Category: First Term

Introduction to Lesson Note – First Term Kindergarten Social Habit Week 1

I wrote this Lesson Note – First Term Kindergarten Social Habit Week 1 based on the Nigerian National Early Childhood Education Curriculum. Particularly, I used the unified Scheme of Work on Social Habit for Kindergarten class. The Unified Scheme of Work on Social Habit for Kindergarten is part of our collection of official Pre-Primary Teaching Schemes for Nigerian Schools.

All of our Schemes of Work are from official sources and are suitable for use in the 36 states. Click here to view and download Complete Schemes of Work for all classes and subjects for Pre-Nursery; Nurseries; Kindergarten; Primary; JSS and SSS. Alternatively, click here to chat with us directly. Or, click here to download the schemes from our store on paystack.

On Lesson Note – First Term Kindergarten Social Habit Week 1

We are at a point in History when violation of the rights of every child is on the increase. Parents and concerned members of the society are always afraid of the many dangers that threaten children on a daily basis. Invariably, the best and first security against these threats, is to arm every child with appropriate knowledge. And what better time to initiate this process than the time just before formal schooling begins?

According to the official definition in Nigeria, Kindergarten is the switchover class from preschool to basic education. Hence, the educational research and development arm of the ministries of education in its professional judgement; placed the topic in this lesson note to prepare ahead.

Consequently, schools and teachers must spare no effort in ensuring that pupils fully attain the objectives of this topic. Similarly, the objectives of this topic are some key foundations parents should look out for before sending their preschoolers to primary school.

We wrote this lesson note to make it easy for both school teachers and parents to easily help their Kindergarten children achieve the objectives.

Lesson Note – First Term Kindergarten Social Habit Week 1

OBJECTIVES

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

Cognitive

• Define child rights
• Mention at 10 rights of a child
• Mention the rights they enjoy and those they are denied

Affective

• Demonstrates observance of applicable rights when working with younger children

Psychomotor

• Colour/paint sketched copies depicting child rights

PRESENTATION

The teacher presents the lesson in order of steps as follows:

Step 1 – Introduction

To introduce the lesson, the teacher paints a scenario and asks a question that depict the meaning of “human” right – preferably through story:

First Scenario: to introduce human right to children

Once upon a time, there are two children. The name of the first is Nnamdi. He is 5 years old. The name of the second child is Damilola. She is 3 years old. Their parents are Mr. & Mrs. Abubakar. The children attend Children’s Day School.

One day, their parents dropped them off at the school entrance. But since Damilola was still toddling, she couldn’t cross the door threshold.

Discussion: What do you think Nnamdi did when he saw that Damilola is unable to cross the door threshold?

Indeed, he helped Damilola to cross without been told!

DISCUSSION: Why did Nnamdi helped Damilola without been told to do so?

Yes, because she is a “child”.

Second Scenario: to introduce human right to children

Once upon a time, there are two children. The name of the first is Nnamdi. He is 5 years old. The name of the second child is Damilola. She is 3 years old. Their parents are Mr. & Mrs. Abubakar. The children attend Children’s Day School. At school, Nnamdi has a friend. The name of Nnamdi’s friend is Gbedeojo. Gbedeojo is also 5 years old.

One day at school, during the first break, Damilola and Gbedeojo ate all their food. But Nnamdi kept a little part of his food until lunch time. When it was lunch, all the children were hungry. But only Nnamdi had a little part of his food left. The little part will not be enough for neither Nnamdi alone, Nnamdi and Damilola his sister nor the three of them. The food will only be enough for Damilola because she was younger. Damilola is already crying of hunger. And she won’t stop crying until she eats to the fill.

Discussion: What do you think Nnamdi did?

No, Nnamdi did not eat all the remaining part of his food alone. Instead, he took a few bites and gave the larger remaining part to Damilola. Damilola ate and was satisfied.

DISCUSSION: Why did Nnamdi not eat the remaining part of his food alone nor give it to his but to Damilola, after all she ate all of hers alone?

Yes, because Damilola is a child.

NOTES:

Teacher should replace emphasized words (names) with those from the locality that the pupils can relate with. In addition, teacher should tell the story in a manner the pupils will understand – use local dialect, and emphasize if necessary. Particularly, sketch or source for pictorial illustrations which to show the pupils as you tell the story. This aids faster comprehension.

Concluding Introduction

Following the discussion that will ensue either of the narrations above, the teacher reiterates that Damilola enjoyed the benefits accorded her because she was a child. Further, the teacher explains that human beings instinctively knows that a child is deserve to enjoy some things – not for any reason but because s/he is a child.

Following these, teacher tells the pupils that they shall learn about the things that every child – like and including them – deserve to enjoy.

Step 2 – Meaning of Child Rights

Child Rights are the good way of living that every child is deserve to enjoy in order for them to be happy and develop well into responsible adults.

Teacher explains this definition thoroughly with the help of charts.

Good way of living

This includes what a child eats (nourishment), the environment of a child, what a child does, what a child is taught, how a child is treated, etc. The teacher displays contrasting pictures of each of these – one idea, and the other below desirable standard of living.

Every child

The teacher explains that child right is not only for some children from a particular country, race, tribe or social class. Instead, child right applies to all children all over the world. Children are people that are not up to eighteen (18) years of age – teacher stresses this.

Reason for Child Rights

Finally, the teacher explains the benefit of child rights and what will happen when there are not child rights.

1.       To be happy

Observing child rights makes all children happy (image or video of happy children). And when there are no child rights, children are sad (image or video of sad children) – doesn’t mean that every time a child is sad, there is absence of child rights though☺.

2.       Develop well

Teacher explains that develop means to grow. So, to develop well means to grow well – physically (body) and psychologically (the way they think, understand, feel and behave). Use appropriate images or videos of children to demonstrate proper and improper development.

3.        Become Responsible adults

Teacher explains that children that enjoy child rights grow up to become responsible adults. Adults are people that are eighteen years and above. Responsible is to do the good things that are expected of someone – teacher stresses meaning of adults and responsible. Thereafter, s/he emphasizes thoroughly that children who enjoy child rights grow up to become responsible adults otherwise, irresponsible – use appropriate images or videos to demonstrate responsible and irresponsible adults.

Stage Evaluation Questions

After explaining the meaning of child rights as I have written above, the teacher assesses the pupils’ understanding before proceeding to the remaining part of the lesson.

1. The good way of living that every child deserves to enjoy is called ____________
   1. Right child
   2. Child rights
2. A child is someone that is not up to _________________ years
   1. 14
   2. 18
3. Child rights are for all the children in ____________
   1. Nigeria
   2. The whole world
4. Doing the good things that is expected of someone is called ______________
   1. Responsible
   2. Adult
5. Someone that is 16 years is a _____________
   1. Child
   2. Adult
6. Someone that is 19 years is a ___________
   1. Child
   2. Adult
7. Mention three things that will happen if there is no child rights

Step 3 – List of Child Rights

After the teacher ascertains that the pupils understood the meaning of child rights, s/he leads them to list out the child rights. The teacher uses appropriate charts to explain each thoroughly:

The rights of every child in Nigeria are:

1.       Right to Good birth

It is the responsibility of the parents to make sure they can provide a safe environment for their unborn child. This includes proper medical attention and care from conception, birth, and throughout childhood years in a new-born services unit or paediatric centre.

