PRIMARY THREE MATHEMATICS 1ST TERM

THEME: NUMBER AND NUMERATION

WEEK TOPIC PERFORMANCE CONTENT TEACHER’S ACTIVITIES LEARNERS’ TEACHING EVALUATION
OBJECTIVES ACTIVITIES AND GUIDE
LEARNING
RESOURCES
1 Whole numbers up Learners should Correct counting 1. Guide learners to Prepare pile or 1. Match 1.Learners to
to 999. be able to: of numbers up to take collection of bundles of sticks, count objects in
1. count 999. counters and prepare given collection ii. Bottle hundreds, tens
tops, and units.
numbers up to 2. reading of piles or bundles in in hundreds,
iii. Seeds, 2. Identify and
999 correctly, numbers up to hundreds, tens and tens and units. iv. Rope, read out given
2. read numbers 999. units. 2. Count up to v. Rubber numbers up to
up to 999. 3. writing of 2. Guides learners to 999. band, 999.
3. write numbers numbers up to count up to 999. 3. Identify and vi. Pebbles,
up 999. 999. 3. Guide leaners to read out up to vii. Charts of
identify and read out 999. written
whole
the numbers up to 999. 4. Prepare a
numbers.
4. Guide learners to collection of viii.
count numbers in counters in Counters.
hundreds, tens and hundreds, tens
units. and units.
2 Whole number up 1. State the place Counting in 1. Count the bundles of 1. Count Place value State the place
to 999. (Place value of a digit in groups of hundreds and record it numbers in chart. value of a digit in
Value) a 3-digit number. Hundreds, Tens under H, number of hundreds, tens Abacus, a given whole
Counters, number.
2. List the needs and Units (H T U). tens under T and units and units.
Number 2. identify the
for counting. under U. 2. Expand and Charts, place value of
2. Explain how to present whole Bottle Tops, each digit in any
arrange a given 3-digit numbers in Sticks, given number.
number under H T U. hundreds, tens Seeds
3. Guide learners to and units.
expand a given number
say 4 32 in hundreds,

1
 tens and units as: 432 =
400 + 30 + 2.
3 Whole numbers up Order whole Reading Guide learners to 1. Compare Abacus, Compare
to 999. number and use statement of compare two given and order a counters, different
the symbol < and inequality using whole numbers using given whole elbow signs numbers and
inequality write the
>. the symbols < and the procedure of numbers using
signs. statement using
2. Mention the >. considering the symbols < and the symbols < or
need for 2. Ordering whole numbers under >. >.
counting and numbers with hundred first, if the 2. mention the e.g. 398 560
ordering of symbols < and >. numbers are equal, the needs for
whole numbers. 3. Comparison of numbers under tens counting and 950
3. Express numbers and the are considered and so ordering in 110
inequality of 2 or use of the on. E.g. comparing 516 every day’s
3-digit numbers expression greater and 342, 3 and 5 are activities.
using the terms than or less than. under it respectively
greater than or but 5 is greater than 3.
less than. Then 342 is less than
516 or 516 is greater
than 342.
2. Lead learners to list
the importance of
counting and ordering
of whole numbers.
4 Fractions Learners should 1. Fractions (1/2, 1. Provides different Divide a set of Concrete Divide given set
be able to: 1/3, ¼, 1/5, 1/6). sets of concrete objects objects into objects, of objects into
1. State or find 2. Fractions of and paper cutting or various stones, fraction.
counters, 2. Divide given
the fraction of a shapes, square, shapes, rectangle, fractions e.g.
paper cut shape into
group of circle, rectangle circles and triangles. 1/2, 1/3, ¼, outs in shape fractions. 1/2,
concrete objects. and triangle. 2. Guide learners to 1/5, 1/6. of square, 1/3, ¼, 1/5, 1/6
2. Identify 3. Fractions as a divide a given number 2. Divide circle, 3. Shade or
fractions of given part of collections. of parts without shapes into a rectangle colour the
shapes i.e. divide remainder. given number and triangle. fraction and
of parts Pencils,

