Basic 5 Maths Scheme. Osun State Unified General Mathematics Scheme of Work Primary 5 all terms. Universal Basic Education. Scheme of work
Pry 5 Maths Scheme of Work First Term
SCHEME OF WORK FOR FIRST 1 TERM GRADE FIVE MATHEMATICS
| WEEK | TOPIC | CONTENT | BEHAVIOUR OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIITIES | PUPILS ACTIVITIES | SUGESSTED REFERENCES |
| 1 | Whole Numbers | i.  Meaningful courting in thousands and millions. ii. Quantitative reasoning iii. Identification of prime number less than 100. | Learners should be able to: 1. Count in thousand and millions 2. Applying counting of Large numbers such as in population of states or country. 3. Solve quantitative aptitude problem related to thousand and million. 4. Identify prime number less than 100 | Abacus Number chart and table of factor chart | 1)  Guides pupils to use abacus to form and read given number e.g 895, 643. 2)  Guides pupils to design various practices for counting and ordering numbers in thousands and millions. 3) Guides pupils to solve quantitative reasoning, problem on counting in thousand and million e.g. | i) Form and read numbers using an abacus. ii. Count and order number iii. Solve problems on quantitative reasoning involving counting in thousands and million. iv. Find the factors of numbers in each set . v. Express numbers as product of prime factor. | Macmillan New Primary Mathematics Book 5 |
| 2 | Fraction | i)  Percentages ii)  Ratio | Learners should be able to I)  Change fraction to decimal and decimal to percentages and vice versa 2) Solve quantitative aptitude problems related to percentages. | Fractional Chart, Fraction – Decimal Chart Fraction-percentage chart | Guides the pupils to connect fractions to decimals and decimals and decimal to percentages and vice versa | i) Convert fraction to decimals and decimals to percentage and vice versa | Macmillan New Primary Mathematics Book 5 |
| 3 | Fraction Contd | 1) Quantitative reasoning on ratio | i)  State the relationship between fraction and ratio. 2) Solve quantitative aptitude problem related to ratio | Percentage – Decimal conversion chart, flash card | i) Guides learner in solving problems on sharing ii) Guide learners to determine the ratio of 2 numbers iii) Guide learner to identify the relationship between ratio and fraction | 1) State examples in which ratio is used 2) Determine the ratio of two numbers. 3) Identify the relationship between ratio and fraction | Macmillan New Primary Mathematics Book 5 |
| 4 | Multiplication | 1) Multiplication of 3 –digit numbers by a 3 -digit numbers | Learners should be able to: i)  Multiply a 3- digit number. 2) Solve quantitative aptitude problems on multiplication. 3)  Apply ‘of’ as multiplication when dealing with fractions of whole numbers | Cardboard 2) Chart showing quantitative aptitude problems on multiplication iii) Orange ball etc | 1) Guide learners to multiply a 3-digit number e.g 437 x 132 2) Guide learners to solve quantitative aptitude problems on multiplication 3) Guide pupils to apply the meaning of ‘of’ as multiplication such as; ½ of 18 = 9   O or ½ x 18 = 9 | 1) Multiply a 3 – digit Number by a3 – digit number 2)  Solve given problems on quantitative aptitude problem on multiplication 3) Bring their own bell to class. 4) Apply the meaning of ‘of’ as multiplication in fraction | Macmillan New Mathematics book 4 |
| 5 | Multiplication Contd. | 1) Multiplication of numbers by zero and one. ii) Multiplication of decimals by whole numbers iii)  Multiplication of decimal fractions by whole numbers. | Learner should be able to: 1)  Multiply numbers by zero and one. ii) Multiply decimals by whole numbers iii) Multiply decimal fractions by whole number | i) Flip chart ii) Multiplication Charts | Give correct interpretation of zero and one as below; 00 0000   2 x 3 6  00 00       2 x 2   4  00              2 x 1   2   0x0 0   3)  Guide the pupils to multiply given numbers by zero and one. 4)  Guide pupils to multiply given numbers by zero and one 5) Guide the learners to find the square of given whole number more than 50. 6) Guide learner solve quantitative aptitude problem e.g.   144   | i)  Interprete the given problems ii) Solve problems on multiplication of numbers by 0 and 1 iii) Multiply given decimals by whole numbers iv) Carryout multiplication of decimal fraction by whole numbers v)  Find the square of a given whole number more than 50. vi) Solve more quantitative aptitudes problems on square of whole number | Macmillan New Mathematics book 4 |
