JSS 1 Mathematics First Term Note

Scheme of Work
Weeks Chapter Title Performance Objectives

Week 1 NUMBERS (I)  Count, Read and Write in large numbers.
 State the place values of digits in a number
 Count in weeks and days.
 Multiplying a number by 10, 100 and 1000.

Week 2 NUMBERS (II)
 Order of Operations (BIDMAS).
 Find the factors and prime factors of a given whole

Week 3 FACTORS AND number.
MULTIPLES  Express a number as a product of its prime factors.
 HCF and LCM of a set of numbers (Checkpoint)
 Identify the types and examples of fractions.

Week 4 FRACTIONS, DECIMALS
 Explain the various types of fractions.
AND PERCENTAGES (I)
 Identify and use equivalent fractions.
 Arrange fractions in ascending and descending order.
Week 6 FRACTIONS, DECIMALS  Calculate L.C.M and H.C.F of numbers.
AND PERCENTAGES (II)  Add and subtract fractions.

 Convert fractions to percentages.
 Convert percentages to fractions.
 Convert fractions to decimals.
Week 8 PLANE SHAPES: Triangles  Triangles and the types of triangles.

 Properties of the various types of triangles.
and Quadrilaterals
 Quadrilaterals and the types of quadrilaterals. (Check

point)
 Properties of the various types of quadrilaterals. (Check
point)
Week 9 ALGEBRAIC  Definition of a Variable, Coefficient and an Algebraic

Expression. (Checkpoint)
SIMPLIFICATION I
 Grouping positive and negative terms.
 Grouping Like and Unlike Terms.
 Word Problems involving Algebraic Simplification.
Week 10 ALGEBRAIC  Simplifying algebraic expressions using the Order of

Operations. (Checkpoint)
SIMPLIFICATION I
WEEK ONE: NUMBERS I
At the end of this topic, the students should be able to:
 State the place value of digits in whole numbers and decimal fractions.
 Read and write large numbers in digits and words accurately.
 Count in weeks and days.
 Multiply and divide whole numbers and decimals by 10, 100, 1000 (powers of ten).
 Use the order of operations to work out simple calculations.

Previous Knowledge
 The students can count from 1 – 100.
 The students are familiar with whole numbers and can recite from 1 – 1000.
Reference Materials
 New General Mathematics Book 1 by MF Macrae, AO Kalejaiye, ZI Chima and GU Garba
 Cambridge Checkpoint Mathematics 1 by Ric Pimentel and Terry Wall.
Counting, Reading and Writing Large Numbers
Examples of names and values of some large numbers are:
Name Value
1 thousand 1000
1 million 1000 thousand = 1 000 000
1 billion 1000 million = 1 000 000 000
1 trillion 1000 billion = 1 000 000 000 000
1 week 7 days
1 day 24 hours
1 hour 60minutes
1minute 60 seconds
Example 1: Write the number 8702614235 correctly and express it in words.
Answer: Group the number in sets of three digits from the right-hand side, that is,
8, 702, 614, 235

In words,
Eight billion, Seven hundred and two million, Six hundred and fourteen thousand, Two hundred
and thirty – five.

Example 2: Express 6 weeks 1day in days.
Answer: 1 week= 7 days
Therefore 6 weeks= 6 X 7 days = 42 days
Therefore 6 weeks 1 day = 42 days + 1 day= 43 days
Example 3
Find the total of 2 weeks 6 days, 4 weeks 1 day and 3 days.
Give the answers in
i. Weeks and days
ii. Days

Solution Solution to ii
Weeks Days Since our total = 7 weeks and 3 days,
2 6 1 week = 7 days
4 1 7 weeks = days
Cross-multiply,
3
Total 6 10
weeks = 49 days
Hence, 7 weeks 3 days = 49 days + 3 days

