Class 1 DLPS 2-1-19

Daily Lesson Plan Session: 2018 – 19
Subject: Mathematics Grade: 1

Chapter: 1 Lecture no: 1
Topic/Concept: Numbers 0 – 9 Time: 40 Minutes
Students’ Learning Outcomes:

By the end of the session, the students will be able to:
 Recall the concept of counting by adding in Ones using numerals.
 Read Numbers up to 9 in numeral and in words.
 Recognize the order of the numbers up to 9.
Required Material
Prepaid sheet for writing numerals. Box with number cards from 1-9. Colour pencils box.
Teaching Method: Time

a. Oral Description b. Demonstration Method c. Assessment Method
Warm up / Introduction: 15
Students already have been introduced to the concept of count and write in
Kindergarten. We will go with the same activity for the reinforcement of this concept.
 First give oral description of the topic and read the book content material
aloud with the students.
 Demonstrate to student by putting out the number cards in order from 1 to
9 in the box, calling out the name of the number as you go along.
 Allocate 1 colour pencil, count 1 and place it in the box containing the
number card 1. Then allocate 2 colour pencils, count it a loud and place it
in the box containing the number card 2. Follow the same for the rest of
the number
 Put back the materials into the respective containers and encourage
student to try the activity on their own.
Development: 20
Ice Cream Math Ice cream might be fun and yummy to eat, but it can also be used as
a treat that will get your child excited about practicing important math concepts! In
this activity your child will build ice cream cones as she practices her counting skills.
Activity 1
What You Do:
 Cut 9 small ice cream cones out of the brown paper. They should be small
enough to all fit on the white paper.
 Cut out 45 circles that is small enough to fit on the cones.
 Number the cones 1 through 9 with the marker.
 Glue the cones in numerical order on the white paper.
 Help your child glue the correct number of "scoops" of ice cream on top of the
cones.
 When your child is done, she will have counted to 9 and created a group of
colorful ice cream cones that visual represents each number. You can
celebrate afterwards with real ice cream or frozen yogurt.
What You Need:

 Large piece of white paper
 Brown construction paper
 Construction paper of
different colors
 Glue stick
 Scissors
 Pencil
 Marker
Assessment: 2
Evaluate the learning and understanding of the students by asking a few questions
regarding key areas of the lesson, as:
 Asking the pupils about the different things present at their home like number
of roam, televisions, bikes etc.
 What is the sequence of numbers up to 9?
Review and closing: 3

A teacher can wrap up the lesson by reviewing the summary and key points of the
lesson regarding the following areas.
 Procedures opted to count in ones.
 Writing the numerals in ones; ranging from 1 – 9.
Topic/Concept: Numbers 0-9 Time: 40 Minutes
 Recognizing numbers 1 to 9 with help of pictures.
 Reading numbers up to 9 in numeral and in words.
 Counting with help of fingers.
Required Material
Apples, candies, posters, play cards and water colours.
(Add other resources as per requirement of the lesson)

a. Oral Description b. Demonstration Method c. Assessment Meth
 Use water colour to crate interest
for the student. Use different
colours and colour the fingers of
the students and ask them to
count as you start coloring
fingers one by one.
 Use number play cards and

posters to show different
numbers according to the
fingers you have coloured
to a particular student then
ask other students to count
the colouring fingers and
show the number with help
of their fingers and also
with the number play
cards.
Development: 20
In this topic the students are helped to learn
the counting up to 9 with the help of the
objects shown in different pictures and also
with help of their figures. The colourful
pictures add the attraction of the young ones
and counting on figures creates an activity for
them. In this picture we can clearly see that
there are 4 apples. Counting the objects is fun for the students because they like to
learn more through pictorial world.
Activity 1
Ask some students to come at front and count different things present inside the
classroom with help of their fingers and then show them the right number with help
of flash cards and posters available in the class. Counting with figures crates an
activity for the students. Apart from just mental participation they physically involved
themselves which make
them to learn more easily
and effectively. Repeat this
activity with several students
in the class to make sure that
all students have easily
understood the concept of
counting through their
fingers.
Assessment: 2
 A teacher can recall the concept while simple asking the pupils about the
different things present at their home like number of roam, televisions, bikes
etc.

 A teacher should tell the students to count the numbers up to 9 with the help
of their hand fingers. It will be fun when you involved the students to count
the different numbers with the help of their gingers.
 teacher can also draw different shapes on the board and ask the students to
count. A teacher can also use different objects/things present inside the
classroom and ask different students to come on the board and write the
correct answer in numbers as well as in words.
Activity Page
Topic/Concept: Number and Number Name – One Time: 40 Minutes
 Count objects which are ‘one’.
 Identify the numeral ‘1’ in contrast to other numerals.
 Write ‘one’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘one’ from other numbers by counting.
Required Material
Pre-made/ready-made charts and figures, flash cards, colour pencils.

Firstly, ask the students to colour the activity page with their most favorite
colour. Then write a big ‘1’ on the board. Make the students to recognize
‘one’ in contrast to other numbers.
We can give number of examples from our surroundings and also can
attach several attributes to the digit ‘1’ i.e.
 According to Muslims we strongly believe in the Oneness of Allah Almighty and

there is no God except Allah.
 Secondly we believe on the book of Allah Almighty that is ‘Holly Quran’ means
again 1 book followed my billions of Muslims across the world.
 Thirdly we Muslims believe on the teachings of only our last beloved Prophet
Hazrat Muhammad S.A.W means again only one Prophet to follow.
 There is only Sun and Moon.
 Birds have one beak.
Development: 20
Activity 1: Learning Numeral ‘1’ by Identifying, Writing and Sorting ‘One’
 Firstly make a little writing practice from the activity page.
 Afterwards show a few flash cards to the students by pasting them on the
board. Each card will be with different number of items printed on them.
 Ask the students to count and identify card as:
a) One, or
b) Not One
 Ask the students to workout count the number of items provided in the third
activity page.
 Count each of the items in each set and mark a tick and cross against the items
which are not 1 means more to it.
Assessment: 2
 A teacher can evaluate the learning and understanding of the students by
asking a few questions regarding key areas of the lesson from our daily life.
Sum up: 3
Wrap up the lesson by reviewing the summary and key points of the lesson regarding
the following main areas:
 Count objects which are ‘one’ in your surroundings.
 Identifying the numeral ‘1’ in contrast to other numerals.

 Writing ‘one’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘one’ from other numbers by counting.
Activity Page
Colour it.
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Topic/Concept: Number and Number Name – Two Time: 40 Minutes
 Count objects up to ‘two’.
 Write ‘two’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘two’ from other numbers by counting.
Required Material

Firstly, ask the students to colour the activity page with their most favorite colour.
Then write a big ‘2’ on the board. Make the students to recognize ‘two’ in contrast to
other numbers.
We can give number of examples from our surroundings and also can attach several
attributes to the digit ‘2’. If we look at our body we will find my
things in combination of two i.e.
 Two eyes to see
 Two ear to listen
 Two hands to hold
 Two legs to walk
And if we look at our surroundings we will find this combination too
i.e.
 Cycle and motorbikes have two wheels
 All birds have two wings
Development: 20
Activity 1: Learning Numeral ‘2’ by Identifying, Writing and Sorting ‘Two’
a) Two, or
b) Less than two, or
c) More than two
activity page:
which are not 2 means more to it or less to it.
 Supervise and assist each student on his/her seat by visiting him/her and
helping him/her out.
Assessment: 2

 Count objects which are ‘two’ in your surroundings.

 Writing ‘two’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘two’ from other numbers by counting.
Activity Page
Colour it.
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Topic/Concept: Number and Number Name – Three Time: 40 Minutes
 Count objects which are ‘three’.
 Write ‘three’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘three’ from other numbers by counting.
Required Material

Firstly, ask the students to colour the activity page with their most
favorite colour. Then write a big ‘3’ on the board. Make the students
to recognize ‘one’ in contrast to other numbers.
We can give number of examples from our surroundings and also
can attach several attributes to the digit ‘3’ i.e.
 Three is a numeral that is very much

familiarized in Islam. For example, while offering Magrib
Namaz we know it has three Farz Rakats.
 Before namaz we do wadu and we wash several body
parts three times.
More to that we see many things in our surroundings and finds

this combination too i.e.
 Traffic sign boards have usually three sides.
 Somasa we eat also have three sides.
 We ride on an auto rickshaw having three wheels.
Development:
Activity 1: Learning Numeral ‘3’ by Identifying, Writing and Sorting ‘Three’ 20
a) Three, or
b) Less than three, or
c) More than three
activity page:
Assessment: 2

 Count objects which are ‘three’ in your surroundings.
 Writing ‘three’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘three’ from other numbers by counting.
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Colour it.
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Topic/Concept: Number and Number Name – Four Time: 40 Minutes
 Count objects which are ‘four’.
 Write ‘four’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘four’ from other numbers by counting.

to recognize ‘four’ in contrast to other numbers.
We can give number of examples from our surroundings and also can
attach several attributes to the digit ‘3’ i.e.
 Number four has a significant importance in Islam as there 4 Books that are
revealed by Allah, namely Tawrat, Zabur, Injil, and Quran.
 There are 4 Angels that are most close to Allah, namely Hazat
Jibreal, Hazrat Mikael, Hazrat
Israfeel, and Hazrat Izraeel.
 There are 4 Rightly Guided Caliphs.
More to that we see many things in our

surroundings and finds this combination
too i.e.
 4-Directions
 4-feet of most of the animals
 4-Wheels of a Car
 4-Corners of a square
Development: 20
Activity 1: Learning Numeral ‘4’ by Identifying, Writing and Sorting ‘Fours’
d) Four, or
e) Less than four, or
f) More than four
activity page:
Assessment: 2

 Count objects which are ‘four’ in your surroundings.

 Writing ‘four’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘four’ from other numbers by counting.
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Colour it.
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Topic/Concept: Number and Number Name – Five Time: 40 Minutes
 Count objects which are ‘five’.
 Write ‘five’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘five’ from other numbers by counting.
Required Material

favorite colour. Then write a big ‘5’ on the board. Make the
students to recognize ‘five’ in contrast to other numbers.
We can give number of examples from our surroundings and also
can attach several attributes to the digit ‘5’ i.e.
 We offer Salah five times a day.

 Islam is based on 5 Pillars.
More to that we see many things in

our surroundings and finds this
combination too i.e.
 Our each hand and foot has
four figures.
 We have five sensory organs;
Eyes, Ears, Nose, Skin, and
Tongue.
Development: 20
Activity 1: Learning Numeral ‘5’ by Identifying, Writing and Sorting ‘Fives’
a) Five, or
b) Less than Five, or
c) More than Five
activity page:
 Count each of the items in each set and cross against the items which are not
5 means more to it or less to it.
helping him/her out. Here ask the students to work-out and count the number
of items provided in the

 Counting objects which are ‘five’ in your surroundings.
 Writing ‘five’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘five’ from other numbers by counting.
Assessment: 2
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Colour it.
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Topic/Concept: Number and Number Name – Six Time: 40 Minutes
 Count objects which are ‘six’.
 Write ‘six’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘six’ from other numbers by counting.
Required Material
Firstly, ask the students to colour the activity page with their
most favorite colour. Then write a big ‘6’ on the board. Make
the students to recognize ‘one’ in contrast to other numbers.
We can give number of examples from our surroundings and
also can attach several attributes to the digit ‘6’ i.e.
 It is written in our Holly Quran in surat al-araf that Allah

Almighty has created the heavens and the earth in six days.
 Jumada al-Thani is the 6th month according to Islamic calendar.
More to that we see many things in our surroundings and finds

this combination too i.e.
 If you cut the tomato into two half’s you will come to
know that it has six portions.
Development: 20
Activity 1: Learning Numeral ‘6’ by Identifying, Writing and Sorting ‘Six’
a) Six, or
b) Less than six, or
c) More than six
activity page:
Assessment: 2

 Counting objects which are ‘six’ in your surroundings.
 Writing ‘six’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘six’ from other numbers by counting.
Activity Page
Colour it.
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Topic/Concept: Number and Number Name – Seven Time: 40 Minutes
 Count objects which are ‘seven’.
 Write ‘seven’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘seven’ from other numbers by counting.
Required Material
Firstly, ask the students to colour the activity page with

their most favorite colour. Then write a big ‘7’ on the board. Make the students to
recognize ‘one’ in contrast to other numbers.
attributes to the digit ‘7’ i.e.
 Allah Almighty has created seven heavens.

 Allah Almighty has created seven layers of earth.
 7 ayats of the sura fatiha.
 It is written in our Holly Quran in surat al-araf th
 While performing Hajj, pilgrims walk or run between Mount of Safa and
More to that we see many things in our surroundings and finds this combination too
i.e.
 There are seven continents in the world.

 There are seven days in a week.
 Colour spectrum has seven colours.
Development: 20
Activity 1: Learning Numeral ‘7’ by Identifying, Writing and Sorting ‘Three’
a) Seven, or
b) Less than seven, or
c) More than seven
activity page:
Assessment: 2

 Counting objects which are ‘seven’ in your surroundings.
 Writing ‘seven’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘seven’ from other numbers by counting.
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Colour it.
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Topic/Concept: Number and Number Name – Eight Time: 40 Minutes
 Count objects which are ‘eight’.
 Write ‘eight’ in ‘numeral-form’ as well as in ‘words’.
Differentiate ‘seven’ from other numbers by counting.
Required Material

Then write a big ‘8’ on the board. Make the students to recognize ‘one’ in contrast to
other numbers.
 According to Hadit there are 8 doors.
 According to Islamic calendar Shaban is the 8th month.
i.e.
 There are total eight planets in our solar system.
Development: 20
Activity 1: Learning Numeral ‘8’ by Identifying, Writing and Sorting
‘Eights’
a) Eight, or
b) Less than eight, or
c) More than eight
activity page:
Assessment: 2
 Counting objects which are ‘eight’ in your surroundings.
 Writing ‘eight’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘eight’ from other numbers by counting.
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Colour it.
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Topic/Concept: Number and Number Name – Nine Time: 40 Minutes
 Count objects which are ‘nine’.
 Write ‘nine’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘nine’ from other numbers by counting.
Required Material

Then write a big ‘9’ on the board. Make the students to recognize ‘one’ in contrast to
other numbers.
 Ramdan is the 9th month according to Islamic calendar. Pakistan came on the
map of world in this special month in 1947.
 On 9th day of Dhul-Hijjah, the pilgrims gather around in the ground of Arafah
for praying and seeking Allah`s mercy
i.e.
 Nine is the greatest one-digit number.
Development: 20
Activity 1: Learning Numeral ‘9’ by Identifying, Writing and Sorting ‘Nines’
a) Nine, or
b) Less than Nine, or
c) More than Nine
which are not9 means more to it or less to it.
Assessment: 2

 Counting objects which are ‘nine’ in your surroundings.
 Writing ‘nine’ in ‘numeral-form’ as well as in ‘words’.
Differentiate ‘nine’ from other numbers by counting.
Activity Page
Colour it.
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Topic/Concept: Concept of Zero Time: 40 Minutes
 Explain the concept of Zero nothing.
Required Material
Pre-made/ready-made charts and figures, flash cards, large pencil or crayon for each student; a
biscuit; two inflated balloons.

to recognize ‘one’ in contrast to other numbers.
 Whenever there is no amount we call it as nothing. However
through numerals it is represented as ‘0’.
 Less than one means ‘zero’.
 Similarly one more than zero is ‘one’.
 Make the students realize that the numeral ‘0’ has a unique importance.
 Provide a few examples from nature that are easy to relate, understand and
remember. Like say them to eat the one piece of biscuit they have and after
eating ask them did they have that piece now.
 You can also explain the concept with help of a balloon means after blowing
the balloon ask them did they have one or not.
Development: 20
Activity 1
 Use a set of beads with large holes and thin

rods which will go through the holes in the
beads. Put 10 beads on each rod. Use 5 beads
of each colour, e.g. 5 red and 5 green.
 Ask each student to show 5 beads. He may

show any combination of colours, for
example, 4 red beads and 1 green bead; 2 red
beads and 3 green beads; or 5 reds
beads only; or 5 green beads only.
 The object here is to show ‘a total of 5 beads’.
 Ask, ‘How many beads will be left if you take 5 away?’ The answer is, ‘0’.
 An abacus could also be used.
Assessment: 2
regarding key areas of the lesson:
 Describe the concept of Zero?
 How would you identify the numeral ‘0’ in contrast to other numerals?

 Wrap-up the lesson by reviewing the summary and key points of the lesson.
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Topic/Concept: Matching Numbers to their Number Names Time: 40 Minutes
 Identify the numerals ranging from 1 – 9
 Write the numbers from 1 – 9 in ‘numeral-form’ as well as in ‘words’.
Required Material
Pre-made/ready-made charts and figures, flash cards.

Start the lesson by asking the students a few simple questions:

 What is your age?
 How many brothers and sisters do you have?
Here make the students realize that we often use numerals to define various
things in our life and these numerals can be written in two forms:
 Either in symbolic form called digits, or
 Or in words
Thus both ways are equally useful and we should have recognition and understanding
of both of them.
Development: 20
Activity 1: Matching Numbers to their Number Names
 After going through the counting practice through an oral activity make the
students to focus on the concept.
 Ask the students to come one by one at the front and write their favourite
number on the board in the digit form and then ask another student to come
on the board and write the same number in the word form.
 Now change the sequence means ask one student to write his/her favourite
number in word form and then ask another student to come and write the
same number in digit form.
helping him/her out in activity page.
Assessment: 2
 Evaluate the learning and understanding of the students by asking a few
questions regarding main areas of the lesson by asking simple questions from
the questions about the topic.

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Topic/Concept: Ordering Number Time: 40 Minutes
 The students will be able to place at least digits in correct numerical order.
Required Material
Pre-made/ready-made charts and figures, flash cards and one index card for each student.

