**Basic 1 – 6 NERDC General Mathematics Curriculum for Primary School. Everyday Statistics, Mensuration and Geometry – Schemeofwork.com**

## Mathematics Curriculum for Primary 1

**Theme: numbers and numeration**

**Week: 1**

**Topic:** **Whole numbers 1-5 **

**Performance objectives:**

- sort and classify number of objects in a group or collection;
- identify number of objects in a group or collection;
- count correctly up to 5;
- write correctly number 1- 5;
- arrange; numbers 1-5 in order of their magnitudes (quantities)

**Contents:**

- Sorting and classifying objects leading to idea of 1-5
- Identification of numbers of objects 1-5
- Reading of number 1-5
- Writing of numbers 1-5
- Ordering of number 1-5

**Teacher’s Activities:**

- Mixes the collections and asks pupils to sort them according to types.
- Guides pupils to form groups: one for stones, two for bottle tops, three for beans, four for buttons and five for balls.
- Asks pupils to show one bottle top, 2 bottle tops, up to 5 bottle tops.
- Reads number 1-5.
- Guides pupils to write the numbers in order in their books and arrange numbers in order of their magnitude using counters and other objects
**.**

**Student’s Activities:**

- Sort them according to types.
- Sort and classify the mixed collection by forming groups for objects e.g. pick a stone, pick two bottle tops etc.
- Read the numbers 1-5.
- Write the number 1-5 in exercise book.
- Use counters to arrange objects in magnitude or in ordering form.

**Teaching & Learning Material:**

- Counters: stones beans, bottle tops, buttons, leaves, nylon bags, Number cards, etc.

**Evaluation Guide**

- sort given number of objects from a collection;
- arrange given number of objects from a collection together;
- read given numbers on board;
- write numbers 1-5 on the board/exercise book;
- Order given numbers in order of their magnitudes form.

**Week 2**

**Topic: whole number 0 (Zero) **

**Performance objectives:**

- recognize that the symbol 0 stands for nothingness;
- read the number 0;
- Write 0.

**Contents:**

- Symbol 0

**Teacher’s Activities:**

- Put one stone in one bag, two stones in the sack bag and three stones in the third bag and none in the fourth bag;
- recognize the symbol 0;
- write the number 0;
- Remove the stones in each bag until there is no stone left.

**Student’s Activities:**

1 Put the stones into the as directed by the teacher.

**Teaching & Learning Material: **

- Stones, seeds, bottle covers, etc., Nylon bags or any other container

**Evaluation Guide**

- remove objects from the bags till nothing is left in the bags;
- write and pronounce the number 0;
- Give an example in the home of zero Situation, etc.

**Week 3**

**Topic: Whole numbers 6-9 **

**Performance objectives**

1 sort and classify numbers of objects in a group or collection;

2 identify number of objects in a group or collection;

3 Count and read correctly from 1-9;

4 write correctly number 6-9;

5 arrange the numbers 6-9 in order of their magnitudes (quantities).

**Contents**

1 Sorting and classifying objects leading to idea of 6-9.

2 Identification of numbers 6-9.

3 Counting and reading numbers 1-9.

4 Writing of numbers 6-9.

5 Ordering number 6-9.

**Teacher’s Activities**

1 Guides pupils to mix the collection and sort out the balls pebbles, bottle tops and buttons together.

2 Guides pupils to classify each group of similar objects as follows:

A. count out five balls;

B. add one ball to it;

3 Leads pupils to recognize this as 6 i.e. 5 balls and 1 ball gives 6;

4 Count out 6 pebbles and add 1 pebbles to it and lead them to recognize it as 7 up to 9 buttons etc.

- Guides pupils to read the numbers 1-9.
- Guides pupils to write the numbers 1-9.
- Arranges the numbers in order of their magnitude using objects such as balls, pebbles, etc. in a collection.
- Leads pupils to write the numbers in order of their magnitudes.

**Student’s Activities**

- Sort and classify the mixed collection e.g. collection of balls, collection of pebbles, etc.
- Identify the numbers 6- 9 through the activities and the use of Flash cards
- Count and read numbers 1-9 on the board and Flash cards.
- Write the numbers 1-9
- Use collection objects

**Teaching & Learning Material **

Counters: balls, pebbles, buttons bottle tops, leaves and oranges etc.

Flash cards of numbers 1-9, etc.

**Evaluation Guide**

- arrange given number of objects from a collection together;
- identify numbers 6 – 9;
- read numbers 1-9 on board and flash cards;
- write numbers 1-9 on the board/ exercise book;
- 5 order numbers 1-9 in their magnitude.

**Week 4**

**Topic: Whole number 10 **

**Performance objectives:**

- recognize 10 as a group;
- Use idea of place value limited to tens and units.

**Contents:**

- Recognition of 10 as a group.
- Use of place value- Tens and Units (i.e. T, U).

**Teacher’s Activities **

** **1 Leads pupils to recognize 10.

2 Records the number 10 on board.

3 Leads them to write 10.

4 Gives a group of 11 bottle tops, 12 buttons and 13 balls to pupils up to 20 balls.

5 Asks them to group each in tens and keep the remainder by the side.

6 Leads pupils to recognize that 11 bottles is 1 group of ten and 1. This is called eleven (11), 12 buttons is 1 group of ten and 2 buttons (called twelve).

7 Guides pupils to carry out similar activities for 13 balls up to 20 balls. Thus, 11 = 1 ten and 1 unit

**Student’s Activities**

- Sort the collection in 8, 9 and 10.
- Recognize number 10.
- Read the number 10.
- Write the number 10.
- Count 11 bottle tops, 12 buttons, 13 objects,
- 13 balls up to 20 objects.
- Count values under tens and units (i.e. T,U)
- Write value under T.U.

**Teaching & Learning Material**

1 Counters: bottle tops, button, balls, toes and fingers etc.

**Evaluation Guide**

1 bring ten objects from a collection;

2 read and write 10, 11, 12 13, up to 20 in T and U.

**Week 5**

**Topic: whole numbers 1-99 **

**Performance objectives**

** **1 identify and read correctly the numbers 1-99;

2 write correctly the numbers 1-99.

**Contents**

Identification and reading of numbers from 1-99

Writing of number from 1-99

**Teacher’s Activities **

1 Uses the teaching resources to assist pupils identify and read the numbers 1- 99.

2 Guides pupils to write numbers 1-99.

**Student’s Activities**

- Read numbers 1-99
- Write number 1-99

**Teaching & Learning Material **

1 Flash cards of numbers, etc.

**Evaluation Guide**

- identify and read correctly given numbers between 1- 99;
- Write correctly the numbers 1-99.

**Week 6**

**Topic: fractions **

**Performance objectives**

Identify ½ and ¼ using concrete objects and shape.

**Contents**

Identification ½ and ¼ using concrete objects and shape.

**Teacher’s Activities**

1 Presents each object as one whole.

2 Cuts and divides an object into two equal parts, and explains that each part is ½.

3 Cuts on object (e.g. an orange) into four equal parts, and explains that each part is ¼.

4 Asks pupils to color half and one quarter of shapes in their workbooks.

**Student’s Activities**

1 Practice writing such objects into 1 and ¼.

2 Match drawings of ½ and ¼ of objects on the board with cuttings of ½ and ¼.

3 Draw whole shapes (e.g. squares, circles) and their corresponding values and quarters in their exercise books.

4 Color ½ and ¼ of shapes in their workbooks.

5 Give example of things that can be shared into ½ and ¼.

6 Suggest reasons for sharing things into ½ and ¼.

**Teaching & Learning Material **

1 Oranges, apples, paper cuttings of shapes:

• Squares

• Rectangles,

• Circle.

Colored pencils and; pair of scissors

**Evaluation Guide**

- Cut given oranges into given part;
- label given drawing of halves and quarters of objects and shapes;
- fold rectangular or circular shapes into halves and quarters;
- color ½ and ¼ of given shapes;
- Give examples of things that can be shared into ½ and ¼.

**SUBJECT: GENERAL MATHEMATICS CLASS: PRIMARY 1**

**THEME: BASIC OPERATIONS**

**WEEK 1**

**Topic: ADDITION **

**Performance objectives**

- add two whole numbers from 1 to 3 with sum less than 5;
- add two or three whole numbers from 1 to 8 with sum not up to 10;
- add two or three numbers from 0 to 9 with sum not greater than 18;
- add 2-digit whole numbers with sum not greater than 40 without exchanging or renaming;
- Cross check numeracy in addition is readable.

**Contents**

- addition of whole numbers with sum less than 5
- addition of whole numbers with sum less than 1O
- addition of whole numbers with sum less than 18
- addition of items of 2-digit whole numbers with sum not greater than 40

**Teacher’s Activities **

- Guides pupils to group the objects into ones, twos, threes and fours to form sum less than 5 e.g. 2 balls and 2 pencils give 4 balls.
- Group’s objects up to nine to form sum less than 10. e.g. 5 oranges and 2 oranges gives 7 oranges.
- Groups objects from 1 to 9 with sum not greater than 18 e.g. 9 bean seed and 8 bean seed gives 17 bean seeds.
- Groups objects into tens, elevens twelve etc. with sum not greater than 40. e.g. 22 leaves and 14 leaves give 36 leaves.
- Emphasizes correctness in addition so as to value precision.
- Leads pupils to give examples of everyday life where accuracy is required.

**Student’s Activities**

- Group objects into ones, two, three and four to form sums less than 5 and count the total.
- Combine two or more similar objects less than 10 and count the total.
- Combine two or three similar objects less than 18 and count the total.
- Combine two group of 2-digit numbers less than 40 and count the total.
- Crosscheck accuracy in previous addition.
- Gives examples in everyday life where accuracy of addition in needed.

**Teaching & Learning Material **

- Oranges
- balls
- Leaves
- Bottle tops
- Number Beads, etc.

**Evaluation Guide**

- add given whole numbers;
- add two or three given whole numbers less than 10;
- add two or three given whole numbers less than 18;
- add 2– digit numbers and record their result;
- Mention three everyday activities where accuracy is necessary.

**WEEK 2**

**Topic: Subtraction I **

**Performance objectives**

1 subtract from whole numbers not greater than 9;

2 subtract from whole numbers not greater than 18;

3 crosscheck accuracy in subtraction.

**Contents**

1 Subtraction from whole numbers not greater than 9.

2 Subtraction from whole numbers not greater than 18.

**Teacher’s Activities**

1 Guides pupils to group a particular set of objects e.g. orange into 1, 2, 3, 4, 5, 6, 7,

8, and 9.

2 Leads pupils to take a group of objects and take away a lesser number of the same objects from the group e.g. in a group of 8 oranges take away 6 oranges.

3 Guides pupils to group a particular object e.g. been seeds into sets of 18, 17, 16, 15, 14, 14,

12, 11, 10, 9, 8.

4 Guides/leads pupils to count a group of objects and take away a lesser number of the same objects from the group e.g. in a group of 16 bean seeds take away 10 bean seeds.

5. Leads pupils to give examples of everyday life where accuracy in subtraction is required.

6. Emphasizes the importance of accuracy of subtraction in everyday activities.

**Student’s Activities**

1 Group objects such as oranges, stones etc. into 1, 2, 3, 4, 5, 6, 7, 8, and 9.

2 Count one given group of objects and remove a lesser number of the same objects from the group.

3 Group objects such as bean seeds into 18, 17, 16, 15, 14, 13, 12, 11, 10, 9, and 8.

4 Guides/leads pupils to count a group of objects and take away a lesser number of the same objects from the group e.g. in a group of 16 bean seeds take away 10 bean seeds.

5 Leads pupils to give examples of everyday life where accuracy in subtraction is required.

6 Emphasizes the importance of accuracy of subtraction in everyday activities.

**Teaching & Learning Material **

1 Stones

2 Oranges

3 Bean seeds

4 balls

5 Bottle tops

6 Number Beads, etc.

**Evaluation Guide**

1 subtract given whole numbers not greater than 9;

2 subtract given whole numbers not greater than 18;

3 mention two examples of everyday activities where accuracy in subtraction is needed.

**WEEK 3**

**Topic: Addition II **

**Performance objectives**

1 find missing numbers in a statement;

2 cross-check the correctness of addition in everyday life.

**Contents**

Finding missing numbers e.g.

8 + _= 9

7 +_ = 9

5 +_ = 8

**Teacher’s Activities **

- Guides pupils to take a set of objects and constitute two groups of known unequal numbers
- Guides pupils to count the smaller group and determine the number of objects to be added to obtain the number in the bigger groups e.g. 8 + _= 9
- Emphasizes the need for correct addition everyday activities.
- Guides pupils to give examples of everyday activities where accuracy of addition is needed.

**Student’s Activities**

- Group on object into two, of unequal numbers.
- Count the number of objects in group and determine the number of objects to be added to obtain the number in a bigger group
- Cross-check the need for accuracy in addition in everyday activities.
- Give examples of activities requiring accuracy of addition.

**Teaching & Learning Material**

- Pebbles
- Oranges
- balls
- Bottle tops
- Number Beads, etc.

**Evaluation Guide**

- find missing numbers in a given statement;
- Mention four areas where accuracy of addition is required in daily life.

**WEEK 4**

**Topic: Subtraction II **

**Performance objectives**

1 find missing numbers in a statement;

2 cross-check the correctness of subtraction in everyday life.** **

**Contents**

1 Finding missing numbers e.g.

8 – _ = 4

7 – _ = 5

5 – _ = 3

**Teacher’s Activities**

- Guides pupils to take a set of objects and constitute two groups of known unequal numbers.
- Guides pupils to count the bigger group and determine the number of objects to be subtracted to obtain the number in the bigger groups e.g. 8 – _ = 3.
- Emphasizes the need for correct additions land subtraction in everyday activities.
- Guides pupils to give examples of everyday activities where accuracy of subtraction is needed

**Student’s Activities**

- Group on object into two, of unequal numbers.
- Count the number of objects in group and determine the number of objects to be added to obtain the number in the bigger group.
- Cross-check subtraction for accuracy
- Give examples of activities requiring accuracy of subtraction.

**Teaching & Learning Material **

- Pebbles
- Oranges
- balls
- Bottle tops
- Number Beads, etc.

