MATHEMATICS (GRADE 7)

SCHEME OF WORK & LESSON NOTES FOR FIRST TERM

2024/2025 SESSION

AUGUST 20, 2024

PRINCETON COLLEGE
9/33, OLATUNDE ONIMOLE STREET, SURULERE, LAGOS
SCHEME OF WORK AND LESSON NOTE FOR FIRST TERM 2024/25 SESSION
 Weeks Chapter Title Performance Objectives
Week 1 DEVELOPMENT OF At the end of this topic, the students should be able to:
NUMBERS AND 

99999999999
identify millions among numbers
differentiate between millions and billions
NUMERALS SYSTEMS  recognise trillions as a number
 apply large numbers in real life situations(Real life
problems).
 solve quantitative reasoning in exercises related to
millions, billions and trillions
 solve quantitative reasoning using large numbers
 relate problems with bigger or large numbers in real life
situations.
 At the end of this topic, the students should be able to:
WHOLE NUMBERS  revise addition and subtraction of both simple and large
Week 2 whole numbers
BASICE OPERATION  revise multiplication and division by whole numbers
 ordering Large Numbers
 using Mixture of Digits and Words with Large Numbers
 Problems Solving in Quantitative Aptitude Reasoning (QR)
using large numbers
 multiply and divide number by 10, 100 and 1000
 order of Operations (BIDMAS)
Week 4 FRACTIONS:  At the end of this topic, the students should be able to:
 find equivalent fractions
 concept of equivalent fractions in sharing commodities
 Problems solving in quantitative aptitude (QR)

Week 5&6 COMMON FRACTIONS:  At the end of this topic, the students should be able to:
 solve fractions by arranging by ascending order and
ORDERING, PERCENTAGE- descending order .
CONVERSIONS AND  Convert fractions to percentages.
CONVERSIONS OF  Convert percentages to fractions.
DECIMALS TO FRACTIONS  convert fractions to decimals
AND VICE VERSA

 At the end of this topic, the students should be able to:

Week 7 COMMON FRACTIONS:
 solve Addition and Subtraction of fractions.
ADDITION AND  same denominator and different denominators
SUBTRACTION OF  use BIDMAS to solve fractions
FRACTIONS.  solve word problems involving addition and Subtraction
 WEEK ONE

DEVELOPMENT OF NUMBERS AND NUMERALS

SYSTEMS
 OBJECTIVES
At the end of this topic, the students should be able to:
identify millions among numbers.
differentiate between millions and billions.
recognise trillions as a number.
apply large numbers in real life situations(Real life
problems).
solve quantitative reasoning in exercises related to
millions, billions and trillions.
 Previous Knowledge

The students can count from 1 – 100.

The students are familiar with whole numbers and can
recite from 1 – 1000.
 Reference Material
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 1-9
For more examples, go to:
Cambridge Checkpoint Mathematics Book 7, Page1-7
 36-39, Chapter 7.
You can also watch this video using this link for more
explanation:

https://youtu.be/9iSk75EMcZ0?si=U3ppDl3Ew1Qgv_Jm
 TEACHING METHODOLOGY
Activity 1: Students view a short video covering the concepts of factors
and multiples of numbers.

Activity 2: Students cut cardboard of different large numbers and

they label and identify some numbers in millions, billions and
trillions.
DEVELOPMENT OF NUMBERS AND NUMERALS SYSTEMS
• History of Mathematics- The development of
number

Cambridge Checkpoint Mathematics 1 By Ric Pimentel

and Terry Wall page
Read and summarise the History of Mathematics.
DEVELOPMENT OF NUMBERS AND NUMERALS SYSTEMS
• Click to view the video on counting numbers millions, billions
and trillions .
 System of Counting
Tally System
Tally marks were probably the first numerals.
The ancient people employed tally marks to count large numbers. The tally marks were scratched
on stones or sometimes cut on sticks but today we use tally marks to count or record large data,
especially in statistics.
• A tally mark of 5 is written by putting a line across a tally count of 4.
i.e = 4 and =5
Example 1
Draw the tally marks for each of the following numbers:
(a)34 (b) 15
Solution
(a)34 =
(b)15 =
 CLASSWORK
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 2 -9,
Exercise 1.2, No. 1
 Cambridge Checkpoint Mathematics Book 7, Page 39,
No. 2
 ASSSIGNMENT

WABP Essential Mathematics 1 (New Edition) by AJS

Oluwsanmi Page 2 -9,

Exercise 1.2, No. 2,

 Roman numerals
The Romans used capital letters of the alphabets to represent numbers. Many
people believe that the Romans used the fingers to represent numbers as follows:
I for one finger, II for two fingers, III for three fingers, V for five fingers and X for
the combination of two hands ( or two V’s) .The Roman also used L for fifty, C for
hundred, D for five hundred and M for one thousand as shown below.
Hindu- Roman Hindu- Roman Hindu- Roman Hindu- Roman
Arabic Numeral Arabic Numeral Arabic Numeral Arabic Numeral
1 I 20 XX
8 VIII 500 D
2 II 40 XL
3 III 50 L
9 IX 900 CM
4 IV 60 LX
5 V 90 XC
10 X 1000 M
6 VI 100 C
 Roman numerals
The Roman used the subtraction and addition method to
obtain other numerals.
For example
(a)IV means V- I i.e. 5- 4 = 4
(b)VI means V+ I, i.e. 5 + 1 = 6
(c)IX means X- I, i.e. 10 – 1 = 9
(d)XXIV means XX + IV = 20 + 4 = 24
(e)CD means D- C = 500 – 100 = 400
(f)MC means M +C= 1000 + 100 = 1100
 Example 1
Change the following numbers to Roman numerals:
(a) 2459
(b) 3282
Solution
(a)2459--- 2000 = MM
400 = CD
50 = L
9 = IX
2459 = MMCDLIX
(b)3282 = 3000 + 200 + 80 + 2
= MMM CC LXXX II
⸫ 3282 = MMMCCLXXXII
 CLASSWORK

WABP Essential Mathematics 1 (New Edition) by AJS

Oluwsanmi Page 2 -9,
Exercise 1.3, No. 1-2,
 The Counting board
A counting board is a block of stone or wood ruled in columns. Loose counters,
pebbles, stones or seeds in the columns show the value of the numbers in the
columns.
Counters in the right-hand column (U) represent units, counters in the next column
(T) represent tens, and so on.
TH H T U

●●● ●
●● ●●●● ●●●●

The diagram below is a counting board showing the number

275.
 The Abacus
An abacus is a frame consisting of beads or disks that can be moved up
or down (i.e. slide) on a series of wires or strings. Each wire has its own
value. Both abacus and counting board work in the same way when
carrying out calculations.
Example 1

M HTH TH H T U
An Abacus showing 2703
 Place Value of Numbers
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 Hundreds Tens Units Tenths Hundredths

6 2 8 7 3 5

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

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 Place Value System
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.
 Place Value of Numbers
Numbers of units, tens, hundreds,…….., are each
represented by a single numeral.
(a).For a whole number:
- the units place is at the right-hand end of the number.
- the tens place is next to the units place on the left, and so
on
For example: 5834 means
5 thousands, 8 hundreds, 3 tens, and 4 units.
See the illustration below:

5 8 3 4
 Place Value of Numbers
(b) for decimal fraction, we count the places to the right from the
decimal point as tenths, hundredths, thousandths, etc.
See the illustration below:
↓ ↓ ↓ ↓ ↓
6 . 7 9 8
6 → units
. → decimal
7 → tenths
9 → hundredths
8 → thousandths
 Place Value of Numbers
Example 1
What is the place value of each of the following?
(a)the 9 in 10269
(b)the 2 in 2984
Solution:
(a)the 9 in 10 269 is = 9 units or nine units
(b)the 2 in 2 984 is = 2 thousands or two thousands
 Place Value of Numbers
Example 2
What is the value of each of the following?
(a)the 8 in 1.85
(b)the 0 in 16.08
Solution:
(a)the 8 in 1.85 is = 8 tenths or eight tenths
(b)the 0 in 16.08 is =0 in tenths or zero tenths
Example 2
What is the value of each of the following?
(a) the 8 in 1.85
(b) the 0 in 16.08
Solution:
(a) the 8 in 1.85 is = 8 tenths or eight tenths
(b) the 0 in 16.08 is =0 in tenths or zero
tenths
Example 3
What is the value of each digit in 3 865 742
Solution
3 8 6 5 7 4 2

M H. Th T.Th Th H T U

Digit Value Word Form

3 3 000 000 Three million
8 800 000 Eight hundred thousand
6 60 000 Sixty thousand
5 5 000 Five thousand
7 700 Seven hundred
4 40 Forty
2 2 Two
 CLASSWORK
1 :WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 2 -9,
Exercise 1.5, No. 1-4,

.
:
ASSIGNMENT
Essential Mathematics for JSS1 by AJS Oluwasanmi page
2-9
Exercise 1.6,1-6

.
Counting and Writing in millions, billions and trillions
The figures 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are called digits or units.
The table below gives the names and values of some large numbers.
Name Value
One thousand 1 000
Ten thousand 10 000
One hundred thousand 100 000
One million 1 000 000
Ten million 10 000 000
One hundred million 100 000 000
One billion 1 000 000 000
One trillion 1 000 000 000 000
 LARGE WHOLE NUMBERS
Large numbers can be read easily by grouping the digits in threes starting
from the right hand side as shown below.
Billion Million TH H T U
25 800 074 4 3 0

The 1st gap separates hundreds from thousands and the second gap
separates thousands from millions and the third gap separates million
from billion.
Thus 25 800 074 430 reads twenty five billion, eight hundred million,
seventy four thousand, eight hundred and ninety.
 LARGE WHOLE NUMBERS
Example 1
Write the following in figures:
(a) twelve billion, three hundred and nine million, ninety five thousand,
six hundred and sixty three
Solution
(b)You can work it out as follows:
Twelve billion = 12 000 000 000
Three hundred and nine million = 309 000 000
Ninety five thousand = 95 000
Six hundred and sixty three = 663
Adding = 12 309 095 663
 LARGE WHOLE NUMBERS
Example 1
(b) six trillion, four hundred and thirty billion, one hundred and
five million, two hundred and one thousand and fifty four
Solution:
Six Trillion = 6 000 000 000 000
Four hundred and thirty billion = 430 000 000 000
One hundred and five million = 105 000 000
Two hundred and one thousand = 201 000

Fifty four = 54
Adding = 6 430 105 201 054
 LARGE WHOLE NUMBERS
(c) nine hundred and four billion, five hundred and forty million, three
hundred and seventy thousand, seven hundred and fifty
Solution

Nine hundred and four billion = 904 000 000 000

Five hundred and forty million= 540 000 000
Three hundred and seventy thousand= 370 000
Seven hundred and fifty = 750
Adding = 904 540 370 750
 CLASSWORK

WABP Essential Mathematics 1 (New Edition) by AJS

Oluwsanmi Page 23 -26,
Exercise 3.1, No. 1-2,
 ASSIGNMENT
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 23 -26,
Exercise 3.2, No. 1-2,
 WEEK TWO

WHOLE NUMBERS:
BASIC OPERATIONS
 OBJECTIVES
At the end of this topic, the students should be able to:
revise addition and subtraction of both simple and large whole
numbers.
revise multiplication and division by whole numbers.
ordering Large Numbers.
using Mixture of Digits and Words with Large Numbers.
problems Solving in Quantitative Aptitude Reasoning (QR)
using large numbers.
multiply and divide number by 10, 100 and 1000.
order of Operations (BIDMAS).
 Previous Knowledge

 The students can count from 1 000 – 1 000 000.

