General Mathematics Scheme of Work Primary 1
Mathematics plays a crucial role in shaping a child’s cognitive abilities and problem-solving skills. The General Mathematics Scheme of Work for Primary 1 in Lagos State is designed to introduce young learners to the fundamental concepts of numbers, addition, subtraction, money, measurement, and data collection. This comprehensive scheme spans across three terms, providing a structured and engaging approach to foster a love for mathematics in young minds.
First Term – The scheme begins in the first term, where students embark on a fascinating exploration of numbers and counting skills. Pupils are introduced to numbers from 1 to 170 and are encouraged to count, order, and identify these numbers. Through various learning activities such as classifying objects in groups, creating quantities, and coloring shapes, children develop a strong foundation in mathematical concepts. They also grasp the significance of zero and learn to identify fractions like halves and quarters, setting the stage for more complex mathematical ideas.
Second Term – In the second term, pupils are introduced to math facts and the world of addition. Numbers from 171 to 180 are covered, and learners are taught to add two 1-digit numbers with sums not exceeding 50. Real-life scenarios, such as role-playing class business transactions, are employed to apply these addition skills. Fact families and place value are explored, enhancing children’s critical thinking and problem-solving abilities. Additionally, the significance of money and its denominations in Nigerian currencies are introduced, enabling young minds to understand the value and application of money in everyday life.
Third Term – Measuring and Data Collection: The third term delves into measurements, where young learners explore length, weight, and 3-dimensional shapes. Pupils learn to skip count in 2s, 5s, and 10s up to 250, while discovering the meaning of weight and how to compare objects’ weights. Moreover, they are introduced to 2D and 3D shapes, sparking their curiosity in architecture and various industries. Data collection becomes a fascinating activity, where students retrieve, interpret, and represent information using pictographs and bar graphs. This term enables students to appreciate the relevance of mathematics in the real world and nurtures their critical thinking and analytical skills.
First Term General Mathematics Scheme of Work Primary 1
General mathematics Scheme of work for Primary 2
General mathematics Scheme of work for Primary 3
| Week | Topic | Content | Learning Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | WHOLE NUMBERS | Counting Skill: Counting numbers 1-10 Writing Skill: Writing numbers 1-10, 10-1 | Identify numbers from 1-10 Count objects from 1-10 Apply numbers in real-life situations Categorize objects by numbers | Read numbers aloud on flashcards Recite poems on numbers 1-10 Count objects in the classroom Speed count from 1-10, 10-1 | Flash cards Number charts Plastic numbers Bottle tops Pebbles Video links: https://youtu.be/47Q16y3ZMtU |
| 2 | WHOLE NUMBERS | Counting Skill: Counting 11-20 Writing Skill: Writing numbers 11-20, 1-20, and 20-1 | Identify and count numbers 11-20, 1-20 Count objects from 11-20 Apply numbers in real-life situations | Read numbers aloud on flashcards Recite poems of numbers 11-20 Divide objects into groups Count objects in the classroom Speed count from 11-20 | Flashcards Number charts Plastic numbers Bottle tops Pebbles |
| 3 | WHOLE NUMBERS | Counting Skill: Numbers 1-20 Writing Skill: Write numbers 1-20 in numerals | Count numbers 1-20 and 20-1 Write numbers 1-20 in numerals Identify numbers 1-20 | Write numbers 1-20 in numerals Count objects and write the numbers in their books Form circles and count with numbers Sing number songs up to 20 | Flashcards Number charts Plastic numbers Bottle tops Pebbles Web resource: https://www.education.com/lesson-plan/number-recognition-1-10/ Video: https://youtube.be/47016y3ZMtU |
| 4 | WHOLE NUMBERS (Cont’d) | Counting Skill: Numbers 21-30, 1-30 Writing Skill: Writing numbers 21-30, 1-30 | Identify numbers from 21-30, 1-30 Count objects from 21-30, 1-30 Write numbers 1-30 in numerals | Spell numbers verbally Identify numbers and their words on a chart Take turns writing the spelling of numbers on the board | Crayons Balls Flash cards Web resource: https://www.firstgradebuddies.com/2019/02/teaching-equality-in-math.html |
