Lesson Note and Plan on Mathematics

Whole numbers 1-99



Subject: Mathematics
Theme: Number & Numeration
Topic: Whole numbers 1-99
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) identify and read correctly the numbers 1-99;
2) write correctly the numbers 1-99;
3) order numbers 1–99.



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 1-20.

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 asks learners to count 1-20 in the air and sand. The learners count 1-20 in the air and sand Warming up and revising previous lesson on whole number 10
The teacher begins the day's lesson by checking learners' textbook/notebook, thereafter guides the learners to read out aloud numbers 1–20 on the board. Learners read out aloud numbers 1–20 on the board.
Developing the idea of the concept of the topic, Whole numbers 1-99.
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 and guide the pupils to recall that one bundle of 10 units is 1 ten, and lead them to carry on the counting of more numbers, using bundles of 10.

1) 2 bundle of tens and 1 unit is -------
2) 2 bundle of tens and 2 units is -------
3) 2 bundle of tens and 3 units is -------
4) 2 bundle of tens and 4 units is -------
5) 2 bundle of tens and 5 units is -------
6) 2 bundle of tens and 6 units is -------
7) 2 bundle of tens and 7 units is -------
8) 2 bundle of tens and 8 units is -------
9) 2 bundle of tens and 9 units is -------
10) 3 bundle of tens 3 and zero unit is -------
11) 3 bundle of tens and 1 unit is -------
12) 3 bundle of tens and 2 units is -------
13) 3 bundle of tens and 3 units is -------
14) 3 bundle of tens and 4 units is -------
15) 3 bundle of tens and 5 units is -------
16) 3 bundle of tens and 6 units is -------
17) 3 bundle of tens and 7 units is -------
18) 3 bundle of tens and 8 units is -------
19) 3 bundle of tens and 9 units is -------
20) 4 bundle of tens and zero unit is -------
The learners identify and read the number 21-40.

1) 2 bundle of tens and 1 unit is 21 twenty-one
2) 2 bundle of tens and 2 units is 22 twenty-two
3) 2 bundle of tens and 3 units is 23 twenty-three
4) 2 bundle of tens and 4 units is 24 twenty-four
5) 2 bundle of tens and 5 units is 25 twenty-five
6) 2 bundle of tens and 6 units is 26 twenty-six
7) 2 bundle of tens and 7 units is 27 twenty-seven
8) 2 bundle of tens and 8 units is 28 twenty-eight
9) 2 bundle of tens and 9 units is 29 twenty-nine
10) 3 bundle of tens and 0 unit is 30 thirty
11) 3 bundle of tens and 1 unit is 31 thirty-one
12) 3 bundle of tens and 2 units is 32 thirty-two
13) 3 bundle of tens and 3 units is 33 thirty-three
14) 3 bundle of tens and 4 units is 34 thirty-four
15) 3 bundle of tens and 5 units is 35 thirty-five
16) 3 bundle of tens and 6 units is 36 thirty-six
17) 3 bundle of tens and 7 units is 37 thirty-seven
18) 3 bundle of tens and 8 units is 38 thirty-eight
19) 3 bundle of tens and 9 units is 39 thirty-nine
20) 4 bundle of tens and 0 unit is 40 forty
Developing the idea of the concept of the topic, Whole numbers 1-99.
DEVELOPMENT
Step 2.
(5 mins)
The teacher guides the pupils to count in bundles of 10 from 41–60, to identify the number of tens and the units as well. The teacher let the learners spell the word form of each number correctly. Learners count in bundles of 10 from 41-60.

Description Tens Units Number Word form
4 tens 1 unit 4 1 41 forty-one
4 tens 2 units 4 2 42 forty-two
4 tens 3 units 4 3 43 forty-three
4 tens 4 units 4 4 44 forty-four
4 tens 5 units 4 5 45 forty-five
4 tens 6 units 4 6 46 forty-six
4 tens 7 units 4 7 47 forty-seven
4 tens 8 units 4 8 48 forty-eight
4 tens 9 units 4 9 49 forty-nine
5 tens 0 unit 5 0 50 fifty
5 tens 1 unit 5 1 51 fifty-one
5 tens 2 units 5 2 52 fifty-two
5 tens 3 units 5 3 53 fifty-three
5 tens 4 units 5 4 54 fifty-four
5 tens 5 units 5 5 55 fifty-five
5 tens 6 units 5 6 56 fifty-six
5 tens 7 units 5 7 57 fifty-seven
5 tens 8 units 5 8 58 fifty-eight
5 tens 9 units 5 9 59 fifty-nine
6 tens 0 unit 6 0 60 sixty
Being able to count from 41–60
ACTIVITY 1
STEP 3
3 mins.
The teacher guides learners to Count in groups of 10 up to 100 with their counters. Learners count in groups of 10 up to 100 with their counters.

