General Mathematics Scheme of Work for Primary 6
The General Mathematics Scheme of work for Primary 6 is meticulously designed to build upon the mathematical knowledge and skills acquired in previous years. It aims to provide a structured and comprehensive approach to teaching mathematics to sixth-grade students, enabling them to tackle more advanced concepts and problem-solving scenarios. This scheme is a continuation of the students’ mathematical journey, fostering critical thinking, analytical skills, and real-world applications.
First Term General Mathematics Scheme of Work for Primary 6
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 | Whole numbers | A] Reading and writing numbers in millions up to billion in words and figures B] Skip counting in thousands, millions, and billions C] Place value and value of whole numbers D] Quantitative Reasoning | Pupils should be able to: I] Read and write numbers up to one billion in words Ii] Read and write numbers up to one billion in figures Iii] Count in thousand, million, and billions Iv] Write the place value and values of numbers v] Solve quantitative reasoning questions related to thousands, millions, and billions | – Pupils as a class count in thousands up to a hundred million – 2-3 pupils use a skipping rope to count in thousands and millions – Read and write numbers up to one billion in words and figures – Count in thousands, millions, and billions – Write place value and values of numbers – Quantitative reasoning questions related to thousands, millions, and billions | – Abacus – Charts of Numbers up to billion – Cardboard paper – Overlap cards – Number cards in thousands, millions |
| 2 | Addition and subtraction of numbers | A] Whole numbers B] Decimal fraction C] Real problems on addition and subtraction of numbers D] Quantitative Reasoning | Pupils should be able to: A] Add any 4-10 digits numbers and write the answers in words B] Subtract any 4-10 digits numbers and write the answer in words C] Add any decimal fractions and write the answers in words D] Subtract any decimal fractions and write the answers in words E] Solve real-life problems on addition, subtraction, and decimal fractions F] Solve quantitative reasoning related to addition and subtraction of numbers | – Pupils in pairs use number cards to calculate the sum of 5 or 8 digits numbers – Tell addition story and subtraction story on large numbers and solve them – Add any 4-10 digits numbers and write the answers in words – Subtract two 4-10 digits numbers and write the answers in words – Solve real-life problems on addition, subtraction, and decimal fractions – Quantitative reasoning problems related to addition and subtraction | – Abacus – Population Distribution chart – Addition and subtraction charts |
| 3 | Multiplication of numbers | Whole numbers, Decimal fractions, Real-life problems, Quantitative Reasoning | Pupils should be able to: – Multiply 3 digits by 3 digits Numbers and write the answers in words – Multiply decimal fraction by decimal fraction of different forms – solve real-life problems on multiplication related to daily | – Pupils In pairs work on different questions on multiplication and the fastest pair to give the answer is appraised. Each pupil of a pair is identified with multiplier or multiplication – In small groups multiply 3 digits by 3 digits numbers and write the answers in words e.g. 4×36 x 134 method | – Flash cards – Multiplication Table – Cardboard – Chart on multiplication |
| 4 | Division of numbers | Whole numbers, Decimal numbers, Real-life problems, Quantitative Reasoning | Pupils should be able to: A] Divide whole number by 2 digits and 3 digits numbers without and with remainder B] Interpret and solve daily life activities exercises on division C] Solve quantitative reasoning related to division in real life activities D] Solve quantitative reasoning related to multiplication | – Pupils are grouped to perform these activities Divide whole number by 2 digits and 3 digits numbers without and with remainder – Divide decimal numbers by whole numbers and decimal numbers | – Division rules – Charts – BODMAS chart |
| 5 | LCM and H.C.F | Lowest common multiples and Highest Common factors of not more than 3 digits, Real-life problems of LCM and HCF | Pupils should be able to – Find the LCM of 2 or 3 digits using the multiple methods – Find the L.C.M of 2 or 3 digits using prime factors method – Find the HCF of any given 2 or 3 numbers using the factor | – Pupils in small groups randomly pick digits from number pigeon holes and find the LCM and H.C.F of digits picked – In pairs find the LCM of 2 or more 3 digits using pairs functions method | – Division rules – Charts – BODMAS chart |
