General Mathematics Studies Scheme of Work for Primary 2
The General Mathematics Studies Scheme of Work for Primary 2 covers various topics in mathematics, such as counting, addition, subtraction, multiplication, time, weight, capacity, area, and 3-dimensional shapes. The scheme is divided into three terms, with each term covering different topics and learning objectives.
In the first term, the students will focus on counting skills, such as counting numbers from 1 to 450, ordering numbers, identifying numbers, adding two 2-digit numbers with a sum not more than 100, subtracting 1-digit numbers from a 2-digit number, and comparing numbers using the place value system. They will also learn about fractions and shapes.
In the second term, the students will learn about addition and subtraction of 2-digit numbers without exchanging or remaining. They will practice counting numbers from 450 to 470 and 1 to 470, writing and reading these numbers in numerals and words. They will also learn about the importance of addition and subtraction in real-life situations.
In the third term, the students will focus on multiplication and repeated addition. They will count numbers from 250 to 300 and 301 to 600, skip count in 2s, 3s, 5s, and 10s, and recite multiplication tables 2 and 3. They will also learn about the importance of multiplication in solving area of shapes.
Throughout the three terms, the students will engage in various learning activities, such as classifying objects in groups according to their numbers, creating quantities based on given numbers, coloring shapes, singing songs on ordinal numbers, shapes, addition, and subtraction, counting from 1 to 450 and reversing the counting, and solving real-life problems on addition and subtraction of 2-digit numbers.
The scheme of work also emphasizes the importance of problem-solving, communication and collaboration, digital literacy, creativity and imagination, leadership and personal development, and citizenship skills. The learning resources include flashcards, crayons, number charts, audio-visual resources, number beads, beans seeds, addition cards, abacus, counters, weighing scale, pegs, colored pegs, number cards, cardboard strips, colored straws, number flashcards, and number beads.
First Term General Mathematics Studies Scheme of Work For Primary 2
General mathematics Scheme of work for Primary 1
General mathematics Scheme of work for Primary 3
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision and First Week of School | – Counting Skill: Numbers 1-250, 250-300, Skip counting in 2s, 3s – Writing Skill: Writing of the numbers, Revision of last topics. – Promoting confidence and encouraging a relationship with numbers. | By the end of the lesson, pupils should be able to: – Count, identify, order numbers 1-250 – Add two 2-digit numbers with a sum not more than 50 – Compare numbers using the place value system – Arrange items in order and identify them using ordinal numbers – Apply numbers into real-life situations – Solve quantitative reasoning exercises related to numerals 1-200 | – Pupils classify objects in groups according to their numbers – Pupils create quantities based on given numbers in groups – Pupils sing songs on ordinal numbers, shapes, and addition – Pupils count from 1-250 – Pupils match fractions to divided objects and shapes – Pupils add two 2-digit numbers without regrouping – Pupils as a class count numbers 1-100 – Pupils write numbers 1-200 – Pupils as individuals randomly identify numbers from 1-200 | Flashcards, Shells, Crayons, Number chart (showing numerals 1-200), bottle tops, sticks of matches, straws cut into small pieces, rubber bands |
| 2 | Whole Numbers | – Counting Skill: Numbers 1-300, Skip counting of numbers in 2s, 3s, 10s. – Writing Skill: Writing of the numbers, Sorting and classification of objects on numbers 1-300 | By the end of the lesson, pupils should be able to: – Identify numbers from 1-300 – Identify and represent numbers using objects and pictorial representations – Apply numbers in real-life situations – Categorize the number of different objects – Skip count numbers in 2s, 3s, 10s – Solve quantitative reasoning exercises related to counting of numbers | – Pupils select and identify numbers from a container containing number cards of 1-300 randomly – Pupils in groups tell the numbers larger than a given number by the teacher – Pupils solve real-life problems on identification of numbers – Pupils read aloud whole numbers written on flashcards placed around the classroom – Pupils pick numbers and read them in ascending order and observe the sequence of reading – Pupils recite poems and sing songs on numbers 250-300 – Pupils divide objects into groups of numbers – Pupils in groups identify specific numbers from a tray of numbers speed count from 250-300 – Pupils reverse the counting and writing of number 300 downward | Number chart, flash cards, bottle tops, sticks of matches, straws or rubber bands. |
