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Subject: Mathematics
Semester: 1
Period: 1
Week: 8
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 1
Date: Week 8
Lesson Duration: 45 minutes
Week & Period: Week 8, Period 2
Topic: Numbers up to 40
Sub-topic: Representing Numbers on Number Lines and with Pictures
Learning Objectives
By the end of the lesson, students should be able to:
Use pictures and number lines to represent numbers up to 40
Identify values between any two given numbers
Count in 5s and 10s up to 40
Previous Knowledge
Students already know how to count, read, and write numbers up to 40.
Instructional Materials
Number line charts, flashcards, sticks, counters, picture cards.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher draws a simple number line from 1–10 on the board and asks learners to jump and count along as numbers are pointed out.
Learners clap their hands as they count in twos up to 20.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher explains that a number line is a straight line with numbers placed in order. It helps us see numbers in sequence.
Teacher draws a number line from 1–40 on the board and guides learners to count along.
Teacher shows learners how to place numbers on the number line and how to read numbers between two points.
Examples:
Between 15 and 18, the numbers are 16 and 17.
On the number line, 25 comes after 24 and before 26.
Teacher introduces counting in 5s and 10s:
5, 10, 15, 20, 25, 30, 35, 40.
10, 20, 30, 40.
Learners’ Activities (Expanded):
Learners practice counting forward and backward on a number line.
Learners mark given numbers on their own number line charts.
Learners use sticks or counters grouped in fives and tens to show skip counting.
Assessment Checks:
What number comes between 22 and 24?
Mark number 33 on the number line.
Count in 10s up to 40.
Notes (Expanded & Detailed):
A number line is a tool for understanding the order of numbers.
Numbers can be shown using pictures (objects) or placed on a number line.
Counting in groups of 5s and 10s makes it faster to reach larger numbers.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews representing numbers on number lines, using pictures, and counting in 5s and 10s.
Evaluation Method (Expanded):
Exit slip/quiz: Draw a number line from 30 to 35. Show the number between 31 and 33. Write the next number after 25.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Draw a number line from 1–20 in your exercise book and mark all the even numbers.
Follow-up Activity:
At home, learners can count spoons or fruits in 5s and 10s.
Differentiation / Inclusive Strategies
Struggling learners work with number lines from 1–20, while advanced learners handle number lines up to 40.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low