New Revised NERDC Primary 4 Mathematics Scheme of Work
Week 1: Money 2
1. Content: Advanced money problems with multiplication and division; budgeting basics.
2. Performance Objectives: Pupils should be able to handle multi-operation money problems.
3. Learning Activities:
i. Teacher Activities: The teacher guides budgeting exercises showing income and expenses, the teacher demonstrates calculating total costs with multiple items and quantities, the teacher presents problems requiring multiplication and division of money.
ii. Learning Activities: The learners plan simple budgets for events or shopping in groups, the learners calculate costs when buying multiple quantities, the learners solve problems involving equal sharing of money.
4. Teaching and Learning Resources: Budget sheets with categories for income and expenses, play currency for hands-on budgeting activities.
Week 2: Length
1. Content: Measuring and converting lengths between units; using tools for measurement.
2. Performance Objectives: Pupils should be able to solve mensuration problems on length.
3. Learning Activities:
i. Teacher Activities: The teacher demonstrates proper use of rulers and tape measures, the teacher explains conversions between millimeters, centimeters, meters, and kilometers, the teacher presents measurement problems requiring conversion.
ii. Learning Activities: The learners measure lengths of classroom items like desks and boards, the learners practice converting between units of length, the learners solve word problems involving distance and length.
4. Teaching and Learning Resources: Rulers marked in centimeters and millimeters for precise measuring, tape measures for longer distances and larger objects, charts showing length conversions and relationships between units.
Week 3: Weight
1. Content: Weighing and units of weight; estimating and calculating weight.
2. Performance Objectives: Pupils should be able to measure and compare weights.
3. Learning Activities:
i. Teacher Activities: The teacher uses scales to demonstrate weighing objects, the teacher explains conversions between grams and kilograms, the teacher presents problems comparing and calculating weights.
ii. Learning Activities: The learners weigh various objects and record measurements, the learners compare weights to determine heavier and lighter items, the learners practice converting between weight units.
4. Teaching and Learning Resources: Scales or balances for weighing objects accurately, standard weights for calibration and comparison, recording sheets for documenting measurements and observations.
Week 4: Time
1. Content: Telling time, time conversions, scheduling problems.
2. Performance Objectives: Pupils should be able to read clocks and solve time problems.
3. Learning Activities:
i. Teacher Activities: The teacher explains clock faces and how to read analog and digital times, the teacher demonstrates conversions between hours, minutes, and seconds, the teacher presents problems involving duration and scheduling.
ii. Learning Activities: The learners practice reading times on demonstration clocks, the learners create daily schedules showing times for various activities, the learners solve problems calculating elapsed time and duration.
4. Teaching and Learning Resources: Analog and digital clocks for demonstrating and practicing time-telling, timers for measuring durations in activities, worksheets with time conversion and calculation problems.
Week 5: Area
1. Content: Calculating area of shapes using formulas; formula application.
2. Performance Objectives: Pupils should be able to find areas of rectangles and squares.
3. Learning Activities:
i. Teacher Activities: The teacher draws shapes on the board and labels dimensions, the teacher explains area formulas for rectangles and squares, the teacher demonstrates calculating area step by step.
ii. Learning Activities: The learners calculate areas of drawn shapes using provided dimensions, the learners measure and calculate areas of paper shapes, the learners practice using formulas with different measurements.
4. Teaching and Learning Resources: Graph paper for drawing shapes and visualizing area, rulers for measuring dimensions of shapes, formula charts displaying area formulas clearly for reference.
Week 6: Area (Extra)
1. Content: Word problems on area; practical applications of area calculations.
2. Performance Objectives: Pupils should be able to solve real-life area problems.
3. Learning Activities:
i. Teacher Activities: The teacher discusses practical applications like flooring and painting rooms, the teacher presents word problems requiring area calculations, the teacher guides students in identifying when to use area formulas.
ii. Learning Activities: The learners measure and calculate areas of classroom floor or walls, the learners solve problems involving carpeting, tiling, or painting, the learners relate area to real situations they encounter.
4. Teaching and Learning Resources: Measuring tapes for measuring larger areas like floors, floor plans or room diagrams for calculating area in context.
Week 7: Mid-Term Break
Mid-term test should be conducted covering all topics from Week 1 to Week 6. Students take a break after assessment.
Week 8: Capacity
1. Content: Measuring volumes and capacity; using containers for measurement.
2. Performance Objectives: Pupils should be able to solve capacity problems.
3. Learning Activities:
i. Teacher Activities: The teacher demonstrates measuring liquids using graduated containers, the teacher explains conversions between milliliters and liters, the teacher presents problems involving filling and comparing capacities.
ii. Learning Activities: The learners fill and compare different containers to understand capacity, the learners measure liquids and record volumes, the learners solve problems involving capacity calculations.
4. Teaching and Learning Resources: Measuring jugs marked with volume graduations, bottles and containers of various sizes for comparison, charts showing capacity units and conversions.
