Lesson Note Nursery 1 First Term Mathematics Week 2

I wrote this Lesson Note Nursery 1 First Term Mathematics Week 2 based on the Nigerian National Early Childhood Education Curriculum. Particularly, I used the Pre-Primary Teaching Schemes that the Education Resource Centre, Abuja developed in 2014 – contact me if you want this scheme. This scheme is the same as those of the other 36 states’ education resource development centre. This is because all the states developed their schemes from the National Curriculum. Nonetheless, I only crosschecked this topic in that of Lagos, Kano and the FCT. Regardless, this lesson note is suitable for use in any Nigerian school that adopts the National Curriculum.

Complete Lesson Objectives

As with the rest of our notes, the primary focus of this lesson note is to present an enriched content for the topic. This lesson notes, also like the rest, provide guide for teachers on how to deliver the content to attain the topic objectives. In this regard, I adopt the modern teaching style in Mathematics as NERDC specified.

 Unlike most lesson notes you may find around which focuses majorly on cognition, I brought out and set objectives to cover other domains of education – affective and psychomotor. This is to ensure a balanced learning experience for the learners. For as Dr Emmanuel Atanda of the Faculty of Education, University of Ilorin wrote – in his Curriculum Development Study Guide for students in Postgraduate programme in Education – “no student can be said to have learned anything if the three domains of educational objectives are not taken into consideration”.

Click here to get the scheme of work that I used and which we also use for other lesson notes.

Leading Guide to Adapting this Lesson Note

I wrote this lesson note in outline of standard lesson plans. However, new teachers must know that this note is too long/detailed for a lesson plan. Hence, you cannot submit this lesson note directly to your head teacher or supervisor. If you intend to use this note for your lesson plan – which many do; I advise you to get my Lesson Plan Template. I wrote the template professionally in a way that makes it easy for teachers to create clean lesson plans by simply filling it. Click here to check the template.

REMARK: If you find the terms lesson plan and lesson notes confusing, quickly read our article on their differences. 

To Nursery One Mathematics Teacher

The teacher to deliver this lesson must understand that teaching numeracy at the early age entails much more than rote memorization and singing/demonstrating rhymes. Yes, these are effective tools for teaching the pupils how to remember what you have taught them. But much more, the question of numeracy – much as all of the topics at this level – serves as the foundation for the pupils’ progress in the subject in future academic engagements.

Major Cause of Mathematics Anxiety

After teaching Mathematics at pre-primary, primary, secondary as well as tertiary level; I can categorically say that the majority of the numerous issues that students have in Mathematics is due to poor foundation.

A common point that most early years’ teachers miss in teaching numeration and notation is the aspect of the concept of numerical values. Any Mathematics Teacher in higher classes starting from Primary 4 upward will attest to the fact that majority of the learners finds Number Bases difficult due to their lack of understanding the concept of values of numbers. Even now, you can take the percentage of the primary level learners upward that truly understands the concept of value of numbers above 10. A simple question to test this is: Why do we write 10 as 1 and 0?

What you should do?

Despite that many early years’ teachers are coming to understand this and consequently adjusting the focus of their classes, more are yet to. Consequently, you should not only measure the success of your class by how your Nursery One pupils are able to recite and perhaps identify and write numbers 1 – 500. You should also evaluate to see how many of them truly understands the underlying concept of every topic. It is in this regard that I urge you to also focus on the affective objective of this lesson.

Lesson Note Nursery 1 First Term Mathematics Week 2

Class: Nursery One

Term: First

Week: 2

Subject: Mathematics/Number Work

Topic: Counting numbers 1 – 5

Recognition of numbers 3 & 4

OBJECTIVES

At the end of the lesson, the pupils should have attained the following:

• Cognitive:
  • Count numbers 1 – 5
  • Identify numbers 3 & 4
• Psychomotor:
  • Point at named number of 3 & 4
  • Pick up to 5 items from a lot
  • Hold pencil correctly
  • Demonstrate flexibility with pencil
  • Colour or shade a given objects, shape of drawing
• Affective
  • Demonstrate/internalize the concept of numerical values of numbers 1 – 4

Previous Knowledge

The pupils had in the previous lesson learned the following:

• Meaning of numbers
• How to count numbers 1 – 5
• Identification of numbers 0, 1 & 2

Instructional Materials

1. Screen & Video illustration of number 0 through 4 – Rhyme Bus channel on YouTube
2. Number models – plastic, metallic or cardboard cut-outs – consisting of several 1’s through 5’s including 0’s
3. Stand counters of 5 counters
4. Several counters – bottle covers, blocks, pebbles, etc. packed into a (an improvised) container. The counters should be up to 5 for each pupil.
5. Chalk/Marker and black/white board
6. Number charts of 1 & 2; and that of 1 – 5.
7. Education Resource Centre. (2014). FCT Nursery Teaching Scheme. Abuja: Education Resource Centre.
8. Kano Education Resource Department. (2016). Pre-Primary Schemes of work. Kano: Kano Education Resource Department.
9. Lagos State Ministry of Education. (2016). Early Childhood Care Education Scheme (Mathematics). Lagos: Lagos State Ministry of Education.
10. Nigerian Educational Research and Development Council (NERDC). (2012). Mathematics Teachers’ Guide for the Revised 9-Year Basic Education Curriculum (BEC). Yaba, Lagos: Nigerian Educational Research and Development Council (NERDC).

