Lesson Notes By Weeks and Term v3 - Primary 1
Whole number 10
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Whole number 10
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Subject: General Mathematics
Class: Primary 1
Term: 1st Term
Week: 3
Theme: Number And Numeration
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Watch on YouTuberecognize 10 as a group; use idea of place value limited to tens and units.
This topic introduces two main concepts: a. Understanding "Ten" as a Quantity and a Group. b. Introduction to Place Value (Tens and Units) for numbers 10-20. a. Understanding "Ten" as a Quantity and a Group Quantity Recognition: Students should be able to identify "ten" as a specific count. This means if shown a collection of items, they can determine if there are ten.
Formation of Ten: Demonstrate that ten is formed by combining single units. For example, 9 fingers + 1 more finger = 10 fingers.
Counting to Ten: Emphasize sequential counting from 1 to
1
0. The Concept of a "Group of Ten": This is a critical transition from counting individual items to understanding a collection as a single entity. When 10 single items are gathered, they can be thought of as "one group of ten."
Example: Ten single sticks (units) can be tied together to form one bundle. This bundle represents "one group of ten." This bundle is now treated as a single 'ten' rather than ten individual 'units'. b. Introduction to Place Value (Tens and Units) for Numbers 10-20 Units Place: Explain that the position on the far right represents 'units' or 'ones'. These are single items.
Tens Place: Explain that the position to the left of the units place represents 'tens'. Each digit in the tens place indicates how many groups of ten are present.
Representation of 10: When we have 10 units, they combine to form 'one group of ten'. This is written as '10'. In the place value chart, it is represented as: ``` Tens | Units -----|----- 1 | 0 ``` This means "1 group of ten and 0 individual units." Representation of Numbers 11-19: Example (11): If we have one group of ten sticks (a bundle) and one extra loose stick, we have "one ten and one unit." ``` Tens | Units -----|----- 1 | 1 ``` This is read as "eleven." Example (15): One group of ten (a bundle) and five loose sticks. This is "one ten and five units." ``` Tens | Units -----|----- 1 | 5 ``` This is read as "fifteen." Representation of 20: When we have two groups of ten (two bundles of ten sticks each) and no loose sticks. This is "two tens and zero units." ``` Tens | Units -----|----- 2 | 0 ``` This is read as "twenty." Writing Numbers 10-20: Students should practice writing these numbers numerically and understanding their 'tens' and 'units' composition. 10 = 1 Ten, 0 Units 11 = 1 Ten, 1 Unit 12 = 1 Ten, 2 Units 13 = 1 Ten, 3 Units 14 = 1 Ten, 4 Units 15 = 1 Ten, 5 Units 16 = 1 Ten, 6 Units 17 = 1 Ten, 7 Units 18 = 1 Ten, 8 Units 19 = 1 Ten, 9 Units 20 = 2 Tens, 0 Units Worked
Examples: Example 1: Recognizing 10 as a group.
Problem: The teacher has a pile of pebbles. How can a student show "ten" pebbles as a group?
Solution:
1. The student counts out individual pebbles one by one: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
2. Once ten pebbles are counted, the student gathers them together in a small cluster or places them in a small container.
3. This cluster or container now represents "one group of ten pebbles." Explanation: This activity reinforces the idea that ten individual items can be perceived as a single collection or 'group of ten'.
Example 2: Using place value for
1
4. Problem: Represent the number 14 using bundles of sticks (where each bundle contains 10 sticks) and single sticks.
Solution:
1. The number 14 has two digits: '1' and '4'.
2. The digit '4' is in the units place, meaning there are 4 single sticks.
3. The digit '1' is in the tens place, meaning there is 1 group of ten sticks (1 bundle).
4. Therefore, to represent 14, a student should show can be perceived as a single collection or 'group of ten'.
Example 2: Using place value for
1
4. Problem: Represent the number 14 using bundles of sticks (where each bundle contains 10 sticks) and single sticks.
Solution:
1. The number 14 has two digits: '1' and '4'.
2. The digit '4' is in the units place, meaning there are 4 single sticks.
3. The digit '1' is in the tens place, meaning there is 1 group of ten sticks (1 bundle).
4. Therefore, to represent 14, a student should show 1 bundle of ten sticks and 4 loose sticks.
Explanation: This demonstrates how the position of a digit gives it value. The '1' in 14 does not mean one stick; it means one group of ten sticks.
Materials: Real objects (stones, bottle caps, beans, counting sticks/straws, maize cobs, oranges, groundnuts), rubber bands or strings for bundling, paper, pencils, place value chart (Tens and Units).
Introduction (5 minutes): Teacher Activity: Begin by reviewing numbers 1-
9. Ask students to show numbers using their fingers. Ask "How many fingers do you have on both hands?" (Expected answer: 10).
Student Activity: Students count their fingers and verbally state the number of fingers.
Activity 1: Counting and Grouping Ten (15 minutes)
Teacher Activity: Distribute a collection of more than ten items (e.g., 15-20 pebbles or bottle caps) to each student or pair of students. Instruct students to count out exactly ten objects from their collection. Guide them to gather these ten objects together and perhaps put a rubber band around them (if using sticks/straws) or place them in a small, separate pile.
Ask questions like: "How many did you count?" "How many are in your group?" "What do we call this group?" (Expected: a group of ten).
Student Activity: Students count out ten objects from their collection. Students group the ten objects together. Students verbalize that they have "a group of ten." Activity 2: Introducing the Numeral 10 and its Place Value (15 minutes)
Teacher Activity: Show a prepared bundle of 10 sticks. Explain that this represents "one group of ten." Draw a simple "Tens and Units" chart on the board. Place the bundle under 'Tens' and explain that we write '1' there. Explain that there are no single sticks left over, so we write '0' under 'Units'. Demonstrate how to write the numeral '10' clearly on the board. Have students practice writing '10' in their notebooks.
Student Activity: Students observe the teacher's demonstration. Students practice writing the numeral '10' in their notebooks.
Activity 3: Extending Place Value to 11-20 (15 minutes)
Teacher Activity: Using the 'Tens and Units' chart and manipulatives (bundles of ten sticks and loose sticks). Show 1 bundle of ten and 1 loose stick.
Ask: "How many tens? How many units?" Guide them to say "1 ten, 1 unit." Write '1' in Tens, '1' in Units, forming '11'. Repeat for other numbers, e.g., 1 bundle of ten and 5 loose sticks (15), 1 bundle of ten and 9 loose sticks (19). Finally, show 2 bundles of ten sticks (no loose sticks).
Ask: "How many tens? How many units?" Guide them to say "2 tens, 0 units." Write '2' in Tens, '0' in Units, forming '20'. Have students come forward to demonstrate specific numbers using the manipulatives and the chart.
Student Activity: Students actively participate by identifying the number of tens and units for different combinations of bundles and loose sticks. Some students come forward to demonstrate. Students practice writing numbers 11-20 in their notebooks, identifying the tens and units.
Wrap-up (5 minutes): Teacher Activity: Briefly review the concepts of 'a group of ten' and how numbers 10-20 are made up of tens and units. Ask a few quick oral questions.
Student Activity: Students answer quick questions and summarize what they have learned. Students will use their manipulatives (counting sticks, bottle caps, etc.) and a simple Tens/Units chart (drawn in their books or on a small whiteboard).
Question 1: Show "ten" stones. How many groups of ten do you have, and how many single stones are left?
Solution: Student counts out 10 stones. Student gathers the 10 stones together. The student has 1 group of ten stones and 0 single stones left.
Commentary: This reinforces the first objective: recognizing 10 as a group. It directly links the quantity to the "one ten, zero units" concept.
Question 2: A farmer harvested 13 maize cobs. Show this quantity using bundles (groups of 10) and single cobs. Then, fill in the Tens and Units chart for
1
3. Solution: Student takes 1 bundle of 10 maize cobs (or 1 bundle of 10 sticks representing cobs). Student takes 3 single maize cobs (or 3 loose sticks). Tens | Units -----|----- 1 | 3
Commentary: This question targets the place value objective. It uses a relatable Nigerian context (maize cobs) and requires students to physically represent the number before charting it.
Question 3: You have 1 group of ten oranges and 7 single oranges. What number does this represent? Write the number.
Solution: 1 group of ten means '1' in the Tens place. 7 single oranges means '7' in the Units place. Combining these, the number is
1
7. Commentary: This works in reverse, moving from components (tens and units) to the full number, strengthening the understanding of place value.
Question 4: A hawker sold 20 groundnuts. How many groups of ten groundnuts did the hawker sell?
Solution: The number 20 means 2 tens and 0 units.
Therefore, the hawker sold 2 groups of ten groundnuts.
Commentary: This challenges students to abstract the 'tens' part of a number where there are no units, preparing them for counting in tens.
Example 1: Recognizing 10 as a group.
Problem: The teacher has a pile of pebbles. How can a student show "ten" pebbles as a group?
Solution:
The student counts out individual pebbles one by one: 1, 2, 3, 4, 5, 6, 7, 8, 9,
1
0.
Once ten pebbles are counted, the student gathers them together in a small cluster or places them in a small container.
This cluster or container now represents "one group of ten pebbles."
Explanation: This activity reinforces the idea that ten individual items can be perceived as a single collection or 'group of ten'.
Example 2: Using place value for
1
4. Problem: Represent the number 14 using bundles of sticks (where each bundle contains 10 sticks) and single sticks.
Solution:
The number 14 has two digits: '1' and '4'.
The digit '4' is in the units place, meaning there are 4 single sticks.
The digit '1' is in the tens place, meaning there is 1 group of ten sticks (1 bundle).
Therefore, to represent 14, a student should show 1 bundle of ten sticks and 4 loose sticks.
Explanation: This demonstrates how the position of a digit gives it value. The '1' in 14 does not mean one stick; it means one group of ten sticks.
Teaching and Learning Activities
Materials: Real objects (stones, bottle caps, beans, counting sticks/straws, maize cobs, oranges, groundnuts), rubber bands or strings for bundling, paper, pencils, place value chart (Tens and Units).
Introduction (5 minutes):
Market Counting (Iya Basira's shop): Students can simulate a market scenario where they count items like small yams, tomatoes, or oranges. If a customer wants "a dozen" (12) oranges, they learn to quickly identify one group of ten and two extra. If someone asks for "ten" kola nuts, they practice forming that group. This helps them understand the practical value of grouping in tens for quick estimation and transactions common in Nigerian local markets.
Organizing School Supplies: Students can be asked to group pencils, crayons, or erasers in tens when tidying their desks or classroom. For example, if there are 17 pencils, they group ten and note that there are 7 extra. This connects the abstract concept of place value to a concrete organizational task, making it relevant to their immediate school environment.
Counting Family Members/Community Groups: When discussing family size or the number of people in a small community gathering, students can relate quantities like "My family has 10 members," or "There are 15 children playing football." This helps to ground number concepts in their social context and makes counting personally meaningful.