modul elit

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ELiTE

Parts of The Body

Objectives: By the end of the unit, pupils should be able to

i. identify parts of the body.ii. name parts of the body.

iii. learn the five senses.

iv. say and use the number names in familiar contexts.

v. say and use the number names in order.

vi. pronounce words correctly.

vii. spell out words correctly.

viii. write simple sentences.

Specifications

Sekolah Kebangsaan

1.2.1 Listen to and repeat the pronunciation of monosyllable words.

1.2.2 Listen to and repeat correctly phrases and expressions.

1.2.3 Listen to and repeat simple rhymes and songs paying attention to

pronunciation, stress and intonation correctly.

1.4.1 Listen to and learn the vocabulary of instructions.

1.4.2 Listen to and follow one-word instructions.1.6.1 Listen to and enjoy songs, rhymes and childrens songs.

2.1.1 Pronounce monosyllable words correctly.

2.3.2 Give one-word replies when naming things, animals, etc.

3.2.1 Recognise complete words.

3.2.2 Read and learn the meaning of 5 key words for each topic/theme.

3.4.1 Read aloud words in lists and labels.

4.1.3 Copy words and phrases in clear and legible print.

4.2.1 Match words to pictures.

4.3.1 Complete missing letters in texts.4.5.2 Spell seen words.

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Sekolah Jenis Kebangsaan

1.2.1 Listen to and repeat the pronunciation of simple monosyllable

words.

1.2.3 Listen to and repeat simple rhymes.

1.3.5 Listen to and understand simple spoken phrases and sentences.1.4.1 Listen to and learn some words of instructions.

1.4.2 Listen to and follow one-word instructions.

1.5.1 Listen to and enjoy childrens songs and rhymes.

2.1.1 Pronounce monosyllable words correctly.

2.3.2 Give one-word replies when naming things, animals, etc.

3.2.1 Recognise complete words.

3.2.2 Read and learn the meaning of 5 key words for each topic taught.

3.4.1 Read aloud words in lists and labels.

4.1.3 Copy words and phrases in clear and legible print.4.2.3 Write words and phrases in clear and legible print.

4.3.1 Match words to pictures.

4.4.1 Complete missing letters in texts

4.6.2 Spell seen words.

Vocabulary

1. head

2. hair3. eyes

4. nose

5. ears

6. mouth

7. teeth

8. nail

9. finger

10.hand

11. arm12. leg

13. foot

14. eyes to see, ears to hear, nose to smell, tongue to taste, skin to

touch and feel.

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Lesson 1

Title: Parts of the Head

Learning Outcomes: By the end of the lesson, pupils will be able to:-

i. identify parts of the head.

ii. name parts of the head.

iii. pronounce words correctly.

Duration: One hour

Teaching Aids: Teaching Courseware: Year 1 - Science CD1-Ourselves, word

cards, letter cards, plasticine, jigsaw puzzle taken from

Teaching Courseware: Year 1 - Science CD1-Ourselves.

,

Set Induction

. Teacher plays the song in the introduction section of Lesson 1 from

the CD.

2. Pupils listen to the song and look at the animation on screen.

Nod your head Shake your head

Up and down Left and right





Let us do it! Let us do it!

Turn your head

Round and roundRound and round

Round and round

Turn your head

Round and round

Let us do it!

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3. Pupils sing along and follow the actions while singing.

Good morning/Good afternoon.

Today we are going to learn a song.

Listen to the song. Look at the actions.

Step 1

1. Teacher prints out and cuts out jigsaw puzzle from Lesson 1- Year 1

Science CD1-Ourselves. (see the picture below)

2. Teacher groups pupils in groups of four.

3. Teacher distributes the jigsaw puzzle to each group.

4. Pupils complete the jigsaw puzzle.

5. Teacher says parts of the head by pointing at himself/herself. (eyes,

ears, hair, nose, mouth)

6. Teacher writes the words on the board.

7. Teacher says the words by pointing at the words on the board and at the

same time pointing at parts of his/her head.

mouth

eyes.

8. Teacher gets pupils to repeat after her.

eyes.

nose.

Now, please get into groups of four.

