Mathematics Scheme of Work Primary 5 Federal

Maths Scheme. General Mathematics Scheme of Work Primary 5 Federal. Meanings of fraction and percentage – Schemeofwork.com

GENERAL MATHEMATICS PRIMARY FIVE SCHEME FIRST TERM

WEEK 1

TOPIC: 

Whole number      

CONTENT

• Meaningful counting in thousands and millions.
• Writing several numbers in thousand and millions in words and words and figures.
• Identification of prime number less than 100.
• Express numbers as product of prime factors.
• Quantitative reasoning on counting in thousand and millions.    

TEACHERS ACTIVITIES

• Guides pupils to use abacus to form and read given numbers e.g. 895, 643.
• Guides pupils to write several numbers in thousand and millions in words and figures.
• Guides pupils to identify prime number less than 100.
• Guides pupils to express numbers as product of prime factors.
• Guides pupils to solve quantitative reasoning on counting in thousand and millions e.g. ^30,000^^ 600,  15,000, 50

LEARNERS ACTIVITIES

• Form and read numbers using Abacus.
• Write and read numbers up to a million in words and figures.
• Find the prime factors of numbers in each set.
• Express numbers as product of prime factors.
• Solve problems on quantitative reasoning involving thousands and millions.

WEEK 2

TOPIC: 

Fractions     

CONTENT

• Meaning of fraction and percentage with examples.
• Changing fractions to decimals.
• Changing decimal to fractions.
• Changing decimals to percentage and vice versa.
• Quantitative reasoning on problems related to percentages.     

TEACHERS ACTIVITIES

• Guides the pupils to state the meanings of fraction and percentage with examples.
• Guides the pupils to convert fractions to decimals e.g. 2/10 = 0.2
• Guides the pupils to convert decimals to fractions e.g. 0.4 = 4/10, 0.62 = 62/100
• Guides the pupils to change decimals to percentage and vice versa.
• Guides pupils to solve quantitative reasoning problems on percentage and fraction.      

LEARNERS ACTIVITIES

• Starting the meanings of fraction and percentage.
• Convert fractions to decimals.
• Pupils convert decimals to fractions.
• Converts decimals to percentage and vice versa.
• Solve quantitative aptitude problems related to percentages.

WEEK 3

TOPIC: 

Fractions

CONTENT

• Meaning of ratio with examples.
• Changing fractions to ratio.
• Stating the relationship
• Stating the relationship between fraction and ratio.
• Application of real life e.g. sharing items between pupils in a given ratio.
• Quantitative reasoning on ratio.

TEACHERS ACTIVITIES

• Guides pupils to state the meaning of ratio as ratio is a way of showing how large or how small one quantity is when compared to another quantity.
• Guides pupils to identify the relationship between fraction and ratio. E.g. % =    1:2
• Guides pupils to change fractions to ratio e.g. 8/6 =  4/3 =            
• Guides pupils to apply ratio in real life e.g. sharing items between pupils in a given ratio using the symbol “: “is to i.e. 1:2, 1 is to 2.    
• Guides pupils to solve quantitative reasoning problems on ratio.              

LEARNERS ACTIVITIES

• Pupil states the meaning of ratio and example in which ratio is used.
• Convert fractions to ratio.
• Identify the relationship between ratio and fraction.
• Determine the ratio of two numbers.
• Solve problems on ratios and fraction involving quantitative reasoning.

WEEK 4

TOPIC:

Addition of numbers and fractions      

CONTENT

• Addition of numbers involving three or more digits.
• Addition of decimal fractions.
• Addition of mixed fractions and mixed numbers.
• Word problems on addition of numbers.
• Quantitative reasoning on addition of numbers                

TEACHERS ACTIVITIES

• Guides pupils to add columns under unit. First, tens and hundreds e.g.                 

