TRAINING MODULE ON THE DIDACTICS OF TEACHING DIFFERENT

COMPONENTS OR DOMAINS OF MATHEMATICS FROM LEVEL I TO III

Introduction: Mathematics is the of structure, order, and relation that has evolved from elemental practices of
counting, measuring, and describing the shapes of objects. It deals with logical reasoning and quantitative
calculation, and its development has involved an increasing degree of idealization and abstraction of its subject
matter. It is one of the ten subjects in the curriculum of primary schools in Cameroon. This subject Mathematics is
divided in various domains in level I to III in the primary. These domains or components are sets and logic,
numbers and operations, measurement and size, geometry and space and statistics and graphs. The didactics of
teaching these domains at the various levels is outlined below in terms of the learning planning (schemes of work,
sample lesson plans and time tables), methodological or pedagogic approaches and evaluation approaches.

To ensure effective teaching/learning of mathematics, you should take into consideration the following:
- The integrated learning themes. You should contextualize mathematics concepts, for example using the
integrated learning themes in order to make the lessons concrete;
- The project of the month;
- Monthly schemes of work;

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 - Weekly lesson plan;
- Individual lesson plan;
- Prepare adapted teaching learning resources;
- Appropriate teaching/learning strategies;
- Assessment techniques.

II-TEACHING LEARNING APPROACHES OF MATHEMATICAL DOMAINS AT VARIOUS LEVELS

Mathematics for level 1

Activity 1: SETS AND LOGIC

 Definition of sets and logic

Set and logic is the branch of mathematic that describes the collections and representations of objects following their characteristics.

Resources needed: objects at home and in school: cardboards, maths sets, slates, table, ruler, exercise books, chalk box, straws,
ropes, paper, plastic corks, counters, cards, real objects, etc.
 How do we teach sets in level 1 and 2?

It can be done by carrying out the following activities:

1. Introduce the Concept with Everyday Objects

 Using Familiar items: Gather a variety of objects (e.g., toys, blocks, fruits) and group them by color, shape, or size.

 Discussion: Ask children to identify what the objects have in common. For example, “What do all the red blocks have in
common?”

2. How do you present a lesson on set and logic?

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  Set Diagrams: Introduce simple Venn diagrams using circles. Use colored markers to represent different sets (e.g., one circle
for fruits and another for vegetables). Show how some items belong to both sets.

 Sorting Activities: Provide sorting trays or bins where children can categorize objects into different sets based on specific
attributes.

. Interactive Games

 Matching Games: Create cards with pictures of different objects. Ask children to match cards that belong to the same set.

 Set Exploration: Play games like “I Spy” where children find items around the classroom that fit into specific categories.

. Storytelling and Themes

 Use Stories: Incorporate stories that highlight groups or categories. For example, a story about animals can prompt discussions
about pets versus wild animals.

 Theme Days: Organize theme days (like “Fruit Day” or “Color Day”) where children bring in items that fit a specific
category.

Encourage Language Development

 Vocabulary Building: Introduce terms like “set,” “group,” “category,” “member,” and “attribute.” Encourage children to use
these words in discussions.

 Questions and Answers: Ask open-ended questions like, “What makes this group special?” or “Can you think of another item
that belongs in this set?”

Hands-On Activities

 Crafts and Art: Have children create their own sets using art supplies. For example, they can create a collage of things that
are round or things that are red.

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  Building Sets: Use building blocks to create structures based on specific criteria (e.g., only using square blocks).

Reflect and Review

 Group Discussions: After activities, gather the children to reflect on what they learned about sets. Encourage them to share
their thoughts and discoveries.

 Reinforce Learning: Regularly revisit the concept of sets through different activities and discussions to reinforce
understanding.

3. How do we evaluate a lesson on set and logic?

Learners will be assessed through quizzes, problem sets, and class participation. For example

 Presents cards with pictures of different objects. Ask children to match cards that belong to the same set.

 Presents objects and asks learners to group them following given characteristics

 Provide sorting trays or bins where children can categorize objects into different sets based on specific attributes.

How to assess?

List the elements of the following sets:

1. Vowels_________________________________________________

2.1 2 3 4 5 1 7 3 9 5

2. Which numbers belong to the two sets? ____________________________

3. Draw a set of three items found in your school bag_______________________

Activity 2: NUMBERS AND OPERATIONS

Definition of numbers and operation

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A number is an arithmetical value expressed by a word, symbol or figure representing a particular quantity and used in counting and
making calculations. Teaching numbers provide teachers with opportunity to develop mathematical skills in young learners. Here,
children will learn to count and recognize numbers. Numbers or number sense is simply understanding of numbers, their value, and
how they relate to each other. There are many approaches to teaches to teach it to the elementary and junior level in the primary
To ensure effective teaching/learning of numbers, you should take into consideration the following:
- The concepts should be organized progressively from concrete to abstract, from simple to complex in other words from the
known to the unknown;
- Content should be adapted to the ages, attention span, learning styles, and class size of the learners. Use hands on activities to
teach;
- Use appropriate teaching and learning resources (real objects, games, songs and charts etc.) to teach;
- Use real life situations to teach these notions;
- Organize and manage classrooms in relation to the activities to be carried out;
- Use appropriate techniques to teach i.e. pedagogy of large groups, differential pedagogy.
- Carry out mini projects such as moulding of numbers, carving of numbers and producing number charts

How do you teach Number and Operation Level 1 and 2

Some of these activities can be used to teach numbers:

a. Number recognition
Number recognition is the ability to recognize, visualize, as well as name the basic numerals and numbers. Number recognition
entails, identifying the right count of objects, matching the correct numbers with the count of objects, and correct ordering of numbers.
This step focuses on helping children identify and name numbers correctly. It’s about recognizing, shape and form of each number and
being able to associate it with its name. The key skills include recognizing/identifying and naming numbers when seen in various
contexts (like in books, on signs, etc.).

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 Suggested activities
 Teach the names of numbers;
 Associate and write down numbers;
 Match the right numbers to the right quantities;
 Use songs, rhymes and games to teach numbers;
 Point to and name numbers on the chalkboard;
 Use ICT devices like the keyboard of a computer, mobile telephones and remote control and ask learners to identify the
numbers on them;
 Provide calculators to the kids and ask them to play with the numbers, type their ages and then type numbers in order
from 1 to 10;
 Use charts with numbers and ask learners to identify and say the numbers.
b. One to one correspondence
It is a situation in which a member of one set can evenly match the member of a second set e.g. a learner should touch an
object and say the number name aloud e.g. 1 pencil, 2 pens
Suggested activities
 Use songs, rhymes and games to teach numbers;
 Ask learners to count and match objects like counters, corks of bottles, exercise books; pieces of chalk, pens and
pencils etc. with figures;
 You can count your steps and ask them to count theirs as they move in the classroom.
c. Writing numbers.
Writing numbers means writing in figures (2) or in words (two). This step involves teaching children how to write numbers physically.
It reinforces their understanding of number recognition through the act of writing. The key skills include the ability to correctly form
each number, starting with simpler numbers (like 1, 2, 3) and progressing to more complex ones.

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 Suggested activities
Guide learners to
 Match up written numbers with objects.
 Trace numbers by connecting dots.
 Colour objects representing different numbers.
 Use worksheets and ask your learners to fill in missing numbers.
 Write corresponding numbers against objects and figures.
d. Counting: Counting involves teaching children to enumerate objects or quantities in a sequence. It’s not just about memorizing the
order of numbers but understanding that each number represents a specific quantity.

- counting objects one-by-one accurately,

- understanding one-to-one correspondence (each object counted corresponds to one number),
- and eventually being able to count out loud without needing to see objects.

e. Number Sequence: This step is about teaching children the correct order of numbers. Kids learn which number comes next, which
one comes before, and how numbers follow each other in a sequence.

Suggested activities

- putting numbers in the right order and understanding the concept of ‘next’ and ‘previous’;
- counting up;
counting down;
-numbers in a sequence.

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f. Visual Representation Using Objects and Visuals: Here, children use physical objects (like blocks or beads) and visual aids (like
pictures or drawings) to understand what numbers mean. It helps them see how numbers represent real things. Key skills include
matching numbers to groups of objects and beginning to use visual tools like number line or charts.

g. Compare and Order Numbers: This step involves teaching children how to compare and put different numbers in order. They
learn to understand which numbers are bigger, smaller, or equal to others. Essential skills include using comparison symbols like >
(greater than), < (less than), and = (equal to), and understanding how to arrange numbers in ascending (from smallest to largest) or
descending (from largest to smallest) order.

h. Even and Odd Numbers: It’s a basic way to start understanding the different properties numbers have. Key skills include
identifying whether a number is even or odd. A major milestone is when a child understands the pattern of even and odd numbers.

i. Place Value: Place value teaches children the value of each digit in a number based on its position. For example, in the number 21
the ‘2’ is in the tens place and represents 20.Key skills include recognizing that in a multi-digit number, each digit has a different
value depending on its place (like units, tens, hundreds,

k. Number Lines: Number lines are introduced as a visual tool to help children understand the relationship between numbers and to
perform basic mathematical operations like addition and subtraction. Key skills include using a number line to find the position of a
number, to add or subtract numbers, and to understand intervals between numbers. A major milestone is when a child can use a
number line to solve more complex problems, such as skip counting or understanding negative numbers.

Suggested activities

-Skipping and counting in twos, fives, or tens;

To get the above done we can use fun and real-life strategies such as:

 Music and movement

 Number guessing
 Hands on counting of objects
 Number hunting games
 Use interactive apps and games on numbers

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  Build towers and other structures using blocks and numbers
 Games
 puzzles
 real-life counting

How do we teach numbers?

PROCEDURE
a. Introduction: use a game or a song, picture, charts, keyboard of a computer or a telephone or a short video to introduce your
lessons. These should be followed by a question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with
clear instructions that are related to the lesson.
Ask each group to present their findings;
Ask other members of the class to give feedback;
Let them practice by drawing number of objects colouring them, matching the quantities with numbers.

How do we assess?
Tests in number recognition can take the following forms:
- Oral test: place numbers from 1-100 haphazardly on a chart and ask learners to point and say each number for example.
This is a table of numbers. Point at any number and say its name.

5 7 1 3 2
24 26 30 41 57
62 79 88 95 100

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 Written test:
- You can provide dotted figures/letters and ask learners to trace them.
- You can provide objects and ask them to count and write in figures and words.
- You can produce a series of numbers with some numbers missing in the series and ask your learners to complete the blanks
with the missing numbers.
For missing numbers
Look at the following numbers and fill the blanks with the missing numbers:
1. 1,2,___,4,5,___,7
2. 2__6__10, 12__
3. ___10,15,20
Practical test
- You can ask your learners to mould numbers and letters, to produce charts of numbers and figures Ex: You do not have
material and you need material to create a mathematics corner in your classroom. Produce a chart carrying figures with their
names from 1 to 10.
Numbers operations
How do we teach addition and subtraction of numbers up to 100; using place values in adding and subtracting numbers up
to 100?
Methodological guide:
Expected outcomes: At the end of this session, teachers will be able to use appropriate techniques to enable learners:
- Use mathematical operations to solve problems;
- Place numbers under H, T and Units and solve problems using them.

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Resources for the session: Number charts, songs, rhymes, counters, pictures, visual aids, blocks, plastic corks of bottles, exercise
books, pencils, and erasers
Activity 1: Principles
Addition is putting together of two objects or groups of objects and finding many they are in all. Subtraction is an operation that
represents the action of removing objects from a collection of objects. It also tells how many objects are left. Addition and subtraction
are inverse operations because one can undo the other.
To ensure effective teaching/learning of addition and subtraction you should take into consideration the following guiding principles:
a. Addition
Suggested activities
 Let children act number scenes, sing songs, play games that involve joining two groups of objects;
 Introduce the + sign. Let children put a number of objects in two groups and ask them to join together and count;
 Explain to the meaning of adding to learners (join or to put together);
 Use flash cards carrying the numbers you want to add and the + sign;
 Provide calculators to the kids and ask them to play with the numbers for example type 1+1= 2 etc.
 Let the children go to the board and circle the plus and equal signs and say the words plus and equals as they circle
them;
 Guide them practice how to add numbers without remainder.
b. Subtraction
Suggested activities
 Let learners act number scenes, sing songs, play games that involve separating (take away) objects in a group;
 Introduce the - sign.
 Let learners put a number of objects in a group and ask them to take away a number of them and count;

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  Demonstrate the meaning of subtraction to the learners (take away or separating);
 Write 5 take away 2 and replace the take away with the – sign;
 Use flash cards and pictures carrying the – sign;
 Also introduce the equal sign;
 Let the children go to the board and circle the minus and equal signs and say the words minus and equals as they circle
them;
 Guide them practice how to subtract numbers without remainder.
c. Place value
Place value is the value of each digit in a number, for example, in the number 150, the value of one is Hundreds, five is Tens and 0 is
Units. The symbol for this is HTU. In level I, Place value is used to add and subtract two and three digit numbers from 10 up to 100 in
class 1 and up to 200 in class 2.
Suggested activities
 Start with a chart carrying the signs and various values;
 Guide learners to identify the different quantities that are supposed be placed under each value to the learners;
 Use games, charts and videos to introduce this concept for example.
 Write out numbers and ask learners to come and represent the values of the numbers on the chart;
 Explain to learners that whilst a digit can be the same, its value depends on where it is placed in the number;
 Use counters, place them on a table and ask your learners to group them under Tens and Units or Hundreds, Tens and
Units depending on the number they have to add or subtract;
 Guide learners to demonstrate the process of adding and subtracting vertically for example 150+ 110 =and 200-100= is
represented as follows:
HTU HTU

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 1 50 200
+1 10- 1 00
= 2 60 1 00
How do we evaluate?
1. What are the place values of the underlined digits?
Examples.
a. 69 Unit or U
1. 986 _____________________
2. 413 _____________________
3. 3000 ______________________
Carry out the following operations
3. HTU
1. TU 2. T U 2 4 5
4 5 88 + 4 2 3
+ 2 3 - 1 3

4. Complete this table by writing the following numbers under Tens and Units. One has been done for you.

a. 30

b. 12

c. 302

d. 809

e. 346

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 H T U
a 3 0
.
b
.
c.
d
.
e.

Activity 4: MEASUREMENT AND SIZE

Measurement and Size level 1

Definition of measurement and size

Measurement is comparing or measuring objects using standard units. There are 2 broad phases for
teaching about each of the measurement attributes for objects (such as length, area, volume, capacity,
mass, angle, temperature) and for events (such as time and chance).

 Phase 1: Identifying the attribute

 Phase 2: Learning to measure

How do we teach Measurement and size?

Introduction

 Play and practical activities

(trace straight and curvy paths, step out distances, sort pencils by length…)

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  Learning language
(how far, how long, tall, short, wide, distance around tree, length…)
 Comparing objects on basis of attribute
(which ruler is longer, who is taller, which house is further away, sort pens by length …)
 Comparing with other attributes
(this box is smaller, but that box is bigger; he is taller, but I am shorter)
 Using informal units
( this table is 12 rulers long, …)

Presentation

 Learn to measure the quantity.

 Use non formal units
 Use formal units.
 Estimate measurements.

 Make and use simplified ‘instruments’ that highlight key features

( The clock, …)
 Measuring objects in various ways, to increasing accuracy, with different equipment
(correct use of ruler, …)
 Acquiring a set of personal benchmarks that can be used for estimating
(the hand span, )

Below are some other helpful strategies for teaching measurement to elementary primary (Level 1):

 Read Aloud Picture of things bringing adjectives

a. Comparing pictures of things by reading aloud using their sizes e.g. my hand is bigger than yours
b. carry out Hands On activities using a ruler to measure, pouring a liquid from one container to another, measuring your
hand span etc

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 c. Use Vocabulary for measurement: use Key vocabulary terms for measurement during the teaching learning process such
as order, compare, longer, shorter, differences, length, object, gap, length unit, measure, measuring tape, meter stick,
ruler, meter, foot, inch, yard, compare, estimate, height, size, fluid, solid, liquid volume, capacity, weight. Brainstorm
with your class about some words we use when measuring. Produce a chart carrying these words or write them on the
board.
d. Give Learners opportunities to Apply Measurement to the Real World: Some examples of ways we use measurement in
the real world are to determine if we are tall enough to ride on a horse or what the distance is to our best friend’s house.
Project-based learning and worded problems that relate to measurement are examples of opportunities for learners to
apply their learning to real world situations.
e. Make some measurement hunt cards by writing prompts on a set of index cards. Prompts could be things like “Find
something that is 3 cm long” or “Find something longer than 5 cm.
f. Use small experiments or investigations with the learners
g. Carry out measures using non-standard tools before using standard tools or measures. Instruct kids to measure objects
around the house or classroom using feet, hands, or small manipulative, like magnetic tiles, buttons,
h. Teaching using standard Measurement Tools”: Finally, learning how to measure with common instruments such as rulers
is not as simple as adults might think.
How do we assess?
1. Use your hand span to measure your desk
2. A cup can hold 2 litres of water, and a bucket 10 litres of water. How many cups of water will fill a bucket of water? If
possible, learners should carry out this exercise practically.
3. Draw or cut out papers and label the following currencies 5F, 25F and 100F
Activity 5: Geometry and space

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Definition of Geometry and space
Geometry and space deal with the sizes, positions, angles and dimensions of objects.
Resources for the session: objects at home and in school: TV screens, plates, slates, box, table, ruler, exercise books, chalk box,
straws, ropes, paper.
Activity 1: Principles
To ensure effective teaching/learning of shapes you should take into consideration the following guiding principles:
 Start with the easiest order to teach shapes: a circle, a square, a triangle and a rectangle;
 Present different shapes (a circle, a square, a triangle and a rectangle) and guide learners to describe them;
 Present different types of materials like straws, ropes, paper and guide learners to create new shapes;
 Guide learners to:
i. Trace and form shapes;
j. Draw and colour shapes first with free hand using cut outs, circular objects, bottom of circular objects etc.
k. Fold papers into various shapes: canoe, envelop, star, kite etc.
l. Group shapes with the same number of sides (triangle and rectangle) and guide your learners to describe them;
m. Identify identical shapes.
 Allocate time for your learners to practice.
How do we teach geometry and Space?
- PROCEDURE
a. Introduction: use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom. These should be followed by a
question and answer session/discussion.

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b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes (a circle, a square, a triangle and a rectangle) and guide learners to describe them;
 Present different types of material like straws, ropes, paper and guide learners to create new shapes;
 Fold papers into various shapes: canoe, envelop, star, kite etc.
 Sorting: Collect items from around the classroom or house, then sort them by their shapes. This is a fun way for kids
to realize that the world around them is full of circles, squares, triangles, and more.
 Use Play/games: e.g. let pupils hunt shapes, do hop games using shapes, let pupils play 'Guess the shape?' game using
a mix of both flat shapes and three dimensional shapes
 Make shapes on geoboards
 Drawing 2D shapes
 Cutting out 2D shapes on papers
 Building 3D shapes
 Making patterns using different shapes or shapes of different sizes and colours
 painting/printing shapes
 increasing the vocabulary around shapes
 Use puzzles
 Point out and ask your child to name common 2D and 3D shapes
 Use simple real-life problem-solving activities
How you assess?
Assessment can take the following forms:

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Oral test:
Look at the following shapes. Name and describe each of them
.