| 6 | Division | 1) Division of number by 10,20 ——————90 ii) Quantitative reasoning on division | Leaners should be able to: i)  divide numbers by 10 and multiple of 10 up to 90 ii) Solve quantitative aptitude problems involving division of number by 10 and multiple of 10 up to 90 | Charts on division of number of 10 and multiples of 10 up to 90 | 1) Guide leaners to determine how many group of 10, 20, 30 ——- 90 are in given number e.g 3 groups of 10 in 30 Thus. 30 –‘.- 3 = 10 ii) Guide pupils to identify that in multiplying by 10, the decimal point is shifted once to the left to obtain the result of division | i) Determine the number of group to obtain 10,20,30,——90 in a given number ii) Apply the rule of shifting decimal points once to the left to obtain result of divided numbers by 10 | Macmillan New Mathematics Book 4 |
| 7 | Division Cont’d | i) Division by 100 and 200 | Leaners should be able to: i)  divide numbers by 100 and 200 | i) Charts Containing Worked Problems involving division of number by 100 and 200 | 1) Guide learners on how to solve quantitative problem on division 540 10 Q = 54 540 20 S = | Solve given problems in quantitative aptitude on division. ii) Carry out division of number by 100 and 200 | Melrose functional Mathematics for Primary Schools book 4 |
| 8 | Addition and Subtraction | i)  Addition and Subtraction of whole numbers involving three or more digits. ii) Addition and subtraction of mixed fractions and mixed numbers iii) Quantitative reasoning on addition and subtraction of fractions. iv)  Addition and subtraction of decimal fractions. | Leaners should be able to: i)  add and subtract number involving three or more digits.# 2) add and subtract mixed traction. 3) Solve quantitative aptitude problems involving addition and subtraction of fraction. 4) add and subtraction decimal fractions. | Flash card Abacus etc Fraction chart Cardboard. | i)  Guide learners to add or subtract columns under unit first tens and hundreds eg.    Th           H      T    U     5            6       7    4  + 3            4       6    0 Guide learner to solve quantitative aptitude problems on addition and subtraction of fraction. ii) Guide learners to in solving quantitative aptitude problems involving addition and subtraction of fraction Guide learner to solve quantitative aptitude problems such as _’. 30.8 .     20     6.5  | 1)  Arrange counter into  TH   H T  U 2)  Carry out addition and subtraction of numbers. 3) Use LCM method to add and subtract mixed fraction. 4) Solving quantitative aptitude Problems involving addition and subtraction Solve given quantitative aptitude problem            | |
| 9 | Open Sentences | Open Sentences Quantitative reasoning on open sentences | Pupils should be able to: 1)  Find the missing number in open sentences. 2) Use letters to represent boxes in open sentences 3) Interpret each boxes in a mathematical statement represent a letter that could be found | Flash charts and charts | Guide learners to add and subtract numbers using number line Guide learners to solve problems on quantitative aptitude using number line such as: Complete the pyramid       Guide learners to use letters to represent boxes e.g. 1)       +    5   =   8        9    +    5   =   8 2) Guide pupils to solve problems of the form        2t   –   7   =   5 3)  Guides pupils to solve quantitative aptitude problems on open sentences such as    | 1)  Add and subtract numbers using the number line 2) Solve problems on quantitative aptitude using the number line Solve problems on quantitative aptitude using the number line 1)  Learners to use letter to represent boxes in open sentences 2) Find the unknown ‘t’ in the statement 3) Solve quantitative aptitude problems on open sentences  | Macmillan New Primary Mathematics Book 4 |
Basic 5 Maths Scheme. Osun State Unified General Mathematics Scheme of Work Primary 5 all terms. Universal Basic Education. Schemeofwork
Pry 5 Maths Scheme of Work Second Term
SCHEME OF WORK FOR SECOND TERM GRADE FIVE MATHEMATICS
| WEEK | TOPIC | CONTENT | BEHAVIOUR OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIITIES | PUPILS ACTIVITIES | SUGESSTED REFERENCES |
| 1 | Money | i. Compare Nigeria naira to pounds sterling, dollars, Ghana cedes and pesewas sierra Leone’s Leone and cents etc ii. Money: Social transactions, Home Bankpost office, market. ii. Quantitative Reasoning on Money transactions. iii. solve profit and loss iv. Simple interest, commission and discount in Social places | Learners should be able to: 1. Compare Nigerian units of money with pounds sterling, American dollar and some other countries. ii. Solve problems on profits and loss, simple interest, commission, Discounting and transaction in the post office, markets, etc . iii. Solve Quantitative Reasoning problems on Money | i. Nigerian Bank Notes and Coins, Foreign Currencies pictures and charts. Showing picture of currency notes. ii. Stamps, shopping corners with goods and their prize tag. iii. Charts of solved examples on quantitative reasoning. Problems