**Unified Schemes of Work for Junior Secondary Schools One. Lagos State JSS1 Mathematics Scheme of work ( AGE 12 ). Ministry of Education.**

## MATHEMATICS SCHEME OF WORK JSS1 1ST TERM

**WEEK: 1**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**Whole Numbers**

Counting and writing in:

– Millions

– Billions

– Trillions

– Quantitative reasoning

Importance:

– Values of bigger numbers are used in the bank in terms of money and items.

– Money of bigger values are used by parents to buy items like cars, houses.

LEARNING OBJECTIVES:

By the end of the lesson, students should be able to:

– identify millions among numbers

– differentiate between millions and billions

– recognize trillions as a number

– apply large numbers in real life situations (Real life problems).

– solve quantitative reasoning in exercises related to millions, billions and trillions.

LEARNING ACTIVITIES:

Cut cardboard of different large numbers and ask the groups of students to label and identify some numbers in millions, billions and trillions.

QUANTITATIVE REASONING.

Put < > or =in the box below:

GROUP 1:

7,000,000 50,000,000

GROUP 2:

40,000,000 85,000,000

GROUP 3:

600,000,000 600,000,000

CORE SKILLS:

LEARNING RESOURCES:

– Number cards

– Charts containing counting of bigger numbers.

Site links

– https://za.pearson.com

**Video Links**

**WEEK: 2**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**Whole numbers (contd)**

Solving of quantitative reasoning using large numbers. Eg.1 million etc.

**IMPORTANCE:**

Big items like cement, iron rods are measured in higher quantity.

LEARNING OBJECTIVES:

By the end of the lesson, students should be able to:

– solve quantitative reasoning using large numbers

– relate problems with bigger or large numbers in real life situations.

**LEARNING ACTIVITIES: **

Guide the learners to use codes 2456924708 which represent mathematics. Use the fact to compute:

1. Schemes8069298

2. Matches 2450698

3. 85750698 Stitches

4. 575698 Tithes

5. Themes 569298

**QUANTITATIVE REASONING.**

Examples:

5500 000 4500 000

10 5

250 000 300 000 600 000 300 000

CORE SKILLS:

– Critical thinking

– Communication and Collaboration

– Leadership and Personal Development.

LEARNING RESOURCES:

– Abacus

– Flash cards

– Number cards

Site Links

https://www.math-only-math.com

Video links

**WEEK: 3**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**Lowest Common Multiples and Highest Common Factors (LCM & HCF)**

– Concept of LCM and HCF

– LCM &HCF by identification and formulae

– Quantitative reasoning on LCM and HCF

**IMPORTANCE**

– Helps normal division knowledge

– It also helps in multiple of numbers.

**LEARNING OBJECTIVES:**

By the end of the lesson, students should be able to:

– analyze the term LCM & HCF

– distinguish between LCM &HCF with the use of formulae

– solve some questions in HCF & LCM in quantitative reasoning.

LEARNING ACTIVITIES:

Students in small groups:

1. Write multiples of some numbers on cardboards to produce number cards eg:

4, 8, 12, 16, 20, 24, 28…………

12, 24,36,48,60, 72…………

2. Write factors of some numbers eg:

20 = 20, 10,5,2,1

30=30, 15,10,6,5,3,1

QUANTITATIVE REASONING

Sample:

8 12 36

24 9 12

CORE SKILLS:

– Critical thinking and Problem solving

– Communication and Collaboration

– Leadership and Personal Development

LEARNING RESOURCES:

– Chart containing factors of number

– Chart containing multiples of numbers

Website:

Video links

https://www.youtube/X-2bNbGJvhK

**WEEK: 4**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

** FRACTIONS**

– Meaning of fractions

– Types of fractions (Proper, improper and mixed fraction)

– Fractions in Quantitative Reasoning.

**IMPORTANCE**

Helps students in sharing items and the proportion of item cut or derived from a whole.

**LEARNING OBJECTIVES:**

By the end of the lesson, students will be able to:

– describe the term fraction

– analyses three types of fractions

– solve problems relating to quantitative reasoning on fraction.

**LEARNING ACTIVITIES: **

Students in small groups are guided to:

– fold a sheet of paper into two equal parts or

– cut an orange into 4 equal parts

– take a whole orange, the parts cut and compare the differences.

