitative aptitude problems involving multiplication of decimal numbers 2 digit whole numbers
- Use square chart to find squares of any given number.
- Give examples of objects with perfect square faces.
- Solve series of quantitative aptitude problems involving squares of 1- digit and 2-digit numbers.
- Find square root of perfect squares not exceeding 400 using the square root chart.
- Find square root of perfect squares by factor Methods.
- Solve quantitative aptitude involving square root of numbers not exceeding 400.

**Teaching & Learning Material**

- Flash Cards Multiplication charts, Quantitative aptitude Chart, etc.
- 20 by 20 square chart Charts on quantitative reasoning Square root chart charts

**Evaluation Guide**

- Multiply whole numbers by 2-digit numbers not exceeding 50;
- Solve quantitative aptitude problems involving multiplication of whole numbers by 2- digit numbers not exceeding 50;
- Multiply decimals by 2-dgit numbers;
- Solve quantitative aptitude problems involving multiplication of decimal numbers by 2 digit numbers.
- Find the square of given number using 20 by 20 square char
- Give example of objects with perfect square faces in their homes and school
- Solve quantitative aptitude problem involving finding of squares;
- Find square root of given numbers using 20 by 20 square chart;
- Find square root of perfect squares using factor method;
- Solve quantitative aptitude problems involving squares and square root of numbers.

**Week 3**

**Topic: Division**

**Performance objectives**

- Divide two or three digit numbers by:
- numbers up to 9 with or without remainder

- multiples of 10 up to 50

- Solve quantitative aptitude problems involving division.

**Contents**

- Division of two or three digit numbers by:
- numbers up to 9 with or without remainder

- multiples of 10 up to 50

- Quantitative reasoning on division.

**Teacher’s Activities **

- Guides pupils to divide 2 or 3 decimal by numbers not more than 9.
- Guides pupils to divide a given 3 number by 10, 20, 30 etc.
- Guides pupils to solve quantitative aptitude problems such as:
- Divide 2 and 9 digit numbers by numbers not more than 9.

- Divide given numbers by 10, 20, 30 etc.

- Solve quantitative aptitude problems involving division. Addition charts

Pupils to:

- divide a given two or three digit number by numbers between 2 and 9;
- Divide a given two or three digit number by 10 up to 50;

- Solve quantitative aptitude problems involving division.
- 64

- 32

- 32

- 8

- 2

- 4

**Student’s Activities**

- Divide 2 and 9 digit numbers by numbers not more than 9.
- Divide given numbers by 10, 20, 30 etc.
- Solve quantitative aptitude problems involving division.

**Teaching & Learning Material**

- Addition charts
- Charts

**Evaluation Guide**

- Divide a given two or three digit number by numbers between 2 and 9;
- Divide a given two or three digit number by 10 up to 50;
- Solve quantitative aptitude problems involving division.

**Week 4**

**Topic: Estimate**

**Performance objectives**

- Pupils should be able to give meaningful estimate of sums and products of numbers.

**Contents**

- Estimate sums and products.
- Quantitative reasoning problem involving number line.

**Teacher’s Activities **

- Guides pupils to find estimate of sum and product of numbers

**Student’s Activities**

- Estimate sums and products numbers.

**Teaching & Learning Material**

- Charts on estimates

**Evaluation Guide**

- Estimate the sum and product of numbers, height, lengths, and widths within and outside the school
- Carry out estimate involving sum and product of numbers.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL:** **PRIMARY 4**

**THEME 3: ALGEBRAIC PROCESSES**

**Week 1**

**Topic: Open sentience **

**Performance objectives**

- Define open sentences;
- Find missing number in an open sentences;
- Solve related, quantitative aptitude problems on open sentences involving multiplication and division.

**Contents**

- Open sentences.
- Quantitative reasoning on open sentences

**Teacher’s Activities **

- Guides pupils to find missing numbers in example:
- 9 + = 15

- 18 – = 7

- Guides pupils to solve quantitative aptitude problems of the form
- 21-12 24 9

**Student’s Activities**

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

**Teaching & Learning Material**

- Chart containing worked examples on open sentences

**Evaluation Guide**

- Solve given problems on open sentences involving the four basic operations;
- Find missing numbers in quantitative aptitude diagrams drawn from open sentences
- Solve some problems of quantitative aptitude involving open sentences.