The students are familiar with whole numbers and can

recite from 1 000 000 000 – 1 000 000 000 000

 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 11-24
 Cambridge Checkpoint Mathematics Book 7, Page 25-27,
Chapter 5, Exercise 15.1, No. 1-6

For more examples, go to:.

You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
https://www.youtube.com/watch?v=dAgfnK528RA&t=113s
 TEACHING METHODOLOGY
Activities:
Activity 1: Students view a short video covering the concepts of factors and
multiples of numbers.
Activity 2: Students in groups to use abacus to solve addition and subtraction.
Activity 3: Students in groups write order of operations on cardboard:
• Brackets:
• Indices:
• Division
• Multiplication
• Addition
• Subtraction
Click to view the video on the Order of
Operations
 : WHOLE NUMBERS
Ordering Large Numbers
Any 2-digit number is larger than every unit number, e.g 11 is
larger than 9. Any 3-digit number is larger than every 2-digit
numbers e.g 132 is greater than 86, and so on.
When a set of numbers are given, it is useful to rearrange the
numbers in such a way that those that start in such a way that
those that start with the same digit can be compared:
 :
Example 1:
Find the smallest and the largest number from the following set of numbers:
2 675 571, 3 498 567, 2 670 781, 3 497 859

Solution: Comparing numbers that start with 2

compare digits in this column
2 6 7 5 5 7 1
2 6 7 0 7 8 1 smaller number

smallest digit
 WHOLE NUMBERS
Comparing numbers that start
with 3

larger number
3 4 9 8 5 6 7
3 4 9 7 8 5 9

The smallest number is 2 670 781 and the largest number is 3 498 567.
The numbers in the example above can also be arranged in order of size starting
with the smallest as follows:
2 670 781, 2 675 571, 3 497 859, 3 498 567
This arrangement is also called ascending order. The reverse is known as
descending order.
 WHOLE NUMBERS
Example 2
Arrange these numbers in order of size magnitude starting with the
smallest: 13456786, 24567432, 38479871, 24558011, 13498069,
38478817.
Solution
Always group large numbers in threes.
Arranging the numbers that start with 1 in order of size: 13 456 786, 13 498
069
Arranging the numbers that start with 2: 24 558 011, 24 567 432
Arranging the numbers that start with 3: 38 478 817, 38 479 871
Hence, arranging these numbers in order of magnitude gives: 13 456
786, 13 498 069, 24 558 011, 24 567 432, 24 558 011, 24 567 432
 CLASSWORK
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 25-6, No. 1-4
 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.
Examples

Similarly, dividing a number by 10, 100 or 1000, results in the digits

moving one, two or three
places to the left respectively.
Examples:
Using Mixture of Digits and Words with Large Numbers
People often get confused when reading and writing large
numbers. To avoid the confusion, the editors of
newspapers use a combination of digits and words to
show large numbers. For example, 1 million people, $ 1.5
billion, N 3.6 trillion.
Some newspapers headlines are as follows:
v Unemployment soaring to 10.7 million
v HIV rose to an estimated 23 million in 2010
v Cost of ID rises to £10 billion in the UK.
Using Mixture of Digits and Words with Large Numbers
Example 1
Write these numbers as a mixture of digits and words:
(a) £30 000 000 (b) N75 000 000 000 (c) $460 000 000 (d) £3 400 000 000
000
Solution
(a)£30 000 000 = £30 x 1 000 000
= £30 million
(b)N 75 000 000 000 = N 75 x 1 000 000 000
= N 75 billion
(c)$460 000 000 = $460 x 1 000 000
= $460 million
(d)£3 400 000 000 000 = £3.4 x 1 000 000 000 000
= £3.4 trillion.
Example 2
Write the following numbers in digits
(a) 3.6 million
(b) 2billion

Solution
(a) 3.6 million = 3.6 x 1 000 000
= 3 600 000

(b) 2billion = 2.75 x 1 000 000 000

= 2 750 000 000
 CLASSWORK
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 25-6, Exercise 3.4, No. 1-2
 ASSIGNMENT
Essential Mathematics for JSS1 by AJS Oluwasanmi page
26.
Assessment Test 3, No. 1 - 10
 Large Numbers (QR)
The S. I system of units is an internationally agreed method of
measuring quantities such as length, mass, capacity and time.
Example 1.
Express the following in millimeter.
(a) 173 cm
Solution
(a) 173 cm to mm
Since 1cm = 10mm
Then, 173cm = 173 x 10
= 1 730mm
 Large Numbers (QR)
The S. I system of units is an internationally agreed method of
measuring quantities such as length, mass, capacity and time.
Example 1
Express the following in millimeter.
(b) 5.9km
Solution
(b) 5.9km to mm
1cm = 10mm, 100cm = 1m, 1000m = 1km.
Therefore, 1 000 000mm = 1 km
1.9 km = 5.9 x 1 000 000mm
= 5 900 000 or 5.9 million(mm)
 Large Numbers (QR)
The S. I system of units is an internationally agreed method of measuring
quantities such as length, mass, capacity and time.
Example 1
Express the following in millimeter.
Solution
(c) 200m to mm
1m = 1000mm
200m = 200 x 1 000mm
= 200 000mm or 200 thousand (mm)
 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:

The multiplication is done next.

Solution

Lastly, the subtraction.

More worked Examples

Find the value of:

1.

2.

5.
Solution
Then Addition,
1.

Remember BIDMAS,

We start with division, Lastly Subtraction,

Next we do the multiplication,

2.

Brackets first,

Indices next,

Division next,

Multiplication next

Addition next, 2
3.

Bracket first,

Multiplication next,

Rearranging,

Subtraction last,
 BIDMAS

Solution

4.

Brackets first,

Multiplication next

Rearranging,

Addition next,
Solution

5.

Division first,

Multiplication next

Addition next,

Subtraction next
Solution

6.
Multiplication first

Rearranging,
Addition next,
Subtraction last,
 Classswork
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 11-24, Exercise 2.7 No. 1-18

Cambridge Checkpoint Mathematics Book 7, Page 25-

27, Chapter 5, Exercise 5.1, No. 1-6
 ASSIGNMENT
 Essential Mathematics for JSS1 by AJS
Oluwasanmi page 19 - 21,Exercise 2.7, 1-18,
Assessment Test 2, 1 -12

Cambridge Checkpoint Mathematics Book 7, Page

4-5, Chapter , Exercise 1.1, No. 1-4, Exercise 1.2,
No. 1-3
 WEEK THREE:

LEAST COMMON MULTIPLE AND HIGHEST

COMMON FACTOR OF WHOLE NUMBERS
 OBJECTIVES
At the end of this topic, the students should be able to:
identify the factors of any given whole numbers.
find factors and multiple of given whole numbers.
find common factors and least multiple of a given whole
numbers.
find the LCM and HCF of whole numbers.
express given whole numbers as a product of their prime
factors.
solve problems in QR involving LCM and HCF.
 Previous Knowledge


The students can solve problems involving order of

operations using BIDMAS .

The students can arrange numbers in order of size

magnitude starting with the smallest to the largest

 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 27-34
Cambridge Checkpoint Mathematics Book 9, Page 64-
69
For more examples, go to:
You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
 TEACHING METHODOLOGY
Activity 1: Students view a short video covering the concepts of factors and
multiples of numbers.

Activity 2: Students create factor trees for different numbers to explore prime
factors. Each student is given a number, and they break it down into its prime
factors using a tree diagram.

Activity 3: Students then compare their factor trees with other students, identifying
common factors and discussing why some factors are shared among different
numbers.
Click to view the video on factors and multiples of numbers
 Common multiples
When two or more numbers have a multiple in common, then the
numbers is known as a common multiple.
Examples
Find the first two common multiples of 4.6 and 8.
Solution
Their multiple are as shown below;
4 = 4, 8, 12, 16, 20 (24) 28,32, 36, 40, 44, (48) 52,56,60,64……
6 = 6, 12, 18,(24), 30, 36, 42, (48), 54, 60, 66, 72.
8= 8, 16,(24), 32, 40, (48), 56, 64, 72,
Considering the three whole numbers, their first two common multiples
are
24 and 48.
 Common multiples
Examples:
Write down three common multiples of the following sets of numbers
(a) 5 and 6
(b) 3, 10 and 15.
Solution :
(a) First three common multiples of 5 and 6.
5 = 5, 10, 15, 20, 25, (30),35, 40 45, 50, 55 (60) 65, 70,75,80 85,
(90) 95,100, 105,110,115,120.
6= 6, 12,18,24, (30),36, 42,48,54,(60),66,72,78,84,
(90),96,102,106,114,120.
:.The first three common multiples of 5 and 6 are, 30 60 and 90.
 Common multiples
(b) First three common multiples of 3, 10 and 15
3=3,6,9,12,15,18,21,24,27,(30),33,36,39,42,45,81,84,87,
(90),93,96.
10= 10, 20, (30), 40, 50, (60) 70, 80 (90),100,110, etc
15 = 15, (30), 45,(60), 75, (90), 105, 120.
:. The first three common multiples of 3, 10, and 15 are 30, 60
and 90.
Example 1
Find the next five multiple of the following whole
numbers.
(a)4
(b) 8
(c ) 11
Solution
In these questions, the numbers are not to be included because it
reads next.
(a) 4,
4x1 = 4 (not included)
4x2 = 8
4x3 = 12
4x4 = 16
4x5 = 20
4x6 = 24
:. The next five multiples of 4 are 8, 12, 16, 20 and 24.
8 x 1 =8
8 x 2 =16
8 x 3 =24
8 x 4 =32
8 x 5 =40
8 x 6 = 48
:. The next five multiples of 8 are 16, 24, 32, 40 and 48.
11, 11 x 1 =11
11 x 2 =22
11 x 3 =33
11 x 4 =44
11 x 5 =55
11 x 6 = 66
:. The next five multiples of 11 are 22, 33, 44, 55 and 66.
Example 2
Which of the following numbers 18, 20, 27 36 and 50 are
(i). multiples of 2
(ii). multiples of 3
(iii). multiples of 4.
Solution
When a number can be divided exactly by another number
it means the quotient is a multiple of the divisor. 18, 20, 27
36, 50
i. multiples of 2 are 18, 20, 27 36, 50
ii. multiples of 3 are 18, 27 and 36
iii. multiple of 4 are 20 and 36.
 CLASSWORK
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 27-34,
Exercise 4.6, (Quick test) No. 1-10

Cambridge Checkpoint Mathematics Book 9, Page 64-

69, Exercise 9.2, No.1-2
 ASSIGNMENT
Essential Mathematics for JSS1 by AJS Oluwasanmi pg 1
- 21,Exercise 4.7, 1-10,

Cambridge Checkpoint Mathematics Book 1, Page 68-69

Exercise .9.6, No 2 - 4.
 Least Common Multiples (LCM)
You can find the least common multiples of two or more numbers by listing as
many multiples as you need until you have one that is common to both or all the
numbers.
For instance to find the LCM of 24 and 15
Multiples of 24 = 24, 48, 72,96, 120………
Multiples of 15 = 15, 30, 45, 60, 75,90, 105, 120.

