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Introduction to Lesson Note Nursery 1 Third Term Mathematics Week 5
I wrote this Lesson Note Nursery 1 Third Mathematics Week 5; based on the Nigerian National Early Childhood Education Curriculum. Particularly, I used the PrePrimary Teaching Schemes that the Education Resource Centre, Abuja developed. However, this scheme is the same as those of the other 36 statesâ€™ education resource development centre. Nonetheless, I only crosschecked this topic in that of Lagos, Kano and FCT only. Regardless, this lesson note is suitable for use in any Nigerian school that adopts the National Curriculum.
NOTE:Â Â I wrote and extensive on the latest 9Year Basic Education National Curriculum. If you havenâ€™t read that,Â click here to read it up. Also, if you need any scheme of work based on the latest 9Year Basic Education Curriculum,Â chat me up on WhatsApp for it.
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 note, 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 â€“ affective and psychomotor.
Click here to Learn how to set Lesson Objectives professionally
How to adapt Lesson Note Nursery 1 Third Term Mathematics Week 5
I wrote this lesson note Nursery 1 Third Mathematics Week 5; in outline of standard lesson plans. However, I advise teachers that want to use this notes for official purpose â€“ i.e. to create their lesson plans which they will submit to their supervisors â€“ to follow this guideline to writing standard lesson plan. To make it faster, click here to get my lesson plan template for N300 onlyÂ orÂ click here to chat with me on WhatsApp.
REMARK: If you find the terms lesson plan and lesson notes confusing,Â quickly read this article on their differences.
Lesson Note Nursery 1 Third Term Mathematics Week 5
OBJECTIVES
At the end of the lesson, the pupils should have attained the following:
 Cognitive:
 Count numbers 1 â€“ 35
 Identify numbers 1 â€“ 35
 Psychomotor:
 Trace numbers 7 & 8
 Affective
 Demonstrate/internalize the concept of numerical values of numbers 1 â€“ 35
Previous Knowledge
The pupils had in the previous terms learned the following:
 Meaning of number
 Patterns of writing numbers
 Combining patterns to form numbers 5 & 6
 Counting & identification of numbers 1 â€“ 35
Instructional Materials
 Concrete writing patterns or equivalent cardboard cutouts for vertical, horizontal, convex and concave
 Number models â€“ plastic, metallic or cardboard cutouts â€“ consisting of several 1â€™s through 9â€™s including 0â€™s
 Stand counters of 35 beads
 Several counters â€“ bottle covers, blocks, pebbles, etc. in bundles of 10. I recommend bottle covers in tens packed into an improvised container that can contain no more than 10 counters â€“ 3 (i.e. 30) for each pupil
 Chalk/Marker and black/white board
 Number charts of 1 â€“ 35
 Several (carton) boxes for each pupil
 Education Resource Centre. (2014). FCT Nursery Teaching Scheme. Abuja: Education Resource Centre (ERC)
 Kano Education Resource Department. (2016). PrePrimary Schemes of work. Kano: Kano Education Resource Department.
 Lagos State Ministry of Education. (2016). Early Childhood Care Education Scheme (Mathematics). Lagos: Lagos State Ministry of Education.
 Nigerian Educational Research and Development Council (NERDC). (2012). Mathematics Teachers’ Guide for the Revised 9Year 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 lesson, the teacher does the following:
 Writes the topic on the board

Orally asks the pupils questions based on the previous lesson
 What we say or write to tell people how many things we have is called ___
 Number
 Story
 We have _____ numbers/How many numbers do we have?
 5
 Many
 Every number has different name and how to write it
 Yes
 No
 What is nothing (in local dialect) in English?
 Zero
 One
 How do we write zero?
 0
 2
 One bundle of number is called ___________
 Ten
 Seven
 How do we write one bundle and nothing?
 10
 13
 Two bundles or two tens are called ____________
 Twenty
 Ten
Â
 25 is called ____________
 Fifteen
 Twentyfive
Â
 18 is called __________
 Eighteen
 Seventeen
 Two tens and 3 is called __________
 Twentythree
 Thirteen
 Which is more, 9 or 8?
 9
 8
 If I give 12 sweets to Musa and 17 to Eze, who has more sweets?
 Musa
 Eze
 If one bundle is called ten, then two bundles (twenty) is 2 tens
 Yes
 No
 What is 8 in local dialect (call the language e.g. Hausa)?
 Go and bring 3 pieces of chalk
 Count numbers 1 â€“ 25
 Write 3
 Write 4
 Everyone (a row or pupil at a time) come and pick 25 counters
Â Teacher tells the pupils the progress they have made and commends their effort
Â Revises the previous lesson
 A number is what tells us how many things we have
 There are many numbers because we can have many things
 Each of the many numbers has its special name and way it is written
 Teacher writes different numbers (one at a time) between 1and 30; then asks the pupils the name of each.