| 5 | WHOLE NUMBERS (Cont’d) | Counting Skill: Numbers 31-40, 1-40 Writing Skill: Write numbers 1-40 | Identify numbers from 31-40 Count objects from 31-40 and do the reverse Write numbers 31-40, 1-40 in numerals | Pupils give instances of where they have come across the number zero (0) Count in order from 0 to 9 and 9 to 0 | Chart containing numbers Use of bottle tops, pebbles, flashcard, Keyboard, items for games Video projector for videos Song on 10 green hotties standing on the wall |
| 6 | Comparing and ordering numbers | Counting Skill: Numbers 41-50, 1-50 Writing Skill: Writing numbers 1-50 | Count and identify numbers 41-50, 1-50 Count objects from 41-50 and 1-50 Write numbers 1-50 in numerals | Pupils classify objects in groups Pupils create quantities based on numbers given to them in groups | Number cards Bottle tops Balls Pebbles Charts containing numbers Web resource: https://www.education.com |
| 7 | MID TERM | ||||
| 8 | Counting Skill: Numbers 21-50 Writing Skill: Writing numbers 21-50, 1-50 | Count and identify numbers 21-50, 1-50 Count objects from 21-50 and 1-50 Write numbers 21-50 in numerals | Pupils read aloud from flashcards whole numbers between 21 to 50 and 1 to 50 Pupils in small group work collectively, selecting a leader to write numbers on cardboards | ||
| 9 | Introduction to Math facts | Counting Skill: Numbers 51-60 Writing Skill: Writing numbers 51-60, 1-60 | Count and identify numbers 51-60, 1-60 Count objects from 51-60 Write numbers 51-60, 1-60 in numerals | Pupils practice adding groups of other pupils in front of the class Pupils practice adding zero to numbers and represent this using objects | Bottles tops Balls Pebbles Seeds |
| 10 | Comparison and Ordering of Numbers | Counting Skill: Numbers 61-70 Writing Skill: Writing numbers 1-70 in numerals | Count and identify numbers 61-70, 1-70 Identify numbers from 1-50 on a number line Read and write numbers 1-70 in numerals | Pupils classify objects in groups Pupils create quantities based on numbers given to them in groups | Number flash cards Use of bottle tops, pebbles, sticks of matches |
| 11 | Revision | Topics covered in previous weeks | Review and reinforce concepts covered in previous weeks | Engage in revision exercises and activities | Previous learning resources |
| 12 | Examination | All topics covered in the term | Assess students’ understanding of the topics covered in the term | Conduct examinations and assessments | |
| 13 | Examination | All topics covered in the term | Assess students’ understanding of the topics covered in the term | Conduct examinations and assessments |
Second Term General Mathematics Scheme of Work Primary 1
| Week | Topic | Content | Behavioural Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Revision of first term’s work | Counting Skill: Numbers 1 – 70, Writing Skill: Numbers 1 – 70 | Count and write numbers 1 – 70 | Pupils classify objects like shells in groups according to the numbers given. Pupils create quantities of shells or other objects based on given numbers in groups. Pupils color shapes in groups of numbers and work in groups to count objects within 1 – 50. Pupils count and write 1 – 70 and 70 – 1 | Audio-visual resources: Flashcards, Shells, Crayons |
| 2 | Introduction to Math facts: Addition of numbers | Counting Skill: Numbers 71 – 80, 1 – 80, Writing Skill: Addition of two 1 – digit numbers with sum not more than 20 | Count and identify numbers 71 – 80, 1 – 80, Explain the term “addition”, Add two whole numbers with sum not more than 20 | Pupils sing songs on addition, Pupils add numbers using objects, Pupils count from 1 – 80 and 80 – 1, Pupils in small groups use objects like pebbles, seeds, or matchsticks to count 1 – digit numbers in twos or threes | Audio-visual resources: Bottles tops, balls, pebbles, Web resources: URLs of educational websites |
| 3 | Introduction to Math facts: Subtraction of numbers | Counting Skill: Numbers 81 – 90, 91 – 100, Writing Skill: Subtraction of two 1 – digit numbers within 10 | Count and identify numbers from 81 – 90, 1 – 90, Explain the term “subtraction”, Subtract two whole numbers within 10 | Pupils learn the concept of subtraction by taking away the number of objects from a group and give the number of the remaining items individually or in groups, Pupils practice subtracting zero from numbers and represent this using objects, Pupils subtract numbers using a number line in groups | Audio-visual resources: Bottles tops, balls, pebbles, fruits, Flashcards, Web resources: URLs of educational websites |