List 4 items in your house / school that looks like these shapes.
Written test
Write the names of the various shapes above.
Draw and colour the shapes above.
Practical test
Mould, cut out or construct the above shapes using cardboard.

II.1 b Level 3: The following strategies can be used in teaching sets and logic at Level 3

1. Problem solving: Presenting real-life problems on sets and asking pupils to reflect and solve using the knowledge of sets in other
words promote critical thinking for example by posing real-life problems that can be solved using set theory, encouraging students
to think critically about its applications and encourage students to design their problems using set concepts and solve them
collaboratively.

2. Encourage Questions: Foster a classroom environment where questioning is encouraged. Allow students to explore their
curiosities about sets and relationships, guiding discussions that lead to deeper understanding.

3. Challenge with Puzzles: Introduce puzzles or logic problems that require knowledge of set theory to solve. This not only helps
reinforce concepts but also stimulates critical thinking skills.

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4. Use visual aids: Developing pupils ability to represent and visualize sets through diagrams like Venn diagrams to visualize the
relationships between different sets. Visual representations can make abstract concepts more tangible and easier to understand.

5. Incorporating hands-on interactive activities where students can form sets themselves. For instance, have them classify objects in
the classroom or use categories like animals, colors, or shapes to explore subsets and unions hands-on.

6. Use Real-Life Examples: Incorporate real-world applications of set theory. Show how it relates to everyday situations, such as
categorizing items at the grocery store, organizing books in a library, or analyzing social networks, to make the content relatable.

7. Gamification: Introduce games that involve set theory concepts. Use online platforms or develop classroom games where students
can earn points for solving set-related problems or completing challenges that require set operations.

8. Collaborative Learning and group work: Encourage group work where students collaborate to solve problems or engage in
discussions about set theory. Peer teaching can help clarify concepts as students explain them to one another.

9. Technology Integration: Incorporate technology tools such as simulation software or educational apps that allow learners to
explore set operations interactively. This can add an element of excitement and innovation to the learning process.

10. Storytelling: Weave storytelling into lessons where set theory is applied in a narrative format. This could be a fictional tale
involving characters that encounter problems solvable through set operations.

11. Varied Assessment Methods: Assess understanding through various methods beyond traditional tests. Use projects,
presentations, or creative assignments that allow students to express their understanding of set theory in unique ways.

12: Relate to Other domains of mathematics and other Subjects: Show connections between set theory and other mathematical
topics, such as numbers and numeration, geometry, and graphs. Discuss how set theory to other subjects such as science and
technology, ICT, social sciences SPE.

13. Use Case Studies: Present case studies that demonstrate set theory applications in various fields such as SCT, ICT

Activity 6: statistics and Graphs

Definition of statistics and graphs

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Statistics is the collection, analysis and representation of data using different patterns such as pie charts, histograms, bar charts,
number lines etc. at this level you:
- Represent data using graphs
- Arrange numbers in ascending and descending order of magnitude
- Tally in 2s and 3
- Present data orally
How do you teach statistics and graphs
- use sweets of different colours(three or four colours) when teaching statistics and graphs;
- Ask learners to take their favourite colours;
- Group learners according to the colours of sweet they chose;
- Represent the numbers on a simple graphs;

How do you teach numbers in descending and ascending order?

Definition of number ordering
Ordering numbers mean arrangement of numbers from small to big (1, 2, 3, 4….) and from big to small (10, 9, 8, 7…).
To ensure effective teaching/learning of ordering numbers, you should take into consideration the following:
Resources for the session: the curriculum, Number charts, songs, rhymes, counters, pictures, visual aids, computer keyboards, mobile
telephones, rulers, tables, chairs, exercise books, pencils, erasers.
Activity 1: Principles
Suggested activities
 Teach how to sequence numbers in ascending and descending orders
 Use songs, rhymes and games;
 Use ICT devices like the keyboard of a computer, mobile telephones and remote control and ask learners to identify the
numbers on them;
 Provide calculators to the kids and ask them to play with the numbers by typing in ascending order;

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Procedure
a. Introduction: use a game or a song, picture, charts, keyboard of a computer or a telephone or a short video to introduce your
lessons. These should be followed by a question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) give learners groups of numbers
 ask them to compare the numbers by stating which number is greater or less than the other;
 Guide learners to state or discover the notion of ascending order
 ask them to arrange the numbers in ascending order;
 ask them to arrange the number in descending order;
 Let them practice by reading and writing numbers in ascending order.
How do you assess ordering numbers?
Tests in number recognition can take the following forms:
- Oral test: place numbers from 1-50 haphazardly on a chart and ask learners to point and read in ascending order.
This is a table of numbers. Identify and read the numbers from the smallest to the biggest.

5 7 1 3 2
24 26 30 41 49

For missing numbers

Look at the following numbers and fill the blanks with the missing numbers:
4. 1,2,___,4,5,___,7
Practical test

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 - You can ask your learners to mould or cut numbers, to produce charts of numbers in an ascending order e.g. you need material
to create a mathematics corner in your classroom and you don’t have material. Produce a chart carrying numbers in an
ascending order from 1 to 10

Tallying
Definition
Tally means counting and marking to keep scores following a particular frequencies. Examples counting in 2s, in 5s, and in 10s. It is a
form of numeral used for counting. The general way of writing tally marks is as a group or set of numbers. Example four strockes, the
first three strokes are drawn vertically and each of the fourth line runs diagonally over the previous three vertical lines, i.e. from the
top of the first line to the bottom of the fourth line.

Introduction

 Give learners 10 preferable sticks.

 Ask them to count in 5s;
 Show them how the four sticks have to be placed 4 vertically and 1 across;
 Learners can also draw lines to tally numbers

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How to teach tallying

 Puts learners in groups;

 Prepare work sheets carrying different numbers;
 Assign tasks to the different groups;
 Presents numbers to learners from 1-20;
 Ask them to draw lines to tally the numbers either in 2s, in 4s, in 5sor in 10s;
 Asks each group to present their work;
 Asks learners to amend their work.

How to assess?

Question 1:

Study the following tally marks frequency table and answer the questions given below:

A survey was conducted among a few pupils regarding their favourite colours of sweets. The table below shows the marks of the tally
data :

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 Colours of sweets Numbers of learners

Green IIII IIII IIII IIII

Red IIII II

Yellow IIII IIII

Answer the following questions:

(i) How many more pupils like green sweets than red?

(ii) How many pupils like red sweets?

(iii) How many pupils like yellow sweets?

Question 2:

Make a tally marks table for the following data:

1, 2, 3, 1, 3, 4, 5, 2, 4, 5, 5, 2, 6, 1, 2, 3, 1

Numbers Tally

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 4

Question 3:

The table below shows the activities and numbers of hours that Amina carries out in a day.

Draw the tally marks table for the following data (Tally in 3s). One has been done for you.

Activities Eating Studying Playing sleeping Watching TV

Numbers of 4 6 3 10 2
hours

Activities Numbers of hours

Eating II I

Studying

Playing

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sleeping

Watching
TV

27
 MATHEMATICS FOR LEVEL 2
Activity 1: SETS AND LOGIC

Activity 2: Numbers and operations

Definition
A number is an arithmetical value expressed by a word, symbol or figure representing a particular quantity and used in counting and
making calculations. Teaching numbers provide teachers with the opportunity to develop mathematical skills in young learners. Here,
children will learn to count and recognize numbers.
Resources for the session: the curriculum, Number charts, songs, rhymes, counters, pictures, number charts, visual aids, computer
keyboards, mobile telephones, rulers, tables, chairs, exercise books, pencils, erasers.
How do you teach numbers?
a. Number recognition
Number recognition is the ability to recognize, visualize, as well as name the basic numerals and numbers. Number recognition
entails, identifying the right count of objects, matching the correct numbers with the count of objects, and correct ordering of
numbers.
Suggested activities
 Teach the names of numbers.
 Associate and write down numbers.
 Match the right numbers to the right quantities.
 Use songs, rhymes and games to teach numbers.
 Point and name numbers on the chalkboard.
 Use ICT devices like the keyboard of a computer, mobile telephones and remote control and ask learners to identify the
numbers on them.
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  Provide calculators to the kids and ask them to play with the numbers, type their ages and then type numbers in order
from 1-10.
 Use charts with numbers and ask learners to identify and say the numbers.
b. One to one correspondence
A learner should touch an object and say the number name aloud e.g. 1 pencil, 2 pens etc.
Suggested activities
 Use songs, rhymes and games to teach numbers.
 Ask learners to count and match objects like counters, corks of bottles, exercise books, pieces of chalk, pens and
pencils etc with figures.
 You can count your steps and ask them to count theirs as they move in the classroom.
c. Writing numbers.
Writing numbers means writing in figures (2) or in words (two).
Suggested activities
 Guide learners to match up written numbers with objects.
 Ask the learners to trace numbers by connecting dots.
 Guide them to colour objects representing different numbers.
 Use worksheets and ask your learners to fill in missing numbers.
 Guide them to write corresponding numbers against objects.

Lesson procedure
a. Introduction: use a game, a song, picture, charts, the keyboard of a computer, a telephone or a short video to introduce your
lessons. These should be followed by a question and answer session/discussion.

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b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
 Ask each group to present their findings.
 Ask other members of the class to give feedback.
 Let them practice by drawing numbers of objects, colouring them, matching the quantities with numbers.
c. Conclusion: You should give exercises for pupils to do individually, in pairs and in groups. You should correct, give feedback and
carry out remediation when necessary.
How do we asses?
Tests in number recognition can take the following forms:
- Oral test: place numbers from 0 to 5000 haphazardly on a chart and ask learners to point and say each number for example
101 127 115 133 200
244 267 300 417 576
627 1002 1088 3895 4199

Written test:
- You can produce a series of numbers with some numbers missing in the series and ask your learners to complete the blanks
with the missing numbers.
For missing numbers
Look at the following numbers and fill the blanks with the missing numbers:
 1000, 2000, ___, 3000
 2500, __2700, 2800, 2900
 ___1000, 1500, 2000

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 - Write the following numbers in figures: four thousand nine hundred and fifty.
- Write the following number in words: One thousand and seventy-five.
Practical
- Produce charts carrying numbers up to 5000.
- Produce a gallery of numbers up to 5000.
How do you teach Numbers operations (addition, subtraction, multiplication and division) with numbers up
to 5000?

Resources for the session: Number charts, songs, rhymes, counters, pictures, number charts, visual aids, rulers, tables, chairs,
exercise books, pencils, erasers, flip charts.

Activity 1: Principles
Addition is putting together of two objects or groups of objects and finding how many in all. Subtraction is an operation that
represents the operation of removing objects from a collection of objects. It also tells how many objects are left. Addition and
subtraction are inverse operations because one can undo the other. It is one of the four elements of mathematical operation. To
multiply means to add equal groups and the multiplication operation is called a product. The sign for multiplication is (x).
Division is splitting into equal parts or groups. It is the result of fair sharing. What is divided is called the dividend and the number
which the dividend is being divided by is the divisor for example: 12÷4, here, 12 is the dividend and 4 is the divisor. The sign for
division is (÷).

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To ensure effective teaching/learning of these four mathematical operations, you should take into consideration the following guiding
principles:
a. Addition
Suggested activities
 Let the learners act number scenes, sing songs, play games that involve joining two groups of objects;
 Introduce the + sign. Let children put a number of objects in two groups and ask them to join together and count;
 Explain to the learners that to add means to join;
 Use flash cards carrying the numbers you want to add and the + sign;
 Provide calculators to the kids and ask them to play with the numbers for example type 1+1= 2 etc.;
 Let the learners go to the board and circle the plus and equal signs and say the words minus and equals as they circle them.

b. Subtraction
Suggested activities
 Let the learners act number scenes, sing songs, play games that involve separating (take away) group of objects;
 Introduce the - sign. Let children put a number of objects in two groups and ask them to take away a number of them and count;
 Explain to the learners that subtraction means take away or separating;
 Write 5 take away 2 and replace the take away with the – sign;
 Use flash cards and pictures carrying the – sign;
 Also introduce the equal sign;
 Let the children go to the board and circle the minus and equal signs and say the words minus and equals as they circle them.
c. Multiplication
 Let your learners act number scenes, sing songs, play games that involve the multiplication of a group of objects;

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  Introduce the x sign;
 Let children put a number of objects in two groups and ask them to join together and count;
 Explain to learners that to multiply is to add cumulatively;
 Use flash cards carrying the numbers you want to multiply and the x sign;
 Provide calculators to the kids and ask them to play with the numbers for example type 2x3= 6etc.;
 let them learn the basic rules of multiplication for example;
I. any number multiplied by 0 is 0;
II. any number multiplied by 1 stays the same;
III. any number multiplied by 2 will double the number;
IV. any number multiplied by 10 they add a 0 at the end of the number for example 2x10=20;
 Help your learners to build the multiplication table.
d. Division
 Use games and real-life situations to help your learners understand the concept of dividing, for example, if there are 12 sweets to
be shared between 2 children, let them work out beforehand how many each child should get.
 Guide them to share out objects in a ‘one for you, one for me’ way. You can use counters and plastic corks or any other
resources that are available.
 Incorporate and explain the symbols used for division.
 Explain that division is the opposite of multiplication.
 Begin by dividing from simple to complex for example by numbers starting with 1 and numbers that divide evenly.
 Let them practice the rules of division, for example any number divided by 1 stays the same e.g. 5÷1=5.
 Explain the different types of division for example short and long division.
 Guide them to solve problems of long division without remainder and with remainder.

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e. Place value
Place value is the value of each digit in a number for example in the number 2150, the value of two is Thousands, one is
Hundreds, five is Tens and 0 is Units. The symbol for this is Th, H, T, U. In level 2, Place value is used to add and subtract two
to four digit numbers from 10 up to 5000.
Suggested activities
 Start with a chart carrying the signs and various values.
 Guide the learners to identify the different quantities that are supposed be placed under each value to the learners.
 Use games, charts and videos to introduce this concept for example.
 Write out numbers and ask learners to come and represent the values of the numbers on the chart.
 Explain to learners that whilst a digit can be the same, its value depends on where it is in the number.
 Use counters, place them on a table and ask your learners to group them under Tens and Units or Hundreds, Tens and Units
depending on the number they have to add or subtract.
 Explain the process of adding and subtracting vertically for example 1150+ 1110 =and 2200-1100= is represented as follows:

Th H T U Th H T U
1 1 5 0 2 2 0 0
+1 1 1 0 -1 1 1 0
= 2 2 6 0 =1 1 0 0

 Guide them to practice

How do we assess?
Tests in place value can take the following forms:

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 Oral test: Use charts carrying four digit numbers and ask your learners to say the value of each number for example: Look at
the chart below and say the place value of each
number in the group of numbers.
1001 1222 2758 2396 3142
3407 3099 4510 4109 5000
4052 3175 1188 2195 1200

Written test:
- Below are a series of numbers. Observe them carefully and place each number under their values, add and subtract.
1511+ 1005 4505-305 3770+1000 2010-100
Practical test
- Information has been provided below. Use this information to design a chart. Put the information in order.
Thousands 10
Hundreds 100
Tens 1000
units 1

- Choose any number and build a multiplication table from 1 to 12 on a chart and hang on the wall.

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Missing numbers
How do we teach missing numbers?
A- Methodological guide:
Expected outcomes: At the end of this session, teachers will be able to use appropriate techniques to enable learners:
- Identify numbers in a series;
- Place numbers in ascending and descending order.
Resources for the session: Number charts, songs, rhymes, counters, pictures, number charts, visual aids.
a. Missing numbers
Missing numbers are numbers that are missing in a given series of numbers with similar differences amongst them.
Suggested activities
 Use language games;
 Start with consecutive numbers in a sequence like 1, 2, 3;
 Then proceed with non-consecutive numbers like 3, 8, 13 etc.;
 Present the numbers in ascending and descending order.
b. Ordering numbers
To order numbers means to put them in order from least to greatest or from greatest to least. Ascending order means from least to
greatest, and descending order means from greatest to least.
 To place numbers in order, guide your learners to compare them to one another;
 Explain to the learners that to compare numbers, they must first look at the number of digits in each number.
Then, compare the place values of numbers with the same amount of digits;
 Let them use the terms less than (<), greater than (>), and equal to (=) when comparing numbers.

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 Lesson procedure
a. Introduction: use a game or a song, picture, charts or a short video to introduce your lessons. These should be followed by a
question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size)and assign them tasks with
clear instructions that are related to the lesson;
Guide them as they work and provide help when needed;
Ask each group to present their findings;
Ask other members of the class to give feedback;
Let them practice by comparing numbers with other numbers and comparing the place values of numbers with the same
amount of digits.
How do we assess?
Tests in number recognition can take the following forms:
Written test:
You can produce a series of numbers with some numbers missing in the series and ask your learners to complete the blanks
with the missing numbers for example.
Look at the following numbers and fill the blanks with the missing numbers:
 1000, 2000, ___, 3000
 2500__2700, 2800, 2900
 ___1000, 1500, 2000
A- Put the following numbers in their right ascending and descending order:
1000, 500, 2000, 4950, 750, 3250, 1478, 3774, 1958, 175
B- Compare the following numbers using the following signs (<), greater than (>), and equal to (=)

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  1750 __________ 3512
 4275 __________ 369
 698 _________515
 2689 ________ 3741

Simple fractions
How do we teach simple fraction?

A- Methodological guide:
Expected outcomes: At the end of this session, teachers will be able to use appropriate techniques to enable learners:
- Add and subtract fractions with different denominators;
- Multiply fractions by whole numbers and by other fractions.
Resources for the session: Number charts, songs, rhymes, counters, pictures, number charts, visual aids.
Definition
Fractions represent equal parts of a whole or a collection. When we divide a whole into equal parts, we have fractions. A fraction is
written as follows: ½. the top number is the numerator and the bottom number the denominator.
- To ensure effective teaching/learning of simple fractions, you should take into consideration the following guiding principles:
 Use games and songs;
 Use hands on activities. The concept of a “fraction” is abstract and visualizing part vs. whole is a developmental skill not fully
understood by some children;
 Use concrete items like food;
 Introduce and explain the fraction sign (/);
 Introduce the various types of fraction from simple to complex for example half (1/2), one quarter (1/4), two tens (2/10) etc.;

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  Guide the learners to identify the numerator and the denominator;
 Introduce them to addition, subtraction, multiplication and division of fractions
 Guide them to solve problems involving addition, subtraction, multiplication and division of fractions using the various steps;
 Guide them to place fractions correctly before solving them.

Lesson procedure
a. Introduction: use a game or a song, picture, charts or a short video to introduce your lessons. These should be followed by a
question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
 Guide them as they work and provide help when needed;
 Ask each group to present their findings;
 Ask other members of the class to give feedback;
 Explain and demonstrate the process of solving problems on fractions using the four mathematical operations;
 Guide them practice solving problems involving addition, subtraction, multiplication and division of fractions using the
various steps.

How to assess simple fraction?

