General Mathematics Scheme of Work for Primary 3
The General Mathematics Scheme of Work for Primary 3 spanning the first to third term presents a comprehensive and structured approach to nurturing young minds in the realm of mathematics. Through its carefully designed curriculum, the scheme introduces students to a diverse array of mathematical concepts, ranging from counting skills to more intricate topics like area, perimeter, time, and symmetry.
The scheme’s progression is well-thought-out, beginning with fundamental numeracy skills and advancing towards more complex areas, aligning with the cognitive development of primary school students. The integration of real-world applications, such as measuring lengths, solving practical problems involving weight and capacity, and interpreting graphs, allows students to grasp the relevance of mathematics in their daily lives.
Moreover, the emphasis on collaborative learning fosters teamwork, communication, and critical thinking, essential skills that extend beyond the realm of mathematics. The incorporation of hands-on activities, interactive resources, and assessments further enhances student engagement and comprehension.
By the culmination of the three-term scheme, students are not only equipped with mathematical knowledge but also empowered with the ability to approach mathematical challenges with confidence. They have laid the groundwork for their mathematical journey, developing problem-solving skills and the capacity to think logically.
In essence, the General Mathematics Scheme of Work for Primary 3 serves as a vital tool in shaping well-rounded learners who not only excel in mathematical understanding but also in cultivating essential life skills. As these students progress in their academic endeavours, the knowledge and skills gained from this scheme will undoubtedly play a pivotal role in their educational growth and success.
First Term General Mathematics Scheme of Work for Primary 3
The Primary 3 General Mathematics Scheme of Work for the first term focuses on various aspects of counting, writing skills, and quantitative reasoning. The scheme spans 13 weeks, covering topics such as revision and resumption tests, counting skills, writing skills, place value of numbers, ordering of whole numbers, fractions, addition, and subtraction of numbers. The scheme incorporates a range of teaching methods, including group activities, individual exercises, song singing, and problem-solving. Various learning resources like number charts, counters, flashcards, and online links are used to enhance the learning experience.
In the initial weeks, students are exposed to counting and writing numerals up to 600, and they learn to identify the value and place value of each digit. The curriculum also includes skip counting in different intervals and solving real-life counting problems. As the weeks progress, the focus shifts to more advanced topics such as ordering whole numbers, fractions, addition, and subtraction. Students explore concepts like equivalent fractions, inequalities, and using symbols to compare values.
The scheme emphasizes the practical applications of mathematics in everyday life, including monetary transactions, measurements, and problem-solving scenarios. Students are encouraged to collaborate, think critically, and develop problem-solving skills throughout the term. The goal is to equip students with a solid foundation in numerical skills and quantitative reasoning, laying the groundwork for more complex mathematical concepts in the future.
General mathematics Scheme of work for Primary 1
General mathematics Scheme of work for Primary 2
| WEEK | TOPIC | Contents | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision/ Resumption Test | Counting Skill: Numbers 200 – 600 Writing Skill: Writing of numerals 1- 600 Quantitative reasoning | By the end of the lesson, pupils should be able to: Count and reverse the counting of numbers 1-300 Write numbers from 1-600 State the value and place value on each digit number from 1-600 Skip count numbers in 4s, 3s, 5s, and 10s Solve real-life problems on counting. Quantitative reasoning. Sing songs on counting of numbers | Pupils count and identify numbers 1-600. Pupils write numbers 1-600. Pupils state the value and place value of numbers in units (U), tens (T), and hundreds (H) on numbers 1-600 | Number charts, Counters, Study.com, YouTube, zaperson.com |
| 2 | Counting of whole numbers | Counting Skill: Numbers 601- 620 Writing Skill: Writing of the numbers Counting of whole numbers Counting in groups Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identify numbers from 601-620 Order numbers from 1- 620 Count from 1- 620 Write numbers 601- 620 in numerals and in words Skip counting 5s and 6s Reverse the counting and Writing of numbers Count numbers in groups of units, tens, hundreds, and thousands Sing songs on counting of numbers Solve real-life problems on quantitative-related counting and writing of numbers | Pupils count numbers 601-620 using number flashcards Pupils individually write numbers 601-620 Pupils in groups count numbers in hundreds, tens, fives, threes, twos | Flashcard, Number card, TheEnglish.com |
