Free Primary School Scheme of Work in Nigeria PDF

Primary School Scheme of Work for
Aged 6 - 11 Years PDF Download

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The Primary School Scheme of Work is an outline plan of what will be covered in each week or
session of the learning programme or course; It can be detailed or brief.

A scheme of work may, for example, consider how many lessons will be needed to cover a specific
theme.
It can also support communication and planning between departments.
Once it has been finalized, a scheme of work can be used to write lesson plans

Advantage of Primary School Scheme of Work.

a. It is easier for you, as Head of Department, to assess the work of the teachers in your team
b. You can ensure coverage of the whole syllabus by checking team members are up-to-date.
c. It saves everyone from re-inventing the wheel each year as the topics come around
d. It captures and shares good lessons, good activities.

Nigeria Primary School Scheme of Work 9 Years Basic Features

The newly revised 9 years Basic Education Curriculum is structured in three levels:

Lower Basic Education (Pry 1-3).
Age 6 - 8years

Middle Basic Education (Pry 4-6).
Age 9 - 11years

Upper Basic Education (JSS 1-3).
Age 12 – 14 years

The subjects are divided into core compulsory and elective subjects.
Electives include Arabic, Agriculture, Home Economics and Business Studies (Business Studies as
elective is introduced in JS1)

Subjects and contents flow systematically from Pry 1 to JSS 3, thus form building blocks for the
learning of future contents.

Contents organizations are thematic and spiral.
There is systematic connection between pry and junior secondary school contents.
Infusion of emerging issues from NEEDs, National Values (ethics and morals), Peace Studies and
Entrepreneurial skills in the various contents.

French is introduced as a core subject from Primary 4.
Technology is included in the Primary School Curriculum.
Basic Science and Basic Technology become distinct/separate subjects from JSS

Newly approved Subject/Theme Structure and their weight ratio for
Primary 1 - 3 and 4 – 6

Lower Basic Education Curriculum Middle Basic Education Curriculum
Structure (Primary 1 - 3). Structure (Primary 4 - 6).

01. English Studies (100%) 01. English Studies (100%)
02. Mathematics (100%) 02. Mathematics (100%)

One Nigerian Language (100%) One Nigerian Language (100%)
03. Hausa Language 03. Hausa Language
04. Igbo Language 04. Igbo Language
05. Yoruba 05. Yoruba

Basic Science and Technology (100%) Basic Science and Technology (100%)
06. Basic Science (30%) 06. Basic Science (30%)
07. Basic Technology (30%) 07. Basic Technology (30%)
08. Physical and Health Education (20%) 08. Physical and Health Education (20%)
09. Information Technology (20%) 09. Information Technology (20%)

Religion Values Religion Values
10. Christian Religious Studies (100%) or 10. Christian Religious Studies (100%) or
11. Islamic Religious Studies (100%) 11. Islamic Religious Studies (100%)

National Values (100%) National Values (100%)
12. Social Studies (40%) 12. Social Studies (40%)
13. Civic Education (40%) 13. Civic Education (40%)
14. Security Education (20%) 14. Security Education (20%)

15. Cultural and Creative Art CCA (100%) 15. Cultural and Creative Art CCA (100%)
16. Historical Studies (100%) 16. Historical Studies (100%)
17. Historical Studies (100%) 17. Historical Studies (100%)
18. Arabic (Optional) (100%) 18. Arabic (Optional) (100%)
19. French (100%)
* Agriculture Science
* Home Economics * Agriculture Science
* Home Economics.

How to Download Scheme of Work for Nigeria Primary Schools

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MATHEMATICS
PRIMARY III
FIRST TERM