of money. | i. Guide learners to view charts showing currency and its conversion rate of Naira to other currencies. ii. Guides learners to explain that the demand (i.e market force) for any currency will determine the conversion rates, hence fluctuation of conversion rates. iii. Guides the learners to convert from one currency to another iv. Guides learners to carry out profit and loss, simple interest, commission discount land the transactions in the offices, bank and market | i. Carryout conversion of one currency to the other as contained in the chart. ii. Link rates of conversion to the purchasing power quoted in foreign currencies iii. Calculate profit and loss, simple interest, Commission, discount and transaction in the offices, banks and market. iv. Solve quantitative reasoning problem involving money | Macmillan New Primary Mathematics Bk 5 |
| 3. | Length | Leaners should be able to find the perimeter of regular shapes such as square, rectangle perimeter of regular shapes e.g. Square, rectangle, trapezium and polygone | Trapezium and Polygones Perimeter of regular shapes e.g aquare,rectangle,trapezium and polygon | Charts containing regular shapes, concrete object that are regular in shapes | Leads learners to discover that perimeter means total distance round the shape | 1. Find the perimeter of regular shapes ii. Find the perimiters of given objects | Macmillan New Primary Mathematics book 6 |
| 4 | Length Cont’d | i. Circumference of a circle of given radius. ii. Circumference of a circle with given diameter | Learners should be able to find circumference of a circle when the radius is given | Chart contain of concrete objects that are circular in shapes, charts contain my circle and its properties | i. Guides learners to use the formular  2(L +B) in calculating perimeter of square or rectangle as shown below P = L + B + L + B    = L + L + B +B    = 2(L + B) ii. Guide learners to identify properties of circle such as -Radius -Ө Diameter | i. Write the properties of a circle e.g. radios diameter and circumference in their because books ii. Find the circumference of circles with given radii   Find the circumference of circles when diameter is given. | Melrose Functional Mathematics for primary schools book5 |
| 5 | Weight | Word problems on weight involving kg and g. ii. Quantitative reasoning on weight | Learners should be able to: 1. Solve word problems on weight ii. Solve problems on quantitative aptitude involving weight. | Weighing scale, charts of weight of common goods: a bag of cement, a bag of ground nut, a bag of rice etc. | i. Guide learners to identify the weight of common goods in the environment and carry out addition subtraction, multiplication and division involving weight of goods ii. Guides learners to solve problems related to weight. | i. Divide the total weight of learners in the class by the total number of learners in class. ii. Solve problems on quantitative aptitude involving weight | |
| 6 | Time | Average Speed | Learners should be able to calculate average speed of a moving object | Drawing of speedometer and cardboard showing some examples of average spends | i. Guides learners to define average speed as Average speed = ii. Guides learners to solve problems on average speeds. iii. Guides learners to solve word problems involving average speed. | i. Define average Speed ii. Find average speed in given problems iii. Solve word problems involving average speed, etc. | Macmillan New Primary Mathematics Books |
| 7 | Temperature | Familiarity with temperature of objects and towns in degrees (celsues) 0c) | Learners should be able to compare degrees hotness of various objects and areas (locations) in degree celcius | Thermometer, data on metrological information on some towns | Guides learners to read thermometers to ascertain temperature of people objects and locations | Read thermometer ascertain temperature of people, objects and cocations | Macmillian New Primary Mathematics book 5 |
| 8 | Area | Area of a right angle triangle | Leaners should be able to calculate the area of right angle triangle | Charts etc | Guides learners to divide a rectangle into two halves along its diagonal to form two equal right angled triangles | Derive and use formular to calculate the area of a right angled triangle. | Melrose Functional Mathematics for Primary Schools book 5 |
| 9 | Area continued | Area of a right angle triangle | Leaners should be able to calculate the area of right angle triangle | Charts | Guides learners to derive the fomular for area of right angled triangle i.e ½ of area of rectangle or ½ (base x heights) | ; | Macmillan New Primary Mathematics Book 5 |
