Identification and reading of number from 6 to 9 and from 9 to 6 Mathematics Primary 1 First Term Lesson Notes Week 5

Subject: Mathematics
Class: Primary 1
Term: First Term
Week: 5
Topic: Identification and Reading of Numbers from 6 to 9 and from 9 to 6

Reference Books:

• MAN Mathematics Book 1
• Understanding Mathematics Book 1
• New Method Mathematics Book 1
• Learn Africa Mathematics Book 1

Instructional Materials:

• Counters
• Bottle crown covers
• Abacus
• Match sticks

Behavioural Objectives:

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

1. Identify numbers from 6 to 9.
2. Read numbers from 6 to 9.
3. Sort out numbers from 6 to 9.
4. Arrange numbers in order of magnitude from 6 to 9.

Teaching Resources:

• Counters
• Stones
• Donuts
• Paper bag
• Number cards
• Leaves
• Nylon
• Number chart
• Bottle tops
• Buttons

Content:

Identifying Numbers from 6 to 9:

• Count the numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9

Count the following objects:

• 1 🍃
• 2 🧒🧒
• 3 🦒🦒🦒
• 4 📱📱📱📱
• 5 💍💍💍💍💍
• 6 💎💎💎💎💎💎
• 7 🐠🐠🐠🐠🐠🐠🐠
• 8 🥚🥚🥚🥚🥚🥚🥚🥚
• 9 🍉🍉🍉🍉🍉🍉🍉🍉🍉

Activity: Count and Fill in the Blanks:

• 🥤🥤🥤 = ___
• 🐠🐠🐠🐠 = ___
• ☀ = ___
• 🦊🦊🦊🦊🦊🦊 = ___
• 🗺🗺🗺🗺 = ___
• 🍎🍎🍎🍎🍎🍎🍎🍎🍎 = ___
• 🦁🦁🦁 = ___
• 🗃🗃 = ___
• 🚙🚙 = ___
• 🇳🇬🇳🇬🇳🇬🇳🇬🇳🇬🇳🇬🇳🇬🇳🇬 = ___

Presentation:

1. Step 1: Revise the previous topic (Counting and identifying numbers from 1 to 5).
2. Step 2: Introduce the new topic—Counting, reading, and identifying numbers from 6 to 9.
3. Step 3: Allow learners to share their ideas and correct them when necessary.

Evaluation:

Arrange these figures from the smallest to the biggest:

1. 5, 3, 1, 6, 7, 2, 4 = ___ ___ ___ ___ ___
2. 1, 2, 5, 4, 7, 3 = ___ ___ ___ ___ ___
3. 3, 2, 1, 4, 5, 6 = ___ ___ ___ ___ ___
4. 4, 5, 1, 2, 8, 7, 6, 3 = ___ ___ ___ ___ ___
5. 2, 6, 7, 8, 1, 5, 4, 3 = ___ ___ ___ ___ ___

Arrange these figures from the biggest to the smallest:

1. 6, 5, 3, 7, 1, 2, 4 = ___ ___ ___ ___ ___
2. 6, 1, 2, 5, 7, 4, 3 = ___ ___ ___ ___ ___
3. 6, 3, 2, 1, 4, 7, 5 = ___ ___ ___ ___ ___
4. 6, 4, 5, 1, 2, 3, 7 = ___ ___ ___ ___ ___
5. 6, 2, 1, 5, 4, 3, 7 = ___ ___ ___ ___ ___

Write out the figure zero ten times:

Conclusion:

The teacher goes around the class, checks the pupils’ work, and provides corrections where necessary.

Next Topic: Introducing zero (0) as a number.