Tests in simple fractions can take the following forms:
Orals: What are the names of the following fractions?
a. 1/2 __________________
b. 3/4 ___________________

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 c. 2/5 ___________________
Written: Simple worded problem:
Mr. AKo shares his piece of land measuring 100 m2 to his three children as follows:
Peter 30 m2, Florence 40m2 and Ben 20 m2. What is the fraction that was given to each of them?
Guide the learners to solve the problems, showing the different steps.
Practicals: Provide objects to the learners to cut out fractions, to shade proportions etc.
Solving simple worded problems
Definition
A worded problem is a mathematical exercise where important background information on the problem is presented in ordinary
language rather than in mathematical notions.
Resources for the session: Number charts, songs, rhymes, counters, pictures, visual aids, blocks, plastic corks of bottles, exercise
books, pencils, and erasers.
- To ensure effective teaching/learning of simple worded problems you should take into consideration the following principles:
Suggested activities
 Begin by determining the scenario of the problem you want your learners to solve;
 Read the entire worded problem;
 Ask your learners to reflect on the problem;
 Gather information from the learners on their interpretation of the problem;
 Write the worded problem on the blackboard;
 Let them determine the type of operation they have to carry out;
 Guide them to solve the problem and give feedback;
 Allocate time for your learners to practice.

40
How do you teach simple worded problems?
Lesson procedure
a. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. These should be followed by a
question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
Write the problem on the board;
Read the problem slowly twice;
Ask learners to reflect and interpret the problem;
Guide them determine the type of operation they can use to solve the problem;
Guide each group to solve the problem;
Correct and give feedback.
How do you assess?
Tests in worded problems can take the following forms.
Oral Test
a. Lum bought a tray of eggs containing 5 eggs, 2 eggs got broken. How many eggs are remaining?
Written Test
b. Ewane has a packet containing 10 sweets. His mother gives him another packet containing 5 sweets. How many sweets does
Ewane have all together? Calculate and show your workings.

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Activity 2: Measurement and size
Solving problems that involve converting from one unit to another
Definition
Converting means to change something from one form into another. Conversion from one unit to another is transforming or changing
the magnitude of an equivalent measure to another unit. When converting from a larger unit to a smaller unit, you multiply and when
converting from a smaller to a larger unit, you divide. It is important in schools because it teaches children how to use the metric
system. The metric systems are centimetres (cm) metres (m), litres (l), grams (g) and kilograms (kg). In order to effectively teach this
notion, you should follow the following guiding principles;
 Use material like charts, plastic bottles, buckets, rulers;
 Guide learners to weigh, measure, use smaller containers to fill larger ones and vice versa;
 Guide them to use rulers and tapes to measure length in millimetres, centimetres, and metres;
 Provide metric scales to measure weights;
 Guide them to use graduated metric measuring cups to measuring volume;
 Explain the various metric systems and how they can be converted.
How do you teach conversion of unit?
Lesson procedure
a. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. Revise aspects that are related to
the lesson of the day through a question and answer session/discussions.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson;
Guide learners to weigh, measure, use smaller containers to fill larger ones and vice versa,
Guide them to use rulers and tapes to measure lengths in millimeters, centimeters, and meters;

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 Explain and guide the learners to use the metric system to convert.
How do we assess?
Assessment can take the following forms. Oral test: Recite the units of the metric table used in measuring the following: length and
width.
Written test
Emmanuel weighs 32 kg. His sister Joan weighs 16 kg. What is their total weight in Kg?
Practical: Do the following and explain your findings.
Use a tape to measure the length of your desk.
Fill a bucket that has a capacity of 15 litres with a bucket that has a capacity of 5 litres. How many buckets of 5 litres will you use?
How do we teach time?
Resources for the session: charts, clocks, watches, songs, rhymes, pictures, visual aids.
Definition
In primary schools, the notion of time is perceived in the present. It entails saying when the hour and the minute hands are situated on
the clock face at a particular time. In order to effective teach this notion you should do the following.
 Develop activities and games that will enable children identify the notion of time like sunrise, sunset, cocks crow, shadow stick,
morning, afternoon evening;
 Guide them to tell the activities that are carried out during different periods: morning, afternoon and evening, activities of the week
from Monday to Sunday etc., progression of their shadow;
 Present clock face, describe and explain how the clock works;
 Teach time from the simple to the complex form e.g. one o’clock, two o’clock, half past twelve, quarter past etc.;
 Explain the notion of seconds, minutes and hours;

43
 Use songs, rhymes to explain the notion of conversion of time e.g. sixty seconds make one minute, sixty minutes make one hour
etc.;
 Guide them to draw or produce the clock face;
 Guide them to solve problems using the clock face.
Lesson procedure
a. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. Revise aspects that are related to
the lesson of the day through a question and answer session/discussions.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
 Guide learners to tell the activities that are carried out during different periods: morning, afternoon and evening, activities of
the week from Monday to Sunday etc. ;
 Explain the notion of time from the simple to the complex form e.g. one o’clock, two o’clock, half past twelve, quarter past
etc.;
 Use games, rhymes and songs to explain the notion of seconds, minutes and hours;
Guide them to draw or produce the clock face.
How do we assess?
When do you go to school and when do you close?
How many minutes are in an hour?
How many hours are in a day? Etc.
If you’re English lesson starts at 10:45am and ends after 45minutes. At what time did the lesson ends?
Written test (here you have to integrate the notion of worded questions to make it a bit complex for the learner to reflect and chose
the right operations to carry out).

44
A car takes 15 hours to reach Ngaoundere. The car stops for 2 hours in Bertoua. If the car left Yaounde at 6:30 and stooped in Bertoua
for 2hours. At what time did it reach Ngoundere?
Practical: Do the following and present your product.
Produce a clock face.
Activity 3: Geometry and shapes
Measuring angles of shapes
Resources for the session: objects at home and in school: protractors, cardboards, maths sets, slates, table, ruler, exercise books,
chalk box, straws, ropes, paper.
Definition;
An angle can be defined as a figure formed by two rays meeting at a common end point. It is represented by the symbol ¿. It is the
amount of turn or space between two lines that meet each other. When two lines meet at a point or vertex an angle is formed. There
are different types of angles namely:
 A straight angle: an angle that is exactly 180o;
 Right angle: an angle that is exactly 90o ;
 Obtuse angle: an angle that is more than 90o but less than 180o;
 Acute angle: an angle that is less than 90o;
Angles are measured in degrees using protractors.
To teach this concept in class, you have to observe the following principles:
 Start with the easiest order to teach shapes: a circle, a square, a triangle and a rectangle;
 Present different shapes (a circle, a square, a triangle and a rectangle) and guide learners to describe them;
 Present different types of materials like straws, ropes, paper and guide learners to create new shapes;
 Guide learners to measure angles using a protractor:

45
 n. Start by lining up one ray along the 0o line on the protractor;
o. Line up the vertex with the midpoint of the protractor;
p. Follow the second ray to determine the angle’s measurement to the nearest degree;
 Allocate time for your learners to practice.
How do we teach angles?
Lesson procedure
a. Introduction: Use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or bending their arms. These should
be followed by a question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes (a square, a triangle and a rectangle) and guide learners to draw lines to meet at a point;
 Present different types of material like ropes, papers and protractors and guide learners to measure the various angles;
 Guide learners to measure angles using the protractor individually and in pairs and in groups.
How do we assess?
Tests in geometry can take the following forms:
Oral test:
Look at the following shapes. Measure the angles and describe each of them

A B C

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Written/oral test
Observe the shapes above. Identify the angles that are in shapes A, B and C
How do we teach Geometry and shapes?
Definition.
Resources for the session: objects at home and in school: protractors, cardboards, maths sets, slates, tables, rulers, exercise books,
chalk box, straws, thread, papers, pins etc.
Principles
To enable learners acquire skills in the calculation of angles, you have to start with the following principles or rules:
 When angles in a triangle are added, it sum up to 180o ;
 Angles in a quadrilateral when added sum up to 360o ;
 Angles on a straight line when added sum up to 180o ;
 Opposite angles are equal;
 The formula for calculating interior angles is: sum of interior angles ÷ by the number of sides;
 Once these guiding principles are understood, it will be easy for your learners to calculate missing angles;
 Guide learners to measure angles using a formula;
 Provide exercises for practice to enable your learners to consolidate the knowledge acquired;
 Allocate time for your learners to practice.

47
 Lesson procedure
a. Introduction: use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or bending their arms. These should
be followed by a question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes (a square, a triangle and a rectangle) and guide learners to draw lines to meet at a point;
 Present different types of material like ropes, papers and protractors and guide learners to measure the various angles;
 Draw the shapes with the various angles and help learners to identify the various types of angles;
 Present rules and formula that will guide them to calculate missing angles;
 Present shapes with missing angles and guide them to calculate the missing angles:
 Provide consolidation exercises for the learners to solve.
How do we assess?
Tests in geometry can take the following forms:
Practical test:
Look at the following shapes. Measure the angles and describe them.

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Written/oral test
These are the shapes of 3 pieces of farm land in your locality: A, B and C. They are made up of different angles.
1. What is the sum of two angles in shape A;
2. In shape B, find the value of the third angle;
3. If one angle is 60o, find the value of the two other angles in shape C.
How do we teach areas of shapes (squares, rectangles, triangles and Circles)
Definition
The area of a figure is the number of unit squares that cover the surface of a closed figure. Area is measured in square units like cm²
and m². Area of a shape is a two dimensional quantity. The term “area” refers to the space inside the boundary or perimeter of a closed
shape.
Resources for the session: objects at home and in school: cardboards, maths sets, slates, tables, rulers, exercise books, chalk box etc.
To teach the calculation of area in class, you have to observe the following principles or rules:
 Formula for square: side x side;
 Formula for rectangle: length x width;
 Formula for triangle: ½ base x height;

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  Formula for circle: A=π r 2 ;
 To find the areas of irregular shapes we need to divide the irregular shape into regular shapes that can be recognised such as
triangles, rectangles, circles and square and find the areas of these individual shapes, add them up to get the area of the
irregular shape;
 Once these guiding principles and formulae are understood, it will be easy for your learners to calculate the area;
 Explain the meaning of area;
 Draw the shape you want to teach;
 Identify the sides;
 Introduce the formula for the shape you are teaching;
 Guide learners to use the various formulae to calculate the areas of given shapes;
 Provide practice exercises for your learners to work on so as to consolidate the knowledge acquired;
 Allocate time for your learners to practice in groups, in pairs and individually;
 Each shape should be taught in a separate lesson.
Lesson procedure
a. Introduction: use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or bending their arms. Revise the
previous lesson using the question and answer technique/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes depending on the shape under study (a square, a triangle and a rectangle) and ask learners to
identify them;

50
  Present rules and formula that will guide them to calculate the area;
 Guide learners apply the formula;
 Provide consolidation exercises for the learners to solve.
How to assess?
Tests in geometry can take the following forms:
Written/oral test
Look at the following shapes. Measure the sides and calculate the area.

5cm 6cm

10cm 5cm
During a lesson on geometry, you are asked to find the areas of the following shapes. Find the area of:
1. shape A;
2. shape B;
3. shape C.
Practical test
You want to produce a geometry gallery in your classroom. Use a cardboard and cut-out the following shapes: a rectangle, triangle,
square and a circle.

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How do we teach perimeter of shapes (squares, rectangles, triangles and Circles) ?
Resources for the session: objects at home and in school: cardboards, maths sets, slates, tables, rulers, exercise books, chalk box etc.
Principles
Perimeter refers to the distance round a shape. To teach the calculation of perimeter of shapes in class, you have to observe the
following principles or rules:
 Formula for perimeter of a square is side+ side+ side+ side;
 Formula for perimeter of a rectangle is 2 lengths + 2 widths;
 Formula of perimeter of a triangle is the sum of the three sides of the triangle;
 The perimeter of a circle is called the circumference. Formula for the calculation of the circumference is π ( 22) x diameter
(straight line that passes through the centre of a circle); 7
 Once these guiding principles and formulae are understood, it will be easy for your learners to calculate the perimeter of
shapes;
 Explain the meaning of perimeter;
 Draw the shapes you want to teach;
 Guide learners to identify the various constituents (sides , length width ,diameter);
 Introduce and explain the formula for the shape you are teaching;
 Guide learners to use the various formulae to calculate the perimeters of the given shapes;
 Provide practice exercises for your learners to work on so as to consolidate the knowledge acquired;
 Allocate time for your learners to practice in groups, in pairs and individually;
 Each shape should be taught in a separate lesson.
Lesson procedure

52
a. Introduction: use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or shapes they have already
studied. Revise the previous lesson using the question and answer technique/discussions.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes depending on the shape under study (a square, a triangle a rectangle or a circle) and ask
learners to identify them;
 Present rules and formula that will guide them to calculate perimeter of different shapes;
 Guide learners apply the formula;
 Provide consolidation exercises for the learners to apply to solve the problems.
How do we assess?
Tests in geometry can take the following forms:
Written/oral test

5cm 8cm

12cm 6cm
D

53
You have a mathematics competition in geometry and you are given the shapes above to carry out revision. Calculate the perimeters
of shapes A, B, C and D.
Practical test
During a lesson on agro-pastoral farming you are asked to build a fence to protect a flower bed. In order to know the amount of
material that will be needed you have to calculate the distance around the flower bed. Use a tape to measure the distance around the
flower bed in order to decide on the quantity of material that will be used to protect the flower bed.
How to teach worded complex problems?
Definition
A worded problem is a mathematical exercise where important background information on the problem is presented in ordinary
language rather than in mathematical notions. To ensure effective teaching/learning of simple worded problems you should take into
consideration the following guidelines:
 Begin by determining the scenario of the problem you want your learners to solve;
 Read the entire worded problem;
 Ask your learners to reflect on the problem;
 Gather information from the learners on their interpretation of the problem;
 Write the worded problem on the blackboard;

54
  Let them determine the type of operation they have to carry out;
 Guide them to solve the problem and give feedback;
 Allocate time for your learners to practice.

Lesson procedure
a. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. These should be followed by a
question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
Write the problem on the board;
Read the problem slow twice;
Ask learners to reflect and interpret the problem;
Guide them determine the type of operation they can use to solve the problem;
Guide each group to solve the problem;
Correct and give feedback.
How to assess?
Written test
1. At the beginning of the school year, Mrs. Anou went shopping for her sonand bought the following items:
o 3 exercise books at 600 Frs. each;
o 5 rulers at 100 Frs. each;
o A pair of socks at 1500 Frs. ;

55
 o A pair of trouser at 2500 Frs. Each;
o 2 shirts at 2500 Frs.
a. What is the total cost of all the items?
b. If she was given 10% discount for the socks and shirt, how much will she spend to buy these items?
Practical exercise
Do the following activity and explain your findings.

Use a bottle whose capacity is 1.5 litres to fill a container of 6l with water.

Activity 4: Statistics and Graphs

Definition

Statistics is the collection, analysis and representation of data using different patterns such as pie charts, histograms, bar charts,
number lines etc. at this level you:

Lesson procedure

1. Teach statistical thinking.

- Teach statistics as an investigative process of problem-solving and decision making.

- Give pupils experience with multivariable thinking.

2. Focus on conceptual understanding.

3. Integrate real data with a context and purpose.

4. Foster active learning.

5. Use technology to explore concepts and analyze data.

56
 6. Use assessments to improve and evaluate student learning.

7. Use relevant data and texts, and highlight the multivariate, dynamic, and aggregated nature of social phenomena.

8. Use well-designed tasks to support the development of statistical reasoning.

9. Use real or realistic and motivating datasets.

10. Use active learning methods (problem-based learning, flipped pedagogy, project-based learning, thinking-based learning,
gamification

Lesson procedure
Introduction
 Using interesting data such as classroom Data and school data because learners love activities that apply directly to them;
 Learners should collect school data;
 Use observations of weather to collect data;
 Use health studies such as health issues.
Presentation

 Write your hypotheses and plan your research design with learners;
 Guide them to collect data from a sample;
 Guide them to analyse the data;
 Guide them to interpret the results;
 Guide them to represent the results in different types of graphs such as the bar charts, histogram and pie-charts.
How to graph step by step?
 Identify the variables;
 Determine the variable range;
 Determine the scale of the graph;
 Number and label each axis and title the graph;
 Determine the data points and plot on the graph.

57
  Draw the graph.

How to assess?

Look at this picture

In a school, there are 15, 20, 45, and 39 pupils with yellow, red, blue, and green dresses respectively. This
data has been represented in the bar graph below:

No of
girls

Study the bar graph and answer the following questions.

1. How many girls wore blue dress? _______________________

58
2. How many girls wore yellow and red dresses? _________________

3. Which is the lowest colour of dresses? _____________________

4. What is your best colour(s)? ____________________________

5. How tall is each colour?

Practical : Collect the follow data in your classroom and present your findings.

1. Numbers of pupils wearing the right uniform_______________

2. Number of pupils wearing pullovers over their uniforms____________

3. Numbers of pupils wearing black shoes_____________________

4. Numbers of pupils wearing socks_________________________

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 MATHEMATICS FOR LEVEL 3
Activity 1: Numbers and operations
Solving problems using the four operations (addition, subtraction, multiplication and division) involving
decimal numbers
Definition
A decimal number can be defined as a number whose whole number part and the fraction part is separated by a dot. The dot is called a
decimal point. The digits following the decimal point has a smaller value e.g. in 10.2, 10 has a greater value than 2.
In order to effectively teach this notion, you can use the following guiding principles:
 Explain the decimal rules of addition, subtraction, multiplication and division;
 Line up the decimal points, and (if necessary) add zeros at the end of one number, so that they have the same number
of decimal places. Then add (or subtract) as you usually do. In your answer, the decimal point should go exactly below where it is
in the numbers being added (or subtracted);
 In order to divide, guide your learners to divide the numbers just like normal that is as if the decimal point was not there and add
the decimal points to the answer by counting the number of decimal places that are in the number they divided;
 When multiplying and dividing by 10, move the decimal point one place to the right and left respectively e.g. 2.3 x10= 23, 2.3÷10
=.23;

60
 When multiplying decimal numbers; multiply the numbers normally ignoring the decimal points then put the decimal points in the
answer. It will have as many decimal places as the two original numbers combined;
 Guide learners through the process of rounding to a certain number of decimal places for example,
If we want to round 4.732 to 2 decimal places, it will either round to 4.73 or 4.732 rounded to 2 decimal places would be 4.73
(because it is the nearest number to 2 decimal places).
 Provide exercises for learners to practice in order to consolidate the notions learned
How do we teach solving problems using the four operations (addition, subtraction, multiplication and division) involving
decimal numbers?
Lesson procedure
a. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. Revise aspects that are related to
the lesson of the day through a question and answer session/discussions.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
Write the problem on the board;
Read the problem slowly twice;
Ask learners to reflect and interpret the problem;
Guide them determine the type of operation they can use to solve the problem;
Guide each group to solve the problem;
Correct and give feedback.
How do we assess?
Tests in place value can take the following forms of multiple choice questions, filling missing numbers, solving problems etc.
Oral mental drills: To multiply a number by 100, you shift the decimal point 2 places to the right. What is 23.5 x100?