2
 shapes into ½ , without crayon , sets indicate the
1/3 and 1//4 etc. remainder. of concrete fraction name.
objects.
5 Fractions Write fractions Equivalent 1. Guide learners to Practice Concrete Divide given set
which have the fractions ½ = 2/4 = divide different set equivalent objects such of objects into a
same value as a 3/6 etc. objects into two to fractions, as oranges, given number of
part to form
given fraction. 2. Ordering of discover that ½ = 2/4 = colour one part paper of
required
2. Use the fractions. 3/6 = 4/8. of the first and equal sizes, equivalent
symbol < or > for 2. Guide learners to two parts of markers, fractions.
ordering divide different sets of the second. coloured 2. order given set
fractions. objects into 3 to 2. Match the pencils or of fractions using
discover that 1/3 = 2/6 outcome of the crayon. the symbol < or
= 4/12. two papers. Inequality >.
Guide learners to use 2 3. Divide sets charts etc.
pieces of paper of the of objects. paper cutout
same size and marker 4. Using the in shapes of
to divide first into 2 result obtained square,
parts and second into above, identify circle,
four equal parts and which fractions rectangle
guide 4 learners to is less than < or and triangle.
colour and match the greater than > 2. Inequality
outcome. the other. chart.
4. Using the number of
objects for the various
fractions lead learners
to identify which
fraction is less than < of
greater than > the
other. E.g.
¼ <½
½>¼
b. 1/5 < ½ or
½ > 1/5.

3
6 Addition Pupil should be Guide Learners to Allow the Charts, flash Add 2-digit
able to arrange counters in Learners to cards, numbers with
1) add 2-digit bundles of tens and arrange addition exchanging and
cards, renaming.
numbers with unit e.g. 35_ 3 tens 5 counters in
fraction
exchanging or units. bundles of tens boards, 2. add two given
renaming. 2 Guide Learners to and units. fraction 3-digit numbers
2) add 3-digit count, say and write 2. Count and charts, with exchanging.
number in numbers in expanded say the counters,
expand form. form e.g. 72 = 7 tens + numbers in abacus. 3. add two
3) add 3-digit 2 units _ 70+2, expanded form number with 3-
digit numbers
number without 96=9 tens+ 6 units and write the
that involves
exchanging or 90+6, numerals as 96 renaming.
renaming. 75 =7 tens + 5 units = = 9 tens + 6 4. Using abacus
4) Add 3-digit 70 + 5. units. add 3-digit given
number with 3. Guide learners in 3. Add given 2- numbers taking
renaming. solving some addition digit numbers two at a time.
5 add 3 numbers problems on the board on the board.
taking two at a e.g. 76 + 19 = 4. Mention the
time. Add 3-digit numbers is number of tens
short or vertical form and units in
e.g. each of the
121 numbers on
+232 the board.
352 5. Write 3-digit
1) Addition of 2-digit numbers
numbers without expanded
exchanging or form.
renaming. 6. Add two
2) Writing 3-digit numbers with
numbers in expanded 3-digits that
form. involve
3) Addition of 3-digit renaming or
numbers with exchanging.

4
exchanging or 4. add 3
renaming. numbers taking
Addition of 3-digit two at a time.
number without 5. use abacus
renaming to perform
Addition of 3-digit addition of two
number taking two at a numbers with
time. 3-digits
4. Guide learners to
write 3-digit numbers
in expanded form i.e.
234 = 200 + 30 + 4.
5. Guide learners to
add two numbers with
3-digits that involves
exchanging or
renaming.
121
+ 232
353
6. Solve questions for
learners to see 213 =
200 + 10 + 3
402 = 400 + 00 + 2
615 = 600 + 10 + 5
7. Guide leaners to add
3-digit numbers that
involve renaming e.g.
148 = 100 + 40 + 8
145 = 100 + 40 + 5
283 = 200 + 80 + 5

5
 9. Guide learners to
add 3 numbers adding
two at a time e.g.
3 +4+7 = (3+4)+7
=7 + 7 = 14 OR
3 + (4+7) =3+11 =14.
10. Guide learners on
the use of abacus in
adding numbers.

