Schemes of Work for Junior Secondary Schools (JSS Three). Osun State JSS3 Mathematics Scheme of work (AGE 14 ) – schemeofwork.com
Mathematics Scheme of Work JSS3 First Term
MATHEMATICS FIRST TERM GRADE 09 (JSS 3): MATHEMATICS
| WEEK | TOPIC | CONTENT | BEHAV/OURAL OBJECTIVE | INSTUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNER’S ACTIVITIES |
| 1 | Whole Numbers | Binary number system | Learners should be able to: 1. revise basic operations in binary system 2. Convert numbers in binary numbers to other bases and vice versa | Computer system | 1. Guide learners to revise the basic operations in binary number system using electrical switch. 2. Guide learners to convert numbers in binary system to other bases and vice-versa | 1. Carryout operation in binary number system 2. convert numbers in binary system to other bases and vice versa |
| 2 | Whole Numbers | Using computer to simple mathematical calculations | Learners should be able to: use computer to do simple mathematical calculations | Computer system and flash cards | Guide the learners to do some simple calculations on computer | Do some simple calculations on computer |
| 3 | Whole numbers | Translation of word problems into numerical expressions. ii. Expression involving brackets and fractions | Learners should be able to 1. Translate word problems into numerical expression 2. Simplify expressions involving brackets and fractions | Computer system and flash cards | 1. Guide learners to interpret each word problem into numerical expression e.g the difference between 7 and the sum of half of 8 and 3 ii. Guide learners to simplify expressions involving brackets and fractions correctly. | 1. Interpreter each word problem into numerical expression 2. Simplify expression involving brackets and fractions correctly |
| 4 | Proportions | 1. Direct and inverse proportion. 2. Application of direct and inverse proportions | Learners should be able to: 1. Solve problems involving direct and inverse proportions. 2. Apply direct and inverse proportions to practical problems | Direct and inverse proportion chart | 1. Guide learners to solve problem on direct and inverse proportion 2. Solve practical problems on direct and inverse proportion | 1. Solve problems on direct and inverse proportion correctly. 2. Solve practical problems on direct and inverse proportion correctly |
| 5 | Compound Interest | Compound Interest | Learners should be able to 1. Solve problems on compound interest 2. Apply the use of compound interest in daily life activities | Source for information on compound interest e.g fixed deposit | 1. Guide learners to revise simple interest 2. Lead learners to solve problems on compound interest. 3. Lead learners to the use of compound interest in daily life e.g loans and pension. | 1. Revise simple interest 2. Solve problems on compound interest correctly 3. Apply the use of compound interest in daily life |
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 6 | Rational and non-rational number | Rational and non-rational number | Learners should be able to Identify rational and non-rational numbers | Thread or string Table rule, Cylindrical shaped Objects | 1. Guide learners to identify rational and non rational numbers 2. Guide learners to determine practically the approximate value number P1 | 1. identify rational and non-rational numbers. 2. Determine practically eh approximate value of number pi |
| 7 | Addition of numbers in base 2 numerals | Addition of numbers in base 2 numerals | Learners should be able to add two or three 3 – digit binary numbers | Counters, sum cards etc | Guide learners to add two or three 3- digit numbers in base 2 | Do addition of simple two or three 3 –digit binary numbers correctly. |
| 8 | Subtraction of numbers in base 2 numerals | Subtraction of two or three 3-digit binary | Learners should be able to subtract two or three 3 digit binary numbers | Counters | Guide learners to subtract two or 3-digit numbers in base 2 number system | Carryout subtraction of two or 3 digit numbers in base 2 number system. |
| 9 | Multiplication of numbers in base 2 numerals | Multiplication of two 2 digit binary numbers | Learner should be able to: Multiply two 2 digit binary numbers | Chart showing the multiplication of two 2 –digit binary numbers | Guide learners to multiply two 2- digit numbers in base 2. | Carryout multiplication of 2 – digit numbers in base 2 correctly |
| 10 | Division of numbers in base 2 numerals | Division of two to 3 digit binary numbers | Learners should be able to: divide two 2 digit binary numbers | Charts showing the division of two 2-digit binary numbers | Guide learners to divide two to 30digit binary numbers | Carryout division of two to 3 – digit binary numbers |
Schemes of Work for Junior Secondary Schools (JSS Three). Osun State JSS3 Mathematics Scheme of work (AGE 14 ) – schemeofwork.com
Mathematics Scheme of Work JSS3 Second Term
MATHEMATICS 2ND TERM GRADE 09 (JSS 3): MATHEMATICS
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 2 | Factorization | Factorization of algebraic expressions of the form: ax+ay; 3m + pq +3q+pm+3qmp; a2 – b2 | Learners should be able to factorize simple algebraic expressions | Flash cards | Guides learners to factorize the simple algebraic expressions | Factorize the given simple algebraic expressions |
