Download Learning to Read and Write Numbers 1 to 100: Instructional Procedures and Objectives and more Schemes and Mind Maps Teaching method in PDF only on Docsity!
I. Topic: One, Two, and Three
II. Objectives:
- To count and tell the number of objects in a given set
- To read and write numbers 1, 2 and 3 in symbols and in words
- To recognize cardinal numbers 1, 2, and 3
- To identify the number that is one more or one less than a given number
III. Prerequisite Concepts and Skills: Intuitive concepts of 1, 2, and 3 Intuitive concepts of more and less Rote counting
IV. Materials: Counters (e.g. popsicle sticks, marbles, pieces of straws, etc.) Number word cards for 1, 2 and 3
V. Instructional Procedures:
A. Presenting the lesson
Show a picture of a boy.
Ask: What do you see? (I see a boy.) How many? (There is one boy.) Write the symbol 1 and its number word on the board. Make the pupils read them after you.
Show a picture of another boy with the first boy.
Ask: How many boys do you see now? (There are two boys.) Write the symbol 2 and its number word on the board. Make the pupils read them after you.
TEACHING GUIDE FOR GRADE 1 – Unit 1
Ask: How many boys do you think will there be if another boy joins them? (There will be three boys.)
Write the symbol 3 and its number word on the board. Make the pupils read them after you.
Focus on how each number is represented using the picture, the symbol, and the number word.
B. Performing an activity
Distribute the counters and number word cards to the pupils. Ask them to lay out their number word cards from 1 to 3. Let them make sets of 1, 2, and 3 counters and place them next to their number word cards.
C. Processing the results of the activity
Put the number word card “1 one” on the board. Ask “How many counters should we put on the board to show 1?” (We should put one counter.) Put one counter beside its number word. Show the pupils how to write 1 and one. Let the pupils do Worksheet 1-1.
Worksheet 1-1: Read and trace.
If the pupils cannot express these relationships themselves, then you may guide them. Let the pupils focus on the statement “Two is more than one.” To introduce the phrase one more than, ask: “How many more is two than one?” (Two is one more than one.)
Ask: What number is one more than two? (Three is one more than two.)
Let them focus on the statement “One is less than two.” To introduce the phrase one less than, ask: “How many less is one than two?” (One is one less than two.)
Ask: What number is one less than three? (Two is one less than three.)
D. Reinforcing concepts and skills
Flash a number word card. Let the pupils show its corresponding number of counters.
Show a set of counters. Ask the pupils to raise its corresponding number word card.
Show a set of objects. Make the pupils show a set of objects that has one more or one less object than the number of objects in the set shown.
Show a number word card. Make the pupils raise a number word card that is one more or one less than the given number.
Ask the pupils to do Worksheet 2. Discuss the answers.
Worksheet 2
E. Summarizing the lesson
Show two objects, say two pencils. Ask the pupils to count them and to write the number of pencils in word and in symbol.
Ask them to draw a set of pencils showing one more than and another set showing one less than the two pencils. For each set, let them write the number of pencils in symbol and in word.
F. Applying to new and other situations.
Assign the Home Activity to the pupils.
Ask: How many children will there be if another child joins them? (There will be four children.)
Add a picture of one child to the three children previously shown.
Ask the pupils to count the number of children. There are four children now.
Write the symbol “4” and the word “four” on the board. Let the pupils read the symbol and the number word.
Ask: How many children should join the four children so that there will be five children altogether? (One child should join in so that there will be five children.) Add a picture of another child to show that there are five children. Have the pupils count the number of children.
Write the symbol “5” and the word “five” on the board. Let the pupils read the symbol and the number word.
Ask: What if another child joins them? How many children will there be? (There will be six children.)
Add a picture of another child to show six children. Have the pupils count the number of children.
Write the symbol “6” and the word “six” on the board. Let the pupils read the symbol and the number word.
Ask: What number is one less than 3? (Two is one less than 3.)
Write the symbol “2 “and its number word “two” on the board.
Ask: What number is one less than 2? (One is one less than 2.)
Write the symbol “1” and its number word “one” on the board.
Let the pupils read the numbers from one to six focusing on how each number is represented in symbol and in word.
B. Performing an activity
Distribute the counters and number word cards to the pupils. Ask them to lay out their number word cards from 4 to 6. Ask them to make sets of 4, 5, and 6 objects and place them next to their number cards.
Make sure that the numbers are consecutively written with number word written beside its corresponding symbol so that the pupils see the sequence. Focus the pupils’ attention to the numbers on the board. Let them read the number symbols and the number names for 3, 4, 5, and 6.
Worksheet 1-3: Read and trace.
Make the pupils observe the sets of counters on the board. Ask them for their observations.
Encourage the pupils to express their answers using even their own dialect.
Here are possible answers:
The number of counters is increasing. Five is more than four. Five is one more than four. Six is more than five. Six is one more than five. Four is less than five. Four is one less than five. Five is less than six. Five is one less than six.
It would be good if the pupils themselves can discover and express the following relationships: four is one less than five; five is one less than six; five is one more than four; and six is one more than five.
It is also good if the pupils can discover that the relationship “four is one less than five” means the same as “five is one more than four.” Similarly, the relationship “five is one less than six” means the same as “six is one more than five.”
If the pupils cannot express these relationships themselves, then you may guide them. Ask the following:
What number is one less than five? (Four is one less than five.) What number is one less than six? (Five is one less than six.) What number is one more than four? (Five is one more than four.) What number is one more than five? (Six is one more than five.)
D. Reinforcing concepts and skills
Flash a number word card. Let the pupils show its corresponding number of counters.
Show a set of counters. Ask the pupils to raise its corresponding number word card.