.
7 MID TERM TEST
8 Addition Learners should Addition of Guide learners to: 1. Use fraction Flash cards, 1. add given
be able to: fractions with the 1. identify factor with board to bring Example fraction with the
1. add fractions same denominator from the out fractions charts, same
addition denominator.
with the same denominators. fraction board/chart. with the same
cards, 2. identify the
denominations. 2. Guide learners to denominator. fraction total parts to be
add fractions having 2. Add fraction board, coloured when a
2. List the needs the same denominator: with the same fraction cardboard is
for correct 3/6 + 2/6 = 3+2 denominator. chart, divided into
addition of 6 3. Mention the counters, 2/6 + 3/6 = 5/6.
whole numbers = 5/6 need for Abacus etc.
6/9 + 2/9 = 6 + 2 3. Give three
and fractions in correct
9 examples of
everyday addition of everyday
activities. =8/9. whole numbers activities that
3. Guide learners to and fractions. demand accuracy
give examples of daily 4. Give of addition of
activities that demand examples of numbers and
correctness in daily activities fractions.
i. addition of number, requiring
ii. addition of fractions. correct
addition of

6
 whole number
and fractions.
9 Subtraction Learners should 1. Subtraction of 1. Guides learners to 1. Arrange Counters Learners to:
be able to: 2-digit numbers arrange counters in counters in such as 1. Subtract 2-
Subtract 2-digit with exchanging bundles of tens and bundles of tens stones, digit numbers
match sticks, with exchanging
numbers with or renaming. units e.g 35 Cups = 3 and units.
sticks, bottle and renaming.
exchanging or 2. Subtraction of bundles of cups and 5 2. Count and top etc. 2. Subtract two
renaming. 3-digit numbers pieces. express the Charts given 3-digits
2. Subtract 3- with renaming. numbers in the abacus, numbers with
digit numbers 3. Subtraction of 3 2. Guide learners to expanded form Subtraction exchanging or
with exchanging numbers taking count and say the e.g. 75 = 7 tens cards etc. renaming.
or renaming. two at a time. numbers in the + 5units. Fraction 3. Subtract 3
boards, numbers taking
3. Subtract 3- expanded form and be 3. Solve
Flash cards. two at a time.
numbers taking able to write to exercise on
two at a time. numeral in that form. subtraction of
3. Guide learners in 2-digit
solving some numbers.
subtraction problems 4. identify the
involving 2-digit tens and units
numbers e.g 54 – 47 = given numbers
and solve
4. Guide learners to various related
subtract the numbers exercises.
with 3-digits that 5. Subtract two
involve exchanging or numbers in 3-
renaming e.g. digits that
734-295 = involve
674 – 487 = renaming or
4. Guide learners to exchanging e.g.
subtract 3 numbers 876 – 487 =
taking two at a time 982 – 540 =
e.g.
9 – 3 – 2 = 9 – (3+2)

7
 = 9 – 5 = 4. 6. Subtract 3
6. Lead learners to use numbers taking
abacus to subtract 3- two at a time.
digit numbers. 7. Use abacus
to perform
subtraction of
two numbers
with 3 digits.
8. Respond to
the mental
addition
contained in
addition card,
presented to
the learners by
the teacher.
10 Subtraction Leaners should Subtract fractions Guide learners to Identify 1. Counters Subtract
be able to: with the same subtract fractions with fractions with such as fractions with the
Subtract denominator. the same denominator the dame pebbles, same
match sticks, denominator.
fractions with 2. Mention or list using the fraction denominators.
bottle tops, 2. Give at least
the same the needs for board. 2. subtract 2. Charts, three examples
denominator. correct 2. Emphasize the need fractions with 3. Fractions of daily activities
2. Mention the subtraction of to be correct in the same cards, that require
needs for correct whole numbers subtraction of everyday denominators. 4. subtraction of
subtraction of and fraction in activities. 3. mention the Subtraction whole numbers
whole numbers everyday 3. lead learners to give need for cards. and fractions.
5. Fraction
and fractions in activities. examples of daily correct
board.
everyday activities that demands subtraction of 6. flash
activities. correctness in: whole numbers cards;
i. subtraction of and fractions. 7. Abacus.
numbers. 4. give
ii. subtraction of examples of
fractions. daily activities

8
 requiring
correct
subtraction of
whole numbers
and fractions.
11. Quantitative
Reasoning and
Revision
12. Examination

