UNIT 1: NUMBERS TO 10

UNIT 1.1
LEARNING OUTCOMES Pupils should know how to: Say the number names, 1 to 9 TEACHING STEPS This is an outdoor activity. 1. Group the pupils into two groups. Have the pupils to sing the Ten Little Fingers song while showing that many fingers. Write the lyrics on the board. Ensure that they say out the number names correctly: One, little two, little three, little fingers, Four, little five, little six, little fingers, Seven, little eight, little nine, little fingers, Ten little fingernails. 2. Then, ask them to jump on their spot together while counting from 1 to 9. 3. Next, arrange the groups and nine rattan hoops as follows. Get the pupils to stand in a row, facing the rattan hoops. Members of group 1

TEACHING AIDS For the teaching & learning session: 1. Rattan hoops 2. Whistle For the reinforcement activities: Objects and numbers found within the school area

Members of group 2

4. The activity starts when the teacher blows the whistle. The first pupil in each group jumps from rattan hoop to rattan hoop while counting aloud from 1 to 9. Then the pupil runs back to the group and taps the hand of the next pupil in line. The cycle continues. The group which finishes first is the winner. 5. Close the session by singing the Ten Little Fingers song together.

UNIT 1: NUMBERS TO 10
VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine REINFORCEMENT ACTIVITIES 1. This is an outdoor activity. Have the pupils to sing a counting song such as: Step to your right Step to your left To the front and to the back Turn to your right Turn to your left Make a group of (say out a number) The pupils have to listen carefully to the number mentioned by the teacher and quickly form a group with the correct number of pupils. Check each others answers by counting together. 2. Have the pupils to talk about the number of objects found within the school area, such as the number of boys or girls, the number of cars in the parking lot, the number of benches in the canteen etc.

UNIT 1: NUMBERS TO 10
UNIT 1.2
LEARNING OUTCOMES Pupils should know how to: Recognise numbers, 1 to 9 TEACHING STEPS 1. A few days before this session is carried out, prepare or have the pupils to bring some old magazines, newspapers or supermarket pamphlets that contain numbers or price tags. 2. Have the pupils to sing the Ten Little Fingers song while showing that many fingers. Then show a few number cards at random and have the pupils to say out the number name. TEACHING AIDS For the teaching & learning session: 1. Number cards (1 to 9) 2. Old magazines /Newspapers /Supermarket pamphlets 3. Scissors 4. Glue 5. Mahjong papers For the reinforcement activities: 1. Number cards (1 to 9) 2. Numbers found within the school area 3. Activity Sheet 1.2 3. Seat the pupils in groups (four pupils). Distribute the scissors, glue and mahjong paper to each group. Ask the pupils to cut out the numbers 1 to 9 that they can find and paste them in their books or on the mahjong paper. 4. Distribute Worksheet 1.2. 5. Close the session by singing the Ten Little Fingers song together.

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine

REINFORCEMENT ACTIVITIES 1. Hang or stick the number cards at different places in the classroom. Say out a number 1 to 9 at random and ask the pupils to point at the correct card. 2. Bring the pupils around the school area. Look for and talk about the numbers around them. 3. Distribute Activity Sheet 1.2. Ask the pupils to listen carefully and circle the correct numeral.

UNIT 1: NUMBERS TO 10 Activity Sheet 1.2 Listen carefully and circle the correct numeral. 1.

2
2.

4 5 5 3 7

6 3 9 8 4
4

7
3.

I
4.

2
5.

UNIT 1: NUMBERS TO 10
UNIT 1.3
LEARNING OUTCOMES Pupils should know how to: Count a group of objects, 1 to 9 TEACHING STEPS 1. Ask pupils to take out all the stationeries they brought such as pencils, books, erasers etc. Ask: Teacher: Siti, show me the pencils (books, eraser) that you have. How many pencils (books, eraser) do you have I have ... (she says out the number) pencils (books, eraser). Who has that many pencils (books, eraser)? Show me.

Pupil: TEACHING AIDS For the teaching & learning session: 1. Stationeries brought by the pupils 2. Sets of number cards (1 to 9) 3. Countable objects For the reinforcement activities: 1. Number cards (1 to 9) 2. Objects found within the school area 3. Glue 4. Mahjong papers 5. Marker pens Teacher:

2. Seat the pupils in pairs. Distribute a set of number cards to each pair. Show them a few countable objects. Ask the pupils to count the objects silently as you show them up one by one. Then they take turn showing the correct number card. 3. Distribute Worksheet 1.3.