| 3 | Factorization | 1. ‘Factorization of quadratic expressions using quadratic equation box e.g. a2 – 2ab + b2 2. Word problems involving factorization | Learners should be able to factorize expressions using quadratic equation box Solve word problems involving factorization | Quadratic equation box flash cards of word problems | Lead learners to use the quadratic equation box to factorize quadratic expressions 1. Guides learners to translate word problems into algebraic expression 2. Leads learners to factorize resulting algebraic expression | 1. Use the quadratic equation box to factorize quadratic expressions. 2. Translate given word problems into algebraic expression. 3. Factorize the resulting algebraic expression |
| 4 | Simple equations involving fractions | Simple equations involving fractions | Learners should be able to solve simple equations involving fractions | Flash cards of simple equations showing fractions | Leads learners to solve problems on simple equations involving fractions | Solve given problems on simple equations involving fractions |
| 5 | Simple equations involving fractions | Word problems leading to simple equations involving fractions | Learners should be able to solve simple word problem on simple equations involving fractions | Flash cards of simple equations involving fraction | 1. Guides learners to translate word problem leading to simple equations with fractions. 2. Leads learners to solve the resulting algebraic equation | 1. Translate each word problem to algebraic equation 2. Solve the resulting equation |
| 6 | Simultaneous Linear equation s | 1. Compilations of table of values ii. Graphical solution of simultaneous linear equations in two variables | Learners should be able to 1. Compile table of values for simultaneous linear functions, 2. Solve problems involving linear simultaneous equations in two variables graphically | Table of values Ruler, Graph board Pencil | 1. Guide learners in Calculating the values of a linear equations for different values of the variables and present their solutions in a tale. 2. Guides learners to plot the points for the two linear equations on the same axes 3. Lead learners to locate and read points of inter section of the two graphs as the solution of the equations | Compute linear equation for different values for the variable 2. Present calculated values in tabular form 3. Plot the points for the two linear equations on the same axes. 4. Locate and read points of intersection of the two graphs as the solution of the equations. |
| 7 | Simultaneous linear Equations | i. Solution of simultaneous linear Equations using eliminating method. ii. Solution of simultaneous linear equations using substitution method | Learners should be able to: 1. Solve simultaneous linear equations in two variables using elimination method 2. apply elimination method to solve problems involving real life activities, 3 solve simultaneous linear equations in two variables. 4.Using substitution method | Flash Cards with simultaneous linear Linear equations | 1. Leads learners to solve simultaneous linear equations in two variable using elimination methods 2. Guide learners to apply elimination method to solve problems involving real life activities 3. Lead learners to solve simultaneous linear equations in two variables using substitutions methods | 1. Solve given simultaneous linear equations using elimination method 2. Apply elimination method to solve problems involving real life activities . 3. solve given simultaneous linear equations using substitution method 4. Apply substitution method to solve problems involving real life activities |
| 7 cont | 1. apply substitution method to solve problems involving real life activities | 1. Guide learners to apply substitution method to solve problems involving real life activities | ||||
| 8 | Similar Shapes | i. Similar shapes ii. Enlargements and and scale factor. | Learners should be able to: 1. identify similar figures: triangles, rectangles, squares, cube and cuboids 2. identify the presence of similar shapes in the environment, 3. enlarge figures using scale factors . | Similar shapes of triangles, rectangles, squares, cubes, cuboids | 1. Guides learners to identify similar shapes around them. 2. Introduces the meaning of enlargement and scale factor. 3. Guides learners to enlarge shapes using scale factor | 1. Identify similar shapes around them 2. Describe the meaning of enlargement and scale factor 3. Enlarge shapes using scale factors. |
| 9 | Similar Shapes | Lengths, areas and volumes of similar Figures. | Learners should be able to: 1. Calculate lengths, areas and volumes of similar figures. 2. Solve problems on quantitative reasoning involving similar shapes | Similar shapes of triangles, rectangles, squares, cubes, cuboids | 1. Lead learners to identify that if the length of similar figures are in ratio 1;k then areas and volumes are in ratios 1: k2 and 1: k 3 respectively. 2. Lead learners to solve qualitative aptitude problems involving similar shapes. | 1. Identify that if the length of similar figures are in ratio 1:K then the areas and volumes are in ration 1 : k3 respectively. 2. Solve problems on quantitative aptitude involving similar shapes |
