PRIMARY FOUR MATHEMATICS 1ST TERM

WEEK TOPIC PERFORMANCE CONTENT TEACHER’S ACTIVITIES LEARNERS’ TEACHING AND EVALUATION
OBJECTIVES ACTIVITIES LEARNING GUIDE
RESOURCES
THEME: NUMBER AND NUMERATION
1 Whole 1. Count in ones 1. Counting in 1. Guides learners to 1. Count using Counters, match Count numbers
numbers. up to 100, in ones up to 10, count by using bundles of their counter sticks, seeds, bottle up to 99,999.
hundreds up to in tens up to sticks, seeds etc in e.g. sticks and tops etc. 2. Solve
2. Flash cards problems on
900, in 100, in counting in tens and march sticks
3. Sum cards. counting
hundreds, tens hundreds of hundreds. in tens and numbers up to
and units up to tens, and units 2. Guides learners to hundreds. one hundred
1000. up to 1000. build place value abacus 2. Label thousand.
2. Write 2. Writing and asks them to label columns of 3. Solve
numerals up to numerals up to columns. place value problems in
1000 in: 1000 in: 3. Assists leaners in abacus. quantitative
reasoning
a. short form a. short form making overlay and 3. make
involving
and and writing number as shown overlay cards. whole
b. expanded b. expanded below: 4. observe numbers.
form. from. 50000 and
3. count in 3. Counting in 3000 demonstrate
twos, threes, twos, threes, 600 the use of
fives and tens fives and tens 70 overlay cards.
up to 60. up to 60. 4. Demonstrate the use 5. count
4. Write the 4. Writing the of overlay cards. numbers with
place value of a place value of 5. Guides the Learners in abacus.
digit in any a digit in any activities to build 6. make use of
number up to number up to numerals up tp 99,999 overlay cards
999. 99,999. with abacus. to write 5-
5. Order whole 5. Ordering of 6. Guide learners to form digit numbers.
numbers using whole and write 5-digit numbers 7. Solve
symbols. numbers using using overlay cards. problems on
6. Solve symbols. 7. Guide learners to solve quantitative
problems on problems in quantitative aptitude.
1
 qualitative 6. Quantitative aptitude e.g. complete
reasoning. reasoning. the following diagram for
an overlay card for the
numbers.
8. Design series of
activities to lead learners
to count meaningfully up
to one hundred
thousand.
2 Whole Learners should Counting up to 1. Count up to 100,000 1. Read 1. Seeds, sticks. 1. Give the
numbers up to be able to: One Million in (in tens of thousands). numerals 2. Abacus, overlay place value of
1000,000. e. expand the ones, tens, 2. Write numerals up to written in cards, examples, the following:
charts. a. 46 624;
place value hundreds and 99 999. ascending
b. 99, 999
concept to thousands. 3. Count up to 1 000 000. order on the c. 1999867;
100,000 and 2. Writing 4. Write the place value chalkboard 2. State the
then to numerals and of any numeral in a 6- e.g. place value of 4
1000,000. stating the digit number. a. 4 in the number
2. Count in place values of 5. Write the place value b. 43 435762 in
thousands up to numbers up to of any numeral in a 7- c. 435 column e.
3. Explain that
One Million. 100, 000. digit number. d. 4357
the 6-digit
3. Solve 3. Extending 6. Lead learners in e. 43576 numerals is
quantitative place values by making overlay cards f. 435762 divided into
aptitude with moving figures thus: g. 4357625 two groups of
numbers up to one more 70000 2. Give the thousand and
1 000,000 place to the 4000 place value of one i.e. HTH,
left. 500 4, 3, 5, 6, 7, 2 TTH, TH H, T,
U.
4. Quantitative 60 and 5 above
4. Write
aptitude. 74 560 i.e. numerals up to
i. 4 in a – g 100,000 and
7. Demonstrate the use ii. 3 in b – g then up to
of overlay cards. iii. 5 in c – g 1000 000.
8. Guide learners to form iv. 7 in d – g 5. Solve
exercise on
and write 6 and 7-digit v. 6 in e – g

2
 numbers using overlay vi. 2 in f – g. quantitative
cards. 3. Label aptitude.
9.Guide learners in column of
activities to build place value
numerals up to 999,99 abacus.
with abacus. 4.
10. Guide learners to Demonstrate
solve problems on the use of
quantitative aptitude e.g. overlay cards.
complete the following: 5. Solve
8675: quantitative
8000 aptitude
000 exercises.
70

3 Whole Learners should 1. Counting in 1. Bring counters, clock 1. Group Counters, available Learners to:
numbers. be able to: 5s, 7s and 60s. faces and a calendar for counters in 5s, objects in the 1. solve
(Place value) 1.apply 2. use in class. 7s and 60s. locality, clocks face problems in
and calendar etc. groups of five,
knowledge of Quantitative, 2. Show learners to count 2. Count in 5s
2. Abacus, beads etc. seven, and
counting to aptitude. in 5s, 7s and 60s. e.g. 5, 10, 15, sixty,
local counting in 3. Place values 3. Lead learners to count 20, 25 … 2.Write the
groups of: thousands, in 5s using counters. 3. Count in 7s place value of
a. five’s (yam, hundreds, 4. Guide learners to count e.g. 7, 14, 21, each digit in
oranges, onions tens, and in 7s using days of the 28, 35 .. given 4-digit
etc.). units. Th, H, T, week. 4. Count in number.
a. using:
b. group of 7s U. 5. Make use of a clock 60s e.g. 60,
-spike abacus;
(weeks and 4. Learners face to show learners 120, 180, 240 -thread abacus;
days). should be able how to count in 60s. etc. -pocket
c. groups of 60s to: 6. organizes activities to 5. Change abacus;
(hours, minutes, use abacus to make learners change days to weeks -thread beads.
and seconds). state the place days to weeks, seconds to e.g. 7 days = 1 b. without the
2. State or value. minutes. Also minutes to week. use of abacus
relate the idea hours vice versa.