PRESENTATION

The teacher delivers the lesson as in the following steps:

Introduction

To introduce the topic, the teacher does the following:

1. The teacher picks a set of the same objects – biscuit, sweet, or any of the counters to be used – in both hands. The number of such items in either hands should not be more than 5.
2. The teacher thence shows the pupils the items one hand and asks them how many items are in the hand. S/he repeats same for the second hand. Finally, the teacher asks which is greater.
3. The teacher receives as many attempts as possible. As a motivation, any pupil that get any of the three questions right may be rewarded with sweet or biscuit as the case may be. Endeavour to adequately and publicly praise those that attempts to answer the questions. If a pupil gets it wrong, s/he declines politely and demands/encourage other pupils to try. When a pupil eventually gets it right, the teacher friendly asks the pupil how s/he was able to identify the greater.

After the ensuing discussion, the teacher reminds the pupils the meaning of numbers. Thereafter, s/he revises the previous lesson thus:

1. S/he tells them that there are many numbers because we can have many things. And also that each of the many numbers has its special name and way it is written.
2. Reminds the pupils that they learned some numbers in the previous lesson and also how to count. The teacher may ask the pupils to mention the numbers and count.
3. The teacher tells the pupils that they there will learn more numbers this week. Hence, s/he writes/displays/projects the topic on the board/screen and proceeds with the lesson.  

How to Teach Young Learners the Concept of the Values of Number 1

First, the teacher revises the concepts of numbers 1 – 5 as they discussed in the previous lesson.

1. The teacher picks a counter – one counter; shows it to the pupils and asks them how many item has s/he. A pupil should probably get it as one. The teacher applauds the child.
2. Then the teacher explains that one is the first number and that it is written as 1. S/he shows the pupils number 1 model or writes it on the board and tells the pupils that the name of the number is one.
3. The teacher reiterates (1) and (2) above in local dialect if (especially) in a rural area. The teacher may as well begin the explanation in (1) and (2) with the local dialect.
4. After the explanation, the teacher teaches the pupils how to correctly pronounce “one”. S/he does this by pronouncing it several while the pupils repeat after him/her each time. The teacher ensures that every child participates in this.
5. If resources are available, the teacher shows the pupils number 1 video illustration.

How to Teach Young Learners the Concept of the value of Number 2

1. The teacher picks two counters and asks the pupils how many counters has s/he. A pupil should be able to tell the number. If so, then the teacher applauds the child.
2. Then the teacher explains that two is the second number and that it is written as 2. S/he shows the pupils number 2 model or writes it on the board and tells the pupils that the name of the number is two.
3. The teacher reiterates (1) and (2) above in local dialect if (especially) in a rural area. The teacher may as well begin the explanation in (1) and (2) with the local dialect.
4. After the explanation, the teacher teaches the pupils how to correctly pronounce “two”. S/he does this by pronouncing it severally while the pupils repeat after him/her each time. The teacher ensures that every child participates in this.
5. If resources are available, the teacher shows the pupils number 2 video illustration.

How to Teach Young Learners the Concept of the value of Number 3

1. The teacher picks three counters and asks the pupils how many counters has s/he. A pupil should be able to tell the number. If so, then the teacher applauds the child.
2. Then the teacher explains that three is the third number and that it is written as 3. S/he shows the pupils number 3 model or writes it on the board and tells the pupils that the name of the number is three.
3. The teacher reiterates (1) and (2) above in local dialect if (especially) in a rural area. The teacher may as well begin the explanation in (1) and (2) with the local dialect.
4. After the explanation, the teacher teaches the pupils how to correctly pronounce “three”. S/he does this by pronouncing it severally while the pupils repeat after him/her each time. The teacher ensures that every child participates in this.
5. If resources are available, the teacher shows the pupils number 3 video illustration.

How to Teach Young Learners the Concept of the value of Number 4 – 5

To teach the pupils numbers 4 and 5, the teacher repeats the activities for number 1 through 3. S/he changes the number to four/4 and five/5 appropriately.