2.       Right to identity

3. Right to family life
4. Right to private life
5. Right to protection from harm
6. Right to good food and health
7. Right to free quality education
8. Right to government responsibility
9. Right to freedom of thought & religion
10. Right to freedom from discrimination
11. Right to freedom of movement
12. Right to freedom of association
13. Right to leisure and cultural activities
14. Right to dignity of the child
15. Right to freedom from contracts

After mentioning each, the teacher explains what it means thoroughly with examples of common social experiences – refer to the Nigerian Child’s Right Act 2003 (in bibliography for explanation). S/he does this with the aid of charts, pictures and videos (where possible).

Special Notes

While explaining, teacher should communicate desirable social skills that is expected of the pupils towards each other and younger children. For example, when explaining rights to identity; charge pupils not to bully other children by labelling them with undesirable name. Also, discourage hitting other children as a way to observe the right to dignity of the child.

Others include caring for younger children as a way to observe right to protection from harm. And tolerance as a way to observe right to freedom from discrimination.

Similarly, for schools that observes it; this is also a great time to introduce activities such as Food Bank Drive for the World Children’s Day celebration – being on 20^th November.

Stage Evaluation Questions

Before the teacher proceeds to the last part of the lesson, s/he assesses the pupils’ understanding of the rights of a child. S/he does this by giving them the following exercises:

Exercise 1 – Painting/Colouring Sketches of Child Rights

The teacher makes outlines/sketches of pictures depicting each of the rights of a child just as the sample below. Then, s/he leads the pupils to identify the right that the sketch represents. Afterwards, s/he leads the pupils to paint/colour the sketch.

Exercise 2 – Oral /Written Test on Child Rights

The teacher prepares and asks the pupils questions towards identifying child rights within daily social circles – questions to be included when updating this note.

Exercise 3 – Observing Interaction Between Children

Finally, the teacher pays attention to how the pupils interact with one another and younger children for hints of improvement – and to encourage areas of development where necessary.

Step 4 – The Nigerian Child’s Act (Law)

In the final part of the lesson, the teacher explains to the pupils that Nigeria made Child Rights into law in 2003 – as such, the law is called The Child Right Acts 2003. S/he explains further, this means that any states that sign the law; then people in that state can be arrested and punished if they violate any of the Child Rights.

The teacher goes further and reveals that only eleven states are yet to sign the Child Right Act. These states are Bauchi, Yobe, Kano, Sokoto, Adamawa, Borno, Zamfara, Gombe, Katsina, Kebbi, and Jigawa.

SUMMARY

Before the summative assessment, the teacher summarizes the lesson into a concise note. Then, s/he writes it for the pupils to copy into their exercise books.

Child’s Right

Meaning

Child Rights are the good way of living that every child is deserve to enjoy in order for them to be happy and develop well into responsible adults.

Children are people that are not up to eighteen (18) years of age.

Reasons for Child’s Right

1. To be happy
2. To develop well
3. To become responsible adults

The Rights of a Child

The rights of a child are:

1. Right to good birth
2. Right to identity
3. Right to family life
4. Right to private life
5. Right to protection from harm
6. Right to good food and health
7. Right to free quality education
8. Right to government responsibility
9. Right to freedom of thought & religion
10. Right to freedom from discrimination
11. Right to freedom of movement
12. Right to freedom of association
13. Right to leisure and cultural activities
14. Right to dignity of the child
15. Right to freedom from contracts

Nigeria made the child’s rights into law in 2003. And this law is called the Child’s Rights Act 2003.

EVALUATION

Prior to concluding the lesson, the teacher assesses the pupils’ understanding of the lesson. S/he does this by giving them appropriate exercises based on the content.

CONCLUSION

The teacher concludes Lesson Note – First Term Kindergarten Social Habit Week 1 – by marking the pupils’ exercises. Then, s/he records the marks and provides appropriate feedbacks.

S/he may also lead the class to concentrate more on preparing for the World Children’s Day in November.

Please let us know what you think about this lesson guide through the feedback form below and/or in the comment box.

[qsm quiz=3]

Bibliography

Adebowale, N. (2019, May 11). UPDATED: 11 states in northern Nigeria yet to pass child rights law — UNICEF Official. Retrieved from Premium Times Nigeria: https://www.premiumtimesng.com/news/more-news/329511-12-states-in-northern-nigeria-yet-to-pass-child-rights-law-unicef-official.html

Federal Republic of Nigeria. (2003). CHILD’S RIGHT ACT, 2003. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwj0jryvxZTzAhVt7OAKHb5JBpEQFnoECAMQAQ&url=https%3A%2F%2Fwww.refworld.org%2Fpdfid%2F5568201f4.pdf&usg=AOvVaw0VZ8P1oBA_nagObSxPRsKE

Makati Medical Centre. (2019, October 30). Celebrating National Children’s Month: The 12 Rights of a Child. Retrieved from Makati Medical Centre: https://www.makatimed.net.ph/news-and-exhibits/news/celebrating-national-childrens-month

UNICEF. (2009). CHILD-FRIENDLY SCHOOLS MANUAL. New York: UNICEF. Retrieved from https://www.unicef.org/documents/child-friendly-schools-manual

Wikipedia. (2021, February 16). Child Rights Act in Nigeria. Retrieved from Wikipedia, the free encyclopedia: https://en.wikipedia.org/wiki/Child_Rights_Act_in_Nigeria

Introduction to Lesson Note – Pre-Nursery First Term Phonics Week 2 – 3

This Lesson Note – Pre-Nursery First Term Phonics Week 2 – 3 helps you starts off the journey of teaching your child to become fluent reader by age 5, be it from a school classroom or home. By the time your child is 5 years old, going to Primary 1; he or she should be able to read effortlessly.

I do not mean simple reeling off of common words from text such as in the Queen Primer series alone; but actual reading with ability to pronounce “new” or “strange” words with ease. Their pronunciation should be accurate. And they would have acquired firm foundation for spelling and vocabulary.

How Can You Teach Your Child to Read Fluently By 5?

The fastest way to teach your child to read fluently by the time he or she is five years, is through Phonics. This is a method I personally employed over a period of 10 years to teach children how to read. And the result is remarkable. Also, this is the method included as Phonics in the Early Childhood Education curriculum.

I wrote this Phonics guide based on the Scheme of Work for Pre-Nursery. The scheme contains a breakdown and progression of Phonics lesson for pre-schoolers. Private schools that run preschool and day care institutions uses the Pre-Nursery Scheme of Work to prepare children for Nursery education. In government setting however, it is recommended that parents provide this training (care). Even parents of children that attends preschool still augment with home care.

If you are interested in getting the Pre-Nursery Scheme of Work, please click here to download from our website store. Or Click here to download it from our store on Paystack.

Recommended Phonics Textbook for Nigerian Schools

In preparing this guide, I consulted one of the latest Phonics Textbooks for children between 2 -5 years; together with one or two websites – which I list in the references at the end of the post. The Phonics textbook, I Can Read With Phonics, is a systematic approach to learning to read in a fun and easy way.