Show a set of objects. Make the pupils show a set of objects that has one more or one less object that the number of objects in the set shown.
Show a number word card. Make the pupils raise a number word card that is one more or one less than the given number.
Ask the pupils to do Worksheet 2. Discuss the answers.
Worksheet 2: Write how many in words and in symbols.
I. Topic: Seven, Eight, and Nine
II. Objectives:
- To count and tell the number of objects in a given set
- To read and write numbers 7, 8, and 9 in symbols and in words
- To recognize cardinal numbers 7, 8, and 9
- To identify the number that is one more or one less than a given number
III. Prerequisite Concepts and Skills Concepts of 1, 2, 3, 4, 5, and 6 Concepts of one more and one less Intuitive concepts of 7, 8, and 9 Intuitive concepts of more and less Rote counting
IV. Materials:
Counters (e.g. marbles, bottle caps, popsicle sticks, etc.) Number word cards
V. Instructional Procedures:
A. Presenting the lesson
Make the pupils count from one to six.
Ask: What number comes after six? (Seven comes after 6.) What number comes after seven? (Eight comes after 7.) What number comes after eight? (Nine comes after 8.)
B. Performing an activity and processing its results
Let the pupils bring out their counters. Ask each pupil to show a set of 6 counters. Then ask them to add 1 more counter and identify the total number of counters. Post on the board a drawing of seven counters and write the symbol “7” and “seven” on the board. Let the pupils read the symbol and the word.
Ask the pupils to do Worksheet 1-1.
Worksheet 1-
Have pupils add 1 more counter to their set of 7 counters. Ask: How many counters are there now? (There are now eight counters.)
Post on the board a drawing of eight counters and write “8” and “eight” on the board. Let the pupils read the symbol and the word.
Let the pupils do Worksheet 1-2.
Worksheet 1-
It is also good if the pupils can discover that the relationship “seven is one less than eight” means the same as “eight is one more than seven.” Similarly, the relationship “eight is one less than nine” means the same as “nine is one more than eight.”
Ask: What number is one less than 7? (Six is one less than 7.) Write “6” and “six” on the board. Let the pupils read the symbol and the word. Ask: What number is one less than 6? (Five is one less than 6.) Write “5” and “five” on the board. Let the pupils read the symbol and the word. Ask: What number is one less than 5? (Four is one less than 5.) Write “4” and “four” on the board. Let the pupils read the symbol and the word. Ask: What number is one less than 4? (Three is one less than 4.) Write “3” and “three” on the board. Let the pupils read the symbol and the word. Ask: What number is one less than 3? (Two is one less than 3.) Write “2” and “two” on the board. Let the pupils read the symbol and the word. Ask: What number is one less than 2? (One is less than 2.) Write “1” and one on the board. Let the pupils read the symbol and the word.
Let the pupils read the numbers from one to nine.
C. Reinforcing the Concepts and Skills
Flash a number word card. Let the pupils show its corresponding number of counters.
Show a set of counters. Ask the pupils to raise its corresponding number word card.
Show a set of objects. Make the pupils show a set of objects that has one more or one less object than the number of objects in the set shown.
Show a number word card. Make the pupils raise a number word card that is one more or one less than the given number.
Ask the pupils to do Worksheet 2. Discuss the answers.
Make sure that the numbers are consecutively written with each number word written beside its corresponding symbol so that pupils see the sequence.
Worksheet 2
D. Summarizing the lesson
Show eight objects, say eight pencils. Ask the pupils to count them and to write the number of pencils in word and in symbol.
Ask them to draw a set of pencils showing one more than and another set showing one less than the eight pencils. For each set, let them write the number of pencils in symbols and in words.
E. Applying to new and other situations
Assign the Home Activity to the pupils.
Ask the following questions:
How many nose do you have? How many white hairs do you have? How many ears do you have? How many books do you have? How many yellow nails do you have? How many friends do you have?
B. Performing and Processing an Activity
Focus the pupils’ attention on the numbers written on the board.
Let the pupils read three. Ask them to draw 3 objects on their show me board. When done, let them raise their show me board. On the board, paste cutouts of three candies beside “3”, and have pupils check their answer.
Let the pupils read two. Ask them to draw 2 objects on their show me board. When done let them raise their show me board. On the board, paste cutouts of two candies beside “2”, and have pupils check their answer.
Let the pupils read one. Ask them to draw 1 object on their show me board. When done let them raise their show me board. On the board, paste a cutout of one candy beside “1”, and have pupils check their answer.
Le the pupils read zero. Ask them to show “zero” object on their show me board.
When done let them raise their show me board. Ask: How many cutouts of candies should be posted to show zero? (None.) On the board, do not paste any cutout of candy beside “0”, and have the pupils check their answer.
This time, focus the pupils’ attention to the sets of cutouts of candies corresponding to the numbers 1 and 0. Ask them for their observations.
Write the numbers 3 to 1 on the board in sequence vertically. It is possible that pupils would answer zero instead of nothing. If this happens, write “0” and “zero” below “1” and “one”, respectively. Emphasize that zero means nothing or none.
Because zero means “nothing” or “none”, they should not draw anything on their show me board.
Here are possible answers: The number of candies is decreasing. One is more than zero. Zero is less than one. One is one more than zero. Zero is one less than one.
It is also good if the pupils can discover that the relationship “zero is one less than one” means the same as “one is one more than zero.”
C. Reinforcing the Concept/Skills
Flash cards with drawings of 0 to 9 objects on each card. Let the pupils count and tell the number of objects on each card.
Let the pupils answer Worksheets 1 and 2.
Worksheet 1: Read and trace.
