General mathematics scheme of work for Primary 5
The PGeneral mathematics scheme of work for Primary 5 is designed to provide a comprehensive and structured approach to teaching mathematics to fifth-grade students. This scheme aims to foster a solid foundation in mathematical concepts, critical thinking skills, and problem-solving abilities. Throughout the academic year, students will engage with various mathematical topics that build upon their previous knowledge while introducing new concepts.
First Term General Mathematics Scheme of Work for Primary 5
General mathematics Scheme of work for Primary 1
General mathematics Scheme of work for Primary 2
General mathematics Scheme of work for Primary 3
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision / Number Line | Revision of 1st term’s work Addition using number line Subtraction using number line Real life problems Quantitative Reasoning Importance It is used for easy addition and subtraction procedures It helps in the reading of clinical thermometer | Pupils should be able to revise 1st term’s topics add and subtract using number lines Solve quantitative aptitude problems related to addition and subtraction of integers using number lines | Pupils are guided to write numbers -7 to +7 on sticky notes and place them on the floor in the class in ascending or descending order on numbers. 3-4 pupils select simple addition or subtraction flash cards from a basket, e.g. 1 + 6, 2 – 5, -3 + 4, etc. Each pupil in turn is to stand and walk on the number line for addition or subtraction. Pupils in groups use letters to represent numbers on a number line. For example, which letter best represents the number 2 ½ on the number line? K L M N O. The answer is letter M. Complete the pyramid. | Sticky notes, flash cards |
| 2 | Estimation | Rounding up numbers estimation sums, differences and products Quantitative Reasoning Importance: Manipulating and storing data in a computer system Used in building blocks like logic gates Registers and arithmetic processors Estimating the total cost of items at a department store | Pupils should be able to: round up numbers to the nearest 10, 10 and whole numbers Rounding numbers to the nearest tenth, hundredth, and thousandth Estimating sums, differences, and products Solve quantitative aptitude problems related to binary numbers | Selected few pupils are given a handful of raw coms or beans. They are then asked how many are there without counting them. Pupils in groups study and work on a receipt of a grocery store or a supermarket to practice estimating. Example. | Raw coms or beans, grocery receipt |
| 3 | Percentages | Meaning of percentages Changing a percentage to a fraction of decimal and vice versa Express number as a percentage of another quantitative reasoning Importance Percentages are used in calculating discounts on sales of goods, bank interest rates, rates of inflation They are important for understanding the financial aspects of everyday life It helps to interpret a monthly budget | Pupils should be able to: explain the term ‘percentage’. Calculate the ratio of two numbers Solve questions related to real-life problems on percentages Express a number as a percentage of another number Solve quantitative related questions on percentage | Pupils work in pairs. Work on hundred boxes drawn on a piece of cardboard and then shade 10 out of the 100 boxes, which is 10 out of 100. The process of percentage is displayed, which is 10%. Example. | Cardboard, shading materials |
| 4 | Algebraic Processes | Simple equations Solving equations, using the balance method Solving using equations Quantitative reasoning Importance: It is necessary for a better understanding of balancing Quantity of commodities statistics and calculus It is faster and better than basic mathematics It reinforces logical thinking | Pupils should be able to Find missing numbers in open sentences Use letters to represent boxes in open sentences Solve real-life problems involving equations Calculate the value of algebraic expressions by substitution Solve quantitative aptitude problems on algebraic expressions | Pupils in two groups do a role-play on algebraic expressions using hangers for hanging dresses. An hanger is on the handle of a classroom door. Pupils get 18-10 pegs of one color (blue) and tie a thread to each of them, then tie 6 pegs to the left side of the hanger and 2 pegs to the right side of the hanger. It is observed that the position of the hanger is not balanced. To balance it, tie thread to another colored pegs (red) and start to attach it one by one to the side of the hanger of pegs used to balance the hanger. The equation is left side 6 blue pegs + 2 blue pegs = 8 blue pegs. | Hangers, pegs |