Activities in the book covers Phonemic awareness, Phonics, Vocabulary, Fluency and Comprehension. They were creatively presented and cognitively/developmentally appropriate for leaners between 2 -5 years. The author is an experienced teacher and reading instructor.

Published by Ahmadu Bello University Press, I personally recommend this Phonics textbook for parents and Schools in Nigeria. I reference exercises from the book in this guide. To get a copy for your child or to adopt the textbook for your school; kindly send us a request and you will get reply under 5 minutes. Or click here to Chat we us on WhatsApp

How to develop Lesson Plan from Lesson Note – Pre-Nursery First Term Phonics Week 2 -3

I wrote this Lesson Note – Pre-Nursery First Term Phonics Week 2 – 3; in outline of standard lesson plans. However, I advise teachers that want to use this note for official purpose – i.e., to create their lesson plans which they will submit to their supervisors – to follow our 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.

Lesson Note – Pre-Nursery First Term Phonics Week 2 – 3

Topic: Aa – Bb Sounds

OBJECTIVE

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

• produce both sounds (individually), and together
• name objects that begin with each

PRESENTATION

The teacher teaches the topic, one step after another as I have laid out below.

Step 1: Introduction

To introduce the lesson, the teacher introduces the pupils to the concept of reading:

• S/he reads and narrates an interesting short story from a book
• Then the teacher asks the pupils whether the story was interesting
• Thereafter, s/he asks the pupils if they have heard any other interesting story in the past – and if there is any, willing pupil(s) may be allowed to share their stories.
• After the pupils’ stories, or if there is none; the teacher asks where stories come from – i.e. where people – such as their parents – get stories from.
• Following the pupils’ responses, the teacher explains that there are a lot of interesting stories in books. And if only they could read; they would be able to learn a lot more stories. Succeeding this, the teacher asks if they would like to learn how to read.
• The pupils should say yes. Therefore, the teacher reveals that to be able to read, they must learn about words; and to learn words, they must learn about letters and their sounds.

Finally, the teacher reiterates that each of the letters which the learned in their Letter Work lessons has unique sound. And this is the sound we make when we pronounce. Thence, the teacher reveals they are going to learn the sound of the letters so they would be able to read.

From there, the teacher revises the meaning of the keywords – read, words, letters and sounds – as s/he has taught them in Letter Work.

Step 2: Producing the Sound of Letter A – /a/

Following the introduction, the teacher teaches the pupils the basic (short) sound of letter A – /æ/ as in the following steps:

• Write or display alphabet A. Then ask the pupils to name it – as a reminder to Letter Work class
• Explain that the alphabet is so-called (the name) only when we write it alone – i.e., when the letter is standing alone. But if we write the alphabet together with other alphabets (to form a word), such as “An” and “At”; then we make or call the sound of the letter instead of the name. The teacher emphasizes the meaning of a word – as a (meaningful) combination of alphabets.
• Succeeding the explanation, the teacher makes the short /æ/ sound
• Then s/he teaches the pupils how to make the short A (/æ/) sound as follows:
  • Direct them to open their mouth so that you (the teacher) can see their tongue and lower teeth
  • Tell them to place their tongue under their lower teeth
  • Finally, let them exclaim ah! briefly

The teacher repeats this with the pupils many times in a fun manner. S/he may make the pupils do it in turns.

Step 3: Objects or words beginning with /a/

After the pronunciation exercise, the teacher tells the pupils that there are lots of words which begins with the /æ/ sound – some of such words being names of people, objects, place and animals around us,

Then teacher asks if any pupil could mention a name of a person, animal, place or object or things we say that when we want to mention, starts with the /æ/ sound.

Afterwards, the teacher gives examples of such short words which begins with /æ/:

Ant, Adam, Apple, Ali, Arm, etc.

Note: First of all, display the picture of each before asking the pupil to mention the name – the picture serves as cues. And this aid retention.

Other Short Words that Begin with Short A /æ/ Sound

After such names as above, the teacher explains that there are things (words) which though may not be names; but we say when discussing with people that also begins with /æ/ sound. S/he may request pupils to mention anything that we (people) say which begins with the sound.

In the end, the teacher lists the following with appropriate picture to illustrate the meaning:

At

“An” or “And” (pick only one to avoid confusion)

As

Am

Al

Ax

Warning:

Do not use word like Aeroplane. First, the A does not take the /æ/ sound. And secondly, the word is too long __ hence, it may constitute difficulty to some of the pupils.

For each of the sample word, the teacher makes the pupils pronounce with emphasis on the beginning /a/ sound.

Short A sound /æ/ Rhyme

In order to further aid retention and add more fun to the lesson, the teacher teaches and sings the short A sound /æ/ rhyme – in page 5 of I Can Read with Phonics Textbook – with the pupils, many times. Make sure to demonstrate as like a soldier, LOL.

Step 4: How to pronounce /b/

After learning and practicing the /a/ sound, the teacher teaches the pupils how to pronounce the sound for alphabet B (/b/) as follows.

• Write or display the letter b and ask pupils to name it – as a reminder
• Explain that the letter is so-called (the name) only when we write it alone – i.e., when the letter is standing alone. But if we write the alphabet together with other alphabets (to form a word), then we make or call the sound of the letter instead of the name. The teacher emphasizes the meaning of a word – as a (meaningful) combination of alphabets.
• Next, the teacher makes the /b/ sound
• Then s/he teaches the pupils how to make the /b/ sound following these steps:
  • Tell the pupils to open their mouth and withdraw their tongue – i.e., pull the tongue back so that it does not touch the teeth or any part of their inner mouth particularly the palate.
  • While their tongue remains in that position, let them put their lips firmly together.
  • Finally, tell them to let out air at once without opening their lips wide.

The teacher practices this with the pupils many times, in a fun manner – such as fall the paper with B sound game.

Step 5: Objects/words beginning with /b/

After the pronunciation exercise, the teacher tells the pupils that there are a lot of words that begins with the sound /b/ which they will see when they start reading. Some of such words are names of objects, animals, person or things we do.

Hence, the teacher asks the pupils if any could mention an object, animal or person which when we want to say, we begin with /b/ sound.

Afterwards, the teacher gives examples such words with illustration (where possible):

Ball

Boy

Ben

Boot

Bag,

Bat,

Baba,

Bee, …

The teacher pronounces and make the pupils to pronounce each word repeatedly with emphasis on the beginning /b/ sound.

Warning:

Avoid using words like bread which has two consecutive consonants as this pose difficulty to the pupils at this stage. I also advise that you do not include word like Baby. This is because the letter A in the word carries sound other than the one for week. And this may cause confusion for the pupils. However, if a pupil mentions it as example, you should duly acknowledge that it is correct.

Other Short Words that Begin with B /b/ Sound

After such names as above, the teacher explains that there are things (words) which though may not be names; but we say when discussing with people that also begins with /b/ sound. S/he may request pupils to mention anything that we (people) say which begins with the /b/ sound.

In the end, the teacher lists the following with appropriate picture to illustrate the meaning:

Ba

Be

Bi

Bo

By

Note:

The focus is on making the pupils able to produce the /b/ sound. Hence, practice with them many times.

