SECOND TERM MATHEMATICS SCHEME OF WORK FOR PRIMARY THREE (3)

THEME: NUMBER AND NUMERATION

SUB THEME: WHOLE NUMBER

WEEK 1: Basic Multiplication.

TEACHER’S ACTIVITIES:

  1. Teachers first demonstrates the idea of multiplication as repeated addition.
  2. She guides pupils to use repeated addition for multiplication e.g.

15 x 4 = 15 + 15 + 15 + 15

  • With the help of square charts she gets pupils to carry out multiplication from 1x 1 to 9 x 9 while she corrects and guides.
  • She gets pupils to understand that any number multiplied by 1 remains the same while any number multiplied by 0 equals zero.
  • Teacher guides pupils to use multiplication chart to multiply 2 –digit numbers by 1 – digit  numbers horizontally and vertically e.g. 32 x 3  or      32

                                                                                          X     3

                                                                                                 96

PUPILS ACTIVITIES

  1. Pupils use repeated addition for multiplication.
  2. They study the 10 x 10 square chart for multiplication facts up to 9 x 9.
  3. They study the back of their exercise books that contain these multiplication facts.
  4. They carry out multiplication of 2 digit number by 1 –digit numbers and use repeated addiction for multiplication.
  5. They practice multiplication of 2 – digit numbers by 1 digit numbers horizontally or vertically.

TEACHING/LEARNING RESOURCES/AIDS

  1. Charts showing multiplication of 2 – digit numbers by 1 – digit numbers.
  2. 10 x 10 square chart and back of exercise books with multiplication tables.

WEEK 2: Multiplication Of Three 1 –Digit Numbers Taking Two At A Time.

TEACHER’S ACTIVITIES:

  1. Pupils participate in multiplication from 1 x 1 to 9 x 9.
  2. She leads pupils to discover that.
  3. The order of the terms does not affect the product e.g.

3 x 4 = 4 x 3 = 12

3 x 4 x 5 = 4 x 3 x 5 = 5 x 4 x 3=

4 x 5 3 = 5 x 3 x 4 = 60

  1. The association of terms does not affect the product e.g.

3 x 4 x5 = (3 x 4) x 5 = 3 x (4×5) = 60

  • She gets the pupils to carry out series of multiplication of three 1 –digit numbers  taking two
  • Teacher briefly look back at counting and identification of whole numbers up to 99.
  • She builds up piles or bundles in hundreds, tens, units to remind pupils that bringing, for example, 3 piles of hundreds, five piles of tens and counters represents 354.
  • From the collection, she counts the bundles of hundred and records under H, the number of bundles of tens under T and units or once under U.
  • She guides pupils to expand a given number e.g. 486 = 400 + 80 + 6.
  • She explains that 4 represents 4 bundles of hundreds, 8 represents 8 bundles of tens and 6 represents 6 units or 6 ones.
  • She explains how to put a given 3 –digit number in a tabular form under H.T.U.

PUPILS ACTIVITIES:

  1. Pupils participate in the revision exercise.
  2. They discover that the operation of multiplication is cumulative and associative.
  3. They carry out series of multiplication of three 1 – digit numbers taking two at a time.


TEACHING/LEARNING RESOURCES/AIDS:

  1. Chart for three 1- digit numbers.
  2. Multiplication tables

WEEK 3: Division Of Whole Numbers Not Exceeding 48 By 2, 3, 4, 5 And 6 Without Remainder.

TEACHER’S ACTIVITIES:

  1. Teacher uses counters and charts to guides pupils through division of whole numbers not exceeding 48.
  2. She explains division by either grouping or repeated subtraction

25 ÷ 5 = (20 + 5) ÷ 5

(20 ÷ 5) + (5 ÷ 5)

          4 + 1 = 5

  • She relates multiplication to division e.g.

