General Mathematics Scheme of Work For Primary 4
The General Mathematics Scheme of Work For Primary 4 is designed to provide students with a comprehensive foundation in mathematical concepts and skills. From the first term to the third term, students embark on a journey of exploration, problem-solving, and critical thinking. This summary highlights the key topics covered in each term and their significance in shaping students’ mathematical abilities.
First Term General Mathematics Scheme of Work For Primary 4
General mathematics Scheme of work for Primary 1
General mathematics Scheme of work for Primary 2
General mathematics Scheme of work for Primary 3
The first term of General Mathematics for Primary 4 focuses on developing a strong numeric foundation. Students start by counting and reading numbers from 1000 up to 9,999, gaining an understanding of place value in the process. They use tools like abacus to generate numbers and learn how to apply counting in real-life situations. This term is pivotal as it forms the basis for simple addition, subtraction, multiplication, and division. Additionally, students engage in activities that foster critical thinking, problem-solving, collaboration, and creativity.
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | REVISION/RESUMPTION | – Whole Numbers | – Count and read numbers from 1000 up to 9,999 | – Count in hundreds and thousands – Generate numbers using abacus – Apply counting in real-life problems – Categorize the value of digits in numbers up to 9,999 | Abacus |
| – Place value of numbers up to 9,999 | – Solve quantitative reasoning | – Build understanding with LEGO bricks using place value concept – Critical thinking and problem solving – Communication and collaboration | LEGO bricks | ||
| 2 | WHOLE NUMBERS (Cont.) | – Counting from Thousand to One Million | – Count numbers in thousands and millions | – Extract numbers in millions from a number puzzle chart – Sing number songs on large numbers – Critical thinking and problem solving – Communication and collaboration | Abacus, Number Puzzle, Number Charts |
| – Writing numbers up to One Million | – Write numbers in words up to one million | – Identify place value of numbers up to one million – Critical thinking and problem solving – Communication and collaboration | Abacus, Number Puzzle, Number Charts | ||
| 3 | WHOLE NUMBER – SKIP | – Count in groups of 5’s | – Count objects in 5’s | – Demonstrate skip counting using skipping rope and music – Identify weeks of the months in a year calendar – Critical thinking and problem solving – Communication and collaboration | Skipping Rope, Calendar, Counters, Number Cards |
| COUNTING | – Count in groups of 7’s, 60’s | – Count in 7’s and relate it to real-life situations | – Participate in counting activities – Solve quantitative reasoning – Critical thinking and problem solving – Communication and collaboration | Abacus, Calendar, Counters, Clock Face | |
| – Count in groups of 100s and 1000s up to 10,000 | – Count in 60’s and relate it to real-life situations | – Demonstrate skip counting using skipping rope and music – Identify weeks of the months in a year calendar – Critical thinking and problem solving – Communication and collaboration | Number Cards | ||
| 4 | ORDER AND COMPARE | – Ordering of whole numbers with symbols up to 1,000,000 | – Arrange numbers with symbols from largest to smallest | – Arrange numbers with symbols – Express inequalities using symbols – Critical thinking and problem solving – Communication and collaboration | Flash Cards with Numbers, Flash Cards with Signs |
| WHOLE NUMBERS | – Use of relation signs – <, >, and = | – Rearrange numbers in quantitative reasoning | – Arrange numbers in the order of magnitude – Solve real-life problems – Critical thinking and problem solving – Communication and collaboration | ||
| 5 | ROMAN NUMERALS | – Counting Roman numerals up to 1000 | – Count and write Roman numerals from 1 to 1000 | – Create a board game displaying Roman numerals – Make a message decoder for Roman numerals – Sing songs on Roman numerals – Communication and collaboration | Roman Numerical Charts, Clock with Roman Numerals |
| – Reading clock faces with Roman numerals | – Read and show clock faces with Roman numerals | – Create a board game displaying Roman numerals – Make a message decoder for Roman numerals – Sing songs on Roman numerals – Communication and collaboration | |||
| 6 | BASIC OPERATIONS | – Addition of whole numbers | – Add whole numbers in Th H T U with and without remainder | – Roll two dice for addition – Generate numbers using abacus – Tell addition stories – Critical thinking and problem solving – Communication and collaboration | Dice, Abacus, Number Line, Addition Facts Cards |
| – Subtraction of whole numbers | – Subtract whole numbers in Th H T U with and without remainder | – Roll two dice for subtraction – Generate numbers using abacus – Tell subtraction stories – Critical thinking and problem solving – Communication and collaboration | Subtraction Facts Cards, Concrete Models | ||