There are pieces of pictures in this envelope.

Please put the pieces together.

Look at my mouth and see how I say these words.

Now, repeat after me.

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Taken from Science Year 1-CD1-Ourselves

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Step 2

1. Teacher prepares the word cards. Only one word is

written on each card.

e.g. mouth

2. Teacher plays the content section of Lesson 1.3. Pupils listen to the introduction and follow the instruction

from the CD:

Open your mouth, close and open your eyes, touch your nose, hold your

ears, touch your hair

3. Teacher plays the CD again for pupils to listen.

4. Teacher flashes word cards and gets pupils to repeat after him/ her.

5. Next, teacher holds the word card of mouth and gets pupils to say the

word. Teacher does the same for the other words.

Say the word on the card.

Lets listen to the CD again.

See what Mimi is doing.

Say after me.

Open your mouth.

Close your eyes.

Step 3

1. Teacher says a word and gets pupils to point to their mouth.

mouth.

2. Teacher repeats with other parts of the head.

3. Teacher gets pupils to work in pairs. Pupil A will say the parts of the

head and pupil B will point to parts of his/her head.

4. Teacher repeats the activity. Pupil B becomes the teacher and

pupil A becomes the pupil.

Now, get into pairs.

One of you will be the teacher, and your friendwill be your pupil.

The teacher will say a word e.g. mouth and the

pupil will point to his/her mouth.

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Step 4

1. Teacher gives out letter cards. Pupils work in groups of

four.

2. First, teacher asks them to spell the word nose.

3. Pupils spell the word by arranging the letter cards.4. Teacher checks which group has spelt the word correctly.

5. Then, teacher spells the word, n, o, s, e; nose.

Teacher shows a word card.

6. Pupils repeat after him/her.

7. Teacher repeats the activity for the other words learnt;

eyes, ears, nose, mouth and hair.

Now, get in groups of four.

Each group will get a set of letter cards.

Can you spell the word, nose?

Use your cards to spell the word.

Lets spell the word together.

n-o-s-e; nose.

Repeat after me.

Step 5

1. Teacher gives out worksheet 1a. (printed from Teaching Courseware: Year 1

- Science CD1-Ourselves. )

3. Pupils complete the activity.

Take a worksheet each.

Circle the correct word.

Consolidation

1. Teacher gives out a template of a head as in worksheet 1b.

(printed from Teaching Courseware: Year 1 - Science CD1-Ourselves. )2. Pupils work in groups or individually to draw the parts of

the head or form parts of the head using plasticine.

Work on your own.

Draw parts of the head.

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Worksheet 1a

Name : ____________________ Date : _________

Circle the correct word.

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ear /eye

nose /mouth

hand / hair

ear /eye

mouth /hair


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Worksheet 1b

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Lesson 2

Title: Introduction to parts of the body 2 (head)

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

i. name parts of the head correctly.

ii. spell out words correctly.

Duration: One hour

Teaching Aids: word cards, worksheets

Set Induction

1. Teacher introduces the game, Simon Says to pupils.

2. Teacher shows the action and pupils follow him/her.

3. Teacher and pupils play the game together.

Simon says,

Close your eyes.

Simon says,

Touch your nose.

Simon says,

Open your mouth.

Simon says,

Touch your ears.

Simon says,

Touch your hair.

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4. Pupils who do not do a particular action, is out of the game.

5. The winner will be the pupils who can follow the actions while saying the

rhyme.

Lets play a game.

Everybody please stand up. When I say, Simon says Close your eyes, you must

close your eyes.

Those who dont do what Simon says will be out of

the game.

Listen and watch me.

Ali, you are out of this game, please sit down.

Step 1

1. Teacher revises the word taught during the previous lesson.

(Words learnt : eyes, nose, ears, mouth, hair)

2. Teacher points to parts of his/her head. Pupils name the parts.

3. Teacher flashes word cards and gets pupils to spell the words orally.

4. Teacher asks the whole class to spell out the word together.

5. Next, teacher gets a pupil to spell a word or two.

Look at my finger, where am I pointing?

Say the word aloud.

Can you spell nose?

Who can spell nose?