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Written Test
30.5+4.50=, 33.4-20.5=; 30.6÷200=, 50.6x1000=
Practicals:
Draw a number line from 1-10 and represent the following points: 1.2, 2.5, 3.5, and 4.5.

How to teach fraction?

Definition
Fractions represent equal parts of a whole or a collection. When we divide a whole into equal parts, we have fractions. A fraction is
written as follows: ½. the top number is the numerator and the bottom number the denominator. To effectively teach this notion, you
should use the following guiding principles.
 Use games and songs;
 Use hands on activities. The concept of a “fraction” is abstract and visualizing part vs. whole is a developmental skill not fully
understood by some children;
 Use concrete items like food;
 Introduce and explain the fraction sign (/);
 Introduce the various types of fraction from simple to complex for example half (1/2), one quarter (1/4), two tens (2/10) etc.;
 Guide the learners to identify the numerator and the denominator;
 Introduce them to addition, subtraction, multiplication and division of fractions;
 Guide them to solve problems involving addition, subtraction, multiplication and division of fractions using the various steps;
 Guide them to place fractions correctly before solving them.
Lesson procedure

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a. Introduction: use a game or a song, picture, charts or a short video to introduce your lessons. These should be followed by a
question and answer session/discussion.
b. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
Guide them as they work and provide help when needed;
Ask each group to present their findings;
Ask other members of the class to give feedback;
Explain and demonstrate the process of solving problems on fractions using the four mathematical operations;
Guide them practice solving problems involving addition, subtraction, multiplication and division of fractions using the
various steps.
How do we assess Fractions?
Tests in simple fractions can take the following forms:
Oral Test: mental drill for example ½+ ½ + ½ =3/2 or 1 ½
Multiple choice questions
¼ + 4/5 =
¾ +1/2=
Written Test: Simple worded problem:
Mrs. Abassa bought 20 metres of wrapper to share to her four sisters as follows:
Jane 7 m2, Rosine 6 m2 and Lydwin 4 m2 and Mariama 3 m2. What fraction will each of them receive?
Guide the learners to solve the problems showing the different steps.
Practicals: Provide objects to the learners to cut out fractions, to shade proportions etc.

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Activity 2: Measurement and size
Solving problems that involve converting from one unit to another
Definition
Converting means to change something from one form into another. Conversion from one unit to another is transforming or changing
the magnitude of an equivalent measure to another unit. When converting from a larger unit to a smaller unit, you multiply and when
converting from a smaller to a larger unit, you divide. It is important in schools because it teaches children how to use the metric
system. The metric systems are centimetres (cm) metres (m), litres (l), grams (g) and kilograms (kg). In order to effectively teach this
notion, you should follow the following guiding principles;
 Use material like charts, plastic bottles, buckets, rulers;
 Guide learners to weigh, measure, use smaller containers to fill larger ones and vice versa;
 Guide them to use rulers and tapes to measure length in millimetres, centimetres, and metres;
 Provide metric scales to measure weights;
 Guide them to use graduated metric measuring cups to measuring volume;
 Explain the various metric systems and how they can be converted.
How do you teach conversion of unit?
Lesson procedure
c. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. Revise aspects that are related to
the lesson of the day through a question and answer session/discussions.
d. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson;
Guide learners to weigh, measure, use smaller containers to fill larger ones and vice versa,
Guide them to use rulers and tapes to measure lengths in millimeters, centimeters, and meters;

64
 Explain and guide the learners to use the metric system to convert.
How do we assess?
Assessment can take the following forms. Oral test: Recite the units of the metric table used in measuring the following: distance and
volume.
Written test
Emmanuel weighs 72 kg. His sister Joan weighs 32 kg 450 g. What is their total weight in Kg?
Practicals: Do the following and explain your findings.
Use a tape to measure the distance from your desk to the blackboard.
Fill a bucket that has a capacity of 15 litres with a bucket that has a capacity of 5 litres. How many buckets of 5 litres will you use?

How do we teach time?

Resources for the session: charts, clocks, watches, songs, rhymes, pictures, visual aids.
Definition
In primary schools, the notion of time is perceived in the present. It entails saying when the hour and the minute hands are situated on
the clock face at a particular time. In order to effective teach this notion you should do the following.
 Develop activities and games that will enable children identify the notion of time like sunrise, sunset, cocks crow, shadow stick,
morning, afternoon evening;
 Guide them to tell the activities that are carried out during different periods: morning, afternoon and evening, activities of the week
from Monday to Sunday etc., progression of their shadow;
 Present clock face, describe and explain how the clock works;
 Teach time from the simple to the complex form e.g. one o’clock, two o’clock, half past twelve, quarter past etc.;
 Explain the notion of seconds, minutes and hours;

65
 Use songs, rhymes to explain the notion of conversion of time e.g. sixty seconds make one minute, sixty minutes make one hour
etc.;
 Guide them to draw or produce the clock face;
 Guide them to solve problems using the clock face.
Lesson procedure
c. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. Revise aspects that are related to
the lesson of the day through a question and answer session/discussions.
d. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
 Guide learners to tell the activities that are carried out during different periods: morning, afternoon and evening, activities of
the week from Monday to Sunday etc. ;
 Explain the notion of time from the simple to the complex form e.g. one o’clock, two o’clock, half past twelve, quarter past
etc.;
 Use games, rhymes and songs to explain the notion of seconds, minutes and hours;
Guide them to draw or produce the clock face.
How do we assess?
Mental drill: When do you go to school and when do you close?
How many minutes are in an hour?
How many hours are in a day? Etc.
If school starts at 8 o’clock and you spend 7 and a half hours in school, when is your closing time?
Written test (here you have to integrate the notion of worded questions to make it a bit complex for the learner to reflect and chose
the right operations to carry out).

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John left Yaounde at 6.30 a.m. to Ngaoundere. A car takes 14 hours to reach Ngaoundere. If the car stopped for 2 hours in Bertoua.
When did John reach Ngaoundere?
Practical: Do the following and explain your findings.
Produce a clock face.

Activity 3: Geometry and shapes

Measuring angles of shapes
Resources for the session: objects at home and in school: protractors, cardboards, maths sets, slates, table, ruler, exercise books,
chalk box, straws, ropes, paper.
Definition;
An angle can be defined as a figure formed by two rays meeting at a common end point. It is represented by the symbol ¿. It is the
amount of turn or space between two lines that meet each other. When two lines meet at a point or vertex an angle is formed. There
are different types of angles namely:
 A straight angle: an angle that is exactly 180o;
 Right angle: an angle that is exactly 90o ;
 Obtuse angle: an angle that is more than 90o but less than 180o;
 Acute angle: an angle that is less than 90o;
Angles are measured in degrees using protractors.
To teach this concept in class, you have to observe the following principles:
 Start with the easiest order to teach shapes: a circle, a square, a triangle and a rectangle;
 Present different shapes (a circle, a square, a triangle and a rectangle) and guide learners to describe them;

67
  Present different types of materials like straws, ropes, paper and guide learners to create new shapes;
 Guide learners to measure angles using a protractor:
q. Start by lining up one ray along the 0o line on the protractor;
r. Line up the vertex with the midpoint of the protractor;
s. Follow the second ray to determine the angle’s measurement to the nearest degree;
 Allocate time for your learners to practice.
How do we teach angles?
Lesson procedure
c. Introduction: Use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or bending their arms. These should
be followed by a question and answer session/discussion.
d. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes (a square, a triangle and a rectangle) and guide learners to draw lines to meet at a point;
 Present different types of material like ropes, papers and protractors and guide learners to measure the various angles;
 Guide learners to measure angles using the protractor individually and in pairs and in groups.
How do we assess?
Tests in geometry can take the following forms:
Oral test:
Look at the following shapes. Measure the angles and describe each of them

68
 A B C
Written/oral test
Observe the shapes above. Identify the angles that are in shapes A, B and C

How do we teach Geometry and shapes?

Definition.
Resources for the session: objects at home and in school: protractors, cardboards, maths sets, slates, tables, rulers, exercise books,
chalk box, straws, thread, papers, pins etc.
Principles
To enable learners acquire skills in the calculation of angles, you have to start with the following principles or rules:
 When angles in a triangle are added, it sum up to 180o ;
 Angles in a quadrilateral when added sum up to 360o ;
 Angles on a straight line when added sum up to 180o ;
 Opposite angles are equal;
 The formula for calculating interior angles is: sum of interior angles ÷ by the number of sides;
 Once these guiding principles are understood, it will be easy for your learners to calculate missing angles;
 Guide learners to measure angles using a formula;
 Provide exercises for practice to enable your learners to consolidate the knowledge acquired;
 Allocate time for your learners to practice.


69
 Lesson procedure
c. Introduction: use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or bending their arms. These should
be followed by a question and answer session/discussion.
d. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes (a square, a triangle and a rectangle) and guide learners to draw lines to meet at a point;
 Present different types of material like ropes, papers and protractors and guide learners to measure the various angles;
 Draw the shapes with the various angles and help learners to identify the various types of angles;
 Present rules and formula that will guide them to calculate missing angles;
 Present shapes with missing angles and guide them to calculate the missing angles:
 Provide consolidation exercises for the learners to solve.
How do we assess?
Tests in geometry can take the following forms:
Practical test:
Look at the following shapes. Measure the angles and describe them.

70
Written/oral test
These are the shapes of 3 pieces of farm land in your locality: A, B and C. They are made up of different angles.
4. What is the sum of the angles in shape A;
5. In shape B, find the value of the third angle;
6. If one angle is 60o, find the value of the two other angles in shape C.

How do we teach areas of shapes (squares, rectangles, triangles and Circles)

Definition
The area of a figure is the number of unit squares that cover the surface of a closed figure. Area is measured in square units like cm²
and m². Area of a shape is a two dimensional quantity. The term “area” refers to the space inside the boundary or perimeter of a closed
shape.
Resources for the session: objects at home and in school: cardboards, maths sets, slates, tables, rulers, exercise books, chalk box etc.
To teach the calculation of area in class, you have to observe the following principles or rules:
 Formula for square: side x side;
 Formula for rectangle: length x width;

71
  Formula for triangle: ½ base x height;
 Formula for circle: A=π r 2 ;
 To find the areas of irregular shapes we need to divide the irregular shape into regular shapes that can be recognised such as
triangles, rectangles, circles and square and find the areas of these individual shapes, add them up to get the area of the
irregular shape;
 Once these guiding principles and formulae are understood, it will be easy for your learners to calculate the area;
 Explain the meaning of area;
 Draw the shape you want to teach;
 Identify the sides;
 Introduce the formula for the shape you are teaching;
 Guide learners to use the various formulae to calculate the areas of given shapes;
 Provide practice exercises for your learners to work on so as to consolidate the knowledge acquired;
 Allocate time for your learners to practice in groups, in pairs and individually;
 Each shape should be taught in a separate lesson.
Lesson procedure
c. Introduction: use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or bending their arms. Revise the
previous lesson using the question and answer technique/discussion.
d. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:

72
  Present different shapes depending on the shape under study (a square, a triangle and a rectangle) and ask learners to
identify them;
 Present rules and formula that will guide them to calculate the area;
 Guide learners apply the formula;
 Provide consolidation exercises for the learners to solve.
How to assess?
Tests in geometry can take the following forms:
Written/oral test
Look at the following shapes. Measure the sides and calculate the area.

During a lesson on geometry, you are asked to find the areas of the following shapes. Find the area of:
4. shape A;
5. shape B;
6. shape C.
Practical test
You want to build a geometry corner in your classroom. Use a cardboard and cut-out the following shapes: a rectangle and a square.
Use your rulers to measure the sides, and calculate their areas.

73
How do we teach perimeter of shapes (squares, rectangles, triangles and Circles) ?
Resources for the session: objects at home and in school: cardboards, maths sets, slates, tables, rulers, exercise books, chalk box etc.
Principles
Perimeter refers to the distance round a shape. To teach the calculation of perimeter of shapes in class, you have to observe the
following principles or rules:
 Formula for perimeter of a square is side+ side+ side+ side;
 Formula for perimeter of a rectangle is 2 lengths + 2 widths;
 Formula of perimeter of a triangle is the sum of the three sides of the triangle;
 The perimeter of a circle is called the circumference. Formula for the calculation of the circumference is π ( 22) x diameter
(straight line that passes through the centre of a circle); 7
 Once these guiding principles and formulae are understood, it will be easy for your learners to calculate the perimeter of
shapes;
 Explain the meaning of perimeter;
 Draw the shapes you want to teach;
 Guide learners to identify the various constituents (sides , length width ,diameter);
 Introduce and explain the formula for the shape you are teaching;
 Guide learners to use the various formulae to calculate the perimeters of the given shapes;
 Provide practice exercises for your learners to work on so as to consolidate the knowledge acquired;
 Allocate time for your learners to practice in groups, in pairs and individually;
 Each shape should be taught in a separate lesson.
Lesson procedure

74
c. Introduction: use a game or a song, picture, charts, or real objects (a ball, a ruler etc.) to introduce your lessons. You can also
introduce the lesson by asking learners to describe the shapes of some objects in the classroom or shapes they have already
studied. Revise the previous lesson using the question and answer technique/discussions.
d. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
You can use some of these activities:
 Present different shapes depending on the shape under study (a square, a triangle a rectangle or a circle) and ask
learners to identify them;
 Present rules and formula that will guide them to calculate perimeter of different shapes;
 Guide learners apply the formula;
 Provide consolidation exercises for the learners to apply to solve the problems.

How do we assess?
Tests in geometry can take the following forms:
Written/oral test

75
You have a mathematics competition in geometry and you are given the shapes above to carry out revision. Calculate the perimeters
of shapes A, B, C and D.

Practical test
During a lesson on agro-pastoral farming you are asked to build a fence to protect a flower bed. In order to know the amount of
material that will be needed you have to calculate the distance around the flower bed. Use a tape to measure the distance around the
flower bed in order to decide on the quantity of material that will be used to protect the flower bed.
How to teach worded complex problems?
Definition
A worded problem is a mathematical exercise where important background information on the problem is presented in ordinary
language rather than in mathematical notions. To ensure effective teaching/learning of simple worded problems you should take into
consideration the following guidelines:
 Begin by determining the scenario of the problem you want your learners to solve;
 Read the entire worded problem;
 Ask your learners to reflect on the problem;
 Gather information from the learners on their interpretation of the problem;

76
  Write the worded problem on the blackboard;
 Let them determine the type of operation they have to carry out;
 Guide them to solve the problem and give feedback;
 Allocate time for your learners to practice.

Lesson procedure
c. Introduction: use a game or a song, picture, charts, or a short video to introduce your lessons. These should be followed by a
question and answer session/discussion.
d. Presentation: group learners (not more than 10 learners per group depending on the class size) and assign them tasks with clear
instructions that are related to the lesson.
Write the problem on the board;
Read the problem slow twice;
Ask learners to reflect and interpret the problem;
Guide them determine the type of operation they can use to solve the problem;
Guide each group to solve the problem;
Correct and give feedback.
How to assess?
Written test
2. At the beginning of the school year, Mr. Thomas went shopping for his daughter and bought the following items:
o 5 exercise books at 700 Frs. each;
o 5 rulers at 150 Frs. each;
o A pair of tennis shoes at 5550 Frs. ;

77
 o 2 pairs of trousers at 4000 Frs. Each;
o 3 shirts at 2500 Frs. a shirt, and
o An umbrella for 1000 Frs.
c. What is the total cost of all the items?
d. If he was given 10% discount for the shoes, trousers and shirt, how much will he spend to buy these items?
Practical exercise
Do the following activity and explain your findings.

Use a bottle whose capacity is 1.5 litres and fill

Activity 4: Statistics and Graphs

Definition

Statistics is the collection, analysis and representation of data using different patterns such as pie charts, histograms, bar charts,
number lines etc. at this level you:

Lesson procedure

1. Teach statistical thinking.

- Teach statistics as an investigative process of problem-solving and decision making.

- Give pupils experience with multivariable thinking.

2. Focus on conceptual understanding.

3. Integrate real data with a context and purpose.

4. Foster active learning.

5. Use technology to explore concepts and analyze data.

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 6. Use assessments to improve and evaluate student learning.

7. Use relevant data and texts, and highlight the multivariate, dynamic, and aggregated nature of social phenomena.

8. Use well-designed tasks to support the development of statistical reasoning.

9. Use real or realistic and motivating datasets.

10. Use active learning methods (problem-based learning, flipped pedagogy, project-based learning, thinking-based learning,
gamification

Lesson procedure
Introduction
 Using interesting data such as classroom Data and school data because learners love activities that apply directly to them;
 Learners should collect school data;
 Use observations of weather to collect data;
 Use health studies such as health issues.

Presentation

 Write your hypotheses and plan your research design with learners;
 Guide them to collect data from a sample;
 Guide them to analyse the data;
 Guide them to interpret the results;
 Guide them to represent the results in different types of graphs such as the bar charts, histogram and pie-charts.
How to graph step by step?
 Identify the variables;
 Determine the variable range;
 Determine the scale of the graph;

79
  Number and label each axis and title the graph;
 Determine the data points and plot on the graph.
 Draw the graph.

Example: Construct a pie chart to visually display the favorite fruits of the students in a class based on the given data:

Mango - 45; Orange - 30; Plum - 15; Pineapple - 30; Melon - 30

Solution:

Step 1: Create a table with the values and get the total.

Step 2: Find the percentage of each value:

 Mango = (45/150) × 100 = 30%

 Orange = (30/150) × 100 = 20%

 Plum = (15/150) × 100 = 10%

 Pineapple = (30/150) × 100 = 20%

 Melon = (30/150) × 100 = 20%

Step 3: Finding the degree of each pie sector using the formula: (Given data/Total Value of data) × 360°
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How to assess?

The pie chart shown below shows the percentages of types of transportation used by 500 pupils to come to school. With this given
information, answer the following questions:

Exercise 1

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a) How many pupils come to school by bicycle?
b) How many pupils do not walk to school?
c) How many pupils come to school by bus and car?
d) How many pupils walk to school and by bicycle?

Practical : Collect the follow data in your school and present your findings.

1. Numbers of pupils in your class _______________

2. Number of girls enrolled in classes five and six____________

3. Numbers of boys enrolled in classes three and four_____________________

4. Numbers of boys and girls enrolled in classes one and two_________________________

Remediation

To carry out remediation, you have to:

1. Identify the error of the learner in a given activity:

2. Analyse the error

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3. State the type of error whether it is a pedagogic or mathematical error;

4. Prepare remediation exercise for the specific error.

Conclusion
You should give exercises for pupils to do individually, in pairs and in groups. You should correct, give feedback and carry out
remediation when necessary.

