Unified Schemes of Work for Junior Secondary Schools One. Osun State JSS1 Mathematics Scheme of work (AGE 12 ). Ministry of Education.
MATHEMATICS SCHEME OF WORK JSS1 FIRST TERM
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 1 | Whole Numbers |   Counting in i)  Millions and billions Counting in ii) Trillions iii) Quantitative reasoning   | Learners should be able to: i)  Count and write in Millions and billions ii) Count and write in trillions. iii) apply the counting, writing and reading of large numbers in everyday life v) Solve problems in quantitative aptitude reasoning using large numbers | i)  Chart of numbers in millions, billions and flash card. ii) Charts of numbers in millions & billions,     newspapers. iii) Flash card, e.t.c  | Leads learners to: I) Write and read in millions and billions ii) Uses Counting chart to count in trillions iii) Guides students in counting, writing & reading in large quantities iv) Leads students to solve some problems on quantitative aptitude |  i)  Count, write & read from 99,990 to 1,000 000 in tens & units. ii) Count, write & read from                                   1,000,000 – 100,000,000 In hundred & thousands iii) Count, write & read in large quantities iv) Count, write & read in large quantities |
| 2 | L.C.M | L.C.M. of whole numbers | Learners should be able to: I) Identify common multiples of two or more whole numbers ii)Â Find the LCM of whole numbers | Number charts | Leads learners to: i) Identify common multiples of two or more whole numbers. ii)Â Solve problems involving LCM by a factor method (b)Â Multiple method (c)Â Index method. | I)Â Identify common multiples of given numbers. ii)Â Solve problems involving lcm of two or three whole numbers using the three different methods |
| 3 | H.C.F. | HCF of whole numbers LCM & HCF given whole numbers (iii)find the hcf of whole numbers (iii)identify tyhe difference between L.C.M&H.C.F | Learners should be able i)  Identify common factor of whole number ii) Find the HCF of whole numbers iii) Identify the difference between LCM &H CF | H.C.F. chart containing worked examples HCF/LCM charts | Leads Learners to: 1) Identify common factors of two or more whole numbers using common factor and prime factor methods ii) Find the HCF of some whole numbers e.g. H.C.F of 15 and 80 2) Guides students in Prime factorization of express a given number as the product of its Prime factors as follows: 28  = 2 x 14 = 2 x 2 x 7 ;The prime factor of 28 are 2 and 7. 3) Leads students to solve problems on quantitative aptitude e.g. find the missing number: 28- 22.7 84-?        | i) Write common factors and HCF of a given set of numbers ii) Express whole numbers as prime factors iii) Solve some given problems to find the HCF of whole number vi) identify the different between L.C.M & HCM v) Solve related problems on quantitative aptitude |
| 4 | Counting in Base two | Counting in groups of twos | Learners should be able to count in group of twos | Charts, counters such as match sticks, broom sticks, bottle tops e.t.c. | 1) Guides learners to prepare bundles in twos and units and use the bundles in counting in base two | Count with the aid of the prepared bundles |
| 5 | Conversion of base 10 numerals to binary numbers | Converting number 1-10 to base 2 | Learners should be able to convert base 10 numerals to binary numbers | Charts, Counters, such as match sticks, broom sticks,bottle tops | Uses bundles or piles to demonstration conversion from base 10 to two e.g 3 represent 1 bundles of two and 1 unit, i.e. 3ten = 11two. | Use bundles in twos and unit to repeat teacher’s demonstration for no 1-10 |
| 6 | Fractions | i) identifying Equivalent fractions of any given fraction ii) Quantitative aptitude reasoning. iii) Equivalent fractions iv) Ordering of fractions. | 1) identifying equivalent fractions of any given fraction. 2) Apply equivalent fractions in sharing commodities, e.g. food, money e.t.c. 3) Solve problems in quantitative aptitude reasoning in equivalent fractions. 4) Find equivalence of any given fraction: 5) arrange given fraction either in ascending or descending order | Charts of equivalent fractions, charts of fractions, flash cards. | 1) Leads learners to recognise that 1/2 , 2/4, 4/8 are equivalent fractions i.e.1/2 = 2/4 = 4/8 2) Guides learners to apply the equivalent fractions in sharing of commodities e.g food, money etc 3) Leads learners to solve problems in quantitative aptitude involving equivalent fractions. 4) Guides learners to discover the formula for obtaining an equivalent fraction of a given fraction e.g ½ = 1 x n n = 1,2,……. 2 x n 5) Leads Learners to solve problems using the above formula. 6) Leads to arrange given fractions in ascending or descending order of magnitude | 1)  Recognise that 1/and 4/8 are equivalent fractions 2) Apply equivalent fractions in sharing commodities e.g. food, money etc 3) Solve problems on quantitative aptitude in equivalent fractions. 4) State and write the relationship or formula as given 5) Solve problems using the given formulae. 6) Arrange fractions in ascending or descending order |
