School: GBHS Bandam Sequence: 1

Class: Form one Duration: 50minutes

Number on roll: Boys: Girls:
Average age: Date:
Family of situation: REPRESENTATION, DETERMINATION OF QUANTITIES AND IDENTIFICATION
OF OBJECTS BY NUMBERS
Competence: DETERMINATION OF A NUMBER, READING AND WRITING INFORMATION USING
NUMBERS, VERBAL INTERACTION ON INFORMATION CONTAINING NUMBERS AND ESTIMATION
AND TREATMENT OF QUANTITIES. EXAMPLES: FIND NUMBER OF BAGS OF FARM PRODUCTS
READ RESULTS (ELECTION, EXAMINATION ETC), READ ADDRESSES, TELEPHONE NUMBERS,
CAR NUMBER PLATES, READ CONSUMPTION OF ELECTRICITY AND WATER, GIVE DATE OF
BIRTH, AND GIVE THE TELEPHONE NUMBER.
Module 1: NUMBERS, FUNDAMENTAL OPERATIONS AND RELATIONSHIP IN THE SET OF
NUMBERS
Topic 1: NUMBERS AND NUMERALS
Lesson 1.1: Egyptian Numerals
Objectives: By the end of this lesson students should be able to;
- identify numbers in Egyptian numerals,
- represent numbers in Egyptian numerals.
Prerequisite knowledge: Using of fingers or sticks to represent numbers.
Motivation: Counting which is done in so many ways in very important in schools, at home and in selling and
buying of goods at the market.
Didactic materials: Chalk, ruler, chalkboad
References:
- Andrew T. Tamambang, (2017) Interaction in mathematics form 1( first edition), Cambridge university
press
Numfor Eric (2011) Effective mathematics (third edition) Anucam Education Books PLC
- Form 1 scheme of work
Verification of prerequisite knowledge
Write numbers from one to ten in figures
Problem situation
Activity
Form the table below;
1. How do we called the numbers in column 1?
2. How do we called the symbols in column 2?
3. Link the numbers in column 1 with the corresponding symbols in column 2.

Summary
Property:
Number: A number is an idea. It is something you can think of, but you cannot see.
Symbol: A symbol is a mark or sign which represent something.
Numeral: A numeral is a symbol which represents a number.
Egyptian numerals are built up in tens. See the learning activity above.
Remark
- The Egyptian numerals have basic symbols or signs which are listed above.
- We can add or subtract Egyptian numerals.
Exercise
1. Write down the following numbers in Egyptian numerals:
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 a) 20
b) 25
c) 300
d) 175
e) 34311
Assignments
Text book
Bilingual game
Egyptian numerals – chiffres egyptien

Lesson 1.2: Roman Numerals

Objectives: By the end of this lesson students should be able to;
- identify numbers in Roman numerals,
- represent numbers in Roman numerals.
Prerequisite knowledge: Using of fingers or sticks to represent numbers.
Motivation: Counting which is done in so many ways in very important in schools, at home and in selling and
buying of goods at the market.
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Form the table below;
1. How do we called the numbers in column 1?
2. How do we called the symbols in column 2?
3. Link the numbers in column 1 with the corresponding symbols in column 2.

Summary
Property: The roman numerals are built up in ‘fives’ and ‘tens’. It possibly resulted from using the fingers to
count. It was invented in about 300 B.C and is still in use today.
Remark
- Order is taken into account in roman numerals as we shall see below.
- The other roman numerals are obtain as follows:
 When a numeral of a smaller number is placed to the right of the numeral of a larger number, the
resulting number is obtained by adding the two numerals eg VI = 5+1 = 6
 When a numeral of a smaller number is placed to the left of the numeral of a larger number, the
resulting number is obtained by subtracting the smaller numeral from the larger one eg IV = 5 – 1= 4
 We can add or subtract roman numerals.
Exercise
Write down the following numbers in roman numerals:
1. 4
2. 19
3. 55
4. 302
5. 2349
Assignments
Text book
Bilingual game
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Roman numeral – chiffres romain

Lesson 1.3: Arabic numerals

Objectives: By the end of this lesson students should be able to;
- give the place value of a number,
- write numbers in words.
Motivation: Counting which is done in so many ways in very important in schools, at home and in selling and
buying of goods at the market.
Verification of prerequisite knowledge
Activity
1. Give the value of 3 in 423 =
2. Give the value of 8 in 385 =
3. Give the value of 1 in 166 =
4. Give the value of 4 in 4893 =
5. Give the value of 1 in 10500 =

Summary
Property: Our system of counting and naming numbers is called Arabic numerals.
Remark
- The Arabic numerals is built up in groupings of tens
- The value of any symbol depends on it Position or place in the numeral (number)
0 1 2 3 4 5 6 7 8 9
Zero One Two Three Four Five Six Seven Eight Nine

Exercise
Write out the value of 4 in the following Arabic numerals:
1. 4
2. 45
3. 468
4. 4938
5. 3456548
Assignments
Text book
Bilingual game
Arabic numerals – chiffres arabes

Topic 2: NATURAL NUMBERS ( N )

Lesson 2.1: Addition and subtraction of natural numbers using a number line
Objectives: By the end of this lesson students should be able to:
- read and write natural numbers,
- draw a number line and
- add and subtract natural numbers using a number line.
Motivation: In life we are in need of natural numbers to buy and sell, to communicate (telephone numbers), to
put matricule numbers of vehicles, to program and event in a particular time, to count points in a sporting activity
and to write receipts and electric bills.
Verification of prerequisite knowledge
Evaluate the following:
1. 2 + 1 =
2. 7 – 4 =
3. 11 + 5 =
4. 20 – 8 =
Problem situation
Amadou hard 4 books. He picked up 5 more books from the library. Represent this on a number line and describe
the result. The following week, Amadou returned 7 books to the library. She did not finish reading all of them.
How many books did she keep? (use a number line)
Activity

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 1. Draw a horizontal line using your ruler and a pencil in your exercise book with an arrow head by the
right.
2. Mark points of equal spaces on the line
3. Number the points starting with 0 by the left.
4. Locate the number 2 on this line
5. Move 3 units to the right
6. At which number do you end?
Summary
Property: Natural numbers are whole numbers from 0 to positive infinity (or from 0 upward) or set of positive
integers.
- A number line is a straight line with numbers placed at equal intervals or segments along it length.
Remark
- The symbol for representing set of natural numbers is N
- N = {0, 1, 2, 3, ………}
- Decimal numbers are not natural numbers
- A number line can be extended infinitely in any direction and is usually represented horizontally.
- To write for example mathematically that ‘16 is a natural number’ we write as 16∈ N ( 16 belongs to N )
and ‘12,32 is not a natural number’ we write as 12.32∉ N (12.32 do not belongs to N )
- A set is a collection of distinct objects and each object of a set is called an element. For example N is a
set and 8 is an element of N , Cameroon is an element of the set that constitute all the countries of the
African continent.
- The arrow on the line shows that this line goes on indefinitely (that is to infinity)
- When we want to add or subtract natural numbers using a number line:
 the first number and it sign is where you start to count from
 the sigh between the two numbers indicate the direction of counting
 the last number is the number of times you are to count
Exercise
1. Complete the following spaces with ∈ or ∉
a) 125…… N
b) 27.29…… N
c) 80.1…… N
d) 5000……. N
2. Evaluate the following using a number line:
a) 1 + 5 =
b) 8 - 3 =
c) 4 + 5 =
d) 11 – 7 =
Assignments
1. Complete the following spaces with ∈ or ∉
6
a) … ….N
2
7
b) ……. N
8
c) π … … . N
2. Evaluate the following:
a) 3 + 7 =
b) 7 – 2 =
c) 9 + 7 =
d) 12 – 9 =
Bilingual game
The sum of two natural numbers equal to a natural number – la somme de deux entiers naturel egale a un entire
naturel

Lesson 2.2: Multiplication and division of natural numbers

Objectives: By the end of this lesson students should be able to multiply and divide natural numbers.
Prerequisite knowledge: Addition and subtraction of natural numbers

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Motivation: In life we are in need of natural numbers to buy and sell, to communicate (telephone numbers), to
put matricule numbers of vehicles, to program and event in a particular time, to count points in a sporting activity
and to write receipts and electric bills.
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
Evaluate the following:
1. 16×4
2. 16÷ 4
Summary
Remark:
- Multiplication can be considered as addition of equal numbers. For example 2×12 = 12 + 12 = 24
- To multiply a number by 10, 100, 1000, ….., we simply add the zero (or zeros) to the number.
- To divide a number by 10, 100, 1000, ……., we simply count the zero (or zoros) as the number of
decimal places.
Exercise
Evaluate the following:
1. 14×4
2. 13×15
3. 78×100
4. 85÷ 5
5. 5÷ 75
6. 13÷ 5
Assignments
Evaluate the following:
1. 50×100 0
2. 645×14
3. 32÷ 64
4. 233÷ 1000
5. 86÷ 1000
Bilingual game
The multiplication of two natural numbers equals to a natural number – la multiplication de deux entiers naturel
egales a un entire naturel.