– put the following fractions into the appropriate columns on types of fractions: 4½, 4/5, 1½, 2/3, 4/3, 1/5, 7/5, 1/3, 8/5, 5/4

Quantitative reasoning: examples

(a) 1/2 b) 4 \ 5

5\2 9\5

21\2 1 1\2

CORE SKILLS:

– Critical thinking and Problem solving

– Communication and Collaboration

– Leadership and Personal Development.

LEARNING RESOURCES: An orange, apple, cardboard

We blink

Video links

**WEEK: 5**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

** Fractions (Contd)**

– Equivalent fractions

– Identification of equivalent fractions

– Applying equivalent fractions in commodities

– Quantitative reasoning

**Importance/uses.**

– Fields of sports

– Time calculation

– Buying and selling

– Collation of results in schools

– Banking sector

**LEARNING OBJECTIVES:**

By the end of the lesson, students should be able to:

1. Explain meaning of equivalent then relate it to fractions

2. Identify some equivalent fractions

3. Relate the one equivalent fraction to another

4. Solve problems involving equivalent fractions in quantitative reasoning.

LEARNING ACTIVITIES: Cut cardboard paper of different sizes related to one another to illustrate different equivalent fractions.

Eg:

(a)=

1 2

4 = 8

(b)

=

2 4

4 8

Quantitative reasoning

1. 2 4

5 10

2. 3 12

6 24

CORE SKILLS:

– Collaboration and communication

– Critical thinking

LEARNING RESOURCES:

– Cardboard

– Flashcard

Site links

https://www.math-only-math.com

Video links

**WEEK: 6**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**Fractions**

– Ordering of fractions

– Conversion of fractions to percentage (vice versa)

– Conversion of fractions to decimal (vice versa)

– Related quantitative reasoning.

**IMPORTANCE & USES.**

– Buying and selling

– Change of naira to kobo (vice versa)

– Banking sector

– Exchange rate

– Forex market

LEARNING OBJECTIVES:

By the end of the lesson, students should be able to:

1. Explain the principles guiding conversion of fractions to percentage

2. Convert fraction to decimal (vice versa)

3. Identify which fraction is greater or less

4. Solve problems related to quantitative reasoning

LEARNING ACTIVITIES:

– Arrange the students into three or more groups

– Cut cardboard and design different fractions

– Guide the students to identify which is greater, less or equal among the fractions

– Guide the students to assimilate the principles guiding the conversation of fraction to percentage.

E.g.: 1/2 of 100 % = 50%

– Lead the students to explain how fraction can be converted to decimals:

By long division method.

E.g. 0.4 = 4/10 =2/5

2/5 =

0.4

5 20

= 0.4

– Use of symbols

>, < or =

QUANTITATIVE REASONING.

Samples:

0.6 0 6.5

1. 0.3 0.3

Use >, < or = in the box below: e.g.:

1 3

2 < 4

7 2

1 4 > 5

15 4

45 = 12

CORE SKILLS:

-Team work

-Critical thinking

-Collaboration and communication

LEARNING RESOURCES:

– Chart of ordering fractions

– Chart containing conversion of fraction to both percentage and decimal.

Site links

Video links

**WEEK: 7**

**Subject: MATHEMATICS **

**TOPIC/CONTENT: Review of the first half term’s work and periodic test**

**LEARNING OBJECTIVES:**

By the end of the week students should be able to:

1. Revise the first half term’s work

2. Participate in the periodic test.

**LEARNING ACTIVITIES: **

– Group the students into three or more groups to do revision on TOPIC treated.

– Appoint group leader for each of the groups formed in the class.

– Allow the members of each group to participate and interact with each other.

CORE SKILLS: Leadership skill

LEARNING RESOURCES:

– Past questions

– Exercises from textbooks and notebook.

**WEEK: 8**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**FRACTIONS (Contd)**

– Addition and subtraction of fractions

– Solve problems involving fractions in quantitative reasoning

**IMPORTANCE & USES.**

– Buying & selling

– Banking & Finance sectors

**LEARNING OBJECTIVES:**

By the end of the lesson, students should be able to:

1. Add and subtract the fractions with the use of diagrams

2. Add and subtract fraction with the same denominators

3. Add and subtract mixed fraction

4. Solve quantitative reasoning with regards to addition & subtraction of fractions.

**LEARNING ACTIVITIES: **

– Guide the students on how to use cardboard of different fractions to solve adding of fraction.