Although the numbers will have many common multiples but, looking at what we
are after, that is the least of the common multiples, the answer will be 120.
:. LCM of 24 and 15 = 120.

Rather than writing out a long list of multiples for each number, you can use the
prime factors method to find the LCM. This is the method we are going to apply.
 Least Common Multiples (LCM)
Example 1
Find the LCM of the following whole numbers:
(a) 24 and 15
(b) 8 and 45
(c) 16 and 18
(d) 90, 105 and 210.
 Solution:
2 8 45
2 24 15
2 4 45

2 12 15 2 2 45

2 6 15 3 1 15

3 3 15 3 1 5

5 1 5 5 1 1

1 1

LCM = 2 x 2 x 2 x 3 x 5= 120 Lcm = 2 x 2 x 2 x 3 x 3 x 5 = 360

:.LCM of 24 and 15 = 120 ;. LCM of 8 and 45 = 360.
(c) LCM of 16 and 18 (d) LCM of 90, 105 and 210
2 16 18 2 90 105 210
2 8 9 2 45 105 105
2 4 9 3 15 35 35
2 2 9 5 5 7 7
3 1 3 7 1 1 1
3 1 1

LCM = 2 x 2 x 2 x 2 x3 x3 = 144 LCM = 2 x 3 x 3 x 5 x 7 = 630

:. LCM of 16 and 18 = 144 :. LCM of 90, 105 and 210 is = 630.
Given that the numbers are expressed as a product of prime factors, the
lcmis the product of the prime factors of the numbers without double
counting.
Example 2
Find the LCM of the following .Leave your answers in prime factors.
(a) 2 x 2 x 3,
2x2x2x5
2 x 2 x5
2x 2 x 3 x 3 x 5
Solution
(a) 2 x 2 x 3
2x2x2x5
2x 2 x5
2x 2x3x3x5
LCM = 2 x 2 x 3 x 3 x 5.
2x3x3
3x 5x 7
2x3x3x3
3x5x5x7
Solution:
(b) 2 x 3 x 3
3x 5x 7
2x3x3x3
3x5x5x7
LCM = 2 x 3 x 3 x 3 x 5 x 5 x 7.
 Classwork
Essential Mathematics for JSS1 by AJS Oluwasanmi pg
33,Exercise 4.8, 1-2,

Cambridge Checkpoint Mathematics Book 1, Page 65 ,

Exercise .9.1, No 3- 5.
 ASSIGNMENT
Essential Mathematics for JSS1 by AJS Oluwasanmi pg
.

34,Assessment Test 4, 5-8,

Cambridge Checkpoint Mathematics Book 1, Page 65 ,

Exercise .9.2, No. 1-3
 Highest Common Factor
Highest common factor (HCF) of two or more numbers is the largest
number that divides exactly into all the numbers.
Example 1
Find the HCF of 21 and 84.s
Solution

3 21 2 84
21 = 3 x 7 7 7
1 1
2 42
3
84 = 2 x 2 x 3 x 7 21
7 7
HCF = 3 x 7 = 21 1
 Highest Common Factor
Example 2
Find the HCF of 195 and
330.
Solution

3 195
2 330 HCF of 195 and 330
5 65
3 165
13 13
5 55
195 = 3 x 5 x 13
1 330 = 2 x 3x5x11
11 11
1 HCF = 3 x 5 = 15
Example 3
Find the HCF of 288, 180 and 108. leave your answer in index
form.
Solution;

2 288 2 180 2 108

2 144 2 90 2 54
2 72 3 45 3 27
2 36 5 5 3 3
3 9 1 1
3 3
1
288 = 2 x 2 x 2 x2x2 x 3 x 3
180 = 2x2 x 3 x 3 x 5
108 = 2x2 x3 x 3x3
HCF = 2x 2x 3 x 3
= 22 x 32 …….index form
= 36 (ordinary form).
Example 4
Find the HCF of the following . Leave the answers in prime factors and
use index notation.
(a) 23 x 32 x 7
22 x 3 x 5 2
22 x 3 3 x 5
Solution:
(a)23 x 32 x 7 = 2 x 22 x 3 x 3 x7
22 x 3 x 52 = 22 x 3 x 52
22 x 33 x 5 = 22x 3 x 32 x 5
HCF = 22 x 3 index form
4 x 3 = 12.
Example 4
Find the HCF of the following . Leave the answers in prime
factors and use index notation.
(b) 23 x 52 x 7
22 x 32 x 5
33 x 53 x 72
Solution:
(b) 23 x 52 x 7 = 23x 52 x 7
22 x 32 x 5 = 22 x 32x 5
33 x 53 x 72= 33 x 53 x 72The factor that is common is in 5 .:
HCF = 5
 CLASSWORK
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 31,
Exercise 4.4, No. 1,3,5,7,9,11

Cambridge Checkpoint Mathematics Book 9, Page 64-

69, Exercise 9.1, No.1-2
 ASSIGNMENT
 Essential Mathematics for jss1 by AJS Oluwasanmi, pg
31- 32, Exercise 4.5 Number 1-2.

 Cambridge Checkpoint Mathematics Book 9, Page 64-

69, Exercise 9.2, No.1-2
WEEK FOUR

FRACTIONS
 OBJECTIVES
At the end of this topic, the students should be able to:
 recognise common fractions and mixed numbers.
 find equivalent fractions of a given fraction.
 reduce fractions to their simplest form.
 arrange fractions in order of magnitude.
 convert improper fractions to mixed numbers and vice versa.
 add, subtract, multiply and divide fractions.
 find a fraction of a quantity.
 express one quantity as a fraction of another.
 solve problems involving mixed operations with fractions.
 solve word problems involving fractions.
 Previous Knowledge

 The students can solve LCM and HCF of numbers.

The students know the different between product form

and index form.

 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 35-52
Cambridge Checkpoint Mathematics Book 7, Page 116-
129
For more examples, go to:
You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
 TEACHING METHODOLOGY
Activities:
(i)Students view a short video covering the types of fractions.
(ii)Students in small groups are guided to:
 fold a sheet of paper into two equal parts or
 cut an orange into 4 equal parts
 take a whole orange, the parts cut and compare the difference
 put the following fractions into the appropriate columns on types of
fractions: 4 , , , , , , ,
Students in small groups are guided to:
 cut cardboard paper of different sizes related to one another to illustrate
different equivalent fractions.
Click to view the video on Types Fractions
A:COMMON FRACTIONS
A fraction is a number which is represented by one integer – the numerator –
divided by another integer – the denominator ( or the divisor).
Simply put, a fraction is a part of a whole number. It is not always possible to use
whole numbers to describe parts of quantities. It is therefore, important to know that
to describe parts of quantities, fraction is used for example.
GENERAL FORM OF A FRACTION
From the explanation given above, we can write fraction in the form
where, a = the numerator
b = the denominator
Fraction is divided into
1. Common (Vulgar) Fractions:
Here, the fraction is written as one number over another .Numerator is the term
given to the number on the top part of a fractions.
Denominator is the term given to the number at the bottom
part of a fraction .For example
Numerator
Denominator
II. Decimal Fractions
Decimal fractions are simply called decimal numbers.
It has numbers to the left and right of a decimal point. See
week 5 for detail.
.B. Types of Fractions (Common)
Common fractions are grouped under three headings. becausefractions are written
as one integer divided by another – a ratio – they are called rational numbers.
Fractions are either proper, improper or mixed.
1.Proper Fractions : This is a common fraction having its numerator less than its
denominator. Example
(a) 4/7 (b) 3/5 (c) 2/5 etc
2 Improper Fraction: This is a common fraction having its numerator greater than its
denominator .examples.
(a) 11/5 (b) 4/3 (c) 39/11 etc
3. Mixed Numbers: This type of fraction is in the form of an integer and a fraction.
That is it has two parts.
- a whole number, and
Example is shown in the figure below:

From the diagram, we can describe the fraction as 1 ½ oranges

Where,
1=whole number part and
½ = fractional part
1
3
4
8
 CLASSWORK
 Essential Mathematics for JSS1 by AJS Oluwasanmi
page 36 - 37, Exercise 5.1, 1-3

Cambridge Checkpoint Mathematics Book 7, Page 120,

Exercise 15.2, No. 4-5
 ASSIGNMENT
 Essential Mathematics for JSS1 by AJS
Oluwasanmi page 36 - 37, Exercise 5.1, 4-6

 Cambridge Checkpoint Mathematics Book 7, Page

120, Exercise 15.3, No. 1and 3
 Simple Conversions: Conversions can be made from improper fractions
to a mixed fraction and vice versa .Lets see some examples .
Example 1
Express the following improper fractions as mixed fractions

(a) 4/3 (b) 57/10 (c ) 93/20 (d) 113/ 3

Solution
(a) 4
3
= = + =1+ =1
Alternatively, divide the numerator by the denominator and
express the remainder as the numerator of the fractional part of
the mixed fractions. The number of times the numerator can be
divided before the remainder is the whole number part.
Hence, 4 = 4 ÷ 3 = 1 remainder 1
3
= =1
(b) = = + = 5 + =5