| 7 | MIDTERM BREAK | ||||
| 8 | MULTIPLICATION | – Multiplication of whole numbers | – Revise basic multiplication facts – Multiply whole numbers by 2-digit numbers | – Play multiplication war with a deck of cards – Create multiplication facts drawing – Tell multiplication stories – Critical thinking and problem solving – Communication and collaboration | Cardboard, Beads, Flip Cards, Number Charts |
| 9 | DIVISION | – Division of whole numbers | – Divide 2- and 3- digit numbers by numbers up to 9 with or without remainder | – Play division war with a deck of cards – Roll two dice for division – Tell division stories – Critical thinking and problem solving – Communication and collaboration | Dice, Puzzle, Number Charts |
| 10 | LOWEST COMMON MULTIPLE | – Lowest Common Multiples (L.C.M) of numbers | – Write multiples of numbers up to 9 – Find L.C.M using multiple methods | – Locate common multiples in number flash cards – Play bingo game with L.C.M – Critical thinking and problem solving – Communication and collaboration | Cards with Pairs of Numbers, Number Puzzle |
| 11 | HIGHEST COMMON FACTOR | – Highest Common Factors (H.C.F) of numbers | – Write factors of numbers from 1-99 – Identify common factors of 2 and 3 | – Play bingo game with H.C.F – Play jump and spin game to determine even or odd HCF – Critical thinking and problem solving – Communication and collaboration | Blank Bingo Bears, Pencils |
| – Work out the common factors of 4-7 digit numbers | – Play bingo game with H.C.F – Play jump and spin game to determine even or odd HCF – Critical thinking and problem solving – Communication and collaboration | Number Puzzle | |||
| 12 | Revision | ||||
| 13 | Examination |
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 4
In the second term, the curriculum delves deeper into whole numbers and operations. Students expand their counting skills to numbers ranging from thousands to one million. They learn to write and interpret large numbers, emphasizing their place value. Understanding inequalities and arranging numbers from largest to smallest are introduced, promoting logical reasoning and ordering skills. The inclusion of Roman numerals in this term adds historical context to the curriculum, as students explore counting and writing numerals up to 1000. These concepts enable students to solve real-life problems involving addition, subtraction, and basic operations, contributing to their mathematical proficiency.
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | REVISION OF 1ST TERM | Resumption test | – Identify difficult topics from 1st term’s work – Define fractions – Identify types of fractions – Represent fractions on a number line – Solve quantitative reasoning on fractions | – Cut a fraction of a circle from cardboard – Divide an orange into parts to form fractions – Tell a story on mixed fractions – Critical thinking and problem solving – Communication and collaboration | Fraction diagram, Number lines, Orange, Cardboard |
| 2 | FRACTIONS | Equivalent fractions | – Obtain equivalent fractions – Calculate addition and subtraction of like and unlike fractions – Apply fractions in real-life situations – Solve quantitative reasoning on equivalent fractions | – Design number line showing equivalent fractions – Design pattern block cards for equivalent fractions – Critical thinking and problem solving – Communication and collaboration | Paper cuttings, Squares, Cardboards |
| 3 | Addition and subtraction of fractions | – Calculate addition and subtraction of fractions – Reduce fractions to lowest terms – Apply fractions in sharing commodities – Solve quantitative reasoning on fractions | – Create flashcards for addition and subtraction of fractions – Critical thinking and problem solving – Communication and collaboration | Paper cuttings, Squares, Cardboards | |
| 4 | DECIMAL FRACTIONS | Addition and subtraction of decimals | – Identify decimal fractions up to tenths, hundredths, and thousandths – Convert fractions to decimals – Calculate addition and subtraction of decimals – Solve quantitative reasoning involving decimals | – Use cardboard to represent decimals – Critical thinking and problem solving – Communication and collaboration | Cardboard, Marker, Scissors |
| 5 | – Calculate decimals by multiplying with 1-digit numbers – Calculate decimals by dividing with 1-digit numbers – Discover decimals by multiplying with 10, 100, and 1000 – Divide decimals by 10, 100, 1000 – Use numbers greater than 10 to multiply and divide decimals – Critical thinking and problem solving – Communication and collaboration | Use cardboard to represent decimals – Create flashcards for multiplication and division of decimals – Critical thinking and problem solving – Communication and collaboration | Cardboard, Marker, Scissors | ||
| 6 | SQUARE | Square Root of whole numbers | – Calculate the square of numbers from 1 to 20 – Identify perfect squares in a set of numbers – Find the square root of perfect squares up to 400 – Solve word problems involving squares and square roots – Solve quantitative reasoning | – Design clock using flashcards to represent squares and square roots – Select perfect square numbers and find their square roots – Sing songs on squares and square roots – Critical thinking and problem solving – Communication and collaboration | Flash cards, Cardboard, Scissors |
| 7 | MID TERM BREAK | ||||
| 8 | MONEY | Conversion of money | – Convert naira to kobo and vice versa – Calculate the sum and difference of money – Differentiate between profit and loss – Solve real-life problems on profit and loss – Solve quantitative reasoning on money | – Dramatize classroom sales with play cash register – Create fun price tags for items – Calculate money conversions and profit/loss – Critical thinking and problem solving – Communication and collaboration | Books, Writing materials, Play cash register |
| 9 | Addition and Subtraction | – Calculate addition and subtraction of money – Understand profit and loss – Solve real-life problems on profit and loss – Solve quantitative reasoning on money | – Dramatize classroom sales with play cash register – Calculate money conversions and profit/loss – Critical thinking and problem solving – Communication and collaboration | Books, Writing materials, Play cash register | |
| 10 | OPEN SENTENCE | Addition and Subtraction | – Explain open sentences – Predict missing numbers in open sentences – Tell stories on open sentences – Write and solve equations – Solve quantitative reasoning involving open sentences | – Respond to true/false questions with open sentences – Predict missing numbers in open sentences – Tell stories and solve equations – Critical thinking and problem solving – Communication and collaboration | Flash cards |
| 11 | REVISION | – Review all topics from the term – Practice problem-solving – Prepare for the upcoming examination | – Review worksheets and practice problems – Group discussions and problem-solving – Critical thinking and problem solving – Communication and collaboration | Review worksheets, Practice problems | |
| 12 | EXAMINATION | – Take the term examination | – Sit for the term examination – Complete examination questions – Critical thinking and problem solving – Examination preparation | Examination papers, Stationery | |
| 13 | EXAMINATION | – Take the term examination | – Sit for the term examination – Complete examination questions – Critical thinking and problem solving – Examination preparation | Examination papers, Stationery |
Third Term General Mathematics Scheme of Work For Primary 4
The third term is characterized by a focus on multiplication and division. Students revise basic multiplication facts and extend their skills to multiply whole numbers by two-digit numbers. The grid method and vertical method are introduced as strategies for multiplication. Division is also explored, with students dividing 2- and 3-digit numbers by single-digit numbers. They develop an understanding of factors and the concept of finding the Highest Common Factor (H.C.F) and the Lowest Common Multiple (L.C.M). These concepts equip students with essential problem-solving skills, applicable in various scenarios such as sharing items and solving real-world quantitative aptitude problems.
Throughout the curriculum, embedded core skills such as critical thinking, communication, collaboration, leadership, personal development, and creativity are consistently nurtured. Students are encouraged to work in groups, engage in hands-on activities, and solve problems, fostering a holistic development approach to mathematics.
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of 2nd term’s work Resumption Test | Revision of 2nd term’s work Resumption Test | Revision of 2nd term’s work Resumption Test | Revision of 2nd term’s work Resumption Test | Revision of 2nd term’s work Resumption Test |
| 2 | Length | Estimating length, comparing measurement, Addition of length, Quantitative aptitude | – Estimate distances in kilometers and meters – Compare measurements in meters and kilometers – Calculate addition and subtraction of length in kilometers and meters – Interpret and solve real-life problems on length – Solve quantitative reasoning on length | – Use non-standard units (e.g., fingers) to measure table length – Measure different objects in the classroom with rulers or tape measures – Critical thinking and problem-solving – Communication and collaboration | Audiovisual resources (Tape rule, Measuring tape, Odometer, Fingers), Web resources |
| 3 | Weight | Addition and subtraction of weight, Multiplication of weight in kilograms by whole numbers, Division of weight in kilograms by whole number, Quantitative aptitude | – Solve addition problems on weights of objects – Calculate differences in weights of objects – Solve problems involving multiplication of weight in kg and grams by whole numbers – Solve real-life problems on weight – Solve quantitative reasoning on weight | – Discuss the meaning of weight – Compare the weight of bags – Use weighing scales to check and record individual weights – Audiovisual resources (Weighing scale, Pictures of measuring scales, Stone, Pupil’s school bag), Web resources | |