+

3_ + 4__ = 7

8 8 8

Quantitative Reasoning

Examples: 1

3/8 1/8 2/5 1/5

2/8 6/8 1/5 4/5

Sample 2

1/12 2/7

11/4 13/35

5/12 3/4 3/5 1/5

CORE SKILLS:

-Critical thinking

-Communication

– Collaboration

LEARNING RESOURCES: Cardboard, chart showing addition and subtraction of fractions.

Site link

Video link

**WEEK: 9**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**FRACTIONS (Contd)**

– Multiplication of fractions

– Division of fractions

– Prime number

– Quantitative reasoning

Importance

– Banking sector

– Government offices

– Schools, in the collation of assessment/ result

LEARNING OBJECTIVES:

By the end of the lesson, students should be able to:

– solve problems on multiplication of fractions

– solve problems on division of fractions

– identify prime numbers from a chain of numbers

– apply fractions in real life situations (Real world problems)

– solve problems related to multiplication and division of fraction in quantitative reasoning

LEARNING ACTIVITIES:

– Guide the grouped students to interpret the symbols “of, ÷” in solving problems on multiplication and division of fractions.

– Present flash cards on multiplication and division of fractions.

(i)2/3 of ¼ 2/12 1/6

(ii) 2/5 ÷ ½ 2/5 x 2/1 = 4/5

Quantitative Reasoning

Sample 1:

(a) ¾ 2/3 (b) 3/5 1/5

1/2 3/25

Sample 2:

(b) 3/2 (b) 51/2

3/4 ½ 7/8 1/4

CORE SKILLS:

-Problem solving

-Logical thinking

-Critical thinking

-Collaboration

LEARNING RESOURCES:

– Flash cards

– Charts on fractions

Site link

Video link

**WEEK: 10**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**Project**

GROUP A: Construct and compute a prime number chart to make a game of your choice.

GROUP B: Construct and compute an equivalent fraction chart to make a game of your choice.

LEARNING OBJECTIVES:

By the end of the lesson, students should be able to:

(i.)Complete a correct prime number chart

(Ii.)Complete an equivalent fraction chart

(iii.) Interact within the group how each chart is computed.

LEARNING ACTIVITIES:

Guide the students on:

i. Choosing group leaders for each group.

ii. How the charts should be constructed and computed.

iii. Each group leader give a presentation on mode of operation.

iv. The students take a gallery walk where the games are displayed.

CORE SKILLS:

-Leadership Skill

-Communication and collaboration (Team work)

-Critical thinking

-Citizenship

LEARNING RESOURCES: -Cardboard

**WEEK: 11**

**Subject: MATHEMATICS **

**TOPIC/CONTENT:**

**ESTIMATION**

-Concept of estimation and reasons

-Estimation of dimension and distance

-Estimation of capacity, volume and mass of objects

-Estimation of other things like age, time etc.

-Quantitative reasoning involving estimation.

**Importance**

-Statistics solution

-Population census

-Budgeting of finance in offices

– Home Management

-Fields of sports e.g. javelin throwing, long jump etc.

**LEARNING OBJECTIVES:**

By the end of the lesson, students should be able to:

i.) discuss on the term estimation

ii.) Identify rules guiding estimation of numbers or figures

iii.) Justify the reasons for estimation.

iv.) Apply estimation in daily activities (Real world problems).

v.) solve problems relating to estimation in quantitative reasoning.

LEARNING ACTIVITIES:

i.) Students are divided into groups, each group is to measure different objects in their classroom by using a tape measure eg: Measure the length of a table, chair and book. Record each of their different results. Then estimate each of the results.

ii.) The above activity can be repeated for the measurement of the volume of liquid by using different measuring cans.

iii.) It can also be carried out for the measurement of weights of objects by using weighing scale or balance.