| 6 | Commercial Maths | Money Introduction to money conversion of the currency of a country to another country Profit and loss Quantitative reasoning Importance It is a medium of transaction It helps in payment of services and setting bills for family needs e.g. education, health care, charity, vacation trip etc | Pupils should be able to Recognize currencies used in Nigeria and other countries convert from one currency to another, using the rate of conversion Solve problems involving profit and loss in real-life problems Solve quantitative aptitude Problems related to profit and loss in money | Pupils as a class do a role-play of class business. Pupils are divided into two groups. A group sells products while the other buys the products. Dummy money is required for exchange. Also, profit and loss are observed. If the cost price is greater than the selling price, there is a loss observed, but if the selling price is greater than the cost price, there is profit. Pupils in small groups use dummy monies to work on the conversion of Nigerian currency into other countries’ currencies and vice versa using the official rate of exchange. | Dummy money |
| 8 | Plane Shapes (Perimeter) | Meaning of perimeter Perimeter of perimeter Plane shapes Perimeters of irregular plane shapes Real life problems or perimeter Quantitative aptitude Importance: They help in quantifying physical space e.g. fencing plots of land, roofing of a house. They provide a foundation for more advanced mathematics found in algebra, trigonometry e.g. quality of lines or rug/carpet to cover living room, rooms, or toilet walls | Pupils should be able to explain the concept of perimeter, find the perimeter of regular and irregular shapes Solve the perimeter of a circle relate perimeter to real-life problems and solve Solve quantitative aptitude problems related to perimeter of regular and irregular plane shapes | Pupils in pairs are asked to cut a polygon with measured shapes. They join the problems together to give just a shape. After doing that measure the total length around the shape being created. Pupils in groups use a thread or fishing thread, cut into sizeable pieces to form a circle on a bottle. Distance around the bottle circle is the circumference. Then, the thread or fishing thread is straightened to form a straight line, use a ruler to measure the line. This is the perimeter of the circle. | Measuring tools |
| 9 | Plane Shapes (Area) | Area of regular shapes Area of right-angled triangle real-life problems on area Quantitative reasoning Importance Farmer use it to know the number of seeding to plant on a small piece of land Agriculture use it to plant flowers or carpet grasses on a field Farmers use it to cultivate the number plant baskets to plant a corn | Pupils should be able to Find the area of regular irregular shapes and its units Calculate the area of a right-angled triangle Solve real-life problems on the area of angular, irregular and right-angled triangles Solve quantitative aptitude problems related to the area of regular, irregular and right-angled triangles | Pupils in pairs use the classroom in unlocking the concept of area. They count the number of columns in the class and multiply it by the number of rows, the resulting figure gives a rough estimate of the area of the class. In small groups, they draw diagnoses on a rectangular plane sheet to identify a right-angle triangle. Use a pair of scissors to cut the triangle and use a ruler to measure the base and the height. Then use the information to calculate the area. | Classroom setup, cutting tools |
| 10 | Volume and Capacity | Measurement of volume in cubes and cuboids using unit cubes Measurement of volume in cubes and cuboids using formula comparing volume of spheres and cuboids discovering relation between life and cubic container Real-life problems Quantitative Reasoning Importance It is useful in science laboratories and catering services | Pupils should be able to use unit to find the volume of cube and cuboids Use formula to find the volume of cuboids Find the relationship between lines and cubic centimeters convert cm² to liters and vice versa Solve given problems in quantitative aptitude on volume and capacity | Pupils in small groups are taken for a gallery work round the school. They observe different storage materials that have their volumes and capacities written on them. For example, water storage tank, water buckets, kegs, water bottles, etc. They then compare the differences between all various types of materials with their respective volumes and capacities, arranging them in their increasing sizes. | Various storage materials |
| 11 | Time | Arrange speed Distance Duration Real-life problems Quantitative Reasoning Importance Use by travelers, motorists, tourists to plan activities and movements | Pupils should be able to find the duration between one line and another, calculate the distance covered within a length of line Solve the average speed of a moving object given the total distance travelled and the line taken, convert the units of time across the hours of a clock in minutes, seconds and vice versa Solve real-life problems on distance, time and speed, solve quantitative aptitude relating to time | Pupils as individuals check and say the time on a wall clock placed at the front of the class. Pupils work in small groups. A leader is chosen, he chooses another pupil in the group. A distance of about 5m is set between two pupils, a timer is also set to record the time involved in the throwing and catching of a ball over specified distances. This activity goes on repeatedly for 5m, 10m, 20m, 30m, for each group respectively. At the end of the activities, the time differences are compared. The pupils will notice that the further the distance, the more time it takes the ball to reach its final destination. | Wall clock, timer |
