# THIRD TERM MATHEMATICS SCHEME OF WORK FOR PRIMARY FIVE (5)

** WEEK 1 TOPIC**

- Temperature Of Objects And Town In Degrees Celsius (ºc)
- Conversion Of Centigrade To Fahrenheit
- Conversion Of Fahrenheit To Centigrade
- Word Problems On Temperature
- Quantitative Reasoning

** LESSON OBJECTIVE**:
Pupils should be able to:

- Compare the degree of hotness or coldness in degree Celsius. E.g.
- My body’s Temperature
- The temperature in and outside the classroom
- The Temperature of northern Nigeria and Southern Nigeria’
- The temperature of the boiling water and the water in the normal room Temperature.
- Convert a given temperature in Centigrade to Fahrenheit using the formula (9/5 x ºC) + 32. E.g. Convert 1000ºc to ºF using the formular, we have (9/5 x ºc) + 32

= (9/5 x 100) + 32 ºF

= (180 + 32)

= 212 F

- Convert a given temperature in Fahrenheit to centigrade using the formula 5/9 x (F – 32). E.g. convert 212 F – C. using the formular, we have 5/9 x (F – 32)

= 5/9 x (212 – 32)

= (5/9 x 180) ºC

= 100ºC

- Appreciate the usefulness of Temperature to our daily life. E.g
- Temperature of normal healthy person
- 0ºC is the freezing point while 100ºC is the boiling point. The higher the degree, the hotter it is. The lower the degree, the cooler it is.
- Solve quantitative aptitude related to temperature.

**WEEK
2 TOPIC: PLANE SHAPES**

**PARALLEL AND PERPENDICULAR LINES**

**LESSON
OBJECTIVE**: Pupils should be able to:

**IDENTIFY PARALLEL AND PERPENDICULAR LINES**

**QUANTITATIVE REASONING:**solve quantitative aptitude problems with symbols for parallel and perpendicular lines.**TRIANGLES :PROPERTIES OF TRIANGLES**

**LESSON
OBJECTIVE**: Pupils should be able to:

State some properties of triangles e.g

**Equilateral triangle**– all sides are equal, all angles are equal.**Isosceles Triangle**– two opposite sides are equal, two base angle are equal.**Scalene Triangle**: the three sides are not equal, the three angles are not equals.**Right Angled –**two sides are perpendicular, one angle is a right angle.**QUANTITATIVE REASONING:**solve quantitative aptitudes related to properties of triangles.**PROPERTIES OF QUADRILATERALS:**state properties of a parallelogram and trapezium. E.g.**Parallelogram**– opposite sides are equal, opposite sides are parallel**Trapezium**– One pair of opposite sides are parallel, no line of symmetry**QUANTITATIVE REASONING:**Solve quantitative aptitude problems related to parallelograms and trapezium.

**WEEK
3 TOPICS: PLANE SHAPES – PROPERTIES OF A RHOMBUS SQUARES AND RECTANGLE.**

**LESSON
OBJECTIVE**: Pupils should be able to:

- State the properties of a rhombus e.g. Rhombus – all sides are equal, has two lines of symmetry, Diagonals are perpendicular to each other.
- Square – all sides are equal, all angles are equal, diagonals meet at angle 90º right angle, has four lines of symmetry.
- Rectangle – Opposite sides are equal and parallel, all angles are equal, has two lines of symmetry.

**QUANTITATIVE
REASONING: **Solve quantitative aptitude problems
related to Rhombus square and rectangles.

**WEEK
4 TOPICS: ANGLES**

**DEFINITION OF ANGLES**

**LESSON
OBJECTIVE**: Pupils should be able to:

- Define angles as the space between two lines that meet
- Mention types of angles with their examples.
- Complementary Angles: two angles are said to be complementary, if their sum is equal to 90º.
- Supplementary Angles: two angles are said to be supplementary if their sum is equal to 180º
- Obtuse Angle: An angles which is greater than 90º but less than 180º.
- Straight line: the sum of angles on a straight line is 180º.
- Angles at a point the sum of angles at a point is 360º
- Define transversal, use the parallel and transversal line to determine
- Corresponding
- Alternate and
- Vertically opposite angles e.g. corresponding angles
- Alternate angles:
- Vertically opposite angle
- Measure angles in degrees by using protractor

**TYPES OF ANGLES****TRANSVERSAL****MEASUREMENT OF ANGLES****QUANTITATIVE REASONING:**solve quantitative aptitude problems relating to angles.

**WEEK
5 TOPICS: THREE (3) DIMENSIONAL SHAPES**

Cube, cuboid, pyramid and a Square base and Triangular prism

**LESSON
OBJECTIVE**: Pupils should be able to:

- Make 3 dimensional shapes using their nets.
- Develop interest in the construction y nets of cube cuboids and pyramids.
- Solve quantitative aptitude problems related to cubes, cuboids and pyramid.

