YEARLY SCHEME OF WORK YEAR

WEEK TOPIC LEARNING AREA LEARNING OBJECTIVES Pupils will be taught to: 1. Develop number sense up to 1 000 000

5 ( 2007 )
SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES Pupils will be able to : (i) Name and write numbers up to 1000 000

Teacher pose number in numerals, pupils name the respective numbers and write the number word.

(ii) Determine the place value of the digits in any whole number up to 1000 000 1. 12 WHOLE NUMBER 1. NUMBER TO 1 000 000 (iii) Compare value of numbers up to 1 000 000.

Teacher says the number names and

pupils show the number using the calculator of abacus, then pupils write the numerals.

Provide suitable number line scales and

ask pupils to mark the positions that represent a set of given numbers. Given a set of numerals, pupils represent each number using the number base block or the place value of every digit of the given number.

(iv) Round off numbers to

the nearest tens, hundreds, thousands, ten thousands and hundred thousands

Given a set of numerals, pupils

compare and arrange the numbers in ascending then descending order. 1. WHOLE NUMBER 2. ADDITION WITH THE HIGHEST TOTAL OF 1 000 000 2.Add numbers to the total of 1 000 000 (i) Add any two to four numbers to 1 000 000

Pupils practice addition using the fourstep algorithm of: 1. Estimate the Total 2. Arrange the numbers involved according to place values. 3. Perform the operation 4. Check the reasonableness of the answer. Pupils create stories from given addition number sentence.

3-4

Teacher Pose problems verbally, i.e.

in the numerical form or simple sentences.

 Teacher guides pupils to solve problems following Polyas four step mode of: 1. Understand the problem 2. Devising a plan 3. Implementing the plan 4. Looking back. 1. WHOLE NUMBER 3. SUBTRACTIO N WITHIN THE RANGE OF 1 000 000 3.Subtract numbers from a numbers less than 1000 000

(i) Subtract one number

from a bigger number less than 1 000 000 (ii) Subtract successively from a bigger number less than 1 000 000

Pupils create stories from given subtraction number sentence.

Pupils practice subtraction using the

four-step algorithm of : 1. Estimate the sum. 2. Arrange the numbers involved according to place values. 3. Perform the operation. 4. Check the reasonableness of the answer.

5-6

(iii) Solve subtraction problems

Pupils Subtract successively by writing

the number sentence in the a) horizontal form b) vertical form

Teacher pose problems verbally i.e.., in

the numerical form or simple sentences.

Teacher guides pupil to solve problems

following Polyas four-step model of : 1. Understand the problem 2. Devising a plan 3. Implementing the plan 4. Looking back 1. WHOLE NUMBER 4. Multiplication with the Highest Product of 1 000 000 4.Multiply any to numbers with the highest product of 1 000 000 (i) Multiply up to five digit numbers with a) a one-digit number b) a two- digit number c) 10, 100 and 1000.

Pupils create stories from given

multiplication number sentences e.g. 40 500 x 7 = 283 500 A factory produces 40 500 batteries per day. 283 500 batteries are produced in 7 days Pupils practice multiplication using the

7-8

(ii) Solve problems

involving multiplication.

four-step algorithm of: 1. Estimate the product. 2. Arrange the numbers involved according to place values. 3. Perform the operation. 4. Check the reasonableness of the answer. Teacher pose problems verbally i.e., in the numerical form or simple sentence

Teacher guides pupils to solve problems following Polyas four-step model of : 1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back ( Apply some of the common strategies in very problem Solving step ) 1. WHOLE NUMBERS 5. DIVISION WITH THE HIGHEST DIVIIDEND OF 1 000 000 5.Divide a number less than 1 000 000 by a two-digit number (i) Divide numbers up to six digits by a) one-digit number b) 10, 100 and 1000 c) two-digit number

Pupils create stories from given

division number sentences.

Pupils practice division using the fourstep algorithm of: 1. Estimate the product. 2. Arrange the numbers involved according to place values. 3. Perform the operation. 4. Check the reasonableness of the answer. Example for long division 35 4 3 1 1 1 3 5 6 7 4 6 5 2 4 0 5 1 9 6 1 7 5 2 1 2 1 2 r 20 9 0

(ii) Solve problems involving division

9,10 AND 11

9 0 9 7

0 0

2 0 Teacher pose problems verbally, i.e., in the numerical form or simple sentences. Teacher guides pupils to solve problems following Polyas four-step model of : 1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back ( Apply some of the common strategies in very problem Solving step ) 1. WHOLE NUMBER 6. MIXED OPERATIONS 6.Perform mixed operations involving multiplication and division (i) Calculate mixed operation on whole numbers involving multiplication and division

Pupils create stories from given

number sentence involving mixed operations of division and multiplication. Pupils practice calculation involving mixed operation using the four-step algorithm of : 1. Estimate the quotient 2. Arrange the numbers involved according to place values. 3. Perform the operation 4. Check the reasonableness of the answer. Teacher guides pupils to solve problems following Polyas four-step model of : 1. Understanding the problem 2. Devising a plan 3. Implementing the plan 4. Looking back ( Apply some of the common strategies in very problem Solving step )

(ii) Solve problems involving mixed operations of division and multiplication. 12 - 13