Unified Schemes of Work for Junior Secondary Schools (JSS TWO). Lagos State JSS2 Mathematics Scheme of work (AGE 13 ) – schemeofwork
JSS2 MATHEMATICS SCHEME OF WORK FIRST TERM
WEEK: 1
Subject: MATHEMATICS
TOPIC/CONTENT: REVIEW OF JSS 1 SCHEME OF WORK / RESUMPTION TEST.
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
i. review JSS 1 TOPIC and apply basic knowledge learned for effective study in their new class.
ii. Participate in the resumption test.
LEARNING ACTIVITIES:
+Revision on basic operation.
+Students participate in Resumption test.
CORE SKILLS:
-Critical thinking and Problem solving skill
+Communication and Collaboration skill.
LEARNING RESOURCES:
+ Third term JSS 1 past questions.
+Relevant TOPIC from JSS1
WEEK: 2
Subject: MATHEMATICS
TOPIC/CONTENT:
WHOLE NUMBERS:
(a). Whole numbers in standard forms.
(b). Decimal numbers in standard forms.
(c) Prime factors.
Importance:
i Sciences
ii Social Sciences.
iii. Surveying
vi. Census
v. Architecture
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(i). express any whole number in standard form.
(ii) Express decimal number in standard form.
(iii) Explain the term Prime factor.
(iv) List all the prime factors of numbers not greater than 200.
(v) Factorize numbers as products of its prime factors.
(vi) Solve quantitative reasoning on whole numbers and decimal numbers in standard form.
LEARNING ACTIVITIES:
i. Digits are written on cardboard to form large numbers and students in small groups express them in standard forms.
ii. Prime numbers.
Firstly, write numbers from 1 to 200.
Cancel 1 and all the multiples of 2, 3, 5, 7, 11 and 13, the numbers left are prime numbers.
QUANTITATIVE REASONING:
Sample 1:
i. 45300 = 4.53 x 104
ii. 0.00567 = 5.67 x 10-3
Sample 2:
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+Cardboard paper
+ Flash cards of Standard Forms.
+Nigeria Population charts
+Eratosthenes Sieves Table
Site Links
Video Link
WEEK: 3
Subject: MATHEMATICS
TOPIC/CONTENT:
WHOLE NUMBERS (CONTINUED):
(a). Least Common Multiple (LCM).
(b). Highest Common Factor (HCF).
(c.) Square and Square roots.
(d). Quantitative reasoning.
Importance
i. Mathematics class
ii. Sales and Marketing
iii. Measurements
iv. Coding and decoding system.
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(i) Solve problem of Least Common Multiple of numbers (LCM).
(ii) Solve problem of Highest Common Factor (HCF) of numbers.
(iii) (a) Find squares of any given whole numbers.
(b) Identify numbers that are perfect squares.
(c) Find the square root of perfect squares using factor method.
(d) Find the square root of any given whole number.
(iv). Solve quantitative reasoning problems on LCM, HCF, squares of numbers and square root of numbers
LEARNING ACTIVITIES: Game of War with Least Common Multiples.
Materials needed
Playing cards (2s-10s)
Dry-erase board
Dry-erase markers
Procedures
-Divide the students in class into pairs, and provide each pair with playing cards,
Dry-erase boards,
Dry-erase markers.
-Divide the deck of cards equally between the two players. Each partner will draw two cards from their deck. They will figure out the LCM for their numbers.
-After 3 to 4 turns, the player with the highest LCM wins all the cards.
QUANTITATIVE REASONING:
Sample 1:
Sample 2:
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+ Multiples method of L.C.M
+Multiplication tables
+ Factor tree
+Squares and square roots tables
Site Links:
https://www.onlinemathlearnig.com
Video Links:
WEEK: 4
Subject: MATHEMATICS
TOPIC/CONTENT:
FRACTIONS: TRANSACTIONS IN THE HOMES AND OFFICES.
(a) Expressing fractions as ratios, decimals and percentages.
(b) Commercial arithmetic
(c). Quantitative reasoning on fractions, ratios and percentages.
Importance:
i. Banking
ii. Accounting
iii. Trading
iv. Government offices
v. Schools (assess-ment of students’ results).
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(i). convert simple fractions to ratios, decimals and percentages and vice-versa.
(ii). solve problems relating to office and household arithmetic.
(iii). solve simple commercial arithmetic relating to profit, interest, discount and commission,
(iv) Solve quantitative reasoning related to conversion of fractions to ratios, decimals and percentages.