Good try,, who can help Lili?

Lili, look at this card, can you spell nose?

Step 2

1. Teacher gives out worksheet 2a. (printed from Teaching Courseware: Year 1

- Science CD1-Ourselves. )

2. Pupils complete the exercise.


Complete the exercise.

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Step 3

1. Teacher looks at pupils worksheet to see whether they have matched the

words and pictures correctly.

2. Teacher does oral drilling of the words learnt. This is done as revision.

3.If pupils have answered all correctly, the teacher gives worksheet 2b.(printed from Teaching Courseware: Year 1 - Science CD1-Ourselves. )

Lets look at your worksheet.

Lets spell the words again.

Repeat after me.

Good!

e-y- e; eye.

n-o-s-e; nose.

Well done!

If your answers are not correct, please erase and write

the correct answer.

Step 4

1. Teacher gets pupils to say the sentences below. Teacher points to the

parts of the head mentioned.

This is my nose.

This is my mouth.

This is my hair.

These are my eyes.

These are my ears.

These are parts of my head.

2. Teacher gets pupils to repeat the word, head a number of times.

3. Teacher shows word cards and asks pupils to spell the words.

Lets say another sentence.

Repeat after me.

Follow my actions.

Again.

Very good!

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Consolidation

1. Teacher gives pupils worksheet 2c. (printed from Teaching Courseware:

Year 1 - Science CD1-Ourselves. )

4. Pupils draw the parts of the head and label the picture.

Now, lets do another activity.

Find a partner.

Draw the eyes, ears, nose, mouth, hair.

Write out the words.

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Worksheet 2a

Name : ____________________ Date : _________

Match the pictures to the words.

1.

2.

3.

4.

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eyes

ear

nose

mouth


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5.

Worksheet 2b

Name : ____________________ Year : _________

Fill in the boxes correctly.

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hair


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Worksheet 2c

Name : ____________________ Year : _________

Draw parts of the head.

Label the picture.


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Lesson Three

Title: Parts of the Body.


i. identify parts of the body.

ii. pronounce words correctly.

iii. spell words learnt correctly.

Duration: One hour

Teaching Aids: worksheets, realia, box

Set Induction

1. Teacher takes pupils to the field for some exercise.2. Teacher gets pupils to stand around him/her with some space around

them.

3. Teacher gets pupils to swing their arms. He/She will have to

demonstrate.

4. Next, the teacher gets pupils to run on the spot.

5. Then, pupils are asked to jump on the spot.

6. Teacher also gets the pupils to wriggle their foot.

7. Finally, teacher gets pupils to clap their hands for the good work.

Good morning / Good afternoon.

Lets go to the field for some exercise.

Line up outside the classroom.

Make sure there is space around you.

Swing your arms.

Run on the spot.

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Jump on the spot.

Move your foot this way.

Clap your hands.

Step 1

1. Teacher swings his/her arm and says arm. Pupils repeat after the teacher.

2. Teacher carries his/her leg up and says leg. Pupils repeat after the teacher.

3. Teacher wriggles his/her feet and says foot. Pupils repeat after the

teacher.

4. Teacher claps his/her hand and says hand. Pupils repeat after the teacher.

5. Teacher points to his/her nail and says nail. Pupils repeat after the teacher.

6. Teacher smiles and says cheese, then points to his teeth while saying

teeth. Pupils repeat after the teacher.

7. This activity is done repeatedly.

Say arm.

Say leg.

Say foot.

Say hand.

Say nail.

Say teeth.

Step 2

1. Teacher brings pupils back to the classroom.

2. Teacher gets pupils to show parts of their body and say simple

sentences.

3. Teacher swings his/her arm and says, This is my arm.

4. Teacher carries his/her leg up and says, This is my leg.

5. Teacher wriggles his/her foot and says, This is my foot.

6. Teacher puts out his /her hand and says, This is my hand.

7. Teacher moves his/her fingers and then points to the nail and says, This

is my nail.8. Teacher says cheese and says, These are my teeth.

9. Teacher gets pupils to repeat after him/her.

Follow my actions and say the sentences.

Repeat after me.

