Access free Year 8 Blended British Nigerian Scheme of Work Mathematics for Junior Secondary School Hybrid Curriculum JSS2 Subjects topics for High School Education all three Terms available free download PDF–Schemeofwork.com
Year 8/JSS2 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 8/JSS2 TERM 1
Hybrid curriculum, British and Nigeria Scheme of Work – Stage 8 Mathematics
TERM 1 STAGE 8
| Framework Codes | List of Topics | Content | Learning objectives | Teachers Activities | Students Activities | Resource | Evaluation | Feedback |
| 001 | Whole numbers (standard form) | 1.Whole numbers in standard 2.Decimal numbers in standard form 3. Relationship between decimal and whole numbers in standard form | 1.Express an whole number in standard form 2.Express decimals in standard form 3. Explore the relationship that exist between decimals and whole numbers in standard form – | 1.Leads students to express any given whole number in standard form i.e a x 10n, 1≤a<10, n≥0 2. Leads students to express decimals in standard form i.e a x 10n, 1≤a<10 n≤0 3.Guides students to Explore the relationship that exist between decimals and whole numbers in standard form | 1.Express an whole number in standard form 2.Express decimals in standard form 3. Explore the relationship that exist between decimals and whole numbers in standard form | Flash cards | Students to: 1.express given whole numbers in standard form; 2.express given decimal numbers in standard form; 3. Identify the relationship that exist between decimals and whole numbers in standard form | 1. Are all sets of integers from 1-200 in standard form? 3. Is there any relationship that exist between decimals and whole numbers in standard form |
| 002 | Whole numbers | -Prime factors -Prime factorization | -List out prime numbers between 1-100 -Itemize prime factors of numbers –use the ‘sieve’ for generating primes developed by Eratosthenes. -Express numbers as a product of prime numbers -Recognize primes | 1.Guide students to find prime factors of numbers 2. Guide students to use the sieve of Eratosthenes for generating primes 3.Guide students to express numbers as product of its prime factors 4.Guides students to Recognize primes | 1.Find prime factors of numbers 2. Guide students to use the sieve of Eratosthenes for generating primes 3.Express numbers as product of its prime factors 4. Recognize primes | Flash card 100 square grid coloured pencils or crayon | 1.Find prime factors of given numbers not greater than 200 2.use the sieve of Eratosthenes to generate the primes of 27 3. Express given numbers as product of its prime factors 4. What are the prime factors of numbers less than 100 | 1. Is one (1) a prime number? 2. What is the difference between prime factors and prime numbers? |
| Whole numbers | -Factors of numbers -Common Factors -Highest Common Factors -Rules of divisibility | 1. List out factors of numbers 2.Identify Common factors of numbers 3.Find the HCF of number 4.Apply the rules of divisibility | 1.Guide students to list out factors of numbers 2.Guide students to identify Common factors of numbers 3.Guide students to find the HCF of numbers 4.Guide students to apply the rules of divisibility | 1. List out factors of numbers 2.Identify Common factors of numbers 3.Find the HCF of numbers 4.Apply the rules of divisibility | Flash cards 20 questions on what number am i Smart board resources | 1. List out factors of numbers 2.Identify Common factors of numbers 3.Find the HCF of numbers 4.Find all the numbers divisible by 5 | A number that can divide another number without a remainder is called? 2.can 5 divide any number that ends with zero(0) | |
| 003 | Whole numbers | -Squares of numbers -Square roots of numbers | 1.Find the Square of numbers 2.Calculate the square roots of numbers 3.Recognise squares of whole numbers to at least 20 x 20 and the corresponding square roots; use the notation 72 & sqtr of 49 | 1.Guide students to find the Square of numbers 2.Guide students to calculate the square roots of numbers 3.Recognise squares of whole numbers to at least 20 x 20 and the corresponding square roots | 1.Find the Square of numbers Calculate the square roots of numbers 2.Square root bingo Matching pairs 7 and SQRT 49 etc | Flash cards 2.Square root bingo cards Matching pairs on ‘Mymaths’ | -Find the Square of numbers -Calculate the square roots of numbers | What is the relationship between squares and square roots |