| 10 | Volume | Volume of cuboids and cubes Volume of cuboids V=L x B x H Cubic unit | Learners should be able to: i. Use cubes to find the volume of cuboid and cube: ii. Use fomular to find volume of cuboids; iii. Identify the different between cubes and cuboids | Unit cubes etc. Unit cube and Cuboids | i. Guides learners to cont. the number of cubes unit that make up a cube or cuboids. ii. Guides learners to find volume in unit cubes. iii. Guide learners to measure length breadth and height of cuboids and find the volume in cubic unit. | i.  Count number of unit cubes in Cuboids. ii. Write the volume in cubic units. iii. Use unit cubs to buid more cuboids. iv. Find volume of cuboid useof the formular. V = L x b x h Cubic Units  | |
| 11 | Capacity | Litres as cm3 1 litre = 1000 mc3 | Learners should be able to: 1.  Find the relationship between litres and cubic centimeters 2. Identify the use of litre as a unit of capacity and the established relationship between litre and cm3 | Litre, capacity container cube of dimension 10cm x 10cm x 10cm | i. Guide learners to compare the volume of the open cube and that of the litre container. ii. Guides learners to identify litre as a unit of capacity and the relationship between litre and cm3 | i. Compare capacity of the container and the cube of dimension 10cm x 10cm x 10cm. ii. Identify that 1 litre = 1000 cm3 iii. Establish the relationship between litre and cm3 | Melrose Functional Mathematics for Primary schools book 5 |
| 12 | Revision | ||||||
| 13 | Examiantion |
Pry 5 Maths Scheme of Work Third Term
SCHEME OF WORK FOR THIRD TERM GRADE FIVE MATHEMATICS
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 1 | ||||||
| 2 | Structure of Earth | Shape of Earth. | Learners should be able to: describe shape of Earth | Globe, Box, Cardboard, Oranges E.t.c | Guides learners to describe the Shape 1 earth usually globe | Describe earth as a spherical object |
| 3 | Structure of Earth | Comparison of Volume Of Sphere to that of cuboid | Learners should be able to com-pare volume of a sphere and cuboid and solve problems on cuboid | Globe, Box, Cardboard, oranges, e.t.c. | I     puts the globe in an open box of dimension L x B x H ii     Guides the learners to identify that the volume of globe is less than that of enclosing cuboid | I     Calculate volume of the cuboids ii     Shows that the volume of globe is less than that of enclosing cuboid |
| 4 | Plane Shape | I parallel and perpendicular lines ii Triangles equilateral, isosceles and right-angled iii quantitative aptitude on parallel and perpendicular lines and triangles | Learners should be able to:- i) Identify parallel and perpendicular lines ii)  solve quantitative aptitude on plain shapes (iii)state some properties of triangles including: -equilateral -isosceles -right angle triangles (iv)solve some quantitative reasoning problems involving triangles | 2 and 3 dimensional shapes model of equilateral, isosceles and right angled triangles | I   Guides learners to explain parallel –and perpendicular lines using edges of the board ii  guides learners to identify parallel and perpendicular lines using objects in the classroom iii   guides learners to use symbols for parallel lines iv   guides learners to discover the features of equilateral triangle, isosceles triangle and right angled triangle v    Leads learners to solve quantitative aptitude problems e.g.     | I   identify parallel and perpendicular lines in selected objects ii  label parallel lines and perpendicular lines iii  State the features of equilateral, isosceles and right angled triangle. Iv    solve quantitative aptitude problems on triangle |
| 5 | 3- dimensional shape | I    cube and cuboid ii   Quantitative reasoning related to 3-dimension shapes iii   Pyramid of a square and triangle bases iv   Quantitative reasoning related to 3-dimensional shapes- pyramid | Learners should be able to:- i State properties of 3-dimensional shapes such as cubes and cuboids ii Solve quantitative aptitude problems related to 3-dimensional shapes such as cubes and cuboids iii State properties of 3-dimentional shapes- pyramids iv Solve quantitative aptitude problems related to 3-dimenional shape such as pyramid. | I Graph paper and cardboard sheet ii Graph paper and cardboard sheet | I    Guides learners to identify properties of 3-dimensional shapes such as cube and cuboid ii     Guides learners to solve quantitative aptitude problems related to cube and cuboid 0 iii      Guides learners to identify properties of 3-dimention shapes such as pyramid-cylinder iv      Guides learners to solve quantitative aptitude problems related to pyramid such as 1  3  6  5  4  3  2  | I   State properties of cube and cuboid ii   Solve quantitative aptitude problems related to cube and cuboid  iii  State properties of pyramids iv   Solve quantitative aptitude problems related to pyramid         1               |
