General Mathematics Scheme of Work Primary 1 Lagos State

Lagos state Ministry of Education General Mathematics Unified Scheme of Work Primary 1 for first term, second term and third term.

General Mathematics Primary 1 (Basic 1) Scheme of Work First Term

WEEK: 1

TOPIC: WHOLE NUMBERS

Counting Skill:

• Counting numbers 1-10
• Reverse counting of the numbers.

Writing Skill:

• Writing
• numbers1- 10, 10-1.
• Sorting and classification of objects on numbers 1-10

Importance:

• To develop a range of thinking skills
• Understanding the quantity/magnitude of numbers.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• identify numbers from 1 – 10
• count objects from 1 – 10
• apply numbers in real life situations e.g. head count, parts of the body,
• Categorize the number of different objects e.g. bottle tops, pencils etc.
• rote count lip to 10 and reverse counting of the numbers,
• Solve quantitative reasoning in exercises related to counting numbers.

LEARNING ACTIVITIES

Pupils:

• read aloud whole numbers written on flash cards placed around the classroom
• pick numbers and read them in ascending order and descending order
• recite poems on numbers 1-10
• arrange objects into groups of numbers
• count objects in the classroom
• in groups, identify specific numbers from a tray of numbers
• speed count from 1-10, 10-1

QUANTITATIVE APTITUDE

• Example: Re-arrange numbers in ascending and ascending orders Video links

EMBEDDED CORE SKILLS

• Critical thinking and Problem solving
• Communication and Collaboration
• Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Flash cards
• Number charts
• Plastic numbers
• Bottle tops, Pebbles

WEB RESOURCES

Video links

• https://youtu.be/47Q16y3ZMtU

WEEK: 2

TOPIC: WHOLE NUMBERS

Counting Skill:

• Counting 11-20
• Reverse counting of the numbers.

Writing Skill

• Writing numbers 11-20, 1- 20 and 20 -1
• Sorting and classification of objects on numbers 1-20

Importance:

• To develop a range of thinking skills
• Identification of numbers
• Understanding the quantity of numbers

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Identify and count numbers 11 – 20, 1-20
• Count objects from 11-20, write numbers 11- 20 in numerals.
• Apply numbers in real life situations head count, part of the body.
• Categorize the number of different objects e.g. Bottle tops, pencils etc rote count up to 20 and 20 -1
• Solve quantitative reasoning in exercises related to counting of numbers

LEARNING ACTIVITIES

Pupils:

• Read aloud whole numbers written on flash cards placed around the classroom, pick numbers and read them in ascending and descending orders.
• Recite poems of numbers 11- 20
• Divide objects into groups of numbers
• Count objects in the classroom in groups, identify specific numbers from a tray of numbers
• Speed count from 11-20.
• Count frequently up to 20

QUANTITATIVE APTITUDE

• Example: Re-arrange numbers in ascending and descending orders

EMBEDDED CORE SKILLS

• Critical thinking and problem solving
• Communication and Collaboration
• Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Flashcards
• Number charts
• Plastic numbers
• Bottle tops, Pebbles

WEEK: 3

TOPIC: WHOLE NUMBERS

Counting Skill:

• Numbers 1-20
• Reverse counting of the numbers

Writing Skill

• Identification of number 1 – 20
• Write numbers 1 -20 in numerals

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

1. Count numbers 1 – 20 and 20 – 1.
2. Write  numbers 1 – 20 in numerals
3. Identify numbers 1 – 20, relate numbers to quantity
4. Assemble the numbers in order of their magnitude
5. Assemble the numbers in the reverse order

LEARNING ACTIVITIES

1. Write the numbers 1 – 20 in numerals.
2. Count objects and write the numbers in their books,
3.  Count objects in the class, etc.
4. Form circles, count with numbers in the circles, each person says a number, claps to the number mentioned and passes it on to the next person.
5. Sing number songs up to 20.
6. Identify numbers in flash cards from 1 – 20.
7. Write numbers 1 – 20 and 20 – 1

EMBEDDED CORE SKILLS

1. Communication and collaboration
2. Critical thinking and problem solving
3. Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Flashcards
• Number charts
• Plastic numbers
• Bottle tops, Pebbles

WEB RESOURCE

https://www.education.com/lesson-plan/number-recognition-1-10/

Video

https://youtube.be/47016y3zmtu

WEEK: 4

TOPIC: WHOLE NUMBERS (Cont’d)

Counting Skill:

• Numbers 21-30, 1 -30
• Reverse counting of the numbers

Writing Skill:

• Writing numbers 21- 30, 1 – 30
• Writing numbers 1- 10 in words.

