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This study determined the effects of Jigsaw-I and Jigsaw-V Instructional Strategies on Students’ Interest and Achievement in Geometry in Abuja Municipal Area Council, Nigeria. Three research questions and three corresponding null hypotheses were used to guide the study. The hypotheses were tested at 0.05 level of significance. The population of the study is 19,931 students from 61 public upper Basic schools in Abuja Municipal Area Council (AMAC) for 2024/2025 academic session. Sample for the study comprised 183 students (99 females and 84 males) in 3 government owned coeducational Basic schools in AMAC, Nigeria selected through simple random sampling technique. The same technique was equally used to sample Basic 9 intact classes used for the treatment and control groups respectively. Pretest posttest Quasi Experimental research design which involves two treatment groups and a control group was adopted for the study. The instruments, Geometry Interest Scale (GIS) and Geometry Achievement Test (GAT) which were validated by three experts, two from the Department of Science, Technology and Mathematics Education and one from Measurement and Evaluation unit of Educational Foundations all from Nasarawa state University Keffi was used for data collection with reliability coefficient of 0.75 using Cronbach Alpha. The descriptive statistic of Mean and Standard deviation was used to answer the research questions, ANCOVA for testing the hypotheses at 0.05 level of significance while Bonferroni analysis was used for pairwise comparison. The findings revealed significant difference on interest level of the learner’s taught geometry with Jigsaw-I and Jigsaw-V instructional strategies respectively than those taught with conventional method. Gender was found not to have significant influence on interest and achievement of female and male students taught using Jigsaw-I and Jigsaw-V respectively. Based on the findings, it was recommended among others that Jigsaw-I and Jigsaw-V instructional strategies be integrated and adopted by Mathematics teachers in teaching geometry.