TH           H T          U

5              6              7 4

3              4              6              0

2              5              7              0                                                             

• Guides pupils to add decimals fractions e.g. 15.972, 48.099
• Guides pupils to add mixed numbers e.g. 2% + 12/4 = 3 1 + 2 = 3% 4
• Guides pupils to solve word problems on addition of numbers.
• Guides pupils to solve quantitative aptitude problems on addition of numbers and fraction

LEARNERS ACTIVITIES

• Arrange counter into TH H T U.
• Carryout addition of numbers.
• Carryout addition of decimal numbers.
• Carryout addition of mixed fractions.
• Solve word problems on addition of numbers e.g. sum of 333, 1362, and 1200 is 2895.

WEEK 5

TOPIC:

Subtraction of numbers and fractions.

CONTENT

• Subtraction of numbers involving three of more digits.
• Subtraction of decimal fractions.
• Subtraction of mixed fractions and mixed numbers.
• Word problems on Subtraction of numbers.
• Quantitative reasoning on Subtraction of numbers         

TEACHERS ACTIVITIES

• Guides pupils to subtract numbers involving three or more digits e.g. 7315 – 1287= 6028
• Guides pupils to subtract decimal numbers e.g. 2.730 -1. 803= 0.927
• Guides pupils to subtract mixed fractions and mixed numbers
• Guides pupils to solve word problems on subtraction of numbers and fractions
• Guides pupils to solve quantitative aptitude problems on subtraction of numbers, decimals and fractions

LEARNERS ACTIVITIES

• Subtract numbers involving three or more digits.
• Subtract decimal numbers or fraction.
• Use LCM method to subtract fractions.
• Solve word problems on subtraction of numbers, decimals and fractions.
• Solve quantitative problems involving subtraction of numbers and fractions.

WEEK 6

TOPIC: 

Multiplication

CONTENT

• Multiplication of three digit number by three digit number
• Multiplication of numbers by zero and one
• Multiplication of decimal by whole numbers
• Using the operation ‘of’ as multiplication in fraction        

TEACHERS ACTIVITIES

• Guides pupils to multiply a three digit number by three digit number     
• Guides pupils to give correct meaning to zero and one
• Guide pupils to apply the meaning of ‘of’ as multiplication
• Guide students to solve quantitative aptitude

LEARNERS ACTIVITIES

• Multiply a three digit number by three digit number
• Multiply of numbers by zero and one and interpret the given problem
• Solve problem on multiplication of decimal by whole numbers
• Apply the meaning of ‘of’ as multiplication
• Solve quantitative aptitude

WEEK 7

TOPIC:

Multiplication continued 

CONTENT

• Multiplication of decimal fractions by decimals numbers.
• Multiplication of fractions by fractions.
• Squares of whole numbers more than 50.
• Square roots of perfect squares greater than 400.
• Quantitative aptitude problems involving squares of numbers more than 50 and square roots of numbers greater than 400.            

TEACHERS ACTIVITIES

• Guides pupils to multiply decimal fractions by decimal numbers
• Guides pupils to multiply fractions by fractions
• Guides pupils to find the squares of given whole numbers more than 50 e.g. 22 = 2 x 2 = 4, 102 = 10 x 10 = 100
• Guides pupils to find the square root of perfect square of whole numbers greater than 400
• Guides pupils to solve quantitative aptitude problems on square roots of numbers         

LEARNERS ACTIVITIES

• Multiply decimals by decimal numbers
• Carryout multiplication of fractions by fractions.
• Find the square of a given whole number more than 50.
• Find the square roots of a perfect square of a whole number greater than 400.
• Solve more quantitative aptitude problems on squares of whole numbers and square roots of numbers.

WEEK 8

TOPIC: 

Division

CONTENT

• Multiples of numbers up to 50.
• Division of whole number by 10, 20… 90.              
• Division of numbers by 100 and 200.
• Division of whole numbers by 2-digit numbers with or without remainders.
• Quantitative reasoning on division of numbers by 100 and 200.