Importance:

• Banking and Finance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Identify numbers from 21-30, 1-30
• Count objects from 21 – 30, 1- 30
• Write numbers1- 30 in numerals.
• Write numbers1- 30 in ascending order and descending order.
• Write numbers 1-10 in words.

LEARNING ACTIVITIES

• Spell numbers verbally
• Identify numbers and the words on a chart
• Take turns to write the spelling of numbers on the board
• Paint pictures of numbers in words.
• Sing number songs up to 20.
• Identify numbers in flash cards from 1- 20
• Write from 1-20.
• Count groups of lines for example: |||||||||||| how many lines are in all?”
• Example: Trace numbers to their words:
• 9 6 7 8 10
• Ten Nine Eight Seven Six

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

WEEK: 5

TOPIC: WHOLE NUMBERS (Cont’d)

Counting Skill:

• Numbers 31-40, 1- 40.
• Reverse counting of the numbers.

Writing Skill:

• Write numbers 1 – 40
• Identify the number 0 as a digit

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Identify numbers from 31-40
• Count objects from 31- 40 and do the reverse
• Counting of the numbers.
• Write numbers 31-40, 1- 40 in numerals.
• Relate with the symbol 0 as a number
• Identify the number 0.
• Differentiate the number 0 from letter o.

LEARNING ACTIVITIES

• Pupils as a class give instances of where they have come across the number zero (0) make use of flashcards, the board, phone and a keyboard to identify number 0 in the classroom. If the letter o comes up, differentiate between letters and numbers.
• Count in order from 0 to 9 9 to 0. Draw the number zero and the letter 0 in wet sand ,clay, on the board. Zero is an oval shape.
• Write the numerals 0- 9, count and clap to the appropriate frequency of each number.
• Sing along to songs like, 10 green bottles, five little monkeys jumping on the bed with signals to show the amount on their fingers.
• Play games to describe the value of zero

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Chart containing numbers.
• Use of bottle tops, pebbles, flashcard, Keyboard, items for games, Video projector for videos.
• Song on 10 green hotties standing on the wall

WEEK: 6

TOPIC: Comparing and ordering numbers

Counting Skill:

• Numbers 41-50, 1-50
• Reverse counting of the numbers

Writing Skill:

• Writing of the numbers 1-50
• Compare and order numbers from 1 -20 using <, > and =

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from 41 – 50
• Count objects from 41 – 50
• Write numbers 41 – 50, 1-50 in numerals,
• Identify and represent numbers from 1- 20 on the number line
• Identify the value of numbers
• Compare the value of numbers using <,> and =
• Identify the equal to sign (=)
• Counting 2s from 1 – 20 increase a digit number by one in order

LEARNING ACTIVITIES

• Pupils classify objects like balls, pebbles in groups according to their numbers, identify quantity of objects that are more or less in number,
• create quantities of toys based on numbers given to them in groups, identify equal quantities, draw objects based on numbers given to them and identify which is more or less. Eg. 2 balls and 3 balls, write numbers that describe the amount of objects.

EMBEDDED CORE SKILLS

• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Crayons, balls, Flash cards, Number of toys.

Web resources

• https://www.firstgradebuddies.com/2019/02/teaching-equality-in-math.html

7 MID TERM

WEEK: 8

TOPIC:

Counting Skill:

• Identification, counting, reverse counting

Writing Skill:

• Writing of numbers 21-50, 1-50
• Numbers 1- 20 in word

Importance:

• Developing the skill to build and arrange numbers in order of magnitude.
• Commerce and Industries
• Petty Trading

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Identify numbers 21-50, 1- 50
• Count number of objects from 21-50 and1- 50
• Write numbers 21- 50 in numerals.
• Arrange numbers 21-50, 1- 50 in order of magnitude.
• Skip count in 2s
• Practice reverse counting of numbers.