Description Number Word form
1 ten 10 ten
2 tens 20 twenty
3 tens 30 thirty
4 tens 40 forty
5 tens 50 fifty
6 tens 60 sixty
7 tens 70 seventy
8 tens 80 eighty
9 tens 90 ninety
10 tens 100 one hundred
Counting in groups of 10 up to 100
ACTIVITY 2
STEP 3
3 mins.
The teacher place a class number chart, number from 1 to 100 on the board and:
(i) call upon each pupil to identify some numbers on the class number chart.
(ii) call upon the pupils in turn to write a given number on the board.
Learners:
(i) identify some numbers on the class number chart.
(ii) write a given number on the board.

CLASS NUMBER CHART 1-100
1
one
2
two
3
three
4
four
5
five
6
six
7
seven
8
eight
9
nine
10
ten
11
eleven
12
twelve
13
thirteen
14
fourteen
15
fifteen
16
sixteen
17
seventeen
18
eighteen
19
nineteen
20
twenty
21
twenty-one
22
twenty-two
23
twenty-three
24
twenty-four
25
twenty-five
26
twenty-six
27
twenty-seven
28
twenty-eight
29
twenty-nine
30
thirty
31
thirty-one
32
thirty-two
33
thirty-three
34
thirty-four
35
thirty-five
36
thirty-six
37
thirty-seven
38
thirty-eight
39
thirty-nine
40
forty
41
forty-one
42
forty-two
43
forty-three
44
forty-four
45
forty-five
46
forty-six
47
forty-seven
48
forty-eight
49
forty-nine
50
fifty
51
fifty-one
52
fifty-two
53
fifty-three
54
fifty-four
55
fifty-five
56
fifty-six
57
fifty-seven
58
fifty-eight
59
fifty-nine
60
sixty
61
sixty-one
62
sixty-two
63
sixty-three
64
sixty-four
65
sixty-five
66
sixty-six
67
sixty-seven
68
sixty-eight
69
sixty-nine
70
seventy
71
seventy-one
72
seventy-two
73
seventy-three
74
seventy-four
75
seventy-five
76
seventy-six
77
seventy-seven
78
seventy-eight
79
seventy-nine
80
eighty
81
eighty-one
82
eighty-two
83
eighty-three
84
eighty-four
85
eighty-five
86
eighty-six
87
eighty-seven
88
eighty-eight
89
eighty-nine
90
ninety
91
ninety-one
92
ninety-two
93
ninety-three
94
ninety-four
95
ninety-five
96
ninety-six
97
ninety-seven
98
ninety-eight
99
ninety-nine
100
one hundred
Identifying and writing a given number on the board.
ACTIVITY 3
STEP 4
5 mins.
The teacher guides the pupils to realise that when comparing two numbers having tens and units, they should consider the tens first before the units. E.g
4 tens 3 units is greater than 3 tens 2 units.
Therefore, 43 is greater than 32.
35 is less than 63. e.t.c

The teacher asks learners to copy and complete each sentence. Use the correct words. 1. 55 is (greater than, less than) 70.
2. 94 is (greater than, less than) 32.
3. 39 is (greater than, less than) 45.
4. 19 is (greater than, less than) 72.
5. 65 is (greater than, less than) 95.
6. 47 is (greater than, less than) 51.
7. 64 is (greater than, less than) 41.
8. 20 is (greater than, less than) 27.
9. 90 is (greater than, less than) 89.
10. 53 is (greater than, less than) 67.
11. 64 is (greater than, less than) 73.
12. 96 is (greater than, less than) 99.
Learners expected respond
1. 55 is less than 70.
2. 94 is greater than 32.
3. 39 is less than 45.
4. 19 is less than 72.
5. 65 is less than 95.
6. 47 is less than 51.
7. 64 is greater than 41.
8. 20 is less than 27.
9. 90 is greater than 89.
10. 53 is less than 67.
11. 64 is less than 73.
12. 96 is less than 99.
Ordering numbers 1–99
Evaluation
Full class session (5 mins)
Ask the following questions to evaluate the achievement of the set objectives.
1) Copy and complete the table. Write the figures and the tens and units.

WORDS FIGURES T U
Seventy-four
Six
Twenty-nine
Thirty-six
Forty-two
Fourteen
Three
Ninety-five
Eighty-seven
Sixty-eight


2) Read the numbers aloud and then write them in figures.
a) twenty-four
b) thirty-two
c) sixteen
d) twenty-seven
e) fifty-nine
f) nine
g) ninety-three
h) eighty-five
i) seventy-one
j) forty
k) sixty-eight

3) Write the missing numbers.
a) 14 15 [ ] 17 [ ]
b) 72 73 [ ] [ ] 76
c) 55 56 [ ] 58 [ ]
d) 19 [ ] [ ] 22 [ ]
e) 42 [ ] 44 45 [ ]
f) 90 [ ] [ ] 93 94