TEACHERS ACTIVITIES

• Guides Pupils To Find The Multiples Of Numbers Up To 50 10 = 10, 20, 30, 40, 50 20 = 20, 40, 60, 80, 1000
• Guides Pupils to Determine how many group of 10, 20, 30… 900 Are In A Given Numbers E.G There Are 3 Groups of 10 in 30. Thus = 30+ 3 = 10.
• Guides Pupils To Divide Numbers By 100 And 200 By Shifting Decimal Point I.E Twice Left When Dividing By 100 E.G
  • 500 = 5.00 = 4 100
  • 800 = 800 = 4 200 = 2
• Guides Pupils To Solve Problems Of Division Of Whole Numbers By 2-Digit Numbers With Or Without Remainders E.G (I) Divide 256 By 12
• Guides pupils to solve quantitative problems on division              

LEARNERS ACTIVITIES

• Find the multiples of numbers up to 50.
• Determines the number of groups to obtain in a given number e.g. 10, 20, 30…
• Apply the rule of shifting decimal points once to the left to obtain result of divided numbers by 10 and carryout division of numbers by 100 and 200.
• Solve problems of division of whole numbers by 2-digit numbers with or without remainders.
• Solve given problems in quantitative aptitude on division.

WEEK 9

TOPIC: 

Division

CONTENT

• Division of decimals by multiples of 10 up to 90
• Division up decimals by 100 and 200.
• Division of whole number by 2¬digit numbers
• Word problems on division of numbers.
• Quantitative aptitude on decimals          

TEACHERS ACTIVITIES

• Guides pupils to divide decimals by multiples of 10 up to 90 by shifting decimal points
• Guides pupils to divide decimals  by 100 and 200
• Guides pupils in the division of 3 whole numbers by 2-digit numbers
• Guides pupils to solve word problems on division e.g. divide six thousand three hundred and seventy – eight by thirty-two, what is the quotient and the remainder?
• Guides pupils to solve quantitative aptitude problems on decimals         

LEARNERS ACTIVITIES

• Sticks and stones
• Abacus
• Charts on division and multiples of numbers
• Solve given word problems on division.
• Solve given quantitative aptitude problems on decimals.

WEEK 10             

TOPIC: 

Use of Number line in Addition and Subtraction

CONTENT

• Use of number line in addition of whole numbers
• Use of number line in subtraction of whole numbers
• Use of number line in addition of fractions
• Use of number line in subtraction of fractions
• Quantitative aptitude involving addition and subtraction on the number line      

TEACHERS ACTIVITIES

• Guides pupils to add numbers using number line
• Guides pupils to subtract numbers using number line.
• Guides pupils to add fractions using number line
• Guides pupils to subtract fractions using number line
• Guides pupils to solve problems on quantitative aptitude using number line

LEARNERS ACTIVITIES

• Add numbers using number line.
• Subtract number using the given number line
• Add fractions using number line
• Subtract fractions using number line
• Solve problems on quantitative aptitude using the number line

WEEK 11             

TOPIC:

Open Sentences    

CONTENT

• Open sentence in addition
• Open sentence in subtraction.
• Use of letters to represent boxes in open sentences
• Quantitative aptitude on open sentences.          

TEACHERS ACTIVITIES

• Guides pupils to solve problems of addition on open sentences e.g 5 + 6 = □ , 6 + □ = 10
• Guides pupils to solve problems on subtraction
• Guides pupils to use letters to open sentences
• Guides pupils to solve quantitative problems in open sentence

LEARNERS ACTIVITIES

• Solve problems of addition in open sentences.
• Solve problems on subtraction of open sentences.
• Use letters to represent boxes in open sentences.
• Solve quantitative aptitude problems on represent boxes.

WEEK 12             

TOPIC:

Open Sentences    

CONTENT

• Open sentence in multiplication.
• Open sentence in division.
• Open sentence in mixed operations.
• Word problems on open sentences.
• Quantitative aptitude on open sentences.                          

