# PRIMARY 1 FIRST TERM LESSON NOTES MATHEMATICS

PRIMARY 1 FIRST TERM LESSON NOTES MATHEMATICS

WEEK 1

TOPIC: Whole number.

BEHAVIORAL OBJECTIVES: At the end of the lesson, Pupils should be able to:

sort and classify numbers of objects in a group or collection.

Identify number of objects in a group or collection.

Count correctly up to 5.

CONTENT

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Topic: Counting and Sorting Numbers Up to 5

Learning Objectives:

â€“ Understand the concept of counting and sorting numbers up to 5.

â€“ Identify the number of objects in a group or collection.

â€“ Accurately count objects up to 5.

â€“ Sort objects into groups based on their quantity.

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Embedded Core Skills

â€“ Numeracy

â€“ Classification

â€“ Observation

â€“ Counting

Learning Materials:

â€“ Various sets of objects (e.g., toy animals, buttons, colored shapes)

â€“ Flashcards with numbers 1 to 5

â€“ Chart paper and markers

Presentation:

1. Begin by showing the class different sets of objects (e.g., toy animals, buttons, colored shapes). Discuss the concept of counting and sorting.

2. Use flashcards to introduce numbers 1 to 5. Show each flashcard and have the students repeat the number.

3. Explain that counting means knowing how many objects are in a group.

4. Demonstrate counting different objects up to 5. Encourage students to count along with you.

5. Discuss sorting: Explain that it means putting objects with the same number of items together.

Teacherâ€™s Activities:

â€“ Show sets of objects and ask students to count the items together.

â€“ Encourage students to identify the number of objects in a given set.

â€“ Model sorting objects into groups based on their quantity.

Learnersâ€™ Activities:

â€“ Participate in counting objects during teacher-led activities.

â€“ Identify the correct number of objects in various sets.

â€“ Practice sorting objects into groups.

Assessment:

1. Ask students to count the objects in a specific set and write down the correct number.

2. Show a set of objects and have students sort them into groups based on the number of objects.

Fill-in-the-Blank Questions (Choose the Correct Answer â€“ a, b, or c):

1. How many apples are there? ____ đźŤŹ đźŤŹ đźŤŹ đźŤŹ đźŤŹ

a) 2

b) 5

c) 8

2. Count the ducks: 1, 2, ____. đź¦† đź¦† đź¦†

a) 3

b) 4

c) 5

3. Sort the buttons: Put all the red buttons in the ____ group. đź”ł đź”ł đź”ł

a) 2

b) 3

c) 4

4. How many butterflies do you see? ____ đź¦‹ đź¦‹ đź¦‹

a) 6

b) 3

c) 5

5. What number comes after 2?

a) 1

b) 3

c) 4

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WEEK 3

TOPIC: Whole number 0(zero)

BEHAVIORAL OBJECTIVES: At the end of the lesson, Pupils should be able to:

recognize that the symbol 0 stands for nothingness;

read the number 0

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write the number 0.

CONTENT

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**Topic:** Understanding and Reading the Number 0

**Learning Objectives:**

- Recognize that the symbol 0 represents nothingness.
- Identify and read the number 0 correctly.
- Understand the concept of zero as a numerical value.

**Embedded Core Skills:**

- Numeracy
- Symbol recognition
- Reading comprehension

**Learning Materials:**

- Flashcards with numbers 0 to 5
- Chart paper and markers

**Presentation:**

- Begin by discussing the concept of numbers and their importance in counting and representing quantities.
- Introduce the symbol â€ś0â€ť and explain that it represents nothingness or an absence of quantity.
- Show flashcards with numbers 0 to 5 and emphasize the symbol â€ś0.â€ť Compare the appearance of 0 to the other numbers.
- Explain that when you have no objects, you use the number 0 to show that there is nothing there.
- Demonstrate reading and writing the number 0.

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**Teacherâ€™s Activities:**

- Explain the concept of zero and its role in numerical representation.
- Model how to read and write the number 0.
- Engage students in discussions about situations where zero is relevant, like having zero apples or zero toys.

**Learnersâ€™ Activities:**

- Participate in discussions about the concept of zero.
- Practice recognizing and reading the number 0 from flashcards.
- Attempt writing the number 0.

