Maths Scheme, Mathematics Scheme of Work Primary 3 Federal, numerators and denominators of fraction, Open sentences, Schemeofwork.com
FIRST TERM MATHEMATICS SCHEME OF WORK FOR PRIMARY THREE (3)
WEEK 1
TOPIC / CONTENT
WHOLE NUMBERS UP TO 999 Counting of numbers up to 999
Writing of numbers up to 999
Counting in groups of Hundreds, Tens and Units.
ACTIVITIES
Teacher:
Guides pupils to prepare piles or bundles of given collection in hundreds, tens and units.
Guides pupils to identify, count and read up to 999.
Pupils:
Prepare piles or bundles of given collection in hundreds, tens and units.
Count, identify and read out numbers up to 999.
WEEK 2
TOPIC / CONTENT
WHOLE NUMBERS UP TO 999
Ordering whole numbers with the symbols < (lesser than), > (greater than).
Expansion of 3-digit numbers.
ACTIVITIES
Teacher:
i.Guides pupils to expand a given number e.g. 432 in hundred, tens and unit.
432 = 400 + 30 + 2
ii.Guide pupils to identify the symbol less than (<) and greater than (>) etc.
iii.Leads pupils to compare two given numbers using the symbols < and >
iv.Lead pupils to mention the importance of counting and ordering of whole numbers.
Pupils:
i.Pupils expands given numbers e.g. 432 in hundred, tens and unit.
ii.Identify the symbol less than and greater than (< and >)
iii.Compare two given numbers using the symbols of greater than and less than.
iv.Mention the need of counting and ordering of numbers in everyday activities.
Instructional Resources:
Match stick, bottle top, seeds, ropes, rubber bands, pebble charts of written whole numbers, place value charts etc.
WEEK 3
TOPIC / CONTENT
FRACTION
i.Fraction of concrete objects into % , 1/3 % , 1/5 and 1/6
ii.Fractions of shapes such as squares, rectangles, triangles, circles.
iii.Identifying numerator and denominators of fractions.
ACTIVITIES
Teacher:
i.Guides pupils to divide into parts without remainder to form a fraction.
ii.Guide pupils to divide shapes into given number of parts without remainder
iii.Guides pupils to match the division with the corresponding fraction e.g. % , 1/3 etc.
iv.Guide pupils to identify numerators and denominators of fraction.
Pupils:
i.Divides numbers into parts without remainder to form a fraction
ii.Divide shapes into given number of parts without remainder.
iii.Match the division with the corresponding fraction.
iv.Identify numerators and denominators of fractions.
Instructional Resources:
Concrete objects, papers cutting, counters, shapes (square, circles, rectangle, triangle), papers of equal sizes, markers, colour pencils, inequality chart etc.
WEEK 4
TOPIC / CONTENT
EQUIVALENT FRACTIONS
i.dividing sets of objects into two to show that half is equal % = 2/4 = 3/6
ii.Dividing the whole unit into equal parts using fraction board.
iii.Ordering of fraction to include of symbols < and > e.g. % < %
ACTIVITIES
Teacher:
i.Guide pupils to divide different sets of objects into two to discover that % = 2/4 =
3/6 = 4/8 etc.
ii.Guide pupils to divide sets of objects into two to discover that 1/3 = 2/6 = 4/12 etc.
iii.Leads pupils to identify which fraction is less and which is greater.
% < %
1/5 < %
% > 1/5 % > 1/5
Pupils:
i. Divide different sets of objects into two parts to discover that % = 2/4 = 3/6 etc.
ii. Divide sets of objects into two to discover that 1/3 = 2/6 = 4/12 etc.
iii .Identify which fraction is less and which is great.
Instructional Resources:
Concrete objects counters, inequality chart, paper cut out in shapes of square, rectangle, triangles etc.
WEEK 5
TOPIC / CONTENT
ADDITION
i. Addition of two and three digits numbers with remaining or exchanging.
ii. Addition of 3 digit numbers, taking two at a time.
Iii .Addition of fraction with the same denominators.
ACTIVITIES
Teacher:
I. Guides pupils to arrange counters in bundles of tens and count the numbers in the expanded form and be able to write them in that form.
E.g. 96 = 9tens +6units
75 = 7tens and 5units 58 = 5tens and 8units
ii.Guides pupils to solve some addition problems on the board e.g. 76+19 = ( )
iii.Guides pupils on the use of abacus in adding numbers etc.
iv.Guides pupils to add fractions with the same denominator e.g. 3/6 + 2/6 .
