# 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;

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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

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 â€ś0â€ť and explain that it represents nothingness or an absence of quantity.
3. Show flashcards with numbers 0 to 5 and emphasize the symbol â€ś0.â€ť 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.

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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:

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 â€śnothingness.â€ť

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

1. What does the symbol â€ś0â€ť 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

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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:

1. Introduction (5 minutes)
• Begin with a discussion about counting and numbers. Explain that todayâ€™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.
• Teacherâ€™s Activity: Sort and classify objects while explaining the process.
• Learnersâ€™ 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.
• 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.
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.
• 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:

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 â€“ 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

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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:

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.
• Teacherâ€™s Activity: Demonstrate with base ten blocks and explain place value.
• Learnersâ€™ 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 â€“ a, b, or c):

1. In the number 6, the digit â€ś6â€ť is in the ____ place. a) tens b) units c) hundreds
2. What is the value of the digit â€ś2â€ť 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 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
• 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.
• Teacherâ€™s Activity: Demonstrate how to write numbers neatly on the board.
• Learnersâ€™ Activity: Write numbers on whiteboards following the teacherâ€™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 â€“ 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 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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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.

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