LEARNING ACTIVITIES

• Pupils read aloud from flash cards whole numbers between 21to 50 and1-50.
• Pupils in small group work collectively, selecting a leader who writes numbers in big circles on cardboards.
• Pupils in pairs count numbers1-50 in turns Sing number so Egs.
• Pupils speed count numbers and count slowly orderly and backwards.
• Pupils relate the numbers1-50 to real-life situations
• Pupils skip count in 2s
• Pupils count and reverse count frequently up to50

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Number cards, bottle, tops, balls
• Charts containing numbers

WEB RESOURCES

SITE LINK

• https://www.education.com

WEEK: 9

TOPIC: Introduction to Math facts:

Counting Skill:

• Numbers 51-60,
• Reverse counting of the numbers

Writing Skill:

• Writing of numbers 51-60, 1-60
• Addition of two 1- digit numbers with sum not more than 10
• Introduce zero Property
• Die concept of doubles
• Count forward

Importance:

• Petty trading

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify Numbers from 51-60, 1-60
• Count objects from 51- 60
• Write numbers 51-60 in numerals.
• Explain the term “addition’ and its sign V
• Add zero to any number and identify the automatic answer
• Add two whole numbers with sum not more than 10 e.g.5 + 1 =6, 2 + 8 =10, 3 + 6 = 9
• Add doubled numbers with sum not more than 10 e.g. 2 + 2 = 4, 3 + 3 = 6, 1 + 1= 2
• Apply addition of single digit numbers to real life situation (Real life problems)
• Solve quantitative reasoning on addition.

LEARNING ACTIVITIES

• Pupils practice adding groups of other pupils in front of the class and give addition statements to represent the number of pupils in front
• Pupils practice adding zero to numbers and represent this using objects,
• Pupils sing songs on addition
• Pupils add numbers using objects or counters to count and add numbers,
• Pupils work in groups to create possible math statements to make numbers
• pupils count frequently from 1- 60

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

• Bottles tops, balls, pebbles, seeds

WEEK: 10

TOPIC: Comparison and Ordering of Numbers

Counting Skill:

• Numbers 61-70
• Reverse counting of the numbers.

Writing Skill:

• Writing of the numbers
• Ordering of numbers: 1-50
• Comparing numbers1- 50

Importance:

• Trading

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers 61- 70, 1 -70
• Identify numbers from 1- 50 on a number line
• Read and write numbers 1- 70 in numerals
• Compare numbers from 1-50 using more than, less than, and equal to.
• Counting 2s and10s from any number between 1-50.
• Practice adding numbers with sum not more than 10 in real life situations.

LEARNING ACTIVITIES

• Pupils classify objects in groups according to their numbers.
• Pupils identify quantity of objects that are more, less or equal in number,
• Pupils create quantities based on numbers given to them in groups,
• Pupils identify equal quantities,
• Pupils draw objects based on numbers given to them and identify which is more or less, e.g. 15 balls and 32 balls,
• Pupils write numbers that describe the amount of objects.
• Pupils count circles and colour the circles in pairs.
• Pupils colour all the twos, fives, tens in different colours on 1to100 number chart
• Pupils in small groups, arrange a picture puzzle labeled with skipped numbers,

EMBEDDED CORE SKILLS

• Communication and Collaboration
• Critical thinking and Problem solving
• Student leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Number flash cards
• Use of bottle tops, pebbles, sticks of matches

Lagos state Ministry of Education General Mathematics Unified Scheme of Work Primary 1 for first term, second term and third term.

MATHEMATICS PRIMARY 1 SECOND TERM SCHEME

WEEK: 1

TOPIC: Revision of first term’s work

Counting Skill:

• Numbers l -70

Writing Skill:

• Numbers 1 – 70

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and write numbers 1- 70
• Order numbers from 21 -50
• Identify numbers from 1 -70.
• Add two1- digit numbers with sum not more than 10 using math facts,
• Describe the value of zero when zero is added to numbers

LEARNING ACTIVITIES

• Pupils classify objects like shells in groups according to the numbers given,
• Pupils create quantities of shells or other objects based on numbers given to them in groups.
• Pupils colour shapes in groups of numbers, work in groups to count objects within 1- 50.
• Pupils count and write1- 70 and 70 -1

EMBEDDED CORE SKILLS

• Communication and collaboration
• Problem solving
• Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Flashcards, Shells, Crayons

WEEK: 2

TOPIC: Introduction to Math facts:

Addition of numbers

Counting Skill: numerals

• Numbers 71-80, 1- 80

Writing Skill:

• Addition of two1- digit numbers with sum not more than 20
• Addition of three 1digit numbers with sum not more than 20.
• The concept of doubles and near doubles
• Count forward in 2s, 3s 8 7

Importance:

• Vocational Skills
• Trading
• Banking and Finance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers 71-80,1- 80
• Write numbers1-80 in numerals
• explain the term addition
• Describe real life situations on double in math statements e.g. 5 fingers + 5 fingers = 10 fingers, 2 eyes + 2 eyes = 4 eyes
• Add two whole numbers with sum not more than 20
• Add three whole numbers with sura not more than 20
• Write simple math addition e.g.7 + 8 = ?, 9 + 9 =?
• Skip count in 2s,3s
• Apply addition of single digit numbers to real life situations (real life problems)
• Solve quantitative reasoning on addition

LEARNING ACTIVITIES

• Pupils Sing songs on addition
• Pupils add numbers using objects
• Pupils count from1-80 and 80 -1
• Pupils in small groups, use objects like pebbles, seeds or matches sticks to count1-digit number in twos or threes.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Bottles tops, balls, pebbles,

WEB RESOURCES

• https://www.education.com/lessonplans/first/grade/addition/
• https://www.splashlearn.com/mathskills/firstarade/addition /add-using-pictureswithin-20
• https://www.eduplace.com/math/mathsteps/1/a/index.html

WEEK: 3

TOPIC: Introduction to Math facts:

• Subtraction of numbers

Counting Skill:

• Numbers 81-90, 91-100
• Count the numbers backwards

Writing Skill:

• digit Subtraction numbers of within two 1-10
• Application of the zero concept in subtraction

Importance:

• Vocational Skills
• Trading
• Banking and Finance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify of numbers from 81-90, 1- 90
• Write numbers1 -90 in numerals
• Explain the term “subtraction” and its sign
• List other terms related to ‘to subtract’ e.g. Minus, take away, less, fewer, reduce
• Analyse the order of numbers in subtraction statements
• Identify the minuend and subtrahend in a subtraction equation
• Subtract zero from any number and identify the automatic answer subtract a number from itself
• Count backward to subtract numbers
• Subtract two whole numbers within 10
• Subtract numbers on a number line
• Apply subtraction of single digit numbers to real life situations (real life problems)
• Solve quantitative reasoning on subtraction.

LEARNING ACTIVITIES

• Pupils learn the concept of subtraction by taking away number of objects from a group and give the number of the remaining items individually or in group
• Pupils practice by removing some pupils from a group of pupils in front of the class and give subtraction statements to represent the number of pupils in front
• Pupils practice subtracting zero from numbers and represent this using objects, sing subtraction songs like “10 green bottles etc
• Pupils subtract numbers using a number line in groups.
• Pupils count up to add numbers and count back to subtract numbers.
• Pupils count from 1-100 frequently

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Bottles tops, balls, pebbles, fruits, Flashcards

WEB RESOURCES

• https://classace.io/leant/math/lstgrade/subtraction

WEEK: 4

TOPIC:

Counting Skill:

• Identification and counting of numbers 51-100 and 1-100

Writing Skill:

• Writing of numbers 51- 100 and 1-100 in numerals
• Dictation of numbers

Importance:

• Developing the skill to build and arrange numbers in order of magnitude

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers 51-100, 1-100
• Count number of objects from 51-100
• Write numbers51-100 in numerals.
• Arrange numbers51-100 in order of magnitude,
• Skip count in 2sand 10s from 1-100 and backwards from 100-1.
• Write dictated numbers
• Practice addition of two whole numbers with sum not more than 20
• Practice subtraction of numbers within 20
• Count numbers up to100 and count on any number backwards to zero.

LEARNING ACTIVITIES

• Pupils as a class, read aloud from flash cards whole numbers between 51to100
• Pupils in small groups work collectively, to write out numbers 51-100 on cardboard papers,
• Pupils in small group work collectively, selecting a leader who writes numbers in big circles on cardboards.
• Pupils in pairs, count numbers 51-100 in turns
• Pupils sing number songs.
• Pupils speed count numbers and count slowly, orderly and backwards.
• Solve questions that relate to numbers1-100 in real-life situations.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Number cards, bottle, tops, balls
• Charts containing numbers

WEB RESOURCES

SITE LINK

• https://www.education.com/resources/identifyngnumbersQUANTTIATIVE APTITUDE11-20/

VIDEO LINK

• https://www.youtube.com/watch?v=188Q44ReOWE

WEEK: 5

TOPIC: Introduction to Math facts:

• Addition of numbers

Counting Skill:

• Numbers101-110

Writing Skill:

• Addition of 1- digit and 2-digit numbers with sum not more than 20
• Count forward in 2s, 3s

Importance:

