**Maths Scheme, Mathematics Scheme of Work Primary 4 Federal, Counting and writing up to 10,000, ounting in 5’s and 7’s, Schemeofwork.com**

**NUMERACY**** (MATHEMATICS)**

**MATHEMATICS SCHEME OF WORK PRIMARY 4 FIRST TERM –**

**WEEK 1**

**TOPIC: WHOLE NUMBER**

**CONTENT**

i. Counting and writing up to 10,000.

ii. Counting and writing up to 100,000.

iii. Counting in bundles of 10, 100 up to 1000,000.

iv. Use over lay cards to form and write numbers.

**TEACHER’S ACTIVITIES**

i. Guide pupils to count by using bundles of sticks, seeds etc, in counting in terms of thousand.

ii. Guide pupils to build place value abacus and ask them label column.

iii. Guide practice pupils in making overlay cards to be used in forming and writing numbers. e.g 53670,

50000 5 0 0 0 0

3000 3 0 0 0

600 6 0 0 70 7 0

iv. Demonstrates the use of overlay cards.

v. Guide pupils to solve problems in quantitative aptitude. e.g complete the following diagram for an overlay card for the number;

5360

= 5000 5 0 0 0

300 3 0 0

□6 □

**LEARNERS ACTIVITIES**

- Count using their counters. e.g sticks and match sticks in terms and hundreds
- Labels columns of place value abacus.
- Observe and demonstrate the use of overlay cards.
- Makes overlay cards.
- Solve problem on quantitative reasoning.

**WEEK 2**

**TOPIC:** **WHOLE NUMBER (contd)**

**CONTENT**

i. Counting in 5’s and 7’s.

ii. Counting in 60’s.

iii. Place value using abacus

iv. Place value of 4 digits.

v. Quantitative reasoning.

**TEACHER’S ACTIVITIES**

- Guide pupils to count in 5’s and 7’s using days of the week. Counting 5, 10, 15, 20, 30, 40
- Guide pupils to use clock faces to count 60’s.
- Guide pupils to state place value of a digit using abacus.

sWrite the place value of a 4-digit number as TH, H, T, U and explain that:

TH – Thousand

H – Hundred

T – Tens

U – Units.**v. **Quantitative reasoning.

**LEARNERS ACTIVITIES**

i. Counting in 5, 10, 15, 20, 25 counting in 7, 14,21, 28

ii. Count in 60’s e.g 60, 120, 180, 240. etc.

iii. Use abacus to place digits

- Write the place value of each digit in a given number such as the number written on the board as:

5 – 5,

3 – 30,

4 – 400,

6 = 600.**v.**Quantitative reasoning

**WEEK 3**

**TOPIC**

**CONTENT : **WHOLE NUMBERS (contd)

**TEACHER’S ACTIVITIES**

i. Guides the learners to use fingers

to represent numbers in roman

numerals I – X ( 1 to 10). I – X

– I (one finger)

– V (five fingers)

– X (ten fingers)

ii.Gives examples on quantitative aptitude e.g Find the missing

number below: L X VII 50 10 ?

iii. Guides the pupils to order two numbers e.g 546 and 174 as 546 > 174 or 174 < 546.

iv. Guides pupils to solve some quantitative aptitude problems involving ordering of whole numbers

**LEARNERS ACTIVITIES**

. Practice the number formation

using fingers

ii.Solve examples on quantitative aptitude involving roman numerals

iii. Order any two given numbers.

iv. Solve problems on

quantitative aptitude involving ordering of whole numbers.

**WEEK 4**

**TOPIC: L.C.M**

**CONTENT**

i. L.C.M of two numbers up to 9

**TEACHER’S ACTIVITIES**

Guides learners to find L.C.M of one

digit number e.g Find the L.C.M of 3,

4, and 6

2 3 4 6

2 3 2 3

3 3 1 3

1 1 1

L.C.M = 2x2x3=12 or multiples of 3

3, 6, 9, (12), 15, 18

4, 8, (12), 16, 20

6, (12), 18, 24, 30

L.C.M = 12.

**LEARNERS ACTIVITIES**

Find L.C.M by use of factor method

**WEEK 5**

**TOPIC :H.C.F**

**CONTENT**

ii. H.C.F of 2 digit numbers

**TEACHER’S ACTIVITIES**

i. Guides pupils to use multiplication table to identify H.C.F of 2 digit

numbers.

ii. Guide the learners to use prime factor method to solve problem on

H.C.F

e.g 16 = (2) x 2 x 2 x 2

18 = 2 x 3 x 5

.: H.C.F of 16 & 18 = 2.

Example 2. By prime number division method.