3
of counting in 5. Write the 7. Guide learners to 21 days = 3
fives as in the place value of various them that called weeks;
case of market each digit for counting in 5s, 7s, 60s 28days – 4
days. number as: e.g market days. weeks.
3. using of 6345 8. Lead learners to solve 6. Change
abacus to state 6 – 6000 exercises on quantitative minute to
the place value. 4 - 400 aptitude e.g. hours e.g.
4. Writing the 3- 30 Complete the following: 60 mins – 1
place value of 5- 5 a. 10 5 hour
each digit in the 260 mins –
number 6435 as b. 15 4hours 20
5 Units mins.
3 Tens 7. Change
4 Hundreds seconds to
6 Thousands minutes e.g.
180 seconds =
5. Solve the 3 minutes.
quantitative 8. Solve some
reasoning on problems on
place value. quantitative
aptitude
involving
whole
numbers.
9. Write the
place value of
the digits in a
four-digit
numbers.

4
4 Whole Leaners should 1. Roman Guide leaners to use 1. Use fingers -Roman numerical Learners to:
numbers of be able to: numerals (I to fingers to represent to form charts. 1. Read given
Roman 1. Count Roman C) numbers in Roman Roman -Flash cards; Roman
-Roman Numeral numerals and
Numerals. Numerals up to I for One numerals I – X (1 – 10). numerals I – X
charts state the
100 (I to C). V for five 2. Guide learners to form (1 – 10 -Number Charts corresponding
2. Solve X for ten Roman numerals: fingers). -Flash Cards. values in the
problems on L for fifty -I (one finger) 2. Study the Hindu/Arabic
quantitative C for One -v (five fingers) charts/flash form.
reasoning hundred -x (Ten fingers) card on 2. Write the
involving use of IX for nine 3. Give the values of L=50 Roman value of the
Roman
roman numeral: XX for Twenty and C=100. numerals.
numeral I – C in
XXX for thirty 4. Use the properties 3. Practise the
XL for forty referred above to reading Hindu/Arabic
LX for sixty describe XI, IX, etc. Roman form.
LXX for 5. Build a chart numerals.
Seventy explaining Roman 4. Practise
LXXX for Eighty numerals and use it as an writing Roman
2. Quantitative illustration e.g. numerals.
reasoning. I 1 5. Solve
II 2 exercise
III 3 involving
IV 4 numbers 2
V 5 and 3 above.
VI 6 6. Solve
VII 7 exercises
VIII 8 involving
IX 9 quantitative
X 10 aptitude on
Roman
b. Lead learners to solve numerals.
quantitative aptitude
examples e.g.
C 100