/b/ Rhyme

In order to further aid retention and add more fun to the lesson, the teacher teaches and sings the /b/ sound rhyme – in page 5 of I Can Read with Phonics Textbook Level 1 – with the pupils, many times. Make sure to demonstrate as like a soldier, LOL.

Step 6: Blending /æ/ and /b/

After learning how make both /æ/ and /b/ sounds the teacher teaches the pupils to blend both sound or at least attempt to.

To do this,

• S/he forms two letter word (&) with both letter ab & ba
• Teacher explains that ab and ba are words – since both are a combination of letters. Hence,
• S/he demands who can read/pronounce the words by calling the sounds together.
• After receiving attempts, the teacher pronounces each word:
  • pronounce the first sound /a/, then the second, giving some seconds delay initially. Then do same again and again, reducing the delay each time until both blends to sound as one
  • Let the pupils do same.

Note that ab and ba may be confused for the same thing. Hence, he teacher explicitly tell them the difference that a comes first in ab while b comes first in ba.

EVALUATION

1. To assess the pupils’ understanding, the teacher displays some objects whose spelling begins with /b/ and /a/ make the pupils identify or name the object then s/he asks the beginning sound whether /a/ or /b/

Examples of words /objects

Bone

Bread

Ankle

Bed

2. Let the pupils do the first and second row of exercises in page 6 of I Can Read with Phonics Textbook Level 1

CONCLUSION

The teacher concludes the Lesson Note – Pre-Nursery First Term Phonics Week 2 -3 by marking the pupils’ books and giving them appropriate feedback. S/he may direct parents on how to guide their children through exercises if such requires further practice.

MATERIALS CONSULTED

Dictionary.Com. (n.d.). WORDS THAT START WITH “B”. Retrieved from Dictionary.Com: https://www.dictionary.com/e/word-finder/words-that-start-with-b/

Merriam-Webster. (n.d.). “Ew” and other Words Added to the Scrabble Dictionary 2018. Retrieved from Merriam-Webster: https://www.merriam-webster.com/words-at-play/new-scrabble-words-2018/frowny

Obiorah, I. R. (2020). I Can Read with Phonics. Zaria, Kaduna: Ahmadu Bello Press Limited.

YouGoWords. (n.d.). 2 Letters and Start With A. Retrieved from YouGoWords: http://www.yougowords.com/start-with-a/2-letters

Introduction to Lesson Note – Nursery First Term Pre-Writing Activities Week 7 & 8

I wrote this Lesson Note – Nursery First Term Pre-Writing Activities Week 7 & 8 based on the Pre-Nursery Scheme of Work. This scheme of work is drawn from the latest National Curriculum for Early Childhood Education by NERDC. Accordingly, this lesson note is for teachers and schools in Nigeria. Nonetheless, its vastness makes it useful to other people including other schools and teachers elsewhere. Particularly, parents from wide range of places use these guides to help their young scholars.

Note for Teachers:

If you are a teacher or school owner/administrator, kindly note that this lesson note is not same as what you (the teacher) should submit to your supervisors. The Quality Assurance Department of most of the ministries of education have standard layout for teachers to develop their lesson plans. If you intend to submit this as lesson plan, click here to download our professional lesson plan template. Once you get it, you can easily create your lesson plan by filling the template with the contents that I have already written here.

Introduction to Pre-Writing Activities

Eligible writing is one of the cardinal points (objective) of early years schooling. The others being social skills, reading and numeracy. Teachers of children in their early years may be evaluated by the children’s level of penmanship; just as children’s level of improvement.

One who is close to a parent whose child is in the early years would often hear such parent say “my child can now write “. Such parent may complain that “my child cannot still write well “. This is because the parents also understand the importance of penmanship.

Professionally, it is recommended (and often debated) that children should develop writing skills before reading. And just like any other skills, writing must be practiced.

The practice of penmanship is divided and taught as two related subjects all through the early years; pre-writing and hand writing. Pre-writing is usually reserved for the first of the early years. Both denote all activities a child undertakes in order to enable them write well and fast.

Typically, Pre-Writing Activities prepares children for eligible handwriting. It teaches children how to hold pencil correctly, form patterns that make up the letters and numbers; and also correct letter formation or how to form the letters.

These are the objectives of Pre-Writing Activities at the Pre-Nursery level. This week discusses the last of the writing patterns. As such, pupils should thenceforth be able to form a handful of the letters; with appropriate guidance.

Lesson Note – Nursery First Term Pre-Writing Activities Week 7 & 8

SUBJECT:  Pre writing Activities

TERM: First Term

WEEK: 4

CLASS: Pre – Nursery

TOPIC: Writing Pattern – crescent shapes making – concave and convex

OBJECTIVES of Lesson Note – Nursery First Term Pre-Writing Activities Week 7 & 8

At the end of the lesson, the pupils should be able to do the following:

• Cognitive: identify the three straight line patterns in writing; and differentiate between the lines
• Psychomotor: arrange sticks into vertical, horizontal and standing position to form net or a mesh.

TEACHER’S ACTIVITIES

The teacher shall collect straw (pipes) to be used for the mesh – making activities. Alternative to making all straw (pipes) mesh a combination of four straws (pipes) and thread may be used. To make the mesh more aesthetic different colors of straw/rope may be used.

PRESENTATION

To deliver the lesson, the teacher follows the steps given below:

Step 1: Introduction
The teacher introduces the lesson by revising the previous (Week 4 – 6) lesson. He or she does this by carrying the following exercises with the pupils:

Questions & Answer

1. Who like to be able to write like adults so they can write about the things they want?
2. What is the first step to be able to write well? Answer: Holding pencil well
3. Invite a pupil to demonstrate correct (tripod) pencil grasp: Who can show us the correct way to hold pencil? Pick a volunteer
4. Discourage improper pencil grasps: Who can show us one bad way to hold pencil? Pick volunteers
5. Is it good to hold pencil the bad way? Answer: No
6. What will happen when one holds pencil the bad way? Answer: He or She will not be able to easily write well and fast. And/or his or her fingers will hurt.
7. Access their understanding of the difference between left and right: Raise your right/left- hand. Also, sing rhyme such as ‘If You Are Happy and You Know’ with them with emphasize on left hand, right hand, left leg, and right leg.
8. Practice clockwise hands movement with the pupils: go to circular swing, and rotate in left to right direction; etc. – see previous lesson for more exercises
9. Practice shading exercise with the pupils:
10. What is the second step to write like an adult? Answer: Correctly making writing lines (or marks) – i.e. writing patterns
11. Mention one kind of writing lines? Answer: Straight (writing) lines
12. What are the kinds of straight (writing) lines? Answer: up to down (standing or vertical); left to right (sleeping or horizontal); and side to side (falling or slanting)
13. Teacher shows pupils many of the kinds of straight pattern and demands pupils to identify
14. Re-do making straight writing patterns with the pupils – only one or two exercises for each line.

Revision

Succeeding the exercise above, the teacher once again revises the three straight patterns – vertical, horizontal and slanting.

Afterwards, s/he shows the pupils designed crescent moon. Then the teacher tells the pupils that they shall design their own crescent moon. Also, s/he tells the pupils that there is one last writing lines they need to learn before they begin to write like grown-ups. And finally, the teacher reveals that they shall learn the new writing lines during the week – the line that form the moon which adults also form when writing.

