## Introduction to Lesson Note Nursery One Third Term Mathematics Week 8

I wrote this Lesson Note Nursery 1 Third Term Mathematics Week 8; based on the Nigerian National Early Childhood Education Curriculum. Particularly, I used the Pre-Primary Teaching Schemes that the Education Resource Centre, Abuja developed. As a result, this lesson note is suitable for use in any Nigerian school that adopts the National Curriculum. **NOTE:** *I wrote an extensive article 0on the latest 9-Year Basic Education National Curriculum. If you haven’t read that, click here to read it up. Also, click here to check our official schemes of work based on the latest 9-Year Basic Education 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 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 – affective and psychomotor.

##### Click here to Learn how to set Lesson Objectives professionally

### How to develop Lesson Plan from Lesson Note Nursery 1 Third Term Mathematics Week 8

I wrote this lesson note Nursery 1 Third Term Mathematics Week 8; in outline of standard lesson plans. However, I advise teachers that want to use this notes for official purpose – i.e. to create their lesson plans which they will submit to their supervisors – to follow this guideline to writing standard lesson plan. To make it faster, click here to get my lesson plan template for N300 only. Or click here to get it from paystack.

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

### To Children 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 One Third Term Mathematics Week 8

Class: Nursery One

Term: Third

Week: 8

Subject: Mathematics/Number Work

Topic: Counting numbers 1 – 45

Copying numbers 9 & 10

Recognition of numbers 1 – 45

### OBJECTIVES

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

**Cognitive:**- Count numbers 1 – 45
- Identify numbers 1 – 45

**Psychomotor:**- Copy numbers 9 & 10

**Affective**- Demonstrate/internalize the concept of numerical values of numbers 1 – 45

### PREVIOUS KNOWLEDGE

The pupils had in the previous terms learned the following:

- Meaning of number
- Patterns of writing numbers
- Tracing numbers 9 & 10
- Counting & identification of numbers 1 – 45

### INSTRUCTIONAL MATERIALS

- Concrete writing patterns or equivalent cardboard cut-outs for vertical, horizontal, convex and concave
- Number models – plastic, metallic or cardboard cut-outs – consisting of several 1’s through 9’s including 0’s
- Stand counters of 45 beads
- Several counters – 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 – 4 and a half (i.e. 45) for each pupil
- Chalk/Marker and black/white board
- Number charts of 1 – 45
- Several (carton) boxes for each pupil
- Education Resource Centre. (2014). FCT Nursery Teaching Scheme. Abuja: Education Resource Centre.
- Kano Education Resource Department. (2016). Pre-Primary 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 9-Year Basic Education Curriculum (BEC). Yaba, Lagos: Nigerian Educational Research and Development Council (NERDC).

### PRESENTATION

#### Step 1: Introduction

To introduce the lesson, the teacher does the following:

- Writes the topic on the board

##### Ø 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

** **

**25**is called ____________

- Fifteen
- Twenty-five

** **

**18**is called __________

- Eighteen
- Seventeen

- Two tens and 3 is called __________

- Twenty-three
- 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 – 25
- Write 3
- Write 4
- Everyone (a row or pupil at a time) come and pick 30 counters

##### Ø Teacher tells the pupils the progress they have made and commends their effort

##### Ø 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 40; then asks the pupils the name of each.
- Teacher displays chart of numbers 1 – 40, 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.
- Four tens (bundles) is called forty. Forty is written as 40.
- Teacher concludes introduction by telling the pupils that they shall learn how to write numbers 9 and 10. After this, s/he explains the objectives for the week and then proceeds as I describe below.

#### Step 2: Recognizing Numbers 1 – 45

Following the introduction, the teacher teaches the pupils how to count and identify numbers 1to 45. S/he first revises numbers 1 – 40 as I discussed in the previous week’s lesson.

##### Numbers 41 – 45

After explaining numbers 40, the teacher continues to numbers 41 – 45 as follows:

###### Number 41

- The teacher directs each pupil to count 40 counters from the pack – as in the last exercise under introduction – question 20.
- Thereafter, the teacher confirms the number of counters with each pupil.
- The teacher gives each of the pupils five bundle packs and directs the pupils to arrange the counters in the packs. When done, they should have 4 completely filled packs.
- Therefore, the teacher asks the pupils how many counters they have. The pupils may say 4 bundles. In such case, the teacher asks further, what is another name for 4 bundles– i.e. 4 tens or forty.
- Following this, the teacher tells the pupils that if one already has 40 items and gets one more – s/he distributes one counter each to the pupils; then we say the person now has 4 bundles (tens) and 1. Thereafter, the teacher explains that we write 4 bundles (tens) and 1 as 41 – 4 and 1 close to each other. And we call it
. S/he pronounces forty-one and makes the pupils to repeat after him/her – several times.__forty-one__

###### Number 42

- After explaining number 41, the teacher asks the pupils how many counter have they now – the pupils should say 41!
- Thence, the teacher teaches them that if one has 41 items and gets one more – the teacher distributes one more counter to each of the pupils; then we say the person now has 4 bundles (tens) and 2. Thereafter, the teacher explains that we write 4tens and 2 as 42 – 4 and 2 close to each other. And we call it
. S/he pronounces forty-two and tells the pupils to repeat after him/her – many times.__forty-two__

###### Number 43 to 45

The teacher repeats the same steps for numbers 43 to 45.

