Mathematics Curriculum for Primary 4

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

1. Count in thousands up to one million
2. Solve problems on quantitative reasoning
3. Apply knowledge of counting to local counting in groups of:
   • fives (yams, oranges, onions etc)
   • market days
   • sevens (weeks and days)
   • 60‟s ( minutes and seconds etc)
4. Solve problems on quantitative reasoning involving whole numbers
5. State the place value of a digit in four digit numbers
6. Count Roman numerals up to 100 (I to C);
7. Solve problems on quantitative reasoning involving use of roman numeral
8. Order whole numbers up to 1000 using the symbol  < and >;
9. Solve problems on quantitative reasoning involving ordering of whole numbers.

Contents

1. Counting up to one million in ones, tens, hundreds and thousands
2. Quantitative reasoning
3. Counting in 5‟s, 7‟s and 60‟s etc
4. Quantitative reasoning
5. Place values: thousands, hundreds, tens and units Th, H, T, U
6. 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
7. Quantitative reasoning: XL for forty, LX for sixty LXX for seventy LXXX for eighty
8. Quantitative reasoning.
9. Ordering of whole numbers up to 1000.

Teacher’s Activities        

1. Guides pupils to count by using bundles of sticks, seeds, etc in counting in tens and hundreds
2. Guides pupils to build place value abacus and asks them to label columns.
3. 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
4. Demonstrates the use of overlay cards.
5. Guides the pupils in activities to build numerals up to 99,999 with abacus.
6. Guides pupils to form and write 5- digit number using overlay cards.
7. 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
8. Designs series of activities to lead pupils to count meaningfully up to one million
9. Organizes a short visit to the nearby market for pupils to observe grouping of commodities for sale e.g. oranges, yams, onions.
10. Guides pupils to count in 5‟s using the local common activities.
11. Guides pupils to count t in 7‟s using days of the week.
12. Makes use of clock faces to lead pupils count in 60‟s.
13. Organizes activities to make pupils change days to weeks, seconds to minute and also minutes to hours, vice versa.
14. Fill up the gap below:
15. Guides pupils to state the place value of a digit using abacus.
16. 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
17. Guides pupils to write the place value of each digit in the number 6435 as: 5 = units, 3 = 3tens, 4 = 4 hundreds, 6= thousands
18. 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
19. Guides pupils to use fingers to represent numbers in roman numerals I – X (1 to 10)
20. Guides pupil to form Roman numeral:
    • I (one finger),
    • V (five fingers)
    • X (ten fingers)
21. Uses Roman numeral chart to lead pupils to read and write the Roman numerals I to C
22. Gives examples on quantitative aptitude. E.g. find the missing number below. L X VI50 10?
23. Guides pupils in ordering of numbers 1 – 500 on numeral chart.
24. Leads pupils to recall the meaning of the symbol (< and >)
25. Guides pupils to order two numbers e.g.
    • 546 and 174 as 546 > 174 or 174 < 546
26. Guides pupils Gives more exercises on ordering of whole numbers,
27. Guides pupils to solve some quantitative aptitude problems involving ordering of whole numbers.

Student’s Activities

1. Count using their counters e.g. sticks and match sticks in tens and hundreds.
2. Label columns of place value abacus.
3. Make overlay cards.
4. Observe and demonstrate the use of overlay cards.
5. Count numbers with abacus.
6. Make use of overlay cards to write 5-digit numbers.
7. Solve problems on quantitative aptitude.
8. Observe the grouping of local commodities in the market.
9. Count in 5‟s e.g. 5, 10, 15, 20, 25.
10. Count in 7‟s e.g. 7, 14, 21, 28.
11. Count in 60‟s e.g. 60, 120, 180, 240.
12. Change days to weeks e.g. 21days = 3 weeks, 26days = 3weeks 5days
13. Change minute to hours e.g. 260mins = 4 hours 20mins
14. Change seconds to minutes e.g. 180 seconds s = 3 minutes
15. Solve some problems on quantitative aptitude involving whole numbers.
16. Write the place value of the digits in a four digit number.
17. 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
18. Solve some problems on the place value involving four digit numbers.
19. Study the Roman numerical chart and flash cards
20. Practice the number formation system for Roman numerical (I x C) using fingers.
21. Read and write Roman numerals up to 100 and also write the value of each numerals in the Hindu/Arabic form
22. Write all the Roman numerals I to C in their exercise book
23. Solve examples on quantitative aptitude involving roman numerals
24. Revises order of numbers 1-500 using number chart
25. Recall the meaning of the symbol (< and >)
26. Order any two given numbers
27. Solve problems on ordering whole numbers
28. Solve problems on quantitative aptitude involving ordering of whole numbers