**WEEK
6 TOPICS: CIRCLES: IDENTIFICATION OF PARTS OF A CIRCLE**

**QUANTITATIVE
REASONING**

**LESSON
OBJECTIVE**: Pupils should be able to:

- Identify and state the meaning of
- Radius
- Diameter
- Circumference of a circle
- Chord
- Sector(Minor and major)
- Segment (minor and major)
- Appreciate circular shapes in Homes and school and their properties
- Solve quantitative aptitude problems on circle.

**WEEK
7 CONTENT: PLANE SHAPES **e.g. Rectangle Equilateral, isosceles
triangle, Rhombus Trapezium, Kite Parallelogram. Etc.

**LESSON
OBJECTIVE**: Pupils should be able to:

- State meaning of symmetry
- Identify symmetrical plane shapes e.g. Square etc.
- Locate line(s) of Symmetry of plane figures at school and Homes.
- Identify right angle, acute and obtuse angle in plane shapes.
- Identify north (N), South(s), East (E) and west (W).
- Distinguish between horizontal and vertical line.

**WEEK
8 TOPICS: MEASUREMENT OF HEIGHT AND DISTANCES**

**LESSON
OBJECTIVE**: Pupils should be able to:

- Measure the height of human beings, building tree and distance. E.g
- By writing the height(in metres) on the wall of the classroom for children to measure their heights
- Use tapes to find the dimension of the classroom
- Measure the height of different trees in the school compound and record their observation.
- Compare their heights in the classroom
- Use tapes to measure longer distances and record their findings
- Measure hand and leg spans and differentiate between the two. –compare the hand and leg spans of measuring the classroom.

**QUANTITATIVE
REASONING: **solve quantitative aptitude problems
involving the topic.

**WEEK
8 TOPIC: BINARY NUMBERS SYSTEM**

- NUMBERS IN BASE 2
- CONVERSION OF BASE 2 NUMBERS TO BASE 10 NUMBERS AND VICE VERSA
- QUANTITATIVE REASONING

**LESSON
OBJECTIVE**: Pupils should be able to:

- Identify numbers in base 2 e.g. the numbers in base two are between 0 and 1
- Convert base 2 numbers to base 10 numbers and vice – versa.
- Solve problems on quantitative aptitude involving binary number system

**WEEK
9: BINARY NUMBER SYSTEM (CONTINUED)**

- Addition of Numbers in base 2
- Subtraction of numbers in base 2
- Quantitative Reasoning

**LESSON
OBJECTIVE**: Pupils should be able to:

- add numbers in base 2
- subtract numbers in base 2
- solve problems on quantitative aptitude involving addition and subtraction binary Numbers system

**WEEK
10: STATISTICS**

- Definition of statistics
- Prepare a tally of data
- Tossing of coins and throwing die
- More work on pictogram, bar graphs and pie chart.
- Quantitative reasoning

**LESSON
OBJECTIVE**: Pupils should be able to:

- Define statistics as the collection, classification analysis, presentation and interpretation of data (information) in a logical and orderly manner.
- Prepare a data tally data of date by throwing die in number of times and recording the occurrence of Numbers, 1, 2, 3, 4, 5 and 6.
- Represent the date collected in pictograms bar graphs and pie chart
- Solve problems on quantitative aptitude involving pictograms, Bar graphs and pie chart.

**WEEK
11: STATISTICS CONTINUED**

- Mode of data
- Mean of data
- Median of data
- Quantitative reasoning

**LESSON
OBJECTIVE**: Pupils should be able to:

- Find the mode of a given data e.g. (a) find the mode of 1, 6, 7, 5, 9, 6, 3,2
- Calculate the mean of a given data e.g. (a) 4, 5, 4, 4, 6, 7.
- Calculate the median of a given data. E.g. find the median of
- 2, 4, 1, 3,,7,6,8
- 3, 1,2, 4, 6,4

Noting that it should be arranged from ascending order to descending order or vice versa before it is determined. Also where two figures appears in the middle as in (b), both should be added and divided by 2 to determine the median.

- Solve problems on quantitative aptitude involving mean, median and mode. E.g. use these figure to solve the following problems: 3, 6, 5, 6,

What is (1) Mode + median

(2) Mean + mode

(3) Mode x mean

**WEEK
12: REVISION OF ALL TERMS WORKS**

- Revision, project/ practical work.

Make use of cardboard, cell tape, razor blade, or scissors and rules to make the nets or planes of Cube, cuboid and cylinder.

**WEEK
13: EXAMINATION**