**Assessment:**

- Show a flashcard with the number 0 and ask students to identify it.
- Provide a few examples of scenarios and ask students to write down the number that represents â€śnothingness.â€ť

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**Fill-in-the-Blank Questions (Choose the Correct Answer â€“ a, b, or c):**

- What does the symbol â€ś0â€ť stand for? a) One b) Nothingness c) Many
- Read the number: 1, 2, ____ a) 4 b) 0 c) 3
- If you have no apples, what number would you use? a) 5 b) 0 c) 2
- Write the number zero. a) O b) Z c) 0
- How many apples are there? ____ apples. a) 5 b) 0 c) 2

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WEEK 4&5

TOPIC: WHOLE NUMBER 6=9

Pupils should be able to:

sorts and classify numbers of objects in a group or collection.

identify number of objects in a group or collection

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**Topic:** Sorting, Classifying, and Counting Numbers Up to 5

**Learning Objectives:**

- Understand the concepts of sorting and classifying numbers of objects.
- Identify the number of objects in a group or collection.
- Accurately count objects up to 5.

**Embedded Core Skills:**

- Numeracy
- Classification
- Observation
- Counting

**Learning Materials:**

- Various sets of objects (e.g., toy animals, buttons, shapes)
- Flashcards with numbers 1 to 5
- Chart paper and markers

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**Presentation:**

**Introduction (5 minutes)**- Begin with a discussion about counting and numbers. Explain that todayâ€™s lesson will focus on sorting, classifying, and counting objects.

**Sorting and Classifying (10 minutes)**- Display different sets of objects (e.g., toy animals, buttons, shapes) and explain that we can group them based on similar features.
- Model sorting by placing similar objects together. Discuss the concept of classification.
**Teacherâ€™s Activity:**Sort and classify objects while explaining the process.**Learnersâ€™ Activity:**Help in sorting and classifying objects.

**Identifying Number of Objects (10 minutes)**- Show sets of objects and ask students to identify and state the number of objects in each set.
- Use flashcards to reinforce numbers 1 to 5 and relate them to the sets.
**Teacherâ€™s Activity:**Ask questions like â€śHow many teddy bears are there?â€ť to prompt identification.**Learnersâ€™ Activity:**Respond to questions and identify the number of objects.

**Counting Up to 5 (15 minutes)**- Introduce the concept of counting up to 5. Count along with students using objects and flashcards.
- Allow students to practice counting objects in sets and on flashcards.
**Teacherâ€™s Activity:**Lead counting exercises with different sets of objects.**Learnersâ€™ Activity:**Count objects independently and with guidance.

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**Counting Up to 5 (15 minutes)**

- Introduce the concept of counting up to 5. Count along with students using objects and flashcards.
- Allow students to practice counting objects in sets and on flashcards.
**Teacherâ€™s Activity:**Lead counting exercises with different sets of objects.**Learnersâ€™ Activity:**Count objects independently and with guidance.

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**Assessment:**

- Ask students to count the objects in a set and write down the correct number.
- Provide sets of objects and have students sort them into groups based on shared features.

**Fill-in-the-Blank Questions (Choose the Correct Answer â€“ a, b, or c):**

- How many buttons are there? ____ a) 2 b) 5 c) 8
- Count the ducks: 1, 2, ____. a) 3 b) 4 c) 5
- Sort the shapes: Put all the red shapes in the ____ group. a) 2 b) 3 c) 4
- How many butterflies do you see? ____ a) 6 b) 3 c) 5
- What number comes after 2? a) 1 b) 3 c) 4

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Primary 1 Third Term Examination Mathematics

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WEEK 6

TOPIC: WHOLE NUMBER 10

BEHAVIORAL OBJECTIVES: At the end of the lesson, Pupils should be able to:

recognize 10 as a group.

uses idea of place value limited to tens and units.

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**Topic:** Recognition of Numbers 1 to 10 and Introduction to Place Value (Tens and Units)

**Learning Objectives:**

- Recognize and identify numbers from 1 to 10 as a group.
- Understand the concept of place value limited to tens and units.

**Embedded Core Skills:**

- Numeracy
- Number recognition
- Place value comprehension

**Learning Materials:**

- Flashcards with numbers 1 to 10
- Chart paper and markers
- Base ten blocks (if available)

**Presentation:**

**Introduction (5 minutes)**- Begin by discussing the importance of numbers in our daily lives and how we use them for counting and measuring.

**Recognizing Numbers 1 to 10 (10 minutes)**- Show flashcards with numbers 1 to 10 and engage students in identifying and naming each number.
- Practice counting numbers in sequence with students.

**Understanding Place Value (15 minutes)**- Explain the concept of place value: how the position of a digit in a number gives it a different value.
- Use base ten blocks to visually represent place value, focusing on tens and units.
- Discuss that a two-digit number has a tens place and a units place.
**Teacherâ€™s Activity:**Demonstrate with base ten blocks and explain place value.**Learnersâ€™ Activity:**Interact with base ten blocks to understand tens and units.

**Group Activity: Number Creation (15 minutes)**- Divide the class into groups.
- Give each group a set of base ten blocks and ask them to create numbers between 1 and 10.
- Have them present their numbers to the class, indicating the value of tens and units.

**Interactive Discussion (10 minutes)**- Engage in a conversation about why understanding place value is important for reading and writing larger numbers.

**Assessment:**

- Provide students with a number (e.g., 27) and ask them to identify the value in tens and units.
- Show a set of base ten blocks and have students write down the corresponding number.

**Fill-in-the-Blank Questions (Choose the Correct Answer â€“ a, b, or c):**

- In the number 6, the digit â€ś6â€ť is in the ____ place. a) tens b) units c) hundreds
- What is the value of the digit â€ś2â€ť in the number 23? a) 2 b) 20 c) 200
- The number that comes after 8 is ____. a) 7 b) 9 c) 10
- How many tens are in the number 15? a) 1 b) 5 c) 15
- The place value of the digit â€ś9â€ť in the number 49 is the ____ place. a) tens b) units c) hundreds

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WEEK 7

TOPIC: WHOLE NUMBERS 1- 99

BEHAVIORAL OBJECTIVES: At the end of the lesson, pupils should be able to:

identify and read correctly the numbers 1-99.

write correctly the numbers 1-99.

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**Topic:** Identifying, Reading, and Writing Numbers 1 to 99

**Learning Objectives:**

- Identify and read numbers from 1 to 99 correctly.
- Write numbers from 1 to 99 accurately.

**Embedded Core Skills:**

- Numeracy
- Number recognition
- Reading comprehension
- Writing practice

**Learning Materials:**

- Flashcards with numbers 1 to 99
- Chart paper and markers
- Individual whiteboards and markers

**Presentation:**

**Introduction (5 minutes)**- Start by discussing the importance of numbers and how we use them in our daily lives for various tasks.

**Number Recognition and Reading (15 minutes)**- Display flashcards with numbers 1 to 99 one by one.
- Ask students to identify and read the numbers aloud. Correct any mispronunciations.
- Practice counting in sequence up to 99.

**Writing Numbers (15 minutes)**- Show a number (e.g., 36) and ask students to write it on individual whiteboards.
- Emphasize proper formation of digits and clear spacing between them.
**Teacherâ€™s Activity:**Demonstrate how to write numbers neatly on the board.**Learnersâ€™ Activity:**Write numbers on whiteboards following the teacherâ€™s example.

**Interactive Practice (15 minutes)**- Provide pairs of students with different flashcards containing numbers.
- Have one student show the flashcard while the other student identifies, reads, and writes the number.
- Rotate roles within each pair.

**Guided Group Activity (10 minutes)**- Divide the class into small groups.
- Give each group a set of numbers written on cards (e.g., 25, 48, 13) and have them read and write the numbers together.

**Assessment:**

- Show a flashcard with a number and ask students to correctly identify and read it.
- Provide a blank space for each student to write a specific number announced by the teacher.

**Fill-in-the-Blank Questions (Choose the Correct Answer â€“ a, b, or c):**

- What number comes after 15? a) 14 b) 16 c) 18
- Write the number fifty-three. a) 53 b) 35 c) 23
- Identify the number: 72. a) Seventy-two b) Twenty-seven c) Seventy
- How do you write the number 89? a) 98 b) 89 c) 68
- What is the value of the digit â€ś4â€ť in the number 47? a) 4 b) 40 c) 400

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MATHEMATICS FIRST TERM EXAMINATION PRIMARY 1

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WEEK 8

TOPIC: FRACTION

BEHAVIORAL OBJECTIVES: At the end of the lesson, pupils should be able to:

identify Â˝ and ÂĽ using concrete objects and shapes CONTENT

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FRACTION

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WEEK 9&10 TOPIC: ADDITION

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BEHAVIORAL OBJECTIVES: At the end of the lesson, pupils should be able to:

Add two whole numbers from 1 to 3 with sum less than 5.

Add two or three whole numbers from 1 to 8 with sum not up to 10.

Add two or three numbers from 0 to 9 with sum not greater than 18.

CONTENT ADDITION

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