Teaching & Learning Material

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

Evaluation Guide

1. Count numbers up to 999,999 and one million;
2. Solve problems on counting numbers up to one million
3. Solve Problems in quantitative reasoning involving whole numbers.
4. Solve problems in groups of five, seven and sixty;
5. Write the place value of each digit in a given 4-digit number: using
   1.  spike abacus
   1.  pocket abacus
   1.  thread abacus
   1.  thread Beads without the use of abacus.
6. Read given Roman numerals and state the corresponding values in the Hindu/Arabic Form;
7. Write the value of the Roman numeral I – C in the Hindu/ Arabic form;
8. Write 1 – 100 in roman numerals
9. Solve problems on quantitative aptitude;
10. Order given whole numbers
11. Solve more problems on quantitative aptitude.

Week 2

Topic: LCM

Performance objectives

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

Contents

1. LCM of two numbers up to 9

Teacher’s Activities       

1. Guides pupils to find LCM of one digit number

Student’s Activities

1. Find LCM by use of factor method.

Teaching & Learning Material

1. Cardboard

Evaluation Guide

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

Week 3

Topic: HCF

Performance objectives

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

Contents

1. HCF of 2-digit numbers.

Teacher’s Activities        

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

Student’s Activities

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

Teaching & Learning Material

1. flannel board
2. flash cards
3. numbers cards 

Evaluation Guide

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

Week 4

Topic: Fraction

Performance objectives

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

Contents

1. Proper and improper fractions and mixed numbers
2. Mixed number
3. Quantitative reasoning
4. Decimal fraction up to tenths and hundredth
5. Quantitative reasoning
6. Equivalent fractions
7. Ordering fractions
8. Quantitative reasoning

Teacher’s Activities        

1. Guides pupils to divide an objects e.g. an orange into two equal parts to show a proper fraction.
2. Guides pupils to identify what is proper and improper fraction as well as a mixed number.
3. Guides pupils to Convert from improper fractions to mixed numbers and vice versa
4. Guides pupils to apply fractions in sharing commodities in homes market Schools etc.
5. Guides pupils to identify decimal numbers in decimal fraction: tenths hundredths as fractions with 10 and 100 as denominators respectively.
6. Solve problems in quantitative reasoning.
7. Guides pupils to state three or four equivalent fractions of a given fraction.
8. 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
9. Guides pupils to solve quantitative aptitude problems on equivalent fractions.

Student’s Activities

1. Explains the meaning of proper and improper fractions and mixed fractions.
2. Cut objects e.g. orange into equal parts to show a proper fraction
3. Convert improper fractions to mixed numbers and vice versa.
4. Apply fractions to share commodities in homes market schools etc.
5. Explain decimals in 10‟s , 100‟s as fractions with 10 and 100 as denomination
6. Solve problems in quantitative reasoning.
7. Give equivalent fractions of given fractions.
8. Order a pair of fraction by comparing their new numerators.
9. Solve some quantitative aptitude problems involving equivalent fractions

Teaching & Learning Material

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

Evaluation Guide

1. Classify a given set of fractions into proper and improper fractions
2. Convert improper fraction to mixed number and vice versa;
3. Solve more conversion problems on fractions;
4. Write decimal fractions with denominators ten and hundred;
5. Solve problems in quantitative reasoning;
6. Find the equivalence of given fractions;
7. Order given pairs of fractions using < or >;
8. 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

1. Add and subtract whole numbers in Th. H. T. U with or without renaming
2. Carryout correct addition and subtraction in everyday life activities
3. Add and subtract three 4- digit numbers taking two at a time
4. Solve quantitative aptitude problems involving addition and subtraction of whole numbers of four digit;
5. 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

1. Addition and subtraction of whole numbers in Th. H. T. U With or without renaming.
2. Addition and subtraction of three 4-digit numbers taking two at a time.
3. Quantitative Reasoning.
4. Quantitative Reasoning on addition and subtraction of whole numbers of four digits.
5. 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        

