Identification, Counting and Reverse Counting of Numbers from 1 to 50 Mathematics Primary 1 First Term Lesson Notes Week 8

Class: Primary 1

Subject: Mathematics

Topic: Identification, Counting, and Reverse Counting of Numbers from 1 to 50

Sub-topic: Recognizing numbers and reverse counting

Duration: 45 minutes

Term: First Term

Week: Week 8

Set Induction: Start by asking students to count from 1 to 10. Then, ask them to count backward from 10 to 1. Discuss how it’s different from normal counting.

Previous Knowledge: Students should already be familiar with numbers from 1 to 10 and basic counting.

Learning Objectives:

• To recognize and write numbers from 1 to 50.
• To count from 1 to 50.
• To perform reverse counting from 10 to 1.

Embedded Core Skills:

• Numeracy
• Communication
• Critical thinking

Learning Materials:

• A chalkboard or whiteboard
• Chalk or markers
• Number cards from 1 to 50
• Flashcards
• Small prizes or stickers for participation

Content:

Identification of Numbers:

1. Numbers help us count and know how many things we have.
2. For example, this is the number “7” – 7️⃣

Counting Numbers:

1. Let’s count from 1 to 10 first.
2. 1️⃣, 2️⃣, 3️⃣, 4️⃣, 5️⃣, 6️⃣, 7️⃣, 8️⃣, 9️⃣, 10️⃣.
3. Keep going to 50! 🚀

Reverse Counting:

1. Now, let’s count backward from 10 to 1.
2. 10️⃣, 9️⃣, 8️⃣, 7️⃣, 6️⃣, 5️⃣, 4️⃣, 3️⃣, 2️⃣, 1️⃣.

You’re doing great! Keep practicing! 👏👍👧🧒

Write in words 

1. One
2. Two
3. Three
4. Four
5. Five
6. Six
7. Seven
8. Eight
9. Nine
10. Ten
11. Eleven
12. Twelve
13. Thirteen
14. Fourteen
15. Fifteen
16. Sixteen
17. Seventeen
18. Eighteen
19. Nineteen
20. Twenty
21. Twenty-One
22. Twenty-Two
23. Twenty-Three
24. Twenty-Four
25. Twenty-Five
26. Twenty-Six
27. Twenty-Seven
28. Twenty-Eight
29. Twenty-Nine
30. Thirty
31. Thirty-One
32. Thirty-Two
33. Thirty-Three
34. Thirty-Four
35. Thirty-Five
36. Thirty-Six
37. Thirty-Seven
38. Thirty-Eight
39. Thirty-Nine
40. Forty
41. Forty-One
42. Forty-Two
43. Forty-Three
44. Forty-Four
45. Forty-Five
46. Forty-Six
47. Forty-Seven
48. Forty-Eight
49. Forty-Nine
50. Fifty

How to Recognize Numbers from 1 to 50:

1. 🚀 Look at the Shapes: Numbers have shapes, just like letters. They can be straight or curvy.
   • For example, “1” is straight, like a tall stick. It looks like |.
   • “2” has two curves, like a swan’s neck. It looks like a curvy S.
   • “3” is also curvy, but backwards, like a curly E.
2. 🔵 Count the Dots: Some numbers have dots that help us recognize them.
   • “4” has 4 dots inside.
   • “5” has 5 dots inside.
3. ✏️ Practice Writing: Try writing the numbers yourself. This helps you remember them.
   • You can use a pencil and paper to draw them.
   • Ask your teacher or parents to help you practice.
4. 🎵 Learn by Rhymes: Sometimes, we use rhymes to remember tricky numbers.
   • “6” looks like a big, round belly.
   • “8” is like two donuts stacked on top of each other.
5. 📊 Count in Order: Count from 1 to 50 in order. This helps you recognize them better.
   • 1, 2, 3, 4, 5, and so on until 50.
6. 🖐️ Use Your Fingers: You can count on your fingers to help you remember the numbers.
   • Show one finger for “1,” two fingers for “2,” and so on.

How to Reverse Count for Grade 1 Pupils:

1. 🤖 Start from a Bigger Number: Reverse counting is like counting backward. We start from a bigger number and go down to smaller numbers.
2. 🔟 Begin with 10: Let’s start with the number 10. It’s a nice round number to begin with.
3. 🖐️ Count Down: Now, let’s count down like this: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
4. 🛑 Stop at 1: When we reach “1,” that’s the smallest number we can count to. It’s like saying, “Ready, set, stop!”
5. 🎉 Celebrate: You did it! You’ve successfully reverse counted from 10 to 1. You can practice with other numbers too.

