Addition of whole numbers with sum less than 10

Mathematics Second Term Primary 1

 

Subject : Mathematics

 

Term : Second Term

 

Week : 3

 

Class : Basic 1 / Primary 1 / Grade 1

 

Topic :  Addition of whole numbers with sum less than 10

 

Previous Knowledge : The pupils have been taught  Addition of whole numbers with sum less than 5

in their previous lesson

 

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 cover 👑
  • Abacus
  • Match sticks
  • Fingers
  • Toes

 

Behavioural Objectives

By the end of the lesson, the learners will be able to

  • add two whole numbers
  • Add numbers whose sums are less than 10
  • Recognize Maths symbols like addition symbol ➕  and say what it stands for
  • To add figures when they see the add together symbol 🔣

 

Teaching Resources 

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

 

Content

This symbol ➕ means addition

It means count together

It means sum up

Find the sum

Increase

 

 

Examples in sentences

 

6 ➕ 2 = 8

 

7 ➕ 3 = 10

 

 3 ➕ 6 = 9

7 ➕ 1 = 8

4 ➕3 = 7,

 

Presentation :

The topic is presented step by step

Step 1 :The class revises the previous topic

Step 2 : The class teacher introduces the new topic which is counting, reading and identification of Numbers from one to five

Step 3 : Allow learners to give their own ideas and suggestions and corrects them when the needs arise

 

Evaluation

Answer the following questions

 

Count the following objects together and answer the questions that follow

 

7 ➕ 2 =

 

2 ➕ 4 =

 

3  ➕ 3 =

 

4 ➕ 2 =

 

5  ➕ 3 =

 

4 ➕ 4  =

 

7 ➕  2 =

 

8 ➕ 1

 

9 ➕ 0

 

10 ➕ 0

 

 

Conclusion

The class teacher goes round to access, read, marks and does the necessary corrects.

 

 

Previous 

 

Addition of whole numbers with sum less than 5

 

Next

 

 

 

 

.

 

.