Pupils:
i.Arrange counters in bundles and of tens and count them in the expanded form and write them in that form.
ii.Pupils solve some addition problems on the board.
iii.Pupils use abacus and count correctly.
iv.Add fractions with the same denominators.
Instructional Resources:
Charts and flash cards, addition cards, fraction cards, counters, abacus chart.
WEEK 6
TOPIC / CONTENT
SUBTRACTION
i.Subtraction of 3-digit number with regrouping.
ii.Subtraction of fractions with the same denominator.
ACTIVITIES
Teacher:
i.Guides pupils in subtracting 3-digit numbers with regrouping.
ii.Lead pupils in subtracting fractions with the same denominator e.g. 3/6 – 2/6.
Pupils:
I. Subtracts 3-digit numbers with regrouping.
ii.subtracts fractions with the same denominators.
Instructional Resources:
Chart and flash card, subtraction cards, counters, abacus chart, fraction cards.
WEEK 7
TOPIC / CONTENT
OPEN SENTENCES
i.Open sentences involving addition of numbers
ii.Open sentences involving subtraction of numbers.
ACTIVITIES
Teacher:
i. Guides pupils to find missing numbers example:
9 + = 15
18 -1 1 = 7
ii.Leads pupils to appreciate the relationship between + and —
iii.Guide pupils to solve quantitative aptitude problems on open sentence.
Pupils:
i.Find missing numbers in open sentences
ii.Give examples of open sentence in every day life.
iii.Solve related quantitative aptitude problems.
Instructional Resources:
Chart containing worked examples on open sentences.
WEEK 8
TOPIC / CONTENT
MULTIPLICATION
i.Multiplication as repeated addition
ii.Using multiplication table to find
a. 1×1, 1×2 1×9
b. 2×1, 2×2 2×9
c. 3×1, 3×2 3×9
ACTIVITIES
Teacher:
i. Guide pupils to use repeated addition for multiplication e.g. 2×4 = 2x2x2x2 = 8
ii. Guide pupils to use multiplication tables to multiply one digit number by 1 e.g.
1×1, 1×2 1×9
ii. Guide pupils to use table to multiply one digit number by 2 and 3 e.g.
2×1,2×2 2×9 and 3×1, 3×2 3×9
Pupils:
i.Use repeated addition for multiplication
ii.use multiplication tables to multiply one digit number by 1 and 2 e.g.
1x 1, 1 x 2 1 x 9
2x 1,2 x 2 2 x 9
3x 1, 3 x 2 3 x 9
Instructional Resources:
10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.
WEEK 9
TOPIC / CONTENT
MULTIPLICATION
Using multiplication tables to find
a. 4 x 1,4 x 2 4 x 9
b. 5 x 1, 5 x 2 5 x 9
c. 6 x 1,6 x 2 6 x 9
ACTIVITIES
Teacher:
i. Guides pupils as they use the multiplication table to multiply;
a. 4 x 1,4 x 2 4 x 9
b. 5 x 1, 5 x 2 5 x 9
c. 6 x 1,6 x 2 6 x 9
Pupils:
Uses the multiplication table to multiply one digit number e.g.
a. 4 x 1,4 x 2 4 x 9
b. 5 x 1, 5 x 2 5 x 9
c. 6 x 1,6 x 2 6 x 9
10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.
WEEK 10
TOPIC / CONTENT
MULTIPLICATION
i. Using multiplication tables to
find
a. 7 x 1, 7 x 2 7 x 9 up to
9 x 1, 9 x 2, 9 x 3 9 x 9
ii. Revision of multiplication of
numbers from 1×1,2×2 9×9
ACTIVITIES
Teacher:
i. Guide pupils as they use the multiplication
table to find:
a. 7 x 1, 7 x 2 7 x 9
b. revise multiplication of numbers from 1×1,
2×2 9 x 9.
Pupils:
Uses multiplication table to;
a. Find 7 x 1,7 x 2, 7 x 3 7×9
b. Multiply numbers from 1 x 1,
2 x 2 9 x 9.
Instructional Resources:
10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.
WEEK 11
TOPIC / CONTENT
MULTIPLICATION
i. Multiplying 2-digit numbers by
one digit number vertically
e.g. 2 4
x 5
ii. Multiplication of three 1-digit
numbers, taking two at a time,
e.g. 5x3x7 = (5×3)x7 =
15×7=105.
ACTIVITIES
Teacher:
i. Guide pupils to multiply 2-digit numbers by one digit number vertically
e.g. 24 x 5
= 2 4
x 5
ii. Guide pupils to multiply three, 1-digit numbers, taking two at a time
e.g. 5x3x7 =
(5×3) x 7 = 15 x 7 = 105.
Pupils:
i.Multiply 2-digit numbers by one digit number vertically.
ii.Multiply three, one-digit numbers, taking two at a time.
Instructional Resources:
10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.
WEEK 12: Revision
WEEK 13: Examination
SECOND TERM MATHEMATICS SCHEME OF WORK FOR PRIMARY THREE (3)
GENERAL MATHS
WEEK 1
TOPIC / CONTENT
DIVISION
Division of whole numbers not exceeding 48 by 2,3,4,5 and 6 without remainder
ACTIVITIES
Teacher:
Guide pupils through division of whole numbers such as 20/5 or 20- 5, 10/5 or 10 -: 5
Pupils:
Pupils divide whole numbers not exceeding 48 by 2, 3, 4, 5 and 6.
Instructional Resources:
Bottle tops, sticks, pebbles, beads etc.
Teacher:
Leads pupils to divide by grouping repeated subtraction using bottle tops not exceeding
WEEK 2
TOPIC / CONTENT
DIVISION
Factors of whole numbers not exceeding 48
ACTIVITIES
Teacher:
Leads pupils to divide by grouping repeated subtraction using bottle tops not exceeding 48
Pupils:
Pupils solve division using grouping and repeated subtractions.
Instructional Resources:
Bottle tops, pebbles, sticks etc.____________
WEEK 3
TOPIC / CONTENT
DIVISION
Find the missing factor in a given numbers
ACTIVITIES
Teacher:
Use rectangular pattern of numbers to find factor of given numbers
| 1 | 2 | 3 | 4 | 5 | 6 |
| 2 | 4 | 6 | 8 | 10 | 12 |
| 3 | 6 | 9 | 12 | 15 | 18 |
| 4 | 8 | 12 | 16 | 20 | 24 |
| 5 | 10 | 15 | 20 | 25 | 30 |
| 6 | 12 1 | 8 | 24 | 30 | 36 |
Two factors of 6 = 2,3
Two factors of 30 = 5, 6
Guide pupils to se rectangular pattern to
solve examples 30 = 2 x 3 x ‘
Pupils
Uses rectangular pattern of numbers to find factor of given numbers solve sums involving missing factors of given numbers.
Instructional Resources:
Bottle tops, time table, chart etc.
WEEK 4
TOPIC / CONTENT
DIVISION
Factors and multiples of numbers
ACTIVITIES
Teacher:
- Guide pupils to write out the multiples of given numbers 2,4,6,8,10,12 etc. 3, 6, 9, 12, 15, 18 etc.
- Leads pupils to distinguish between factors
and multiples of given numbers.______________
iii. Leads pupils to give examples of everyday activities where correct division is needed, emphasis on the need for accurate in division.
Pupils:
- Write out the multiples of given numbers 2 and 3.
- Distinguishing between factors and multiples of given numbers.
- Pupils gives examples of everyday activities where correct division is necessary.
Instructional Resources:
Bottle tops, beads, pebbles, sticks etc.
WEEK 5
TOPIC / CONTENT
MONEY 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 N20.
ACTIVITIES
Teacher:
- Reminding the pupils that numbers of
1 kobo in 5kobos, =5k, number of 5k in 10k = 2kobo etc.
- Give pupils 50k and ask them to change it into 10k coins.
- Corner shop in class with items like, omo, Lipton, tin milk, biscuits, sweets, tooth paste, etc.
- a pupil as shopkeeper another two pupils as customers, goes to shop to buy items that involved given change not exceeding N20. -mental work with multiplication of 2×2, 2×5, 3×2, 3×4 etc.
- Guide pupils towards saving sums involving multiplication of money with product not exceeding N20. E.g. 10kx3 = 30k, N3x4 = N12.
Pupils:
- Participates in changing money into smaller units.
- collect items for the corner shop.
- Acts as a shop keeper and customers.
- Respond to the mental questions asked:
– solve sums on multiplication involving money not exceeding N20.
Instructional Resources:
Coins and Naira, items in corner shop, counters, class room pupils.
WEEK 6
TOPIC / CONTENT
LENGTH
i. Estimation of lengths (in centimetres (cm) and metres (m) and comparison of estimate with actual measurement.
ii.Estimation of widths (in centimeters cm and metres(m) and comparison of estimate with actual measurement.
iii.Conversion of centimeters to metres
iv.Conversion of metres to centimeters.
v.Simple word problems leading to correct measurement.
ACTIVITIES
Teacher:
i. Guides pupils to measure their table using their hand spans.
ii. Find out which child has the longest and shortest hand span.
iii. Estimate the length of various objects in the class.
iv. Guides pupils to measure length of given objects using standard units.
v. Leads pupils to mention the importance of standard units.
vi. Ask pupils to measure the two lengths and two widths of their tables and add their results.
vii. Guide pupils to pick regular figures and measure all the distances round, record their results.
viii. Guide pupils to record results on chalkboard.
ix. Guide pupils to find out that the distance round the plain object is called perimeter.
x. Guide pupils to perform activities to find out more regular shape in their environment.
Pupils:
– Measure their table using their hands span.
– Find out which child has the longest and shortest hand span.
– Estimate the length of various objects in the class.
-Apply standard units of measurement.
– Pupils mention the importance of these standard units.
– Pupils measure the two lengths and two widths of their table and add their results.
– Pupils measure regular figure and write out results on chalkboard.
– Solve more sums by measuring more regular shapes to find out perimeters.
Instructional Resources:
Rope, measure tape, rules, desks, tables, hand span of the pupils etc.
WEEK 7
TOPIC / CONTENT
LENGTH
i.Comparing non-standard measure e.g. arm length
ii.Measurement in metres and centimeters.
ACTIVITIES
Teacher:
i.Guides the pupils to measure the length of the classroom with their foot and arms length and record their result.
ii.Lead pupils towards the differences in arm length and other non-standard measure used.
iii. Guide pupils to use metre rule to measure objects in class.
iv. Lay emphasis on the importance of standard unit compare with natural unit in measurement.
v. The need for standard unit in the society.
Pupils:
i. Measure the classroom with their foot and arm length and then compare their results
ii. Find out the differences in arms length and other non-standard measurement.
iii. Use metre rule to measure objects in the class.
iv. Understand the importance of standard unit against natural units.
Instructional Resources:
Classroom, arms length, foots, metres rule, pencil etc.
WEEK 8
TOPIC / CONTENT
AREA
i.Area of squares by counting unit squares.
ii.Area of rectangle by counting unit squares
iii.Estimating area of classroom using 1 metre square (100cm by 100cm) clothing material.
ACTIVITIES
Teacher:
- Guide pupils towards counting unit square
- Areas of rectangle by counting unit squares.
- Leads pupils towards using 1 metre square (100cm by 100cm) to give the estimate of the area of the classroom.
Pupils:
- Pupils counts the unit squares and record
- Pupils counts area of rectangle by using unit square
- Pupils uses 1 metre square to represent 100cm by 100cm to give the estimate of the classroom.
WEEK 9
TOPIC / CONTENT
CAPACITY
i.identifying litres as unit of measuring capacity using empty containers e.g. 1 litre, 2 litres, 10 litres etc.
ii.Reading of table of capacity
iii.Measuring how many 4 litres containers in 20 litres of a can.
ACTIVITIES
Teacher:
i.Guide pupils to identify the litre as a unit of measurement used in our daily activities.
ii.Guide pupils to learn the following 10 millilitres (ml) = 1 centilitre(cl)
10 centilitres (cl) = 1 decilitre (dl)
10 decilitres (dl) = 1 litre 1000 litres = 1 kilolitre (kl)
iii.Guide pupils to use empty containers to measure liquid into bigger containers.
iv.Need for accurate measurement of liquid e.g. water, kerosene, ground nut oil etc.
Pupils:
i.Identify litres as unit of measurement of capacity.
ii.Study and copy the units of litres
iii.Measure water with 1 litre into a 4 litres container and record their findings.
iv.Identify the need for accuracy in measuring liquids e.g. water.
Instructional Resources:
Water, 1 litre bottle, 2 litres bottle, 4 litres jerry can etc.
WEEK 10
TOPIC / CONTENT
CAPACITY
i.Measuring liquid (e.g. water with graduated cylinder or container up to any stated number of litres.
ii.Determining the quantity of clean or unclean water in the environment.
ACTIVITIES
Teacher:
- Lead pupils to measure water or liquid with the graduated cylinder.
- Guide pupils to determine the quantity of water measured.
Pupils:
i.Measured liquid using the graduated cylinder provided.
ii.Determine the amount or quantity of liquid measured.
Instructional Resources:
Graduated cylinder, bowl, water etc.
WEEK 11: Revision
WEEK 12: Examination
Maths Scheme, Mathematics Scheme of Work Primary 3 Federal, numerators and denominators of fraction, Open sentences, Schemeofwork.com
THIRD TERM MATHEMATICS SCHEME OF WORK FOR PRIMARY THREE (3)
GENERAL MATHS
WEEK 1
TOPIC / CONTENT
WEIGHT
i. Introducing grams and kilograms as unit of measurement.
NB: (100g = 1kg)
ii. Finding and recording weights of objects
iii. Finding weights of small objects (e.g. packet of sugar, tin of milk, textbooks) and recording in grams.
ACTIVITIES
Teacher:
i. Guide pupils to obtain the weight of some objects
ii. Explain that the weight of some small objects like packets of sugar, tin of milk are expressed in grams.
Pupils:
i. Obtain the weight of some of these objects
ii. Note that the weight of small objects like packet of sugar, tin of milk are expressed in grams.
Instructional Resources:
Stones, packet of sugar, tin of milk, pencil, a scale or balance.
WEEK 2
TOPIC / CONTENT
WEIGHT
i. Finding weight of heavy objects (e.g. stones, human beings) and recording in kilograms.
ACTIVITIES
Teacher:
i.Guide pupils to obtain weight of heavy objects e.g. rocks, bags etc.
ii.Lead pupils to note that weight of heavy objects are expressed in kilograms
iii.Lead pupils to apply the grams and kilograms as standard units of measurement
iv.Guide pupils to solve some problems involving weights.
Pupils:
i.Obtain weight of heavy objects e.g. stones, etc. and express it in kilograms
ii.Apply the grams and kilograms as standard units of measurement.
iii.Solve some problems involving weights. Instructional Resources:
Stones, a scale or balance, marble different stones
WEEK 3
TOPIC / CONTENT
TIME
i.Identification and reading of clocks to % and % hour.
ii.telling time in minutes
iii.Changing seconds to minutes and minutes to seconds.
iv.Word problems on time.
ACTIVITIES
Teacher:
i.Guides pupils to read clock to % and % hour .
ii.Lead pupils to tell time in minutes
iii.Guide pupils in conversion from minutes to second and vice-versa.
iv.Lead pupils in solving word problems on time.
Pupils:
i.Reads time to % and % hour
ii.Tells time in minutes
iii.Converts from minutes to second and from seconds to minutes
iv.solve word problems on time.
Instructional Resources:
Wall clock, wrist wrist hand watch, charts showing time in % and % hours.
WEEK 4
TOPIC / CONTENT
TIME
i.Reading days of the week
ii.Reading months of the year
iii.Reading days of the weeks and month of the year.
iv.Reading important days of the year.
ACTIVITIES
Teacher:
i.Guide pupils to read days of the week
ii.Lead pupils to read months of the year.
iii.Guide pupils to read days and months
iv.Displays calendar and guides pupils to say datese and when certain events like Christmas, New year, Easter , Id-el-kabir, Nigerian Independence day, children’s day, democracy day etc. are celebrated.
Pupils:
i. Read days of the week
ii. Read months of the year
iii. Note the number of days in months
iv. Mention certain dates and when certain events are celebrated using a calendar.
Instructional Resources:
Calendar, flash card; for days of the week, months of the year etc.
WEEK 5
TOPIC / CONTENT
SYMMETRY
i. Identifying symmetrical objects e.g. leaves, [pictures, squares,
rectangle, triangles etc.
ii. Identifying lines of symmetry in various objects
iii. Folding various planes shapes along their lines of symmetry.
iv. Finding the numbers of lines of symmetry in various shapes
v. world problem on lines of symmetry.
ACTIVITIES
Teacher:
i. Guide pupils to identify symmetrical objects.
ii. Leads pupils to identify lines of symmetry in various objects.
iii. Guide pupils to fold various shapes along their lines of symmetry.
iv. Lead pupils in finding the lines of symmetry in various shapes.
v. Guide pupils in solving word problems related to lines of symmetry.
Pupils:
i. Identifies symmetrical objects
ii. Identifies lines of symmetry in various objects.
iii. Folds various shapes along their lines of symmetry.
iv. Find lines of symmetry in various shapes.
v. Solve word problems on liens of symmetry.
Instructional Resources:
Cardboard, leaves, plane shapes, broom sticks, circular tins.
WEEK 6
TOPIC / CONTENT
SYMMETRY
i. Properties of square
ii. Properties of rectangle
iii. Properties of triangle
ACTIVITIES
Teacher:
i. Guide pupils to observe and record the properties of a square.
ii.Guide pupils to observe and record the properties of rectangles
iii.Guide pupils to observe and record the properties of triangles.
Pupils:
i.Observes and record the properties of a square.
ii.Observes and record the properties of a rectangle.
iii.Observes and record the properties of a triangle.
Instructional Resources:
Pencil, broomstick, straight edges and squared corner shapes etc.
WEEK 7
TOPIC / CONTENT
SYMMETRY
i. Stating the relationship between the sides and angles of a;
-Triangle
-Square
-Rectangle
ACTIVITIES
Teacher:
i. Guide pupils as they state the relationship between the sides and angles of the following:
a. Triangle
b. Square
c. Rectangles
Pupils:
i. Mention the relationship between the sides and angles of the following:
a. Triangle
b. Square
c. Rectangle
Instructional Resources:
Straight edges and squared cornered shapes, triangles, rectangles, squares, card board, pencil, ruler etc.
WEEK 8
TOPIC / CONTENT
STRAIGHT LINES AND CURVES
i. Drawing and recording vertical and horizontal lines and curved lines.
ii. Drawing curved lines to form various shapes
iii. Joining various shapes to form new objects.
ACTIVITIES
Teacher:
i. guide pupils to draw horizontal lines, vertical lines and curves (such as arc, semi circle and circle).
ii. Lead pupils to form various shapes using lines and curves.
Pupils:
i. Draw horizontal, vertical and curved lines.
ii.Form various shapes using lines and curves
iii.Join various shapes to form new objects
Instructional Resources:
Ruler, pencils, various shapes e.g. triangle, rectangles, squares, circles, cardboard etc.
WEEK 9
TOPIC / CONTENT
PICTOGRAMS
i. Reading and showing information on pictogram using vertical arrangement
ii. Reading and showing information on pictogram using horizontal arrangement. iii. Finding the total number of objects on a pictogram
ACTIVITIES
Teacher:
i. Guide pupils to read and show information on pictogram using vertical arrangement
ii. Guide pupils to read and show information on pictogram using horizontal arrangement
iii. Guide pupils to find the total number of objects on a pictogram.
Pupils:
i. Read and show information on pictograms using vertical arrangement
ii. Read and show information on pictogram using horizontal arrangement
iii. Find the total number of objects on a pictogram.
Instructional Resources:
i. Card boards of pictograms arranged vertically and horizontally.
ii. Cut out of pictures for pictograms
WEEK 10
TOPIC / CONTENT
PICTOGRAMS
Pictogram mode:
i. identify the most common value in a pictogram.
ii. finding the mode in a pictogram
iii. Drawing pictogram from a given table .
iv. Drawing table from a pictogram.
ACTIVITIES
Teacher:
i. Guide pupils to identify the most common value in a pictogram.
ii. Guide pupils to draw pictogram from a given table.
iii. Leads pupils to draw tables from pictogram.
Pupils:
i. Identify the most common value in a
pictogram
ii. Draw pictogram from a given table
iii. Draw tables from pictograms. Instructional Resources:
i. Pictograms with one mode for each pictogram
ii. Mathematical activity or game etc.
WEEK 11
TOPIC / CONTENT
PICTOGRAM (MODE)
i. Reading mode from table
ii. Identifying the number of items
from the tables
iii. Finding the sum of two or more items from a table.
iv. Differentiating between two items from a table.
v. Word problems on mode.
ACTIVITIES
Teacher:
i. Guide pupils to read mode from tables.
ii. Lead pupils to identify the number of items from the tables.
iii. Guide pupils to sum two or more items from a table.
iv. Guide pupils to differentiate between two items from a table.
v. Guide pupils to solve word problems on mode.
Pupils:
i. Read modes from tables
ii. Identify the number of items from the table.
iii. Sum two or more items to from a table.
iv. Differentiate between two items from a table
v. Solve word problems on mode.
Instructional Resources:
i. Data from emerging issues such as environmental degradation.
ii. Mathematical activity or game
iii. Pictograms with one mode for each program.