• Vocational Skills
• Trading
• Banking and Finance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Identify numbers from 101-110
• Count from1-110
• Write numerals numbers1-110 in
• Explain the term ‘addition’
• Add two whole numbers with sum not more than 20
• Write simple math equations 10 * 8 =?, 11 * 5 =?
• Identify fart families in addition: 4 * 6 = 10 and 6 * 4= 10
• Skip count in 2s.3s an 10s
• Apply addition of single digit and double digit numbers to real life situations (Real life problems)
• solve quantitative reasoning on addition
• find the missing addends in open sentences within 20

LEARNING ACTIVITIES

• Pupils Sing songs of adding numbers together
• Pupils add numbers using objects
• Pupils count from1-110 use playing cards. They pick two cans, add them, and pick another card with the sura printed on it

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Bottles tops, balls, pebbles,

WEEK: 6

TOPIC: Introduction to Math facts:

• Subtraction of numbers

Counting Skill:

• Numbers 110* 120

Writing Skill:

• Subtraction of two 1- digit numbers within 20
• Subtraction of1-digit number from 2-digit number within 20

Importance:

• Vocational Skills
• Trading
• Banking and Finance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• identify numbers from 110 -120
• Count from 1 – 1 2 0
• Write numbers1 -120 in numerals
• Explain the term “subtraction”
• List other terms related to subtraction like minus, take away, less, fewer, reduce, lost, remain
• Identify the minuend and subtrahend in a subtraction equation
• Skip count forward and backwards in 2s and 3s
• Count backward to subtract numbers
• Subtract numbers1more or less than
• Subtract two whole numbers within 20
• Write simple math equations 12-5=7,17-11=?
• Subtract numbers on a number line
• Apply subtraction of single digit numbers from double digit numbers to real life situation (real life problems)
• Count from1-150
• Solve quantitative reasoning subtract up

LEARNING ACTIVITIES

• Pupils leant the concept of subtraction by watching the teacher take away number of objects from a group. Pupils give the number of the remaining items individually or in groups
• Pupils practice by removing some pupils from a group of pupils in front of the class and give subtraction statements to represent the number of children in front,
• Pupils practice subtracting zero from numbers and represent this using objects, sing subtraction songs like *10 green bottles etc.
• Pupils in groups classify numbers as more or less a given number by the teacher
• Pupils subtract numbers using a number line in groups.
• Pupils add numbers and count back to subtract numbers.
• Pupils count from1-120 frequently

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Bottles tops, balls, pebbles, fruits
• Flashcards

WEEK 7: MIDTERM BREAK

WEEK: 8

TOPIC: Whole Numbers

Counting Skill:

• Numbers121-130 and1-130

Writing Skill:

• Numbers 121-130, 1-130
• Dictation of numbers
• Ordering of numbers 1 – 100
• Comparing numbers within 1 – 100

Importance:

• Vocational Skills

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Identify numbers from 1-130.
• Read and write numbers1- 130 in numerals
• Compare numbers from1- 100 using more than, less than and equal to.
• Count forward in ones from any number between 1- 100.
• Rote count from 1- 130 order numbers in 2s and10s
• Write dictated numbers
• Identify shapes used in counting numbers add two whole numbers

LEARNING ACTIVITIES

• Pupils classify objects into groups according to their numbers.
• Pupils Identify quantity of objects that are more, less or equal in number.
• Pupils create quantities based on numbers given to them in groups.
• Pupils identify equal quantities.
• Pupils draw objects based on numbers given to them and identify which is more or less. Eg.15 balls and 32 balls.
• Pupils write numbers that describe the amount of objects.
• Pupils count in circles and colour the circles in pairs.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Number flash cards
• Use of bottle tops, pebbles, sticks of matches

Lagos state Ministry of Education General Mathematics Unified Scheme of Work Primary 1 for first term, second term and third term.