5
 L 50
XC 90

5 Ordering of Learners should 1. Ordering of Guide learners in 1. Revises Roman numerical 1. Order whole
whole be able to: whole ordering of numbers 1 – order of charts. number up to
numbers up to 1. order whole numbers up to 500 on numeral chart. numbers 1 – Flash card, 1000.
Number charts. 2. Solve
1000 by using numbers to 1 – 1000. 2. Leads learner to order 500 using
quantitative
the symbol < 1000 using the 2. Quantitative two numbers e.g. 546 number chart. aptitude
and >. symbol < and >. aptitude. and 174 as 546 >174 or 2. Recall the exercises.
2. Solve 174 < 546. meaning of
problems on 3. Lead learners to recall the symbols (<
quantitative the meaning of the or >).
reasoning symbol. (< and >). 3. Order any
involving 4. Give more exercises on two given
ordering of ordering of whole numbers.
whole numbers. numbers. 4. Solve
5. Guide learners to solve problems on
quantitative aptitude ordering
problems involving whole
ordering of whole numbers.
numbers e.g. 5. Solve
176 > 123 problems on
350 < 872 quantitative
409 134 aptitude
201 1004. involving
ordering of
whole
numbers.
6 Lowest Learners should 1. L.C.M. of 1. Guide learners in the 1. Practice Cardboard showing 1. Obtain the
Common be able to: numbers up to process of obtaining the finding sets of multiples of L.C.M of
Multiple 1. Find the 9. L.C.M. e.g. L.C.M of 3 and multiples of given numbers. numbers by
identifying the
(LCM). L.C.M. of 4 is obtained by finding the given
lowest of the
the multiples of 3 and 4. numbers by
6
 numbers up to 2. L.C.M. of 3 = 3,6,9,12,15, 18 picking the common
9. two numbers 4 = 4,8,12,16, 20 lowest of the multiples.
2. Use common up to 9. A selection of the lowest common 2. List the use
of L.C.M in
factors in common multiple is made multiples e.g.
everyday life.
working out thus: 12. the L.C.M of 3
things from Therefore, the L.C.M of 3 and 4.
various groups. and 4 is 12. 2. Practice
3. List the use of 2. Also explain how to finding L.C.M
L.C.M. in find the L.C.M by the use using facto
everyday life. of factor method. For method.
example, to find the 3. Lise uses of
L.C.M of 3 and 4: common
3=3x1 factor in
4=2x2 working out
L.C.M = 2 x 2 x 3 things for
= 12. various
3. Lead the learners to list groups.
the use of common
factors in working out
things for various groups.
7 MID-TERM TEST
8 Highest Learners should H.C.F. of 2- 1. Bring flannel board, 1. Use the Flannel board, Flash 1. Find the
Common be able to find digit numbers. flash card and number flannel board cards and number factors of given
Factors (HCF) the H.C.F. of 2- cards to the class. and flash cards. numbers.
2. Find the
digit numbers. 2. Guide learners to use cards (number
common of
flannel board and flash cards) to factors of given
cards to identify common identify numbers
numbers. factors of hence,
3. Guide learners to use given determine the
the flannel board and numbers. H.C.F..
flash cards to identify 2. Select 3. Find H.C.F.
using prime
factors of given numbers factors of
factor method.
which are then recorded common to
7
 on the chalkboard e.g. the given
factors of 12 and 18 i.e. numbers and
12 = 1,2,3,4,6 and 12. identify the
18 = 1,2,3,6, 9 and 18. Highest
4. Identify the Highest Common
common factors in Factors.
1,2,3,4, 6 and 12, and 3. Practice
1,2,3,6,9 and 18. obtaining the
5. Guide learners to pick H.C.F. with
the Highest Common several
Factor i.e. 6. examples.
6. Guide learners to find
H.C.F. using prime factors
method thus:
6=2x3x1
8=2x2x2x1
H.C.F. = 2.
9 Faction. Learner should 1. Proper and Guide learners to divide 1. Explain the Orange, paper Learners to:
be able to: improper an object e.g. an orange meaning of cutting of different i. classify a
1.differentiate fraction and into two equal parts to proper and shapes, given set of
Fraction, charts, fractions into
between proper mixed show a proper fraction. improper
oranges, squares. proper and
and improper numbers. 2. Guide learners to fraction and Cardboards, Flow improper
fractions. 2. Mixed identify what is proper mixed chart of quantitative fraction.
2. change number. and improper fraction as numbers. reasoning. Flash
improper 3. Quantitative well a mixed member. 2. Cut objects cards. ii. Convert
fraction to reasoning. 3. Guide learners to e.g. orange improper
mixed numbers 4. Decimal convert from improper into equal fraction to
mixed number
and vice versa. fractions up to fraction to mixed part to show a
and vice versa.
3. apply tenth and numbers and vice versa. proper 3. Solve more
fractions in hundredths. 4. Guide learners to apply fraction. conversion
sharing 5. Equivalent fractions in sharing 3. convert problems on
commodities in fraction. commodities in homes, improper fractions.
market, schools etc. fraction to

8
home, market, 6. Ordering 5. Guide learners to mixed 4. Write
school etc. fractions. identify decimal numbers numbers and decimal
4. Solve 7. Quantitative in decimal fractions: vice versa. fraction with
denominators
quantitative reasoning. tenths, hundredths as 4. Apply
tens and
reasoning fractions with 10 and 100 fraction to hundred.
problems as denominators share 5. Solve
involving respectively. commodities problems in
fractions. 6. Solve problem in in home, quantitative
5. Solve quantitative reasoning. market, reasoning.
quantitative 7. Guide learners to state schools etc. 6. Find the
equivalence of
reasoning three or four equivalent 5. Explain
given fraction.
problem in fractions of a given decimals in 10 7.Order given
decimal fraction. and 100 as pair of
fraction. 8. Guide learners to fraction with fractions using
6. obtain notice that when 10 and 100 as < or >.
equivalent fractions have the same denominators. 8. Solve
fractions of a denominator, the fraction 6. solve problems on
quantitative
given fraction. with smaller numerator is problems in
aptitude
7. ordering pair less e.g. quantitative reasoning
of fractions. 6 9 reasoning. involving
𝑎𝑛𝑑 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡
8. Solve 10 10 7. Give equivalent
quantitative hence equivalent fractions.
6 9
reasoning on < fractions of
equivalent 10 10 given
fractions. fractions.
9. Guide learners to solve
8. order a pair
quantitative aptitude
of fraction by
problems on equivalent
comparing
fractions.
their new
numerators.
9. Solve some
quantitative
aptitude