1. Guides pupils to use abacus with Th. H.T. U for addition and subtraction of three 4-digit numbers with or without renaming.
2. Guides the pupils to note the importance of place value in performing correct addition and subtraction in everyday activities.
3. Guides pupils to carry out the correct addition and subtraction.
4. Guides pupils through addition and subtraction of three 4-digit numbers taking two at a time e.g. 1816+2672+4297
5. Guides pupils to solve quantitative aptitude problems Involving addition and substation of three 4-digit numbers e.g. 4600, 9200, 13800
6. Guides the pupils to revise addition of fractions e.g. ½ + ¾ = 2/4 + ¾ = 5/4 = 11/4
7. Guides pupils to add and subtract proper and mixed numbers
8. Guides pupils to give examples of everyday activities where addition and subtraction of fractions and decimals are used.
9. 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

1. Use abacus to subtract three 4-digit numbers.
2. Apply place value in addition and subtraction and need for correct addition and subtraction.
3. Solve problems that require addition and subtraction in at least four digit numbers.
4. Add and subtract three 4-digit numbers taking two at a time e.g.
   1. 1816+2672+4297
   1. 4297 – 2672 – 1816
5. Solve quantitative aptitude problems involving additions and subtraction of three 4- digit numbers
6. Revise addition and subtraction of fractions.
7. Carry out addition and subtraction involving proper fraction and mixed numbers.
8. Give examples of everyday life activities where accuracy of addition and subtraction of fractions and decimals are required.
9. Solve quantitative aptitude problems involving addition and subtraction of fractions.
10. Add and subtract series of problems involving decimal numbers up to 3 decimal places.
11. Correctly add and subtract decimal numbers giving examples
12. Apply addition and subtraction to every life activities
13. Solves quantitative aptitude problems involving addition and subtraction of decimals numbers with up to 3 decimal places

Teaching & Learning Material

1. Abacus and charts
2. Fraction Charts Quantitative aptitude Chart
3. Charts addition cards Quantitative aptitude charts containing worked problems

Evaluation Guide

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

Week 2

Topic: Multiplication

Performance objectives

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

Contents

1. Multiplication of whole umbers by 2-digit numbers not exceeding 50.
2. Quantitative reasoning on multiplication of whole numbers
3. Multiplication of decimals by 2-digit numbers.
4. Quantitative reasoning on multiplication of decimal numbers.
5. Squares of 1-digit and 2- digit numbers.
6. Quantitative reasoning on squares of numbers.
7. Square root of perfect squares up to 400 using:
   • square chart
   • Factor method.
8. Quantitative reasoning on square root of numbers not greater than four hundred.

Teacher’s Activities        

1. Guides pupils to revise multiplication of whole numbers.
2. Guides pupils to carry out multiplication of whole numbers in 2- digit numbers e.g. 40 x 12.
3. Guide pupils to solving quantitative aptitude problems on multiplication of whole numbers with 2-digit numbers e.g. 150 1800 200 2000? 3,500
4. Guides pupils to solve multiplication of decimal numbers by 2-digit numbers.
5. Guides pupils to solve quantitative aptitude problems involving multiplication of decimal numbers by 2 digit whole numbers
6. 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.
7. Guides pupils to identify objects of perfect square faces.
8. Guides pupils in locating the square root of any perfect square on the chart e.g. square root 256 is 16.
9. Guides pupils to find square roots by factor method e.g. 256 =4 x 4 x 4 x
10. 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

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

Teaching & Learning Material

1. Flash Cards Multiplication charts, Quantitative aptitude Chart, etc.
2. 20 by 20 square chart Charts on quantitative reasoning Square root chart charts

Evaluation Guide

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

Week 3

Topic: Division

Performance objectives

1. Divide two or three digit numbers by:
   1. numbers up to 9 with or without remainder
   1.  multiples of 10 up to 50
2. Solve quantitative aptitude problems involving division.

Contents

1. Division of two or three digit numbers by:
   1. numbers up to 9 with or without remainder
   1.  multiples of 10 up to 50
2. Quantitative reasoning on division.

Teacher’s Activities        

1. Guides pupils to divide 2 or 3 decimal by numbers not more than 9.        
2. Guides pupils to divide a given   3 number by 10, 20, 30 etc.
3. Guides pupils to solve quantitative aptitude problems such as:
   1. Divide 2 and 9 digit numbers by numbers not more than 9.
   1. Divide given numbers by 10, 20, 30 etc.
   1. 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

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

Teaching & Learning Material

1. Addition charts
2. Charts

Evaluation Guide

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

Week 4

Topic: Estimate

Performance objectives

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

Contents

1. Estimate sums and products.
2. Quantitative reasoning problem involving number line.

Teacher’s Activities        

1. Guides pupils to find estimate of sum and product of numbers

Student’s Activities

1. Estimate sums and products numbers.

Teaching & Learning Material

1. Charts on estimates

Evaluation Guide

1. Estimate the sum and product of numbers, height, lengths, and widths within and outside the school
2. 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