| 004 | Fraction | -Expressing fractions as ratio and vice versa -Expressing fractions as decimals and vice versa -Expressing fractions as percentages and vice versa | 1.Express fractions as ratio and vice versa 2.Express fractions as decimals and vice versa 3.Express fraction as percentage and vice versa 4. Use fractions and percentages to describe parts of shapes, quantities and measures. 5.Refine own findings and approaches on the basis of discussions with others, Recognize efficiency in an approach, relate the current problem and structure to previous situations. Order decimal, recognize that a recurring decimal is a fraction 6.use division to convert a fraction to a decimal 6.order fractions by writing them with a common denominator or by converting them to decimals | Guide students to 1.Express fractions as ratio and vice versa 2.Express fractions as decimals and vice versa 3.Express fraction as percentage and vice versa 4. Use fractions and percentages to describe parts of shapes, quantities and measures. 5.Refine own findings and approaches on the basis of discussions with others, Recognize efficiency in an approach, relate the current problem and structure to previous situations. Order decimal, recognize that a recurring decimal is a fraction 6.use division to convert a fraction to a decimal 7.order fractions by writing them with a common denominator or by converting them to decimals | 1.Express fractions as ratio and vice versa 2.Express fractions as decimals and vice versa 3.Express fraction as percentage and vice versa 4. Divide graph paper squares into different% e.g 30% red 70% blue or 25% red, 30% green, 45% blue etc. 5.Refine own findings and approaches on the basis of discussions with others, Recognize efficiency in an approach, relate the current problem and structure to previous situations. Order decimal, recognize that a recurring decimal is a fraction 6.use division to convert a fraction to a decimal 7.order fractions by writing them with a common denominator or by converting them to decimals | Square paper or graph sheet Flash cards Constructed shapes | Students to: 1.convert given fractions to ratios, decimals and percentages; 2.solve given problems on quantitative reasoning related to the contents. 3. recognise reocurring decimals as fractions 4. Use division to convert fractions to decimals | 1. Is a ratio a fraction? 2. what is the relationship between fractions and percentages? 3. How can a fraction be converted to decimals |
| 005 007 | Basic Operation, Derived Operation, Transactions in the homes and offices | -Household arithmetic -Commercial arithmetic | Students should be able to; 1. solve problems relating to office and household arithmetic; 2. Solve and COMPARE simple commercial arithmetic relating to profit, interest, discount and commission | 1. Leads students to solve common home and office problems e.g electricity bills, water rates and family budget. 2. Guides students to solve simple commercial arithmetic relating to profit, interest, discount and commission | 1. Solve problems on electricity bills, water rates and family budget 2. Solve given simple commercial arithmetic. | Electricity bill Water rate bill | Students to: 1.solve problems on household and office arithmetic; 2. solve given problems on commercial arithmetic | Outline all possible transactions that could go on in the home and offices |
| 008 | Approximation | -Approximating values of addition and subtraction -Approximating results of multiplication and division -Application of approximation in everyday life | -Approximate values of addition and Subtraction – Approximate results of multiplication and division –Apply approximation to everyday life –Make and Justify estimate and approximations of calculation | -Leads students to approximate answers to given addition and subtraction problems. –Guides students to compare the actual answers with the approximated ones. -Guides students to approximate answers to multiplication and division problems. -Leads students to round off given numbers to the nearest 10; 100; and 1000. -Solve real life problems involving approximation. -leads students to solve problems on quantitative reasoning in the above contents. -Lead students to Make and Justify estimate and approximations of calculation | -Carry out approximation of answers to given addition and subtraction –Carry out the actual addition and subtraction and compare the answers with the approximated ones. -Carry out approximation on multiplication and division problems. -Carry out the actual multiplication and division and compare the actual and approximated values. -Round off given numbers to the nearest 10;100; and 1000 using a number line chart -Solve problems involving approximation of things in everyday activities. -Solve problems on quantitative reasoning in the above contents. –Make and Justify estimate & approximations of calculation | Addition and subtraction approximation charts. Multiplication and division approximation charts. Multiplication and division approximation charts. Rounding off number chart. Rounding off number chart. Number line chart | students to: -Approximate answers to given addition and subtraction problems; -Approximate answers to given multiplication and division problems; -Round off given numbers to the nearest 10;100; and 1000; using a number line chart -SOLVE GIVEN PROBLEMS ON QUANTITATIVE REASONING IN THE ABOVE CONTENTS -Solve problems on quantitative reasoning. | 1.Why are numbers approximated? 2.What is the difference between actual numbers and approximated values? |