| 12 | Project | Pupils are divided into two groups, each group is to work on types of angled and types of triangles Materials: ice-cream sticks, markers, cardboards and glue Procedure Paint the ice-cream sticks with markers of different colors, arrange the sticks by using glue to paste them on a cardboard to form types of angled and types of triangles in each of the respective groups | By the end of the lesson, students should be able to – interact within the group and discuss how each project work is done – chosen groups follow the procedure for the project – each group leader gives a presentation on mode of operations – the students take a gallery wait where the projects are displayed | Ice-cream sticks, markers, cardboards, glue | |
| 12 | Revision and Preparation for Examination | Pupils should be able to: realize the areas of weakness in the topics treated for the term | Pupils are arranged into groups for tutorial The teacher supervises, corrects, and marks the students’ exercises in each group | ||
| 13 | Examination | Examination | Examination | Examination | Examination |
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Second Term General Mathematics Scheme of Work for Primary 5
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision / Number Line | Revision of 1st term’s work Addition using number line Subtraction using number line Real life problems Quantitative Reasoning Importance: It is used for easy addition and subtraction procedures It helps in the reading of clinical thermometer | Pupils should be able to revise 1st term’s topics, add and subtract using number lines, solve quantitative aptitude problems related to addition and subtraction of integers using number lines. | Pupils are guided to write numbers from -7 to +7 on sticky notes and place them on the classroom floor in ascending or descending order. Pupils select simple addition or subtraction flashcards from a basket, e.g., 1 + 6, 2 – 5, -3 + 4, etc. Each pupil takes turns to stand and walk on the number line for addition or subtraction while the class counts aloud the movements. Pupils in groups use letters to represent numbers on a number line and answer questions like which letter best represents the number 2 ½ on the number line. | Sticky notes, flashcards |
| 2 | Estimation | Rounding up numbers, estimation of sums, differences, and products. Quantitative Reasoning Importance: Manipulating and storing data in a computer system, used in building blocks like logic gates, registers, and arithmetic processors. Estimating the total cost of items at a department store. | Pupils should be able to round up numbers to the nearest 10, 100, and whole numbers, round numbers to the nearest tenth, hundredth, and thousandth, estimate sums, differences, and products, and solve quantitative aptitude problems related to binary numbers. | Selected pupils are given a handful of raw coms or beans and asked to estimate the quantity without counting them. Pupils in groups study and work on a receipt from a grocery store or a supermarket to practice estimation. | Raw coms or beans, grocery receipt |
| 3 | Percentages | Meaning of percentages, changing a percentage to a fraction or decimal and vice versa, expressing a number as a percentage of another, quantitative reasoning. Importance: Percentages are used in calculating discounts on sales of goods, bank interest rates, rates of inflation. They are important for understanding the financial aspects of everyday life and help interpret a monthly budget. | Pupils should be able to explain the term ‘percentage,’ calculate the ratio of two numbers, solve questions related to real-life problems on percentages, express a number as a percentage of another, and solve quantitative related questions on percentages. | Pupils work in pairs and use a hundred boxes drawn on a piece of cardboard. They shade 10 out of the 100 boxes, representing 10 out of 100, which is 10%. | Cardboard, shading materials |
| 4 | Algebraic Processes | Simple equations, solving equations using the balance method, solving equations, quantitative reasoning. Importance: Necessary for a better understanding of balancing, quantity of commodities, statistics, and calculus. Faster and better than basic mathematics and reinforces logical thinking. | Pupils should be able to find missing numbers in open sentences, use letters to represent boxes in open sentences, solve real-life problems involving equations, calculate the value of algebraic expressions by substitution, and solve quantitative aptitude problems on algebraic expressions. | Pupils in two groups engage in a role-play on algebraic expressions using hangers for hanging dresses. They balance the hanger using pegs and threads, demonstrating equations like 6 blue pegs + 2 blue pegs = 8 blue pegs. | Hangers, pegs |
| 5 | Commercial Maths | Money, introduction to money, conversion of the currency of one country to another, profit and loss, quantitative reasoning. Importance: Used as a medium of transaction, helps in payment of services and setting bills for family needs e.g., education, healthcare, charity, vacation trips, etc. | Pupils should be able to recognize currencies used in Nigeria and other countries, convert from one currency to another using the rate of conversion, solve problems involving profit and loss in real-life situations, and solve quantitative aptitude problems related to profit and loss in money. | Pupils act out a class business scenario, with one group selling products and the other buying them using dummy money. They also work on currency conversion using official exchange rates. | Dummy money |