APPENDIX
APPENDIX A: MATHEMATICS SCHEMES OF WORK
A- UN-SPLIT MATHEMATICS SCHEME OF WORK OF WORK FOR CLASS 2

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Week Unit Unit Objectives Lessons Expected Learning Outcomes Teaching/ Didactic
Learning
Strategies Materials

1 Sets and Logic Classify objects -Introduction to -Define a set -Illustration -Real objects
using different sets
(15 Lessons) attributes at home. -Name sets of objects at home, - -Pictures
school or elsewhere Demonstration.
-Audio-visual
-Identify sets of objects at -Cooperative aids
home, school or elsewhere learning
-models
(Classification of -Sorting
sets of objects at -Mobiles
home) -Classifying -Identify objects by their -Matching
objects by colour colours and location at home -charts
25 and location at -Role play
-Classify sets or groups of -Pebbles
home
objects at home by colour and -Number cards
location
-Instructional
-Classifying -Identify objects by their size games
objects by size and shape at home
and shape at -Models
home -Classify sets or groups of
objects at home by size and
shape

-Classifying -Identify objects by their usage

objects by usage at home
at home
-Classify sets or groups of

84
 objects at home by usage

2 Classification of sets Classify objects -Classifying -Identify objects by their

of objects in school using different objects by colour colours and location at in
attributes in school. and location in school
school
-Classify sets or groups of
objects in school by colour and
location

-Classifying -Identify objects by their size

objects by size and shape in school
and shape in
school -Classify sets or groups of
objects in school by size and
shape

-Classifying -Identify objects by their usage

objects by usage in school
in school
-Classify sets or groups of
objects in school by usage

3 Classification of sets Classify objects -Classifying -Identify objects by their

of objects in the using different objects by colour colours and location at in the
market attributes in the and location in market
market the market
-Classify sets or groups of
objects in the market by colour
and location

-Classifying -Identify objects by their size

objects by size and shape in the market -
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 and shape in the Classify sets or groups of
market objects in the market by size
and shape

-Classifying -Identify objects by their usage

objects by usage in the market
in the market
-Classify sets or groups of
objects in the market by usage

4 Representing sets Represent sets using Introduction to -Define Venn diagrams

using Venn Venn diagrams Venn diagrams
diagrams -Identify Venn diagrams

Using colour to Represent sets in Venn diagram

represent sets in using their colour
Venn diagrams

Using size and Represent sets in Venn diagram

shape or usage to using their size and shape or
represent sets in usage
Venn diagrams

5 Numbers and Count and read from -counting and Count and associating numbers -Problem
operations numbers from 1 to associating to objects from 1 to 50 solving
200, associate objects numbers to -Real objects
(46 Lessons) to numbers from 1 to objects from 1- -Cooperative
learning -Pebbles
200 50
-Individual -Number cards
Counting and -counting objects Count different objects from 1
from 1-100 to 150 instruction Audio-visual
reading numbers
from 1 to 200, Task-oriented aids
Associating -Match numbers in figures to
86
 associate objects to objects to quantities of items from 1 to approach -Pictures
numbers from 1 to numbers 1-200 200
200 -Role play -Charts

6 Writing numbers in Write numbers in Write numbers Write numbers in words to Instructional -Instructional
words to numbers words to numbers in words to numbers figures from 1 to 100 games games
figures from 1 to figures from 1 to 200 numbers figures - -Abacus
200 from 1 to 100 Demonstration
Write numbers Write numbers in words to -Illustration
in words to numbers figures from 101 to
numbers figures 200
from 101 to 200

7 Writing numbers in Write numbers in Write numbers Write numbers in figures to

figures to numbers figures or numbers in figures from 1 from 1 to 50
words from 1 to 200 words from 1 to 200 to 50

Write numbers Write numbers in figures from

in figures 50 to 1 to 200
200

Write numbers Write numbers in words from

in words from 1 1 to 100
to 100

Write numbers Write numbers in words from

in words from 1 1 to 200
to 200

8 Addition Add numbers from 1 -Addition of -Add numbers from 1 to 50

numbers from 1

87
 to 200 to 50

-Addition of -Add numbers from 51 to 100

numbers from 51
to 100

-Addition of -Add numbers from 101 to 200

numbers from
101 to 200

9 Subtraction Subtract smaller -Subtraction of - Subtract smaller numbers

numbers from bigger smaller numbers from bigger numbers in
numbers in numbers from bigger numbers from 1 to 50
from 1 to 200 numbers in
numbers from 1
to 50

-Subtraction of - Subtract smaller numbers

smaller numbers from bigger numbers in
from bigger numbers from 51 to 100
numbers in
numbers from 51
to 100

-Subtraction of - Subtract smaller numbers

smaller numbers from bigger numbers in
from bigger numbers from 1511 to 200
numbers in
numbers from
151 to 200

88
10 Building bonds Build bonds or group -Building bonds -Group numbers or items in 3s
numbers in 3s (grouping) in 3s up to 50
up to 50

-Building bonds -Group numbers or items in 3s

(grouping) in 3s up to 200
up to 200

11 Multiplication Multiply numbers by -Multiplication -Multiply numbers or items by

3 of numbers by 3 3 producing answers up to 20
up to 20

-Multiplication -Multiply numbers or items by

of numbers by 3 3 producing answers up to 50
up to 50

-Multiplication -Multiply numbers or items by

of numbers by 3 3 producing answers up to 200
up to 200

12 Division Divide numbers or -Dividing -Divide numbers or items from

items from 1to 200 numbers or 1to 20 equally by 3
equally by 3 items from 1to
20 equally by 3

-Dividing -Dividing numbers or items

numbers or from 21 to 100 equally by 3
items from 21 to
100 equally by 3

-Dividing -Dividing numbers or items

89
 numbers or from 101 to 200 equally by 3
items from 101
to 200 equally
by 3

13 Fractions Define half, a third, a Halves (1/2) -Define a half

quarter and fifths,
write halves, thirds, -Share whole numbers and
quarter and fifths, things in halves
and share whole --Identify halves (1/2)
items or numbers
into half, thirds, a -write halves(1/2)
quarters and fifths
Thirds (1/3) -Define a third

-Share whole numbers and

things in thirds

write thirds (1/3)

Quarters (1/4) -Define a quarter

-Share whole numbers and

things in quarters

Quarters (1/4) -Identify quarters (1/4) and

and fifths (1/5)

fifths (1/5) - Share whole numbers and

things in quarters and fifth

-write quarters (1/4) and fifths

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 (1/5)

14 Place Value Counting in -Counting in -Count items and write the

hundreds, tens and answers in hundreds tens and
units (H T U) using H T U using units (H T U)
objects or items; objects or items
place numbers under -Writing -Write numbers in H T U
Hundreds, Tens and numbers in H T following the place value of its
Units and writing the U using place digits
place value of value
indicated digits of
numbers in -Writing the -Write the place value of
Hundreds, Tens and place value of specific digits of numbers in H
Units specified digits TU
of numbers in H
TU

-Changing -Change worded or expanded

worded or numbers in H T U to figures in
expanded HTU
numbers in H T
U to figures in H
TU

15 Measurement and Read time in hours Reading time in -Read time in hours and half -Problem -Charts
Size and at half-past hours past on clock faces solving
-Calendar
(31 Lessons) -Cooperative
learning -Clocks
Reading time on -Draw clock faces with correct
clock faces time at half past

91
 Time -Individual -Watches
instruction
16 Associating Associate activities -Associating - Associate activities to the -Real
activities to periods to periods of the day activities to the morning and noon periods of Task-oriented objects/things
of the day morning and the day approach e.g. cock
noon periods of
the day -Identify the morning and noon -Role play
periods using activities
-Matching
-Associating - Associate activities to the
activities to the afternoon and evening periods -Instructional
afternoon and of the day games
evening periods -
of the day -Identify the afternoon and
evening periods using activities Demonstration

17 Days of the week Relate the different -Days of the -Name the days of the week -Illustration
and months of the days of the week to week
year specific events; -Associate specific events or
Identify the days of activities to the various days of
the week; Name the the week
months of the year; -Identify the days of the week
associate events to
months of the year, School days and Differentiate school days and
Identify the months weekend days weekend days
of the year
Introduction to State the number of months in a
Months of the year.
year

-First six months -Name the first six months of

of the year.

92
 (January to Jun) the year

(July to Dec) -Name the months of the year

months of the from July to Dec
year
State the number of days in
each of the months

-Associate activities to each of

the months

18 Respecting Respect schedules -Respecting -Indicate when activities on a

schedules morning morning schedule should occur
schedules before before the beginning of classes
the beginning of in school in villages or towns.
school

-Respecting -Indicate when activities on a

schedules during school schedule should occur.
school time.

-Respecting -Indicate when activities on an

schedules after after-school schedule should
school. occur.

-Respecting -Indicate the day and time when

schedules during activities within the week
week. should occur on a within-week

93
 schedule.

-Respecting -Indicate the months when

monthly some activities should occur on
schedule a monthly schedule.

19 Introducing money Say what money is, -Introduction to -Say what money is
and managing give examples of money
money from 1 franc money and managing -Give examples of money
to 50 francs money from 1 franc -Name some things that is
to 50 francs bought with money

-Managing -Identify money from 1 franc to

money from 1 50 francs
franc to 50
francs

20 Managing money Manage money from -Managing -Identify money from 1 to 100
from 1 to 100 francs 1 to 100 francs money 1 to 100 francs
francs

21 Managing money Manage money from -Managing -Identify money from 1 to 100
from 1 to 100 francs 1 to 100 francs money from 1 to francs
100 francs
- Solve problems involving
addition and subtraction of
money from 1 to 100 francs

94
22 Managing money Manage money from -Managing -Identify money from 1 to 100
from 1 to 100 francs 1 to 100 francs money from 1 francs
franc to 100
francs - Solve problems involving
multiplication and division of
money from 1 to 100 francs

23 Managing money Manage money from -Managing -Identify money from 1 franc to
from 1 to 200 francs 1 to 200 francs money from 1 200 francs
franc to 200
francs Solve problems involving
addition, subtraction,
multiplication and division of
money from 1 to 200 francs

24 Comparing the Compare the lengths, -Comparing the -Compare the size of objects
lengths, widths or widths or heights of size of objects using adjective like small, big,
heights of objects objects and estimate using adjectives tall, short etc.
and estimating the the lengths, widths or
-Comparing the -Compare the lengths of objects
lengths, widths or heights of objects
lengths, widths using arm and hand -span
heights of objects
or heights of
objects using -Compare the widths of objects
hand and arm- using arm-span
span -Compare the heights of
objects using arm and hand -
span

-Comparing the -Compare the lengths of objects

lengths or widths using strides
of objects using

95
 strides -Compare the widths of objects
using strides

25 Comparing the Compare the -Comparing the -Define capacity

capacity objects and capacity objects and capacity of
estimating the estimate the capacity objects using the -Comparing the capacity of
capacity of objects of objects number of objects using the number of
spoon-fulls, cups spoon-fulls, cups bottles and
bottles and buckets
buckets

Introduction to Explain the meanings -Introduction to Say what the metric system of
metric system of of the metric systems metric system of length means
length and capacity of length and length
capacity; compare -Name and identify the units of
the length, using the the metric system of length
metric system of (mm, cm)
length compare Converting mm -Say how many mm are there in
capacity, using the to cm a cm
metric system of
capacity units; -Convert mm to cm
estimate length using
-Comparing the -Compare the length, width and
the metric system of
length, width height of objects using metric
length units and
and height of units (mm and cm)
estimate capacity,
objects using
using the metric
metric units
system of capacity
units Estimating the Estimate the length, width and
length, width height of objects using mm and
and height of

96
 objects using cm
metric units

-Introduction to Say what the metric system of

metric system of capacity means
capacity
-Name and identify the units of
the metric system of capacity
(ml, cl)
26
Converting ml to -Say how many ml are there in
cl a

Estimating the Estimate the length, width and

length, width height of objects using mm and
and height of cm
objects using
metric units

-Comparing and -Compare and estimate the

estimating the capacity of objects using
capacity of number of ml or cl etc.
objects using the
using metric
units of volume

97
98
 -Money

-Audiovisual
aids

Tapes

Rulers

Real objects

Cups

Bottles

Buckets

Liquids e.g.
water

99
 Tapes

Rulers

27 Geometry and Construct lines, -Name, Identify - Name straight lines -Problem Real Objects
Space curves and shapes and draw lines solving
-Identify different straight lines -Geo-boards
(-20 lessons) -Cooperative
-Draw straight lines learning -2D shapes

Name Identify - Name curves (rectangles,

-Individual
Constructing, lines, and draw curves squares,
-Identify different curves instruction
curves and shapes triangles, circles)
Task-oriented
approach -Cardboards
-Constructing -Construct 2D shapes using
-Role play -Cartons
2D shapes using straight lines
straight lines -Models of
Instructional
games shapes or items
-Constructing -Construct 2D shapes using
2D shapes using curved lines -
curved lines Demonstration

28 Locating points on Locating points - Locate points on a number -Illustration

number line on a number line line up to 20
up to 10

Locate points on a -Locating points - Locate points on a number

100
 number line up to 50 on a number line line up to 20
up to 20

-Locating points - Locate points on a number

on a number line line up to 30
up to 30

-Locating points - Locate points on a number

on a number line line up to 40
up to 50

-Locating points - Locate points on a number

on a number line line up to 50
up to 50

29 Addition or Add or subtract -Addition or -Add or subtract numbers from

subtraction of numbers from 0 to 50 subtraction of 0 to 10 using a number line
numbers using the using the number line numbers from 0
number line to 10 using the
number line

-Addition or -Add or subtract numbers from

subtraction of 11 to 20 using a number line
numbers from 11
to 20 using the
number line

-Addition or -Add or subtract numbers from

subtraction of

101
 numbers from 21 21 to 30 using a number line
to 30 using the
number line

-Addition or -Add or subtract numbers from

subtraction of 31 to 40 using a number line
numbers from 31
to 40 using the
number line

-Addition or -Add or subtract numbers from

subtraction of 41 to 50 using a number line
numbers from 41
to 50 using the
number line

30 Patterns of lines, Differentiate between Line patterns Differentiate between different

curves and 2D different patterns of line patterns
shapes line, curves, shapes
Curve patterns Differentiate between different
and manipulating
curve patterns
patterns using 2D
shapes Line and curve Differentiate between different
patterns line and curve patterns

-Completing -Complete patterns using two

patterns using different 2D shapes with the
two different 2D same orientation
shapes with the
same orientation

-Completing -Complete patterns using three

102
 patterns using different 2D shapes with
three different different orientation
2D shapes with
different
orientation

-Completing -Complete patterns using 2D

patterns using inside other 2D shapes both
2D inside other having different orientations
2D shapes both
having different
orientations

31 Graphs and -Arranging -Explain what ascending order -Discovery -Real objects
Statistics numbers in of magnitude means method
ascending and -Audio-visual
(-26 Lessons) descending -Compare numbers from 1 to -Laboratory aids
Arrange numbers in 25 method
ascending and orders of -Pictures
descending orders of magnitude from - Arrange numbers in ascending -Cooperative
Ranking magnitude 1 to 25 and descending orders of learning -Charts
magnitude from 1 to 25 -Counting
-Individual
-Arranging -Explain what ascending order instruction materials
numbers in of magnitude means
ascending and -Task-oriented
descending -Compare numbers from 1 to approach
orders of 50
-Role play
magnitude from - Arrange numbers in ascending
1 to 50 and descending orders of Instructional

103
 magnitude from 1 to 50 games

-Arranging -Explain what ascending order -Drilling

numbers in of magnitude means
ascending and -
descending -Compare numbers from 1 to Demonstration
orders of 75
magnitude from - Arrange numbers in ascending
1 to 75 and descending orders of
magnitude from 1 to 75

-Arranging -Explain what ascending order

numbers in of magnitude means
ascending and
descending -Compare numbers from 1 to
orders of 100
magnitude from - Arrange numbers in ascending
1 to 100 and descending orders of
magnitude from 1 to 100

-Arranging -Explain what ascending order

numbers in of magnitude means
ascending and
descending -Compare numbers from 1 to
orders of 125
magnitude from - Arrange numbers in ascending
1 to 125 and descending orders of
magnitude from 1 to 125

-Arranging -Compare numbers from 126 to

104
 numbers in 150
ascending and
descending - Arrange numbers in ascending
orders r of and descending orders of
magnitude from magnitude from 126 to 150
126 to 150

-Arranging -Compare numbers from 151 to

numbers in 175
ascending and
descending - Arrange numbers in ascending
orders of and descending orders of
magnitude from magnitude from 151 to 175
151 to 175

-Arranging -Compare numbers from 176 to

numbers in 200
ascending and
descending - Arrange numbers in ascending
orders of and descending orders of
magnitude from magnitude from 176 to 200
176 to 200

32 Tallying and Tally in 4s, 5s and -Tallying in 2s Say what tallying means

representing data on represent data on -Tally data in 2s

graphs graphs
-Interpret data that is tallied in
2s

-Tallying in 3s -Tally data in 3s

105
 -Interpret data that is tallied in
3s

-Tallying in 4s -Tally data in 4s

-Interpret data that is tallied in

4s

-Tallying in 4s -Tally data in 4s

-Interpret data that is tallied in

4s

-Tallying in 5s -Tally data in 5s

-Interpret data that is tallied in

5s

-Tallying in 5s -Tally data in 5s

-Interpret data that is tallied in

5s

-Representing -Say what a picture graph is.

data using
picture graphs - Represent data using picture
graphs

-Interpret picture graphs

-Representing -Say what a picture graph is.

data using
picture graphs - Represent data using picture

106
 graphs

-Interpret picture graphs

Locating points Locate points in X, Y axis

in X, Y axis

-Representing -Say what a bar graph is.

data using bar
graphs - Represent data using bar
graphs

-Interpret bar graphs

-Representing -Say what a bar graph is.

data using bar
graphs - Represent data using bar
graphs

-Interpret bar graphs

Bar charts Solve problems involving bar

graphs

-Representing -Say what a pie graph is.

data using pie
graphs - Represent data using pie
graphs

-Interpret pie graphs

-Representing -Say what a pie graph is.

data using pie
graphs - Represent data using pie

107
 graphs

-Interpret pie graphs

Pie charts Solve problems involving pie

graphs

A2- SPLIT MATHMATICs SCHEME OF WORK OF WORK FOR CLASS 2

into

MONTHLY MATHEMATICS SCHEME OF WORK FOR CLASS 3 using ILTs

Week Unit Unit Objectives Lessons Expected Learning Outcomes Teaching/ Didactic
Learning
Strategies Materials

OCTOBER-THE HOME

1 Sets and Logic Classify objects -Introduction to -Define a set -Illustration -Real objects
using different sets
(15 Lessons) attributes at home. -Name sets of objects at home, - -Pictures
school or elsewhere Demonstration.
-Audio-visual
-Identify sets of objects at -Cooperative aids

108
 home, school or elsewhere learning -models

(Classification of -Sorting -Mobiles

sets of objects at
home) -Classifying -Identify objects by their -Matching -charts
objects by colour colours and location at home
25 and location at -Role play -Pebbles
home -Classify sets or groups of
objects at home by colour and -Number cards
location -Instructional
-Classifying -Identify objects by their size games
objects by size and shape at home -Models
and shape at
home -Classify sets or groups of
objects at home by size and
shape

-Classifying -Identify objects by their usage

objects by usage at home
at home
-Classify sets or groups of
objects at home by usage

2 Classification of sets Classify objects -Classifying -Identify objects by their

of objects in school using different objects by colour colours and location at in
attributes in school. and location in school
school
-Classify sets or groups of
objects in school by colour and
location