TEACHERS ACTIVITIES

• Guides pupils to solve problems of multiplication in open sentence
• Guides pupils to solve problems of division on open sentence
• Guides pupils to solve problems of mixed operations e.g. 4x – 3 = 17
• Guides pupils to solve problems on word problems on open sentences e.g. think of a number if I increase the number 5 times plus 7, the answer is 57. Find the number i.e. 5x + 7 = 57
• Guides pupils to solve quantitative reasoning problems on open sentences

LEARNERS ACTIVITIES

• Find the missing numbers which is represented by the boxes
• Find the missing number which the boxes represents.
• Solve problems on mixed operations.
• Solve problems on words problem on open sentences.
• Solve quantitative aptitude problems on open sentences.          

WEEK 13             

Revision

WEEK 14             

Examinations

Maths Scheme. General Mathematics Scheme of Work Primary 5 Federal. Meanings of fraction and percentage – Schemeofwork.com

GENERAL MATHEMATICS PRIMARY FIVE SCHEME SECOND TERM

WEEK 1

TOPIC:

MONEY       

CONTENT

• Identify various currencies used in Nigeria and other countries.
• Compare Nigeria unit of money with pound sterling, American dollars and some West Africa countries.
• Guide the pupils to convert from one currency to another.
• Guide pupils to carryout profits and loss, simple interest, commission, discount and transaction in offices, banks and market.
• Guide pupils to solve problem on quantitative reasoning.            

TEACHERS ACTIVITIES

• Show charts of various denomination of money used in Nigeria and other countries.
• Guide pupils to explain that the demand (I.e. market force for any currency will determine the conversation rate.
• Link rates of conversion to the purchasing power quoted in foreign currencies.
• Calculate profit and loss, simple interest, commission, discount and transactions.
• Solve quantitative reasoning problem involving money.

LEARNERS ACTIVITIES

• Identify various currencies shown on the chart.
• Carry out conversation of one currency to the others as contained in the chart.
• Nigeria bank note, coins on model of money. Organize a shopping corner in the class.

WEEK 2

TOPIC: 

PERIMETER

CONTENT

• Meaning of perimeter
• Find perimeter of shapes using formula.
• Measurement of objects around the class.
• Find the perimeter of irregular objects
• Quantitative aptitude.

TEACHERS ACTIVITIES

• Lead pupils to discover that Perimeter means total distance round a shape
• Guide pupils to measure objects around the class e.g.: Their books, tables, bench etc. and write their result.
• Guide pupils to use the formula 2(L+B) in calculating perimeters of square or rectangle
• Guide the pupils on how to use rope thread to measure irregular objects or shapes.
• Guide pupils to identify the problems on perimeter in quantitative Aptitude.

LEARNERS ACTIVITIES

• Meaning of perimeter of shapes as distance round the shape. Identification of shapes around the classroom.               
• Measurement of objects around the classroom.
• Find the perimeter of regular shapes.
• Find perimeter of irregular shapes.
• Solve problems involving perimeter in Quantitative Aptitude.

WEEK 3

TOPIC:

CIRCLE        

CONTENT

• State properties of a circle.
• Calculate the circumference with given radius.
• Calculate the circumference of a circle with given diameter.
• Find the relationship between circumference and nd
• Quantitative Aptitude. 

TEACHERS ACTIVITIES

• Guide pupils to identify the properties of a circle.
• Guide the pupils to calculate the circumference of a circle with given radius .E.g. 22/9 or 3.14 as Pie (x)
• Guide pupils to find the circumference of a circle when the diameter is given.
• Guide pupils to find the relationship between circumference and nd.
• Quantitative Aptitude   

LEARNERS ACTIVITIES

• Identifying the properties of a circle; radius
• Find the circumference of a circle with given radius
• Find the circumference of a circle with given diameters.
• Find the relationship between circumference and nd.
• Quantitative Aptitude.

