Lesson Note and Plan on Mathematics
Whole numbers 10
Subject: Mathematics
Theme: Number & Numeration
Topic: Whole numbers 10
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) recognize 10 as a group;
2) use idea of place value limited to tens and units.
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 6-9.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 |
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| INTRODUCTION full class session (3 mins) |
The teacher asks learners to count 6-9 in the air and sand. | The learners count 6-9 in the air and sand | Warming up and revising previous lesson on whole number 6-9 |
| The teacher begins the day's lesson by checking learners' textbook/notebook, thereafter guides the learners to bring ten counters/objects from a collection. | Learners bring ten counters/objects from a collection. 1 2 3 4 5 6 7 8 9 10 |
Developing the idea of the concept of the topic, Whole numbers 10. | |
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| 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 to guide the learners in recognition of 10 as a group and performed the following activity with the learners. 1) Bring out eight counters from your bag. 2) Bring out nine counters from your bag. 3) One more than eight is what? 4) One more than nine is what?... The teacher tells learners that one more than nine is ten. nine counters and one counter is ten. |
The learners identify the numbers written on the cards. 1) Learners bring out eight counters from their bags. 2) Learners bring out nine counters from their bags. 3) One more than eight is nine 4) One more than eight is..., learners repeat after the teacher, one more than nine is ten. |
Developing the idea of the concept of the topic, Whole numbers 10. | |
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| 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? 9. If another tea mug is added, how many tea mugs will be on the table? 10. Count to ten on their fingers or toes. |
The learners identify the objects as tea mugs. Learners expected respond: 1. There are two tea mugs on the table. 2. There are three tea mugs on the table. 3. There are four tea mugs on the table. 4. There are five tea mugs on the table. 5. There are six tea mugs on the table. 6. There are seven tea mugs on the table. 7. There are eight tea mugs on the table. 8. There are nine tea mugs on the table. 9. There are ten tea mugs on the table. 10. Learners count to ten on their fingers or toes. |
Being able to identify the objects as tea mugs and Counting and reading correctly number 1-10 |
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| ACTIVITY 1 STEP 3 3 mins. |
The teacher guides learners to write correctly number 10. | Learners write correctly number 10. |
Recognize the number 10 on board. Writing of numbers 10. Read numbers 1–10 on the board and on flashcards. The teacher count numbers 1-10 with the pupils. The teacher go back to number 1 and count up to 10 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 count 11 bottle tops, 12 buttons, 13 objects, 13 balls up to 20 objects. The teacher asks learners to group each in tens and keep the remainder by the side and leads pupils to recognize that 11 bottles is 1 group of ten and 1. This is called eleven (11), 12 buttons is 1 group of ten and 2 buttons (called twelve) and guides pupils to carry out similar activities for 13 balls up to 20 balls. Thus, 11 = 1 ten and 1 unit...; 20 = 2 tens and 0 unit |
Learners count 11 bottle tops, 12 buttons, 13 objects, 13 balls up to 20 objects. Learners read and write 10, 11, 12, 13, up to 20 in T and U. |
Use of place value: tens and units |
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| Evaluation Full class session (5 mins) |
Ask the following questions to evaluate the achievement of the set objectives. 1) Read and write these numbers in figures. a) fourteen b) sixteen c) twelve d) nineteen e) fifteen f) eleven g) seventeen h) thirteen 2) Copy and complete. (a) 17 is 10 and ----- (b) 19 is 10 and ----- (c) 15 is 10 and ----- (d) 13 is 10 and ----- (e) 14 is 10 and ----- (f) 16 is 10 and ----- |
Learners expected response: 1) (a) 14; (b) 16; (c) 12; (d) 19; (e) 15; (f) 11; (g) 17; (h) 13 2) (a) 7; (b) 9; (c) 5; (d) 3; (e) 4; (f) 6 |
Confirming the achievement of the set objectives. |
| Conclusion, full class session (3 mins) | The teacher asks learners to read and write values under tens and units their note/textbooks. (1) ten is one ten and ------- units i.e 1 and ------- is ------- (2) eleven is one ten and ------- units i.e 1 and ------- is ------- (3) twelve is one ten and ------- units i.e 1 and ------- is ------- (4) thirteen is one ten and ------- units i.e 1 and ------- is ------- (5) fourteen is one ten and ------- units i.e 1 and ------- is ------- (6) fifteen is one ten and ------- units i.e 1 and ------- is ------- (7) sixteen is one ten and------- units i.e 1 and ------- is ------- (8) seventeen is one ten and ------- units i.e 1 and ------- is ------- (9) eighteen is one ten and ------- units i.e 1 and ------- is ------- (10) nineteen is one ten and ------- units i.e 1 and ------- is ------- (11) twenty is two tens and ------- unit i.e 2 and ------- is ------- |
Learner's reading and writing values under tens and units on their notes/textbooks (1) ten is one ten and zero units i.e 1 and 0 is 10 (2) eleven is one ten and one unit i.e 1 and 1 is 11 (3) twelve is one ten and two units i.e 1 and 2 is 12 (4) thirteen is one ten and three units i.e 1 and 3 is 13 (5) fourteen is one ten and four units i.e 1 and 4 is 14 (6) fifteen is one ten and five units i.e 1 and 5 is 15 (7) sixteen is one ten and six units i.e 1 and 6 is 16 (8) seventeen is one ten and seven units i.e 1 and 7 is 17 (9) eighteen is one ten and eight units i.e 1 and 8 is 18 (10) nineteen is one ten and nine units i.e 1 and 9 is 19 (11) twenty is two tens and, zero unit i.e 2 and 0 is 20 |
Communication: This is developed through answering questions verbally and interpreting the silent signs of teammates during the activities. |
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| ASSIGNMENT | The teacher gives learners a take home from the board and textbooks. 1) Which boxes have groups of 10 objects? (Learners textbook) 2) Writing the number 10 in 10 lines in your notebook 3) Read and write these numbers in figures. a) fourteen; b) sixteen; c) twelve; d) nineteen; e) fifteen; f) eleven; g) seventeen; h) thirteen 4) Which of these boxes contain 10 objects? (Learners textbooks) 5) Copy and complete the following. a) eight = ----- b) eleven = ----- c) twelve = ----- d) ten = ----- e) fourteen = ----- f) sixteen = ----- g) nineteen = ----- h) twenty = ----- 6) Write the missing numbers into the boxes. a) 5 □ 7 □ □ 10 b) □ 12 13 □ □ 16 c) 15 □ □ 18 □ □ d) □ 11 □ □ 14 □ e) □ 2 □ 4 □ □ |
Learners answer other questions. | Improving their level of understanding of whole numbers 10. |