THEME: NUMBER AND NUMERATION
SUB- THEME: WHOLE NUMBER

WEEK TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION
OBJECTIVES LEARNING GUIDE
TEACHER PUPILS MATERIALS
Pupils to:
1 Whole number Pupils should be able i. Correct counting 1. Guides pupils to 1. Prepare piles or 1. Match sticks. 1. count objects in
prepare piles or bundles of given 2. Bottle tops. hundreds, tens and
up to 999 to: of number up to bundles in hundreds, collection in 3. Seeds units.
tens and units. hundreds, tens and 4. Ropes 2. identify and read
1. Count correctly 999. 2. Guides pupils to units. 5. Rubber band out given numbers to
count up to 999. 2. Counts up to 6. Pebbles 999.
numbers up to 999. ii. Counting in 3. Guides pupils to 999. 7. Charts of written 3. state the place
identify and read out 3. Identify and read whole numbers. value of a digit in a
2. State the place value groups of hundred the numbers to 999. out the numbers up 8. Place values given whole number.
4. Guides pupils to to 999. 9. Counter
of a digit in a 3-digit tens and units prepare a collection of 4. Prepare a 10. Abacus 1. order pairs of 3
counters in hundreds, collection of 11. Inequality chart. digit number using
number. (HTU). tens and units. counters in 12. Elbow sign. <and> symbols.
5. Guides pupils to hundred, tens and 2. give two examples
2. Whole number Pupils should be able Ordering whole count numbers in units. 1. Match sticks. of everyday activities
up to 999 to: numbers with hundreds tens and 5. Count numbers 2. Bottle tops. that require counting.
order whole number symbol <and > units. in hundreds, tens 3. Seeds
and use the symbol < 6. Guides pupils to and units. 4. Ropes
and > expand a given 6. Expands and 5. Rubber band
numbers say 432 in present whole 6. Pebbles
hundreds, tens and number in
units as hundreds, tens and
432=400+30+2. units.
1. Guides pupils to 1. Compare the
compare two given given number using
whole numbers using symbol of <and>
the procedure of 2. Mention the
considering the need for counting
number under hundred and ordering in

1

3. Fractions Pupils should be able i. Fractions (1/2 , 1/3, first, if the number are everyday activities 7. Charts of written Pupils to:
to: ¼ 1/5 1/6 equal, the number whole numbers. 1. divide a given set
1. state fraction of a ii. Fractions of under tens are 1. Divide different 8. Place values of objects into ½ 1/3
group of concrete shapes square, considered and so on. set of objects into 9. Counter ¼ 1/5.
objects circles rectangle and -for example, two to discover that 10. Abacus 2. divide given
2. divide shapes into ½, triangle. comparing 516 and ½=2/4 =3/6=4/8. 11. Inequality chart. shapes into fraction
1/3, ¼ etc. 342 3 and 5 are under 2. Divide colour 12. Elbow sign. ½, 1/3 ¼ 1/3, 1/6.
H respectively, but 5 is and match the
greater than 3, then outcome of the 1. Concrete objects
342 is less than 516 or marked paper. 2. Counters,
516 is greater than 3. Divide set of 3. Paper cut outs in
342. objects shapes of square
2. Leads pupils to 4. Using the result circle, rectangle and
mention the obtained above, triangle papers of
importance of identify which equal sizes, markers,
counting and ordering fractions is less coloured pencils or
of whole numbers. than (<) or greater crayon, inequality
1. Guides pupils to than (>) the other. chart etc.
divide a given
numbers into parts
without remainder to
form fractions.
2. Guides pupils to
divide shapes into
given number of parts
without remainder.
3. Guides pupils to
match the division
with the corresponding
fraction e.g. ½, 1/3 ¼
etc.
4. Guides pupils to
divide different set of
objects into two to
discover that
½=1/4=3/6=4/8.
5. Guides pupils to
divide different sets of
objects into 3 to
discover that 1/3 =2/6
=4/12.

2

4. Fractions Pupils should be able 1. Equivalent 1. Guides pupils to use 1. Divide different Concrete objects Pupils to:
5. Addition to: fractions. 2 pieces of paper of set of objects into Counters, paper cut 1. divide given into a
1. write fractions which 2. Ordering of the same sizes and two to discover that outs in shapes of given number of part
have the same value as fractions. maker to divide first ½=2/4=3/4=4/5. square, circle to form required
a given fraction. into two and second 2. Divide colour rectangle and triangle equivalent fraction
2. use the symbol (or) 1. Addition of 2digit into four equal parts, and match the Papers of equal sizes 2. order given set of
to order fractions. number with colour and match the outcome of the markers. fraction using the
exchanging or outcome. marked paper. Coloured pencils, or symbol (or).
Pupils should be able renaming. 2. Guides pupils to 3. Divide sets of crayon, inequality
to: 2. Addition of 3digit divide sets of objects. objects. chart etc. Pupils to:
1. add 2digit number numbers 3. Using the numbers 4. Using the result 1. add 2 digit
with exchanging or 3. Addition of of objects for the obtained above numbers with
renaming 2add 3-digit 3dight numbers various fraction, identify which exchanging and
numbers. taking two at a time. 4. Leads pupils to fractions is less renaming.
3. add 3 numbered identify which fraction than (<) or greater 2. add two given
taking two at a time. is less than (<) or than (>) the other. 3digit numbers with
greater than (>) than exchanging.
other e.g. ¼ <1/2 1. Arrange counter Charts and flash 3. add two numbers
1/5 <1/4 and ¼ > 1/5 in bundles of tens cards, etc. with 3digits that
1/2>1/5. and units Addition card etc. involved renaming
1. Guides pupils to 2. Count and say Fraction card, using abacus.
arrange counters in the numbers of in fraction board etc. 4. add 3 given
bundles of tens and the expand form Counters, numbers taking two
write e.g. 35 stones=3 and write the Charts abacus etc. at a time.
bundles of stone and 5 numerals as
piece. 96=9tens and
3. Guides pupils to 6units
count and say the 3. Add given 2digit
number in the number on the
expanded form and be board.
able to write the 4. Mention the
numerals in that form number of tens and
e.g. units in each of the
96= 9tens+6units number on the
75= 7tens+5units board.
58=5tens +8units 5. Add two
3. Guides pupils in numbers with
solving some addition 3digits that involve
problems on the board
e.g. 76+19=
4. Guides pupils to