But 10 days = 1 week and 3 days = 52 days
6 weeks 10 days = 6 weeks + 1 week 3 days
= 7 weeks 3 days
Evaluation
A. Write the following numbers, grouping digits in threes from the right hand, using commas,
also write the numbers in words.
a) 59244
b) 8 trillion
c) 14682053
d) 108412
e) 6006006006
B.
1. A baby is 3 weeks and 4 days old. What is his age in days?
2. Find the total of 1 week 5 days, 6 days and 3 weeks 4days. Give the answer in
(a) Weeks and Days (b) Days.
References
For more examples, go to:
 New General Mathematics Book 1, Page 10 and 11, Chapter 2.
 You can also watch this video using the link below for more explanation:
https://www.youtube.com/watch?v=0yBYUqOc1wg
The Place Value System
The position of a digit in our number system determines its value.
For example, 6287.35 can be placed in a table like this:

Thousands Hundred Tens Units Tenths Hundredths
s
6 2 8 7 3 5
The decimal point is located between units and
tenths. Looking at the table, we can see that:
The 6 is worth 6000
The 2 is worth 200
The 8 is worth 80
The 7 is worth 7

The 3 is worth 0.3 or
The 5 is worth 0.05 or
The correct way to say this number is:
Six thousand two hundred and eighty – seven point three five.
Note: not thirty – five.

Evaluation: Put the following sets of numbers in order, starting with the largest
a. 12.5 7.67 1 3.59 2.668 0.097
b. 0.043 0.009 7.48 8 0.09 20.8
c. 14.6 25.2 6.96 7.0 9.97 7.34 6.098
d. 0.31 0.312 0.309 0.319 0.392 3.2
e. 0.512 2.51 0.1 1.13 1.113 1.33 1.433

References
 Cambridge Checkpoint Mathematics Book 1, Page 2 and 3, Chapter 1.
 You can also watch this video using this link for more explanation:
https://www.youtube.com/watch?v=KG6ILNOiMgM
WEEK TWO: NUMBERS (II)

Multiplying a number by 10, 100 and 1000
Multiplying a number by 10, 100 or 1000, results in the digits moving one, two or three places
to the right respectively.
Example
Similarly, dividing a number by 10, 100 or 1000, results in the digits moving one, two or three
places to the left respectively.

Example:
References
 Cambridge Checkpoint Mathematics Book 1, Page 4, Chapter 1.
 You can also watch this video using these links for more explanation:
https://www.youtube.com/watch?v=yVg6LyNgIT8
https://www.youtube.com/watch?v=6fLNcGSa_L4

Evaluation
Find the value of the following:

a)
b)
c)
f)
d)
ORDER OF OPERATIONS
Mathematical operations are carried out in a particular order:
• Brackets: any operation in brackets is done first.
• Indices: a number raised to a power (index) is done next.
• Division
• Multiplication
• Addition
• Subtraction

Worked Example 1 The multiplication is done first.
Calculate:

A way of remembering this order is with the shorthand BIDMAS.
Worked Example 2
Carrying out the calculation from left to right would give an answer of 17, but
following the procedure of BIDMAS, the correct answer is 11.

Worked Example 3
The brackets are done first.
Simplify:
Solution
The multiplication is done next.
Lastly, the subtraction.
References
 Cambridge Checkpoint Mathematics Book 1, Page 8 and 9, Chapter 1.
https://www.youtube.com/watch?v=ClYdw4d4OmA

Evaluation
Work out the following:
1)
2)
3)
4)
WEEK THREE: FACTORS AND MULTIPLES
OBJECTIVES: At the end of this topic, the students should be able to:
 Find the factors of a given whole number.
 Find the prime factors of numbers and express the number as a product of its factors.
 Express a number as a product of its prime factors in index form.
 Find the Common Factor(s) and Highest Common Factor (HCF) of two or more whole numbers.
 Write down two or more multiples of a given number.
 Find the Lowest Common Multiple (LCM) of two or more whole numbers.
 Express the HCF and LCM of two or more numbers in index notation.
Previous Knowledge
 The students can multiply single digit numbers.
 The students are familiar with multiplication of numbers from 1 – 12.
Reference Materials
FACTORS
A factor is a number that divides into another number without a
remainder.
Examples:
a) Factors of 4 are 1, 2 and 4 because these numbers can divide

into four (4) without a remainder.
b) Factors of 10 are 1, 2, 5 and 10 because these numbers can
divide into 10 without a remainder.
c) Factors of 9 are 1, 3 and 9 because these numbers can divide
into 9 without a remainder.
PRIME NUMBERS
This is a whole number with only tow factors (1 and itself).
Note: 1 is not a Prime Number.