Concept of the Value of Zero

1. The teacher picks five counters, shows the counters to the pupils and directs them to pick five counters each. After this, the teacher asks the pupils how many counter do they have. The pupils should be able to tell the number.  The teacher commends the pupil and explicitly tells the pupils that they have 5 counters.
2. The teacher directs the pupils to pick and show their number 5 model. Hence, s/he shows them number 5 model and/or writes the symbol of the number 5 and leads the pupils to pronounce it.
3. Afterwards, the teacher tells the pupils to watch as s/he drops one of the counters. Then s/he directs the pupils to drop one of their counters also.
4. Thereafter, s/he shows the pupils the four counters left in his/her hands and demands the pupils to show him/her theirs. Following this, the teacher asks how many counters do they now have. A pupil should be able to tell the number. The teacher applauds the pupil and tells the class that they have 4 counters.
5.  Succeeding this, the teacher directs the pupils to pick and show their number 4 model. Hence, s/he shows them number 4 model and/or writes the symbol of the number 4 and leads the pupils to pronounce it.
6. Again, the teacher tells the pupils to watch as s/he drops one of the counters in his/her hands. Then s/he directs the pupils to drop one of their remaining counters also.
7. Thereafter, s/he shows the pupils the three counters left in his/her hands and demands the pupils to show him/her theirs. Following this, the teacher asks how many counters do they now have. A pupil should be able to tell the number. The teacher applauds the pupil and tells the class that they have 3 counters in their hands.
8.  Succeeding this, the teacher directs the pupils to pick and show their number 3 model. Hence, s/he shows them number 3 model and/or writes the symbol of the number 3 and leads the pupils to pronounce it.
9. Again, the teacher tells the pupils to watch as s/he drops one of the counters in his/her hands. Then s/he directs the pupils to drop one of their remaining counters also.
10. Thereafter, s/he shows the pupils the two counters left in his/her hands and demands the pupils to show him/her theirs. Following this, the teacher asks how many counters do they now have. A pupil should be able to tell the number. The teacher applauds the pupil and tells the class that they have 2 counters in their hands.
11.  Succeeding this, the teacher directs the pupils to pick and show their number 2 model. Hence, s/he shows them number 2 model and/or writes the symbol of the number 2 and leads the pupils to pronounce it.
12. Again, the teacher tells the pupils to watch as s/he drops one of the counters in his/her hands. Then s/he directs the pupils to drop one of their remaining counters also.
13. Thereafter, s/he shows the pupils the one counters left in his/her hands and demands the pupils to show him/her theirs. Following this, the teacher asks how many counters do they now have. A pupil should be able to tell the number. The teacher applauds the pupil and tells the class that they have 1 counter in their hands.
14.  Succeeding this, the teacher directs the pupils to pick and show their number 1 model. Hence, s/he shows them number 1 model and/or writes the symbol of the number 1 and leads the pupils to pronounce it.
15. After the pupils had practised the number one, the teacher once again shows the one counter to the pupils and reminds them that they have one counter.
16. Afterwards, the teacher drops the one counter. And directs the pupils to drop theirs.
17. Then s/he shows empty hands to the pupils and asks they to show their hands. Then s/he asks how many counters do they have. The pupils should say none or nothing.
18. Succeeding this, the teacher tells the pupils that “none” or “nothing” is also a number. S/he shows the pupils number 0 model or writes it on the board and tells the pupils that the name of the number is zero. Thereafter, the teacher explains that the number is called “zero”.
19. The teacher reiterates (17) and (18) above in local dialect if (especially) in a rural area. The teacher may as well begin the explanation in local dialect.
20. After the explanation, the teacher teaches the pupils how to correctly pronounce “zero”. S/he does this by pronouncing it severally while the pupils repeat after him/her each time. The teacher ensures that every child participates in this.

If resources are available, the teacher shows the pupils number 0 video illustration.

Revision

After the teacher had finished explaining the concept of the values of number 0. S/he revises numbers 1 – 5 again. The teacher focuses on helping the pupils to identify the numbers, their names and symbols (how each is written – practise writing on air or sand) as well as to understand the concept of the value of each.

Number Rhymes

Prior to continuing with the lesson, the teacher makes numbers 1 – 5 into rhymes and leads the pupils to recite it. If resources are available, the teacher displays and narrates the video before and as the class sings the rhymes.

Recommended Rhyme (Cross-curricular):

1. There are two black birds
2. 1, 2, 3, 4, 5

Henceforth, the rhyme shall be sung at regular intervals throughout the duration of the lesson/week.

Counting Exercise

General counting with stand counters

After the revision, the teacher leads the pupils into general counting:

He or she puts up the stand of two counter. Then sliding each counter to the other side, s/he together with the pupils, counts until the counters finish from one side. The teacher repeats this by sliding each counter back to the original position and again – several times. The teacher may invite willing pupils to lead the counting by sliding the counters as the entire class counts.