3

6. Addition Pupils should be able i. Addition of 1 mention the number of renaming or 1. Charts and flash Pupils to:
to: fraction with the tens and units in each exchanging. cards etc 1. add given fraction
1. add fractions with the same denominator. of the number written 6. Uses abacus to Addition cards etc with the same
same denominator. on the chalkboard. perform addition of Fractions card denominator.
2. mention the need for 76=70+6 two numbers with Fraction board etc. 2. identify the total
correct addition of 19=10+9 3digits parts to be coloured
numbers and fractions 80 15 7. Respond to the when a cardboard is
in everyday activities. But 15=10+5 oral addition divided into
80+15=80+10+5=95. contained in 2/6+3/6=5/6.
5. Guides pupils to add addition card. 3. give three
two numbers with examples of everyday
3digit that involves 1. Use fraction activities that
exchanging or board to bring out demands accuracy of
renaming. fractions with the
6. Guides pupils on the same denominator.
use of abacus in 2. Add fraction
adding numbers. with the same
7. Guides pupils on denominator.
oral addition using 3. Mention the
addition cards, flash need for correct
the addition cards to addition of whole
the pupils and let numbers and
respond by giving fractions.
correct answers to 4. Give examples
questions such as 5+8,
7+4, 6+5+2 etc
contained in addition
card.
1. Guides pupils to
identify fractions with
the same denominator
from the fraction
boards.
2. Guides pupils to add
fractions having the
same denominator
3/6+2/6=
3/5+2/5=
3. Guides pupils to
give examples of daily
activities that demand

4

7. Subtraction Pupils should be able 1. Subtraction of 2- correctness in addition of daily activities Counters such as addition of numbers
to: digit numbers with of number requiring correct stones, sticks bottle and fractions.
1. subtract 2digit exchanging or Addition of fraction. additions of whole tops etc charts,
numbers with renaming. number and abacus subtraction Pupils to:
exchanging or renaming 2. Subtraction of 1. Guides pupils to fractions. card, 1. subtract 2digit
. 3digit numbers arrange counters in 1. Arrange counters Fraction board flash numbers with
2. subtract 3digit 3. Subtraction of 3 bundles of tens and in bundles of tens card etc. exchanging and
number. numbers taking two write e.g. 35 stones=3 and units. renaming.
3. subtract 3 numbers at a time. bundles of stone and 5 2. Count and 2. subtract two given
taking two at a time. piece. express the 3digit numbers with
2. Guides pupils to numbers in the exchanging or
count and say the expanded form and renaming.
number in the write the numerals 3. subtract 3 numbers
expanded form and be as 96= 9tens taking two at a time.
able to write the +6units.
numerals in that form. 3. Subtracts given
3. Guides pupils in 2digit number
solving some 4. Identify the tens
subtraction problems and units in given
involving 2digit numbers
numbers e.g. 5. Subtract two
54-47= numbers with 3-
4. Guides pupils to digits that involve
identify the numbers renaming or
of tens and units e.g. exchanging e.g.
54=40+14=54- 876-487
47=40+7/7-47/7. 982-540.
5. Guides pupils to 6. Use abacus to
subtract two numbers perform subtraction
with exchanging or of two numbers
renaming. with 3digits.
6. Guides pupils to 7. Respond to the
make uses of abacus to mental addition
subtract 3digit contained in
numbers. addition in addition
7. Drills pupils on card presented to
mental addition with the pupils by
respect to subtraction teacher.
using addition card-
flash the addition