9
 PRIMARY THREE MATHEMATICS 2ND TERM

THEME: BASIC OPERATIONS

WE TOPIC PERFORMANCE CONTENT TEACHER’S ACTIVITIES LEARNERS’ TEACHING EVALUATIO
EK OBJECTIVES ACTIVITIES AND N GUIDE
LEARNING
RESOURCES
1 Multiplica Learners should be 1. Basic Guide learners in the use of 1. Use square 1. 10 x 10 Learners to:
tion able to: multiplication from square charts to carry out charts and square chart. 1. Carry out
1. Multiply from 1 x 1 1 x 1 to 9 x 9. multiplication from multiplication 2. given
Multiplication multiplicatio
to 9 x 9. 2. Multiplication of 1 x 1 to 9 x 9. table to carry
table. n from 1 x 1
2-digit number by 1- 2. Guide leaners to use out 3. Chart to 9 x 9.
2. Multiply 2-digit digit e.g. repeated addition for multiplication showing 2. Multiply
numbers by 1-digit 23 23 x 4 multiplication e.g. from 1 x 1 to 9 x multiplication given 2-digit
numbers. X 4 or =. 23 x 4 = 9. of 2-digit number by
23+23+23+23 = 2. Carry out number by 1- 1-digit
multiplication of digit number number.
by 1-digit 3. Multiply
2-digit number
number. 2-digit
by 1-digit number by
number and use 1-digit
repeated number
addition for vertically or
multiplication. horizontally.
2 Multiplica Multiply three 1-digit Multiplication of Guide learners to: Multiply Practice 1. 1. Multiply
tion numbers taking two three 1-digit three 1-digit number taking multiplication of Multiplication given three -
at a time. number taking two two at a time e.g. 2-digit numbers chart for three digit
1-digit numbers
-Carry out correct at a time. e.g. 7 x 8 x 9 = (7x8 )x 9 by 1-digit
number. taking two
multiplication in 7 x 8 x 9 = (7x8) x9 56x9 =504. numbers 2. at a time.
everyday activities. 56x9 =504 OR horizontally or Multiplication 2. Give
7x8x9 = 7 x (8x9) vertically. table. examples of
7x72 = 504. 2. Carry out everyday
3. Lead learners to give series of activities
examples of areas where multiplication of that require
correct
correct multiplication is three 1-digit
10
 important in everyday number taking multiplicatio
activities. the at a time. ns.
3. Carry out
correct
multiplication in
everyday
activities.
4. Give
examples of
everyday
activities that
require correct
multiplication.
3 Division 1. Divide whole 1. Division of whole 1. Guide leaners through Divide whole Counters, Learners to:
numbers not numbers not division of whole numbers such numbers not chart 1. divide
exceeding 48 by 2, 3, exceeding 48 by as 20/5 or 20 ÷ 5 = exceeding 48 by containing whole
division not numbers
4, 5 and 6 without 2,3,4,5, and 6 2. Lead leaners to divide by 2,3,4,5 and 6.
exceeding 48, not
remainder. without remainder. grouping or repeated charts of exceeding
2. Express whole subtractions using counters not 2. Solve division factors of 48 by
number not 2. Factors of whole exceeding 48. problems using whole 2,3,4,5, and
exceeding 48 as numbers not 3. Guide learners in expressing repeated numbers. 6 by
products of factors. exceeding 48. whole numbers not exceeding subtractions. grouping
48 as a product of their factors. 3. Use Rectangular and
pattern of repeated
E.g. rectangular
number charts subtraction.
36 = 2 x 3 x 6 pattern of containing 2. express
numbers to find worked given whole
factor of given examples. numbers
numbers. not
exceeding
48 as
products of
their
factors.

11
 3. Construct
rectangular
pattern of
numbers
and use
same to find
factors of
given
numbers.