CORE SKILLS:

-Critical thinking and Problem solving

-Leadership and Personal development

-Communication and Collaboration

-Creativity and Imagination

LEARNING RESOURCES:

– Rulers

– Board ruler

– String

– Rope

– Tape measure

– Water

– Liquid container

– Solid objects

– Measuring cans

– Weighing scale

Site Links

https://www.teacherspayteachers.com

Video Links

**WEEK: 12**

**Subject: MATHEMATICS **

**TOPIC/CONTENT: Revision of first term’s work and preparation for examination.**

**LEARNING OBJECTIVES:**

By the end of the term, students should be able to:

i. realize the areas of weakness in the TOPIC treated for the term.

LEARNING ACTIVITIES:

i.) Students are arranged into groups for tutorial.

ii.) The teacher supervises, corrects and marks the students’ exercises/activities in each group.

CORE SKILLS:

-Collaboration

– Communication

– Leadership Skills

– Critical Thinking

LEARNING RESOURCES:

**WEEK: 13**

**Subject: MATHEMATICS **

**TOPIC/CONTENT: Examinations **

LEARNING OBJECTIVES: Examinations

LEARNING ACTIVITIES: Examinations

CORE SKILLS: Examinations

LEARNING RESOURCES: Examinations

## MATHEMATICS SCHEME OF WORK JSS1 2ND TERM

WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |

1 | Review of first term’s work. Emphasis on identified difficult topics based on their performances during the first term examination | By the end of the lesson, students should be able to : Identify areas of challenges Solve some problems related to the areas identified | Solve problems on their areas of difficulties |

Approximation Degree of accuracy of numbers and how to determine itRounding up of numbers, significant figures, decimal places, negrest whole numbers (tens, hundred and thousands) Rounding up of numbers to tenth, hundredth and thousandth. Quantitative reasoning Importance /uses Continuous assessment in schools Sports (javelin, long jump) Fish depot or chicken depot | By the end of the lesson, students should be able to: Determine how accurate or the degree of accuracy of given numbers Round up the given numbers, significant figure, round up decimal numbers to nearest whole numbers Round up whole numbers into tens, hundreds and thousand Round up numbers into nearest tenth,, hundredth and thousandth Solve problems related to estimation in quantitative reasoning | Students use the cardboard or paper to analyse the rules guiding the appropriation and rounding up e.g 0,1,2,3,4, 0 5,6,7,8,9, 1 (equivalent or rounding up to) Quantitative reasoning Sample 4.3 2.1 6.0 a. 5.73 1.76 7.00 b. | |

3 | Approximation (cont) Approximating values of addition and subtraction and division Exercise and rounding up numbers Problems on quantitative reasoning | By the end of the lesson, students should be able to Solve and write in approximation form the basic approximation system Explain and solve problems on degree of accuracy Round up some given numbers Solve quantitative reasoning related to approximation | Students are arranged in groups to select 4 digits number cards. Each group is to perform different activity on approximations e.g. 3561, 3251, 5633 then add Two whole number of 3 or 4 digits 3561 + 3251 = 6812 Each group writes the answers on a cardboard as it rounds it up to Nearest tens = 6800Nearest hundred = 6800 Nearest thousand = 7000 |

Nearest tens = 6.20 Nearest hundreds = 6.00 12.48 4.34 Quantitative Reasoning 2 8.7 3.1 4 a. b. | |||

4 | Number base Counting in base two Conversion of base ten to binary numbers Addition and subtraction of two or three (2 or 3 digits binary) Problems on quantitative reasoning | By the end of the lesson, students should be able to: Convert base 10 numbers to binary numbers ii. solve problems on quantitative reasoning in number base | Students to counting in 2s, 3s, 5s, and 10s Students in groups to construct number base 2 chart using division operations e.g. 0 = 0 1=1 2 =2 + 0 = 10 3 = 2 + 1 = 11 4 = 4 + 0 + 0 = 100 etc Quantitative Reasoning Sample 1100 111 101 1011 1010 001 |

5 | Number base (cont) Multiplication of two digits binary numbers Problems solving on quantitative reasoning Importance Natural numbering system Grouping methodology | By the end of the lesson, students should be able to Multiply 2 digits binary numbers by whole numbers Solve problems on number base related to quantitative reasoning | 11 Students in pairs to operate on multiplication of two digit binary numbers thus: 1 0 x 1 1 110 1 1 x 11 1101 Quantitative reasoning 1001 11 11 011 11 011 |