Topic 3: INTEGRAL NUMBERS OR SET OF INTEGERS ( Z )

Lesson 3.1: Addition and subtraction of integral numbers using a number line
Objectives: By the end of this lesson students should be able to:
- read and write integral numbers,
- draw a number line and
- add and subtract integral numbers using a number line.
Prerequisite knowledge: Students must have knowledge on how to add and subtract natural numbers
Motivation: In life we are in need of integral numbers to count the number of goals in a sporting activity, and to
take the temperature of a body or environment.
Verification of prerequisite knowledge
Evaluate the following:
1. 2 + 1 =
2. 7 – 4 =
Problem situation
Activity
1. Draw a horizontal line using your ruler and a pencil in your exercise book with arrow heads at both ends.
2. Mark points of equal spaces on the line
3. Number the points starting with 0 someway in the middle.
4. Locate the number 5 on this line
5. Move 8 units to the left
6. At which number do you end?
Summary
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Property: Integral numbers are positive and negative numbers.
Remark
- The symbol for representing set of natural numbers is Z
- Z = {………, - 3, - 2, - 1, 0, 1, 2, 3, ………}
- Decimal numbers are not integral numbers
- To write for example mathematically that ‘16 is an integral number’ we write as 16 ∈ Z
- ( 16 belongs to Z ), - 19 is an integral number ‘we write as – 19∈ Z and ‘12,32 is not an integral
number’ we write as 12.32∉ Z (12.32 do not belongs to Z )
- The arrows on the line shows that this line goes on indefinitely (that is to infinity)
- When we want to add or subtract integral numbers using a number line:
 the first number and it sign is where you start to count from
 the sigh between the two numbers indicate the direction of counting
 the last number is the number of times you are to count
- ++ = +, + - = -, - + = -, - - = +
Exercise
1. Complete the following spaces with ∈ or ∉
a) - 125…… Z
b) 27.29…… Z
c) - 80.1…… Z
d) 5000……. Z
2. Evaluate the following using a number line:
a) 3 - 5 =
b) – 1 + 4 =
c) – 2 - 7 =
d) 2 + - 6 =
Assignments
1. Complete the following spaces with ∈ or ∉
6
a) … ….Z
2
7
b) - … … . Z
8
c) π … … . Z
2. Evaluate the following:
a) – 4 - 3 =
b) – 2 + 4 =
c) – 9 - - 5 =
d) – 11 - + 2 =
e) 6 - - 9 =
Bilingual game
The sum and difference of two integral numbers equal to an integral number – la somme et la difference de deux
nombres entiers est egale a un nombre entire.

Lesson 3.2: Multiplication and division of integral numbers

Objectives: By the end of this lesson students should be able to multiply and divide integral numbers
Prerequisite knowledge: Students must have knowledge on how to multiply and divide natural numbers
Motivation: In life we are in need of integral numbers to count the number of goals in a sporting activity, and to
take the temperature of a body or environment.
Verification of prerequisite knowledge
Evaluate the following:
1. 11 × 5 =
2. 20 ÷ 4 =
Problem situation
Activity
Evaluate the following:
1. - 15×3
2. - 15÷ 3
Summary
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Remark
- Multiplication can be considered as addition of equal numbers. For example 2×−¿ 12 = - 12 + - 12 = - 24
- To multiply a number by 10, 100, 1000, ….., we simply add the zero (or zeros) to the number.
- To divide a number by 10, 100, 1000, ……., we simply count the zero (or zoros) as the number of
decimal places.
- We multiply and divide the signs and the numbers separately
- The number without a sign in front is always positive. Example 2 = + 2 etc
- ++ = +, + - = -, - + = -, - - = +
Exercise
Evaluate the following:
1. −4 ×−3
2. −7 × 4
3. −9 ÷+3
4. −48÷−16
5. 25 ÷−100
Assignments
Evaluate the following:
1. 5 ×−6
2. −6 ×−10
3. 35 ÷−7
4. −25 ÷+5
5. +38 ×−13
Bilingual game
Multiplication and division of two integral numbers equal to an integral number – la multiplication et la division
de deux nombres entiers est egale a un nombre entire.

Topic 4: TIME
Lesson 4.1: Using a clock to read time and unit conversion
Objectives: By the end of this lesson students should be able to:
- Identify a clock
- Use a clock to read time
- Covert time from one unit to the other
- Solve problems involving travel time
Prerequisite knowledge: Students must have knowledge on how to count numbers
Motivation: In life we need a clock to know the exact time we are doing certain things
Verification of prerequisite knowledge
Write numbers from 1 to 12 in your exercise book.
Problem situation
Mr. Babila’s son in the USA sent him an instrument that have numbers on it from 1 to 12 and 3 hands fix at the
middle of different lengths moving at different speed. He then asks his son who is in form 1 the following
questions about this instrument:
1. How do we called this instrument?
2. What do we use the instrument for?
3. What does each hand represent?
Activity
- 60seconds = _____ minute
- 60minutes = _____ hour
- 24hours = _____ day
- 7days = ____week
- 4weeks = ___ month
- 12months = ____ year
- 10years = ____ decade
- 10decades = ____ century
- 10centuries = ____ millennium
- 52weeks = ____ year
- 365days = ____ year
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 - 366days = ____ year
Summary
Property: Time is the inevitable progression into the future with the present events into the past.
Remark
- Representation of a clock diagrammatically
- Time is measured in the following units: seconds, minutes, hours, days, months, years, decades, centuries,
and millennium.
- We use a clock or a stop watch to read time.
- We read time starting from minutes to hours
Exercise
1. Convert the following:
a) 120seconds = ________ minutes
b) 180minutes = ________ hours
c) 2years = ________ months
d) 3years = ________ weeks
e) 5minutes = __________ seconds
2. Paul is farmer. He always uses 45minutes from his house to the farm a distance of 3km. Given that he
always arrive the farm at exactly 8am, what is the time he always leave from the house?
Assignments
In our school, classes start exactly by 7h30 and ends at 15h00.
1. How many hours do we spend in school?
2. How many minutes do we spend in school?
3. If last Monday, Mary left school 45minutes before closing time. How many minutes did Mary spend in
school?
Bilingual game
Time – l’heure

Topic 5: NUMBER PATTERNS

Lesson 5.1: Dot representation of numbers
Objectives: By the end of this lesson students should be able to represent numbers using dots to form a square, a
rectangle or a triangle
Prerequisite knowledge: Students must have knowledge on plan figures
Motivation: Egyptians and Romans always use their numerals to represent numbers, and blind people always
use dots to represent numbers, letters and figures.
Verification of prerequisite knowledge
Problem situation
Activity
1. Represent the following numbers using dots:
a) 3
b) 4
c) 5
d) 8
2. What can you say about your answers above?
Summary
Property: Dot representation of numbers is a way of representing numbers to form geometric shapes (square,
rectangle and triangle).
Remark
- Numbers can be represented using dots to form a triangle, a rectangle or a square
- A number is said to be a square number if it is a product of two equal factors. Examples 4 = 2×2, 9 = 3×
3 etc
- Triangular numbers are gotten by using the pattern below.
1+2=3
1+2+3=6
1+2+3+4=10
1+2+3+4+5=15 etc
Exercise
Express the following numbers in rectangular, square or triangular patterns using dots
1. 12
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 2. 9
3. 15
4. 25
5. 22
Assignments
Express the following numbers in rectangular, square or triangular patterns using dots
1. 16
2. 18
3. 49
4. 21
Bilingual game

Lesson 5.2: Even and odd numbers

Objectives: By the end of this lesson students should be able to differentiate between even and odd numbers.
Prerequisite knowledge: Students must have knowledge on natural numbers
Verification of prerequisite knowledge
Write down numbers from 1 to 20
Problem situation
In Mr. Tala’s village, the distance from the market to the Catholic Church is 6km and the distance from the
market to the mosque is 3km. If you divide these distances by 2, what will be your answers and what can you say
about the distances and their answers?
Activity
Given the following numbers: 1, 2, 3, 4, 5, 6, 7, 8
1. Divide each of these numbers by 2
2. What can you say about your answers?
Summary
Property: Even numbers are numbers that are exactly divisible by 2 while odd numbers are numbers that are not
exactly divisible by 2.
Exercise
1. Name 5 even numbers that are less than 22
2. Name 5 odd numbers greater than or equal 3
3. Name 3 even numbers that are square numbers
Assignments
1. Name 3 odd numbers that are triangular numbers
2. Name all the even numbers found in the range 6 and 30 exclusive
3. Name all the odd numbers found in the range 1 and 15 inclusive
Bilingual game
Even numbers – nombres pairs
Odd numbers – nombres impairs

Lesson 5.3: Factors and multiples

Objectives: By the end of this lesson students should be able to
- List the factors of numbers
- List the multiples of numbers
- find the LCM of numbers
- find the HCF of numbers
Prerequisite knowledge: Students must have knowledge on natural numbers
Motivation: In some certain situations of life, we come across problems of lining or tiling a floor, planting of
trees in a farm; say for how long two events can produce simultaneously, the number of identical groups to be
form. At the end we are in need of LCM and HCF to resolve these situations. This lesson will give us a practical
way of resolving these situations
Verification of prerequisite knowledge
Correction of assignments
Problem situation
Activity
1. Consider the following numbers: 1, 5, 8, 10, 11, 12
a) List out the numbers that can divide each of these numbers above without a remainder.
b) How do we called these numbers with respect to the given numbers
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 2.
a) Write down the number 3
b) Keep on adding 3 to the subsequent answers to get the next
c) How do we called these numbers with respect to 3?
3.
a) List all the number that can divide 12 and 18 exactly
b) Which number is common in the two sets that is the highest
c) How do we called this number?
4.
a) List the first 6 multiples of 8 and 12
b) Which number is common in the two sets that is the lowest
c) How do we called this number?
Summary
Property:
Factor: A factor is a number that divides the number exactly.
Prime number: Any natural number that is divisible by one and itself
Prime factor: A prime factor is a factor that is a prime number
Multiple: Having more than one element, part, component or function. Multiples of a number refers to the
numbers in which that number can divide without a remainder
Remark:
- Factors are part of products. eg 12 = 4*3, 12 = 6*2, 12 = 1*12, 12 = 2*2*3
- Another name for factors is divisors.
- LCM means Least (Lowest) Common Multiple
- HCF means Highest Common Factor or GCD means Greatest Common Division.
Exercise
1. Find the factors of;
a) 20
b) 36
c) 49
2. Find the multiples of;
a) 5
b) 7
3. Find the HCF of;
a) 20 and 30
b) 10, 15 and 30
4. Find the LCM of;
a) 8 and 12
b) 5, 15 and 30
Assignments
1. Write down all the factors of;
a) 50
b) 75
2. Find the HCF of;
a) 30 and 45
b) 4, 12 and 20
3. Find the LCM of;
a) 4 and 10
b) 12, 15 and 18
Bilingual game
Least (Lowest) Common Multiple (LCM) – Plus Petit Multiple Commun (PPMC)
Highest Common Factor (HCF) – Plus Grand Diviseur Commun (PGDC)