**Evaluation Guide**

- Find missing numbers in a given statement;
- Mention four areas where accuracy of subtraction is required in daily life.

**Year 1 NERDC Mathematics Curriculum for Primary 1. Whole numbers 1-5, concrete objects and shape, Open Sentences, money – Schemeofwork**

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

## THEME: ALGEBRAIC PROCESSES

**WEEK 1**

**Topic: Open Sentences**

**Performance objectives**

- find missing numbers in an open sentence;
- Solve simple related open sentences.

**Contents**

Open Sentences

**Teacher’s Activities**

Guides pupils to find missing Numbers in an example:

– 1 + _ = 3

– 2 + _ = 5** **

**Student’s Activities**

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

**Teaching & Learning Material**

1 Bottle tops

2 Number cards

3 Dot cards

4 Pupils themselves, etc.

**Evaluation Guide**

1 solve given problems on open sentences;

2 find simple numbers in open sentences.

**SUBJECT: GENERAL MATHEMATICS CLASS: PRIMARY 1**

**THEME: MENSURATION AND GEOMETRY**

**WEEK 1**

**Topic: MONEY **

**Performance objectives**

- recognize different denomination of Nigerian coins;
- add coins to obtain sums not exceeding 25k;
- calculate change obtainable from 10k or less;
- Trace coins using brown and white papers.

**Contents**

1 Nigerian coins 25k, 10k, 5k, 1k, and ½k.

2 Sum of two or three coins.

3 Shopping with a 10k piece and receiving change.

4 Tracing of coins.

**Teacher’s Activities**

- Leads pupils through various activities to recognize the different denominations of Nigeria coins.
- Devises suitable games for pupils to play in order to recognize the coins.
- Uses Flash cards to show addition of coins e.g.
- 12k + 10k = 22k
- 11 + 8k = 19k
- 13k + 10k = 23k.

- Guides pupils in practical experience in buying and selling.
- Traces various denominations of Nigeria coins using: brown paper and crayon; white paper and pencil.

**Student’s Activities**

- Engage in sorting of coin into various denominations from the collection of coins.
- identify the different domination
- Practice addition with sum not exceeding 25k.
- Buy and sell from class shopping corner.
- Trace different Nigeria coins as demonstrated by the teacher.

**Teaching & Learning Material **

1 Actual coins,

2 model coins or paper coins

3 Tracing paper

4 Brown paper

5 White Paper

6 Crayon

**Evaluation Guide**

- gives a collection of coins;
- identify some as collection of coins specified by the teacher;
- Do simple exercise on the addition of money not exceeding 25k.
- calculate change when they buy or sell something by a simple game
- Traces any given coin.

**Week 2**

**Topic: Length **

**Performance objectives**

** **1 develop the idea of length;

2 compare length of two or three objects;

3 order similar objects according to lengths;

4 measure length and distance in their natural units;

5 apply the length and ordering of lengths in our environment.

**Contents**

- Idea of length.
- Comparison of length of two or more objects to develop the idea of “longer than” and “shorter than”.
- Ordering of lengths of objects.
- Measuring of length and distance using natural units such as hand span, steps arm’s length, strides, etc.
- Measuring and ordering of length.

**Teacher’s Activities**

- Directs a pupil to move from one point to another in the classroom using his/her step
- Asks pupils to measure the length of their table with their hand span.
- Use strides to move from one corner of the classroom to another.
- Guides the pupils to use arm length to measure the width of the classroom.
- Gives pupils the idea of length in each case above.
- Guides pupils to measure these objects with strings or sticks of varying lengths.
- Guides pupils to arrange the objects according to their lengths.
- Guides pupils to measure the length of their desks using their hand span record their results.
- Guides pupils to measure the length of the floor of the classroom with their foot or the walls with their arm’s length and record their results.
- Guides pupils to measure and order given objects by length.

**Student’s Activities**

- Observe the pupil move in the class.
- Measure their table with their hand span.
- Move from one corner of the classroom to another.
- Discuss their idea of length.
- Measure these objects with strings or sticks of varying lengths
- Compare two pencils or sticks of different lengths and say which one is shorter than the other.
- Arrange the objects in order of lengths.
- Measure the length of their desks using their hand span and record their results.
- Measure the length of the floor of the classroom with their foot or the walls with their arm’s length and record their results.
- Measure and order given objects by length.

**Teaching & Learning Material **

Pencils, Sticks, Desk, Strings, the classroom, pupils themselves, etc.

**Evaluation Guide**

- give examples of lengths;
- measure given lengths with steps, hand spans, strides and foot and give answers;
- compare lengths of given objects using “longer than” and “shorter than”;
- order given bundles of sticks of various length;
- measure different given lengths using different natural units;
- Measure and order given objects by length.

**Week 3**

**Topic: time**

**Performance objectives**

- demonstrate knowledge of the idea of time;
- mention when certain things are done :
- Home
- School.

**Contents**

- Introduce the idea of time.
- Time when certain things are done e.g.
- Morning;
- Afternoon;
- Evening;
- Night.

- Time and events when certain activities take place

**Teacher’s Activities**

- Guides pupils to state 1 when things are done at home and school.

**Student’s Activities**

- State the time when certain things are done e.g.:
- Sleep
- Go to school etc.

- State when some events take place at home and school.
- Play a drama on time and events to do

**Teaching & Learning Material **

- Charts indicating activities peculiar to different periods of the day

**Evaluation Guide**

- State the time of sleeping; coming to school etc.

**Week 4**

**Topic: Weight**

**Performance objectives**

1 Compare the weights of some common objects in the school using the terms light and heavy.

**Contents**

- Lifting objects.
- Estimating and comparing their weights.

**Teacher’s Activities**

- Guides the pupils to lift two different objects to compare their weights.

**Student’s Activities**

- Lift two different objects and say which one is light and heavy.

**Teaching & Learning Material **

- Weight balance.
- See-saw etc.

**Evaluation Guide**

- Show two different objects and select which one is heavier than the other.

**Week 5**

**Topic: Three dimensional shapes**

**Performance objectives**

- sort out cubes, cuboids, cylinders and spheres;
- identify and name cuboids, cubes, cylinders and spheres;
- distinguish between cuboids and cubes;
- Mention solid shapes in homes and environment.

**Contents**

Cubes, cuboids cylinders and spheres.

**Teacher’s Activities **

1 Guides pupils to sort out these objects (Solids) according to shapes.

2 Leads pupils to identify and name the sorted solids.

3 Guides pupils to distinguish between cuboids and cubes.

4 Leads pupils to mention the solid shapes in homes and environment.

**Student’s Activities**

- Sort out objects (solids) according to shapes.
- Identify and name the stored solids (shapes).
- Distinguish between cuboids and cubes.
- Mention the solid shapes in their homes and environment.

**Teaching & Learning Material **

- Ludo dice, match boxes empty packets of sugar, empty tins of Milo, milk, balls different sizes etc.
- Charts showing pictures of:
- Cuboids
- Cubes
- Cylinder
- Spheres

**Evaluation Guide**

- sort out different solids (shapes) according to their shapes;
- identity and name different solids (shapes);
- distinguish between given cuboids and cubes;
- Give examples of solid shapes in their homes and environment.

**Week 6**

**Topic: Two dimensional shapes**

**Performance objectives**

- Identify a Square, a Rectangle and a Circle.
- Match and name a square, a rectangle and a Circle.
- Distinguish between squares and rectangles.
- Mention square, rectangular and circular shapes in homes.

**Contents**

Squares, Rectangles and Circles.

**Teacher’s Activities**

- Guides pupils to mention groups of objects with similar flat faces such as squares, rectangles and circles.
- Leads pupils to discover the distinguishing features of square, rectangle and circle.
- Guides pupils to mention square, rectangular and circular shapes in their homes.

**Student’s Activities**

- Group objects with similar flat faces.
- Discover distinguishing features of square, rectangle and circle.
- Mention the square, rectangular and circular shapes in their homes.

**Teaching & Learning Material **

- Shapes, drawings and Cut- outs of:

-squares

-rectangles

-circles.

- Empty tins of bournvita, milk, etc.
- Empty packets of sugar, chalk, etc.

**Evaluation Guide**

- match a given flat face with the name: square, rectangle and circle;
- distinguish between given square and rectangle;
- Name three square, rectangular and circular shapes in their homes.

**SUBJECT: GENERAL MATHEMATICS CLASS: PRIMARY 1**

**THEME: EVERY DAY STATISTICS**

**Week 1**

**Topic: Data Collection**

**Performance objectives**

- collect data on their ages at home and school;
- Collect data on their heights.

**Contents**

- Ages of pupils;
- Height of pupils.

**Teacher’s Activities **

- Guides pupils to mention their ages.
- Leads pupils to measure their heights.

**Student’s Activities**

- Measure their ages.
- Measure their heights.
- Group themselves according to their ages and heights.

**Teaching & Learning Material **

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

**Evaluation Guide**

- group themselves according to their:
- ages
- heights

- Mention their ages/heights.

**Basic 1 – 3 NERDC General Mathematics Curriculum for Primary School. Basic Operation, open sentence, properties of squares – Schemeofwork**

## Mathematics Curriculum for Primary 2

**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 >.

## Mathematics Curriculum for Primary 3

**THEME: BASIC OPERATIONS**

**Week 1**

**Topic: ADDITION**

**Performance objectives**

- add 2-digit numbers with exchanging or renaming;
- add 3 – digit numbers;
- add 3 numbers taking two at a time;
- add fractions with the same denominator;
- Mention the need for correct addition of numbers and fractions in everyday activities.

**Contents**

- Addition of 2-digit numbers with exchanging or renaming
- Addition of 3-digit numbers
- Addition of 3 numbers taking two at a time
- Addition of fractions with the same denominator

**Teacher’s Activities**

- Guides pupils to arrange counters in bundles of tens and write e.g. 35 stones = 3 bundles of stone and 5 piece
- Guides 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

75 = 7 tens + 5 units

58 = 5 tens + 8 units

- Guides pupils in solving some addition problems on the board e.g. 76 + 19 =
- Guides pupils to mention the number of tens and units in each of the numbers written on the chalkboard:

76 = 70 + 6

19 = 10 + 9

80 15

But 15 = 10 + 5

80+15=80+10 +5= 95

- Guides pupils to add two numbers with 3- digits that involves exchanging or renaming.
- Guides pupils on the use of abacus in adding numbers.
- Guides pupils on oral additions using addition cards. Flash the addition cards to the pupils and let them respond by giving correct answers to questions such as:

5 + 8, 7 + 4, 6 + 5+7 etc. contained in addition cards.

- Guides pupils to identify fraction with same denominator from the fraction boards.
- Guides pupils to add fractions having the same denominator: 3/6 + 2/6 = 3/5 + 2/5 =
- Guides pupils to give examples of daily activities that demand correctness in

Addition of numbers

Addition of fractions.

**Student’s Activities**

- 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.
- Add given 2-digit number on the board.
- Mention the number of tens and units in each of the numbers on the board.
- Add two numbers with 3-digits that involve renaming or exchanging.
- Use abacus to perform addition of two numbers with 3-digits
- Respond to the oral addition contained in addition card.
- Use fraction board to bring out fractions with the same denominator.
- Add fraction with the same denominator.
- Mention the need for correct addition of whole numbers and fraction.
- Give examples of daily activities requiring correct additions of whole number and fractions.

**Teaching & Learning Material **

- Charts and flash cards, etc. Addition cards, etc.
- Fraction card, Fraction board, etc.
- Counters, charts Abacus, etc.

**Evaluation Guide**

- add 2-digit numbers with exchanging and renaming;
- add two given 3-digits numbers with exchanging;
- add two numbers with 3-digits that involve renaming using abacus;
- add 3 given numbers taking two at a time;
- add given fractions with the same denominator;
- identify the total parts to be colored when a cardboard is divided into 2/6 + 3/6 = 5/6;
- Give three examples of everyday activities that demands accuracy of addition of numbers and fractions
**.**

**Week 2**

**Topic: Subtraction**

**Performance objectives**

**1 **subtract 2-digit numbers with exchanging or renaming;

2 subtract 3 – digit numbers;

3 subtract 3 numbers taking two at a time;

4 subtract fractions with the same denominator;

5 mention the need for correct subtraction of numbers and fractions in everyday activities.

**Contents**

1 Subtraction of 2-digit numbers with exchanging or renaming.

2 Subtraction of 3-digit numbers.

3 Subtraction of 3 numbers taking two at a time.

4 Subtraction of fractions with the same denominator.

**Teacher’s Activities**

1 Guides pupils to arrange counters in bundles of tens and write e.g. 35 stones

= 3 bundles of stone and 5 piece.

2 Guides pupils to count and say the numbers in the expanded form and be able to write the numerals in that form.

3 Guides pupils in solving some subtraction problems involving 2-digit numbers e.g.

54 – 47 =

Guides pupils to identify the number of tens and units e.g.

54 = 40 + 14 = 5 4

-47 = 40 + 7 – 4 7

7 7

4 Guides pupils to subtract two numbers with 3- digits that involves exchanging or renaming.

5 Guides pupils to make use of abacus to subtract 3-digit numbers.

6 Drills pupils on mental additions with respect to subtraction using addition cards. Flash the addition cards to the pupils and let them respond by giving correct answers to questions such as:

8-5, 7 – 4, 10 – 5- 4 etc. contained in addition cards.

8 Guide pupils to subtract fractions with the same denominators using the fraction board.

9 Emphasizes the need to be correct in subtraction of everyday activities.

10 Leads pupils to give examples of daily activities that demands correctness in:

Subtraction of numbers

Subtraction of fractions

**Student’s Activities**

1 Arrange counters in bundles of tens and units.

2 Count and express the numbers in the expanded form and write the numerals as: 96 = 9 tens + 6 units.

3 Subtract given 2-digit number.

4 Identify the tens and units in given numbers.

5 Subtract two numbers with 3-digits that involve renaming or exchanging e.g.

876 – 487

982 – 540.