LEARNING ACTIVITIES: FRACTION GAME.
-Students are provided with a fraction cards. Then each student try to find the ‘equivalent fraction partner’ to make a team.
The first fraction team to find all of their correct members is the winner.
QUANTITATIVE REASONING:
Sample 1:
+ + = 1 3/20
– = 3/4
Sample 2:
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+ Used provision items such as tin of milk, pack of biscuits etc.
+Chart showing family budget
+Fraction cards
+Samples of Water, Electricity, Telephone bills, banks teller etc.
Site Links:
www.universalclass.com
www.mathsisfun.com
Video Links:
WEEK: 5
Subject: MATHEMATICS
TOPIC/CONTENT:
APPROXIMATION:
(a) Approximation of whole numbers to:
(i) Nearest tens, hundreds, thousands, tenths, hundredth and thousandth.
(ii) Decimal places
(III) Significant figures
(b). Quantitative reasoning.
Importance:
+Sport – Field events such as Short-put, Discus, Long Jump, Javelin etc.
+Distances in metres and kilometers.
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(a). Approximate whole numbers to:
(i) Nearest tens, hundreds, thousands.
(b) Approximate decimal numbers to:
(ii) Nearest tenths, hundredth, thousandth.
(c) Approximate decimal numbers to:
(i) 1 d.p, 2 d.p, 3 d.p.
(ii) 1 s.f, 2 s.f, 3 s.f, 4 s.f.
(d). Solve quantitative reasoning problems related to approximation of numbers.
LEARNING ACTIVITIES:
+Selected few students throw an object from a point, measure the distances and record. Then students approximate the distances in decimal places or significant figures.
QUANTITATIVE REASONING:
Sample 1:
Sample 2:
1.356 23.43
2.36 3.4
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+Play field
+ A football.
+Surveyor Tape rule
+Nigerian population
+Budget
Site Links:
www.varsitytutors.com
www.tutuorialpoint.com
Video Links:
WEEK: 6
Subject: MATHEMATICS
TOPIC/CONTENT:
MULTIPLICATION AND DIVISION OF DIRECTED NUMBERS:
(a). Definition and examples of directed numbers.
(b) Addition and Subtraction of directed numbers
(c) Multiplication and division of directed numbers.
(d) Quantitative reasoning on directed numbers
Importance:
i. Hospitals: – Temperature
ii. Airports :- Weather forecast
iii. Metrology:-
Weather forecast
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(i). define and give examples of directed and non-directed numbers.
(ii) Add and subtract directed numbers
(iii). multiply and divide directed numbers.
(iv) Solve quantitative reasoning problems on directed numbers.
LEARNING ACTIVITIES:
-A number line is drawn on the floor.
– A student stands on a number spot and picks a number card then moves the steps of number on the card picked.
QUANTITATIVE REASONING:
+ x =
– + =
+ =
+ =
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+ Number line chart
+ Cardboard showing Inverse and Identity on numbers charts.
Site Links:
www.mathsisfun.com
www.staff.vu.edu.au
Video Links:
WEEK: 7
Subject: MATHEMATICS
TOPIC/CONTENT:
i. REVIEW OF FIRST HALF/MIDTERM TEST.
ii. OPEN DAY.
iii. MIDTERM HOLIDAY / PROJECT
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
i. recap the first half term’s lessons to be better prepared for the second half.
LEARNING ACTIVITIES:
+ Students are grouped in a fairness selection for Quiz.
Project: Design an Eratosthenes Seive Table on cardboard.
CORE SKILLS:
LEARNING RESOURCES:
+Revision on previous TOPIC.
+Questions from class/home exercises
WEEK: 8
Subject: MATHEMATICS
TOPIC/CONTENT:
ALGEBRAIC EXPRESSIONS:
(a). Definition of algebraic expression with examples.
(b). Expression of algebraic expression.
(c.) Factorization of simple algebraic expressions.
(d) Quantitative reasoning.
Importance:
i. Research Methodology
ii. Analysis of data
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(i) Explain algebraic expressions with examples.
(ii). expand a given algebraic expression.
(iii) Factorize simple algebraic expressions.
(iv) Solve Quantitative reasoning exercises
LEARNING ACTIVITIES:
+Students display algebraic terms on flash cards to form algebraic expressions.