 Teacher displays chart of numbers 1 â€“ 30, names a number and require a pupil to come point at it on the chart
 One added to 9 makes a bundle. And a bundle is called ten
 Ten is written as 10. 11 is called eleven and it means one bundle and one.
 Two tens (bundles) is called twenty. Twenty is written as 20.
 Three tens (bundles) is called thirty. Thirty is written as 30.
 Teacher concludes introduction by telling the pupils that they shall learn how to write numbers 5 and 6. After this, s/he explains the objectives for the week and then proceeds as I describe below.
Recognizing Numbers 1 â€“ 35
Following the introduction, the teacher teaches the pupils how to count and identify numbers 1to 30. S/he first revises numbers 1 â€“ 30 as I discussed in the previous weekâ€™s lesson.
Numbers 26 â€“ 30
After explaining numbers 35, the teacher continues to numbers 31 â€“ 35 as follows:
Number 31
 The teacher directs each pupil to count 30 counters from the pack â€“ as in the last exercise under introduction â€“ question 20.
 Thereafter, the teacher confirms the number of counters with each pupil.
 The teacher gives each of the pupils four bundle packs and directs the pupils to arrange the counters in the packs. When done, they should have 3 filled packs.
 Therefore, the teacher asks the pupils how many counters they have. The pupils may say 3 bundles. In such case, the teacher asks further, what is another name for 3 bundles â€“ i.e. 3 tens or thirty.
 Following this, the teacher tells the pupils that if one already has 30 items â€“ s/he distributes one counter to the pupils; then we say the person now has 3 bundles (tens) and 1. Thereafter, the teacher explains that we write 3 bundles (tens) and 1 as 31 â€“ 3 and 1 close to each other. And we call it thirtyone. S/he pronounces thirtyone and makes the pupils to repeat after him/her â€“ several times.
Number 32
 After explaining number 31, the teacher asks the pupils how many counter have they now â€“ the pupils should say 31!
 Thence, the teacher teaches them that if one has 31 items and gets one more â€“ the teacher distributes one more counter to the pupils; then we say the person now has 3 bundles (tens) and 2. Thereafter, the teacher explains that we write 3tens and 2 as 32 â€“ 3 and 2 close to each other. And we call it thirtytwo. S/he pronounces thirtytwo and tells the pupils to repeat after him/her â€“ many times.
Number 33 â€“ 35
The teacher repeats the same steps for numbers 33 to 35.
Stage Evaluation Question
Before proceeding to the other part of the lesson, the teacher assesses the pupilsâ€™ understanding of the concept of numbers 1 â€“ 30. S/he does this by giving the pupils the following oral exercises:
 The teacher directs the pupils to pack the 5 counters into the fourth pack. Then s/he asks them if they had 4 bundles.
NOTE: Since the 4^{th} pack is not completely filled, then we do not say 4 bundles just yet. Instead, we say 3 tens and the number of counters that is left.
 Two tens are called ____________
 How do we write 3tens and 4? ___________
 How is 3tens and 4 called? _______________
 Emeka has 31 oranges. Inogwu has 28. Who has more? __________
 Emeka gave one of his oranges to Inogwu. How many has Emeka left? How many has Inogwu now?
 What is 35 in local dialect?
 What is twentyfive (teacher says in local dialect) in English Language?
 Which is greater/less?
 Circle the greater
 Play Shopping Game:
 Items â€“ box of model items in children store (that cost not more than N35), model wallet, and model mint in common denomination not more than 35 â€“ i.e. N5, N10 & N20
 One student acts as storekeeper, when others buy from the student. This will enable them to put the concept of number into practice.
Reminder: Questions 1 â€“ 8 are oral. You may reword the question into a form that will be easiest understood by the pupils â€“ you may translate to local dialect. But insist the pupils give answers in English except where you want otherwise. That being said, sometimes the pupils may know the answer in local dialect but not in English. You should apply leniency.
Revision
After the teacher had finished explaining the concept of the values of number thirtyfive, s/he revises the numbers 1 â€“ 35 all over again. The teacher focuses on helping the pupils to identify the numbers, their names and symbols (how each is written) as well as to understand the concept of the value of each.
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 35 counters. 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 â€“ 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 pupilâ€™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 the pupils watch, the teacher counts different number of counters for each pupil
 Then 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 â€“ 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 pupilâ€™s counting ability by:
 Asking them to orally count from a number that s/he states to another
 Sending them to go and fetch a given number of item for him/her
 Asking them to count the number of items in the class
Recognition of the symbols of Numbers 1 â€“ 35
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 each number â€“ 135.
Consequently, the teacher starts from zero and forth; explains that:
 Zero means nothing and is written as 0
 One is a number which means â€“ (in local dialect) and we write it as 1
 Two is a number which means â€“ (in local dialect) and we write it as 2
 —
 Ten (one bundle and nothing) is a number which means â€“ (in local dialect) and we write it as 10.
