Math for Lifelong Learning Grade 1
Chapter 1: Being at Home with Numbers
Lesson 1: The Numbers 1 to 50
Motivation
Motivation
- Ask the pupils if they have been to a carnival. Call on three to five pupils to answer and share their experiences in a carnival. Ask them some different related details about carnivals.
- Afterward, immediately show the class a picture of a merry-go-round like the one on page 1 of the worktext. Let the pupils name each countable object and ask them how many there are of each object. As much as possible, let them at least name the objects shown in the worktext.
Discussion
- Make use of the Concrete-Pictorial-Abstract Approach. This will help the pupils to understand the basic mathematical concepts. Expose the pupils sufficiently to each stage.
Recognizing Numbers 1 to 10
- Show the pupils the cards with picture and corresponding number. Read the numbers and let them do it after you.
- Let the pupils recognize the number which are not in proper order. Do it until they recognize all the numbers from 1 to 10.
- As an activity, let the pupils recognize the numbers from 1 to 10 as fast as they can by using flashcards. Reverse the order or shuffle the numbers from 10 to 1 (You can have a different activity that you may suggest if you think it is more creative than this.).
Counting Numbers 1 to 10
- Show to pupils the cards with numbers and pictures on them. Lead the pupils to count the number of objects shown in each card, and have them count up to the number shown in each card. Let them repeat the counting after you. Emphasize that 0 means "nothing," and that it is used when there are no objects that can be counted.
- Use the example on page 6 of the worktext to help the pupils count the number of objects slowly and clearly.
Reading and Writing Numbers 1 to 10
- Show the pupils cards containing different numbers and their corresponding number words. Instruct each pupil to bring out his/her own show board, that is, a piece of illustration board on which he/she can write. Show the pupils how to write the number word for the numbers 1 to 10 on their show boards.
- Ask the pupils to form pairs. Distribute cards containing the numbers 1 to 10 and corresponding pictures that show the number to each pair. Instruct the first pupil in each pair to pick a card number. The second pupil is to write in words the number shown on the card that the first pupil picks. After three to five rounds, have the pupils exchange roles and perform the activity for three to five more rounds.
3. Provide more examples for the pupils to practice counting, reading, and writing numbers from 0 to 10 (Correct any misconceptions that they might have.).
Comparing Numbers 1 to 10
- Show the pupils some picture cards with objects of different quantities. Ask: Which set has more objects? Which set has less objects?
- Explain thoroughly to the pupils the meaning of one more and one less by using the illustrations on pages 12 and 13 of the worktext.
- Ask two pupils to come in front and give each pupil a number card. Ask them to hold up the cards. Instruct the remaining pupils to identify which pupil has the larger number. Call on other pairs of pupils and repeat the activity as necessary.
- Let the pupils answer the activities from the book about connecting the dots on page 12 and supplying the correct missing number on page 13.
Numbers 11 to 50
- Show the pupils a list of the numbers from 11 to 50 in symbol. Read the numbers aloud and let them repeat after you.
- As an activity, conduct a drill using flashcards in which the pupils try to recognize numbers from 11 to 50 as fast as they can. Read a number aloud and instruct the pupils to write it in symbols on their show boards. Repeat this as many times as necessary.
- Guide the pupils in answering the exercises from the book in writing number in symbols on page 16.
Counting Groups of 10
- Ask the pupils to bring 50 pieces of popsicle sticks (You may use tongue depressor to minimize splinter accidents) and let them make groups of ten. Ask them: How many groups of ten you can make out of 50 popsicle sticks?
- Guide the pupils in using the Popsicle sticks to form numbers from 11 to 50 that include groups of ten. Refer to the examples on page 18 of the worktext.
- Call on different pupils to pick a number card from 11 to 50. In front of the whole class, let them show the number in their chosen flash cards one at a time using Popsicle sticks.
Writing Number in Words
- Discuss with the pupils the proper ways on writing numbers in words by showing examples. Guide the pupils in writing numbers in words by following the instructions on page 19 of the worktext.
- Let the pupils form pairs and bring out one show board. Instruct each pair to write the number that you will say in words by first forming the "two parts" of the number word, that is, the word for the tens and the word for the ones. The first pupil is to write the tens word of the number, while the second pupil is to write the ones word of the number. After a few rounds, instruct the members of each pair to exchange roles.
Comparing Numbers 1 to 50
- Demonstrate on how to compare numbers from 1 to 50 by showing pairs of flashcards. Ask the pupils: Which do you think is larger/smaller?
- Introduce to the pupils the number line for use in comparing numbers. Draw a number line on the board or post a piece of manila paper or cartolina on which a number line is drawn. Place a flash card with the number 8 on one side of the number line. Then place flash card with the number 9 to its right. Explain that the number on the right, which is 9, has a larger value than 8. Explain further that the number on the left, which is 8, has a smaller value than 9.
- You can let the pupils study the examples on page 21 of the worktext. Then call on different pupils to place different cards on the number line to the left or to the right of a given number. Have them compare the numbers by using the phrases "one less" and "one more."
- Guide the pupils in comparing numbers from 1 to 50 using Popsicle sticks formed into groups of ten. Emphasize the use of groups of ten and the number of ones in comparing numbers. Define the terms equal, less than, and more than and introduce the different relation symbols for expressing each (=, <, and >). Let the pupils study the examples on page 23 of the worktext.
- Let the pupils form pairs and use their Popsicle sticks in comparing pairs of numbers by making groups of ten. Instruct the first pupil to form the first number you will say and second pupil will form the second, both using Popsicle sticks. Ask each pair to identify the larger number by comparing the two numbers, counting the groups of ten and remaining ones.
- Show the pupils two pairs of number cards from 1 to 50 and let them identify the correct symbol to place between them. Emphasize the correct way of reading the mathematical statement formed by the numbers and the relation symbol.
- Demonstrate to the pupils how to arrange numbers from 1 to 50 from smallest to greatest and vice versa using a number line. Ask different pupils to recite and write the next number to complete the number line.
- Instruct the pupils to pair up and give each pair a set of five flash cards with numbers from 1 to 50. Ask them to arrange the numbers in increasing order. Let each pair recite what numbers they got and how they are arranged in increasing order. Afterwards, let them rearrange the same set of numbers in decreasing order.
Ordering Numbers 1 to 50
1. Demonstrate on how to arrange numbers from 1 to 50 from smallest to greatest and vice versa through the use of number line. Ask different pupils to recite and write the next number to complete the number line.
2. Illustrate examples given a set of numbers from 1 to 50.
3. Pair up pupils and give them a set of numbers from 1 to 50 and ask them to arrange the numbers in increasing order and share it to the class. Afterwards, let them rearrange the numbers in decreasing order.
3. Pair up pupils and give them a set of numbers from 1 to 50 and ask them to arrange the numbers in increasing order and share it to the class. Afterwards, let them rearrange the numbers in decreasing order.
Culmination and Synthesis
- Guide the pupils in performing the activity "Number Cards" under Living with Math on pages 29 and 30 of the worktext. Make sure that each pupil has the needed materials. After the activity, let each pupil read the numbers on his/her folders.
- Let the pupils perform the activity "3-2-1." Instruct them write the following information on a piece of
paper:
3. Have the pupils complete the sentences under Understanding How I Learned on page 34 of the worktext.
4. Let the pupils write the important words they learned in the lesson under Creating My Math Word Corner on page 31 of the worktext.
4. Let the pupils write the important words they learned in the lesson under Creating My Math Word Corner on page 31 of the worktext.
Assessment
- Let the pupils answer the exercises under On the Road to Learning on pages 10 and 11, page 14, page 16, page 18, page 20, page 22, pages 24 and 25, and pages 27 and 28 of the worktext to validate their learning of the lesson.
- Let the pupils answer the exercises under Hitting the Mark on pages 31 to 33 of the worktext.
- Have the pupils answer the exercise under Going Beyond the Mark on pages 33 and 34 of the worktext as a group.
- Give the pupils a short board work, practice exercise, or paper-and-pen test as needed.