(c) = + =4

(d)== + = 37 + = 37
Example 2
Conversion from Mixed numbers to Improper Fraction
Let A be the general form of a mixed number, where
A = whole number part
= fractional part.
To convert to improper fraction, the following steps are followed.
(1).Multiply the denominator of the fractional part by the whole number
(2). Add the numerator of the fractional part to the result in (1) above.
(3). Express the result in (2) above as the numerator of the improper
fraction with the original denominator of the fractional part as the same
denominator.
 A =

Example 2
Express the following mixed fractions as improper fractions
(a) 5 ½
(b) 3 2/5

(c) 7 1/8

(d) 10 1/3
Solution
(a) 5 ½ (b) 3 2/5
= 5x2+1 3x5+2
2 5
= 10 + 1 = 15 + 2
2 5
=11/2 = 17/5
(c) 7 1/8 (d ) 10 1/3

=7x8+1
8 = 10 x 3 + 1
56+1 3
= 8
= 30+1
= 57 = 3
8 =
 CLASSWORK
 Essential Mathematics for JSS1 by AJS Oluwasanmi
page 41, Exercise 5.5, 1-2

 Cambridge Checkpoint Mathematics Book 7, Page 118,

Exercise 15.1, No. 1
 ASSIGNMENT
 Essential Mathematics for JSS1 by AJS Oluwasanmi
page 41, Exercise 5.5, 3-4

 Cambridge Checkpoint Mathematics Book 7, Page 120,

Exercise 15.1, No. 2
 WEEK FIVE

FRACTIONS
I. Equivalent fractions
II. Concept of equivalent fractions in sharing commodities .
 OBJECTIVES
At the end of this topic, the students should be able to:
 recognise common fractions and mixed numbers.
 find equivalent fractions of a given fraction.
 reduce fractions to their simplest form.
 arrange fractions in order of magnitude.
 convert improper fractions to mixed numbers and vice versa.
 add, subtract, multiply and divide fractions.
 find a fraction of a quantity.
 express one quantity as a fraction of another.
 solve problems involving mixed operations with fractions.
 solve word problems involving fractions .
 Previous Knowledge
The students know different types of fractions.

The students can solve and convert fractions from

improper to mixed numbers and vice versa.
 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 35-52
Cambridge Checkpoint Mathematics Book 7, Page 116-
129
For more examples, go to:
You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
 TEACHING METHODOLOGY
Activity:
 Students view a short video covering the Equivalent
fractions
 Students in small groups are guided to:
 cut cardboard paper of different sizes related to one
another to illustrate different equivalent fractions.

2 4
4 8
Students view a short video covering the types of fractions
 FRACTIONS
. Equivalent fractions
Equivalent Fraction: Two or more fractions are said to be equivalent if
they have the same values. Equivalent fractions can be obtained by
multiplying or dividing the numerator and the denominator by the same
number.
When the operation performed on the original fraction to get the new
fraction is division, it is referred to as simplification .Here their common
factor is used in dividing the numerator and the denominator.
i. Multiplication
:. The fraction , and are said to be equivalent fractions.
ii. Division
The fractions = = = are said to be equivalent fractions.

iii. Simplification: by dividing both numerator and

denominator by a common factor. =
Example 1.
Find the missing numbers
(a) = = = = = =

= =,

A=3x6

∴ A = 18
Example 1.
Find the missing numbers
(a) = = = = = =
= =,

∴B = ,
3B = 1

B=8
Example 1.
Find the missing numbers
(a) = = = = = =

= =,

∴C = 3 x 50

C = 150
Example 1.
Find the missing numbers
= = = = = =

==

∴D =
= 3D = 900,

D = 300
= =,
E=3
E = 300
Thus, the missing numbers calculated will make the
fractions equivalent.

= = = = = = =
(b)
= = , x , missing number = 2

= = x missing number = 20

= = x = , missing number = 20

= = , x = , missing number = 120

Example:
Find the missing numbers
.(a) =

(b) =

(c)=

(d) =
Solution
(a) = , think of what will multiply 3 to give 18..

== = = = , :. The missing number is 12.

(b) = , think of what will multiply 5 to give 20

= = , :. the missing number is 24

(c) = , think of what will multiply 5 to give 15.

= = , :.the missing number is 9.

(d) = , think of what will multiply 9 to give 18

= :. The missing number is 18.

 CLASSWORK
 Essential Mathematics for JSS1 by AJS Oluwasanmi pg
38, ,Exercise 5.2,{Quick test/QR}Number 1- 2,

 Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall pg120, Exercise 15.3, Number 1- 3
 ASSIGNMENT
Essential Mathematics for JSS1 by AJS Oluwasanmi page
39, Exercise 5.3, No. 1-4

Cambridge Checkpoint Mathematics 7 by Ric Pimentel and

Terry Wall pg120, Exercise 15.2, Number 1- 5
 Equivalent Fractions in Sharing Commodities
Problems involving sharing of commodities can be
resolved with the knowledge of fractions. Some
examples below will help us to understand this
aspect of fraction.
Example1:
Some notebooks where shared into 18 equally. If 5
exercise books were given to Ojo, what fraction is
left?
 Equivalent Fractions in Sharing Commodities
Solution:
Number of notebooks =18
Ojo’s share = 6

∴Fraction left =
Number left = 18 – 6 = 12

= ÷

=
 Equivalent Fractions in Sharing Commodities
Example 2
A market woman had 90 yams. She sold of it. How many yam did she
sell?
Solution
No of yams = 90
No sold = of 90

= x 90 = 2 x 30
= 60 yams
:. 60 yams where sold.
Example 3
Some oranges were shared out. Olu got 3/8 of them. He gave 5 to his
brother and 4 to her sister and had 6 left. How many oranges were there
altogether?
Solution
Fraction received by Olu = 3/8
No of oranges he gave out = 5 + 4 = 9
No of oranges left with him = 6 = 9 + 6 = 15.
As equivalent fraction, = = = .

:.40 oranges were there altogether.

Example 4
In a shop, the price of a radio is reduced by one third .If the
original price of the radio is N24, 000 what is the reduced price?
Solution

Original price = N2400

of this price = x 2400 =N800
reduced price =2400- 800 = N1600.
Alternatively,
Consider the original price as unit

:. Reduced price = 1 - 1/3 = 2/3

2
/3 of the unit price =2/3 x 2400 = N1600
 CLASSWORK
 Essential Mathematics for JSS1 by AJS Oluwasanmi page 39,
Exercise 5.13, No. 1-5

Cambridge Checkpoint Mathematics 7 by Ric Pimentel and

Terry Wall page 128, Exercise 15.5, Number 1
 ASSIGNMENT
 Essential Mathematics for JSS1 by AJS Oluwasanmi page 39,
Exercise 5.13, No. 6-10

Cambridge Checkpoint Mathematics 7 by Ric Pimentel and

Terry Wall page 128, Exercise 15.5, Number 2 and 4
 Problem Solving in Quantitative Aptitude
Some of the examples under quantitative aptitude(reasoning )
have been seriously dealt with at the early part of this topic. Let
us take some more examples .
Example 1
(a) =

(b) =

(c) =
 Problem Solving in Quantitative Aptitude
Solution;
(a) = , think of a number that will divide 48 to give 3

= = :. The missing number is 1.

(b) = , think of a number which will divide 16 to give 8’

= = :.The missing number is 5.

(c) = , think of a number that will multiply 7 to give 49

= = :. The missing number is 21.

Example 2
Reduce the following fractions to their lowest terms
(a)

(b)

(c)
Solution
The concept of equivalent fraction using division as the
operation can be very helpful.
(a) = =

(b) = = = =

(c) = =
Example 3

What fraction of
(a)6 weeks is 6 days?
(b)650m is 1km?
(c)4mm is 10cm?
(d)500g is 2kg?
Solution
Before reducing fractions, the quantities must be in the same units.
(a) 6 weeks ……….. 6 days
= 7 days = 1 week

= the fraction
Solution:
Before reducing fractions, the quantities must be in the
same units.
(b) 650m -------- 1km
1000m = 1km
= = = =
the fraction is
Solution
Before reducing fractions, the quantities must be in the
same units.
(c) 4mm ……….10cm
= 4mm = 4mm = 4
10cm 10 x10 100
=4÷4 = 1
100 ÷ 4 25
The fraction = 1/25.
Solution:
Before reducing fractions, the quantities must be in the
same units.
(d) 500g ……….2kg
1kg…………1000g

= = = = =

⸫the fraction is ¼
 CLASSWORK
Essential Mathematics for JSS 1 by AJS
Oluwasanmi ,page 50, Exercise 5.13, No. 22- 24

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall page 128-129, Exercise 15.5, No. 4
 ASSIGNMENT
Essential Mathematics for JSS 1 by AJS
Oluwasanmi ,page 50, Exercise 5.13, No. 11- 20

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall page 128-129, Exercise 15.5, No. 7
 WEEK SIX

FRACTIONS
Ordering of Fractions
Percentages – Conversion
Conversion of Fractions to Decimals and Vice–versa.
 OBJECTIVES
At the end of this topic, the students should be able to:
 write place value of decimal fractions.
 convert fractions to decimals and vice versa.
 arrange decimal numbers in order in order of size.
 add and subtract decimals.
 multiply and divide decimals by powers by 10.
 multiply and divide decimals by other decimals.
 convert decimals to percentages and vice versa.
 finding the percentage of a quantity.
 express one quantity as a percentage of another.
 Previous Knowledge
The students know equivalent fraction.

The students can solve equivalent fractions in sharing

commodities.
 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 35-52
Cambridge Checkpoint Mathematics Book 7, Page 116-129
For more examples, go to:
You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
https://www.youtube.com/watch?v=dAgfnK528RA&t=113s
 TEACHING METHODOLOGY
Activities:
(i) Students view a short video covering Ordering of Fractions
(ii) Students are arranged into three or more groups
 cut cardboard and design different fractions, then the students identify
which is greater, less or equal among the fractions
 students practice the principles guiding conversion of fraction to
percentage.
E.g of 100% = 50%
 The students in groups tell fraction stories and solve them. How
fraction can be converted to decimals:
E.g 0.4 = =
 FRACTIONS
. Ordering of Fractions
It is much easier to compare the size of fractions, when they have the
same denominator.
Example 1
Which is the larger fraction: or ?
Solution
= or
to have a common denominator
= x or x
= or
hence is larger than ,
Example 2
Which has the greater mass: 3054g or 3.56kg
Solution
= 3054g or 3.56kg

= or 3.56kg

= 3.054kg or 3.56kg,

therefore, 3.56kg is greater than 3054kg

Example 3
Which is the larger fraction in this pairs?
(a) 3 or 3

(b). or
Solution
a.3 or 3
The whole number “3” can be ignored in the working . Consider the
fractional part of the mixed fraction.
= or

= x or x
= or
Considering the values of the numerator 155 > 126
Therefore, 3 is larger than 3 .
(b) 37
/45 or19/24

= 37/45 x8/8 or 19/24 x 15/15

= 296/360 or 285/360
Considering the values of their numerators,
296 > 285.