5

8. Subtraction Pupils should be able 1. Subtraction of cards to the pupils and 1. Identify fractions 1. Charts Pupils to:
9. Multiplication to: fraction with the let them respond by with same 2. Fraction board subtract given
1. subtract fractions same denominator giving correct answers denominator s 3. Flash card fraction with the
with the same to questions such 8-5, 2. Subtract same denominator.
denominator. 7-4, 10-5 etc contained fractions with the 1. 10x10 square
2. mention the need for in addition cards. same denominator. charts. Pupils to:
correct subtraction of 1. Guides pupils to 3. Mention the 2. Multiplications 1. carryout given
numbers and fractions subtract fractions with need for correct table. multiplications from
in everyday activities. the same denominator subtraction of 3. Charts showings 1x1 to 9x9.
using the fraction whole number and multiplication of 2- 2. multiply given 2-
Pupils should be able 1. Basic board. fraction. digit number by 1- digit number by 1-
to: multiplication from 2. Emphasizes the 4. Give examples digit number. digit number.
1. multiply from 1x1 to 1x1 to 9x9. need to be correct in of daily activities 3. multiply 2-digits
9x9. 2. Multiplication of subtraction of requiring correct number by 1-digit
2. multiply 2digit 2digit number by 1- everyday activities. subtraction of number vertically or
number by 1-digit digit e.g. 2 4 3. Leads pupils to give whole number and horizontally.
number. examples of daily fractions.
x 4 or 23x4 = activities that demands 1. Use square
correctness in charts and
subtraction of multiplication
numbers, subtraction tables to carryout
of fractions. multiplication from
1x1 to 9x9.
1. Guides pupils in the 2. Carryout
used of square charts multiplication of 2-
to carry out digit number by 1-
multiplication from digit number and
1x1 to 9x9. use repeated
2. Guides pupils to use addition for
repeated addition for multiplication.
multiplication e.g. 3. Practice
23x4 = multiplication of 2-
i.e. 23+23+23+23= digits numbers by
3. Guides pupils to use 1-digit number
multiplication charts horizontally or
to multiply 2digit
number by 1-digit
number horizontally or
vertically e.g. 31x6 or

31
x6

6

vertically.

10 Multiplication Pupils should be able 1. Multiplication of 1. Guides pupils to 1. Carryout series 1. Multiplications Pupils to:
to: three 1-digit multiply three 1-digit of multiplication of charts for three 1- 1. multiply given 1-
11 1. multiply three 1-digit numbers taking two numbers taking two at three 1-digit digit numbers. digit number taking
12. numbers taking two at a at a time a time e.g. numbers taking two 2. Multiplication two at a time.
time. 7x8x9=(7x8)x9 at a time. table. 2. give examples of
2. carryout correct =56x9 2. Carryout everyday activities
multiplication in =504 or 7x8x9=7(8x9) multiplication in that require correct
everyday activities. =7x72 everyday activities. multiplications.
=504. 3. Give examples
2. Emphasizes the of everyday
need to carryout activities that
correct multiplication require correct
in everyday activities. multiplication.
3. Leads pupils to give
examples of areas
where correct
multiplication is
important in everyday
activities.

REVISION
EXAMINATION

7

MATHEMATICS
PRIMARY III

SECOND TERM

THEME: BASIC OPERATIONS
SUB- THEME: BASIC OPERATION

WEEK TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION
1 Division OBJECTIVES LEARNING GUIDE
1. Division of whole TEACHER PUPILS MATERIALS
Pupils should be numbers not exceeding 48 Pupils to:
able to: by 2, 3, 4, 5and 6 without 1. Guides pupils 1. Divide whole 1. Counters 1. divide whole
1. divide whole remainder. through division of numbers not 2. Charts counting numbers not
number not 2. Factors of whole whole number such as exceeding 48 by 2, division not exceeding 48 by
exceeding 48, by number not exceeding 48. 20/5 or 20-5. 3, 4, 5, 6. exceeding 48 2,3,4,5 and 6 by
2,3,4,5 and 6 2. Leads pupils to 2. Solves division 3. Charts of factors grouping and
without remainder. divide by grouping and problems using of whole numbers. repeated subtraction.
2. express whole not repeated subtraction grouping and 4. Rectangular 2. express given
exceeding 48 as using counters not repeated patterns of numbers. whole numbers not
product of factors. exceeding 48. subtractions. 5. Charts containing exceeding 48 as
3. Guides pupils in 3. Uses rectangular worked examples products of their
expressing whole pattern of number etc. factors,
numbers not exceeding to find factors of 3. construct
48 as product of their given numbers. rectangular pattern
factor e.g. 36= 2x3x6. of numbers and used
4. Guides pupils to use same to find factors
rectangular pattern of of given numbers.
numbered to find two
or three factors of
whole number e.g.

8

12345 6
24681 1

02
36911 1

25 8
48112 2

260 4
51122 3

0505 0
61123 3

2840 6
Two factors of 6=2,3
Two factors of 30=5,6
Three factors of 30=23
5. Guides pupil to use
rectangular patter of
numbers to solve many
examples e.g. 30= 2x3
6. Guides pupils to
write out multiplies of a
given number e.g.
multiple of 3= 3, 6, 9,
12, 18.

2 Division Pupils should be 1. Finding missing factors 1. Leads pupils to 1. Work problem 1. Counters, Pupils to:
able to: in a given number. distinguish between involving finding 2. Charts containing 1. Find missing
1. find a missing 2. Factors and multiple of factors and multiples of missing factors of division not factors of a given
factor in a given numbers. a given numbers. given numbers. exceeding 48. number.
numbers. 2. Emphasizes the need 2. Distinguish 3. Charts of factors 2. distinguish
2. distinguish to be accurate in between factors of whole number. between factors and
between multiples carrying out division in and multiples of multiples of given
and factors everyday activities. given numbers. numbers.
3. carryout correct 3. Leads pupils to give 3. Perform correct 3. gives examples of
division in everyday examples of everyday divisions of everyday activities
activities. activities when correct everyday activities that require correct
division is needed. such as: division.
- sharing of items
9 among brother and
sisters
-giving instances in

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Lesson Note
Nigeria Scheme of Work

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Lesson Note and Exam Questions for Primary to Senior Secondary School

3 Open Sentence Pupils should be Open sentences 1. Guides pupils to find everyday activities Charts containing Pupils to:
able to: missing numbers that demand
find missing example division. worked examples on solve give problems
numbers in open i. 9 + =18 1. Solve series of
sentences. problem involving open sentences. on open sentences.
ii. 18- =7 open sentences.
4 Open Sentence Pupils should be Open sentences 1. Leads pupils to Chart containing Pupils to:
appreciate the 1. Give examples worked examples on find missing
able to: relationship between + of open sentences open sentences. numbers in
and -. in everyday life. quantitative aptitude
1. identify the 2. Guides pupils to 2. Solve related diagrams.
solve quantitative quantitative
relationship between aptitude problems on aptitude problems
open sentences.
- addition and

subtraction.

- subtraction.

2. solve related

quantitative aptitude

problems.

5 Money Pupils should be 1. Changing money not 1. Guides pupils to 1. Participates in 1. Real money and Pupils to:
realize that there are the changing of 2. Model money 1. say how many of
able to: exceeding N20.00 into five 1k coins in a 5k money into smaller 3. Empty tins of a given smaller
coins, two 5k coins in a units not exceeding milk, Geisha, denominator is
1. change money not smaller units. 10k coin, five 10k coins N20. Bounvita. contained in a
in a 50k coin etc. 2. Collect items to 4. Empty packet of bigger denominator
exceeding N20 into 2. Shopping involving 2. Gives pupils 50k, ask be kept in shaping sugar, Lipton such as N20.00.
them to change it into corner. 5. Empty packets of 2. do a given
smaller unit. addition and subtraction 10k coins etc. 3. Act as a shop matches. exercises on
3. Set up a shopping keeper or as a 6. Addition cards addition and
2. shop effectively with money not greater corner in the classroom customer. containing mental subtraction of
with items such as addition on simple money.
with money not than N20. empty packets of omo multiplication.
tins of geisha etc.
greater than N20 4. Appoints a pupils as
shop keeper and
using the idea of another as a customer-
the custmoer goes to the
addition and shop keeper to buy
some items add up the
subtraction. cost and gives the shop
keeper an amount