| 6 | Fractions and decimals | A] Addition and subtraction of fractions B] Multiplication and division on fractions C] Real-life problems on fractions, Quantitative reasoning | Pupils should be able to: I] Round whole numbers to the nearest cardboard – In small groups take measurements of the playground and approximate the length to the nearest ten or hundred | – Packs of fractional cards – Cardboard – Sheet of paper – Wall clock | |
| 7 | Midterm break | Midterm break | Midterm break | Midterm break | Midterm break |
| 8 | Order of basic operations | Whole numbers, Fraction numbers, Decimals | Pupils should be able to: – Use basic operations in the right order – Explain the steps involved in using order of operation i.e. BODMAS | – Pupils in small groups are named by the letters in BODMAS to solve exercises on order of operations – B= 1st bracket, which is done first – O= 2nd, multiplication is done next | – Numbers and fractions flash cards – Multiplication table |
| 9 | Scale drawing: Objects, Maps, Distance | Pupils should be able to: A] Draw plane shapes according to a given scale B] Apply and use scale drawing in converting lengths and distances of objects in their environment with a given scale C] Interpret and solve real-life problems on scale drawing | – Pupils in pairs use a ruler or tape measure to measure the length of their tables, teacher’s table, their classroom, marker board, etc., and convert their measurement to a given scale – In small groups, draw plane shapes according to a given scale – Apply and use scale drawing in converting the length and distance of objects in their environment to a required scale | – Ruler – Type rule – Pencil – Cardboard – Paper | |
| 10 | Approximation and estimation | Whole numbers, Decimal numbers | Pupils should be able to: I] Round whole numbers to the nearest cardboard – In small groups take measurements of the playground and approximate the length to the nearest ten or hundred | – Round up whole numbers to the nearest ten, hundred, and thousand – In small groups, estimate the value of 38 x 63 when 38 is rounded off to the nearest ten and 63 is rounded off to the nearest ten | – Ruler – Type rule – Pencil – Cardboard – Paper |
| 11 | Revision project | Pupils should be able to: Revise and put into practice all what they learnt in term topics | – Draw map of Nigeria and specify the scale to be used for each state | – Maps of Nigeria | |
| 12 | Examinations | Examinations | Examinations | Examinations | Examinations |
| 13 | Examinations | Examinations | Examinations | Examinations | Examinations |
General mathematics Scheme of work for Primary 4
General mathematics Scheme of work for Primary 5
Second Term General Mathematics Scheme of Work for Primary 6
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of 1st term topics | Pupils should be able to: – Revise the first term topics on addition, subtraction, multiplication, and division of (a) whole numbers (b) decimal numbers (c) fractions – Participate in a resumption test | – Pupils in small groups practice exercises on first term topics and questions from the first term examination – Individuals participate in the resumption test | Exercises from classwork and homework Mathematics textbooks | |
| 2 | Ratio and proportion | Pupils should be able to: A] Discuss the meaning of a ratio and solve problems on ratios B] Interpret and solve direct proportion equations C] Interpret and solve inverse proportion equations D] Solve quantitative reasoning exercises on ratio and proportion E] Understand the importance of ratio and proportion in sharing items, shares, and dividends | – Pupils in small groups express their ages in ratios and record them – Discuss the meaning of ratios and solve problems on ratios (e.g., finding the ratio of boys to girls in a class) – Interpret and solve questions on direct proportion (e.g., calculating the cost of 25 shoes when the cost of 20 shoes is known) – Interpret and solve inverse proportion equations (e.g., determining how many days it takes for 9 men to finish a job if 9 men take 8 days) – Calculate shares and dividends | Chart on ratio and proportion Mathematics textbooks Pupils’ ages | |
| 3 | Percentage | Pupils should be able to: A] Express one number as a percentage of another B] Solve exercises on percentage increase and decrease C] Solve real-life problems involving percentages D] Solve quantitative reasoning exercises on percentages | – Pupils in small groups study percentage scores of a pupil’s results in an examination – Express one number as a percentage of another (e.g., calculating what percentage of 400 is 20) – Solve exercises on percentage increase and decrease – Calculate percentages in real-life problems – Solve quantitative reasoning exercises related to percentages | Chart on percentage Multiplication table | |
