JSS1 Mathematics First Term Lesson Plan

Complete Lesson Plan • Lagos State Format • 2026

Scheme of Work – First Term

1. Week 1: Whole Numbers
2. Week 2: Whole Numbers (contd)
3. Week 3: Lowest Common Multiples and Highest Common Factors (LCM & HCF)
4. Week 4: Fractions
5. Week 5: Fractions (contd)
6. Week 6: Fractions
7. Week 7: Fractions (contd)
8. Week 8: Project
9. Week 9: Estimation

Week 1

Topic: Whole Numbers
Class: JSS1
Subject: Mathematics
Period: 1st and 2nd  •  Duration: 80 minutes

Learning Objectives

By the end of the lesson, pupils should be able to:

• identify millions among numbers
• differentiate between millions and billions
• recognize trillions as a number
• apply large numbers in real-life situations
• solve quantitative reasoning questions related to millions, billions and trillions

Resources and Materials

New General Mathematics for JSS1

Content

Understanding Large Numbers

The figures 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are called digits or units. Numbers 10 to 99 are called Tens. Numbers 100 to 999 are called Hundreds. One thousand is written as 1 followed by 3 zeros.

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

Quantitative Reasoning

Put <, >, or = in the box below:

• Group 1: 7,000,000  ___  50,000,000
• Group 2: 40,000,000  ___  85,000,000
• Group 3: 600,000,000  ___  600,000,000

Strategies and Activities

1. Activity 1: Cut cardboard into different large numbers and ask groups of pupils to label and identify some numbers in millions, billions and trillions.

2. Activity 2: Pupils in pairs read out large numbers written on flash cards to each other, correcting one another’s pronunciation of millions, billions and trillions.

3. Activity 3: Pupils in small groups use the value table to build a “number ladder” on the board, placing thousands, millions, and billions in the correct step order.

4. Activity 4: A member of each group presents their group’s large-number cards to the class and explains how they placed them.

Assessment (Evaluation)

i. Write the following in words: (a) 567,256,789 (b) 18,000,901,234

ii. Write in figures: three hundred and twenty-nine billion, five hundred and sixty-two million, eight hundred and one thousand, four hundred and thirty-three

iii. Explain, in your own words, the difference between a million, a billion, and a trillion

Wrap-Up (Conclusion)

To wrap up the lesson, the teacher entertains questions from the class and leads them through the value table on the board to reinforce what has been discussed so far, correcting any mistakes observed during the assessment.

Assignment

i. Page 23, exercise 3.1 No. 2

ii. Page 25, exercise 3.3 No. (a, b, c)

iii. Write down 3 real-life situations where large numbers (millions or billions) are used

Recommended: English Studies JSS1 First Term Lesson Plan

Week 2

Topic: Whole Numbers (contd)
Class: JSS1
Subject: Mathematics
Period: 1st and 2nd  •  Duration: 80 minutes

Learning Objectives

By the end of the lesson, pupils should be able to:

• solve quantitative reasoning questions using large numbers
• relate problems with bigger or large numbers to real-life situations

Resources and Materials

New General Mathematics for JSS1. Learning resources: abacus, flash cards, number cards

Content

Ordering Large Numbers

Example: Arrange these numbers in order of size, starting with the smallest: 28,980,579, 18,967,547, 2,897,871, 36,497,871, 36,479,568, 18,898,069, 36,478,967

Note: This arrangement is called ascending order. The reverse is called descending order. Always group large numbers in threes.

Solution: 18,898,069 < 18,967,547 < 28,978,951 < 28,980,579 < 36,478,967 < 36,479,568 < 36,497,871

Strategies and Activities

1. Activity 1: Guide pupils to use the code 2456924708, which represents “mathematics,” to decode words from numbers:

• Schemes — 8069298
• Matches — 2450698
• 85750698 — Stitches
• 575698 — Tithes
• Themes — 569298

2. Activity 2: Pupils in pairs pick two large numbers from number cards and race to say which one is bigger, explaining how they grouped the digits in threes to decide.

3. Activity 3: Pupils in small groups arrange a shuffled set of large-number cards on their desk from smallest to biggest, then swap sets with another group to check each other’s work.

4. Activity 4: A member of each group presents their group’s ordered set of numbers to the class and explains the order chosen.

Assessment (Evaluation)

i. Write the following number in words: 51,807,508,051,754

ii. Arrange 40,500,000, 4,500,000, and 405,000,000 from smallest to biggest

iii. Explain what ascending order and descending order mean, using an example

Wrap-Up (Conclusion)

To wrap up the lesson, the teacher entertains questions from the class, leads them through the ordering examples on the board to reinforce what has been discussed so far, and corrects any mistakes observed during the assessment.

Assignment

i. Arrange the following numbers in ascending order: 1009085941, 1288890563, 102458001, 999999999, 10009002, 105879894167

ii. Arrange the same set of numbers in descending order

iii. Write 2 large numbers of your own and arrange them from smallest to biggest

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