**Grade 4 NERDC Mathematics Curriculum for Primary 4. Count in thousands up to one million, Roman numerals, multiplication – Schemeofwork**

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL: PRIMARY 4**

**THEME 4: MENSURATION AND GEOMETRY**

**Week 1**

**Topic: Money**

**Performance objectives**

- Solve problems on addition of money;
- Solve quantitative aptitude problems on additions of money
- Solve problem on subtraction of money
- Solve quantitative aptitude problems involving subtraction of money.
- Multiply money by a whole number;
- Solve some quantitative reasoning problems on multiplications of money
- Divide money by a whole number;
- Solve quantitative reasoning problems in real life situations
- calculate profit and loss
- solve quantitative aptitude problems on profit and loss

**Contents**

**Addition of money**

- Quantitative reasoning involving.
- addition of money
- subtraction of money

- Quantitative reasoning involving subtraction of money
- Multiplication of money by a whole number.
- Division of money by a whole number.
- Calculation of profit.
- Quantitative reasoning on profit and loss.

**Teacher’s Activities**

- Guides pupils to solve problems on addition of money e.g.
- â‚¦7.50 +â‚¦ 6.30 = â‚¦15.80
- â‚¦3.80 + â‚¦7.30 = â‚¦11.10

- Guides pupils to solve quantitative aptitude problems involving addition of money.
- Guides pupils to relate correctly, addition of money in business transactions as a customer or dealer of goods and services
- Guides the pupils to Engage in mock buying and selling which will involve the collection of change.
- Guides pupils on the subtraction of money e.g. â‚¦9.50 – â‚¦6.20 = â‚¦ 3.30
- Leads pupils to note the importance of correct subtraction of money in business transaction.
- Solves quantitative aptitude problems involving subtraction of money.
- Leads pupils on multiplication of money by whole number using sum cards e.g. â‚¦7 x 3 = â‚¦21
- Solves quantitative aptitude problems related to multiplications of money.
- Guides pupils to solve problems on division of money by a whole number
- Guides pupils to solve quantitative aptitude problems on division of money.
- Gives exercise on division of money by a whole to pupils.
- Sets up a shopping corner in the classroom and engage pupils in buying and selling.
- Leads pupils to realize that when one sells an article at a price higher than the cost price then a profit is said to have been made.
- Guides pupils to calculate the profit by subtracting cost price (CP) from the selling price (SP) i.e. profit = selling price – cost price profit = SP – CP
- Guides pupils to solve problems on quantitative reasoning involving profit and loss

**Student’s Activities**

- Solve some problems on addition of money.
- Solve quantitative aptitude problems involving addition of money.
- Relate on correct addition of money in business transaction as a customer or dealer of goods and services.
- Act as shop keepers or customers in mock buying and selling which will involve the collection of change.
- Solve problems on the subtraction of money.
- State correctly the importance of correct subtraction of money in business transaction
- Solve some quantitative aptitude problems related to money subtraction.
- Solves problems on multiplication of money by whole number.
- Solve quantitative aptitude problems related to multiplication of money.
- Solve problems on division of money by a whole number.
- Solve quantitative aptitude problems on division of money.
- Calculate profit and loss.
- Solve problems on profit and loss.
- Solve problems on quantitative reasoning involving profit and loss.
- State skills in making profit in real life through entrepreneurship and enterprise activities.
- Solve problems on quantitative reasoning involving profit and loss.
- State skills in making profit in real life through entrepreneurship and enterprise activities
- Solve problems on quantitative reasoning involving profit and loss.

**Teaching & Learning Material**

- Empty containers of: Milk, Geisha, Tomato, Sugar etc.
- Basic addition table for money.
- Real and model money.
- Cards on multiplication of money by whole numbers.
- Empty packets of: Sugar, Match, Empty tins of: Bournvita, Tomatoes, milk etc. Real and models of money.

**Evaluation Guide**

- Solve given problems on addition of money;
- Solve quantitative reasoning problems involving money;
- State 2 or three reasons why addition of money is important in business transactions
- Solve quantitative aptitude problems involving the subtraction of money
- Solve quantitative problems.
- Solve problems on multiplication of money by whole numbers.
- Solve problems on division of money by whole numbers.
- Solve quantitative aptitude problems involving division of money.
- Solve problems on the calculations of profit and loss
- Solve problems on quantitative reasoning involving profit and loss
- State ways on how to make profit in life

**Week 2**

**Topic: LENGTH **

**Performance objectives**

- estimate distances in kilometers and length in meters or centimeters and compare with measurements
- add and subtract length

**Contents**

- Estimating lengths and Measurements
- Addition and subtraction of lengths

**Teacher’s Activities**

- Guides pupils to estimates and measure small objects in centimeters
- Guides pupils to estimate and measure bigger objects in meters and centimeters and record all their results in a tabular form
- Guides pupils to compare their results
- Guides pupils to add and subtract lengths e.g. 8km 120m + 4km 4 m = 12km 124m 6km + 3km 8m = 9km 8m 7km 45m – 5km 20m = 2km 25m