| 4 | Whole Numbers | Counting Skill: Numbers 51 – 100, Writing Skill: Writing of numbers 51 – 100 and 1 – 100 in numerals | Count and identify numbers 51 – 100, 1 – 100, Arrange numbers 51 – 100 in order of magnitude | Pupils as a class read aloud from flash cards whole numbers between 51 to 100, Pupils in small groups work collectively to write out numbers 51 – 100 on cardboard papers, Pupils in pairs count numbers 51 – 100 in turns | Audio-visual resources: Number cards, bottle tops, balls, Charts containing numbers, Web resources: URLs of educational websites, Video link: YouTube video for learning numbers |
| 5 | Introduction to Math facts: Addition of numbers | Counting Skill: Numbers 101 – 110, Writing Skill: Addition of 1 – digit and 2 – digit numbers with sum not more than 20 | Identify numbers from 101 – 110, Explain the term ‘addition’, Add two whole numbers with sum not more than 20 | Pupils sing songs of adding numbers together, Pupils add numbers using objects, Pupils count from 1 – 110 using playing cards and add them, Pupils skip count in 2s, 3s, and 10s | Audio-visual resources: Bottles tops, balls, pebbles |
| 6 | Introduction to Math facts: Subtraction of numbers | Counting Skill: Numbers 110 * 120, Writing Skill: Subtraction of two 1 – digit numbers within 20 | Identify numbers from 110 – 120, Explain the term “subtraction”, Subtract two whole numbers within 20 | Pupils learn the concept of subtraction by watching the teacher take away the number of objects from a group and give the number of the remaining items individually or in groups, Pupils practice subtracting zero from numbers and represent this using objects, Pupils subtract numbers using a number line in groups | Audio-visual resources: Bottles tops, balls, pebbles, fruits, Flashcards |
| 7 | Midterm Break | – | – | – | – |
| 8 | Whole Numbers | Counting Skill: Numbers 121 – 130, 1 – 130, Writing Skill: Numbers 121 – 130, 1 – 130 | Identify numbers from 1 – 130, Compare numbers from 1 – 100 using more than, less than, and equal to, Count forward in ones from any number between 1 – 100, Rote count from 1 – 130 order numbers in 2s and 10s | Pupils classify objects into groups according to their numbers, Pupils identify the quantity of objects that are more, less, or equal in number, Pupils create quantities based on numbers given to them in groups, Pupils identify equal quantities, Pupils draw objects based on given numbers and identify which is more or less, Pupils write numbers that describe the amount of objects, Pupils count in circles and color the circles in pairs | Audio-visual resources: Number flashcards, Bottles tops, balls |
| 9-11 | Revision | – | – | – | – |
| 12 | Examination | – | – | – | – |
| 13 | Examination | – | – | – | – |
Third Term General Mathematics Scheme of Work Primary 1
| Week | Topic | Content | Behavioural Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Revision of second term’s work | – Numbers 1-170 – Revision | – Count numbers 1-170 – Order numbers from 1-100 – Identify numbers from 1-170 – Add two 1-digit numbers with a sum not more than 20 using math facts – Describe the value of zero when zero is added and subtracted from numbers – Identify fractions: halves and quarters | – Classify objects in groups according to their numbers – Create quantities based on numbers given to them in groups – Colour shapes in groups of numbers – Work in groups to count objects rote count from 1-150 – Match fractions to divided objects | Flash card, shells, crayon |
| 2 | Introduction to Math facts | – Numbers 171-180 – Writing of the numbers | – Count and identify numbers from 171-180 – Write numbers 1-180 in numerals – Add two whole numbers with a sum not more than 50 – Solve simple math addition, e.g., 10 + 20=?, 31+15=? – Identify fact families in addition: 20 + 30= 50 and 30 + 20= 50 – Identify place value of two-digit numbers – Skip count in 2s, 3s, and 10s – Apply addition of two double-digit numbers to real-life situations (real-life problems) | – Sing songs on addition – Add numbers using objects – Count from 1-150 – Perform role play as a class – Use connecting cubes, shells, or marbles to solve addition statements with missing numbers | Bottle tops, balls, pebbles |