| 7 | Midterm | Midterm examination | Assess understanding of topics covered in the first half of the term. | Conduct the midterm examination. | Examination |
| 8 | Plane Shapes (Perimeter) | Meaning of perimeter, perimeter of regular and irregular plane shapes, real-life problems on perimeter, quantitative aptitude. Importance: Helps in quantifying physical space e.g., fencing plots of land, roofing of a house. Provides a foundation for more advanced mathematics. | Pupils should be able to explain the concept of perimeter, find the perimeter of regular and irregular shapes, relate perimeter to real-life problems, and solve quantitative aptitude problems related to perimeter of plane shapes. | Pupils work in pairs to cut measured shapes and calculate the perimeter. They also use threads to measure circumferences and straighten them to measure perimeter. | Measuring tools |
| 9 | Plane Shapes (Area) | Area of regular shapes, area of right-angled triangles, real-life problems on area, quantitative reasoning. Importance: Used in agriculture, gardening, and calculating quantities like seeds, flowers, and baskets. | Pupils should be able to find the area of regular and irregular shapes, calculate the area of right-angled triangles, solve real-life problems related to area, and solve quantitative aptitude problems related to area. | Pupils work in pairs to estimate the area of the classroom, count columns and rows, and calculate an approximate area. They also cut and measure right-angled triangles. | Measuring tools |
| 10 | Volume and Capacity | Measurement of volume in cubes and cuboids using unit cubes and formulas, comparing volume of spheres and cuboids, real-life problems on volume and capacity, quantitative reasoning. Importance: Useful in science laboratories and catering services. | Pupils should be able to use units and formulas to find the volume of cubes and cuboids, compare the volume of spheres and cuboids, convert cm² to liters and vice versa, and solve quantitative aptitude problems on volume and capacity. | Pupils engage in a gallery walk around the school to observe different storage materials with volume and capacity labels. | Various storage materials |
| 11 | Revision and Preparation for Examination | Pupils should be able to review the topics covered in the second half of the term and prepare for the upcoming examination. | Pupils are arranged into groups for tutorial sessions, supervised by the teacher, to review and prepare for the examination. | Tutorial materials | |
| 12 | Examination | Examination | Assess understanding of topics covered in the second half of the term. | Conduct the end-of-term examination. | Examination |
Third Term General Mathematics Scheme of Work for Primary 5
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision Temperature | Revision of temperature concepts, importance of temperature in degrees Celsius, conversion of Fahrenheit to centigrade, real-life problems on temperature. Quantitative Reasoning Importance: It plays a crucial role in medical care, food and beverage companies, agricultural product processing. It helps to check and monitor body temperature. | Pupils should be able to discuss the meaning of temperature, compare the degree of hotness or coldness in degrees Celsius, convert a given temperature in Fahrenheit to centigrade, and appreciate the usefulness of temperature in daily life. Solve quantitative aptitude problems related to temperature. | Pupils, individually, share their understanding of temperature with the class. A few pupils in the class use a thermometer to examine their temperatures. Pupils in groups are given cups with ice water, warm water, and hot water. They use thermometers to check and record the temperatures of the water in each cup, comparing the differences. | Thermometers, cups with water |
| 2 | Line Angles and Bearings | Parallel lines, complementary and supplementary angles, quantitative reasoning. Importance: Angles are used for designing and constructing roads, buildings, and sporting facilities. | Pupils should be able to identify parallel and perpendicular lines, measure and draw angles using a protractor, calculate complementary, opposite, and supplementary angles, and solve quantitative aptitude problems related to angles. | Pupils use their bodies to demonstrate different types of angles. They use broomsticks or straws to demonstrate lines and how angles are formed. They work in pairs and use writing materials to identify and measure angles. | Protractors, broomsticks or straws |