3RD TERM FOR PRIMARY ONE MATHEMATICS SCHEME OF WORK

WEEK: 1

TOPIC: Revision of second term’s work

Counting Skill:

• Numbers1- 170

Writing Skill

Revision

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count numbers 1 -170
• Order numbers from 1-100
• Identify numbers from 1- 170
• Add two 1- digit numbers with sum not more than 20 using math facts
• Describe the value of zero when zero is added and subtracted from numbers
• Identify fractions: halves and quarters

LEARNING ACTIVITIES

• Pupils Classify objects in groups according to their numbers,
• Pupils Create quantities based on numbers given to them in groups,
• Pupils Colour shapes in groups of numbers
• Pupils Work in groups to count objects rote count from 1-150
• Pupils match fractions to divided objects

EMBEDDED CORE SKILLS

• Communication and collaboration
• Problem solving
• Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Flash card, shells, crayon
• Chart of fractions

WEEK: 2

TOPIC: Introduction to Math facts:

• Addition of numbers

Counting Skill:

• Numbers171-180
• Count forward in 2s, 3s

Writing Skill

• Writing of the numbers
• Addition of two2-digit numbers with sum not greater than 50
• Place value
• Addition without regrouping
• Fact families

Importance

• Vocational Skills
• Trading
• Banking and Finance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from171-180
• Write numbers1-180 in numerals
• Add two whole numbers with sum not more than50
• Solve simple math addition eg.10 + 20=?, 31+15=?
• Identify fact families in addition:20 + 30= 50 and 30 + 20= 50
• Identify place value of two digit numbers
• Skip count in 2s,3s and 10s
• Apply addition of two double digit numbers to real life situations (real life problems)
• Solve quantitative reasoning on addition

LEARNING ACTIVITIES

• Pupils sing songs on addition
• Pupils add numbers using objects
• Pupils countfrom1-150
• Pupils perform role play as a class .Five pupils are called in front of the class.
• Pupil A Is given 12 books, pupil B is given14 pens. Afterwards, the remaining pupils are asked to count aloud the total numbers of items held by the two pupils standing in front of the class

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Bottle tops, balls. pebiies.

WEEK: 3

TOPIC: Subtraction of Math fact

• Subtraction of number

Counting Skill:

• Numbers181 -190
• Skip count in 2s and 3s

Writing Skill:

• Writing of the numbers
• Subtraction involving addition

Importance:

• Vocational Skills
• Trading
• Banking and Finance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• count and identify numbers from 181 -190
• count from 1 – 190
• Skip count in 2s and 3s
• write numbers 1 – 190 in numerals
• interpret the functions of these symbols: V, = and V
• solve missing number problems involving numbers up to 20 given statements using the symbols V, and =
• add and subtract 1-digit and 2-digits numbers up to 50, including zero
• apply numbers in real life situations (Real Life Problems).

LEARNING ACTIVITIES

• Pupils in pairs do a role play independent of other pairs. 20 books arc given to
• Pupil A and 8 books to Pupil 8, the other Pupils In the class then count aloud the number of books Pupil A has more than Pupil B,
• Pupils in groups use connecting cubes, shells or marbles to solve addition statements with missing numbers.
• Pupils use dominoes to solve addition statement problems.
• NOTE: Different materials should be given to different pairs for easy understanding of the concept.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Dominos, Shells, Marbles, Bottle tops, Beans, Oranges,

WEEK: 4

TOPIC: Money:

• Nigerian Currencies

Counting Skill:

• Numbers 190- 200

Writing Skill:

• Writing of the numbers
• Recognition of Coins and notes

Importance:

• Petty trading
• Banking and Finance
• Foreign Exchange
• Buying and Selling

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from 1 – 200
• Count forward to 200 and backward to 1
• Skip count in 2s, and 5s using money
• Explain money and its importance and describe ways money can be spent and kept
• Recognize different denominations in Nigeria currencies lk,5k,10k 25k, 50k, nl, n5,n10,n20,n50, n100, n200,n500
• Arrange coin sin order of their real values,
• Differentiate between coins and notes.
• Express one coin in terms of another (in value)
• Arrange naira note and coins in order of their values using ordinal numbers to identify their position and order.

LEARNING ACTIVITIES

• Pupils practice spending and identifying laminated copies of money at shopping corner In the classroom,
• Pupils practice addition an a subtraction by giving smaller denominations of money and collecting change.
• Pupils paint blocks of fractions. For example, 10 blocks to indicate 10 naira and a block of hundred squares to understandthat1naira is 100 kobo.
• Pupils match pictures of money [Naira and coins to their respective price tags on commodities.
• Pupils discuss about situations where adults spend money without tendering cash.
• Pupils sing moneys songs.
• Pupils take a gallery walk where money charts containing pictures of different denominations are placed around in the classroom
• Pupils paint pictures of plain naira notes in worksheets.
• Pupils randomly pick out coins or naira notes from a collection as the teacher call out the value.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Real coins
• Model coins or traced coins
• Real naira notes
• Model naira note or traced notes
• Brown paper
• Whitepaper

WEB RESOURCES

• https://www.twinkl.com/resources/shape-spacesSR/money-coins/moneycoinsactjyities-and-aames
• https://nigerianteacher.blog/2018/06/06/money/

WEEK: 5

TOPIC: Money (contd.)

