Mathematics Lesson Notes JSS1 First Term
SCHEME OF WORK
WEEK 1 NUMBER AND NUMERATION
WEEK 2: LARGE AND SMALL NUMBERS
WEK 3& 4: FRACTIONS 1 – IMPROPER AND PROPER FRACTIONS
WEEK 5 &6: FRACTIONS 2: DECIMALS AND PERCENTAGES
WEEK 7: FRACTIONS 3 – MULTIPLICATION AND DIVISION
WEEK 8& 9: FRACTIONS (CONTINUED)
WEEK 10:ESTIMATION
WEEK 11: REVIEW OF THE FIRST HALF TERM’S WORK AND PERIODIC TEST
Below are the 2022 complete JSS 1 Mathematics First Term Lesson Note
Lesson Note on Mathematics JSS 1 First term
WEEK 1
Topic: Development of Number Systems
It is most likely that mathematics began when people started to count and measure. Counting and measuring are part of everyday life. Nearly every language in the world contains words for numbers and measures.
People have always used their fingers to help them when counting. This led to collecting numbers in groups: sometimes fives (fingers of one hand), sometimes tens (both hands) and even in groups of twenty (hands and feet). For example, someone with twenty-three sheep might say, ‘I have four five and three’ sheep or one twenty and three’ sheep. It will depend on local custom and language. In every case, the number of sheep would be the same.
When people group numbers in fives we say that they are using a base five method of counting. Most people use base ten when counting. For this reason base ten is used internationally. To learn more, click here.
Week 2
Topic: LARGE AND SMALL NUMBERS
Large Numbers
There is no such thing as ‘the biggest numbers in the world. It is always possible to count higher. Science and economics use very large numbers. Thus we need special names for large numbers.
Table 2.1 gives the names and values of some large numbers.
| Name | Value |
| Thousand | 1000 |
| Million | 1000 thousand = 1 000 000 |
| Billion | 1000 million =1 000 000 000 |
| Trillion | 1000 billion = 1 000 000 000 000 |
How big is a million?
To learn more, click here.
Week 3 & 4
Topic: FRACTIONS 1 – Improper and Proper Fractions
Common fractions
It is not always possible to use whole numbers to describe quantities.
We use fractions to describe parts of quantities. We write the fractions like this:
one-third 1/3
three-fifths 3/5
four-ninths 4/9
The figure above has two-sixths of the triangle has been shaded.
The number below the line is called the denominator. The denominator shows the number of equal parts the whole has been divided into. The number above the line is called the numerator. The numerator shows the number of parts in the fraction. To learn more, click here.
Week 5 & 6
Topic: FRACTIONS 2: DECIMALS AND PERCENTAGES
Decimal Fractions
We have seen in previous lessons how to extend the place value system to include decimal fractions. The number 3.549 is a way of writing 3 units + 5/10 + 4/100 + 9/1000, or simply 3 units + 549/1000:
units decimal tenth hundredths thousandths
↓ ↓ ↓ ↓ ↓
3 . 5 4 9
The decimal point acts as a placeholder between the whole-number part and the fractional part of the number. To learn more, click here.
Week 7
Topic: Fractions 3 – Multiplication and Division
Multiplication and Division
Multiplication and division by powers of 10
The table below shows what happens when 3.07 is multiplied by increasing powers of 10.
3.07 X 1 = 3.07
3.07 X 10 = 3.07 X 101 = 30.7
3.07 X 100 = 3.07 X 102 = 307.
3.07 X 1 000 = 3.07 X 103 3070.
3.07 X 10 000 = 3.07 X 104 = 30700.
Notice that when multiplying by powers of 10:
a. as the power of 10 increases it is as if the decimal point stays where it is and the digits in the number move to the left;
b. the digits move as many places to the left as the power of 10 (or as the number zeros in the multiplier);
c. as each place to the right of the digits becomes empty we fill it with a zero to act as a placeholder;
d. if the fraction to the right of the decimal point becomes zero there is no need to write anything after the point. To learn more, click here.
Week 8 & 9
Topic: FACTORS AND MULTIPLES – LCM and HCF
Factors
40 ÷ b = 5 and 40 ÷ 5 = 8.
We say that 8 and 5 are factors of 40.
If we can divide a whole number by another whole number without remainder, the second number is a factor of the first.
The numbers 1, 2, 4, 5, 8, 10, 20 and 40 all divide into 40. They are all factors of 40. We can write 40 as a product of two factors in eight ways:
40 = 1 x 40 = 2 x 20 = 4 x 10 = 5 x 8
= 8 x 5 = 10 x 4 = 20 x 2 = 40 x 1 To learn more, click here.
Week 10
Topic: ESTIMATION
Estimation
There are many advantages in being able to estimate quantities and distances. A quick estimate can prevent errors.
Common Measures
The most common units for length are millimetre(mm), centimetre(cm), metre (m), and kilometre(km). We use the lower units mm and cm for short lengths and m and km for larger distances.
The most common units of mass are gramme (g), kilogramme (kg), tonne (t).
The common units of capacity are millilitre (ml), centilitre (cl) and litre (l). To learn more, click here.
REVIEW OF THE FIRST HALF TERM’S WORK AND PERIODIC TEST