6 Use abacus to perform subtraction of two numbers with 3-digits.

7 Respond to the mental additions contained in addition card, presented to the by the teacher.

8 Identify fractions with same denominators.

9 Subtract fractions with the same denominators.

10 Mention the need for correct subtraction of whole numbers and fraction.

11 Give examples of daily activities requiring correct subtraction of whole number and fractions.

**Teaching & Learning Material **

- Counters such as stones, sticks, bottle tops, etc. Charts, Abacus, subtraction cards, Fraction board, Flash cards, etc.

**Evaluation Guide**

1 subtract 2-digit numbers with exchanging and renaming;

2 subtract two given 3- digits numbers with exchanging or renaming;

3 subtract 2 – digits numbers with exchanging and renaming;

4 subtract two given 3- digits numbers with exchanging or renaming.

**Week 3**

**Topic: multiplication **

**Performance objectives**

- multiply from 1 x 1 to 9 x 9
- multiply 2-digit number by 1-digit number;
- multiply three 1-digit numbers taking two at a time;
- Carry out correct multiplication in everyday activities.

**Contents**

- Basic multiplication from 1 x 1 to 9 x 9.
- Multiplication of 2-digit number by 1-digit e.g. 2 3 X 4 =
- Multiplication of three 1- digit numbers taking two at a time

**Teacher’s Activities**

- Guides pupils in the use of square charts to carry out multiplication from 1 x 1 to 9 x 9.
- Guides pupils to use repeated addition for multiplication e.g. 23 x 4 = i.e. 23 + 23+23+23 =
- Guides pupils to use multiplication chart to multiply 2-digit number by 1-digit number horizontally or vertically e.g. 31 x 6 or 3 1 X 8
- Guides pupils to multiply three 1- digit numbers taking two at a time e.g. 7 x 8 x 9 = (7x 8) x 9 = 56 x 9 = 504 0r 7x8x9 = 7x (8 x9) = 7 x 72 = 504
- Emphasizes the need to carry out correct multiplication in everyday activities.

**Student’s Activities**

- Use square charts and multiplication tables to carry out multiplication from 1 x 1 to 9 x 9.
- Carry out multiplication of 2-digit number by 1- digit number and use repeated addition for multiplication.
- Practice multiplication of 2-digit numbers by 1- digit number horizontally or vertically.
- Carry out series of multiplication of three 1-digit numbers taking two at a time
- Carry out correct multiplication in everyday activities.
- Give examples of everyday activities that require correct multiplication.

**Teaching & Learning Material **

- 10 x10 Square chart.
- Multiplication table.
- Chart showing multiplication of 2-digit number by 1-digit number.
- Multiplications chart for three 1-digit numbers.
- Multiplication table

**Evaluation Guide**

- carry out given multiplications from 1 x 1 to 9 x 9=
- multiply given 2-digit number by 1-digit number;
- multiply 2-digit number by 1-digit number vertically or horizontally;
- multiply given three 1- digit numbers taking two at a time;
- Give examples of everyday activities that require correct multiplications.

**Grade 3 NERDC Mathematics Curriculum for Primary 3. Addition and subtraction, weights of objects, lines of symmetry – Schemeofwork.com**

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

**THEME: ALGEBRAIC EXPRESSION**

**Week 1**

**Topic: OPEN SENTENCES**

**Performance objectives**

- find missing number in an open sentence;
- identify the relationship between: addition and subtraction;
- Solve related quantitative aptitude problems.

**Contents**

- Open sentences

**Teacher’s Activities**

** **1 Guides pupils to find missing numbers example

1. 9 + = 15

2. 18 – = 7

2 Leads pupils to appreciate the relationship between + and -.

3 Guides pupils to solve quantitative aptitude problems on open sentences.

**Student’s Activities**

- Solve series of problems involving open sentences.
- Give examples of open sentences in everyday life.
- Solve related quantitative aptitude problems.

**Teaching & Learning Material **

- Chart containing worked examples on open sentences.

**Evaluation Guide**

- solve given problems on open sentences;
- Find missing numbers in quantitative aptitude diagrams.

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

**THEME: MENSURATION AND GEOMETRY**

**Week 1**

**Topic: Money**

**Performance objectives**

1 change money not exceeding N20 into smaller units,

2 shop effectively with money not greater than N20 using the idea of addition and subtraction;

3 perform simple multiplication involving money with product not exceeding ₦20.

**Contents**

- Changing money not exceeding N20 into smaller units.
- Shopping involving addition and subtraction with money not greater than N20.
- Multiplication involving money with product not exceeding ₦20.

**Teacher’s Activities**

- Guides pupils to realize that there are five 1k coins in a 5k coin, two 5k coins in a 10k coin, five 10k coins in a 50k coin etc.
- Gives pupils say 50k and ask them to change it into 10k coins etc.
- Sets up a shopping corner in the classroom with items such as empty packets of Omo, tins of geisha, etc.
- Appoints a pupil as shopkeeper and another as a customer. The customer goes to the shop keeper to buy some items, ads up the cost and gives the shop keeper an amount which may require change; money involved should not be greater than N20.
- Guides pupils to solve problems on addition and subtraction of money not greater than N20.
- Do mental skills with respect to multiplication of simple number e.g. 2×2, 5×2, 3×4, 4x4etc.
- Guides discussions on problems involving multiplication of money with product not exceeding N20 e.g. 12k x 3 = 36k N4 x 4 = N16

**Student’s Activities**

- Participate in the changing of money into smaller units not exceeding N20.
- Collect items to be kept in the shopping corner.
- Act as a shop keeper or as a customer.
- Respond to mental skill on multiplications of given numbers.
- Solve problems on multiplication involving money with product not greater than N20.

**Teaching & Learning Material **

- Real money and
- Models Money
- Empty tins of milk, Geisha, Bournvita
- Empty packets of sugar, Lipton
- Empty packets of matches
- Addition cards containing mental additions on simple multiplication
**.**

**Evaluation Guide**

- say how many of a given smaller denominations are contained in a bigger denomination such as N20;
- do given exercises on addition and subtraction of money;
- Solve given problems on multiplication involving money with products not exceeding N20 to pupils to solve.

**Week 2**

**Topic: LENGTH**

**Performance objectives**

- measure the length and/or width of room, table, building and straight edged materials, etc.;
- mention importance/benefits of standard units of measurement;
- find perimeters of regular figures in meters and centimeters by measurement;
- identify perimeter of regular shapes in their environment;

**Contents**

- Measure of lengths, widths and comparison of estimates with actual measurement using steps and hand span.
- Measuring and finding the perimeter of regular figures in meters and centimeters.

**Teacher’s Activities**

- Guides pupils to measure their table using hand spans
- Records their results in a tabular form for pupils to see which child has the longest span and who has the shortest span.
- Estimate the length of various objects in their class.
- Guides pupils to measure length of given objects using standard units.
- Leads pupils to state the need for standard measuring units in centimeters.
- Leads pupils to mention the importance/benefits of standard units.
- Asks pupils to measure the two lengths and two widths of their tables and add their results.
- Guides pupils to pick regular figures and measure all distances round and record their results.
- Guides pupils to records all the results of their activities on the boards in a tabular form.
- Leads pupils to find out that the distance round a plane object is called perimeter.
- Leads pupils to find perimeter of regular shapes in their environment.

**Student’s Activities**

- Measure their table using their hand spans.
- Find out which child has the longest and who has the shortest hand span.
- Estimate the length of various objects in the class.
- Measure the length of given objects using standard units of measurement.
- Apply standard units of measure
- Measure the two lengths and two widths of their tables and add their results.
- Measure given regular figures and measure all distances round and record their results.
- Record their results in a tabular form
- Find the distance round a given plane object or space is called a perimeter.
- Find the perimeter of plane shapes in the environment
**.**

**Teaching & Learning Material **

- Ropes
- Tapes
- Rulers
- Desks
- Tables
- Hand span of the pupil, etc.
- Cut-outs of squares, rectangle triangles and teachers‟ table

**Evaluation Guide**

- measure given objects using hand spans standard units;
- Find perimeters of given figures by measurement.

**Week 3**

**Topic: LENGTH II **

**Performance objectives**

- compare their non-standard measures e.g. arm’s length;
- identify the differences in the non-standard measures;
- use meters and centimeters as standard measuring units;
- Identify the need for lengths and measurement using standardized units.

**Contents**

- Comparing nonstandard measures e.g. arm’s length.
- Measurement in meters and centimeters.

**Teacher’s Activities **

- Asks 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 nonstandard measure used.
- Guides pupils to use meter rule to measure some objects in the class.
- Emphasizes the importance of standard unit as opposed to natural units of measurement.
- Leads pupils to identify the need for standardize 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.
- Find out the difference in arm’s length and other non-standard measures.
- 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 standardized unit in measurement.

**Teaching & Learning Material **

- The classroom
- Arm’s length
- Foot, other nonstandard measures
- Meter rule
- 30cm ruler
- Biro
- Pencil

**Evaluation Guide**

- measure the length and width of their classroom with their foot and arm’s length;
- Measure the length and width of their classroom using standard measuring units.
- Explain the value of standardized unit of measure.

**Week 4**

**Topic:Time**

**Performance objectives**

** **1 say time accurately in hours and minutes;

2 give dates in day and month;

3 mention the importance of time in daily life activities.

**Contents**

- Time on the clock.
- Calendar reading of the days of the months, year and reading of dates.

**Teacher’s Activities **

- Uses clock chart to demonstrate to the pupils how to tell time.
- Leads pupils to state time in minutes, hours, “half past” and “quarter to”
- Designs activities that will enable pupils to state time in hours and minutes.
- Displays calendar and guides pupils to say dates and when certain events like. Christmas, New Year, Easter, id-el-kabir and Nigerian Independence are celebrated.
- Leads pupils to identify the use of time and dates in daily life activities.

**Student’s Activities**

- State time in minutes, hours, “half past” and “quarter to”
- Participate in the activities that will enable them state time in hours and minutes.
- Study the calendar and say when certain events like Christmas, New Year, Easter, id-el- kabir and Nigerian Independence are celebrated. To locate the dates as indicated by the teacher.
- Identify the use of time and date in daily life activities.

**Teaching & Learning Material **

- Clock charts
- Real clock
- Calendars, etc.

**Evaluation Guide**

- work exercises on how to tell time in minutes and hours;
- draw clock faces to show different times;
- Demonstrate the ability to read calendar and state the date of a particular event in Nigeria.
- Say the number of days in every given month and the number of months in any given year.

**Week 5**

**Topic: Weight **

**Performance objectives**

1 measure weights of objects in grams and kilograms.

2 make meaningful comparison of weight of objects like rocks, minerals;

3 appreciate the need for grams and kilogram as standard units of measure for transactions.

**Contents**

- Introduction of grams and kilograms as units of measurement.
- Weights of some rocks and minerals.

**Teacher’s Activities **

- Guides pupils to obtain the weight of some objects.
- Explains that the weight of small objects like packets of sugar tins of milk are expressed in grams while the weight of heavy objects such as stones and human are expressed in kilograms.
- Guides pupils to obtain the weight of some the rocks and minerals.
- Leads pupils to apply the grams and kilograms as standard units of measure for transactions.

**Student’s Activities**

- Obtain the weight of some of these objects.
- Note that the weight of small objects like packets of sugar tins of milk are expressed in grams while the weight of heavy objects such as stones and human are expressed in kilograms.
- Weigh some of the rocks and minerals samples.
- Apply grams and kilograms as standard unit of measure for transactions.

**Teaching & Learning Material **

- A scale or balance,
- Tins of milk and tomatoes puree,
- Block of stones,
- Packets of sugar, large tin of bournvita
- Samples of different rocks and minerals e.g. Marble
- Different types of stone

**Evaluation Guide**

- weigh selected objects and make a chart of their results;
- give examples of objects in the class or at home whose weights could be expressed in

Grams

Kilograms

- Determine the weight of given rocks and minerals samples and explain those that could be expressed in kilograms and in grams.

**Week 6**

**Topic: Capacity **

**Performance objectives**

1 identify liter as a unit of measuring capacity;

2 measure liquid e.g. water using a graduated cylinder up to any stated number of liters;

3 identify the need for accuracy in measuring liquids e.g. kerosene, water petrol etc.

**Contents**

- Identifying liter as a unit of measuring capacity
- Measuring liquid e.g. water with graduated cylinder up to any stated number of liters

**Teacher’s Activities**

- Guides pupils to learn the following:
- 10 milliliters (ml) = 1 centiliter (cl)

- 10 centiliters (cl) = 1 deciliter (dl)

- 10 deciliters (dl) = 1 liter (l)

- 1000 liters = 1 kiloliter (kl)

- Leads pupils to identify the liter as a unit of measurement and used in daily life as a measure of capacity of containers such as the ones used in measuring liquids e.g. kerosene, petrol etc.
- Guides pupils measure into the graduated cylinder and calculate the number of it that will fill a given container.
- Guides pupils to identify the need for accuracy in measuring liquids e.g. kerosene, water, petrol etc.

**Student’s Activities**

- Study and copy the given information on units of liters.
- Identify the liter as a measure of capacity of container such bottles, kerosene, petrol and water containers.
- Measure into the graduated cylinder and calculate the number of it that will fill a given container.
- Identify the need for accuracy in measuring liquids e.g. kerosene, water, petrol. etc.

**Teaching & Learning Material **

- Empty used Syringes, Bottles, Graduated cylinder, Empty containers, Water. etc.

**Evaluation Guide**

- say how many milliliters and deciliter make 1 liter;
- Measure out four liters of water with a graduated cylinder.

**Week 7**

**Topic: Symmetry **

**Performance objectives**

** **1 identify shapes with line(s) of symmetry;

2 identify lines of symmetry in everyday life.

3 state properties of squares, rectangles and triangles;

4 identify that some shapes in everyday life are square, rectangular, triangular and circular and therefore see mathematics in everyday life;

5 distinguish between curves and straight lines;

6 identify the presence of straight lines and curves in real life situations

7 draw squares, rectangles, triangles and circles.

**Contents**

- Line(s) of symmetry
- Properties of:

squares

Rectangles

Triangles.

- Curves and straight lines
- Drawing of squares, rectangles, triangles and circles.