4 Division 1. Find a missing -Finding a missing Guide Learners to use rectangle Work problems Counters, 1.find
factor in a given factor in a given pattern of numbers to find two involving finding charts missing
numbers. number. or three factors of whole missing factors containing factor of a
division not given
2. Distinguish 2. Factors and numbers. E.g of given
exceeding 48 number.
between factors and multiples of 1 2 3 4 5 6 numbers. charts of 2.Distinguis
multiplies. numbers. 2 4 6 8 10 12 2.Distinguish factors of h between
3 6 9 12 15 18
3. Carry out correct between factors whole factors and
4 8 12 16 20 24
division in everyday and multiples of numbers multiples of
5 10 15 20 25 30
activities. 6 12 18 24 30 36 given numbers. Rectangular given
3.Perform pattern of numbers.
Two factors of 6 = 2,3
number, 3.Give
Two factors of 30 = 5,6 correct division
charts examples of
Three factors of 30 = 2,3, and 5. in everyday containing everyday
activities such as worked activities
sharing of items example etc. that require
among brother correct
and sister division.
Giving instances
in every day
activities that
demands
accurate
division.
5. ALGEBRAIC PROCESSES

12
5 Open Learners to should be Open sentences. Guide learners to find missing 1. Solve series Chart Learners to:
sentences. able to= numbers. Examples: of problems containing 1. Solve
1)Find the missing (a) 9 + =15 involving open worked given
examples on problems on
numbers in an open (b) - 18 = 7 sentences.
open open
sentence. 2. Give sentences. sentences.
2)Identify the 2. Lead learners to identify the examples of 2. Find
relationship between relationship between + and – open sentences missing
addition and in everyday life. numbers on
subtraction. 3. Guide learners to solve 3. Solve related quantitative
3. Solve related quantitative aptitude problems quantitative aptitude
diagrams.
quantitative aptitude on open sentences. aptitude
problems. problems.
6 THEME: MENSURATION AND GEOMETRY
Money Learners should be 1. Changing money 1. Collect some money (real or 1. Participate in -Real money Leaners to:
able to: not exceeding N100 models of various the changing of model money. 1. say how
1. Changing money into smaller units. denominations e.g. 10k, 50k, money into -Empty tins of many of a
milk, Geisha, given
into smaller unit. 2. Shopping N1, N5, N10, N20, N50 and smaller units
Bournvita. smaller
2. Shop effectively involving addition N100. not exceeding of - Empty denominati
with money not with money not 2. Lead learners to realize that N100. packets of ons are
greater than N100 greater than N100. there are two 1/2k coins in a 2. Collect items matches. contained in
using the idea of 1k. to be kept in the a giver
addition. Give learners 50k and ask them shopping denominati
to change it to smaller units i.e. corners. on such as
N100.
50k = 10k + 10k+10k+10k+10k.
2. Do given
2. Set up a shopping corner in exercise on
the classroom with items such addition of
as empty packets of Omo, Tins money.
of Geisha etc.
7 MID-TERM TEST
8 Money 1. Shop effectively 1. Shopping Guide learners to solve 1. Act as a shop -Empty Solve given
with money not involving problems on subtraction of keeper or as a packets of problems on
greater than N100 subtraction with not money not greater than N100 customer. sugar, lipton. multiplicatio
n involving
greater than N100.
13
 using the idea of 2. Multiplication 2. Do mental skills with respect 2. Respond to -Empty money with
subtraction. involving money to multiplication of simple mental skill on packets of products
2. Perform simple with production not number e.g. 2x2, 5x2, 3x4, 4x4 multiplication of matches; not
-Addition exceeding
multiplication exceeding N100. etc. given numbers.
cards N100 to
involving money with 3. Guide discussion on 3. Solve containing learners to
product not problems involving problems on mental solve.
exceeding N100. multiplication of money with multiplication addition on
product not exceeding N100 involving money simple
e.g. 12k x 3 = 36k with product multiplication.
N4x8 = N32 not greater than
N100.
9 Length Learners should be 1. Measure of 1. Guide learners to measure 1. Measure their 1. Ropes. Leaners to:
able to: lengths, widths and their table using hand spans. tables using 2. Tapes. 1. Measure
1. Measure the comparison of 2. Record their results in a their hand 3. Rulers. given
4. Desks. objects
length and or width estimate with actual tabular form for learners to see spans.
5. Tables. using hand
of room, table, measurement using which child has the longest 2. Find out 6. Hand span spans
building and straight steps and hand span and who has the shortest which child has of the standard
edge materials etc. span. span. the longest and learners, etc. units.
2. Mention ii. Measuring and 3. Estimate the length of who has the 7. Cut outs of 2. Find
importance/benefits finding the various objects in their class. shortest hand squares, perimeters
of standard units of perimeter of regular 4. Guide learners to measure span. rectangle, of given
triangle and figures by
measurement. figures in metres length of given objects using 3. Estimate the
teachers’ measureme
3. Find perimeters of and centimeters. standard units. length of table. nts.
regular figures in 5. Lead learners to state the various objects
metres and need for standard measuring in the class.
centimeters by units in centimeters. 4. Measure the
measurement. 6. Lead learners to mention the length of give
4. identify perimeter important/benefits of standard objects using
of regular shapes in units. standard units
their environment 7. Ask learners to measure the of
two width of the tables and measurement.
add their result. 5. Apply
standard units