**Student’s Activities**

- Estimate and measure small objects in centimeters bigger objects in meters and centimeters
- Make comparison of their results add and subtract given lengths

**Teaching & Learning Material**

- Tape, Meter, rule, etc

**Evaluation Guide**

- estimate given length and distances
- estimate given objects and distances
- compare estimates and actual measurement
- solve given problems on addition and subtraction of lengths

**Week 3**

**Topic: Weight**

**Performance objectives**

- compute addition and subtraction of weights using Kg and g
- multiply and divide weight by whole numbers

**Contents**

- Addition and subtraction of weight in kilograms (kg) and grams (g)
- Multiplication and division of weights in (kg) and (g) by whole numbers

**Teacher’s Activities**

- Guides pupils to Revise conversion : 1kg = 1000g and leads pupils to solve problems in addition and subtraction of weights
- 412g + 319g = 731g
- 2kg 457g + 3kg 716g + 412g = 6kg 585g
- 15kg 437g â€“ 4kg 39g = 11kg 398g

- Leads pupils to solve problems on multiplication and division of weights in (kg) and (g) by whole numbers
- 212g x 3 2kg 212g x 9
- 216g Ã· 3 3kg 560 Ã· 7

**Student’s Activities**

- Solve the given problems on addition and subtraction of weights
- Solve problems on multiplication and division of weights by whole numbers

**Teaching & Learning Material**

- Weighing scale, Scale balance, etc

**Evaluation Guide**

- solve problems on addition and subtraction of weights
- multiply and divide weights by whole numbers

**Week 4**

**Topic: Time**

**Performance objectives**

- give time on the clock, read calendar and write dates
- solve problems on quantitative aptitude problems related to time
- use the notation am and pm for time of the day

**Contents**

- Time on the clock, calendar and dates
- Quantitative reasoning on time
- Use of the notation am and pm for time of the day

**Teacher’s Activities **

- Guides pupils to indicate important times of the school day such as first lesson (8.10), break (11.10) and closing (1.30)
- Guides pupils to revise telling of time on the clock face
- Leads pupils to tell their birth days which are recorded on the board using the format: 23/06/1998 (day/Moth/Year)
- Guides pupils to solve problems on quantitative reasoning related to time
- Leads pupils to explains using the clock to indicate the meaning of am (ante meridian â€“ before noon) and pm (post meridian â€“ after noon) e.g. time for first lesson is 8.10am and time for closing is 1.30pm

**Student’s Activities**

- Indicate important times of the school day on a clock
- Indicate their birthdays and other important dates using the format on the board
- Solve problems on quantitative aptitude related to time
- Indicate times of the day that should be am and those that should be pm

**Teaching & Learning Material**

- Clocks, Calendars and clock charts

**Evaluation Guide**

- read given time on clock or charts
- indicate important activities at their homes and times when they take place
- write the dates of some given important events
- solve quantitative aptitude problems involving time
- record three important times of the (school) day and the activities
- associated with them indicating which times are am and which are pm

**Week 5**

**Topic: Area**

**Performance objectives**

- find area of rectangles using the formula
- calculate areas of Shapes, farmland etc in the environment
- solve problems on quantitative aptitude related to areas

**Contents**

- Area of rectangles including squares
- Areas of farmlands and towns or cities
- Quantitative aptitude on area

**Teacher****‘s Activities **

- Guides pupils to find area using square units
- Leads pupils to find area by using formulas
- Guides pupils to find areas of shapes, farmlands etc. in their environment
- Guides pupils to develop interest in find areas of shapes, structures and farmlands in their environment
- Guides them to solve problems on quantitative aptitude on areas

**Student’s Activities**

- Find small areas using unit squares
- Use formula to find areas of rectangles and squares
- Find areas of shapes, farmlands etc in their environment
- Solve problems on quantitative aptitude related to areas

**Teaching & Learning Material**

- Cardboard and unit square chart
- Classrooms, Desktops, Farmland etc

**Evaluation Guide**

- find areas using formula
- find large areas in square meters and hectares

**Week 6**

**Topic: Capacity **

**Performance objectives**

- Add and subtract in liters;
- Multiply and divide in liters with whole numbers;
- Solve problems on quantitative aptitude related to addition, subtraction, multiplication and division in involving liters.

**Contents**

- Addition and subtraction involving liters.
- Multiplication and division involving liters

**Teacher’s Activities **

- Leads pupils to solve problems in addition and subtraction involving liters e.g.
- 7.5 liters + 2.7 liters = 10.2 liters.

- Leads pupils to solve problems on multiplication and division involving liters e.g.
- 2 liters x 6= 18.12 liters
- liters Ã· 6 = 0.36 liters

- Guides pupils to solve problems on quantitative reasoning involving multiplication and division using liters.