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine

REINFORCEMENT ACTIVITIES 1. Form small groups. Give each group a number card. 2. Bring the pupils around the school area and collect that many small and light object of the same type. For example, group 1 that receives the number card 1 collects 1 leaf and 1 pebble. 3. Get them to paste the objects nicely and neatly on a mahjong paper and write the number. Paste their work on the notice board.

UNIT 1: NUMBERS TO 10
UNIT 1.4
LEARNING OUTCOMES Pupils should know how to: Write numerals, 1 to 9 TEACHING STEPS 1. Seat the pupils in pairs. Distribute a personal board, a marker pen and nine counters to each pair. Say out a number and ask them to show the correct number of counters. When counting, ask them to point to the counters and say One, two, three ... and so on. 2. Demonstrate the correct way of writing the numbers on the board. Get the pupils to trace the number with their finger: in the air on the table in a box of sand on a friends back 3. Repeat steps 2 and 3 with other numbers. 4. Paste a picture card on the board, for example:

TEACHING AIDS For the teaching & learning session: 1. Personal boards 2. Marker pens 3. Counters 4. Boxes 5. Sand 6. Picture cards For the reinforcement activities: 1. Suitable materials to make a collage (rope, cloths, clay, leaves, beans, beads, glitters, sand/coloured paper etc.) 2. Number cards (1 to 9) 3. Drawing paper 4. Scissors 5. Glue VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine

5. Ask the pupils to count the number of objects in the card and write the number on the personal board. Ensure that they use the correct way to write the number. Then ask them to show their board. 6. Repeat steps 2 and 3 with other numbers. 7. Distribute Worksheet 1.4.

REINFORCEMENT ACTIVITIES 1. A few days before this session is carried out, prepare or have the pupils to bring suitable materials to make a collage. 2. Seat the pupils in groups (four pupils). Distribute the scissors, glue and a number card to each group. Hand out a drawing paper to each pupil. Ask them to create a collage of the number on the drawing paper. 3. Paste the best work on the notice board.

UNIT 1: NUMBERS TO 10
UNIT 1.5
LEARNING OUTCOMES Pupils should know how to: Read number words, one to nine TEACHING STEPS 1. Have the pupils to sing the Ten Little Fingers song while showing that many fingers. Write the lyrics on the board. 2. Ask the pupils to point to the correct number word card in the song, spell and say the number words. 3. Hang or stick the number word cards at different places in the classroom. Say out a number 1 to 9 at random and ask the pupils to point at the correct card.

TEACHING AIDS For the teaching & learning session: Number word cards one to nine For the reinforcement activities: Number word cards one to nine arranged at random

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine

REINFORCEMENT ACTIVITIES 1. Seat the pupils in groups (four pupils). 2. Distribute a set of number word cards to each group. 3. In groups, the pupils have to arrange the cards in the correct order, from one to nine. 4. The group which finishes first is the winner.

UNIT 1: NUMBERS TO 10
UNIT 1.6
LEARNING OUTCOMES Pupils should know how to: Write number words, one to nine TEACHING STEPS 1. Distribute the number word cards startin g from one to the first pupil. The pupil has to trace the number word using his/her finger, spell and say out the number name. Then the card is passed to the second pupil and so on until the last pupil. The word is made of sand paper or string Manila card 2. Repeat step 1 with the other number word cards, two to nine. 3. Distribute a personal board and a marker pen to each pupil. 4. Show a picture card, for example:

TEACHING AIDS For the teaching & learning session: 1. Number words (the letters are made of sand-paper, thread, sequins, collage etc.) pasted on manila cards 2. Picture cards 3. Personal boards 4. Marker pens For the reinforcement activities: 1. Puzzle of number words 2. Letter cards

Ask: How many birds can you see? Spell (say out the number). Write the numeral (say out the number) on your board. 5. Repeat step 4 with the other picture cards. 6. Distribute Worksheet 1.6.

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine

REINFORCEMENT ACTIVITIES Get the pupils to arrange a puzzle or jumbled letter cards to form a number word, for example:

UNIT 1: NUMBERS TO 10
UNIT 1.7(a)
LEARNING OUTCOMES Pupils should know how to: Arrange numbers, 1 to 9 a) count on in ones b) count back in ones TEACHING STEPS 1. Distribute a set of dot cards to each pupil. 2. Ask the pupils to count the dots on each card and paste the cards in their book from the least to the most number of dots. Introduce the phrase count on in ones. 3. Get the pupils to write the numbers under each card to represent the number of dots and then count on in ones from 1 to 9. TEACHING AIDS For the teaching & learning session: 1. Sets of dot cards (Refer to TA p.1) cut out and arranged at random 2. Glue For the reinforcement activities: 1. Dice 2. Counters 3. The Snakes & Ladders game board 4. Distribute a second set of dot cards to each pupil. 5. Ask the pupils to count the dots on each card and paste the cards in their book from the most to the least number of dots. Introduce the phrase count back in ones. 6. Get the pupils to write the numbers under each card to represent the number of dots and then count back in ones from 9 to 1. 7. Distribute Worksheet 1.7(a).