 Pass out cards to each student. Have each student write his/her name and
favourite numbers on the card. Explain to the students that they are going to
practice putting the cards in numerical order. Review and practice how to
compare two numbers.
 Divide the class into groups of five. Have them work together to place the
cards in order. When each group is finished collect the cards, shuffle them, and
pass them back out.
 After a few rounds, have the students compete to see who can have their
cards ordered the fastest. Pass the cards out face down and have them turn
them over all together. When a group is finished they should stand up. Have
the class review the first group's cards to see if they are correct.
Development: 20
Activity 1
 Ask the students about the different questions which enable them to
understand the concept of sequence even through our nature. Like the
concept of a complete day cycle (morning, afternoon, evening and night),
months, years, etc.
helping him/her out while doing the activity page.
Assessment: 2
 Wrap-up the lesson by reviewing the summary and key points of the lesson
regarding
the following areas:
 Identifying the numerals ranging from 1 – 9.
 Arranging the numbers from 1 – 9 in sequence.
 Observing sequence found in nature.

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Topic/Concept: Before – Between – After Time: 40 Minutes
 Exercise counting skills to count before, after and in-between the numbers up to 9.
 Utilize „number line‟ to identify the numeral lying:
a) before
b) after, and
c) in-between
the provided numbers up to 9.
Required Material
Pre-made/ready-made, toys or objects, flash cards.

Gather up some of your child's favorite toys. You will need 3. Stuffed animals, toy
people, cars, or any favorite two that you can pretend wants to move, works well.
1. Line them up as if they are going somewhere. For animals set a bowl in front of
the first one and tell your child they
are all going to the bowl to get a drink.
This helps your child understand their
positional relationship, by
understanding the first one in line will
come before the others to get a drink.
Some other ideas for lining up the toys
in this step include: Placing them in
front of a gate, putting cars in front of
a garage, putting people in front of a
booth. Ensure your child knows they
are lined up to go somewhere.
2. On index cards write the words
BEFORE, BETWEEN and AFTER. Label each toy with its position in line.
3. Tell the child the position of the toys using the words before, between and
after. Talk to them about who will arrive at the bowl first, and explain that
means he comes "before" the other toys. Next explain who will arrive at the
bowl last and explain that this means the toy comes "after" the others. Explain
to the child that the one in the middle is "in between."
4. Practice lining up the toys in different patterns, making sure that the toys takes
different positions in line. This way the child can see that the label "before"
does not apply to a specific toy, but rather to the position in line.
5. Occasionally, ask the child what position a toy holds. If they cannot offer the
correct answer, simply show them until they are able to answer
independently.
Development: 20
Activity 1: Identifying Numeral Lying Before – Between – After
 Use the prenumber concept of before, between and after in daily living
situations to reinforce it to your child.
1. Line up shopping items at the checkout counter and ask your child which is
"before, after or between."
2. Try it with people. Line up several people at the door and ask your child who
comes before the others in line.
3. Practice, practice, practice. Counters, chairs, and most any toy object can be
used to practice. Line them up in different patterns and have your child guess
at their position.
helping him/her out while doing the activity page.
Assessment: 2
questions
 regarding key areas of the lesson:
 What is the sequence of numbers up to 9?
 What is the role of „number line‟ in identifying the numeral lying:
a) before
b) after, and
c) in-between
d) of the provided numbers up to 9?

Wrap-up the lesson by reviewing the summary and key points of the lesson regarding
the following fundamental areas:
 Recognizing the order of the numbers up to 9
 Exercising counting skills to count before, after and in-between the numbers
up to 9
 Utilizing „number line‟ to identify the numeral lying:
a) before
b) after, and
c) in-between
d) the provided numbers up to 9
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Chapter: 1 Lecture no: 16, 17 and 18

Topic/Concept: Reinforcement of 1.1 Time: 120 Minutes
Review the learnt mathematical concepts and procedures related to:
 Number Symbols and Number Names up to 9
 Sequence of Numbers from 1 to 9
 Concept of Before, Between and After
 Counting forward and backward
 Concept of Zero
Required Material
Textbook, Whiteboard, Board Markers, Pre-made/Ready-made charts and figures (Add other
resources as per requirement of the lesson).

a. Demonstration Method
Let the students realize that we have already completed this unit in previous
workout. Today, in the subsequent lesson, we will reinforce those learnt concepts
through ‘Revision Exercise’.
 For that conduct a review session to revise the core areas of the learnt lesson.
This may be oral or written – whatever might be the technique opted, the review
session should not exceed 3 – 5 minutes.
 Afterwards write a few guiding and key points to assist their workout regarding
‘Revision Exercise’.
Development: 20
Activity 1: Reinforcing the Learnt Concepts through Revision Exercise

a) Make the students realize that today we are dealing with such a category of
questions which we have learnt earlier. Today we will strengthen the learnt
mathematical concepts through numeric questions.
b) Provide a few hints in each case to adopt the precise technique and procedure
relevant to that category.
c) Make the students solve 1-2 questions from each clause/category, individually.
Onwards reorganize the students sitting arrangements for group work.
d) Supervise and assist each student on his/her seat by visiting him/her and
helping him/her out in activity pages.
Assessment: 2
 What are the Standard techniques and procedures to:
 Write Number Symbols and Number Names up to 9
 Arrange Numbers in a Sequence from 1 to 9
 Determine the number lying Before, Between and After of provided
number(s)
 Ordering Numbers
 Represent Zero
[Students understanding could be better assessed if each question is accompanied
with some numeric examples…]

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Topic/Concept: Concept of 10 Time: 40 Minutes
 Count objects which are ‘ten’.
 Write ‘ten’ in ‘numeral-form’ as well as in ‘words’.
Differentiate ‘ten’ from other numbers by counting.
Required Material

 Start this lesson by telling the children that we have 10 fingers to count on and
10 is 1 more than 9, 2 more than 8, 3 more than 7 and so on. Also, 10 take
away 3 is 7, or 1 take away 8 is 2….
 Work with pencils; put 1 pencil in an empty pencil box, then another one, and
another, till there are 10 pencils in the box. The box is full; it cannot hold any
more pencils.
Then, explain that they are looking at ‘One box of 10 pencils’.
Development: 20
Activity 1: Learning Numeral ‘10’ by Identifying, Writing and Sorting ‘ten’
d) Ten, or
e) Less than Ten, or
f) More than Ten
Assessment: 2

 Counting objects which are ‘ten’ in your surroundings.
 Writing ‘ten’ in ‘numeral-form’ as well as in ‘words’.
 Differentiate ‘ten’ from other numbers by counting.
Activity Page
Colour it.
Activity Page
Activity Page

Topic/Concept: Less, More and Equal Time: 40 Minutes
 Compare numbers up to 9.
 Exercise counting skills to compare number of items up to 9.
 Utilize the ‘number line’ to identify the:
a) More than, and
b) Less than
number from the provided set of numbers up to 9.
Required Material

 Invite 5 students to come to the front of the class. Split them into 2 groups.
The first group should have 2 students, and the other should have 3.
 Ask the class which group has more people and which one has less people.
Development: 20
 Get a box of blocks, and create two groups of blocks, one with more than the
other.
 Explain to your students that equal means that there is the same amount in

each group, greater means more, and less means fewer.
 Call on students to compare the 2 groups using this language.
 Switch up the blocks, and do this multiple times.
 Give your students the Number Match Up worksheet to complete as well.
Assessment: 5

 Instruct your students to take out a sheet of paper and divide it into two
columns. Have them draw 5 circles in the first column and 4 circles in the
second column. Ask them to circle the group with fewer items.
 Then, direct your students to draw 3 triangles in the first column and 1 triangle
in the second column. Instruct students to circle the group with more items.
Ask your students to draw 2 squares in the first column.
Activity Page
Activity Page

Topic/Concept: Ascending Order Time: 40 Minutes
 Identify the increasing order of numbers as arrangement of numbers.
 Exercise the counting skills to write counting numbers in Increasing Order.
Utilize the ‘number line’/’number graph’ to arrange the provided set of numbers in Increasing
 Order.
Required Material
Dramatization (children) blackboard, notebook.

Teacher will ask children to make a line height wise. It means short one will stand
front and taller one back. This line will be ascending order. Now children will told to
rearrange their line in descending order. It means that have to stand other way. Now
taller one will lead it means ascending order. Teacher can take out of class and ask to
climb steps this is ascending because we are going lower to higher. When you come
down from up to down it called descending order. Children can pick up things and re-
arrange them ascending and descending order. Once children understand concept
teacher can write numbers on board and children will re-arrange the numbers
ascending and descending. After that teacher will give work page no 43 from
Countdown-3.
Development: 20
Activity 1
 Blow several balloons and put numbers on it now, stick it to the wall in
random order. Ask your kid to shoot the balloon in ascending order using a
toothpick.
 Again, you can invite his/her friends over and play this game in a group.
 The best part about gamifying learning is that you can have quality time with
your kid and teach them without them knowing it.
Assessment: 2

Activity Page
Topic/Concept: Descending Order Time: 40 Minutes
 Identify the decreasing order of numbers as arrangement of numbers from greatest to
smallest.
 Exercise the counting skills to write numbers in Decreasing Order.
 Utilize the ‘number line’/’number graph’ to arrange the provided set of numbers in
Decreasing
 Order.
Required Material

 Take 2-3 chart papers or 10 colored papers. Draw numbers on it and cut them
out. You can always involve your kids in the process. Stick the numbers on a
cardboard so they are not flimsy.
Alternatively, you can cut them out from an
old calendar. Put them all on the table (or a
box) and mix the numbers.
 Ask your kid to reach the table, pick up one

number and run to the other end of the room
and place it. In this manner, he/she has to gather all the numbers and place
them in descending order.
Development: 20
Activity 1
 Take any paper or plastic plate and punch 12 holes. It will look like a clock.
Take a marker and put numbers below each hole.
 Now stick the lace from where you want your kid to begin. For example, if you
want them to begin from 10, insert the lace in the hole and stick it on the
backside.
 Now start inserting the lace in descending order of the numbers. The lace will
make a patter at the back. Mark the design (on the backside) with the help of
the marker and circle the last hole.
 Take the lace out.
 Now ask your kid to do

the same. It will be
slightly difficult to get
your kid to understand
how to weave the lace
but it can be fun.
 The best part of this

activity is – autocorrecting! The pattern at the back will show the kid whether
he is wrong or right.
Assessment: 2

Activity Page

Topic/Concept: Numbers up to 20 Time: 40 Minutes
 Count the objects up to 20.
Required Material
(Add other resources as per requirement of the lesson)Pencils, boxes, plastic balls,

Start the lesson by showing 11 pencils to

the students which means one full box of
10 pencils and 1 single pencil. Explain
that 11 is 1 more than 10.
The pencil box is full. NO MORE PENCILS

CAN GO INTO IT, so the extra
pencil has to be placed beside the box. Then,

place another pencil near the box.
‘What do you have?’ The answer will be

12 pencils. Explain that 12 means one
group of 10 and 2 single pencils.
In a similar manner, work slowly with the
numbers 13, 14 ……
11 = 1 box of 10 ONES + 1 single
12 = 1 box of 10 ONES + 2 singles
13 = 1 box of 10 ONES + 3 singles
and so on.
Start with numbers from 11 to 19. You may wish to use other simple aids such as
flowers in bundles of 10, packets of biscuits with 10 biscuits in each, or 10 beads in a
bracelet (knot the thread, so that no more beads can go on to it). Repeat the exercise
with all these numbers. Once this concept is clear, draw a picture of a box, on the
board, with ‘10’ written on it and next to it, write ‘single pencils’.
Development: 20
Activity 1
Play "Pass the Parcel Numbers 11-20" You are going to play a version of "Pass the
Parcel" to introduce the numbers 11-20. Before class get 10 sheets of A4 paper and
write a number (11-20) on each sheet. Shuffle the papers up so they are ordered
randomly. Now make your parcel – roll one sheet of paper onto a ball (with the
number on the inside) and then wrap the next sheet (number inside) around the ball.
Keep wrapping the sheets around the ball until all are used up and you have a parcel.
If you like, you can include a small sweet with each sheet of wrapped paper.
In class, get everybody to sit in a circle.
• Play some music and have everybody pass

the parcel around the circle until you stop
the music. The person holding the parcel
when you stop the music can unwrap the
first layer. Ask for that sheet of paper and
stick it on the board with the number
showing. At this point there is no need to
teach the number.
• Start the music again and then stop it after

the parcel has been passed around a while.
The student holding the parcel can unwrap
the next sheet and look at the number. S/He
should then stick it on the board either to the left or right of the number already
there, depending on if it comes before or after that number (e.g. if the first number
was 15 and the second one is 19, then it should be placed after the 15).
• Keep playing "Pass the Parcel" until all the numbers are stuck on the board in the
correct order 11-20
Assessment: 2

Activity Page
Activity Page

 Count objects up to 30.
Required Material
Pre-made/ready-made, toys or objects, flash cards, Ice cream sticks.

15
Warm up / Introduction:
Start the lesson with a revision activity. Put the children in groups and give them some
straws. Ask them to tie 10 straws together. Now call out the number names:
Development: 20
Activity 1
 Use ice cream sticks for this activity. Start counting the sticks one by one and
instruct the students to count along with you. When you reach 10, ask them
what should be done. Wait for the students to respond.
 Reiterate that ‘10’ is a special number and we will make bundles of ten sticks
each. Now keep one bundle in your right hand and keep picking one stick at a
time with your left hand and say aloud ‘10 and one more is 11’ till you will
reach 20.
 Now take two bundles in your right hand and keep picking one stick at a time
with your left hand and say aloud ‘2 tens and one more is 21’.
 Write on the board 2 tens and 1 = 21 = twenty‐one.
 Continue till you reach 30. Repeat once more from 21–30 so that the students
understand the pattern.
Assessment: 2


Count objects up to 90
Required Material

At this stage, the children already know the number names to thirty. They know how
to read them. Teaching number names can become monotonous. To avoid this, it is
always better to include some hands–on activities to make the lesson interesting. The
children follow your lead initially; once they know the pattern, they will be able to
carry–on, on their own.
Start the
lesson
with a
revision
activity.
Put the
children in
groups and
give them
some
straws. Ask
them to tie
10 straws
together.
Now call
out the
number names as shown:
Development: 20
Activity 1
 Ring a word (10 minutes) For this activity the class is divided into two teams
which form two lines.
 The two students at the front of the line each are holding a marker.
 The teacher explains that when she says a number, the two students have to
race to the board to write the number.
 The student can get help from his/her teammates.
 If neither team knows the number, the teacher steps in and guides them to
the correct answer and then do another round with the same students to
determine which team gets the point.
Assessment: 2


Topic/Concept: Concept of Place Value Time: 40 Minutes
 Students will be able to distinguish between the tens and ones place value.
 Students will be able to use tens and ones blocks to make numbers.
Required Material
(Add other resources as per requirement of the lesson).

 Tell students that today they are going to be mathematicians. Mathematicians

use numbers to help us understand the world. Numbers are symbols tell us
how many of something we have. As a class, brainstorm a list of things that we
have amounts of (i.e. I have 3 books).
 Tell students that there are enough numbers to go on forever, so we have to

find ways to use numbers to show bigger and bigger quantities. Count out 0-9
of an item (unix cubes, cereal pieces, etc) and ask what happens when we get
to 10. Draw a picture to show or represent your number. Ask students who to
do next and model increasing the number of one’s until you get to twenty.
Then, model how to identify tens and ones in more difficult numbers (39, 82,
and 45) and draw various numbers.
 Give the children thermocol balls or beads. Call out a number and ask them to
make bracelets containing that number of balls, with one restriction, no more
than 10 balls in a bracelet. Tie a knot on the thread once the 10 beads are
threaded. Help the children with tying knots.
Development: 20
Activity 1
 Ask the children to call out the different number names and put the numbers
in the right columns.
 Once the children are comfortable with the idea, go back to 10, and explain
that 10 mean 1 ten and NO ones, or ZERO ones.
 You can use a rod to thread beads on, with U and T written on it, as shown
here:
Activity 2
 To play the game, students roll two dice. One die is the tens and one die is the
ones.
 They write the number they’ve created, and then they compare numbers.
 The student who writes the largest number gets the point. If they both write
the biggest number (i.e. if they roll a 2 and a 4 and both write 42, then they
both get a point).
 Circulate to correct student misunderstandings and provide support.
Assessment: 2

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Topic/Concept: Comparing Numbers Time: 40 Minutes
Students will be able to compare two-digit numbers, using the symbols for greater than, less
than, and equal to.
Required Material
 To begin the lesson, tell the class that they will be practicing comparing
numbers. Ask for a student volunteer to define the word compare. After some
discussion, remind your class that compare means to see if one number is the
same as, smaller than, or bigger than another number.
 Write the terms greater than, less than, and equal to on the whiteboard.
Prompt your class to tell you what each of these terms means. After some
students share what they believe each means, write the definition for each on
the board. Remind the class that greater than means bigger, less than means
smaller, equal to means the same.
 Explain that as a class, everyone will review the symbols used to compare
numbers.
 Define symbols as things that are used to stand for or represent something. In
this case, symbols are used to compare numbers by size.
Development: 20
 Display the symbols for greater than (>), less than (<), and equal to (=) on the
board, using markers, an interactive whiteboard, or a projector.
 Ask student to raise their hands if they have ever seen any of these symbols.
 Explain that there are strategies for remembering which symbol stands for
greater than, and which symbol stands for less than. One common way is by
pretending that each symbol is an alligator mouth.
 Draw alligator teeth on each symbol. Explain that the alligator mouth always
"eats" the bigger number. Draw an example of a number comparison on the
board, such as: 4 < 8.
 Using the interactive whiteboard (if accessible), play the game Less Than or
Greater Than: 1 to 20 with the students.
 To work with higher numbers, show three examples on the board, one for
each symbol, using numbers below 100. Examples can be something like: 43
__ 34; 55 __ 66; 77 __ 77.
 Talk through each example, drawing the correct symbol as you explain why it
is the correct answer. Include the alligator "teeth" on each symbol to reinforce
the idea of the alligator "eating" the larger number.
 Read each example as a sentence. For example: 43 is greater than 34; 55 is
less than 66; 77 is equal to 77.
Assessment: 5

Activity Page
Activity Page

Topic/Concept: Increasing Order Time: 40 Minutes
 Identify the increasing order of numbers as arrangement of numbers.
 Exercise the counting skills to write counting numbers in Increasing Order.
 Utilize the ‘number line’/’number graph’ to arrange the provided set of numbers in
Increasing Order.
Required Material
Strings, ping pong balls, Pre-made/ready-made charts and figures,
flash cards (Add other resources as per requirement of the lesson).