Topic 6: FRACTIONS
Lesson 6.1: Addition, subtraction and comparing of fractions
Objectives: By the end of this lesson students should be able to
- Identify a fraction,
- Add and subtract fractions
- Use fractions to solve real life problems
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Prerequisite knowledge: Students must have knowledge on integral numbers
Motivation: There are so many situations in life in which we need to use fractions; sharing, reading of time,
determine the dimension of a farm given it area.
Verification of prerequisite knowledge
1. Compare the following numbers
a) 23 and 57
b) 91 and 44
c) 67 and 67
2. Arrange the following numbers in ascending order; 82, 33, 95, 7
3. Evaluate the following;
a) 25 + 61
b) 45 - 12
Problem situation
The grandfather of Eloga has decided to share his farm land to his three children. He insisted that Eloga’s father
2
will take the greater portion because he is the first son. He decided to give of the portion to Eloga’s anti and
7
the double of Eloga’s anti to his uncle and the rest to Eloga’s father. Show that the decision of Eloga’s
grandfather was not respected.
Activity
Division of an orange

Figure A Figure B
Figure C
1. Figure A signifies.
2. Figure B is divided into two equal parts. Each part represent.
3. In figure C is divided in to four equal parts. Each part represent.
4. Which of the parts is greater; the one in figure B or figure C.
Summary
Property:
2 13
- Fraction: A fraction is part of a whole or a ratio of two numbers. eg , etc
3 35
Remark
numerator
- A fraction has two parts; the numerator and the denominator. That is fraction=
denominator
- The line separating the numerator from the denominator is called vinculum
- The denominator should never be zero
1 25
- Proper fraction: Proper fraction is one whose numerator is less than the denominator. eg , etc
2 37
7 88
- Improper fraction: Improper fraction is one whose numerator is greater than the denominator. eg ,
2 45
etc
- Mixed fraction: Mixed fraction is one which consists of a whole number part and a proper fraction part.
3 1
eg 1 ,23 etc
4 5
- To compare two fractions of the same denominators, the greater fraction is the one with the greater
numerator.
- To compare two fractions of the same numerators, the greater fraction is the one with the lesser
denominator.
Exercise
1. What fraction of the whole those the shaded region represent?

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 2. Evaluate the following;
5 1
a) +
6 6
1 1
b) +
4 2
1 1
c) −
3 6
2 1
d) 4 −1
3 3
2 5 1 7
3. Arrange the following fractions in ascending order; , , ,
11 11 11 11
Assignments
1. Evaluate the following;
4 2
a) +
7 7
3 1
b) −
4 6
1 2
c) 5 −2
4 3
5 5 5 5
2. Arrange the following fractions in descending order;, , ,
8 2 12 3
2 1
3. Mr. Salifou bought one packet of 45 bonbons. He gave to Alima and to Abilu of the bonbons.
5 5
a) What fraction was given to Alima and Abilu?
b) What fraction of the bonbons was left?
c) How many bonbons were left in the packet?
Bilingual game
Numerator – numérateur
Denominator – dénominateur
Addition and subtraction of fractions – l’addition et la soustraction de fractions
To compare – comparer

Lesson 6.2: Multiplication and division of fractions

Objectives: By the end of this lesson students should be able to multiply and divide fractions
Prerequisite knowledge: Students must have knowledge on how to add and subtract fractions
Motivation: There are so many situations in life in which we need to use fractions; sharing, reading of time,
determine the dimension of a farm given it area.
Verification of prerequisite knowledge
Correction of assignments
Problem situation
The grandfather of Eloga has decided to share his farm land to his three children. He insisted that Eloga’s father
2
will take the greater portion because he is the first son. He decided to give of the portion to Eloga’s anti and
7
the double of Eloga’s anti to his uncle and the rest to Eloga’s father. Show that the decision of Eloga’s
grandfather was not respected.
Activity
a
∧c
Given the two fractions b
d
1. Multiply the two fractions
2. Divide the two fractions
Summary
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Remark
- To multiply two or more fractions, we multiply the numerators and the denominators independently and
simplify the result.
- To divide two fractions, we simply multiply the first fraction by the reciprocal of the second fraction.
- To multiply or divide mixed fractions, we first convert them to improper fractions, then perform
multiplication or division and later simplify.
Exercise
Evaluate the following;
2 1
1. ×
5 4
3 3
2. ÷
8 4
1 1
3. 3 ×1
2 3
Assignments
Evaluate the following;
8 5
1. ×
15 4
3 9
2. ÷
7 14
2 4
3. 6 ×1
3 5
1 9
4. 2 ÷
4 1
Bilingual game
Multiplication and division of fractions – la multiplication et la division de fractions

Topic 7: DECIMALS
Lesson 7.1: Decimal Fractions
Objectives: By the end of this lesson students should be able to;
- State and identify decimal fractions
- Convert decimal fractions to decimal numbers
- Identify decimal numbers
Prerequisite knowledge:
- Identify and name the fraction parts
- Writing 10, 100, 1000 in index form (or powers of 10)
Motivation: In sequence one; form one students scored 75% success in mathematics. In a newspaper I read that
150 out of every 1000 children suffer from malnutrition in the world. Again, in Fadimatou’s family out of 10
children only one failed. To understand all these information we need the knowledge of decimal fractions and
decimal numbers.

Verification of prerequisite knowledge

2 11 33
1. What general name is given to the following; , , and
5 15 17
2
2. Name the parts of the fraction
5
Problem situation
3
Madam Amina was celebrating the birthday of her daughter Aisha. After the cutting of the cake, Aisha ate of
10
the cake and her friend Habiba ate 0.3 of the cake. At the end of the party, Aisha told Habiba that she ate a bigger
share of the cake. Is the statement true?
Activity
In your various groups, observe the figures given to you on the worksheets and answer the following questions:
1. If 3 slices of the orange are removed from the plate that is figure 2,
a) What fraction has been removed?
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b) What fraction will be left?
2. Figure 3 below represents 100 portions.
a) What fraction represents the portions with blue colors?
b) What fraction represents the portions with green colors?
3. What do you notice about the denominators in questions 1) and 2)?
4. What name can you give to this kind of fractions?
5. Represent fractions above as decimals.
13
6. Convert to a decimal.
10

Summary
- Property:
 A decimal fraction is a fraction whose denominator is 10 or a power of 10 (like 10, 100, 1000 …)
 A decimal number is another form of writing fractions or percentages. It may have both the whole number
part and a fractional part separated by a decimal point or a radix point (.).
 To write a decimal fraction as a decimal number, we displace the decimal point to the left according to the
power of 10.
- Remark
7 3 13 27
 , , , are examples of decimals fractions.
10 10 100 1000
 0.7 , 0.13 , 1.5 are examples of decimal numbers.
Exercise
1. Give four other examples of decimal fractions
2. Convert the following to decimals:
9
a)
10
14
b)
1000
Homework
Activity on page 82 questions 1) and 3)
Exercise 7.8 question 3) a, b and c page 84
Worksheet
Activity 1

Figure 1 Figure 2

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From the figures above, figure 1 is a full orange that has been pilled. The same orange in figure 1 has been sliced
and placed in a plate as seen in figure 2.
Activity 2

Figure 3
Figure 3 above contains 100 portions
a) What fraction represents the portions with blue color?
b) What fraction represents the portions with green color?
What do you notice about the denominators of your answers in Activity 1?
What do you notice about the denominators of your answers in Activity 2?
What is the relationship between the denominators in activity 1 and activity 2?
What name can you give to this kind of fractions?
Represent the fractions as decimal.
13
Convert to a decimal
10
Bilingual game
Decimal number – nombre décimal
Lesson 7.2: Presentation and comparism of decimal numbers
Objectives: By the end of this lesson students should be able to know
- A decimal number
- The decimal number which is greater or least given a list of decimal numbers
Motivation: In life, we measure the height of individual, the mass of objects and even calculate the average of
students. In order to be able to record the correct value, we need the knowledge of decimal numbers.

Verification of prerequisite knowledge

1. Given the following numbers: 2, 9, 3, 11, 1, 4
a) Arrange these numbers in ascending order
b) Arrange these numbers in descending order
2. Use any of these symbols to compare the following numbers: ¿ ;> ¿=¿
a) 8 ……. 3
b) 3 …… 5
c) 13 …… 13
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Problem situation
Last month, the temperature of the following towns were recorded as follows: Yaounde (+10.73°) ; Dschang (-
8.56°) ; Bafoussam (+5°) ; Douala (+13.22°) ; Ngaoudere (-3.35°) ; Bamenda (-4.8). Which town experiences too
much cold and which town experiences too much heat.
Activity
1. Mr. Atangana in the course of his lessons always gives bonus marks to active students and penalizes the
students that always disturb.
a) Ali had +2 and Bala had +3. Who has the highest bonus marks? Compare the marks
b) Habiba had – 1 and Sule had – 2. Who has loose many marks? Compare the marks
c) Salman had – 3 and Binta had +2, compare the two marks
Summary
Remark:
- All positive decimal numbers are greater than zero
- All negative decimal numbers are less than zero
- All positive decimal numbers are greater than all negative decimal numbers
- Positive decimal numbers increases to the right while negative decimal numbers decreases to the left
Exercise
1. Compare the following numbers
a) 5 and 9
b) – 4 and – 7
c) +8 and – 2
d) 9. 45 and 3. 002
e) – 4. 2 and – 5. 68
f) – 10. 6 and 10. 4
2. Arrange the following number in ascending order
a) 3, - 8.4, 1. 5, - 9, 9
b) 24.04, 13.2, 0, - 13.4
Assignments
1. Compare the following numbers
a) 15 and 19
b) – 14 and – 17
c) +82 and – 28
d) 29. 45 and 13. 2
e) – 45. 62 and – 54. 68
f) – 11. 6 and 11. 6
2. Arrange the following number in ascending order
a) 33, - 18.4, 21. 5, - 19, 9
b) 204.04, 213.2, 0, - 213.4
Bilingual game
Presentation and comparism of decimal numbers - Présentation et comparaison des nombres décimaux

Lesson 7.3: Addition and subtraction of decimals

Objectives: By the end of this lesson students should be able to know how to add and subtract decimals
Prerequisite knowledge:
- Knowledge on addition and subtraction of integral numbers
Motivation: In life, we measure the height of individual, the mass of objects and even calculate the average of
students. In order to be able to record the correct value, we need the knowledge of decimal numbers.

