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
Topic: Counting and Sorting Numbers Up to 5
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
– 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.
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.
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
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:
- Begin by discussing the concept of numbers and their importance in counting and representing quantities.
- Introduce the symbol “0” and explain that it represents nothingness or an absence of quantity.
- Show flashcards with numbers 0 to 5 and emphasize the symbol “0.” 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.
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:
- 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 “nothingness.”
Fill-in-the-Blank Questions (Choose the Correct Answer – a, b, or c):
- What does the symbol “0” 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
[mediator_tech]
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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:
- Introduction (5 minutes)
- Begin with a discussion about counting and numbers. Explain that today’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.
- Teacher’s Activity: Sort and classify objects while explaining the process.
- Learners’ 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.
- 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.
- 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:
- 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 – 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
[mediator_tech]
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:
- 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.
- Teacher’s Activity: Demonstrate with base ten blocks and explain place value.
- Learners’ 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 – a, b, or c):
- In the number 6, the digit “6” is in the ____ place. a) tens b) units c) hundreds
- What is the value of the digit “2” 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 “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:
- 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.
- Teacher’s Activity: Demonstrate how to write numbers neatly on the board.
- Learners’ Activity: Write numbers on whiteboards following the teacher’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 – 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 “4” in the number 47? a) 4 b) 40 c) 400
[mediator_tech]
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