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine

REINFORCEMENT ACTIVITIES Pupils play the game of Snakes and Ladders in groups.

UNIT 1: NUMBERS TO 10
UNIT 1.7(b)
LEARNING OUTCOMES Pupils should know how to: Arrange numbers, 1 to 9 a) count on in ones b) count back in ones TEACHING STEPS 1. Paste the large number line on the board. Introduce the number line to the pupils. Relate the number line to the dot cards in the previous session (Unit 1.7(a)). 2. Get the pupils to count on in ones from 1 to 9. 3. Next, paste the large empty number line on the board with only the 1 and 9 marking. For example: 1 9

TEACHING AIDS For the teaching & learning session: 1. Large number line 2. Large empty number line (marked but unnumbered) For the reinforcement activities: 1. Number cards (1 to 9) 2. Blue tac

Ask: What is the number after (say out the number)? Where do you put it on the number line (say out the number)? Write it for me. 4. Repeat with other numbers. When all the numbers are written on the number line, get the pupils to count on in ones from 1 to 9. 5. Distribute Worksheet 1.7(b).

Nota: A similar activity is repeated for counting back in ones.

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UNIT 1: NUMBERS TO 10
VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine Number line REINFORCEMENT ACTIVITIES 1. Randomly distribute the number cards to nine pupils. Lets form a number line. Number 5, paste your card here. (The pupil who has the 5 card is asked to paste it on the board) Who has the card before the number 5? Where should you paste your card? (Have the pupil to paste it on the left of the 5 card) Now, continue the number line! (They have to paste their own cards in the correct order) 2. Get the pupils to count on and count back in ones. 3. Repeat the activity with other numbers. 4. Turn this game into a competition among groups (nine pupils). The group which finishes first with the correct order of numbers is the winner.

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UNIT 1: NUMBERS TO 10
UNIT 1.8(a)
LEARNING OUTCOMES Pupils should know how to: 1. Say the number name 0 2. Recognise 0 3. Write the numeral 0 4. Read the number word zero 5. Write the number word zero TEACHING STEPS 1. Show three plastic cups labelled A, B and C. Cup A and B must contain a few marbles of different quantity, while cup C is left empty. 2. Choose three pupils and give them a cup each. 3. Ask each pupil to take out the marbles one by one and count them together with the other pupils. Ask: How many marbles are there in cup A? 4. Repeat the question for cup B and cup C. For cup C, the pupils should be able to say that the cup is empty, there is nothing or no marbles in it. Introduce the word nothing as zero. 5. Show the number card 0 and get them to write it in the air, on a friends back etc. 6. Show the number word card zero and get them to read, spell and write it. 7. Talk about the number zero. Give other examples that are familiar to the pupils. 8. Distribute Worksheet 1.8(a).

TEACHING AIDS For the teaching & learning session: 1. Plastic cups (three cups labelled A, B and C) 2. Marbles 3. Number card 0 4. Number word card zero For the reinforcement activities: Large empty number line (marked but unnumbered)

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine Zero Number line

REINFORCEMENT ACTIVITIES 1. Paste the large empty number line on the board. Say out the numbers 1 to 9 at random and ask the pupils to mark them on the number line. 2. Next, show the position of the number 0. Discuss.

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UNIT 1: NUMBERS TO 10
UNIT 1.8(b)
LEARNING OUTCOMES Pupils should know how to: 1. Say the number name 10 2. Recognise 10 3. Count a group of objects to 10 4. Write the number 10 5. Read the number word ten 6. Write the number word ten TEACHING AIDS For the teaching & learning session: 1. Counters 2. Number card 10 3. Number word card zero 4. Objects found in the classroom For the reinforcement activities: Large empty number line (marked but unnumbered) TEACHING STEPS 1. Distribute enough counters to each pupil. 2. Have the pupils to sing the Ten Little Fingers song while showing that many fingers. Draw their attention to the word ten in the lyrics. Ask: In the song, what number comes after 8? Show me nine counters. Write the numeral 9 in the air. Spell the word nine. In the song, what number comes after nine? Who can show me ten counters? Which is more, nine or ten? How do you know? 3. Show the number card 10 and get them to write it in the air, on a friends back etc. 4. Show the number word card ten and get them to read, spell and write it. 5. Seat the pupils in groups (four pupils). Ask them to find ten objects in the classroom. Compare their findings. Although the objects are different, the quantity is still the same. Show this through one-to-one matching. 6. Distribute Worksheet 1.8(b).