Verification of prerequisite knowledge

Evaluate the following;
1. 123 + 86
2. 75 - 49
Problem situation
An electric pole measure 8.95m. This pole was planted in a hole of 0.73m of height. What is the height of this
pole from the ground level to the summit?
Activity
Evaluate the following;
1. 0.7 + 0.2
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 2. 0.72 – 0.25
3. 3.51 – 2.03
Summary
Remark
- All whole numbers are decimal numbers with a decimal point at the right end of the whole number. eg 3
= 3.0, 15 = 15.0, 273 = 273.0 etc.
- To add or subtract decimals, arrange the decimal numbers such that the decimal points are vertical
aligned in a straight line, then add or subtract the digits.
Exercise
Evaluate the following;
1. 0. 364 + 0.0234
2. 5.752 – 0.26
3. 12.84 – 7.37
Integration activity
1. Amadou left Nyakong for Bankim. On his way he made several stops after moving the following
distances
- Nyakong to GBHS Bandam = 1.88km
- GBHS Bandam to Nkongui = 0.09km
- Nkongui to Bankim = 3.035km
What is the distance from Nyakong to Bankim?
2. Fadimatou is of height 1.60m and her junior brother Oumarou is 0.37m less than his sister’s height. What
is the height of Oumarou?
Bilingual game
Addition and subtraction of decimal numbers – l’addition et la soustraction de nombres décimaux

Lesson 7.4: Multiplication and division of decimals

Objectives: By the end of this lesson students should be able to know how to multiply and divide decimals
Prerequisite knowledge:
- Knowledge on multiplication and division of integral numbers

Motivation: In life, we measure the height of individual, the mass of objects and even calculate the average of
students. In order to be able to record the correct value, we need the knowledge of decimal numbers.

Verification of prerequisite knowledge

Evaluate the following;
3. 123 × 86
4. 75 ÷ 15
Problem situation
An electric pole measure 8.95m. This pole was planted in a hole. Given that the height of the pole is 10 times the
height of the hole. What is the height of the hole?
Activity
Evaluate the following;
1. 3.235 ×1000
2. 7.31 ×5
3. 4.05 ÷ 100
Summary
Remark
- To multiply a decimal number by a power of 10, we move the decimal point a number of places to the
right with respect to the power of 10.
- To multiply two decimal numbers or a decimal number and an integer, we consider them as integers, do
the multiplication and later on count the corresponding number of decimal places to the left from the last
digit of the product.
- To divide a decimal number by a power of 10, we move the decimal point to the left with respect to the
power of 10.
- To divide two decimal numbers, we multiply the numerator and the denominator by a power of 10 in
order to make the denominator an integer. We can then divide by this integer.
Exercise
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Evaluate the following;
1. 4.57 × 5
2. 7.6 ×3.3
3. 2.275 ÷ 0.3
4. 1.35 ×10
5. 1.35 ÷ 10
Assignments
Evaluate the following;
1. 0.07 × 4
2. 2.61 ×1000
3. 8.1 ÷ 0.9
4. 0.012 ÷ 100
5. 4.3 × 2.1
6. 0.8 ÷ 0.6
Bilingual game
Multiplication and division of decimal numbers – la multiplication et la division de nombres décimaux.

Lesson 7.5: Conversions of fractions to decimal and decimals to fractions

Objectives: By the end of this lesson students should be able to know how to convert from a fraction to a decimal
and from a decimal to a fraction.
Prerequisite knowledge:
- Knowledge on fractions and decimals
Motivation: In life, we measure the height of individual, the mass of objects and even calculate the average of
students. In order to be able to record the correct value, we need the knowledge of fractions and decimal numbers.
Problem situation
Mr. Fru has a farm land in which he always employ people to work in this farm land every year. Tamfu a boy
from his village happens to be one of the workers this year but unfortunately he fell sick in the course of the
work. He then ask Mr. Fru to give him 30% of his money to go to the hospital. Mr Fru responded in this strength
3
language did you mean or 0.3 of your money? Tamfu was confused. Can you help Tamfu and explain to him.
10
Activity
24
1. Simplify and leave your answer in decimal
48
2. Evaluate 1.15 – 1.05 and leave your answer in fraction
Summary
Remark
Conversion from fractions to decimals
- We can simply divide by long division the numerator by the denominator.
- If the fraction is a mixed fraction, we keep the whole part and divide the numerator of the proper part by
the denominator and add the result to the whole part or we convert the mixed fraction to an improper
fraction and use long division.
Conversion of decimals to fractions
- Count the number of decimal places,
- depending on the number of decimal places express the number as a fraction on 10 or power of 10 and
- simplify your result.
Exercise
1. convert the following fractions to decimals
3
a)
4
2
b)
5
3
c) 7
5
2. Convert the following decimals to fractions
a) 0.01
b) 2.55
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 c) 5.225
Assignments
1. convert the following fractions to decimals
4
a.
100
6
b.
40
2
c. 5
3
2. Convert the following decimals to fractions
a. 0.75
b. 0.0002
c. 15.125

Lesson 7.6: Decimal places

Objectives: By the end of this lesson students should be able to know how to represent a number to a given
number of decimal places.
Prerequisite knowledge:
- Knowledge on decimals
Motivation: In life, we measure the height of individual, the mass of objects and even calculate the average of
students. In order to be able to record the correct value, we need the knowledge of decimal numbers.
Problem situation
Adamou’s mother sends him to the market to go and buy Tangui water for his kid brother suffering from malaria.
On his way back home, he was studying the label on the bottle and he saw 1.5l. He started asking this question to
himself, what could this number represent and to how many decimal place?
Activity
1. Evaluate the following;
a) 35.01 + 2.1
b) 88.33 – 23.034
c) 1.237×3.21
d) 1.1÷ 3.3
2. Give the number of decimal places each results above is represented.
Summary
Remark
- Draw a vertical line in front of the desired number of decimal places and if the digit immediately after the
vertical line is greater than or equal to 5 round it up to 1 and add to the digit immediately before the
vertical line.
- Otherwise if the digit immediately after the vertical line is less than 5 the digit before the vertical line
remains unchanged.
- We start to count the number of decimal places from the digit immediately after the decimal point.
Exercise
1. Express the following to 1 decimal place;
a) 0.432
b) 11.875
c) 9.88
2. Express the following to 3 decimal places;
a) 4.1014
b) 10.8995
c) 153.9999
Assignments
1. Express the following to 2 decimal places;
a) 7.001
b) 32.006
c) 78
2. Express the following to 4 decimal places;
a) 105.79995
b) 99.99999
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Lesson 7.7: Standard form
Objectives: By the end of this lesson students should be able to know how to represent a number in standard
form.
Prerequisite knowledge:
- Knowledge on decimals
Motivation: In life, we measure the height of individual, the mass of objects and even calculate the average of
students. In order to be able to record the correct value, we need the knowledge of decimal numbers.
Verification of pre requisite knowledge
Express the following as powers of 10;
a) 10
b) 100
c) 1000
Problem situation
In GBHS Limbe, a form one student by name Asta in the course of writing a test calculated her last answer and
the answer was too long for her to write in the space that was left. That is the answer was 0.00000123495. Since
she did not want to remove another paper, she started thinking on what to do with the answer in order to write in
the space. Can you help Asta with this problem?
Activity
1. Evaluate 250 ÷ 100
2. What power of 10 can you multiply with the answer in 1) above to obtain 250?
3. What name is given to the result in 2) above?
Summary
Remark
To write a number in standard form;
- Put a decimal point after the first non-zero digit and multiply by 10.
- Count from the decimal point to the place where the original decimal point was.
- The number of places we shift the decimal point is equal to the power of 10 that you multiply by your
answer.
- Counting to the right is positive and to the left is negative.
Exercise
Express the following in standard form;
1. 0.000021
2. 0.00004
3. 4578902223.34
Assignments
1. Express the following in standard form;
a) 0.00124
b) 0.000000000000000278

Topic 8: ARITHMETIC PROCESSES

Lesson 8.1: Ratio
Objectives: By the end of this lesson students should be able to know how to;
- Write a ratio
- Calculate quantities with respect to a given ratio.
Prerequisite knowledge:
- Knowledge on arithmetic operations
Motivation: In life from childhood we always have the habit of sharing.
Verification of pre requisite knowledge
1. Do the following conversions;
a) 100cm is equal to how many meters(m)
b) 10000g is equal to how many kg
25
2. Reduce to its lowest term.
75
Problem situation
Mr. Bouba bought 60 exercise books to share to his three children according to their level in school. If Amina is
in form 1, Ibrahim in form 2, and Seidou in form 3. How many books will each child get?
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Activity
1. Simplify the following ratios;
a) 8 : 24
b) 30minutes : 1hour
c) 70kg : 10000g
2. Aminou has 20 domestic animals of which 6 are cows, 8 are goats, and 12 are fowls. Find the ratio of the
number of
a) Goats to fowls
b) Fowls to cows
c) Goats to fowls to cows
Summary
Property: A ratio is a comparison of two or more similar quantities.
Remark
- The symbol for denoting ratios is :
- The quantities compared in a ratio must always be of the same units. If two quantities are given in
different units, before we can write a ratio for these quantities, we must first convert the units so that they
are the same.
- If we are given the ratio of one part to another part, we find the whole by adding the ratios together.
Exercise
1. A man’s wage in a month is divided as follows; savings = 20%, food = 50% and health care = 30%.
Write down the ratio of
a) Savings to food
b) Savings to food to health care
2. Paul divided 600 cows among his children in the ratio 1 : 3 : 5 : 6. How many cows did each child
get?
Assignments
1. Simplify the following
a) 15days to 3 weeks
b) 3days to 4months
2. Alice divided 15000frs to her three daughters; Daniella, Mediatrice and Misperine in the ratio 2 : 3 : 5.
a) How much did each child received?
b) What fraction of money was received by Daniella?
c) What percentage was received by Misperine?