10

6 Money Pupils should be 1. Multiplication of which may require 1. Respond to 1. Real money and Pupils to:
7 Length able to: money with product not change money involved mental skills on 2. Models money solve given
perform simple exceeding N20. should not be greater multiplications of 3. Empty tins of problems on
multiplication than N20. given numbers milk geisha, multiplication
involving money 1. Measure of length 5. Guides pupils to 2. Solve problems Bounivita involving money
with product not widths and comparison of solve problems on on multiplication 4. Empty packet of with products not
exceeding N20. estimates with actual additon and subtraction involving product sugar, Lipton. exceeding N2.00 to
measurement using steps of money not greater not greater than 5 Empty packets of pupils to solve.
Pupils should be and hand span. than N20. N20. matches.
able to: 1. Go mental skills with 6. Addition cards, Pupils to:
1. measure the respect to multiplication containing mental measure given
length and breadth of simple number e.g. addition on simple objects using board
or width of room 2x2, 5x2, 3x4,4x4 etc multiplication. spans standard units.
table, building and 2. Guides discussion on 1. Ropes
straight edged problems involving 2. Tapes
materials etc. multiplication of money 3. Rulers
2. mention with product not 4. Desk.
importance/benefits exceeding N20 e.g. 5. Table
of standard unit. 12x3=36k 6. Hand span of the
4x4=16. pupils etc.
7. Cut-out of
1. Guides pupils to 1. Measure their squares, rectangle,
measure their table table using their triangles and
using hand span. hand span. teacher’s table.
2. Records their result 2. Find out which
in a tabular form for child has the
pupils to see which longest and who
child has the longest has the shortest
span and who ha the hand span.
shortest span. 3. Estimate the
3. Estimates the length length of various
of various objects in objects in the class.
their class. 4. Measure the
4. Guides pupils to length of a given
measure lengthof given number objects
objects using standard using standard
units. units of
5. Leads pupils to state measurement
the need for stanadrd 5. Apply standard
measuring units in units of measures.

11

8 Length Pupils should be 1. Measuring and finding centimeters. 6. Measure the two 1. Ropes Pupils to:
9 Length II able to: the perimeter of regular 6. Leads pupils to lengths and two 2. Tapes 1. find perimeters of
1. find perimeters of figures in meters and mention the widths of their 3. Rulers a given figures by
regular figures in centimeters. importnce/benefits of tables and add their 4. Desk. measurement.
meters and standard units. result. 5. Table 2. find perimeters of
centimeters by i. Comparing non- 7. Asks pupils to 6. Hand span of the regular shapes.
measurement. standard measure e.g. measure the two lengths 1. Measures a pupils etc.
2. identify perimeter arms length. and two width of their given regular 7. Cut-out of Pupils to:
of regular shapes in ii. Measurement in meters tables and add their figures and squares, rectangle, 1. Measure the
their environment. and centimeters. results. measure all triangles and length and width of
1. Guides pupils to pick distances round teacher’s table. their classroom with
Pupils should be regular figures and and record their their foot and arms
able to: measures all distances results. 1. The classroom. length.
1. compare their non round and record their 2. Record their 2. Arms length. 2. measure the
standard measure results. results in a tabular 3. Foot and other length and width of
e.g. arm length. 2. Guides pupils to form. non-standard their classroom
2. identify the record all the results of 3. Find the measures using standard
difference in the non their activities on the distances round a 4. Meter rule. measuring.
standard measures. board in a tabular form. given plain object 5. 30cm ruler 3. explains the value
3. uses meters and 3. Leads pupils to find or space is called a 6. Biro.
centimeters as out that the distances perimeter. 7. Pencils.
standard measuring round a plain objects is 4. Find the
units. called perimeter. perimeter of plain
4. Leads pupils to find shape in the
perimeter of regular environment.
shape in ther 1. Measure the
environment. length of their
classroom with
1. Asks pupils to their foot and arms
measure the length of length and compare
the classroom with their their results with
foot and arms length one another.
and record their result. 2. Find out the
2. Leads pupils to find difference I n arms
out the difference in length and other
arms length and other non-standard
non standard measure measures.
used.
3. Guides pupils to use
meters rule to measure

12

4. Identify the need some objects in the 3. Uses metric of standardized unit
for lengths and class. rules to measure of measures.
measurement using 4. Emphasizes the some objects in the
standard units. improtance of standard class. Pupils to:
unit as opposed to 4. Note the 1. write exercises on
10 Time Pupils should be Time on the clock natural units of importance of Clock charts how to tell time in
able to: measurement. standard units as Real clock etc. minutes and hours.
11 say time accurately 5. Leads pupils to opposed to natural 2. draw clock faces
12 in hours and identify the need for units of to show different
minutes. standardize unit of measurement time.
measure within the 5. Identify the need
society. for standardized
unit in
1. Ues clock chart to measurement.
demonstrate to the 1. State time in
pupils on how to tell the minutes, hours,
time. “half past” and
2. Leads pupils to state “quarter to”.
time in minutes, hours, 2. Participates in
“half past” and “quarter the activities that
to”. will enable them to
3. Designs activities state time in hours
that will enable pupils and minutes.
to state time in hours
and minutes.

REVISION
EXAMINATION

13

MATHEMATICS
PRIMARY III
THIRD TERM

THEME: MENSURATION AND GEOMENTRY
SUB- THEME: PRIMARY MEASURES

WEEK TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION
1 Time OBJECTIVES LEARNING GUIDE
Calendar reading of TEACHER PUPILS MATERIALS
2. Weight I Pupils should be able the days of the Pupils to:
to: month, year and 1. Displays calendar 1. Study the calendar Calendars 1. Demonstrate the
1. gives dates in day reading of dates. and guides pupils to and say when certain ability to read
and month. say dates and when event like Christmas, 1. A scale or calendar and state the
2. mention the 1. Introduction of certain events like New year, Easter, Id- balance. date of a particular
importance of time in grams and kilograms Christmas, new year, el-kabir and Nigerian 2. Tins of milk and event in Nigerian.
daily life activities. as units of Easter, id-el-kabir and independence are tomatoes puree. 2. say the number of
measurement. Nigerian independence celebrated to locate 3. Packets of sugar, days in every given
Pupils should be able 2. Weight of some are celebrated. the dates and indicate large tins of month and the
to: rocks and minerals. 2. Leads pupils to by the teachers. beverage etc. number of months in
1. Measure weights of identify the uses of 4. Block of stones any given year.
objects in grams and time and dates in daily 1. Obtain the weight 5. Samples of
kilograms. life activities. of some of these different rocks and Pupils to:
2. Make meaningful 1. Guides pupils to objects. minerals e.g. 1. Weigh selected
comparison of weight obtain the weight of 2. Note that the 6. Marble objects and make a
of objects like rocks, some objects. weight of small 7. Different types chart of their result.
minerals. 2. Explains that the objects like packet of of stones. 2. Gives example of
weight of some objects sugar tins of milk are objects in the class or
like packets of sugar expressed in grams at home whose
tins of milk are while the weight of weight could be
expressed in grams heavy objects such as expressed in
while the weights of stones and human are * Grams
heavy objects such as expressed in * Kilograms
stones and human are kilograms. 3. Determine the
expressed in kilogram. 3. Weigh some of the weight of given rocks
3. Guides pupils to rocks and minerals and minerals.
obtain the weight of samples.
some rocks and
minerals.

14

3. Weight II Pupils should be able Weight of some 1. Guides pupils to 1. Weigh some of the 1. A scale or Pupils to:
4. Capacity I to: rocks and minerals. obtain the weight of rocks and mineral balance determine the weight
5. Capacity II 1. appreciate the need some rocks and samples. 2. Tins of milk and of given rocks and
for grams and Identifying liter as a mineral. 2. Apply grams and tomatoes puree. minerals sample and
kilograms as standard unit of measuring 2. Leads pupils to kilograms as standard 3. Packets of sugar, explain those that can
units of measure for capacity. apply the gram and unit of measure for large tins of be expressed in
transactions kilograms as standard transaction. beverage etc. kilograms and in
2. change grams to 1. Measuring liquid units of measure for 4. Block of stones grams.
kilogram and e.g. water with transaction. 1. Study and copy the 5. Samples of
kilograms to grams. graduated cylinder up given information on different rocks and Pupils to:
to any stated number 1. Guides pupils to units of liters. minerals e.g. say how many
Pupils should be able of liters. learn the following: 2. Identify the liters 6. Marble milliliters and
to: -10 milliliters (m1) = as a measure of 7. Different types deciliter make 1liter.
identify liter as a unit 1centiliter. capacity of container of stones.
of measuring capacity. -10centiliter (c l) = such as bottles, 1. Empty used
1deceliter (d l). kerosene, petrol and syringes.
Pupils should be able -10deciliters=1liter water container. 2. Bottle.
to: (1). 3. Graduated
1. measure liquid e.g. 1000liters=1kiloliter 1. Measure into the cylinder
water using a (kl). graduated cylinder 4. Empty
graduated cylinder up 2. Leads pupils to and calculate the containers of water.
to any stated number identify the liter as a number of it that will
of liters. unit of measurement fill a given container. 1. Empty used Pupils to:
and used in daily life 2. Identify the need syringes. measure out four
as a measure of for accuracy in 2. Bottle. liters of water with a
capacity of contained 3. Graduated graduated cylinder.
such as the ones used cylinder
in measuring liquid 4. Empty
e.g. kerosene, petrol containers of water.
etc.
1. Guides pupils
measure into the
graduated cylinder and
calculate the number
of it that will fill a
given container.
2. Guides pupils to

15

6. Symmetry I 2. identify the need for Line(s) of symmetry. identify the need for measuring liquids 1. Plain shapes. Pupils to:
7. Symmetry II accuracy in measuring accuracy in measuring e.g. kerosene, water, 2. Leaves. 1. verify whether or
8. Symmetry III liquid e.g. kerosene liquids e.g. kerosene, petrol etc. 3. Pictures not a given plain
water, petrol etc. water , petrol etc. 4. Square shapes have lines of
Pupils should be able 1. Guides pupils to 1. Identify lines of 5. Rectangle symmetry.
to: identify lines of symmetry by folding 6. Triangle 2. find the number of
1. identify shapes with symmetry by folding a given plain shapes. 7. Cut-out of line of symmetry in
lines of symmetry. given plain shapes. 2. Identify lines of square, rectangle, each given plain
2. identify lines of 2. Leads pupils to symmetry in triangles, shape.
symmetry in everyday identify lines of everyday life. 8. Ruler 3. identify line(s)
life. symmetry in everyday 9. Pencil. symmetry in
life. 10. Broom stick. everyday life.
11. Straight edges
Pupils should be able Properties of: 1. Guides pupils to 1. Identify the square, cone, Pupils to:
to: -squares. identify the properties properties of square, 12. Red shapes. 1. State the
1. State properties of -rectangles of squares, rectangles rectangles and 13. Circular tins relationship between
square, rectangle and -triangles. and triangles, number triangles. coins etc. sides and angles of a
triangles. of sides, corners, lines 2. Identify various 1. Pictures, square, a rectangle
2. Identify that some i. Curves and straight of symmetry equal shapes in our 2. Squares and a triangle.
shapes in everyday life lines. line, “square corner environment. 3. Rectangle 2. State important
are square, ii. Drawing of etc. 4. Triangles properties of square,
rectangular, triangular squares, rectangles, 2. Guides pupils to 1. Mention the 5. Cut-out of rectangle and
and circular and triangles and circles. record properties of difference between a square, rectangles, triangle.
therefore see each plain shape. curve and a straight triangles.
mathematics in 3. Leads pupils to line. 6. Rulers.
everyday life. identify various shapes 2. Mention the 7. Pencils.
in everyday life. presence of straight 8. Broomstick
Pupils should be able 1. Guides pupils to 9. Straight edge
to: draw straight lines and 10. Square corners.
1. distinguish between curves.
curves and straight 2. Leads pupils to 1. Pictures, Pupils to:
lines. explain the difference 2. Squares 1. explains the
2. identify the between a curve and a 3. Rectangle difference between a
4. Triangles straight lines and a
5. Cut-out of curve.
square, rectangles, 2. identify everyday

16

presences of straight straight line. lines and curves in triangles. examples of straight
lines and curve in real 3. Leads pupils to everyday life. 6. Rulers. lines and curves e.g.
life situations. identify straight lines 3. Draws square, 7. Pencils. rainbow lines
3. draws square, and curve in real life rectangle, triangles 8. Broomstick between the wall and
rectangle, triangles and situations. and curves using 9. Straight edge the floor of a house, a
circles. 4. Guides pupils to rulers, square 10. Square tight rope, pulling a
draw square, cornered shapes, cornered shapes. cow etc.
9. Pictograms Pupils should be able Pictograms. rectangles, triangles circular tins and 11. Circular tines 3. draw and label a
to: Pictogram mode. and circles using coins. and coins square, a rectangle, a
10. Pictogram 1. read and represent rulers, square, 4. Mention the triangle and a circle.
information in cornered shapes different types of 1. Cardboard of 4. explains the
11. pictograms using circular tins and coins. triangles. pictograms difference between
12. vertical and horizontal 5. Emphasizes on arranged vertically equilateral isosceles
arrangements. different types of 1. Represent and horizontally. and right angled
2. represent triangles. information in a 2. Cut-outs of triangles.
information on a 1. Guides pupils to pictogram. pictures for Pupils to:
pictogram. represent information 2. Represent pictograms. 1. represent given
Pupils should be able in a pictogram. information involving information on a
to: 2. Guides pupils to everyday life in a pictogram.
1. identify the most present information pictogram. 2. gives three
common features of involving everyday examples of life
pictogram (the mode). life in a pictogram. situation where
2. mention the pictograms can be
usefulness of applied.
pictogram (the mode).
1. Guides pupils to 1. Find the mode in a 1. Pictograms with Pupils to:
find the mode in a pictogram. one mode for each 1. find the mode on a
pictogram. 2. Mention the pictogram. given pictogram.
2. Leads pupils to usefulness and 2. Mathematical 2. state the mode of
mention the usefulness applications of mode activity or game. information or an
and applications of in real life. 3. Data from event within the
mode in real life. emerging issues environment.
such as
environmental
degradation etc.

REVISION
EXAMINATION

17

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