1
Strand 1.0
2.0 Numbers
4 Sub-strands40 Lessons in Term 2
1.1 2.3 Counting concrete objects
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Count concrete objects 1-9 for development of numeracy skills and associating a group of objects with a number symbol.
- Demonstrate one to one correspondence while counting concrete objects.
- Enjoy counting concrete objects within their environment.
- Appreciate the use of one to one correspondence in real life situations.
Key Inquiry Questions (KIQs)
- How many objects are these?
- How many learners are in your group?
- How many boys or girls are in your group?
Learning Experiences
- Learners demonstrate counting objects 1-9.
- Learners count objects for numbers 1-9 (body parts, colours of the national flag, different types of food, objects in the class).
- Learners play counting games involving counting objects 1-9.
- Learners match numerals with concrete objects for numbers 1-9.
- In groups, pairs or individually, learners count people or objects in their class up to 9.
- Learners count concrete objects from 1-20 using ICT devices.
- Learners play video games on counting.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 2.4 Number sequencing
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Identify number symbols 1-9 as indicated on number cards or charts for development of numeracy skills and for ordering numbers.
- Arrange number cards in sequence 1-9.
- Arrange number cards in sequence for completing sequence puzzles.
- Enjoy arranging numbers in sequence in their day to day life.
Key Inquiry Questions (KIQs)
- Which number can you see on this card I am holding?
- Which number comes before this number?
- Which number comes after this number?
Learning Experiences
- Learners randomly pick number cut-outs or number cards from a pile and identify the number.
- Learners demonstrate arranging numbers in sequence 1-9.
- A few learners demonstrate arranging numbers 1-9 in sequence.
- In pairs or groups, individually, learners complete missing numbers in sequence by placing the appropriate number cards or cut-outs.
- Learners sing songs on number sequence comprising numbers 1-9.
- Learners complete number puzzles using ICT devices.
- Learners arrange numbers in sequence from 1-9 using ICT devices.
- Learners find the missing number in given sets of numbers using ICT devices.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 2.5 Symbolic representation of number (number writing)
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Identify number symbols 1-9 for development of numeracy skills.
- Join dots to form number symbols 1-9 on a surface.
- Trace number symbol cut-outs 1-9 on a surface.
- Model number symbols 1-9 using materials in their environment.
- Write number symbols 1-9 on a surface.
- Enjoy forming number symbols 1-9 using ICT.
- Appreciate the use of numbers within their environment in day to day life experiences.
Key Inquiry Questions (KIQs)
- Which number symbol is this?
- How do we write this number symbol (1, 2, 3, 4, 5, 6, 7, 8, 9)?
- How can we trace this number?
- How do we model this number?
- Which numbers can we form when joining these dots?
- Which numbers can you see in this calendar?
Learning Experiences
- Teacher demonstrates number formation from number cut-outs.
- Learners observe number cut-outs and talk about number formation.
- In groups, pairs or individually, learners trace number cut-outs up to 9.
- Learners join dots to form number symbols up to 9.
- In groups, pairs or individually, learners model number symbols to at least 9.
- Learners write number symbols 1-9 on a surface.
- Learners use number symbols in the materials in their environment (calendar, clock).
- Learners use ICT to form number symbols 1-9.
- Learners type number symbols from 1-9 using ICT devices.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 2.6 Number puzzle
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Identify different parts of numerals 1-9 for development of number concept.
- Join different parts of numbers to form complete number symbols 1-9.
- Relate number symbols 1-9 with objects in the environment.
- Enjoy completing number puzzles and relate number symbols with objects in the environment for enjoyment.
- Use ICT to complete number puzzles 1-9.
Key Inquiry Questions (KIQs)
- Which number can be formed using these pieces?
- How many pieces are these? What number can they form?
Learning Experiences
- Learners look at and talk about different parts of number symbols.
- Demonstrate how to join different parts of numerals to form a complete numeral.
- In pairs or groups, learners join different parts of number symbols to form a complete numeral.
- Learners listen to and sing songs on number symbols as they complete the number numeral.
- Learners relate number symbols with objects in the environment.
- Learners complete number puzzles using ICT.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.