Lesson 8.2: Proportions

Objectives: By the end of this lesson students should be able to know how to compare quantities is different
proportions
Prerequisite knowledge:
- Knowledge on arithmetic operations
Motivation: In life from childhood we always have the habit of sharing.
Verification of pre requisite knowledge
During break, Mafu ate 3plates of rice and beans in 3minutes. Will 3girls in their class uses less or more time to
eat the 3plates of rice and beans at the same rate?
Problem situation
Johnson went for holiday in Bameda. He bought 3 sachets of jolly juice powder on his way. When he arrived
Bamenda, his friends came to visit him and he took out the3 sachets of jolly juice power to dilute in water and
drink with his friends. One of the friends took a sachet and the label on it tells him that for one sachet of jolly
juice powder you need 1.5litres of water. He then asks this question, how many liters of water are needed for us to
dilute these 3 sachets? Can you help Johnson and the friends?
Activity
If 5 students can sweep the class in 20 minutes. What notion of mathematics can we use or apply to get the time 8
students will need to do the same job at the same rate?
Summary
Property: Proportion is a way of comparing quantities of different kind of things.
Remark
- We use proportion in many everyday situation such as cooking, mixing of building materials
- It is important to know how to increase or decrease quantities in the correct proportion.
Exercise
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Peter was paid 15000frs for planting of maize in Mr. Peter’s farm for 2 days. How much would be paid if he now
plant maize in the farm for 5 days working at the same rate?
Assignments
1. Last year my father bought a farm land of 2 hectares and uses 4 bags of fertilizer in the farm. This year he
now decided to add the farm land to 6 hectares. How many bags of fertilizer will be required for this
farm?
2. During Christmas, Mary mixed 2kg of flour with 8 eggs to make enough cake for 4 friends. If 12 friends
are visiting her, what proportion of flour and eggs will she mix?

Family of situation: REPRESENTATION AND TRANSFORMATION OF PLANE SHAPES WITHIN THE

ENVIRONMENT
Competence: RECOGNITION OF PLANE SHAPES AND TRANSFORMATION WITHIN THE
ENVIRONMENT, PRODUCTION OF PLANE SHAPES AND DETERMINATION OF MEASURES
AND POSITION. EXAMPLES: DETECT THE PATTERN ON A PAINTING OR ON A WALL OR ON A
PIECE OF CLOTH, DRAW THE PLAN FOR A HOUSE, LOCATE ONE SELF IN AN AREA, FOLLOW
UP A PLAN FOR THE CONSTRUCTION OF A HOUSE, ASSOCIATE FIGURES AND MEASURES TO
OBJECTS, DESIGN A DRESS
Module 2: INTRODUCTION TO PLANE GEOMETRY
Topic 9: PLANE FIGURES
Objectives: By the end of this topic students should be able to use the notion of plane figures to;
- Draw a plan for a house,
- Locate oneself in an area,
- Follow up a plan for the construction of a house
- Identify objects using shape and size,
- Design a dress,
Lesson 9.1: Points and lines
Prerequisite knowledge:
- Differentiate between an straight and a curved object
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
The teacher present two sticks to the students and ask them what are the differences between the two sticks.
Problem situation
What is a ruler? Answer: A ruler is a flat object with graduations use for drawing straight lines and for
measurement.
Activity
1.
a) Mark two points in your exercise book,
b) Fill the space between the two points with more points using the side of your ruler to keep the points
on a straight line,
c) Continue filling the empty spaces with more points,
d) If you continue with c) above what will you obtain at the end? Straight line
2.
a) Mark 3 points in your exercise book which are not laying on a straight line,
b) Connect the 3 points with your free hands using a pencil,
c) What is obtained? Curved line
Summary
Property:
Point: A point can be defined as an idea of position. That is it cannot be touch and has no length, width or
thickness.
Line: A line is a collection of points that has no end points.
Remark
- Any straight line goes on to infinity in both directions
- A diagram of a straight line has an arrow head at both ends to show that the line continues forever at each
end.
Exercise

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From the figure above;
1. What is the name of the figure?
2. How many points are on the figure?
3. How many straight lines are on the figure?
4. How many curved lines are on the figure?
Assignments
Give 5 examples of objects that have;
1. Straight lines
2. Curved lines
Bilingual game
Point – point
Line – droite

Lesson 9.2: Line segment

Prerequisite knowledge:
- Knowledge on lines
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Correction of assignments
Problem situation
This academic year your class is chosen to mark the handball field. What can you do in order to help your class
mates to do the job?
Activity
1. Mark two point in your exercise book and name them A and B.
2. Draw a line using the side of your ruler and a pencil to connect the two points.
3. How do we call this type of a line?
Summary
Property: A line segment is a line that has two end points and is always straight. Or a line segment is a line
which is usually named by it end points.
Remark
- When we talk of the line AB, it means that it is a line segment that starts from point A and ends at point
B.
- When we also talk of the line XY = 15cm, it means that the length of the line segment XY is 15cm long.
Exercise
Select from the list below the lines which are line segments.
a)
b)
c) A B
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 Assignments
1. Draw 3 line segments of 13cm each.
2. Draw 3 line segments of different lengths.
Bilingual game
Line segment - segment d’un droite

Lesson 9.3: Midpoint and mediator of a line segment

Prerequisite knowledge:
- Knowledge on line segment
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Didactic materials: Chalk, ruler
Verification of pre requisite knowledge
Correction of assignments
Problem situation
Elite of Bandam village decided to construct a well so that the people of the nearby villages Nyakong and
Nkongui can benefit from it. In order to avoid problems, he decided to construct the well in a position where it is
equidistant from the palaces of these two villages. What will be the correct position of this well?
Activity
1. Place two point A and B in your exercise book such that the distance between the two points is 12cm
2. Draw a line to link the two points
3. Construct a point M on this line such that the length AM = MB.
4. How do we call this point M with respect to the line AB?
Summary
Property: Midpoint of a line segment is a point that divides the line into two equal parts and a mediator is a line
that divides a line segment in to two equal parts and is perpendicular to this line segment.
Remark
- If M is the midpoint of XY it implies XM = MY.
- If a point for example P is part of a mediator if the point is on it.
Exercise
1. Draw a line segment CD of length 7cm, trace the midpoint and named it R.
2. ABC is an isosceles triangle at A. Justify that the point A is on the mediator of the segment BC.
3. XYZ is a triangle. Construct the mediators of the segments XY and YZ. Mark their point of intersection I
and justify that the point I is on the mediator XZ.
Assignments
Text book
Bilingual game
Midpoint – point central ou milieu
Mediator – médiatrice

Lesson 9.4: Parallel and perpendicular lines

Prerequisite knowledge:
- Knowledge on lines
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.

Verification of pre requisite knowledge

1. Draw two lines in such a way that they cannot meet.
2. Draw two lines to meet at a point.
Problem situation
The figure below represents a football field

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A B

C D
1. Show that the line AB is parallel to the line CD
2. Show that the line AC is perpendicular to the line CD at C.
Activity
1.
a) Draw two straight lines moving in the same direction,
b) Continue to increase their lengths
c) What can you say about these two lines?
2.
a) Draw a vertical and a horizontal line to intersects
b) What can you say about the two lines?
Summary
Property:
Parallel lines: Parallel lines are lines that never meet.
Perpendicular lines: Perpendicular lines are lines which when they intersect form an angle of 90 0.
Remark
- The symbol for representing parallel lines is ∥. eg AB ∥CD etc.
- The symbol for representing perpendicular lines is ⊥ eg. AC⊥CD etc.
- The distance between parallel lines is always the same throughout.
Exercise
Bring out parallel and perpendicular lines from the figure below.