**Student’s Activities**

- Solve problems in addition and subtraction involving liters.
- Solve problems on multiplication and division involving liters.
- Solve problems on quantitative aptitude involving liters.

**Teaching & Learning Material**

- Card board

**Evaluation Guide**

- Add and subtract given problems in liters.
- Divide and multiply with whole number in problems involving liters.
- Solve problems on quantitative aptitude on multiplication and division involving liters.

**Week 7**

**Topic: Plane shapes**

**Performance objectives**

- Identify symmetrical plane shapes
- Locate line(s) of symmetry of objects in the school and homes;
- Distinguish between horizontal and vertical lines
- Indicate the four cardinal points and relate the setting and rising of the sun on the cardinal points of the East and West.

**Contents**

- Symmetry or non- symmetry of plane shapes:
- Square
- Rectangle
- Equilateral and Isosceles triangles
- Rhombus
- Trapezium
- Parallelogram
- Kits

- Horizontal and vertical lines
- Cardinal points:
- North
- South
- East
- West

**Teacher’s Activities **

- Guides pupils to fold the cut out plane shapes to find their line(s) of symmetry.
- Leads pupils to locate the line(s) of symmetry of each of the plane shapes.
- Leads pupils to appreciate symmetry in life situations.
- Guides the pupils to locate vertical and horizontal lines in the classroom and other materials around them.
- Guides the pupils to locate the four cardinal points and relate them to the geography of Nigeria.
- Leads pupils to relate the rising and setting of the sun to the cardinal points.

**Student’s Activities**

- Carryout the folding and cutting out plane shape to find the line(s) of symmetry.
- Locate the line(s) of symmetry of the plane shape.
- Locate various horizontal and vertical lines in the classroom and other materials around them.
- Locate the four cardinal points and relate them to the geography of Nigeria.
- Relate the rising and setting of the sun to the cardinal points.

**Teaching & Learning Material**

- Plane shapes, etc charts, plane shapes, etc. Chart and model of the four cardinal points.

**Evaluation Guide**

- Identify line(s) of symmetry of given plane shapes
- locate line of symmetry of given objects in their homes
- locate the horizontal and vertical lines on given objects
- mention five objects or materials that have horizontal and vertical lines in their environment
- locate given cardinal points on the chart and model
- mention the location of two given capitals of states in Nigeria

**Week 8**

**Topic: Three dimensional shapes**

**Performance objectives**

- distinguish between open and closed shapes
- identify the uses of 3- dimensional shapes in homes and their environment

**Contents**

- Cuboids, cubes and cylinders

**Teacher’s Activities **

- Guides pupils to separate the open shapes and closed shapes and discuss their features
- Leads pupils to identify uses of 3- dimensional shapes in homes and environment

**Student’s Activities**

- Note and write down the features of open and closed shapes
- Identify the uses of 3- dimensional shapes in homes and environment

**Teaching & Learning Material**

- Cartons
- Milk tins
- Plastic buckets, etc
- Water tanks

**Evaluation Guide**

- Pupils to distinguish between open and closed shapes from a given collection of shapes

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL:** **PRIMARY 4**

**THEME 5: EVERYDAY STATISTICS**

**Week 1**

**Topic: Bar Graph**

**Performance objectives**

- draw bar graphs
- read bar graphs
- identify bar graph mode
- identify the most common events/ data in daily life activities

**Contents**

- Bar graph
- Bar Graph Mode

**Teacher’s Activities **

- Guides pupils to Revise pictogram and idea of mode
- Guides pupils to Generate and presents data for the construction of bar graphs
- Leads pupils to read and interpret information in bar graphs
- Leads pupils to use bar graphs in presenting information
- Guides pupils to identify results involving bar graphs and mode of giving data
- Leads pupils to determine bar graph mode and least value from bar graphs
- Leads pupils to identify and find the mode of bar graphs of such statistical data as population distribution, amount of rainfall by months etc

**Student’s Activities**

- Construct bar graphs by representing given data on bar graphs
- Read and Interpret information from bar graphs
- Use of bar graphics in representing information in their environment
- Identify the relation between bar graph and mode of a given data
- Give the mode on the bar graph and also the least value from bar graphs

**Teaching & Learning Material**

- Cardboard showing horizontal and vertical bar graphs
- Mathematical game or demonstration designed by the teacher
- Bar Graph chart

**Evaluation Guide**

- construct horizontal and vertical bar graphs of a given data
- solve problems from their environment where data can be represented using bar graphs
- identify bar graph
- determine the mode of a bar graph generated from their environment

**READ ALSO**

**Mathematics Curriculum for Primary 5**

**Mathematics Curriculum for Primary 6**