| 4 | Indices (power) | Pupils should be able to: A] Write numbers in index form B] Solve exercises involving indices C] Use rules of indices for multiplication and division D] Apply indices to solve daily life activities E] Solve quantitative reasoning on indices | – Pupils as individuals recite the square table – Write numbers in index forms (e.g., converting 3^2 to 9) – Solve exercises involving power (e.g., 2^3 x 3^2) – Use rules of indices for multiplication and division (e.g., n^2 x n^3 = n^(2+3)) – Apply indices to solve daily life activities (e.g., calculating the total number of pencils in piles) – Solve quantitative reasoning exercises on indices | Chart of square Chart of square root Multiplication table Chart of rules of indices | |
| 5 | Open sentence | Pupils should be able to: A] Interpret word problems and real-life problems into open sentences and solve them B] Solve addition and subtraction of open sentences C] Solve multiplication and division exercises involving open sentences D] Understand the reciprocal of numbers E] Solve quantitative reasoning on open sentences | – Pupils in groups tell stories using open sentences and solve them – Interpret word problems and real-life problems into open sentences and solve them – Solve addition and subtraction exercises involving open sentences – Solve multiplication and division exercises involving open sentences – Calculate reciprocals of numbers – Solve quantitative reasoning exercises on open sentences | Dummy money Photocopies of shares certificate Photocopies of dividend on shares of a company Water rate bill Electricity bill Photocopy of pay slip on monthly salary | |
| 6 | Length and Pythagoras rules | Pupils should be able to: A] Identify the three sides of a right-angled triangle B] State the Pythagoras rules C] Use the Pythagoras rules to find the unknown lengths of right-angled triangles D] Interpret and solve word problems on Pythagoras E] Solve quantitative reasoning exercises on Pythagoras | – Pupils in small groups draw right-angled triangles of given dimensions and use scissors to cut the shapes out – Identify the three sides of a right-angled triangle – State the Pythagoras rules – Use the Pythagoras rules to find the unknown lengths of right-angled triangles – Interpret and solve word problems on Pythagoras – Calculate areas and perimeters of regular and irregular shapes | Cardboard paper Chart of Pythagoras theorem Mathematics textbook Pencil Ruler | |
| 7 | Midterm Break | Pupils should be able to: – Revise exercises on topics learned – Participate in the midterm test | – Pupils in small groups participate in a quiz – Revise exercises on topics learned – Participate in the midterm test | Questions from classwork, homework exercises Mathematics textbooks | |
| 8 | Commercial Matters | Pupils should be able to: A] Calculate profit and loss on sales B] Discuss the meaning of discount and commission and calculate them C] Explain the meaning of tax and rate and calculate tax and rate D] Calculate shares and dividends of a company | – Pupils in small groups transact sales with dummy money, calculating profit and loss, simple interest, discount, and commission – Study different bills and exchange them among groups, practicing activities related to discount, commission, tax, share, and dividend calculations | Samples of different objects Weighing scale Spring balance Chart on weight Conversion | |
| 9 | Perimeters and Areas | Pupils should be able to: A] Discuss the properties of plane shapes B] Calculate the perimeter and area of regular shapes C] Calculate the area and perimeter of irregular shapes D] Solve real-life problems involving perimeters and areas | – Pupils as individuals use scissors to cut different plane shapes from cardboard, carpet, paper, and measure the dimensions with a ruler or tape measure – Pupils in small groups discuss the properties of plane shapes – Pupils in pairs calculate the perimeter and area of plane shapes – Calculate the area and perimeter of irregular shapes – Solve real-life problems related to perimeters and areas | Carpet Cardboard paper Scissors Pencil Ruler | |