Counting Skill: 201- 210

Writing Skill:

• Writing of the numbers
• Addition and Subtraction of coins and the Naira notes (without regrouping)
• Learn the use of money in transactions

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from 1 -210
• Count forward to 200 and backward to 1.
• Skip count in 2s, 3s and 5s using money
• Arrange naira notes and coins in order of their values using ordinal numbers to identify their position and order.
• Add and subtract in kobo and naira with different value not exceeding50 kobo and 50 naira
• Buy, sell and calculate the balance

LEARNING ACTIVITIES

• Pupils practice addition and subtraction by giving smaller denominations of money and collecting change.
• Pupils as a class do a role play of class business. Pupils are shared into two groups. A group sells products while the other buys the products. Money is required for exchange.
• Pupils practice adding pictures of coins the teacher presents to groups to sum up in Naira.
• Pupils match pictures of money (Naira and coins to their respective value).
• Pupils sing about money
• Pupils discuss with their peers about money given and change.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Nigeria currency chat
• Flash cards

WEEK: 6

TOPIC: Length:

Counting Skill:

• Numbers 211- 220
• Skip count in 2s, 5s, 10s

Writing Skill

• Writing of the numbers
• Introduction to length
• Non-standard measurement of length
• Standard measurement of length
• Comparison of length of objects.

Importance:

• Carpentry work
• Garment making
• Survey
• Architecture
• Sports field

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from 211-220
• Count forward to 220 and backwards.
• Skip count in 2s,5s and 10s
• Give the meaning of length
• Estimate length and given distances with natural unit (non-standard unit)such as hand span, index finger length,
• Measure length with natural units such as foot length, finger span, hand span.
• Compare the length of two or three objects using the vocabulary: long, longer, longest or short, shorter
• Differentiate between height and length,
• Apply measurement in real life situation e.g. positioning of common objects in their classroom desktop, white maker board and books.

LEARNING ACTIVITIES

• Pupils observe the length of objects in the classroom like pencils, carrots, ruler.
• Pupils are engaged to sharpen pencils with sharpener to show how length reduces.
• Pupils in pairs compare pencils of different lengths with their partners to determine the long longer and the longest
• Pupils draw lines with the span of then fingers to determine length,
• Pupils use the span of their fingers to measure lengths of their books and other objects in the classroom,
• Pupils work in pairs; use the tape measure to measure length of the classroom, teacher’s table and pupils’ desks,
• Pupils record and then compare their differences.
• Pupils use the vocabulary long for length and tall for height as the teacher shows them flashcards of objects, buildings, people around,
• Pupils match objects of the same height or length in their workbooks after measuring with their fingers, hand span, ruler or tape.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Stick, Pencil, Ruler, Classroom, Books

WEB RESOURCES

SITE LINKS

• https://www.Dlashleam.com/mathvocabularv/measurements/lenath
• https://www.education.com/download/lesson- plan/el-suvrcrtilesson-Iona-lonaer-lonaest/elsvpport-lessnn-lona-lonoerfonse&pdf

WEEK 7:  MIDTERM BREAK MIDTERM BREAK

WEEK: 8

TOPIC: Weight

Counting Skill:

• Number 221- 230
• Skip count In 2s, 5s and 10s

Writing Skill:

• Writing of the numbers
• Weight measurement and comparison.

Importance:

• Hospital
• Pharmacy’
• Abattoir
• Fish Depot

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from 221-230
• Count forward 1 to 230 and backwards,
• Skip counting 2s, 5s and 10s.
• Give the meaning of weight
• Compare the weight of some common objects around die
• School using the terms “light” and “heavy” or “lighter than’ or heavier than”
• Apply weight in real life situation (real life problems)
• Subtract 1 digit numbers from 2 digit numbers using weight parameters.

LEARNING ACTIVITIES

• Pupils discuss about heavy and light objects in the classroom
• Pupils’ in small groups, make use of weighing scale to record the weight of five bottle ups, the school bell, a notebook, and a food flask. Then observe their similarities and differences
• Pupils sing songs on heavy or light weight objects e.tc
• Pupils circle pictures of heavy objects in a collection of objects.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Scale, Weigh balance, Stone, Weighing scale, Paper

WEB RESOURCES

SITE LINKS

• https://www.education.com/ lesson-plan/el-support-lesson-measurement-tools/

WEEK: 9

TOPIC: Two dimensional

Counting Skill:

• Numbers 231- 240
• Skip count in 2s, 5s, 10s.

Writing Skill:

• Writing of the numbers
• Recognition of curved line, straight lines
• Description of shapes and figures

Importance

• Textile Industries
• Engineering Companies
• Architecture

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from 231-240
• Count forward to 240 and backwards.
• Skip count in 2s, 5s and10s.
• Recognized and identify curved lines or straight lines
• Mention and identify the objects that belongs to 2 dimensional shapes around them
• Identify different shapes such as square-chess board, circle tyre or coin, rectangle- door, triangle- c-caution
• Mention 2 dimensional shape containers used at home
• Apply capacity in real life situation
• Solve quantitative reasoning.

LEARNING ACTIVITIES

• Pupils shapes match 2Dshapes with their names
• Pupils paint pictures of 2D shapes
• Pupils in pairs cut cardboards into different shapes such as rectangle, square, circle etc. These shapes are two-dimensional shapes, they are then placed around the class with their name imprinted on it for future references
• Pupils use plaster cine or clay to mold 20- shapes in the classroom.
• Pupils Take a gallery walk to observe and discuss the 2D shapes created

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Television, Pot, Charts of 2 dimensional shape, Dining table picture
• https://www.education.com;download/lesson-plan/2-dshapes-create/2-d-shapescreate.pdf

WEEK: 10

TOPIC: Capacity: 3-dimensional shapes

Counting skills:

• Numbers 241 – 250

Writing Skill:

• Writing of the numbers
• Description of shapes and figures
• Compose a big 2D shape using smaller given shapes
• Decompose a larger shape into a given number of smaller shapes.

Importance:

• Plastic Industries
• Textile Industries
• Pharmaceutical Companies

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from 241-250
• Count forward to 250 and backward
• Skip count in 2s, 5s and 10s up to 250
• Mention the objects that are 3- dimensional shapes in nature e.g. Sugar cube -cube, match-box – cuboid, tin of milk – cylinder, flying kite
• Mention 3 –dimensional shape containers used at home for storage of concrete
• Objects and storage of liquids compose and decompose 3d shapes
• Apply capacity in real life situation
• Solve quantitative reasoning in exercise related to 3 dimensional.

LEARNING ACTIVITIES

• Pupils work in group. They are to cut card boards into different two dimensional shapes, after doing that, they then join they using glue to form three dimensional shapes
• Pupils create 3d shapes using cardboard and with the teacher’s guidance.
• Pupils match 3d shapes to their names
• Pupils paint pictures of 3d shapes.
• Pupils use clay to create 3d shapes in the classroom.
• Pupils take a gallery walk to observe and discuss the 3d shapes created.

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• Maggi/Sugar, cubes, Choco milo, fins of milk or beverages, Matches box, Charts of solid shapes

WEEK: 11

TOPIC: Data collection

Counting Skill:

• Numbers 1-250
• Skip count in 2s, 5s and 10s up to 250 and backwards.

Writing Skill:

• Writing of the numbers
• Data collection
• Pictograph
• Retrieve and interpret data
• Collate their age group (mates) with their heights

Importance:

• It help to find the population of schools or communities -Census

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

• Count and identify numbers from1-250
• Count forward up to 250 and backwards,
• Skip count in 2s,5s and 10s to 250 and back,
• Give simple meaning of data collection
• Retrieve information on pictograph and interpret data presented in displays
• Compare the result on two or more information retrieve on pictograph e.g. The difference in children loving colours
• Apply data collection in real life situations
• Solve quantitative reasoning in exercises relating to data collection

LEARNING ACTIVITIES

• Pupils work as a class. The whole class are asked which food they like best, they are recorded by a leader appointed. After writing them, similar likes are counted by the class and then represented on a table drawn on the board practice collecting data from members of their family and represent the data in a pictograph, bar graph or tally marks, paint bars with colours to represent data on a bar graph,

EMBEDDED CORE SKILLS

• Communication and collaboration
• Critical thinking and problem solving
• Student leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

• The pupils
• Chart showing graph
• Cards written ages
• Boards ruler

SITE LINKS

• https://www.education.com/download /lessonplan/graphing-data-tallvmarks/graphing-data-tallvmarks.pdf

12 Revision

13 Examinations