Lesson Note Nursery One Third Term Mathematics Week 9

Introduction to Lesson Note Nursery One Third Term Mathematics Week 9

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 CurriculumNOTE:  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 9

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 9

OBJECTIVES

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

  • Cognitive:

    • Count numbers 1 – 45
    • Identify numbers 1 – 45
    • Identify triangle, rectangle, square and circle
  • Psychomotor:

    • Tracing numbers 1 – 10
    • Arrange the shapes to build a house
  • Affective

    • Demonstrate/internalize the concept of numerical values of numbers 1 – 45
    • Demonstrate orderliness

Previous Knowledge

The pupils had in the previous terms learned the following:

  1. Meaning of number
  2. Patterns of writing numbers
  3. Tracing numbers 9 & 10
  4. Counting & identification of numbers 1 – 45

Instructional Materials

  1. Triangle, rectangle, square and circle model
  2. Water gum
  3. Concrete writing patterns or equivalent cardboard cut-outs for vertical, horizontal, convex and concave
  4. Number models – plastic, metallic or cardboard cut-outs – consisting of several 1’s through 9’s including 0’s
  5. Stand counters of 45 beads
  6. 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
  7. Chalk/Marker and black/white board
  8. Number charts of 1 – 45
  9. Several (carton) boxes for each pupil
  10. Education Resource Centre. (2014). FCT Nursery Teaching Scheme. Abuja: Education Resource Centre.
  11. Kano Education Resource Department. (2016). Pre-Primary Schemes of work. Kano: Kano Education Resource Department (KERD).
  12. Lagos State Ministry of Education. (2016). Early Childhood Care Education Scheme (Mathematics). Lagos: Lagos State Ministry of Education.
  13. 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:

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
  1. What we say or write to tell people how many things we have is called ___

 

  1. Number
  2. Story

 

  1. We have _____ numbers/How many numbers do we have?

 

  1. 5
  2. Many

 

  1. Every number has different name and how to write it

 

  1. Yes
  2. No

 

  1. What is nothing (in local dialect) in English?

 

  1. Zero
  2. One

 

  1. How do we write zero?

 

  1. 0
  2. 2

 

  1. One bundle of number is called ___________

 

  1. Ten
  2. Seven

 

  1. How do we write one bundle and nothing?

 

  1. 10
  2. 13

 

  1. Two bundles or two tens are called ____________

 

  1. Twenty
  2. Ten

 

  1. 25 is called ____________

 

  1. Fifteen
  2. Twenty-five

 

  1. 18 is called __________

 

  1. Eighteen
  2. Seventeen

 

  1. Two tens and 3 is called __________

 

  1. Twenty-three
  2. Thirteen

 

  1. Which is more, 9 or 8?

 

  1. 9
  2. 8

 

  1. If I give 12 sweets to Musa and 17 to Eze, who has more sweets?

 

  1. Musa
  2. Eze

 

  1. If one bundle is called ten, then two bundles (twenty) is 2 tens

 

  1. Yes
  2. No

 

  1. What is 8 in local dialect (call the language e.g. Hausa)?
  2. Go and bring 3 pieces of chalk
  3. Count numbers 1 – 25
  4. Write 8
  5. Write 9
  6. Everyone (a row or pupil at a time) come and pick 30 counters
Ø  Teacher shows the pupils a house model – made of the shapes to be learned; then asks the pupils what model it is. After identifying it, s/he tells them a story that portrays a need for building a house. Hence, the teacher relates the story to the house by telling the pupils that the model is how the house looked like. And also that they are going to build a house to meet the need.
Ø  The teacher explains that before they proceed however, they have to revise what they learned in the previous lesson and also a few new things. Hence, s/he revises the previous lesson
  1. A number is what tells us how many things we have
  2. There are many numbers because we can have many things
  3. Each of the many numbers has its special name and way it is written
  4. Teacher writes different numbers (one at a time) between 1and 45; then asks the pupils the name of each.
  5. Teacher displays chart of numbers 1 – 45, names a number and require a pupil to come point at it on the chart
  6. One added to 9 makes a bundle. And a bundle is called ten
  7. Ten is written as 10. 11 is called eleven and it means one bundle and one.
  8. Two tens (bundles) is called twenty. Twenty is written as 20.
  9. Three tens (bundles) is called thirty. Thirty is written as 30.
  10. Four tens (bundles) is called forty. Forty is written as 40.
  11. Teacher concludes introduction by telling the pupils that they shall practice more of 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: Revising Numbers 1 – 45

Following the introduction, the teacher revises the concept, values and symbols of numbers 1 – 45 as I discussed in the previous lessons.

