Access free Year 7 Blended British Nigerian Scheme of Work Mathematics for Junior Secondary School Hybrid Curriculum JSS1 Subjects topics for High School Education all three Terms available free download PDF –Schemeofwork.com
Year 7/JSS1 Term 1, Term 2 and Term 3 Integrated Scheme of work for British national curriculum with a blend of the Nigerian National Curriculum for British and Montessori Schools
Blended British Nigerian Scheme of Work Mathematics for Year 7/JSS1 TERM ONE
Scheme of work – Stage 7 Mathematics TERM ONE
| Number of Lessons/Hours | List of Topics | Content | Learning Objectives | Teachers Activities | Students Activities | Resources | Evaluation | Feedback |
| 001 | Whole numbers | -Counting in Millions, Billions and Trillions –Decimal notation and place value | -count in millions -count in billions -count in trillions –Interpret decimal notation and place value -Multiply and divide whole numbers and decimals by 10, 100 or 1000 | Leads students to. 1. write and read in millions and billions 2. uses counting charts to count in trillions 3.guides students in counting, writing and reading in large quantities 4. leads students to solve some problems on quantitative aptitude 5.Guide students to interpret decimal notation and place value | 1 count, write and read from 99,900 to 1,000,000 in tens and units. 2. Count, write and read from 1,000,000 to 100,000,000 in hundreds and thousands. 3. Count, write and read in trillions 4. Count, write and read in large quantities. 4.Use a number line with place value headings and moveable cards with single digits on them to discuss place value | 1.Charts of numbers in millions and billions, flash cards etc 2. Charts of numbers in millions and billions, newspapers, 3. Flash cards etc 4. Search for ‘place value’ at http://teachers.guardian.co.uk/resources.aspx | Students to; 1.Count, write and read in millions and billions 2. Count, write and read in trillions 3. Solve problems on quantitative aptitude using large numbers. 4.Multiply and divide whole numbers | 1.What can you say about the number of digits in millions and billion 2. What is the relationship decimal notations and place value? |
| 002 | Lowest Common Multiples | -Common Multiples of two or more whole number -Factor Method -Multiple method -Index method – simple test of divisibility method; the “sieve” for generating primes developed by Eratosthenes | -List out multiples of numbers -use factor method to solve for the LCM of numbers –use multiple method to solve for the LCM of numbers -use the index method to solve LCM – use the simple test of divisibility; find the LCM in simple cases; -use the “sieve” for generating primes developed by Eratosthenes | Leads students to; 1 identify common multiples of two or more whole numbers 2 solve problems involving LCM by: (a)factor method (b)multiple method (b)index method 3.use multiple method to solve for the LCM of numbers 4.use the index method to solve LCM 5.use the simple test of divisibility; find the LCM in simple cases; 6.use the “sieve” for generating primes developed by Eratosthenes | 1 identify common multiples of given numbers 2 solve problems involving LCM of two or three whole numbers using the three different methods 3.use multiple method to solve for the LCM of numbers 4.use the index method to solve LCM 5.use the simple test of divisibility; find the LCM | Number chart Factor race teams compete to complete the factor list of a given number. Factor tree for LCM | Students to: 1 Find the common multiples of given whole numbers 2 Find the LCM of given whole numbers 3. List out primes using sieves of Eratosthenes | 1.What method would you consider the best to finding the LCM of numbers 2.How can primes be generated using the sieves of Eratosthenes |
| 003 | Highest Common Factor | HCF of whole numbers-factor method -Prime factorization method –Relationship between LCM and HCF -Quantitative reasoning | -List and Identify factors of whole numbers -find the Prime factor decomposing of a number and solve with it -Analyse the relationship that exist between LCM and HCF -Logically reason along this path-HCF and LCM | Leads students to: I .Identify common factors of two or more whole numbers using common factor and prime factor methods. ii. find the HCF of some whole numbers,eg HCF OF 15 AND 80 III. identify the difference between LCM and HCF 2.Lead students to find the Prime factor decomposing of a number and solve with it 3. Guides students in prime factorization to express a given number as the product of its prime factors as follows: 28=2×14=2x2x7 :. The prime factors of 28 are 2 and 7. 3. leads students to solve problems on quantitative aptitude e.g. Find the missing number: | 1. Write common factors and highest common factors of a given set of numbers. 2.find the Prime factor decomposing of a number and solve with it 3. Express whole numbers as prime factors. 4. Solve some given problems to find the HCF of whole numbers. 5. Identify the difference between LCM and HCF. 6. Solve problems on quantitative aptitude. | HCF chart containing worked examples. HCF/LCM charts | Students to: 1.find the HCF of given whole numbers; 2. express given whole numbers as product of their prime factors; 3. solve problems on quantitative aptitude involving LCM and HCF. | 1. What is the relationship that exist between LCM and HCF |