**Teacher’s Activities**

- Guides pupils to identify lines of symmetry by folding given plane shapes.
- Leads pupils to identify lines of symmetry in everyday life.
- Guides pupils to identify the properties of squares, rectangles and triangles: number of sides, corners, lines of symmetry, equal line, “square corners”, etc.
- Guides pupils to record properties of each plane shape.
- Leads pupils to identify various shapes in everyday life.
- Guides pupils to draw straight lines and curves.
- Leads pupils to explain the differences between a curve and a straight line.
- Leads pupils to identify straight line and curves in real life situations.
- Guides pupils to draw squares, rectangles, triangles and circles using rulers, square cornered shapes, circular tins, and coins. Emphasizes on different types of triangles.

**Student’s Activities**

- Identify lines of symmetry by folding given plane shapes.
- Identify lines of symmetry in everyday life.
- Identify the properties of squares, rectangles and triangles
- Identify various shapes in our environment
- Draw straight lines and curves.
- Mention the differences between a curve and a straight line.
- Mention the presence of straight lines and curves in everyday life.
- Draw squares, rectangles, triangles and circles using rulers, square cornered shapes, circular tins, and coins.
- Mention the different types of triangles.

**Teaching & Learning Material**

- Plane shapes, Leaves, Pictures, Squares, Rectangles, Triangles, Cut out of: Squares Rectangles Triangles, Ruler, Pencil, Broomsticks, Straight edges, Square cornered shapes, Circular tins, Coins etc.

**Evaluation Guide**

- verify whether or not given plane shapes have lines of symmetry;
- find the number of lines of symmetry in each given plane shape
- identify line(s) symmetry in everyday life;
- state the relationship between sides and angles of a square, a rectangle and a triangle;
- state important properties of squares, rectangles and triangles;
- explain the difference between a straight line and a curve;
- Identify everyday examples of straight lines and curves e.g. rainbow, line between the wall and the floor of a house, a tight rope pulling a cow, etc.
- draw and label a square, a rectangle, a triangle, and a circle;
- Explain the differences between equilateral, isosceles and right- angled triangles.

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

**THEME: EVERYDAY STATISTICS**

**Week 1**

**Topic: Pictograms**

**Performance objectives**

** **1 read and represent information in pictograms using vertical and horizontal arrangements;

2 represent information on a pictogram;

3 identify the most common features of pictogram (the mode);

4 mention the usefulness of pictogram (the mode).

**Contents**

- Pictograms
- Pictogram mode

**Teacher’s Activities**

- Guides pupils to represent information in a pictogram.
- Guide pupils to represent information involving everyday life in a pictogram
- Guides pupils find the mode in a pictogram.
- Leads pupils to mention the usefulness and applications of mode in real life.

**Student’s Activities**

- Represent information in a pictogram.
- Represent information involving everyday life in a pictogram.
- Find the mode in a pictogram.
- Mention the usefulness and applications of mode in real life.

**Teaching & Learning Material **

- Cardboard of pictograms arranged vertically and horizontally.
- Cut outs of pictures for pictograms.
- Pictograms with one mode for each pictogram.
- Mathematical activity or game.
- Data from emerging issues such as environmental degradation, etc.

**Evaluation Guide**

- represent given information on a pictogram;
- give three examples of life situation where pictograms can be applied;
- find the mode on a given pictogram;
- State the mode of an information or an event within environment.

## Maths Curriculum for Primary 4

**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)
- 60‟s ( 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 5‟s, 7‟s and 60‟s 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 5‟s using the local common activities.
- Guides pupils to count t in 7‟s using days of the week.
- Makes use of clock faces to lead pupils count in 60‟s.
- 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 – 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 – 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 5‟s e.g. 5, 10, 15, 20, 25.
- Count in 7‟s e.g. 7, 14, 21, 28.
- Count in 60‟s 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
- spike abacus
- pocket abacus
- thread abacus
- 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 – 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 10‟s , 100‟s 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. ½ + ¾ = 2/4 + ¾ = 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 – 2672 – 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.
- ₦7.50 +₦ 6.30 = ₦15.80
- ₦3.80 + ₦7.30 = ₦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. ₦9.50 – ₦6.20 = ₦ 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. ₦7 x 3 = ₦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 – 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 ÷ 3 3kg 560 ÷ 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 – 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**

- 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 ÷ 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

** NERDC Maths Curriculum for Upper Primary School. Buying and selling of shares and dividends – Schemeofwork**

**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

## Maths Curriculum for Primary 5

**THEME: NUMBERS AND NUMERATION**

**Week 1**

**Topic: Whole numbers**

**Performance objectives**

- count in thousands and millions
- apply counting of large numbers such as in population of states or country
- solve quantitative aptitude problems related to thousand and millions
- identify prime numbers less than 100

**Contents**

- Meaningful counting in thousands and millions
- Quantitative reasoning
- Identification of prime number less than 100

**Teacher’s Activities **

- Guides pupils to use abacus to form and read given number e.g. 895,643
- Guides pupils to design various practices for counting and ordering numbers in thousands and million
- Guides pupils to write several numbers in thousand and millions in words and figures
- Guides pupils to solve quantitative reasoning, problem on counting in thousand and millions e.g.
- Guides pupils to find factors of numbers ranging from 1 to 100 in order, leading them to prepare a table of factor chart
- guides pupils to identify prime numbers in each set
- guides pupils to express numbers as product of prime factors

**Student’s Activities**

- Form and read numbers using an abacus
- Count and order numbers
- Read and write numbers up to a million in words and figures
- Solve problems on quantitative reasoning involving counting in thousands and millions
- Find the factors of numbers in each set
- Express numbers as product of prime factors

**Teaching & Learning Material**

- Abacus, Number chart and table of factor chart

**Evaluation Guide**

- Count in thousands and millions
- Read and write numbers in words and figures
- Solve problems on quantitative reasoning involving counting in thousands and millions
- Identify prime numbers from 1 to 100
- Express given numbers as product of prime factors

**Week 2**

**Topic: Fractions**

**Performance objectives**

- change fraction to decimals and decimals to percentages and vice versa
- solve quantitative aptitude problems related to percentages
- state the relationship between fraction and ratio
- solve quantitative aptitude problem related to ratio

**Contents**

- Percentages
- Ratio
- Quantitative reasoning on ratio

**Teacher’s Activities**

- Guides pupils to convert fractions to decimals and decimals to percentages and vice versa
- Solve quantitative aptitude problems related to percentages
- Guides pupils to state examples in which ratio is used
- Guides pupils in solving problems on sharing
- Guides pupils to determine the ratio of 2 numbers
- Guides pupils to identify the relationship between ratio and fraction
- Guides pupils to solve quantitative reasoning problems on ratio

**Student’s Activities**

- Convert fraction to decimals and decimals to percentage and vice versa
- Solve quantitative aptitude problems related to percentages
- State examples in which ratio is used
- Determine the ratio of two numbers
- Identify the relationship between ratio and fraction
- Solve problems on ratios and fractions involving quantitative reasoning

**Teaching & Learning Material**

- Fraction-Decimal conversion chart, Fraction-percentage chart, Decimal-percentage conversion chart, Percentage-Decimal conversion chart. Flash card

**Evaluation Guide**

- Change fraction to decimal and decimal to percentage and vice versa
- State the relationship between ratio and fraction
- Solve quantitative reasoning problems on ratios
- Find the ratios between two numbers

**Week 3**

**Topic: Multiplication**

**Performance objectives**

- multiply a 3-digit number by a 3-digit number
- solve quantitative aptitude problems on multiplication
- apply “of‟ as multiplication when dealing with fractions of whole numbers
- multiply numbers by zero and one
- multiply decimals by whole numbers
- multiply decimal fractions by whole numbers
- calculate squares of whole numbers more than 50 and square roots of perfect squares greater than 400
- solve quantitative aptitude problems involving squares of numbers more than 50 and square root of numbers greater than 400

**Contents**

- Multiplication of 3-digit number by a 3-digit number
- Quantitative reasoning multiplication
- Using the operation “of” as multiplication in fraction
- Multiplication of numbers by zero and one
- Multiplication of decimals by whole numbers
- Multiplication of decimal fractions by whole numbers
- Square of whole numbers more than 50 and square roots of perfect squares greater than 400

**Teacher’s Activities **

- Guides pupils to multiply a 3-digit number by a 3-digit number e.g. 437 x 132
- Guides pupils to solve quantitative aptitude problems on multiplication e.g.
- Guides pupils to apply the meaning of ‘of’ as multiplication such as: 1/2 of 18 = 9 or ½ x 18 = 9
- Gives correct interpretation of zero and one as shown below
- Guides the pupils to multiply given numbers by zero and one
- Guides pupils to solve the examples as follows
- 2.86 x 5 =
- 1.27 x 4 =

- Guides pupils to solve problems on multiplication of decimal fractions by whole numbers
- Guides pupils to find the square of given whole numbers more than 50
- Guides pupils to find the square root of perfect square of whole number greater than 400
- Guides pupils to solve quantitative aptitude problems

**Student’s Activities**

- Multiply a 3-digit number by a 3-digit number
- Solve given problems on quantitative aptitude problems on multiplication
- Bring their own bell to class
- Apply the meaning of „of‟ as multiplication in a fraction
- Interpret the given problems
- Solve problems on multiplication of numbers by o and 1
- Multiply given decimals by whole numbers.
- Carryout multiplication of decimal fraction by whole numbers
- Find the square of a given whole number more than 50
- Find the square root of a perfect square of a whole number greater than 400
- Solve more quantitative aptitude problems on square roots and square of whole numbers

**Teaching & Learning Material**

- Cardboard
- Chart showing quantitative aptitude problems on multiplication
- Orange ball etc
- Flip Chart
- Multiplication Charts
- Interpret the given problems
- Charts of whole numbers more than 50 and perfect square greater than 400
- Charts on quantitative aptitude problems on square of numbers more than 50 and square root of numbers greater than 400

**Evaluation Guide**

- Multiply a 3-digit number by a 3-digit number
- Solve quantitative aptitude problems involving multiplication of 3- digit numbers by 3- digit number
- Solve given problem on the operation of “of” as multiplication in fractions
- Solves problems on multiplication by o and 1
- Multiply decimals by whole numbers
- Multiply decimal fractions by whole numbers
- Calculate the squares and square roots of given number more than 50 and greater than 400 respectively
- Solve quantitative aptitude problems on squares of numbers more than 50 and square roots of numbers greater than 400

**Week 4**

**Topic: Division**

**Performance objectives**

- divide numbers by 10 and multiples of 10 up to 90
- solve quantitative aptitude problems involving division of number by 10 and multiples of 10 up to 900
- divide numbers by 100 and 200

**Contents**

- Division of numbers by 10, 20, 90
- Quantitative reasoning on division
- Division by 100 and 200

**Teacher’s Activities**

- Guides pupils to determine how many group of 10, 20, 30 … 90 are in a given number e.g. there are 3 groups of 10 in 30 Thus. 30 ÷ 3 = 3
- Guides pupils to identify that in multiplying by 10, the decimal point is shifted once to the left to obtain the result of division
- Guides pupils on how to solve quantitative problems on division
- Guides pupils to divide numbers by 100 and 200 by shifting decimal point
- Twice to left when dividing by 100; ii) twice to the left when dividing by 200 and then divide by

**Student’s Activities**

- Determine the number of group to obtain 10,20,30 …90 in a given number
- Apply the rule of shifting decimal points once to the left to obtain result of divided numbers by 10
- Solve given problems in quantitative aptitude on division
- Carry out division of numbers by 100 and 200

**Teaching & Learning Material**

- Carry out division of numbers by 100 and 200
- Charts containing worked problems involving division of number by 100 and 200

**Evaluation Guide**

- Divide given numbers by 10 and multiples of 10
- Solve quantitative aptitude problems involving division of number by 10 and multiples of 10 up to 900
- Solve given exercises on division by 100 and 200

**THEME 2: BASIC OPERATIONS**

**Week 1**

**Topic: Addition and subtraction**

**Performance objectives**

Pupils should be able to:

- Add and subtract numbers involving three or more digits.
- add and subtract mixed fractions
- solve quantitative aptitude problems involving addition and subtraction of fractions
- Add and subtract decimal fractions.
- solve quantitative aptitude problems involving division of numbers by 100 and 200
- divide decimals by multiples of 10 up to 900
- solves quantitative aptitude problems of decimals
- Add and subtract numbers using number line
- Add and subtract numbers using number line
- Solve problems on quantitative aptitude involving addition and subtraction on the number line
- divide decimals by 100 and 200
- divide whole numbers by 2-digit numbers

**Contents**

- Addition and subtraction of whole numbers in involving three or more digits.
- Addition and subtraction of mixed fractions and mixed numbers
- Quantitative reasoning on addition and subtraction of fractions
- Addition and Subtraction of decimal fractions
- Quantitative reasoning on division of numbers by 100 and 200
- Division of decimals by multiples of 10 up to 900
- Quantitative reasoning on decimals
- Addition and subtraction of Positive and negative integers.
- Division of decimals by 100 and 200
- Division of whole number by 2-digit numbers

**Teacher’s Activities **

- Guides pupils to add or subtract columns under unit first, tens and hundreds e.g.

TH H T U

5 6 7 4

3 4 6 0

2 5 7 0

- Guides pupils to solve quantitative aptitude problems on addition and subtraction of fractions.
- Guides pupils to add or subtract Numerator to get the sum.
- Guides pupils in solving quantitative aptitude problems involving addition and subtraction of fractions.
- Guides pupils to add and subtract decimal fractions.
- Guides pupils to solve quantitative aptitude problems involving division by 100 and 200 e.g.
- Guides pupils to divide decimals by multiples of 10 up to 90 by shifting decimal point e.g.
- 32.5 = 3.25 10

- 710.4 = 71.04 = 35.52 20 2

- Guides pupils to solve quantitative aptitude problems such as: 30.8
- Guides pupils to divide decimals by 100 and 200 e.g. 236.53 = 2.3653 100
- Guides pupils in the division of 2 whole numbers by 2 digit numbers as follows divide 357 by 21:
- 1 7

- 21

- 14 7

- 14 7

**Student’s Activities**

- Arrange counter into TH H T U
- Carryout addition and subtraction of numbers
- Carryout addition and subtraction of mixed fractions.
- Use LCM method to add and subtract mixed fractions.
- Solve quantitative aptitude problems involving addition and subtraction of fractions.
- Add and subtract decimal fractions
- Observe charts provided
- Solves given problems in quantitative aptitude involving division by 100 and 200
- Divide given decimals by multiples of 10 up to 90.
- Solve given quantitative aptitude problems.
- Divide decimal fractions by 100 and 200.
- Solve the division of whole numbers by 2- digit numbers.

