Whole Numbers Lesson Plan
Mathematics Lesson Plan – Week 1 (Whole Numbers)
Subject: Mathematics
Class: Primary 1
Term: First Term
Week: 1
Age: 5–6 years
Topic: Whole Numbers
Sub-topic: Counting, Arranging, and Matching Numbers (1–10)
Duration: 40 minutes
Behavioural Objectives
By the end of the lesson, pupils should be able to:
- Identify and recognize whole numbers from 1 to 10.
- Count objects correctly and represent them with numbers.
- Arrange numbers from smallest to biggest and vice versa.
- Fill in missing numbers in simple number sequences.
- Match numbers with the correct group of objects.
Keywords and Meanings
| Keyword | Meaning (Child-friendly) |
|---|---|
| Number | A symbol used for counting (e.g., 1, 2, 3). |
| Counting | Saying numbers one after another. |
| Whole Numbers | Numbers without parts or fractions (1, 2, 3…). |
| Arrange | To put in a correct order. |
| Smallest | The lowest in value. |
| Biggest | The highest in value. |
| Match | To connect two things that belong together. |
| Objects | Things we can count or touch. |
| Sequence | Numbers arranged in a particular order. |
| Order | The correct position or pattern of numbers. |
Set Induction (Attention-Grabbing Story)
Teacher says:
“Children, yesterday I went to Mama Nkechi’s shop. She had 10 oranges! I bought 3, and she counted, ‘1, 2, 3…’. I looked at the rest and helped her count them too! Do you know how many oranges were left? Let’s learn how to count and arrange our numbers together today!”
Pupils respond with excitement and begin to count along.
Entry Behaviour
Pupils can identify small numbers and can count with their fingers or familiar objects like pencils, balls, or sweets.
Learning Resources and Materials
- Number charts (1–10)
- Counting sticks, bottle covers, or stones
- Flashcards with numbers
- Real classroom objects (books, pencils, blocks)
- Chalkboard and markers
Building Background / Connection to Prior Knowledge
Teacher reminds pupils that they already know how to count toys or sweets.
“If you have 3 sweets and your friend gives you 2 more, how many will you have altogether?”
This builds curiosity and connects new learning to familiar experiences.
Embedded Core Skills
- Numeracy
- Observation and Logical Thinking
- Problem Solving
- Communication Skills
- Social Interaction
Reference Books
- Lagos State Unified Scheme of Work for Primary 1
- New Method Primary Mathematics Book 1
- Brighter Grammar Mathematics Series
Instructional Materials
Charts, flashcards, counting objects, stones, pencils, and toy blocks.
Lesson Content
A. Meaning of Whole Numbers
Whole numbers are counting numbers without fractions.
They start from 1 and go on: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
We use them to count things like pencils, books, or chairs.
B. Counting Numbers 1–10
Let’s count together:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Teacher shows objects while pupils count aloud.
C. Filling in the Gaps
Fill in the missing numbers:
- 1, 2, ___, 4, 5
- 6, 7, ___, 9, 10
- 3, ___, 5, 6, 7
- ___, 2, 3, 4, 5
- 8, ___, 10
D. Re-arranging Numbers (Smallest to Biggest)
To arrange numbers from smallest to biggest, start from the lowest number.
Example:
3, 15, 24 → 3, 15, 24
6, 8, 10, 9, 7 → 6, 7, 8, 9, 10
E. Matching Numbers to Objects
Teacher draws pictures or uses real objects:
| Objects | Number |
|---|---|
| 2 | |
| 4 | |
| 1 | |
| 3 | |
| 5 |
Pupils match the number with the correct set of objects.
F. Counting and Writing
Count the objects and write the correct number beside each picture.
(Teacher displays real or drawn objects for pupils to count aloud.)
Teacher’s Activities
- Show number flashcards from 1–10.
- Count objects with pupils aloud.
- Lead pupils to fill in missing numbers.
- Demonstrate arranging numbers in order.
- Give pupils practical counting exercises using classroom materials.
Learners’ Activities
- Repeat and chant numbers 1–10.
- Count and match objects to numbers.
- Fill in missing numbers on the board.
- Arrange number cards in order.
- Work in pairs to count real-life objects (pencils, rubbers).
Class Activity Discussion (FAQs with Answers)
- Q: What are whole numbers?
A: Numbers without fractions like 1, 2, 3, 4. - Q: What number comes after 5?
A: 6. - Q: What number comes before 10?
A: 9. - Q: What is the smallest number from 1 to 10?
A: 1. - Q: What is the biggest number from 1 to 10?
A: 10. - Q: How many numbers are there between 1 and 10?
A: Ten numbers. - Q: What do we use to count objects?
A: Numbers. - Q: What number comes between 7 and 9?
A: 8. - Q: How many is 2 + 3?
A: 5. - Q: What is counting?
A: Saying numbers in order.
Evaluation Questions
A. Fill in the Blanks (Choose the Correct Option)
- 1, 2, ___, 4, 5 (a) 3 (b) 6 (c) 10
- 6, 7, ___, 9, 10 (a) 4 (b) 8 (c) 2
- The smallest number is ___ (a) 1 (b) 9 (c) 10
- The biggest number is ___ (a) 5 (b) 10 (c) 8
- ___ comes after 3 (a) 4 (b) 6 (c) 10
- ___ comes before 2 (a) 1 (b) 3 (c) 4
- There are ___ numbers between 1 and 10 (a) 9 (b) 10 (c) 11
- 8, 6, 9, 10, 7 arranged in order → ___ (a) 6,7,8,9,10 (b) 10,9,8,7,6 (c) 7,9,6,10,8
- 4 + 1 = ___ (a) 3 (b) 5 (c) 2
- The number after 9 is ___ (a) 10 (b) 8 (c) 7
B. Short Answer Questions
- What are whole numbers?
- Write the first five whole numbers.
- What number comes before 5?
- What number comes after 7?
- Count and write from 1 to 10.
- Write the missing number: 1, 2, ___, 4, 5.
- Arrange these numbers in order: 4, 2, 1, 3.
- Write the smallest number between 3, 7, and 9.
- Write the biggest number between 2, 8, and 5.
- How many objects are there if you count 1, 2, 3, 4?
Assessment
Teacher checks pupils’ workbooks, observes counting activities, and provides feedback with praise or corrections.
Conclusion
Teacher revises all counting activities. Pupils chant:
“1, 2, 3, 4, 5,
Counting numbers makes me wise!”
Teacher marks and gives stickers or praise stars for effort.