Week 9: Plane Shapes
1. Content: Lines of symmetry, cardinal points in 2-D shapes; identifying differences from 3-D shapes.
2. Performance Objectives: Pupils should be able to locate symmetry and cardinal points; differentiate 2-D from 3-D shapes.
3. Learning Activities:
i. Teacher Activities: The teacher draws various plane shapes and shows lines of symmetry, the teacher explains properties of 2-D shapes, the teacher demonstrates how to identify cardinal points on shapes.
ii. Learning Activities: The learners fold paper shapes to find lines of symmetry, the learners draw and identify plane shapes, the learners distinguish between flat shapes and solid shapes.
4. Teaching and Learning Resources: Paper for folding and finding symmetry lines, mirrors for reflecting shapes to show symmetry, shape cards displaying various 2-D shapes with properties.
Week 10: Three Dimensional Shapes
1. Content: Symmetry and differences in 3-D shapes; building models.
2. Performance Objectives: Pupils should be able to identify 3-D features and differences from 2-D shapes.
3. Learning Activities:
i. Teacher Activities: The teacher shows physical models of cubes, cuboids, spheres, and cylinders, the teacher explains properties like faces, edges, and vertices, the teacher demonstrates differences between flat and solid shapes.
ii. Learning Activities: The learners build shapes using clay or modeling materials, the learners count faces, edges, and vertices of 3-D shapes, the learners compare properties of 2-D and 3-D shapes.
4. Teaching and Learning Resources: Clay or playdough for building 3-D models, physical 3-D models or everyday objects representing shapes, diagrams showing nets and properties of solid shapes.
Week 11: Revision
Teachers should revise all lessons from Week 1 to Week 10 and prepare pupils for the examination. Focus on comprehensive review of the term’s topics.
Week 12: Examination
The examination for the third term should start. Students complete assessments covering all topics from the term.
Week 13: Examination, Marking & Vacation
Examination should be concluded together with marking and recording, then vacation follows once all have been achieved. Teachers finalize reports and students prepare for the next academic session.
Frequently Asked Questions and Answers About Primary 4 Mathematics Scheme of Work
1. How does the scheme of work help teachers plan better lessons?
The Primary 4 Mathematics Scheme of Work provides a clear weekly structure showing exactly what to teach and when. Teachers can see the whole year mapped out, making it easier to prepare materials and pace instruction appropriately. The scheme includes performance objectives, learning activities, and resource suggestions for each topic, reducing planning time while improving lesson quality.
2. What happens during Week 7 in each term?
Week 7 is designated as Mid-Term Break across all three terms. Before the break, teachers should conduct a mid-term test covering content from Week 1 to Week 6. This assessment helps identify students who need extra support before continuing with new topics.
3. Why do some topics like Whole Numbers and Addition span multiple weeks?
Complex topics require more time for students to practice and master essential skills. The scheme of work extends challenging concepts like Whole Numbers over four weeks because students need repeated exposure to large numbers, place value, and calculations. This approach prevents rushing through important foundational topics that support later learning.
4. Can teachers adjust the scheme of work to fit their classroom needs?
Yes, teachers can adapt activities and resources while maintaining the overall structure and sequence. The scheme of work provides a framework, but teachers should consider their students’ learning pace and available materials. The key is covering all required content and meeting the performance objectives for each topic.
5. What teaching resources are most important for this scheme of work?
Basic materials like number charts, counters, rulers, play money, and everyday objects form the foundation. Most schools already have these items or can source them cheaply. The scheme prioritizes practical, hands-on resources that help students understand abstract mathematical concepts through concrete experiences.
6. How should teachers use Week 11 revision time effectively?
Teachers should review all topics covered from Week 1 to Week 10, focusing on areas where students struggled. Use practice questions similar to examination format, conduct group revision sessions, and clarify any remaining confusion. This week prepares students mentally and academically for the upcoming examination.
7. What makes this scheme different from older curriculum guides?
This New Revised NERDC scheme emphasizes competency-based learning rather than just memorization. It includes more practical activities, real-life applications, and learner-centered approaches. The scheme also spreads complex topics over multiple weeks instead of cramming everything into single lessons, allowing deeper understanding.
8. How can teachers assess if students are meeting performance objectives?
Teachers should observe students during learning activities, check written work regularly, and use the mid-term and end-of-term examinations. Performance objectives state clearly what students should achieve, making assessment straightforward. Teachers can also use oral questions, group presentations, and practical demonstrations to evaluate understanding.
9. What should teachers do if students fall behind the scheme of work schedule?
Teachers should identify specific areas where students struggle and provide extra practice during revision weeks. Some topics might need additional time, which can be accommodated by adjusting less complex topics. The important goal is mastery of concepts, not just covering content quickly.
10. Are the learning activities suitable for large class sizes?
Yes, most activities can be adapted for large classes through group work and peer learning. The scheme includes both individual and collaborative tasks. Teachers with large classes should organize students into manageable groups for hands-on activities, ensuring all learners participate and benefit from practical experiences.