**Teaching & Learning Material**

- Flash cards, Abacus etc Fraction chart Cardboard
- Quantitative aptitude charts with worked examples
- Division charts of worked examples on division of decimals

**Evaluation Guide**

Pupils to:

- add and subtract numbers involving three or more digits
- solve problems on quantitative aptitude involving addition and subtraction of fraction
- solve quantitative aptitude
- add and subtract given fractions and mixed fractions
- add and subtract given decimal fractions
- Solve quantitative aptitude problems involving division by 100 and 200
- Solve given problems on division decimals by multiples of 10
- Solves quantitative aptitude problems involving division of decimals by multiples of 10.
- Divide given decimals by 100 and 200;
- Solve problems on division by 2-digit number.

**Week 2**

**Topic: Use of Number line in addition and subtraction**

**Performance objectives**

- Add and subtract numbers using number line
- Solve problems on quantitative aptitude involving addition and subtraction on the number line

**Contents**

- Addition and subtraction of Positive and negative integers.
- Quantitative reasoning problem involving number line.

**Teacher’s Activities**

- Guides pupils to add and subtract numbers using number line.
- Guides pupils to Solve problems on quantitative aptitude using number line Such as: Complete the pyramid

**Student’s Activities**

- Add and subtract numbers using the number line.
- Solve problems on quantitative aptitude using the number line

**Teaching & Learning Material**

- Rule, Charts, etc

**Evaluation Guide**

- Add and subtract numbers using the number line.
- Solve problems on quantitative aptitude using number line.

**Grade 5 NERDC Mathematics Curriculum for Primary 5. **Quantitative aptitude problem, right angle triangle, perpendicular lines** – Schemeofwork**

**THEME 3: ALGEBRAIC PROCESSES**

**Week 1**

**Topic: Open sentences**

**Performance objectives**

Pupils should be able to:

- Find the missing number in open sentences.
- use letters to represent boxes in open sentences
- Find the missing numbers that the letters represents.
- interpret each box in a mathematical statement represent a letter that could be found
- Use letters to represent the missing numbers in quantitative aptitude problems and find their values.

**Contents**

- Open sentences Quantitative reasoning on open sentences

**Teacher’s Activities **

- Guides pupils to use letters to represent boxes e.g. _ + 5 = 8
- Guides pupils to solve problems of the form 2t – 7 = 5
- Guides pupils to solve quantitative aptitude problems on open sentences.

**Student’s Activities**

- Use letters to represent boxes in open sentences
- Find the unknown ‘t’ in the given statement
- Solve quantitative aptitude problems on open sentences

**Teaching & Learning Material**

- flash cards and charts

**Evaluation Guide**

Pupils to:

- Use letters to represent open sentences.
- solve problems on open sentences
- solve given quantitative aptitude problems on open sentences

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL: PRIMARY 5**

**THEME 4: MENSURATION AND GEOMETRY**

**Week 1**

**Topic: Money**

**Performance objectives**

Pupils should be able to:

- compare Nigerian units of money with pounds sterling, American dollars and some West African
- Countries;
- solve problems on profit and loss, simple interest, commission, discount and transaction in the post offices, market etc;
- Solve quantitative reasoning problems on money.

**Contents**

- Nigerian Naira, pound Sterling, Dollars, Ghana Cedes and Pesewa, Sierra Leone’s Leone and cents etc.
- Money: social transactions, Home Banks, post Office, Market.
- Quantitative reasoning on money transactions

**Teacher’s Activities **

- Guides pupils to view charts showing currency and its conversion rates of Naira to other currencies.
- Guides pupils to explain that the demand (i.e. market force) for any currency will determine the conversion rates, hence fluctuation of conversion rates
- Guides the pupils to convert from one currency to another.
- Guides pupils to carry out profit and loss, simple interest, commission, discount and the transactions in the offices, bank and market.
- Guides pupils to solve quantitative reasoning problems on money

**Student’s Activities**

- Carry out conversion of one currency to the other as contained in the chart.
- Link rates of conversion to the purchasing power quoted in foreign currencies
- Calculate profit and loss, simple interest, commission, discount and the transactions in the offices, banks and market
- Solve quantitative reasoning problems involving money.

**Teaching & Learning Material**

- Nigerian bank notes and coins, foreign currencies, pictures and charts showing picture of currency rates.
- Stamps, Nigerian bank notes and coins, models of money, shopping corner with goods and their carry price tag
- Charts of solved examples on quantitative reasoning problems on money.

**Evaluation Guide**

Pupils to:

- Identify various currencies
- Convert one currency to another.
- explain the implications of the rate of conversion on purchasing of the people
- list their individual needs and ways of meeting them accordingly
- Calculate profit and loss simple interest and discount rates. etc
- solve quantitative reasoning problems on money

**Week 2**

**Topic: Length**

**Performance objectives**

Pupils should be able to:

- find the perimeter of regular shape such as square rectangle, trapezium and polygon;
- Find circumference of a circle when the radius is given.
- Establish the relationship between c and Π d and find the circumference

**Contents**

- Perimeter of regular shapes e.g. square, rectangle trapezium and polygon
- Circumference of a circle of given radius
- Circumference of a circle with a given diameter

**Teacher’s Activities **

- Leads pupils to discover that perimeter means total distance round a shape
- Guides pupils to use the formula 2 (L+B) in calculating perimeter of square or rectangle as shown below: L B B L P= L+B+L+B =L+L+B+B = 2L+2B = 2(L+B)
- Guide pupils to identify properties of circle such as: radius= diameter Circumference
- Guides pupils to find the circumference of a circle of given radius using circumference=2IIr.
- Guides pupils to find the circumference of a circle when the diameter is given. C= IId.

**Student’s Activities**

- Find the perimeter of regular shapes
- Find the perimeters of given objects.
- Write the properties of a circle e.g. radius diameter and circumference in their exercise books circles
- Find the circumference of circles with given radii
- Find the circumference of a circle when diameter is given.

**Teaching & Learning Material**

- Chart containing regular shapes.
- Concrete objects that are circular in shapes, charts containing circle and its properties

**Evaluation Guide**

Pupils to:

- Find perimeter of regular shapes
- state properties of circle
- Calculate the circumferences of circles with given radii.
- Calculate circumference of a circle with given diameter.

**Week 3**

**Topic: Weight**

**Performance objectives**

Pupils should be able to:

- solve word problems on weight
- solve problems on quantitative aptitude involving weight

**Contents**

- Word problems on weight involving kg and g
- Quantitative reasoning on weight

**Teacher’s Activities **

- Guides pupils to identify the weight of common goods in the environment and carry out addition, subtraction multiplication and division involving weight of goods
- Guides pupils to Solve quantitative aptitude problems related to weight.

**Student’s Activities**

- Divide the total weight of pupils in the class by the total number of pupils in class.
- Solve problems on quantitative aptitude involving weight

**Teaching & Learning Material**

- Weighing scale, charts of weight of common goods: a bag of cement, a bag of ground- nut, a bag of rice, etc.

**Evaluation Guide**

Pupils to:

- Add the weights of given objects.
- Solve problems on quantitative aptitude involving weights.

**Week 4**

**Topic: Time **

**Performance objectives**

Pupils should be able to:

- Calculate average speed of a moving object.

**Contents**

- Average speed.

**Teacher’s Activities **

- Guides pupils to define average speed as.
- Average speed = distance/ time

- Guides pupils to solve problems on average speed.
- Guides pupils to solve word problems involving average speed.

**Student’s Activities**

- Define average speed
- Find average speed in given problems.
- Solve word problems involving average speed, etc.

**Teaching & Learning Material**

- Drawing of speedometer and Pupils to find average cardboard showing some speed of given word examples of average speeds

**Evaluation Guide**

- Pupils to find average speed of given word problems.

**Week 5**

**Topic: Temperature**

**Performance objectives**

Pupils should be able to:

- Compare degrees of hotness of various objects and areas (locations) in degree Celsius.
- Identify the usefulness of temperature to our daily life.

**Contents**

- Familiarity with temperature of objects and towns in degrees (Celsius oC)

**Teacher’s Activities **

- Guides pupils to read thermometers to ascertain temperature of people, objects and locations.

**Student’s Activities**

- Read thermometers to thermometers to ascertain temperature of people, objects and locations.

**Teaching & Learning Material**

- Thermometer, data on meteorological information on some towns

**Evaluation Guide**

- Read temperature of given objects.
- Compare temperatures of objects, town and locations.

**Week 6**

**Topic: Area**

**Performance objectives**

- Pupils should be able to calculate the area of a right angle triangle.

**Contents**

- Area of a right angled triangle.

**Teacher’s Activities **

- Guides pupils to divide a rectangle into two halves along its diagonal to form two equal right angled triangles.
- Guides pupils to derive the formula for area of right angled triangle i.e. ½ of area of rectangle or ½ (base x heights).
- Guides pupils to calculate the area of the right angle triangle.

**Student’s Activities**

- Derive and use formula to calculate the area of a right angled triangle

**Teaching & Learning Material**

- Charts, etc

**Evaluation Guide**

- Pupils to find the area of a given right angled triangle.

**Week 7**

**Topic: Volume**

**Performance objectives**

- use cubes to find the volume of cuboids and cube;
- use formula to find volume of cuboids;
- Identify the different between cubes and cuboids.

**Contents**

- Volume of cuboids and cubes.
- Volume of cuboids V= L x b x h cubic unit

**Teacher’s Activities **

- Guides pupils to count the number of cubes unit that makes up a cube or cuboids.
- Guides pupils to find volume in unit cubes.
- Guides pupils to measure length, breadth and height of cuboids and find the volume in cubic units.

**Student’s Activities**

- Count number of unit cubes in cuboids.
- Write the volume in cubic units.
- Use unit cubes to build more cuboids.
- Find volume of cuboid using the formula: V=L x b x h cubic units

**Teaching & Learning Material**

- Unit cubes, etc
- Unit cube and cuboids.

**Evaluation Guide**

Pupils to:

- find volumes in cube units;
- find given volume of cuboids using L x b x h

**Week 8**

**Topic: Capacity **

**Performance objectives**

Pupils should be able to:

- Find the relationship between liters and cubic centimeters.
- identify the use of liter as a unit of capacity and the established relationship between liter and cm

**Contents**

- Liters as cm3 : 1 liter =1000 cm3

**Teacher’s Activities **

- Guides pupils to compare the volume of the open cube and that of the liter container.
- Guides pupils to identify liter as a unit of capacity and the relationship between liter and cm3

**Student’s Activities**

- Compare capacity of the container and the cube of dimension 10cm x 10cm x10cm
- Identify that 1 liter = 1000 cm3
- Establish the relationship between liter and cm3

**Teaching & Learning Material**

- Liter, capacity container Cube of dimension 10cmx10cmx10cm

**Evaluation Guide**

- Construct their own cube of dimension 10cmx10cmx10cm.
- Compare the liquid content of their model with that of a liter container and comment.

**Week 9**

**Topic: Structure of Earth**

**Performance objectives**

Pupils should be able to

- Describe shape of earth.
- compare volume of a sphere and cuboid

**Contents**

- Shape of earth and volume of sphere

**Teacher’s Activities **

- Guides pupils to describe the shape of earth usually globe
- Puts the globe in an open box of dimension L x b x h
- Guides pupils to identify that the volume of globe is less than that of enclosing cuboid

**Student’s Activities**

- Describe earth as a spherical object
- Calculate volume of the cuboids.
- Shows that the volume of the globe is less than the volume of the cuboid enclosing it.

**Teaching & Learning Material**

- Globe, cardboard, box, oranges, etc.

**Evaluation Guide**

- Pupils to say which is bigger, volume of sphere or volume of the cuboid that encloses it.

**Week 10**

**Topic: Plane Shape**

**Performance objectives**

Pupils should be able to:

- Identify parallel and perpendicular lines.
- Solve quantitative aptitude problems on plane shapes.
- State some properties of triangles including equilateral, isosceles and right angle triangle.
- Solve some quantitative aptitude problems involving triangles.

**Contents**

- Parallel and perpendicular lines
- Quantitative aptitude on parallel and perpendicular lines.
- Triangles:
- Equilateral
- Isosceles
- Right-angled.

- Quantitative reasoning on triangles

**Teacher’s Activities **

- Guides pupils to explain parallel and perpendicular lines using edges of the board.
- Guides pupils to identify parallel and perpendicular lines using objects in the classroom.
- guides pupils to use symbols for parallel lines and perpendicular lines
- guides pupils to solve quantitative aptitude problems using symbols for parallel lines and perpendicular lines
- Guides pupils to discover the features of equilateral triangle, isosceles triangle and right angled triangle.
- leads pupils to solve some quantitative aptitude problems

**Student’s Activities**

- Identify parallel and perpendicular lines in selected objects
- Label parallel lines and perpendicular lines
- Solve quantitative aptitude problems with symbols for parallel and perpendicular lines
- State the features of equilateral triangle, isosceles triangle and right angled triangle.
- Solve some Quantitative aptitude problems on triangle

**Teaching & Learning Material**

- 2 and 3 dimensional shapes Models of: Equilateral, Isosceles, Right angled triangles

**Evaluation Guide**

Pupils to;

- Identify parallel and perpendicular lines.
- Solve quantitative aptitude problems on parallel and perpendicular lines.
- State two properties each of an equilateral, isosceles and aright-angled triangles
- Solve given quantitative aptitude triangle problems.

**Week 11**

**Topic: 3 dimensional shapes**

**Performance objectives**

Pupils should be able to:

- State properties of 3 dimensional shapes such as cubes, cuboids, pyramids, etc
- Solve quantitative aptitude problems related to 3 dimensional shapes such as cubes, cuboids and pyramid etc.