WEEK 4

TOPIC:

 WEIGHT

CONTENT

• Introduction to the idea of weight.
• Presentation of weight scale.
• Find and Record the weight of some pupils using weighing scale.
• Word problems involving Kg and grams.
• Quantitative Aptitude on weight.

TEACHERS ACTIVITIES

• Introduce the idea of weight. Define weight.
• Guide the pupils to identify the types of weight scale.
• Guide pupils to weigh themselves.
• Guide pupils to solve word problem involving weight.
• Guide pupils to solve quantitative Aptitude problems involving weight.

LEARNERS ACTIVITIES

• Define weight.
• Identify the various types of weight scale.
• Let the pupils weigh themselves and record the result.
• Solve problem on word problem.
• Solve problem on quantitative aptitude involving weight.

WEEK 5

TOPIC:

TIME 

CONTENT

• Definition of Average speed.
• Use formula for speed in calculating and recording in Um/hr.
• Solve problems on average speed.
• Word problem on Average speed.
• Quantitative reasoning.

TEACHERS ACTIVITIES

• Guide pupils to define speed as average speed = distance/time.
• Guide pupils to calculate average speed using the formula Distance / time.
• Guide pupils to solve on average speed.
• Guides pupils to solve word problem involving average speed.
• Guide pupils to sums on quantitative reasoning.              

LEARNERS ACTIVITIES

• Define average speed.
• Find average speed in given problems.
• Solve problem involving Average speed using the formula.
• Pupils solve word problems on average speed.
• Quantitative reasoning.

WEEK 6

TOPIC:

 TEMPERATURE

CONTENT

• Meaning of temperature and types of thermometer.
• Reading of temperature using thermometer.
• Identifying the degrees of hotness of various objects and area (locations) in degree Celsius.
• Word problem on temperature.
• Quantitative reasoning.

TEACHERS ACTIVITIES

• Define temperature and list the types of thermometers.
• Guide thee pupils to live the temperature of pupils in the class.
• Guide pupils to read thermometers to ascertain temperature of people objects and location.
• Guide pupils to solve word problems on temperature.
• Quantitative reasoning involving temperature.

LEARNERS ACTIVITIES

• Identifying types of thermometers and there uses.
• Filling and finding the temperature of pupils in the class.
• Filling and reading temperature of pupils object around them.
• Word problem on temperature.
• Quantitative reasoning involving temperature.

WEEK 7

TOPIC:

 AREA

CONTENT

• Calculation of areas of rectangle and squares by multiplying length and breadth.
• Construct rectangle triangle.
• Calculate the area of right angle triangle.
• Explanation on how a right angle triangle is obtained using its formula.
• Quantitative reasoning.

TEACHERS ACTIVITIES

• Guide pupils to calculate the area of the right angle triangle.
• Guide pupils to construct a right angle triangle by dividing the rectangle into two halves along the diagonal to form the equal right angle.
• Guides pupils to calculate the area of a right angle triangle.
• Guides pupils to derive the formula for area of right angle triangle % of area of a rectangle or % (base x height).
• Quantitative reasoning involving area.

LEARNERS ACTIVITIES

• pupils use the formula A = % (base x height) = % b x h
• Construction of a right angle triangle.
• Pupils use derived formula to calculate the area of a right angle triangle.
• Quantitative reasoning based on area.

WEEK 8

TOPIC:

VOLUME     

CONTENT

• Presenting Unit cube.
• Determine the number of cube used to fill an open cuboids.
• Volume of a cuboids and cube.
• Formula for finding volume V = L x b x h
• Quantitative reasoning on volume.

TEACHERS ACTIVITIES

• Guide pupils to identify unit cubes.
• Guide pupils to count the number of cubes unit that makes up a cube or cuboids.
• Guide pupils to measure length, breadth and height of cuboids.
• Guide them to use the formula V = L x b x h in cubic Unit.
• Quantitative reasoning on volume.