| 7 | Fractions | 1) Conversion of fraction to decimals and vice versa. 2) Conversion of fraction to percentages and vice versa | Learners should be able to: 1)  Convert fractions to decimals and decimals to fractions 2)  Convert fractions to percentages and vice versa | Conversion charts of percentages and fractions | Leads learners to convert fraction to decimals and vice versa 2) Guides learners to convert fractions to percentages and vice versa | 1) Convert: fraction to decimals and decimals to fractions. 2) convert fractions to percentages and percentages to fractions |
| 8 | Addition and subtraction | i)  Addition and subtraction of numbers and place values. 2) use of number line 3) Addition and subtraction of positive and negative integers. 4) Every day application of positive and negative intergers.   | Learners should be able to: 1)  Add and subtract any given numbers correctly 2) State the place value of each numbers in the sum or difference 3) Draw and use number one to illustrate directed numbers 4) Add and subtract positive and negative integers correctly on the number line. 5) Interpret and relate positive and negative numbers to everyday activities | Charts/Flash cards, Number line chart, Number chart, Bank Statement of account, thermometer etc | 1) Leads learners to add and Subtraction any two numbers up to 4-digits 2) Leads learners to state the place value of each number in the sum or difference. 3) Guides learners to use number line to illustrate directed numbers I  I     I   I    I     -2  -1   0 1 2 4. 4) Guides learner to perform the operation of addition and subtraction of positive and negative integers on the number line. 5. Demonstrates the applications of positive and negative integers by:- walking forward and backward – walking up and down stairs. – reading temperatures above and below zero – using banking deposits and withdrawals etc.  | 1) Add and subtract any two numbers up to 4-digits and state the place value of the result 2)  Solve problems involving addition and subtraction of 4-digit numbers. 3)  Use numbers line to illustrate directed numbers 4) Perform operation of addition and subtraction of integers on the number line. 5) Demonstrate the use of number line. 6) Solve related problems on directed numbers |
| 9 | Addition and subtraction of fractions | 1) Addition and subtractions of fraction 2) word problems on addition and subtraction of fractions | Learners should be able to: 1) Solve given problems on addition and subtraction of fractions 2)  solve word problems involving addition and subtraction of fractions | Fraction Charts | 1) Add and subtract fractions using diagrams and calculation 2) Guide learners to add and subtract fractions with different denominators using diagram and calculation 3) Guide the learners to recognize and solve combined addition and subtraction  | (1)Add and subtract fractions using diagrams and calculations (2)Add used subtracts fraction with different denominators using diagram and calculation (3)Add and subtract fractions with mixed numbers (4)Solve combined addition and subtraction of fraction problems (5)interpret and solve word problems on combined addition and subtraction of fraction |
| 10 | Multiplications of fractions | i) Multiplications of fractions ii) word problems involving multiplications of fractions | Learners should be able to: i) Solve problems on multiplication of fractions ii) Solve problems involving multiplications of fractions | Flash cards | Guides learners to: i)  Multiply fractions using diagrams ii) Multiply fractions by direct calculation. iii) multiply mixed numbers by direct calculation. iv) Interpret and solve word problems involving multiplication of fractions | 1) Multiply fractions using diagrams. 2) Multiply fractions by direct calculation 3) Multiply mixed numbers by direct calculation 4) Interpret and solve word problems involving multiplication of fraction |
| 11 | Divisions of fractions | 1) Division of fractions 2) word problems involving division fractions | Learners should be able to: i)  solve problems on division of fractions 2)  solve word problems involving division of fractions | Flash cards | i)  Divide fractions using diagrams 2) Divide fractions by direct calculation 3) Divide mixed numbers by direct calculation 4) Interpret and solve word problems involving division of fractions. | 1) Divide fraction using Diagrams 2) Divide fractions by direct calculation 3) Divide mixed numbers by direct calculation. 4) Interpret and solve problems involving division of fractions |
Unified Schemes of Work for Junior Secondary Schools One. Osun State JSS1 Mathematics Scheme of work (AGE 12 ). Ministry of Education.