Step 2: Meaning of a curve

In continuation of the lesson, the teacher teaches the pupils that the moon is a curve. Thereafter, s/he explains the meaning of a curve – a curve is a line which is not straight but bent. S/he may teach the pupils to pronounce the word, curve.

The teacher may make the meaning of a curve into a rhyme which s/he sings with the pupils while demonstrating the bend with the hands in the air.

Following the explanation of the meaning of a curve, the teacher draws or shows different curved lines while identifying it for the pupils.

The teacher follows this with exercise of differentiating between straight and curved lines. To do this; the teacher draws or shows a curve and a straight-line side by side then asks the pupils to identify the curve, the straight and/or both lines.  S/he does this in a fun and game-like manner, many times.

As a follow-up to identifying curved lines, the shows real objects – or the picture of the objects – that have curve. Then the teacher identifies the curve in such objects with the pupils. Examples of such objects include moon, rainbow, umbrella, bow, etc. If the models of these objects are available, the teacher places each on the board, and traces the outline so as to make the curve part apparent to the pupils. After the pupils have reasonably become conversant with curves, the teacher may lead them to identify the straight part of the objects as well.

Step 3: Tracing Curved Objects

Succeeding the step above, the teacher distributes a model of curved object which s/he picks – such as the crescent moon. Then, the teacher also picks his model and shows it to the pupils. Telling them to look at him/her, the teacher places the model on the board and traces it to give the outline. The teacher celebrates his new drawing skill with the pupils then teaches them to do same.

The class traces the object (s) as many times as possible to obtain several outlines of the object(s). Note that the pupils may begin tracing the object on the floor before progressing to paper. I recommend that the teacher makes the pupils to trace at least four different objects with the four different curves – concave, convex, upward curve and downward curve. Accordingly, I recommend that the teacher uses 2D cutout of a rainbow, crescent moon, an umbrella and a cup for this exercise. The teacher does this with the pupils gradually.

The teacher ends the drawing exercise with shading of the objects. After creating several outlines of the curved objects – say a crescent moon or a rainbow – the teacher calls the attention of the pupils and then s/he tells them that s/he will now make his/her look like the original – beautify it – by shading. Thereafter, the teacher shades the outlines along the curved path.

After this, s/he teaches the pupils to do the same. Note that the shading should be along the curved path. This is so as to acquaint the pupils’ hands with the curve movement.

Step 4: Forming curved writing patterns

In the concluding part of the lesson, the teacher teaches the pupils to trace and form the actual curved lines.
First, s/he gives the pupils the tracing exercises. The pupils trace the dotted curves with increasing intervals of dots thus:

Exercise 1: Trace the following (click to view larger size)

Exercise 2: Trace the following

Exercise 3: Trace the following

Formation of Curve (Writing Patterns)

Following the tracing exercises, the teacher demonstrates the formation of curve as I have outlined below:

Concave Shape

1. Mark off two dots such that one is directly above the other. These serve as the starting and end points of the curve

2. 

   1. Starting from the upper dot, draw a bent line through the right to the lower point.

Convex Shape

1. Mark off two dots such that one is directly above the other. These serve as the starting and end points of the curve.

2. 

   1. Starting from the upper dot, draw a bent line through the left to the lower point.

Upward Curve

1. Mark off two dots along a horizontal path such that the dots are not too spaced nor too close

1. Starting from either of the dots through the bottom, draw a bent line to join the other dot

Downward Curve

1. Mark off two dots along a horizontal line such that the dots are not too spaced nor too close

1. Starting from either of the dots through the top, draw a bent line to join the other dot.

GENERAL NOTE:

Curves are of especial difficulty for children to make. Hence, the teacher needs to demonstrate repeatedly while the pupils also practice accordingly for them to be able to make the patterns. For this reason, too, as well as the fact that the topic is two-week long; I recommend that you teach each of concave, convex, upward and downward curves on separate days.

SUMMARY & EVALUATION

Prior to evaluating the pupils’ understanding and subsequent conclusion of the lesson, the teacher summarizes the entire lesson into questions and answers; which s/he revises with the pupils many times:

Revision Questions and Answers

1. Who like to be able to write like adults so they can write about the things they want?
2. What is the first step to be able to write well? Answer: Holding pencil well
3. Invite a pupil to demonstrate correct (tripod) pencil grasp: Who can show us the correct way to hold pencil? Pick a volunteer
4. Discourage improper pencil grasps: Who can show us one bad way to hold pencil? Pick volunteers
5. Is it good to hold pencil the bad way? Answer: No
6. What will happen when one holds pencil the bad way? Answer: He or She will not be able to easily write well and fast. And/or his or her fingers will hurt.
7. Access their understanding of the difference between left and right: Raise your right/left- hand. Also, sing rhyme such as ‘If You Are Happy and You Know’ with them with emphasize on left hand, right hand, left leg, and right leg.
8. Practice clockwise hands movement with the pupils: go to circular swing, and rotate in left to right direction; etc. – see previous lesson for more exercises
9. Practice shading exercise with the pupils:
10. What is the second step to write like an adult? Answer: Correctly making writing lines (or marks) – i.e. writing patterns
11. Mention one kind of writing lines? Answer: Straight (writing) lines
12. What are the kinds of straight (writing) lines? Answer: up to down (standing or vertical); left to right (sleeping or horizontal); and side to side (falling or slanting)
13. Teacher shows pupils many of the kinds of straight pattern and demands pupils to identify
14. Re-do making straight writing patterns with the pupils – only one or two exercises for each line.

Lesson Summary Questions and Answers/Exercises

1. What is a curve? Answer: A curve is a line which is bent.
2. What are the kinds of curve? Right curve, left curve, up curve & down curve – demonstration with pupils. If possible, make into a rhyme and recite with them
3. Practice formation of curve in the air: who can show (make the sign for) us right (left, up, or down) curve? Pick a volunteer and practice after him or her.
4. Which writing line has a rainbow (show the poster)? Answer: up curve
5. Which writing line has a moon (show the image)? Answer: Right curve
6. Identify the lines that form the objects below (show colorful 2D design/image)

Exercise 1: Trace the dots to form the objects then shade very well with color

Exercise 2: Trace the dots to form the curved lines

Exercise 3: Trace the following

Exercise 4: Join the dots to form left curves

Exercise 5: Join the dots to form right curves

Exercise 6: Join the dots to form down curves

Exercise 7: join the dots to form up curves

Exercise 8: Copy down

CONCLUSION

The teacher concludes the lesson by marking the pupils’ notes and giving them appropriate feedback – as well as for parents too, if necessary.