| 3 | Subtraction of Math fact | – Numbers 181-190 – Writing of the numbers | – Count and identify numbers from 181-190 – Count from 1-190 – Skip count in 2s and 3s – Write numbers 1-190 in numerals – Interpret the functions of these symbols: V, =, and V – Solve missing number problems involving numbers up to 20 using the symbols V and = – Add and subtract 1-digit and 2-digits numbers up to 50, including zero – Apply numbers in real-life situations (Real Life Problems) | – Do a role play independent of other pairs – Use connecting cubes, shells, or marbles to solve addition statements with missing numbers – Use dominoes to solve addition statement problems | Dominos, Shells, Marbles, Bottle tops, Beans, Oranges |
| 4 | Money: Nigerian Currencies | – Numbers 190-200 – Writing of the numbers | – Count and identify numbers from 1-200 – Count forward to 200 and backward to 1 – Skip count in 2s and 5s using money – Explain money and its importance and describe ways money can be spent and kept – Recognize different denominations in Nigeria currencies – Arrange coins in order of their real values – Differentiate between coins and notes – Express one coin in terms of another (in value) – Arrange naira notes and coins in order of their values using ordinal numbers to identify their position and order | – Practice spending and identifying laminated copies of money at a shopping corner in the classroom – Practice addition and subtraction by giving smaller denominations of money and collecting change – Paint blocks of fractions – Match pictures of money (Naira and coins) to their respective price tags on commodities | Real coins, Model coins or traced coins, Real naira notes, Model naira note or traced notes, Brown paper, Whitepaper, Web resources |
| 5 | Money (contd.) | – Counting Skill: 201-210 – Writing of the numbers | – Count and identify numbers from 1-210 – Count forward to 200 and backward to 1 – Skip count in 2s, 3s, and 5s using money – Arrange naira notes and coins in order of their values using ordinal numbers to identify their position and order – Add and subtract in kobo and naira with different values not exceeding 50 kobo and 50 naira – Buy, sell, and calculate the balance | – Practice addition and subtraction by giving smaller denominations of money and collecting change – Do a role play of class business – Practice adding pictures of coins the teacher presents to groups to sum up in Naira – Match pictures of money (Naira and coins) to their respective value | Nigeria currency chart, Flashcards |
| 6 | Length | – Counting Skill: 211-220 – Writing of the numbers | – Count and identify numbers from 211-220 – Count forward to 220 and backward – Skip count in 2s, 5s, and 10s – Give the meaning of length – Estimate length and given distances with natural units (non-standard units) such as hand span, index finger length – Measure length with natural units such as foot length, finger span, hand span – Compare the length of two or three objects using the vocabulary: long, longer, longest, or short, shorter – Differentiate between height and length – Apply measurement in real-life situations, e.g., positioning of common objects on their classroom desktop, white marker board, and books | – Observe the length of objects in the classroom like pencils, carrots, ruler – Engage in sharpening pencils with a sharpener to show how length reduces – Compare pencils of different lengths with their partners to determine the long, longer, and the longest – Draw lines with the span of their fingers to determine length – Use the span of their fingers to measure lengths of their books and other objects in the classroom – Work in pairs using a tape measure to measure the length of the classroom, teacher’s table, and pupils’ desks, and compare their differences – Use the vocabulary “long” for length and “tall” for height as the teacher shows them flashcards of objects, buildings, people around – Match objects of the same height or length in their workbooks after measuring with their fingers, hand span, ruler, or tape | Stick, Pencil, Ruler, Classroom, Books, Web resources |
| 7 | Midterm Break | N/A | N/A | N/A | N/A |