Evaluation

1. What number is represented by the symbol “3”? a) Three b) Five c) Eight d) Thirty
2. Which number is shaped like a tall stick with a small curve at the top? a) 1 b) 7 c) 5 d) 4
3. How many dots are inside the number “6”? a) 5 b) 6 c) 7 d) 8
4. What number has two curves and looks like a swan’s neck? a) 2 b) 3 c) 6 d) 9
5. Which number is often remembered by thinking of a round belly? a) 8 b) 2 c) 7 d) 4
6. What is the word for the number “50”? a) Fifty b) Fifteen c) Five d) Fiftieth
7. Which number is like a small “7” with a line across the top? a) 7 b) 9 c) 11 d) 12
8. What comes after the number “19” when counting to 50? a) 21 b) 18 c) 20 d) 22
9. What number looks like a big, round “0” with a straight line in the middle? a) 0 b) 6 c) 9 d) 8
10. What number has a loop like a curly “E”? a) 8 b) 3 c) 5 d) 2
11. Write the numeral for “eighteen”: a) 18 b) 81 c) 80 d) 8
12. What is the numeral for “fifty-seven”? a) 57 b) 75 c) 5 d) 27
13. Which numeral represents “forty-three”? a) 34 b) 43 c) 30 d) 24
14. Write the numeral for “sixty-nine”: a) 69 b) 96 c) 79 d) 68
15. What is the numeral for “twelve”? a) 21 b) 12 c) 20 d) 2
16. Which numeral stands for “thirty-five”? a) 53 b) 5 c) 35 d) 50
17. Write the numeral for “ninety”: a) 9 b) 900 c) 90 d) 9000
18. What is the numeral for “seventy-four”? a) 7 b) 74 c) 47 d) 7004
19. Which numeral represents “sixty”? a) 16 b) 6 c) 60 d) 600
20. Write the numeral for “twenty-nine”: a) 2 b) 9 c) 92 d) 29
21. Start reverse counting from 10: 10, 9, 8, 7, __, __, __, __, __, __.
22. To reverse count from 20 to 1, fill in the gaps: 20, 19, 18, __, __, __, __, __, __, __.
23. Reverse count by twos: 14, __, 10, __, 6, __, 2, __, __, __.
24. Begin reverse counting from 15 and stop at 2: 15, __, __, __, __, __, 2.
25. Let’s reverse count from 12 to 3: 12, __, __, 9, __, __, 6, __, __, __.
26. Reverse counting from 30 by fives: 30, __, __, __, 15, __, __, __, __, __.
27. Begin counting backward from 25 and finish at 5: 25, __, __, __, 20, __, __, 10, __, 5.
28. Start reverse counting from 16 and reach 4: 16, __, __, 12, __, __, 8, __, __, 4.
29. Reverse count by threes: 9, __, 6, __, __, 3, __, __, __, __.
30. Begin reverse counting from 40 and go down to 11: 40, __, __, __, __, __, __, __, __, 11.

Presentation:

1. Introduction (5 minutes):
   • Begin by reminding students of the numbers they already know from 1 to 10.
   • Explain that today, we’ll learn about more numbers and how to count them forward and backward.
2. Teacher’s Activities (10 minutes):
   • Show number cards from 1 to 50 one by one.
   • Ask students to repeat the numbers after you.
   • Explain that numbers are like friends, and we will make new friends today.
   • Show the numbers on the flashcards and say the numbers.
3. Learners’ Activities (10 minutes):
   • Distribute flashcards to students.
   • Have them repeat the numbers after you.
   • Encourage students to practice writing numbers on their notebooks.
4. Counting Activity (10 minutes):
   • Display numbers on the board.
   • Ask students to count with you from 1 to 50.
   • Practice counting together as a class.
5. Reverse Counting Activity (5 minutes):
   • Explain that now, we will count backward.
   • Start counting from 10 and go down to 1 with the students.
6. Assessment (5 minutes):
   • Call out numbers randomly between 1 and 50.
   • Ask students to identify and write those numbers.
   • Evaluate their counting and reverse counting skills.

Evaluation Questions:

1. What number comes after 7?
2. Can you write the number 23?
3. Count from 1 to 30.
4. What is the number after 19?
5. Count backward from 10 to 1.
6. What number is before 36?
7. Can you recognize the number 45?
8. How many numbers are there between 20 and 30?
9. Write the number 9 in words.
10. Count from 40 to 50.

Conclusion:

• Summarize the importance of recognizing, counting, and reverse counting numbers.
• Encourage students to practice these skills at home.
• Offer small prizes or stickers to the most active participants.