Basic operations Addition & subtraction of numbers (emphasis on place value using spike or abacus) | By the end of the lesson, students should be able to Use abacus or spike to add and subtract numbers Add and subtract numbers with the use of number lines Solves real life problems on addition and subtraction of numbers | Th Students in groups to use abacus to solve addition and subtraction thus: 4623 in its appropriate value Th T U H To subtract numbers with the use of abacus 6341 – 4210 -2111 Add up 350 +210 Use number line to add and subtract Quantitative reasoning 348 585 237 Sample a. 136 960 824 b. | |

7 | Review of first half term’ work and periodic test | By the end of the lesson, students should be able to: Recapulate the previous topics taught so far Participate effectively in the mid term test | |

8 | Basic operation (cont) Addition and subtraction of positive and negative integers Using number line and their terms Everyday application of positive and negative integers Solving problems on quantitative reasoning on basic operations Marketing Business activities Importance -computing of students results | By the end of the lesson, students should be able to: Add and subtract positive and negative integers Use number line to add and subtract positive and negative integers Solve real life problems/every day activities on positive and negative integers Solve quantitative reasoning on basic operations | The students in think pair share to discovery the value of integers (positive and negative) thus put > or < in the boxes below 6 4 -3 -8 -5 -3 Ii Students in groups are to use the numbers line principle -3 -2 -1 0 1 2 3 To solve 7 + 3 = 9-12 =-9 +11 = -2 -1 -1 3 -4 3 Quantitative reasoning 4 1 3 2 -1 +4 2 |

9 | Algebraic expressions Meaning of algebraic expression and the symbols, Open sentence (authentic operation) Word problems involving the use of symbols Identification of co-effient of terms with operational application Collection and simplifying of like terms with the use of bracket Quantitative reasoning problems IMPORTANCE Weighing sale for Commodities Weight balancing See-saw sportMechanical work Building industries | By the end of the lesson, students should be able to – Explain the meaning f algebraic expression as a use of symbols or signs Solve problems on open sentences Solve problems with co-efficient with basic operations Simplify the algebraic expression with collection of term and use of bracket Relate and solve real life problems involving algebraic expressions Solve problems in quantitative reasoning on algebraic expression | Students are arranged in groups to solve7b + 5b = 12b 5m + 3m = 8m 3 + 5 = 8 4x + 6x = 10x_{1} with the use of weighing scale and two coloured pegs or stones Students also solve these algebraic equation;4a +5 = 25 1-4 = 21x + x -3 =28 |

10. | Projects Group A: construct a weight balance with the use of empty vessels of light weight, plank, nails and thread Group B: construct a see-saw for sport Activities in the school Use a long planked Plank of prism in nature in balance at the middle | By the end of the project in each group should be able to explain how the project is constructed explain and interact with the materials and method of construction | Students -choose group leader for each group Construct the project by themselves in the school Each group leader to give presentation on the method and materials used in the construction of the project Students take a gallery walk on the project work |

11 | Algebraic expression (cont) Problems on basic arithmetic operations in algebraic expression solving problems on quantitative reasoning involving algebraic expression IMPORTANCE weight balance weighting scale for commodities medical work building industries | By the end of the lesson, students should be able to solve addition and subtraction in algebraic expression solve problems involving algebraic expression in quantitative reasoning | students in groups cut cardboard into small sizes label them as a, m, k,x, 2a, 3m, 3k, 4m 5a, 6k, 2x etc to form flash cards and arrange them basically on their last terms as follows: 2x + 2x +2x = 8x b x bxb xb =b^{4} axbac=abc 4ay=4y students in groups are to do a role play on word problems on algebraic expressions using gender height, complexion of students in the class Quantitative Reasoning |

12 | Revision of the second term’s work | By the end of the lesson, students should be able to Identify the areas of their difficulties Solve some problems related to the areas identified | 5 30 sample p 6p |

13 | Examination | Students should be able to write the second term examination without any difficulties |

## MATHEMATICS SCHEME OF WORK JSS1 3RD TERM

WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |

1 | Revision of second term’s work Emphasis should be on identified area of difficulties in second tem examination | By the end of the lesson, students should be able to: Recap some topics taught in second term Solve some exercises on them | Students in groups solves exercises on different topics in first and second terms |

