New Revised NERDC Primary 1 Mathematics Scheme of Work
Week 1: Fractions
1. Content (Knowledge and Skill): Knowledge: a whole can be cut into parts; Each part of the whole is equal.
Skills: Drawing; Cutting of papers; Colouring; Folding of papers.
To covered this, cut fruits and papers. Draw and color to show halves.
2. Performance Objectives: Pupils should be able to identify 1/2 and 1/4 using concrete objects and shapes.
3. Key Competencies and Value: Creativity and Innovation as pupils generate original ideas and apply them accurately while dividing oranges, apples and papers into 1/2 and 1/4.
This sparks new ideas. It helps creative growth.
4. Learning Activities: This is what the teacher and the students will do during the lesson
i. Teacher Activities: Guides cutting oranges, apples, papers into 1/2 and 1/4; demonstrates drawing and coloring circles to show halves.
ii. Students Activities: Cut objects into 1/2 and 1/4 using knives or scissors; draw and color objects to show separation into equal parts.
5. Teaching and Learning Resources: Oranges; papers; pair of scissors; table knife; colored pencils; Charts of fractions; Counters. Charts show examples. Pencils for coloring parts.
Week 2: Addition
1. Content (Knowledge and Skill): Knowledge: Putting two or more numbers together to form another number; Counting of numbers.
Skills: 1. Sorting of numbers; 2. Grouping of numbers.
To covered this, use beads for adding small sums. Build to larger ones.
2. Performance Objectives: Pupils should be able to: add two whole numbers from 1 to 3 with sum less than 5; add two or three whole numbers from 1 to 8 with sum not up to 10; add two or three numbers from 0 to 9 with sum not greater than 18; add 2-digit whole numbers with sum not greater than 40 without exchanging or renaming.
3. Key Competencies and Value: Information literacy as pupils use information accurately and creatively to add 2-digit whole numbers with sum not greater 40 without renaming by using counters or number beads.
Critical Thinking as pupils think imaginatively add two or three whole numbers from 1–8 using beads, bottle tops etc.
This builds info use and thinking. It prepares for problems.
4. Learning Activities: This is what the teacher and the students will do during the lesson
i. Teacher Activities: Guides group use of counters or beads for adding various sums up to 40.
ii. Students Activities: Work in groups to add numbers from 1-3, 1-8, 0-9, and 2-digit up to 40 using beads or tops.
5. Teaching and Learning Resources: Oranges; papers; pair of scissors; table knife; colored pencils; Charts of fractions; Counters. Counters make adding real. Charts for review.
Week 4-5: Subtraction
1. Content (Knowledge and Skill): Knowledge: 1. Counting of numbers; 2. Grouping of numbers; 3. Minus one number from another to get a new number.
Skills: Sorting; Grouping; Counting.
To covered this, use counters to take away. Count fingers for bigger numbers.
2. Performance Objectives: Pupils should be able to: subtract from whole numbers not greater than 9; subtract from whole numbers not greater than 18.
3. Key Competencies and Value: Critical Thinking as pupils think imaginatively and evaluate ideas in a meaningful way by using counters to subtract whole numbers not exceeding 9.
Research and Problem Solving as pupils produce new knowledge based on research in subtraction of whole numbers not greater than 18.
This encourages evaluation. It builds solving skills.
5. Learning Activities: This is what the teacher and the students will do during the lesson
i. Teacher Activities: Guides use of counters for subtracting up to 9; facilitates finger and toe counting for up to 18.
ii. Students Activities: Use counters to subtract up to 9; play with fingers and toes to subtract up to 18; count hands and legs then subtract.
4. Teaching and Learning Resources: Oranges; papers; pair of scissors; table knife; colored pencils; Charts of fractions; Counters. Counters show take away. Charts for examples.
Week 6: Open Sentences (1)
1. Content (Knowledge and Skill): Knowledge: algebraic knowledge in finding missing values; identification of symbols; solve problems on open sentences.
Skill: Drawing of boxes or shapes to represent missing values.
To covered this, brainstorm scenarios like 2 + ? = 5. Use symbols in practice.
2. Performance Objectives: Pupils should be able to: find missing numbers/values in open sentence; use of symbols to find missing values; solve simple related open sentences.
3. Key Competencies and Value: Collaboration as pupils exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal while brainstorming in groups to respond to a hypothetical open sentence questions on find missing numbers/values.
This promotes flexibility. It helps group goals.
4. Learning Activities: This is what the teacher and the students will do during the lesson
i. Teacher Activities: Guides brainstorming on hypothetical scenarios like 2 + ? = 5; facilitates finding missing values and symbols.
ii. Students Activities: Brainstorm in groups on unknown additions; find missing values; use symbols; solve open sentences.
5. Teaching and Learning Resources: Bottle tops; Number cards; Charts containing alphabets.
Cards for symbols. Tops for counting misses.
Week 7: Mid-Term Break
Conduct mid-term test from week 1 to 6. Cover fractions to open sentences.
Week 8: Open Sentence (2)
1. Content (Knowledge and Skill): Finding missing numbers e.g. 6 + ? = 9; 4 + ? = 9; 3 + ? = 8.
To covered this, create unequal groups. Explain addition accuracy in life.
2. Performance Objectives: Pupils should be able to: find missing numbers in a statement; cross-check the correctness of addition in everyday life.
3. Key Competencies and Value: Collaboration as pupils assume shared responsibility for collaborative work, and value the individual contributions to the team while working in group to count and create two set of objects (counters: Sticks, bottle tops, etc) in two groups of known unequal numbers.
This values team input. It builds responsibility.
4. Learning Activities: This is what the teacher and the students will do during the lesson
i. Teacher Activities: Guides creating unequal groups; explains need for correct addition in daily life; gives examples.
ii. Students Activities: In groups, create unequal sets; count smaller to add to bigger; explain accuracy in addition; mention daily areas needing addition.
5. Teaching and Learning Resources: Pebbles; Oranges; Balls; Bottle tops; Number Beads, etc.
Beads for unequal sets. It shows missing numbers.
Week 9-10: Money
1. Content (Knowledge and Skill): Knowledge: 1. Recognition different denominations of Nigerian coins; 2. Addition of coins; 3. Subtraction of coins; 4. Identification of fractions of money.
Skill: Tracing coins on papers.
To covered this, show coins and add them. Calculate change and trace.
2. Performance Objectives: Pupils should be able to: recognize different denominations of Nigerian coins; add coins to obtain sums not exceeding 25k; calculate change obtainable from 10k or less; trace coins using brown and white papers; identify fractions of Money.
3. Key Competencies and Value: Collaboration as pupils incorporate group input and feedback into their work while brainstorming in groups to identify different denominations of coin.
This uses group feedback. It aids shared learning.
4. Learning Activities:
i. Teacher Activities: Guides brainstorming on coin denominations; facilitates adding up to 25k and calculating change; demonstrates tracing; explains fractions like 1/2 of 10k.
ii. Students Activities: Brainstorm denominations; add coins; calculate change; trace coins; identify fractions of money.
5. Teaching and Learning Resources: Actual Coins; model coins; Tracing papers; Crayon; Charts containing various denominations of coins.
Charts show denominations. Papers for tracing practice.
Week 11: Revision
Revise all lessons and prepare pupils for the exam. Focus on addition to money.
Week 12: Examination
The exam for the term should start. Test second term topics.
Week 13: Examination, Marking & Vacation
Conclude examination with marking and recording. Then vacation follows.