| 3 | PLACE VALUE OF NUMBERS | Counting Skill: Numbers 621 – 640 Writing Skill: Writing of the numbers Value and place value of numbers Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identify numbers from 621-640 Order numbers from 1- 640 Count numbers 1-640 Write numbers 500- 640 in numerals and in words Write numbers from 1-640 Skip count in 6s and 7s Reverse the counting and Writing of numbers Count numbers in groups of units, tens, hundreds, and (htu) and find their place values Sing songs on numbers Solve real-life problems on quantitative related to counting and writing of numbers Group numbers into hundreds, tens, and units State and identify the value of numbers Write the value of each number in a chain of numbers | Individual pupil groups numbers into Hundred (H), Tens (T), and Units (U). Identify the value of a number in a digit State the value of numbers in any digit given. | Counting chart, purplemaths.com, Abacus, Counting sticks |
| 4 | ORDERING OF WHOLE NUMBERS | Counting Skill: Numbers 641- 660 Writing Skill: Writing of the numbers. Ordering of whole numbers. The use of symbols >, < and = (greater than, less than, and equal to). Grouping numbers in thousand, hundred, tens, units. Value and place value of numbers Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identify numbers from 641-660 Order numbers from 1- 750 Count from 1-660 Write numbers 600- 660 In numerals and words Count numbers from 1-660 Write numbers from 1-660 Skip count In 6s and 7s and 9s Express inequalities of 2 or 3 digits numbers using >, <, or = Interpret the symbols >,<,= and use them to determine the value between two numbers Group numbers into hundred, tens, and units State and identify the value numbers. | Pupils in pairs perform tasks on the magnitude of numbers using the symbols >, <, or = Pupils in groups put each of the numbers on the abacus. Individual pupil groups numbers into thousand, Hundred (H), Tens (T), and Units (U). Pupils identify the value of a digit in a number. | Chart ordering fractions, Chart containing conversion of fraction, mathgoodies.com |
| 5 | Fractions | Counting Skill: Numbers 661- 680 Writing Skill: Writing of the numbers. Fractions. Fraction of shapes like squares, rectangles, triangles, and circles Fractions of numbers Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identify numbers from 661 -680 Order numbers from 1- 680 Count from 1- 680 Write numbers 660- 600 in numerals and in words Count numbers from 1-680 Write numbers from 1-680 Skip count in 6s, and 7s and 9s Draw fractions in different shapes like squares, rectangles, triangles, and circles Write fractions of any shape in numbers Write fractions of any concrete object Solve problems on quantitative reasoning. | Pupils in groups draw and divide different shapes into equal fractions. Then inscribe the fractions into equal in the same groups of the division. | Cardboard, Flashcard |
| 6 | Fractions | Counting Skill: Numbers 631- 700 Writing Skill: Writing of the numbers Equivalent fractions Ordering of fractions Adding fractions of the same denominators Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identify numbers from 681-700 Order numbers from 1- 700 Count numbers 1-700 Write numbers 681- 700 in numerals and in words Count numbers from 1-700 Write numbers 1-700 Skip count in 6s, and 7s and 9s Write the fractions of the same denominators Solve real-life problems on fractions Quantitative reasoning Use symbols to determine the value of fractions, Add fractions of the same denominators Solve problems on quantitative reasoning. | Pupils in pairs write pairs of different fractions and use the symbols to determine their values, e.g., 2/s < 3/s, 2 2/3 > %, etc. Pupils in groups draw and divide different shapes into equal fractions. Then inscribe the fractions into equal in the same groups of the division. Pupils in small groups add the fractions of the same denominators | Flashcard, Cardboard, mathgoodies.com |
| 7 | Midterm Break | ||||
| 8 | ADDITION OF WHOLE NUMBERS | Counting Skill: Numbers1-400, 401-700, and 1- 700 Writing Skill: Writing of the numbers. Addition of 2 or digits numbers without exchanging or renaming Addition of 3 digits numbers with remaining Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identify numbers 401-700 Order numbers 400-700 Count numbers 1-700 Write numbers 400- 700 in numerals and words Count numbers from 1-700 Write numbers from 1-700 Skip count in 6s, Add two 2,3-digits numbers with exchanging or renaming Add three 2-digits numbers taking two at a time Solve real-life problems Solve quantitative reasoning | Pupils in small groups arrange counters in bundles of tens and units. Pupils in groups add two 3-digits numbers with remaining, e.g., Add 365 and 436 | Bundles of sticks, Abacus, betterexplain.com |