**Contents**

- Cube, cuboid, pyramid and a square base, and triangular base.
- Quantitative reasoning related to 3-dimensional shapes

**Teacher’s Activities**

- Guides pupils to identify properties of 3 dimensional shapes such as cube, cuboid, and cylinder etc.
- Guides pupils to solve quantitative aptitude problems related to cube, cuboid and pyramid such as

**Student’s Activities**

- State properties of cubes, cuboids and pyramids.
- Solve quantitative aptitude problems related to cube, cuboid and pyramid.

**Teaching & Learning Material**

- Graph paper, cardboard sheets, models of 3 dimensional shapes, etc.

**Evaluation Guide**

Pupils to:

- Give the properties of 3-dimensional shapes
- Solve given quantitative aptitude problems relating to three dimensional shapes.

**Week 12**

**Topic: Circle**

**Performance objectives**

Pupils should be able to:

- identify
- radius
- diameter
- circumference of a circle

- Solve quantitative aptitude problems on circle.
- Identify and determine a radius on the diameter of the circumference of a circle

**Contents**

- Circle
- Radius
- Diameter
- Circumference

- Quantitative reasoning on circle

**Teacher’s Activities**

- Guides pupils to measure the distance from the center of any point on the circumference and vice versa.
- Guides pupils to measure distance round the circle to determine the circumference.
- Guides pupils to solve some quantitative aptitude problems on circles.
- Guides pupils to identify the relationship between radius and diameter of the circles

**Student’s Activities**

- Measure the distance from the center to any point on the circumference
- State the relationship between radius and diameter
- Determine the distance round the circle and determine the circumference of the circle.
- Solve some quantitative aptitude problems on circle.

**Teaching & Learning Material**

- strips of cards, pencil, pin, tray, sand of a given circle etc

**Evaluation Guide**

Pupils to:

- Draw circles of different radius and obtain diameter for the circle
- Obtain the Circumference of the circles with different radius
- Solve some problems on quantitative aptitude relating to circles.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL: ** **PRIMARY 5**

**THEME 5: EVERYDAY STATISTICS**

**Week 1**

**Topic: Data Presentation**

**Performance objectives**

- Prepare a tally of data
- Draw bar graphs and pictograms of information collected locally

**Contents**

- Further work on pictograms and bar graphs
- Use tally and tables

**Teacher’s Activities **

- Guides pupils to Select data on test results of pupils in the class (full mark 25) or select data from the mathematical game or activity designed by the teacher e.g. from a card or other games
- Guides pupils to use tally to represent the information
- Guides pupils to Identify and represent information using data from events on daily life activities
- Present data generated by tally in tabular form.
- Guides pupils to represent data on pictogram
- Guides pupils to represent data on bar graphs

**Student’s Activities**

- Select and Records pupils score
- Use tally to represent the information
- Present the data in tabular form
- Represent the information using pictogram
- Represent the information on the bar graph

**Teaching & Learning Material**

- Data on test results
- data on weather
- data on election
- biological data
- teachers game or activity etc

**Evaluation Guide**

- Prepare and present a tally of data and put it in a tabular form
- Draw pictogram and bar graph of a given data
- prepare a tally of a set of data
- Construct pictogram and bar graph of a given data

**Week 2**

**Topic: Measures of central tendency**

**Performance objectives**

- Find the mode of given data
- Identify the mode as applicable in daily life activities
- Calculate the mean of a given data
- Identify mean of a set of data in daily life activities
- Solve quantitative aptitude problems on mode and mean of data
- Calculate the mean of given data.
- Appreciate the concept of mean of a set of data in daily activities

**Contents**

- Mode of a given data
- Mean of data
- Quantitative reasoning

**Teacher’s Activities **

- Leads the pupils to get data from their environment and ask them to calculate the mode
- Guides pupils data and asks them to prepare a tally of a data and find the mode
- Guides pupils to calculate the mean from a given data
- Guides pupils to calculate mean from data gathered from their environment e.g. average number of students in each arm of the class.
- leads the pupils to solves quantitative reasoning problems such as

**Student’s Activities**

- Prepare tally of data and record the mode
- Carry out experiment to get data from the environment and find the mode.
- Calculates the mean from the given data
- Solve quantitative reasoning problems on mode and mean

**Teaching & Learning Material**

- chart, etc
- Data chart.

**Evaluation Guide**

- Find the mode of a given set of data
- calculate mean of given data
- calculate the mean from data gotten from the environment daily activities
- solve quantitative reasoning problems on mode and mean of given data

**Week 3**

**Topic: Tossing coins and throwing of die**

**Performance objectives**

Pupils should be able to:

- Record in data from , experiments on coin tossing and dice throwing
- Identify various chance events in their daily life activities

**Contents**

- Tossing of coins and throwing of dice.
- Other chance events

**Teacher’s Activities **

- Guides pupils to toss a coin 20 times and record the number of times a head appears and the number of times a tail appears.
- Guides pupils to prepare a tally for their results
- Guides pupils to throw a dice 24 times and record occurrence of 1,2,3,4,5,6
- Guides pupils to prepare tally for their results
- Guides the pupils to identify various chance events in their daily life activities.

**Student’s Activities**

- Toss the coin 20 times and records the number of times a head appears and number of times the tail appears.
- Prepare a tally of heads and tails (20 tosses)
- Throw the die 24 times and records the number of times of occurrence of 1,2,3,4,5 and 6
- Prepare tally from the results
- Identify various chance events in their daily life activities.

**Teaching & Learning Material**

- Coin, die.

**Evaluation Guide**

- Pupils to perform experiments as directed by the teacher, and record the result by tallying.

**Basic 1 – 6 NERDC General Mathematics Curriculum for Primary School. Everyday Statistics, Mensuration and Geometry – Schemeofwork.com**

## Maths Curriculum for Primary 6

**THEME 1: NUMBER AND NUMERATION**

**Week 1**

**Topic: Whole Numbers**

**Performance objectives**

- Count in millions and billions;
- Write and read up to one million;
- Solve problems involving quantitative reasoning;
- Give the place value and the value of a digit in a given whole number;
- Identify numbers in place value.
- Solve problems on quantitative reasoning with value and place value;
- Give the value and place value for a digit in a decimal fractions;
- Solve quantitative aptitude problems related to place value;
- Find LC M of 2-digits whole numbers.
- Find HCF of 2-digits whole numbers;
- Solve quantitative aptitude problem on LCM and HCF.

**Contents**

- Counting in millions and billions.
- Writing and reading up to one million.
- Quantitative reasoning.
- Value and place value of whole numbers.
- Value and place value of decimal fractions vii. LC M of 2-digits whole numbers.
- HCF of 2-digits whole numbers
- Quantitative reasoning

**Teacher’s Activities **

- Guides the pupils to revise the previous work in counting up to counting in millions.
- Guides pupils to count in millions up to nine hundred millions.
- Guides pupils to read up to one millions as shown below: Numeral word form 1,000,000 one million 10,000,000 ten million 50,000,000 fifty million 100,000,000 one hundred million 500,000,000 five hundred million 1000,000,000 1 billion
- Devises other practices or methods to write and read up to one billion.
- Guides pupils to solve problems in quantitative reasoning.
- Guides the pupils in revising the previous work on place value and value of a digit.
- Guides pupils to find the place value and value of numbers e.g. The number 347840 has the value and place value of each digit as follows:
- 3 = 300,000
- 4 = 40,000
- 7 = 7,000 }values
- 8 = 800
- 4 = 40
- 0 = 0
- Hth tth th h t u } place
- 3 4 7 8 4 0 } value

- Guides pupils to solve problems in quantitative reasoning on value and place value.
- Guides pupils in revising previous work on decimal fractions.
- Guides pupils to find the place value and value of decimal fractions e.g. The number 634.578 has the value and place value of each digit as follows:
- 6 = 600
- 3 = 30
- 4 = 4
- 5 = 5/10 or 0.5 }value
- 7 = 7/100 or 0.07
- 8 = 8.1000 or 0.008
- H t u t h th } place
- 6 3 4 5 7 8 }value

- Guides pupils to solve quantitative aptitude problems related to place value
- Guides pupils to revise previous work on LCM of 1-digit numbers
- Guides pupils to write out multiples of numbers say 10 and 12.
- Guides pupils to list the common multiples of 10 and 12 as 60, 120, 240, and choose the least common multiple (LCM) i.e. 60.
- Guides pupils to find LCM by factor method as:
- 10 = 2 x 5
- 12 = 2 x 2 x 3
- LCM = 2 x 2 x 3 x 5 = 60

- Guides pupils to revise previous work on HCF of 1-digit numbers
- Guides pupils to list the factors of 2- digits numbers say 28 and 30 i.e.
- Factors of 28 are 1,2,4,7,14,28
- Factors of 30 are 1, 2, and 3,5,6,15,30.

- Guides pupils to list the common factors of 28 and 30 as 1 and 2, then choose the Highest Common Factor (HCF) i.e. 2.
- Guides pupils to find HCF by factor method as:
- 28 = 1 x 2 x 2 x 7
- 30 = 1 x 2 x 3 x 5 Common factors = 1 and 2
- HCF = 1 x 2 = 2

- Guides pupils to solve quantitative aptitude problem on LCM and HCF.

**Student’s Activities**

- Revise counting up to one millions.
- Count in millions up to nine hundred million
- Write numbers up to one million.
- Devise other practices or methods to write and read up to one billion.
- Solve problems in quantitative reasoning.
- Give the value and place value of each of the digits in the given number.
- Solve problems in qualitative reasoning.
- Revise previous work on decimal fractions
- Give the value and place value of the decimal fractions.
- Solve quantitative aptitude problems on place value
- Revise the previous work on LCM of 1-digit numbers.
- List multiples of 10 and 12.
- Find the LCM of 10 and 12.
- Find the LCM of 10 and 12 by factor method.
- Compare the two methods of finding LCM.
- Revise the previous work on HCF of 1-digit number.
- Using common factor to find HCF e.g.
- 2| 28| 30 14 |15
- HCF of 28 and 30

- List factors of 28 and 30
- Find the HCF of 28 and 30 by factor method.
- Solve quantitative aptitude problem on LCM and HCF

**Teaching & Learning Material**

- Abacus and Charts of numbers, etc
- Chart of numbers, Abacus Relevant charts, Charts of factors and multiples of numbers.

**Evaluation Guide**

- Count in millions up to a specified number;
- Write up to one million;
- Solve given problems on quantitative reasoning;
- Give the place value of each of the digits in a given number.
- Solve problems on quantitative
- Give the value and place value of each digit in a given decimal fractions reasoning
- Solve quantitative aptitude problems on place value
- Find the multiples of given 2- digit numbers
- find the LCM of given 2-digit numbers by
- factor method

- multiples method

- Find the factors of given whole numbers
- Find the HCF of given whole numbers;
- Solve some quantitative aptitude problems involving HCF;
- Solve quantitative aptitude problem on LCM and HCF.

**Week 2**

**Topic: Demography**

**Performance objectives**

- Read, write and compare populations of small and big cities;
- Read and compare population of HIV prevalence in different countries
- Use counting in thousand and million in population studies

**Contents**

1 • Population:

- families
- classes

- towns and cities etc

- Reading and comparing of populations

**Teacher’s Activities **

- Guides pupils to define population.
- Guides pupils to give the populations of:
- Their houses

- classes

- Town etc.

- Guides pupils to read and write populations of some cities e.g. Lagos, Kano, Aba in the country using map of Nigeria.
- Guides pupils to read and compare population of HIV prevalence in different countries of the world
- Guides pupils to use counting in thousands and millions in population studies

**Student’s Activities**

- Define population.
- Give population of their houses, classes, towns etc.
- Read and write populations of some cities e.g. Lagos, Kano, Aba in the country using the map of Nigeria
- Read and compare population of HIV prevalence in different countries in the world.
- Use counting in thousands and millions in population studies.

**Teaching & Learning Material**

- Demography map of Nigeria Video of populations
- World Atlas and some published information from WHO on HIV/AIDS etc
- Flip charts

**Evaluation Guide**

- Define population;
- Read and write the population of big cities in Nigeria;
- Read and compare population;
- Read and compare population of HIV prevalence in some given countries of the world
- Give population of countries in Africa.

**Week 3**

**Topic: Fractions **

**Performance objectives**

- Order fractions;
- Solve problem on quantitative reasoning;
- Express decimals as fractions and vice versa.

**Contents**

- Ordering of fractions
- Quantitative reasoning
- Decimals

**Teacher’s Activities **

- Guides pupils to order fractions by first bringing the fractions to have the same denominator and consider the denominators e.g. In the fractions, ½ and 3/5
- ½ = 1 x 5 = 5

- 2 x 5 10

- 3 = 3 x 2 = 6

- 5 2 x 5 10

- 5<6 then 5/10 < 6/10 Hence ½ is smaller than 3/5.

- Guides pupils to solve problems on quantitative aptitude e.g. Insert the appropriate symbol < or > in the diagram below
- 1½ 5/2

- Guides pupils to express decimals as fractions and vice versa e.g.
- 0.75 = 75 = 3

- 100 4L

- 2½ = 2 x 2 +1 = 5

- 2 2

- = 5 x 5 = 25 = 2.5

- 5 x 2 10

**Student’s Activities**

- Order fractions by first bringing the fractions to have same dominators and consider the dominators
- Solve problems on quantitative reasoning involving fractions
- Express given decimals as fractions and vice versa

**Teaching & Learning Material**

- Charts, flash charts, Flip charts of decimal Fractions

**Evaluation Guide**

- Order given fractions
- Solve quantitative aptitude involving fractions
- Express given decimals as fractions and vice versa

**Week 4**

**Topic: Ratios and Proportions**

**Performance objectives**

- Solve problems on ratio;
- Apply ratio to everyday life;
- Solve quantitative reasoning problem involving ratio;
- Solve problems in direct proportion;
- Solve problems on quantitative reasoning involving direct proportion;
- Solve problems on inverse proportions;
- Identify some daily life activities that are inversely related;
- Solve problems on quantitative reasoning in inverse proportions

**Contents**

- Ratios
- Direct proportion
- Quantitative reasoning
- Inverse proportions

**Teacher’s Activities **

- Guides pupils to revise previous work done on ratios
- Guides pupils to solve problems on population e.g. in a city of 10,000 people 100 of them are HIV positive. Find the ratio of those infected to the total population.
- Total population 100,000

- Infected population = 100

- The ratio of infected to total population is 100:10,000 or 1:100 or 1/100.