| 3 | Plane Shapes (Properties) | Properties of rhombus, square, and rectangle, quadrilateral components of a circle, real-life problems, quantitative reasoning. Importance: Circles are used to symbolize harmony and unity, design camera lenses, puzzles, tires, steering wheels, cakes, pies, buttons, etc. | Pupils should be able to identify types and state basic properties of rhombus, square, and rectangle in real-life situations, recognize quadrilaterals and state basic properties of quadrilaterals, and discuss the component parts of a circle. Solve quantitative reasoning problems on properties of shapes. | Pupils in groups receive random circles that can be folded and measured, including various sizes of paper plates and puzzle box inserts. They use a thread/string to measure the circumference of their circles for comparison and then measure the length, which is the circumference. | Measuring tools, paper plates |
| 4 | Angles | Types of angles, transversal, measurement of angles, sum of angles, quantitative reasoning. Importance: Angles are used in the construction of houses, making cloth, hangers, scissors, arrowheads, windows, doors, etc. | Pupils should be able to explain angles as the space between two lines that meet, mention types of angles with examples in their immediate environment, measure angles in degrees using a protractor, and use parallel and transversal lines to determine corresponding, alternate, and vertically opposite angles. Solve real-life problems involving angles and quantitative aptitude problems on angles. | Pupils in pairs fold a piece of paper into two with a straight line. A right-angled triangle is formed. They individually perform physical exercises to identify and understand types and formation of angles. They also use a clock to measure different angles. | Protractors, paper, clock |
| 5 | Three Dimensional Shapes | Cube, cuboids, pyramid, square base, and irregular prism, quantitative reasoning. | Pupils should be able to make three-dimensional shapes using their net, develop interest in constructing nets of cube, cuboids, and pyramid, and identify prism and pyramid. Solve quantitative aptitude problems related to three-dimensional shapes. | Pupils work in groups to cut cardboard into different two-dimensional shapes and then join them using glue or paper solo tape to form three-dimensional shapes. They also decompose different three-dimensional shapes and record the shapes that can be derived. | Cardboard, scissors, glue |
| 6 | Binary Number | Addition and subtraction of binary numbers, quantitative reasoning. Importance: Manipulating and solving data in a computer system, performing arithmetic, building blocks like logic gates, registers, and arithmetic processors. | Pupils should be able to add and subtract numbers in base two (binary numbers) and solve quantitative aptitude problems related to binary numbers. | Pupils, as a class, read out binary numbers for digits greater than a hundredth from a binary numbers chart or cards placed in front of the class. | Binary charts, binary flash cards |
| 7 | Data Presentation | Definition of statistics, tally, pictogram, bar graphs, and pie chart, quantitative reasoning. Importance: It makes articles easy to interpret, presents large and complex information in tables for easy reading and interpretation. | Pupils should be able to explain statistics as the collection, classification, analysis, presentation, and interpretation of data, prepare a tally, represent data collected in pictograms, bar graphs, and pie charts. Tell a statistics story, draw and interpret information. Solve real-life problems on statistics and quantitative aptitude problems in statistics. | Pupils, as a class, are asked about their favorite food, and the data is recorded. Similar types of food are counted, and the information is represented in a table on the board. Pupils work in groups to collect data on their birthday months and represent the information in a table and a bar chart. | Data charts, tally sheets, materials for graphs |
| 8 | Measures of Central Tendency | Mode, median, mean, probability, quantitative reasoning. Importance: It helps in the representation of a large set of data in a system and collation of information on extreme values. | Pupils should be able to find the mode, median, and mean from a set of numbers, calculate the mean of a given set of numbers, and solve problems related to the probability of events. Solve real problems on measures of central tendencies and probability, and quantitative aptitude problems. | Pupils, as a class, do a role-play with nine pupils lined up in front of the classroom, studying their heights. They calculate the mode, median, and mean of the heights. Pupils in groups arrange given number cards orderly, select the numbers into categories of sizes, and identify and calculate the mode, median, and mean. | Number cards, height measurements |
| 9 | Project/Practical Work and Revision | Realize areas of weakness in the topics treated for the term. | Pupils are arranged into groups for tutorials. The teacher supervises, corrects, and marks the pupils’ exercises/activities in each group. | Collaboration, communication, leadership skills, critical thinking | |
| 10 | Examination | Examination | Conduct the end-of-term examination. | Examination |
Important Tips On General mathematics scheme of work for Primary 5
Learning Outcomes On General mathematics scheme of work for Primary 5
By the end of the academic year, students should be able to:
- Demonstrate proficiency in arithmetic operations, including addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals.