| 9 | ADDITION OF NUMBERS | Counting Skill: Numbers 701- 720, 401-720, 1- 720 Writing Skill: Writing of the numbers. Addition of Numbers Addition of 2, 3 digits numbers using partial sum method Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identify numbers from 701-720 Order numbers from 1-720 Count numbers 1-720 Write numbers 400- 720 in numerals and words Skip count in 6s, 7s, 9s, and 10s Add two 3- digits numbers using the partial sum method Solve real problems Solve quantitative reasoning | Pupils in pairs add two 2-digits numbers using the partial sum method. Pupils in small groups use number flashcards to find the partial sum method of 3-digit numbers, e.g., i. 215 = 200 + 10 + 5 of 3 Use partial sum method to add 132 and 243. | Charts, Counters, Abacus, passnownow.com |
| 10 | SUBTRACTION OF NUMBERS | Counting Skill: Numbers 721- 750 Writing Skills: Writing of the numbers Subtraction of two 2-3 digits numbers without renaming or exchanging using partial sum. Subtraction of two 2-3 digits numbers with remaining or exchanging Quantitative Reasoning | By the end of the lesson, pupils should be able to: Identity numbers from 721-750 Order numbers from 1- 750 Count numbers 1-750 Write numbers 401- 750 In numerals and words Reverse the counting of the numbers Skip count in 3s, 5s, 6s.7s, 9s, and 10s Subtract two 2-3 digit numbers without remaining Subtract two 2-3 digits numbers with remaining Solve real-life problems Solve the quantitative reasoning | Pupils in small groups arrange counters in bundles of hundreds, tens, and units Subtract 2-3 digits numbers with remaining using the partial sum Subtract two 2-3 digit numbers without remaining | Charts, Counters, passnownow.com |
| 11 | Revision | By the end of the lesson, pupils should be able to: Recall the work for the term Ask questions on areas of difficulties | Pupils as a class answer the revision question orally Pupils as a doss practice the revision questions | ||
| 12 | Examination | ||||
| 13 | Examination |
General mathematics Scheme of work for Primary 4
General mathematics Scheme of work for Primary 5
General mathematics Scheme of work for Primary 6
Second Term General Mathematics Scheme of Work for Primary 3
The second term scheme of work for Primary 3 mathematics focuses on building upon the foundation established in the first term. The topics covered include counting skills, fractions, multiplication, division, open sentences, and money. Each week has specific objectives and activities designed to help students grasp these concepts.
| WEEK | TOPIC | Contents | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of first term’s work | Counting Skill: Numbers 1-750 Resumption test/revision on counting and writing numerals up to 750. | By the end of the lesson, pupils should be able to: – Recall some of the first term’s work – Practice more on counting and grouping of numbers – Acquire more skills on fractions | The pupils practice more questions on first term’s work. Pupils as a class answer questions on last term’s work, especially on counting, grouping of numbers, and fractions. | First term past questions. |
| 2 | FRACTIONS | Counting Skill: Numbers from 751-770, 401-770, and 1-770 Writing Skill: Writing of the numbers Addition and subtraction of fractions with the same denominators. Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 751-770 – Order numbers from 1-770 – Count numbers 1-770 – Write numbers 401- 770 in numerals and in words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Add fractions of the same denominators – Subtract fractions with the same denominator – Solve real-life problems on fractions – Solve quantitative reasoning. | Pupils in pairs select fraction flash cards having the same denominators, e.g., 3/10 and 5/10, and 1/2 and 2/4, etc. Pupils in groups add fractions with the same denominators, e.g., 3/10 + 4/10 = 3 + 4/4 = 7/10 Pupils as groups subtract fractions with the same denominators, e.g., 5/7- 2/7 | Cardboard showing addition and subtraction of fraction, Site link: http://www.Learnhow.com, Video: http://www.Calculatorsoup.com |
| 3 | MULTIPLICATION OF NUMBERS | Counting Skill: Numbers 771-790, 1-790 Writing Skill: Writing of the numbers, Multiplication of 2 digits by 1 digit number Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 771 -790 – Order numbers from 1 – 790 – Count numbers 1 – 790 – Write numbers 401 – 790 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Recite multiplication tables of 2-5 – Multiply 2 digits number by 1-digit number – Solve real-life problems on multiplication – Solve quantitative reasoning questions on multiplication. | Pupils as a class recite multiplication tables of 2 to 5. Pupils use repeated addition to multiply numbers, e.g., 4×5 = 4 + 4 +4+ 4 +4 = 20 Pupils in small groups multiply 2 digits number by 1 digit number, e.g., (a) 34 (b) 45 Pupils tell multiplication stories and solve them. | Flash card, Chart, Orange, Site link: www.ducLstevs.com, Video link: www.purplemath.com |