9
 problems
involving
equivalent
fractions.
THEME: BASIC OPERATIONS
10 Addition and Learners should 1. Addition of 1. Guide learners to use 1. Use abacus Abacus and charts. Learners
Subtraction of be able to: whole abacus TH, H, T, U for to subtract should be able
whole 1. add whole numbers in TH, addition and subtraction three 4-digits to:
1. add and
numbers numbers in TH, H, T, U with of three 4-digit number numbers.
subtract three
H, T, U with remaining. with or without 2. Apply place 4-digit
remaining. 2. Addition of remaining. value in numbers with
2. Add whole whole 2. Guide the learners to addition and or without
numbers numbers in Th, note the importance of subtraction renaming.
without H, T, U without place value in performing and need for 2. add and
remaining. remaining. correct addition and correct subtract three
4-digit
3. Subtract 3. Subtraction subtraction in everyday addition and
numbers taking
whole numbers of whole activities. subtraction. two at a time.
in TH, H, T, U numbers in Th, 3. Guide learners to carry 3. Solve 3. Solve
with remaining. H, T, U without out the correct addition problems that quantitative
4. Subtract remaining. and subtraction. requires aptitude
whole numbers 4. Subtraction 4. Guide learners through addition and problems
in TH, H, T, U of whole addition and subtraction subtraction in involving
addition and
without numbers in Th, of three 4-digit numbers at least four
subtraction of
remaining. H, T, U with taking two at a time e.g. digit numbers. three 4-digit
remaining. 1816 +2672 +4297. 4. Add and numbers taking
5. Guide learners to solve subtract three two at a time.
quantitative aptitude 4-digit
problems involving numbers
addition and subtraction taking two at
of three 4-digit numbers a time.
e.g. 4600 920 e.g. 1816 +
2672 – 4297.
13800

10
 ii. 4297 – 2672
– 1816.
b. Solve
quantitative
aptitude
problems
involving
addition and
subtraction of
three 4-digit
numbers.
THEME: BASIC OPERATION
11. Addition and Learners should 1. Addition and Guide learners to revise 1. Revise Fraction charts, Learners to:
Subtraction of be able to: subtraction of addition of fractions e.g. addition and Quantitative i. add and
Fractions and 1. Add and -two proper 1 3 2 3 subtraction of aptitude chart. subtract
+ = + Addition cards. proper
Decimals. subtract: fractions; 2 4 4 4 fractions.
5 fractions and
i. proper -improper = 4 = 114 2. Carry out mixed fraction.
fraction fraction; 2. Guide learners to add addition and ii. give three or
II. improper -mixed and subtract proper subtraction more examples
fraction. numbers. fraction and mixed involving of everyday life
ii. mixed 2. Quantitative numbers. proper activities that
numbers. reasoning on fractions and require
3. Guide learners to give
addition and
2. Correctly add addition and examples of everyday mixed
subtraction of
and subtract subtraction of activities where addition numbers. fractions.
proper and fractions. and decimals are used. 3. give 3. Solve
improper 3. Addition and 4. Guide learners to solve examples of quantitative
fraction in subtraction of quantitative aptitude everyday life aptitude
everyday life decimal up to problems involving activities problems
activities. 3 decimal where involving
addition and subtraction
addition and
3.Solve numbers. of fractions. e.g. accuracy of
subtraction of
quantitative 4. Quantitative addition and fractions.
aptitude reasoning on subtraction of 4. Given four
problems fractions and examples of

11
involving decimal decimals are everyday
addition and numbers. required. activities that
subtraction of 4. Solve require correct
11
addition and
fractions. quantitative
subtraction of
4. Add and aptitude decimal
subtract problems numbers.
decimal up to 3 1/2
1 1/2
1 involving 5. Solve
decimal places. addition and problems on
5. Correctly add subtraction of addition and
1 subtraction on
and subtract fractions.
decimal
decimal. 5. Add and
number up to 3
6. Solve subtract series decimal places.
problems on 3/4
1 3/4 of problems 6. Solve
1
quantitative involving quantitative
reasoning 4. Guide learners to solve decimal aptitudes
involving problems on addition and numbers up problems
addition and subtraction of decimals to 3 decimal involving
addition and
subtraction of to 3 decimal places e.g. places.
subtraction of
decimals. 4.263 + 5.123 = 9.386 6. Correctly decimal
5. Lead learners to add and numbers with
correctly add and subtract up to 3 decimal
subtract decimals in decimal places.
everyday life activities. numbers
7. Guide learner to solve giving
quantitative aptitude examples.
problems involving 7. Apply
addition and subtraction addition and
of decimals. E.g. subtraction to
18.22cm 11.45cm everyday life
activities.
8. Solve
29.67cm quantitative
aptitude

12
 problems
involving
addition and
subtraction,
And
subtraction of
14.28kg 9.70kg decimals
numbers with
up to 3
decimal
places.
12. Revision and Examination

13
 PRIMARY FOUR MATHEMATICS 2ND TERM

WEEK TOPIC PERFORMANCE CONTENT TEACHER’S ACTIVITIES LEARNERS’ TEACHING AND EVALUATION
OBJECTIVES ACTIVITIES LEARNING GUIDE
RESOURCES
THEME: BASIC OPERATION
1 Multiplication Learners should 1. 1. Guide learners to 1. Carry out Flash card, Learners to:
of whole be able to: Multiplication revise multiplication ofmultiplication of Multiplication 1. Multiply
numbers by 2- 1. Multiply of whole whole number. whole numbers charts etc. whole
Quantitative numbers by 2-
digit numbers. whole number numbers by 2- 2. Guide learners to by 2-digit
aptitude chart etc. digit numbers
by 2-digit digit number carry out multiplicationnumbers. not exceeding
numbers not not exceeding of whole numbers in 2- 2. Solve 50.
exceeding 50. 50. digit numbers e.g. 40 x problems 2. Solve
2. Solve 2. Quantitative 12 . involving quantitative
quantitative on 3. Guide learners to multiplication of aptitude
aptitude multiplication solving quantitative whole numbers problems
involving
problems of whole aptitude problems on by 2-digit
multiplication
involving numbers. multiplication of whole number. of whole
multiplication numbers with 2-digit 3. Solve numbers by 2-
of whole numbers e.g. quantitative digit numbers
numbers by 2- aptitude not exceeding
150 12 1800
digit numbers. problems 50.
involving
200 ? 2000 multiplication of
whole numbers
? not exceeding
10 3500
50.
2 Multiplication Learners 1. 1. Guide learners to Give examples of Flash cards, 1. Multiply
of decimals by should be able Multiplication solve multiplication of everyday Multiplication chart decimals by 2-
2-digit to: of decimals by decimal numbers by 2- activities that on decimal digit numbers.
numbers, 2. Solve
numbers. 1. Multiply 2-digit digit numbers. require correct
Quantitative quantitative
decimals numbers. 2. Guide learners to multiplication of aptitude charts etc. aptitude
numbers by 2- 2. Quantitative solve quantitative decimals with 2- problems
digit numbers. reasoning on aptitude problems digit numbers. involving
14
 2. Solve multiplication involving quantitative 2. Solve aptitude
quantitative of decimal aptitude problems problems on problem
aptitude numbers. involving multiplication multiplication of involving
multiplication
problem of decimal numbers by decimal numbers
od decimal
involving 2-digit whole numbers. with 2-digit numbers by 2-
multiplication numbers. digit numbers.
of decimal 3. Solve
numbers by 2- problems on
digiti numbers. quantitative
aptitude
involving
multiplication of
decimal numbers
-2-digit whole
numbers.
3 Squares and Learners should 1. Square of 1 Guide learners to find 1. Use the square -20 by 20 square Learner to:
Square Roots. be able to: and 2-digit the square of a number chart to find charts. 1. find the
i. calculate numbers. say 3 by locating the squares of any -charts on square of given
quantitative number using
square of 1 and 2. Square root intersection of 3 by 3 on given number.
reasoning square 20 by 20
2-digit of perfect the vertical and 2. Give examples root chart. square chart.
numbers. squares up to horizontal rows and of objects with 2. find the
ii. find square 400 using: columns respectively on perfect square square roots of
root of perfect - squares the square chart to get faces. given number
squares up to chart; 9. 3. Find square using 20 by 20
400. -factor 2. Guide learners to roots of perfect square roots.
3. Give
iii. identify method. identify objects of squares not
example of
objects with 3. Quantitative perfect square face. exceeding 400 objects with
perfect square reasoning on 3. Guide learners in using the square perfect square
faces like cubes. squares and locating the square root root chart. faces in their
iv. Solve square roots of any perfect square on 4. Find square home and
quantitative of numbers the chart e.g. square rood of perfect schools.
aptitude not greater root of 256 is 16. squares by 4. Find square
roots of
exercises on factors methods.
perfect
15
 square roots of than four 4. Guide learners to find 5.Solve series of squares using
perfect squares hundred. square roots by factor quantitative factor method.
not more than method e.g. 256 = aptitude 5. Solve
quantitative
400. 4x4x4x4. problems
aptitude
5. Guide learners to involving squares problems
solve quantitative of 1-digit and 2- involving
aptitude problems digit numbers finding square
involving square of 1 and square root and square
digit and 2-digit of numbers not root of
numbers and square exceeding 400. numbers.
root of perfect square
not greater than 400,
illustrating with chart
e.g.
1.
2

4 16

400 256

20 8 16

4 Division 1. Divide 2 or 3- 1.Division of 2 Guide learners to divide 1. Divide 2 and 3- 1. Sticks, bottle tops Learners to:
digit number or 3-digit 2 or 3 decimals by digit numbers by etc. 1. Divide a
by: numbers by: numbers not more than numbers not 2. Division charts, given two- or
3. Quantitative three-digit
i. numbers up i. numbers up 9. than 9.
aptitude charts. numbers by
to 9 with or to 9 with or 2. Guide learners to 2. Divide given numbers
without a without a divide a given number numbers by 10, between 2 and
remainder. remainder. by 10, 20, 30 etc. 20, 30 etc. 9.