 The children are familiar with the number line; use it to introduce the idea of
sequencing.
 Display a large number line in the classroom. Below each number hang a string
of ping pong balls to represent the number.
 This set–up provides a quick reference to the numbers as well the quantities
they signify.
 Talk about ascending order. Ask the children to stand in a row in ascending
order of height from the shortest to the tallest.
10
 The number line with balls hanging at each point is of great use in teaching
ascending order. Associate this with going up the stairs.
Development: 20
Activity 1
Lego or other building blocks.
I love Lego for teaching kids. You can

write numbers on each block and set
up a challenge to build a tall block with
numbers in ascending order.
You can use Lego wheels if your kids

love trucks. They can drive their tower
of wonder once they finish the task.
Assessment: 2

Activity Page

Topic/Concept: Decreasing Order Time: 40 Minutes
 Identify the decreasing order of numbers as arrangement of numbers from greatest to
smallest.
 Exercise the counting skills to write numbers in Decreasing Order.
 Utilize the ‘number line’/ number graph’ to arrange the provided set of numbers in
Decreasing Order.
Required Material
Strings, ping pong balls, Pre-made/ready-made charts and figures,
flash cards (Add other resources as per requirement of the lesson).
The children are familiar with the number line; use it to introduce the idea of
sequencing.
Display a large number line in the classroom. Below each number hang a string of
ping pong balls to represent the number. This set–up provides a quick reference to
the
numbers as well the quantities they signify.
Talk about descending order. Ask the children to stand in a row in descending order of
height, from the tallest to the shortest.
The number line with balls hanging at each point is of great use in teaching ascending
and descending order. Associate this with going down the stairs.
Development:
Activity 1
Puzzle it up!Search for your kid’s favorite superhero and print it out. Paste a narrow
strip of white paper at the bottom of it. Now, draw several vertical lines on it Like this
–
At the end of each vertical piece,

there will be whitespace (the
white paper that was stuck) to
write the numbers. Write them
in order. Now, cut them out. There will be 10 pieces if you are cutting this picture.
Now ask your kid to solve the puzzle by arranging the numbers in descending order. If
Assessment:
Review and closing:

Activity Page

Topic/Concept: After, Between and Before Time: 40 Minutes
 Exercise counting skills to count before, after and in-between the numbers up to 9.
 Utilize ‘number line’ to identify the numeral lying:
a) before
b) after, and
c) in-between
the provided numbers up to 99.
Required Material
Pre-made/ready-made charts and figures, flash cards (Add other resources as per requirement of
the lesson).

 To begin the lesson, tell the class that they will be practicing comparing
numbers. Ask for a student volunteer to define the word compare. After some
discussion, remind your class that compare means to see if one number is the
same as, smaller than, or bigger than another number.
 Write the terms greater than, less than, and equal to on the whiteboard.
Prompt your class to tell you what each of these terms means. After some
students share what they believe each means, write the definition for each on
the board. Remind the class that greater than means bigger, less than means
smaller, equal to means the same.
 Explain that as a class, everyone will review the symbols used to compare
numbers.
 Define symbols as things that are used to stand for or represent something. In
this case, symbols are used to compare numbers by size.
Development: 20
 Display the symbols for greater than (>), less than (<), and equal to (=) on the
board, using markers, an interactive whiteboard, or a projector.
 Ask student to raise their hands if they have ever seen any of these symbols.
 Explain that there are strategies for remembering which symbol stands for
greater than, and which symbol stands for less than. One common way is by
pretending that each symbol is an alligator mouth.
 Draw alligator teeth on each symbol. Explain that the alligator mouth always
"eats" the bigger number. Draw an example of a number comparison on the
board, such as: 4 < 8.
 Using the interactive whiteboard (if accessible), play the game Less Than or
Greater Than: 1 to 20 with the students.
 To work with higher numbers, show three examples on the board, one for
each symbol, using numbers below 100. Examples can be something like: 43
__ 34; 55 __ 66; 77 __ 77.
 Talk through each example, drawing the correct symbol as you explain why it
is the correct answer. Include the alligator "teeth" on each symbol to reinforce
the idea of the alligator "eating" the larger number.
 Read each example as a sentence. For example: 43 is greater than 34; 55 is
less than 66; 77 is equal to 77.
Assessment: 2


Topic/Concept: Concept of 100 Time: 40 Minutes
 Recognize the order of the numbers up to100.
Required Material
One hundred charts, Numerals for hundreds chart, 100 coins, Tens cards, 0, 10, 20, 30, 40, 50,
60, 70, 80 ,90 and 100, Pre-made/ready-made charts and figures, flash cards (Add other resources
as per requirement of the lesson).

Divide the class into small groups. Give each group the hundreds chart numerals that
belong to a tens group. For example, one group gets numerals 0–9. The next group
gets numerals 10–19.
 Have the members of the group arrange the numerals in counting order
behind the correct tens card on the floor.
 After all the groups have arranged their numerals, begin the oral counting.
 Each group will in turn say their numerals in order. For example, the first group
will begin counting 0, 1, 2, 3, etc. until they get to 9. At this time the second
group will begin counting 10, 11, etc. until the third group begins counting with
20.
 At the completion of this activity, each group will have the opportunity to
count orally and to have listened to the counting pattern of 0 – 9 ten times.
Development: 20
 Pass out the numbers that accompany your hundreds chart. Each student will
have four to five numerals, depending on the number of students in the class,
so each will have four to five turns to go to the chart.
 Using the hundreds chart, have students put the numbers on the chart in
correct counting order counting by ones. As the students put their numbers on
the chart, they must say the numerals aloud.
 As each new tens is revealed, give the students a reminder of why that tens
comes next. For instance, when 10 is added to the chart, ask the student why
the one is in front of the zero. Remind students that the one reminds them
that they have already counted 0–9 one time. When the 20 is added, remind
students that they have already counted 0–9 two times and that is why the
two is in front of the zero.
 As students correctly place their numerals, give affirmative feedback, such as

"Right. After 31 come 32. That is a 3 then 2." If a mistake is made, corrective
feedback should be given, such as "Look at the 31. It is a 3 and a 1. Three tells
us we have already counted 0–9 three times. The 1 is what we are counting.
Which numeral shows that we have counted 0–9 three times, and is said after
1 when counting?"
 At the end of this activity, students have completed the hundreds chart to 99.
The teacher then produces the number 100 and inquires as to what the 1 in
front of two zeros may mean.
 The hundreds chart and the tens pattern should assist students in coming to
the conclusion that the 1 means that we have counted 0-99 one time. Place
the 100 on the hundreds chart.
Assessment: 2

Topic/Concept: Cardinal Numbers Time: 40 Minutes
 Understand the concept of cardinal numbers
Required Material
the lesson).

 Explain the purpose of the lesson and the roles that numbers play in everyday
living, work, etc. If appropriate, have students engage in this discussion.
 Give students Handout: Numbers 0-10 to refer to. Write the number words
and numerals in sequence on the board or flip chart and read each to the
students.
 Read the number words and numerals again and have students repeat them in
unison or name them as you point to the number words or numerals.
 Repeat the above exercise except this time, ask for individual responses.
 Erase the board and write numerals, one at a time and in random order, on the
board and ask for oral responses. To increase/enhance participation, call on
students for answers.
Development: 20
Activity 1
 Pitch a ball or clean eraser to a student and count “one”. He/she must throw
it to another student and count “two”, etc. Repeat numbers 1 through 10 as
necessary.
 Having students work in pairs or other small groups, give each student a
handful of counting chips. Taking turns in the small group, have each student
practice counting aloud.
 Those students who are listening to the counter should be instructed to listen
carefully to recognize correct counting and pronunciation as well as to
recognize any mistakes
Assessment: 2
 Teacher observation of students’ participation.
 Evaluation of student worksheets.

 Wrap up the lesson by completing some of the cardinal
worksheets.
Activity Page

Topic/Concept: Ordinal Numbers Time: 40 Minutes
 Understand the concept of ordinal numbers.
Required Material
the lesson).
 Ask students if they can define ordinal numbers. The teacher will more than
likely have to explain ordinal numbers at this age. Explain that ordinal numbers
state a position or place where something is. For instance in a race with three
people:
a) Someone comes in first place

b) Someone comes in second place
c) Someone comes in third place
Development: 20
Activity 1
 Have students line up in two groups parallel to each other. This will
resemble the old game “Steal the Bacon”. Every student will call
out his or her ordinal number…”First, second, etc…” There will be a
matching ordinal number for each team. So each team will have a
first, a second, etc.
 Place a small item such as a ball in the middle of the room. The
teacher will now call out different ordinal numbers. The student
who represents the ordinal number called must race to “Steal the
Bacon” or in this case the ball.
 So the teacher says, “First!” The first player on each team races to
catch the ball. The teacher will keep score as to who “Steals the
Bacon” successfully each time.
 This game gives a great hand on approach to ordinal numbers while

the students are actually representing the numbers.
Assessment: 5
 Teacher observation of students’ participation.
 Evaluation of student worksheets.


 Wrap up the lesson by completing some of the ordinal worksheets.
Activity Page
Chapter: 1 Lecture no: 34, 35 ,36 & 37

Topic/Concept: Reinforcement of Unit no. 1.2 Time: 120 Minutes
 Number Symbols and Number Names up to 99
 Sequence of Numbers from 1 to 100
 Concept of Before, Between and After
 Counting forward and backward
 Concept of cardinal and ordinal numbers
Required Material
Development: 20
e) Make the students realize that today we are dealing with such a category of
f) Provide a few hints in each case to adopt the precise technique and procedure
g) Make the students solve 1-2 questions from each clause/category, individually.
h) Supervise and assist each student on his/her seat by visiting him/her and
Assessment: 2

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Topic/Concept: Comparing and Ordering Time: 40 Minutes
Students will compare the number of objects in two groups. Students will use the words greater
than, less than, or equal to compare items.
Required Material

 At your group meeting area, choose two students for a demonstration.
 Give each student a paper plate and some marshmallows, or other

manipulative, making sure they do not get the same amount.
 Ask students who have more or less marshmallows and how they know.
 Get a box of blocks, and create two groups of blocks, one with more than the
other.
 Explain to your students that equal means that there is the same amount in

each group, greater means more, and less means fewer.
 Call on students to compare the 2 groups using this language.
 Switch up the blocks, and do this multiple times.
 Tell students that they have just compared numbers, which is what today's
lesson is all about.
Development: 20
 Using the marshmallows, or other manipulative, show examples of greater
than, less than, and equal to.
 Once you have modeled a few examples, invite students to make the symbols
with their hands to compare the two groups. Repeat as needed.
 Show students how to make the cereal holders using marshmallows by sticking
1 toothpick in each marshmallow and then placing cereal onto the toothpick.
 Remind students that they are using the marshmallows and cereal as tools to
compare two numbers.
 Model using the cereal to show a number on each of the toothpicks and
recording it on the recording sheet.
 Then ask students what symbol should go in between the two models. Model
writing the symbol in between the two marshmallows on the worksheet.
Assessment: 2
 Check these worksheets for correctness.

 Ask students how they would go about comparing two numbers.
 Invite students to show you the signs for greater than, less than, and equal to
with their hand movements.
Activity Page
Activity Page
Topic/Concept: Addition Symbol Time: 40 Minutes
 Students will be able to write an addition equation using the plus sign.
Required Material
Pre-made/ready-made charts and figures, flash cards, (Add other resources as per requirement of
the lesson).

 Start the lesson with an interesting question in term of a problem and ask the
students to find the solution. Suppose Ali collects 2 balls at recess. The teacher
gives him 6 more. How many balls does Jim have now?
 Set this problem up with some structure to help the students organize their
thinking. Give a blank line to remind students to write their answer. Also
include a picture of a ball with infinite cloner turned on. If you do not have a
SMART Board, you can use the PDF and manipulative, pictures or students
drawings.
 Since we do this whole group, ask one student come up and do this
problem. Remind the student to check their work when they are finished and
have the class tell if they agree or disagree by showing thumbs up or thumb
down.
Development: 20
Activity 1
 Give two students papers with dots on them and make them stand in the front
of the room. Then give another student a paper with a plus sign and place
that student in between the others.
 This is a plus sign. It is the symbol that we use to show that we are adding.
We read this as 5 plus 3. (I have the students turn their dot papers over to
show a number) This is kind of like a sentence that we use in reading, but it is
a sentence with numbers.
 A number sentence is called an equation. Just like a sentence in reading, the

parts need to be in the correct place for it to make sense.
 We need to keep the plus sign between the two numbers that we are
adding. We put the answer to the right.
 In addition we call the answer the sum. Count the pictures. Write the numbers
and plus sign to complete each equation.
 The first thing the directions tell you to do is count the pictures and write the
number to complete each equation.
 You also need to write the plus sign. For the first few questions, the plus sign
is there and you just need to trace it.
 We work through this paper together. For these equations the equal sign is
replaced with the word is. When we read the equations we use the word is
instead of equals.
 Keep the students focused on the plus sign. Many students get confused
about which symbol is the plus sign and which is the equal sign early on, so it’s
better to teach them in next lecture.
Assessment: 2

Activity Page
Activity Page

Topic/Concept: Equality Symbol Time: 40 Minutes
 Students will learn the meaning of the equal sign.
 Students will practice putting the symbols in the correct place in addition equations.
Required Material
Pre-made/Ready-made charts and figures (Add other resources as per requirement of the
lesson).

 Start this by playing a song and video about the equal sign.
https://www.youtube.com/watch?v=FKS4OiR5wkU&feature=youtu.be
 In this song, students are able to see the equal sign and hear that it means the
same. This is the most important part of introducing the equal sign.
 We want students to remember that equal means the same just like we talked
about back when we were talking about more, less and equal.
Development: 20
 Remember this is a plus sign. It is the symbol that we use to show that we are
adding. We read this as 6 plus 2. (I have the students turn their dot papers
over to show a number) This is kind of like a sentence that we use in reading,
but it is a sentence with numbers.
 A number sentence is called an equation. Just like a sentence in reading, the

parts need to be in the correct place for it to make sense. We need to keep the
plus sign between the two numbers that we are adding.
 We put the answer to the right. In addition we call the answer the sum.
Between the two numbers that we are adding and the answer to the problem
is where we put the equal sign.
 That tells us that those two numbers added together is the same as this
number.
 The first thing the directions tell you to do is count the pictures and write the
number to complete each equation. You also need to write the equal sign. For
the first few questions, the equal sign is there and you just need to trace it.
 We work through this paper together. On the last questions the students
need to write in the plus sign and the equal sign.
 Model this for the students and point out how important it is that these
symbols are in the correct place since they mean different things.
 Walk around and make sure that students are correctly counting and writing
their equations.
Assessment: 2

Activity Page
Activity Page

Topic/Concept: Adding two single digit numbers. Time: 40 Minutes
 The student will be able to solve single digit addition equations quickly and accurately.
 The student will be able to solve an equation that contains two single digit numbers.
 The student will recognize the symbol for addition.
 The student will successfully set up the equation and put the numbers in the correct
sequence.
Required Material
Pre-made/ready-made charts and figures, flash cards, numbers strip chart (1-10),sets of tens
blocks (Add other resources as per requirement of the lesson)
 Introduce the lesson by calling two students to the front of the room. One
student will write one number (1-9) and the other student will write another
number (1-9) on the board.
 Place an addition and equals sign on the board and then introduce the lesson
topic. Then briefly re-teach how numbers represent quantities.
 The tens blocks will then be used to represent the numbers in the equations.
 Complete several equations using both the tens blocks and the number line.
Development: 20
Activity 1
 The teacher will then place several equations on the board and allow students
the opportunity to help solve them.
 The teacher will use the mum ball (when the teacher or another student
throws the mum ball to the student, they are allowed to speak) to call on
students to participate.
 Students tend to like this and it allows for movement. The teacher will ensure
that each student gets a chance to answer one question.
 The teacher will check the work of each student and will offer more practice
during the next day's morning work.
.
Assessment: 2

 The teacher will collect the activity sheets and ask the students their thoughts
on the lesson.

 The teacher will ask why topics such as this are important and have students
provide situations where this skill could be beneficial.
Activity Page

Topic/Concept: Addition of two numbers (without regrouping) Time: 40 Minutes

 Describe the addition as a process for finding number for combined quantities
 Utilize the ‘Number Strip’ to Add Numbers up to 9
 Exercise counting skills to add numbers
Required Material
Pre-made/ready-made charts and figures, flash cards, numbers strip chart (1-9)
Let the students realize that they have already aware of a few procedures opted
to add numbers. Tell them that here, in today’s lesson; we will particularly focus on
‘Addition through Number Strip’.
 For that paste a Number Strip Chart on the board as shown below:
 Ask the students that:

a) How numbers can be added
through number strip?
b) How do we jump on the
number strip from one
number to another, for
addition?
 Here make the students

realize that although there are
numerous tools that could
be used for addition but number strip provides us with the visual assistance for
adding numbers. Here we will practice the operation of addition through
‘Number Strip’.
Development: 20
Activity 1: Adding Numbers specifically through Number Strip
 Here, firstly, draw/paste a number strip on the board and make the students
observe the following features:
a) How numbers increases from left to right?

b) Contrarily, how the numbers decreases from right to left?
c) While addition we will move from left towards right…
 Afterwards brief to the students that how the numbers are added using this
number strip by solving a few questions on the board.
 Exemplify the standard procedure as:

a) For example, we are required to find the answer of the following sum: 3 + 6
b) For that initially count 3 on
number strip. Afterwards, six
positions
forwards to 3.
 Call 1-2 students up to the board

and let them perform the
operation of addition
following the same procedure.
 Once students are felt to be proficient, reorganize their sitting arrangements for
group work.
Assessment: 2

Activity Page
Activity Page

Topic/Concept: Addition of two numbers (without regrouping) Time: 40 Minutes

 Describe the addition as a process for finding number for combined quantities
 Utilize the fingers to Add Numbers up to 9
 Exercise counting skills to add numbers
Required Material
Pre-made/ready-made charts and figures, flash cards, (Add other resources as per requirement
of the lesson).

