Lesson Notes By Weeks and Term v3 - Primary 1
Whole numbers 6-9
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Whole numbers 6-9
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Subject: General Mathematics
Class: Primary 1
Term: 1st Term
Week: 2
Theme: Number And Numeration
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
Watch on YouTubesort and classify numbers of objects in a group or collection; identify number of objects in a group or collection; Count and read correctly from 1-9; write correctly number 6-9; arrange the numbers 6-9 in or der of the ir magnitudes (quantities).
(Like drawing two circles stacked, or an 'S' that doesn't stop, but closes). ` _` `( )` `(_) ` Numeral 9: Start at the top, draw a circle (like 'O'), then draw a straight line down from the right side of the circle. `O` `|` 2.
5. Sorting and Classifying Numbers of Objects This involves grouping objects based on their quantity.
Example: Sorting bottle caps. Provide a mixed collection of bottle caps.
Instructions: "Put six bottle caps in one pile, seven in another, and eight in another." Learners count and arrange the specified quantities into separate groups. 2.
6. Arranging Numbers 6-9 in Order of Magnitude This teaches the concept of "more than" and "less than" using the numerals.
Using objects: Arrange 6 stones, then 7 stones, then 8 stones, then 9 stones in a line.
Ask: "Which group has the least? Which has the most?" Using number cards/flashcards: Teacher shuffles cards with 6, 7, 8,
9. Instructions: "Arrange these numbers from the smallest to the biggest." (Expected: 6, 7, 8, 9)
Instructions: "Arrange these numbers from the biggest to the smallest." (Expected: 9, 8, 7, 6)
Reinforce by comparing: "Is 7 bigger than 6?" "Yes, 7 has one more." --- This section provides the core content necessary for the teacher to deliver the lesson effectively, focusing on the numbers 6, 7, 8, and 9. 2.
1. What are Whole Numbers 6-9? Whole numbers 6, 7, 8, and 9 represent specific quantities beyond
5. They are part of the counting numbers, which begin from 0 or 1 and continue indefinitely. For Primary 1, the focus is on understanding that each numeral (symbol) corresponds to a unique quantity of objects.
Six (6): Represents a collection of six individual items. It is one more than five (5).
Seven (7): Represents a collection of seven individual items. It is one more than six (6).
Eight (8): Represents a collection of eight individual items. It is one more than seven (7).
Nine (9): Represents a collection of nine individual items. It is one more than eight (8). 2.
2. Counting and Reading Numbers 1-9 Counting involves assigning a number to each object in a set, typically in a sequential order. Reading numbers involves recognising the numeral symbol and associating it with its spoken name.
Sequential Counting: Begin with familiar numbers 1-
5. One, two, three, four, five.
Introduce six: "This is one more than five, it is six." (Show 5 objects, then add 1 more to make 6).
Introduce seven: "This is one more than six, it is seven." (Show 6 objects, then add 1 more to make 7). Continue this pattern for eight and nine.
Reading Numerals: Present flashcards or write the numerals on the board: 1, 2, 3, 4, 5, 6, 7, 8,
9. Point to each numeral and say its name clearly. Have learners repeat. Mix the order and have learners identify specific numbers. 2.
3. Identifying Number of Objects (Quantities 6-9) This involves matching a given collection of objects to the correct numeral and name.
Example 1: Identifying 6 kola nuts. Teacher arranges a group of 6 kola nuts.
Teacher counts them aloud: "One, two, three, four, five, six." Teacher states: "There are six kola nuts." Teacher then shows the numeral '6' and says, "This is how we write six." Example 2: Identifying 7 children. Teacher asks 7 children to stand in front of the class.
Teacher counts them: "One, two, three, four, five, six, seven." Teacher states: "There are seven children." Teacher shows the numeral '7'.
Example 3: Identifying 8 fingers. Teacher holds up both hands, fingers spread, then folds thumbs. (Or simply counts 8 fingers on two hands).
Teacher counts: "One, two, three, four, five, six, seven, eight." Teacher states: "There are eight fingers." Teacher shows the numeral '8'.
Example 4: Identifying 9 pencils. Teacher displays 9 pencils.
Teacher counts: "One, two, three, four, five, six, seven, eight, nine." Teacher states: "There are nine pencils." Teacher shows the numeral '9'. 2.
4. Writing Numerals 6-9 Proper numeral formation is essential for legibility.
Numeral 6: Start at the top, curve down to the left, and form a loop that closes at the bottom. (Imagine drawing a 'c' and then closing it from the top). ` _` ` /` `O` Numeral 7: Start at the top left, draw a straight line to the right, then a diagonal line down to the left. (Sometimes a small horizontal line is added in the middle). `---` ` \` Numeral 8: Start at the top, draw an 'S' shape, then complete the loop by connecting back to the top. (Like drawing two circles stacked, or an 'S' that doesn't stop, but closes). ` _` `( )` `(_) ` Numeral 9: Start at the top, draw a circle (like 'O'), then draw a straight line down from the right side of the circle. `O` `|` 2.
5. Sorting and Classifying Numbers of Objects This involves grouping objects based on their quantity.
Example: Sorting bottle caps. Provide a mixed collection of bottle caps.
Instructions: "Put six bottle caps in one pile, seven in another, and and ask learners to arrange them from smallest to largest. Then, ask them to arrange from largest to smallest.
Use objects: Arrange piles of 6, 7, 8, 9 items and ask which pile is "more" or "less".
Learner Activity: Work in groups to count and sort objects into specified quantities. Arrange number flashcards in ascending and descending order. Participate in discussions about "more than" and "less than." 3.
5. Conclusion (5 minutes)
Teacher Activity: Recap the numbers learned (6, 7, 8, 9) by displaying them and asking learners to count and read them aloud. Briefly review how to write them. Praise learners for their participation and effort.
Learner Activity: Chorally recite numbers 1-9. * Show confidence in identifying and saying the numbers. --- This section outlines the step-by-step engagement plan for the lesson. 3.
1. Introduction (5-7 minutes)
Teacher Activity: Begin by reviewing numbers 1-
5. Display flashcards or write 1-5 on the board. Ask learners to count 1-5 aloud as a class. Ask a few learners to show 1-5 fingers or count 1-5 objects (e.g., pencils, books). Introduce the idea of learning numbers beyond 5. "Today, we will learn numbers that come after five." Learner Activity: Participate in choral counting from 1-
5. Show 1-5 fingers. Count 1-5 objects as requested. 3.
2. Development: Counting and Identifying (15-20 minutes)
Teacher Activity: Bring out a collection of concrete objects (e.g., pebbles, bottle caps, beads, small sticks, groundnut seeds).
Activity 1: Introducing
6. Count out 5 objects clearly. Ask, "How many are here?" (Expected: 5). Add one more object. Count all objects again from 1. "One, two, three, four, five, six." Emphasize "six". Write '6' on the board. Say "six". Repeat with another set of 6 objects (e.g., 6 children standing up).
Activity 2: Introducing
7. Count out 6 objects. Ask, "How many are here?" (Expected: 6). Add one more object. Count all objects again from 1. "One, two, three, four, five, six, seven." Emphasize "seven". Write '7' on the board. Say "seven". Repeat with another set of 7 objects.
Activity 3: Introducing
8. Count out 7 objects. Add one more. Count all from
1. Emphasize "eight". Write '8'.
Activity 4: Introducing
9. Count out 8 objects. Add one more. Count all from
1. Emphasize "nine". Write '9'. Display the numerals 6, 7, 8, 9 clearly on the board or with large flashcards. Randomly point to numbers 1-9 on the board/flashcards and ask learners to read them.
Learner Activity: Observe the teacher counting objects. Chorally count along with the teacher. Repeat the names of the new numbers (six, seven, eight, nine). Read numbers 1-9 when pointed to by the teacher. 3.
3. Development: Writing Numbers (15-20 minutes)
Teacher Activity: Demonstrate correct formation of 6, 7, 8, 9 on the board, explaining the strokes clearly. "For 6, start here, go down and around, then make a loop." "For 7, straight across, then slant down." "For 8, make an 'S' shape, then close it back to the top." "For 9, a circle first, then a stick down." Guide learners to practice writing in the air. Provide sand trays, slate boards, or exercise books for practice. Circulate to monitor and correct formation.
Learner Activity: Practice writing numbers 6, 7, 8, 9 in the air, then on their slate boards, sand trays, or exercise books. Receive individual feedback and corrections from the teacher. 3.
4. Development: Sorting, Classifying, and Ordering (15-20 minutes)
Teacher Activity: Activity 1: Sorting and Classifying. Prepare several small bags or containers, each with a different quantity of items (e.g., one bag with 6 beans, one with 7 buttons, one with 8 pebbles, one with 9 bottle caps). Mix them up. Instruct small groups of learners to empty a bag, count the items, and then classify them by writing the number of items on a small piece of paper next to the group. Alternatively, provide a large mixed collection of items and ask learners to create groups of 6, 7, 8, and 9 items separately.
Activity 2: Ordering Numbers. Use flashcards with numbers 6, 7, 8,
9. Shuffle the cards and ask learners to arrange them from smallest to largest. Then, ask them to arrange from largest to smallest.
Use objects: Arrange piles of 6, 7, 8, 9 items and ask which pile is "more" or "less".
Learner Activity: Work in groups to count and sort objects into specified quantities. Arrange number flashcards in ascending and descending order. Participate in discussions about "more than" and "less than." 3.
5. Conclusion (5 minutes)
Teacher Activity: * Recap the numbers learned (6, 7, 8, 9) by displaying them
Understanding numbers 6-9 has numerous practical applications in the daily lives of Nigerian learners, helping them navigate their environment and culture. Market Transactions and Counting Local Produce: When a child is sent to the market to buy small items, they might need to count out specific quantities. For example, "Buy 6 garden eggs" or "Get 9 groundnut sachets." They might also count the price of small goods sold in individual units, like ₦7 for a biscuit or ₦9 for a small sachet of water, helping them understand simple monetary values.
Integration:* Teacher can simulate a "mini-market" in class with pretend naira notes and small local items, asking learners to count out and "buy" items with prices between ₦6-₦
9. Family and Community Counting: Learners can count the number of family members present at a meal, the number of elders in a community gathering, or the number of children playing a local game like 'Tinko Tinko'. Identifying house numbers within their compound or on a street, particularly if the numbers are small. A house might be "House Number 6" or "Plot 9".
Integration:* Ask learners to count how many siblings they have or how many chairs are in their living room, if the number falls within 6-
9. Discuss different numbers of people they see daily.
Cultural and Recreational Activities: Counting steps in a traditional dance, or counting rounds in a game played with friends. Counting items used in traditional crafts or chores, e.g., "We need 8 raffia strands for this basket" or "We need 7 calabashes for the ceremony." Integration:* During break time, encourage learners to count the number of children participating in a particular game or the number of items they are using. ---