| 4 | MULTIPLICATION OF NUMBERS | Counting Skill: Numbers 791-810 Writing Skill: Writing of the numbers. Multiplication of three 1-digit numbers taking two at a time. Importance: Banking Sector Buying and Selling School results collation | By the end of the lesson, pupils should be able to: – Identify numbers from 791-81O – Order numbers from 1-810 – Count numbers1-810 – Write numbers 401- 810 in numerals and words – Reverse the counting of the numbers – Skip count in 3s,5s, 6s, 7s,9s and 10s – Multiply three1- digit numbers taking two at a time – Solve real life problems on multiplication – Solve quantitative reasoning questions. | Pupils in pairs solve multiplication of three 1-digit numbers taking two at a time. | Abacus, Time table, Site: https:Ilen.m.wikipedia.org, www.myhomeCampus.com, Video: https://m.youtube.com |
| 5 | MULTIPLICATION OF NUMBERS | Counting Skill: Numbers 811-830 Writing Skill: Writing of the numbers. Distributive rule of multiplication over addition and subtraction Quantitative Reasoning Importance: School results collation Banking sector Government offices Buying and selling | By the end of the lesson, pupils should be able to: – Identify numbers from 811 -830 – Order numbers from 1 – 830 – Count numbers 1- 830 – Write numbers 401- 830 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s and 10s – Multiply simple numbers expand using distributive rules over addition and subtraction – Solve real life problems – Solve quantitative reasoning questions. | Pupils as a class recite multiplication tables 2, 3, 5 and 10. Pupils in pairs use number cards to subtract and add some numbers; e.g., 8 + 3 = 11, 8-3 = 5 Pupils in groups expand multiplication using distributive rules over addition and subtraction | Counter, Times table, Bundle of stick, Site: https://www.m.wikipedia.org, www.myhomeCampus.com, Video: https://m.youtube.com |
| 6 | DIVISION OF WHOLE NUMBERS | Counting Skill: Numbers 831-850 Writing Skill: Writing of the numbers. Division without reminder Factors of whole numbers not exceeding 48. Quantitative Reasoning Importance: Sharing of items among children Calculation of average performance Collation of school’s results. | By the end of the lesson, pupils should be able to: – Identify numbers from 831-850 – Order numbers from 1-850 – Count numbers1-850 – Write numbers 401- 850 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s,7s, 9s and10s – Divide 2-digits number by1-digit number without remainder – Express factors of whole numbers not exceeding 48 – Solve real life problems on division – Solve quantitative reasoning on division. | Pupils as a class recite the multiplication table and are guided to realize that the opposite of multiplication is division. Pupils as a group write the factors of some numbers not exceeding 48. | Counters, Abacus, Charts, Sites: www.basicmathematics.com, Video: www.khamacademy.org>math |
| 7 | MID-TERM BREAK | By the end of the lesson, pupils should be able to: – Enjoy a mid-term break | No specific activities during mid-term break. | No specific resources needed during mid-term break. | |
| 8 | OPEN SENTENCES | Counting Skill: Numbers 1-400, 1- 401-850 and 1- 850 Writing Skill: Writing of the numbers. Quantitative reasoning Importance: Useful in prediction To know the value of variation of items Measurement comparison. | By the end of the lesson, pupils should be able to: – Identify numbers from 401 -850 – Order numbers from 1 – 850 – Count numbers 1 -850 – Write numbers 401 – 850 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s and 10s – Find the missing numbers in open sentences – Identify different methods in solving addition and subtraction in open sentences – Solve real-life problems on open sentence – Solve quantitative reasoning. | Pupils as a class find the missing numbers in open sentences, e.g.: + 21 = 52 Pupils as a class solve the addition and subtraction problems in open sentences. | Video: www.youtube.com |
| 9 | Money | Counting Skill: Numbers 851 – 870 Writing Skill: Writing of the numbers. Changing money not exceeding «50 into smaller units Addition and subtraction of money not exceeding «50 Multiplication involving money with a product not more than «50 Quantitative reasoning Importance: To know the value of currency Banking sector Exchange rate Buying and selling | By the end of the lesson, pupils should be able to: – Identify numbers from 851-870 – Order numbers from 1-870 – Count numbers1-870 – Write numbers 401- 870 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s and 10s – Change naira to kobo and vice versa – Add and subtract money not exceeding «50 – Multiplication involving money with a product not more than «200 – Solve real-life problems on money – Solve quantitative reasoning on money. | Pupils in small groups participate in the changing of naira to kobo and kobo to naira. 4-5 pupils in a group demonstrate on the act of buying and selling that involves addition and subtraction of money. Pupils as a class respond to mental skill on multiplication. | Denominations of currency, Money chart, Dummy money, Website: http://www.mathgames.com, Video: http://www.youtube.com |