-Classifying -Identify objects by their size

109
 objects by size and shape in school
and shape in
school -Classify sets or groups of
objects in school by size and
shape

-Classifying -Identify objects by their usage

objects by usage in school
in school
-Classify sets or groups of
objects in school by usage

3 Classification of sets Classify objects -Classifying -Identify objects by their

of objects in the using different objects by colour colours and location at in the
market attributes in the and location in market
market the market
-Classify sets or groups of
objects in the market by colour
and location

-Classifying -Identify objects by their size

objects by size and shape in the market -
and shape in the Classify sets or groups of
market objects in the market by size
and shape

-Classifying -Identify objects by their usage

objects by usage in the market
in the market
-Classify sets or groups of
objects in the market by usage

4 Representing sets Represent sets using Introduction to -Define Venn diagrams

110
 using Venn Venn diagrams Venn diagrams
diagrams
-Identify Venn diagrams

Using colour to Represent sets in Venn diagram

represent sets in using their colour
Venn diagrams

Using size and Represent sets in Venn diagram

shape or usage to using their size and shape or
represent sets in usage
Venn diagrams

5 Numbers and Count and read from -counting and Count and associating numbers -Problem
operations numbers from 1 to associating to objects from 1 to 50 solving
200, associate objects numbers to -Real objects
(46 Lessons) to numbers from 1 to objects from 1- -Cooperative
learning -Pebbles
200 50
-Individual -Number cards
Counting and -counting objects Count different objects from 1
from 1-100 to 150 instruction Audio-visual
reading numbers
from 1 to 200, Task-oriented aids
Associating -Match numbers in figures to
associate objects to objects to quantities of items from 1 to approach -Pictures
numbers from 1 to numbers 1-200 200
200 -Role play -Charts

6 Writing numbers in Write numbers in Write numbers Write numbers in words to Instructional -Instructional
words to numbers words to numbers in words to numbers figures from 1 to 100 games games
figures from 1 to figures from 1 to 200 numbers figures - -Abacus
200 from 1 to 100 Demonstration
NOVEMBER-THE VILLAGE/TOWN
111
 -Illustration

Write numbers Write numbers in words to

in words to numbers figures from 101 to
numbers figures 200
from 101 to 200

7 Writing numbers in Write numbers in Write numbers Write numbers in figures to

figures to numbers figures or numbers in figures from 1 from 1 to 50
words from 1 to 200 words from 1 to 200 to 50

Write numbers Write numbers in figures from

in figures 50 to 1 to 200
200

Write numbers Write numbers in words from

in words from 1 1 to 100
to 100

Write numbers Write numbers in words from

in words from 1 1 to 200
to 200

8 Addition Add numbers from 1 -Addition of -Add numbers from 1 to 50

to 200 numbers from 1
to 50

-Addition of -Add numbers from 51 to 100

numbers from 51
to 100

-Addition of -Add numbers from 101 to 200

112
 numbers from
101 to 200

9 Subtraction Subtract smaller -Subtraction of - Subtract smaller numbers

numbers from bigger smaller numbers from bigger numbers in
numbers in numbers from bigger numbers from 1 to 50
from 1 to 200 numbers in
numbers from 1
to 50

-Subtraction of - Subtract smaller numbers

smaller numbers from bigger numbers in
from bigger numbers from 51 to 100
numbers in
numbers from 51
to 100

-Subtraction of - Subtract smaller numbers

smaller numbers from bigger numbers in
from bigger numbers from 1511 to 200
numbers in
numbers from
151 to 200

10 Building bonds Build bonds or group -Building bonds -Group numbers or items in 3s
numbers in 3s (grouping) in 3s up to 50
up to 50

113
 -Building bonds -Group numbers or items in 3s
(grouping) in 3s up to 200
up to 200

11 Multiplication Multiply numbers by -Multiplication -Multiply numbers or items by

3 of numbers by 3 3 producing answers up to 20
up to 20

-Multiplication -Multiply numbers or items by

of numbers by 3 3 producing answers up to 50
up to 50

-Multiplication -Multiply numbers or items by

of numbers by 3 3 producing answers up to 200
up to 200

DECEMBER-THE SCHOOL

12 Division Divide numbers or -Dividing -Divide numbers or items from

items from 1to 200 numbers or 1to 20 equally by 3
equally by 3 items from 1to
20 equally by 3

-Dividing -Dividing numbers or items

numbers or from 21 to 100 equally by 3
items from 21 to
100 equally by 3

-Dividing -Dividing numbers or items

numbers or from 101 to 200 equally by 3
items from 101

114
 to 200 equally
by 3

13 Fractions Define half, a third, a Halves (1/2) -Define a half

quarter and fifths,
write halves, thirds, -Share whole numbers and
quarter and fifths, things in halves
and share whole --Identify halves (1/2)
items or numbers
into half, thirds, a -write halves(1/2)
quarters and fifths
Thirds (1/3) -Define a third

-Share whole numbers and

things in thirds

write thirds (1/3)

Quarters (1/4) -Define a quarter

-Share whole numbers and

things in quarters

Quarters (1/4) -Identify quarters (1/4) and

and fifths (1/5)

fifths (1/5) - Share whole numbers and

things in quarters and fifth

-write quarters (1/4) and fifths

(1/5)

14 Place Value Counting in -Counting in -Count items and write the

115
 hundreds, tens and answers in hundreds tens and
units (H T U) using units (H T U)
H T U using
objects or items;
objects or items
place numbers under
Hundreds, Tens and -Writing -Write numbers in H T U
Units and writing the numbers in H T following the place value of its
place value of U using place digits
indicated digits of value
numbers in
Hundreds, Tens and -Writing the -Write the place value of
Units place value of specific digits of numbers in H
specified digits TU
of numbers in H
TU

-Changing -Change worded or expanded

worded or numbers in H T U to figures in
expanded HTU
numbers in H T
U to figures in H
TU

15 Measurement and Read time in hours Reading time in -Read time in hours and half -Problem -Charts
Size and at half-past hours past on clock faces solving
-Calendar
(31 Lessons) -Cooperative
learning -Clocks
Reading time on -Draw clock faces with correct
clock faces time at half past -Individual -Watches
Time instruction -Real
16 Associating Associate activities -Associating - Associate activities to the
116
 activities to periods to periods of the day activities to the morning and noon periods of Task-oriented objects/things
of the day morning and the day approach e.g. cock
noon periods of
the day -Identify the morning and noon -Role play
periods using activities
-Matching
-Associating - Associate activities to the
activities to the afternoon and evening periods -Instructional
afternoon and of the day games
evening periods -
of the day -Identify the afternoon and
evening periods using activities Demonstration

17 Days of the week Relate the different -Days of the -Name the days of the week -Illustration
and months of the days of the week to week
year specific events; -Associate specific events or
Identify the days of activities to the various days of
the week; Name the the week
months of the year; -Identify the days of the week
associate events to
months of the year, JANUARY-OCCUPATIONS
Identify the months
School days and Differentiate school days and
of the year
weekend days weekend days

Introduction to State the number of months in a

Months of the year.
year

-First six months -Name the first six months of

of the year. the year
(January to Jun)

117
 (July to Dec) -Name the months of the year
months of the from July to Dec
year
State the number of days in
each of the months

-Associate activities to each of

the months

18 Respecting Respect schedules -Respecting -Indicate when activities on a

schedules morning morning schedule should occur
schedules before before the beginning of classes
the beginning of in school in villages or towns.
school

-Respecting -Indicate when activities on a

schedules during school schedule should occur.
school time.

-Respecting -Indicate when activities on an

schedules after after-school schedule should
school. occur.

-Respecting -Indicate the day and time when

schedules during activities within the week
week. should occur on a within-week
schedule.

118
 -Respecting -Indicate the months when
monthly some activities should occur on
schedule a monthly schedule.

19 Introducing money Say what money is, -Introduction to -Say what money is
and managing give examples of money
money from 1 franc money and managing -Give examples of money
to 50 francs money from 1 franc -Name some things that is
to 50 francs bought with money

-Managing -Identify money from 1 franc to

money from 1 50 francs
franc to 50
francs

20 Managing money Manage money from -Managing -Identify money from 1 to 100
from 1 to 100 francs 1 to 100 francs money 1 to 100 francs
francs

21 Managing money Manage money from -Managing -Identify money from 1 to 100
from 1 to 100 francs 1 to 100 francs money from 1 to francs
100 francs
- Solve problems involving
addition and subtraction of
money from 1 to 100 francs

22 Managing money Manage money from -Managing -Identify money from 1 to 100
from 1 to 100 francs 1 to 100 francs money from 1

119
 franc to 100 francs
francs
- Solve problems involving
multiplication and division of
money from 1 to 100 francs

23 Managing money Manage money from -Managing -Identify money from 1 franc to
from 1 to 200 francs 1 to 200 francs money from 1 200 francs
franc to 200
francs Solve problems involving
addition, subtraction,
multiplication and division of
money from 1 to 200 francs

24 Comparing the Compare the lengths, -Comparing the -Compare the size of objects
lengths, widths or widths or heights of size of objects using adjective like small, big,
heights of objects objects and estimate using adjectives tall, short etc.
and estimating the the lengths, widths or
-Comparing the -Compare the lengths of objects
lengths, widths or heights of objects
lengths, widths using arm and hand -span
heights of objects
or heights of
objects using -Compare the widths of objects
hand and arm- using arm-span
span -Compare the heights of
objects using arm and hand -
span

FEBRUARY-TRAVELLING

-Comparing the -Compare the lengths of objects

lengths or widths using strides
of objects using
120
 strides -Compare the widths of objects
using strides

25 Comparing the Compare the -Comparing the -Define capacity

capacity objects and capacity objects and capacity of
estimating the estimate the capacity objects using the -Comparing the capacity of
capacity of objects of objects number of objects using the number of
spoon-fulls, cups spoon-fulls, cups bottles and
bottles and buckets
buckets

Introduction to Explain the meanings -Introduction to Say what the metric system of
metric system of of the metric systems metric system of length means
length and capacity of length and length
capacity; compare -Name and identify the units of
the length, using the the metric system of length
metric system of (mm, cm)
length compare Converting mm -Say how many mm are there in
capacity, using the to cm a cm
metric system of
capacity units; -Convert mm to cm
estimate length using
-Comparing the -Compare the length, width and
the metric system of
length, width height of objects using metric
length units and
and height of units (mm and cm)
estimate capacity,
objects using
using the metric
metric units
system of capacity
units Estimating the Estimate the length, width and
length, width height of objects using mm and
and height of

121
 objects using cm
metric units

-Introduction to Say what the metric system of

metric system of capacity means
capacity
-Name and identify the units of
the metric system of capacity
(ml, cl)
26
Converting ml to -Say how many ml are there in
cl a

Estimating the Estimate the length, width and

length, width height of objects using mm and
and height of cm
objects using
metric units

-Comparing and -Compare and estimate the

estimating the capacity of objects using
capacity of number of ml or cl etc.
objects using the
using metric
units of volume

122
123
 -Money

-Audiovisual
aids

Tapes

Rulers

Real objects

Cups

Bottles

Buckets

Liquids e.g.
water

124
 Tapes

Rulers

27 Geometry and Construct lines, -Name, Identify - Name straight lines -Problem Real Objects
Space curves and shapes and draw lines solving
-Identify different straight lines -Geo-boards
(-20 lessons) -Cooperative
-Draw straight lines learning -2D shapes

Name Identify - Name curves (rectangles,

-Individual
Constructing, lines, and draw curves squares,
-Identify different curves instruction
curves and shapes triangles, circles)
Task-oriented
approach -Cardboards
-Constructing -Construct 2D shapes using
-Role play -Cartons
2D shapes using straight lines
straight lines -Models of
Instructional
games shapes or items
-Constructing -Construct 2D shapes using
2D shapes using curved lines -
curved lines Demonstration

28 Locating points on Locating points - Locate points on a number -Illustration

number line on a number line line up to 20
up to 10

Locate points on a -Locating points - Locate points on a number

125
 number line up to 50 on a number line line up to 20
up to 20

MARCH-HEALTH

-Locating points - Locate points on a number

on a number line line up to 30
up to 30

-Locating points - Locate points on a number

on a number line line up to 40
up to 50

-Locating points - Locate points on a number

on a number line line up to 50
up to 50

29 Addition or Add or subtract -Addition or -Add or subtract numbers from

subtraction of numbers from 0 to 50 subtraction of 0 to 10 using a number line
numbers using the using the number line numbers from 0
number line to 10 using the
number line

-Addition or -Add or subtract numbers from

subtraction of 11 to 20 using a number line
numbers from 11
to 20 using the
number line

126
 -Addition or -Add or subtract numbers from
subtraction of 21 to 30 using a number line
numbers from 21
to 30 using the
number line

-Addition or -Add or subtract numbers from

subtraction of 31 to 40 using a number line
numbers from 31
to 40 using the
number line

-Addition or -Add or subtract numbers from

subtraction of 41 to 50 using a number line
numbers from 41
to 50 using the
number line

30 Patterns of lines, Differentiate between Line patterns Differentiate between different

curves and 2D different patterns of line patterns
shapes line, curves, shapes
Curve patterns Differentiate between different
and manipulating
curve patterns
patterns using 2D
shapes Line and curve Differentiate between different
patterns line and curve patterns

-Completing -Complete patterns using two

patterns using different 2D shapes with the
two different 2D same orientation
shapes with the

127
 same orientation

-Completing -Complete patterns using three

patterns using different 2D shapes with
three different different orientation
2D shapes with
different
orientation

-Completing -Complete patterns using 2D

patterns using inside other 2D shapes both
2D inside other having different orientations
2D shapes both
having different
orientations

31 Graphs and -Arranging -Explain what ascending order -Discovery -Real objects
Statistics numbers in of magnitude means method
ascending and -Audio-visual
(-26 Lessons) descending -Compare numbers from 1 to -Laboratory aids
Arrange numbers in 25 method
ascending and orders of -Pictures
descending orders of magnitude from - Arrange numbers in ascending -Cooperative
Ranking magnitude 1 to 25 and descending orders of learning -Charts
magnitude from 1 to 25 -Counting
-Individual
-Arranging -Explain what ascending order instruction materials
numbers in of magnitude means
ascending and -Task-oriented
descending -Compare numbers from 1 to approach
orders of 50
-Role play

128
magnitude from - Arrange numbers in ascending Instructional
1 to 50 and descending orders of games
magnitude from 1 to 50
-Drilling
-Arranging -Explain what ascending order
numbers in of magnitude means -
ascending and Demonstration
descending -Compare numbers from 1 to
orders of 75
magnitude from - Arrange numbers in ascending
1 to 75 and descending orders of
magnitude from 1 to 75

-Arranging -Explain what ascending order

numbers in of magnitude means
ascending and
descending -Compare numbers from 1 to
orders of 100
magnitude from - Arrange numbers in ascending
1 to 100 and descending orders of
magnitude from 1 to 100

APRIL and MAY-GAMES AND

COMMUNICATION

-Arranging -Explain what ascending order

numbers in of magnitude means
ascending and
descending -Compare numbers from 1 to
orders of 125

129
 magnitude from - Arrange numbers in ascending
1 to 125 and descending orders of
magnitude from 1 to 125

-Arranging -Compare numbers from 126 to

numbers in 150
ascending and
descending - Arrange numbers in ascending
orders r of and descending orders of
magnitude from magnitude from 126 to 150
126 to 150

-Arranging -Compare numbers from 151 to

numbers in 175
ascending and
descending - Arrange numbers in ascending
orders of and descending orders of
magnitude from magnitude from 151 to 175
151 to 175

-Arranging -Compare numbers from 176 to

numbers in 200
ascending and
descending - Arrange numbers in ascending
orders of and descending orders of
magnitude from magnitude from 176 to 200
176 to 200

32 Tallying and Tally in 4s, 5s and -Tallying in 2s Say what tallying means

130
representing data on represent data on -Tally data in 2s
graphs graphs
-Interpret data that is tallied in
2s

-Tallying in 3s -Tally data in 3s

-Interpret data that is tallied in

3s

-Tallying in 4s -Tally data in 4s

-Interpret data that is tallied in

4s

-Tallying in 4s -Tally data in 4s

-Interpret data that is tallied in

4s

-Tallying in 5s -Tally data in 5s

-Interpret data that is tallied in

5s

-Tallying in 5s -Tally data in 5s

-Interpret data that is tallied in

5s

-Representing -Say what a picture graph is.

data using
picture graphs - Represent data using picture

131
 graphs

-Interpret picture graphs

-Representing -Say what a picture graph is.

data using
picture graphs - Represent data using picture
graphs

-Interpret picture graphs

Locating points Locate points in X, Y axis

in X, Y axis

-Representing -Say what a bar graph is.

data using bar
graphs - Represent data using bar
graphs

-Interpret bar graphs

-Representing -Say what a bar graph is.

data using bar
graphs - Represent data using bar
graphs

-Interpret bar graphs

Bar charts Solve problems involving bar

graphs

-Representing -Say what a pie graph is.

data using pie
graphs - Represent data using pie

132
 graphs

-Interpret pie graphs

-Representing -Say what a pie graph is.

data using pie
graphs - Represent data using pie
graphs

-Interpret pie graphs

Pie charts Solve problems involving pie

graphs

N.B. A combination of the ILTs can be used in each month as seen in the last month (May)

133
APPENDIX B: Time Tables

134
135
 APPENDIX C: Individual Lesson Notes in Mathematics

APPENDIX C1: Individual Lesson Notes in Mathematics for level 1

SAMPLE INDIVIDUAL LESSON PLAN ON MATHEMATICS FOR MONDAY 16 TH SEPTEMBER, 2024

Topic: SETS AND LOGIC CLASS: One

Lesson: Identifying elements of a set NUMBER ON ROLL:

38

Integrated Learning Theme (s): Home TIME: 8:00am –

8:30am

Envisaged Project: Creating a nature corner DURATION: 30

minutes

136
 Expected Learning Outcome (s): After observing, discussing, questioning, responding, identifying, sorting, using real
objects and pictures, by the end of the lesson pupils should be able to identify and sort elements to build at least two
out for 3 sets correctly within 30 minutes.

Previous Knowledge: Pupils can name some objects found at home.

Core skill to be developed: Use basic notions in Mathematics and Science and Technology.

Resources (Didactic materials): Real objects (like cups, spoons, fruits), illustrations, charts.

Reference: Mathematics in Practice pages 4 -6

Stages Subject matter/Content Teacher’s activities Learners’ activities

137
Introduction 1. What are the names of the following -Presents real objects -Observe and give answers:
(5 mins) things found at home? and a chart and asks
pupils to observe and (Pot, clock, spoon, banana, goat,
identify them. cock)
-Does necessary
corrections

138
 -

Presentation
Identifying elements of a set
(15 minutes)
A set is a group of objects that are similar
or alike. Elements of a set are members
that have the same characteristics.