| 10 | Weight | Pupils should be able to: A] Express the same weights in different units (gram, kilogram, tonne) B] Solve real-life problems on weight C] Solve quantitative reasoning exercises related to weight | – Pupils in small groups convert weights to grams, kilograms, and tonnes – Express the same weights in different units (e.g., converting grams to kilograms) – Solve real-life problems on weight – Solve quantitative reasoning exercises related to weight | Samples of different objects Weighing scale Spring balance Chart on weight Conversion | |
| 11 | Revision Project | Pupils should be able to: – Revise 2nd term topics | – Pupils in small groups practice 2nd term’s topics together – Pupils in groups construct a rectangular board ruler with plywood | Exercises from classwork and homework Mathematics textbooks | |
| 12 | Examination | Examination | Examination | Examination | Examination |
| 13 | Examination | Examination | Examination | Examination | Examination |
Third Term General Mathematics Scheme of Work for Primary 6
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of 2nd term topics | Emphasis on – ratio and proportion -money Plane shapes | Pupils should be able to: -revise 2nd term’s topics on ratio, proportion, money, and plane shapes -participate in resumption test | – Pupils in small groups revise 1st and 2nd term’s topics and homework – Pupils as individuals revise 2nd term’s topics on ratio, proportion, money, and plane shapes – Participate in the resumption test | Class and homework exercises 2nd term examination questions Mathematics Textbooks |
| 2 | Number bases | -binary numbers -denary numbers Quantitative reasoning | Pupils should be able to: -write numbers in binary numbers -convert denary (base 10) to binary (base 2) -convert denary to other number bases and vice versa -add and subtract numbers bases from binary to denary -multiply and divide number bases from binary to denary | – Pupils in small groups -share themselves into different units of numbers, e.g., converting to base four -write numbers in binary numbers -convert denary (base 10) to binary to other number bases and vice versa -add and subtract numbers bases from binary to denary -Multiply and divide number bases from binary to denary – Examples: binary numbers comprising of only 2 different digits (0 and 1) – Convert base 10 to base 2, e.g., convert 15 to base 2 – Convert binary to denary, e.g., 1011 = 1 x 2^3 + 0 x 2^2 + 1 x 2^1 + 1 x 2^0 = 8 + 0 + 2 + 1 = 11 | Bundle of sticks Counters Cardboard Papers Chart of number bases |
| 3 | Angles | Angle, lines, and bearings | Pupils should be able to: -explain the meaning of an angle in detail and give some samples in the classroom environment -mention different types of angles -measure angles in degrees using clocks, e.g., 30°, 45°, 90°, 120°, etc. -explain the term line and pinpoint some lines in the classroom -measure different types of lines accurately -identify various types of angles and lines | – Pupils in small groups -stretch two different lines meeting at a point on paper or cardboard and use a protractor to measure the degrees of the angles formed at the intersection of the two lines -explain the meaning of angle in detail and give some samples in the classroom environment -mention different types of angles -measure angles in degrees using clocks, e.g., 30°, 45°, 90°, 120°, etc. -explain the term line and pinpoint some lines in the classroom -measure different types of lines accurately -identify various types of angles and lines – A] Angle is a space measure between two intersecting lines close to the point where they meet – B] Types of angles are acute angle, right angle, obtuse angle, straight angle, reflex angle, complementary angle, etc. | Papers Pencils Erasers Cardboard papers Protectors (mathematical set) Rulers Chart of angles Chart of lines |
| 4 | Polygon | Importance: It is used in designing the mode for cartons in packing industries It is useful in naming some chemicals in chemical industries | Pupils should be able to: A] explain the term polygon in detail B] name some two-dimensional shapes not exceeding an octagon, e.g., triangles (3-sided shapes): right-angled triangle, scalene, equilateral (4-sided shapes) square, rectangle, kite, rhombus, trapezium, etc. (5-sided shapes) -hexagon (6-sided shapes) -heptagon (7-sided shapes) – octagon (8-sided shape) C] draw any kind of polygon including their names D] draw lines of symmetry of polygons (shapes) | -explain the term polygon in detail -name some two-dimensional shapes not exceeding an octagon, e.g., triangles (3-sided shapes): right-angled triangle, isosceles triangle, equilateral triangle, scalene -kite, rhombus, trapezium, etc. -pentagon (5-sided shapes) -hexagon (6-sided shapes) -heptagon (7-sided shapes) -octagon (8-sided shape) -draw any kind of polygon including their names -draw lines of symmetry of polygons (shapes e.g. Equilateral triangle It has 3 lines of symmetry) | Classroom type rule Pencils Cardboard paper Chart of volume and capacity formula teacher’s tables Pupils’ tables |