16
 ii. multiples of ii. multiples of 3. Bring chart showing 3. Solve 2. Divide a
10 up to 50. 10 up to 50. examples on quantitative given two- or
2. identify 2. Quantitative quantitative aptitude. aptitude three-digit
numbers by 10
equality of aptitude on 4. Guide learners problems
up to 50.
sharing things division. through examples on involving 3. Solve
like money, quantitative aptitude division. quantitative
fruits, book etc e.g. 2 aptitude
62 31
at home and in problems
1
school. involving
2
3. Solve 32 8 division.
quantitative 2
aptitude
exercise
involving
division.
5 Estimate Learner should 1. Estimate 1. Guide learners to find 1. Estimate sums Chart on Estimates. 1. Estimate the
be able to give sums and estimate of sum and and products sum and
meaningful products. product of numbers. numbers. product of
numbers,
estimate of 2. Quantitative 2. Guide learners to find 2. Work series of
height and
sums and reasoning the estimate of 99.7 + exercises on widths within
products of problems 59.5 as 100 + 60=160. estimation and outside
numbers. involving 3. Guide learners to involving sums the school.
number line. estimate 213 x 32 as and product of 2. Carry out
210 x30=6300. their ages. estimate
3. Give examples involving sum
and product of
of estimation
number.
where it is
required.
6. ALGEBRAIC PROCESSES
6 Open Learners should Open 1. Explain that open 1. Define open Chart contain 1. Define open
Sentence be able to: Sentences sentence are sentences. worked exercise on sentences.
i. define open Mathematical 2. solve series of open sentences of 2. Solve many
different forms. exercises on
sentence. statements that problems
open
17
 2. find the involving the equality involving open 2. Quantitative sentences
missing number sign (at this level) and a sentences. aptitude chart. involving the
in an open missing quantity 3. Solve four-arithmetic
operation.
sentence. (represented with an quantitative
3. Find missing
empty box). aptitude numbers in
Open sentences involve problems on quantitative
the for arithmetic open sentences. aptitude
operation: addition +, exercise.
Subtraction - ,
Multiplication x and
division ÷.
Some examples are:
a. 10 + = 19
b. 5 - =3
c. + 6 =15
d. 3
= 15.
e. 5 x = 15
2. Lead learners to find
the missing numbers in
the above examples.
3. Quantitative
reasoning on open
sentences.
7 MID-TERM TEST
8 Open Learners should 1. Open 1. Lead learners to 1. State the need Chars containing 1. Solve many
Sentences be able to: Sentences; establish the for open worked exercises exercises on
1. relate open 2. Quantitative relationship between: sentences in on open sentences open
of different forms. sentences
sentences to reasoning on i. addition and daily life.
involving daily
everyday open subtraction; 2. Give examples life.
activities. sentences. ii. multiplication and of open 2. Find the
division. sentences in missing
daily life. numbers in

18
 2. state the 2. Lead learners to solve 3. Solve quantitative
relationship quantitative exercise quantitative aptitude
7 exercises.
between: e.g. aptitude
i. addition and + problems on
subtraction; open sentences.
ii. multiplication 6 13
and division.
3

4 13
3

12 13

THEME: MENSURATION AND GEOMETRY

9 Money 1. Solve 1. Addition of 1. Set up the shopping 1. Provide some 1. Empty packets of 1. Solve
problems on money. corner in the class and items for the sugar, match boxes exercise on
addition of 2. Subtraction place a price tag on shopping corner etc. addition of
2. Addition table money.
money. of money. each item. e.g. empty
chart, 2. Solve
2. Solve 3. Quantitative 2. Lead learners to packets of sugar, 3. Charts containing problems on
quantitative aptitude select any two items match box, etc. samples of subtraction of
aptitude exercise on from the shop and add 2. Take any two quantitative money.
exercises addition and their costs. items and add aptitude on 3. Solve
involving subtraction of 3. Display some money their cost. addition and quantitative
addition of money. denominations e.g. 3. Give the sum subtraction of aptitude on
money. addition and
money. N5, N10, N20, N50 etc. of any two

19
 3. State the 4. Guide learners to denominations subtraction of
essence of solve exercise on of money bills. money.
correct addition addition and subtraction 4. Role play a
of money in of money. E.g. N4.20 +N shop keeper and
business 3.10 = N7.30 customer
transactions. ii. N4.20 – N3.00 showing how
4. Solve =N1.20. change due is
exercises on 5. Let learners buy and calculated.
subtraction of sell items and thus 5. Solve
money. determine the money to questions on
5. Solve be collected. addition and
quantitative 6. Solve quantitative subtraction of
aptitude aptitude problems money.
problems involving subtraction of 6. Solve
involving money. quantitative
subtractions of aptitude exercise
money. on addition and
6. State the subtraction of
essence of money.
correct
subtraction of
money in
business.
10 Money Learners should 1. 1. Lead learners on 1. Solve 1. Card on 1. Solve
be able to: Multiplication multiplication of money problems on multiplication of problems on
1. Multiply of money by by whole number using multiplication of money by whole multiplication
numbers. of money by
money by a whole sum cards e.g.N7 x 3 money by whole
2. Real and model whole
whole number. numbers. =N21. number. of money. numbers.
2. Divide money 2. Division of 2. Solve quantitative 2. Solve 3. Empty packets of 2. Solve
by a whole money by aptitude problems problems on : sugar, matchbox, problems on
number. whole related to multiplication division of Empty tins of: division of
3. Solve some numbers. of money. money by a Bournvita, money by
quantitative whole number. tomatoes, milk, etc.

20
reasoning 3. Calculation 3. Guide learners to 3. Solve Real and model of whole
problems on of profit and solve problems on quantitative money. numbers.
multiplication loss. division of money by a aptitude 3. Solve
quantitative
and addition of 4. Quantitative whole number. problems on
aptitude
money. reasoning on 4. Guide learners to multiplication problems
4. Calculate profit and loss. solve quantitative and division of involving
profit and loss. aptitude problems on money. division of
5. Solve division of money. 4. Calculate money.
quantitative 5. Give exercises on profit and loss. 4. Solve
aptitude division of money. 5. Solve problems on
the
problems on 6. set up a shopping problems on
calculations of
profit and loss. corner in the classroom profit and loss. profit and loss.
and engage learners in 6. Solve 5. Solve
buying and selling. problems on problems on
7. lead learners to quantitative quantitative
realize that when one reasoning reasoning
sells an article at a price involving profit involving profit
and loss.
higher than the cost and loss.
6. State ways
price than a profit is said 7. State skill in on how to
to have been made. making profit in make profit in
8. Calculate the profit by real life through life.
subtracting cost price entrepreneurship
(CP) from the selling and enterprise
Price (SP) i.e. activities.
Profit = SP – CP. 8. Solve
9. Solve quantitative problems on
reasoning involving quantitative
profit and loss. reasoning
3 involving profit
and loss.