QUANTITATIVE REASONING:
5x + 3 a-10
3x + 4 3a + 5
= =
= 19x/20
= a/6
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+Flash card on algebraic expression
+Cardboard papers
+Scissors
Site Links:
www.math-only-math.com
www.brainfuse.com
Video Links:
WEEK: 9
Subject: MATHEMATICS
TOPIC/CONTENT:
ALGEBRAIC EXPRESSION (CONTINUES)
(a). Definition of algebraic fractions with examples
(b) Algebraic fractions with whole number denominator (addition and subtraction).
(c) Real life problems leading to simple algebraic equations
(d). Quantitative Reasoning.
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(i) Explain simple algebraic fraction with examples e.g x/2, 3y/5.
ii.) Solve algebraic fractions with whole numbers denominator by addition and subtraction e.g a/3 + b/4 = (4a+3b)/12
iii.) Interpret word problems resulting to algebraic equation.
(iv) Solve Quantitative reasoning problems
LEARNING ACTIVITIES:
+Students use differences in their ages to form algebraic expressions.
Example:
Four times a boy’s present age gives his father’s age. If the father is now 64 years, find the age of the boy.
Solution:
Let x represent boy’s age
Father is 4 times older than the boy = 4x
Present age of father = 64
Therefore 4x = 64
x = 64/4
x = 16
Quantitative Reasoning:
Same as in week 8
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+Flash card on algebraic fractions
Site Links:
www.ipracticemath.com
www.math-only-math.com
Video Links:
WEEK: 10
Subject: MATHEMATICS
TOPIC/CONTENT:
ALGEBRAIC EXPRESSIONS (CONTINUED):
(a) Monomial algebraic expression fraction
(b). Word problems leading to simple algebraic fractions.
(c) Quantitative reasoning
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to:
(i). define quadratic (Binomial) expression with examples
ii. Expand and factorize binomial expressions using quadratic equation box.
(iii) Solve Quantitative reasoning problems on algebraic express.
LEARNING ACTIVITIES: Same as in weeks 8 and 9
CORE SKILLS:
-Critical thinking and Problem solving
-Leadership and Personal development
-Communication and Collaboration
-Creativity and Imagination
LEARNING RESOURCES:
+Use of Quadratic equation box for expansion and factorization.
Site Links:
www.cliffsnotes.com
www.calameo.com
Video Links:
WEEK: 11
Subject: MATHEMATICS
TOPIC/CONTENT: REVISION OF FIRST TERM’S LESSONS AND FIRST TERM EXAMINATION
LEARNING OBJECTIVES:
By the end of the lessons, the students will be able to recap the first term’s lessons and ask questions to clarify their doubts.
LEARNING ACTIVITIES:
+ Students are given various TOPIC relating to previous lessons to handle in the class.
Selection is done row by row or otherwise.
CORE SKILLS:
LEARNING RESOURCES:
+Content from first TOPIC
+Reference textbook
WEEK: 12/13.
Subject: MATHEMATICS
TOPIC/CONTENT: FIRST TERM’S EXAMINATION AND VACATION.
LEARNING OBJECTIVES: Students complete the examinations and go for first term vacation.
LEARNING ACTIVITIES: GROUP PROJECT
Eratosthenes Sieve Table on a plywood for Prime numbers less than 200.
CORE SKILLS:
-Citizenship
-Creativity and Imagination
-Leadership and Personal development
LEARNING RESOURCES:
+Reference textbook
+Students’ notebooks.