Let the students realize that they have already aware of a few procedures opted
to add numbers. Tell them that here, in today’s lesson; we will particularly focus on
‘Addition through fingers’.
 Ask the students that:

a) How numbers can be added through
fingers?
 Here make the students realize that

although there are numerous tools
that could
be used for addition but with the help of fingers we can easily add up the single
digit numbers up to 9.
Development: 20
Activity 1
 Start by introducing the term “counting on” to the students. Demonstrate how

to solve an addition sentence by adding 2 or 3, such as 5 + 2 = ___.
 To demonstrate, I say, “I’m going to put 5 in my head, and then I hold up 2

fingers, and I keep counting on my fingers.”
 Point to my head and say “5”, then count on my fingers saying, “6, 7”. “So I
know that 5 + 2 = 7”.
 Repeat using different facts with sums within 9. Encourage children to count
along with me.
 To continue keeping them thinking about counting on, I give each student 10
counters. Have them turn 4 counters to the “red” side, have the students turn
2 counters to the yellow side.
 Demonstrate how to count on using 4+2=6. Have shoulder partners model

adding using the counting on strategy for a few minutes.
 Allow partners to share their addition facts and models with the class.
Assessment: 2

Activity Page

Topic/Concept: Number Bonds( decomposing 1 & 2) Time: 40 Minutes
 Students will be able to decompose the numbers 1 and 2.
 Students will learn what it means to represent a number in different ways and will begin
to explore decomposing numbers.
Required Material
lesson).

 Start this lesson by hanging a piece of chart paper on the front board. Attach a
large number 1 to the top of the chart.
 What number is this? We are going to look at some other ways to represent
the number 1 besides the numeral. Can anyone think of a way that we can
represent the number 1?
 Call on students to tell ideas for how to represent 1.
 Add the ideas to the chart as variety of pictures available, but also draw any
additional ideas that students come up with.
 Some ideas include dots in a ten frame, dots on a domino, bears, tally marks,
and cubes.
 Repeat this same activity for each number. Why is it important to collect this
information in a number of ways? Because this is how a young child develops
understanding of quantities.
 Now we are going to look at another way that you can represent numbers.
You can use addition number sentences that are equal to the number.
Development:
 Tell students that they are going to be practicing decomposing the number 1
on a Ways to Make 1 and 2 activity pages.
 The first thing the directions tell you to do is count the bears and write the
number to complete each equation. You may use your counters if needed.
You will notice that the last question does not have pictures for you to count.
For this question, you will need to use the bear counters to come up with your
own way to make 2.
 Work through few questions together. Then allow the students to come up

with their own way. Walk around and make sure that students are correctly
counting writing their equations.
Assessment:
Review and closing:

Activity Page
Activity Page

Topic/Concept: Number Bonds( decomposing3) Time: 40 Minutes
 Students will be able to decompose the number 3.
Required Material
lesson).

 Start lesson with a Problem of the Day. Suppose Hajira has

has 3 dolls. Hania has 4 dolls. How many dolls do they have all together?
thinking.
 Give a blank number sentence frame to remind the students how to write their
answer as an equation.
 Since we do this whole group, Ask one students come up and do this problem.
Remind students to check their work when they are finished and have the class
tell if they agree or disagree by showing thumbs up or thumb down.
Development: 20
 Encourage the students to tell ideas for how to represent 3. Add the ideas to
the chart as a variety of pictures available, but also draw any additional ideas
that students come up with. Some ideas include dots in a ten frame, dots on a
domino, bears, tally marks, and cubes.
 Enable students to recognize that the symbol "3" is a quantity, and they can
use a variety of models to represent that quantity. Creating these charts also
gives you a nice visual to display in the classroom for the students to reference
later.
 I give each student 3 connecting cubes and let them use them to come up with
number sentences.
 Add these to the chart. When finished, tell students that they are going to be
practicing decomposing the number 3 on a Ways to Make 3 on activity pages.
 The first thing the directions tell you to do is count the cats and write the
For this question, you will need to use the cat’s counters to come up with your
own way to make 3.
Assessment: 2

Wrap-up the lesson by reviewing the summary and key points of the lesson
Activity Page
Activity Page

Topic/Concept: Number Bonds( decomposing 4) Time: 40 Minutes
Required Material
lesson).
and cubes.
Development: 20
Activity 1
 Tell students that they are going to be practicing decomposing the number 4.
 The first thing the directions tell you to do is count the dogs and write the
For this question, you will need to use the dog’s counters to come up with
your own way to make 4.

Assessment: 2

Activity Page
Activity Page

Required Material
lesson).

 Start lesson with a Problem of the Day. Suppose Ali has 5 pretzels. Amjad has 2
pretzels. How many pretzels do they have all together?
thinking.
Development:
Activity 1
later.
 I give each student 5 connecting cubes and let them use them to come up with
number sentences.
practicing decomposing the number 5 on a Ways to Make 5 on activity pages.
 The first thing the directions tell you to do is count the frogs and write the
For this question, you will need to use the frog’s counters to come up with
Assessment:
Review and closing:

Activity Page
Activity Page
 Big Idea
Required Material
lesson).

 Call on students to tell ideas for how to represent6.
and cubes.
Development: 20
Activity 1
 The first thing the directions tell you to do is count the rabbits and write the
For this question, you will need to use the rabbit’s counters to come up with

Assessment: 2

Activity Page
Activity Page
 After decomposing the numbers 1 to 6, this lesson brings in a new twist with a story that
shows a fun way to look at the number 7.
Required Material
lesson).

and cubes.
Development: 20
Activity 1
 The first thing the directions tell you to do is count the ducks and write the
For this question, you will need to use the ducks counters to come up with

Assessment: 2

Activity Page
Activity Page

Required Material
lesson).
and cubes.
Development: 20
Activity 1:
 The first thing the directions tell you to do is count the monkeys and write the
For this question, you will need to use the monkey’s counters to come up with

Assessment: 2

Activity Page
Activity Page

Topic/Concept: Number Bonds( decomposing9) Time: 40 Minutes
Required Material
lesson).

 Start this lesson by hanging a piece of chart paper on the front board. Attach
a large number 1 to the top of the chart.
and cubes.
Development: 20
Activity 1
 The first things the directions tell you to do is to count the elephants and write
the number to complete each equation. You may use your counters if
needed. You will notice that the last question does not have pictures for you
to count. For this question, you will need to use the elephant’s counters to
come up with your own way to make 2.

Assessment: 2

Activity Page
Activity Page
Required Material
lesson).

 Start lesson with a Problem of the Day. Suppose Ferhan has 4 teddy bears.
Kamran has 6 teddy bears. How many teddy bears do they have all together?
thinking.
Development: 20
Activity 1
later.
 I give each student 10 connecting cubes and let them use them to come up
with number sentences.
practicing decomposing the number 10 on a Ways to Make 10 on activity
pages.
 The first thing the directions tell you to do is count the giraffes and write the
For this question, you will need to use the giraffe’s counters to come up with
Assessment: 2

Activity Page
Activity Page

Topic/Concept: Time: 40 Minutes
 Able to add the values by counting forward.
Required Material
lesson).
Warm up / Introduction 15
Give students the following situational problem:
 I started candy bags for the rest of the party but didn't finish any of them. The
number of candies in the bag is written on the front. Can you add more candy
as a team to make sure every bag has thirty candies? Rules: You cannot reach
back into your bag to count what is already there and each partner can only
add one handful at a time, then it is the other partner's turn.
 Give each pair of students a candy bag. Have both students count forward by
adding more candy to the bag. When they finish filling their bag to thirty, have
them switch with another pair to make sure there are thirty candies in the bag.
(Feel free to substitute cubes, counters or other objects for the candy)
 The teacher should initially move around the room listening to the counting of
various pairs. After activity is in progress, the teacher should pull the small
group of students observed to have difficulties during the formative
assessment into a teacher-led center. Assist students in counting from 1-100
while placing counters or beans on a hundred chart.
Development:
Activity 1
 Display a one hundred chart. Point to a random number on number chart.

Students will choral count forward from the given number to another random
number. When counting forward, remember to have students count forward
across decades i.e., 17,18,19,20, 21,22,23. or 34,35,36,37,38,39,40,41.
 Point to numbers being said. Revisit guided questions for review.
a) Do you always have to count starting from one?
b) Can you start at another number? (for example 6)
c) What number would come next, how do you know?
d) What pattern do you see in our numbers? (Please make sure your students
know what a pattern is before you ask, or rephrase to their level)
 At this point, feel free to share the candy with the class. They've definitely
earned it!! (Be mindful of allergies and diabetic students before distributing
candy. Have another option available for them).
 After this activity work on the addition process with simple equations on the
board as well make practice on the activity pages.
Assessment:
Review and closing:

Activity Page

Topic/Concept: Addition of 2-digit with 1-digit numbers Time: 40 Minutes
 Enable to add 2-digits numbers with 1-digit numbers
Required Material
lesson).
1. Students are directed to place an empty ten frame under both the tens and
ones headings on the T-chart. Teacher makes one on the board.
2. Teacher will displays a written real-life situation story problem and asks the
class reads along. “19 ducks were swimming in a pond. Then 6 more ducks
flew into the pond. How many ducks are in the pond now?”
3. Teacher now asks students to turn to their math partner and decide what the
story problem is asking them to do. Possible answers may include, “Find how
many ducks there are all together.” “Add.” “Group the ducks together by
making tens and then adding the leftover ones.”
Development: 15
4. Teacher directs Students to give attention to the 2-digit number (19) in the
problem and asks students to talk to each other about how the ten frames and
tens/ones T-chart might help them solve the problem.
5. Teacher elicits strategies from various partners, asking them to demonstrate
and explain their reasoning to their classmates.
6. If inaccurate reasoning or confusion results, Teacher models the strategy with
the students.
7. Teacher asks, “How can we use our counters and ten frames to show the two-
digit number 19, which is the number of ducks that were first in the pond?”
8. Students work collaboratively with partner to make 19 using 2 ten frames.
Teacher asks successful partners to demonstrate for their classmates.
9. Teacher asks students where on the T-chart the complete ten frame should go
and where the incomplete ten frame belongs. Teacher checks for accuracy.
10. Teacher reminds the students that 6 additional ducks flew into the pond and
asks partners to consider where they would place 6 more counters.
Conversation should revolve around the fact that there is not enough room to
place them in the ten frame which already has 9 counters in it. If students do
not suggest it, Teacher tells them they may use a third ten frame.
11. Teacher asks Students to place the newly-created complete ten frame and the
ten frame with 5 counters where on the T-chart they belong. Teacher checks
for accuracy. ( See Figure 1)
Tens Ones
25ducks
2 tens + 5 ones = 25
20 + 5 = 25
10 + 10 + 5 = 25
When we added 6 more ducks to 19 we put 1 one in the ten frame that had nine and then
put the leftover ones in a new ten frame.
1. Teacher directs partners to count the tens and ones to arrive at the number of
ducks at the pond now. Teacher allows a group of partners to demonstrate
counting to confirm check the answer and reminds. Students that the sum must
also be labeled, as seen above.
2. Teacher asks partners to write an equation(s) to explain how they had added
using tens frames.
3. Teacher asks partners to write a sentence to describe their math reasoning,
similar to the one in Figure 1.
4. Teacher asks students to give a thumbs up, sideways or down to indicate if the
ten frames helped them to meet today’s objective of adding a 2-digit number
with a 1-digit number.
Assessment: 5

 Teacher asks partners to create their own story problem, reminding them that
it must contain a two-digit and a one-digit number.
 Teacher circulates to ask and answer questions and to facilitate strategy use
and conversation. Partners share their work with another set of partners and
explain their reasoning.
 Repeat until students are able to use the ten frames without much teacher
guidance.
Activity Page

Topic/Concept: Adding a number zero Time: 40 Minutes
 Understand the concept of zero
 Make operations with zero
Required Material
lesson).
 Using an empty or blank display, ask students: What do you see on the
(board)?
 Allow for responses and discussion. Ask other leading questions such as: Is
there anything there? What are other words you can use for nothing?
 Allow for more responses and discussion. Introduce zero.
 Distribute Zero content pages. Read and review the information with the
students. Save the final question for lesson closing. Use the additional
resources to enhance understanding.
Development: 20
Activity 1
 Here we will learn math adding with zero tables up to 25. The facts on zero
addition tables can help us to learn how to add the numbers with 0. These are
designed to help your child to improve their mental addition skills.
 Adding with zero will help your child to learn how to solve addition sums
where one of the addend is 0 and the other addend is any of the number. And
when you add zero to a number, the number stays the same. 0 + 0 = 0
 When we add two numbers together and interchange the same addend we
find the same sum in all.
 Now we will interchange the addend and see if their sum changes in the
following related addition table:
 From the above addition table we came to know that, any number adding with
zero does not change the number. Children should understand and memorize
the basic addition facts for 0 tables. The ideas and tricks can help the child to
calculate the numbers to find the related addition facts.
Assessment:
Examples based on adding with zero (0):
1. Which is the related addition fact for 5 + 0 = 5?
(a) 0 + 9 = 9
(b) 0 + 5 = 5
(c) 0 + 0 = 0
(d) 1 + 0 = 1
Solution:
We know that we can add numbers in either order. We will get the same sum. Related
addition facts use the same numbers.
The related addition fact for 5 + 0 = 5 is 0 + 5 = 5.
Notice how the addend 5 and the addend 0 interchanged their places but still their
sum remains same.
2. Which is the related addition fact for 0 + 21 = 21?
(a) 21 + 0 = 21
(b) 15 + 0 = 15
(c) 0 + 0 = 0
(d) 12 + 0 = 12
Solution:
We know that we can add numbers in either order. We will get the same sum. Related
addition facts use the same numbers.
The related addition fact for 0 + 21 = 21 is 21 + 0 = 21.
Notice how the addend 21 and the addend 0 interchanged their places but still their
sum remains same.
Activity Page
Activity Page

Topic/Concept: Addition with tens Time: 40 Minutes
 Enabling to add in tens
Required Material
lesson).

a. Oral Description b. Modeling Method
 I like to start this lesson with a counting by tens video:

 https://youtu.be/RbV2bMQT2lE
 To access prior knowledge, I ask the students to solve 1 + 7? How did you find
the sum? (I counted on 1 from 7 and got 8)
 Explain, that just as 1 + 7 = 8, if we have 1 ten and 7 tens, we will have 8 tens.
Ask the students:
 What would the sum be if I had 1 ten and 7 tens? (1 + 7 is 8, so 1 ten + 7 tens
would be 8 tens, it would be 80)
Development: 20
Activity 1
 Start the problem with writing problems on chart paper/board and gave
students use base ten blocks or connecting cubes to model how to solve them:
 If Asif had 30 rupees and he got 20 more rupees, how many rupees does she
have?
 After modeling how to solve, have students draw a quick picture model to
represent the addition problem. Guide the discussion:
 How did you model the problem? (I put out 2 tens and 3 tens. Then I put the
tens together and counted them to find 5 tens or 50.)
 How does your drawing help you solve the problem? (I drew 2 lines for 2 tens,
and 3 lines for 3 tens. Altogether there are 5 tens, or 50.)
 Some children may draw ones instead of tens. The concept of 1 ten being the
same as 10 ones can be a difficult concept for children to grasp. In these
situations, I encourage them to trade 10 ones for 1 ten when they can.
 Write another problem for the class. I have children solve the problem and
record their answers on their whiteboards:
 Ahmad has 40 apples. Mohsin has 50 apples. How many apples do they have?
 I guide the discussion:
 How can you solve this problem without models? (I can think 4 tens + 5 tens =
9 tens; 9 tens is the same as 90. I can start at 50 and count forward by tens to
add 4 more tens.)
Assessment: 7
 To make assessment about the lesson put the numbers 10, 20, 30, 40 on index
cards.
 Give each student an index card and use the inside/outside circle to review.
 Then split students into two groups and I have the first group sit in a circle
facing out and the second group in a circle on the outside of the first group.
 The students practice adding their cards together. On teachers signal, the
outside circle rotates one student and the activity is repeated.
 Wrap-up the lesson by reviewing the summary and key points of the lesson
regarding
 We work through the following model together: 30 + 40 = _____

_______ tens
 How can you write 30 + 40 using only tens? (I can draw 3 tens and 4 tens.)
 What can you draw for a quick picture of 30 + 40? (I can draw 3 lines for 3 tens
and 4 lines to show 4 tens.)
 How can you find the sum of 30 + 40? (I can count all of the tens to find the
total of 7 tens, or 70.)
 How can you use your picture to help find the sum of 30 + 40? (I can count the
number of lines to find the number of tens.)
Activity Page
Chapter: 2 Lecture no: 57 & 58
Topic/Concept: Addition of 2-digit with 1-digit numbers Time: 80 Minutes
 Adding two digit numbers without carrying effect.
Required Material
lesson).

