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Counting Skill (1 – 70): Identification and Counting of Numbers 51 – 100 and 1 – 100

Mathematics – Primary 1 Second Term Lesson Note (Week 4)

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Class Information

• Subject: Mathematics
• Class: Primary 1
• Term: Second Term
• Week: 4
• Age: 5 – 6 years
• Topic: Counting Skill (1 – 70): Identification and Counting of Numbers 51 – 100 and 1 – 100
• Sub-topic: Identification, reading, and writing of numbers 51 – 100
• Duration: 40 minutes

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Behavioural Objectives

By the end of the lesson, pupils should be able to:

1. Recognize, identify, and read numbers 51 to 100 correctly.
2. Write and arrange numbers 51 – 100 in their correct order.
3. Count numbers forward and backward from 1 – 100.
4. Fill missing numbers in a sequence between 1 – 100.
5. Develop confidence and accuracy in number recognition and writing.

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Keywords and Meanings

1. Count – To say numbers in order.
2. Number – A symbol that shows how many things there are.
3. Sequence – The correct order of numbers.
4. Forward Counting – Counting from small to big numbers.
5. Backward Counting – Counting from big to small numbers.
6. Identify – To recognize or know what a number looks like.
7. Digit – A single number symbol (like 1, 2, 3).
8. Tens – Groups of ten in a number.
9. Ones – The single units in a number.
10. Chart – A visual display that shows numbers in order.

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Set Induction (Engaging Story)

The teacher begins with a story:

“Children, do you remember how we counted from 1 to 70 last week? Today, we will take a fun number adventure! Imagine we are climbing a ladder that has 100 steps. Each number is one step higher. When we reach the top — number 100 — we will shout ‘We made it!’ So let’s put on our counting shoes and climb together!”

The class claps and chants along as the teacher begins counting:
“51, 52, 53…” till “100!”

This makes learning active, rhythmic, and enjoyable.

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Entry Behaviour

Pupils can already identify and count from 1 – 70 from the previous lesson.

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Learning Resources and Materials

• Number chart (1 – 100)
• Flashcards with numbers
• Plastic number blocks or bottle caps
• Whiteboard and marker
• Counting beads or sticks

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Building Background / Connection to Prior Knowledge

The teacher revises counting from 1 – 70. Pupils recite in unison before proceeding to learn numbers 71 – 100.

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Embedded Core Skills

• Numeracy skills
• Listening and speaking
• Observation and reasoning
• Pattern recognition
• Writing and coordination

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Learning Materials

• Number posters
• 100-number grid
• Flashcards with missing numbers

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Reference Books

• Lagos State Unified Scheme of Work for Mathematics, Primary 1
• New Method Mathematics Book 1
• Nelson Primary Mathematics Book 1

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Instructional Materials

• Number chart (1–100)
• Flashcards (numbers 51–100)
• Counting cubes
• Worksheets with missing numbers

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Lesson Presentation

Step 1 – Introduction

• The teacher revises the previous topic: Skip counting and filling the gap with subtraction.
• The teacher introduces the new topic: Counting Skill – Identification and Counting of Numbers 51 – 100 and 1 – 100.
• Pupils echo after the teacher as numbers are written on the board.

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Step 2 – Teacher’s Activities

1. Show a number chart from 1 to 100.
2. Point to numbers 51 to 100 while pupils read aloud.
3. Group the numbers into tens:
   • 51–60
   • 61–70
   • 71–80
   • 81–90
   • 91–100
4. Demonstrate how to count forward and backward.
5. Write some numbers with missing spaces and ask pupils to fill them.
6. Reinforce pronunciation of numbers like “seventy,” “eighty,” “ninety.”
7. Lead a counting song:
   “Fifty-one, fifty-two, we can count — me and you!”

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Step 3 – Learners’ Activities

1. Pupils recite numbers 51–100 together.
2. Identify and circle given numbers on flashcards.
3. Fill missing numbers in a number grid.
4. Write numbers from 1–100 in their notebooks.
5. Participate in a counting game (“Who can reach 100 first?”).

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Step 4 – Content Explanation

Definition

Counting skill means the ability to say, identify, and write numbers in their correct order.

We count to know how many things we have or where something is in a sequence.

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Examples

1. Numbers from 51–60

51, 52, 53, 54, 55, 56, 57, 58, 59, 60

2. Numbers from 61–70

61, 62, 63, 64, 65, 66, 67, 68, 69, 70

3. Numbers from 71–80

71, 72, 73, 74, 75, 76, 77, 78, 79, 80

4. Numbers from 81–90

81, 82, 83, 84, 85, 86, 87, 88, 89, 90

5. Numbers from 91–100

91, 92, 93, 94, 95, 96, 97, 98, 99, 100

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In-depth Explanation

• When counting forward, we move from a smaller number to a bigger number.
  Example: 70 → 71 → 72 → 73
• When counting backward, we move from a bigger number to a smaller number.
  Example: 73 → 72 → 71 → 70
• Each number follows the one before it by adding 1 when going up.
• Each number before the next is 1 less when going down.
• Numbers from 51–100 follow the same pattern as 1–50.

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More Examples

1. Fill in the circle: 51, 52, 53, (⚪), 55 → ⚪ = 54
2. Fill in the circle: 98, 99, (⚪), 101 → ⚪ = 100
3. Fill in the circle: 61, (⚪), 63, 64 → ⚪ = 62
4. Fill in the circle: 85, 86, 87, (⚪) → ⚪ = 88
5. Fill in the circle: 71, (⚪), 73, 74 → ⚪ = 72

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Class Activity Discussion (10 FAQs with Answers)

1. Q: What number comes after 60?
   A: 61.
2. Q: What number comes before 52?
   A: 51.
3. Q: What number is between 69 and 71?
   A: 70.
4. Q: What number comes after 99?
   A: 100.
5. Q: What is the smallest number in 51–100?
   A: 51.
6. Q: What is the biggest number in 1–100?
   A: 100.
7. Q: How many tens are in 100?
   A: Ten tens.
8. Q: What number comes after 79?
   A: 80.
9. Q: What number comes before 67?
   A: 66.
10. Q: What is counting?
    A: Saying numbers in order.

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Evaluation Questions

A. Fill in the Blanks (Choose a, b, c, or d)

1. The number after 59 is ___ (a) 58 (b) 60 (c) 61 (d) 57
2. The number before 90 is ___ (a) 91 (b) 89 (c) 92 (d) 88
3. The number after 79 is ___ (a) 78 (b) 80 (c) 81 (d) 82
4. The number before 55 is ___ (a) 54 (b) 53 (c) 52 (d) 56
5. The number between 69 and 71 is ___ (a) 68 (b) 70 (c) 72 (d) 73
6. The last number in 1–100 is ___ (a) 99 (b) 100 (c) 101 (d) 50
7. The number before 66 is ___ (a) 65 (b) 64 (c) 63 (d) 67
8. The number after 95 is ___ (a) 94 (b) 96 (c) 97 (d) 93
9. The number before 51 is ___ (a) 50 (b) 52 (c) 53 (d) 49
10. The number after 98 is ___ (a) 97 (b) 99 (c) 100 (d) 101

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B. Short Answer Questions

1. Write all numbers from 51–60.
2. What number comes after 75?
3. What number comes before 81?
4. Count forward from 91 to 100.
5. Write the number between 68 and 70.
6. Fill in the circle: 55, 56, ⚪, 58.
7. Write three numbers after 77.
8. What is the 100th number on the chart?
9. Fill in the circle: ⚪, 72, 73, 74.
10. Write numbers backward from 60 to 50.

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Assessment

The teacher distributes worksheets with missing numbers between 1 and 100. Pupils fill in the circles correctly.

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Conclusion

The teacher reviews the lesson, corrects mistakes, praises active pupils, and ensures everyone can count from 1 to 100 confidently.

 

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Internal Links

1. Skip Counting and Fill in the Gap with Subtraction – Primary 1 Maths
2. Introduction to Addition of Numbers – Week 2 Lesson
3. Filling the Gap from 1 to 70 – Primary 1 Lesson Note

External Links

1. Lagos State Ministry of Education Curriculum Portal
2. BBC Bitesize – Counting and Numbers for Kids

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