Lesson Note and Plan on Mathematics

Whole numbers 1-5


Subject: Mathematics
Theme: Number & Numeration
Topic: Whole numbers 1-5
Date: dd/mm/yyyy
Class: Basic 1
Duration: 35 Minutes
No of Learners: 30

Learning Objectives:

By the end of the lesson learners should be able to:

1) sort and classify number of objects in a group or collection;
  • sort and classify number of objects in a group or collection

2) identify number of objects in a group or collection;
  • identify number of objects in a group or collection

3) count correctly number 1-5;
  • count correctly up to 5

4) write correctly number 1-5;
  • write correctly number 1-5

  • write correctly number 1-5

5) arrange; numbers 1-5 in order of their magnitudes (quantities)
  • arrange; numbers 1-5 in order of their magnitudes (quantities)


Rationale:

Knowing how to count with rote counting is a little different than being able to count with rational counting. Rational counting is when children are able to allocate numbers to the objects that they’re counting. With rational counting, the child is trying to determine the quantity. However, with rote counting, they’re demonstrating that they can recite numbers in order from memory.

Prerequisite/Previous knowledge:

Learners can say different identify different objects.

Learning Materials:

1. flash cards
2. learners mathematics text books
3. pictures of objects, etc.

Reference Materials:

1) New Method Mathematics for Primary Schools 1. C. F. Oredugba, R. Ohuche, G. Salahu et al
2) Understanding Maths Book 1 African First Pub. Ltd. Marian N. Daud-Osuaght
3) New Approach to Quantitative Reasoning Bk. 1 Rasmed T.A.O. Olayiwola.







Lesson Development:

STAGE TEACHER'S ACTIVITY LEARNER'S ACTIVITY LEARNING POINTS
INTRODUCTION
full class session
(3 mins)
The teacher begins the day's lesson by checking learners' textbook/notebook, thereafter introducing the topic by singing a rhyme to help learners count correctly 1-5 and guiding the learners to sing the rhyme with her. Thus;

1. Five little ladybugs climbing up a door
2. One flew away then there were four
3. Four little ladybugs sitting on a tree
4. One flew away then there were three
5. Three little ladybugs landed on a shoe
6. One flew away then there were two
7. Two little ladybugs looking for some fun
8. One flew away and then there was one
9. One little ladybug sitting in the sun
10. She flew away and then there were none.
Learners join the teacher in the song and action, learners sing along and dance! Developing the idea of the concept of the topic, Whole numbers 1-5.
The teacher says the following and has the learners follow her lead:
"Stand up (Teacher stands and so does everyone else)
1. "Hands up/hands down" (do 1 times)
2. "Jump" (do 2 times)
3. "Run!/Stop!"
4. "Turn around!/Stop!" (do 3 times)
5. "Hands up/hands down" (do 4 times)
6. "Jump" (do 5 times)
7. finally "Sit down".
Learners follow the teacher's lead
DEVELOPMENT
Step 1.
Group Work (3 mins)
The teacher guides the learners to form four groups and asks them to choose their leaders and secretaries. Learners choose their group leaders and secretaries. Inculcating leadership skills, competitive spirit, cooperation, teamwork and a sense of responsibility among learners.
ACTIVITY 1
STEP 2
3 mins.
The teacher display before learners counters: keys, cups, water can, stones, beans, bottle tops, buttons, leaves, nylon bags, Number cards, etc and allow them to identify them.
1. Name six of the objects you can see in the picture.
  • sort and classify number of objects in a group or collection


2. Which of the objects in the picture can you:
a) play with
b) use in the classroom?
  • sort and classify number of objects in a group or collection


3. Name the fruits shown in the pictures.
  • sort and classify number of objects in a group or collection


4. Match the objects below on the left to the groups they belong to on the right. For example, a) can be matched to f).
  • sort and classify number of objects in a group or collection


5. Which box has the same objects that are shown in the left column?
  • sort and classify number of objects in a group or collection

The learners identify the counters: stones beans, bottle tops, buttons, leaves, nylon bags, Number cards, etc.

1. The learners name six of the objects they can see in the picture.

2. The learners identied the objects in the picture they can:

a) play with

b) use in the classroom?