Prime Numbers between 1 and 100
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Activity
In your Mathematics Note, draw a square box (just like the one
above). Use your biro to write numbers 1 – 100 in the boxes (just
like the one above). Shade (with your pencil) all the numbers that
are not Prime Numbers.
References
 New General Mathematics Book 1, Pages 15 and 16, Chapter 3.
https://www.youtube.com/watch?v=mIStB5X4U8M

PRIME FACTORS
The prime factor of a number are the factors of the number that are prime numbers.
Examples:
a) Factors of 10 are 1, 2, 5 and 10

Prime Factors of 10 are 2 and 5
b) Factors of 12 are 1, 2, 3, 4, 6 and 12
Prime Factors of 12 are 2 and 3
c) Factors of 25 are 1, 5 and 25
Prime Factor of 25 is 5
Expressing Numbers as Product of Prime Factors
Examples: Express the following numbers as products of their prime factors:
a) 60
b) 75
Solution
2 60 2 24
2 30 2 12
3 15
∴ 60=2 ×2 ×3 × 5
2 6 ∴ 24=2× 2× 2× 3

5 5 3 3
1 1
EVALUATION: New General Mathematics Book 1, Page 16,
Exercise 3c, Numbers 1, 3, and 5
References
https://www.youtube.com/watch?v=ZKKDTfHcsG0
Expressing Numbers as Product of Prime Numbers in Index Form
Examples: Express the following numbers as a product of their prime factors in index
form:
(a) 60
(b) 24
Solution
2 60 2 24
2 30 2 12
3 15
2 6
5 5 3 3
1 1
EVALUATION: New General Mathematics Book 1,
Page 17, Exercise 3d, Numbers 1 (d – f) and 3 (b, f, j).
References
https://www.youtube.com/watch?v=ZKKDTfHcsG0

COMMON FACTORS
Common Factors are the factors of two or more numbers that are the same.
Examples:
Factors of and
Factors of and
Common Factors of 12 and 18 are and
Note: is a common factor of all numbers.

Highest Common Factor (HCF)
Example: Find the Highest Common Factor (HCF) of 12, 8 and 20.
Solution
To find the HCF, you find the smallest number that can go in the three numbers.
2 12 8 20
2 6 4 10
3 2 5

HCF of 12, 8 and 20
MULTIPLES
A multiple of a number is the result of the product of that number with another number.
e.g. 2 is a factor of 2, 4, 6, 8, …
this means that 2, 4, 6, 8, … are multiples of 2.
Common Multiples
This refers to a multiple of two or more numbers.
e.g., 2, 4, 6, 8, 10, … are all multiples of 2
also, 3, 6, 9, 12, … are all multiples of 3
this means that 6 is a common multiple of 2 and 3.
Least Common Multiple (LCM)
Examples: Find the LCM of 12, 8 and 20
Solution
To find the LCM, we use the least factor of the numbers above.
2 12 8 20
2 6 4 10
2 3 2 5
3 3 1 5
5 1 1 5
1 1 1
LCM
EVALUATION: New General Mathematics Book 1, Page 17,
(a)Exercise 3e, Numbers 13, 15, 17,

(b)Page 18, Exercise 3f, Numbers 2 (c, d), 4 (a, b).
References
 New General Mathematics Book 1, Pages 17 – 20, Chapter 3.
https://www.youtube.com/watch?v=vcn2ruTOwFo
WEEK FOUR: FRACTION, DECIMALS AND PERCENTAGES
 Express quantities as proper fractions, improper fractions or mixed numbers.
 Change improper fractions to mixed numbers and vice versa.
 Identify and obtain equivalent fractions of a given fraction.
 Simplify fractions by cancelling common factors.
 Arrange fractions in ascending or descending order of size.
 Add, subtract, multiply and divide two or more fractions.
 Express a smaller quantity as a fraction or percentage of a larger one.
 Convert fractions to percentages and vice versa.
 Solve simple word problems involving fractions.

Previous Knowledge
 The students can add, subtract, multiply and divide single digit numbers.
Reference Materials

FRACTIONS
A fraction is a part of a whole. A fraction has two parts: the numerator and
the denominator.
The numerator is the number above the line, whilst the denominator is the
number below the line, i.e.,
Both the numerator and the denominator must be integers (whole numbers).

FRACTIONS OF A QUANTITY
In this section we begin to use fractions in a more practical way.
Examples
(a) Find of £30
(b) Find of £30

Answer:
To find one-fifth of a number, we divide the number by five.
Then, to find four-fifths of a number, we first find one-fifth
of that number and then multiply the result by four.
a. 24

Evaluation
Work out:
(a) (b) (c)(d)
(e) (f) (g) (h)
References
 Cambridge Checkpoint Book 1, Pages 120 – 122, Chapter 15.
https://www.youtube.com/watch?v=UsNxUwgf80c

Homework
In a test there are 30 marks. Nasir gets of the marks.How many marks does
he get?
In a school of the pupils are girls. There are 382 pupils in the school. How
many girls are there in the school?
Equivalent Fractions
Although fractions may look different from each other, sometimes they are
worth the same. If fractions are worth the same, they are equivalent fractions.
In order to determine whether fractions are equivalent, they need to be

simplified. In order to simplify fractions, divide both the numerator and
denominator by their common factor until it is no longer possible to divide
them by a common factor.

Example:
Answer:
Answer:

EVALUATION
1.
2.
References
 Cambridge Checkpoint Book 1, Pages 122 and 123, Chapter 15.
https://www.youtube.com/watch?v=U2ovEuEUxXQ

ADDITION AND SUBTRACTION OF FRACTIONS
a) Fractions with the same denominator. For example:
Simply add/ subtract the numerators and keep the denominator as it is.
b) Fractions with different denominators.
In order to do this, both fractions have to be converted into equivalent fractions with
common denominators. The lowest common multiple of both denominators would
be obtained.
For example:

Evaluation:
1.
2.
3.
References
https://www.youtube.com/watch?v=52ZlXsFJULI

 Improper Fractions
A fraction where the numerator is bigger than the denominator is called an

improper fraction.
Examples are
 Changing Improper Fractions to Mixed Numbers
Converting an improper fraction into a mixed fraction involves division.

Converting a Mixed Number to an Improper Fraction
This involves multiplication or addition.
For example,
Evaluation: In questions a- e, convert the mixed numbers to improper fractions

In questions f-j, convert the improper fractions to mixed numbers.
 Multiplying an integer by a fraction

WEEK SIX: FRACTIONS, DECIMALS AND PERCENTAGES
 Add and subtract numbers containing decimal fractions.
 Multiply and divide decimal numbers by powers of ten (10).
 Multiply and divide numbers containing decimal fractions.
 Convert fractions to decimals and vice versa.
 Convert percentages to decimals and vice versa.
 Solve word problems involving decimals.

Previous Knowledge
 The students can multiply and divide single and double digit numbers by powers of ten.
 The students can add and subtract whole numbers.
Reference Materials

 Decimals
There are different types of decimals: terminating and recurring
decimals. A terminating decimal comes to an end. In a recurring
decimal, the digits repeat themselves and would continue rather
than terminate. Examples of terminating decimals are , ; while for
recurring decimals we have .