- Guides pupils to apply ratio to everyday life
- Guides pupils to solve quantitative problems related to ratios.
- Guides pupils to solve direct proportion problems e.g. a man saves money every day. If he saves ₦30 each day, how much can be saved in 4 days? Saving (₦) day
- 30 1

- 60 2

- 90 3

- 120 4

- He saves ₦120 in 4 days.

- Guides pupils to note that his saving is in direct proportion to the number of days.
- Guides pupils to solve problems on quantitative reasoning involving direct proportion.
- Guides pupils to solve problems on inverse proportions
- Guides pupils to identify some activities that are inversely related.
- Guides pupils to solve problems on quantitative reasoning in inverse proportions.

**Student’s Activities**

- Revise the previous work
- on ratios
- Solve problems on ratios
- Apply the application of ratios in everyday life.
- Solve quantitative reasoning problem related to ratios.
- Solve examples on direct proportion.
- Note that the saving is in direct proportion to the number of days.
- Solve quantitative aptitude problems involving direct proportion
- Solve given problems in inverse proportion.
- Identify some daily life activities that are inversely related.
- Solve problems on quantitative reasoning in inverse proportion.

**Teaching & Learning Material**

- Source for related charts Flash charts Inverse proportion charts
- Inverse population charts

**Evaluation Guide**

- Solve given problems on ratios;
- Solve some quantitative reasoning problem on ratios;
- Solve given problems on direct proportions;
- Solve problem on quantitative aptitude involving direct proportion;
- Solve given problems in inverse proportions;
- solve given problems in quantitative reasoning in inverse proportions

**Week 5**

**Topic: Ratio of family size and resources**

**Performance objectives**

- Find ratio of family size and resources
- Correctly use ratio in relating proportion of resources to family size.

**Contents**

- Ratio of family size and resource

**Teacher’s Activitie****s **

- Guides pupils to solve problems on ratio of family size and resource e.g.
- Tunde‟s family size is 12 and he earns ₦36,000 monthly. Find the ratio of his family size to his salary ratio is 12:36000 or 1:3000 ₦3000

- Guides pupils to correctly use ratio in relating proportion of resources to family size.

**Student’s Activities**

- Solve given problems by finding the ratio of family size to salary and state how much each member will get.
- Correctly use ratio in relating proportion of resources to family size.

**Teaching & Learning Material**

- A poster depicting two miles one smaller and happy and the other larger and unhappy art with population figures

**Evaluation Guide**

- Calculate the ratio of given family size to their earning;
- Give four examples of everyday activities that demand correct application of ratio.

**Week 6**

**Topic: Ratio of two populations**

**Performance objectives**

- Pupils should be able to express two populations in given ratio.

**Contents**

- Expressing two populations in ratio form

**Teacher’s Activities **

- Guides pupils to express two populations in a ratio e.g.
- Two families

- Two towns

- Two countries.

**Student’s Activities**

- Find the ratio of two given populations.

**Teaching & Learning Material**

- Charts with population figures

**Evaluation Guide**

- Pupils to find the ratio of given populations.

**Week 7**

**Topic: Ratio of prevalence of HIV/AIDS between two sexes, two states**

**Performance objectives**

- Pupils should be able to express two populations in given ratio.

**Contents**

1. Expressing two populations in ratio form

**Teacher’s Activities **

- Guides pupils to express two populations in a ratio e.g.
- . Two families
- . Two towns
- . Two countries.

**Student’s Activities**

- Find the ratio of two given populations.

**Teaching & Learning Material**

- Charts with population figures

**Evaluation Guide**

- Pupils to find the ratio of given populations.

**Week 8**

**Topic: Percentages**

**Performance objectives**

- Pupils should be able to express two populations in given ratio

**Contents**

- Expressing two populations in ratio form

**Teacher’s Activities**

- Guides pupils to express two populations in a ratio e.g.
- . Two families
- . Two towns
- . Two countries.

**Student’s Activities**

- Find the ratio of two given populations.

**Teaching & Learning Material**

- Charts with population figures

**Evaluation Guide**

Pupils to find the ratio of given populations.

**Basic 6 NERDC General Mathematics Curriculum for Primary 6. LCM and HCF, Order of operations, calculate average speed- Schemeofwork**

**THEME 2: BASIC OPERATIONS**

**Week 1**

**Topic: Addition and Subtraction**

**Performance objectives**

- Add any set of numbers;
- Solve problems on subtraction of whole numbers;
- Solve word problems involving addition and subtraction of whole numbers.

**Contents**

- Addition of whole numbers. Subtraction of numbers.
- Addition and subtraction (word problems)

**Teacher’s Activities **

- Guides pupils to solve involving of addition of whole numbers.
- Guides pupils to solve problems on subtraction of whole numbers.
- Guides pupils to solve word problem in addition and subtraction

**Student’s Activities**

- Solve problems involving addition of whole numbers.
- Solve problems on subtraction of whole numbers.
- Solve word problems involving addition and subtraction.

**Teaching & Learning Material**

- Flash cards of numbers

**Evaluation Guide**

- Solve given problems on addition of whole numbers;
- Solve given problems on subtraction of whole numbers;
- Solve given word problems involving addition and subtraction.

**Week 1**

**Topic: Indices (power)**

**Performance objectives**

- Write numbers in index form;
- Solve problems involving powers (indices )
- Solve problem on quantitative reasoning involving indices.

**Contents**

**Numbers in index form (power not exceeding 5).**

**ii. Indices**

**Teacher’s Activities **

- Introduce powers by using the idea of square e.g.
- 2 x 2 = 22 , 3 x 3 = 32

- Guides the pupils to express numbers in index form e.g. express 48 in index form
- 48 = 2 x 2 x 2 x 2 x3 = 24 x 3

- Guides pupils to multiply numbers using the index form e.g. 20 x 63 = (22 x 5) x (32 x 7)
- Guides pupils to solve problems on quantitative reasoning in index form.

**Student’s Activities**

- Solve problems in index form.
- Express numbers in index form
- Multiply numbers using index form.
- Solve problems on quantitative aptitude related to indices

**Teaching & Learning Material**

- Flash cards of numbers

**Evaluation Guide**

- Write given squares in index form;
- Express given numbers in index form;
- Multiply given numbers using index form;
- Solve problem on quantitative reasoning related to indices.

**Week 2**

**Topic: Multiplication**

**Performance objectives**

- Multiply a 3-digit number by a 3-digit number.
- Apply multiplication to the daily life activities
- Solve problems on quantitative aptitude on multiplication.
- Multiply decimal by decimal (to one decimal place).
- Multiply fractions by fraction
- Calculate square of numbers up to 500.
- Calculate the square roots of perfect squares.

**Contents**

- Multiplication by 3-digit numbers
- Multiplication of decimal by decimal
- Multiplication of fractions by fraction
- Squares of numbers up to 500
- Square roots of perfect square 4,9,25,100,900

**Teacher’s Activities **

- Drills pupils on multiplication.
- Guides pupils to solve multiplication problems on 3 by 3- digits numbers e.g.
- 572 x 321
- 572
- 1144
- 1716
- 183612

- Solves problems on quantitative aptitude on multiplication.
- Guides pupils to solve problems on the multiplication of decimals by a decimal.
- Guides pupils to solve problems on multiplication of fractions by fraction e.g.
- 3 x 8 = 3 x 8 = 2
- 4 9 4 x 9 3
- 1 1 x 2 1 = 4 x 9 = 3.
- 3 4 3 4

- Guides pupils to solve problems on square of numbers e.g.
- Square of 5 is 52 = 5 x 5 = 25
- Square of 15 = 15 =15 x 15

- Guides pupils to solve problems on square roots using factorization method.

**Student’s Activities**

- Solve problems on multiplication on 3 of 3 -digits numbers.
- Apply multiplication to daily life activities.
- Solve problems on quantitative aptitude on multiplication.
- Solve problems on the multiplication of decimals by a decimal.
- Solve problems in multiplication of fraction by fractions.
- Solve problems on square of numbers.
- Solving problems on square roots using factorization method

**Teaching & Learning Material**

- Sum cards containing multiplication facts and charts of solved problems Charts of decimal numbers Charts of fractions
- Perfect square chart

**Evaluation Guide**

- Solve given problems involving multiplication by3- digit number;
- Solve problems on quantitative aptitude involving multiplication
- Multiply given decimals by decimal;
- Solve exercise on multiplication of fractions by fraction;
- Calculate squares of given numbers up to 500;
- Find the square roots of given perfect squares.

**Week 3**

**Topic: Division **

**Performance objectives**

- Divide whole number and decimal by 2-diit and 3- digit numbers.

**Contents**

- Division of whole numbers and decimal by 2-digit and 3-digit numbers.

**Teacher’s Activities **

- Guides the pupils to divide whole number by 2-digit numbers.
- Guides pupils to solve problems on division of whole numbers and decimal by 2-digit and 3-digit numbers
- Guides pupils to solve quantitative problems on division of whole numbers and decimals by 2-digit and 3-digit numbers.

**Student’s Activities**

- Solve problems on division of whole numbers and decimals by 2-digit and 3-diit numbers.
- Solve quantitative problems on whole numbers and decimals by 2-digit and 3-digit numbers.

**Teaching & Learning Material**

- Flash cards and charts.

**Evaluation Guide**

- Solve given problems on divisions by 2-digit and 3-digit number
- Solve problem on quantitative aptitude involving division.

**Week 4**

**Topic: Order of operations**

**Performance objectives**

- Use basics operations in the right order.
- Solve quantitative aptitude problems involving BODMAS

**Contents**

- Order of operations (BODMAS)
- Quantitative reasoning

**Teacher’s Activities **

- Explain BODMAS as showing the order of operation i.e.
- B (bracket) is done first, O (of) is done next to bracket, ,D (Division) follows M (multiplication) is next to division, A (Addition) is next to multiplication S (Subtraction) is taken last.

- Guides pupils to solve problems using BODMAS
- Guides the pupils to solve problems in quantitative aptitude involving BODMAS.

**Student’s Activities**

- Note and write the meaning of BODMAS.
- Solve problems using order of OPERATIONS.

**Teaching & Learning Material**

- Flip charts of operations involving BODMAS

**Evaluation Guide**

- Solve problem using BODMAS
- Solve quantitative aptitude exercise involving BODMAS.

**Week 5**

**Topic: Ratio and percentage**

**Performance objectives**

- Solve problems on ratios;
- Express a number as a percentage of another number;
- Solve problems on profit and loss percent;
- Apply the profit and loss percent to business;
- Solve problem on quantitative aptitude on ratio, percentage, profit and loss.

**Contents**

- Ratio and percentage
- Expressing a number as a percentage of another number
- Profit and loss percent

**Teacher’s Activities **

- Guides pupils to solve problem on ratio, e.g. the ratio of boys to girls in a class is 3:2. If there are 35 pupils in the class, how many are boys?
- Total ratio = 3 + 2 = 5
- No. of boys = 2/5 x 35 = 21.

- There are 21 boys in the class.
- Guides pupils to express a number as a percentage of another e.g. what percentage of 10 is 5.= 5/10 x 100/1 = 50%
- Guides pupils to calculate the profit and loss percent in a given problem.
- Guides pupils to solve quantitative aptitude problems on ratio, percentage, profit and loss.

**Student’s Activities**

- Calculate ratios of given numbers.
- Express given numbers as percentages of others.
- Calculate profit and loss percent of given problems.
- Solve quantitative aptitude problems on ratio, percentage, profit and loss.

**Teaching & Learning Material**

- Charts containing ratios and percentages
- Charts containing numbers Profit and loss charts

**Evaluation Guide**

- Calculate ratios of given numbers;
- Express a number as a percentage of another;
- Calculate profit and loss percent of given problems;
- Solve quantitative aptitude problems on ratio percentage profit and loss.

**Basic 6 NERDC General Mathematics Curriculum for Primary 6. LCM and HCF, Order of operations, calculate average speed- Schemeofwork**

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL:** **PRIMARY 6**

**THEME 4: ALGEBRAIC PROCESSES**

**Week 1**

**Topic: Open sentences**

**Performance objectives**

- Solve problems expressed as open sentence.
- Interpret words in open sentences and solve them.
- Solve related problems on quantitative aptitude.

**Contents**

- Open sentences
- Interpret word problems into open sentences and solve them.

**Teacher’s Activities **

- Guides pupils to interpret and solve word problems e.g. if 60 oranges are divided equally in 3 baskets how many are in one basket?
- Guides pupils to solve quantitative aptitude related problems involving three or more arithmetic operations in a sample

**Student’s Activities**

- Interpret word problems into open sentences and solve them.
- Solve quantitative aptitude problems involving three or more arithmetic operations in a sample.

**Teaching & Learning Material**

- Open sentence chart

**Evaluation Guide**

- Interpret word problems into open sentences and solve them;
- Pupils to solve quantitative aptitude problems involving at least three arithmetic operations in a sample.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL:** **PRIMARY 6**

**THEME 5: MEASUREMENT**

**Week 1**

**Topic: Money (a) Population and Economics consequences**

**Performance objectives**

- Solve problems on taxes and rates;
- Solve problem involving buying and selling of share and dividends;
- Solve problem on quantitative aptitude based on taxes and rate as well as selling of share and dividends.

**Contents**

- Taxes, rates, rents, buying and selling of shares and dividends.

**Teacher’s Activities **

- Guides pupils to give reasons for some levies.
- Guides pupils in the transaction of buying and selling of shares.
- Guides pupils to calculate taxes, rates, and shares dividends.
- Guides pupils to solve problem on quantitative aptitude based on taxes and rates as well as selling of shares and dividends.

**Student’s Activities**

- List items on which taxes and rates could be taken.
- Calculates taxes, rates and shares dividends.
- Solve problems on quantitative aptitude based on taxes and rates as well as selling and share and dividends

**Teaching & Learning Material**

- Chart on market pricing index

**Evaluation Guide**

- List various forms of taxes;
- Calculate taxes, rates and shares dividends;
- Solve quantitative aptitude problems.

**Week 2 (b)**

**Topic: Conversion of currencies**

**Performance objectives**

- Use a calculator to convert from one currency to another;
- Solve problems on quantitative aptitude based on converting from one currency to another.

**Contents **

- Use of calculator in conversion of currency.

**Teacher’s Activities **

- Guides pupils to use calculator for the conversion of one currency to another.
- Guides pupils to solve problem on quantitative aptitude based on converting from one currency to another

**Student’s Activitie****s**

- Use calculator to convert currencies.
- Solve problems on quantitative aptitude bases on converting from one currency to another.

**Teaching & Learning Material**

- Calculator

**Evaluation Guide**

- Use calculator to convert currencies;
- Solve quantitative aptitude problems.

**Week 3**

**Topic: Length**

**Performance objectives**

- Use Pythagoras rule to find the unknown length of a right angled triangle.
- Solve many quantitative aptitude problems involving Pythagoras rule

**Contents**

- Pythagoras rule

**Teacher’s Activities **

- Guides pupils to draw a right-angled triangle with sides 3cm, 4cm and 5cm. i.e.
- Guides pupils to identify the hypotenuse, opposite and the adjacent sides of the right
- Guides the pupils to use Pythagoras rule to calculate the unknown side i.e.

a² + b² = c² – where a and b are the adjacent and opposite sides of the triangle and c the hypotenuse side

**Student’s Activities**

- Draw the right angle triangle.
- Use Pythagoras theory triangle using the a² + b² = c² to calculate the unknown side
- Solve quantitative aptitude problems on Pythagoras rule.
- Guides pupils to solve quantitative aptitude problems involving Pythagoras rule.

**Teaching & Learning Material**

- Chart on Pythagoras theorem

**Evaluation Guide**

Find unknown length of a given right angled triangle using the Pythagoras formula;

Solve given quantitative aptitude problems on Pythagoras rule.

**Week 4**

**Topic: Weight**

**Performance objectives**

- Express the same weight in different unit gram, kilogram, tone;
- Solve word problems on weights.

**Contents**

- Word problem on weights

**Teacher’s Activities **

- Guides pupils to obtain measures of their weight or other objects using weighing scales.
- Guides pupils to express the weights in different units
- Guides pupils to solve word problems on weight.

**Student’s Activities**

- Convert weights to different units.
- Solve word problems on weights.

**Teaching & Learning Material**

- Samples of different objects, weighing scales and spring balance.

**Evaluation Guide**

- Convert weights expressed in tones to kilogram and vice versa;
- Solve word problem involving weights.

**Week 5**

**Topic: Time **

**Performance objectives**

- Tell time in seconds and minutes;
- Solve quantitative aptitude problem on time;
- Read timetable of journeys especially by trains and aero planes;
- Use time to plan daily activities

**Contents**

- Timing in minutes and seconds
- Reading time table of journey

**Teacher’s Activities **

- Guides pupils to perform practical activities to determine Time on task e.g. walking, eating, etc.
- Guides pupils to solve Quantitative aptitude problem on time.
- Guides pupils to use these time table to estimate the time it takes a train or an airplane to get to a specific destination.
- Guides pupils to prepare timetable their daily or weekly activities.

**Student’s Activities**

- Measure time on task in seconds and minutes
- Solve quantitative aptitude problems involving timing.
- Use time table to estimate the time it will take a train and airplane to get to a designated destination
- Use timetable to plan for a day or a week.

**Teaching & Learning Material**

- Second pendulum, stopwatch and clock.
- School Time-table or calendar, list schedule of flight.

**Evaluation Guide**

- Measure time on task;
- Solve quantitative aptitude problems involving timing;
- Plan for a week or two weeks;
- Obtain time table of train and estimate the time it will take the train to get to specific destination.

**Week 6**

**Topic: perimeter**

**Performance objectives**

- Pupils should be able to discover that difference rectangle with same area have different perimeters

**Contents**

- Perimeter of a rectangle

**Teacher’s Activities **

- Guides pupils to draw two rectangles of dimensions 20cm by 10cm and 25cm by 8cm.
- Guides pupils to prove that they have equal area but different perimeters

**Student’s Activities**

- Find the perimeters of the two rectangles.
- Compare their results

**Teaching & Learning Material**

- Cardboard showing rectangle of equal areas but different perimeters.

**Evaluation Guide**

- Calculate perimeters of rectangles with equal areas but with different lengths and breadths

**Week 7**

**Topic: Area**

**Performance objectives**

- Calculate the areas of figure which can be divided into rectangles and or triangles
- Calculate land areas in hectares.

**Contents**

- Areas of trapezium and other figures.
- Land areas

**Teacher’s Activities**

- Guides pupils to draw and break the trapezium into two parts (rectangle and triangle)
- The area of the trapezium is (Area of Rectangle) + (Area of Triangle) i.e. (L x H) + (hxb/2).
- Guides pupils to calculate land areas expressing the units in hectares.

**Student’s Activities**

- Calculate the area of the given trapezium.
- Find areas in m2 and convert to hectares.

**Teaching & Learning Material**

- Nail board, rubber bands, and cut out shape form cardboards
- Land plan

**Evaluation Guide**

- Find the areas of figures which can be divided into rectangles and triangles;
- Calculate the areas of the given shapes or figures.
- Calculate given areas in square meters and convert to hectares.

**Week 8**

**Topic: Volume**

**Performance objectives**

- Calculate volume of prisms, cylinders and spheres;
- Solve some quantitative aptitude problem on volume of prism, cylinder and sphere.

**Contents**

- Volume of prism, cylinders and sphere

**Teacher’s Activities**

- Guides pupils to calculate volumes of prism, cylinders and spheres.
- Guides pupils to solve some quantitative aptitude problem on volume of prism cylinder and spheres

**Student’s Activities**

- Calculate volumes of prism, cylinders and spheres.
- Solve quantitative aptitude problems on volume

**Teaching & Learning Material**

- Balls, cylindrical tins, triangular and prisms

**Evaluation Guide**

- Pupils to calculate volumes of given triangular prism, cylinders and spheres.

**Week 9**

**Topic: Capacity**

**Performance objectives**

- To use standard units;
- Solve word problems involving liters.

**Contents**

- Word problem on liters

**Teacher’s Activities **

- Guides pupils to work in groups to compare the capacities of the containers given to them e.g. different sizes of graduated containers.
- Guides pupils solve word problems on capacity e.g.
- A drum contains 1500 liters of petrol. How long will it last if a driver takes 50 liters a day?

**Student’s Activities**

- Calculate capacities of given container
- Solve word problems on capacity.

**Teaching & Learning Material**

- Standard bottles or container of Ragolis or Swan water, buckets of different sizes.

**Evaluation Guide**

- Find the capacities of common containers in their respective home. Record the results and bring them to the class for discussion;
- Solve word problems on capacities.

**Week 10**

**Topic: Speed**

**Performance objectives**

- Pupils should be able to calculate average speed;
- Solve quantitative aptitude problems on time and speed.

**Contents**

- Average speed

**Teacher’s Activities **

- Guides pupils to calculate average speed as distance covered/ time
- Guides pupils to solve quantitative aptitude problems related to time and speed.

**Student’s Activities**

- Calculate average speed using distance covered/ time
- Solve quantitative aptitude problems related to time and speed.

**Teaching & Learning Material**

- Clock face, stop watch, railway time-table, bus time- table, air time-table

**Evaluation Guide**

- Calculate speed when time and distance are given.

**Week 11**

**Topic: Athletics time**

**Performance objectives**

- Pupils should be able to estimate time to complete races.

**Contents**

- Standard time for races

**Teacher’s Activities **

- Guides the pupils to give record times for 100m, 400m, 800m by men and women from different competitions for different years.

**Student’s Activities**

- Estimate time taken for different races

**Teaching & Learning Material**

- Time of race completion charts

**Evaluation Guide**

- Pupils to estimate time a boy or girl will take to run 100m.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL:** **PRIMARY 6**

**THEME 6: MENSURATION AND GEOMETRY**

**Week 1**

**Topic: Plane Figures **

**Performance objectives**

- Pupils should be able to identify the basic properties of plane figures such as: rectangle and a square

**Contents**

- Basic properties of plane figures.

**Teacher’s Activities **

- Guides pupils to identify properties of plane figures such as square and rectangular shapes.
- Guides pupils to identify properties such as equal sides, parallel sides, right angles, line of symmetry, diagonals of square and rectangle.

**Student’s Activities**

- Identity properties of plane figures such as square and rectangular shapes.

**Teaching & Learning Material**

- Rectangular and square shapes, meter rule/tape, and protractors

**Evaluation Guide**

- Pupils to state the properties of a square and a rectangle.

**Week 2**

**Topic: Angles **

**Performance objectives**

- Measure angles in degrees;
- Measure angles in a plane.

**Contents**

- Measurement of angles

**Teacher’s Activities **

- Guides pupils in the correct placement of protractors to measure a given angle in degree
- Guides pupils to indicate the edges, vetches and faces of given three dimensional shapes.
- Guides pupils to measure the size of angle, indicate lines that are parallel and perpendicular in each of the given shape.

**Student’s Activities**

- Use protractor and ruler to measure correctly the given angle.
- Identify the number of edges vertices and faces for different shapes.
- Use protractors to determine the sizes of angles in a given shape.
- Identify lines that are parallel and perpendicular in three dimensional shapes.

**Teaching & Learning Material**

- Mathematical set, chalkboard and protractor
- Protractors, net of polygons, adhesive tapes, graph sheets.

**Evaluation Guide**

- Measure given angles from diagram in their text books, work books etc.
- Draw various plane shapes and measure resulting angles to the nearest degree;
- Identify the edges, vertices and faces of given three dimensional shapes;
- Measure the sizes of angle in a two dimensional shapes.

**Week 3**

**Topic: Height and distances**

**Performance objectives**

- Pupils should be able to measure heights of human beings building, trees and distance

**Contents**

- Measurement of height and distances

**Teacher’s Activities **

- Guides pupils to obtain readings of their heights in meter using the wall meter rule.
- Guides pupils to read measurements of distance and heights using click wheel.

**Student’s Activities**

- Measure their heights (without shoes) using the wall meter rule.
- Use meter rule to obtain measures of the dimensions of the classroom, flower lawns etc.
- Use tapes to measure longer distances.

**Teaching & Learning Material**

- Meter rule, wall meter rule, click wheel, steel measuring tapes

**Evaluation Guide**

- Pupils to measure and obtain the dimensions of classroom, house, play grounds, halls etc as project * Note that the units for these measurements are in meters and kilometers

**Week 4**

**Topic: Polygons**

**Performance objectives**

- Solve more problems on two dimensional and three dimensional shapes.

**Contents**

- Two dimensional figures not exceeding octagon and three dimensional shapes

**Teacher’s Activities **

- Guides the pupils to recall the names and features of given shapes
- Guides pupils to identify line of symmetry, number of sides, number of angles, etc.

**Student’s Activities**

- Identify a given plane shapes in terms of its name and essential features e.g. square, rectangle, triangle rhombus, parallelograms etc.
- Using paper cutouts to determine the number of lines of symmetry, number of angles and number of sides.

**Teaching & Learning Material**

- Charts of two and three dimensional figures.

**Evaluation Guide**

- Pupils to Complete a chart to indicate
- Number of lines of symmetry
- Number of sides
- Number of angles contained in given shape.

**Week 5**

**Topic: Scale drawing**

**Performance objectives**

- Draw plans according to a given scale;
- Apply and use scale drawing in converting lengths and distances of objects in his /her environment to any scale.

**Contents**

- Scale drawing

**Teacher’s Activities **

- Guides pupils in converting given lengths and distances to their corresponding scale values.
- Takes out pupils to measure the dimensions of farms, garden, playground etc and reduce it to a given scale.

**Student’s Activities**

- Convert given lengths and distance using a defined scale
- Draw the floor plan of their classroom, school farms, and gardens and play grounds using a given scale.
- Determine actual values/dimensions of figures drawn to scale.

**Teaching & Learning Material**

- Different scale, rule, tapes, protractors

**Evaluation Guide**

- Convert given lengths and distances to a given scale;
- Draw to scale school farms, play grounds etc with their dimension given;
- Convert scale plans to their real dimensions.

**SUBJECT: GENERAL MATHEMATICS CLASS LEVEL:** **PRIMARY 6**

**THEME 7: EVERYDAY STATISTICS**

**Week 1**

**Topic: Population**

**Performance objectives**

- Interpret pictograms and bar graphs.
- Use pictogram and bar graphs in representing population of people or data.

**Contents**

- Pictograms and bar graphs

**Teacher’s Activities **

- Guides pupils to present data such as:
- men – 20,000
- women – 30,000
- boys – 40,000
- Girls – 36,000 on a bar graph.

**Student’s Activities**

- Present the population data of men, women, boys and girls in the bar graph.
- Represent a given population data on a bar graph or pictogram.

**Teaching & Learning Material**

- Population data chart.

**Evaluation Guide**

Pupils to Prepare a given population data on pictogram or bar graph.

**Week 2**

**Topic: Measures of Central Tendency**

**Performance objectives**

- Find the mode of data;
- Calculate the mean of given data.

**Contents**

- Mode
- Mean

**Teacher’s Activities **

- Guides pupils to collect and summarize data and indicate the mode.
- Guides pupils to organize a given data and calculates the mean.

**Student’s Activities**

- Organize a given data and indicate the mode.
- Organize a given data and calculate the mean.

**Teaching & Learning Material**

- Data chart Set of data

**Evaluation Guide**

- Organize a given data and find the mode
- Organize a given data and calculate the mean.

**READ ALSO**

**Mathematics Curriculum for Primary 1**

**Mathematics Curriculum for Primary 2**

**Mathematics Curriculum for Primary 3**

**Mathematics Curriculum for Primary 4**

**Mathematics Curriculum for Primary 5**

**Mathematics Curriculum for Primary 6**

**Mathematics Curriculum for Primary School 1 – 6**