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

Contents

1. Open sentences.
2. Quantitative reasoning on open sentences

Teacher’s Activities        

1. Guides pupils to find missing numbers in example:
   1. 9 + = 15
   1. 18 – = 7
2. Guides pupils to solve quantitative aptitude problems of the form
   1. 21-12 24 9

Student’s Activities

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

Teaching & Learning Material

1. Chart containing worked examples on open sentences

Evaluation Guide

1. Solve given problems on open sentences involving the four basic operations;
2. Find missing numbers in quantitative aptitude diagrams drawn from open sentences
3. 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

1. Solve problems on addition of money;  
2. Solve quantitative aptitude problems on additions of money
3. Solve problem on subtraction of money
4. Solve quantitative aptitude problems involving subtraction of money.   
5. Multiply money by a whole number;     
6. Solve some quantitative reasoning problems on multiplications of money
7. Divide money by a whole number;
8. Solve quantitative reasoning problems in real life situations
9. calculate profit and loss
10. solve quantitative aptitude problems on profit and loss

Contents

Addition of money

1. Quantitative reasoning involving.
   • addition of money
   • subtraction of money
2. Quantitative reasoning involving subtraction of money
3. Multiplication of money by a whole number.
4. Division of money by a whole number.
5. Calculation of profit.
6. Quantitative reasoning on profit and loss.

Teacher’s Activities

1. Guides pupils to solve problems on addition of money e.g.
   • ₦7.50 +₦ 6.30 = ₦15.80
   • ₦3.80 + ₦7.30 = ₦11.10
2. Guides pupils to solve quantitative aptitude problems involving addition of money.
3. Guides pupils to relate correctly, addition of money in business transactions as a customer or dealer of goods and services
4. Guides the pupils to Engage in mock buying and selling which will involve the collection of change.
5. Guides pupils on the subtraction of money e.g. ₦9.50 – ₦6.20 = ₦ 3.30
6. Leads pupils to note the importance of correct subtraction of money in business transaction.
7. Solves quantitative aptitude problems involving subtraction of money.
8. Leads pupils on multiplication of money by whole number using sum cards e.g. ₦7 x 3 = ₦21
9. Solves quantitative aptitude problems related to multiplications of money.
10. Guides pupils to solve problems on division of money by a whole number
11. Guides pupils to solve quantitative aptitude problems on division of money.
12. Gives exercise on division of money by a whole to pupils.
13. Sets up a shopping corner in the classroom and engage pupils in buying and selling.
14. 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.
15. 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
16. Guides pupils to solve problems on quantitative reasoning involving profit and loss

Student’s Activities

1. Solve some problems on addition of money.
2. Solve quantitative aptitude problems involving addition of money.
3. Relate on correct addition of money in business transaction as a customer or dealer of goods and services.
4. Act as shop keepers or customers in mock buying and selling which will involve the collection of change.
5. Solve problems on the subtraction of money.
6. State correctly the importance of correct subtraction of money in business transaction
7. Solve some quantitative aptitude problems related to money subtraction.
8. Solves problems on multiplication of money by whole number.
9. Solve quantitative aptitude problems related to multiplication of money.
10. Solve problems on division of money by a whole number.
11. Solve quantitative aptitude problems on division of money.
12. Calculate profit and loss.
13. Solve problems on profit and loss.
14. Solve problems on quantitative reasoning involving profit and loss.
15. State skills in making profit in real life through entrepreneurship and enterprise activities.
16. Solve problems on quantitative reasoning involving profit and loss.
17. State skills in making profit in real life through entrepreneurship and enterprise activities
18. Solve problems on quantitative reasoning involving profit and loss.

Teaching & Learning Material

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

Evaluation Guide

1. Solve given problems on addition of money;
2. Solve quantitative reasoning problems involving money;
3. State 2 or three reasons why addition of money is important in business transactions
4. Solve quantitative aptitude problems involving the subtraction of money
5. Solve quantitative problems.
6. Solve problems on multiplication of money by whole numbers.
7. Solve problems on division of money by whole numbers.
8. Solve quantitative aptitude problems involving division of money.
9. Solve problems on the calculations of profit and loss
10. Solve problems on quantitative reasoning involving profit and loss
11. State ways on how to make profit in life

Week 2

Topic:  LENGTH    

Performance objectives

1. estimate distances in kilometers and length in meters or centimeters and compare with measurements
2. add and subtract length

