Numeracy - Nursery 2 - Counting/identification of numbers 1 - 900
Counting/identification of numbers 1 - 900
Counting/identification of numbers 1 - 900
SUBJECT: Numeracy
TERM: 3rd Term
Week: 7
CLASS – Nursery 2
AGE – 5 years
DURATION – 5 periods of 35 minutes each
TOPIC- Counting/identification of numbers 1-900
CONTENT – Writing 550-600, Number endings. Number spellings 1-120. 10x table. Division, Money problems
INSTRUCTIONAL OBJECTIVES – By the end of the lesson, the pupils should be able to –
INSTRUCTIONAL MATERIALS – flash cards, charts, counters
INSTRUCTIONAL TECHNIQUES – Explanation, repetition, questions and answers
ENTRY BEHAVIOUR – The pupils can count numbers 1-800 and spell numbers 1-110
SET INDUCTION –She uses number rhyme to arouse their interest
INSTRUCTIONAL PROCEDURE
PERIOD I: Counting numbers 1-900 and writing 550-600
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STEPS |
TEACHER’S ACTIVITY |
PUPILS’ ACTIVITY |
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I Introduction |
The teacher reviews the previous lesson introduces the new topic |
Pupils participate |
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II Counting |
Using the number chart, she counts number 1-900 repeatedly. |
Pupils repeat after her |
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III Writing numbers |
She counts and write numbers 550-600 on the board; she also uses flashcards |
Pupils count and write in their book |
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IV Number ending |
She writes the number endings on the board and also uses flashcards |
Pupils count |
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Evaluation |
Count and write numbers 550-600 |
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Conclusion
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She marks their books and corrects them where necessary |
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PERIOD II& III: Number spellings 1-120. Division. 10x times table
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STEPS |
TEACHER’S ACTIVITY |
PUPILS’ ACTIVITY |
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I Introduction |
The teacher reviews the previous lesson introduces the new topic |
Pupils participate |
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II Drilling |
She drills them on the spelling of 111-120 One hundred and eleven = 111 One hundred and twelve = 112 One hundred and thirteen =113 One hundred and fourteen = 114 One hundred and fifteen = 115 One hundred and sixteen = 116 One hundred and seventeen = 117 One hundred and eighteen = 118 One hundred and nineteen = 119 One hundred and twenty = 120 |
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III Division |
She explains and writes on the board that division means sharing For example 10 ÷ 2 means sharing 10 things among two people equally. 10 ÷ 2 = 5
15 ÷ 3 means sharing 15 things among three people equally 15 ÷ 3 = 5 |
Pupils identify heavy and light objects |
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III 10x table |
She writes the 10x table on the board and recites it severally as the pupils recite after her 10 x 1 = 10 10 x 2 = 20 10 x 3 = 30 10 x 4 = 40 10 x 5 = 50 10 x 6 = 60 10 x 7 = 70 10 x 8 = 80 10 x 9 = 90 10 x 10 = 100 10 x 11 = 120 10 x 12 = 140 |
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Evaluation |
1. Divide a. 14 ÷ 2 = b. 9 ÷ 3 = 2. Write in words 111-120 111= 112= 113= 114= 115= 116= 117= 118= 119= 120= 3. Complete the 10x table 10 x 9 = 10 x 10 = 10 x 11= 10 x 12= |
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Conclusion
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She marks their books and corrects them where necessary |
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PERIOD V: Solving problems with money
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STEPS |
TEACHER’S ACTIVITY |
PUPILS’ ACTIVITY |
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I Introduction |
The teacher reviews the basic shapes and introduces the new topic |
Pupils respond |
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II Solving problems with money |
The teacher solves some money problems
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Pupils pay attention |
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Evaluation |
1. Solve these money problems |
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Conclusion
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She marks their books and corrects them where necessary |
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