- Understand and apply concepts related to measurement, including length, weight, volume, and time.
- Solve mathematical problems involving geometry, shapes, angles, and symmetry.
- Interpret and analyze data using graphs, charts, and tables.
- Develop an understanding of basic algebraic concepts and patterns.
- Apply critical thinking and problem-solving skills to real-world mathematical scenarios.
Assessment Methods On General mathematics scheme of work for Primary 5
Assessment will be carried out through a combination of formative and summative methods. Formative assessments, such as quizzes and in-class activities, will provide ongoing feedback on student progress. Summative assessments, including unit tests and end-of-term assessments, will evaluate students’ understanding of concepts taught throughout the term.
Curriculum Content On General mathematics scheme of work for Primary 5
- Numbers and Operations:
- Place value and numeration.
- Addition and subtraction of multi-digit numbers.
- Multiplication and division of whole numbers.
- Fractions, decimals, and percentages.
- Measurement:
- Units of measurement for length, weight, volume, and time.
- Converting between different units.
- Time calculations and reading analog and digital clocks.
- Geometry:
- Geometric shapes and properties.
- Angles and their classification.
- Lines of symmetry and rotational symmetry.
- Data Handling:
- Collecting and organizing data.
- Creating and interpreting graphs and charts.
- Analyzing and drawing conclusions from data.
- Algebra:
- Patterns and sequences.
- Basic algebraic expressions and equations.
- Problem Solving:
- Applying mathematical concepts to solve real-life problems.
- Developing logical reasoning and critical thinking skills.
Teaching Strategies On General mathematics scheme of work for Primary 5
- Interactive Lectures: Engage students in interactive lectures that explain concepts using real-world examples and visual aids.
- Group Activities: Foster collaboration through group activities that encourage students to solve problems together.
- Hands-on Learning: Use manipulatives and practical activities to make abstract concepts more tangible.
- Technology Integration: Utilize educational apps and online resources to enhance understanding and engagement.
- Problem-Based Learning: Present students with challenging problems that promote analytical thinking and creative solutions.
Resources and Materials On General mathematics scheme of work for Primary 5
- Textbooks and Workbooks: Provide grade-appropriate mathematics textbooks and workbooks.
- Manipulatives: Use physical objects like counters, geometric shapes, and measuring tools.
- Visual Aids: Display charts, diagrams, and graphs to enhance visual understanding.
- Interactive Whiteboards: Utilize interactive whiteboards for dynamic teaching and demonstrations.
- Online Resources: Access educational websites, videos, and interactive simulations.
Feedback and Support On General mathematics scheme of work for Primary 5
Regular feedback will be provided to students through formative assessments and individual discussions. Students who require additional support will receive one-on-one assistance during designated office hours. Parents will be informed about their child’s progress through regular communication, including parent-teacher conferences and progress reports.
In conclusion, the Primary 5 General Mathematics scheme of work aims to provide students with a strong foundation in mathematical concepts, problem-solving skills, and critical thinking abilities. Through a carefully designed curriculum, engaging teaching strategies, and a variety of resources, students will develop a deep understanding of mathematics and its applications in real-life situations. The assessments and feedback mechanisms will ensure that each student’s progress is monitored and supported throughout the academic year.