LEARNERS ACTIVITIES

• Identifying unit cubes.
• Counting of number of cubes unit that makes up a cube or cuboids.
• Write the volume in cubic units.
• Find the volume of a cuboids using the formula V = L x b x h in cubic Unit.
• Quantitative reasoning on volume.

WEEK 9

TOPIC: 

CAPACITY

CONTENT

• Presentation of an open cube of dimension 10cm x 10 cm x 10 cm and containers that can control liquid.
• Find the relationship between litres and cubic centimeter (cm3).
• Comparing two containers to know the capacity.
• Identify the use of liter as a Unit of capacity and established relationship between liter and cm3.
• Quantitative reasoning on capacity.

TEACHERS ACTIVITIES

• Present open cube of dimension 10 cm x 10 cm x 10 cm and containers that can hold liquid.
• Guides them on finding the relationship between litres and cubic centimeter.
• Guide them to compare containers with liquid content.
• Guides the pupils to identify the use of liter as a unit of capacity.
• Quantitative reasoning on capacity.

LEARNERS ACTIVITIES

• Identification of open cube of dimension 10 cm x 10 cm x 10 cm and containers around them.
• Establish the relationship between litres and cm3.
• Compare capacity of the containers and the cube of dimension 10 cm x 10 cm x 10 cm
• Identify that 1 liter = 1000cm3.
• Quantitative reasoning on capacity.

WEEK 10             

TOPIC:

CAPACITY    

CONTENT

• Identifying types of containers that hold water.
• Identify numbers of litres that a container can hold.
• Revise the relationship between litres and cm3.
• Word problem on capacity.
• Quantitative reason relating to capacity.              

TEACHERS ACTIVITIES

• Guides pupils to identify various containers around them that can hold water.
• Guide pupils to fill various containers to identify the amount of water various containers can hold.
• Guide pupils to find the relationship between litres and cm3.
• Guide pupils to read and answer questions on capacity.
• Quantitative reasoning.

LEARNERS ACTIVITIES

• Identifying types of containers that can hold liquid e.g. bucket, cup, bottles etc.
• Fill various containers to determine the liter they can hold.
• Establishing the relationship between liter and cm3.
• Read and write and solve sums on words.
• Quantitative reasoning.

WEEK 11             

REVISION

WEEK 12             

EXAMINATION

GENERAL MATHEMATICS PRIMARY FIVE SCHEME THIRD TERM

WEEK 1

TOPIC:

STRUCTURE OF EARTH    

CONTENT

• Introduction of shapes that are spherical.
• Shape of earth.
• Volume of the globe.
• Comparing volume of a sphere and cuboids
• Quantitative reasoning involving volume of a sphere and cuboids.           

TEACHERS ACTIVITIES

• Guide the pupils to identify shapes that are spherical in shape e.g. Egg, Ball etc.
• Guide pupils to identify the volume of the globe with emphasis on sphere.
• Guide the pupils to compare the volume of a sphere and cuboids.
• Quantitative reasoning involving volume of a sphere and cuboids.
• Guide pupils to identify that the volume of globe is less than that of enclosing cuboids. 

LEARNERS ACTIVITIES

• Identify shapes that are spherical in shape.
• Describe earth as a spherical.
• Calculate the volume of the cuboids.
• Shows that the volume of the globe is less than the volume of the cuboids enclosing it.
• Quantitative reasoning.

WEEK 2

TOPIC:

PLANE SHAPES      

CONTENT

• Parallel and perpendicular lines.
• Properties of triangles including equilateral, isosceles etc.
• Introducing the symbols parallel lines e.g. AB//CD also Introducing the symbol of perpendicular lines. E.g. EC/GH with examples.
• Properties of the following shapes trapezium, parallelogram and rhombus.
• Quantitative reasoning triangles.             

