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.

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CONTENT

 

Topic: Counting and Sorting Numbers Up to 5

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Learning Objectives:
– Understand the concept of counting and sorting numbers up to 5.
– Identify the number of objects in a group or collection.
– Accurately count objects up to 5.
– Sort objects into groups based on their quantity.

 

Embedded Core Skills

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– Numeracy
– Classification
– Observation
– Counting

Learning Materials:
– Various sets of objects (e.g., toy animals, buttons, colored shapes)
– Flashcards with numbers 1 to 5
– 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.

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Teacher’s Activities:
– Show sets of objects and ask students to count the items together.
– Encourage students to identify the number of objects in a given set.
– Model sorting objects into groups based on their quantity.

Learners’ Activities:
– Participate in counting objects during teacher-led activities.
– Identify the correct number of objects in various sets.
– 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.

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Fill-in-the-Blank Questions (Choose the Correct Answer – a, b, or c):
1. How many apples are there? ____ 🍏 🍏 🍏 🍏 🍏
a) 2
b) 5
c) 8

2. Count the ducks: 1, 2, ____. 🦆 🦆 🦆
a) 3
b) 4
c) 5

3. Sort the buttons: Put all the red buttons in the ____ group. 🔳 🔳 🔳
a) 2
b) 3
c) 4

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4. How many butterflies do you see? ____ 🦋 🦋 🦋
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

 

write the number 0.

CONTENT

 

 

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:

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

 

 

Teacher’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.

Learners’ Activities:

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

Assessment:

  1. Show a flashcard with the number 0 and ask students to identify it.
  2. Provide a few examples of scenarios and ask students to write down the number that represents “nothingness.”

 

 

 

 

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

  1. What does the symbol “0” stand for? a) One b) Nothingness c) Many
  2. Read the number: 1, 2, ____ a) 4 b) 0 c) 3
  3. If you have no apples, what number would you use? a) 5 b) 0 c) 2
  4. Write the number zero. a) O b) Z c) 0
  5. 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

 

 

 

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

 

 

Presentation:

  1. Introduction (5 minutes)
    • Begin with a discussion about counting and numbers. Explain that today’s lesson will focus on sorting, classifying, and counting objects.
  2. 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.
    • Teacher’s Activity: Sort and classify objects while explaining the process.
    • Learners’ Activity: Help in sorting and classifying objects.
  3. 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.
    • Teacher’s Activity: Ask questions like “How many teddy bears are there?” to prompt identification.
    • Learners’ Activity: Respond to questions and identify the number of objects.
  4. 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.
    • Teacher’s Activity: Lead counting exercises with different sets of objects.
    • Learners’ Activity: Count objects independently and with guidance.

 

 

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.
  • Teacher’s Activity: Lead counting exercises with different sets of objects.
  • Learners’ Activity: Count objects independently and with guidance.

 

 

 

 

Assessment:

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

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

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Primary 1 Third Term Examination Mathematics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

 

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:

  1. Introduction (5 minutes)
    • Begin by discussing the importance of numbers in our daily lives and how we use them for counting and measuring.
  2. 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.
  3. 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.
    • Teacher’s Activity: Demonstrate with base ten blocks and explain place value.
    • Learners’ Activity: Interact with base ten blocks to understand tens and units.
  4. 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.
  5. Interactive Discussion (10 minutes)
    • Engage in a conversation about why understanding place value is important for reading and writing larger numbers.

Assessment:

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

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

  1. In the number 6, the digit “6” is in the ____ place. a) tens b) units c) hundreds
  2. What is the value of the digit “2” in the number 23? a) 2 b) 20 c) 200
  3. The number that comes after 8 is ____. a) 7 b) 9 c) 10
  4. How many tens are in the number 15? a) 1 b) 5 c) 15
  5. The place value of the digit “9” in the number 49 is the ____ place. a) tens b) units c) hundreds

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

 

 

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:

  1. Introduction (5 minutes)
    • Start by discussing the importance of numbers and how we use them in our daily lives for various tasks.
  2. 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.
  3. 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.
    • Teacher’s Activity: Demonstrate how to write numbers neatly on the board.
    • Learners’ Activity: Write numbers on whiteboards following the teacher’s example.
  4. 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.
  5. 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:

  1. Show a flashcard with a number and ask students to correctly identify and read it.
  2. 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 – a, b, or c):

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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MATHEMATICS FIRST TERM EXAMINATION PRIMARY 1

 

 

 

 

WEEK 8
TOPIC: FRACTION
BEHAVIORAL OBJECTIVES: At the end of the lesson, pupils should be able to:
identify ½ and ¼ using concrete objects and shapes CONTENT

 

FRACTION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK 9&10 TOPIC: ADDITION

 

 

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