Lesson Notes By Weeks and Term v3 - Primary 1
Whole Numbers 1-99
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Whole Numbers 1-99
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Subject: General Mathematics
Class: Primary 1
Term: 1st Term
Week: 4
Theme: Number And Numeration
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Watch on YouTubeidentify and read correctly the numbers 1-99; write correctly the numbers 1-99.
Number And Numeration (End of Lesson/Week):
1. Identify and read correctly given numbers between 1-99. a)
Read the following numbers: i. 35 ii. 7 iii. 14 iv. 60 v. 88 Marking Scheme: 1 mark for each correctly read number (total 5 marks).
2. Write correctly the numbers 1-99. a)
Write the number for: i. Forty-seven ii. Twelve iii. Ninety-three iv. Two v. Fifty b) Write the number that comes after 59. c) Write the number that comes before
2
1. Marking Scheme: 1 mark for each correctly written number with proper digit formation (total 7 marks).
Total Marks: 12 Rubric: Excellent (10-12 marks): Consistently identifies, reads, and writes numbers 1-99 with high accuracy.
Good (7-9 marks): Mostly identifies, reads, and writes numbers 1-99 correctly, with minor errors in reading or digit formation.
Developing (4-6 marks): Shows some understanding but struggles with identifying, reading, or writing certain number ranges (e.g., teens, numbers with zero units). Needs more practice.
Needs Support (0-3 marks): Demonstrates significant difficulty with identifying, reading, and writing most numbers within the range.
7. Real-life Applications / Integration
1. Market Transactions (Economy/Community): Students can apply their knowledge by counting Naira notes (e.g., N10, N20, N50 notes) or the number of items sold or bought in a local market (e.g., "Mummy bought 25 oranges," "We saw 70 yams at the stall"). This helps them understand quantities and basic commerce.
2. Counting Objects in the Environment (Environment/Community): Learners can count the number of specific objects around them, such as pupils in different rows, trees in the school compound, cars passing by, or houses on a street. This fosters observation skills and quantification of their surroundings.
3. Games and Activities (Culture/Community): Numbers 1-99 are used in traditional children's games involving counting (e.g., "ten-ten," counting steps), or in simple scoring in local games. Knowing these numbers helps them participate actively and understand rules based on quantity.
8. Differentiation, Remediation and Extension
A. Differentiation (General Strategies): Use a variety of teaching aids (visual charts, concrete objects, audio). Vary group sizes for activities (individual, pairs, small groups). Provide differentiated worksheets based on readiness.
B. Remediation (For Struggling Learners): Focus on smaller ranges: For students struggling with 1-99, narrow the focus. Start with mastery of 1-10, then 1-20, then 1-50, before attempting the full range.
Concrete to Abstract: Provide ample hands-on practice using concrete counting materials (e.g., bottle tops, beans, pebbles) grouped into tens and single units. Have them physically group and count, then match to the numeral.
Tracing and Repetition: Provide worksheets with large dotted numbers for tracing. Encourage repeated writing practice of problematic numbers. Use sand trays or finger painting for kinesthetic learners to form numbers.
Number Line Use: Utilise a number line from 1-99 to help visualise the sequence and identify preceding/succeeding numbers.
Targeted Practice: Identify specific numbers or number ranges causing difficulty (e.g., 'teen' numbers, numbers ending in zero) and provide focused practice on those. Use flashcards for rapid identification drills.
C. Extension (For High-Achieving Learners): Counting Backwards: Challenge them to count backwards from 99 to
1. Number Names: Introduce writing the full word names for selected two-digit numbers (e.g., "Twenty-four," "Fifty-seven").
Odd and Even Numbers: Ask them to identify odd or even numbers within the 1-99 range (e.g., "Circle all the even numbers between 30 and 40").
Simple Comparisons: Introduce concepts like "greater than" or "less than" using two-digit numbers (e.g., "Which number is greater: 45 or 54?"). * Number Puzzles:** Provide simple number puzzles where they complete sequences or identify missing numbers within a pattern (e.g., 2, 4, ___, 8, 10).
Whole Numbers 1-99 Term: 1st Term Week: 5 ---
1. Overview and Learning Objectives This topic introduces Primary 1 learners to whole numbers from 1 to
9
9. Understanding these numbers is fundamental to all future mathematical concepts and daily life applications. Mastery of identifying, reading, and writing numbers 1-99 provides a strong numerical foundation, enabling learners to count, quantify, and engage with numerical information in their environment. By the end of this lesson, students will be able to: Recognise and say aloud numbers from 1 to 99 correctly. Form and write any given number from 1 to 99 accurately. These skills are crucial for real-world scenarios in Nigeria, such as counting objects (e.g., mangoes, oranges, yams) in a market, tallying the number of pupils in a classroom, keeping track of money in small denominations (e.g., N10, N20, N50 notes), or understanding house numbers and bus routes.
2. Key Concepts and Explanations This section covers the core aspects of identifying, reading, and writing whole numbers from 1 to
9
9. The explanation progresses from single-digit numbers to two-digit numbers, emphasizing the structure and formation. A. Understanding Numbers 1-9 (Single-Digit Numbers) These are the foundational numbers. Each number represents a specific quantity.
Identification: Visually recognising the numeral. For example, '3' always looks like '3'.
Reading: Associating the numeral with its spoken word. For example, '5' is read as "five".
Writing: Forming the numeral correctly. Each digit has a specific stroke order and shape.
Example: 1: Down stroke. 2: Curve, then horizontal line. 3: Two curves. 4: Down, across, then down. 5: Down, curve, then horizontal top. 6: Curve down and around. 7: Horizontal, then slant down. 8: Two circles joined. 9: Circle, then down stroke. B. Understanding Numbers 10-99 (Two-Digit Numbers) Two-digit numbers are composed of two digits. The digit on the left represents 'tens', and the digit on the right represents 'units' (or 'ones'). While formal place value terminology (tens and units) might be too advanced, the concept should be implicitly taught through grouping.
1. Numbers 10-19 (Teen Numbers) These numbers are often challenging due to their unique names. They consist of 'one ten' and a certain number of units. 10: One ten and zero units (Ten) 11: One ten and one unit (Eleven) 12: One ten and two units (Twelve) 13: One ten and three units (Thirteen) 14: One ten and four units (Fourteen) 15: One ten and five units (Fifteen) 16: One ten and six units (Sixteen) 17: One ten and seven units (Seventeen) 18: One ten and eight units (Eighteen) 19: One ten and nine units (Nineteen)
Key Explanation: Emphasise that for these numbers, the '1' on the left always means 'ten'. The right digit shows how many extra units there are.
2. Numbers 20-99 (Other Two-Digit Numbers) These numbers follow a more consistent pattern for reading and writing, based on their tens and units.
Reading: The first digit (left) is read as the 'tens' part, and the second digit (right) is read as the 'units' part.
Example: 20: Two tens and zero units (Twenty) 23: Two tens and three units (Twenty-three) 40: Four tens and zero units (Forty) 48: Four tens and eight units (Forty-eight) 75: Seven tens and five units (Seventy-five) 99: Nine tens and nine units (Ninety-nine)
Key Explanation: When reading, the 'tens' part comes first (e.g., "twenty"), followed by the 'units' part (e.g., "three"). A hyphen is often used when writing the number names (e.g., twenty-three).
Writing: To write a two-digit number, identify the 'tens' part and the 'units' part.
Example: To write "Fifty-six": "Fifty" means 5 tens, so the first digit is '5'. "Six" means 6 units, so the second digit is '6'.
Combine them:
5
6. Worked
Examples: Example 1: Identify and read the number '37'.
Explanation: The number '37' has '3' in the tens place and '7' in the units place. * Reading: The '3' stands for "thirty" and the '7' stands for writing the number names (e.g., twenty-three).
Writing: To write a two-digit number, identify the 'tens' part and the 'units' part.
Example: To write "Fifty-six": "Fifty" means 5 tens, so the first digit is '5'. "Six" means 6 units, so the second digit is '6'.
Combine them:
5
6. Worked
Examples: Example 1: Identify and read the number '37'.
Explanation: The number '37' has '3' in the tens place and '7' in the units place.
Reading: The '3' stands for "thirty" and the '7' stands for "seven".
Therefore, the number is read as "Thirty-seven".
Example 2: Write the number "Sixty-two".
Explanation: "Sixty" indicates 6 tens. "Two" indicates 2 units.
Writing: Combine the digits: '6' for sixty and '2' for two. The number is
6
2. Example 3: Identify and read the number '15'.
Explanation: The number '15' has '1' in the tens place (representing ten) and '5' in the units place. It is one of the 'teen' numbers.
Reading: The number is read as "Fifteen".
Example 4: Write the number "Ninety".
Explanation: "Ninety" indicates 9 tens and zero units.
Writing: Combine the digits: '9' for ninety and '0' for zero units. The number is 90.
3. Teaching and Learning Activities
A. Introduction / Prior Knowledge Review (5-10 minutes)
Teacher Activity: Begin by reviewing numbers 1-20 or 1-50 using a number chart or flashcards. Lead a choral count. Ask individual students to point to and read specific numbers within the previously learned range. This primes students for extending their counting.
Student Activity: Participate in choral counting. Point to and read numbers on a chart or flashcards as prompted by the teacher.
B. Developing Identification and Reading Skills (20 minutes)
Teacher Activity:
1. Introduce a large number chart (1-99). Point to various numbers randomly and model how to read them clearly, emphasizing the 'tens' and 'units' sound for two-digit numbers (e.g., "twenty-five," "forty-one").
2. Use flashcards with numbers 1-
9
9. Show a flashcard and ask students to chorally read the number. Then, ask individual students to read.
3. Conduct a "Number Bingo" or "Number Scavenger Hunt" activity. Call out a number (e.g., "Forty-eight"). Students identify it on their chart or pick up the corresponding flashcard.
4. Use concrete objects grouped in tens (e.g., bundles of 10 sticks, ten-kobo coins) to represent numbers like 20, 30, and then add single units for numbers like 23,
3
5. This helps visualize the 'tens' and 'units' concept.
Student Activity:
1. Chorally read numbers pointed to on the chart.
2. Individually read numbers from flashcards.
3. Participate in "Number Bingo" or "Scavenger Hunt," identifying and selecting the correct numbers.
4. Count concrete objects arranged in tens and units, then identify and say the corresponding number.
C. Developing Writing Skills (20 minutes)
Teacher Activity:
1. Demonstrate correct number formation for numbers 1-99 on the blackboard, explaining the stroke order. Pay close attention to numbers that are often written incorrectly (e.g., 2, 5, 7, 9, 6).
2. Dictate numbers (starting with easier ones like 1-20, then moving to 20-99) for students to write on their slates, exercise books, or sand trays. Provide immediate feedback and corrections.
3. Show a quantity of objects (e.g., 3 bundles of 10 sticks and 4 single sticks) and ask students to write the total number.
4. Provide worksheets with dotted numbers 1-99 for tracing, followed by blank spaces for independent writing.
Student Activity:
1. Practice writing numbers 1-99 on slates/books/sand trays, following the teacher's demonstration.
2. Write dictated numbers.
3. Count objects and write the corresponding numeral.
4. Trace numbers on worksheets and then practice writing independently.
D. Consolidation and Wrap-up (5 minutes)
Teacher Activity: Lead a quick review game where the teacher says a number and students show it on their fingers (if single-digit) or write it quickly on a mini-whiteboard/slate. Ask a few students to read numbers written on the board. * Student Activity: Participate in the review game. Quickly write or identify numbers.
4. Guided Practice (With Solutions)
Question 1: Identify and read the following numbers: a) 25 b) 4 c) 83 d)