| 009 | Multiplication and Division of directed numbers | -Squares and Square root tables -Charts, record and schedules -Multiplication and Division of directed numbers | Students should be able to: 1. obtain the squares and Square roots of numbers 2.Interprete and use tables, charts, records and schedules 3.Carryout correct Multiplication and Division of directed numbers. 4.Use known fact and place value to multiply and divide two-digit number by a single digit number | 1.Leads students to obtain the squares and Square roots of numbers from the table 2.Guides students to Interpret and use tables, charts, records and schedules 3.Leads students to multiply and Divide directed numbers. 4.Guide students to use known fact and place value to multiply and divide two-digit number by a single digit number | 1. obtain the squares and Square roots of given numbers from the table 2.Interprete and use tables, charts, records and schedules 3.Multiply and Divide of directed numbers. 4.Partition as 40 x 6 + 5 x 6 or 90 ÷ 6 and 6 ÷ 6. Link to tables. | Square and square root tables. Distance chart, flight schedules charts etc. Directed numbers, multiplication and division charts | Students to: 1. obtain the squares and Square roots of numbers from the table 2.Interprete and use tables, charts, records and schedules 3.find the product of any two given directed numbers; 4.determine the quotient of any two given directed numbers. | 1. what is the relationship of square and square roots from table? 2.Mention a list of charts, record and schedule you know 3. What happens to a number when multiplied or divided by 10, 100, 1000 |
| 010 | Sequence | Generate terms of a linear sequence using term-to-term and position to-term rules; find term-to-term and position-to-term rules of sequences, including spatial patterns. -Sequences and rules -The general nth term and investigation | 1.Find next xx terms of a given sequence. work out 9th term using t-t rules and p-t rules. Create spatial patterns that fit a given sequence. 2.Describe integer sequence 3.Generate terms of a simple sequence given a rule 4.Generate sequences from patterns or practical contents an describe the general term in simple cases | Guides students to 1.Find next xx terms of a given sequence. work out 9th term using t-t rules and p-t rules. Create spatial patterns that fit a given sequence 2.Describe integer sequence 3.Generate terms of a simple sequence given a rule 4.Generate sequences from patterns or practical contents an describe the general term in simple cases | 1.Find next xx terms of a given sequence. work out 9th term using t-t rules and p-t rules. Create spatial patterns that fit a given sequence 2.Describe integer sequence 3.Generate terms of a simple sequence given a rule 4.Generate sequences from patterns or practical contents an describe the general term in simple cases | Matchsticks or similar and generated patterns | Students to 1.Generate term of linear sequence 2. find term-to-term and position-to-term rules of sequences, 3.Describe integer sequence 4.Generate terms of a simple sequence given a rule 5.Generate sequences from patterns or practical contents an describe the general term in simple cases | 1. Write out any set of number that is increasing or decreasing in an orderly manner 2. explain the phenomenon above |
Year 8 Blended British Nigerian Scheme of Work Mathematics Term 2
| Framework Codes | List of topics | Content | Learning Objectives | Teachers Activities | Students Activities | Resources | Evaluation | Feedback |
| 001 | Algebraic expressions | -Expansion of algebraic expression -Factorization of algebraic expressions -Expansion of quadratic expressions | 1.Expand algebraic expression -Factorize algebraic expressions -Expand of quadratic expressions -Use index notation in algebra –Explain via calculation that algebraic operations, including brackets, follow the same order as arithmetic operations; | 1.Leads students to expand of algebraic expression 2.Guides students to factorize algebraic expressions. 3.Guides the students to use index notation in algebra 3.Lead students to use a quadratic equation box in expanding and factorizing quadratic expressions 4.Guide students to find missing factors in samples of the form X2 + 4x +3 5.Guide students to explain via calculation that algebraic operations, including brackets, follow the same order as arithmetic operations; | 1.Expand of algebraic expression 2.Factorize given algebraic expressions. 3.Use index notation for small positive integer power 3.Use a quadratic equation box in expanding and factorizing quadratic expressions 4. Find the missing factors in samples of the form X2 + 4x +3 5.Explain via calculation that algebraic operations, including brackets, follow the same order as arithmetic operations; | Flash cards Quadratic equation box | Students to: 1.Expand algebraic expression -Factorize algebraic expressions -Expand of quadratic expressions –Carryout differentiated exercises | Does algebraic expression follows the rule of BIDMAS or BODMAS? |