14
 8.Guide learners to pick regular of
figures and measure all measurement.
distances round and record 6. Measure the
their results. two lengths and
9. Guide learners to record all two width of
the results of their activities on their tables and
the boards in a tabular form. add their result.
10. Lead learners to find the 7. Measure
out that the distance round a given regular
plane object is called figures and
perimeter. measure all
11. Lead learners to find distance round
perimeter of regular shapes in and record their
their environment. result in a
tabular form.
8. Find the
distance round a
given plane
object or space
is called a
perimeter.
10. Find the
perimeter of
plane shapes in
the
environment.
10 Length Leaners should be 1. Comparing non 1. Ask leaners to measure the 1. Measure the 1. The 1. measure
able to: standard measures length of their classroom with length of their classroom. the length
1. Compare their e.g. arms length. their foot and arm’s length and classroom with 2. Arms and width of
length. their
non-standard 2. Measurement in record their results. their foot and
3. Foot, other classroom
measures e.g. arms metres and 2. Lead learners to find out arms length and non-standard with their
length. centimeters. difference in arm’s length and compare their measures. foot and
4. Meter rule arms length.
15
 2. Identify the other non-standard measure result with one 5. 30cm ruler. 2. Measure
differences in the used. another. 6. Biro length and
non-standard 3. Guide learners to use meter 2. Find out the 7. Pencil width of
their
measures. rule to measure some objects difference in
classroom
3. Use metres and in the class. arms length and using
centimeters as 4. Emphasize the importance of other non- standard
standard measuring standard units as opposed to standard measuring
units. natural units of measurement. measure. units.
4. identify the need 5. Lead learners to identify the 3. Use metre 3. Explain
for length and need for standardized unit of rule to measure the value of
standardize
measurement using measure within the society. some objects in
d unit of
standardized units. the class. measureme
4. Note the nt.
importance of
standard unit as
opposed to
natural units of
measurement.
5. Identify the
need for
standardized
unit in
measurement.
11. Revision
12. Examination

16
 PRIMARY THREE MATHEMATICS 3RD TERM

WEEK TOPIC PERFORMANCE CONTENT TEACHER’S LEARNERS’ TEACHING AND EVALUATION

OBJECTIVES ACTIVITIES ACTIVITIES LEARNING RESOURCES GUIDE
THEME: MENSURATION AND GEOMETRY
1 Time Leaners should Time on the 1. Use clock chart to 1. State time -Clock charts 1. Work
be able to: clock. demonstrate to the in minutes, -Real clock. exercise on
1. Say time leaners how to tell hours, half how to tell
time in
accurately in time. past and
minutes and
hours and 2. Lead learners to quarter to. hours.
minutes. state time in 2. Participate 2. Draw clock
minutes, hour, half in the faces to show
past and quarter to. activities that different
3. Design activities will enable times.
that will enable them state
learners to state time in hours
time in hours and and minutes.
minutes.
2 Calendar 1. Give dates in Calendar 1. Displays calendar 1. Study the -Calendars 1.
day and month. reading of the and guide leaners to calendar and Demonstrate
2. Mention the days of the say dates and when say when the ability to
read calendar
importance of months, years certain events like certain events
and State the
time in daily life and reading of Christmas, New like date of a
activities. dates. Year, Easter, Id-el- Christmas, particular
Kabir and Nigerian New Year, event in
independence are Easter, Id-el- Nigeria.
celebrated. Kabir and 2. Say the
2. Lead learners to Nigerian number of
days in every
identify the use of Independence
given month
time and dates in are and the
daily life activities. celebrated to number of
locate the months in any
dates as given years.