TEACHERS ACTIVITIES

• Guides pupils to explain parallel and perpendicular lines using edges of the board.
• Guide pupils to state the properties of a triangle including equilateral, isosceles etc.
• Guide pupils to identify symbol live AB//CD, IC/GH used in parallel and perpendicular lines.
• Guide pupils to state the properties of the following: shapes trapezium, parallelogram and rhombus.    

LEARNERS ACTIVITIES

• Identify parallel and perpendicular lines in selected objects.
• Identify properties of a triangle, equilateral and isosceles angles etc.
• Label parallel line and perpendicular lines.
• State properties of shapes like trapezium parallelogram and rhombus.
• Quantitative reasoning on angles.           

WEEK 3

TOPIC:

2 AND 3 DIMENSIONAL SHAPES.

CONTENT

• 2 and 3 dimensional shapes using card board sheets, tapes, scissors and rulers.
• Showing cubes, cuboids and cylinders as prism.

TEACHERS ACTIVITIES

• Guide pupils to construct 2 and 3 dimensional shapes.
• Guide pupils to identify cubes, cuboids and cylinder as prism.
• Guide pupils to identify properties of 3.

LEARNERS ACTIVITIES

• Constructing 2 and 3 dimensional shapes.
• Identify cubes, cuboids and cylinder as prism.
• State properties of cube, cuboids and pyramids.

WEEK 4

TOPIC: 

2 AND 3 DIMENSIONAL SHAPES CONTD

CONTENT

• Properties of a 3 dimensional shapes e.g. cubes, cuboids, pyramid etc.
• Counting number of faces, edges and vertices in the various dimensional shapes.
• Quantitative reasoning relating to 3 dimensional shapes.             

TEACHERS ACTIVITIES

• Dimensional shapes such as; cube cuboids and cylinder etc.
• Guide pupils to identify the faces, edges and verticals of the various dimensional shapes.
• Quantitative reasoning relating to 3 dimensional shapes.                             

LEARNERS ACTIVITIES

• State the faces edges and vertices of the various dimensional shapes.
• Quantitative aptitude problems related to cube cuboids and pyramid.

WEEK 5

TOPIC:

CIRCLE        

CONTENT

• Identifying parts of a circle;
  • Radius
  • Diameter
  • Circumference
• Circle with different radii, diameter and circumference
• Identify and determine a radius on the diameter of the circumference of a circle.
• Relationship between radius and diameter of a circle     
• Quantitative reasoning on circle.

TEACHERS ACTIVITIES

• Guide pupils to measure the distance from one centre of any point on the circumference.
• Guide pupils to measure distance round the circle to determine the circumference.
• Guide pupils to identify and determine radius on the diameter of the circumference of a circle.
• Guide pupils to identify the relationship between radius and diameter of the circles.
• Guide pupils to solve some quantitative aptitude problems on circle.     

LEARNERS ACTIVITIES

• Measure the distance from the centre to any point on the circumference.
• Measure distance round the circle to determine the circumference.
• Determine the distance round the circle and determine the circumference of the circle.
• State the relationship between radius and diameter.
• Solve some quantitative aptitude problems on circle.

WEEK 6

TOPIC:

DATA PRESENTATION      

CONTENT

• Preparing tally from a given pictogram
• Drawing bar graph and pictogram from information collected locally.
• Drawing and reading of a pie chart.
• Representation of data on bar graph and pictogram.
• Quantitative reasoning on data presentation.    

TEACHERS ACTIVITIES

• Guide pupils to use tally to represent information.
• Guide pupils to draw bar graph and pictogram on test result (full mark 25) or selected data from mathematical game etc.
• Guide pupils to draws and read pie chart.
• Guide pupils to represent data on a bar graph and pictogram.
• Quantitative reasoning on data.               

LEARNERS ACTIVITIES

• Use tally to represent information
• Draw bar graph and pictogram of given information.
• Drawing and reading of pie chart.
• Representation of data on a bar graph and pictogram.
• Quantitative reasoning.

WEEK 7

TOPIC: 

MEASUREMENT OF CENTRAL TENDENCY.           