 Imagine you decide to start collecting baseball cards. You go to the store and
buy 2 packs of baseball cards to start your collection. The first pack is a big
pack of popular players and has 48 cards in the pack. The second pack is a
smaller all-star pack and has only 36 in the pack.
 Later, you decide to count how many cards you have total. To get the answer,
you will use double-digit addition. Double-digit addition is when you add two
numbers together that already have two numbers each.
Development: 20
Activity 1
Double digits are numbers that are higher than

10 and have two numbers within them. For
example, 55 is a double digit, and 5 is a single
digit. 55 has two numbers in it (5 and 5), and it is
greater than 10.
Even though double-digit addition is easy, there

are a few tips you need to keep in mind as you
work out problems:
 Always, always keep the numbers lined up. Keep the top two digits on top of
the bottom two digits, or your answer will not be correct.
 Place the larger number on the top to make the problem easier to understand.
 Add straight down, starting with the two numbers on the right. This keeps
everything in order as you add and helps you come up with the right answer.
 Write the answer to each set of numbers right below the numbers, under the
line.
 Work on the activity page and also build your skills with the martial provided
in the textbook.
Assessment: 2

Activity Page
Chapter: 2 Lecture no: 59, 60 , 61 and 62

 Single digit addition
 Addition using number bonds
 Addition by counting forward
 Adding 2-digits numbers with 1-digit
 Addition of zero
 Addition of tens
 Adding two digits numbers
Required Material
Textbook, handouts, prints, pre-made/Ready-made charts and figures (Add other resources as
per requirement of the lesson).

 Let the students realize that we have already completed this unit in previous
work-out. Today, in the subsequent lesson, we will reinforce those learnt
concepts through “Revision Exercise”.
“Revision Exercise”.
Development: 20
 Make the students realize that there are various methods to add numerals. But
we opt for that procedure that is best suited to the situation and type of
question.
 Provide a few hints in each case to adopt the precise technique and procedure
 Make the students solve 1-2 questions from each clause/category, individually.
 Onwards reorganize the students sitting arrangements for group work.
Assessment: 2
questions regarding key areas of the lesson.

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Topic/Concept: Recalling Time: 40 Minutes
Subtraction of 1-Digit Numbers
Subtraction of Numbers by Crossing and Recounting
Required Material
Pre-made/ready-made figures, flash cards, number blocks,(Add other resources as per
requirement of the lesson).

 Let the students realize that we have already learnt, in the previous classes,
the standard procedures, and methods for subtracting 1-Digit Numbers.
Today, in the subsequent lesson, we will reinforce those learnt concepts
with some activities.
 Make the students understand that subtraction of two numbers is actually
the operation of removing objects from a collection.
 Provide a few examples in this regard where subtraction is performed.
 Let’s suppose there are 15 toys in a shop, out of which 11 were sold. So how
many toys are left? Here your skills of removing a certain number is
necessary and you need to perform a subtraction function.
 Share some more examples and engage the students to solve the problems
by doing the subtraction operation.
 Afterwards conduct a review session to revise the key points of the learnt
areas. This may be oral or written – whatever might be the technique opted,
the review session should not exceed 3 – 5 minutes.
 Afterwards write a few guiding and key points to assist their workout
regarding the Subtraction related Exercise.
Development: 20
Activity 1
 Make the students realize that whenever we are dealing with subtraction we
should be proficient in counting.
 For that conduct an oral counting session from numeral 1 to 9, firstly forwardly
and then in backwards.
 Here let the students understand that to subtract we will follow a step-wise
procedure as discussed below:
 Firstly we will draw the counters equal the number from which we have to
subtract.
 Secondly we will cross the counters equal to the number that is going to be
subtracted.
 And finally we will recount the remaining uncrossed counters to get the
difference.
 However here we are provided with the pictures and we have to just count.
 This defined procedure will provide the students with a better start-up
regarding
‘subtraction’.
Here is the exemplary
solution for your perusal:
Call 1-2 students up to the board and let them perform the operation of subtraction
following the same procedure.
Assessment: 2

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Topic/Concept: Subtraction Symbol Time: 40 Minutes
 Elaborate the symbol for Subtraction as a sign used for finding difference
 Describe the subtraction as a process of removing objects from a collection using spring
themed objects.
Required Material
of the lesson).
 Have five students come as a group in front of the class.
 Say, “Okay, we have five students up the front. If I only want students wearing
a shirt/sneakers, etc. How many people are wearing shirts/sneakers? How
many people wearing shirts/sneakers? How many should we take away from
the group?” (Tip: Have at least two students leave the group, one at a time.)
 Ask, “Does the group have more or less people?”
 Explain that when we subtract from a group of people, the number of people
gets smaller, (as the group went from five to three people.
 Tell them, “Today we will talk about how we can use spring objects to help
us subtract, or take away, correctly.”
Development: 20
Activity 1
Here firstly make the students realize that addition is an operation, when applied to
two numbers, we get the combined number.
 Share with the students that this operation is represented by a symbol called
‘Minus’. Plus is formed by a cross of a horizontal and a vertical line as shown
below:
−
 Thus whenever this operation comes in between two numbers, we get the
difference among them.
 Read the student objective with your students and restate

that subtract means taking away from a group.
 Use paper flowers from the Flower Count Color worksheet as counters to
explain 4 – 2. (Tip: Tape them on the board and then cross off the flowers as
you subtract one flower at a time.
 Provide two more examples for the class (e.g. 7 – 4 and 9 – 3). Ask for
assistance from the students.
 Distribute the Let’s Practice Subtraction worksheet.
 Read the directions with your students and complete the first two problems
together. (Tip: Make a few mistakes on the second one and allow the students
to correct them.)
 Model how to cross off spring symbols in the first group based on the number
of symbols in the second group of the Let’s Practice Subtraction worksheet.
 Place the numbers of each group above the visual with a subtraction symbol
between the numbers. Show the equation as derived from the visual.
 Say, “We can use spring visuals like these flowers, eggs, and chicks in the
worksheet to show how subtraction involves taking away from a group. A
smaller amount is left over when we subtract, or take away.
Assessment: 2
 What is the name of the symbol for Subtraction?
 How subtraction represents a process of removing objects from a collection?
 How counting skills assists us to subtract numbers?

 State, “We are going to think of the whole class as our group. If I wanted to take
away seven students from the group, how many students would be left over?”
 Challenge students to defend their answers and students that agree can give a
thumbs up, and those that disagree show thumbs down
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U Chapter: 2 Lecture no: 65

Topic/Concept: Subtraction through number bonds Time: 40 Minutes
 Students will be able to determine the missing numbers in subtraction problems
(minuends and subtrahends).
Required Material
of the lesson).

 Draw a number bond on the board with the number 5 in the large circle and
number 2 in one of the smaller circles.
 Ask students to turn and talk to a neighbor about what number they think goes
in the other circle.
 Take responses from the students. Ask them to share their reasoning. Record
strategies on a piece of
chart paper.
 Now do the same process
with 9 in the large circle and
2 in one of the smaller
circles, giving time to
discuss, share, and explain
their thinking. Add any new
strategies to chart paper.
 Explain that the thinking
they are using now will
come in handy as the learn
to find missing numbers in a
subtraction problem.
Development: 15
 Pass out individual student whiteboards or have students work in math
notebooks.
 Share another example like the ones you just did with the number 9 in the
large circle and 2 in the smaller circle. Discuss and share.
 It is important that students see that the same logic and strategies can be
applied even as the numbers get bigger.
 Generate more two digit examples if students additional more practice.
Assessment: 5
 Have students think back to the first problem you posed in the lesson: A
number bond with 5, 2, and ?, where they needed to determine the missing
number.
 Then the problems got harder. How can the process of using a simpler
problem help us figure out strategies to solve harder problems?

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Topic/Concept: Subtraction Vertically Time: 40 Minutes
 Elaborate the positional values of 1-Digit Numbers as ‘Ones’
 Subtract the numerals using ‘Column Subtraction Method’
Required Material
Pre-made/ready-made figures, flash cards, number blocks (Add other resources as per

 Greet the students with nice gestures. Assess their learning and understanding
regarding previous lesson by asking a few questions.
 Let the students realize that they have already learnt various procedures to
subtract numbers. Today we will be provided with the numbers, and
accordingly some pictures, and we will subtract the provided numerals by
opting any technique felt convenient.
 Ask the students to share the different strategies opted to subtract the
numbers.
Development: 20
Activity 1
 Initiate the lesson by making the students realize that numbers can be
subtracted in a number of ways but when numbers are aligned top to bottom
in view of their place value then this method of subtraction is called Column
Subtraction Method.
 Afterwards make them know that here, in today’s lesson, we have restricted
our subtraction up to 9 so we are using 1-Digit Numbers having a Place Value
of ‘Ones’.
 Brief the subtraction procedure by solving a few questions on the board as:
a) For example, we are required to subtract 2from 6 using ‘Column Addition
Method’ then firstly write them in a column from top to bottom, as shown
below:
Assessment: 2

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Topic/Concept: Subtraction through counting back Time: 40 Minutes
 To understand the operation of subtraction through counting backward
Required Material
of the lesson).
 To begin the lesson, have children practice counting forward and backward
from any number using counters. Give them directions such as the following:
a) Start with 4. Count forward. What are the next 3 numbers? (5, 6, 7)
b) Start with 8. Count backward. What are the next 2 numbers? (7, 6)
c) Start with 10. Count forward. What are the next 3 numbers? (11, 12, 13)
 Challenge volunteers to give counting directions for the rest of the class to
follow.
Development: 20
Activity 1
 Start by writing the following problem on the board or chart paper. How can
you count back to find the difference for 9 – 1?
 Guide the discussion using the following questioning:
a) How do you know where to start counting back? (I start at 9, because it is the
number that I am subtracting from).
b) How can we use counters to solve 9 – 1? (I can count back one counter to
show the number that I subtract. The number I stop on is the difference).
 Tell the students they used counting back to find the difference. Then read
the following problem:
a) How can you count back to find the difference for 9 – 2?

b) How can you count back to find the difference for 8 – 1?
 Encourage children find the difference by using the counters to count back.
 Then encourage the children to record the difference.
 Use similar questioning for 9 – 3. Focus on children understands of counting

back 1, 2, or 3 to subtract.
 Encourage children to count back from 10 to 1 to help them learn the pattern.
Assessment: 2

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Topic/Concept: Subtraction by Zero Time: 40 Minutes
To understand the concept of subtraction of zero
Required Material
of the lesson).

1. Ask your students what it means to subtract. What do they know about
subtraction? Invite them to give examples of when they use subtraction
in their daily lives. Explain a few examples from your own life.
2. Tell your class they are going to be learning a lot more about subtraction
in this lesson.
Development: 20
Activity 1
 Show them 10 unifix cubes and subtract 0; there will be ten left.
 Continue to present three more problems in which I take zero away.

 First graders are smart, and this will seem redundant, but it will solidify their
understanding of the identity property while giving the few students were still
struggling with number sense the time to process this concrete model.
 Pass out paper and have my students make a list with me at their desk as build
one on the board showing all the problems we solve subtracting zero up to 10.
a) 10-0=10
b) 9-0=9
8-0=8
etc.
 After each problem, Ask my students to turn to their neighbor and show them
with their fingers each problem.
 This gives every student a chance to show what they understand and me an
opportunity to watch and listen.
Assessment: 2

Topic/Concept: Subtracting 1-digit from 2-digit numbers Time: 40 Minutes
 While using math manipulative cubes to sketch the subtraction problem given, the
student will subtract two whole numbers without regrouping with 90 % accuracy.
Required Material
Dry erase boards and markers Math manipulative cubes Make copies of worksheet Stickers

 Today we are using colorful math manipulative cubes to
help us with our math subtraction problems today.
 For each problem you get correct or re-correct, you will

receive a sticker.
 After the lesson you will get to practice with the cubes
at home with your parents and show them what you have
learned.
Development: 20
Activity 1
 Do 5 practice problems on the boards and have students follow along with
their dry erase boards and markers. (Gardner: Visual/Spatial)
a) 14-4=10
b) 13-2=11
c) 17-2=15
d) 15-5=10
e) 16-3=13
 Have students hold up their answers as they are finished.
 Use a checklist to mark off students who are not getting the correct answers.
Reward stickers for correct and recorrected problems.
 Walk through step by step how to do the problem.
 Introduce math manipulative cubes and how to use them.

 Do a practice problem with the math blocks.
EXAMPLE
13-2=11
 Draw the math blocks on the board and provide an answer.
EXAMPLE
13 - 2 = 11
 Show students how to check their answers with the blocks.
 Pass out the math blocks to the rest of the students.

Assessment: 2

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Topic/Concept: Subtracting 2digit from 2 digit numbers Time: 40 Minutes
 To subtract 2-digit numbers with and without regrouping
Required Material
Number lines, pre-made/ready-made charts and figures, flash cards, (Add other resources as
per requirement of the lesson).

 The number line is a great resource to practice subtraction as students can

easily see the numbers while moving backwards while subtracting.
 Use this activity to recall addition and subtraction of single-digit numbers.
 Practice till the students are comfortable.
Development: 20
Activity 1
 Use the context of story problems to introduce 2-digit subtraction.
 For example, 35 books are on one shelf and 14 books were transported to
second shelf. How many books are left?
 Explain the steps of subtraction as given in the book.
 Ask the students to do the Check What You Know exercise (Page 74 & 75) to
give enough practice to students.
 At the end conduct a mental math activity where the teacher reads out the
subtraction sentence aloud and the students write only the answer in their
notebooks
 Let the students frame more word problems for their classmates to solve.
Assessment: 2


Topic/Concept: Building Skills Time: 40 Minutes
 Build the skills for the previous lesson
Required Material
Textbook, whiteboard, board markers.(Add other resources as per requirement of the lesson)

Recall the previous lesson with one to two examples and ask the students to explain
the concept by their own.
Development: 20
Activity 1:
 Explain questions to the students and ask them to come up with the solution.
Some children are sharp enough to do at their own but the ones who are
struggling help them in order to grab the concept.
 Work out at textbook page (75 and 76).
Assessment: 5

Chapter: 2 Lecture no:72 to 75

 Symbol of subtraction
 Subtraction equation
 Subtraction by counting backward
 Subtraction of zero
 Subtraction of 1-digit from 2-digit numbers
 Subtraction of 2-digit from 2-digit numbers
Required Material
Pre-made/Ready-made charts and figures, Activity pages (Add other resources as per

a. Demonstration Method
This may be oral or written – whatever might be the technique opted, the
Review session should not exceed 3 – 5 minutes.
Development: 20
 Make the students realize that today we are dealing with such a category of
 Onwards reorganize the students sitting arrangements for group work.
Assessment: 2
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Need to Discuss

Topic/Concept: Revision Mode Chapter 1 Time: 80 Minutes
 Recall and practice the learnt concepts
Required Material
Textbook, whiteboard, board marker, duster and activity pages.

After formal greeting, announce to the students that they are going to revise Chapter
no.1.
Development: 20
Activity 1: Reinforcement
 Make the students revise key areas of Unit no. 5 given on textbook.
 Involve the students in different oral, written activities or whiteboard practice.
 Make the students also revise objective of the lessons.
 Prepare the students for some unseen questions.
 Tell the students that class tests are conducted to identify the weak learning
areas of the students so that they can work hard to improve them.
 Encourage all the students to prepare well for the test.
Assessment: 2

 Wrap-up the lesson by reviewing the summary and key points of the chapter.
 Sum up the lesson by retelling the concepts that have been taught in the
whole chapter.
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Topic/Concept: Revision of Chapter 2 Time: 120 Minutes
 Recall and practice the learnt concepts
Required Material
Textbook, whiteboard, board marker, duster and activity pages.

After formal greeting, announce to the students that they are going to revise Chapter
no. 2.
Development: 20
Activity 1: Reinforcement
 Make the students revise key areas of Chapter no. 2 given on textbook.
 Involve the students in different oral, written activities or whiteboard practice.
 Make the students also revise objective of the lessons.
 Prepare the students for some unseen questions.
 Tell the students that class tests are conducted to identify the weak learning
areas of the students so that they can work hard to improve them.
 Encourage all the students to prepare well for the test.

Assessment: 2

 Sum up the lesson by retelling the concepts that have been taught in this unit.
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Topic/Concept: Recalling Measurement Time: 40 Minutes
 Review the learnt mathematical concepts and procedures related to:
 Understanding about the objects in term of:
a) Longer/Shorter
b) Highest & tallest
c) Longest/Shortest
Required Material
lesson).

 Initially make the students realize that as we know that to measure each physical
quantity scientists have developed standard units. But in ancient times no such
standards existed.
 In those days objects were compared with one another, thus measurement was just
comparative.
 Here, make the students apprehend that, in today’s lesson, we will reinforce this
comparative concept of measurement by choosing the bigger/smaller,
longer/shorter, and heavier/lighter.
Development: 20
 Elaborate the idea by asking a few questions. Also provide the students with
an example for each case.
 Paste three flash cards on the board and, ask the students; which one is
longest? Also; which one is shortest?
 Note down their responses on the board, ringing the right ones…
 Also ask them what we say to the third remaining card. Draw three different
lengths on the board and explain the compression/difference between long,
longer and longest.
 Do same treatment with the concept of short, shorter and shortest.
 Again paste three flash cards on the board and, ask the students; which one is
highest? Also; which one is shorter?
 And repeat the above activity on the board again the concept of high and tall.
 Write down their answers on the board, onwards encircling the correct ones…
Assessment: 2


Topic/Concept: Concept of Measurement Time: 40 Minutes
 Students will be able to use forms of non-standard measurement to measure various
objects.
Required Material
lesson).

 Tell students to close their eyes and imagine that they are going on a trip.
 The trip they are going on is to an island, so they are going to need a raft (flat
buoyant structure of timber, used as a boat) to get there.
 Have students think about what size raft they would need for their trip. Ask
them how they would build it?
 Have students open their eyes.
 Ask students to share their ideas with their partner or group.
Development: 20
Activity
 Tell students that they are going to start their math lesson by listening to a story
about two friends who need to build a boat. Ask them to pay close attention to
how they plan to build it.
 Show students your "raft" made of bulletin board paper.
 Model measuring the raft with your feet. Have students count along as you take
each step.
 Invite a few volunteers to measure the raft with their feet. Record their
measurements on the board.
 Ask students why all of the measurements are different. Ask students how they
can measure so that everyone gets the same answer.
 Tell students that using the same person's foot would definitely get everyone the
same answer. Let students know that using a ruler is another great option, but
today the class is going to focus on using non-standard measurement, which
means using objects we wouldn't typically use.
 Try to show the video provided in the link given below.
https://www.youtube.com/watch?v=Ll21j2r8gDc
Assessment: 2

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Topic/Concept: Concept of Measurement Time: 40 Minutes
 Students will be able to estimate and measure length with nonstandard units.
Required Material
Classroom objects to measure, cubes, paperclips, paper inchworm, pre-made/Ready-made
charts and figures (Add other resources as per requirement of the lesson).