4) Write backwards from 99 to 40.
99 [ ] [ ] [ ] [ ] [ ] 94 [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] 82 [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] 70 [ ] [ ] [ ] [ ] 65 [ ] [ ] [ ] [ ] [ ] [ ] 58 [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] 46 [ ] [ ] [ ] [ ] [ ] [ ]
Learners expected response:

1)
WORDS FIGURES T U
Seventy-four 74 7 4
Six 60 6 0
Twenty-nine 29 2 9
Thirty-six 36 3 6
Forty-two 42 4 2
Fourteen 14 1 4
Three 3 0 3
Ninety-five 95 9 5
Eighty-seven 87 8 7
Sixty-eight 68 6 8


2) a) twenty-four 24
b) thirty-two 32
c) sixteen 16
d) twenty-seven 27
e) fifty-nine 59
f) nine 9
g) ninety-three 93
h) eighty-five 85
i) seventy-one 71
j) forty 40
k) sixty-eight 68

3) a) 14 15 [16] 17 [18]
b) 72 73 [74] [75] 76
c) 55 56 [57] 58 [59]
d) 19 [20] [21] 22 [23]
e) 42 [43] 44 45 [46]
f) 90 [91] [92] 93 94

4)
  99  [98]  [97]  [96]  [95]
  94  [93]  [92]  [91]  [90]
  [89]  [88]  [87]  [86]  [85]
  [84]  [83]  82  [81]  [80]
  [79]  [78]  [77]  [76]  [75]
  [74]  [73]  [72]  [71]  70
  [69]  [68]  [67]  [66]  65
  [64]  [63]  [62]  [61]  [60]
  [59]  58  [57]  [56]  [55]
  [54]  [53]  [52]  [51]  [50]
  [49]  [48]  [47]  46  [45]
  [44]  [43]  [42]  [41]  [40]
Confirming the achievement of the set objectives.

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

Conclusion, full class session (3 mins) The teacher asks learners to read and write the numbers in the correct order.

a) 33 35 32 36 34
b) 14 16 13 12 15
c) 79 76 77 75 78
d) 4 8 6 7 5
e) 95 93 96 92 94
f) 89 88 86 85 87
Learners read and write the numbers in the correct order.

a) 32 33 34 35 36
b) 12 13 14 15
c) 75 76 77 78 79
d) 4 5 6 7 8
e) 92 93 94 95 96
f) 85 86 87 88 89
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 from the board and textbooks.
1) Write the following numbers in figures.
a) seven
b) twenty-nine
c) forty-three
d) eighty-two
e) seventy-five

2) Write the numbers in the correct order.
a) 14 15 12 11 13 16
b) 30 25 29 27 26 28
c) 55 60 56 59 57 58
d) 67 70 68 65 69 66

4) Copy and complete each sentence. Use the correct words.
a) 27 is (greater than, less than) 70
b) 49 is (greater than, less than) 35
c) 62 is (greater than, less than) 94
Learners answer other questions. Improving their level of understanding of whole numbers 1-99.


We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners


Free Will Donation

We know times are tough right now, but if you could donate and support us, be rest assured that your great contributions are immensely appreciated and will be for the progress of our work to help us pay for the server cost, domain renewal, and other maintenance costs of the site. Nothing is too small; nothing is too little.

Account Details

BANK: UNITED BANK FOR AFRICA PLC

ACCOUNT NAME: OFAGBE GODSPOWER GEORGE

ACCOUNT NUMBER: 2250582550

SWIFT CODE: UNAFNGLA

ACCOUNT TYPE: SAVINGS

CURRENCY: DOLLAR (USD) ACCOUNT

ADDRESS: 1. M. Aruna Close, Ughelli, Delta State, Nigeria

PHONE: +234805 5084784, +234803 5586470



BANK: UNITED BANK FOR AFRICA Plc (UBA)

ACCOUNT NAME: OFAGBE GODSPOWER GEORGE

ACCOUNT NUMBER: 2042116266

SORT CODE: 033243371

ACCOUNT TYPE: SAVINGS

CURRENCY: NAIRA ACCOUNT

ADDRESS: 1. M. Aruna Close, Ughelli, Delta State, Nigeria

PHONE: +234805 5084784, +234803 5586470



Your active support gives strength to our Team and inspires to work. Each donated dollar is not only money for us, but it is also the confidence that you really need our project!
AseiClass is a non-profit project that exists at its founders' expense, it will be difficult to achieve our goals without your help.
Please consider making a donation.
Thank you.


AseiClass Team

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

Facts about Teachers

● ● ● Teachers Are Great No Controversy.

● ● ● Teachers are like candles, they burn themselves to light others.

● ● ● Teachers don't teach for the money.

● ● ● Every great mind was once taught by some brilliant teachers.

● ● ● Teachers are the second parents we have.

● ● ● If you can write your name, thank your teacher.

Teaching slogans

● ● ● Until the learner learns the teacher has not taught.

● ● ● I hear and forget, I see and remember, I do and know.

● ● ● The good teacher explains. The superior teacher demonstrates. The great teacher inspires.