**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 â€œ: â€œis 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 â€“ 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 â€˜ofâ€™ 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 â€˜ofâ€™ 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 â€˜ofâ€™ 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, 20â€¦ 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, 30â€¦ 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, 30â€¦
- 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 2Â¬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 = â–¡ , 6 + â–¡ = 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 pupilsâ€™ 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 itâ€™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