Warm up / Introduction 10
Think-Pair-Share
 Demonstrate how to measure the length of something in the classroom using

non-standard measurement units.
 Ask what measurement is and bring out definitions to post on wall.
 Maybe ask what careers do you think have to use measuring (chef, scientist,
architect, construction, etc) to introduce the word wall.
Development: 28
Activity 1
 Students will follow along with teacher; students will engage and may be
expected to come up to the board to participate in measuring items on the
chart paper.
 The teacher will introduce items that need to be measured using non-standard
items (inch worms, blocks, bears, paperclips, etc). Students will make
estimates and measure the different inchworms in their packet using different
nonstandard units of measurement; students will write about their findings.
 Make pairs and in pairs, students will estimate the measurement of items in
the classroom; students will then move around the room measuring different
objects/area in the classroom using the inchworm, paperclips, or cubes.
Assessment: 2
 Through individually assessing during independent practice and reviewing
during guided practice the teacher evaluate the learning of students.
DEBRIEF
 Pull student volunteer to come up to front to ask debrief questions:
 What did you learn today?
 What did you like about today’s activity?
 How can we make it better next time?
 How can we use this outside of the classroom?

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Topic/Concept: Measurement of length Time: 40 Minutes
 Measure lengths using a single unit
 Compare lengths to determine which is longer and longest
 Compare lengths to determine which is shorter and shortest
Required Material
Thread, Sticks of different lengths, Pre-made/Ready-made charts and figures (Add other

 Start the lesson by showing this video which helps in understanding the
concept with interest.
 “Sid the Science Kid” video (https://www.youtube.com/watch?

v=3hlkRcTmFxY&list=PL5E6A9781CDA8CBED).
Development 20
Activity 1
 Introduce the unit of non-standard measurement to the students i.e. piece of
thread and sticks.
 Explain that students will be measuring objects around the room first with one
type of measurement tool and then with another.
 Walk around the room to show students where the Measure Me objects are
located.
 Model using a measurement tool to measure and record answers on the
recording sheet or on board.
 Split the class in half, giving one half tool #1 and one half tool #2.
 Assign a few students to each measurement location and begin.
 Once your students are finished, have them rotate to the next location. Repeat
until they have had the opportunity to measure each object with their first
measurement tool.
 Switch measurement tools and repeat.
Assessment: 2

 Review Measure Me recording sheet results.
 Discuss possible reasons students had slightly different answers.
 Ask students why it is important that everyone uses the same form of
measurement. Have students turn and talk to a partner.
 Have students share their responses.
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Topic/Concept: Compare Heights Time: 40 Minutes
 Compare different heights in term:
a) High
b) Higher
c) highest
Required Material
lesson).
 Sing the Tall and Short action song to the tune of "Are You Sleeping" (Frère
Jacques): This is tall. (Open hands as wide as possible vertically.)
 This is short (Place hand an inch apart.) Tall and short.(Open hands wide
vertically; then, bring them close together, x2.) Hotels are tall. (Raise one hand
high in the air.)
 Puppies are short.(Place hand low to the ground.) Tall and short. (Open hands
wide vertically then bring them close together, x2.)
 Sing it by yourself first, and have your students sing along the second time.
Development 20
Activity 1
 Give the definition of short and tall. For example, short is when something is a
small distance and tall is when something has a greater height.
 Display two items side by side, where one is tall and the other is short. For
example, show a baseball and a baseball bat.
 Explain to them that the baseball bat is tall compared to the ball because it has
a greater height.
 Explain that the ball is short compared to the bat because it only has a short
distance.
 Give students these materials to hold and compare them.
 Call two students to the front of the class and ask which is tall and which is
short.
 Correct students if they provide the incorrect answer.
 Choose several pairs of students with varying heights to compare.
Second Session
Activity 2
 Place students in pairs.
 Give students 10 to 15 blocks per pair.
 Instruct one person in the pair to build a tall tower and the other to make a
short tower.
 Have students compare the sizes of the towers.
 Instruct pairs to switch roles building a tower of the opposite height.
Enrichment: Direct your students to measure the height of the towers they build.
Instruct them to use a ruler and state how tall or short they are.
Support: Point around the room to give students examples of tall items and short
items. Give your students extra assistance with the worksheet.
 At the end give students the Comparing Short and Tall worksheet.
 Read through the instructions for each section with the class.
Assessment: 2
 Draw a tall and short image on the whiteboard.
 Call various students to circle the tall or short drawing.

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Topic/Concept: Measurement of length Time: 40 Minutes
 Sorting, classifying and ordering objects by size, number and other properties
 Making comparisons and estimates of measures
Required Material
Blocks of different lengths, graphing map or tabletop, measuring tape, pre-made/Ready-made
charts and figures (Add other resources as per requirement of the lesson).

 Choose three children of similar (but slightly different) heights. Do not let the
children stand up yet. Ask the students to predict: “Who is tallest?”
 Ask: “How can we check to see if our predictions are correct?” (“We can
measure them.”)
 Ask: “Can we let one child stand on a stool and then measure everyone? Can
we let one child lie down on the floor and then measure everyone? What do
we have to do to make sure we measure appropriately, so that we can
compare and find out who is tallest?” Say: “Everyone has to be standing on the
same level (floor) with no shoes on.”
Development 20
Activity 1
 Using a measuring tape or growth chart on a wall, measure each child’s height
and identify if the class prediction was correct. Then have the three children
place themselves in order from shortest to tallest.
 Once they are standing in order, ask the children: “Who is tallest? Who is
shortest? Is _______ taller than _______? Is __________ shorter or taller than
________?”
 Say: “Now you are going to do the same thing with your blocks.”
 Bring out three blocks of different lengths and lay them on the floor (but
without standing them up or lining them up). Ask: “Which block is the tallest?
 Ask the children to predict which block is the tallest and which is the shortest.
 Ask: “What do we have to do to be able to compare the heights of the

blocks?” (“We have to stand them all up side by side, making sure that they
are all on the same level.”)
 Stand the blocks up to show the children. Ask them to check the predictions

that they made about the tallest and shortest blocks.
 Say: “Now you are going to get to choose three blocks of your own to
compare.”
Assessment: 2

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Topic/Concept: Build your skills Time: 40 Minutes
 Compare different objects/things in term of their:
a) Length
b) Height
Required Material
Textbook, pre-made/Ready-made charts and figures (Add other resources as per requirement
of the lesson).

 Make a quick revision about the main key points.
Development 30
 Solve the given practice material with the students in class on page (83 & 84).
 Do similar question on the board and encourage the students to participate in
the class in order to share the answers.
Assessment: 2


Topic/Concept: Concept of Mass Time: 40 Minutes
 Students will be introduced to the concept of weight by describing them as heavy or
light.
 They will also explore how to use their prior knowledge to describe the weight of
objects.
Required Material
lesson).

 Start lesson with a Problem of the Day.
 Use the procedures outlined here on Problem of the Day Procedures.
Today's Problem of the Day:
 Which objects are longer than the train? Which objects are shorter than the
train?
 For this Problem of the Day, Include a cube train and several objects. The
objects are movable. I am looking for the students to move the objects around
and line them up with the edge of the cube train to show if they are longer or
shorter. If you do not have a SMART Board, you can use a real cube train and
several classroom objects.
 I have several students answer this question, and explain their thinking. If the
student does not do it, I encourage the student to move the objects to ensure
that he or she has enough information to compare the length of the object and
the cube train. Encourage the students to use the words longer and shorter as
the comparison of lengths is explained.
Development 20
Activity 1
 Pull up a Comparing Weight Game. We talk about the weight of the dinosaurs
and how we can describe them using the words heavier and lighter.
 Point out classroom objects and ask students if they are heavy or light. I use
very obvious examples. We will get to using tools to make closer comparisons
tomorrow.
 Tell students that they are going to be comparing some of objects on their
own on a Comparing Weight worksheet.
 You are going to be working on this paper on your own. When you get the
paper take it back to your seat, put your name on it and put your pencil in the
air.
Activity 2
Draw a red circle around the heavy thing. Color the light thing.
 You need to look at the two objects in each box and compare them. You are
going to circle the heavy thing and color the light thing.
 I walk around and make sure that students are correctly circling and coloring
objects.
 Tell the students that they are finished; they can put their paper in the basket
and get their center.
Assessment: 2

Activity Page
Activity Page

Topic/Concept: Lighter and Higher Time: 40 Minutes
 To compare light and heavy
 To use the terms lighter, heavier, lighter than, and heavier than
Required Material
Reference chart for models of light and heavy; light and heavy pretend bags of groceries; two
boxes of the same dimensions that are light and heavy; Goldilocks and the Three Bears, Pre-
made/Ready-made charts and figures (Add other resources as per requirement of the lesson).

 Read Goldilocks and the Three Bears, retold by Jan Brett.
 https://www.youtube.com/watch?v=6kOLj4FQPVU
 As you read and show, talk to children about the size and weight of the bears
and other objects.
 The great big bear was very heavy.
 The middle-sized bear was heavy, and the little bear was light.
 Look at how heavy that big bear looks sitting in his chair.
 Look at how light the basket of mushrooms looks.
 Look at how heavy the big bowls of porridge look.
 Ask children to help you identify heavy and light objects.
Development 20
Activity 1
 Play "What Do You Think?" Ask children about objects in the room that are
light and heavy. "Do you think that my desk is light or heavy?" (Have children
test and check the weight of each item by trying to lift it.) "A paper? A crayon?
A chair?"

Procedure
 Invite children to look at the reference chart and identify the light bubble and
the heavy boulder. Ask: How can we tell if something is light or heavy? (Lift to
test the weight.)
 Use the reference chart to teach children the meaning of lighter and heavier.
When children are comfortable identifying lighter and heavier objects, teach
them to use the terms lighter than and heavier than.
Learning sequence
 Here are two bags of groceries. One is light and one is heavy.
 How can we tell which is light and which is heavy? (Lift each)
.
Assessment: 2

Activity Page

Topic/Concept: Measurement of Objects Time: 40 Minutes
 Measure the weight through scale
Required Material
Thread, Sticks of different lengths, Pre-made/Ready-made charts and figures (Add other

 Take out the scale and ask students what they think it is.
 Explain that scales are used to measure weights. Ask students if they’ve ever
been weighed at the doctor’s office before.
 Have them compare the scales that they are weighed on with the one you
have in the classroom.
Development 20
Activity 1
 Demonstrate how to measure two objects using the balance scale. Tell
students that the scale doesn’t tell you the exact weight of the objects, but
instead tells you which one is heavier.
 Put two objects on the scale and show students that the heavier object drops
towards the ground while the lighter object lifts up.
 Hold up two more objects. Have students guess which object they think will be
heavier. Ask students to raise their hands to share their answers.
 Repeat this process with two more objects.
 Hand out the Comparing Weight and Color & Compare Weights of Objects
worksheets. Have students complete them as you circulate around the room,
providing help as needed.
Assessment: 2

Activity Page
Activity Page
Chapter: 3 Lecture no: 92 - 95


Required Material

 This may be oral or written – whatever might be the technique opted, the
review session should not exceed 3 – 5 minutes.
Development 20
questions which we have learnt earlier.
 Today we will strengthen the learnt mathematical concepts through numeric

questions.
onwards reorganize the students sitting arrangements for group work.
Assessment: 2

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Topic/Concept: Recognizing Currency (Coins) Time: 40 Minutes
 identify coins by name and value
Required Material
lesson).
 I start by having the students sit in a circle on the carpet.
 "I want to start today's lesson by practicing counting out loud. However, we
are going to do it a little differently today. As we are counting, I will ask you
to count by 10s, 5s, or 1s."
 There is a video, counting By 10s 5s and 1s, that models this part of the lesson.
 https://betterlesson.com/lesson/resource/2896383/counting-by-10s-5s-and-
1s-m4v
 I know at first students can count by 1s, 5s and 10s fluently.
 I am doing this activity to connect their ability to perform this with that of
counting coins.
 Since they can skip count by 10s and 5s, I don't have to focus on that math
concept during the introduction of money and can strictly focus on the the
names and values of coins.
Development: 20
Activity: Creating A Coin Poster
 "Today we are going to take a closer look at different Pakistani currency coins.
I am going to give you each a set of these coins and a magnifying glass. I want
students to closely look at the coins. We will then have a discussion about
each one."
 I give the students 3-5 minutes to look at each coin.
 I then put up the coin poster. At this point there are just the columns with the
pictures of the coins on the poster. I will then add to it from there. I use the
following discussion for each coin.
 "Who can tell me what they saw on the coin? How much is it worth?"
 As students suggest things, I write them in the appropriate column.
 I finish the discussions by modeling who to write each value with correct value.
 I then spread out a bunch of coins on the carpet and ask the students to sit in
a circle around the coins.
 I will ask them to find a coin with a certain value. This will allow me to see if
they understand the names and the values.
Assessment: 2

Activity Page
Pakistani Currency Coins sheet

Topic/Concept: Recognizing Currency (Notes) Time: 40 Minutes
 identify different Pakistani Currency notes by name and value
Required Material
lesson).
 Show the students real Pakistani currency notes and ask them to look carefully
and make a list of different characteristics they notices.
 Ask them one by one and write all the inputs on the board.
 Also tell them that they have to focus on the value of the notes as well.
Development: 20
Activity
 Make Pakistani currency notes on a hard chart paper or use the plastic ones and
circulate at least 5 different notes to each student in the class.
 Ask every student to write the exact value of each currency not they have get.
 Now ask the students to exchange their cards as well as their working sheet to the
student sitting next/near to them.
 Ask students to recheck the notes and the value on the worksheet and if there is
any mistake then make it correct.
 After this randomly ask different students to come at front and show their cards to
the class and tell the amount of each currency note.
 Repeat this activity till the concept is clear to all the students.
Assessment: 2

Activity Page
Pakistani Currency Notes worksheet


Topic/Concept: Reinforcement of Unit 4.1 Time: 40 Minutes
 identify different Pakistani Currency notes and coins by name and value
Required Material

 ‘Revision Exercise’.
Development 20
Assessment: 2


Topic/Concept: Counting notes Time: 40 Minutes
 Know the value of money
 Know how to count money
Required Material
lesson).
Activity—Who Has the Most?
 Students will compare amounts of money.
 Each student in the class will receive an envelope that contains two random
coins that you have placed in the envelopes prior to the lesson.
 The coins can be the same or different. The difficulty of this activity can be
adjusted by limiting the number of types of coins that are used.
 For example, you may want to use only one and two rupee coins in the
envelopes, or you may want to use all types of coins including one, two , five
and ten rupee coins.
Development: 20
Activity:1
 Divide the class into small groups of three to four students. Pass out the
envelopes containing the coins.
 Have students open the envelopes and count the amount of money they have.
Have them compare this amount with the others in the group to discover who
has the most.
 Emphasize the difference between the quantity of coins and the value of the
coins.
 As an extension, have the students in each group count up the total value of
coins for their entire group.
 Collect the envelopes and repeat the activity as needed.
Assessment: 2

Activity Page

Topic/Concept: WHY WE NEED MONEY Time: 40 Minutes
 Understand the role of money in our daily life.
 Especially in buying and selling.
Required Material
lesson).

 Ask students if they have ever traded something with someone else to
get something they wanted. For example, maybe they traded a school
snack for a plastic dinosaur, or a piece of Halloween candy for another
piece of candy they preferred. Tell students that trading (also known as
bartering) was the main system that people used many years ago to get
things that they needed or wanted. Trading is still used today for some
things, but paper money and coins have generally replaced the trading
system.
 Explain to students that when we use money to get the things we want and
need, we categorize these things into either goods or services. Have students
discover the difference between goods and services with the following activity.
Activity—Goods or Services
 Students will decide if a purchase is a good or a service.
Development: 20
Preparation: Make one copy of the Ways to Spend Money Student Worksheet for

each group and cut the eight pictures apart and paper clip them together.
Activity: Divide the class into groups of three to four students. Give each group one
set of pictures from the Ways to Spend Money Student Worksheet.
 Have students in each group spread out their sets of pictures. Tell students
that these are things that cost money. The pictures show two different ways to
spend money: goods and services. Goods are things that we buy to keep or
use, like a dozen eggs, a bicycle, or a toothbrush. Goods are usually things that
we can touch. Services are things that are done for us, like a train ride to visit
your grandparents or when you go somewhere you need to buy tickets to get
into, like an amusement park. Challenge students to work together in their
groups to separate the pictures into two groups—goods and services.
 To increase the challenge of this activity, do not define “goods” and “services”
prior to having the students divide the pictures into two groups. Tell them only
that the pictures represent ways that we can spend money, and have the
groups work together to separate those ways into two groups.
Answers
Goods: bicycle, food, T-shirt, book. Services: riding a merry-go-round, getting a

haircut, watching a movie, going to the dentist.
Assessment: 2

Activity Page
Topic/Concept: Telling Value of Money Time: 40 Minutes
 Know the exact amount of money.
Required Material
lesson).