6 | Circle | I  circle ii radius iii Diameter  iv Quantitative reasoning in radius and diameter | Learners should be able to :- I  identify radius and diameter ii identify and determine a radius an the diameter and vice versa | Strips of cards, pencil, pin, tray, sand of a given circle | I  Guides the learners to measure the distance from the centre on any point on the circumference and vice versa ii  guides learners to measure distance round the circle iii Guides pupils to solve quantitative reasoning on radius and diameter of the circle | I  Measure the distance from the centre to any point on the circle ii  State the relationship between radius and diameter iii  Solve some quantitative problems on radius and diameter/ |
| 7 | Circle | I circumference ii quantitative reasoning on circle | Learners should be able to:- i identify circumference of a circle ii identify and determine a radius and diameter of the circumference of a circle Solve quantitative reasoning problem in the circle | Strips of cards, pencils, pin, tray, sand of a given circle | I Guides learners to measure distance round the circle to determine the circumference ii Guides learners to identify the relationship Between radius and diameter of the circle AӨ iii Guides learners to solve quantitative aptitude problems on circles. | I Determine the distance from the centre to any point on the circumference ii Determine the circumference of the circle iii Solve some quantitative aptitude problems on circles |
| 8 | Data presentation | I  further work on bar graphs and pictogram ii use tally and tables | Learners should be able to:- I  prepare a tally of data ii draw bar graphs and pictogram of information collected locally | I data on test results ii data on weather iii data on election iv biological data v  teachers game or activities | I Guides learners to select data on test results of learners in the class (full mark) or select data from the mathematical game or activities designed by the teacher e.g. from a card or other games ii Guides learners to use tally to represent the information iii Guides learners to identify and represent information using data from events on daily life activities iv presents data generated by tally in tabular form v Guides learners to represent data on pictogram vi Guides learners to represent data on bar graphs   | I select and records the learners scores (ii)use tally to represent information iii present the data in tabular form iv represent the information using pictogram. v  represent the information on the bar graph |
| 9 | Measure of central tendency | I mode of a given data ii Quantitative reasoning on mode  | The learner should be able to:- I  find the mode of given data ii identify the mode as applicable in daily life activities iii solve quantitative aptitude problems on mode as applicable in daily life activities. | Data chart | I  leads the learners to get data from their environment and ask them to calculate the mode ii  Guides learners and ask them to prepare a tally of a data and find the mode iii  leads the learners to solve quantitative problems | I prepare tally data and record the mode ii carry out experiment to get data from the environment and find the mode iii solve quantitative reasoning |
| 10 | Measure of central tendency | I Mean of data ii Quantitative reasoning on mean | The learners should be able to:- I Identify mean of a set of data in daily life activities ii calculate the mean of given data iii appreciate the concept of mean of a set of data in daily activities | Data chart | I  Guides learners to calculate the mean from a given data ii  Guides learners to calculate mean from their environment e.g. average numbers of students in each arm of the class. iii  leads the learners to solve quantitative reasoning problems such as     which is equivalent?    | I calculate the mean from the given data ii Solve quantitative reasoning problems on mean |
| 11 | Tossing coins and throwing of die | I tossing of coins and throwing of dice ii other chance events  | Learners should be able to:- I record data from experiments on coins tossing and dice throwing. | Coin, die | I  Guides learners to toss a coin 20 times and record the number of times a tail appears ii   Guides learners to prepare a tally for their result iii   Guides learners to throw a dice 24 times and record occurrence of 1,2,3,4,5,6 iv    Guides pupils to prepare tally for their results v   Guides the learners to identify various chance events daily life activities.  | (i)Toss the coin 20 times and record the no of times head appears and when tail appears (ii)prepare a tally of head and tail(20 times) (iii)Throw the die 24times and record the number of times of occurrence of 1,2,3,4,5 and 6 (iv)prepare tally from the result   |