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Step 3

1. Teacher uses word cards to drill the spelling of the words learnt.

2. Teacher spells out the words learnt; for example a, r, m, arm, l,

e, g, leg, foot, foot, h, a, n, d, hand, n, a, i, l, nail, t, e,e, t, h, teeth.

3. Teacher gets pupils to repeat the spelling of the words a number

of times.

4. Next, teacher invites pupils to come to the front to show a part of

their body.

5. Pupils name the part of the body shown by their friends.

Spell these words with me.

Repeat after me.

What is this?

What are these?

Good!/Excellent!

Step 4

1. Teacher has a box and invites pupils to take an envelope.

2. Pupils take the envelopes and find letter cards in them.

3. Next, pupils are required to arrange the letters to form a word learnt

during the lesson.

4. Teacher can carry out this activity in groups/pairs/individually.

Please come to the front.

Take an envelope.

You will see letters in the envelope.

Arrange the letters.

Good!/Excellent!

Step 5

1. Teacher gives out worksheet 3a. Pupils complete the activity.


Rearrange the letters to form a word.

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Good!/Excellent!

Consolidation

1. Teacher gives out worksheet 3b. Pupils complete the activity.

2. This activity is a reinforcement activity. Take a worksheet each.

Fill in the boxes.

Spell the words correctly.

Good!/Excellent!

Worksheet 3a

Name : ____________________ Date : _________

Rearrange the letters to form words.

1.

2.

3.

4.

5.

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am

f t o o

d h n a

r

te h e t

a l n i


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6.

Worksheet 3b

Name : ____________________ Date : _________


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e l g


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Taken from Science Students Worksheet Year 1.

Lesson Four

Title: Parts of the Body


i. identify parts of the body.


iii. spell words learnt correctly.

iv. ask and answer questions.

Duration: One hour

Teaching Aids: worksheets, realia, letter cards, word cards, Teaching

Courseware: Year 1 - Science CD1- Ourselves

Set Induction

1. Teacher gives out worksheet 4a. Pupils complete a matching activity.

2. Pupils match the words to the parts of the body.

Good morning / Good afternoon

How do you do today?


Match the words to the parts of the body.

Step 1

1. Teacher revises with pupils all the words learnt for this unit.

2. Teacher sings the song learnt in Lesson One together with the pupils.

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Let us do it! Let us do it!

Turn your head

Round and round

Round and round

Round and round

Turn your head

Round and round

Let us do it!

3. Teacher says the words learnt in lesson one and pupils repeat after the

teacher. Next, teacher spells the word and pupils repeat after the

teacher. (Words learnt eyes, ears, nose, mouth, hair, head)

4. Teacher conducts a spelling activity.

5. Teacher divides class into pairs.

6. One pupil is given a piece of paper and another pupil picks a folded paper

from a box.

7. The pupil with the folded paper opens it and reads out a word. The other

pupil writes out the word on a piece of paper.

8. Teacher asks pupils to check the spelling.

Lets sing this song together.


Spell eyes, e,y, e, s; eyes.

Spell ears, e,a, r, s; ears. Spell nose, n, o, s, e; nose.

Spell mouth, m, o, u, t, h; mouth.

Spell hair, h, a, i, r; hair.

Spell head, h,e, a,d; head.

Find a friend for the next activity.

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One person takes a piece of paper.

The other person takes a folded paper from this box.

Open the paper, read the word. Dont show your friend.

Now, write the word on the piece of paper.

Have you finished?

Check whether your friend has written the wordcorrectly.

Step 2

1. Teacher swings his/her arm and says arm. Pupils repeat after the teacher.

2. Teacher carries his/her leg up and says leg. Pupils repeat after the teacher.

3. Teacher wriggles his/her feet and says foot. Pupils repeat after the

teacher.

4. Teacher claps his/her hand and says hand. Pupils repeat after the teacher.

5. Teacher points to his/her nail and says nail. Pupils repeat after the teacher.

6. Teacher smiles and says cheese, then points to teeth while saying teeth.

Pupils repeat after the teacher.

7. Next, teacher spells the word and pupils repeat after her.


Spell arm, a-r-m, arm.