| 8 | Weight | – Counting Skill: 221-230 – Writing of the numbers | – Count and identify numbers from 221-230 – Count forward to 230 and backward – Skip count in 2s, 5s, and 10s – Give the meaning of weight – Compare the weight of some common objects around the school using the terms “light” and “heavy” or “lighter than” or “heavier than” – Apply weight in real-life situations – Subtract 1-digit numbers from 2-digit numbers using weight parameters | – Discuss heavy and light objects in the classroom – Weigh five bottle tops, the school bell, a notebook, and a food flask in small groups using a weighing scale and observe their similarities and differences – Sing songs on heavy or light weight objects – Circle pictures of heavy objects in a collection of objects | Scale, Weigh balance, Stone, Weighing scale, Paper, Web resources |
| 9 | Two-dimensional | – Counting Skill: 231-240 – Writing of the numbers | – Count and identify numbers from 231-240 – Count forward to 240 and backward – Skip count in 2s, 5s, and 10s – Recognize and identify curved lines or straight lines – Mention and identify the objects that belong to 2-dimensional shapes around them – Identify different shapes such as square-chess board, circle-tyre or coin, rectangle-door, triangle-caution – Mention 2-dimensional shape containers used at home – Apply capacity in real-life situations – Solve quantitative reasoning | – Shapes match 2D shapes with their names – Paint pictures of 2D shapes – Cut cardboards into different shapes such as rectangle, square, circle, etc., and join them using glue to form three-dimensional shapes – Create 3D shapes using cardboard and with the teacher’s guidance – Match 3D shapes to their names | Television, Pot, Charts of 2-dimensional shape, Dining table picture, Web resources |
| 10 | Capacity: 3-dimensional | – Counting Skill: 241-250 – Writing of the numbers | – Count and identify numbers from 241-250 – Count forward to 250 and backward – Skip count in 2s, 5s, and 10s up to 250 – Mention the objects that are 3-dimensional shapes in nature, e.g., Sugar cube-cube, match-box-cuboid, tin of milk-cylinder, flying kite – Mention 3-dimensional shape containers used at home for storage of concrete objects and storage of liquids – Compose and decompose 3D shapes – Apply capacity in real-life situations – Solve quantitative reasoning in exercises related to 3-dimensional shapes | – Work in groups to cut cardboards into different two-dimensional shapes, then join them using glue to form three-dimensional shapes – Create 3D shapes using cardboard and with the teacher’s guidance – Match 3D shapes to their names – Paint pictures of 3D shapes – Use clay to create 3D shapes in the classroom – Take a gallery walk to observe and discuss the 3D shapes created | Maggi/Sugar cubes, Choco Milo, fins of milk or beverages, Matches box, Charts of solid shapes, Web resources |
| 11 | Data collection | Numbers 1-250 | Skip count in 2s, 5s, 10s | – Count and identify numbers from 1-250 – Count forward up to 250 and backward – Skip count in 2s, 5s, and 10s to 250 and back – Give simple meaning of data collection – Retrieve information on pictograph and interpret data presented in displays – Compare the result on two or more information retrieved on a pictograph, e.g., The difference in children loving colors – Apply data collection in real-life situations – Solve quantitative reasoning in exercises relating to data collection | – Work as a class to collect data on food preferences, record them, and represent them on a table drawn on the board – Practice collecting data from members of their family and represent the data in a pictograph, bar graph, or tally marks – Paint bars with colors to represent data on a bar |
General mathematics Scheme of work for Primary 4
General mathematics Scheme of work for Primary 5
General mathematics Scheme of work for Primary 6
The General Mathematics Scheme of Work for Primary 1 in Lagos State offers a comprehensive and engaging approach to introduce young learners to the captivating world of mathematics. The carefully structured lessons across three terms lay a strong foundation for students to understand and apply mathematical concepts in real-life scenarios. By fostering curiosity, problem-solving abilities, and collaboration, this scheme nurtures young minds into confident and competent mathematicians, preparing them for further academic pursuits. As educators and parents, we play a vital role in encouraging and supporting these young learners in their mathematical journey, unlocking their potential and shaping a brighter future.