CONTENT

• Mode of a given data.
• Identify the mode as applicable in daily life activities.
• Calculate mode of a given data.
• Mode of a set of data in daily activities.
• Quantitative reasoning.               

TEACHERS ACTIVITIES

• Guide pupils to find the mode of a given data.
• Lead the pupils to get data from their environment and ask them to calculate the mode.
• Guide pupils to calculate the mode of a given data
• Guide pupils’ data and ask them to prepare a tally of a data and find the mean.
• Quantitative reasoning.

LEARNERS ACTIVITIES

• Find the mode of a given data.
• Use data gotten from their environment to calculate mode.
• Calculate mode of a given data.
• Prepare tally of data and record the mode.
• Quantitative reasoning.

WEEK 8

TOPIC: 

MEASURE OF CENTRAL TENDENCY (CONT).

TEACHERS ACTIVITIES

• Guide pupils to calculate the mean of a data.
• Lead the pupils to gather data from the environment and find the mean.
• Guides pupils to calculate mean as application in daily life activities.
• Lead pupils to identify mean from a given data.
• Quantitative reasoning.               

LEARNERS ACTIVITIES

• Calculate the mean of a given data.
• Finding the mean of data collected round the environment.
• Calculate mean as applicable in daily life.
• Calculate the mean from a given data.
• Quantitative reasoning 

WEEK 9

TOPIC: 

MEASUREMENT OF CENTRAL TENDENCY (CONT).    

CONTENT

• Median of a data
• Calculating the median of result collected in the class.
• Calculating median application in their daily activities.
• Identification of median from a given data.
• Quantitative reasoning 

TEACHERS ACTIVITIES

• Guides the pupils on the meaning of median e.g. middle number in a given set of number, when arranged ascending or descending order.
• Guide them to collect data in the classroom and find the median.
• Guide pupils to calculate median applicable in their daily activities.
• Guide them to identify median from a given data.
• Quantitative reasoning.

LEARNERS ACTIVITIES

• Write number and identify the middle numbers.
• Collection of result in the class and finding the median.
• Calculating median as it’s applicable to their daily activities.
• Identify median from a given data.
• Quantitative reasoning.

WEEK 10             

TOPIC:

TOSSING COINS AND THROWING DICE.       

CONTENT

• Tossing of coins
• Throwing of dice
• Preparing tally from the data.
• Other chances events in daily life activities.
• Quantitative reasoning 

TEACHERS ACTIVITIES

• Guide pupils to toss a coin 20 times and record the number of times a head appears and the number of times a tail appears.
• Guides pupils to throw a dice and record their result.
• Guide pupils to prepare a tally for their results.
• Guide the pupils to identify various chance events in their daily life.
• Quantitative reasoning.               

LEARNERS ACTIVITIES

• Toss the coin 20 times and record the number of times a head appears and number of times tail appears.
• Prepare a tally of heads and tails 20 (tosses).
• Throw the die 24 times and record the number of times occurrence of 1, 2,3,4,5 and 6.
• Identify various chance events in their daily life activities.

WEEK 11             

TOPIC: 

TOSSING COINS AND THROWING DICE.        

CONTENT

• Tossing of coins
• Preparing tally for the result.
• Throwing dice
• Preparing tally for the result.
• Quantitative reasoning 

TEACHERS ACTIVITIES

• Guide pupils to toss 2coins and record the number of times a head appear and the number times a tails appears.
• Guide pupils to prepare a tally for their result
• Guide pupils to throw two dices and observe the number.
• Guide pupils to prepare a tally for their result
• Quantitative reasoning.

LEARNERS ACTIVITIES

• Toss the two coins and record the number of times head appear and tail appear.
• Prepare a tally of heads and tails 40(tosses)
• Throw the dices 48 times and record the numbers of times occurrence of both dice occur.
• Prepare tally for the result.
• Quantitative reasoning.

WEEK 12             

Revision

WEEK 13             

Examination