Group and Individual Counting

After the general counting, the teacher further strengthens the pupil’s memorization of the names and order of numbers through group counting.

• The teacher groups the pupils into pairs
• Going to each group and while watch and follow, the teacher counts different number of counters for each pupil
• The teacher directs each pupil to count differently given number out of his or her counter and give it to the partner
• Individual pupil counts the new number of counters in their possession and tells the teacher
• The teacher confirms the number then make the pupils to repeat the process – exchange some counters and count

Oral Counting without Counters

After the pupils are able to count very well with the counters, the teacher directs them to put the counters away. Then s/he leads them to count orally without using the counters. The teacher and the pupils do this several times. S/he may invite different willing pupils to lead the oral counting as well.

Evaluation

The teacher may assess the individual pupil’s counting ability by:

1. Asking them to orally count from a number that s/he states to another. E.g. count 1 to 4.
2. Sending them to go and fetch a given number of item for him/her
3. Asking them to count the number of a given item
   1. Touch your eyes, how many eyes do you have?
   2. Touch your ears, how many ears do you have?
   3. How many mouth do you have?
   4. Point at your legs, many legs do you have?
   5. How many shoes do you have?
   6. How many windows are in this class?

Recognition of the symbols of Numbers 1 – 4

After the counting exercises, the teacher reminds the pupils that each of the numbers has its own way that we write it. Thus, s/he explains that they are now going to learn how to we write 3 numbers – 0, 1 & 2.

Consequently, the teacher starts from zero and forth; explains that:

• Zero means nothing and is written as 0. The teacher shows the pupils number 0 model then writes it on the board and leads pupils to write on air or sand.
• One is a number which means ________ (in local dialect) and we write it as 1. The teacher shows the pupils number 1 model then writes it on the board and leads pupils to write on air or sand.
• Two is a number which means ________ (in local dialect) and we write it as 2. The teacher shows the pupils number 2 model then writes it on the board and leads pupils to write on air or sand.
• Three is a number which means ________ (in local dialect) and we write it as 3. The teacher shows the pupils number 3 model then writes it on the board and leads pupils to write on air or sand.
• Four is a number which means ________ (in local dialect) and we write it as 4. The teacher shows the pupils number 4 model then writes it on the board and leads pupils to write on air or sand.

 Succeeding the explanation, the teacher writes, displays or projects numbers 1 – 4, serially on the board/screen or uses the large number chart, then points at each number and asks the pupils to name the number – then in reverse, the teacher calls the name of a number then invites pupils to points at each.

The teacher may call the local names of numbers and asks pupils to mention the English equivalents.

Following this, the teacher uses the number chart of 1 – 5, and lead the counter once again – several times. S/he may invite pupils to come, point at the numbers and lead the counting.

Evaluation

The teacher evaluates the pupils’ ability to recognize the numbers through physical exercise thus:

S/he places different number of counters into the boxes. Then gives the boxes to the pupils with the number models or cardboard number cut-outs. Thereafter, the teacher directs the pupils to open up each of the boxes, count the number of items in the boxes and then pick the corresponding number model/cut-out and place on/inside the boxes with the counters.

The teacher moves round or collects the boxes, confirms the counters and the number model/cut-out that is in it.

EVALUATION 

The teacher assesses the pupils understanding of the lesson by giving them the following exercises.

Exercise 1: Oral counting  

The teacher asks the pupils (either individually or in small groups) to count numbers 1 – 5.

Go and bring ___ pieces of chalk

Clap 1, 2, 3, 4, 5

Raise 1, 2, 3, 4, 5 fingers

Exercise 2: Recognition of numbers 1 & 2   

• The teacher uses a number chart or a handwritten numbers 1 – 4; points at each number and ask individual pupil to name it – then the reverse.
• The teacher calls the local names of numbers and demands pupils to mention the English equivalents.
• The teacher gives the pupils the matching exercise contained in Activity Book. Point at/touch number
  • 2
  • 1
  • 0
  • 3
  • 4

Exercise 3: Numerical Values   

• Teacher collects some items (recommended is biscuit or sweet); divides the items into two groups – one being more than the other.
• The teacher asks pupils to count each group; thereafter, reminds the pupil the number of each group, then asks the pupils to pick either the smaller or greater.
• Then the teacher gives the corresponding exercise in the activity book.

1. Which is greater?
2. 2 and 1
3. 2 and 5
4. 5 and 3
5. 5 and 1
6. 4 and 5

• Count and circle the greater/lesser
• Fill in missing number
• Arrange from smallest to biggest (vice versa)

CONCLUSION 

The teacher concludes the lesson by recording pupils’ performance and if necessary, providing feedback to the parents for needed home assistance including suggesting/giving them the video clips for their children.

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