**LEARNERS ACTIVITIES**

i. Use multiplication table to identify H.C.F.

ii. Find the H.C.F of two numbers, using factor method or prime factor division method

**WEEK 6**

**TOPIC: FRACTION**

**CONTENT**

i. Proper and improper fraction.

ii. Mixed numbers

iii. Decimal fraction

iv. Quantitative reasoning.

**TEACHER’S ACTIVITIES**

i. Guides learners to divide an object

e.g an orange to four equal parts to

show proper fraction +

ii.Guides learner to identify what is

proper – improper fraction and

mixed fraction

e.g ¼ = Proper fraction

= Improper fraction

= Mixed number

iii. Guides pupils to identify decimal

numbers in fraction e.g

= 0.2,

= 0.001

iv. Solve problems in quantitative reasoning

**LEARNERS ACTIVITIES**

. Explaining proper fraction with practicals e.g orange.

ii. Identify proper, Improper and mixed Fractions of given numbers

iii. Identifying decimal number in fraction

iv. Solve problems in quantitative reasoning.

**WEEK 7**

**TOPIC: FRACTION Contd**

**CONTENT**

. Equivalent fraction

ii.Ordering fraction

iii. Quantitative reasoning

iv. Application of fraction in sharing commodities in home, market, school etc.

**TEACHER’S ACTIVITIES**

i. Guides the learners to state three or four equivalent fractions of a given fraction e.g

3 _ 3 x 2 _ 3 x 3 _ 3 x 4

4 4 x 2 4 x 3 4 x 4

The above fraction, are all equal.

ii. Guides pupils to notice that when

fractions have the same

denominator the fraction with smaller number is less e.g

– and – implies that – < –

8 8 r 8 8

iii. Guides learners to order fraction from the lowest to the highest or vice versa

Meaning: 1 > ½ , ½ < 1

½ > 1/3, 1/3 < ½

1/3 > ¼, ¼ < 1/3

1/5 > 1/6, 1/6 < 1/5

½ > ¼, ¼ < ½

½ > 1/5, 1/5 < ½ etc.

iv. Quantitative reasoning

v.Guides learners to apply fraction in sharing things

**LEARNERS ACTIVITIES**

i. Give equivalent fractions of given fractions

ii. Orders fraction by comparing their new numeration

iii. Quantitative reasoning

iv. Applying fraction in sharing of things at home, school, market etc.

**WEEK 8**

**TOPIC: ADDITION OF WHOLE NUMBER**

**CONTENT**

. Addition of whole numbers in Th H

T U

ii. Addition of whole numbers with remainder

iii. Quantitative reasoning of whole numbers

**TEACHER’S ACTIVITIES**

i. Guides learners to use abacus with Th. H. T. U for additions of whole numbers.

ii. Guides learners to note the importance of place value in performing correct addition.

iii. Guides the learners to solve problems on addition with remainder e.g

Th H T U 2 5 6 8

+ 4 7 1 4

7 2 8 2

v. Quantitative reasoning of whole numbers e.g Find the missing

numbers.

Th H T U

? 8 2 7

+ 3 3 6 ?

8 1 8 9

**LEARNERS ACTIVITIES**

i. Use abacus to solve for addition

ii. Learners place value correctly

iii. Add numbers in 4 digits with and without remainder

iv. Apply same to quantitative reasoning

**WEEK 9**

**TOPIC:** **ADDITION & SUBTRACTION**

**CONTENT**

. Addition and subtraction of whole numbers,

ii. Addition and subtraction of fractions

iii. Quantitative reasoning

iv. Addition and subtraction of decimal up to 3 decimal numbers

v.Quantitative reasoning on decimal numbers

**TEACHER’S ACTIVITIES**

i. Guides learners to revise addition of whole numbers.

ii. Guides learners to subtract whole numbers e.g subtract 252 from 674

H T U 6 7 4

– 2 5 2

4 2 2

iii. Guides learners to add and subtract fractions e.g a) ^{1}/_{2} + %

4 -1

12 = — = –

12 4

iv. Guides learners to solve quantitative reasoning involving addition and subtraction e.g

- Guides learners to solve addition and subtraction of decimals to 3 decimal places. e.g 4.263 + 5.123 = 9.386

b) Leads learners to correctly add and subtract decimals in everyday life activities.

18.22cm – 11.45cm = 6.77

vi. Guides learners to solve quantitative aptitude problems

**LEARNERS ACTIVITIES**

- Revise additions of whole numbers
- Subtraction of whole numbers
- Carry out addition and subtraction of fractions
- Solve quantitative aptitude problems involving addition and subtraction of fractions.
- Addition and subtraction of decimal fractions.
- Solve quantitative reasoning on decimal numbers.

**WEEK 10**

**TOPIC : MULTIPLICATION**

**CONTENT**

. Multiplication of whole numbers by 2digit numbers not exceeding 50.

ii. Quantitative reasoning on multiplication of whole numbers

iii. Multiplication of decimals by 2 digit numbers.

iv. Quantitative reasoning on decimal numbers

**TEACHER’S ACTIVITIES**

i. Guides pupils to revise

multiplication of whole numbers.

ii.Guides learners to carryout

multiplication of whole numbers in

2digit numbers e.g 40 x 12.

iii. Guides learner to solve problem on

multiplication of whole numbers with

2digit numbers e.g

150 – 12 – 1800

200 – 13 – 2000

? – 10 – 3500

iv. Guides learners to solve

multiplication of decimal numbers by

2digit numbers.

v.Guides pupils to solve quantitative

aptitude problem on multiplication.

Example on (iv) 28.12 by 10.

28 . 12

x 10

00 . 00

281 . 2

2.81 2 0

**LEARNERS ACTIVITIES**

i. Carryout multiplication of whole

numbers.

ii. Solve problems involving

multiplication of whole numbers

by 2digit numbers.

iii. Guides learners to solve quantitative reasoning of whole

number with 2digit numbers.

iv. Solve problems on

multiplication of decimal with

2digit numbers

v. Solve quantitative reasoning on

multiplication of 2digit numbers.

**WEEK 11**

**TOPIC: MULTIPLICATION CONTD**

**CONTENT**

i. Squares of digit and 2 digit numbers.

ii.Quantitative reasoning on squares of numbers.

iii. Square root of perfect squares up to 400 using square chart – factor method.

iv. Quantitative reasoning on square root of number not greater than four

hundred.

**TEACHER’S ACTIVITIES**

i. Guides learners to find the square of

a number say 3 by locating the

intersection of 3 by 3 on the vertical

and horizontal rows and columns

respectively on the square chart to

get 9.

ii. Guides pupils to identify object of

perfect square faces e.g dice, cube

of sugar, sugar pack etc.

iii. Guides learners to solve problems

on square root of a perfect square

e.g.

1 x 1 = 1, 2 x 2 = 4, 3 x 3 = 9, 4 x 4

= 16, 5 x 5 = 25, 6 x 6 = 36 e.t.c

iv. Guides learner to solve quantitative

aptitude problem involving square of

1 digit and 2 digit numbers e.g

v.Guides learners to find square root

by factor method e.g square root by

factor method.

256 = 4 x 4 x 4 x 4.

**LEARNERS ACTIVITIES**

i. Use square chart to find squares

of any given numbers

ii.Give examples of objects with

perfect square faces.

iii. Square root of a perfect

squares not exceeding 400.

iv. Solve series of quantitative

aptitude problems involving

squares of 1 digit and 2 digit

numbers.

**WEEK 12**

**TOPIC : DIVISION**

**CONTENT**

i. Division of two or three digit

numbers.

ii.Number up to 9 with or without

remainder.

iii. Multiples of 10 up to 50.

iv. Quantitative reasoning on

division

**TEACHER’S ACTIVITIES**

i. Guides pupils to divide 2 or 3

decimal by numbers not more than

9.

ii. Guides pupils to divide a given

number by 10, 20, 30, 40 e.t.c

iii. Guides pupils to solve quantitative

aptitude problems such as:

**LEARNERS ACTIVITIES**

i. Divide 2 and 9 digit numbers

by numbers not more than 9.

ii. Divide given numbers by 10,

20, 30, 40, e.t.c

iii. Solve quantitative aptitude

problems involving division.

**WEEK 13:Revision**

**WEEK 14: Examination**

**Maths Scheme, Mathematics Scheme of Work Primary 4 Federal, Counting and writing up to 10,000, ounting in 5’s and 7’s, Schemeofwork.com**

**NUMERACY****(MATHEMATICS)**

**MATHEMATICS SCHEME OF WORK PRIMARY 4 SECOND TERM –**

**WEEK 1**

**TOPIC: Estimate**

**CONTENT**

- Rounding off decimals to the nearest whole numbers
- Estimation of sums.
- Estimation of products.
- Quantitative reasoning involving estimate.

**TEACHER’S ACTIVITIES**

- Guides learners to find estimate of decimals to nearest whole numbers e.g 14.8 – 15.

8 after the point has been approximated to 1 and added to 14 to give 15.

- Guides learners to find estimates of sums 7.8 + 8.9

7.8

+8.9

16.7 Actual results.

7.8 + 8.9 = 17 Estimate 8 + 9 = 17

Guides learners to find estimate of products. e.g 2.1 x 3.8

– 2 x 4 = 8 (Estimate result)

Actual results 2.1 x 3.8

16 8 +63 7. 98

Guides learners to solve quantitative reasoning on estimate.

**LEARNERS ACTIVITIES**

- Estimate decimals to the nearest whole numbers.
- Estimate sums.
- Estimate products
- Solve quantitative reasoning involving estimation.

**WEEK 2**

**TOPIC: Open sentence**

**CONTENT**

- Open sentence in addition
- Open sentence in subtraction
- Open sentence in multiplication
- Open sentence in division
- Quantitative reasoning in Open sentence

**TEACHER’S ACTIVITIES**

- Guides learners to solve problems on open sentence in addition
- Guides learners to solve problems on open sentence in subtraction
- Guides learners to solve problems on open sentence in multiplication
- Guides learners to solve problems on open sentence in division
- Guides learners to solve quantitative reasoning on open sentence

**LEARNERS ACTIVITIES**

- Solve problems on open sentence in addition
- Solve problems on open sentence in subtraction.
- Solve problems on open sentence in multiplication.
- Solve problems on open sentence in division
- Solve quantitative reasoning involving open sentence.

**WEEK 3**

**TOPIC:** *Money*

**CONTENT**

i. Addition of money

ii. Subtraction of money

iii. Word problems on addition and subtraction of money.

iv. Mock buying and selling.

v. Quantitative reasoning involving money

**TEACHER’S ACTIVITIES**

- Guides learners to solve problems on addition of money e.g
- N 7.50 + N6.30 N 7.50

+N6.30

N13 .80

- =N3.80 + N7.30

N 3.80

+N7.30

N11 .10

- Guides learners to solve problems on subtraction of money e.g
- Guides learners to solve words problems on addition and subtraction of money.

N9.90 – N6.20

N 9 .50 – N6 .20

N3 . 13

- Guides learners to carry out mock buying and selling in the class using the shopping corner.
- Guides learners to solve quantitative reasoning involving addition and subtraction of money.

**LEARNERS ACTIVITIES**

i. Solve problems on addition of money.

ii. Solve problems on subtraction of money.

iii. Solve word problems on addition and subtraction of money.

iv. Act as shop keeper or customers in mock buying and selling which will involve the collection of change.

v. Solve quantitative reasoning problems involving addition and subtraction of money.

**WEEK 4**

**TOPIC: **Money continue

**CONTENT**

i. Multiplication of money by a whole number.

ii. Division of money by a whole number.

iii. Word problems on multiplication and division of money by a whole number.

iv. Calculation of profit.

v. Quantitative reasoning involving multiplication and division of money

**TEACHER’S ACTIVITIES**

- Guides learners to solve multiplication of money by a whole number. e.g

multiply N3.15 by 6 N3.15 x 6 =N18.90

- Guides learners to solve division of money by a whole number. e.g divide N24.90 by 3

- Guides learners to solve words problems on multiplication and division of money by a whole number. e.g

A bag of salt costs N585.40. How will I pay for 5 bags?

. N585.40

x 5

=N2927.00

- Guides learners to calculate the profit by subtracting cost price (CP) from selling price (SP).

Profit = SP – CP.

- Guides learners to solve quantitative reasoning involving

**LEARNERS ACTIVITIES**

- Solve problems on multiplication of money by a whole number.
- Solve problems on division of money by a whole number..
- Solve word problems on multiplication and division of money by a whole number.
- Calculate/solve problems on profit and loss.
- Solve quantitative reasoning problems involving multiplication and division of money / profit and loss.

**WEEK 5**

**TOPIC: **Length

**CONTENT**

i. Revise unit of measurement in length.

ii. Estimate the length and breadth of the door of your classroom, find the actual length with tape/metre rule.

iii.Estimate the length and breadth of the blackboard of your class and compare with the actual length.

iv.Estimate the distance between head teacher office and your classroom and compare with actual length.

**TEACHER’S ACTIVITIES**

i.Guides learners to revise and solve problems on unit of measurement in length e.g

100 centimeter (cm) – 1 metre(m)

50 cm – % metre

1000 metres – 1 kilometre(km)

500 metres – % kilometer 250 metres – % metres.

ii.Guides learners to estimate and measure length and breadth of their class door in metres and centimeters and compare their result i.e estimate and actual length.

iii.Guides learners to estimate and take actual measurement of the length and breadth of the black board in the class and compare their result.

iv.Guides learners to estimate and take actual measurement of the distance between Head teacher office and the classroom

v.Guides learners to solve quantitative reasoning involving estimate and actual measurement of objects.

**LEARNERS ACTIVITIES**

- Revise unit of measure in length.
- Take estimate and actual measurement of length and breadth of the classroom door and compare their result.
- Estimate and measure the actual length of the length and bread of the blackboard in the class.
- Estimate and measure the distance between the classroom and the head teacher office.
- Solve quantitative reasoning on length.