Spell leg; l-e-g; leg.

Spell foot, f-o-o-t; foot.

Spell hand, h-a-n-d; hand.

Spell nail, n-a-i-l; nail.

Spell teeth, t-e-e-t-h; teeth.

Step 3

1. Teacher divides pupils into groups of four to conduct a spelling activity.2. Teacher gives letter cards to groups.

3. Teacher says a word and groups will try to form the words. The fastest

group will be the winner.

Take the letter cards.

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Now, spell arm.

The fastest group will be the winner.

Spell leg.

Spell foot.

Spell hand.

Spell nail. Spell teeth.

Step 4

1. Teacher distributes worksheet 4b. Pupils complete the activity.

Please take a worksheet each.


Step 5

1. Teacher asks questions and pupils answer. Teacher will have to give

prompts by actions.

How do you see?

How do you smell?

How do you taste food?

How do you hear?

How do you feel?

2. One word answers for the questions above are acceptable.

Listen carefully.

Answer the questions.

Consolidation

1. Teacher distributes worksheet 8c. Pupils complete the activity.

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Match correctly.

Worksheet 4a

Name : ____________________ Date : _________

Match the words to the parts of the body.

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Worksheet 4b

Name : ____________________ Date : _________


1. 2.

3. 4.

5. 6.

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ey ea nos hai hea teet

ar han foo leg mou nai


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6. 7.

8. 9.

Worksheet 4c

Name : ____________________ Date : _________

Match correctly.

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Lesson 5

Title: Know Your Senses.


i. identify three senses.


iii. complete activities given.

Duration: One hour

Teaching Aids: word cards, worksheets, ball, tin, plastic, box, marbles, sand paper,

sieve, glass, ball bearings.

Set Induction

1. Teacher brings pupils out of the class. Eg. to the school garden, library,

field, canteen, toilet.

2. Teacher asks pupils to look at things around them.

Today, we are going out. Please line up, two by two.

Look around you.

What do you see?

What can you hear?

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Step 1

1. Teacher asks pupils what they saw.

2. Pupils tell the teacher what they saw.

Example: book, chair, table, toilet, grass, tree.

3. Teacher gives pupils guidance/prompts if pupils cannot answer.

What did you see?

I saw books, tables, chairs.

I saw flowers, trees, grass.

I saw food.

Step 2

1. Teacher plays a song from CD 3 Science Yr 1 Animal Farm.2. Teacher gets pupils to sing along.

3. Teacher asks pupils what they can hear.

(Example: cows, ducks, horses)

Listen carefully.

What did you hear?

Listen carefully again.

What did you hear?

Thats excellent. Now repeat after me.

Again.

Very good!

Step 3

1. Teacher has prepared the following for this activity.

Plastic bag : Teacher has to squeeze the plastic.

Box with marbles inside : Teacher shakes the box.Bottle with seeds inside : Teacher shakes the bottle.

2. Teacher asks pupils to close their eyes and listen.

3. Teacher does the actions as in (1) and asks pupils to guess the sounds.

Close your eyes.

Listen carefully.

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Guess the sounds.

Step 4

1. Teacher divides class into groups. Then, he/she gives out a few objects to

the groups. Example: marbles, sand paper, sieve, glass.2. Next, teacher asks pupils to feel the marbles. Teacher shows how to feel.

3. Teacher asks pupils whether it was rough or smooth. Teacher may have to

tell pupils that marbles are smooth. Teacher gets pupils to say the word

smooth.

4. Next, teacher gets pupils to feel the glass.

5. Again, the teacher asks pupils whether it was rough or smooth. Teacher

gets pupils to say, smooth.

6. Next, teacher asks pupils to feel the sand paper.

7. The teacher asks pupils whether it was rough or smooth. Teacher may have

to tell pupils that sand paper is rough. Teacher gets pupils to say the word

rough.

Get into your groups.

Move your fingers this way.

Feel the marbles.

Feel the sand paper.

Feel the glass.

Feel the sieve.

Now, say smooth.

Step 5

1. Teacher calls a few pupils and blindfolds them.

2. Next, the teacher gives a few objects to them and gets them to feel the

objects.

