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.

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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.


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