3, 4, 6, 3, 2,
5, 3, 2, 8 4

21
 Mode

Set of Mean
data
11. Revision
12 & Examination
13

22
 PRIMARY FOUR MATHEMATICS 3RD TERM

WEEK TOPIC PERFORMANCE CONTENT TEACHER’S ACTIVITIES LEARNERS’ TEACHING AND EVALUATION
OBJECTIVES ACTIVITIES LEARNING GUIDE
RESOURCES
THEME: MENSURATION AND GEOMETRY
1 Length Leaners should 1.Estimating 1.Guides learners to 1.Estimate and 1)Tape measure, 1. Estimate
be able to: length and estimate and measure measure small meter rule etc. given length
1. estimate measurements objects in centimeter object in 2)Addition and and distances
subtraction charts 2. Estimate
distance in 2.Addition and 2.Guides learners to centimeter
involving lengths. given object
Kilometers and subtraction of estimate and measure bigger objects and distances.
length in meters length bigger objects in meters in meter and 3. Compare
or centimeters and centimeters and centimeters. estimates and
and compare record all their result in a 2.Make actual
with tabular form. comparison of measurement
measurements. 3.Guides learners to their results 4. Solve given
problems on
2. add and compare their results. and subtract
quantitative
subtract length 4.Guides learners to add given length. reasoning on
and subtract length e.g. addition and
8km 120m+4km4m=12km subtraction of
124m lengths.
6km + 2km 8m =9km 8m
7km 45m – 5km 20m =2km
25m
2 Weight 1. Add and 1. Addition and 1. Lead learners to solve Solve problems Flash card, 1. Solve
subtract subtraction of exercise involving addition on addition, cardboard with exercise on
weights in weights in and subtraction of weights subtraction, examples of multiplication
calculations of weights.
Kilogrammes Kilogrammes e.g. multiplication
involving addition, 2. Solve
(kg) and and grammes. a. 500kg – 340kg and division of subtraction, exercise on
grammes (g). 2. b. 3kg + 567g etc. weights in multiplication and division of
2. Multiply Multiplication Note: Explain that 1kg = Kilogrammes division of weights.
weights in of weights in 1000g. and grammes weights. 3. Solve
Kilogrammes Kilogrammes 2. Lead learners to solve through active exercise and
(kg) and and grammes exercise on multiplication participation. addition and

23
 grammes (g) by by whole of weights by whole subtraction of
whole numbers. numbers. numbers e.g. 45kg x 2 weight.
3. Divide 3. Division of =90kg.
weights in weights in 3. Lead learners to solve
Kilogrammes Kilogrammes exercise on division of
(kg) and and grammes weights by whole numbers
grammes (g) by by whole e.g. 650kg divided by 5,
whole numbers. numbers. etc.
4. Give learners some
questions to solve
3 Time 1. Tell the time 1. Time, 1. Guide learners to bring 1. Bring clock 1. Real clocks 1. Tell the time
on the clock. Calendar and clocks and calendars to and Calendars faces, Models and of the day and
2. Read the dates. class. to class. Calendars. determine the
2. Quantitative special dates
Calendar. 2. Using the 2. Ask learners to tell 2. Indicate
aptitude, sample such as birth
3. Use the notation a.m. important of times of the important time charts. dates from the
notation “am” and p.m. for school day on the clock of the school calendar.
and “pm” for time of the faces. day on the 2. Wirte the
the time of the day. 3. Tell the time from the clock face. dates of some
day. 3. Quantitative clock face. 3. Tell the time given
4. Write dates. aptitude. 4. Tell and write their from the clock important
events.
5. Mention the birthdates. face.
3. Solve
importance of 5. Recognize the need for 4. Tell and quantitative
time and time and different seasons. write their aptitude
different 6. Indicate the time of the birthdates. exercise on
seasons. day using the notation 5. Recognize time date.
6. Solve “am” and p.m. the need for 4. Record at
quantitative 7. Solve quantitative time and least four
important
aptitude aptitude exercise. different
times of the
exercise on seasons. (school) day
time. 6. indicate the and the
time of the day activities
using the associated with
learner

24
 notation “am” indicating
and “pm”. which times
7. Do are a.m. and
which are p.m.
quantitative
aptitude
exercise on
time.
8. Learners
should copy
quantitative
aptitude
samples in
their exercise
books.
4 Area Learners should 1. Area of 1. Guide learners to find Find small Cardboard and Learners to:
be able to: rectangle area using square units. areas using unit square chart, 1. find areas
1. find the area including 2. Lead learners to find unit squares. classrooms, using formula.
desktops, 2. find large
of rectangles squares. area by using formula. 2. Use formula
farmland etc. areas in square
using the 2. Area of 3. Guide learners to find to find areas of meter and
formula. farmlands and areas of shapes, farmlands rectangles and hectares.
2. Calculate towns or cities. etc in their environment. squares.
areas of shapes, 3. Quantitative 3. Find areas of
farmland etc in aptitude on shapes,
the area. farmlands etc
environment. 4. Solve in their
problems on environment.
quantitative 4. Guide
aptitude learners to
related to develop
areas. interest in
finding areas of
shapes,
structures and