3. The pupils are to say whether the objects are rough or smooth.

4. This activity can be done in groups as well.

Close your eyes.

I will tie this cloth around your eyes.

Say if it is rough or smooth.

Very Good!

Excellent!

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Consolidation

1. Teacher distributes worksheets 5a, and 5b.

Take a worksheet each. Colour the things that are making sounds.

Circle who is using their ears?

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Worksheet 5a

Name : ____________________ Date : __________

Colour the things that are making sounds.


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Worksheet 5b

Name : ____________________ Date : __________

Circle who is using their ears?

Taken from teaching courseware Science Year 1 CD1 Lesson 6 We Hear

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Lesson 6

Title: Rough or Smooth


i. identify the smooth and rough objects.



Duration: One hour

Teaching Aids: Glass marbles, sand paper, sieve, drinking glass,

worksheet 3C taken from Science Student Worksheet

Year 1 page 9.

Set Induction

1. Teacher asks pupils to feel their cheeks with their hands. Teacher

demonstrates to pupils.

2. Teacher asks pupils to feel their school bag.

Put your hands on your cheek.

This is how you do it. It is smooth.

Now, take your school bag.

Put your hands on the school bag.

Move your hands this way.

It is rough.

Step 1

Teacher divides class into groups. Then, he/she gives out a few objectsto the groups. Example: marbles, sand paper, sieve, drinking glass.

Next, teacher asks pupils to feel the marbles.

Teacher asks pupils whether it was rough or smooth. Teacher writes the

words rough and smooth on the board.

Teacher may have to tell pupils that marbles are smooth. Teacher gets

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pupils to say the word smooth.

Teacher repeats the activity with other objects.

Teacher reads the word smooth and rough from the board and asks

pupils to say the words.

Feel the marbles. Feel the sand paper.

Feel the glass.

Feel the sieve.

Now, say smooth.

Now, say rough.

How does it feel?

Is it rough or smooth?

Consolidation

1. Teacher distributes worksheet 6a. Pupils complete the activity. (Taken

from Science Students worksheet Year 1-page 9).

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Worksheet 6a

Name : ____________________ Year : __________

Match the words to the pictures.


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Lesson 7

Title: Taste and Smell


i. identify the taste of food sweet, salty, sour, and

bitter.



Duration: One hour

Teaching Aids: asam boi, orange/lemon, nescafe powder, chocolate and

worksheets

Set Induction

1. Teacher gives some sugar and salt to pupils.

2. Teacher asks pupils to taste the sugar and salt.

I have two bowls here. Who wants to taste?

Which one do you like?

This is sugar and this is salt. I want you to taste the sugar.

Do you like the taste?

Yes, it tastes sweet.

Now, I want you to taste the salt.

Yes, it tastes salty.

Step 1

1. Teacher prepares some lime and nescafe powder.2. Teacher asks pupils to taste the lime first.

3. Teacher says that the taste of lime is sour.

4. Next, as pupils taste the Nescafe powder, teacher says that it is

bitter.

I have some lime and nescafe.

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Lets taste.

Do you like it?

Sour

Bitter

Step 2

1. Teacher groups pupils in groups. Teacher distributes different food

items to the groups, such as dried fruits, sweets, coffee powder

dried fruits and tamarind, salt, chocolates, bitter gourd and medicine

2. Teacher gets pupils to say these words:

sour, sweet, bitter and salty.

3. Teacher says simple sentences and gets pupils to repeat after him/her.

Chocolates are sweet.

Dried fruit is sour.

Coffee is bitter.

Salt is salty.

4. Next, the teacher asks the students to repeat the following words after

him/her; sweet, sour, bitter and salty.

5. Teacher distributes worksheet 7a. Pupils complete the activity.

Repeat after me.

Say these words.


Step 3

1. Teacher brings pupils around the school.

2. Teacher asks pupils to smell the food in the canteen.

3. Teacher asks pupils to smell the air when they pass the rubbish bin.

We are going to go around the school. Line up, two by two.

Smell the food/ rubbish bin.

Is it a nice smell or bad smell?