:. The fraction 37/45 is larger than 19/24.

Example 4:
Arrange the following fractions in ascending order
(a) , , (b), , , ¾
Solution:
(a). , ,
= x =
= x =
= x =.
Comparing their numerator, 2,5,6,
:. The fractions are , , .
(b) , , ,
= = x =
= =x =
= =x =
¾ =x = .
Comparing their numerators, 7,8,9 10. The fractions are , ,
,.
 CLASSWORK
Essential Mathematics for JSS 1 by AJS Oluwasanmi
page 39 , Exercise 5.3, No. 1 - 2

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall pg129 , Exercise 15.5, No. 5
 ASSIGNMENT
Essential Mathematics for JSS 1 by AJS Oluwasanmi pg
39 , Exercise 5.3, No.3 - 4

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall pg129 , Exercise 15.5, No. 6 - 7

.
 PERCENTAGES
“Per cent’ means per hundred or ‘out of ‘hundred’ or ‘in every hundred’.
For example, when we say a student obtained 63 percent in a test, what
we mean is that he or she had 63 marks out of 100 marks this is usually
written as 63%. Where the symbol % means per cent.
(a). Converting From percentage to fraction.
Here, the given value in percentage is divided by 100.
A% = in fraction or A ÷ 100, A x
Express the following as a fraction in its simplest form
(i)30%
(ii). 75%
(iii).7 ½ %
(iv). 13 ¾ %
 PERCENTAGES
Solution.
(i). 30% = =

(ii). 75% = = ¾

(iii). 7 ½ % = =

(iv). 13 ¾ % = =
(b). Converting a percentage into a decimal
To convert a percentage to a fraction divide the percentage by
100.
Examples:
Change these to decimals
i 45% ii. 34 ¾ % iii. 5.8%
Solution
i.45% = = 0.45
ii.34 ¾ %= = 0.3475
iii.5.8% = = 0.0058.
(c). Converting a fraction into percentage
To convert a fraction into a percentage, multiply it by 100.
Examples
Express these fractions as percentages
(i). ¼

(ii).

(iii).
Solution:
(i) ¼ = ¼ x 100% = 25%

(ii). = = = 31.25%

(iii). = x 100 % = = 62.5%.

(d). Converting a decimal into a percentage
To change a decimal to a percentage multiply it by 100
Example.
Express the following as a percentage
(a).0.75
(b).0.045
Solution
(a).0.75 =0.75 x 100 = 75
(b). 0.048 =0.048 x 100 = 4.8%.
(e).findingthe percentage of a quantity
To find the percentage of a quantity, express the
percentage as a fraction, then multiply by the quantity.
Examples

(i). 4.5% of N 248

(ii). 20% of N250

Solution:
(i). 4.5% of N 248

= x 248

= =N11.16.

ii. 20% of N250

= x 250 =N50.
(f). expressing one quantity as a percentage of another
To express one quantity as percentage of another write, the
first quantity as fraction of the second and then multiply
by 100.
Examples:
(i).Eight students did not do their assignments in a class of
40.
(a). What is this as a percentage?
(b). What percentage of the class did their assignment?
Solution
(a). Writing the first quantity as a fraction of the second
gives.
Multiply the fraction by 100
Therefore, x 100= 2 x 10 = 20%
20% of the student did not do their assignment .
Solution
(b). Those who did their assignment were:
40 -8 = 32 students

=x 100

= x10 = 80

⸫80% did their assignments.

(2).What percentage of N5 is 150 kobo?
Solution
Convert N5 to kobo first.
N5 = 5 x 100 = 500kobo
Expressing as a fraction , we have

Then,

⸫the percentage is 30%

(3).What percentage of 15km is 20,000cm?
Solution
Convert both quantities to same unit first
1 km = 100,000cm
15km = 100000 x 15 =1500 000cm

Expressing as a fraction

Then multiply your fraction by 100

x 100 = = 1.33%
 CLASSWORK
Essential Mathematics for JSS1 by AJS Oluwasanmi
page 64, Exercise 6.11, number 1 - 10
 Cambridge Checkpoint Mathematics 7 by Ric Pimentel
and Terry Wall page118, Exercise 15.1, Number 1.
 ASSIGNMENT
Essential Mathematics for JSS1 by AJS Oluwasanmi pg
64- 68, Exercise 6.11, No. 11 - 27

 Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall pg118, Exercise 15.1, No. 2 and 3
Converting Fractions to Decimal
To convert a fraction into decimal first re-write the number as a decimal
then divide it by the denominator
Terminating decimal
When the denominator divides exactly into numerator a
terminating decimal is obtained.
Example
Change ¾ into a terminating decimal number

Solution
0.75
4 30
28
20
20
¾ = 0.75.
Recurring or Repeating Decimals
Sometimes when changing fractions to decimal gives the
same figure or group figures repeating themselves on and
on. These types of fraction are called non-terminating
decimals or recurring decimals.
Examples
Change the following into decimals :

(b)
 4
(𝑎) 0.444
9
9 40

- 36

40

-36

40

∴ = 0.444
= 0.4
 6
b. 0.545454
11
11 60
55
50
44
60
55
50
44
60
55
50
44
6
6
Therefore, = 0.545454…..= 0.54.
11
Converting the following into fractions
(i). 0.4

(ii).0.067
Solution
(i). 0.4 = =

(ii). 0.067 =
Addition and subtraction in decimal
Simplify the following :
(i). 0.6 + 1. 7

(ii). 0.59 – 0.55

(iii). 7.5 + 1.8

(iv).9.3 – 6.2
Solution
(i).0.6 + 1.7
0.6
+1.7
2.3

(ii). 0.59
- 0.55
0.44
(iii). 7.5
+ 1.8
9.3

(iv).9.3
- 6.2
3.1
(e). Multiplication and Division of Decimals
Examples
Simplify the following :
(i). 0.08 x 0.7

(ii). 0.5 x 7

(iii). 0.18 ÷ 1.2

Solution
(i). 0.08
x 0.7
0.056

(ii). 0. 5
x 7
3.5
(iv). 1.56 ÷ 1.2 = 1.3
1.3
12 1.56
-1 2
36
-36
00

therefore, 1.56 ÷ 1.2 = 1.3

 CLASSWORK

 Essential Mathematics for JSS1 by AJS Oluwasanmi

Pg.55 - 63, Exercise 6.2, number 1-3, Exercise 6.3,
number 11-30, Exercise 6.5, number 1- 8, Exercise 6.9,
number 1 - 7

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall pg126, Exercise 15.4, Number 1- 5
 ASSIGNMENT
 Essential Mathematics for JSS1 by AJS Oluwasanmi
Pg.55 - 63, Exercise 6.2, number 1-3, Exercise 6.3,
number 11-30, Exercise 6.5, number 1- 8, Exercise 6.9,
number 1 - 7

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall pg126, Exercise 15.4, Number 1- 5
 WEEK EIGHT

ADDITION AND SUBTRACTION OF FRACTIONS

 Previous Knowledge
The students can convert fractions to decimal and
vice versa

The students can solve addition, subtraction,

multiplication and division in decimal.
 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 35-52
Cambridge Checkpoint Mathematics Book 7, Page 116-
129
For more examples, go to:
You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
 TEACHING METHODOLOGY
Activities:
 Students view a short video covering the concepts of factors and
multiples of numbers.
 Guide the student on how to use cardboard of different fractions to
solve adding and subtracting of fraction
 Guide the grouped students to interpret the symbols “of, ” in solving
problems on multiplication and division of fractions.
E.G (i) of
(ii) = =
Click to view the video on Order of Operations
with Mixed Numbers
 ADDITIONAND SUBTRACTION OF FRACTIONS
(i). Two or more fractions can be added or subtracted
immediately if they both possess the same
denominator, in which case we add or subtract the
numerators and divide by the common denominator .
For example
+ = =
If they do not have the same denominator they must be rewritten
in equivalent form so that they do have the same denominator –
called the common denominator e.g
+ = + = =

From the explanation, the above example has its LCM = 35.
Can you try this,
+ ?
the correct answer is
Summary
If fractions have different denominators:
(a) Find a common denominator by expressing each fractions as an
equivalent fraction
(b) Add or subtract their numerators.
II. Addition of Fractions
Example: Simplify the following fractions
(a) ¼ + ½ (b) + (c) + ½ + ¼
Solution
a. ¼ + ½ = ¼ + = ¼ + = =
(b) + = + = + = = =1

= 1 ½ mixed fraction.

(c ) +½ +¼ = + +

= + = ==1
Example 2:
Simplify the following fractions.
(a) 1 ¾ + 2 2/3 + ½

(b) 3 ¾ + 5/8 1 7/12

(c) 5 4/9 +7 1/3 + 1/12

Solution.
(a) 1 ¾ + 2 2/3 + ½
convert to improper fractions
7
/4 +8/3 + ½
7x3 + 8x4+ 1x6
4x3 3x 4 2x6
21
/12 + 32/12 + 6/12
= 21+ 32 + 6
12
= 59/ 12
4 11/12
(b). 3 ¾ + 5/8 + 1 7/12
convert to improper fractions 15
/4 + 5/ 8 +19/ 12
15 x 6 + 5 x 3 + 19 x 2
4x6 8x3 12 x 12
= 90/24 +15/ 24 + 38/24
= 90 + 15 + 38

∴ 143
24

24 = 5 23/24
(c). 5 4/9 +7 1/3 + 1/12
convert to improper fractions 49/9 + 22/2 + 1/12
= 49 x 4 + 22 x 12 + 1 x 3
9x4 3 x 12 12 x 3
= 196
/36 +264/36 + 3/36

=196 + 264 + 3
36
= 463
36
= 12
 EVALUATION:
Essential Mathematics for JSS 1 by AJS Oluwasanmi
page 45, Exercise 5.9, 25- 41

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall page120 - 122,
Exercise 15.2, No. 1- 5,
Exercise 15.3, No. 1- 4


Subtraction of Fractions
Example 1: simplify the following:
(a). 2/3 – ¼

(b). ¾ - 5/8

(c). 5 ¾ - 2 4/5
Solution

/3 – ¼
(a) 2

= 2x4 - 1x3
3x4 4x3
= 8 - 3 = 8–3
12. 12 12

= 5
12.
(b). ¾ - 5/8
=3x2 - 5x1
4x2 8x1
=6 - 5
8 8
= 6–5

∴1
8

8
(c). 5 ¾ - 2 4/5
convert to improper fraction, -
=-

= -=

=
Example 2:
Simplify the following:

(a). 5 1/6 - 3 2/3 + 6 7/12

(b). 2 ½ + 3 + 7/10 – 2/5 - 2

(c). 2 ½ + ¾ - 11/6 + 4 – 1 2/3

Solution
(a). 5 1/6 – 3 2/3 + 6 7/12
= 31/6 -11/3 + 79/12
= 31 x 2 - 11 x 14 + 79
6x2 3x4 12
- +

= =
= 8
(b). 2 ½ + 3 + 7/10 – 2/5 – 2 = 5/2 – 3/1 +7/10 – 2/5 – 2/1
5 x 5 - 3 x 10 + 7 - 2 x 2 – 2 x 10
2 x 5 1 x10 10 5 x 2 1x 10
25 - 30 + 7 - 4 - 20
10 10 10 10 10
= 25 – 30 + 7 – 4 – 20
10
= 25 + 7 – 30 – 4 -20
10
= 32 – 30 – 4 – 20
10
= -22
10
-2 2/10

1
(c). 2 ½ + ¾ - 1 1/6 + 4 – 1 2/3
=5
/2 + ¾ -7/6 +4/1 – 5/3
= 5 x 6 +3x 3 - 7 x 2 + 4 x 12 - 5 x 4
2 x 6 4 x 3 6 x 2 1x12 3 x 4
= 30 + 9 - 14 + 48 - 20
12 12 12 12 12
=30+99 – 14 + 48 – 20
12
=30 + 9- 14 + 48 – 20
12
= 30 +9 + 48 – 14 – 20
12
= 87 – 34
12

= 53
/12 ∴ 4 5/
 CLASSWORK

Essential Mathematics for JSS 1 by AJS Oluwasanmi
page 45, Exercise 5.9, Number 37- 41.

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall page 120 - 122, Exercise 15.2,No. 1- 5.
 Further examples
Example 1
What is the sum of 2 ¾ and 2 4/5?
Solution:Sum = addition 9 + 0
Hence, sum of 2 ¾ and 2 4/5 is
11 + 14
4 5
11 x 5 + 14 x 4
4x5 5x4
= 55 + 56
20 20
= 55 + 56
20
= 111
20
=5
Example 2:
A 2 ¼ kg piece of meat is cut from a meat that weighs 3 2/5kg. What is the weight of the meat left?
Solution
Original weights of meat = 2 kg.
Weight of meat cut = 2 ¼ kg
Final weight of meat = 3 - 2 ¼
= -
= 17 x 4 - 9 x 5
5x4 4x5
68 - 45
20 20.
68 – 45
20
23
20
=2
The weight of the meat left = 2 kg.
Example 3
A fruit grower uses of his land for bananas, for pineapples, for mangoes and the remainder for oranges. What
fraction of his land is used for oranges.
Solution.
The entire land is a unit = 1
Every other fractions add up to give 1
;.oranges + bananas + pineapple + mango = 1
:. Orange = 1 - ( 1/3 + 3/8 + 1/6)
=1–( 1x8 + 3 x3 +1x4)
3x8 8x3 6x4
=1–( + + )
= 1 – (8 + 9 + 4 )
24
- = 24 – 21
24
= = . ⸫The fruit grower used for oranges.
 ASSIGNMENT
 Essential Mathematics for JSS 1 by AJS Oluwasanmi
page 45, Exercise 5.13, Number 10- 24.

Cambridge Checkpoint Mathematics 7 by Ric Pimentel

and Terry Wall pg120 - 122, Exercise 15.3, No. 1- 4
 WEEK NINE

MULTIPLICATION AND DIVISION FRACTIONS

. PRIME NUMBERS
 OBJECTIVES
At the end of the lesson, the students should be able to:
find the prime factors of numbers up to 200.
express a number in its prime factors.
find the highest common factor (HCF) of all whole numbers.
find the least common multiple (LCM) of all whole numbers.
use factorization to find the square roots of perfect squares.
express a perfect square in factors.
 Previous Knowledge
The students can convert mixed numbers to improper, improper
and vice versa.

The students can solve addition, subtraction of fractions.

 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 35-52 and page 28-29

Cambridge Checkpoint Mathematics Book 7, Page 116-129

For more examples, go to:
You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
https://www.youtube.com/watch?v=dAgfnK528RA&t=113s
 TEACHING METHODOLOGY

Activities:
 Students view a short video covering the concepts of factors
and multiples of numbers.

 Guide the grouped students to interpret the symbols “of, ” in

solving problems on multiplication and division of fractions.
E.G (i) of
(ii) = =
Click to view the video on Order of Operations with
Multiplication and division of fractions.
Introduction
Multiplication of fractions is simply a direct method compared to
division of fractions. In multiplication, there is direct multiplication of
the numerator of one fraction with the other and the denominator with
the
other.
Division is usually technical as there is reversal of the sign ( ÷) to
multiplication sign (x) thereby leading to the reciprocal of the right-hand
value.
x =

But = = .
 BIDMAS
When signs are combined as a result of combination of
fractions, it is therefore important to apply some
rules that will enable us know where to start from. Such guide is
BIDMAS. It states that when there is combination of signs, they
should be taken in order of their arrangement.
B= bracket
I= indice
D= division
M= multiplication
A= addition
S= subtraction.
Simple examples
Example 1
Simplify the following;
(a) 1 x 6
(b) of 3
(c) 3 ¾ x x 1
(d) of (1 ¼ )2
Solution:
(a) 1 x 6
= x
=

=
=9
Solution
(b) of 3

= x

=
=1
Solution:
(c). 3 ¾ x x 1
x x

=2
Solution:
(d) of (1 ¼) 2

= x ( )²

= x x =

=
Example 2
Simplify
(a) 7 ÷ 25

(b) ÷

(c) 7 ÷ 6
Solution:
(a) 7 1/5 ÷ 25

= /5 ÷ /1
36 25

= /5 x /25
36 1

36
Solution: (b). 12/2
÷ 9/10

= 12
/25 x 10/9

= /15.
8
(c ) 7 7/8 ÷ 6 5/12

= 63/8 ÷ 77/12

= 63/8 x12/77

= 27/22
= 1 5/22
Harder examples
Example I
Simplify the following fractions
(a). 5/8 x 1 3/5

(b). ¾ of 3 3/7

(c). 9/16 ÷3 3/8

Solution:
(a) 5
/8 x 1 /5
3

= 5
/8 x /5
8

=5x8
8x5
Solution
(b) ¾ of 3 3/7

= 3/4 x 24/7

= 18
/7

= 2 4/
Solution:
(c). /16 ÷ 3 /8
9 3

= 9
/16 ÷ 27/8

=9
/16 x18/27

= 6/16
Harder examples
Example 2.
Simplify 2 4/9 x 1 7/8 ÷ 2 1/5
Solution:
2 4 /9 x 1 7 /8 ÷ 2 1 /5
= 22/9 x 15/8 ÷ 11/5

= 22/9 x 15/8 x 5/11

BIDMAS: Application
Example3:
Simplify 3 ¾ ÷ ( 2 of 11 – 5)
Solution:
÷ ( of – 5)
BIDMAS – application (the bracket first)
÷ ( x – 5)
See BIDMAS also multiplication first
÷ ( x – 5)
÷ ( 5 x 5 – 5)
÷ ( 25 – 5)

=∴
÷ =
Word problems
Example I
What is the area of a rectangle of length 12 2/3m and breadth 7 ¼ m?
Solution:
Area of rectangle, A = L x B
7¼m
L = 12 2/3m, B= 7 ¼
Area = 12 2/3 x 7 ¼ 12 2/3m
Area = 28/3 x 29/4
Area = 19 x 29
60
Area =
Area = 91 cm²
Example 2
Divide the difference between 4 1/5 and 2 2/3 by 1 2/5.
Solution:
Interpreting the question
= 4 1/5 – 2 2/3
1 2/5
= ( 21/5 - 8/3 ) ÷ 1 2/5
= ( 21/5 x 3/3 – 8/3 x 5/5 ) ÷ 1 2/5
= ( 63/15 - 40/15) ÷ 7/5
= (63 – 40 ) ÷7/5
15 =23
/21
23
/15 ÷ 7/5 = 1 2/
Example 3
What is three-quarters of 3 /7 ?
3

Solution
= three-quarter = ¾
= ¾ of 3 3/7
= ¾ x 24/7
= 3 /1 x 6 /7

=
Example 4
In a school, 9/10 of the students play sports. 2/3of these
play football. What fraction of the students play football.
Solution
Fraction who play sports = 9/10
Fraction that play football = 2/3 of 9/10.
2
/3 x 9/10
= 1 x3
5
Example 5
Three sisters share some money. The oldest gets 5/11 of the money. The
next girl gets 7/12 of the remainder. What fraction of the money does the
youngest girl get?
Solution
Let the total money; be a unit = 1

1st girl gets = 5/11 of 1 = 5/11

∴
remainder = 1 - 5/11 =
. nd
2 girl gets = 7/12 of the remainder
=7/12 of 6/11
= 7/12 x 6/11 = 7/22

3rd girl will get 6/11 – 7/22

= 6/11 x 2/2 – 7/22
= 12/22 – 7/22 =
=
:.the fraction of the money that the youngest girl will get =
 CLASSWORK
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Exercise 5.13, Page 50-52, Assessment Test
5, No. 11- 14

Cambridge Checkpoint Mathematics Book 7, Page 180-

181, Exercise 22.1 No. 2-5
 ASSIGNMENT
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Exercise 5.13, Page 50-52,
No. 18- 21

Cambridge Checkpoint Mathematics Book 7, Page 180-

181, Exercise 22.1 No. 6-10
 PRIME NUMBERS
A prime number is a number that has only two factors, itself and 1. Some
examples are 2,3,5,7,11,13,…
1 is not a prime number because it has only one factor, that is, itself
unlike 2 which has itself and 1 as its factors. All prime numbers are odd
numbers except 2 which is an even number.
Example 1
Write out all prime numbers between I and 30
Solution
Between 1 and 30. Prime numbers = 2,3,5,7,119………..
1 is not a prime number because it has only one factor, that is, itself
unlike 2 which has itself and 1 as its factors. All prime numbers are odd
numbers except 2 which is an even number.
 PRIME NUMBERS
Example 1
Write out all prime numbers between I and 30
Solution
Between 1 and 30.
Prime numbers = 2,3,5,7,11, 13, 17,19,23,29.