| 3 | Whole Numbers | – Counting Skill: Numbers 270-300, 1-300, Skip count numbers in 2s, 3s, 5s, 10s. – Writing Skill: Reading, counting, and writing of numbers 270-300, 1 to 300, Reverse reading and writing of numbers. | By the end of the lesson, pupils should be able to: – Count from 1 – 300 – Write numbers from 1-200, 201-300 – Write up to 200 in words – Skip count in 2s, 3s, 5s, and 10s up to 300 – Identify numbers at random | – Pupils in groups mention numbers that are larger than the given numbers – Pupils translate word problems on identification and comparison into numbers – Pupils spell numbers verbally – Pupils identify and match numbers and the words on a chart – Pupils take turns to write the spelling of numbers – Pupils paint pictures of numbers in words – Pupils skip count in 2s in game form | Number chart, flash cards, bottle tops, sticks of matches, straws or rubber bands. |
| 4 | Place Value | – Counting Skill: Numbers 300-320, 1-320 – Writing Skill: Writing of the numbers, Place values (Tens, Units, and Hundreds), Introduction of regrouping, Introduction of place value of numbers up to 500 tens. | By the end of the lesson, pupils should be able to: – Identify numbers from 250-320 – Count from 1-320 – Write numbers 1-320 in numerals and in words – Identify the units, tens, and hundreds place value – Split tens into units – Split hundreds into tens – Write 3-digit numbers as tens, units, and hundreds – Identify the place value of numbers up to 500 – Write the place value of numbers up to 500 | – Pupils use items to create a stack of tens and units – Pupils work in groups to match underlined digits in numbers to the value of the numbers – Pupils work individually to color the value of underlined digits in a group of stacked columns – Pupils work in teams to build numbers from tens and units – Pupils sing songs on units, tens, and hundreds – Pupils use the abacus to write out numbers – Pupils in small groups create Place Value Worksheet, and write the amount of units, tens, and hundreds that are in each number to build place value understanding by counting tens and units | Numbers Charts, Crayons, Pebbles, Lego, Place value flash cards, and charts worksheet |
| 5 | Ordering of Numbers | – Counting Skill: Numbers 320-350 – Writing Skill: Writing of the number, The use of symbols: >, <, and = to compare numbers. | By the end of the lesson, pupils should be able to: – Identify numbers from 320 -350 – Count from 1- 350 – Write numbers 1- 350 in numerals and words – Interpret the meaning of <, >, and = (greater than, less than, equal to) – Use the symbols to determine the value of numbers within 0 – 350 | – Pupils as individuals identify <, >, and = signs – Pupils in small groups study the quantity of objects to compare which has more or less or if they have the same quantity – Pupils curve their arms to demonstrate the signs of <, >, and = | Numbers flashcards, Symbols flash cards, Symbols Chart, Number Rhymes Worksheet |
| 6 | Fractions | – Counting Skill: Numbers 350-370, 1-370 – Writing Skill: Writing of the numbers, Reverse reading and writing of the numbers, Fractions ½ and 1/4 of a given collection | By the end of the lesson, pupils should be able to: – Identify numbers from 350-370 – Count from 1-370 – Write numbers 350- 370 and 1-370 in numerals and words – Explain the meaning of fractions in terms of half (1/2) and quarter (1/4) – Divide a collection of concrete objects into two or into four equal parts (Half and Quarter) | – Pupils in small groups create Read and colour activity worksheet on fractions and colour ½ and ¼ as a game. | Number flash cards, Number chart, Oranges, Apples, Real objects in and around the classroom, Fraction missing number worksheets |
| 7 | Midterm Break | – Midterm Break | – No specific activities during midterm break | – No specific resources during midterm break | |