Activity 1

139
1. What can you see in this set? cock
2. What name can you give to this set? A
set of cocks

Activity 2
3. What can you see in this set? dogs
4. What name can you give to this set? A
set of dogs

140
Activity 3

1. What can you see in this set? cups

2. What name can you give to this set? A
set of cups

141
Activity 4
5. What can you see in this set? oranges
6. What name can you give to this set? A
set of oranges

142
Conclusion -Gives exercise
Identify elements that belong to the same -asks pupils to
(10 minutes) set, put them in a set by drawing a circle identify and group
similar objects into
round them and name the set. sets

143
 A set of clocks

144
 A set of Television sets

145
146
 A set of butterflies

SAMPLE INDIVIDUAL LESSON PLAN ON MATHEMATICS FOR TUESDAY 17 TH SEPTEMBER, 2024

Topic: Numbers and operations CLASS: Two

Lesson: Dividing two digit numbers equally by two

NUMBER ON ROLL:
38

Integrated Learning Theme (s): Home TIME: 8:00am –

8:30am

147
 Envisaged Project: Creating a nature corner DURATION: 30
minutes

Expected Learning Outcome (s): After observing, discussing, questioning, responding, using real objects and
pictures, by the end of the lesson pupils should be able to solve at least two problems out of three on division of
numbers by 2 correctly within 30 minutes.

Previous Knowledge: Pupils can multiply one and two digit numbers by 3.

Core skill to be developed: Use basic notions in Mathematics and Science and Technology.

Resources (Didactic materials): Real objects like oranges, pears. A chart

Reference: Mathematics in Practice pages 14-15

Stages Subject matter/Content Teacher’s activities Learners’ activities

Introduction -Presents -Group

(5 mins) didactic objects,
Multiplication means to add in equal groups
materials and
148
Give the answers to these problems as illustrated below asks pupils to multiply and
observe and give answers:
1. 4 × 3 = identify them.
-Does necessary
corrections

2) 9 × 3 =

149
Presentation DIVIDING TWO DIGIT NUMBERS EQUALLY BY TWO

(15 mins) Division means to share items equally to 2 or more people. -Presents objects, asks
guiding questions and
The sign for division is (÷) corrects pupils as they Observe, count
count. and give answers
Observe and read the following problems: as they work
1. 10 ÷ 2 = together with the
2. 14 ÷ 2 = teacher.

Let us solve the above problems

What is the meaning of (÷)? Answer: divided by

1. 10 ÷ 2 =

150
How many knives are there? Answer: 10

How many groups or people are these knives to be shared to? Answer: 2

If you are asked to share these knives to two groups of women cooking for a
birthday party, how many knives will one group have?

151
152
 How many knives are in each group? Answer: 5

10 ÷ 2 = 5

2. 12 ÷ 2 =

Observe the following:

153
How many pears are there? Answer: 12

If you are asked to share these pears equally between you and your friend, how
many pears will each of you have?

154
Conclusion - Gives written -Do written
exercise exercise in their
(10 mins) NOW DO THE FOLLOWING EXERCISES TO SHOW YOUR UNDERSTANDING: - Guides pupils books by providing
as they work the following
1) 20 ÷ 2 (share 20 toilet tissues equally to two pupils). How many tissues
- Corrects the answers
will one pupil have? exercise and
gives -Take note of
feedback. corrections

1) 20 ÷ 2
(share 20
toilet
tissues
equally to
two pupils

First pupil

155
 Second pupil

2) 16 ÷ 2 = (share 16 pillows equally to 2 houses). How many pillows will

each house get.

Answer= 20 ÷ 2 =
10

2) 16 ÷ 2= (share

156
 16 pillows equally
to 2 houses)

First house

3) 22 ÷ 2 = (share 22 beds to 2 dormitories). How many beds will each Second house
dormitory have?

157
 Answer= 16 ÷ 2= 8

3)22 ÷ 2 = (share
22 beds to 2
dormitories)

First dormitory

158
 Second dormitory

159
 22 ÷ 2 = 11

SAMPLE INDIVIDUAL LESSON PLAN ON MATHEMATICS FOR WEDNESDAY 18TH SEPTEMBER, 2024

Topic: Measurement and size CLASS: one

Lesson: Identifying the months of the year from January to April NUMBER ON ROLL: 38

Integrated Learning Theme (s): Home TIME: 8:00am – 8:30am

Envisaged Project: DURATION: 30 minutes

Expected Learning Outcome (s): After observing, discussing, using real objects and pictures, by the end of the lesson pupils should be able
to Name the months of the year from January to April and write down the number of days in each month.
Previous Knowledge: Pupils can name the days of the week and name some activities that take place on these days.
Core skill to be developed: Use basic notions in Mathematics and Science and Technology.

160
 Resources: Chart

Reference: Mathematics in Practice book one page 43

Stages Subject matter/Content Teacher’s activities Learners’ activities

Introductio -Presents chart and asks -listen to questions
n pupils to observe and and give answers
Observe this chart answer some questions
(5 mins) orally such as:
orally.
-Does necessary 1. 7 days
Sunday corrections
Monday 2. Sunday,
Monday, Tuesday,
Tuesday Wednesday,
Wednesday Thursday, Friday
and Saturday
Thursday
3. Sunday: go to
Friday
church
Saturday
Monday: go to school

Saturday: go to the

161
 Listen to the following questions and answer them orally market, wash dresses.

1. How many days do we have in a week?

2. Name the seven days of the week.

3. What activities do you carry out on the following days of a week?

Presentation
(15 mins) Identifying the months of the year (January to April) -Presents charts, asks -Observe, and answer
guiding questions and questions orally.
Look at this calendar corrects pupils as they
count.

162
163
There are 12 months in one year. The first four months of the
year are January, February, March and April.

January is the first month of the year with 31 days

164
 February is the second with 28 or 29 days each leap year

March has 31 days

April is the fourth month with 30 days

Now let’s do these activities as practice

Activity 1

Answer these questions

1. How many months make one year? 12 months

2. Name the first four months of the year. January, February,
March, April
3. What is the first month of the year? January
4. How many days have April? 30 days
5. How many days have February? 28 or 29 days each leap
year

Conclusion Do the following exercises - Gives written Do these exercises

exercise and give these
(10 mins) Exercise 1 - Guides pupils as answers:
Underline the correct answer they work
- Corrects the Exercise 1
1. How many months make one year? exercise and
1. 12
a. 7 b. 12 c. 30 gives feedback.
2. Calendar
2. Which document shows the months of the year and the days?
3. March

165
 a. Calendar b. Time table c. Book
3. What is the third month of the year?
a. January b. February c. March

Exercise 2

Look at the calendar and answer the following questions Exercise 2

1. February
2. 2020
3. 29
4. 30 days

1. This calendar is for which month?

2. Which year is on the calendar?
3. How many days does this month have on this calendar?
4. The fourth month of the year is April, how many days make up
this month?

166
 SAMPLE INDIVIDUAL LESSON PLAN ON MATHEMATICS FOR FRIDAY 20 TH SEPTEMBER, 2024

Topic: Geometry CLASS: One

Lesson: Types of curves NUMBER ON ROLL:

38

Integrated Learning Theme (s): Home TIME: 8:00am –

8:30am

167
 Envisaged Project: Constructing a nature corner DURATION: 30
minutes

Expected learning Outcome (s): After presenting, observing, discussing, using real objects and pictures, by the end of the
lesson pupils should be able to define a curve and draw at least 3 out of 4 types of curves correctly within 30
minutes.

Previous Knowledge: Pupils can identify and name types of lines.

Core skill to be developed: Use basic notions in Mathematics and Science and Technology.

Resources: chart

Reference: Mathematics in Practice page 58

Stages Subject matter/Content Teacher’s Learners’ activities

activities

168
Introduction A line connects two points. Look at these lines and name them. -Presents -Observe and give
(5 mins) chart and
asks pupils to
A) observe and
identify lines. A) Horizontal line
B) Vertical line
-Does C) Slanting or obliq
necessary
B)
corrections

C)

169
Presentation Curves

(15 mins) A curve is a line that bends and changes its direction at least once. -Presents a observe and give the fol
chart answers orally

Types of curves -asks pupils to

observe and
1. Upward curve: A curve that turns in the upward direction is called an upward curve. answer
questions orally

2. Downward curve: A curve that turns in the downward direction is called a downward
curve.

170
 3. Forward curve: This is a curve that opens forward

4. Backward curve: This is a curve that opens backward

Backward
curve

Forward curve

171
 5. Closed curve A closed curve, has no end points and encloses an area

Conclusion Now do the following exercises in your books - Gives -Do written exercise in t
written - -Take note of correction
(10 mins)
exercise
- Guides
Define 1) what is a curve
pupils as
they
2) Draw the following curves
work
Downward curve - Corrects
Backward curve the
exercise
Upward curve and gives
Forward curve feedback.

172
 SAMPLE INDIVIDUAL LESSON PLAN ON MATHEMATICS FOR THURSDAY 19H SEPTEMBER, 2024

Topic: Graph and Statistics CLASS: Two

Lesson: Arranging numbers in ascending order from 1 to 30 NUMBER ON ROLL: 38

173
Integrated Learning Theme (s): Home TIME: 8:00am – 8:30am

Envisaged Project: Creating a nature corner DURATION: 30 minutes

Expected Learning Outcome (s): After observing, discussing, using real objects and pictures, by the end of the lesson pupils should be able
to solve at least 3 problems out of 4 correctly on arranging numbers in ascending order of magnitude from 1 to 30 correctly.

Previous Knowledge: Pupils can identify numbers from 1 to 100 and compare numbers using symbols for greater than and less than

Core skill to be developed: use basic notions in Mathematics and Science and Technology.

Resources: chart

Reference: Mathematics in practice book two page 36

Stages Subject matter/Content Teacher’s Learners’

activities activities

174
Introductio -Presents -observe,
n number identify
Activity 1 chart and
(5 mins) numbers
asks pupils
Look at this number chart and identify the following numbers:
to observe
3 36, 59, 94, 74, 19 and identify
given
numbers.
-Does
necessary
corrections

175
 Activity 2

Individual
pupils write
answers on
the board
as follows:

Activity 2 10
9
Compare these numbers by writing the symbol > (greater than) or <
(less than).

10 9 5 4

5 4 20
25

20 25
3

176
 5

3 1

Presentation
Arranging Numbers in Ascending order from 1 to 30 -Presents
(15 mins) chart, asks
guiding Observe and
questions and give
To arrange numbers in ascending order of magnitude, we start from the
corrects answers as
smallest number to the biggest.
pupils as they they work
count. together
with the
teacher.

177
Example:

Arrange these numbers in ascending order of magnitude

7, 6, 8, 10, 9, 11, 12, 14, 13, 15

Start arranging from the smallest number to the biggest

6, 7, 8, 9, 10, 11, 12, 13, 14, 15

178
Activity 1

Arrange these numbers in ascending order of magnitude

30, 28, 29, 27, 25, 24, 26,

Activity 2 Answer
to
Arrange these numbers in ascending order of magnitude Activity
one: 24,
1, 3, 10, 8, 9, 11, 13, 2
25, 26,
27, 28,
29, 30

Answer
to

179
 activity
2: 1, 2, 3,
8, 9, 10,
11, 13

Conclusion - Gives written

(10 mins) exercise
Arrange the following numbers in ascending order of magnitude Do written
- Guides
exercise
Question 1 pupils as
they work and provide
10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 - Corrects the
the following
exercise answers:
Question 2 and gives
Question
feedback.
28, 27, 25, 26, 20, 22, 21, 19, 23, 24 1

Answer:
0, 1, 2, 3,
4, 5, 6, 7,
8, 9, 10

Question 2

Answer:
19, 20, 21,

180
Question 3 22, 23, 24,
25, 26, 27,
15, 16, 14, 12, 13, 10, 11
28

Question 4
Question 3
30, 28, 26, 24, 22, 20
Answer:
10, 11, 12,
13, 14, 15,
16

Question
4

Answer:
20, 22, 24,
26, 28, 30

181
182
 APPENDIX C2: INDIVIDUAL LESSON NOTES IN MATHEMATICS FOR LEVEL 2

INDIVIDUAL LESSON NOTES ON: MATHEMATICS FOR TUESDAY 25TH

SEPTEMBER, 2024.

UNIT: Measurement and size.

LEVEL: 2
LESSON: The metric table on Length:
CLASS: 4
NATIONAL CORE SKILL TO BE DEVELOPED: Use basic notions in Mathematics
ENROLMENT: 35
DOMAIN: Basic Knowledge
TIME: 8:10 – 8:45
INTEGRATED LEARNING THEME: The Home

ENVISAGED PROJECT: Making a Flower bed

EXPECTED LEARNING OUTCOME: After Demonstrating, illustrating, and drilling,pupils by the end of
the lesson should be able to write and ercite the metric table on Length correctly withing 15 mintues.

ENTRY BEHAVIOUR ((pk): Pupils can defined the tearm measurement and say it orally.

TEACHING AIDS: A ruler

REFERNCES: Innovative Mathematics for Primary Schools and the New PrimarySchool Curriculum

183
 STAGES CONTENT FACILITATING ACTIVITIES LEARNING ACTIVI
RESOURCES

Measurement and Size - Imagine that you are asked - Act of determining
INTRODUCTION

by your brother to define size, length,

5 MINUTES
Definition: Measurement is the act
measurement, what will capacity or aspects
of determining a target size, length,
your say?
weight, capacity or the aspects

184
 Measure Length using the following What is the meaning of these
tools: Hand Span, foot span, a ruler, a unites? -
tape. - millimeters
- Mm
- centimeters
The metric table on Length - Cm
- decimeters
- Dm
- meters
mm cm dm m Dm hm km - M
- decameters
- Dc
100 10 10 100 10 10 1
- hectometers
- Hm
- kilometers
0 0 0 0 - Km
- What is the highest unit in
PRESENTATION

measuring Length? - (Km) Kilometers

15 MINUTES

mm = millimeters
- What is the Least unit in
cm = centimeters
measurement length?
dm = decimeters - (mm) Millimeters

m = meters

Dm = decameters

hm = hectometers

km = kilometers

The higher unit measurement of

Length is Km while the least is mm.
they decrease or increase in powers
of 10.

185
 Exercise: Copy the table in your - The teacher moves round, - The metric table of
exercise book and write the following checks the pupils books,
Lengths: 1050cm, 2100m, 4100dm, in
EVALUATION

10MINUTES corrects and appreciates. m cm d m D

it.
m m m
The metric table of Length
105

m cm dm m Dm hm km 0cm
21
m 00
41

186
 AN INDIVIDUAL LESSON PLAN ON MATHEMATICS FOR TUESDAY 25TH
SEPTEMBER 2024.

UNIT: Numbers and Operations.

LEVEL: 2
LESSON: Addition of Fractions with The same Denominators.
CLASS: 3
NATIONAL CORE SKILL TO BE DEVELOPED: Use Basic Notions in Mathematics.
ENROLMENT: 50
DOMAIN: Basic Knowledge
TIME: 8:00 – 8:30
INTEGRATED LEARNING THEME (CONTEXT): The Home

ENVISAGED PROJECT: Construction of a flower bed.

EXPECTED LEARNING OUTCOME(S): After Questioning, Discussing and Drillion on Addition of

Fractions with The same Denominators, By the End of the Lesson, Pupils should be able to solve three
qeustions out of five correctly within 30 mins.

ENTRY BEHAVIOUR ((pk): Pupils can define fractions and n ame some types of fractions.

TEACHING AIDS: Cardboards

REFERNCES: Foundation Primary Matheamtcs Book 3 and the New PrimarySchool Curriculum

187
 STAGES CONTENT FACILITATING ACTIVITIES LEARNING ACTIVI

Fractions - Imagine that you see a - A fraction is a pa

INTRODUCTION

friend on your way to whole.

5 MINUTES

school and he or she ask

you what is a fractions;
what will you say?

- Name any two types of

Addition of Fractions With The same - What is addition? - Addition means jo
fractions.
Denominator. putting things toge
To add fractions with the same - What is 3 + 2 ?
PRESENTATION

- 5
denominator, we add the numerators
15 MINUTES

- Let’s try example two on

and maintain one of the denominator
7 3
e.g. Solve the following: our activity board +
20 20
3 2 5 7 3 10
a) + = The teacher move round, - + =
10 10 10 20 20 20
checks and correct.

7 3 10
b) + =
20 20 20

188
 Exercise: - The teacher moves round,
checks, marks and makes 4 5 9
1. + =
correction. 12 12 12
Solve the following:
2 3 5
4 5 2. + =
1. + 8 8 8
12 12

6 4 10
2 3 3. + =
EVALUATION

10 MINUTES

2. + 20 20 20
8 8

6 4
3. +
20 20 2 7 9
4. +
10 10 20

1 1 2
2 7 5. + =
4. + 2 2 2
10 10

1 1
5. +
2 2

189
 AN INDIVIDUAL LESSON PLAN ON MATHEMATICS FOR TUESDAY 25TH
SEPTEMBER 2024.
UNIT: 10 Geometry.
LEVEL: II
LESSON: Area of a Square.
CLASS: 4
NATIONAL CORE SKILL TO BE DEVELOPED: Use Basic Notions in Mathematics.
ENROLMENT: 30
DOMAIN: Basic Knowledge
TIME: 8:00 – 8:40
INTEGRATED LEARNING THEME (CONTEXT): The Home

ENVISAGED PROJECT: Making a flower bed.

EXPECTED LEARNING OUTCOME(S): After Questioning, Discussing and Drillion by the End of the Lesson,
Pupils should be able to solve three out of five questions on the area of a square correctly within 15 miniutes.

ENTRY BEHAVIOUR ((pk): Pupils can name some shapes.

TEACHING AIDS: Cardboards

REFERNCES: Matheamtics Book 4 and the New PrimarySchool Curriculum

190
 STAGES CONTENT FACILITATING LEARNING ACTIVITIES

ACTIVITIES RESOURCES

Introduction to shapes - Imagine that - A fraction is a part of a whole.

INTRODUCTION

you are ask

5 MINUTES

by your
grandmother

- Improper and mixed fractions

191
 AREA OF A SQUARE
- Suppose you
Side
- A square is a shape with 4 equal
are ask to
Side describe a - sides or lengths.
square what
Side will you say?

- Name some
Side objects that
- A ludo board
A square has 4 equal sides, 4 have a
angles of 900 each, opposite sides square
are parallel (meaning they don’t
shape.
touch each other). - To find the area of a square, we
IIIIIII
To calculate or find the area of
How do we
PRESENTATION

-
a square, we multiple the side by
20 MINUTES

the side. calculate the I Imultiply

I I I I I the side
I I I by
I I the
I I side.
area of a
That is: Area of a Square =
side x side or s x s square? IIIIIII IIIIIII

IIIIIII
Example:

The side of a ludo board is 7m.