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Step 4

1. Teacher distributes worksheet 7b. Pupils complete the activity.



Consolidation

1. Teacher ends the lesson by asking pupils these questions.

a. Which part of the face do we use to smell?

b. What do we use to taste?

2. Teacher says these sentences:

We use our nose to smell.

We use our tongue to taste.

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Worksheet 7a

Name : ____________________ Date : __________



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Worksheet 7b

Name : ____________________ Date : __________



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Lesson 8

Title : Exploring numbers 1

Learning Outcomes :

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

i. identify numbers on number lines.

ii. locate numbers on number lines.

Duration : 1 hour

Teaching Aids : number cards , worksheets , stick , hooks / rings , picture

cards , chips , frogs mask , number station , cd rom .

Set Induction

1. Teacher shows a mask of a frog.

2. Teacher asks pupils to imitate a frogs movement.

3. Teacher gets a pupil to come to the front .

4. Teacher asks the pupil to jump on the line .

5. Other pupils will count as the frog jumps .

Hello everyone , look at your friend .

I want you to count 1 , 2 , 3 , ..

How many times has he/she jumped?

Step 1

1. Teacher hangs a stick.

stick

ring / hook

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Number line

2. Teacher gives out number cards to pupils.

3. Teacher asks pupils to hang the numbers on the number line.

4. Teacher does not say whether the pupils have hung the numbers

correctly.5. The teacher removes the numbers from the number line.

Look at the stick.

This is a number line.

Take a number card and hang on the number line.

Step 2

1. Teacher hangs some number cards on the stick.

2. Pupils identify the missing numbers.

3. Then, pupils hang the missing numbers.

4. Teacher asks the pupil why he / she hung the number.

Lets look at the number line again.

Ive hung some numbers on the number line.

Who wants to hang a number?

Good! Come and hang a number.

Thank you!

Step 3

1. Teacher hangs number cards on the stick with a blank card below it.

2. Teacher asks the pupils to paste the chips to represent the

numbers given .

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Look at the number line.

Who wants to try this?

Who wants to paste chips on the card?

Good!/Excellent!

Step 4

1. Teacher distributes chips to every pupil.

2. Teacher shows the number card.

3. Pupils take out the chips according to the number shown.

4. This activity can be repeated with other numbers.

Now, we are going to play a game.

Take 10 chips each.

When I show a number card, arrange the chips

accordingly.

If you have completed, raise your hand.

Good!/ Excellent!

Consolidation

1. Teacher sings a song titled Ten Little Indians.

2. Pupils sing the song together with the teacher.

3. Teacher distributes worksheets according to the pupils ability.

One little, two little, three little indians

Four little, five little, six little indians

Seven little, eight little, nine little indians

Ten little indian boys.

Listen to the song.

Repeat the words after me. Now, lets sing together.

Take a worksheet.

Complete the activity.

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Worksheet 8b

Name : ______________________ Date : ______

B) Draw objects for each number.

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Lesson 9

Title : Exploring numbers 2.

Learning Outcomes :

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

i) to locate numbers on number lines.

ii) to describe the position of numbers .

Duration : 1 hour

Teaching aids : number cards , worksheets , stick , hooks / rings, picturecards , number station .

Set Induction

1) Teacher shows a stick with numbers.

2) Pupils say aloud the numbers 1 , 2 , 3 , .. , 10 .

Good morning, class.

Can you remember what we learnt yesterday?

Yes, we learnt all about numbers.

Say the number aloud.

Try Again! / Good!

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Step 1

1. Teacher distributes the number card to the pupils randomly.

2. Teacher asks a pupil to jump ten times to the front

(count on in ones) along the number station.

3. Then , pupils who hold the numbers will put the numbers at

the correct number station.

Now, hang the missing numbers.

Teacher asks :

Why did you hang number 3?

Suggested answer :

Number 3 comes after number 2 .

Step 2

1. Teacher asks a pupil to jump backward (count back in ones).

2. Pupils say aloud the numbers after their friend.

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Step 3

1. Teacher takes out certain numbers from the number station.

2. Pupils have to fill in the missing numbers.

3. Then, teacher gets pupils to count the numbers from

0, 1, 2, 3, .