| 004 | Counting in base 2 | -Counting in groups of two -Conversion of 1-10 to base 2 -Conversion of base 10 numerals to binary numbers | -Count in groups of two -convert other bases to base 2 -Convert base 10 to numerals to binary numbers | Guides students to prepare bundies in two and units, and use the bundles in counting in base two. Uses bundles or piles to demonstrate conversion from base 10 to two e.g. 3 represents 1 bundles of two and 1 unit, i.e. 3ten=11two | Count with aid of the prepared bundles. Use bundles in two and units to repeat teacher’s demonstration for numbers 1-10. | Charts, counters such as match sticks, broom sticks, bottle tops, etc Charts, counters such as match sticks, broom sticks, bottle tops. | Students to in group of twos 1.conmvert given numbers base 10 to numbers in base two numbers; 2. prepare conversion chart of numbers 1-10 in base 10 to base 2. | 1. Is 112302 a right representation of base system? Explain your answer 2.Can base 3 be converted to base 2? |
| 005 | Fractions | -Identifying equivalent fractions -Ordering of fractions -Conversion of fractions to decimals and vice versa -Conversion of fractions to Percentages and vice versa | -Identify equivalent fractions -Arrange fractions in increasing or decreasing order -Convert fractions to decimals and vice versa -Convert fractions to percentages and vice versa -Express a smaller whole number as a fraction of a larger one -Simplify fractions by cancelling all common factors and identify equivalent fractions -Order fractions by writing with common denominator or dividing and converting to decimals | 1.leads students to recognize that ½,2/4,4/8 are equivalent fractions i.e. ½= 2/4 = 4/8 2.Guide students to express a smaller whole number as a fraction of a larger one 3.Leads students to simplify fractions by cancelling all common factors and identify equivalent fractions 4. Guide the student to pair equivalent decimals, using matching pair exercises 5. guides students to discover the formula for obtaining an equivalent fractions of a given fractions, e.g ½ =1xn, N = 1,2,….2xn 6. leads students to solve formula using the formula above. 7. Leads students to arrange given fractions in ascending or descending order of magnitude. 8. leads students to convert:-fractions to decimals; and decimals to fractions. 9. convert fractions to percentages and percentages to fractions. | 1. Recognize that ½, 2/4 and 4/8 are equivalent fractions. 2. Apply equivalent fractions in sharing commodities e.g. food, money e.t.c. 3.Guide students to express a smaller whole number as a fraction of a larger one 4.Leads students to simplify fractions by cancelling all common factors and identify equivalent fractions 4.Pair equivalent decimals, using matching pair exercises 4. State and write the relationship or formula as given. 5. solve problems using the given formula. 6. arrange fractions in ascending and decending order. 7. convert:-fractions to decimal; -decimal to fractions. 8. convert fractions to percentages and percentages to fractions. | Charts of equivalent fractions, charts of fractions, flash cards, conversion charts of percentages and fractions. Fraction cards/dominoes | Students to : 1.solve equivalent fractions; 2. solve problems on quantitative aptitude in equivalent fractions; 3. find equivalence of any given fractions, using the given formula; 4. solve problems on ordering of given fractions ; 5. convert given fractions to decimals and decimals to fractions ; 6. convert any fractions to percentage and vice versa. 7.Express smaller numbers as a fraction of larger ones 4.Pair equivalent decimals. | 1.Write out equivalent fractions for ¾ 2. How can an equivalent fraction be formed? 3. How would you determine a larger fraction? |
| Rules of Divisibility | Tests of divisibility by 2, 3, 5, 6, 8, 9, 10 and 100. | Know and apply tests of divisibility by 2, 3, 5, 6, 8, 9, 10 and 100. | Guide students to look for Patterns in a multiplication table. | Look for Patterns in a multiplication table. | 20 questions on what number am I. Smart board resources | 1.Test for the divisibility of 2, 3, 5 in numbers | Can 2 and 5 divide multiples of 10 | |
| 007 | Addition and Subtraction( number line) | -Addition of subtraction of numbers and place value -Use of number line -Addition and Subtraction of Positive and negative integers -Everyday application of negative and positive Integers -Column method of addition | -Add and Subtract whole numbers –Compare place value of numbers and add and subtract with it -Use number line to add and subtract negative and positive interger –Apply the knowledge of everyday life with negative and positive integer –Use column method to solve problems on addition | -Leads students to add and subtract any two numbers up to 4-digits – leads students to state the place VALUE OF EACH NUMBER IN THE SUM OR DIFFERENCE. – Guides students to use number line to illustrate directed numbers -Guides students to perform the operation of addition and subtraction of positive and negative integers on the number line. – demonstrates the application of positive and negative integers by: * walking forward and backward, * walking up and down stairs; * reading temperatures above and below zero; * using bank deposits and with-drawals,etc. | – Add and subtract any two numbers up to 4-digits and state the place value of the result. – solve problems involving addition and subtraction of 4-digit numbers. – use number line to illustrate directed numbers. – perform the operation of addition and subtraction of integers on the number line. – demonstrate the use of number line. – solve related problems on directed numbers. –Use column method to solve problems on addition | charts/flash cards, number line chart, number chart, bank statements of account, thermometer, etc | Students to: -Add and subtract any two given numbers of not more than 4 digits; – State the place value of each of the sum or difference number in the sum; – draw numbers line and locate number line; -Add and subtract positive and negative integer on the numbers line; – record the thermometer reading at intervals of time and different conditions; – walk forward and backward at specified times and relate the results to the number line. | 1. How do you add on a number line? 2. How do you subtract on a number line? 3 Does place value has any use on addition of numbers |
| 008 | Addition and Subtraction of fractions | -Addition and subtraction of fractions –Word problems on addition and subtraction of fractions | –Add and Subtract fractions –Analyse and solve word problems involving addition and subtraction | – Guides the students to add and subtract fractions using diagrams and calculation. – Guides the students to add and subtract fractions with different denominators using diagrams and calculations. – Guides the students to add and subtract fractions with mixed numbers – Guides the students to recognize and solve combined addition and subtraction of fraction problems – Guide the students to interpret and solve word problems. | –Add and subtract fractions using diagrams and calculations. – Add and subtract fractions with different denominators using diagrams and calculation. – Add and subtract fractions with mixed numbers. -Solve combined addition and subtraction of fractions problems. – interpret and solve word problems on combined addition and subtraction of fractions. | Fraction charts | STUDENTS TO: -Add and subtract fractions with the same denominators; -Add and subtract fractions with different denominators; -Add and subtract fractions with mixed numbers; – Solve combined addition and subtraction of fraction problems; – Solve word problems on addition and subtraction of fractions. | 1. Is there any difference in the addition of fractions with same denominator and different denominator |
| 009 | Multiplication and Division of fraction | -Multiplication of fraction -Division of fraction | -Multiply fraction -Division of fraction -Multiply and divide a fraction by an integer | – Multiply and divide fractions using diagrams. -.Multiply and divide fractions by direct calculation. – Multiply and divide mixed numbers by direct calculation – Interpret and solve word problems involving multiplication and division of fractions. -Multiply and divide a fraction by an integer | -Multiply and divide fractions using diagrams. -Multiply and divide fractions by direct calculation. – Multiply and divide mixed numbers by direct calculation – Interpret and solve word problems involving multiplication and division of fractions. -Multiply and divide a fraction by an integer | FLASH CARDS | Students to: -multiply and divide given fractions using diagrams; -Multiply and divide the given fractions by direct calculation; -Multiply and divide given mixed numbers by direct calculation; –Interpret and solve given word problems involving multiplication and division of fractions. | 1. Is the multiplication of fraction same as its division? explain |
| Unit of measurements | Different units of measurement | Choose suitable units of measurement to estimate, measure, calculate and solve problems in everyday contexts. | Guide students to spot the incorrect unit match list of items and units. | Spot the incorrect unit match list of items and units. | Unit cards | 1.List out the units of measurement | 1. Are the units of measurement in UK same as in Nigeria? | |
| 010 | Transformation | -Reflection -Rotation -Translation | Transform two-dimensional shapes by: reflection in a given line, rotation about a given point, translation. Know that shapes remain congruent after these transformations. | Transform two-dimensional shapes by: reflection in a given line, rotation about a given point, translation. Know that shapes remain congruent after these transformations. | Pre drawn shapes on a coordinate grid. | Transformation Golf – Mymaths. | 1.Relect specified lines and shape 2.Rotate given objects 3.Translate given shapes and objects | 1.What is the difference between the different types of transformation |