MATHEMATICS SCHEME OF WORK JSS2 SECOND TERM
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 1 | Review of First Term’s Work Emphasis on Algebraic Expressions, Quadratic Equations and Transactions at Home and OfficesResumption Test | By the end of the lesson, the students should be able to Revise the first term topics on algebraic expression, quadratic equation and transaction at home and office Participate in Resumption Test | Exercises are given on first term topics +Resumption test |
| 2 | Simple Equations Algebraic equation. Differences between algebraic equation Problems on simple algebraic equations Quantitative reasoning Research work | By the end of the lesson, the students should be able to Define the term algebraic equationDistinguish between expressions and equation Simplify problems on simple equations, as (a) 5n-5=2n + 1 b. 3y -4 = 3 7 Solve quantitative reasoning | A balance scale used to check the weight of items -students to place items of the same weight and different quantity on the balance scale -then place the same weight items and the same quantity Allow students to differentiates between expressions and equations thus: 5x -3y +2x -2y4y + 5 = 0 Quantitative Reasoning 8x -4 = 5x + 5 3 |
| 3 | Linear Inequalities Definition of linear inequalities Plotting on number line Real life problems on simple inequalities in one variable Quantitative reasoning Importance Analyses on collation of research work | By the end of the lesson, the students should be able to Define linear inequalities with examplesSimplify linear inequality with one variable Plot solutions of linear inequality in one variable on number line e.g. x >2; x< -3; x>6; 3x > -12 Provide solutions to real life problems on simple linear inequalities in one variableSolve quantitative reasoning inequality | Introductory questions Student in a class brainstorm on these questions Do you come to school at the same time? Were you all born on the same date Are the number of boys girls equal in your class? Do you all have the same weight? Did Nigeria and Ghana get their independence the same year? Etc The students relate these questions to inequalities Quantitative Reasoning Fill with < or > |
| 4 | GRAPHS Graphs of linear equations in two variables Graphs of Cartesian plane the axis Plotting of linear graphs in two variable Quantitative reasoning Importance Distance, speed and Time of a journey Financial transaction Economics ]statistics Students’ exam records Temperature reading Metrological dept Sitting position in a stadium or cinema hall | By the end of the lessons, the students should be able to: Identify x axis and y-axis Compute table of valuesPlot point on the Artesian plane e.g. P (x, y) = p (3-4) by identifying a axis and y-axis Plot more points on the Cartesians plane and join the points to form different shapes Solve quantitative reasoning on linear inequality | Students sitting arrangements in a class are in rows and columns Students are identify the number of rows and number of columns in the class Students leader randomly identifies the sitting positions of 5 students and record e.g. Sola is on row C, column 3= 3C Titi is on row A, column 2 = 2A etc use the information above to plot a graph of row against column Quantitative Reasoning 2x -3?11 3y-3>=9 |
5 | Graphs (continue) Real life situation Word problems on graph | By the end of the lesson, students’ should be able to Plot the graph of linear equations in two variable from real life situation Interpret plotted graphs | Learning Activities as above Complete the table x 0 1 2 3 4 5 y 0 30 75 ii x 5 7.5 10 15 z 15 25 30 35 |
| Importance Textile industries Construction companies | Should be able to Identify plane shapes in their environment State the properties of plane shapes, e.g square, rectangle, parallelogram, rhombus and kites Construct plane shapes with the use of pencil, ruler and protractor Compose and decompose plane shapes using cardboard paper cartons, carpet or plywood | Cardboard to cut out different shapes and discuss their properties Students compose and decompose plane shapes using empty cartons Each student constructs plane shapes using pencils, ruler and protractor QUANTITATIVE REASONING Match the following shapes with the number of sides Scalene 4Kite 5Parallelogram 3Equilateral 4Rhombus 3Trapezium 4Right angle 4 triangle Square 3 |
| 7 | REVIEW OF HALF TERM’S WORK/MID TERM TEST OPEN DAYPROJECT | Students should be able to Recap previous learning and participate in periodic test Students to submit midterm project at resumption | +students are fairly grouped theory questions +students in groups for theory questions +students in groups to design “draft Board” game on cardboard and paste on plywood, then frame it |
| 8 | SCALE DRAWING OF LENGTH AND DISTANCES IMPORTANCE Technical drawing Architectural work Geography Map reading by pilots Civil engineering | By the end of the lesson, students should be able to: Explain the term scale drawing using scale Demonstrate real measurement and represent the information using scale on plain paper or cardboard paper Apply scale drawing to solve real life problems on measurement e.g. acres or hectres of land | Students are fairly grouped for theory questions +students in groups to designed “draft Board” game on cardboard and paste on plywood, then frame it Students measure distances using the map of Nigeria e.g. Lagos to at least 10 states in Nigeria in cm, then write out their actual values in km by conversion QUANTITATIVE REASONING |
9 | QUANTITATIVE APTITUDE ON PLANE SHAPES AND SCALE DRAWING Importance: Job interview School entrance Examination | By the end of the lesson, students should be able to: Define quantitative aptitude on plane shapes and scale drawing Give reasons (s) for studying quantitative aptitude Solve problems on quantitative on plane shapes and scale drawing | Students Mention some plane shapes such as square triangle, rectangle and circle Identify where they can be found in our environment Discuss their differences, similarities and their reference in our environment |