| 8 | Fractions | – Counting Skill: 3/4 of any given object or collection, Numbers 370-390, 1-370 – Writing Skill: Writing of the numbers, Fraction of 3/4 of any given object or collection of objects | By the end of the lesson, pupils should be able to: – Identify numbers from 350-370 – Count from 1- 370 – Write numbers 350- 370 and 1-370 in numerals and in words – Divide the objects into four equal parts to obtain quarters, then derive the three quarter. – Obtain 3/4 of concrete objects | – Pupils in small groups divide objects into 4 equal parts and identify 3/4 out of the 4 parts by putting 3 parts together | Number charts, Number flash cards, Oranges, Real objects in and around the classroom |
| 9 | Addition of Numbers (Two 2-digit numbers without renaming) | – Counting Skill: Numbers 390-410 and 1-410 – Writing Skill: Writing of the numbers, Addition of numbers (2-digit numbers without renaming) | By the end of the lesson, pupils should be able to: – Identify numbers from 390-410 – Count from 1- 410 – Write numbers 390- 410 and 1-410 in numerals and in words – Identify the addition sign (+) – Recognize other terms used for adding numbers – Add 2-digit numbers without exchanging or remaining | – Pupils as Individuals create addition machines using beads and cards – Pupils in small groups use a deck of cards, pick up two cards, add the two numbers together and give the answer to the sum – Pupils in groups tell addition stories and solve – Pupils sing addition of numbers songs | Number flash cards and chart, Addition chart, Beads, cards, Worksheet |
| 10 | Subtraction of Numbers (2 digit numbers without renaming) | – Counting Skill: Numbers 410-430 and 1-430 – Writing Skill: Writing of the numbers, Subtraction of numbers (2 digit numbers without renaming) | By the end of the lesson, pupils should be able to: – Identify numbers from 410-430 – Count from 1- 430 – Write numbers 410- 430 and 1-430 in numerals and in words – Identify and mention the subtraction terms (-) – Subtract numbers in words – Subtract 2-digit numbers without exchanging or remaining | – Pupils as Individuals Identify the subtraction sign and other terms for subtraction – Pupils sing subtraction of numbers songs – Pupils in small groups sort out flash cards to subtract numbers – Pupils tell subtraction stories and solve | Subtraction Cash, Subtraction chart, Beads, cards, Worksheet |
| 11 | Mixed Operations (Addition and Subtraction) | – Counting Skill: Numbers 430-450 and 1-450, Reverse counting of numbers, Skip counting of numbers in 2s, 3s, 5 and 10s. – Writing Skill: Writing of the numbers, Reverse writing of numbers, Mixed Operations, and subtraction of 2-digit numbers without remaining or exchanging. | By the end of the lesson, pupils should be able to: – Identify numbers from 430-450 – Count from 1-450 – Write numbers 430- 450 and 1-450 in numerals and in words – Add and subtract numbers from 1 – 500 – Solve problems using hundreds, tens, and unit indication – Solve real-life problems on mixed operations. | – Pupils as individuals identify the addition (+) and subtraction (-) signs and other terms used for addition and subtraction – Pupils solve real-life problems on mixed operations | Number cards, Number beads, Counters (e.g., oranges, beans seeds, bottle tops) |
| 12 | Revision of the Term’s Work | – Revision of the term’s work | By the end of the lesson, pupils should be able to: – Recall what they have learned for the term | – No specific activities for revision | – No specific resources for revision |
| 13 | Examination | – Examination | By the end of the lesson, pupils should be able to: – Take the examination | – No specific activities for examinations | – No specific resources for examinations |
General mathematics Scheme of work for Primary 4
General mathematics Scheme of work for Primary 5
General mathematics Scheme of work for Primary 6
Second Term General Mathematics Studies Scheme of Work for Primary 2
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Counting Skill: Numbers 490 – 510, Writing Skill: Writing and reading of the numbers, Subtraction of two 2 – digit numbers without exchanging or remaining. | By the end of the lesson, pupils should be able to: – Identify numbers from 490 – 510 – Count from 1- 510 – Write numbers 490 – 510 and 1-510 in numerals and in words – Identify place values of units, tens, and hundreds in numbers, – Solve real life problems on subtraction e.g. paying items in a shop and collecting the correct change. | – Pupils in small groups use number flash cards to tell subtraction story and solve. – Pupils sing subtraction songs. – Pupils as a class solve subtraction of two 2-digit numbers e.g. 47- 25 = 22 | Number beads, Beans seeds, Bottle tops, Addition Cards, Abacus, Charts on addition of 2- digit numbers without renaming or exchanging, Counters such as sticks, bottle tops | |
| 2 | Counting Skill: Numbers 510 – 530, Writing Skill: Writing and reading of the numbers, Addition of two 3- digit numbers without exchanging or remaining. | By the end of the lesson, pupils should be able to: – Identify numbers from 510-530 – Count from1-530 – Write numbers 510 -530 in numerals and words – Add 3-digit numbers without exchanging or renaming – Solve real life problems on adding 3-digit numbers. | – Pupils as a class solve quick problems on addition of 3-digit numbers – Pair of pupils create a scenario of buying, selling, and collecting change. – Pupils in pairs use number cards to add two 3-digit numbers without exchanging or renaming. – Sing songs on addition of numbers. – Pupils as a class solve addition of 3-digit numbers e.g. 431 + 125 = 5566 | Number cards, Cardboard strips with numerals and number lines, Number beads, Counters such as Oranges, Beans seeds, Bottle tops | |
| 3 | Counting Skill: Numbers 530 – 550, Writing Skill: Writing of the numbers, Subtraction of two 3 – digit numbers without renaming or exchanging. | By the end of the lesson, pupils should be able to: – Identify numbers from 530-550 – Count from1-550 – Write numbers 530 -550 and 1-550 in numerals and in words – Subtract two 2-digit numbers with regrouping – Subtract 3-digit numbers with regrouping – Relate subtraction to life problems, e.g. Paying for items in a shop and collecting the correct change | – Pupils as a class solve quick problems on subtraction of 3-digit numbers – Pair of pupils create a scenario of buying, selling, and collecting change. – Pupils sing subtraction songs. – Pupils as a class do subtraction of 3-digit numbers without exchanging or renaming e.g. 448-235 | Number cards, Cardboard strips with numerals and number lines, Number beads, Abacus, Counters such as Oranges, Beans seeds, Bottle tops | |
| 4 | Counting Skills: Numbers 550- 570, Skip counting of numbers in 2s, 3s, 5s, and 10s, Writing Skill: Writing and reading of the numbers, Odd and even numbers from 1- 100 | By the end of the lesson, pupils should be able to: – Identify numbers from 550-570 – Count from1-570 – Write numbers 550 – 570 and 1-570 in numerals and in words – Identify odd and even numbers – Categorize odd and even numbers – Determine whether a group of objects has an odd or even number of objects – Justify that the sum of two odd numbers | – Pupils as a class explain the meaning of odd and even number – Pupils as individuals identify odd and even numbers in a given set of numbers, e.g. 10 pupils arranged in a row taking a number card each from 1 to 10. – Pupils with number 1 take a step forward, while a pupil with number card 2 takes a step backward, and so on. | Number flash cards, A chart with numbers 1 – 100 written in two different colors for odd and even numbers, Two colored straws labeled number 1-10 | |
| 5 | Counting Skill: Numbers 570 -600, Writing Skill: Writing of the numbers, Addition and subtraction in an open sentence. | By the end of the lesson, pupils should be able to: – Identify numbers from 570-600 – Order numbers from 1-600 – Count from 1-600 – Write numbers 570 -600 in numerals and words – Identify an open sentence – Determine when to add or subtract in an open sentence – Solve open sentences by performing arithmetic operations | – Pupils as individuals count and add a given problem in an open sentence – Pupils as individuals count, add, or subtract a given problem in an open sentence – A group of 4 pupils use a weighing scale and pegs of two different colors to perform arithmetic operations on open sentences e.g. The weighing scale: | Number cards, Bottle tops, Colored pegs, Weighing scale | |
| 6 | Counting Skill: Numbers 250- 300, 301-600, Skip counting of numbers in 2s, 3s, 5s, and 10s, Writing Skill: Writing and reading of the numbers, Multiplication of 1- digit number by 2 or 3 without remaining or exchanging. | By the end of the lesson, pupils should be able to: – Identify numbers from 250 -300 – Order numbers from 1-300 – Count from 1-300. – Skip count in 2s, 3s, 5s, and 10s – Write numbers 250 -300 in numerals and words – Illustrate and explain the concept of multiplication – Identify the multiplication sign – Multiply numbers using repeated addition without renaming or exchanging – Apply multiplication to everyday activities | – Pupils as a class recite 2.3, 4, and 5 multiplication tables – Pupils as individuals count and add a given multiplication of 1 or 2 digits by 2 or 3 using counters to do repeated addition e.g. 2 x 3 – Pupils in pairs use number cards to give mental sums on multiplication of two 1- digit numbers – Pupils as individuals solve real-life problems on multiplication of 2-digit by 2 and 3 without exchanging or renaming. E.g. 1 box of books contains 8 books, then 3 boxes of books will contain 3×8= 24 or 8+8+8= 24. There are 24 books in the 3 boxes. | Objects such as Oranges, bottle tops, apples, Multiplication number cards, Multiplication table chart | |
| 7 | Midterm Break | – Midterm Break | – No specific activities during midterm break | – No specific resources during midterm break | |
| 8 | Counting Skill: Numbers 570 -600, 1-300, 301-600, Writing Skill: Writing of the numbers, Addition and subtraction in an open sentence. | By the end of the lesson, pupils should be able to: – Identify numbers from570-600 – Order numbers from 1-600 – Count from 1- 600 – Write numbers 570 -600 in numerals and words – Identify an open sentence – Determine when to add or subtract in an open sentence – Solve open sentences by performing arithmetic operations | – Pupils as individuals count and add a given problem in an open sentence – Pupils as individuals count, add, or subtract a given problem in an open sentence – A group of 4 pupils use a weighing scale and pegs of two different colors to perform arithmetic operations on open sentences e.g. The weighing scale: | Number cards, Bottle tops, Colored pegs, Weighing scale | |
| 9 | Counting Skill: Numbers 250- 300, 301-600, Skip counting of numbers in 2s, 3s, 5s, and 10s, Writing Skill: Writing and reading of the numbers, Multiplication of 1- digit number by 2 or 3 without remaining or exchanging. | By the end of the lesson, pupils should be able to: – Identify numbers from 250 -300 – Order numbers from 1-300 – Count from 1-300. – Skip count in 2s, 3s, 5s, and 10s – Write numbers 250 -300 in numerals and words – Illustrate and explain the concept of multiplication – Identify the multiplication sign – Multiply numbers using repeated addition without renaming or exchanging – Apply multiplication to everyday activities | – Pupils as a class recite 2.3, 4, and 5 multiplication tables – Pupils as individuals count and add a given multiplication of 1 or 2 digits by 2 or 3 using counters to do repeated addition e.g. 2 x 3 – Pupils in pairs use number cards to give mental sums on multiplication of two 1- digit numbers – Pupils as individuals solve real-life problems on multiplication of 2-digit by 2 and 3 without exchanging or renaming. E.g. 1 box of books contains 8 books, then 3 boxes of books will contain 3×8= 24 or 8+8+8= 24. There are 24 books in the 3 boxes. | Objects such as Oranges, bottle tops, apples, Multiplication number cards, Multiplication table chart | |
| 10 | Counting Skill: Numbers 300 – 350, 301-600, Skip counting of numbers in 2s, 3s, 5s, and 10s, Writing Skill: Writing and reading of the numbers, Multiplication 2- digit numbers by digits 2 or 3 without remaining or exchanging. | By the end of the lesson, pupils should be able to: – Identify numbers from 300 -350 – Order numbers from 1- 350 – Count from1-300 – Write numbers 301 – 600 in numerals and words – Multiply 2-digit numbers by 2 without renaming or exchanging – Multiply 2-digit numbers by 3 without renaming or exchanging – Solve real life problems in multiplication – Apply multiplication to everyday activities | – Pupils as a class recite 2-and 3- multiplication tables. – Pupils as Individuals solve questions on multiplication of 2-digit by 2 and 3 without exchanging or renaming. E.g. 1 dozen of book Is= 12 books, Then 3 dozen of books 3×12= 36 | Counting objects: Oranges, bottle tops, apples, other objects in and around the classroom, Multiplication chart, Multiplication number cards | |
| 11 | Practical Work | – Revision of the term’s work | – Pupils recall what they have learned for the term | – No specific resources for revision | |
| 12 | Examination | – Examination | – No specific activities for examinations | – No specific resources for examinations | |
| 13 | Examination | – Examination | – No specific activities for examinations | – No specific resources for examinations |
Third Term General Mathematics Studies Scheme of Work for Primary 2
| WEEK | TOPIC | CONTENTS | PERFORMANCE OBJECTIVES | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Counting Skill: Numbers 1-300, 301-600, Skip count numbers in 2s, 3s, 5s, and 10s, Reciting multiplication tables 2 and 3, Writing Skill: Writing of the numbers in ascending and descending orders. | By the end of the lesson, pupils should be able to: – Identify numbers from 1-300, 301 -600 – Order numbers from 1- 500 – Count numbers 1- 600, skip count in 2s, 3s, 5s, and 10s – Write numbers 301- 600 in numerals and in words – Explain data collection – Collect and arrange data in order using less than or more than between categories of objects e.g. Green balls are more than/less than red balls – Sort data in groups- group of boys and group of girls – Solve real-life problems on data collection. | – Pupils as a class collect data according to gender or fruits they like. – Pupils as a small group sort data according to the group of boys and group of girls or according to fruits they like. | Milk tin, Boxes, Paper cuttings and drawings of cubes and cuboids, Video Link: YouTube, Cards with ages of pupils, Video Link: YouTube | |
| 2 | Data collection (Continued) | By the end of the lesson, pupils should be able to: – Continue data collection and analysis – Solve real-life problems related to data collection. | – Pupils continue to collect data and analyze it according to various criteria. – Pupils work on solving real-life problems involving data collection. | Same as Week 1 resources | |
| 3 | Data collection (Continued) | By the end of the lesson, pupils should be able to: – Conclude data collection and analysis – Present findings from data collection – Recap the concept of data collection. | – Pupils conclude their data collection and analyze the results. – Pupils present their findings from the data collection activity. – Recap and discuss the concept of data collection. | Same as Week 1 resources | |
| 4 | Revision/Practical | Pupils should be able to recall what they have learnt for the term | – Pupils draw a big circle on a cardboard and label it using other colors of cardboard to indicate the hour hand, minute hand on the clock. – Pupils use paper to cut sizes of the Nigerian currencies, draw the pictures, label the currencies appropriately, and use crayons to color them. | Cardboard, Scissors, Pencils, Paper, Cardboard, Crayons of different colors | |
| 5 | Revision/Practical (Continued) | By the end of the lesson, pupils should be able to: – Continue practical revision activities – Demonstrate understanding of the topics covered during the term. | – Pupils continue with practical revision activities. – Pupils demonstrate their understanding of the topics covered during the term through hands-on activities. | Same as Week 4 resources | |
| 6 | Revision/Practical (Continued) | By the end of the lesson, pupils should be able to: – Conclude practical revision activities – Prepare for the upcoming examinations. | – Pupils conclude their practical revision activities. – Teachers and pupils prepare for the upcoming examinations. | Same as Week 4 resources | |
| 7 | Midterm Break | – Midterm Break | – No specific activities during midterm break | – No specific resources during midterm break | |
| 8 | Midterm Break | – Midterm Break | – No specific activities during midterm break | – No specific resources during midterm break | |
| 9 | Midterm Break | – Midterm Break | – No specific activities during midterm break | – No specific resources during midterm break | |
| 10 | Midterm Break | – Midterm Break | – No specific activities during midterm break | – No specific resources during midterm break | |
| 11 | Revision | Pupils should be able to review and reinforce their knowledge of the topics covered so far during the term. | – Pupils review and reinforce their knowledge through revision activities. | Same as Week 4 resources | |
| 12 | Examination | – Examination | – No specific activities for examinations | – No specific resources for examinations | |
| 13 | Examination | – Examination | – No specific activities for examinations | – No specific resources for examinations |