Step 3: Counting Exercise

Succeeding the revision above, the teacher leads the pupils to repeat the counting exercises.

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.

NOTE: The teacher may make the counting into rhymes to aid memorization. S/he may begin that with common counting rhymes such as one, two, buckle my shoes, one two three four five, once I caught a fish alive, etc.

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
  2. Sending them to go and fetch a given number of item for him/her
  3. Asking them to count the number of items in the class
  4. Pick a currency note (one of N5, N10 and N20), and ask the pupils how much is it.
  5. Combine N5 and N10 and ask the pupils how much is the two notes together
  6. Get a voluminous book, open to certain page; ask the pupils what page is that?
  7. Look out for numbers in everyday life and ask what number there are – clock, shoe size, etc.

Step 4: Identification of shapes

Subsequent to the counting exercise, the teacher teaches the pupils to identify the shapes for the week. S/he displays the house model once more – the model should be made of the shapes in such manner that each shape has different colour from every other.

Upon displaying the model, the teacher asks the pupils what was used to build the house – probably cardboard paper, plastic or similarly and suitable material. After, identifying the material; the teacher makes the pupils how many pieces of the material was used – this, s/he invites the pupils to come up and count the parts (pieces of material) of the model.

Lesson Note Nursery One Third Term Mathematics Week 9 img 1

After counting the parts of the model, the teacher asks the pupils which of the parts look alike. The pupils may identify the like either by colour or shape. Whichever, it is the same and acceptable: 6 & 4 are alike while 5 and 1 are also alike.

Succeeding this grouping, the teacher asks how the pupils identified the parts that are the same – what makes them realize that the parts are the same? They should say colour or shape – how the parts look or something in the manner. Once this happens, the teacher appreciates the pupil(s) and then explains the meaning of shape as in the following:

What is shape?

The teacher explains shape means how something looks like when the out lines are joined. To further demonstrate the meaning of shape, the teacher takes a rectangular object, places it on the board and draw the outline – the line round it. Thereafter, s/he tells the pupils – pointing to the outline on the board – that the look of that outline is called shape.

Types of shapes

After explaining the meaning of shape, the teacher explains further that there are many types of shapes – that means, different things can look in different ways when their out lines are joined. S/he continues that the different kinds of shape have different names. Hence, the teacher tells the pupils that the name of the shape on the board – outline of the rectangular object – is called rectangle.

Succeeding this, the teacher identifies the other kinds of shapes in steps thus:

Rectangle
  1. Pick a perfect rectangular object
  2. Place it on the board
  3. Trace the outline
  4. Tell the pupils that the shape – outline – is called rectangle
  5. Pronounce rectangle many times and let the pupils pronounce after you each time
  6. Tell the pupils that a rectangle has 2 long sides and 2 short sides
Square
  1. Pick a perfect square object
  2. Place it on the board
  3. Trace the outline
  4. Tell the pupils that the shape – outline – is called square.
  5. Pronounce square many times and let the pupils pronounce after you each time
  6. Tell the pupils that a square has 4 equal sides
Differentiate between Rectangle and Square
  1. While both rectangle and square are on the board, the teacher asks the pupils if both are the same
  2. S/he clarifies that the two shapes are not the same
  3. Therefore, the teacher asks the pupils what make the two shapes different
  4. After taking enough attempts – of which there may be correct answer, s/he tells the pupils the differences between rectangle and square:
    1. The two shapes are alike because both have 4 sides
    2. However, the shapes are different because while, all the 4 sides of a square are equal; those of rectangle are not.
    3. Square has 4 equals sides
    4. Rectangle has 2 long sides and 2 short sides
Triangle
  1. Pick a triangular object
  2. Place it on the board
  3. Trace the outline of the object
  4. Tell the pupils that the shape – outline – is called
  5. Pronounce triangle many times and let the pupils repeat after you each time
  6. Tell the pupils that a triangle has 3 sides
Circle
  1. Pick a circular object
  2. Place it on the board
  3. Trace the outline of the object
  4. Tell the pupils that the shape – outline – is called circle.
  5. Pronounce circle many times and let the pupils repeat after you each time
  6. Tell them that a circle is one closed curve and that it has no corners

After teaching the pupils all of the shapes, s/he may make it into rhymes which s/he sings with the pupils.