| 10 | REVISION OF THE SECOND HALD TERM’S WORK AND PERIODIC TEST | Student should be able to recap previous learning and partake in periodic test | Students are given pre-examination test as part of their examination scores |
| 11 | REVISION AND EXAMINATION | Students revises and recap topics for the examination | Students are arranged into groups for revision |
| 12/13 | EXAMINATION AND VACATION | Students participate in the second term examination and set vacation | Project Design beautiful tessellations on plywood |
MATHEMATICS SCHEME OF WORK JSS2 THIRD TERM
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 1 | Revision of second term’s examination/resumption test Representation of real life situation on graphs and the reason(s) | By the end of the lesson, students should be able to: Recapitulate the first and second terms lessons Recap every details in plotting of graphs in Cartesian plane Give reasons for representing real life situation in graphs Resumption test | +students submit their projects +resumption test Revision on graph plotting |
| 2 | ANGLES Construction of angles Quantitative reasoning Importance –Engineering Construction companies Architecture Photography Sailor Clock manufacturing | By the end of the lesson, students should be able to: Define angles Mention the steps involving in construction of any angle Construct angles e.g. 300, 450, 750-1050, 120, 221/20 Bisect any given angles Solve quantitative reasoning on angles | Students are to identify some strategic areas where angles can be found in the classroom furniture Ii Students use pencil and ruler to draw vertices and use protractor to measure their angles Quantitative Reasoning |
| 3. | Polygon Importance –construction works -geology -textile industries – honey comb (Hive) -floor designing | By the end of the lesson, students should be able to: Explain the term’ polygon’ with examples Discover the generalization that the sum of interior angles of regular polygon is given by (2n-4) right angles of convex ( regular) polygon Solve problems and real life problems on interior angles of convex polygon | Number of triangles formed from a polygon is 2 less than its number of sides Activities Students in pairs draw a heptagon (7-sides) polygon on a plane paper, draw diagonals from one vertex to the others How many triangles can you find? Quantitative Reasoning 1 |
| 4 | Angles of Elevation and depression Importance: Measuring the height of a building Distance between two objects | By the end of the lesson, students should be able to: Define elevation and angle of elevation with practical illustrations Solve problems by measuring (not calculations) the angles of elevation Explain depression and angle of depression with practical examples Solve real life problems and quantitative aptitude related to angles | Students are taken to the flag pole and ask to look at the flag pole horizontally, upward and downward and use diameter to measure angles |
| 5 | BEARING AND DISTANCES | By the end of the lessons, students should be able to Identify the cardinal points and use them to locate the position of objects Find distances and bearing between objects using scale drawing Construct triangle on:2 sides and an angle 2 angles and a side between themAll the 3 sides Solve real life problems on bearing and distances | Four students are positioned in four opposite directions i.e. North (N), South (S), West (W) and East (E) The a student is asked to walks the direction of any of them. This is to illustrate position and bearing of objects toward |
| 6 | STATISTICS DATA PRESENTATION Importance Population officers Bureau of statistics officers National planning and Budgeting Educational institutes e.g. schools, colleges, universities etc Religious establishments e.g. churches, mosques, etc | By the end of the lessons, students should be able to Collect data from different sources e.g. home, schools, mosque, church, market, communities etc Represent data on:Frequency tableA bar chart and ‘pie chart’ Interpret information from the charts and state their importance to everyday life | Students in small groups are to take record of their favourite food in the class. Use the data to construct a ‘pie chart’ Quantitative Reasoning |
| 7 | REVIEW OF FIRST HALF TERM’S WORK AND PERIODIC TEST | By the end of the lesson, the students should be able to recap the previous lessons and participate in the periodic test | Inter-class quiz composition among JSS2 students Mid Term test |
| 8 | Probability | By the end of the lesson, the students should be able to Explain probability as chances on occurrence of events State the importance and usefulness of probability in daily activities Give numerous and natural example of chances/events | Students as a class brainstorm on the possibilities of the following events happening Boy will be richer than his sister a women’s next delivery will be a boy That it will rain on Friday? Etc |
| 9 | PROBABILITY (CONTINUE) | By the end of the lessons, students should be able to Solve simple problems on probabilities Calculate the probability of events from result of experimentsAnalyze statistical data with the knowledge of productions and probability | students in small groups loss a fair coin 5 times and take the record of heads or tails outcomes Students throw 2 dice, add the outcomes and draw a table to record the outcomes 1 2 3 4 5 6 1 2 3 4 5 6 |
| 10 | REVIEW OF THIRD TERM’S WORK AND PERIODIC TEST | By the end of the lesson, students should be able to recap the third term’s lessons and ask questions on areas that need further clarification | Students are arranged in groups for revision |
| 11 | REVISION AND EXAMINATION AND VACATION | Students will write examination to assess their understanding | +student are given various questions relating to learned topics how to handle in the class |