E
G

A B

C D

F H

Assignments
The diagram below represents the front part of a house. List 6 pairs of;
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 a) Parallel lines
b) Perpendicular lines

B D

H G

A E
I F
Bilingual game
Parallel lines – droites parallèles
Perpendicular lines – droites perpendiculaires

Lesson 9.5: Circles

Prerequisite knowledge:
- Knowledge on lines
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Draw a line segment AB of length 11cm and identify the midpoint and named it M.
Problem situation
Mr. Amadou bought a goat from the market. Every morning his son always tired the goat on a pole with a rope of
6m long. With the rope fix in the pole, the goat eats round the pole forming a figure. Name the figure and
determine the greater portion Mr. Adamou’s goat can eat.
Activity
1. Mark a point in your exercise book and named it O.
2. Mark another point 3cm from O using the side of your ruler.
3. Do question 2) for several points and continue until no space is left without a point.
4. What is form?
Summary
Property: A circle is a plane figure contained by a line called circumference which is always equidistant from the
centre. Or a circle is a set of points equidistant from a particular point called the centre.
Remark
- Definition of terms:
 Centre: The centre of a circle is a fixed point at the centre of the circle.
 Circumference: A circumference is a closed curved at the edge of a circle.
 Radius: A radius is a distance from the centre of a circle to any point on the circumference.
 Chord: A chord is any straight line joining two points on the circumference.
 Diameter: A diameter is a line or a chord passing through the centre of a circle.
 Arc: An arc is part of the circumference.
- Diameter = 2*radius
- Circumference of a circle = 2 πr ∨πd
- Area of a circle = 2 π r 2

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 22
- π=
7
- We can construct a circle by using a compass, a pencil and a ruler
Exercise
1. Construct a circle of radius 5cm
22
2. Find the circumference and the area of a circle of radius 7cm given that π= .
7
Assignments
Construct of circle of a) radius 2.5cm and b) diameter 8cm and find the circumference and the area.
Bilingual game
Circle - cercle

Lesson 9.6: Angles

1. How angles are formed
Prerequisite knowledge:
- Knowledge on lines
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Draw two lines to intersect.
Problem situation
When you look at a clock, what do you notice with the three hands?
Activity
1. Draw a horizontal line and named it A.
2. Draw a diagonal line to intersect with the horizontal and named the line B.
3. Name the point of intersection O.
4. What is form at O?
Summary
Property: An angle is an amount of turn between two lines or directions. This can be clockwise or anti-
clockwise.
Remark
- Angles are measured in degrees (°)
- One full turn is 3600
- Half a turn is 1800
- An acute angle is less than 900
- An obtuse angle is greater than 900 and less than 1800
- A reflex angle is greater than 1800 and less than 3600
Exercise
Draw two lines to form
a) An acute angle
b) An obtuse angle
c) A reflex angle
Assignments
1. Textbook
2. What is form between your legs when you are moving?
Bilingual game
Angles – angles

Lesson 9.6: Angles

2. Measure of angles
Prerequisite knowledge:
- Knowledge on lines
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
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 Draw two lines to intersect. Name the type of angle formed.
Problem situation
Activity
1. Draw a horizontal line in your exercise book and named it A.
2. Draw another line to meet with the horizontal line such that the type of angle form between the two lines
is acute and named the line B.
3. Name the point of intersection O.
4. Place the centre (vertex) of your protractor at O and the base line on the line segment OA.
5. Look at the protractor to see where the line OB falls.
6. Read the angle from between the lines from line OB.
Summary
Property: A protractor is an instrument use for measuring angles.
Remark
- A protractor has a base line with centre O.
- The centre of the protractor is the point where the line for 900 and the base line meets.
- It has two scales; the inner scale and the outer scale.
Exercise
1. Draw three different angles and give their measurement.
2. Construct an angle the measures 600
Assignments
Text book

Lesson 9.6: Angles

3. Complementary and supplementary angles
Prerequisite knowledge:
- Knowledge on lines
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Draw two lines to intersect. Name the type of angle formed.
Problem situation
What is the type of angle form between the wall and the floor at the point where they meet?
Activity
1.
a) Draw a horizontal line in your exercise book and named it A.
b) Draw a vertical line to meet the horizontal line and named it B.
c) Name the point of intersection O.
d) What is the measurement of the angle formed between the lines?
e) Draw another line from O to divide the angle from in two angles.
f) Name the two angles formed a and b.
g) What can you say about a and b?
2.
a) Draw a horizontal line segment AB.
b) Put a point O on the line segment AB.
c) What is the measurement of the angle form at O.
d) Draw a diagonal line to meet the line segment AB at O.
e) Name the two angles formed c and d.
f) What can you say about c and d?
Summary
Remark
- Two or more angles are said to be complementary if the add up to 900
- Two or more angles are said to be supplementary if the add up to 1800
Exercise
Say whether the following angles are complementary or supplementary
a) 300 and 600
b) 100 and 800
c) 1200 and 600
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 d) 300, 600 and 900
e) 850 and 950
Assignments
1. Say whether the following angles are complementary or supplementary
a) 380 and 520
b) 480, 550 and 770
2. Find the value of x from the following figures below.

Bilingual game
Complementary angles – angles complementaire
Supplementary angles – angle supplementaire

Lesson 9.6: Angles

4. Adjacent and opposite angles
Prerequisite knowledge:
- Knowledge on lines and angles
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Draw two lines to intersect. Name the type of angle formed.
Problem situation
Mr. Babila’s house in Fouban is facing the football field and beside the Catholic Church. What can you say about
Mr. Babila’s house with respect to the football field and the Catholic Church?
Activity
From the figure below

1. How many angles are formed?

2. What can you say about the angles?
Summary
Remark
- Two angles are adjacent pair if they have the same vertex and share a common side.
- Two angles are opposite pair if they are not adjacent and are formed by two intersecting lines.
Exercise
Give the adjacent and opposite angles from the figure below

Assignments
1. From the figure above, find the values of a and b.
2. Give examples of objects, things or buildings that are adjacent or opposite in and around your school.
Bilingual game

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Adjacent angles – les angles adjacent
Opposite angles – les angles opposé

Lesson 9.7: Triangles

1. Naming of triangles
Prerequisite knowledge:
- Knowledge on lines and angles
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Didactic materials: Chalk, ruler
Verification of pre requisite knowledge
1. When do we say that 3 points are not aligned?
2. Mark 3 points A, B, and C in your exercise book that are not aligned.
Problem situation
Amadou organized a game and the game is to be played in this manner, you leave from a point and run as fast as
possible to touch two poles that are placed some metres away from that point and then you run back to the point.
Can you represent this information diagrammatically?
Activity
1. Mark 3 points A, B, and C in your exercise book that are not laying on the same line.
2. Link the points with your ruler.
3. What is form?
Summary
Property: A triangle is a three-sided figure (or polygon).
Remark
- A triangle is having 3 sides (or 3 edges), 3 vertices and 3 angles.
There exist 6 types of triangles
- Types depending on angles are:
 A triangle with one obtuse angle is called an obtuse-angled triangle
 A triangle with one right angle is called a right-angled triangle
 A triangle may also have three acute angles, it is called acute-angled triangle
- Types depending on sides are:
 A triangle with all the three sides equal is called and equilateral triangle
 A triangle with at least two sides equal is called an isosceles triangle
 A triangle may also have all its three sides unequal. In this case it is called a scalene triangle
Exercise
Identify the types of triangles below.

Assignments
1. When you placed a ladder on the wall, what type of triangle is formed between the ladder, the wall and
the floor?
2. Textbook
Bilingual game
Triangle – triangle
Equilateral triangle – triangle equilateral
Isosceles triangle – triangle isocèle
Right-angled triangle – triangle rectangle
Scalene triangle – triangle scalene
Acute-angled triangle – triangle acutangle

Lesson 9.7: Triangles

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 2. Construction of a triangle
Prerequisite knowledge: Knowledge on line segment and circles
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
1. Draw a line segment AB of 5cm long
2. Construct an angle of 300
3. Construct a circle of radius 3cm
Problem situation
Activity
we are going to construct the triangle ABC given that AB = 4cm, AC = 5cm and BC = 5.5cm.
1. Draw the line segment BC of length 5.5cm
2. Construct a circle (C1) of centre B and the radius 4cm
3. Construct a circle (C2) of centre C and the radius 5cm
4. Note that A is the point where the two circles intersect and link the points
Summary
Remark
- We use a ruler, a compass and a protractor to construct a triangle
Exercise
1. Construct a triangle EFG given that EF = 6cm, EG = 3cm and FG = 5cm
2. Construct a triangle ABC given that AB = 4cm, AC = 5cm and the angle at A is 30 0
Assignments
Textbook
Bilingual game
Construction of a triangle – construction d’un triangle

Lesson 9.7: Triangles

3. Sum of angles in a triangle
Prerequisite knowledge: Knowledge on angles
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Problem situation
Activity
what have you notice in the triangle below?

Solution
It has e 3 angles
Summary
Remark
- The sum of the interior angles of a triangle is equal to 1800. That is

Exercise
Find the value of x from the triangles below

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Assignments
Textbook

Lesson 9.7: Triangles

4. Perpendicular bisector (or height) and median of a triangle
Prerequisite knowledge
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
1. When do we say that M is the midpoint of the line segment AB
2. When do we say that two lines are perpendicular? Draw the two lines
3. What is the bisector of an angle?
Problem situation
The figure below represents the face of a frame. Where can we add a plank to make it to be more solid?

Activity
1. Construct a triangle of your choice ABC
2. Draw a line passing through A and is perpendicular to the side BC. Named the point M, the intersection
of this line with the line BC
3. Is this line a height or a median. Why?
Summary
Remark
- The height of a triangle is a line that passes through a vertex of a triangle and is perpendicular to the
opposite side of this vertex.
- The median of a triangle is a perpendicular line that divides the triangle into two equal halves.
Exercise
1. How many heights does a triangle have?
2.
a) Construct a triangle EFG of your choice
b) Construct a height passing through E
c) Construct a height passing through F
d) Construct a height passing through G
e) What have you notice?
f) Is that height a median?
Assignments
Textbook

Lesson 9.7: Triangles

5. Perimeter and area of a triangle
Prerequisite knowledge
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Problem situation
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Activity
A gardener wanted to build a fence round his garden in the form of a triangle.

1. He measures each side and obtained AB = 62m, BC = 55m and AC = 60m. What is the length of this
fence?
2. He then decide to draw a median from the vertex B passing through the line segment AC.
3. Name the point where the line segment AB intersects with this line M.
4. What is the area of the triangle ABM?
5. What is the area of the triangle ABC?
Summary
Remark
- The perimeter of a triangle is the sum of all it sides.
1
- The area of a right-angled triangle = base × height
2
2 ×area
- base=
height
2 × area
- height =
base
- Perimeter is a distance
- Area is measured in square units
Exercise
1. Calculate the perimeter of a triangle with side; 3.5cm, 6.45cm and 8.1cm
2. An equilateral triangle has a perimeter of 600mm. what is the length of one side of this triangle?
3. Calculate the area of a triangle of height 5cm and base 4cm
4. A triangle has an area of 24cm2. What is the base of this area given that it height is 8cm?
Assignments
Textbook
Lesson 9.8: Quadrilateral
Prerequisite knowledge
Motivation: In life, we always came across situations like: travelling, demarcation of land boundaries, putting a
ceiling, designing a dress, building, weaving cloth, clock. In order to understand this, we need the notion of plane
figures.
Verification of pre requisite knowledge
Problem situation
Arable left her house to the church which is at 1km from her house. Immediately after mass, she when directly to
her friend’s house which is 3km from the church. Then she left the friend’s house for the market which is 1km
and moved back to her house for 3km. what is the nature of this path moved by Arabel?
Activity
1. Given the names of each of the following figures below.

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 2. How many sides do each figure has?
Summary
Property: A quadrilateral is a four-sided figure (or polygon). eg square, rectangle, parallelogram, rhombus, kite,
and trapezium
Remark
Below some formulas use in calculating the perimeter and area of the figures above
- perimeter of a square=2 ¿)
- area of a square=side × side
- perimeterof a rectangle=2(length+ width)
- area of a rectangle=length ×width
- perimeter of a parallelogram=2 ¿ )
- area of a parallelogram=length× heigth
- perimeter of a trapezium=∑ of all sides
- area of a trapezium=half the ∑ of∥sides × the height
- Perimeter is a distance
- Area is measured in square units
Exercise and assignments
Textbook

Topic 10: SYMETRY

Lesson 10.1: Symmetric of a point with respect to another point
Objectives: By the end of this lesson students should be able to
- Construct the symmetrical of a point
- Recognize two points that are symmetrical with respect to a point
Prerequisite knowledge
Motivation: In so many domains of life today like drawing, decoration, architecture, carpentry (or woodwork),
etc, we need the knowledge of symmetry. This chapter will give us a notion on symmetry.
Verification of pre requisite knowledge
Form the figure below

1. What does the point M represent on the line segment AB?

2. Is N the midpoint of CD?
Problem situation
Baba and Bibi live in the same house. One morning Baba went to the field and Bibi went to church. Knowing
they both cover the same distances. Place the position of the church with respect to the field on the figure below

Activity
1. Place 2 distinct points A and I of distance 3cm
2. Construct the line AI then the circle (c) of centre I and radius AI.
3. Place B separate from A, with the intersection AI and (c).
4. What does the point B represent of the points A and I?
Summary
Property: Symmetry is the exact correspondence on either side of a dividing line, plane or object.
Remark
- The symmetric of a point A with respect to another point I in the point B such that I is the midpoint of the
segment AB.

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 - With symmetry of centre I, the symmetric of the point I is I itself.
Exercise
1.
a) Construct a line segment AB of length 5cm
b) Construct a symmetric A1 of A with respect to B.
c) Construct a symmetric B1 of B with respect to A.
d) What is the length ofB1A?
2.
a) Construct a parallelogram ABCD
b) Place a point O such that C is the symmetric of A with respect to O and D for B
Assignments
Textbook

Lesson 10.2: Symmetric of a figure with respect to a point

Objectives: By the end of this lesson students should be able to
- Define, recognize and construct two symmetrical figures with respect to a point
- Remember and use the properties of symmetrical figures with respect to a point.
Prerequisite knowledge
Motivation: In so many domains of life today like drawing, decoration, architecture, carpentry (or woodwork),
etc, we need the knowledge of symmetry. This chapter will give us a notion on symmetry.
Verification of pre requisite knowledge
Place two points M and O of distance 4cm. construct a symmetric M1 of M with respect to O.
Problem situation
Activity
1. Place 3 points A, B, and C which are not lying on the same line.
2. Place a point O separate from A, the point B and the point C
3. Construct a symmetric A1 of A with respect to O, then the symmetric B1 of B with respect to O and
finally the symmetric C1 of C with respect to O.
4. Construct the triangle ABC and A1B1C1. We can say that the triangle A1B1C1 is the symmetric of the
triangle ABC with respect to O.
Summary
Remark
- Two figures F and F1 are symmetrical with respect to a point O if any point A of F has it symmetric with
respect to O on F1
Exercise and assignments
Textbook

Lesson 10.3: Line symmetry

Objectives: By the end of this lesson students should be able to
- Define a line symmetry
- Construct a symmetrical line of a figure
- Identify the symmetrical line of objects
Prerequisite knowledge
Motivation: In so many domains of life today like drawing, decoration, architecture, carpentry (or woodwork),
etc, we need the knowledge of symmetry. This chapter will give us a notion on symmetry.
Verification of pre requisite knowledge
Draw a line segment AB of 9cm long, identify the midpoint and named it O
Problem situation
In GBHS Magba during the inter class competition, form 1 was to play against form 2. A form 1 student by name
Aboubakar who has never enter a football field before was confuse when all the players were ask to move toward
the centre of the field. He saw that the two sides were identical except the middle. Can you help Aboubakar to
explain this situation?
Activity
1. Draw a line segment AB of length 10cm
2. Name the midpoint of the line M
3. Draw another line segment CD of length 10cm parallel to the line AB so that the space between the two
lines should be 4cm
4. Link AC, BD and MN with lines
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 5. What can you say about the line MN with respect to the figure ABCD?
Summary
Property: Line symmetry is a line that divides a figure or object into two equal halves.
Remark
- Most of the geometric figures we draw has a line (or lines) symmetry and even some objects that we use
at home. eg sponds, pots, plates etc.
Exercise
Draw the possible symmetrical line(s) on the following figures below

Assignments
Draw the possible symmetrical line(s) on the following figures below

Bilingual game
Symmetry – symétrie

Topic 11: COORDINATE GEOMETRY

Lesson 11.1: Cartesian plane (or x-y plane)
Objectives: By the end of this lesson students should be able to know how to draw a Cartesian plane
Prerequisite knowledge: Knowledge on straight lines
Motivation: In so many domains of life today like drawing, decoration, architecture, carpentry (or woodwork),
etc, we need the knowledge of symmetry. This chapter will give us a notion on symmetry.
Verification of pre requisite knowledge
Draw a straight line with graduations of your choice
Problem situation
Activity
1. Draw a vertical line in your exercise book and name it y.
2. Identify the midpoint of this line and name it O.
3. Draw a horizontal line passing through the point O and name it x.
4. Put arrow heads on both ends of the lines.
5. Graduate the two lines from O of equal spaces.
6. Number the points with numbers starting from point O to both directions
7. How do we call this representation?
Summary
Property: A Cartesian plane is a plane that has two aces that is the x-axis and the y-axis which meet at right
angles.
Remark
- The point where the axes meet is called the origin and it is name O.
- The number values of the horizontal dimension are shown on a number line called the x-axis while the
number values of the vertical dimension are shown on a number line called the y-axis.
- The x-axis is sometimes thought of as the West-East line and the y-axis is thought of as the North- South
line.
Exercise
Draw a Cartesian plane which ranges between – 8 and 8 on both axes.
Assignments
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Draw a Cartesian plane within the range – 6 to 7 on the x-axis and – 7 to 9 on the y-axis.
Bilingual game

Lesson 11.2: Points on the plane

Objectives: By the end of this lesson students should be able to know how to plot point on a Cartesian plane
Prerequisite knowledge: Knowledge on straight lines
Motivation: In so many domains of life today like drawing, decoration, architecture, carpentry (or woodwork),
etc, we need the knowledge of symmetry. This chapter will give us a notion on symmetry.
Verification of pre requisite knowledge
Correction of assignments
Problem situation
Activity
1. Draw an x-y plane that ranges between – 6 and 8 on both axes
2. Mark a point anywhere on your x-y plane and read the numbers that form this point from the horizontal to
the vertical directions
3. Repeat question 2) for another point
4. Given that A(2, 3) as a point
5. Represent this point on the plane
6. How do we call this representation in question 5) above?
Solution
Plotting of points in a Cartesian plane
Summary
Remark
- To plot any point on a Cartesian plane, we begin at the origin (O)
- Move in the x direction then from this point in the correct direction to the y direction
- The x-axis and the y-axis together divide the Cartesian plane into four regions called quadrants as shown
below

Exercise
Draw a Cartesian plane and plot the following points: A(1, 2), B(3, 3), C(4, 1), D(- 3, 5) and E(- 2, - 5)
Assignments
Plot the following point on an x-y plane: U(3, 5), V(6, - 3), W(- 3, - 2), X(- 7, 1), Y(0, 8) and Z(- 2, 0)
Bilingual game

Lesson 11.3: Linking of points with straight lines

Objectives: By the end of this lesson students should be able to know how to line points on a Cartesian plane to
form a plane figure
Prerequisite knowledge: Knowledge on straight lines
Motivation: In so many domains of life today like drawing, decoration, architecture, carpentry (or woodwork),
etc, we need the knowledge of symmetry. This chapter will give us a notion on symmetry.
Verification of pre requisite knowledge
Correction of assignments
Problem situation
Activity
1. Plot the following points on a Cartesian plane: A(1, 1), B(1, 4), C(4, 4) and D(4, 1)
2. Link the points with straight lines
3. What is form?
Summary
Remark
- You will notice that points are link with straight lines to form polygons.
Exercise
Plot the following points on a Cartesian plant: W(5, - 2), X(- 1, - 2), Y(- 1, 5) and Z(5, 5). Link the points with
straight lines. What is form?
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Assignments
State the coordinate of the points A, B, C, and D.

Bilingual game

Family of situation: USAGE OF TECHNICAL OBJECTS IN EVERYDAY LIFE

Competence: RECOGNITION OF OBJECTS, PRODUCTIONS OF OBJECTS, DETERMINATION OF
MEASURE. EXAMPLES: DESCRIBE SOLIDS IN THE ENVIRONMENT, IDENTIFY OBJECTS
DESCRIBED BY SOMEBODY, MAKE A BOX OF MATCH OR A BOX TO CONTAIN CHALK,
PRODUCE CARTOONS FOR PACKAGING OR BAKING TINS, MAKE POSTAL BOXES, MAKE
DRUMS, CAKES, CUT LOGS OF WOOD, DETERMINE THE NUMBER OF PIECES OF SOAP IN A
CARTOON, DETERMINE THE VOLUME OF WATER IN A TANK CAN CONTAIN
Module 3: SOLID FIGURES
Topic 12: SOLID FIGURES
Lesson 12.1: Cubes and cuboids
Objectives: By the end of this lesson students should be able to
- Define a cube and a cuboid,
- Identify objects in form of a cube and a cuboid,
- Calculate the area and volume of a cube and cuboid
Prerequisite knowledge: Knowledge on squares and rectangles
Motivation: In so many domains of life today like making of cartoons for packaging, make a box of match or a
box of chalk, building a house, dinging a toilet, we need the knowledge of cubes and cuboids.
Verification of pre requisite knowledge
Find the area of a
a) Square with side 5cm
b) Rectangle given that the length is 7cm and the width is 4cm
Problem situation
Ibrahim works in a company that produces soap of side 7cm. A customer wanted to know how many pieces of
soap can a carton of dimensions 70cm, 49cm and 35cm contain. Can you help Ibrahim?
Activity
The teacher presents the net of a cube and a cuboid to the students.
1. Fold each of them and ask the students what is form
2. Give the number of faces, edges and vertices each have
Summary
Property: A solid figure is a figure that has three dimensions. That is length, width and the height.
Remark
- A cuboid is a solid figure with 6 rectangular faces.
- A cube is a cuboid or a solid figure with all the 6 faces equal.
- A cube and a cuboid are examples of solid figures
- A face is any of the flat boundary surfaces of a solid figure (polyhedron)
- An edge is a place where two faces of a solid figure meet or it is a boundary line between two vertices.
- A vertex is a common point of the two lines of the angle
- Area of a cube = 6(side×side)
- Area of a cuboid = 6(length×width)
- Volume of a cube = side× side × side
- Volume of a cuboid =length× width× height
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 - Area is measure in square units
- Volume is measure in cubic units
- There are 6 faces, 12 edges and 8 vertices in a cube and a cuboid
Exercise
1. Find the total surface area and volume of a cube of side 4cm
2. Find the total surface area and volume of a cuboid of length 7cm, width 3cm and height 5cm
Assignments
Give one example each of a cube and a cuboid and calculate it area and volume
Bilingual game

Lesson 12.2: Cone and cylinder

Objectives: By the end of this lesson students should be able to
- Define a cone and a cylinder
- Identify objects in form of a cone and a cylinder,
- Calculate the area and volume of a cone and cylinder
Prerequisite knowledge: Knowledge on squares and rectangles
Motivation: In so many domains of life today like building a house, dinging of wells, we need the knowledge of
cones and cylinders.
Verification of pre requisite knowledge
Find the area of a
a) Square with side 5cm
b) Rectangle given that the length is 7cm and the width is 4cm
22
c) Circle given that the radius is 7cm and π=
7
Problem situation
Activity
The teacher presents the net of a cone and a cylinger to the students.
1. Fold each of them and ask the students what is form
2. Give the number of faces, edges and vertices each have
Summary
Remark
- A cone is a solid of revolution formed by rotating a triangle around one of its altitudes (or height) or it is
a pyramid with a cylindrical base and a curved surface.
- A cylinder is a surface created by projecting a closed two-dimensional curve along an axis intersecting
the plane of the curve
- total surface areaof a cone=area of curved surface +area of the base=πrl+π r 2
- total surface areaof a cylinder=2 π r 2+ 2 πrh
1 2
- volume of a cone= π r h
3
2
- volume of a cylinder =π r h
- A cone is has 2 faces, 1 edge and 1 vertex
- A cylinder has 3 faces, 2 edges and no vertex
Exercise
1. Find the area and volume of a cone whose base radius is 14cm, height is 20cm and the slant height is
22
22cm. taking π=
7
22
2. Find the area and volume of a cylinder of radius 7cmand height 20cm given that π=
7
Assignments
1. Textbook
2. Give two examples of a cone and a cylinder each.
Bilingual game

Family of situation: ORGANISATION OF INFORMARION AND ESTIMATION OF QUANTITIES IN THE

CONSUMPTION OF GOODS AND SERVICES

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Competence: COLLECTION, ORGANIZATION, EXPLOITATION OF INFORMATION AND
INTERPRETATION OF RESULTS. EXAMPLES: RECORD YEARLY RAINFALL, RECORD
PRODUCTION OF CRUDE OIL BY SOME COUNTRIES, COMPILE RESULTS, FORECAST
WEATHER OR ELECTION RESULT, CHOOSE A BRAND OF CAR, CHOOSE A CAREER, DRAW
UP A BUDGET
Module 4: ELEMENTARY STATISTICS
Topic 13: STATISTICS
Lesson 13.1: Collection of simple data
Objectives: By the end of this lesson students should be able to
- Define statistics
- Collect simple data
Prerequisite knowledge:
Motivation: In so many domains of life today like Record yearly rainfall, Record production of crude oil by
some countries, Compile results, Forecast weather or election result, Choose a brand of car, Choose a career,
draw up a budget etc we need the knowledge of statistics
Verification of pre requisite knowledge
In a class of 300 students, 175 are girls, how many boys are in that class?
Problem situation
Peter from Magba visited his brother Paul in GBHS Baffousan where he was schooling. He was surprise with the
large population in that school. He started thinking on what strategy he can use to get the total number of students
in this school. Can you help Peter?
Activity
1. How many students are in your class?
2. Number of boys
3. Number of girls
4. What notion of mathematics have you used to get the answers above? Simply data collection
Summary
Property: Statistics is a branch of mathematics that deals with the collection and analysis of information
Remark
- In statistics, we collect, treat, interpret and store information about scientific and social matters.
- The statistics information is called data and is usually stored in the form of numerical information
- The numbers which form the data are called events
- Collection of data can be done in any situation where the materials can be counted. eg given 10 boxes of
matches. Counting the number of matches in each of the boxes. The data collected is called discrete data
because they are separate items of information. Another example is taking the height of all the students in
your class. This is a situation where the data collected is not discrete, because the heights of the students
may not be exact. Such data is called continuous. So continuous values are values that are not exaxt.
Exercise
1. How many benches are in your class?
2. List all the subjects you study in form one.
Assignments
1. Give the total number of people living in your house
2. Number of females
3. Number of males
Bilingual game

Lesson 13.2: Recording data

Objectives: By the end of this lesson students should be able to know how to record data
Prerequisite knowledge: collection of data
Motivation: In so many domains of life today like Record yearly rainfall, Record production of crude oil by
some countries, Compile results, Forecast weather or election result, Choose a brand of car, Choose a career,
draw up a budget etc we need the knowledge of statistics
Verification of pre requisite knowledge
Correction of assignments
Problem situation
Amadou and Ibrahim were two good friends. They were living in the same quarter. Every day, they always leave
together for school and while in class Amadou always copy his notes while Ibrahim do not always copy his notes.
One day the mathematics teacher came to class and asks all the students to bring out their mathematics exercise
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book for checking. Before this exercise was to start, the teacher asks them this question; why do you always copy
your notes? Can you help this class to answer this question? To keep for future use that is recording of data
Activity
1. Write down the following numbers in letter; one, three, five and eight
2. Can you also write this numbers above in another way? If yes. How?
Summary
Remark
- In statistics we use different counting methods. A well-known method is the one used at polling stations.
The votes received by each candidate are recorded by grouping the number of votes in groups of five and
writing them like this:

This way of recording information is called tally and the process called tallying.
Exercise
Represent the following numbers in tally form;
1. 4
2. 7
3. 17
4. 30
Assignments
Textbook

Lesson 13.3: Representation of data

Objectives: By the end of this lesson students should be able to know how to represent data in a frequency table
Prerequisite knowledge:
Motivation: In so many domains of life today like Record yearly rainfall, Record production of crude oil by
some countries, Compile results, Forecast weather or election result, Choose a brand of car, Choose a career,
draw up a budget etc we need the knowledge of statistics
Verification of pre requisite knowledge
Correction of assignments
Problem situation
Activity
The mathematics teacher of Ligam asks the students of form one; how many sisters’ do you have; below are the
results given by the students: 3 students have 1 sister each, 12 students have 2 sisters each, 9 students have 3
sisters each, and 6 students have 4 sisters each.
1. What is the total number of students in this class?
2. Represent this information in a table form and give the total number of sisters.
Summary
Property: Frequency is the number of times something occurs or happens
Remark
In Statistics we also study how often a particular event or situation occurs. eg they may want to find out how
often a road accident is coursed by a drunk driver or by a faulty vehicle. To do this they study the frequency of
the event.
Exercise
30 students in form 1 have their ages collected as follows:

12 11 13 10 10 12 11 14 11 11
11 10 13 13 11 12 12 10 10 13
13 13 13 12 11 11 12 10 10 13
Represent this information in a frequency table
Assignments
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 1. Draw a frequency table showing the tally from the table below;
1 4 5 3 2 1 1 5 4 2 3 3
4 3 2 1 5 5 3 2 4 1 5 1
2 4 5 1 2 2 3 4 2 1 4 4
3 3 2 1 5 4 5 1 3 1 2 2
2. In a mathematics test, 30 students took part in the test. The marks were recorded as follows on 20:
9 8 10 17 5 12 14 13 3 1
10 10 11 11 13 15 15 14 1 2
3 7 8 8 9 5 5 6 7 8
a) Represent this information in a frequency table
b) How many students passed the test?
c) What is the percentage of the students that did not passed the test?
Bilingual game

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