| 5 | Time, distance, and average speed | Real-life problems Quantitative reasoning | Pupils should be able to: -calculate the distance, time, and average speed of objects or persons, e.g., A] distance = average speed x time B] time = distance/average speed C] average speed = distance /time NB: distance, average speed, and time are measured in km or m; km/hr or m/s and hr or seconds | – Pupils in pairs -run round the school field and each person’s time spent is recorded to calculate the average speed of objects or persons, e.g., A] distance = average speed x time B] time = distance/average speed C] average speed = distance/time NB: distance, average speed, and time are measured in km or m, km/hr or m/s and hr or seconds – Examples: – an aeroplane traveled to London at an average speed of 825 km/hr for 4 hours, what distance was covered by the aeroplane? Given Speed = 825 km/hr Time = 4 hr Distance = ? Therefore, you are to find the distance D = S x T 825 km/hr x 4 hr = 3300 km – a man walks a distance of 42 cm in 6 hr, calculate the average speed Given Distance = 42 km Time 6 hr S =D/T Speed = 42 km/6 hr = 7 km/hr | Papers Pencils Calculators |
| 6 | Volume and capacity | Cube, Cuboid, Cylinder, Cone, etc. Quantitative Reasoning | Pupils should be able to calculate the volume of 3-dimensional shapes such as cube, cuboid, cylinder, prism, etc. B] state the properties of solid shapes C] calculate the capacity of liquid in liters D] express capacity in liters and in centiliters | – Pupils in small groups measure the surface cover of their tables, benches, chairs, etc., in the classroom by using a ruler or tape measure to measure the length, breadth, and height, then multiply the outcomes, i.e., length x breadth x height – Calculate the volume of 3-dimensional shapes such as cube, cuboid, cylinder, prism, etc. – State the properties of solid shapes – Calculate the capacity of liquid in liters – Express capacity in liters and in centiliters | Classroom type rule Pencils Cardboard paper Chart of volume and capacity formula teacher’s tables Pupils’ tables |
| 7 | Everyday statistics: population | represented on pictogram, bar chart, and pie-chart Measure of central tendency Mode, Median, Mean, Range Probability Importance It is helps to collect and analyze data for making decisions on Business Population Provision of social amenities to people in a place or community | Pupils should be able to Find the mode from a set of numbers Identify the medium from a given set of numbers Calculate the mean of a given set of numbers Solve problems on chances of events Solve quantitative aptitude problems relating to statistics and probability | Pupils as a class do a role play, nine pupils are lined up in from of the classroom. Their heights are studied by the rest of the class. Then line up in descending order (tallest to the shortest), the most common height is the mode, the height at the middle of the pupils lined up is the median, and the total number of pupils’ heights divided by the total number of pupils standing, which is the mean – Pupils in groups arrange given number cards orderly, then select the numbers into categories of sizes. The pupils identify and calculate the mode, median, and the mean of the numbers given | Audio-visual resources Cardboards for writing numbers Data charts Site links |
| 8 | Midterm Break | Mid Term Break Mid Term Break Mid Term Break Mid Term Break | Mid Term Break Mid Term Break Mid Term Break Mid Term Break Mid Term Break | ||
| 9 | Revision on whole numbers | Pupils should be able to: -use basic operations to solve exercises on whole numbers up to billions | Pupil as individuals revise exercises from class and homework | Class and homework exercises Mathematics Textbooks | |
| 10 | Revision on past questions | Pupils should be able to: -solve exercises on placement test pack -model entrance test -solve exercises on related entrance examination | Pupils in small groups solve past entrance examination questions | Entrance examination questions Placement test pack textbooks |
Important Tips On General mathematics scheme of work for Primary 6
Learning Outcomes On General mathematics scheme of work for Primary 6
By the end of the academic year, students should be able to:
- Apply advanced arithmetic operations with whole numbers, fractions, decimals, and percentages.