 Eleven (one bundle and 1) is a number which means â€“ (in local dialect) and we write 11
 – – –
 Twenty (2 tens and nothing) is a number which means â€“ (in local dialect) and we write it as 20
 Twentyone (2 ten and 1) is a number which means â€“ (in local dialect) and we write it as 21
 —
 Twentyfive (2 ten and 5) is a number which means â€“ (in local dialect) and we write it as 25
 —
 Thirty (3 tens and nothing) is a number which means ______ (in local dialect) and we write it as 30.
 Thirtyone (3 and 1) is a number which means _____ (in local dialect) and we write it as 31.
 —
 Thirtyfive (3 and 5) is a number which means ____ (in local dialect) and we write it as 35.
Succeeding the explanation, the teacher writes the numbers 1 â€“ 35, serially on the board or uses the large number chart, then points at each number and asks the pupils to name the number â€“ then in reverse, the teacher calls the name of a number then calls 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 â€“ 35, and lead the counting once again â€“ several times. S/he may invite pupils to come, point at the numbers and lead the counting.
Evaluation
The teacher evaluates the pupilsâ€™ 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 cutouts. 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/cutout and place on/inside the boxes with the counters.
The teacher moves round or collects the boxes, confirms the counters and the number model/cutout that is in it.
Tracing of Numbers 7 and 8
Succeeding the counting/recognition exercises, the teacher tells the pupils that they shall now continue to learn how to write two more numbers â€“ 7 and 8.
The teacher first revises concave (outside) curves as well as vertical and horizontal lines writing patterns. S/he may give the pupils a quick exercise to make the patterns.
REMARK: Take note of the pupils that have difficulty with the patterns. And endeavour to take any child back to the needed prerequisite skills for the writing exercise. DO NOT HOLD THE CHILDâ€™S HANDS â€“ it is outdated. With the right basic skills, most children of 3 to 3.5 years are able to form and write numbers on their own.
Following the writing pattern exercise above, the teacher proceeds with the tracing exercises thus:
Tracing number 7
The teacher identifies the patterns that form number 7:
Number 7 has two patterns â€“ a horizontal line and a slanting line.
NOTE: The teacher shows the pupils each concrete pattern as s/he identifies it.
Reminds the pupils how to make and join the patterns to form the number
After the teacher has identified and demonstrated the patterns, s/he explains that to form number seven, they first make a horizontal; then from the right end, a vertical.
NOTE: The teacher arranges the concrete patterns to form the number as s/he explains
 Thereafter, s/he makes the pupils to write the number in the air/on sand
 After many attempts, the teacher gives the pupils the tracing exercise on their workbook
 The teacher first supervises the pupils to trace the number individually before letting them do more on their own
Tracing number 8
The teacher identifies the patterns that forms the number:
Number eight has four equal curves:
Reminds the pupils how to make and join the patterns to form the number
After the teacher has identified and demonstrated the patterns, s/he explains that to form number six, first of all make three vertical dots â€“ separated by equal gaps. Then make each of the curves as I show below:
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 Thereafter, s/he makes the pupils to write the number in the air/on sand
 After many attempts, the teacher gives the pupils the tracing exercise on their workbook
 The teacher first supervises the pupils to trace the number individually before letting them do more on their own
NOTE: Most children are able to form 8 as a continuous curve. Others form 8 as two zeros, one above the other while some do it as a combination of letter S and the mirror version. However, I believe the style I gave above will appeal to majority of the children. Nonetheless, do not be strict on approach. You should be content with whichever approach a child adopts long as s/he is able to form the number well.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
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 30. S/he observes those that may have difficulty pronouncing or missing one or two numbers â€“ so as to help them and/or recommend assistance for their parents.
Exercise 2: Recognition of numbers 1 â€“ 30
 The teacher uses a number chart or a handwritten numbers 1 â€“ 30; points at each number and ask individual pupil to name it â€“ then the reverse and randomly.
 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 accompanying worksheet.
Exercise 3: Numerical Values
 Teacher collects some items (recommended is biscuit or sweet); divides the items into two groups â€“ 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 worksheet
 The teacher gives pupils simple ordering of numbers â€“ see worksheet
 Teacher gives pupils greater/less than exercises
 count and circle the greater/lesser
 Fill in missing number
Exercise 4: Tracing Exercise
 How many marks has number 7?
 Arrange these (concrete) marks to form number seven
 How many marks has number 8?
 Arrange these marks to form number eight
 Trace the following numbers
CONCLUSION
The teacher concludes the lesson on Lesson Note Nursery 1 Third Term Mathematics Week 5; by recording pupilsâ€™ performance and if necessary, providing feedback to the parents for needed home assistance.
Feedback format:
 Starts from childâ€™s strength â€“ attentiveness in class, willingness to learn, happiness to participate in activities, participation in class discussion, numbers s/he has mastered â€“ counting, recognition, value, writing, etc.
 Express optimism in childâ€™s ability to improve in all areas
 Weak areas â€“ numbers the child finds difficult to count, recall, recognize, conceptualize or write
 State possible reasons for weakness and assures that the occurrence is natural
Suggest how the parents can help[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]
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