2 | Simple equations: Use of balance scale or sea-saw to demonstrate principle of equality Solution of simple equation Translation of real world problems into simple equations and vice versa Quantitative reasoning Importance Useful prediction To find value variation of numbers Measurement comparison | By the end of the lesson, students should be able to: Use balance scales or sea-saw to illustrate the equality principle Solve real life problems on simple equations Solve problems related to simple equation in quantitative reasoning | Students in groups use a sea-saw to illustrate the principle of equality Students in griups to make simple sentences that can be translated into simple equations Example Ola has 6 sweets more than Tope, and there are 18 sweets does Tope have? Solution: Students are to demonstrate the activity above with a role play to write the simple equations Let x x = sweets Ola + Tope = 18 sweets x + x = 18 sweets 6 + x + x = 18 sweets 6 +2x = 18 sweets 2x = 18 -6 x = 12 x = 12/2 = 6 Ola has 6 + 6 sweets) Tope has 6 sweets) = 18 sweets Quantitative Reasoning Sample A: ii Section B |

3 | Geometry plane shapes Types of plane shapes and their properties Similarities & differences between square, rectangle, trapezium, parallelogram and circle Quantitative Reasoning Importance –vocationskills Bricklaying Welding Construction of different Shapes for focuses POP construction and decoration Textile industries | By the end of the lessons, students should be able to: Mention types of plane shapes Explain some of their properties Mention and explain the differences and similarities of some plane shapes itemized (possibly in tabular form) Solve problems related to quantitative reasoning on plane shapes | Students as a class to mention some plane shapes, such as square, rectangle, triangle, circle etcStudents in groups use cardboard and scissors to call these shapes, then discuss their identities, differences and similarities e.g. Differences and similarities between a square and a rectangle Differences and similarities between a parallelogram and a trapezium Differences between a rhombus and a kite Create special colourful pattern that carry the used in textile industries Use the shapes to construct a pen for pets Quantitative Reasoning |

4 | Perimeter of regular polygon such as square, rectangle, triangle, trapezium, parallelogram, and circle Area of regular polygon such as square, rectangle, triangle Quantitative reasoning Importance -carpenter Bricklaying Welding Architecture and so on | By the end of the lesson, students should be able to: Identify some regular polygons,Explain the meaning of the term perimeter and area Solve problems given to find the perimeter and the area of a given | Students in groups Use scissors to cut a polygon from a cardboard e.g a square Take a string or rope round the polygon Measure it on a ruler in centimeters or metres The result is the perimeter of that polygon Construct rectangle with the use of Solve problems on polygon in quantitative reasoning -measure their dimensions, length and breadth Use formula to discover both the area and perimeter f the polygon Use the knowledge to construct a beautiful jewelry box using dimensional shapes of any given polygon as required Quantitative Reasoning 20m Sample: a. b. 2cm |

5 | Dimensional shapes Identification of 3 dimensional shapes Basic properties of 3 dimensional shapes (cube and cuboid) Volume of cubes and cuboids Quantitative reasoning Importance Petty traders make use of cubes, cuboids, vessels as containers for meaning some food items For traders to know the use of each of the shapes Some items like sugar, magi, food seasoning are in cubes form Importance Cube, carton, cubiod cartons are used in packaging some goods in the companies and factories | cylinder By the end of the lesson, students should be able to identify some 3-dementional shapes Mention and explain the basic properties of 3 dimensional shapes thus:Cube and cuboids Cylinder and sphereSolve quantitative reasoning cylinder Solve quantitative reasoning problems on 3 dimensional shapes | Students are groups to Bring different cartons of food items Identify dimensional size of the 3-dimensional shapes Use cardboard to make cube, cuboid and differentiate the two Use cardboard to construct sphere and cylinder and identify them as follows: Cube Cuboid Cylinder |

5 practice the of formulars to solve or find the volume of 3 –dimensional shapes Students in small groups use any of 3-dimensional shapes to make beautiful flowers vases | |||

6 | Angles Identification and the properties Vertically opposite angles Adjacent angles Alternative angles Alternative angles Corresponding angles Quantitative reasoning Importance Use in construction Companies Carpentry work Bricklaying Welding Architectural works | By the end of the lesson, students should be able to: Identify angles around the school environment Identify adjacent angles Identify alternate and corresponding angles State the properties of the angles mentioned above Solve quantitative reasoning | a Students in small groups: Discuss angles within the class /the school environment Spread plane white paper on a table and lay two broom –sticks parallel to the table as show below Lay a slanting broom stick across the two two brooms on the table and mark and name all angles formed as shown below Quantitative reasoning Study the diagram below |