Addition and Subtraction of Decimals
• Set out your addition or subtraction in order. Units must be

under units, decimal points under decimal points…
For example, 24.8 + 6.5 is set out as
not
• Add and subtract in the same way as for whole numbers, and
write down the decimal point when you get to it.
Evaluation:
a) $
References
https://www.youtube.com/watch?v=oLh_sIESQnY
https://www.youtube.com/watch?v=Eq4mVCd-yyo
Multiplication and Division of Decimals

Answer:
Multiplication of Decimals
386
Find the product of
164
Steps:
1544
• Multiply the given numbers without decimal
points. 2316
• Count the digits after the decimal points in + 386

the numbers being multiplied 63304
• Place the decimal point so that the product
has the same number of digits after the point. Total number of digits after decimal points is 3
.
Division of Decimals
Dividing a Decimal Number by a Whole Number Solution
To divide a decimal number by a whole number:

1.3
7 9.1
Use Division or Long Division (ignoring the decimal
7
point)
2 1
Then put the decimal point in the same spot as the 2 1
dividend (the number being divided)
The answer is 1.3
Example: Divide 9.1 by 7
• Dividing by a Decimal Number
What if you want to divide by a Decimal Number?
The trick is to convert the numerator and the denominator to a whole number first,
by shifting the decimal point of both numbers to the right:
Now you are dividing by a whole number, and can continue as normal.
It is safe to do this if you remember to shift the decimal point of both numbers
by the same number of places.

Example: Divide 6.4 by 0.4
You are not dividing by a whole number, so you need to move the
decimal point so that you are dividing by a whole number:
Solution
6.4/0.4 is exactly the same as 64/4, as you moved the decimal point
of both numbers one place to the right.
Next you divide as usual
And the answer is:

Example 2: Divide 5.39 by 1.1
4.9

Solution 11 53.9
Move the decimal point so that you are dividing 44
by a whole number i.e. 9 9
9 9
You are now dividing by a whole number, so
you can proceed as in the previous slide.
The answer is 4.9.

EVALUATION
Cambridge Checkpoint Book 1, Page 133, Chapter 15, Exercise 15.2C, Numbers 3 – 6
References
https://www.youtube.com/watch?v=Htt09rY9I_A
PERCENTAGES

Percentages of a Given Quantity Converting Percentages to Decimals
Example 1: Example 1: Convert 10% to fraction

Solution
Solution
Example 2: Convert 0.5% to fraction.

Example 2: Find 15% of ₦700. Solution
Solution

Evaluation
References
https://www.youtube.com/watch?v=XyhX5z1UKUA
WEEK EIGHT: PLANE SHAPES
 Identify, name and state the properties of common plane shapes (rectangles, squares,
triangles, regular polygons, circles).
 Distinguish between different types of triangles.
 Distinguish between the different types of quadrilaterals.

Previous Knowledge
 The students are familiar with solid objects like a notebook, a triangular prism, …
Reference Materials
TRIANGLES
A triangle is a plane shape that has three angles

and three sides.
Scalene Triangle
Types of Triangles
 Scalene Triangle: This is a triangle that has

three sides of different lengths.
 Isosceles Triangle: This is a triangle with two
sides equal in length and two angles equal in
value. Isosceles Triangle

 Equilateral Triangle: This is triangle with
all its three sides of equal length. Equilateral Triangle
 Right – angled Triangle: This is a triangle
with one of its angles equal to .
 Obtuse – angled Triangle: This is a triangle Right – angled Triangle
that contains one obtuse angle (i.e., an angle
greater than but less than ).
Obtuse – angled Triangle

QUADRILATERALS
A quadrilateral is any four – sided, closed shape

consisting only of straight lines.
Types of Quadrilaterals Square
 Square: This is a quadrilateral with four equal

sides and four right – angled corners. Note that
a square is a special form of a rectangle.
 Rectangle: This is a plane shape with four
Rectangle
sides and four right – angles.
 Parallelogram: This is a quadrilateral with
two pairs of equal sides and two pairs of
opposite angles which are equal. Parallelogram
 Rhombus: This is a parallelogram with all
its sides of equal length.
Rhombus
 Trapezium: This is a quadrilateral with one
pair of parallel sides
 Isosceles Trapezium: This is a trapezium

Isosceles Trapezium
with one pair of parallel sides, and the other
pair of sides are equal in length.
 Kite: This is a plane shape with two pairs of
adjacent sides which are equal in length. Kite

EVALUATION
Cambridge Checkpoint Mathematics Book 1, Page 28, Exercise 3.4B, No 1 a – h.
References
https://www.youtube.com/watch?v=32duUtbuTo8
WEEK NINE & TEN: ALGEBRAIC PROCESSES
OBJECTIVES: At the end of this topic, the students should be able to:
 Use symbols in open sentences in carrying out arithmetic operations in algebra.

 Translate word problems in mathematical expressions by use of open sentences or
symbols.
 Identify coefficient of terms of algebraic expressions, collect like terms for basic
arithmetic operations.
 Collect simple like terms.
 Multiply and divide algebraic terms.
 Simplify algebraic expressions by following order of operations.
 Remove brackets from simple algebraic expressions.

Previous Knowledge
 The students are familiar with the addition of numbers.
Reference Materials

Open Sentences
What number in the box will make this true? You may have seen problems like
this before. will be true if 3 goes in the box: is true.
We say that is an open sentence. Any value can go in the box, but usually only
one value will make an open sentence true.
Evaluation
New General Mathematics BOOK 1, PAGE 40 Exercises 5a, 5b and 5c.

Letters for Numbers
In mathematics we use letters of the alphabet to stand for numbers
instead of boxes. We write instead of . Any letter can be used. Capital
letters are not used; only small letters are used.
When letters and numbers are used together in this way, it is called
generalized arithmetic or algebra.

5

𝑥

The perimeter of the rectangle is given by the An equation is different from an expression
expression This can be simplified to because it contains an equal to sign (=),
In the examples above, x, 2x are called terms in which shows that the expressions either side
the expressions. of it are equal to each other. For example,
tells us that the expression x+1 and y-2 are

equal to each other.
EVALUATION
Cambridge Checkpoint Book 1, Page 34, Exercise 5d, Numbers 5 – 10.
Definition of Algebraic Terms

Variable Algebraic Expression
A variable is a letter or symbol used to This is a group of numbers, symbols and variables
represent an unknown value. without the equality sign (=).
Variable is
e.g. e.g.
Variables are and

Coefficient Terms
This is the number that is multiplied by the A term is a number, a variable or a product of a
variable in an algebraic expression. number and a variable. Terms are usually separated
Coefficient of = 3 by and signs.
e.g.
e.g. Terms are and
Coefficient of
Terms are and
Coefficient of
Algebraic Simplification I

Coefficients
are all examples of algebraic expressions. In
the expression , the 4 is called the coefficient of. Note: It is usual to write not .
The shows that four ’s have been added

Coefficients are not always whole numbers.
together. For example,
Coefficients can also be fractions.
a. in , 6 is the coefficient of ; six have been
added together; a. In , is the coefficient of ;
b. in , there is only one ; is the same as 1x; the
b. In , is the coefficient of ;
coefficient of x is 1

Grouping Positive and Negative Terms
We can simplify expressions which contain many terms. For example,

the expression
means: add together, take away and . This gives take away . The result
is . We can write this as follows

The first line in the example in the previous slide is important. We
have grouped all the terms with + sign before them together, and all
the terms with – sign before them together. This method is called is
called grouping positive and negative terms.
Example 2: Simplify
Solution
Evaluation: NGM BOOK 1 PAGE 52 Exercise 7e No 3 a - j
References
 New General Mathematics Book 1, Pages 50 - 52, Chapter 7.
https://www.youtube.com/watch?v=jBmlHtC4I98

Grouping Like and Unlike Terms
are like terms. Their sum is .
are unlike terms. Their sum is .
Notice that:
In real life, the same things can be added together. Similarly in

algebra, like terms can be grouped together:

Example 2: Simplify
Notice that terms in and number terms are unlike.
Example 3: Simplify
Evaluation:
New General Mathematics BOOK 1, PAGE 53 Exercise 7f
References
https://www.youtube.com/watch?v=h7Wr_qt8BfY
Algebraic Operations
To simplify algebraic operations, follow the same order of
operations for arithmetic operations. That is, use BIDMAS.
Mathematical operations are carried out in a particular order:
• Brackets: any operation in brackets is done first.
• Indices: a number raised to a power (index) is done next.
• Division
• Multiplication
• Addition
• Subtraction

