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Subject: Mathematics
Semester: 1
Period: 3
Week: 13
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 1
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Reading and Writing Numbers
Sub-topic: Reading and Writing Two-Digit Numbers (Up to 100)
Learning Objectives
By the end of the lesson, students should be able to:
Identify and name numbers from 10 to 100
Read and write numbers in figures and words
Match numbers to pictorial representations such as counters, base-ten blocks, or drawn objects
Previous Knowledge
Students already know how to read, write, and count numbers up to 40.
Instructional Materials
Mathematics textbook for Grade 1, number flashcards, counters, base-ten blocks, number charts, pictorial worksheets.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher writes some one-digit numbers on the board and asks students to read them aloud. The teacher then introduces two-digit numbers by showing number flashcards (e.g., 12, 25, 37, 49) and asking students to try reading them. Students count together from 1 to 40, then continue up to 100 with teacher support.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher explains that two-digit numbers are numbers from 10 to 99. Each number has two parts: the tens and the ones. For example, 34 means 3 tens (30) and 4 ones (4). Together it makes thirty-four. The teacher writes numbers such as 18, 45, 67, 90 on the board and explains how to read them in words.
Examples:
15 = fifteen
32 = thirty-two
70 = seventy
99 = ninety-nine
The teacher also uses counters and base-ten blocks to show numbers. For example, 24 is represented with 2 tens (20) and 4 ones (4). Students practice matching pictorial representations with written numbers. The teacher emphasizes correct spelling of number words.
Learners’ Activities (Expanded):
Students practice reading aloud numbers from the chart.
Students write numbers dictated by the teacher in both figures and words.
Students use base-ten blocks to represent a number and explain it to classmates.
Students match given pictures of counters with the correct numbers.
Assessment Checks:
What is the figure for thirty-seven?
What is the word for 56?
Represent the number 42 with tens and ones using counters.
Notes (Expanded & Detailed):
Numbers from 10–100 are two-digit numbers. Each number can be read and written in figures (numerical symbols) and in words (spelling). Each number is made up of tens and ones. For example, 76 is seventy-six because it has 7 tens (70) and 6 ones (6).
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: The teacher summarizes that numbers from 10 to 100 are called two-digit numbers. Each two-digit number has a tens part and a ones part. They can be represented with objects, figures, or words.
Evaluation Method (Expanded):
Exit slip/quiz: Write the figure for seventy-eight, write the word for 92, and draw base-ten blocks to represent 35.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Write the numbers from 10–50 in words in your notebook.
Follow-up Activity:
Students practice matching numbers and words using flashcards at home.
Differentiation / Inclusive Strategies
The teacher provides extra visual aids and repeats instructions for struggling learners. Advanced learners are given larger numbers (e.g., 87, 96) to read and write.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low