| 4 | Square and Rectangle | Properties of a square and a rectangle, Perimeter of square, Perimeter of rectangle, Area of square and rectangle, Quantitative aptitude | – Measure and calculate the perimeter of a square – Measure and compute the perimeter of a rectangle – Solve real-life problems related to areas and perimeters of squares and rectangles | – Discuss properties of squares and rectangles – Measure the sides of desks and calculate perimeters – Use cardboard to create squares and rectangles – Classroom tape rule, desktop, Web resources | |
| 5 | Time | Calendar, Date, Quantitative aptitude | – Discuss the purpose of time – Identify seconds, minutes, and hour hands on a clock – Tell time on both digital and analogue clocks – Read and interpret time on daily, weekly, and monthly activities using a calendar – Recite 60 seconds make 1 minute – Rhymes of a year calendar – Use time notation (a.m., p.m.) – Solve exercises on quantitative aptitude | – Discuss the purpose of time and timing in life – Create flashcards representing seasons of the year – Play calendar games with questions about days, months, etc. – Audiovisual resources (Wall clock, Analogue and digital clocks, Calendar chart on seasons of the year), Web resources | |
| 6 | Capacity | Basic units of measurement, Addition and subtraction in liters, Quantitative aptitude | – Describe the meaning of liquid containers – Convert liters to centiliters accurately (1 liter = 1000 cl) – Calculate addition and subtraction in liters correctly – Solve real-life problems involving capacity – Solve quantitative aptitude | – Measure and compare the quality of containers – Prepare a chart on metric unit conventions – Play unit hunt games – Audiovisual resources (Bottle of coke, Bottle of water, Water vessel, Number charts for easy identification), Web resources | |
| 7 | Review of First Half Terms and Periodic Test | Midterm Break | Midterm Break | Midterm Break | Midterm Break |
| 8 | Capacity (continued) | Multiplication in liters, Division in liters, Quantitative aptitude | – Calculate multiplication in liters by whole numbers – Solve divisions in liters using whole numbers – Solve real-life problems related to capacity – Use quantitative reasoning to solve problems in liters | – Measure and compare smaller containers derived from larger ones – Play the Unit Hunt game – Audiovisual resources (Bottle of coke, Bottle of water, Water vessel, Number charts for easy identification), Web resources | |
| 9 | Plane Shapes | Symmetry on plane shapes, Horizontal and vertical lines, Cardinal points | – Describe the symmetry of shapes – Identify the symmetrical line on rectangles, triangles, etc. – Locate lines of symmetry on plane figures – Identify right angles, acute, and obtuse angles in plane shapes | – Arrange materials vertically and horizontally – Form cardinal points – Draw the Nigerian flag and identify lines of symmetry – Write capital letters and select those with lines of symmetry – Audiovisual resources (Metre rule, Screwdriver, Pencil, Biro), Web resources | |
| 10 | Three-Dimensional Shapes (3D) | Quantitative aptitude | – Explain the meaning of three-dimensional shapes – Distinguish between 2D and 3D shapes – List properties of 3D shapes – Appreciate the presence and uses of 3D shapes at home – Apply 3D shapes in real-life situations – Solve quantitative reasoning | – Build and design houses with 3D shapes (cube, cuboid, pyramid, and cylinder) – Copy and complete tables related to 3D shapes – Audiovisual resources (Cardboard, Cube of sugar, Wooden pyramid, Scissors), Web resources | |
| 11 | Everyday Statistics | Pictogram, Bar chart, Mode, Simple probability | – Group data using diagrams, pictures, images, and symbols – Draw bar charts – Identify the mode from the graph – Relate graphs to real-life situations – Tell stories on theoretical probability and solve problems | – Group pupils by age and represent information in a chart – Play calendar games with questions about days, months, etc. – Audiovisual resources (Pencils, Erasers, Sharpeners, Rulers, Biros, Number charts for easy identification), Web resources | |
| 12 | Revision | Revision | Revision | Revision | Revision |
| 13 | Examination | Examination | Examination | Examination | Examination |
In conclusion, the General Mathematics scheme of work for Primary 4 over the course of three terms provides students with a solid mathematical foundation. The curriculum progressively builds on concepts, ensuring that students are well-prepared to tackle more complex mathematical challenges in subsequent years. Through a combination of theoretical knowledge and practical applications, students develop a range of skills that are not only valuable in academic settings but also in their daily lives. The curriculum’s emphasis on critical thinking, problem-solving, and collaboration prepares students for a future where mathematical literacy is an essential skill.