17
 indicated by
the teacher.
2. Identify the
use of time
and date in
daily life
activities.
3 Weight 1. Measure Introduction of 1. Collect the various 1. Bring -A scale or balance. Learners to:
weights of grammes and objects brought to various -Tins of milk and 1. Weigh
objects in kilogrammes as the class. objects to be tomatoes puree. selected
-Block of stones. objects and
kilogrammes units of 2. Instructs learners measured to
-Packets of sugar, large make a chart
and grammes. measurement. to obtain the weight the class. tin of bournvita. of their results.
2. State the of some objects 2. Note that 2. Give
need for selected from the the weight of examples of
grammes and collection in the small objects objects in the
kilgrammes as class by placing such like packets of class or at
standard units objects in turn on sugar, tins of home whose
weights could
of the scale. milk are
be expressed
measurement 3. Explains that the expressed in in:
for transactions weight of small grams while - grams;
involving objects such as the weight of -Kilograms.
weight. packets of sugar , heavy objects
tins of milk are such as
expressed in stones and
grammes while the human beings
weight of heavy are expressed
objects such as in kilograms.
human beings are
expressed in
kilogrammes.
4 Weight 1. Make Weights of 1. Guide learners to 1. Weight Samples of different Determine the
meaningful some objects obtain the weight of different rocks and minerals. weight of given
comparisons of rocks and e.g. rocks and

18
 weights of such as rocks some rocks and some heavy -Marbles; minerals
objects such as and stones. minerals. objects and -Different types of samples and
rocks, stones 2. Lead learners to provide stone. explain those
that could be
and measure in apply the grams and results for the
expressed in
kilogrammes kilograms as teacher to kilograms and
and grammes. standard units of record the on in grams.
2. Appreciate measure for the
the need for transactions. chalkboard.
grams and 3. Record on the 2. Apply
kilgrammes as chalkboard the grams and
standard units names and the kilograms as
of measure for weights of different standard unit
transactions. heavy objects such of measure
as rocks and stones for
provided by learners. transactions.
4. Guide the learners 3. State the
to state the need for needs for
using grammes and using
kilgrammes as grammes and
standard units of kilogrammes
measure for as standard
transaction. units of
measurement
for
transaction.
5 Capacity Leaners should 1. Identify litres 1. Guide leaners to 1. Study and Empty used syringes, Learners to:
be able to: as a unit of lean the following: copy the bottles, graduated 1. say how
1. Identify litre measuring -10 Millitres (ml) = 1 given cylinder, empty many milliliters
containers, water etc. and decilitres
as a unit of capacity. Centimetre (cl). information
make 1 litre.
measuring 2. Measuring -10 Centilitre (cl) = 1 on units of 2. measure out
capacity. liquid e.g. water Decilitre(dl). litres. four litres of
2. Measure with graduated -10 Decilitre (dl) = 1 2. Identify the water with a
liquid e.g. water cylinder up to Litre (l). litre as a

19
 using a any stated -100 litres (l) = 1 measure of graduated
graduated number of Kilolitres. capacity of cylinder.
cylinder up to litres. 2. Lead learners to container
any stated identify the litre as a such as
number of unit of measurement bottles,
litres. and used in daily life kerosene,
3. Identify the as a measure of petrol and
needs for capacity of water
accuracy in containers such as container.
measuring the ones used in 3. Measure
liquid e.g. measuring liquids into
kerosene, e.g. kerosene, petrol graduated
water, petrol etc. cylinder and
etc. calculate the
number of it
that will fill a
given
container.
6 Symmetry Leaner should 1. Line(s) of 1. Guide learners to 1. Identify Plane shapes, leaves, Learners to:
(shapes) be able to: symmetry. measure into the lines of pictures, squares,, 1. Verify
1. Identify 2. Properties of: graduated cylinder symmetry by rectangles, triangle. whether or not
given plane
shapes with *squares and calculate the folding given
shapes have
line(s) of *Rectangles number of it that will plane shapes. lines of
symmetry; *Triangles fill a given container. 2. Identify symmetry.
2. identify lines 2. Guide learners to lines of 2. Find the
of symmetry in identify the need for symmetry in number of
everyday life. accuracy in everyday life. lines of
3. State measuring liquid e.g. 3. Identify symmetry in
each of given
properties of kerosene, water, various
plane shape.
square, petrol etc. shapes in our 3. Identify line
rectangles and 3. Guide learners to environment. (s) of
triangles. identify lines of symmetry in
symmetry by folding everyday life.