25
 farmlands in
their
environment.
5. Guides them
to solve
problems on
qualitative
aptitude
related to
areas.
5 Capacity Learners should 1. Addition and 1. Lead Learners to solve Solve problems Cardboard with Learners to:
be able to: subtraction problems in addition and in addition and solved exercises i. add and
1. Add and involving litres. subtraction involving litres subtraction on addition, subtract given
subtraction, problems in
subtract in 2. e.g. involving litres.
multiplication and litres.
liters. Multiplication 7.5 litres + 2.7 litres = 10.2 2. Solve division involving 2. divide and
2. Multiply and and division litres. problems on litres. multiply with
divide in litres involving litres. 2. Lead learners to solve multiplication whole number
with whole 3. Quantitative problems on multiplication and division in problems
numbers. aptitude and division involving litres involving litres. involving litres.
3.Solve involving e.g. 9.2 litres x 6 =18.2litre 3. Solve 3. Solve
problems on
problems on addition, 2.16 litres ÷ 6 = 0.36 litres. problems on
quantitative
quantitative subtraction, 3. Guide learners to solve quantitative aptitude on
aptitude related multiplication problems on quantitative aptitude addition,
to addition, and division reasoning involving involving litres. subtraction,
subtraction, involving litres. multiplication and division multiplication
multiplication using litres. and division
and division involving litres.
involving liters.
6 Plane Shapes Leaners should 1. Symmetry 1. Guide learners to fold 1. Carry out the Plane shapes etc. 1. identify
be able to: or non- the cut-out plane shapes folding and Chart, plane line(s) of
i. identify symmetry of to find their line(s) of cutting out shapes etc, symmetry of
Chart and model given plane
symmetrical plane shapes. symmetry. plane shape to
of the four shapes.
plane shapes. -square cardinal points.
26
 2. locate line(s) -rectangle 2. Lead learners to locate find the line(s) 2. Locate line
of symmetry of -equilateral the line(s) of symmetry of of symmetry. of symmetry of
objects in the and isosceles each of the plane shapes. 2. locate the given objects in
their homes.
school and triangle. 3. Lead learners to line(s) of
3. Locate the
homes. -Rhombus appreciate symmetry in life symmetry of horizontal lines
-Trapezium situations. the plane on given
-Parallelogram 4. Guide the learners to shapes. objects.
-Kite locate vertical and 3. Locate
horizontal line in the various
classroom and other horizontal and
materials around them. vertical lines in
the classroom
and other
materials
around them.
7 MID-TERM TEST
8 Plane Shapes 1.Distrigush Horizontal and 5.guides the learner to 4.locate the Plane shapes Mention five
between vertical lines locate the four cardinal four cardinal Etc object or
horizontal and Cardinal point points and relate them to points and Charts and the material that
model of the home
vertical lines. ➢ North the geography of Nigeria relate them to
cardinal points Horizontal and
2. Indicate four ➢ South 6, loads learners relate the the geography vertical lines in
cardinal point ➢ East rising and setting of the of Nigeria their
and relate the ➢ West sun to the cardinal point 5.relate the environment
setting and rising and 5locate Gwen
rising of the setting of the cardinal on the
sum on the sun to the charts and
model
cardinal point cardinal point
6mention the
on the east and of two given
west. capital of
states in
Nigeria

27
 9 Three Learners should Cuboids, Cubes 1. Guide learners to 1. Mention and Cartons, Milk tins, Lead to
Dimensional be to: and cylinders. separate the open shapes write down the Plastic buckets distinguish
Shapes. 1. distinguish and closed shapes and features of etc. Water between open
and closed
between open discuss their features. open and
shapes from a
and closed 2. Lead learners to identify closed shapes. given collection
shapes. uses of 3-dimensional 2. Identify the of shapes.
2. identify the shapes in homes and uses of 3-
uses of 3- environment. dimensional
dimensional shapes in
shapes in homes and
homes and their environment.
environment.
THEME: EVERYDAY STATISTICS
10 Bar Graph Learners should 1. Bar graph. 1.Guide learners to revise 1. Construct 1. Cardboard Learners to:
be able to: 2. Bar graph pictogram and idea of bar graphs by showing 1. construct
1. draw bar mode. mode. representing horizontal and horizontal and
vertical bar vertical bar
graphs. 2. Guide learners to given data on
graphs. graphs of a
2. read bar generate and present data bar graphs. 2. Mathematical given data.
graphs. for the construction of bar 2. Read and game or 2. Solve
3. identify bar graphs. interpret demonstration problems from
graph mode. 3. Lead learners to read information designed by the their
4. identify the and interpret information from bar teacher. environment
most common in bar graphs. graphs. 3. Bar graph chart. where data can
be represented
events/data in 4. Lead learners to use bar 3. Use of bar
using bar
daily life graphs in presenting graphs in graphs.
activities. information. representing 3. identify bar
5. Guide learners to information in graphs.
identify results involving their 4. determine
bard graphs and mode of environment. the mode of a
giving data. 4. identify the bar graphs
generated
6. Lead learners to relation
from their
determine bar graph mode between bar environment.
graph and

28
 and list value from bar mode of a
graphs. given data.
7. Lead learners to identify 5. Give the
and find the mode of bar mode on the
graphs of such statistical bar graph and
data as population also the least
distribution, amount of value from bar
rainfall by months etc. graphs.
11. Revision
12 & Examination
13

29