4 x 5 = 20 then 20 = 5/ 4 or 20/5 = 4

PUPILS ACTIVITIES:

  1. Pupils divide whole numbers not exceeding 48 by 2, 3, 4, 5, 6.
  2. They solve division problems using grouping and repeated subtraction.
  3. They relate  multiplication to division

TEACHING/LEARNING RESOURCES/AIDS:

  1. Counters
  2. Charts containing division of whole numbers not exceeding 48.

WEEK 4: Factors of Whole Numbers Not Exceeding 48

TEACHER’S ACTIVITIES

  1. In simple language, the teacher explains factors of a number as all the numbers which divide into it exactly.

E.g. factors of 12 are 1, 2, 3, 4, 6, and 12

   Factors of 11 are 1, 11.

Factors of 24 are 1, 2, 3, 4, 6, 8, and 12

  • She use a square multiplication table to present rectangular pattern of numbers. She uses it to find two or three factors of some numbers.
1 2 3 4 5 6
2 4 6 8 10 12
3 6 9 12 15 18
4 8 12 16 20 24
5 10 15 20 25 30
6 12 18 24 30 36
7 14 21 28 35 42
8 16 24 32 40 48

Two factors of 10 are 2 and 5

Two factors of 15 are 3 and 5

Three factors of 30 are 2, 3 and 5

  • She leads pupils to understand that if one multiplies two numbers together , they are factors of the answer (product)

E.g. 3 x 2 = 3 and 2 are factors of 6.

  • She guides pupils to use rectangular pattern of numbers to find two or three factors of whole numbers.

PUPILS ACTIVITIES

  1. Pupils listen to the teacher’s explanation.
  2. They use rectangular patterns of numbers to find factors of given numbers.

TEACHING/LEARNING RESOURCES/AIDS

  1. Rectangular pattern of numbers.
  2. Charts containing worked examples

WEEK 5: Finding Missing Factors in a Given Number.

TEACHER’S ACTIVITIES

  1. Teacher presents rectangular pattern of numbers and find two or three factors of some numbers.
  2. She gets pupils to use the rectangular patterns of numbers to solve many examples.
  3. She leads pupils to identify relationship between multiplication and division

E.g. 4 x 3 = 12

3 x 4 = 12

12 ÷ 3 = 4

12 ÷ 4 = 3

  • She leads pupils to find missing factors in given numbers e.g.
  • 15 = 3 x  ?

15 ÷ 3 = 5

  1. 20 = 2 x 2 x   ?

                ? = 20 ÷ (2 x 2)

  • 20 ÷ 4 = 5

PUPILS ACTIVITIES

  1. Pupils work problems involving finding missing factors of given numbers.
  2. Pupils appreciate the relationship between multiplication and division.

TEACHING/LEARNING RESOURCES/AIDS

  1. Rectangular pattern of numbers.
  2. Charts containing worked examples

WEEK 6: Factors and Multiples of Number.

TEACHER’S ACTIVITIES

  1. Teacher leads pupils to recall the meaning of factor/s.
  2. She explains “multiples” as a quantity (number) that contains another quantity an exact number of times e.g. 6, 9 and 12 are all multiples of 3.
  3. She guides pupils to write out multiples of given numbers.
  4. She leads pupils to distinguish between  factors and multiples of given numbers,
  5. She guides pupils to find factors and multiples of many numbers.

PUPILS ACTIVITIES

  1. Pupils give the meaning and examples of factors.
  2. They learn the meaning of “multiples”
  3. They distinguish between factors of given numbers.
  4. They work problems involving factors and multiples of numbers.

TEACHING/LEARNING RESOURCES/AIDS

  • Rectangular pattern of numbers.
  • Charts containing worked examples

                              WEEK 7:

 Theme: ALGEBRAIC PROCESSES

SUB – THEME: Open Sentences

Topic: Open sentences

TEACHER’S ACTIVITIES

  1. Teacher explains to pupils that at times the symbol? Is used for dealing with some addition and subtraction problems as well as multiplication and division problems.

E.g. 12 + 3 = 15.  What number in the box will make that mathematical sentence true?

  • She guides pupils to find missing numbers.

Example,  6 + ? = 11

10 – ?   =  7

12 ÷ ? = 4

4 x ?  = 24

  • She leads pupils to appreciate the relationship between addition and subtraction, then multiplication and division.
  • She leads pupils to solve series of problems involving open sentences.
  • She gets pupils to give examples of open sentences in everyday life.

PUPILS ACTIVITIES

  1. Pupils examine the real money and models of coins.
  2. They recognize and identify the denominations.
  3. They change money up to #20 into small units.
  4. They discuss the uses of money.

TEACHING/LEARNING RESOURCES/AIDS

  1. Charts containing worked examples on open sentences.

                                      WEEK 8

Theme: Mensuration and Geometry

Sub –Theme: Primary Measures

Topic: Money: Changing Money Not Exceeding #20 into Smaller Unit.

TEACHER’S ACTIVITIES

  1. Teacher shows pupils real money and models of coins.
  2. She guides pupils to recognize and identify the Nigeria coins and bank notes.
  3. She guides pupils to realize that there are five 1k  coins in a 5k coin, two 5k coins in a 10k  coin, five  10k coins in a 50k coin, etc.
  4. She guides pupils say 50k and asks them to change it into 10k coins, etc.
  5. She discusses the uses of money with pupils.

PUPILS ACTIVITIES

  1. Pupils examine the real money and models of coins.
  2. They recognize and identify the denominations.
  3. They change money up to #20 into small units.
  4. They discuss the uses of money.

TEACHING/LEARNING RESOURCES/AIDS

  1. Real and models coins and bank notes.
  2. Charts of coins and bank notes.

WEEK 9:  Shopping Involving Addition and Subtraction with Money Not Greater Than #20

TEACHER’S ACTIVITIES

  1. Teacher briefly looks back at the recognition and identification of the Nigeria n coins and bank notes and changing money into smaller units.
  2. She sets a shopping corner in the class-room and items such as empty packets of detergent, sugar, empty tins of sardines, geisha, tomatoes, etc.
  3. She appoints a pupil as a shop keeper and another as a customer. The customer goes to the shopkeeper to buy some items, adds up the cost and gives the shop keeper an amount which may not require change. The money involved should not be greater than #20.

PUPILS ACTIVITIES

  1. Pupils  actively participate in the revision exercise
  2. They help in collecting items to be kept in the shopping corner.
  3. They participate actively by either acting as a shop keeper or as a customer.

TEACHING/LEARNING RESOURCES/AIDS

  1. Models of coins and real coins.
  2. Bank notes
  3. Various articles with price tags less than #5.

WEEK 10

Sub – Theme: Primary Measures

Topic: Shopping Involving Addition and Subtraction with Money Not Greater Than #20.

TEACHER’S ACTIVITIES

  1. The Teacher continues with the shopping activities.
  2. She drills the class in mental sums with respect to addition and subtraction of numbers (not more than 20).
  3. She guides the pupils to solve problems on addition and subtraction of money not greater than #20.
  4. She guides discussions on problems involving addition and subtraction of money with results not exceeding #20.

PUPILS ACTIVITIES

  1. Pupils participate in shopping activity.
  2. They do mental sums.
  3. They solve problems on addiction and subtraction of money not greater than #20.
  4. They discuss problems involving addition and subtraction of money as directed by the teacher.

TEACHING/LEARNING RESOURCES/AIDS

  1. Models of coins and real coins.
  2. Bank notes
  3. Various articles with price tags less than #5.

WEEK 11: Multiplication Involving Money with Products Not Exceeding #20

TEACHER’S ACTIVITIES

  1. Teacher briefly looks back at addition and subtraction of money not greater than #20.
  2. She drills the class in multiplication of simple numbers e.g. 2 x 2, 3 x 4, 5 x 2. 4 x 4, etc.
  3. She guides the pupils to solve problems on multiplication of money with products not exceeding #20. E.g. 15k x 3  = 45k

#4 x 4 = #16

PUPILS ACTIVITIES

TEACHING/LEARNING RESOURCES/AIDS

  1. Real money and models
  2. Charts containing simple multiplication of money.

WEEK 12: REVIEW OF FIRST TERM’S WORKS

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