Contents

1. Estimating lengths and Measurements
2. Addition and subtraction of lengths

Teacher’s Activities

1. Guides pupils to estimates and measure small objects in centimeters
2. Guides pupils to estimate and measure bigger objects in meters and centimeters and record all their results in a tabular form
3. Guides pupils to compare their results
4. 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

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

Teaching & Learning Material

1. Tape, Meter, rule, etc

         

Evaluation Guide

1. estimate given length and distances
2. estimate given objects and distances
3. compare estimates and actual measurement
4. solve given problems on addition and subtraction of lengths

Week 3

Topic: Weight

Performance objectives

1. compute addition and subtraction of weights using Kg and g
2. multiply and divide weight by whole numbers

Contents

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

Teacher’s Activities

1. 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 – 4kg 39g = 11kg 398g
2. 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 ÷ 3 3kg 560 ÷ 7

Student’s Activities

1. Solve the given problems on addition and subtraction of weights
2. Solve problems on multiplication and division of weights by whole numbers

Teaching & Learning Material

1. Weighing scale, Scale balance, etc

Evaluation Guide

1. solve problems on addition and subtraction of weights
2. multiply and divide weights by whole numbers

Week 4

Topic: Time

Performance objectives

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

Contents

1. Time on the clock, calendar and dates
2. Quantitative reasoning on time
3. Use of the notation am and pm for time of the day

Teacher’s Activities        

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

Student’s Activities

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

Teaching & Learning Material

1. Clocks, Calendars and clock charts

Evaluation Guide

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

Week 5

Topic: Area

Performance objectives

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

Contents

1. Area of rectangles including squares
2. Areas of farmlands and towns or cities
3. Quantitative aptitude on area

Teacher‘s Activities        

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

Student’s Activities

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

Teaching & Learning Material

1. Cardboard and unit square chart
2. Classrooms, Desktops, Farmland etc

Evaluation Guide

1. find areas using formula
2. find large areas in square meters and hectares

Week 6

Topic: Capacity    

Performance objectives

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

Contents

1. Addition and subtraction involving liters.
2. Multiplication and division involving liters

Teacher’s Activities        

1. Leads pupils to solve problems in addition and subtraction involving liters e.g.
   • 7.5 liters + 2.7 liters = 10.2 liters.
2. Leads pupils to solve problems on multiplication and division involving liters e.g.
   • 2 liters x 6= 18.12 liters
   • liters ÷ 6 = 0.36 liters
3. Guides pupils to solve problems on quantitative reasoning involving multiplication and division using liters.
   
   

Student’s Activities

1. Solve problems in addition and subtraction involving liters.
2. Solve problems on multiplication and division involving liters.
3. Solve problems on quantitative aptitude involving liters.

Teaching & Learning Material

1. Card board

Evaluation Guide

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

Week 7

Topic:          Plane shapes

Performance objectives

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

Contents

1. Symmetry or non- symmetry of plane shapes:
   •  Square
   • Rectangle
   • Equilateral and Isosceles triangles
   • Rhombus
   • Trapezium
   • Parallelogram
   • Kits
2. Horizontal and vertical lines
3. Cardinal points:
   • North
   •  South
   •  East
   • West

Teacher’s Activities        

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

Student’s Activities

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

Teaching & Learning Material

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

Evaluation Guide

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

Week 8

Topic: Three dimensional shapes

Performance objectives

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

Contents

1. Cuboids, cubes and cylinders

Teacher’s Activities        

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

Student’s Activities

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

Teaching & Learning Material

1. Cartons
2. Milk tins
3. Plastic buckets, etc
4. Water tanks

Evaluation Guide

1. 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

1. draw bar graphs
2. read bar graphs
3. identify bar graph mode
4. identify the most common events/ data in daily life activities

Contents

1. Bar graph
2. Bar Graph Mode

Teacher’s Activities        

1. Guides pupils to Revise pictogram and idea of mode
2. Guides pupils to Generate and presents data for the construction of bar graphs
3. Leads pupils to read and interpret information in bar graphs
4. Leads pupils to use bar graphs in presenting information
5. Guides pupils to identify results involving bar graphs and mode of giving data
6. Leads pupils to determine bar graph mode and least value from bar graphs
7. 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

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

Teaching & Learning Material

1. Cardboard showing horizontal and vertical bar graphs
2. Mathematical game or demonstration designed by the teacher
3. Bar Graph chart

Evaluation Guide

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

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