20
 4. Identify that given phones 4. Draw 4. State the
some shapes in shapes. straight lines relationship
everyday life 4. Lead learners to and curves. between sides
and angles of
are square, identify various
square, a
rectangular, shapes in everyday rectangle, and
triangular and life. triangle.
circular and 5. State
therefore see important
Mathematics in properties of
everyday life. squares,
rectangles and
triangles.
7 Mid-Term Test
8 Symmetry 1. Distinguish 1. Curves and 1. Guide learners to 1. Mention Cut out of: Squares, 1. Explain the
(Shapes) between curves straight lines. draw straight line the Rectangles, Triangles, difference
and straight 2. Drawing of and curves. differences Ruler, pencil, between a
Broomsticks, straight straight line a
lines. squares, 2. Lead learners to between a
edges, square curve.
2. Identify the rectangles, explain the curve and cornered shapes, 2. Identify
presence of triangles and difference between straight line. circular tins, coin etc. everyday
straight lines circles. a curve and a 2. Mention examples of
and curves in straight line. the presence straight lines
real life 3. lead learners to of straight and curves e.g.
situation. identify straight line lines and rainbow, line
between the
3. Draw and curves in real curves in
wall and the
squares, life situations. everyday life. floor of a
rectangles, 4. Guide learners to 3. Draw house, a tight
triangles and draw squares, squares, rope pulling a
circles. rectangles, square rectangles, cow etc.
cornered shape, triangles and 3. Draw and
circular tins and circles using label a square,
rectangle, a
coins. rulers, square
triangle and a
5. Emphasize on cornered circle.
different types of shapes 4. Explain the
triangles. differences
21
 circular tins, between
and coins. equilateral,
4. Mention isosceles and
right angled
the different
triangles.
types of
triangles.
THEME: EVERYDAY STATISTICS
9 Pictograms and The learners 1. Pictograms; 1. Guide learners to 1. Represent 1. Cardboard of Leaners to:
mode should be able 2. Pictograms represent information in pictograms arranged 1. represent
to: and mode. information in a a pictogram. vertically and given
horizontally. information on
1. read and pictogram. 3. Represent
2. Cut outs of pictures a pictogram;
represent 2. Lead learners to information for pictograms. 2. give three
information on represent involving 3. Pictograms with one examples of
a pictogram. information using a everyday life mode for each life situation
2. represent pictogram by giving in a pictograms. where
information on various examples pictogram. pictogram can
a pictogram and explaining on 4. Find the be applied.
3. Find the
using vertical the board. mode a
mode on a
and horizontal 3. Guide learners to pictogram. given
arrangement. find the mode in a pictogram.
3. identify the pictogram.
most common
value of a
pictogram. (the
mode).
10 Pictograms and 1. Mention the 1. Pictograms. 1. Draw a pictogram 1. Look at the 1. Mathematical 1. State the
mode. usefulness of 2. Pictogram of : pictograms activity or game. mode of an
pictogram (the and mode. i. chickens bought by and tell the 2. Data from emerging information or
issues such as an event
mode). a hotel on Sunday to day when.
environmental within
2. State the Saturday. -most chicken degradation etc. environment.
usefulness of ii. tablets of soap where 2. Determine
mode and the product by a bought; the mode from
representation

22
 of information company from -when the a given
on a pictogram. Monday to Sunday. most tablets pictograms.
2. Leads leaners to of soap were
copy the pictogram produced etc.
in their exercise 2. represent
books. the
3. lead learners to information
identify the mode on a
from the pictogram. pictogram.
4. Let learners 3. Find the
realize that a picture mode in a
in a pictogram may pictogram.
represent several 4. Represent
objects in real life. various
5. Lead learners to information
state the usefulness using
and application of pictogram.
mode on real life. 5. Realize that
a picture in a
pictogram
may
represent
several
objects in real
life.
6. State the
usefulness
and
application of
mode in real
life.
11. Revision
12. Examination
23
24