Step 5: Recognizing and Counting Shapes

After identifying the types of shapes, the teacher teaches the pupils to identify and count the number of shapes.

First, s/he refer to the house model; picks one of the shapes – i.e. part of the model – and asks the pupils to identify the shape by calling the name. Thereafter, the teacher asks the pupils how many of each shape is in the model.

Shapes in common objects

Subsequent to the pupils’ identifying and counting the shapes that make up the model, the teacher shows them everyday objects that have the shapes discussed; then s/he asks the pupils to identify the shapes and count how many of them are there. Examples of such things include door, books, windows, white/black board, desk, tin and cans, candy cubes, the classroom, etc.

Building Exercise

Succeeding the counting of the parts of the models, the teacher gives the pupils a pack of the shape models then directs the pupils to count each of the shapes that is present in the mix.

Following this, the teacher re-displays the house model. Thence, s/he explains that when we arrange things, they become beautiful. referencing the house model, the teacher explains that the model is beautiful and become useful only because the shapes are well arranged. The teacher continues that therefore; the pupils should learn to arrange things that are useful to them. The teacher stresses this and then leads the pupils to create the house model.

Steps to build the house model
  1. Count the number of shapes that is in the model
  2. Pick the shapes from the pack
  3. Arrange the shapes as in the model
  4. Gum the arrangement

After demonstrating the steps to build the house, the teacher directs and guide the pupils to do the same. The teacher ensures that the activity is interactive.

Stage Evaluation

Before proceeding to the rest part of the lesson, the teacher assesses the pupils’ understanding of the concept of shapes. S/he does this by asking/giving them the following questions/exercises:

  1. Teacher draws or shows the pupils each of the shapes and asks them the name of the shapes – one at a time.
  2. S/he shows the pupils common objects with the shapes that was discussed and demands the pupils to identify the shapes
  3. Mix up many of the shape models and ask the pupils to pick and count all of a named shape
  4. Show the car model below and ask the pupils to identify the shapes
  5. S/he may give them to build
  6. Give them the exercises in the accompanying worksheet
    1. count shape and circle exercise
    2. shape matching exercise
    3. Which shape has 3 sides?
    4. Which shape has 2 short sides and 2 long sides?
    5. What is the name of the shape that has 4 equal sides?
    6. Mention the shape that has no corner

Step 6: Revise 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 7: Tracing Numbers 1 – 10

Succeeding the counting/recognition exercises, the teacher tells the pupils that they shall now revise how to write numbers 1 – 10.

The teacher first revises the 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.

For each number:

  1. Identify the patterns that forms the number
  2. Reminds the pupils the steps to form and join the patterns to form the number
  3. Make the pupils write the number on air/in sand
  4. After many attempts, the teacher gives the pupils the tracing exercise on their workbook
    1. Join the dots to form the number
    2. Trace the outline of the numbers
  5. EVALUATION of pupils’ understanding of Lesson Note Nursery One Third Term Mathematics Week 9

    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.

  6. Exercise 2: Shape Recognition and Counting

    1. Teacher draws or shows the pupils each of the shapes and asks them the name of the shapes – one at a time.
    2. S/he shows the pupils common objects with the shapes that was discussed and demands the pupils to identify the shapes
    3. Mix up many of the shape models and ask the pupils to pick and count all of a named shape
    4. Show the car model below and ask the pupils to identify the shapes
    5. S/he may give them to build
    6. Give them the exercises in the accompanying worksheet
      1. count shape and circle exercise
      2. shape matching exercise
      3. Which shape has 3 sides?
      4. Which shape has 2 short sides and 2 long sides?
      5. What is the name of the shape that has 4 equal sides?
      6. Mention the shape that has no corner
  7. Exercise 3: 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 4: 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
    1. count and circle the greater/lesser
      • Fill in missing number

    Exercise 5: Tracing Exercise

    1. The teacher gives the pupils reasonable tracing exercise for number for numbers 1 – 10

    CONCLUSION

    The teacher concludes the Lesson Note Nursery One Third Term Mathematics Week 9 by recording pupils’ performance and if necessary, providing feedback to the parents for needed home assistance.

    Feedback format:

    1. 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.
    2. Express optimism in child’s ability to improve in all areas
    3. Weak areas – numbers the child finds difficult to count, recall, recognize, conceptualize or write
    4. State possible reasons for weakness or assure that the occurrence is natural
    5. Suggest how the parents can help