**WEEK 6**

**TOPIC: **Length continue

**CONTENT**

i. Addition of length.

ii. Word problems on addition of lengths.

iii. Subtraction of length.

iv. Word problems on subtraction of length.

v. Quantitative reasoning involving addition and subtraction of length

**TEACHER’S ACTIVITIES**

i.Guides learners to solve problems on addition of length e.g

8km 120m + 4km 4m.

8km 120m + 4km 004m 12km124m

ii. Guides learners to solve word problems on addition of length e.g

if A = 8.29m B = 4.96m C = 10.43m D = 8.95m

Add the length of C to B and A to D.

iii. Guides learners to solve problems on subtraction of lengths e.g

7km 45m – 5km 20m = 2km 25m.

iv. Guides learners to solve word problems on subtraction of length

v.Quantitative reasoning on addition and subtraction of length.

Add the length of C to B and A to D.

iii.. Guides learners to solve problems on subtraction of lengths e.g

7km 45m – 5km 20m = 2km 25m.

iv. Guides learners to solve word problems on subtraction of length

v.Quantitative reasoning on addition and subtraction of length.

**LEARNERS ACTIVITIES**

i. Add lengths.

ii. Solve word problems on addition of lengths.

iii. Subtract lengths.

iv. Solve word problems on subtraction of lengths

v. Solve quantitative reasoning involving addition and subtraction of lengths

**WEEK 7**

**TOPIC: **Weight

**CONTENT**

i. Addition of weight in kilograms and grams.

ii. Subtraction of

**TEACHER’S ACTIVITIES**

i. Guides learners to solve problems on addition of weight.

ii. Guides learners to solve problems on addition of weight in kilograms and grams.

iii. Multiplication of weight in kilograms and grams.

iv. Division of weight in kilograms and grams by whole numbers.

v. Quantitative reasoning involving addition, subtraction, multiplication and division of weight.

**LEARNERS ACTIVITIES**

. Solve given problems in addition of weights.

ii. Solve given problems in subtraction of problems in subtraction of weights e.g 15kg 437g – 4kg 39g

15kg 437g – 4kg 39g 11kg 388g

iii. Leads learners to solve problems on multiplication of weight e.g 212g x 3.

iv. Guides learners to solve problems on division of weights e.g 3kg 560g 4 7

- Guides learners to solve quantitative reasoning involving weight.

**WEEK 8**

**TOPIC: **Time

**CONTENT**

- Telling the time on the clock as shown on the clock chart or clock. Explain each hands of the clock.
- Changing from minutes to seconds, hours to minutes and vice- versa.
- The calendar and date.
- Use of calendar.

v. Quantitative Reasoning involving time and calendar

**TEACHER’S ACTIVITIES**

- Guides learners to tell the time on the clock and explain how each hands of the clock works.
- Guides learners to revise time measure e.g

60 seconds = 1 minute 60 minutes = 1 hour 24 hours = 1 day etc.

Also guides them to change from one unit to another e.g Convert 19 minutes to seconds 1 minute = 60 seconds 19 minutes = (19 x 60) seconds = 1140 seconds

iii. a. Guides learners on various ways of writing date e.g. 23/06/2017 (day, month, year).

2017/06/23 (year, month, year) etc.

b. Guides learners on the use of calendar and how to read the calendar .

iv. Ask various questions based on the use of calendar e.g

a. What date did the school resume this term?

b. How many days are there from June 11th to July 15th.

v. Guides learners to solve quantitative reasoning involving time and calendar.

**LEARNERS ACTIVITIES**

i.Learners indicate important times of the school day on a clock. Tell time as shown on the clock or clock chart.

ii.Convert from one unit of time to another.

iii.Write dates in various format and use calendar effectively.

- Use calendar effectively.
- Solve quantitative reasoning on time and calendar.

**WEEK 9**

**TOPIC: **Time continue

**CONTENT**

i. Concept of AM and PM.

ii. Read time using AM and PM to indicate time of the day.

iii. Solve more problems on the use of ‘am’ and ‘pm’.

iv. Quantitative reasoning on the use of ‘am’ and ‘pm’.

**TEACHER’S ACTIVITIES**

- Guides learners to discover the meaning of am and pm.

am – Ante meridian pm – post meridian Note: Show ‘am’ and ‘pm’ on 24 hours clock chart.

- Guides learners to use ‘am’ and ‘pm’ to indicate time of the day while reading time, e.g
- First lesson is 8.00am before noon and time for closing is 1.30pm, after noon.
- 10 minutes to 7 in te evening is Ans 6.50pm.
- Guides learners to solve more problems on the use of ‘am’ and ‘pm’ e.g 13.00 on 24 hours clocks is 1.00pm. 20 minutes to 6 before you cometo school is

Ans 5.40am.