II. Factors
A factor of a given number is a number which divides the given
number without leaving any remainder. For instance, 10÷ 2 = 5
without a remainder, therefore, we say 5 is a factor of 10. Thus,
we say that 3 is not a factor of 10.
Example 1
Find the factors of 32
Solution
32 = 1 x 32 =2 x 16 =4x 8
= 8 x 4 = 16 x 2 = 32 x 1
:. Factors of 32 = 1, 2,4,8, 16, and 32 or
Using table
32 1 x 32
2 x 16
4x8

Factors of 32 = 1, 2,4,8, 16 and 32

Note; A case were you have a particular number occurring two times,
duplication is not allowed. Pick it once. See the example below;
Example 2 144 1 x 144
Find the factors of 144 144 2 x 72
144 3 x 48
Solution: 144 4 x 36
144 6 x 24
144 8 x 18
144 9x 16
144 2 x 12

Factors of 144 = 1,2,3,4,6, 8,9,12,16, 18, 24, 36, 48, 72 and 144
from the example, 12 occurred twice, but only one was picked.
Factors of 144 = 1,2,3,4,6, 8,9,12,16, 18, 24, 36, 48, 72 and 144
from the example, 12 occurred twice, but only one was picked.
Example 3
Find the factors of 120
Solution
120 1 x 120
120 2 x 60
120 3 x 40
120 4 x 30
120 5 x 24
120 6x 20
120 8 x15
120 10 x 12
Factors of 120 = 1,2,3,4,5,6,8, 10,12,15,20,24,30,40,60 and 120.
Prime Factors:
From our definition of prime numbers, it will be easy joining
factor to it and getting the meaning of prime factors.
Prime factors of a number are the factors of the number that are
prime.
To find the prime factors of a number.
1.Start by dividing the number with the lowest number that is its
factor and progress in that order.
2. If you divide with a particular number, check if it can divide
the new number again before moving to the next prime number.
Example 1
Express the following whole numbers as product of
prime factors.
(a) 12
(b) 18
(c) 880
(d) 875.
Solution:
(a)2 12 (b) 2 18
2 6 3 9
3 3 3 3
1 1

12 is expressed as a product of 18 is expressed as a product of primes

.12 = 2 x 2 x 3 18 = 2 x 3 x 3
(d)5 875
(c) 2 880 5 175
2 440 5 35
2 220 7 7

∴ 875 =5 x 5x 5 x 7
2 110 1
5 55
11 11

∴ 880 = 2 x 2 x 2 x 2 x 5 x 11
Example 2
Express 1512 as a product of prime factors.
Solution
Following the example above
2 1512
2 756
2 378
3 189
3 63
3 21
7 7
1

1512 = 2 x 2 x 2 x3 x 3 x 3 x 7
CLASSWORK
Express the following as product of prime numbers
(i). 108
(ii). 216
(iii). 800
(iv). 900
(v). 17325
 Index Form
If we have to write the following 4, 18, 16 as a product of prime factors,
it will pose no challenge
4=2x2
8 =2x2x2
16 = 2 x 2 x 2 x 2
As their products increase, the challenge of how to write 2 or whichever
number is multiplying itself will arise.
A way of writing this in a shorter form is called index form.
The general form is xn
Where x = the base, that is the multiplicative value and
n=index or power or the number of times a particular number
multiplies itself.
Example 1
Express the following index
(a)3 x 3 x 3 x 3
(b)5 x 5 x 5
(c)2 x 2 x 2 x 2 x 2 x 2 x 2
Solution:
(a) 3 x 3 x 3 x 3, this shows that four 3’s are to
be multiplied together. Writing index form
=Xn
x = 3, n = 4
:. 3 4
(b) 5 x 5 x 5 = three 5’s in general form Xn
= x =5, n = 3
=53
(c) 2 x 2 x2 x 2 x 2 x 2 x 2
= seven 2’s
= X n.
x = 2, n =7
=27
As product of primes
800 …… 2 x 2 x 2 x 2 x 2 x 5 x 5
800 = 25 . 52
Example 3
Express the following as a product of primes in index form.
(a) 720 2 1404
2 702
3 351
3 117
(b) 1404 3 39
13 13
1
2 720
2 360

2 180
2 90 720 = 2 x 2 x2 x 2 x3 x 2 x 5 1404 = 2 x 2 x 3 x 3 x3 x 13
3 45 = 24 x 3 2 x 5 = 22 x33 x 13
3 15
5 5
 CLASSWORK
.Essential mathematics for JSSI by AJS
Oluwasanmi page 29, Exercise 4.2, Number 9 - 18

 Cambridge Checkpoint Mathematics Book 7,

Page 64, Exercise 9.1 No. 5
 ASSIGNMENT
Essential mathematics for JSSI by AJS
.

Oluwasanmi page 29, Exercise 4.3, Number 1 - 4

 Cambridge Checkpoint Mathematics Book 7, Page

68, Exercise 9.2 No. 3
WEEK TEN

ESTIMATION
 OBJECTIVES
At the end of the lesson, the students should be able to:
 estimate the dimensions, and distances within your school
area.
 estimate the capacity and mass of any given object.
 choose approximate units of measure to use.
 use body measure such as hands spans and strides to estimate distances.
 develop interest in estimating things in everyday activities.
 round off numbers to the nearest 10, 100 and 1000.
 round off numbers to a given numbers of decimal places and significant
figures.
 use reasonable approximations to estimate answers to calculations.
 solve problems on quantitative reasoning.
 develop interest in approximating things in everyday activities.
 Previous Knowledge
 The students can solve addition, subtraction,
multiplication and division in fraction..

 The students can solve addition, subtraction,

multiplication and division using Order of Operations..
 Reference Materials
WABP Essential Mathematics 1 (New Edition) by AJS
Oluwsanmi Page 81-95

Cambridge Checkpoint Mathematics Book 7, Page 78 - 86

For more examples, go to:
You can also watch this video using this link for more
explanation:
https://www.youtube.com/watch?v=ClYdw4d4OmA
https://www.youtube.com/watch?v=dAgfnK528RA&t=113s
 TEACHING METHODOLOGY
(i). Students view a short video covering the rounding off of numbers, to the
nearest 10, 100 and 1000.

(ii)Students are divided into groups, each group is to measure different

objects in their classroom by using a tape measure eg: Measure the length
of a table, chair and book. Record each of their different results. Then
estimate each of the results.

(iii). The above activity can be repeated for the measurement of the volume
of liquid by using different measuring cans.

(iv) It can also be carried out for the measurement of weights of objects by
using weighing scale or balance.
Click to view the video on rounding off of numbers to
the nearest 10, 100, 1000.
 Rounding off Number
Estimation is making guess of the nearly correct calculation in
distance, weight, price or capacity of things without the actual
measurement or calculation. Even though it is not accurately
done, it gives a good idea of the correct answer.
Estimation help us to have a rough idea of the answer when we
add, subtract, multiply or divides given quantity. Sometimes
rounding off numbers and approximation are used in making
estimation.
 Rounding Off Number
Example:
(1), Round 1234 to the nearest 10
(II). Round 1834 to the nearest hundred
(III). Round these numbers to the nearest thousands
(a) 1234
(b) 1834
(c) 3512
(d) 4265
Solution to the examples:

(i). 1234 = 1230 to the nearest ten

(ii). 1834 = 1800 to the nearest hundred
(iii). 3512 = 4000 to the nearest thousand
(iv). 4265 = 4000 to the nearest thousand .
Rounding Off Numbers to a Specific number of Decimal Places
Examples
Give 474.4547 correct to the nearest hundredth and
thousandth
Solution to the example: 474.447
= 474.45 to the nearest tenth
=474.45 to the nearest hundredth
=474.455 to the nearest thousandth.
 Rounding Decimal number to the Nearest Whole
Number.
Examples
Round (i) 13.73 (ii) 34.245, to the nearest whole number.

Solution:
(i). 13.73 = 14 to the nearest whole number
(ii). 34.245 = 34 to the nearest whole number.
Significant Figures: The word significant means important and
it is another way of approximating numbers. A figure position in
a numbers. A figure’s position in a number show what the figure
worth.

Note; That the first significant is always the first non-zero figure
as you read a number from left. Again notice that zeros in the
middle of a number are significant . Zero before or at the end of
another are significant. Measurements and currencies are usually
given to a specified number of significant figures
Example1:
(i). Give 5754 correct to
(a) 1. s.f
(b) 2. s.f
(c) 3. s.f.
Solution to the examples
(i). 5754
(a) = 6000 to 1 s.f
(b) = 5800 to 2 sf
(c) =5750 to 3s.f
(ii). Give 147 .006 to
(a)1 s.f
(b) 2 s.f.
(c) 3. s.f.
(d) 4 s.f
(e) 5 s.f
Solution to the examples
(ii). 147.006
(a) = 100 correct to 1 s.f
(b) = 150 correct to 2 s.f
(c) =147 correct to 3s.f
(d) = 147.0 correct 4 s.f
(e) = 147.01 correct to 5 s.f
(iv) 0.007025
(a) 1 s.f
(b) 2 s.f
(c) 3 s.f
(d) 4 s.f
Solution to the examples
(iv) 0.007025
(a) = 0.07 correct to 1 s.f
(b) = 0.070 correct to 2 s.f
(c) = 0.0703 correct to 3s.f
(d) = 0.07025 correct 4 s.f
(iv). 0.0007004
(a) =0.00070 correct to 2 s.f
(b) =0.000700 correct to 3 s.f
Note: Remember that the zeros at the end are necessary to
show the number of significant figures.
 CLASSWORK
 Essential Mathematics by Oluwasanmi page 86 Ex 8.3

No.1 – 7

Cambridge Checkpoint Mathematics Book 7, Page 86,

No. 1 -3
 ASSIGNMENT
 Essential Mathematics by Oluwasanmi page 86 Ex 8.4,
No. 1-20, Ex 8.5, No. 1-5, Ex 8.6, No. 1 - 8.

Cambridge Checkpoint Mathematics Book 7, Page 86,

Exercise 11.4, 4- 7
 Dimension and Distances, Capacity and Mass
The common units of length(i.e km, m,cm, mm) mass (i.etonne, kg. g ) capacity (i.e cl.ml)
and time (hour, min. seconds ) are widely used. The most common unit for length are
millimeter(mm) centimeter (cm). Meter(m) and centimeter for short length and the higher
units (meter and kilometer) for larger distances.
The common units of mass are the gramme(g), kilogramme kg and tone (t). The common
units of capacity and the milliliter (ml) centiliter (cl) and litre (l) as unit length, we use the
lower units for smaller quantities.
It is important to be able to choose the most appropriate meter units of measurement to
use. For example to measure distance less than a metre,smaller such as millimeter (mm)
and centimeters are used. To measure a large distance metres (m) a kilometers (km) are
used.
For example;
i. to measure the distance between Lagos and Benin City, we use km.
ii. to measure the height of a man, we use meters and centimeter.
iii. to measure the time it will take to run 200m, we use seconds etc.
 Dimension and Distances, Capacity and Mass
Examples
(1).State the metric units at length you would use to measure the following;
(a) length of your classroom (b) length of your fingernail
(2). State the appropriate metric units of mass (weight) you would use to measure
the following;
(a) your weight (b) the weight of a diary.
(3). State the appropriate metric unit capacity you would use to measure the
following;
a. the amount of water in a glass cup b. the amount of medicine in a tea spoon

(4). State the appropriate metric unit of time you would use to estimate the
following :a . the time it takes a sportman to run 100m b. the time it takes to walk
or travel to your school.
Solution to the examples.
1. (a) m (b)mm
2. (a) kg (b) g
3. (a) ml (b) ml
4. (a) second (b) min.
 Costing:
It is important to know the prices of items or goods in your
area. This will enable you know the best place to buy a
particular item at a reasonable price. In general, the more
you buy the more you must pay.
 CLASSWORK
Essential Mathematics page 93 Ex.8.7, No. 1 – 7

Cambridge Checkpoint Mathematics Book 7, Page 86,

Exercise 11.2, 1- 3
 CLASSWORK
Essential Mathematics page 93 Ex.8.7, No. 8 – 15

Cambridge Checkpoint Mathematics Book 7, Page 86,

Exercise 11.2, 3- 5
Solution to the examples.
1. (a) m (b)mm
2. (a) kg (b) g
3. (a) ml (b) ml
4. (a) second (b) min.

EVALUATION
1. State the units of length you would use to measure the following:
(a) height of a desk (b) height of yourself
2. State the units of mass you would use to measure the mass of the following
(a) a parcel (b) a large land
3. State the units of capacity you would use to measure the capacity of the following ;
(a) cup (b) car petrol tank (c)a tin of peak milk (d) the amount of water in a reservoir
4. State the appropriate metric units of time you would use to measure the following:
a time it takes to fill an empty tank b. the time it takes to travel from Lagos to Ado Ekiti.
Solution
1. a. cm b. cm
2. a. g or kg b. t
3. a. ml b. liter c. ml d. ml
4. a. min b. hour.
 ASSIGNMENT
 Essential Mathematics pg. 93 Ex.8.7 nos 1 - 15
 Costing:
 It is important to know the prices of items or goods in your area. This will enable you know the best place to buy a particular
item at a reasonable price. In general, the more you buy the more you must pay.
 Examples.
 1.James bought 5 exercise books at a bookshop at N50.50 each> How much did he spend.
 Solution
 1. 1 exercise book cost = N50.50
 therefore 5 exercise books will cost N50.50 x 5 = N225.50.
 That means he spent N252.25
 2. one candle cost 19C. Calculate the cost of five candles.
 Solution
 1 candle cost 19C
 therefore 5 candles will cost 19C x 5 =95C
 3. Find the cost of three tins of margarine at N48.00per tin
 Solution
 1 tin costs N48.00
 Therefore 3 tins will cost N48.000 x 3 = N144.00
 EVALUATION
1. Eggs cost N6.00 each. How much will one dozen of eggs cost?
2. 30 mangoes cost N150. What would be the cost of N140 similar margarine/
Solution
1 egg cost 12 eggs will cos N6.00
1 dozen (12) eggs will cost N6.00 x 12 eggs = N72.00
one dozen = N72.00
2. 30 mangoes cost N150.00
therefore 1 mango will cost 150.00/30 mangoes =N5
therefore 140 similar mangoes will cost N5 x 140 = N700.00
140 mangoes will cost N700.00
ASSIGNMENT
 Essential Maths by AJS Oluwasanmipg 172 Ex 16 No 3
 1. Round 567 to the nearest hundred
 (a)500 (b)520 (c )540 (d) 580 (e) 600
 2. What is 1.99961 correct to 2 d.p
 (a) 1.99 (b) 2.00 (c ) 3.00 (d) 4.00 (e) 5.00
 3. Write 7.0149 correct to the nearest thousandth
 (a) 7.000 (b)7.014 (c ) 7.015 (d) 7.0145 (e) 7.0146
 4. Give 0.000057891 to 4 s.f.
 (a)0.00005789 (b)0.00005790 (c) 0.00005781 (d)0.000057892 (e)0.00005793.
1. Round 567 to the nearest hundred
(a)500 (b)520 (c )540 (d) 580 (e) 600
2. What is 1.99961 correct to 2 d.p
(a) 1.99 (b) 2.00 (c ) 3.00 (d) 4.00 (e) 5.00
3. Write 7.0149 correct to the nearest thousandth
(a) 7.000 (b)7.014 (c ) 7.015 (d) 7.0145 (e) 7.0146
4. Give 0.000057891 to 4 s.f.
(a)0.00005789 (b)0.00005790 (c) 0.00005781
(d)0.000057892 (e)0.00005793.
5. Give 45698 correct to 3 s.f.
(a) 45600 (b)45700 (c )45800 (d)45690 (e) 45000.

THEORY
1. A sack of rice holds 64 basins of rice. How much will a woman get if she sells each
basin of rice for N48.50.
2.Calculate the total cost of the following :
i. 3 textbooks at N400.00 each
ii.9 mathematical set at N2500.50
iii. 3 pens at 120.25 each
iv. 5 pencils at N20.00 each.
1. Round 567 to the nearest hundred
(a)500 (b)520 (c )540 (d) 580 (e) 600
2. What is 1.99961 correct to 2 d.p
(a) 1.99 (b) 2.00 (c ) 3.00 (d) 4.00 (e) 5.00
3. Write 7.0149 correct to the nearest thousandth
(a) 7.000 (b)7.014 (c ) 7.015 (d) 7.0145 (e) 7.0146
4. Give 0.000057891 to 4 s.f.
(a)0.00005789 (b)0.00005790 (c) 0.00005781
(d)0.000057892 (e)0.00005793.
5. Give 45698 correct to 3 s.f.
(a) 45600 (b)45700 (c )45800 (d)45690 (e) 45000.

THEORY
1. A sack of rice holds 64 basins of rice. How much will a woman get if she sells each
basin of rice for N48.50.
2.Calculate the total cost of the following :
i. 3 textbooks at N400.00 each
ii.9 mathematical set at N2500.50
iii. 3 pens at 120.25 each
iv. 5 pencils at N20.00 each.
•Which of the following fractions is larger?
• a. or b. or
•2. Arrange the following fractions in ascending order (b) , ,
(b) , , , .
1. Calculate the following :
(a) 5% of N500 (b) 18% of 144km.
2. Convert the following fraction into decimal:
(a) (b) 1
EVALUATION
Simplify the following:
a. 3 7/8 + 2 3/4
b. 1 ½ + 2 1/3 + 3 ¼
c. 5 + 1 ¾ + 2 2/3
2. Mr. Hope spends 1/3 of his earnings on food and ¼ on clothes. He then saves the rest. What fraction does he
(a) spend altogether
(b) save?

Simplify the following :

1. 2 ½ - 1 4/5 + 2 3/2 - 1
2.7 ½ + 3 1/6 – 3 ¼
3.14 4/15 – 4 2/3 + 7 1/5

. By how much is the sum of 2 and 4 ½ less than 8 ?

2. A boy plays football for hours, listens to radio for ¾ hours and then spends 1 ¼ hours doing his homework. How much time
does he spend altogether doing these things?
ASSIGNMENT
1. Simplify 2 ½ + ¼
(a) 3 ¾ (b).2 (c) 1 ¾ (d) 2 ¾.
2. Simplify 4 – 3 ¼
(a) 1 (b) 3 (c) 1 (d) 1

3. The common denominator of the fractions is 3 + 2 (a) 8 (b) 12 (c ) 6 (d) 15

4. Simplify 2 - 3 + 2 (a) 1 (b) (c) 2 37/45 (d) 1

5. What is the sum of 1 ¾, 2 3/5 and 5 ¾

(a) 3 (b) 5 (c) 7 (d) 8 .
THEORY
1. Simplify the following;
( a) 3 + 2 ¾ (b) 2 + 5
(c) 2 + 7 - 8
EVALUATION
Simplify the following
I. 9 ¾ - 1/3 ) x 4 1/3 ÷ 3 ¼
II. ( 2 ¾) 2 ÷( 3 1/3 of 2 ¾ )
EVALUATION
1. Read off to nearest ten (i) 95 (ii) 127
2. Give 3.9998 to (i) 1 s.f (ii) 2 s.f
Solution to evaluationquestions
1.i. 95 = 100 correct to nearest ten
ii. 127 = 13 correct to nearest ten
2. i. 4 = ( s.f)
ii. 4.0 ( s.f)
EVALUATION
1. State the units of length you would use to measure the following:
(a) height of a desk (b) height of yourself
2. State the units of mass you would use to measure the mass of the following
(a) a parcel (b) a large land
3. State the units of capacity you would use to measure the capacity of the following ;
(a) cup (b) car petrol tank (c)a tin of peak milk (d) the amount of water in a
reservoir
4. State the appropriate metric units of time you would use to measure the following:
a time it takes to fill an empty tank b. the time it takes to travel from Lagos to Ado
Ekiti.
Solution
1. a. cm b. cm
EVALUATION
1. A boy eats ¼ of a loaf at breakfast and 5/8 of it for lunch. What fraction of the loaf is left?
2. In a class of 4/5 of the students have mathematics instrument . ¼ of these students have lost their protractors. What fraction
of students in the class has protractors?
ASSIGNMENT
1.The fractions C/D ÷ a/b is same as
(a) Ca/Db (b) Cb/Da (c ) C x a (d) a x C (e) a x b
Dxb bxD Dxb
2. Simplify 11/25 x 1 4/11
(a) 2/3 (b) 3/5 (c) 2/5 (d) 4/5 (e) 1 ¼
3.Find the length of a rectangle whose breadth and area are 7/20m and 8 1/5m2
(a) 23 3/7 (b) no answer ( c) 21 2/7 (d) 1 7/20 (e) 8 11/20.
4. Simplify 5 ¼ + 1 1/6 – 3 2/3
(a) 5 11/4 (b) 2 ¾ ( c) 3 1/12 (d) 1 ¾ ( e) 3 - 3/2
5. The product of prime factor of 28 is
(a) 2 x 3 x 7 (b) 2 x 4 x 7 (c ) 4 x 7 (d) 2 x 2 x 7 (e) 2 x 2 x2 x 7

THEORY
1. Simplify 2 2/5 – 1 ¾
4
/5 + ½