##### Stage Evaluation Question

Before proceeding to the other part of the lesson, the teacher assesses the pupils’ understanding of the concept of numbers 1 – 45. S/he does this by giving the pupils the following oral exercises:

- The teacher asks the pupils how many counters they have altogether.
- Two tens are called ____________
- 40 is called _________
- 43 is called ___________
- How do we write 2tens and 4? ___________
- How is 3tens and 4 called? _______________
- Franca has 41 oranges. Judith has 31. Who has more? __________
- Franca gave one of his oranges to Judith. How many has Franca left? How many has Judith now?
- What is 42 in local dialect?
- What is forty-four (teacher says in local dialect) in English Language?
- 4 tens and nothing is called __________
- Which is greater/less?
- Circle the greater
- Teacher asks the pupils to look under their shoes and see their shoe sizes. Then then compare with other pupils.
- Play Shopping Game:
- Items – box of model items in children store (that cost not more than N45), model wallet, and model mint in common denomination not more than 45 – 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:** For oral questions, you may reword the question into a form that will be easiest understood by the pupils – 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 thirty-five, s/he revises the numbers 1 – 45 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.

#### Step 3: 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 45 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 – 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 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 – 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:

- 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
- Pick a currency note (one of N5, N10 and N20), and ask the pupils how much is it.
- Combine N5 and N10 and ask the pupils how much is the two notes together
- Get a voluminous book, open to certain page; ask the pupils what page is that?
- Look out for numbers in everyday life and ask what number there are – clock, shoe size, etc.

#### Step 4: Recognition of the symbols of Numbers 1 – 45

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 – 1-45.

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

- Zero means nothing and is written as 0
- One is a number which means – (in local dialect) and we write it as 1
- Two is a number which means – (in local dialect) and we write it as 2
- —
- Ten (one bundle and nothing) is a number which means – (in local dialect) and we write it as 10.
- Eleven (one bundle and 1) is a number which means – (in local dialect) and we write 11
- – – –
- Twenty (2 tens and nothing) is a number which means – (in local dialect) and we write it as 20
- Twenty-one (2 ten and 1) is a number which means – (in local dialect) and we write it as 21
- —
- Twenty-five (2 ten and 5) is a number which means – (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.
- Thirty-one (3 and 1) is a number which means _____ (in local dialect) and we write it as 31.
- —
- Thirty-five (3 and 5) is a number which means ____ (in local dialect) and we write it as 35.
- —
- Forty (4 tens and nothing) is a number which means _____ (in local dialect) and we write it as 40.
- Forty-one (4 and 1) is a number which means _______ (in local dialect) and we write it as 41.
- —
- Forty-five (4 and 5) is a number which means _________ (in local dialect) and we write it as 25.

NOTE: The teacher uses the concrete number models, charts and white/black board to demonstrate each number.

Succeeding the explanation, the teacher writes the numbers 1 – 45, serially on the board 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 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 – 45, and lead the counting 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.

#### Step 5: Copying Numbers 9 and 10

Succeeding the counting/recognition exercises, the teacher tells the pupils that they shall now continue to learn how to write two more numbers – 9 and 10.

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 CHILD’S HANDS – 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:

##### Copying number 9

- The teacher identifies the patterns that forms number 9:

Number 9 has two patterns – a curve and a vertical line.

NOTE: The teacher shows the pupils each concrete pattern as s/he identifies it. Also, the nine could be two curves but the one above will be far easier for the pupils to form.

- 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 nine, they first make the curve; then the 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
- Then the teacher makes three points at each of the joints/vertexes of the number and asks the pupils to join them with appropriate pattern
- Succeeding this exercising, the teacher gives the pupils their 2D copying exercise on number 5.

##### Copying Number 10

- The teacher identifies the patterns that forms the number:

Number ten is two different numbers written close to each other. One is a single vertical line and zero is a closed curve. Zero could also be two curves. 0

NOTE: most children are able to form zero as continuous curve. However, forming it as two curves produces better zero for beginners. You should start with the continuous curve. If you find any child finding it difficult, then you may introduce the child to the two 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 ten, first of all make the vertical line, give just a little space and then the zero as I show below:

- 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
- Then the teacher makes points at each of the vertexes of the number and asks the pupils to join them with appropriate pattern
- Succeeding this exercising, the teacher gives the pupils their 2D copying exercise on number 5.

### 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 -45. S/he observes those that may have difficulty pronouncing or missing one or two numbers – so as to help them and/or recommend assistance for their parents.

#### Exercise 2: Recognition of numbers 1 – 45

- The teacher uses a number chart or a handwritten numbers 1 – 45; points at each number and ask individual pupil to name it – then the reverse and randomly.
- The teacher calls the local names of numbers and demands pupils to mention the English equivalents.
- S/he gives the pupils the matching exercise contained in accompanying worksheet.
- Ask the pupils the names of numbers on common surfaces – book pages, clock, currency note, etc.

#### 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 worksheet
- The teacher gives pupils simple ordering of numbers – see worksheet
- Teacher gives pupils greater/less than exercises

- count and circle the greater/lesser
- Fill in missing number

#### Exercise 4: Copying Exercise

- The teacher gives the pupils reasonable tracing exercise for number 9, 1 and zero before 10

### CONCLUSION

The teacher concludes the lesson by recording pupils’ performance and if necessary, providing feedback to the parents for needed home assistance.

#### Feedback format:

- Starts from child’s strength – attentiveness in class, willingness to learn, happiness to participate in activities, participation in class discussion, numbers s/he has mastered – counting, recognition, value, writing, etc.
- Express optimism in child’s ability to improve in all areas
- Weak areas – numbers the child finds difficult to count, recall, recognize, conceptualize or write
- State possible reasons for weakness or assure that the occurrence is natural
- Suggest how the parents can help

[qsm quiz=3]