**LEARNERS ACTIVITIES**

- Learners explain the word ‘am’ and ‘pm’ and use it to tell time on 24 hours clock chart.
- Use ‘am’ and ‘pm’ effectively to tell time.
- Solve problems on time using ‘am’ and ‘pm’.
- Solve quantitative reasoning on the use of ‘am’ and ‘pm’

**WEEK 10**

**TOPIC: CALENDAR FORMATION**

**CONTENT**

i. Use the last day of the previous year to build calendar for January of the following year.

ii. Use the last day of January above to make calendar for February.

iii. Use the February above to make calendar for March.

iv. Use the March calendar to make calendar for April.

**TEACHER’S ACTIVITIES**

i. Teacher guide learners to build calendar for January using the following year.

ii. Guides learners to make calendar for February using January calendar above.

iii. Guides learners to make calendar for month of March using February above.

iv. Guides learners to make calendar for month of April using the month of March above.

**LEARNERS ACTIVITIES**

i. Build / make calendar for January the following year.

ii. Make calendar for the month of February.

iii. Make calendar for the month March.

iv. Make calendar for the month of April.

**WEEK 11: **Revision

**WEEK 12:** Examination

**NUMERACY(MATHEMATICS)**

**MATHEMATICS SCHEME OF WORK PRIMARY 4 THIRD TERM –**

**WEEK 1**

**TOPIC: Area**

**CONTENT**

- Meaning of Area and Units for measuring Area
- Area of Rectangles Area of Squares
- Word problems in Areas
- Quantitative Aptitude on Area

**TEACHER’S ACTIVITIES**

(1) . Guides the pupils to state the meaning of Area and Units of measuring Area e.g. Area is the amount of surface and object covers. The unit for area (i) square centimeters (cm2) (ii) square meters (m2) and (iii) the square kilometers (km2).

(2) . Guides the pupils to find the area of rectangle using the formular Area = LxB

(3) . Guides the pupils to find the area of squares using the formular Area = Length x Length e.g. Area of square with sides 7cm = 7 x 7 = 49cm2.

(4) . Guides pupils to solve word problems on Areas e.g. What is the area of the top of a table with length = 10cm and breadth = 5cm?

(5) . Guides pupils to solve problems of Quantitative aptitude on Areas

**LEARNERS ACTIVITIES**

- State the meaning of Area and the Units of measuring areas.
- Use the given formular to find the area of rectangle.
- Find small areas using the unit squares i.e. 22cm , m .
- Solve word problems on Areas of Rectangles and squares.3
- Solve problems of quantitative aptitude related to Areas.

**WEEK 2**

**TOPIC: Areas**

**CONTENT**

- Areas of farm – lands, classrooms and football fields.
- Areas of towns and cities.
- More calculations of areas of shapes, farmlands, etc in the environment.
- More examples on Areas of Rectangles and Squares
- Quantitative Aptitude on Areas

**TEACHER’S ACTIVITIES**

- . Guides pupils to find the areas of farm lands, classroom and football fields e.g. Area of a classroom is 20cm by 15cm i.e. 20×15 = 300cm
^{2}. - . Leads pupils to find areas of towns and cities
- . Guides the pupils to develop interest in finding areas of shapes, structures and farmlands in their environment.

(4). Leads pupils to solve more examples on aras of Rectangles and Squares e.g. (i) L = 8, B = 5. Area = L x B = 8 x 5 = 40

(5). Guides them to solve more problems of quantitative aptitude on Areas

**LEARNERS ACTIVITIES**

- Use the given formular to find the areas of farmlands, classrooms etc.
- Find areas of towns and cities using the given formular
- Find areas of shapes, farmlandsetc, in their environments.
- Solve more examples on areas of rectangles and squares
- Solve more problems of Quantitative Reasoning on Areas.

**WEEK 3**

**TOPIC: **Capacity

**CONTENT**

- Meaning and units for measuring capacity
- Addition involving litres
- Subtraction involving litres
- Addition and subtraction of decimals involving litres
- Quantitative Reasoning involving Addition and subtractions using litres

**TEACHER’S ACTIVITIES**

(1). Guides pupils to state the meaning of capacity as the amount of liquid a container can hold. The units are: milliliters (ml), centiliters (cl), deciliters (dl) and liters (lt)

(2) Guides the pupils to solve problems of addition involving liters e.g. (i) 5Liters + 4Liters = 9Liters (ii) 7.5Ltr + 2.7Ltrs = 10.2Ltrs

(3) Leads pupils to solve problems of subtraction involving litres e.g. 15Ltrs – 5Ltrs = 10Ltrs.