Examples: Simplify the following expressions:
(a)
(b)
Solution
(c)
(d)

Evaluation: Simplify the following expressions using the Order of Operations:
1.
2.
3.
References
 New General Mathematics Book 1, Pages 125 Chapter 15.
https://www.youtube.com/watch?v=ClYdw4d4OmA

Removing Brackets
To expand brackets, you multiply the terms inside the brackets by the term outside
the bracket.
Positive Sign Before a Bracket
When there is a positive sign before a bracket the signs of the terms inside the
bracket stay the same when it is removed.
Example: Expand the following

Evaluation: Expand the following:
Assignment: NGM BOOK 1 PAGE 126 Exercise 15e, f, g.
References

Negative Sign Before a Bracket
When there is a negative sign before a bracket, the signs of the terms
inside the bracket are changed when the brackets are removed.
Examples
a.
The result is the same as first taking away 5, then taking away 2:
That is,
Thus
Similarly with letters,

b.
The result is the same as first taking away 5 and then adding 2:
i.e.,
Thus
Similarly with letters,

Examples
1.
2.
3.

Evaluation
1.
2.
3.
ASSIGNMENT: NGM BOOK 1 PAGE 127 Exercise 15h, i, j.
References
https://www.youtube.com/watch?v=fgr2eceD7Ow

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Scheme of Work

Weeks Chapter Title Performance Objectives

 Multiplying a number by 10, 100 and 1000.

 Find the factors and prime factors of a given whole

 Identify the types and examples of fractions.

AND PERCENTAGES (II)  Add and subtract fractions.

Week 8 PLANE SHAPES: Triangles  Triangles and the types of triangles.

Week 9 ALGEBRAIC  Definition of a Variable, Coefficient and an Algebraic

Week 10 ALGEBRAIC  Simplifying algebraic expressions using the Order of

 Read and write large numbers in digits and words accurately.

 Count in weeks and days.

 Use the order of operations to work out simple calculations.

Examples of names and values of some large numbers are:

8, 702, 614, 235

and thirty – five.

Answer: 1 week= 7 days

Therefore 6 weeks= 6 X 7 days = 42 days

Therefore 6 weeks 1 day = 42 days + 1 day= 43 days

For example, 6287.35 can be placed in a table like this:

The 6 is worth 6000

The 2 is worth 200

The 5 is worth 0.05 or

The correct way to say this number is:

Note: not thirty – five.

a. 12.5 7.67 1 3.59 2.668 0.097

b. 0.043 0.009 7.48 8 0.09 20.8

c. 14.6 25.2 6.96 7.0 9.97 7.34 6.098

d. 0.31 0.312 0.309 0.319 0.392 3.2

e. 0.512 2.51 0.1 1.13 1.113 1.33 1.433

to the right respectively.

places to the left respectively.

Find the value of the following:

Mathematical operations are carried out in a particular order:

• Brackets: any operation in brackets is done first.

• Indices: a number raised to a power (index) is done next.

Lastly, the subtraction.

Work out the following:

 Find the factors of a given whole number.

 Express a number as a product of its prime factors in index form.

 Write down two or more multiples of a given number.

a) Factors of 4 are 1, 2 and 4 because these numbers can divide

This is a whole number with only tow factors (1 and itself).

Note: 1 is not a Prime Number.

a) Factors of 10 are 1, 2, 5 and 10

Common Factors of 12 and 18 are and

Note: is a common factor of all numbers.

(a)Exercise 3e, Numbers 13, 15, 17,

 Express quantities as proper fractions, improper fractions or mixed numbers.

 Change improper fractions to mixed numbers and vice versa.

 Identify and obtain equivalent fractions of a given fraction.

 Simplify fractions by cancelling common factors.

 Arrange fractions in ascending or descending order of size.

 Add, subtract, multiply and divide two or more fractions.

 Express a smaller quantity as a fraction or percentage of a larger one.

 Convert fractions to percentages and vice versa.

 Solve simple word problems involving fractions.

In this section we begin to use fractions in a more practical way.

(a) Find of £30

(b) Find of £30