- Solve complex mathematical problems involving measurement, geometry, and algebra.
- Interpret and analyze data from various sources, including graphs, charts, and tables.
- Develop a deeper understanding of geometry, including angles, congruence, and transformations.
- Apply algebraic concepts to solve equations and inequalities.
- Enhance critical thinking and problem-solving skills in real-life contexts.
Assessment Methods On General mathematics scheme of work for Primary 6
The assessment approach encompasses formative and summative methods. Formative assessments, such as in-class discussions, quizzes, and group activities, provide ongoing feedback on students’ progress and understanding. Summative assessments, including unit tests and end-of-term assessments, gauge students’ mastery of the concepts taught throughout the year.
Curriculum Content On General mathematics scheme of work for Primary 6
Numbers and Operations:
Advanced arithmetic operations: long multiplication and division, order of operations.
Fractions, decimals, percentages, and their applications.
Ratio, proportion, and rate.
Measurement:
Advanced measurement concepts: area, volume, and surface area.
Conversion between units.
Time zone calculations and applications.
Geometry:
Angle properties and classifications.
Triangles and quadrilaterals: properties, congruence, and area.
Geometric transformations: translations, reflections, and rotations.
Data Analysis:
Data interpretation from more complex graphs, charts, and tables.
Measures of central tendency and dispersion.
Probability concepts and applications.
Algebra:
Solving linear equations and inequalities.
Basic concepts of algebraic expressions and formulas.
Patterns, sequences, and functions.
Problem Solving:
Applying mathematical concepts to practical problems.
Analyzing and solving multi-step word problems.
Teaching Strategies On General mathematics scheme of work for Primary 6
- Exploratory Learning: Encourage students to explore mathematical concepts through hands-on activities and investigations.
- Collaborative Learning: Foster peer collaboration through group discussions, problem-solving tasks, and debates.
- Visual Representation: Use visual aids, diagrams, and models to enhance understanding of abstract concepts.
- Technology Integration: Incorporate educational software and online resources to engage students and provide interactive learning experiences.
- Real-World Applications: Connect mathematical concepts to real-life scenarios to highlight their relevance.
Resources and Materials On General mathematics scheme of work for Primary 6
- Textbooks and Workbooks: Provide comprehensive textbooks and workbooks aligned with the curriculum.
- Manipulatives: Use physical objects to facilitate understanding of complex concepts.
- Interactive Tools: Utilize interactive whiteboards, educational apps, and online simulations.
- Reference Materials: Offer reference charts, formulas, and guides for students’ easy access.
- Real-World Data: Introduce data sets from various fields to emphasize the practical applications of mathematics.
Feedback and Support On General mathematics scheme of work for Primary 6
Regular formative assessments will provide continuous feedback to students on their progress and understanding. Teachers will be available for individualized support during designated office hours, ensuring that struggling students receive the assistance they need. Parent-teacher conferences and progress reports will keep parents informed about their child’s performance and growth.
In conclusion, the Primary 6 General Mathematics scheme of work aims to elevate students’ mathematical proficiency by introducing advanced concepts and fostering critical thinking skills. Through a balanced blend of theory, application, collaboration, and technology, students will not only master mathematical skills but also understand their practical implications. The scheme’s rigorous assessment methods and feedback mechanisms ensure that students’ progress is closely monitored and supported, allowing them to confidently navigate the realm of mathematics and its real-world applications.