(4) Leads pupils to solve problems of Addition and Subtraction of decimals involving litres e.g.

(i) 18.5L of water + 29.8L of water 48.3L

(ii) 28.8L of oil – 9.9L of oil 18.9L

(5) Guides pupils to solve problems on quantitative aptitude involving Addition and subtraction using litres e.g. 20L, —, 30L, 35L , 45L

**LEARNERS ACTIVITIES**

(1) States the meaning of capacity and the units for measuring capacity.

(2) Solve problems of addition involving liters.

(3) Solve problems of subtraction involving litres.

(4) Solve problems of Addition and subtraction of decimals involving litres.

(5) Solve problems on quantitative aptitude involving litres

**WEEK 4**

**TOPIC: **Capacity

**CONTENT**

- Multiplications involving litres.
- Division involving litres.
- Word problems on Capacity (Addition and Subtraction)
- Word problems on capacity (Multiplication and Division)
- Quantitative Aptitude involving Multiplication and Division using Litres

**TEACHER’S ACTIVITIES**

(1) Guides pupils to solve problems on multiplication involving litres e.g. (i) 8Litres x 2 = 16Ltrs (ii) 9.2Ltrs x 6 = 18.12Ltrs.

(2) Leads pupils to solve problems on Division involving litres e.g.

(i) 20Ltrs + 5 = 4Ltrs

(ii) 2.16Ltrs + 6 = 0.36Ltrs

(3) Guides the pupils to answer questions on word problems in Addition and Subtraction e.g. A jug has the capacity of 2.5L, if it contains 1.75L of water, how much more water is needed to fill the jug?

(4) Guides the pupils to solve word problems on multiplication and division, e.g. If one bottle contains 1.8L of milk. How much will 26 bottles contain?

(5) Guides the pupils to solve problems on quantitative aptitude in multiplication and division

**LEARNERS ACTIVITIES**

(1) Solve problems on multiplication of litres (capacity)

(2) Solve problems on division of litres (capacity)

(3) Solve word problems in addition and subtraction

(4) Answer questions on word problems involving multiplications and divisions.

(5) Solve quantitative aptitude problems in Multiplication and Division.

**WEEK 5**

**TOPIC: Plane Shapes**

**CONTENT**

- Identification of shapes with symmetry and non-symmetry lines.
- Location of line(s) of symmetry of different shapes
- Revision of properties of Rectangles and Squares
- Construction of plane shapes to show the lines of symmetry e.g. Rectangle, Square etc.
- Quantitative Aptitude on plane shapes

**TEACHER’S ACTIVITIES**

- Guides the pupils to identify shapes with line(s) of symmetry e.g. = Square, Rectangle, Rhombus etc and those without lines of symmetry e.g. Trapezium, scalene, Triangle,Parallelogram
- Guides pupils to locate line(s) of symmetry of any given shapes e.g.
- (3) Guides pupils to state the properties of Rectangles and Squares e.g.
- Rectangle has opposite sides equal in length and breadth
- It has 2 line of symmetry
- A Square has all the four sides equal etc.
- Leads the pupils to construct plane shapes and locate their line(s) of symmetry.
- Leads pupils to solve quantitative problems on plane shapes e.g. Indicate

the lines of symmetry in these shapes

**LEARNERS ACTIVITIES**

- Fold and cut out plane shapes to find the line(s) of symmetry.
- Locate the line(s) of symmetry of the given plane shape.
- State the properties of Rectangle and Squares and other plane shapes.
- Construct plane shapes and show their symmetry line(s)
- Solve quantitative problems on plane shapes

**WEEK 6**

**TOPIC:** **Plane Shapes (1)**

**CONTENT**

- Identification of right, acute and obtuse angles.
- Horizontal and Vertical Lines
- Drawing of 4 cardinal points
- Use of 4 cardinal points to locate position of states in Nigeria
- Drawing of 4 cardinal points
- Quantitative aptitude on plane

**TEACHER’S ACTIVITIES**

- Guides pupils to identify right, acute and obtuse angles.
- Guides pupils to locate vertical and horizontal lines in the classroom and other shapes
- Leads pupils to draw and locate the 4 cardinal points e.g. (i) North (ii) South (iii) East (iv) West
- Guides pupils to locate the positions of states in Nigeria and also locate the rising and setting of the sun to the 4 cardinal points e.g. Kano = North; Enugu is in the East etc
- Leads pupils to solve quantitative problems on 4 cardinal points and plane shapes.