4. Next, teacher gets pupils to count from 10, 9, 8,

Now, hang the missing numbers.

Lets count from zero.

Lets count together 10, 9, .

Lets count forward from zero.

Lets count backward from ten.

Consolidation

1. Teacher distributes the worksheets involving count on and

count back .

Fill in the missing numbers .

Fill in the blanks with correct numbers

before / after .

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Worksheet 9a

Name : ______________________ Date : ________

Fill in the correct numbers.

before number after

1 2 3

5

9

3

8

6

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Worksheet 9b

Name : ______________________ Date : ______

Fill in the correct numbers .

before number after

1

4

9

7

10

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5

Worksheet 9c

Name : ______________________ Date : ________

Say and write.

1.

2.

3.

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Worksheet 9d

Name : ______________________ Date : ________

Say and write.

1.

2.

3.

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Lesson 10

Title : More or Less!

Learning Outcomes :

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

i. identify bigger value or smaller value.

ii. identify one more or one less.

Duration : 1 hour

Teaching aids : number cards , worksheets , stick , hooks / rings, picture

cards , number station.

Set Induction

1. Teacher places some pencils in two containers.

e.g. Glass A and Glass B

2. Teacher gets pupils to count along as she points to the pencils, first in

container A and then in container B.

3. Next, teacher gets pupils to answer a few questions.

e.g. How many pencils are there in glass A? (5 pencils)

How many pencils are there in galss B? (3 pencils)

Good morning/ Good afternoon boys and girls!

Look, what do I have for you today?

Yes, I have two glasses.

Now, lets count together.

Yes, 5 pencils/ 3 pencils.

Good!

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So, pencils in glass A are more than the pencils in glass B.

Pencils in glass B are less than pencils in glass A.

Step 1

1. Teacher puts up two charts on the board.

Chart 1 Chart 2

2. Teacher gets pupils to talk about the charts.

3. Teacher gets pupils to state the number of chips on both charts.

4. Next, teacher gets pupils to say which chart has more chips and which

chart has less chips.

Now, lets look at the charts.

Lets talk about the chips.

Look at chart 1.

How many chips are there?

Look at chart 2.

How many chips are there?

Which chart has more chips?

Which chart has less chips?

Step 2

1. Teacher places 4 books on one side of the table.

2. Next, teacher places 3 pencils on another side of the table.

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3. Teacher gets pupils to talk about the objects on the table.

4. Next, teacher gets pupils to compare the objects in terms of number.

o Lets look at the books.

o How many books are there?

o Now, lets look at the pencils.

o How many pencils are there?

o Which is more?

o Which is less?

Step 3

1. Teacher holds up two different number cards.

2. Teacher asks pupils to group objects according to the number

cards shown. They can use objects in the classroom or chips.

3. Teacher calls out two pupils to compare both the groups of objects.

Sample questions:

How many rulers is Sarah holding? (4 rulers)

How many rulers is Amin holding? (5 rulers)

Whose number is bigger? (Amins number is bigger.)

Whose number is smaller? (Sarahs number is smaller.)

Whose number is bigger than Sarahs?

(Amins number is bigger than Sarahs)

Whose number is smaller than Amins?

(Sarahs number is smaller than Amins)

3. This activity can be carried out with other objects and numbers.

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Look at the number cards.

Find objects and group them according to the number

you see.

Can I have two pupils? Lets compare, who has more and who has less.

Step 4

1. Teacher calls out two pupils to come to the front.

2. Teacher gives them two different number cards.

3. Next, teacher gets pupils to answer the following questions:

What number card is Rani holding? (6)

What number card is Tan holding? (7)Whose number is bigger? (Tans number is bigger.)

Whose number is smaller? (Ranis number is smaller.)

Rani and Tan please come to the front.

Please help me hold a number card each.

Class, lets look at their number cards.

Consolidation

1. Teacher recalls what was taught by getting pupils to compare the

value of numbers.

2. Teacher gives worksheets to pupils.

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Worksheet 10a

Name : __________________ Date : ____________

Look at the charts. Tick () the group which is more.

1.

2.

3.

4.

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modul elit

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