Introduction Lesson Note Nursery 1 First Term Mathematics Week 8

I wrote this Lesson Note Nursery 1 First 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 First Term Mathematics Week 8

I wrote this lesson note Nursery 1 First Term Mathematics Week 7; 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 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 One First Term Mathematics Week 8

Class: Nursery One

Term: First

Week: 8

Subject: Mathematics/Number Work

Topic:

• Counting 1 – 13
• Recognition of numbers 1 – 9
• Matching numbers 1 – 5 with objects
• Writing Pattern – Writing horizontal line

OBJECTIVES

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

• Cognitive:
  • Count numbers 1 – 13
  • Identify numbers 1 – 9
  • Identify horizontal strokes
• Psychomotor:
  • Point at named number between 1 and 9
  • Pick up to 13 items from a lot
  • Form/draw horizontal strokes
• Affective
  • Demonstrate/internalize the concept of numerical values of numbers 1 – 13

PREVIOUS KNOWLEDGE

The pupils had in the previous lesson learned the following:

• Meaning of numbers
• How to count numbers 1 – 12
• Identification of numbers 8 and 9
• Tracing of horizontal line

INSTRUCTIONAL MATERIALS

1. Screen & Video illustration of number 0 through 13 with rhymes.
2. Number models – plastic, metallic or cardboard cut-outs – consisting of several 1’s through 9’s including 0’s
3. Stand counters of 13 counters
4. A bundle pack and one for each pupil – a pack that can contain exactly 10 counters, not more. 10-beads Abacus will do as well.
5. Several counters – bottle covers, blocks, pebbles, etc. packed into a (an improvised) container. The counters should be up to 5 for each pupil.
6. Chalk/Marker and black/white board
7. Number charts of 1 – 13.
8. Number 1 – 9 Stencil
9. Education Resource Centre. (2014). FCT Nursery Teaching Scheme. Abuja: Education Resource Centre.
10. Kano Education Resource Department. (2016). Pre-Primary Schemes of work. Kano: Kano Education Resource Department.
11. Lagos State Ministry of Education. (2016). Early Childhood Care Education Scheme (Mathematics). Lagos: Lagos State Ministry of Education.
12. 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 topic, the teacher does the following:

1. Orally asks questions based on the previous lesson:
   • What we say or write to tell people how many things we have is called ___

1. Number

• Story

• How many numbers do we have?

1. 7

• Many

• Every number has different name and how to write it

1. True

• False

• What is nothing (in local dialect) in English?

1. Zero

• One

• (Show them any one or two of number 0 – 7 model/card and ask): What is the name of this number?

1. 4

• 5

• 7 and 6 which is greater?

1. 7

• 6

• Who can show us how to write number 8? Allow willing pupil to demonstrate on air or sand
• Who can count from 1 to 12? Allow willing pupil(s) to count
• Pick some sweets and ask: how many sweets do I have in my hands? Correct answer wins the sweet(s) J
• How many blades does a ceiling fan has?
• How many colours does rainbow has?
• Display the number chart and ask: who can come over to the board and touch/point at number 0 – 7? Allow willing pupil to do
• What is 7 in (local) dialect?
• Musa (name of a pupil in the class), please go to my desk. Pick six pencils. Bring it to me.
• Everyone, take your Lego (improvised counter) pack. (A row or pupil at a time) come over here. Pick 12 blocks/balls/counters. Go back to your seat(s).

13. The teacher thence shows the pupils large colourful painted design of number 13. Then s/he asks the pupils who knows the name. Following the pupils’ attempts, s/he tells them that they shall learn the new number and also create their painted designs during the week.
14. Following that, the teacher explains that before they learn the new numbers; they have to revise the numbers they have already learned. Therefore, the teacher revises the previous lessons by explaining the following:
    • 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 displays uses the stand counters, and counts numbers 1 – 12 with the pupils. Thereafter, s/he displays the chart of numbers 1 – 12 – or writes the numbers on the board and leads the oral counting as well. Following this, the teacher names a number and require a
      pupil to come point at it on the chart/board. Thereafter, the teacher revises numbers 1 – 12 as follows.
    • S/he shows the pupils empty hands and asks them how many items has s/he on his/her hands. Pupils should say nothing. Therefore, the teacher explains that nothing is a number. Nothing is called number Zero – teacher reiterates in local dialect that Zero means nothing and makes pupils pronounce zero. Then showing the number design, s/he continues “this is number zero”. (Demonstrating) “Let’s write number zero on air/sand”.
    • Proceeding, the teacher picks one item and shows it to the pupils. Then s/he asks them how many items has s/he in his/her hands. The pupils should say Therefore, the teacher explains that one is a number. One means ____ (in dialect) – everybody pronounces one. (Show model and say) This is number one. (Demonstrate) Let’s write number one on air/sand.
    • The teacher repeats step 6 for numbers 2 up to 9.

Step 2: Concept of Bundles

After the teacher has finished teaching and explaining the numbers 0 – 9, s/he tells the pupils that those are the numbers there is.

S/he thereafter tells the pupils that we however usually have more things than these numbers 0 – 9. The teacher continues that once the number of a thing is one more than 9 – i.e. if one already has 9 and then gets one more – then we say the person has a bundle.

The teacher demonstrates this by arranging ten bottle covers (or the available counters) into the improvised container of ten.

Following this, the teacher distributes the pupils’ improvised pack to them. After that, s/he demonstrates and directs the pupils to gradually arrange the nine counters in their possession into the pack. Once, the teacher and the pupils have done this, the teacher asks whether the pack is filled – or if one more of the counter can still be added. Since one more counter can still be added, the teacher distributes one more counter to the pupils. Then taking his/hers, the teacher demonstrates and directs the pupils to fill their pack with the one counter.

Number 10

Once the teacher and every pupil has filled their pack and probably covered it, the teacher tells the pupils that the pack is known as a bundle. Hence, the teacher explains further that a bundle therefore is 10. This also means that the next number after 9 is 10. The teacher shows the pupils number ten model and/or writes it on the board then explains that we write six as 10 (1 and 0) to mean one bundle and nothing.  S/he explains that we write the number ten in such a way that the 1 and 0 are not far from each other – the teacher may lead the pupils to write the number ten on air/sand. S/he pronounces ten and makes the pupils to repeat after him/her – several times.

If resources are available, the teacher may show the pupils number 10 video illustration and sing number rhymes with them.

Step 3: Concept of the value of number Eleven through thirteen (13)

Number 11

Following the explanation of the number 10, the teacher then teaches that if one already has a bundle and then gets one more – s/he gives them one more counter; then since the extra one will not be able to enter into the bundle pack, we simply say the total number of the items is one bundle and one – which means a ten and a 1. The teacher thence teaches that we write one bundle and one as 11. S/he also teaches that the number after a bundle therefore is 11. The teacher concludes the explanation on the number 11 by telling the pupils that the number 11 is called eleven. So, the number after ten is eleven. The teacher pronounces and makes the pupils to pronounce eleven after him/her, several times.

If resources are available, the teacher may show the pupils number 11 video illustration and sing number rhymes with them.

Succeeding the explanation and rhymes, the teacher leads the pupils to cut out and/or design their number 11 model after the sample s/he showed the pupils earlier.

Numbers 12

Succeeding the above, the teacher repeats the explanations and exercises under 11 for number 12. See summary below.

1. If one already has 11 items and then gets one more – or if you add one to eleven – the teacher gives the pupils one more counter each time, then we say it is one bundle and 2 – because there will now be two (extra) items that is not inside the bundle pack.
2. We write one bundle and two as 12 – one and two close to each other – and call it twelve. Teacher emphasizes on the closeness of the 1 & 2 in twelve in contrast to normal 1, 2, 3.
3. That means the number after eleven is twelve. The teacher teaches the pupils how to pronounce twelve.
4. If resources are available, the teacher may show the pupils number 12 video illustration and sing number rhymes with them.
5. Succeeding the explanation and rhymes, the teacher leads the pupils to cut out and/or design their number 12 model after the sample s/he showed the pupils earlier.