**LEARNERS ACTIVITIES**

- Identify the right, acute and obtuse angles.
- Locate various horizontal and vertical lines in the classroom and other shapes
- Draw and locate the 4 cardinal points
- Use 4 cardinal points to locate the position of states in Nigeria and related it to the rising and setting of the sun.
- Solve quantitative aptitude involving plane shapes and 4 cardinal points.

**WEEK 7**

**TOPIC : **Three Dimensional shape

**CONTENT**

- Identification of 3-dimensional shapes.
- Distinguish between open and closed shapes and state their features.
- Identification of the properties of
- 3-dimensional shapes
- Drawing and construction of 3-dimensional shapes

**TEACHER’S ACTIVITIES**

#### (1) dimensional shapes e.g. cubes, cuboids and cylinders.

- Guides pupils to distinguish between open and closed shapes, e.g. closed shapes has their top covered with lid, while open shapes has their top open or uncovered.
- Guides pupils to identify the properties of a 3-dimensional shapes e.g. (i) No. of faces (ii) No. of vertices and edges of cubes, cuboids etc
- Leads pupils to constructs 3-dimensional shapes.

**LEARNERS ACTIVITIES**

- Identify 3-dimensional shapes e.g cubes, cuboids and cylinders.
- Distinguish between open and closed shapes and state their features
- Identify the various properties o 3-dimensional shapes i.e. face, vertices and edges
- Construct 3-dimensional shapes e.g. cubes, cuboids and cylinders

**WEEK 8**

**TOPIC: Three Dimensional Shapes**

**CONTENT**

- Uses of 3-dimensional shapes at home (uses of cubes, cuboids and cylinders)
- Identification of 3-dimensional shapes in our homes and environments
- Problem solving involving 3-dimensional shapes
- Quantitative aptitude on 3-dimensional shapes.

**TEACHER’S ACTIVITIES**

- Guides pupils to identify uses of 3- dimensional shapes like cube use to store things, cuboids is also use to store things at home.
- Leads pupils to identify 3-dimensional shapes in our homes and environments e.g. maggi cube, cup, boxes, etc

(3) Guides pupils to copy and complete the tables

**LEARNERS ACTIVITIES**

- Identify the uses of 3-dimensional shapes in homes and environments.
- Identify 3-dimensional shapes in our homes and environments.
- Copy and complete the given table
- Solve problems on quantitative on 3-dimensional shapes.

**WEEK 9**

**TOPIC: Bar Graph**

**CONTENT**

- Meaning of pictograms. Use of frequency table to represent the information in a pictogram
- Use of frequency table to represent the information in a pictogram
- Reading mode from pictograms
- Identification of the least and the highest value from the pictograms

**TEACHER’S ACTIVITIES**

- Leads pupils to state the meaning of pictogram as a representation of information in pictorial form.
- Guides pupils to construct a frequency table and use it to draw a pictogram.
- Leads pupils to read mode from the table and pictograms e.g. the mode in this table is = 4 marks
- Leads pupils to identify the least and the highest value from the pictograms, e.g. the pictogram shows the number of mangoes own by 5 people.

**LEARNERS ACTIVITIES**

- State the meaning of pictogram and its uses
- Construct of a frequency table and a pictogram.
- Read mode from the table and the pictogram.
- Identify the least and the highest value from the given pictogram
- Identify the least and the highest value from the given pictogram

**WEEK 10**

**TOPIC: Bar Graph**

**CONTENT**

- Collection of data and presentation of data in a frequency table.
- Construction of bar graphs using the frequency table.
- Identification of mode from the bar graph.
- Interpretation of information on the bar graph.

**TEACHER’S ACTIVITIES**

- Guides pupils to collect data and make a frequency table e.g. number of seats in primary school.
- Guides pupils to construct a bar graph using the given information on the frequency table above
- Leads pupils to identify the mode from the table and the bar graph
- Guides pupils to interpret information from bar graphs.

**LEARNERS ACTIVITIES**

- Collects data and construct a frequency table.
- Construct a bar graph using the given information on the frequency table.
- Identify the mode from the above bar graph, which is primary 5.
- Interprets information from bar graphs

**WEEK 11**

**TOPIC: Bar Graphs**

**CONTENT**

- Use of bar graphs to represent information in our environments.
- Reading mode from bar graphs.
- Identification of number of items from the table and bar graphs.
- Word problems on mode.

**TEACHER’S ACTIVITIES**

- Guides pupils to use bar graphs in presenting information.
- Guides pupils to read and find mode from the bar graph.
- Guides pupils to identify the number of items from the table and bar graphs given
- Guides pupils to solve word problems on mode

**LEARNERS ACTIVITIES**

- Use of bar graphs in representing information in their environments.
- Find mode from bar graphs given to them.
- Identify the number of items from the given table and bar graphs
- Solve word problems involving mode.