MATHEMATICS SCHEME OF WORK JSS1 SECOND TERM
                                                    SCHEME OF WORK FOR SECOND TERM JSS ONE (GRADE 07)
| WEEK | TOPIC | CONTENT | BEHAVIOUR OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIITIES | LEARNERS’ ACTIVITIES |
| 2 | Estimation | i)  Estimation of dimensions and distances ii) Estimation of capacity and mass of objects. iii) Estimation of other things e.g age, time, etc iv) Quantitative reasoning involving estimation | Learners should be able to: i)  Estimate the dimension and distances within the school; 2) Estimate the capacity and mass of given objectives 3) Estimate other things in day to day activities, 4) Solve problems on quantitative reasoning in estimation | Desk, tables, class rooms, foot paths books, school bags, containers milk tins, solid objects etc | i) Lead learners to identify object in the classroom and school environment and the dimensions that can be estimated 2) Guides learners to estimate some distances and dimensions 3) Lead learners to estimate the capacity of given objects 4) Guides learners to estimate the mass of given objects 5) Guides learners to estimate things in day to day activities 6) Lead learners to solve problems on quantitative reasoning in estimation  | i)  identify objects in the classroom and school environment and the dimensions that can be estimated 2) Estimate some distances and dimensions 3) Estimate the capacity of some containers e.g. milk tin 4) Estimate the mass of given objects 5) Estimate the value of things in day to day activities 6) Solve problems on quantitative reasoning in estimation |
| 3 | Approximation | i)  Approximating values of addition and subtraction ii) Approximating results of multiplication and division iii) Rounding off numbers to the nearest 10 ; 100, and 1000 iv) Application of approximation in every day of life v) Quantitative reasoning | 1. Learners should be able to: Approximate answers to addition and subtraction problems to a given degree of accuracy; 2. Approximate answers to multiplication and division problems to a given degree of accuracy: 3) rounding numbers to the nearest 10, 100 and 1000; 4)  apply approximation involving basic operations in everyday life activities; 5)  Solve problems on quantitative reasoning in the above contents  | Addition and subtraction approximation charts multiplication and division Approximation charts Rounding off number chart Rounding off number chart | i)  Leads learners to approximate answers to given addition and subtraction problems. 2) Guides students to compare the actual answers with the approximated ones 3) Guides learners to approximate answers to multiplication and division problems 4) Lead learners to round off given number to the nearest 10 :100 and 1000 5) Solve real life problems involving approximation. 6) Lead learners to solve problems on quantitative reasoning in the above content | 1. Carry out approximation of answers to given addition and subtraction problem 2. Carry out the actual addition and subtraction and compare the answers with the approximated ones 3. Carry out approximation on multiplication and division problems 4. Carry out the actual multiplication and division and compare the actual and approximated values 5. Round off given numbers to the nearest 10: 100 and 1000 # 6. Solve problems involving approximation in things in everyday activities . 7. Solve problems on quantitative reasoning in the above content |
| 4 | Addition of numbers in base 2 numerals | Addition of two or three 3-digits binary numbers | Learners should be able to add two or 3-digits binary numbers | Counters, Sum cards | Guide learners to add two or three 3-digits numbers in base 2 | Do addition of simple two or three 3-digits binary number |
| 5 | Subtraction of numbers in base 2 numerals | Subtractions of two 3-digit Binary numbers | Learners should be able to subtract two or three digit binary numbers | Guides learners to subtract two or 3-digit numbers in base 2 number system | Carry out subtraction of two 3 –digit number in base 2 numbers system | |
| 6 | Multiplication of numbers in base 2 numerals | Multiplication of two 2-digits binary number | Learners should be able to multiply two 2-digtits binary numbers. | Chart showing the multiplication of two 2-digit binary numbers | Guide learners to multiply two 2-digit numbers in base 2 | Carry out multiplication of 2-digit numbers in base 2 |
| 7 | Use of symbols | I   Open sentences ii  Use of letters to represent symbols or shapes in open sentences | Learners should be able to;  I Solve problems expressed in open sentences, ii Identify the relationship between addition and subtraction in open sentences, multiplication and division, iii Use letters to represent symbols of shape in open sentences | Flash cards and open sentence charts | 1. Guides learners to find missing number in an open statement using flash cards and open sentence charts e.g ( )=12÷3 ( )-5=8  7+( )=11 ( )=11-7 ( )×3=12 2 Guides learners to solve more problems. 3  Lead learners to identify the relationship between addition and subtraction; and multiplication and division in open sentences 4 Guide students to use letter to represent symbols e.g. 2+( )=11 Is the same as 2+( )=11 | I Find what the boxes represent 2 Explain the relationship between addition and subtraction, and multiplication and division. 3 Solve more related problems. 4 Represent symbols with letters |
| 8 | Use of symbols | I Solving open sentences with two arithmetic operation. ii Word problems involving use of symbols iii Quantitative aptitude | Learners should be able to: I. Solve open sentence problems involving two arithmetic operations 2. Solve word problems involving use of symbols 3. Solve quantitative aptitude problems on the use of symbols | Flash cards and open sentence chart. Flash cards and chart showing word problems expressed in symbols. Flash cards, e.t.c. | 1. Guide learners to solve open sentences of the form 2×( )-1=7 10÷2+3=8  Using flash cards 2. Guide learners on how to translate word problems in to mathematical expressions involving symbols using polya’s principles 3. Lead learners to solve quantitative aptitude problems on the use of symbols  | 1. Solve open sentences problems with two arithmetic operations 2. Solve problems on charts 3. Translate related word problems into mathematical expressions involving symbols and solve the problems 4. Solve quantitative aptitude problems on the use of symbols |
| 9 | Simplification of algebraic expressions | I Like and unlike terms in algebraic expressions ii Identification of coefficient of terms of algebraic expression iii Basic arithmetic operations applied to algebraic expressions on similar terms | Learners should be able to: 1. Identify and collect like terms in a given expression;Identify the coefficient of a given algebraic expression 2. Identify the positive and negative coefficient of given algebraic terms 3. Perform basic arithmetic operations on expressions of similar terms 4. Solve related word problems | Charts showing terms and their coefficient chart on worked examples on simplification of algebraic expression | 1. Guide learners to identify the coefficient of algebraic terms 2. Lead learners to identify the coefficient of positive and negative terms in algebraic expressions 3. Guide learners to perform arithmetic operations on expressions of similar terms e.g. 2x+3x+7x=12x 4 Lead learners to solve related word problems | 1.  Identify like and unlike terms in an algebraic expression 2. Identify coefficient of positive and negative terms in algebraic expressions 3. Find the coefficient of positive and negative terms in algebraic expressions 4. Perform arithmetic operations on expressions of similar terms 5. Solve related word problems |
| 10 | Simplification of algebraic expression | I Collection and simplification of like and unlike terms in algebraic expressions Ii use of brackets Iii Quantitative reasoning | Learners should be able to: 1. Insert/Remove brackets and simplify expressions; 2. Solve quantitative aptitude problems on the use of brackets | Charts of examples on insertion/removal of brackets. Quantitative aptitude chart | 1. Guide learners to identify and collect like and unlike terms 2. Lead learners to simplify resulting expression 3. Guides learners to remove in and insert brackets from and to expressions, respectively Lead learners to simplify expressions such as (14m-8) +(6m+5) Lead learners to solve the problems in quantitative aptitude of the form k             6 8f             9f | 1. Identify and collect the like terms in given algebraic expression 2. Simplify the resulting expression 3. Collect like terms, insert or remove bracket and simplify the expression 4. Find missing terms in related quantitative aptitude problems |
| 11 | Simple equations | I Translation of word problems into equation and vice versal ii Solution of simple equation | Learners should be able to 1) Translate word sentences into mathematical equation use mathematical equation to represent word sentences 2) Solve simple equations and cross-check the answers  | Word sentences charts. Simple equation chart | 1) Lead learners to translate word sentences into mathematical equation 2. Lead learners to use mathematical equations to represent word sentences. 3. Guide learners to solve simple equations e.g. 5x + 7 = 22 and cross-check their answers | 1. Translate word sentences into mathematical statements 2. Mention the need to use mathematical statement to represent word sentences 3. Solve given simple equations and cross-check the answers. |
Unified Schemes of Work for Junior Secondary Schools One. Osun State JSS1 Mathematics Scheme of work (AGE 12 ). Ministry of Education.
MATHEMATICS SCHEME OF WORK JSS1 THIRD TERM
      SCHEME OF WORK FOR THIRD TERM JSS ONE (GRADE 07)
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHERS ACT | PUPILS ACTIVITIES |
| 1 | PLANE SHAPES | Similarities and differences between the following :- square, rectangle, triangle, trapezium, parallelogram and circle. | Learners should be able to state the similarities and difference between the following: square, rectangle, triangle, trapezium, parallelogram and circle. | Shapes of regular polygon | Guides learners to identify the similarities and differences between the following | Identify the similarities and differences between the following:- square, rectangle, triangle, trapezium, parallelogram and circle |
| 2 | PLANE SHAPES | Perimeter of regular polygon, square, rectangle, triangle, trapezium, parallelogram and circle | Find the perimeter of regular polygon, square, rectangle, triangle, trapezium, parallelogram and circle. | Triangle, rectangle, parallelogram, trapezium, circle. | Guides earners to determine the perimeter of each shape by Practical method Formula. | Determine the perimeter of each shape by practical method formula. Â |
| 3 | PLANE SHAPES | Area of regular plane shapes such as: square, rectangle, parallelograms e.t.c | Find the area of plane shapes such as, square, rectangle, triangles, parallelograms find the area of real life plane objects | Graph paper | Guides learners to find the regular plane shape (a)using graph paper (b)by formula and compare their answers. | Find the area of the regular plane shapes using graph papers by formula & compare their answers. |
| 4 | THREE DIMENSIONAL FIGURE | I basic properties of cube and cuboid ii basic properties of pyramid and cones. iii basic properties of cylinder and spheres. iv volume of cubes and cuboid. | Learners should be able to:- 1 identify the properties of cube and cuboids. 2 identify the properties of pyramids and cones identify the properties a cylinder and spheres. | Cubes, cuboids, ruler, tapes, empty carton, bricks etc pyramid cone, cylinder and sphere (standard or improved) cubes cuboid. | 1. Leads learners to discover the properties of cube and cuboids. Cube:- equal faces 6 faces, 12 edges, 8 vertices Cuboid:- equal opposite faces,6faces, 12 edges,8 vertices. | 1. Identify the number of faces, edges & vertices of cubes have equal faces while opposite faces of a cuboid are equal. 2. Determine the number of a edges, faces,vertices of pyramid and cones |
| 5 | Three dimensional figure | Volume of a cube and a cuboid | Find volume of a cube and a cuboid | Cube/cuboid | 1) Guide learners to determine the edges faces and vertices of pyramids cones. 2) Guides students to discover the properties of cylinders and spheres 3) Leads learner to derive the formula for finding the volume of a cube and a cuboid. 4) Guides learner to use the formula to calculate the volume of a cube and a cuboid | 1)Vertices of pyramid and cones. 2) Identify the properties of cylinder and spheres. 3) Derive the formula for finding the volume of a cubes a cuboid. 4) Use the formula to calculate the volume of a cube of a cube and a cuboid |
| 6 | Construction | 1)Â Â Construction of parallel and perpendicular lines 2)Â Bisection of a given line segment 3)Â Construction of angles 90 & 60 | Learners should be able to 1)Â Construct parallel and perpendicular lines. 2)Â Bisect a given line segment 3)Â Construct angles 90 and 60 degree | Plane sheets of paper and mathematical set | Guide the learners to i)Â construct parallel and perpendicular lines ii)Â bisect a given line segment, iii)Â construct angles 90 and 60 degrees | 1) Construct parallel and perpendicular lines. 2)Â Bisect a given line segment 3)Â Construct angles 90 and 60 degrees |
| 7 | Angles | i)Â Â Measurement of angle ii)Â Identification and properties of vertically opposite adjacent Alternate and corresponding angles iii)Â Identification and properties of angles at a point and angles on a straight line | Learners should be able to i)Â Â measure angles ii)Â identify vertically opposite adjacent alternate and corresponding angles. iii)Â State properties of angles iv)Â Identify angles at a point and angles on a straight line and State their properties | Protractor plane sheet, cardboard containing angles pencil, metre rule Angle, charts of angles at a point and angles on a angles on a straight line | Leads to measure angles Guides to i)Â Â Identify and state the properties of the different types of angles ii)Â relates the angles to real life situations lead learners to identify angles at a point and angles on straight line and state their properties | 1)Â Â Measure some given angles identify and state the properties of the different types of angles from the appropriate diagrams 3)Â Ralate angles of life situation 4)Â identify angles at a point and angles on a straight line and State their properties |
| 8 | Need for statistics |  i) Purpose of statistics ii) Need for collecting data for planning purposes collection of data | 1) Learners should be able to: i)  List purpose of statistics 2) recognize the usefulness of statistics for planning purpose 3) apply the occurrence of change event/application of probabilities in everyday life 4. recognize the usefulness of statistics for predication purpose | i) Charts of purposes of statistics ii) Charts of information on drug abuse. Voter education environmental education etc. iii) Usefulness of statistics for planning purposes iv) Probability charts v) Charts of usefulness of statistics for prediction purpose  | Leads learners in discussing the purpose of statistics ii) Introduces learners to the meaning of population, drug abuse voter education and environmental education iii) Leads learners in discussing the usefulness and statistic for planning purposes. iv) Leads learners to discuss usefulness of the data collected from voter education consumer education v) Guides learners to apply the probability occurrence of change events in everyday life. vi) Leads learners to discuss the usefulness of statistics such as form drug abuse environments education , HIV/Aids etc for prediction purposes | i) Discuss the purposes of statistics 2) State the meaning of drug abuse, voter, education and environmental education etc 3) Discuss the usefulness of statistics for planning purposes. 4) Mention the application of chance & events in everyday life. 5. Discuss the usefulness or statistics for prediction purposes |
| 9 | Data Collection | Collect data in the Class | Learners should be able to collect data | Records of learner bio data | Guides learners to collect data in class | Collect date in the class |
| 10 | Data presentation | Median | Learner should be able to determine the median of a given set of data | Median Charts | 1. Guide learners to define median 2. Guide leaners to find the median of a given set data such as odd/even numbered data | i)Â Â Define median 2) Find the median of a given set of data |