Scheme of work – Stage 7 Mathematics TERM TWO
TERM TWO
| Framework Codes | List of topics | CONTENT | Learning Objectives | Teacher Activities | Students Activity | Resources | Evaluation Guide | Feedback |
| 001 | Estimation | -Estimation of dimension and distance -Estimation of capacity and mass of object -Estimation of other things in day to day activities – Problems on quantitative reasoning in estimation – Positive whole numbers to the nearest 10, 100, or 1000 and decimals. | -Estimate dimension and distance -Estimate capacity and mass of object -Estimate other things in day to day activities -Solve problems on quantitative reasoning in estimation –Round Positive whole numbers to the nearest 10, 100, or 1000 and decimals to the nearest whole number or one decimal place | – Leads students to identify objects in the classroom and school environment and the dimensions that can be estimated. – Guides students to estimate some distances and dimensions. – Leads students to estimate the capacity and mass of given objects. -Guides students to estimate things in day to day activities. -Leads students to solve problems on quantitative reasoning in estimation -Guide students to round Positive whole numbers to the nearest 10, 100, or 1000 and decimals to the nearest whole number or one decimal place | -Identify objects in the classroom and school environments and the dimensions that can be estimated. – Estimate some distances and dimensions… -Estimate the capacity of some containers e.g. milk tins. -Estimate the mass of given objects -Estimate the value of things in day to day activities. -Solve problems on quantitative reasoning on estimation. -Round Positive whole numbers to the nearest 10, 100, or 1000 and decimals to the nearest whole number or one decimal place | Desks, tables, classrooms, foot paths, books, schoolbags, containers ,milk tins, solid objects etc | Students to: -Estimate the lengths and width of the classroom; -Estimate the distance between the classroom and the principals office; -Estimate the capacity of given objects; -Estimate the quantities values of other things in day-to-day life; -Solve problems on quantitative reasoning in estimation. -Round Positive whole numbers to the nearest 10, 100, or 1000 and decimals to the nearest whole number or one decimal place | 1.Why do you carryout estimation? 2.Is there any difference between estimated and actual value? |
| 002 003 | Approximation | -Approximation of numbers -Decimal places -Significant figures -Quantitative reasoning –Rounding whole numbers -Estimates | Students should be able to: 1.approximate numbers to any given degree of accuracy; 2.Solve quantitative reasoning problems related to approximation of numbers 3.Round whole numbers to the nearest 10, 100 or 1000 and decimals including measurements to the nearest whole number 4.Make and justify estimates and approximations of calculations | 1. Leads students to carryout simple approximation to a given degree of accuracy. 2. Guides students to solve quantitative reasoning problems related to approximation of numbers. 3.Guide students to round whole numbers to the nearest 10, 100 or 1000 and decimals including measurements to the nearest whole number 4.Guide students to make and justify estimates and approximations of calculations | 1. carryout simple approximation to a given degree of accuracy. 2. solve quantitative reasoning problems related to approximation of numbers 3. use a number line to investigate rounding by placing, for example, a decimal on the number line and deciding which whole number it is closest to. Devise rules for rounding. 4.Make and justify estimates and approximations of calculations | Charts on approximation Headlines that use numbers what do they really mean? | Students to: 1.solve simple problems relating to: i.number of given decimal places; ii.the required significant figures. 2.solve quantitative reasoning problems related to approximation of numbers. 3.Round up numbers to the nearest 10, 100 and 1000 4.Justify calculations | 1.what is the difference between rounding numbers to the nearest 100 and 2 dp 2. Do you think approximating 0.00004 and 4678 to any degree of significant figure is the same? Justify your answer |
| 004 | Addition of numbers in base 2 numerals | Addition of 2 or 3 digit binary number | -Add 2 digit binary numbers -Add 3 digit binary number | Guides students to add two or three 3-digit numbers in base 2 | Do addition of simple two or three 3-digits binary numbers. | Counters, sum cards | Students to add two or three numbers involving two or three 3- digit numbers | 1.What is the difference between adding in base 2 and in base 10 |
| 004 | Subtraction of numbers in base 2 numerals | Subtraction of numbers in base two 3-digit binary numbers | -Subtract binary numbers of 2 or 3 digits | Guides students toSubtract two 3- digits in base two number system | Carry out subtraction of two 3-digit number in base 2 numbers system | Counters | Students toSubtract two numbers involving 2- digit or 3-digits numbers. | 1.What is the difference between subtraction in base 2 and in base 10 |
| 005 | Multiplication of numbers in base 2 numerals | -Multiplication of numbers in base two -2 digit binary numbers | -Multiply numbers in base two -Multiply 2 digit binary numbers | 1. Guide students to multiply numbers in base two 2.Guides students to multiply 2 digit binary numbers | 1. carryout multiplication of 2-digit numbers in base 2 2. multiply 2 digit binary numbers | Chart showing the multiplication of two 2-digit binary numbers. | Students to multiply given 2-digit numbers. | 1.What is the difference between multiplication in base 2 and in base 10 |
| 007 | Sequence | Integer sequence; simple term-to-term rules. -Sequences from spatial patterns -the general term in simple cases. integer sequence -An nth term investigation -Triangle numbers From mappings to graphs | Guide students to: 1.Generate/develop terms of an integer sequence 2.Find a term given its position in the sequence 3.Find simple term to term rules 4.Generate sequences from spatial patterns 5.Describe the general term in simple cases. 6.Describe integer and sequences 7.Identify the necessary information to understand or simplify a context or problem, represent problems, making correct use of symbols, words, diagram, tables and graphs, use appropriate Procedures. Classify and visualize properties and patterns, generalize in simple cases by working logically 8. Recognize the first few triangle numbers | 1. Guide students on What comes next? In sequence games What’s my rule? 2.Describe integer and sequences 3.Identify the necessary information to understand or simplify a context or problem, represent problems, making correct use of symbols, words, diagram, tables and graphs, use appropriate Procedures. Classify and visualize properties and patterns, generalize in simple cases by working logically 4. Recognize the first few triangle numbers | What comes next? games What’s my rule? | http://math.rice.edu/~lanius//Lessons/Patterns/rect.html See Matchstick sequencing at: http://www.bgfl.org/bgfl/index.cfm?res=y&s=1&m=217&p=124%2Cindex&kw=matchstick&el=&sc=3%2C34%2C41%2C35%2C4%2C5%2C6%2C39%2C38%2C7%2C40%2C51%2C42%2C8%2C37%2C43%2C9%2C10%2C45%2C46%2C11%2C12%2C13%2C14%2C15%2C36%2C16%2C17%2C44%2C18 | 1.find simple nth term of sequence 2.Generate nth term of sequence | 1.Think of any set of numbers or phenomenon that increases or decreases steadily on regular intervals |
| 008 | Time | – Units of time; -12-hour and 24-hour clock systems; -Timetables; -Time intervals. | 1. Identify the relationship between units of time 2. Compare and differentiate between 12-hour and 24-hour clock system 3. Interpret time tables 4.Calculate time intervals | Guide students to Set a clock time, ask what time it would be in 45 min, or 97 min | Set a clock time ask what time it would be in 45 min, or 97 min | Digital and analogue clocks | 1.what time would it be in 45mins time, 90mins time | 1.Continuously establish the relationship between12-hour and 24-hour clock systems; |
| Travel graph | Graphs in real life context involving more than one stage e.g. travel graphs. | 1.Draw graphs in real life context 2.Interpret real life graph involving more than one stage e.g. travel graphs. | 1. Guides students to plot distance from home graphs in various contexts including graph for more than one person and interpret it | 1.Draw graphs in real life context 2.Interpret real life graph involving more than one stage e.g. travel graphs | Charts of travel graphs | 1.Draw graphs in real life context 2.Interpret real life graph involving more than one stage e.g. travel graphs | 1. Describe any travel graph you have seen? |
| 009 | Use of symbols | -Open sentences –Use of letters to represent symbols or Shapes in open sentences -Solving open sentences with two arithmetic operations -Word problems involving use of symbols –Definition of terms | -Solve problems expressed in open sentences -Identify the relationship between addition and subtraction; multiplication and division –Use letters to represent symbols or shapes in open sentences -Solve open sentence problems involving two arithmetic operations -Solve word problems involving use of symbols; –explore the meaning of the word TERM, EXPRESSION and EQUATION | 1. Guide students to find the missing number in an open statement using flash cards and open sentence charts e.g. | 1. Find what the boxes represent 2. Explain the relationship between addition and subtraction; and multiplication and division 3. use letters to represent symbols or shapes in open sentences 4. Represent symbols with letters 5. Translate related word problems into mathematical expressions involving symbols and solve the problems. | Flash cards and open sentences charts | Students to: 1 find what given boxes in open sentences represent; 2. explain the relationship between: i addition and subtraction ii multiplication and division, in open sentences; 3. replace the boxes in given open sentences problems with letters. 4.Translate and solve given word problems into simple expressions involving symbols; | 1. What is an open sentence in mathematics? 2.What is the place of letters and symbols in open sentences |
| 010 | Simplification of algebraic expressions(order of operation) | -Like and unlike terms in algebraic expressions -Identification of co-efficient of terms of algebraic expression –Basic arithmetic operation applied to algebraic expressions of similar terms –Algebraic term* -“brick wall” problems -Solving square-and- circle problems -Triangle-and-circle problem | -Identify like and unlike terms -Identify co efficient of terms in algebraic expression –Recognise that algebraic operations follow the rules of arithmetic* -Simplify algebraic terms by interfacing between different problem approach | 1. Guides students to identify the coefficient of algebraic terms and positive and negative terms in the expression 2. guides students to perform arithmetic operations of similar terms 3.Leads students to recognise that algebraic operations follow the rules of arithmetic* 4.Guide students to simplify algebraic terms by interfacing between different problem approach 4. Leads students to solve related word problems 5. Guides students to identify and collect like and unlike terms 6. Guides students to remove and insert brackets from and to expressions, respectively | 1. Identify like and unlike terms in an algebraic expression 2. -Identify co efficient of Positive and negative terms in algebraic expression 3.Recognise that algebraic operations follow the rules of arithmetic* 4. Simplify algebraic terms by interfacing between different problem approach 4. perform arithmetic operations on expressions of similar terms 5. Solve related word problems. 6. Identify and collect like and unlike terms | Chart showing terms and their coefficients. Charts on worked examples on simplification of algebraic expression. | Students to: 1.Identify like and unlike terms; 2. Identify the differences between coefficient of positive and negative terms in a given expression; 3. Solve given word problems on simplification of algebraic expressions; 4. Identify and collect like and unlike terms 5.Apply the rules of arithmetic in algebraic expression | 1.What is meant by Like and Unlike terms 2.Does algebraic expressions still follows order of operation in arithmetic? |
Scheme of Work – Stage 7 Mathematics Term three (3)
| 001 | Simple equation | -Translation of word problems into equations and vice-versa -Solution of simple equations –Function mapping | -Translate word problems into simple equation -Solve simple equation –Give simple linear equations with integer coefficients(unknown on one side only) using an appropriate method(for example, inverse operation) –Represent simple functions using words, symbols and mapping | 1. Leads students to translate word sentences into mathematical statements. 2.Leads students to use mathematical equations to represent word sentences. 3. Guide students to solve simple equations e.g. 5k+7 = 22 and cross check their answers. 4.Guide students to give simple linear equations with integer coefficients 5.Lead students to represent simple functions using words, symbols and mapping | 1. Translate word sentences into mathematical statements. 2.Mention the need to use mathematical statements to represent word sentences 3.Solve given simple equations and cross check the answer 4.Give simple linear equations with integer coefficients 5.Represent simple functions using words, symbols and mapping | Word sentences charts, simple equation chart | Students to: 1.translate given word sentences into mathematical statements; 2. Solve given simple equation problems. 3.Give simple linear equations with integer coefficients 5.Represent simple functions using mapping | |
| 002 003 | Plane shapes | –Spatial thinking -Similarities and differences between Squares, rectangle, Triangle, Trapezium, Parallelogram and Circle -Perimeter of regular polygon, square, rectangle, triangle, trapezium, parallelogram and circle -Area of regular plane shapes such as squares, rectangle, parallelogram | –Identify, describe, visualise and draw 2D shapes in different orientations. -Outline the similarities between identified shapes -Differentiate between identified shapes -Calculate for the perimeter of regular polygon, square, rectangle, triangle, trapezium, parallelogram and circle -Solve for the area of regular plane shapes such as squares, rectangle, parallelogram | 1.Lead students to discuss experimental error and accuracy and emphasise the need for accuracy 2. Guides students to identify the similarities and differences between the following: Square, rectangle triangle, trapezium, parallelogram and circle 2. Guide students to determine the perimeter of each shape by (a) practical method (b) Formula. 3. Guides students to find the area of the regular plane shapes (a) using graph papers(b) by formula and compare their answers. 4. Relate finding area to real life situation | 1.Discuss experimental error and accuracy and emphasise the need for accuracy 2. Identify the similarities and differences between the following: square, rectangle, triangle, trapezium, parallelogram and circle. 3. Determine the perimeter of each shape by (a) practical method formula 4.Find the area of the regular plane shapes (a)using graph paper (b) by formula and compare their answers 5. Relate finding area to real life situation | Shapes of regular polygon: Square Triangle Rectangle, Parallelogram, Trapezium, Circle. Graph paper | 1.outline the similarities between a square and a rectangle 2.List out the differences between a parallelogram and a trapezium | 1. Is a square a rectangle? 2.Is there any difference between a square and a Rhombus? 3. Would a square remain the same if turned upside down? |
| 004 | -Three dimensional figures(rotational symmetry) | –Line symmetry -Rotational symmetry -reflections -Rotations -Translations –Basic Properties of cubes and cuboids -Basic properties of pyramid and cones -Basic properties of cylinders and Spheres -Volume of cubes and cuboids | –Clarify and use the Language and notation associated with reflections, translations and rotations -Transform a 2D shape by rotating about a point and by reflecting in a given mirror line -Transform 2D shapes by translating –Outline the basic properties of solids -Find the volume of cubes and cuboids | 1. Lead students to discover the properties of cubes and cuboids: Cubes (a)equal faces (b) 6 faces (c)12 edges (b) 8 vertices Cuboids: (a)equal opposite faces (b) 6 faces (c)12 edges (b) 8 vertices 2. Guides students to determine the edges, faces and vertices of pyramids and cones. 3. Guides students to discover the properties of cylinders and spheres. 4. Leads students to derive the formula for finding the volume of a cube and a cuboids 5. Guides students to use the formula to calculate the volume of a cube and a cuboid 6. Lead students on activities on rotational symmetry reflections -Rotations -Translations | 1. Identify the number of faces, edges and vertices of cubes and cuboids’ and that cubes have equal faces while opposite faces of a cuboids are equal 2. Determine the number of edges, faces and vertices of pyramids and cones 3. Identify the properties of cylinders and spheres. 4. Derive the formula for finding the volume of a cube and a cuboid. 5.Carryout activities on rotational symmetry reflections -Rotations -Translations | Cubes, Cuboids, Ruler, Tapes, Empty carton, Bricks etc. Pyramid Cone. Cylinder and sphere(standard or improvised) cubes cuboids. | Students to: 1 identify the number of faces and vertices of a given cube; 2. identify the number of edges and faces of a cuboids; 3. identify the number of faces, edges and vertices of a given pyramid and cone; 4. identify the properties of a given cylinder and sphere; 5. Find volume of a given cube and cuboid. 6. Solve problems on rotational symmetry -reflections -Rotations -Translations | 1.Is a cuboid a three (3) dimensional shape? 2. WHY? 3.Does rotational symmetry applies to all objects? |
| 005 | Construction (triangle) | -Construction of parallel and perpendicular lines -bisection of a given line segment Triangle construction -Construction of angle 900 and 600 | -Construct parallel and perpendicular lines -Bisect given line segment –Construct a triangle given two sides and the include angle(SAS) or two angles and the included side -Construct angle 900 and 600 -Draw perpendicular and parallel lines | Guides Students to: (a) Construct parallel and perpendicular lines -Bisect given line segment -Construct angle 900 and 600 – Construct a triangle given two sides and the include angle(SAS) or two angles and the included side | 1. Construct parallel and perpendicular lines 2. Bisect given line segment 3. Construct angle 900 and 600 4. Construct a triangle given two sides and the include angle(SAS) or two angles and the included side – Differentiated exercise to practice | Plane sheets of Paper and mathe matical set. Pre-drawn sheet To practice mea- Suring. | Students to: 1 construct given parallel lines; 2 construct given perpendicular lines 3.Construct triangles with given sides | 1. What does it mean to bisect a line? 2. What are the steps to constructing a triangle? |
| 007 | Probability | – Probability language. – Likelihood and chance. -occurrence of chance events in everyday life -Probability of chance event -Probability scale from 0 to 1 – Probabilities based on equally likely outcomes | -Use the language of probability to describe event –Interpret results involving likelihood and chance –Discuss the occurrence of chance event -Apply the occurrence of chance events/probabilities in everyday life Understand and use the probability scale from 0 to 1. -Find probabilities based on equally likely outcomes in simple context | -Analyse the results for each group and then put the data for compatible groups together to produce more reliable results. -Class discussion of probability of certain events -Convert words to numbers via their position on the probability line impossible=0 etc -Sort events into probability order given a numerical value – Carry out an experiment [rolling dice or spinners] to produce relative frequencies – use to predict probabilities. Have another group check by repeating the experiment. List all outcomes from a selection event. | Class discussion of the probability of certain events Convert words to numbers via their position on the probability line Impossible =0 etc Sort events into probability order given a numerical value. | Charts of probability | Impossible unlikely events likely certain | 1.Dicuss everyday phenomenon that are likely to happen |
| 008 | Angles | -Measurement of angles -Identification and properties of vertically opposite, adjacent, alternate and corresponding angles –Identification and properties of angles at a point and angles on a straight line –Acute, obtuse and acute angle | –Measure angles with the use of a protractor -Identify properties of vertically opposite ,adjacent, alternate, and corresponding angle -Identify and list properties of angle at a point and on a straight line –Distinguish between angle and estimate the size of acute, obtuse and reflex angle | 1 Lead students to measure angles. 2 Guides students to: i identify and state the properties of the different types of angles; ii relates the angles to real life situations. 3. Leads students to identify angles at a point and angles on a straight line and state their properties | 1 Measure some given angles 2 identify and state the properties of the different types of angles from the appropriate diagrams. 3. relates the angles to real life situations. 4. identify angles at a point and angles on a straight line and state their properties | Protractor, plane sheet, cardboard containing angles pencil, Metre rule Angles, Chart of angles at a point and angles on a straight line. Acetate sheet for rotatable diagrams or use computers to draw and rotate diagram | Students to: 1.Measure given angles 2. Identify vertically opposite ,adjacent, alternate, and corresponding angle from given diagrams. | 1. Does vertically opposite, alternate and corresponding angles has any relationship? 2. Is there any difference between the sizes of an aute and obtuse angle? Explain your answer |
| 009 | Need for statistics (mean, median and mode) | -Purpose of statistics -Needs for collecting data for planning purpose Collecting of data –Central tendency | -Outline the purpose of statistics -Enumerate some of the needs for collecting data for planning –Outline and solve problems with central tendency | 1. Lead students in discussing the purposes of statistics. 2. Introduces Students to the meaning of population, drug abuse, voter education and environmental education. 3. Leads students in discussing the usefulness of statistics for planning purposes 4. Leads student to discuss usefulness of the data collected from voter education, consumer education 5. Guides students to apply the probability/occurrence of chance events in everyday life 6. Leads student to discuss usefulness of Statistics such as from drug abuse, environmental education, HIV/AIDS etc. For prediction purpose 7.Leads students to outline and solve problems with central tendency | 1. Discuss the purposes of statistics. 2. State the meaning of drug abuse, voter education and environmental education. 3. Discuss the usefulness of statistics for planning purposes 4. Source for information from relevant agencies 5 Mention the application of probability/occurrence of chance events in everyday life 6 Discuss the usefulness of statistics for prediction purpose 7. Outline and solve problems with central tendency | Charts Data sheets of random numbers | 1.Outline the purpose of statistics 2.Enumerate some of the needs for collecting data for planning 3. solve problems with central tendency | 1.What is the connection between mean, median, and mode |
| 010 | Data Collection( simple frequency table, bar chart, pie chart, others) | -Data collection -collect data in the class -Median -Dotty investigation | -Describe data collection -practically collect data from class -Calculate the median of set of numbers -Generate sequences from patterns or practical context and describe the general term in simple cases | Guide students to: Describe data collection -practically collect data from class -Calculate the median of set of numbers –Generate sequences from patterns or practical context and describe the general term in simple cases | -Describe data collection -practically collect data from class -Calculate the median of set of numbers -Generate sequences from patterns or practical context and describe the general term in simple cases | Data collection Chart | 1.Define data collection – Collect data from class and tabulate it -Calculate the median of set of numbers -Generate sequences from patterns or practical context | 1.List the different tools that can be used for data collection 2. Is the median same as average? |
Blended British Nigerian Scheme of Work Mathematics Links for Junior Secondary School
Year 7 Blended British Nigerian Scheme of Work Mathematics Link
Year 8 Blended British Nigerian Scheme of Work Mathematics Link
Year 9 Blended British Nigerian Scheme of Work Mathematics Link