3. The learners name the fruits shown in the pictures.

4. The learners match the objects below on the left to the groups they belong to on the right.

5. The learners identified the box that has the same objects that are shown in the left column
Being able to identify the counters: stones beans, bottle tops, buttons, leaves, nylon bags, Number cards, etc.
The teacher mixes the collections and asks pupils to sort them according to types. Learners sort and classify number of objects in a group or collection according to types.
  • sort and classify number of objects in a group or collection
Sorting and classifying number of objects in a group or collection
ACTIVITY 2
STEP 3
3 mins.
The teacher guides pupils to form groups: one for stones, two for bottle tops, three for beans, four for buttons and five for balls. Learners sort and classify the mixed collection by forming groups for objects e.g. pick a stone, pick two bottle tops etc.
  • count correctly up to 5

a) 1 (one) pencil

b) 2 (two) eggs

c) 3 (three) spoons

d) 4 (four) bottle tops

e) 5 (five) toy cars
Arrange given number of objects from a collection together;
The teacher asks pupils to
a) show 1 bottle top, 2 bottle tops, up to 5 bottle tops..

b) identify the number of objects shown from the box on the left.
  • identify number of objects in a group or collection


c) how many objects are in each box? Say the number aloud..
  • identify number of objects in a group or collection


d) read aloud the number of objects drawn in each box.
  • identify number of objects in a group or collection
Learners
a) show one bottle top, 2 bottle tops, up to 5 bottle tops..

b) identify the number of objects shown from the box on the left.

c) say the number of objects in each box aloud..

d) read aloud the number of objects drawn in each box.

Show one bottle top, 2 bottle tops, up to 5 bottle tops..
ACTIVITY 3
STEP 4
3 mins.
The teacher encourage learners to write the number 1-5 in the air and in sand by following the movement of the teacher's hand, thereafter the teacher write and reads number 1-5 on board The learners write the number 1-5 in the air and in sand several times, there after;
1) read and write numbers 1 on the board/exercise book
  • write and read correctly number 1

2) read and write numbers 2 on the board/exercise book
  • write and read correctly number 2

3) read and write numbers 3 on the board/exercise book
  • write and read correctly number 3

4) read and write numbers 4 on the board/exercise book
  • write and read correctly number 4

5) read and write numbers 5 on the board/exercise book
  • write and read correctly number 5
write numbers 1-5 on the board/exercise book
ACTIVITY 4
STEP 5
3 mins.
The teacher guides pupils to write the numbers in order in their books and arrange numbers in order of their magnitude using counters and other objects. The learners order given numbers in order of their magnitudes form.
1)
  • write and read correctly number 1

2)
  • write and read correctly number 2
order given numbers in order of their magnitudes form.
ACTIVITY 5
STEP 6
3 mins.
The teacher guides pupils to name things that come in 1s, 2s, 3s, 4s and 5s The learners name things that come in 1s, 2s, 3s, 4s and 5s
1) Things that come in 1s are:
  • write and read correctly number 1

2) Things that come in 2s are:
  • write and read correctly number 2

3) Things that come in 3s are:
  • write and read correctly number 1

4) Things that come in 4s are:
  • write and read correctly number 2

5) Things that come in 5s are:
  • write and read correctly number 1

Things that come in 1s, 2s, 3s, 4s and 5s
Evaluation
Full class session (5 mins)
Ask the following questions to evaluate the achievement of the set objectives.
1) sort given number of objects from a collection from the board/exercise book
2) arrange given number of objects from a collection together from the board/exercise book
3) read given numbers on board from the board/exercise book
4) write numbers 1-5 on the board/ exercise book from the board/exercise book
5) order given numbers in order of their magnitudes form from the board/exercise book
6) name things that come in 1s, 2s, 3s, 4s and 5s
Learners expected response:
1) sort given number of objects from a collection from the board/exercise book
2) arrange given number of objects from a collection together from the board/exercise book
3) read given numbers on board from the board/exercise book
4) write numbers 1-5 on the board/ exercise book from the board/exercise book
5) order given numbers in order of their magnitudes form from the board/exercise book
6) name things that come in 1s, 2s, 3s, 4s and 5s
Confirming the achievement of the set objectives.
Conclusion, full class session (3 mins) The teacher asks learners to trace and write each of the following. The learners trace and write each of the following.
  • write and read correctly number 1

Communication: This is developed through answering questions verbally and interpreting the silent signs of teammates during the activities.
ASSIGNMENT The teacher gives learners a take home.
1) Identify the number of objects shown from the box on the left.
  • write and read correctly number 1

2) Read out and write the number of objects drawn below in the box provided.
  • write and read correctly number 1

3) a) How many legs does a bird have?
b) How many wings does a bird have?
4) Which baskets contain 3 coconuts?
  • write and read correctly number 1

5) Which bowls contain 4 fishes?
  • write and read correctly number 1

6) Which plates have 5 tomatoes?
  • write and read correctly number 1

7) Match the groups of five objects with the numeral 5.
  • write and read correctly number 1

Learners answer other questions.
1) 1 Book; 2 Trees; 3 Rulers; 4 Pencils and 5 Pens
2) 2 notebooks; 2 buckets; 2 boats; 2 girls; 2 rabbits and 2 balloons
3) a) A bird have 2 legs
b) A bird have 2 wings
4) (b); (c); (f)
5) (b); (d); (e)
6) (b); (d); (e)
7) Learners match the group of objects that have 5 objects.
Improving their level of understanding of whole numbers 1-5.




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