 Each student will need a white sheet/paper, pencil, and an eraser.
 I have the students sit in a circle with their whiteboard materials.
 "I am going to write some coins on the board, I would like you to add/count
them up in your head and then write the amount on your whiteboard. I
want you to keep your answer covered until I ask you to show me the
answer."
 I then have everyone show me their answer and check for accuracy and have a
student come up and count the coins out loud.
 I repeat this with a few more amounts.
Development: 20
Activity

 "One of the station time activities today will be this Show Me sheet. You will
need to look at the amount in each box and then draw coins to represent each
amount. Remember to represent each coin, you write the first letter of the
coin and then draw a circle around it."
 "Let's do the first one together. What is one way that I could represent 12
Rs.?"
 I then fill in one of the solutions on the 12 Rs. box.
 In this activity, students are representing values with symbols for coins, which
is an example of students representing their thinking abstractly with
mathematics.
 The students have two choices for today. However, they must get to both of
them during the allotted time.
 Show Me: This game was just introduced in the previous section of this lesson.
The recording sheet was also located in the previous section. I have also
included a sheet titled Show Me Blank. This will allow you to create new
amounts for students to try other rounds of this activity. It will also allow you
to adapt it for each student's need.
 The Trading Game: This activity was introduced in a previous lesson. This is an
activity that I will continue to offer throughout the unit because it asks the
students to collect coins, trade them, count them and record an amount using
a standard. For some students, the Coin Exchange Recording Sheet will be to
challenging for them to use. I will ask these students to use a whiteboard to
record their total (after each round). I have included a video, Recording With
Pak Rupee Sign that models the use of the whiteboard.
Assessment: 2

Activity Page
Activity Page

Topic/Concept: Addition and Subtraction of Money Time: 80 Minutes
 Find the value of the provided collection of notes and coins
 Pick and select exact and precise currency coins or notes to make a certain amount of
money.
Required Material
lesson).
 Assess student previous knowledge by asking some general questions related

to the topic.
 The students have already practiced the addition of whole numbers. The
addition of money in Rupees, also, employs the same procedures regarding the
precise alignment of digits.
 The teacher will take a swift review of the learnt procedures, fact, and
techniques regarding whole numbers by actively engaging the students.
Development: 20
Activity
Allowing students to share about how they have spent or earned money broadens
their generalization of the learned concepts.
1. Begin by explaining to the students that adding and subtracting money is

important every day. Provide examples, like going to the store and buying
things, or going to work and making money.
2. Give students additional examples of money problems to help them

understand adding and subtracting. Use the additional resources to enhance
understanding.
3. Have students practice adding and subtracting the money. Instructors should
provide problems for students. Students can write their answers on
whiteboards, come to the board to solve or write them on their own paper.
4. Distribute the Activity page to students. Explain the directions and allow the
students time to complete it.
5. Distribute the Practice page. Reinforce vocabulary. Have students check their
answers with a partner.
6. Ask students to share about a time when they spent or earned money.
7. Allow for responses and discussion.
Activity 1
Addition of Money to find the value of Collection of Notes and Coins
 Firstly review the techniques opted to add the Whole Numbers.
 Afterwards, make the students know that whenever numerals related to

money are added or subtracted, the digits are always aligned from right
towards left.
Activity 2
Choosing right currency coins to make the provided sum
 Under this area make the students understand that currency coins are made
of certain values.
 When we are buying different items, we encounter different prices which

could not be met by a single currency coin or note.
 For such cases we have to form a combination of certain notes and coins.
 Quote a few examples to make the idea clear. For example you intend to buy a
eraser whose price is Rs. 6. As it is very clear that a coin or note of Rs. 6
doesn’t exist thus we will be required to form a combination of two or more
coins.
 Here provide the students with a few coins and ask them to form a
combination for Rs. 6.
Assessment: 2
Students are assessed on the basis of their involvement in the class that is dependent
on students’ prior knowledge and understanding of the basic concepts. Students
understanding and proficiency could also be accessed through a set of questions
related to today’s lesson as:
 How could we sum the provided collection of notes and coins?
 How would you make a certain amount of money by picking and selecting
certain currency coins or notes?

The teacher will wrap-up the lesson by reviewing the key areas of the lesson related
to following areas:
 Standard procedures opted for:
 Summation of collection of notes and coins by employing the operation of

Addition on Money
 Value of the provided collection of notes and coins
 Picking and selecting exact and precise currency coins or notes to make a
certain amount of money
Activity Page
Activity Page

 Recall the concepts used un unit no. 4.2
Required Material
lesson).

Development: 20
Assessment: 2

Activity Page

Topic/Concept: Comparing Money Time: 40 Minutes

Required Material
lesson).
Development: 20
Activity
Assessment: 2

Activity Page

Topic/Concept: Comparing Money Time: 40 Minutes
objects.
Required Material
lesson).

Development: 20
Activity
Assessment: 2

Activity Page

objects.
Required Material
lesson).

Development: 20
Assessment: 2

Activity Page
Activity Page
Activity Page
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Activity Page

Topic/Concept: Reading Clock Time: 40 Minutes
 Students will be able to read a clock.
Required Material
lesson).

Read The Grouchy Ladybug aloud.

 Ask students if they saw a pattern, or anything involving math, in the book.
 Tell the class that today they will make clocks to practice telling time.
Development: 20
Activity
Show the class your premade clock.

 Talk about the different hands, and what they represent. Tell your students
that the long hand points to the number of minutes, and the short
hand points to the hour.
 Let your students know that every number on the clock represents five
minutes, and that this means there are 60 minutes in an hour.
 Pass out the My Own Clock worksheet.
 Have students cut carefully along the black lines.
 Show the class how your clock is held together with the brass fastener.
 When they are ready, pass out the brass fasteners to put the hands on the
clock face.
 Ask the class to show you specific times, modeling them yourself with your
clock.
Assessment: 2
 Observe students during clock modeling to monitor whether or not they are able
to find the correct times.
 Check worksheets for correctness.

 Play a review game where you ask the class to display certain times.
Alternatively, use your clock to display a time and ask students to name the
time.
 Ask students to voice any questions or concerns they may have about the
subject.
Activity Page

 Students will be able to tell time to the hour.
Required Material
lesson).
 Show an analog clock to the class and ask students for its name, and what it
does.
 After students get a chance to answer, hopefully responding with it is a kind of
clock that uses hands that rotate to tell time, point to the short hand, or hour
hand, and ask students to name it and to explain its purpose. Repeat
questioning with the long hand, or minute hand.
 Tell the class that today they will tell time to the hour by becoming human
analog clocks.
Development: 20
Activity
 On the playground draw a large circle to represent an analog clock.

 Using a number cone or outdoor chalk, place the number 12 at the top of the
clock. Ask students to assist in numbering the remaining hours. Be sure to check
for equal spacing between each number.
 Ask the class if they have ever played Duck, Duck, Goose. Tell the class that they
will participate in a time telling version of the game called Tick, Tick, Tock.
 Draw the long hand pointing towards the 12 o’clock hour. Explain to students that
the long hand will remain pointing at the 12 throughout the game. Ask students to
identify what is missing from their analog clock.
 Explain to the class that during the game, students will sit next to a number
outside the circle. Explain that the numbers are representing each hour of the
analog clock, and students will take turns being the short hand.
 Have students sit behind each numbered hour facing the clock, and select one
student to be the short hand.
 Explain that the student who is the short hand will walk around the outside of the
clock, gently tapping each student’s head.
 Tell students that the “short hand” or student selecting the hour, will say “tick”
every time they tap a student. When “tock” is heard, the student whose head was
tapped will run after the “short hand.”
 Explain that if the “short hand” makes it to the empty space, the whole group
sounds the alarm (yells out the time.) For example, student 3 is picked and the
student picking makes it to the 3 spot. The alarm yells 3:00!
 If the “short hand” is caught by the student who’s the number or hour, they are
out and a new student fills in the number spot.
 Have students who are not part of the analog clock participate in yelling out the
time as students play.
 Rotate new students in after 7 minutes to allow every student to participate or
when the "short hand" is caught.
 Return to class at the end of the game.
Assessment: 2
 To check for student understanding, monitor the students during the outdoor
activity and as students are working on their worksheets.
 Check students’ worksheets for correctness.

 For any missed problems on the worksheets, demonstrate how to solve the
problem on the board to students.
 Ask students to share what they enjoyed in today’s lesson.
Activity Page
Activity Page

 Students will be able to identify how long one minute is.
Required Material
lesson).

 Set the timer for 1 minute. Have the class sit quietly and wait for the timer to
buzz.
 Ask the class what activities they think a person could do that would take less
than one minute. Then ask them what some activities are that would take
more than one minute.
 Tell students that one minute is equal to 60 seconds, or the length of time it
takes to say "Mississippi."
Development: 20
Activity
Read Just a Minute!
Ask students why knowing how long one minute is important.
 Write down on a piece of paper several examples of activities that would take
more than one minute, example: drive to school, read a book, shower, paint a
picture, eat, shop for groceries, watch a movie, and several activities that take
less than one minute, example: take a picture, tie a shoe, turn a page, sneeze,
open a letter, wash hands, sit in a chair.
 Make two headings for the pocket chart, "More than 1 minute" and "Less than
1 minute."
 Have enough examples of activities for each student to have one to place in
the pocket chart.
 As students place the activities in the pocket chart, watch to make sure they
are placing the activities on the correct side and aid struggling students
Assessment: 2
 Observe the class' ability to determine whether an activity will take more or less
than one minute to complete.
 Check students' worksheets for accuracy of estimation.

 Wrap-up the lesson by reviewing the summary and key points of the lesson. Ask
the class what they have learned from this activity.
 Have the class share anymore questions or concerns they might have about the
lesson with you.
Activity Page

Topic/Concept: Learning Clock Time: 80 Minutes
 Students will be able to tell time to the hour.
Required Material
lesson).

 Show the clock to the students and watch this video along with the students.
 https://www.youtube.com/watch?v=HrxZWNu72WI
Development: 20
Activity
Teaching Kids to Tell Time (9 Steps to a First Grade Lesson Plan for Telling
Time)
Depending on when you teach math during the day, it would be helpful to have a
digital clock sound an alarm when math class begins. If your math class begins on the
hour or the half hour, even better!
Step-by-Step Procedure
1. If you know your students are shaky on time concepts, it’s best to start this
lesson with a discussion of morning, afternoon, and night. When do you get
up? When do you brush your teeth? When do you get on the bus for school?
When do we do our reading lessons? Have students put these into the
appropriate categories of morning, afternoon, and night.
2. Tell students that we are going to get a little more specific. There are special
times of day that we do things, and the clock shows us when. Show them the
analog clock (the toy or the classroom clock) and the digital clock.
3. Set the time on the analog clock for 3:00. First, draw their attention to the
digital clock. The number(s) before the : describe the hours, and the numbers
after the : describe the minutes. So for 3:00, we are exactly at 3 o’clock and no
extra minutes.
4. Then draw their attention to the analog clock. Tell them that this clock can also
show the time. The short hand shows the same thing as the number(s) before
the : on the digital clock - the hours.
5. Show them how the long hand on the analog clock moves faster than the short
hand - it is moving by minutes. When it is at 0 minutes, it will be right up at the
top, by the 12. (This is hard for kids to understand.) Have students come up
and make the long hand move quickly around the circle to reach the 12 and
zero minutes several times.
6. Have students stand up. Have them use one arm to show where the long clock
hand will be when it is at zero minutes. Their hands should be straight up
above their heads. Just like they did in Step 5, have them move this hand
rapidly around an imaginary circle to represent what the minute hand does.
7. Then have them imitate the 3:00 short hand. Using their unused arm, have
them put this out to the side so that they are imitating the hands of the clock.
Repeat with 6:00 (do the analog clock first) then 9:00, then 12:00. Both arms
should be straight above their heads for 12:00.
8. Change the digital clock to be 3:30. Show what this looks like on the analog
clock. Have students use their bodies to imitate 3:30, then 6:30, then 9:30.
9. For the remainder of the class period, or at the introduction of the next class
period, ask for volunteers to come up to the front of the class and make a time
with their bodies for other students to guess.
Assessment: 2
 Take anecdotal notes on students as they complete Step 9 of the lesson. Those
students who are still struggling with the representation of hours and half
hours can receive some extra practice with another student or with you.

 Have students go home and discuss with their parents the times (to the
nearest hour and half hour) that they do at least three important things during
the day. They should write these down on paper in the correct digital format.
Parents should sign the paper indicating that they have had these discussions
with their child.

Topic/Concept: Digital Clock Time: 40 Minutes
 Students will be able to match the written time with the digital clock time.
Required Material
lesson).

 Make sure to have enough sets of the Time Memory cards copied for the
student to work in pairs.
 Review the differences between digital clocks, or clocks that display the time
in numerals, analog clocks, or clocks that display the time using rotating arms,
and written words, which can tell you the time by spelling out the hours.
 Explain that in this game we will match the digital clock time with the written
words.
 Tell students that when they are finished, they will complete two worksheets
that will help them understand time.
Development: 20
Activity
 Mix cards up and place them face down on the table.

 Have your students line up, or create some order for students to come up and
take their turn. Example: you could have the shortest person go first, or the oldest,
or the youngest.
 If a match is made between the digital clock and the written word, the students
gets to keep the cards.
 If the cards are not a match, the next player takes a turn.
 Play a few rounds until the class understands the concept. Answer any questions
your students may have.
 Have students get into pairs and hand them their Time Memory card set.
 Have the pairs sit around the room.
 Have students designate who goes first. If they match the digital clock with the
written word, they get to keep the cards.
 If it is not a match, the next player takes a turn.
 Continue until all of the matches have been made.
 Call on a few students and have them share how they told time and how they
matched the cards.
 Invite students to share any tips or tricks they have for telling time that might help
struggling students.
Assessment: 2
 Observe students during the game and independent working time. Take note of
struggling students, and assist as necessary.
 Check worksheets for correctness.
Activity Page

Required Material
lesson).

Development: 20
Activity 1
Assessment: 2

Activity Page

Topic/Concept: Calendar Warm-up Time: 40 Minutes
 Students will be able to differentiate between the four seasons before going to calendar.
Required Material
lesson).

 Ask your students if they know what the four seasons are.
 List the names of the seasons on the board.
 Ask your students the name of the current season.
 Ask your students to describe the current season. Have them elaborate on
what the weather is like, what people wear, and what people do during the
season.
Development: 20
Activity 1
 Draw 4 columns on the board and title them summer, fall, winter, and spring.
 Ask your students to come up with words that describe them, such as hot, muggy,
or cool. Write the words in the columns.
Instruct your students to complete the Spring, Summer, Fall,
and Winter worksheets with a partner.
Go over the worksheets as a class.
When you are going over the worksheets with your students,
ask your students informal questions about the items worn in each
season. For example: Why do we wear a jacket in the winter? Why do
we wear shorts in the summer? Why do we wear dresses in the
spring?
Pass out 3 sheets of stapled paper to each student.
Instruct your students to title the first page Seasons. Write the
word seasons on the board.
Ask your students to title the second page Fall, the back of the
second page Spring, the third page Winter, and the back of the third
page Summer.
Instruct your students to create pictures for each season on the
season's page. Direct them to write at least 3 words that describe the
season on the season's page.

Assessment: 2
Ask your students to complete the Season Sleuths worksheet.
Activity Page
Topic/Concept: CALENDAR COUNT Time: 40 Minutes
Required Material
Copies of the Calendar Count Activity Sheet (1 per student) calendar old calendar page with
large numbers plastic bucket or similar container scissors pencils, crayons.

 Show the class a calendar.

 Ask volunteers to point out different features, including the year, the names of
the days, and the names of the months.
 Then use the calendar for some whole-class counting activities:
a) Count the number of days in a week.
b) Count the number of months in a year.
c) Count the number of days in a month.
d) Leaf through the calendar to see if all the months have the same number of
days.
e) Count backwards as you point to the numbers on a page in reverse order.
Development: 20
Activity
 Cut apart the numbered squares of an old calendar and put the numbers in a
plastic bucket.
 Draw different numbers at random and ask volunteers to name them.
 Give each student an activity sheet, and have each student draw a calendar
number from the bucket.
 Explain how to complete the activity sheet.
 Copy the calendar number in the box at the upper left of the activity sheet:
Print the number large.
a) Draw items to represent the number.
b) For example, a student could draw sixteen snakes or sixteen stars for the
number 16.
c) Tip: Remind students to size their items so they all fit on the page.
 Display the completed activity sheets around the room in numerical order.
Discuss them, asking questions similar to these:
a) How many snakes are on this page?
b) Can you find the number 26?
c) Which number comes after (before) 11?
Assessment: 2
Activity Page
Chapter: 5 Lecture no:

 To revise the words for days and months.
 To teach pupils the ordinal numbers we use for the date.
 To identify dates on an English calendar.
 To practice listening comprehension of days/dates.

Required Material
A calendar for 2019, An enlarged copy to stick on the board, together with a small copy for each
pupil, Word cards for days and months, A birthday card, Word cards for the first six ordinal
numbers, i.e. 1st and first, 2nd and second, 3rd and third, 4th and fourth, 5th and fifth, 6th and
sixth. A chart showing these numbers: lst, 2nd, 3rd, 4th, 21st, 22nd, 23rd, 24th, 31 st and
magnets.

