**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 â€”

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, childrenâ€™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.