| 002 | Algebraic expression | -Factorization of quadratic expressions -Algebraic expressions of fractions with monomial denominators | 1.Factorize quadratic expressions 2. Simplify Algebraic expressions of fractions with monomial denominators 3.Explore the relationship between shapes in algebraic simplification | 1.Guides students to factorize quadratic expressions 2. Guides students to simplify Algebraic expressions of fractions with monomial denominators 3.Guides student to explore the relationship between shapes in algebraic simplification | 1.Factorize quadratic expressions 2. Simplify Algebraic expressions of fractions with monomial denominators 3.Explore the relationship between shapes in algebraic simplification | Flash cards Flow charts | Students to: 1.Factorize quadratic expressions 2. Simplify Algebraic expressions of fractions with monomial denominators 3.Simplify a square that has a side to be 2x +1 | 1.Write out the general form of a quadratic expression 2. what do you think monomial denominators are? 3.form algebraic expressions from shapes |
| 003 | – Algebraic expressions of fractions with monomial -Word problems leading to simple algebraic fractions | 1.Simplify Algebraic expressions of fractions with monomial 2.Simplify or transform linear expressions with integer coefficient 3.Solve word problems leading to simple algebraic fractions | 1. Guide students to simplify algebraic expressions of fractions with monomial 2.Guide students to simplify or transform linear expressions with integer coefficient 3.Leads students to solve word problems leading to simple algebraic fractions | 1.Simplify algebraic expressions of fractions with monomial 2.Simplify or transform linear expressions with integer coefficient 3.Solve word problems leading to simple algebraic fractions | Flash cards Flow charts | Students to: 1.Simplify Algebraic expressions of fractions with monomial 2.Simplify linear expressions with integer coefficient 3.Solve word problems leading to simple algebraic fractions | 1. what do you think monomial denominators are? 2.form algebraic expressions from worded problems you have framed 3.does every expression carry integer coefficient? | |
| 004 | Simple equations | -Simple equation with whole integers -Simple equation with fraction | Students should be able to: 1.Solve Simple equation with whole integers -Solve simple equation with fraction -attend to the fact that letters play different roles in equations, formulae and functions | Guide student to: 1.Solve Simple equation with whole integers 2.Solve simple equation with fraction 3.attend to the fact that letters play different roles in equations, formulae and functions | 1.Solve Simple equation with whole integers 2.Solve simple equation with fraction 3.Develop function machines and write their output as a formula. | Flash cards | Students to : 1.solve given problems on simple equations 2. Solve simple equation with fraction | 1.What is the essence of the x and y variable in a simple equation |
| 005 | Graphs | -Plotting points on the Cartesian plane -Graph of linear equation in two variables -Linear graphs from real life situation -Quantitative reasoning | Students should be able to; 1.identify x-axis and y-axis; 2.plot points on the Cartesian plane; 3.Prepare table of values; 4. Plot the graph of linear equations in two variables 5.Interpret the plotted graph; 6.Plot linear graphs from real life situations: 7.Solve quantitative aptitude problem. | 1.Leads students to identify x-axis and y-axis; 2.Guide students to plot points on the Cartesian plane; 3.Leads students to Compile table of values of linear equation in two variables 4. Guides students to Plot the graph of linear equations in two variables 5.Lead students to interpret information presented on the graph; 6.Guide students to plot linear graphs from real life situations | 1.identify x-axis and y-axis; on the Cartesian plane 2.plot points on the Cartesian plane; 3.Compile tables of values; 4. Plot the graph of linear equations in two variables 5. Discuss and interpret graphs arising from real life situations. For example distance-time graph 6. Solve quantitative aptitude problem. | Graph board, graph paper, rule pencil. Distance time data, Velocity-Time data, etc. Table of values | Students to: 1.identify x-axis and y-axis; 2.plot points on the Cartesian plane; 3.Compile table of values; 4. Plot the graph of linear equations in two variables 5.Plot linear graphs from real life situations: 6. Solve quantitative aptitude problem. | 1. Do you need to generate a table to plot a graph? 2. Why? Justify your answer in 1 above. 2. How is a graph plotted |
| 007 | Linear Inequalities | -Linear Inequality in one variable -Graphical representations of solutions for linear inequality in one variable -Graphical representations -Word problems | Students should be able to: 1.Solve linear Inequality in one variable 2.Show graphically representations of solutions for linear inequality in one variable 3.Analyse graphical representations 4.Critically synthesize word problems to interpret and solve it | Teacher guide students to 1.Solve linear Inequality in one variable 2.Show graphically representations of solutions for linear inequality in one variable 3.Analyse graphical representations 4.Critically synthesize word problems to interpret and solve it | 1.Solve linear Inequality in one variable 2.Show graphically representations of solutions for linear inequality in one variable 3.Analyse graphical representations 4.Critically synthesize word problems to interpret and solve it | Flash cards Cardboard paper, Graph board | Students to: 1.Solve linear Inequality in one variable 2.Show graphically representations of solutions for linear inequality in one variable 3.Analyse graphical representations 4.Critically synthesize word problems to interpret and solve it | 1. Identify phenomenon in lfe that can never be equal . i.e inequality phenomenon e.g number of teachers and principals in any one school |
| 008 | Derivation and use of simple formulae | Derive and use simple formulae, e.g. to convert degrees Celsius (°C) to degrees Fahrenheit (°F). | Students should be able to: 1. Derive and use simple formulae, e.g.to convert degrees Celsius (°C) to degrees Fahrenheit (°F). | Derive and use simple formulae, e.g. to convert degrees Celsius (°C) to degrees Fahrenheit (°F). | Plot given pairs of temperatures and draw lines through data points – develop a formula. | Chart showing temperature unit conversion | 1.convert degrees Celsius (°C) to degrees Fahrenheit | 1. Is 220c higher than 450F |
| 009 | Data Analysis | Tables, graphs and diagrams for discrete and continuous data, and draw conclusions, relating statistics and findings to the original question. | Interpret tables, graphs and diagrams for discrete and continuous data, and draw conclusions, relating statistics and findings to the original question. | Guide students to 1.analyse the results of your survey check the validity of your hypothesis. | Analyse the results of your survey check the validity of your hypothesis. | Charts of tables and graphs | Students to: 1.Intepret table and graph |
| 010 | Midpoint | Find the midpoint of the line segment AB, given the coordinates of points A and B. | Given A (x1,y1) and B (x2,y2) know and use mp = ( x1+x2, 2 y1+y2)/2 | Guide students to identify midpoint as: Given A (x1,y1) and B (x2,y2) know and use mp = ( x1+x2, 2 y1+y2)/ 2 | Given A (x1,y1) and B (x2,y2) know and use mp = ( x1+x2, 2 y1+y2) /2 | Charts showing different midpoints | Students to 1.find the midpoint of co-ordinates | 1.how do you determine the middle of any object or set of numbers |
Year 8 Blended British Nigerian Scheme of Work Mathematics Term 3
TERM 3
| Framework Codes | List of Topics | CONTENT | Learning objectives | Teacher Activities | Students Activities | Resources | Evaluation Guide | Feedback |
| 001 | Plane figures/ Shapes | -Properties of parallelogram – Properties of rhombus – Properties of kite -relationship of shapes –Symmetry of 2D shapes –Geometric reasoning | – List the properties of a parallelogram, rhombus and a kite -Explore the similarities between these shapes -Identify all the symmetries of 2D shapes -Solve geometrical problems using side and angle properties of special quadrilaterals, explaining reasoning with diagrams and text | 1. Guide students to identify the properties of parallelogram, rhombus and kite. 2. Lead students to identify these shapes in the environment 3. Leads students to identify all the symmetries of 2D shapes -Lead students to solve geometrical problems using side and angle properties of special quadrilaterals, explaining reasoning with diagrams and text | 1. Identify the properties of parallelogram, rhombus and kite. 2. Identify these shapes in the environment solving measurement problems 3.Identify all the symmetries of 2D shapes 4.Solve geometrical problems using side and angle properties of special quadrilaterals, explaining reasoning with diagrams and text | Models of parallelogram, rhombus and kite. | Students to: 1.state the properties of the following: (a)Rhombus (b)Parallelogram (c)Kite Identify all the symmetries of 2D shapes –Solve geometrical problems using side and angle properties of special quadrilaterals, explaining reasoning with diagrams and text | 1.Does a parallelogram has more lines of symmetry than a rhombus 2. Is a Rhombus a kite? Explain 3.Does a square and a rectangle have the same number of lines of symmetry? |
| 002 | Plane figures/Shapes | -Draw plane object to scale -Convert actual length to scale and vice versa -application of scale drawing –Interpret and make simple scale drawing | -Draw plane object to scale -Convert actual length to scale and vice versa -application of scale drawing –Interpret and make simple scale drawing | 1.Guides students to measure actual lengths of teachers table and their classroom 2. leads students to convert actual length to given scale and vice versa 5. Leads students to apply and interpret scale drawings in solving measurement problems | 1. Measure the actual lengths of the given objects and draw them to scale. 2. convert actual length to given scales and vice versa 3. apply scale drawings in 4. Leads students to apply and interpret scale drawings in solving measurement problems | 1. Tape (steel and rolling) Ruler pencil Plain sheets. | 1.Draw actual length to scale 2.Convert drawn length to actual length and vice versa | 1.what makes the distance of Lagos to Benin in a map different from its distance on ground? 2. Why do we need to interpret scale drawing? |
| 003 | Nets of solids | 1.Simple nets of solids, e.g. cuboid, regular tetrahedron, square based pyramid, triangular prism. 2.Surface area of Nets of Solids | 1.Draw simple nets of solids, e.g. cuboids, regular tetrahedron, square based pyramid, triangular prism. 2.Use simple nets of solids to work out their surface areas. | 1.Guild students to Use ruler and compasses to construct the net of each solid, colour and make them into a mobile, which ones balance-why? 2. Guides students carefully to create nets from solid boxes. | Use ruler and compasses to construct the net of each solid, colour and make them into a mobile, which ones balance-why? 2. Carefully create nets from solid boxes. | Mathematical set simple hand craft shapes | 1. Draw simple nets of solids. 2.Use nets of solids to work out their surface | 1.Do you think the nets of a cube and cuboids are the same? |
| 004 | Angles | -Angles in a triangle -Angles in a quadrilateral -Angles in a polygon –Geometric properties of quadrilaterals -Scale drawing | -Solve for angles in a triangle, quadrilaterals and polygon –Proof that (a) the angle sum of a triangle is 180 and that of a quadrilateral is 360 (b)the exterior angle of a triangle is equal to the sum of the two interior opposite angles –Understand and use geometric proof | 1. Guides students to find the sum of angles of triangles. 2. Guides students to find the sum of angles in a quadrilateral 3. Leads students to discover that the sum of interior angles of an n-sided convex polygon is 2n-4 right angles 4.Proof that (a) the angle sum of a triangle is 180 and that of a quadrilateral is 360 (b)the exterior angle of a triangle is equal to the sum of the two interior opposite angles 5.Understand and use geometric proof | 1. Find the sum of angles of triangles. 2. Find the sum of angles in a quadrilateral 3. Use the sum of interior angles to calculate given related problems 4.Proof that (a) the angle sum of a triangle is 180 and that of a quadrilateral is 360 (b)the exterior angle of a triangle is equal to the sum of the two interior opposite angles 5.Understand and use geometric proof | Cut out shapes of triangles, Quadrilateral, and other polygon types. Rulers, tapes Protractor | Students to: 1. Find the sum of angles of triangles. 2. Find the sum of angles in a quadrilateral 3. find the sum of interior angles of a given convex polygon | 1.Why is the angle sum in a triangle different from that of a quadrilateral? 2.What is the relationship of the exterior angle of a triangle and its interior angle? |
| 005 | Angles of elevation and depression | -Angle of elevation -Angle of depression -Relationship between angle of elevation and depression -Scale drawing | -Identify and solve problems on the angle of elevation using scale drawing -Identify and solve problems on the angle of depression -Compare the relationship between angle of elevation and depression | 1.Use angle of elevation and depression in calculations using scale drawing 2. Guides students to identify the relationship between angles of elevation and depression | 1. identify what angles of elevation and depression means 2. Use angles of elevation and depression in calculations using scale drawing 3. identify the relationship between angles of elevation and depression | Rulers, tapes Protractor | 4. Use angles of elevation and depression to calculate distances and heights | 1.A man looking up forms what angle? 2. A bird from a top of a tree looking at a hen forms what type of angle? |
| 007 | Bearing | -Cardinal points and location of position of objects -Distances between objects -Specification –bearing in maps | – Identify cardinal points and location of position of objects -Solve for distances between objects -Use bearings to specify direction –Identify points and locations in maps | 1.Guide students to identify the major and minor cardinal points 2. Guide students to locate position of objects using: -3 digit bearing -compass bearing 3. Guide students to find distances between objects using scale drawing. 4.Guide students to use bearings to specify direction 5.Leads students to identify points and locations in maps | 1. identify the major and minor cardinal points 2. locate position of objects using: -3 digit bearing -compass bearing 3. Find distances between objects using scale drawings. 4.Use bearings to specify direction 5.Identify points and locations in maps | Protractor Ruler, compass 3600– (wooden, metal, plastic or cardboard), clinometers. | Students to: 1.mention: a. the major cardinal points. b. The minor cardinal points. 2. what is the bearing of A from B, B from A 3. using scale drawing, find the distance of B from A 4.Identify points and locations in maps | 1.What is the angular distance between each of the cardinal points 2.what must be done to get an accurate location in a map? |
| 008 | Construction | -Bisecting angles -Constructing triangles -Planes and elevations -Line segment | -Bisect different angle size -Construct triangles -Constructing triangles -Identify and construct Planes and elevations -Find the midpoint of the line segment AB, given the coordinates of points A and B. | 1. Guide students to construct triangles using a protractor and ruler 2. Lead student to bisect any given angle using a pair of compasses, ensuring that students follow the basic steps 3.Leads students to identify and construct Planes and elevations 4.Leads students to find the midpoint of the line segment AB, given the coordinates of points A and B. | 1. Construct triangles using a protractor and ruler 2. Bisect any given angle following the given basic steps. 3.Identify and construct Planes and elevations 4. Find the midpoint of the line segment AB, given the coordinates of points A and B. | Plane sheets of paper and mathematical set | Students to: 1.construct given parallel lines; 2. construct given perpendicular lines -Construct Planes and elevations -Find the midpoint of the line segment AB, given the coordinates of points A and B. | 1.To bisect a line means___ 2.How do you construct a triangle? 3.How is a plane different from an elevation? 4.How do you ascertain the middle of any item or object |
| 009 | Everyday statistics, data collection and presentation | -ordered presentation of data -Frequency table -Pie charts -charts, records and schedules –Assume mean and working with statistics -Stem-and –leaf diagram | –Presents data in an orderly format. –Construct and use (a)frequency table with given equal class intervals to gather continuous data (b) two-way tables to record discreet data –calculate statistics for sets of discreet and continuous data ,-recognise when it is appropriate to use statistics | 1.Guide students to arrange data in an ordered form 2.Guides students to display any given data on frequency table 3.Guides students to draw and read information from pie chart. 4.Leads students to generate and use data for statistical purposes ,5.Guide students to recognise when it is appropriate to use statistics 6.Guides students to interpret and use tables, charts, records and schedules 7. Guides students to draw Stem-and –leaf diagram | 1.Arrange data in an ordered form 2.Display any given data on frequency table 3. Draw and read information from pie chart. 4.Generate and use data for statistical purposes 5. Interpret and use tables, charts, records and schedules 6.Draw Stem-and –leaf diagram 7.recognise when it is appropriate to use statistics | Source Information: Distance charts, Flight schedules etc. | Students to: 1.Arrange data in an ordered form 2.Construct frequency table from a given data 3. Draw and read information from pie chart. 4.Draw Stem-and –leaf diagram | 1.Why is it necessary to present data in an orderly form 2. List out some of the items that data can be presented on 3.When is it appropriate to use the mean for calculation? |
| 010 | Probability | –Occurrence of chance event in everyday life -Probability of chance events. – Mutually exclusive events –Experimental and theoretical probability -Probability scale –Travel graphs | –Analyse day to day activities that speaks of chance event -List and solve probability of chance event -Find and list systematically all possible mutually exclusive outcomes for single events and for two successive events. –Recognize when it is appropriate to use the range, mean, median and mode and, for grouped data, the modal class | Guide students to 1. Analyse day to day activities that speaks of chance event 2.List and solve probability of chance event 3. Find and list systematically all possible mutually exclusive outcomes for single events and for two successive events. 4. Recognize when it is appropriate to use the range, mean, median and mode and, for grouped data, the modal class | Roll two different dice or two spinners list all the outcomes. Carry out experiments to sample the number of unknown counters in a bag. Suggest how m any of each type of counter are in the bag, given known total. | Dice, spinners and counters. –ICT tool for enquiry | Students to: 1. Analyse day to day activities that speaks of chance event 2.List and solve probability of chance event 3. Find and list systematically all possible mutually exclusive outcomes for single events and for two successive events. 4. Recognize when it is appropriate to use the range, mean, median and mode and, for grouped data, the modal class | 1.why is probability occurrence of chance event 2.What is the probability scale for? 3.List out some mutually exclusive event you know |
Blended British Nigerian Scheme of Work Mathematics Links for Junior Secondary School
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