7 | Review of first half term work and periodic test | By the end of the lesson, students should be able to Review the first half term work Take part in the periodic test | Arrange the students into small groups Allow the grop to interact with each other Appoint a group leader for each group formed in the class |

8 | Angles and construction Angles’ theorems Sum of angles on a straight line Supplementary angles Complementary angles Angles (sum) in a triangles Construction of parallel line and perpendicular line Construction of angles 90^{0} and 60^{0} Quantitative reasoning Importance The construction companies use these to build and to form structures during their work Architecture | By the end of lesson, students should be able to: Review the first half-term work Take part in the periodic test | Arrange the students into small groups Allow the group to interact with each other Appoint a group leader for each group formed in the class |

8 | Angles and construction Angles’ theorems Sum of angles on a straight line Supplementary angles Complimentary angles Angles (sum) in a triangles Construction of parallel line and perpendicular line Construction of angles 90^{0} and 60^{0} Quantitative reasoning Importance The construction companies use these to build and to form structures during their work Architecture | By the end of the lesson, student should be able to Explains some theorems and use them to solve problems on angles (straight line and angles in a triangle) Solve supplementary and complementary angles Construct a parallel and perpendicular lines Construct angles 90^{0} and 60^{0} Solve problems on quantitative reasoning | Students are grouped to Discuss types of angles around e.g. face of clock is 360^{0}, 9 0^{0}’clock, 6 0’ clock is 180^{0} Demonstrate a line drawn to biset circle into two equal halves, each is 180^{0} and a straight line form 180^{0} Use always or broom sticks to demonstrate that a triangle has sum of 180^{0} in its 3-angles Draw a triangle and a straight line thus, a +b = 90 a + b^ = complementary angles S r s P Q R 1 + 5 = 1800 1 + 5 = are supplementary Use protactor and compass to construct angle 90 ^{0} and 60^{0} respectively |

Computing of scores And positioning of students in schools Sports activities Business analysis | Chain of numbers 20 Samples 1. ii. “ | ||

9 | Statistics 1 Meaning Purpose & usefulness of statistics Data collection, sources and importance Analysis of data presentation Frequency distribution Quantitative reasoning Importance National population census Hospitals Business analysis Budget preparation and allocation Prediction | By the end of the lesson, students should be able to: State the meaning of statistics Mention and explain the purposes and usefulness of statistics Present and analysis how data are collected Compute a frequency distribution table Solve problems on quantitative reasoning in statistics | Students in groups collect data on their ages, record and form a frequency table based on their ages As shown below Age 10 11 12 13 14 15 Freq. 4 8 15 10 6 2 Students representative in each group makes a presentation on data collection |

10 | Statistics (continued) Graphical presentation of data Use of pictogram Bar chart Pie chart Histogram Quantitative Reasoning Importance -national population census Hospitals Schools Business preparation and allocation Predictions | By the end of the lesson, students should be able to Interpret data, make use of tally Prepare a frequency table from new data Represent statistics data using pictogram, bar chart and histogram Solve quantitative on reasoning on statistics | Students in small groups mention the number of cars, buses, tricycles, and motorcycles they saw when coming to school Use the information to form a frequency table Then form a pictogram, bar chart and histogram Quantitative Reasoning Below is frequency table showing the tally copy and complete collour No of Total cars blue //// 1 green //// ////1 Red 7 Black 15 Others 3 |

11 | Statistics II Measurement of average Arithmetic’s mean The median The mode Quantitative reasoning Importance | By the end of the lesson, students should be able to Explain the meaning of the term Mean, median and mode Compute the mean, median and mode of grouped data Compare the mean, median and mode of ungrouped data Solve problems on quantitative | Students brainstorm on the meaning of mean, median and mode Students in small groups use their ages to determine mean, median and mode of numbers using the formulars below: Mean = sum of all values Number of values Median = any middle number Mode = Highest occurrence number in the |

12 | Revision | By the end of the lesson or week, students should be able to revise all the terms’ work and be ready for the examination | |

13 | Examination | Students to partake in examinations |