192
 Exercise: - They take to 1) Side = 5cm
instruction. Area = s x s

Copy and solve in your exercise - The teacher = 5 x 5 = 25cm2

book. Find the area of a square moves
with the following sides: round,
2) Side = 8dm
checks and
1) 5cm Area = s x s
corrects.
2) 8dm
= 8 x 8 = 64dm2
3) 10
4) 4 12cm
EVALUATION

15 MINUTES

5) 20 cm 3) Side = 10m

Area = s x s

= 10 x 10 = 100m2

4) Side = 12cm

Area = s x s

= 12 x 12 = 144cm2

5) Side = 20cm

Area = s x s
193
 APPENDIX C3: INDIVIDUAL LESSON NOTES IN MATHEMATICS FOR LEVEL 3

LESSON PLAN ON MATHEMATICS FOR MONDAY 7th OCTOBER 2024

Name of Teacher: Manga

Topic: Sets and Logic class; 5
Lesson: Intersection of sects average age; 10
Learning outcome: After presentation of a chart, real objects, discussion, solving of some problems on set intersection, learners
should at the end of the lesson be able to; recognize intersection of sects, solve problems on intersection of sets, represent intersecting
sets on Venn diagrams and solve 2 out 3 problems on intersection of sets within 10 minutes.
Entry Behaviour: Learners can identify types of sets and members of a set, set symbols.
Resources: Real objects, chart, books, etc
Reference: New Approach Mathematics
Stages/ Content Teacher’s Activities Learners’
Duration Activities

Introduction a) Identify the following symbols {}∪ , ∈, ∈ Teachers presents some Learners observe
5mins problems for learners to attentively.
b) Consider the sets solve
Learners answer
i) {a, b, c, d, e} Teacher asks question the questions.
ii) {c, d, e, b, a} How do we call the Identify the set
194
 what name can be given to set a and b following symbol? symbols

a) { } empty set, U=union set, E element of E not an element of What name is given to Given the names
set a & b of the sets with
b) a & b are call equal sets. some elements
Why do we call them
like that

Presentation ENTERSECTION OF SETS -The teacher denounces -Learners observe

25mins the lesson objective. with keenness
Consider the following sets:
- Put the problems on -Answer the
A- set of factors of 12={1, 2, 3, 6, 12 } the chart and asks questions posed
B- set of factors of 18={1,2,3,6,8,18} questions by teacher

a) What are the common elements in set A and B? -What are the elements -Build up the
of the set B solution with
b) How can we represent these common elements in set language? teacher copy the
-Which elements are solution in the
c) What is the symbol for these relationship? present in both set A exercise book
and B
d) How can you also illustrate this in a diagram?
-What name can we
Solution
called those elements
The numbers are called the intersection of sets represented by the symbol ∩
- Together with
A∩B = {1,2,3,6} learners build up the
solution on chalkboard.
Also this can be represented in the diagram as
A B

195
 1
2 9
12 3
6 12

The numbers in the middle are in both sets

This is called intersection of sets

Example 2

Consider the following sets

A = {banana, apple, quava, pawpaw}

B = {straw berry, cheery, apple, grape, quava}

C = {pineapple, oranges, mangoes, paw-paw, quava}

The element that is present in all sets is quava

Thus A∩B∩C = {quava} in diagram form

196
 banana
straw berry
chery, grape

pineapple, oranges,
mangoes

When sets are represented in diagram form we call it a Venn diagram.

Conclusion 10mins Given that -Teacher asks learners to solve Learners do the work
the problem on pieces of paper on pieces of paper
A = {2,3,5,6}
- Teacher moves round to - Ask question
B = {3, 6 7,8}
check their solution, correct for clarity.
and guide - Appointed
a) Find A∩B
learners

197
 b) Draw a venn diagram to show the relation - teacher appoints learners to present
solve on chalk board, solution on
chalk board
Adopt the best solution
- Copy right
2) Given that
solution in
A={Monday, Tuesday, Thursday} their exercise
books
B={ Tuesday, Wednesday, Thursday}

C = { Monday, Tuesday, Sunday}

Find A∩B∩C

Represent this on a Venn diagram

LESSON PLAN ON MATHEMATICS FOR TUESDAY 8th OCTOBER 2024

Name of teacher: Manga

198
Topic: Geometry class: 6

Lesson: Calculation of the area of Triangles. Average age: 10

Learning outcome: After presentation of 3-D shapes with triangular surfaces observation, discussion and solving of two problems on
the area of triangles, learners should be able to solve 2 out 3 problems on area of triangles correctly within 10minutes.

Entry Behaviour: Learners can calculate the areas of squares and rectangle

Resources: Solid figures, (shapes), charts, Booth

Reference: New Approach Mathematics

Stages/Duration Content Teacher’s Activities Learners’ Activities

Introduction The teacher put some Learners observe the diagram,

5mins problems on area of a
- Listen to the questions
rectangle on the board for
with keenness
8m learners to solve:
- Solve on pieces of paper
- Ask questions - Appointed pupils solve
- What is the figure on the on chalk board.
12m
chalk board?
Consider the rectangular lawn of 12m by 8m how. If - - What is its length
flowers are planted so that each flow occupies 2m 2. How
many flowers will be planted?

199
 - What is the total space occupied by the flowers?

Area of rectangles is length ×width = 12m x8m = 96m2

No of flowers = 96m2/2m2 =48 flowers

Total space occupied by th flowers is 96m2

Presentation 25 Area of Triangles Teachers announces the - Learners listen

mins objective of the lesson attentively.
Observe the following shapes and find the space occupied
- Observe the diagrams on
by the shapes? - Today we will be
the chart/chalkboard
calculating the space
a) b) - Ask questions if
occupied by triangles
necessary.
( Area of triangles)
- Follow rule and
- Teacher presents problems
6m hhh= 8m procedure.
on the chart or chalk board.
- Ask guided questions Together with teacher build up
- Build up solution with the solution
learners
- Appointed learners attempt
8m 12m - State rule and procedures
solution of second problem on
- Ask learners to attempt the
Triangles are half of a rectangle chalk board.
second problem.
- Copy the right solution and
8m 6m 6m
procedure build together with

200
 teacher in their exercise books.

6m 8m
8m

8m 12m

For the figures

Area of rectangle= Lxw but triangle is ½ (L xW) = since

the triangle is half of the rectangle.

In figure a) if you complete the diagram you will have a

rectangle of size 8m by 6m.

Area (or space occupied) L x W is 8m x 6m = 48m2.

Triangle is ½ of the rectangle

LxW 48 m2
Thus = = = 24m2
2 2

For figure (b) we can equally complete the triangle to form

201
 a rectangle

Then the length will be 12m and width 8m.

Area of completed rectangle = L x w = 12m x 8m

But triangle is half the space of rectangle

LxW 12 x 8 m
Thus its area = = = 24m2
2 2

Conclusion Find the area of the following - Teacher moves round, and - Learners solve problems on
checks pupil’s solution. pieces of papers
1) 2)
- Answer question form - Appointed pupil presents
learners to clarify doubt. solution in chalk board.
- Mark the books of learners. - Copy correct solution in their
7m
h= 6m - Appoint those who have exercise books.
done well to present their
solution on chalk board.

10m 14m

3)

202
 10m

16m

Find the area of the shaded portion

LESSON PLAN ON MATHEMATICS FOR WEDNESSDAY 9th OCTOBER 2024

Name of teacher: Manga

Topic: Graphs class: 6

Lesson: Representing Information On Graphs average age: 10

Learning outcome: After the presentation, observation discussion, and solving one problem on representing information on graphs, at
the end of the lesson learners should be able represent information on a bar chart correctly within 10 minutes.

Entry Behaviour: Learners can interpret scale drawing correctly.

Resources: Chart, Counters, Booth, etc

Reference: New Approach Mathematics

203
Stages/duration Content Teacher’s Learners’ Activities
Activities

Introduction The plan of a house by an architect is such that 1cm represents 6m on the ground (on -Teacher asks -Learners listen
the actual house) learners to solve attentively and
5mins the problem on
response
i) What is the length on the ground represented by 5cm on the plan? pieces of paper

Teacher appoints - Learners solve

ii) What is the ratio of plan to the house
learners to solve problems on pieces
on chalk board.
Solution of paper

i) If 1cm is 6cm - Appointed learners

solve problem on
= 5cm on plan = 5x6 = 30m
chalk board
ii) 1m = 100cm = 1cm:6m = 1:6x600

= 1:600

Presentation Representing Information On Graphs Teachers Listen attentively,

20mins announces the observe and take
Information can be represented in graphical forms. The graph below shows the technic of the
note of the rule and
Presentation number of customers that buy from a shop in five days. Study and answer the lesson
procedure.
questions. - The teacher
presents the - Ask questions
120 problem on
for clarity.
the chart
100
- Together with
80
204
60

40
 20

0
Mon Tues Wed Thur Fri

/chalkboard. teacher follow

- Teacher ask the procedure to
guided
solve example.
questions

Customers
- Ask Mme
The teacher
questions
defines the
rule.
Copy example in
x-axis is their exercise books
representing
the days

the vertical y-
axis the number
of customers

a) How many customers bought from the store on Thursday? when ask for
customers refer
b) which day has the least number of customers
to the vertical
c) Which days had more than 40 customers? axis

d) Which day had the highest sale? - When ask for

days refer to
e) What are the total number of customer that bought from the shop in one week? the
horizontal
Rule
axis
- A graph has two axis (x & y- axis)
- The Horizontal axis represents the days while the vertical represents the
number of customers

205
 Solution

a) Go to Thursday follow the bar up to the end and look at the corresponding
figure on the y-axis= 60 customers
b) Highest sale is 100 customers and it is on Friday
c) Tuesday, Thursday and Friday
d) Wednesday
e) 20 + 40 + 60 + 80 + 100 = 300 customers

Conclusion Look at the bar chart and answer the question that follows Teachers Solve problem
70 presents pieces of papers
60 information on a individually.
50 bar chart for

40
pupils to
interpret Copy correct
30
No. of Students

solution in their
20 Moves round
books
10 and mark
0 learners work,
Cl1 Cl2 Cl3 Cl4 Cl5 Cl6

206
 a) What does the x –axis presents?
b) How many students are there in class 1
c) Which classes have the same number of students?
d) Which class has the highest number of students
e) How many students are there in the school etc

LESSON PLAN ON MATHEMATICS FOR – THURSDAY 10th OCTOBER 2024

Name of Teacher: Manga
School :
Topic: Proportions class: 6
Lesson: compound Proposition average age: 10
Learning Outcomes: After the teacher’s presentation, observation by learners, discussion, illustration, brainstorming, and solving
two problems on compound proportion by teachers and pupils, at the end of the lesson learners should be able
to
solve 2 out of 3 problems on compound proportion correctly within 10 minutes
Entry Behaviour: Learners can solve problems on simple direct proportion correctly

207
Resources: Chart, Books, Calculators etc
Reference: New Approach Mathematics

Stage/duration Content Teacher’s Activities Learners’ Activities

Introduction If 15 pens are bought for 1800frs The teacher asks - Learners observe the
learners to identify the question, listen with keenness
5 minute How much will 25 pens cost? type of problem and
solve. - Learners identify the
Solution: problem
It has two quantities; (pen and -Ask learners to solve - Simple proportion
money). It is a simple proportion. the problem on rough
sheets of paper - learners solve problem
15 pens cost 1800frs
- appointed learners solve
1800
1 pen cost (less) problem on chalk board.
15

1800
25 pens will cost (more) = x 25
15

= 3000frs

Presentation Compound Proposition The teacher announces Listen with keenness, observe
1) 30 pupils take 14 school days the objective of the and take note of the rules
20 minute to make 42 ridges in the school lesson.
farm. - Ask question for clarity.
- The Teacher presents
How many pupils will be needed to the problems on a chart - together with teacher follow
make 40 ridges in 20days. or chalk board. the rule to solve first example

2) 25 children work for 5 days - The Teacher ask - follow first example 1, solve
second example as guided by

208
 and earn 30.000frs. How much guided questions. the Teacher
will 15 children earn if they
work for 10 days working at - Is the problem the - Ask more question.
the same rate? first example?
- Appointed learners present
- How many quantities their solution on the chalk
are there? board.

- What are we looking

Guided Rules for in Question 1?

- Compound proportion is a - What are we looking

mathematic relationship for in Question 2?
involving three quantities
(varieties). - The teacher gives the
- Identify the Quantities rule to follow in
(variables) involved. looking for the
- Note what you are looking for unknown quantity
- Place the quantities such that - Teacher solve the
what you are looking for problem with learners
comes at the end.
1) Ridges Days pupils - Lead learners to solve
42 14 30 second example.
40 20 x
Answer questions to
42 ridges are made by 30 pupils clarify any doubt

40 ridges will require (less) pupils

40
x 30 ……(1)
42

209
14 days required 30 pupils

20 days required (less) pupils

14
x 30 ……(2)
20

14
Then x= x 42/40x30=20 pupils
20

2. Children Days Money

25 4 30,000frs
15 10 x

25 children earn 30,000frs

15 children will earn (less)

15
x (30,000frs) ……(1)
25

In 5 days 30,000frs is earn =

10
In 10 days (more) x 30,000frs
15
……(2)

15 10
X = x x 30,000frsnm =
25 5
36,000frs

= 15 children working for 10days will

earn 36,000frs

210
Conclusion Follow the above examples and solve - Teacher gives Solve problems on their pieces
the following; problem for learners to of papers, individually
10 minutes solve in their exercise
1) 12 children working 6 hours a books - Hand the work to Teacher
day take 10 days to do a after solving for marking.
certain assignment - Moves round to see
what learners are doing. - Copy correction in their
How long will 20 children working 8 exercise books.
hours a day do the same type of - Gives direction when
assignment necessary

2) It cost 20,000frs to transport 4 -mark the work of fast

tons of cement to a town 12km learners
away
Do correction on the
How much will it cost to transport 6 chalk board
tons to a town 8km away

3) If 6 men clear 6 hectares of

land in 5 days

How many hectares will 15 men clear

in 12 days?

211
 LESSON PLAN ON MATHEMATICS FOR FRIDAY 11th OCTOBER 2024
Name of teacher: Manga

Topic: Number Bases class: 5

Lesson: Multiplication in Bases and Other Than 10 average age: 10

Learning outcome: After presentation, observation, dissension, and solving of two problems on multiplication in Bases other than 10,
learners should be able to solve two out of 3 problems correctly within 10 minutes.

Entry Behaviour: Learners can convert from Base 10 other Bases and vice versa.

Resources: Chart, Counters, Booth, etc

212
Reference:

Stages/Duration Content Teacher’s Activities Learners’ Activities

Introduction 5mins 1) Convert 3510 to base 8 - The teacher put the problem -learners observe with
on conversion for learners to keenness
2) Convert 245 to base 10
solve.
-Solve the problems on a piece
Solution
- Teacher ask questions to of paper
1. to convert from base 10 to other remind and guide them
-Appointed learners solve
bases, we do continuous division by the
- What do when converting problems on chalkboard.
base as below
3510 from bases?

4r3
- What do we do, we want to
8
convert from other bases to
0r3 base 10
8
- Appoints learners to solve the
two problems on the solve base

Write the reminder from down to top

213
 3510 to base 8 is 438

2. Converting from other bases to base

10 we do expansion by the power of the
base.

Thus 245 to base 10

2x51 + 4x50 = 2x5 + 4x1

10+4 = 1410

Presentation 25mins Multiplication of Number Bases, -The teacher announces the -Learners listen and observe
objective of the lesson. with keenness
How do we multiply numbers in other
bases, for example? - Today we will be doing - Learners follow the
multiplication in other bases procedure and rules
1) 25x4 in base 6
other than 10 (decimal)
- Learners together with
2) 26x23 in base 7
- State the role and procedures teacher solve the problem
Procedure: to be followed following the rule.

Stage1: Apply ordinary multiplication. - Together with learners solve - Appointed pupils solve the
the problems presented. second example given by the
Stage2: Apply division if the product is
teacher.
above the given base. Write down the - Build up the chalk board
remainder summary with the leaners

214
Stage 3: Carry forward the main number Copy the solution in their
and continue the process to the end. exercise books.

Solution

1) 24x4 =
24
X4
1526

In base 6x4 25x4 in base 6 = 1526

5x4 = 20/6 = 3r2

2x4 = 8+3 = 11/6 = 1r5

Thus 24 x4 in base6 = 1526

2) 26x23 in base 7

26

X23

114

55

215
 6646 = 6646

i) 6x3 = 18/7 = 2r4,2x3 = 6+2 = 8/7=1r1

ii) 6x2 = 12/7 = 1r5,2x2 = 4+1=5/7=0r5

Conclusion 10mins Do the following in your on pieces of -Teacher asks learners to solve - Learners solve the problems
paper the problems on rough work on the rough work book
book
i) Multiply 25 x 5 in base 6 - Appointed learners solve the
- Teachers moves round check problems on chalk board.
ii) Multiply 35 x 7 in base 8
what learners are doing
- Copy corrected solution in
iii) Multiply 26 x 21 in base 7
- Give guidance when their exercise books.
necessary

- Corrects and marks learners

exercise books

216
III Evaluation Approaches of Mathematical Domains at Various Levels

There are many ways teachers can use to assess or evaluate math in the classroom: these techniques can be applied in all the domains
of math and at all levels where math is taught. Some of these are:

1. Performance assessment

Students can demonstrate what they have learned and how to solve problems through a collaborative effort in solving a complex
problem together. Not only do they learn how to work in a team, but also how to brainstorm and utilize their separate grains of
knowledge to benefit the whole.

2. Short investigations

Typically, a short investigation starts with a basic math problem (or can be adapted to any other school subject) in which the student
can demonstrate how he or she has mastered the basic concepts and skills. As the teacher, ask the students to interpret, calculate,
explain, describe or predict whatever it is they are analyzing. These are generally tasks for an individual (or group projects) on which
to work independently, writing answers to questions and then interviewed separately.

3. Open-response questions

A teacher can assess the student’s real-world understanding and how the analytical processes relate by, in a quiz setting, requesting
open responses, like:

 a brief written or oral answer

 a mathematical solution

217
  a drawing

 a diagram, chart or graph

These open-ended questions can be approximately 15-minute assessments and can be converted into a larger-scale project.

4. Portfolios

As students learn concepts throughout the school year, they can be documented and will reveal progress and improvements as well as
allow for self-assessment, edits and revisions. They can be recorded in a number of ways, including:

 journal writing

 review by peers

 artwork and diagrams

 group reports

 student notes and outlines

 rough drafts to finished work

5. Self-assessment

After the teacher has clearly explained and provided the expectations prior to the project and then, once the projects are complete, ask
the students to evaluate their own projects and participation. Responding to the following questions will help students learn to assess
themselves and their work objectively:

 What was the most difficult part of this project for you?

 What do you think you should do next?

 If you could do this task again, would you do anything differently? If yes, what?

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  What did you learn from this project?

6. Multiple-choice questions

Usually, multiple-choice questions do not reflect an authentic assessment math context. There are multiple-choice questions being
developed that reveal an understanding of the mathematical ideas required as well as integrating more than one concept. These
questions are designed to take about 2 or 3 minutes each.

7. True or false questions

8. informal observations (curiosity, work habits, interests etc.)-Here we can use checklists and rating scales

9. discussions,

10 listening,

11. reviewing work/marking

12. formal testing at end of a topic, term or year.

13. matching items,

14. re-arrangement items

15. fill the blanks or gap filling

16. calculations following step by step procedure

17. Problem -solving of real-life problems using learned mathematical principles

18. Giving homework assignments and checking homework assignments,

19. organizing a quiz program in mathematics.

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20, Use of table of specifications: To ensure that the desired number of items are set for each objective, you must develbp a table of
specifications or the test blueprint.

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