Revision of months
 Show the class the birthday card, sing 'Happy Birthday to you' and elicit
answers to
the
question
'When is
your
birthday?'
The
children
may
answer
with the
name of
the month,
or they
may
produce a
full
sentence: 'My birthday's in March.'
 Put the word cards for the first six months of the year on the board in jumbled
order and ask for volunteers to come and reorder the months.
Introducing ordinal numbers
 Introduce the ordinal numbers using the flash cards. Say 'first' and show the
flashcard with 1st. Use choral and individual repetition.
 Say 'January is the first month in the year' and get one of the pupils to come
and stick the card next to January. Continue in the same way with the other
word cards.
 Remove all the cards and hand out the months to one group of six pupils and
the ordinals to a second group of six. Ask one of the pupils with a month card
to read out his or her month and the pupil with the matching ordinal to hold
up his or her card. Continue with the other months. You can repeat this activity
until all the children in the group have had a chance to participate.
Development: 20
Activity
Understanding dates and finding them on a calendar
 Hand out photocopies of the calendar from January and stick an enlarged copy
on the board.
 Point to the day's date which is usually written on the board and ask 'What's
the date today?' This may be part of your class ritual, in which case it will
obviously be easier for your pupils. Point to the appropriate square on the
calendar.
 Ask 'Can you find the 9th of January?' All the children will be able to point to
the appropriate square on their calendar, and you can ask a volunteer to come
to the board and point to the correct square on the enlarged version.
 Try to make this a pupil-led activity as quickly as possible. Ask for volunteers to
suggest a date that the class has to find on their copy of the calendar. The
pupil who suggested the date can indicate the correct answer using the board
calendar.
Matching days and dates
 Check that the students remember the seven days in the week.
 Explain that you are going to do a 'True/False' activity. Point to a calendar
square on your enlarged version and say '14th January is a Wednesday. Yes or
No?' Encourage the pupils to check on their calendar and call out the correct
answer.
 If a quiet activity is required at this stage of the lesson, you can ask the pupils
to raise both arms for 'Yes' and cross their arms for 'No.'
 After you have given five or six statements as examples, you can ask for
volunteers to take over from you. Alternatively, you can set this up as a pair
works activity, asking the pupils to make three statements each.
 Examples of 'True/False' statements:

'2nd January is a Friday.'
'15th January is a Thursday.'
'27th January is a Monday.'
 At this stage, pupils will probably have difficulty with first, second, third,
twenty-first, twenty-second, twenty-third, thirty-first. Correct any errors as
they are made, and display these forms on the board in a chart.
1st 21st, 31st
2nd 22nd
3rd 23rd
4th 24th
Writing the date
 Point to today's date on your enlarged version of the calendar for January and
write the date on the board, e.g. 'Saturday 12th January.'
 Point to another date on the calendar and ask the pupils to write the date on
their whiteboard or in their notebook. Go round and monitor. If writing the
date in English has not been part of the class ritual, you can introduce it,
letting the pupils take turns to write the date on the board.
 This will give your pupils the opportunity to practice responding to 'Whose
turn is it to write the date on the board?' and asking 'Can I write the date on
the board please?

 At the beginning of a new month, ask the class to say who has a birthday
during that month. The pupils can be encouraged to give the date of their
family's birthday, allowing them to review family vocabulary together with the
use of the possessive 's. 'My mother's birthday is on 8th April.' 'My brother's
birthday is on 2nd June.'
Assessment: 2
Activity Page
Chapter: 6 book 2 Lecture

no:
Topic/Concept: addition with calendar Time: 40 Minutes
Required Material
lesson).

Teacher projects an image of the current month’s calendar and asks
students to indicate today’s date. Teacher highlights today’s date.
Then teacher asks students questions about the calendar.
https://www.youtube.com/watch?v=_rlGqhI_5vs
Examples:
 What is this coming Friday’s date?

 We have a math quiz two days from today. What is the date of
our quiz?
 Science fair projects are due on the 30th. How many days until
they are due?
 Tanya the tiger’s cubs were born on the 13th. They will open
their eyes when they are two weeks old. On what date will they
open their eyes?
 A brand new show will begin on the 27th. Nannette and
Suzette, the flying trapeze sisters, need three weeks to practice
their new act. On which date must they begin practicing in order
to be ready in time for the premiere?
 Eddie the elephant lives on a strict diet of plain peanuts and
other wholesome foods. He is only allowed to eat Cracker
Jacks once every nine days. The last time he ate Cracker Jacks
was on the 12th. When will he get his next sweet snack?
Each pair of students presents a solution to the class and describes

the strategy they used to find the solution.
Main Activity:
Students should watch the instructional video for Calendar

Clowns before playing on classroom computers or iPads.
Assessment Activity: Featured Animals at the Zoo
The local zoo features 16 animals in the month of July. The zoo has a
strict schedule and needs your help in organizing the calendar.
Answer the calendar questions by drawing each animal in its correct
featured day.
Development: 20
Assessment: 2
Activity Page

 Students will be able to identify circles, squares, triangles, and
rectangles.
Required Material
lesson).

Gather the students where they can watch the music videos.
Watch Shapes Song and Preschool Shapes song on the
interactive whiteboard.
After watching the videos, ask the students which shapes they
noticed.
Tell students that today they will be learning about shapes with a
fun game and some coloring.
Development: 20
Tell your students to sit in a circle.

Place a blue square, yellow circle, orange rectangle, and red
triangle in the circle.
Tell your students that you will describe a shape and they are to
guess which one it is.
Proceed with the following prompts: something yellow with no
sides, something red with three sides, something blue with four
corners, and something orange with four sides. Add more choices to
the circle if your class needs more of a challenge.
Ask your students to think about how a circle is different from a
square, and how a square is different from a triangle.
Ask your students to describe what a side is, to which they
should answer one straight line that makes part of a shape. Ask your
students to describe a corner, where two sides of a shape touch.
Tell your students that they will be playing Color Shape Bingo.
Hand out the bingo cards and counters.
Put the call out sheet in plain view.
Tell the students to listen and look as you call out the shapes.
First you will describe the shape card in terms of color, number
of sides, and number of corners, then you will show the card for visual
matching.
When students have a matching shape they will put a counter
on it. Tell the students that they will say “bingo!” when all four of their
shapes are covered. Tell the students that there may be more than
one winner at a time. When someone wins, that person will be the
next caller. If more than one child wins at a time, they will sit together
and share the job of being the caller.
As the shapes are called, help the children keep track by placing
a counter on the call out sheet. Have your students trade bingo boards
between rounds.
Have the students remain in a circle.
Hand out the Shapes Jumble worksheet.
Read the instructions and model how to color one or two of the
shapes.
Ask your students to raise their hands if they understand what
they will be doing.
Dismiss them to work independently.


Play one of the songs again on the interactive whiteboard.
Ask the students to think about the different shapes.
Invite the students to describe the shapes by their lines and
corners. Invite the students to think of other things they could do with
shapes.
Ask your students to volunteer what they will tell their parents
about the lesson.
Compliment your students on their hard work!
Optional Closing Activity: Read Brown Rabbit's Shape Book by
Alan Bake
Assessment: 2
During guided practice, the students should increase in speed
and confidence as the bingo game progresses. Look for students who
need support. Sit closer to them and give clues and encouragement.
During independent practice, the students should follow
directions and color accurately.
Activity Page

 Students will be able to identify defining attributes of basic shapes.
Students will be able to identify the number of sides that a triangle,
rectangle, square, and circle have.
Required Material
lesson).

Ask your students if they know what defining attribute means.

Explain that it means a characteristic that specifically describes
something. For example, a ball is round, so round is its defining
attribute.
Ask your students to define non-defining attribute now that they
know what a defining attribute is.
Explain that it is a characteristic that could be there one day but
could be changed the next day. For example, the orange ball could be
painted red, and then it would be a red ball.
Development: 20
Tell your students that a defining attribute is always present.

Ask students a defining attribute about them, such as being able
to breathe.
Ask students a non-defining attribute about them, such as size,
since size changes.
Draw 2 columns on the board.
Write triangle, square, circle, and rectangle in the first column.
Note that the defining attribute for these is the number of sides and
being closed.
Explain that closed shapes don't have any openings. Draw an
example.
Invite students to the board to write defining attributes of each.
Ask students to identify some non-defining attributes of these
shapes. Examples might include color and size.
Instruct students to complete the Everyday Circle worksheet.
Explain that circles have no sides and are closed.
Enrichment: Pass out construction paper. Instruct your
students to cut out shapes and create 3 items made of shapes. For
example, your students could make a house. Ask your students to
paste their items on a sheet of paper.
Support: Cut out triangles, squares, circles, and rectangles for
your students. Have students count and write the number of sides on
the front of the picture and whether they are open or closed on the
back.

Watch The Shapes Song with your students.
https://www.youtube.com/watch?v=v38vp3IwLho
Assessment: 2
Have your students label a piece of paper from one to four.
Direct them to answer questions about the shapes. For
example: How many sides does a triangle have? How many sides
does a rectangle have?
Topic/Concept: Shapes in the Class Time: 40 Minutes

Required Material
lesson).

Development: 20
Review the names and shapes of simple shapes with the class.
2. Go through the book ‘Shapes, Shapes, Shapes’ by Tana Hoban and
encourage the
students to call out the names of the shapes that they see in the pictures.
3. Choose four or five shapes that you would like the students to look for
and draw them
on the board.
4. Ask the students to go around the classroom looking for objects in those
shapes. Have
them draw the objects on a piece of paper.
5. You can do this as an individual activity with each child looking for
objects of each
shape, or as a group activity with each group looking for one particular
shape.
6. Once the students are done, have them compare their shapes with the
others.
7. Have the students work on a shape worksheet for additional practice and
to check their
understanding of shapes.
Assessment: 2
Activity Page

Topic/Concept: Shapes Seaker Time: 40 Minutes

Required Material
• Construction paper in any color • Paper cutting scissors • Tape

Development: 20
Activity: 1) Cut out a number of triangles, squares, circles and rectangles from the
construction paper. 2) Hold up one shape at a time for the class to see and call out the name.
Let the students repeat after you. 3) Help your students remember these shapes better by
associating them with the everyday things that they resemble. For example, a circle looks like
a ball; a triangle looks like a sandwich, etc. 4) Now ask them to close their eyes and count till
50. In the meantime, tape the shape cutouts all around the classroom. 5) When they open
their eyes, call one student at a time and send her to seek out a particular shape. Repeat till
all the shape cutouts are found.
Assessment: 2

Topic/Concept: Shapes Time: 40 Minutes

Required Material
• Construction paper in any color • Paper cutting scissors • Tape

Development: 20
ACTIVITY
1. Using a marker on chart paper or chalk on the chalkboard, draw a
three-sided shape. Ask a volunteer to name the shape (triangle).
Then let volunteers draw other three-sided shapes with angles and
sides of different sizes. Ask if all the shapes are triangles (yes).
2. Draw a square and ask a volunteer to name the shape. Then

draw a rectangle and ask a volunteer to name the shape. Ask
students to compare the two shapes and explain the difference
(the square has four equal sides).
3. Draw a four-sided shape with no 90-degree angles. Explain

that this shape is neither a square nor a rectangle because it
does not have “square corners” (90-degree angles). Have
volunteers draw different four-sided shapes for the class to
identify as squares, rectangles, or other four-sided shapes.
4. Distribute the activity sheet and tell students that they can find a hidden
picture by coloring all of the triangles yellow. Allow time for them to
complete the page and discover the hidden star. Finally, have them turn
their activity sheets over and create shape pictures by drawing three-
sided and four-sided shapes.
Assessment: 2
Activity Page
To find the hidden picture, color the triangles yellow.


Required Mater

Familiarize your students with common geometrical shapes such as

rectangles, trian
gles, squares and circles.
• Distribute copies of the Ship Shapes worksheet.
• Ask them to observe the worksheet carefully and count the number of
rectangles,
triangles, squares and circles that constitute the guided missile cruiser in
the picture.
• Ask them to answer the questions below the picture.
• Ask each of them to read their answers aloud.
• Write the correct answers on the chalkboard.
Development: 20
Assessment: 2
Activity Page

 Students will be able to describe objects using the names of shapes and
describe the relative position of objects using the following terms: above,
below, beside, in front of, next to, and behind.
Required Mater

Display a variety of shapes (triangle, square, rectangle, circle)

on your white board or chart paper using pre-cut paper shapes.
Review each shape by pointing to it and asking your students to
identify it by name. Then help your students describe the shapes'
attributes (ex. A triangle always has three sides and three corners).
Explain that the class is going to practice finding shapes in the
classroom and describing the position of the shapes using special
math terms, called positional words. Positional words are words like
"behind," "next to," or "in front of," and they help us tell someone
where something is located.
Development: 20
Place your triangle in the middle of the board or chart paper.
Then place your circle next to the triangle.
Say, “I put the circle next to the triangle. Can someone show me
where I should put the square if it is above the circle?”
Provide time for students to come up to the board and assist
you in placing the shapes.
Continue to use your pre-cut shapes to practice positional words
with your students by asking them questions and having them place or
point to the correct location of a given shape.
Point to your rectangle and ask your students if they see any
objects in the classroom that are also in the shape of a rectangle.
Ask students to get up and search the room for a rectangle.
When they find one, have students point to it and freeze.
Direct students to find an object that is above their rectangle and
point to it. Support students as needed during this process to ensure
their understanding of the positional words.
Continue asking students to identify a given shape in the room
and practice using positional words while they are moving around the
room.
When you finish with your last example, ask the class to return
to the rug.
Display a copy of the shape picture worksheet, glue, and
stickers on the board.
Explain that students will now get to to create a shape picture
and then will use stickers to practice positional words. Show and
example of how to cut out the shapes and create a shape picture.
Have students work independently on their shape pictures.
Circulate around the room supporting students as needed and
asking them questions about their pictures (ex. What shape is this?
How do you know?).
Support
Allow students to work in a strategic pair to make a collaborative
shape picture and ask each other questions about their shapes.
Provide students with labels that include shape names to attach
to their picture.
Enrichment
For more advanced students, let them cut out their own shapes
using construction paper.
Ask students to label their shapes with the matching shape
name.
Have students complete the Positions: Front or Back?
worksheet.

Get your students attention and choose one or two student
shape pictures to share with the group.
Point out the shapes and the position of the stickers, using
positional words.
If time allows, ask students to describe their pictures to the
class.
Assessment: 2
Signal to your students that they should pause in their work if
they are not yet finished.
Pass out a sheet of colorful dot or star stickers to each table of
students.
Ask students to find a triangle in their shape picture and put their
finger on it. Then tell students to find the red sticker and place it
beside the triangle.
Ask students to find a square in their shape picture and put their
finger on it. Then tell students to find the blue sticker and place it
above the square.
Continue to follow this same format with the remaining shapes
and positional words. You can use two stickers together if needed.
While students are following these directions, assess if they
understand the positional words and the shape names.
Identify struggling students to pull for small group instruction as
needed.

 Describe objects in the environment using names of
shapes, and describe the relative positions of these
objects using terms such as above, below, beside, in
front of, behind, and next to.
Required Mater
 Gather small objects of different shapes and colors
(ball, block, puzzle piece, cube, box, toy, book, etc.).
Place the items in a bag so the children cannot see
them.
 Plain white paper for each student
 Red, green, blue, black, purple crayons

Say, “Today we are going to play a game like hide

and seek. Some of you will hide an object and then
give clues to your friends to help them find the
object. You will use words like under, behind, in front
of and on. These are called position words. The
words tell us where something is.”
Development: 20
Place students in groups of four. The first group will
hide an object that you have placed in the bag while
the second group of students hides their eyes. No
peeking! When the object has been hidden each
member of the group gives a clue one at a time to
the second group. Make the clues hard. Don’t give
away too much information all at one time. The
other students watch.
Clues might be:
 The object is red

 The object is round
 The object is in front of the wall.
 The object is behind the trashcan.
When group two has found the object they will
hide a different item for group three to find. Repeat
until every group has had a turn hiding and finding.
Assessment: 2
Give each student a piece of white paper and five
crayons mentioned above. If you chose to you can
separate the students so they will not be looking at
someone else’s paper.
Then give these directions slowly, repeating two

times:
 Please put your name on the paper with the

black crayon.
 Turn the paper over.
 Draw an X with the red crayon.
 Draw a blue line under the X.
 Draw a purple circle next to the X.
 Draw a face in the circle with the blue crayon.
 Draw a hat on the top of the circle.
 Turn the paper over.
 Draw a line above your name with a green
crayon.
 Draw a line below your name with a red crayon.
Reinforce these positional words by using them

frequently instead of pointing to something. It also
promotes good listening habits.


Required Mater

Development: 20
Assessment: 2

Class 1 DLPS 2-1-19

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Daily Lesson Plan Session: 2018 – 19

Subject: Mathematics Grade: 1

Students’ Learning Outcomes:

Teaching Method: Time

 Number the cones 1 through 9 with the marker.

 Glue the cones in numerical order on the white paper.

What You Need:

Review and closing: 3

Teaching Method: Time

 Use number play cards and

Review and closing: 3

Teaching Method: Time

 According to Muslims we strongly believe in the Oneness of Allah Almighty and

 Count objects which are ‘one’ in your surroundings.

 Identifying the numeral ‘1’ in contrast to other numerals.

Teaching Method: Time

Review and closing: 3

 Count objects which are ‘two’ in your surroundings.

Teaching Method: Time

 Three is a numeral that is very much

More to that we see many things in our surroundings and finds

Review and closing: 3

 Count objects which are ‘three’ in your surroundings.

 Identifying the numeral ‘3’ in contrast to other numerals.

 Writing ‘three’ in ‘numeral-form’ as well as in ‘words’.

 Differentiate ‘three’ from other numbers by counting.

Chapter: 1 Lecture no: 6

Teaching Method: Time

More to that we see many things in our

Review and closing: 3

 Count objects which are ‘four’ in your surroundings.

Teaching Method: Time

 We offer Salah five times a day.

More to that we see many things in

Review and closing: 3

Chapter: 1 Lecture no: 8

 It is written in our Holly Quran in surat al-araf that Allah

More to that we see many things in our surroundings and finds

Review and closing: 3

Chapter: 1 Lecture no: 9

Firstly, ask the students to colour the activity page with

 Allah Almighty has created seven heavens.

 There are seven continents in the world.

Review and closing: 3

 Counting objects which are ‘seven’ in your surroundings.

 Identifying the numeral ‘7’ in contrast to other numerals.

 Writing ‘seven’ in ‘numeral-form’ as well as in ‘words’.

 Differentiate ‘seven’ from other numbers by counting.

Chapter: 1 Lecture no: 10

Teaching Method: Time

Chapter: 1 Lecture no: 11

Teaching Method: Time

Review and closing: 3

Teaching Method: Time

 Use a set of beads with large holes and thin

 Ask each student to show 5 beads. He may

 The object here is to show ‘a total of 5 beads’.

 An abacus could also be used.

 Describe the concept of Zero?

Review and closing: 3

Chapter: 1 Lecture no: 13

Teaching Method: Time

Start the lesson by asking the students a few simple questions: