Lesson Note and Plan on Mathematics
Whole numbers 6-9
Subject: Mathematics
Theme: Number & Numeration
Topic: Whole numbers 6-9
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 numbers of objects in a group or collection;
2) identify number of objects in a group or collection;
3) Count and read correctly from 1-9;
4) write correctly number 6-9;
5) arrange the numbers 6-9 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 count 0-5.Learning Materials:
1. flash cards2. 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 al2) 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 asks learners to count 0-5 in the air and sand. | The learners count 0-5 in the air and sand | Warming up and revising previous lesson on whole number 0-5 |
| The teacher begins the day's lesson by checking learners' textbook/notebook, thereafter sort and classify numbers of
objects in a group or
collection (Sorting and classifying toys/flashcard of different types; 2, 4, 5, 8, 9, 3, 7, 6 etc). The teacher asks the learners questions from the flashcards: 1. Which of the objects can you play with? 2. Which of the objects are in your classroom? 3. Which of the objects can you eat? 4. Which picture shows something you can drink? In addition to this, the teacher; 1) Guides pupils to mix the collection and sort out the balls pebbles, bottle tops and buttons together. 2) Guides pupils to classify each group of similar objects as follows: a. count out five balls; b. add one ball to it; 3) Leads pupils to recognize this as 6 i.e. 5 balls and 1 ball gives 6; 4) Count out 6 pebbles and add 1 pebbles to it and lead them to recognize it as 7 up to 9 buttons etc. |
The learners Sorting and classifying toys/flashcard of different types; 2, 4, 5, 8, 9, 3, 7, 6 etc. and answer teacher's questions. | Developing the idea of the concept of the topic, Whole numbers 6-9. | |
| DEVELOPMENT Step 1. Group Work (5 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. |
| The teacher introduced the topic using flash cards containing numerals 6–9, the teacher shows the flash card to the class in a random order. Thus; 1) 5 balls and 1 ball give 6 balls 2) 6 chairs and 1 chair give 7 chairs 3) 7 oranges and 1 orange give 8 oranges 4) 8 rulers and 1 ruler give 9 rulers |
The learners identify the numbers written on the cards. | Developing the idea of the concept of the topic, Whole numbers 6-9. | |
| DEVELOPMENT Step 2. (3 mins) |
The teacher placed one tea mugs on a table and asked the learners to identify it. The teacher asks the learners: 1. If one tea mug is added to the one tea mugs on the table, how many tea mugs will be on the table? 2. If another tea mug is added, how many tea mugs will be on the table? 3. If another tea mug is added, how many tea mugs will be on the table? 4. If another tea mug is added, how many tea mugs will be on the table? 5. If another tea mug is added, how many tea mugs will be on the table? 6. If another tea mug is added, how many tea mugs will be on the table? 7. If another tea mug is added, how many tea mugs will be on the table? 8. If another tea mug is added, how many tea mugs will be on the table? |
1. The learners identify the objects as tea mugs. 2. There are two tea mugs on the table. 3. There are three tea mugs on the table. 4. There are four tea mugs on the table. 5. There are five tea mugs on the table. 6. There are six tea mugs on the table. 7. There are seven tea mugs on the table. 8. There are eight tea mugs on the table. 9. There are nine tea mugs on the table. |
Being able to identify the objects as tea mugs and Counting and reading correctly number 1-9 |
| ACTIVITY 1 STEP 3 3 mins. |
The teacher guides learners to write correctly number 6-9, thereafter, guides pupils to read the numbers 1-9, and guides pupils to write the numbers 1-9. | Learners write correctly number 6-9. |
Writing of numbers 6-9. Read numbers 1–9 on the chalk board and on flashcards. The teacher count numbers 6–9 with the pupils. The teacher go back to number 1 and count up to 9 with the pupils, two or three times and let the pupils count together on their own. |
| ACTIVITY 2 STEP 3 3 mins. |
The teacher guides learners to arrange the numbers 6-9 in order of their magnitudes (quantities). | Learners Ordering number 6-9 on their note/textbook and using flashcards. E.g 6 is 1 more than 5. 8 is 1 more than 7. 7 is 1 more than 6. 9 is 1 more than 8. 6 is more than 5 9 is more than 8 6 is less than 7 7 is less than 9 |
Writing and ordering numbers 1-9 in their magnitude. |
| Evaluation Full class session (5 mins) |
Ask the following questions to evaluate the achievement of the set objectives. 1) Read the numbers 1–9 aloud. 1 2 3 4 5 6 7 8 9 2) These numbers have been written in order (Ascending or Descending). a) 6, 3, 2, 1, 5, 4: ----> 1 2 3 4 5 6 b) 8, 6, 7, 5, 4, 9: ----> 4 5 6 7 8 9 |
Learners expected response: 1) Learners read aloud 1-9 2)(a) Ascending 2)(b) Ascending |
Confirming the achievement of the set objectives. |
| Conclusion, full class session (3 mins) | The teacher asks learners to order: 1 more than or less than on their note/textbooks | Learners order: 1 more than or less than on their note/textbooks 6 is 1 more than 5. 8 is 1 less than 9 7 is 1 more than 6 7 is 1 less than 8 8 is 1 more than 7 6 is 1 less than 7 9 is 1 more than 8 5 is 1 less than 6 |
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. Write the numbers in each set in the correct counting order. 1) 7, 5, 4, 3, 6: 2) 5, 2, 1, 3, 4: 3) 9, 8, 6, 5, 7: 4) 8, 9, 5, 7, 6: 5) 7, 5, 8, 6, 9: 6) 7, 6, 4, 3, 5: 7) 2, 6, 5, 4, 3: 8) 4, 1, 5, 3, 2: 9) 4, 7, 5, 6, 3: 10) 4, 8, 5, 7, 6: |
Learners answer other questions. | Improving their level of understanding of whole numbers 6-9. |
