MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

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 MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

TOPIC: NUMBER SENSE

All through their pre nursery and nursery 1 classes, they have been encountering numbers in various ways.  They will keep dealing on different aspects of numbers even as they move on to grade school.

The fact is, number sense encourages children to think flexibly and promotes their confidence with numbers. Children who lack a strong number sense have trouble developing the foundation needed for even simple arithmetic let alone complex mathematics. 

Adequate number sense develops gradually through consistent exposure of the children to numbers by way of exploration of numbers, visualisation of numbers and relating to numbers in different ways.

 

                                  LESSON 1: COUNTING OF NUMBERS 1-100

 Test the children counting skills by asking them to count 1-100. Observe each child as they count to find out those who are skipping certain numbers. 

Make counting of numbers a daily exercise so that the children can master the sequence. 

 

                                  LESSON 2: STRAT AND END NUMBERS

At this stage, the problem most of them will have is knowing the start numbers. Example, after 39, they may not know the next number will be 40. But once you mention 40 for them, they will count 40 to 49 and get hooked again on the next number to count.

To help them overcome this problem, break the start and end numbers for their daily exercise. 

PROMPTING QUESTION:                             Start and end numbers

 

RESPONSE:  

 

  MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

Start and end numbers : 19, 

20, 

29, 

30, 

39, 

  40, 

__________________________________________

49, 

50, 

59, 

60, 

__________________________________________

                                                        69, 

70, 

79, 

80, 

89, 

__________________________________________

                                                        90, 

99, 

100

LESSON 3: WRITING AND IDENTIFICATION OF NUMBERS

After the school have learnt how to count their umbers, they should focus on writing their numbers. The children should be writing 1-100 at this stage. But the fact remains that not all the children in the class would have reached this milestone. 

So, you put them through writing. Mind you, once a child can write 1-10, writing 1-00 will be easy to teach. The focus will be on identification.

You can teach identification by writing numbers in scattered order and ask the children to circle given numbers. 

For example, you ask the children to circle all the 34, 50 and 27.

You can also write numbers and skip certain numbers and ask the children to complete the missing numbers. 

 

TOPIC: ASCENDING AND DESCENDING ORDER (SMALLEST 

             AND LARGEST NUMBERS)

Explain to the children that ascending order means to arrange the numbers from smallest to the largest number. Before you do this, make sure they understand what is a small number and big number. Demonstrate to them that between 4 and 5, 4 is the small number while 5 is the bigger number. They should know that number at the back, when arranged in the correct order, is the small number while the number in front is the big number.

 

LESSON 4: MEANING OF ASCENDING ORDER

Ascending order means the number is climbing up. This means the number starts from the smallest number and moves up to the largest number.

You can demonstrate this by asking the children to climb a staircase. As they are climbing, it means they are ascending. 

You can also line up the children based on height. The short ones will come first, followed in that order. That means ascending order because the children are standing from the shortest ( smallest) to the largest (tallest.)

            PROMPTING QUESTION:        What is ascending order?

            RESPONSE:                                    Ascending order means arranging numbers from

the smallest to the biggest

 

 MATHEMATICS/ NUMERACY NURSERY 2 TERM 1 

 ARRANGING NUMBERS IN ASCENDING ORDER

Draw steps on the board and ask the children to do the same. Or draw boxes and ask the children to do the same. Write numbers on a separate part of the board. Then ask the children to arrange the numbers inside the boxes or on the steps in ascending order.  Do some class work for them and allow them to do others.

 

 

 

LESSON 5: DESCENDING ORDER

Descending order is the opposite of ascending. It means arranging numbers from the largest to the smallest. You start arranging from the largest number down to the smallest number. 

Using the staircase, you ask the children to walk down the stairs. 

You can alsO ask the children to come out. You line them up starting from the tallest down to the shortest.

 

PROMPTING QUESTION:        What is descending order?

 

RESPONSE:                                        Descending order means arranging numbers

from the largest to the smallest. 

 MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

 PRACTICAL EXERCISES ON DESCENDING ORDER

You still carry out practical exercise on descending order following the guidelines on ascending order.

CLASS ACTIVITY ON ASCENDING AND DESCENDING ORDER

a.    Get all the numbers you want to arrange

b.    Let the children draw the numbers and colour them with different colours

Or you use coloured sheet and ask the kids to write on the sheets

c.     Cut out each number

d.    Give each child a plain paper

e.    Draw an arrow indicating going up 

f.      Let the children stick the numbers on each paper in ascending order

OR

If you have a staircase in your school, the children can use the staircase, sticking each number on each staircase as they climb.

Do the same thing for descending order.

OR

BURST THE BALOON GAME:

Blow several balloons and tie them on the wall

Write numbers and stick on each balloon in random order

Ask the children to burst the balloon in ascending or descending order using a toothpick. 

Let every child burst a balloon—

If one child burst the balloon with number 7, the next child should decide the next balloon to burst.

If a child does not get the order, he or she will not be allowed to burst any balloon until the child can tell the right number based on the order you asked them to burst.  

 

  MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

LESSON 6: CONCEPT OF MULTIPLICATION (REPEATED ADDITION)

It is very important for the children to understand the concept of multiplication. At this stage, the children know what simple addition means. 

Teach them that multiplication means to do addition repeatedly. So, multiplication simply means repeated addition.

For instance, solving 3+ 2

What this means is that, you draw two circles on the board. 

On one circle, you write 3 dots inside it, and in the other circle, you write 2 dots inside it. You ask the children to count the dots in the two circles. That is addition.

But in multiplication, 3x2 means: 

You draw two circles and write 3 dots inside the two circles. Which means 3 into 2 places. Add the dots together to get the answer.

ANOTHER METHOD OF TEACHING MULTIPLICATION

Let the children know that in multiplication, you write the first number into the number of times of the second number.

Example, 4 x 3 means, you should count 4 into three places and add them together.  You can use dots, strokes, counting sticks,  etc.

Using stroke- 4 x 3=  ////      ////       //// = 12

 MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

 EXERCISES ON MULTIPLICATION

 

After you have explained the process of solving multiplication problems to the children, you will do several class work on that.

Remember that children are prone to forget easily. But when you engage them in series of class and home work on the concept, the knowledge sinks deeper.

 MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

LESSON 7: MEMORISATION OF MULTIPLICATION TABLE

After the children have learnt how to solve simple multiplication problems, they should learn how to memorise 2 and 3 times table off hand. 

After that, they should also practice writing it on their own.

  MATHEMATICS/ NUMERACY NURSERY 2 TERM 1

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