| 10 | Money | Involving addition and subtraction not greater than «50. Importance: Buying and selling of items with money. Business transaction | By the end of the lesson, pupils should be able to: – Perform a role play on buying and selling of commodities. – Go for shopping effectively with money not greater than 0100. | Pupils as a group perform a drama on buying and selling using the shopping corner. Pupils as individuals go for shopping with money not more than «100 within the school premises. | Currency model samples of money, Web link: http://www.education.com |
| 11 | Revision of second term work | By the end of the lesson, pupils should be able to: – Review and consolidate their understanding of second term’s work. | Revision and consolidation of second term’s work. | None specified. |
Third Term General Mathematics Scheme of Work for Primary 3
The term is divided into 12 weeks, covering various topics such as counting skills, length, perimeter, area, time, weight, capacity, lines of symmetry, and everyday statistics. Each week focuses on specific learning objectives, activities, and core skills development.
| WEEK | TOPIC | Contents | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of 2nd term’s lessons / Resumption test | Counting Skill: Counting and writing numerals up to 840. | By the end of the lesson, pupils should be able to: – Review the 2nd term’s lessons – Practice counting and writing numerals up to 840 | Pupils as a class participate in the revision of the 2nd term’s lessons. | None specified. |
| 2 | Length | Counting Skill: Numbers 841-860 Measuring in centimeters and meters Real-life problems involving length Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 841-860 – Order numbers from 1 – 860 – Count numbers 1- 860 – Write numbers 401- 860 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Use non-standard measurements like arm’s length and foot length – Identify the difference between nonstandard units – Use centimeters and meters as standard units – Solve real-life problems involving length – Apply quantitative reasoning | Pupils as a class discuss the use of arm’s length and foot length as non-standard units of measurement for length. Pupils in groups measure the length of their desks and tables using rulers or tape measures. They use rulers to measure lines and record the measurements. | Ruler, Pencil, Tape measure, Meter rule |
| 3 | Perimeter | Counting Skill: Numbers 861-880 Writing Skill: Writing of the numbers. Perimeter of squares, rectangles, and triangles Perimeter of regular shapes Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 861-880 – Order numbers from 1 – 880 – Count numbers 1-880 – Write numbers 401- 880 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s – Measure the length and breadth of rectangles and calculate the perimeter – Find the perimeter of a square – Calculate the perimeter of a triangle – Find the perimeter of regular shapes in meters and centimeters – Solve real-life problems involving perimeter – Apply quantitative reasoning | Pupils in groups measure the length and breadth of given squares, rectangles, and triangles. They calculate the perimeter of these shapes. Pupils use formulas to calculate the perimeter of rectangles (P = L + L + B + B) and squares (P = 2L), and count unit squares to find the perimeter of squares and rectangles. | Solid shapes like rectangles and squares, Math websites, Videos |
| 4 | Area | Counting Skill: Numbers 881-900 Writing Skill: Writing of the numbers. Comparing sizes of similar objects Introduction to area Counting unit squares to obtain the area of squares and rectangles Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 881-900 – Order numbers from 1-900 – Count numbers 1-750 – Write numbers 451-900 in numerals and in words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Compare the sizes of similar objects – Find the area of squares and rectangles using formulas – Find the area of squares and rectangles by counting unit squares – Solve real-life problems involving area – Apply quantitative reasoning | Pupils as a class discuss the differences between squares and rectangles. In groups, they find the area of squares and rectangles using formulas (Length x Breadth = Area for rectangles) and by counting unit squares to obtain the area. | Ruler, Pencil, Unit squares, Educational websites, Videos |
| 5 | Time | Counting Skill: Numbers 901-920 Writing Skill: Writing of the numbers. Read time on a clock server Calendar reading of days, weeks, months, and years Dates reading on a calendar Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 901-920 – Order numbers from 1-920 – Count numbers 501-920 – Write numbers 101-920 in numerals and in words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Read time on a clock – Read a calendar in terms of days, weeks, months, and years – Read dates on a calendar – Solve real-life problems involving time – Apply quantitative reasoning | Pupils in groups draw wall clocks and practice reading time on them. They also read and interpret calendars in terms of days, weeks, months, and years, and identify dates on a calendar. | Wall clock, Wristwatch, Calendar, Educational websites, Videos |
| 6 | Weight | Counting Skill: Numbers 921-940 Writing Skill: Writing of the numbers. Units of weight measurement (grams and kilograms) Calculating the weight of objects Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 921-940 – Order numbers from 1-940 – Count numbers 1-940 – Write numbers 501-940 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – List units of weight measurement (grams and kilograms) – Differentiate between two quantities – Calculate the weights of some objects – Solve real-life problems involving weight – Apply quantitative reasoning | Pupils in groups compare the weight of two different objects and determine which one is lighter or heavier. They also discuss instruments used for measuring weight and list different items that can be weighed. | Weight scale, Weights, Educational websites, Videos |
| 7 | MID-TERM BREAK | Enjoy a mid-term break | No specific activities during mid-term break. | No specific resources needed during mid-term break. | |
| 8 | Capacity | Counting Skill: Numbers 941-960 Writing Skill: Writing of the numbers. Identify a liter as a unit of measuring capacity Measuring liquids with graduated measuring cylinders up to any stated number of liters Quantitative Reasoning | By the end of the lesson, pupils should be able to: – Identify numbers from 941-960 – Order numbers from 1-960 – Count numbers 1-960 – Write numbers 501-960 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Identify a liter as a unit of measuring capacity – Measure liquids like water using graduated cylinders up to a stated number of liters – Recognize the need for accuracy in measuring liquids (e.g., kerosene, water, petrol) – Solve real-life problems involving capacity – Apply quantitative reasoning | Pupils in small groups pour water into graduated cylinders and calculate the amount needed to fill various containers, such as bottles and cans. | Graduated cylinders, Bottles, Water, Educational websites, Videos |
| 9 | Lines of Symmetry | Counting Skill: Numbers 961-980 Writing Skill: Writing of the numbers. Lines(s) of symmetry Properties of square, rectangle, and triangle Curves and straight lines | By the end of the lesson, pupils should be able to: – Identify numbers from 961-980 – Order numbers from 1-980 – Count numbers 1-980 – Write numbers 501-980 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Identify shapes with line(s) of symmetry – Appreciate lines of symmetry in everyday life – State the properties of squares, rectangles, and triangles – Distinguish between curves and straight lines | Pupils as a class identify lines of symmetry by folding given plane shapes. They fold paper to identify the properties of squares, rectangles, and triangles. Pupils differentiate between curves and straight lines using a thread and a broomstick. | Solid shapes like rectangles, planks, balls, triangular objects, Educational websites, Videos |
| 10 | Everyday Statistics | Counting Skill: Numbers 981-1000 Writing Skill: Writing of the numbers. Reading and interpretation of graphs Pictograms and mode | By the end of the lesson, pupils should be able to: – Identify numbers from 981-1000 – Order numbers from 1-500 and 500-1000 – Count numbers 500-1000 – Write numbers 501-1000 in numerals and words – Reverse the counting of the numbers – Skip count in 3s, 5s, 6s, 7s, 9s, and 10s – Read and represent information in pictograms using vertical and horizontal arrangements – Identify the most common feature (the mode) in a pictogram – Represent and interpret information on a pictogram | Pupils in groups represent information about their names and ages on a pictogram. They also identify the most common feature (mode) in a pictogram. | Frequency table, Children, Statistics chart, Educational websites, Videos |
| 11 | Practical work | Engage in practical activities | Pupils in small groups improvise weighing scales using empty tins, wood, rulers, thread, and nails. They also practice the weight of different pupils using a see-saw. | None specified. | |
| 12 | Revision | Recapitulate the first and second-term lessons. Ask questions on the difficult topics. | Pupils in groups answer different questions together and participate in a quiz competition. | None specified. | |
| 13 | Examination | Take the end-of-term examination | None specified. |
The scheme also emphasizes the importance of the covered topics in various professions and real-world contexts, such as construction, carpentry, sports, business analysis, and more. The learning resources include audio-visual materials, websites, videos, and practical exercises.