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine Zero Ten Number line

REINFORCEMENT ACTIVITIES 1. Paste the large empty number line on the board. Say out the numbers 1 to 9 at random and ask the pupils to mark them on the number line. 2. Next, show the position of the number 10. Discuss.

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UNIT 1: NUMBERS TO 10
UNIT 1.9
LEARNING OUTCOMES Pupils should know how to: Arrange numbers from 0 to 10 a) count on in ones b) count back in ones c) count on from a given number d) count back from a given number TEACHING AIDS For the teaching & learning session: 1. A picture of a frog on a lily pad 2. Large lily pad cut outs with a number (0 to 10) written on each piece For the reinforcement activities: A whistle TEACHING STEPS 1. Seat the pupils in groups (four pupils). Show a picture of a frog on a lily pad or jumping form one to another.

2. Get the pupils to talk about the picture. They may also be asked to act like a frog. 3. Distribute a set of large lily pad cut outs to each group. Ask them to put the cut outs on the floor in random order. 4. In groups, the pupils take turn jumping on the lily pads (in increasing order) just like a frog, while saying out the number written on them. They have to check each others counting. 5. Distribute Worksheet 1.9.

Note: A similar activity is repeated for: count back in ones count on from a given number count back from a given number

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UNIT 1: NUMBERS TO 10
VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine Zero Ten Count on Count back REINFORCEMENT ACTIVITIES 1. Carry out the Listen and Count game. Explain how the game is played. a) The activity starts when the teacher blows the whistle. b) When the whistle is blown once, the pupils have to count on in ones. c) When the whistle is blown twice, the pupils have to count back in ones. 2. They may be asked to count together or take turns starting from the first until the last pupil in the class. 3. Choose a few pupils to show how the game is played. Blow the whistle once and they start to count on in ones from zero. Before the number sequence is complete, blow the whistle twice and they count back in ones from the last number. For example: (Blow the whistle once) 0, 1, 2, 3, 4, 5, 6, 7 (Blow the whistle twice) 6, 5, 4, 3, 2 (Blow the whistle once) 3, 4, 5, 6, 7, 8, 9, 10 (Blow the whistle twice) 9, 8, 7, 6, 5, 4

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UNIT 1: NUMBERS TO 10
UNIT 1.10
LEARNING OUTCOMES Pupils should know how to: Compare two numbers and say which is more or less TEACHING STEPS 1. Seat the pupils in pairs. 2. Show a basketful of red and blue balls in different quantities. 3. Ask a pupil to count the red balls and another pupil to count the blue balls. Have them to say out the quantity of red and blue balls to the whole class. Ask: Which is more (less), the red or the blue balls? How do you know? How many more (less)? (To find out which is more or less, they have to do a one-to-one matching. Each red ball is matched to a blue ball in pairs. There must be a few that do not have a partner) 4. Guide them to respond: ... is more than ... ... is less than ... 5. Distribute enough counters to each pair. Repeat step 4 with other examples. 6. Distribute Worksheet 1.10.

TEACHING AIDS For the teaching & learning session: 1. Basket 2. Red balls 3. Blue balls 4. Counters For the reinforcement activities: Objects found around the school area that come in pairs

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine Zero Ten More than Less than

REINFORCEMENT ACTIVITIES Bring the pupils around the school area. Find the objects that come in pairs, such as table and chair, plant and pot etc. Ask the pupils to do a one-to-one matching and tell which is more or less, for example: There are five tables and three chairs. There are more tables than chairs. Five is more than three. There are fewer chairs than tables. Three is less than five.

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UNIT 1: NUMBERS TO 10
UNIT 1.11
LEARNING OUTCOMES Pupils should know how to: Identify one more or one less TEACHING STEPS 1. Seat the pupils in pairs. Distribute enough counters to each pair. 2. Ask the first pupil in each pair to show three counters and the second pupil to show four counters. Ask: Which is more, three counters or four counters? How do you know? (Through one-to-one matching, there should be a counter that does not have a partner) How many more? Four is one more than three. 3. Repeat steps 2 with other examples. 4. Distribute Worksheet 1.11. Note: A similar activity is repeated to identify one less than a number.

TEACHING AIDS For the teaching & learning session: Counters For the reinforcement activities: Number cards (0 to 10)

VOCABULARY Number The number of Count One Two Three Four Five Six Seven Eight Nine Zero Ten One more than One less than

REINFORCEMENT ACTIVITIES 1. Randomly distribute a number card to each pupil. Ask: Who is one more (less) than 4? Show me your card! 2. Repeat step 1 with other numbers.

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