| 10 | Trigonometry | Sine, cosine and tangent of an acute angle (i)application of trigonometric ratio | Learners should be able to: (1)identify sine, cosine and tangent of an acute angle (2)Solve problems on application of trigonometric ratios to find distances and lengths | Model of right-angled triangle Flashcard with different problems | 1. Leads Learners to observe the sine, cosine and tangent of an acute angle no ratio of sides of right angled triangles 2. Leads learners to use the trigonometric ratio to solve practical problems involving right angled | (1)Identify sine, cosine and tangent of an acute angle and ratio of a right angled triangle (2)Use trigonometric ratio to solve practical problems |
| 11 | Trigonometry | Application of trigonometric ratios in solving word problems | Learners should be able to apply trigonometric ratios in solving word problems | Model of right angle triangle Flash cards with different problem | Leads learners to apply trigonometric ratios to solve word problems | Apply trigonometric ratios to solve word problems |
Schemes of Work for Junior Secondary Schools (JSS Three). Osun State JSS3 Mathematics Scheme of work (AGE 14 ) – schemeofwork.com
Mathematics Scheme of Work JSS3 Third Term
MATHEMATICS THIRD TERM GRADE 09 (JSS 3): MATHEMATICS
| WEEK | TOPIC | CONTENT | BEHAV/OURAL OBJECTIVE | INSTUCTIONAL MATERIALS | TEACHERS, ACTIVITIES | LEARNERS ACTIVITIES | ||
| 1 | AREA OF PLANE FIGURES | I. Area of triangles 2. Area of parallelogram | Learners should be able to : 1. Find area of a parallelograms 2. Find the area of triangles | Triangular shapes Models of parallelogram | 1. Leads learners to derive formula for area of triangles. 2. Guides learners to use the obtained formula to find the area of triangle. 3. Leads learners to derive the formula for area of parallelogram 4. Guides learners to use the derive formula to find the area of parallelogram | 1. Derive formula for areas of triangles. 2. use the formula to find the area of triangle 3. Derive the formula for area of parallelogram. .4. use the derived formula to find the area of a parallelogram. | ||
| 2 | AREA OF PLANE FIGURES | Area of trapezium Area of Circles Word problems involving area | Learners should be able to: Find Area of trapezium Find Area of Circles Solve Word Problems involving areas Solve quantitative aptitude problems on areas | Models of trapezium Models of Circles and sectors. Flash Cards with Word problem | 1. leads learners to derive the formula for area of trapezium. 2. Gude learners to solve problem area of trapezium using the derived formula 3. Lead the learners to derive the formula for area of circles and the sectors 4. Guide learners to use the derived formula to find the area of circles and sectors 5. Guides learners to interpret and solve word problems involving areas. 6. Guide learners to solve quantitative aptitude problem an area of figures | 1. Derive the formula to find the area of trapezium . 2. Find the area of trapezium 3. Derive the formula for area of circles and sectors 4. Use the derived frmula to find the area of circles 5. Interpret and solve world problems involving areas 6. Solve quatitative aptitude problems on areas. | ||
| 3 | CONSTUCTION | Construction of angle 450 Construction of angles 300 | Learners should be able to i. construct angle 450 Construction of angles 300 | Mathematical Set | 1. Leads learners to construct angles 450 2. Leads learner to construct angles 300 | 1. Construct angles 450 2. Construct angles 300 | ||
| 4 | CONSTRUCTION | 1. Copying given Angles 2. Construction of simple plane shapes | 1. use a pair of compasses to copy a given angle. ii. Construct simple shapes | Mathematical set | 1. Lead learners to copy a given angle 2. Guide students to construct simple plane shapes | 1. copy a given angle 2. Construct simple plane shapes | ||
| 5 | MEASURE OF CENTRAL TENDENCY | 1. Revision of previous work on mean, median and mode. 2. Median 3. Mode 4 Mean | Learners should be able to: 1. Review their previous Work on mean, mode and median. 2. Calculate the median of a given data 3. Find the mode of given data | Demographic data Source data from Federal/State/Local Government Agencies | 1. Guides learners to review the previous work on mean, median and mode of data. 2. Guides learners to find the median of ungrouped data 3. Guides learners to find the mode of ungrouped data | Review the meaning of mean, median and mode of data 2. Find the median of ungrouped data 3. Find the mode of ungrouped data | ||
| 6 | MEASURE OF CENTRAL | 1. Range 2. Application of measure of central tendency to analysed any given information | Learner should be able to: 1. Calculate the mean of any given data 2. Find the range of any given data 3. Apply measures of central tendency to analyse any given information | Demographic data source data from Federal/State/Local Government Agencies | 1. Leads learners to Calculate the means of a given data. 2. Leads learners to find the range of any given data. 3. Leads learners to analyse any given data using eh measures of central tendency | 1. Calculate mean of a given data 2. Find the range of any given data 3. Analyze given date using eh measures of central tendency. | ||
| 7 | DATA PRESENTATION | Pie-chart | Learners should be able to represent and interpret and information on pie-chart | Pie charts, Mathematical set, Data chart on activities | Leads learners to: 1. Represent and interpret data in pie charts | 1. Represent and Interpret data on a pie chart. 2. Represent data on pie charts. | ||
| 8-10 | REVISION | SERIES | ON | BECE | PAST | QUESTIONS | ||