Numbers 13

Succeeding the above, the teacher repeats the explanations and exercises under 11 and number 12 for number 13. See summary below.

1. If one already has 12 items and then gets one more – or if you add one to twelve – the teacher gives the pupils one more counter each time, then we say it is one bundle and 3 – because there will now be three (extra) items that is not inside the bundle pack.
2. We write one bundle and three as 13 – one and three close to each other – and call it thirteen. Teacher emphasizes on the closeness of the 1 & 3 in thirteen in contrast to normal 1, 2, 3.
3. That means the number after twelve is thirteen. The teacher teaches the pupils how to pronounce thirteen.
4. If resources are available, the teacher may show the pupils number 13 video illustration and sing number rhymes with them.
5. Succeeding the explanation and rhymes, the teacher leads the pupils to cut out and/or design their number 13 model after the sample s/he showed the pupils earlier.

Stage Evaluation Questions

Before proceeding to the other part of the lesson, the teacher assesses the pupils’

understanding of the concept of numbers 1 – 10. S/he does this by giving the pupils the

following oral exercises:

1. The teacher asks the pupils how many counters they have altogether.
2. The number after 9 is __________
3. Nine is a number. What is nine in ______ (name local) language?
4. Ten is a number. Ten means 1 bundle and nothing. Who can come and touch/point at number 10 on the chart?
5. Now I give 9 pencils to Aliyu – teacher does this practically. If I add one more pencil to Aliyu like this – teacher does this practically, how many pencils has Aliyu now?
6. One and two written close together is called _______________
7. Eleven is one and one. True False

NOTE: Teacher may re-ask or explain questions in local dialect. S/he should allow volunteer pupil to count the pencils in Aliyu’s hands. Note that Aliyu stands for a pupil in the class – ensure to use the child’s name.

Revision

After the teacher had finished explaining the concept of the values of number 12; s/he revises the numbers 1 – 12 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 4: 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 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.

Number Rhymes

Prior to continuing with the lesson, the teacher makes numbers 1 – 13 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 Buckle My Shoes (up to 9,10)

• 1, 2, 3, 4, 5 up to 11, 12

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

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 12.
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. This is your fingers (reiterates in local dialect), how many fingers do you have?
   2. How many people are sitting on this row?
   3. (Provided there are no more than 12 desks) How many desks do we have in this class?
   4. How many fans do we have in this class?
   5. How many children are in your family – if you are in a polygamous society such as the northern region where members of a family may exceed 12, you should rather ask how many children does your mother has?

4. Step 5: Recognition of the symbols of Numbers 1 – 9

5. After the counting exercises, the teacher reminds the pupils that each of the numbers has its own way that we write it. S/he also reminds the pupils that they had learned how we write numbers 8 and 9 in the previous week. Thus, s/he explains that they are now going to learn revise how we write from zero to nine.To do this, the teacher revises the symbols of numbers 1 – 9 as s/he taught them in the previous lessons as follows:
   • Zero is a number. Zero means nothing. And we write zero 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. One means ________ (in local dialect). And we write one 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. Afterwards, the teacher plays and leads the pupils to sing number one number rhyme.
   • Two is a number. Two means ________ (in local dialect). And we write two 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. Afterwards, the teacher plays and leads the pupils to sing number 2 number rhyme.
   • Three is a number. Three means ________ (in local dialect). And we write three 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. Afterwards, the teacher plays and leads the pupils to sing number 3 number rhyme.
   • Four is a number. Four means ________ (in local dialect). And we write four 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. Afterwards, the teacher plays and leads the pupils to sing number 4 number rhyme.
   • Five is a number. Five means ______ (in local dialect). And we write five as 5. The teacher shows the pupils number 5 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 5 number rhyme.
   • Six is a number. Six means ________ (in local dialect). And we write four as 6. The teacher shows the pupils number 6 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 6 number rhyme.
   • Seven is a number. Seven means ________ (in local dialect). And we write seven as 7. The teacher shows the pupils number 7 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 7 number rhyme.
   • Eight is a number. Eight means ________ (in local dialect). And we write eight as 8. The teacher shows the pupils number 8 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 8 number rhyme.
   • Nine is a number. Nine means ________ (in local dialect). And we write nine as 9. The teacher shows the pupils number 9 model then writes it on the board and leads pupils to write on air or sand. Afterwards, the teacher plays and leads the pupils to sing number 9 number rhyme.

   Evaluation

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

   1. Lucky Dip –

   Cut several cards and write different numbers ranging from 0 to 9 on the cards. Then pack the cards into a container such as a carton. They may be duplicates of numbers.

   Once the cards are packed into the container, the teacher keeps the container of number cards on the stage and invite the pupils, one at a time, to pick a card after shuffling it. After picking, the pupil looks at the number on the card and call it out. If any child calls out the number on the card correctly, the class claps for the pupil and the teacher gives the pupil equal number of sweets. If any child fails to call the number on the card correctly, the teacher gently declines and offer to appoint another willing pupil to help out. In such case, once a helping child names the number correctly; the teacher shares the supposed compensation between the picker and the helping pupils.

   Note here that the highest number that should be in the container of cards is 9. That way, pupils will be aiming to pick the card bearing number 9.

   Teacher should also take note that container should be closed with a little allowance for free movement of the pupils’ hands in and out of it. If the container is open, then each pupil should be made to look away or close their eyes while picking their card.

   2. Spin Board

   The teacher creates a spin board of clock face with number 1 – 9 and a fixed arrow indicator. Each pupil spins the board to rotate very fast; whichever number that the board stops completely as indicated by the arrow, the pupil gets equivalent number of sweet as reward. If the board stops in-between a number, the number that is just past indicates the pupil’s win.

   3. Number Puzzle/Shazam

   The teacher gets stickers of different number parts (pattern). Then the pupils arrange the pattern that forms number 8 or 9 as the case may be. Alternatively, a mix of different numbers are given to the pupils then they shade the boxes containing number 8 and 9 with given colour.

6. Step 6: Matching Numbers 4 & 5 with variety of objects

   In the last next of the lesson – which the teacher may teach concurrently with the rest; the teacher aims to achieve the affective objectives for the topic. This is internalization of the concepts of numbers 4 & 5. By this I mean the pupils should not only be able to reel and sing the rhymes of numbers, but also demonstrate understanding of the concept in normal everyday living.

   Hence, after teaching the concepts of numbers 1 – 12 as I have discussed; the teacher ‘challenges’ the pupils with exercises on practical living. S/he does this, first with concrete things, then picture reading and matching of numbers to objects exercise on paper.

   With Concrete Objects

   While the topic lasts – say each day of the week or at two or three intervals per day, the teacher brings a variety of objects to the class. The items should be of varying numbers between 1 – 5. Then the teacher asks the pupils individually – first as planned group activity during the lesson then individually at different times and randomly – to name the object (out of the variety) that is one through five in number.

   Subsequently, the teacher may personalize the questions with each pupil. S/he does this by asking each pupil the number of any of the pupil’s possession that is one through five in number. For example:

   1. How many bag(s) do you have?
   2. Raise three fingers – assuming the pupil knows the meaning of fingers
   3. How many legs do you have?
   4. (In class) Who has two green LEGOS? Etc.

   Assignment to parents

   As part of the feedbacks to parents for the week, the teacher may also tell them the exercise. The parents can help in the challenge by asking pupils during activities at home. The parents are to ask pupils to identify or name the number of objects that the parents already know to be one through four in number. Nonetheless, enjoy the feedbacks of parents who will proudly tell you their child could say things that are moreJ!

   Matching of Numbers 4 & 5 with variety of objects during picture reading

   Complimentary to the activities above, the teacher repeats the same challenge during picture reading. For this reason, the teacher collects beautiful pictures of objects – things that appeals to children such as animals (to some), cars (to some), soldiers, cartoon characters, etc – teachers may find out pupils’ interest by asking them or their parents.

   Provided computer/screen is available, the teacher makes these pictures into slides. The pictures should be in such a way that some objects are of varying numbers, but most one through five. If screen is not available, the teacher may print out the picture-reading book. Or where even printer is not available such as in the rural areas, the teacher may get preferred Picture Reading textbook or take the pupils for a walk around the school.

   Then flipping through the pictures, the teacher identifies the objects with the pupils. But wherever the number of the object they are currently looking at is one through five, the teacher asks the pupils how many of the objects are there?

   Take for instance, “Look at this beautiful animal, do you know the name of this animal? Good! Elephant. How many elephants can you see in the picture? Correct! One! Everybody, look at one beautiful elephant”

   Matching of numbers 4 & 5 to objects exercise on paper

   In the last part of the matching of numbers 4 & 5 to objects, the teacher gives the pupils matching exercises on their Mathematics textbook, workbook or exercise books. However, this is after the teacher has taught the pupils how to form the writing pattern for the week (horizontal strokes). Therefore, the teacher should carry out the previous matching exercises while s/he teaches the writing pattern.

   Should there be no Mathematics textbook or workbook with matching exercise available, the teacher can form worksheets or write out the exercises on the pupils’ exercise books.

   To do this, the teacher collects or draws a list of objects of varying number – some, one; some two; others 3’s and others in four’s and five’s – on a column. Then either at the right or left side of objects, the teacher writes out numbers 1 to 5 in another column. The number column should be such that the number of 1’s and 2’s equals the number of objects that are one and two respectively.

   Note that this exercise reinforces the exercises on writing pattern, hence the objects and numbers have to be in column – at least the first exercise, others may be slanting line.

   See sample below.

7. 

   

   

   

    

   NOTE: The objects and numbers are in rows to ensure up and down movement of the writing pattern for the week. For each of the exercises, the teacher explains and demonstrate how to solve it to the pupils. The teacher follows this with quick class activities – which the pupils perform under the watch and direction of the teacher. Then s/he duplicates the exercises as many times as possible for individual pupil’s practice – may be home work.

8. Step 7: Writing Pattern: Forming Horizontal Strokes

9. In the last part of this lesson, the teacher teaches the pupils how to form horizontal writing strokes. For guidelines on this, please see my Pre-Writing Lesson Notes.

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 – 12.

Count 1 – 12

Go to the playground. Pick 12 stones. Bring it to me.

Clap 1, 2, 3, 4, 5, 6,7,8,9,12

Raise 1, 2, 3, 4, 5 fingers

Sing 1,2 Buckle my shoes

Exercise 2: Recognition of numbers 8 & 9

• The teacher uses the lucky dip box, sends the pupils to go and bring a card bearing number 8 or 9 from the box.
• The teacher calls the local names of numbers 8 and/or 9 and demands pupils to mention the English equivalents.
• The teacher gives the pupils the matching exercise contained in Activity Book.
  • Point at/touch number 8 & 9
  • Draw line to match numbers to object
  • Shade box containing numbers 8 with red colour and 9 with green colour.
  • Shade box containing eight and nine items

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. 8 and 9
3. Count and circle the greater/lesser
4. Fill in missing number
5. Arrange from smallest to biggest (vice versa)

Exercise 4: Matching Numbers to Objects

More exercises as I discussed during the lesson.

Number stickers

CONCLUSION

The teacher concludes the Lesson Note Nursery One First Term Mathematics Week 8 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.

Introduction to Lesson Note – Pre-Nursery First Term Social Studies Week 4

I wrote this Lesson Note – Pre-Nursery First Term Social Studies Week 4 based on the Nigerian National Early Childhood Education Curriculum. Particularly, I used the Pre-Nursery Schemes of Work based on the latest 9-YEAR BASIC EDUCATION CURRICULUM by NERDC. Click here to get the Scheme.

Since the SCHEME OF WORK is based on the national curriculum, this lesson note is suitable for use in any Nigerian school that adopts the NATIONAL CURRICULUM.

Major Focus of this Lesson Note – Pre-Nursery First Term Social Studies Week 4

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.

Leading Guide to Adapting this Lesson Note for Lesson Plan

I wrote this lesson note in outline of STANDARD LESSON PLANS. However, I advise teachers that want to use this note for official purpose – i.e. to create their lesson plans which they will submit to their supervisors – should get our PROFESSIONAL LESSON PLAN TEMPLATE. The layout of the template makes it easy for teachers to write a professional lesson plan and easily.

REMARK: If you find the terms lesson plan and lesson notes confusing, CLICK HERE TO QUICKLY READ OUR ARTICLE ON THEIR DIFFERENCES.

Lesson Note – Pre-Nursery First Term Social Studies Week 4

Class: Pre-Nursery

Term: First

Week: 4

Subject: Social Studies

Topic: Learning the name of the state where the school is located and the governor

OBJECTIVES

1. Internalize the need for (division of labor) – cooperation.
2. Mention the name of their country.
3. Demonstrate sense of citizenship
4. Mention the name of the state governor.
5. Identify pictures of the president and the governor

PRESENTATION

1. Introduction – Storytelling

Here are two children: Ibah and Igege

Ibah lives with his parents. Ibah has two brothers and sisters. Igege also lives with his parents. Igege has two brothers and two sisters.

Every day, Ibah wakes up with his family. The family will say their prayers. Then, brothers and sisters will go back to rest and relax while Ibah does all the chores – he sweeps, fetches water, run errands, helps daddy to clean the car and also helps mummy to prepare food. Ibah always sweats profusely while he is working. But his siblings do not do anything or assist him. He is usually tired from the chores. Sometimes, the plenty of work make him sick. Anytime falls sick, the doctor gives him injection.

But it is not like that in Igege’s family. Every day, Igege wakes up with his family. The family will say their prayers. Then everybody will share the work. If Igege is sweeping; his brothers and sisters will do other tasks. Because everbody joins their hands to do the work, the work at Igege’s family is faster. Nobody feels too tired. And everybody is always happy. Igege does not fall sick often. So, the doctor does not give him injection often.

Succeeding the story, the teacher asks the pupils if they would rather be Ibah or Igege.

The pupils will most likely say they would be Igege. Hence, the teacher may ask the reason for picking Igege over Ibah.

Afterwards, the teacher likens the story to public administration. S/he does this with the aid of either: