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Teacher’s Activity Guide, Math Grade 1 (based on MOE Curriculum)]

Susan Malone & teachers and supervisors from Bench Maji, EthiopiaBench Maji MTB Education Program 2011

ACTIVITY DESCRIPTION1. Add by 2 to

make 10(Class)

1. Call 2 students to the front. Then call 2 more students to the front to stand apart from the first two.

2. Tell the class to count the students in each of the 2 small groups and tell you the total (2 students + 2 students equal 4students).

3. Write the equation on the board as they add by 2 (2 + 2 = 4).

4. Read the addition equation with them. Tell the students that we call this “ADDITION” (use L1 word)

5. Tell the students to write the equation in their exercise books. Then everyone read it together.

6. Repeat this activity but start with 3 groups of 2 students. Class calls out the equation as you write it on the chalkboard. Thenthey write the addition problem in their exercise books.

7. Do the same with 8 and 102. Addition (2 to

8)

(Class)

Addition to 5

1. Tell students they will learn a new skill: ADDITION (use L1 term).

2. Have 1 student come to stand in front of the chalkboard. How many students are there? (1).

3. Tell one more student to come and stand a bit apart from the first 1. Tell the class: “We had 1 student and we added 1student.” Write a big “+” on the board between the first student and the second student. Emphasize that the + sign shows usthat this is an addition problem

4. “Now how many do we have?” (2). Write a big “=” sign and the number 2. Emphasize that the = sign tells us that the nextnumber is the sum / total of the numbers that we are adding together.

5. Write the answer so the equation looks like this: 1 + 1 = 2.

6. Do this several times to show different combinations with sums of 3, 4, and 5 ( 1 + 2 = 3; 1 + 3 = 4; 2 + 2 = 4; 1 + 4 – 5; 2 + 3 = 5)

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7. After doing the addition problems using students, write them on the chalkboard and then read the equations WITH thestudents.

Addition to 8

8. Revise addition problems from 2 to 5.

9. Do same activities, with different numbers, to introduce addition to 6, 7, 8

10. Let students use objects and number cards to show different combinations.

11. Write the equations on the chalkboard and students write them in their exercise book: EX:

1 + 7 = 8; 2 + 6 = 8; 3 + 5 = 8; 4 + 4 = 8; 5 + 3 = 8; 6 + 2 = 8; 7 + 1 = 8.

NOTE: See addition matrix in Annex ___ for the different addition sets between 2 and 20.3. Addition (9 &

10)(Teams)

1. Give each team counting sticks & number cards & + and = cards to use for addition problems to 9 and to 10.

2. Call out a problem (Ex: 3 plus 6).

3. Teams put out 3 objects, the “+” card and then 6 objects. Then they put out the = card and the number of objects to show theanswer (9).

4. Write the equations on the chalkboard and students write them in their exercise book: 1 + 8 = 9; 2 + 7 = 9 etc.

5. Follow the same pattern to teach addition to 10

NOTE: See addition matrix in Annex ___ for the different addition sets between 2 and 20.4.

Addition (11-20)

(Teams)

1. Give each team 40 stones & symbol cards for plus (“+”) and equal (“=” ) .

2. Call out an addition problem (Ex: 10 + 1).

3. 2 team members put out 10 stones, then the + sign then 1 stone then the = sign. Then they put the number of stones to showthe answer (11).

4. Write the equation on the chalkboard and students write it in their exercise book.

5. Do the same for all the addition problems to 15.

6. Later, do the same for all addition problems to 20. See Annex ___ for all the addition problems to 20.

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5.

Addition andsubtraction to20 with abacus.

(Class, teams)

1. Show the students how to use the abacus for addition and subtraction problems to 20.

2. Divide students into teams and give each team an abacus.

3. Call out an addition or subtraction problem to 20 and they use the abacus to show the answer.6. Addition and

subtractionwith missingnumbers.

(Class)

1. Do some addition and subtraction problems up to 20 with missing numbers on the board;

2. Volunteers come to fill in the missing numbers.

7. Additioncompetition

(2 teams of 10).

1. Have two teams of 10 students each stand in a line at the front of the room.

2. Tell the first person on each team to close their eyes tightly. When their eyes are closed write two addition problems (total to5) on the chalkboard.

3. Tell the students to open their eyes and see who can write the correct answer first.

4. Put a mark on the board for the team that puts the correct answer first.

5. Continue until all 10 students on each team have a chance.

6. If time, have 2 more teams of 10 do the problems8. Addition of 3

numbers

(Class, partners)

1. Call 2 students to the front. Then call 4 students to stand apart from the first two. Then call 3 more students to stand in agroup. Ask, “We have 2 students and 4 students and 3 students in front. How many students all together?”

2. Write the problem on the board as the students say it. (2 + 4 + 3 = 9)

3. Partners practice adding three numbers using objects as you call out the numbers.

4. Then they write addition problems with 3 numbers as you call out the problems. Go around the room to help as needed.9. Addition of 3

numbers

(Class, partners)

1. Call 2 students to the front. Then call 4 students to stand apart from the first two. Then call 3 more students to stand in agroup. Ask, “We have 2 students and 4 students and 3 students in front. How many students all together?”

2. Write the problem on the board as the students say it. (2 + 4 + 3 = 9)

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3. Partners practice adding three numbers using objects as you call out the numbers.

4. Then they write addition problems with 3 numbers as you call out the problems. Go around the room to help as needed.10. Addition to 9

using zero

(Class)

1. Use objects to show addition and subtraction problems using ZERO.

2. EX: Show 5 stones. Ask if I add 5 stones and ZERO stones, how many stones do I have? Volunteer gives the answer and thenwrites the problem on the board (5 + 0 = 5)

3. Call out more addition problems using ZERO and students, in pairs, tell you the answer.11. Addition word

problems

(Individual students).

1. Students take out their exercise books.

2. Tell them an addition story problem. They write the problem with the answer in their exercise books. (Example: “Woncaught 4 fish. Hem caught 5 fish. How many fish did they catch together?”

3. Go around and help students as needed.12.

Arrange bylength(Students)

(Class, divided into thirds)

1. Tell 1/3 of the students to arrange themselves by height, from tallest to shortest.

2. Tell the next third of the students to arrange themselves from shortest to tallest.

3. Tell the last third of the students to arrange themselves with the tallest in the middle and the two shortest students on bothends, with the rest arranged so the tallest person is in the middle.

13. Arrange byweight (objects)

(Teams)

BEFORE CLASS. The day before this class, tell each student to bring 5 stones to class, from light to heavy. Put stones with avariety of weights into different groups, one for each team.

1. Give each team a group of stones of different weight.

2. Each team puts their stones in a line, from lightest to heaviest.

3. All the students go around and evaluate the other teams’ work.

4. The teams mix up their stones and this time they put the stones in a row from heaviest to lightest.

5. They go around and evaluate each others’ work again.

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6. Teams mix up their stones up again and this time they put the 2 lightest stones at each end and then they put increasinglyheavier stones toward the middle, with the heaviest stone in the middle.

14. Arrange byweight(students).

( Teams)

1. Teams of 8-10 students arrange themselves according to estimated weight.

2. Other students say if they agree with the way the teams arrange themselves.15. Big Picture to

estimate length.

(Individual students)

1. Students look at a Big Picture and estimate the length of people and objects in the picture.

2. They take turns estimating length of the people and objects.

3. If estimates are different, encourage them to talk together about which estimate is closest to correct.16. Big Picture—

Counting

(Class)

1. Put up a big picture that has lots of things to count.

2. Students come to the picture in groups of 3. They find something to count between 1-5 and count them together.17. Circle counting

game

(Class)

1. Students stand in a big circle. They get ready to count themselves from one to 5.

2. Call out a number between 1 and 5. (EX: #5).

3. Students start counting themselves and each time they get to #5, that student sits down.

4. Do this until there is only one student left. That student wins the game.

5. Use the same game to teach counting to higher numbers.18. Compare

lengths ofobjects

(Teams)

BEFORE CLASS: Bring different lengths of sticks to the classroom, enough for each team to have 10-12 sticks.

1. Give about 10-12 sticks to each team, making sure the sticks are different lengths.

2. Students put them in order from longest to shortest.

3. Then they put the sticks in order from shortest to longest.

4. Then they make their own pattern according to length.

5. After the students have made their own pattern according to length, everyone walk around to see each others’ creativity.

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19.

Comparenumbers to 20using more,less, equal.

(Partners)

1. Students take out their exercise books

2. Call out two numbers between 1and 20 and also write the two numbers on the board.

3. Students write the 2 numbers in their exercise books and put in the correct symbol to show more, less or equal

4. Partners check each others work as class goes through the numbers20. Compare size of

containers.(Teams)

BEFORE CLASS: Tell students to bring different containers for measuring capacity

1. Students in each team put their containers in a row from largest to smallest capacity.

2. Each team goes around to look at what others have done. They use L1 terms for least capacity to most capacity.21.

Competition :Match objectswith numbercards, picturecards & writtennumbers

(Teams)

1. Give 1-5 number cards to each team but mix them first so they are not in order. Put them with the number UP. Also give each1-5 picture cards and put them face up. Also tell them to take out their counting sticks. They should also each have theirexercise books.

2. Tell the students that when they hear you call out a number…

one team member should put out the correct number of counting sticks

one team member should find the matching picture card;

one team member should find the matching number card

one team member should write the number.

3. The team that is first to do all four things first correctly, gets a point.

4. Do this until everyone on the team gets a chance to all 4 of the things.22.

Competition:More, less,equal.

(Class)

BEFORE CLASS: Write the “MORE / LESS THAN” (>) symbol on a sheet of paper and write an = symbol on another sheet of paper.

1. Call 6 students to the front of the class. Then call 4 more students to the front and tell them to stand separately from the first6 students.

2. Make a large “>” sign on the board with the open end to the 6 students to show that 6 is more than 4.

3. Explain the symbol to the students. Then point to the pointed closed end of the symbol and explain that that point showswhich group is less.

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4. The 2 groups sit down and 8 different students come to the front of the class and stand together.

5. Tell them that you will put a “more than” (>) / “less than” (<) or “equal” (=) symbol on the floor. They should read the symboland then divide their group quickly to show the right numbers.

EX: If you put down the “=”, they have to have 2 groups of 5 on either side of the symbol. If you put down the “>” symbol,they must have 6, 7, 8 or 9 on the “more with” side and 1,2, 3 or 4 on the “less with side.

6. Do this activity until everyone in the class has a chance to play the game 3-4 times.23. Competition:

Put picture cardsin order.

(Teams)

BEFORE CLASS: Have a set of picture cards for each team. Mix them so the cards are not in order. (If you do not have picturecards, you can use number cards, instead.)

1. Give each team a set of 5 picture cards showing 1-5 objects. Put the number cards face down.

2. Select one person on each team to go first. When you say GO! That person turns the cards over and puts them in order from1-5 as fast as possible.

3. Other team members check if the cards are in correct order. Clap for the first team to put the number cards in order correctly.

4. Then they mix the cards and put them with the number down again.. Another person has a turn.

5. Do this until everyone has a turn to put the cards in order.24. Concept of zero,

using objects

(Class)

1. Have 6 cups with 5 stones in one cup, 4 stones in the 2nd cup, 3 stones in the 3rd, 2 stones in the 4th, 1 stone in the 5th and ,and no stones in each one.

2. One student takes the stones from the first cup and count them. How many stones? (5) That student write 5 on the board.

3. The next student does the same with the 2nd cup. How many objects in the cup? (4). That students writes “4” under the “5”on the board.

4. Do the same with the cups having 3, 2, and 1 objects.

5. Ask a student to count the number of objects in the last cup. How many objects in the cup? (none).

6. Teach the students that the L1 word for “nothing’ is ZERO. Then write 0 (zero) on the board and tell them, “This is how wewrite ZERO.” Show them how to write zero in the air, on their friend’s back, on their hand, on their paper.

Tell them to count down from 5 to 0 with you (5, 4, 3, 2, 1, 0) and then to write those numbers in their exercise books

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25. Concept of zero,using pictures

(Class)

1. Revise the concept of zero using the containers.

2. On the board, draw 5 birds sitting on a tree. Ask the students, “How many birds in the tree?” (5)

3. Draw one bird flying away and erase one bird sitting in the tree. “Now how many birds?” (4)

4. Do the same for 3, 2, and 1 birds. When the last bird “flies away”, how many are left?” (None!)

5. Volunteers come to the board to write the number sequence from 5 to 0.

6. Give them time to practice writing 5,4,3,2,1,0 in their exercise books.26. Count to 5;

count to 10

(Class)

NOTE TO THE TEACHER: Use this same exercise each time you introduce the students to counting to higher numbers.

Count to 5

1. Call 5 students to the front. Tell the class to count the students together with you in L1.

2. Partners take out 5 counting sticks. One partner hands a stick to the other partner as they count.

3. Everyone holds up one hand and together count the figure on that hand.

Count to 6, 7, 8, 9, 10

4. Ask another student to the front to stand with the 5 students. “How many students are there now?” Count together with thestudents to 5 and then add the last student saying the number “6” (L1 term) clearly.

5. Point to the 6th student and ask the class, “What number is this student?” (6). Count again from 1-6 WITH the students.

6. Students draw 6 familiar objects and count them.

7. Do the same to count to 7, 8, 9, and 10.27. Count 10-20 (Class, teams)

Count 10-12

1. Have 9 students come to the front. Then have one more student come. “How many do we have now? Let’s count themtogether.” Count 1-10 with the students, emphasizing the L1 word for “10). . Write the number ‘10’ on the board and read itTO and WITH the students.

2. Have 1 more student come. “How many now? Let’s count!” Count to 11 with the students and write “11’ on the board.

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3. Do the same to count to 12. (Students count with you.)

4. Students work in teams, counting up to 12. One student puts out stones up to 12, other students count and write that number

Count 13-15

5. Review counting to 10, 11, and 12.

6. Call 10 students to come to the front. Then have 3 more students come. “How many do we have now?” (Students count to 10+ 3 = 13)

7. Do the same for 10 + 4 = 14; then do 10 + 5 = 15.

8. Students divide into teams. Give each team counting objects plus number cards to 15. One student puts out stones between 1& 15

9. Another student counts the stones and puts out the matching number card and the rest of the team members count and writethe number in their exercise books. Do this until each student has a chance to put out the stones and put out the numbercard.

10. Students in pairs write numerals from 0-15 and then from 15-0. They read each others’ numbers.

Count 16-20

11. Follow the same steps for counting to 16, 17, 18, 19, 20.28. Counting in

everyday life.

(Class)

1. Ask the students to tell you about counting in their everyday life. What things do they count? How many things do theycount? What things do their mother and father count?

2. Ask them many questions to encourage them to talk about counting in their community.

3. Then tell them that they will start learning to count higher numbers in school.29. Divide circles

and /or squaresin half

(Class)

1. On the chalkboard, draw a circle. Draw a line down the middle of the circle to divide it into halves. Write a “1” in one of thehalves and “2” in the other half.

2. Point to the circle and say, “There are 2 halves in the whole circle.”

3. Then draw a square and divide it into 4 quarters.

4. Write 1, 2, 3, and 4 in the 4 quarters. Point to it and say, “There are 4 quarters in the whole square.

5. Call students to the chalkboard and tell them to draw circles, squares or lines on the board. Half the students divide their

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shape into halves and the other half divide their shape into quarters.

6. Tell them to put the correct number in each part and then describe it to the class.30. Divide circles

and /or squaresin quarters

(Class)

7. On the chalkboard, draw a circle. Draw a line down the middle of the circle to divide it into halves. Write a “1” in one of thehalves and “2” in the other half.

8. Point to the circle and say, “There are 2 halves in the whole circle.”

9. Then draw a square and divide it into 4 quarters.

10. Write 1, 2, 3, and 4 in the 4 quarters. Point to it and say, “There are 4 quarters in the whole square.

11. Call students to the chalkboard and tell them to draw circles, squares or lines on the board. Half the students divide theirshape into halves and the other half divide their shape into quarters.

12. Tell them to put the correct number in each part and then describe it to the class.31.

Divide intohalves (groupsand objects)

(Class)

BEFORE CLASS: Bring different foods that can be divided into 2 equal parts (EX: orange, banana). Also bring a large number ofthin sticks that the children can break into halves.

Dividing groups

1. Divide the class into groups of 10 (or 8—an even number but make sure all the students are included) Tell them to stand intheir group but not too close to the other groups.

2. Tell them when you call out the command, they should listen and respond quickly to see how can follow the command fastest.

3. Wait a minute and then call out, “Divide your group in half!”

4. Let them quickly divide themselves into two equal groups. Go around to see if everyone divided their group correctly. Clap forthe team that did it correctly first.

5. Do the same activity but make the groups have different numbers.

Dividing objects

6. Tell 2 students to come to the front.

7. Give them a banana (or other object) and tell them to break it so each student gets equal share.

8. Emphasize that the whole banana can be divided into two equal parts. Each part is half of the whole. (Use L1 terms for thesewords).

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9. Call other students to the front to do the same thing with other objects32.

Divide intoquarters(groups andobjects)

(Class)

BEFORE CLASS: Bring some food that can be divided equally into 4 parts.

1. Call 12 students to the front of the room and tell them to stand together. Tell the class: “This is the whole group of students.”

2. Now tell the group to divide themselves into 4 equal groups.

3. When they have divided into 4 groups of 3 students each, explain that the whole group of students is now divided intoquarters. (Use the L1 term for ‘quarters’.

4. Call four students to the front. Hold out an orange (or another piece of food that can be divide equally into 4 parts).

5. Ask the class: “How can I divide this orange into 4 equal parts or ‘quarters’?” Let the students call out their suggestions. Thendivide the orange equally and give 1 quarter to each of the 4 students.

33.

Divide shapesand lines intoquarters.

(Class)

1. Draw many different shapes and lines on the board.

2. Volunteers, in pairs, come to the board and divide the shapes and lines into quarters.

3. Other students check their work and make suggestions.34.

Draw and dividecircles andsquares intohalves

(Individual students)

1. Students make rows of circles and squares in their exercise book.

2. They draw lines in each circle and square to divide into 2 equal parts (use L1 term for halves).

3. Tell them to write a “1” in one half and a “2” in the other half.

4. They exchange papers a their partner and each checks the other’s work and offers suggestions.35.

Draw and dividecircles andsquares intoquarters

(Individual students)

5. Students make rows of circles and squares in their exercise book.

6. They draw lines in each circle and square to divide into 4 equal parts (use L1 term for quarters).

7. Tell them to write a “1” in one quarter, a “2” in the other the 2nd quarter, a 3 in the 3rd quarter and a 4 in the 4th quarter..

8. They exchange papers a their partner and each checks the other’s work and offers suggestions.36.

Draw and write(Individual students)

1. Students draw 5 (or 6, 7, 8, or 9) objects in their exercise books and write the number of objects that they drew.

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the number 2. Then they draw the next highest number that they have learned and write that number.37.

Draw differentlevels of water

(Individual students)

1. Students draw 6 containers of equal size in their exercise books

2. The draw a level of water in each one that starts from the lowest to highest level.38.

Draw objects: 1to 5; 6-10

(Teams of 5)

1. Divide students into teams of 5. Each team chooses an object for their pictures.

2. Each student takes a number between 1 and 5. Each one draws objects for their number. Then they write the number besidethe object(s) that they drew.

3. When they are finished, each team stands up to show their objects and number, in order from 1 to 5.

Draw objects 6-10

1. Use the same activities to practice numbers 6-1039.

Estimatecapacity:containers

(Teams)

BEFORE CLASS: Bring a small container and a large container for each team.

1. Give each team one small container and one large container.

2. Teams estimate how many smaller containers it will take to fill the larger container.

3. Teams take turns telling the rest of the class their estimate of the number of smaller containers it would take to fill the largercontainer. Write the Team’s number on the chalkboard along with their estimate.

4. If possible, let the teams use the small containers to fill the larger one. Then they call out the actual number of containers ittook to fill the larger one.

5. The team that made the closest estimates wins the.40.

Estimate levelsof water

(Class)

BEFORE CLASS: Have a 10-12 containers of different sizes. Fill some of the containers full; fill some half full and leave someempty.

1. Put 10-12 containers, each with different levels of water, in a place where all the students can come and look at them and atthe level of water in them.

2. Students use L1 words like full, half full and empty to describe the volume of water in the containers

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3. Volunteers put the containers in order from most full to most empty.

4. Emphasize that a high level of water in a smaller container might be more than a low level of water in a larger container.

5. Tell the students to draw containers with different levels of water…from full to empty.41.

Estimate weight(Partners)

BEFORE CLASS: Put 2 objects with different weights together in different places around the classroom—12-14 pairs of objects.Make sure they are not to heavy for students to pick up with one hand.

1. One partner covers her / his eyes with a blindfold. The other partner takes the blindfolded partner to a place with 2 objects.The blindfolded partner picks up the 2 objects and says which one is heavier.

2. They change places. The “Seeing” partner takes the blindfolded partner to another pair of objects and the blindfolded partnersays which is heavier.

3. When everyone has had a turn, encourage the students to talk about what they did. Make sure they use correct L1 terms todescribe the differences in weight.

42.

Fill in themissing number

(Class)

1. Write a string of numbers between 1 & 9 on the board, leaving space for missing numbers.

2. Different volunteers fill in the missing numbers

3. Repeat the exercise and students write the string of numbers in their Exercise Book as you read them;

4. They write the missing numbers.

5. GO around the room to encourage the students and help them, as needed43.

Horizontal &verticaladditionproblems

(Class)

1. On the chalkboard, show students how to write addition problems vertically and horizontally.

2. Write both kinds of problems on the board and let volunteers write the answers.

44.

Horizontal andverticalsubtractionproblems

(Class)

1. Call students to the board.

2. Call out an addition problem; tell ½ the students to write it horizontally with the answer; the other students wrote theproblem vertically.

3. Let other students help them as needed.

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45.

Identifycomponents of2-digit numbersto 20

(Class)

1. Call 10 students to the front. Then call up 1 more student.

2. Ask the class to count the total (“10 students + 1 student i= 11 students.”

3. On the board, write 11 = 10 + 1

4. Then ask another student to come to the front and stand with Student #11. How many now? “10 + 2 = 12”.

5. Write 12 = 10 + 2, under the first problem.

6. Do this for each of the numbers up to 20. For 20, show that 20 = 10 + 10.\

7. Then call out numbers between 11-20 and the students write the equation in their exercise books.

8. Go around and help as needed.46.

Identify halves(Class)

1. Draw many shapes all over the chalkboard. Divide some shapes into equal halves; divide others unequally. Examples:

2. Students come to the board, one at a time. They look at one shape and say if it is divided equally or not, then explain theirdecision.

3. Other students say if they agree.

4. Do this with all the shapes.

5. Then students draw shapes in their exercise books and divide the shapes equally into halves.

6. Go around the room to encourage the students and help them as needed47.

Listen andcount (1-5)

(Teams)

1. Tell the teams to take out their counting sticks or stones.

2. Tell them that you will call out a number from 1-5 and they should put out that number of objects.

3. Say the numbers randomly. (2, 5, 1 , 4, 3). Everyone puts out that number of sticks or objects.

4. Encourage team members to help anyone that has trouble.

5. Do this until everyone is able to listen and count to 5 quickly.

You can do this activity with higher numbers, too.

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48. Make a numberLine: 1-9

1. Use the chalkboard to show students how to make a number line with marks for 1-9. Add the numbers 1-9:

1 2 3 4 5 6 7 8 9

2. Students make a number line on their own paper

3. Students exchange their paper with their partner and they check each other’s work. Encourage them to help each other ifthey find mistakes.

49. Match numbercards withcounting sticks.

(Partners).

1. Call out any number between one and the highest number the students have learned.

2. One partner writes that number on their paper; the other partner puts out that many of their counting sticks.

3. Then call out the Zero and see what they do (They should write the “0” on their paper but not put out any objects.50. Matrix to show

addition to 20

(Class0

1. Put the matrix on the board and show the students how to use 2 rulers to find sums from 3 to 20.

2. Call out different addition problems and let different students come to the front to show how to find the answer on thematrix.

1 2 3 4 5 6 7 8 9 10

2 3 4 5 6 7 8 9 10 11 12

3 4 5 6 7 8 9 0 11 12 13

4 5 6 7 8 9 10 11 12 13 14

5 6 7 8 9 10 11 12 13 14 15

6 7 8 9 10 11 12 13 14 15 16

7 8 9 10 11 12 13 14 15 16 17

8 9 10 11 12 13 14 15 16 17 18

9 10 11 12 13 14 15 16 17 18 19

10 11 12 13 14 15 16 17 18 19 20

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51. Matrix to showsubtraction to20.

(Class)

1. Show students how to use the matrix to find the answers to subtraction problems to 20.

2. Students practice

1 2 3 4 5 6 7 8 9 10

2 3 4 5 6 7 8 9 10 11 12

3 4 5 6 7 8 9 0 11 12 13

4 5 6 7 8 9 10 11 12 13 14

5 6 7 8 9 10 11 12 13 14 15

6 7 8 9 10 11 12 13 14 15 16

7 8 9 10 11 12 13 14 15 16 17

8 9 10 11 12 13 14 15 16 17 18

9 10 11 12 13 14 15 16 17 18 19

10 11 12 13 14 15 16 17 18 19 2052. Measure length

using non-standard units

(Class).

BEFORE CLASS: Ask someone from the community to come to class and show the students local ways of measuring (length,weight, capacity. If they cannot come, you can do the demonstrations yourself.

1. Show students the ways that local people traditionally measure length.

2. Ask students questions to encourage them to talk about the way that people measure length. What do they measure? Whatdo they use to measure?

3. Encourage the students to remember and praise them for their contributions.53. Measure

objects insideand outside theclassroom.

(Teams)

1. Teams measure long and short items using steps, arm length, hand length, and finger span.

2. They report orally about the way the measured different things and the length of the things they measured

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54. More, less,equal

(Class)

1. Call 3 volunteers to stand together in front of the chalkboard

2. Call 2 more volunteers to stand together in front of the chalkboard close to the first group.

3. Tell the class to count the first group (3) and then the second group (2). Ask, “Which group has MORE students?” (the one with3).

4. Write the symbol “>” (“more”) on the blackboard so the open end is to the group of 3. Explain the symbol to them.Emphasize that the open end is always towards the group with more..

5. Call 5 more students to the front and divide them as before. This time ask, “Which group has LESS?” (2 students). Write thesymbol for LESS (<) on the board between the 2 groups so the closed end is towards the group of 2 students. Emphasize thatthe pointed end always points to the group with LESS.

6. Call 4 students to the front and divide them equally. Ask the others to count both teams. Which has more (neither; they arethe same). Which has less? (neither).

7. Write the = sign on the chalkboard between the 2 groups and explain it’s meaning, using L1 terms.

8. Do the activity again but this time let volunteers write the < or > or = signs on the board.55.

Multiply by 2 to10

(Class)

1. Review yesterday’s repeated addition to 10. Volunteers come to write the addition of 2’s to make 2, 4, 6, 8, 10.

2. Write the addition problem: “2+2=4” on the chalkboard. Tell the students, “There is another, shorter way to show thisproblem. We call it “multiplication” (Use L1 word).

3. Ask, “How many 2’s did we write to make 4?” (2). “So another way we can write this is 2 x 2 = 4.” Write the problem on theboard. Then point out the symbol for “times” by holding up two sticks to form an X . explain that the “x” shows that this is aTell the students to write the symbol on the air, on the back of another student, on their hand & on the exercise book.

18

56. Number bonds to20

(Teams)

1. Each team puts out 3 stones. Ask students to show the addition problem to make 3. They divide the stones and put downthe + symbol then write the “number bond” on the chalkboard. Ex: (Ex

8 = 3 + ___

6 =__ + 2

4 = 1 +__

2. Do the same for 4 to 2057. Number cards for

subtractionproblems to 20

(Teams)

1. Give teams number cards 1- 20.

2. Ask for 4 volunteers—3 to show the number cards and one to write the problem on the board.

3. Call out the subtraction problem. EX: 12-5. One student holds up number card with “12”, another holds up “5”, the otherholds up “7”. The fourth student writes the problem on the board, with the answer.

4. Other students write the problem and answer in their exercise books.

5. Keep doing this with teams of 4 until the end of the class period.58. Match number

cards withcounting sticks.

(Teams)

1. Give each team a group of 12-15 counting sticks. Also give each team number cards from 1-10 but in random order.

2. They place their cards face down in front of them.

3. One student picks up a card, turns it over and reads the number then counts out that number of counting sticks. Thestudent points to the card and reads the number then points to the stones and says the matching number.

4. Keep doing this until all the students have a turn.59.

Number cards forsubtraction to 20

(Teams)

1. Give each team number cards from 1 to 20.

2. Call out a subtraction problem (EX: 16-9)

3. One team member holds up the cards with the first number (Ex: 16). Another team member holds up the second numbercard (Ex: (9). Third team member holds up the number card with the answer (Ex: 7)

19

4. Then do the same thing again, with three other team members holding up the cards.

5. Do this until everyone on each team has had several chances to hold up the number cards.

NOTE: This can be done as competition between teams. First team to hold up the 3 correct cards wins that round.60. Number line to 20. (Class)

1. Make a large number line on the chalkboard, from 0 to 20. Use the number line to show which numbers are higher thanothers.

2. Call students to the front and call out 2 numbers. They find the 2 numbers and say which MORE THAN the other is.61. Number spider for

addition to 20.

1. Make a circle on the chalkboard with a number up to 20. Students come to the board and write all the addition problems tomake that number. Repeat with another number.

2. Have 3 teams of 3 come to the chalkboard. Call out a number between 1-20. Each team does all the addition problems tomake that number. First team to write all the addition problem correctly wins a point.

3. Do the same activities to revise subtraction problems to 2062. Number spider for

subtraction to 20.

1. Make a circle on the chalkboard with a number up to 20

1210 + 2

9 + 3

8+4

6 + 6

7 + 5

12 – 10 = 2

12 – 1 = 11

12 – 4 = 8

12 – 6 = 6

12 – 7 = 5

1212 – 9 = 3

20

2. Have 3 teams of 3 come to the chalkboard. Call out a number between 1-20. Each team does all the subtraction problemsusing number. First team to write all the addition problem correctly wins a point.

3. Do the same activities to revise subtraction problems to 2063. Order numbers to

9 including zero.

(Class)

1. Write a series of number on the board, including 0, in random order.

2. 3-4 volunteers come to the board and put the numbers in order (starting with 0).

NOTE: You can do this as a competition. Whoever finishes first wins that round.64. Picture cards to

show more, lessand equal.

(Class)

1. Students use picture cards and number cards to compare 2 sets and use the symbols to show more, less and equal sets

65. Place values (Class)

1. Put a chart showing place values of 10 and 1

10 1

2. Put out 19 stones. Students count them together.

3. Ask a volunteer to count 10 of the 19 stones and put them in one pile. How many are left? (9)

4. Ask, “How many groups of 10s were in that pile of stones??” (one). How many are left (9). Show them how to put the placevalues in the chart :

10 1

1 9

5. Do this again with 20 stones.

10 1

1 9

2 0

21

6. Divide into teams. Each team makes their own chart like yours. Students take turns being teacher as each team practiceswith different numbers of counters between 11 and 20.

66. Practice addition& subtractionusing numbercards

(Class)

Addition to 5; subtraction to 5

1. Give out number cards 0,1,2,3,4.

2. Students put the cards together to make all the addition combinations to 5 (0 + 5; 1 + 4; 2 + 3; 3 + 2).

3. They write the problems with answers in their exercise book. Walk around the room to help as needed.

Addition to 9; subtraction to 9

1. Give teams objects, picture cards and number cards.

2. Call out an addition or subtraction problem to 9.

3. Have one student show the problem with counting sticks; one show with picture cards, one show it with number cards, onewrite the problem and answer vertically and one write it horizontally.

4. Do this for all the addition and subtraction problems to 09.67.

Practice more,less, equal.

(Teams)

Teams practice comparing groups of objects using cards with more, less and equal symbols. Go around and help as needed.

68.

Practice numberbonds to 20

(Partners)

1. Show students examples of number bonds to 20 using subtraction.

2. Then have pairs write the number bonds on the board—one is the helper and one is the writer.69.

Practice countingusing zero withobjects.

(Teams)

1. One student puts different numbers of objects in 4 containers and leaves the 5th container empty.

2. Other students count the number in each container and write the numbers, including “0”.

3. Let everyone on the team have a turn being ‘teacher’.70.

Practice writingnumbers

(Class)

1. Tell students to draw objects and write numbers 5, 4, 3, 2, 1 and then 0 (zero). (5 objects followed by the number 5 on thefirst line; 4 objects followed by the number 4; same for 3, 2, and 1.

2. Then tell them to write a 0 and show the number of matching objects, (none!) Example:

22

5

4

3

2

1

071. Practice

measuring weight(Class, partners)

BEFORE CLASS. Have different objects around that are heavy but not too heavy for K1 children to lift.

1. Blindfold a child and put two objects in from of her/him.

2. Have the child lift each one and then say which one is heavier.

3. Tell the C to look around the room and find something that is heavy (a person, a desk, table, etc.) Then tell them to lookaround and find something very light (pencil, piece of paper, piece of chalk).

4. Divide the class into pairs. Tell them to think about something in nature that is very heavy (example, an ox, a tree) andsomething that is very light (a small bird, a feather, an egg).

5. One C in each pair draw a picture of the heavy object and one C draw the light object.

6. When they finish, partners share their pictures. Other STUDENTS clap when they finish.72. Practice

multiplication by2 using objects

(Partners)

1. Students work in pairs to show the number of 2’s there are in 2, 4, 6, 8, 10,

2. They divide the total into groups of 2 and count the groups of 2 and then write the addition problem and the multiplicationproblem for that number.

3. Walk around the room to help students as needed.

23

73.Put numbercards in order

(Teams)

1. Give each team 1-9 number cards in random order.

2. One student puts them in order and then mixes them up.

3. The next student puts them in order but backwards (from 9 – 1).

4. Keep doing this until everyone on the team has a chance.74. Read and write

numbers

(Class)

Read and write 1 & 2

1. Tell the students to take out one of their counting sticks. Ask, “How many do you have?” (ONE!)

2. Tell them that you will show them how to read and write the number 1.

3. Hold up a flash card with the number one. Tell them that this is the #1. Have them read the number WITH you..

4. Tell them to take out another counting stick. Ask, “Now how many do you have?” (TWO!)

5. Show them a flashcard with the number 2 and tell them that this is the #2. Have them read the number WITH you.

6. Then tell them you will teach them to write the 2 numbers.

7. Write a large “1” on the board. Then show them how to write the number 1

In the air

On their partners’ back

On their hand

In their exercise book

8. Do the same with the number 2.

Read and write 3 , 4 & 5

1. Revise counting 1-5. Revise reading and writing 1 & 2.

2. Tell them to take out 3 of their counting sticks. Ask, “How many do you have?” (THREE!) Tell them that you will show themhow to read and write the number 3.

3. Write 1 2 3 on the chalkboard and read the numbers TO and then WITH the students

4. Show them how to write #3 as you taught them to write 1 and 2.

5. Do the same for # 4.

24

6. Do the same for #5

Read and write 6- 9

1. Revise counting 1-10. Revise reading and writing 1 to 5.

2. Tell them to take out 6 of their counting sticks. Ask, “How many do you have?” (6!) Tell them that you will show them howto read and write the number 6.

3. Write a big “6” on the chalkboard and read the number TO and then WITH the students

4. Show them how to write a 6 as you taught them to write 1 to 5

5. Do the same for # 7, 8, and 9.

Read and write 16-20

6. Do the same activities to teach 16-2075. Read and write

numbers,forward andbackward

(Partners)

1. Students write numerals from 0 to the highest number they have learned

2. Then they reverse the order and write from the highest number to 0.

3. They read together from 0 – highest number and then reverse.

4. Encourage them to check each other’s numbers and help as needed.76. Read number

cards

(Teams)

NOTE: You can use this same exercise for counting to higher numbers

1. Give each team number cards from 1-5, in random order and face down. They take turns picking the cards up and puttingthem in order and then counting them. Go around to make sure that everyone can count correctly to 5.

2. Do the same for counting to higher numbers.77. Relation

betweenaddition &subtraction.

(Class)

1. Use objects to show the relationship between adding and subtracting to 9. EX: 5 + 3 = 8 and 8 – 3 = 5

2. Put the number “9” on the board. Volunteers write two addition equations with the sum of 9.4 + 5 = 9

6 + 3 = 9

3. Then ask for volunteers to write the subtraction problems that are related to those two addition problems.

25

4 + 5 = 9 9 – 5 = 4

6 + 3 = 9 9 – 3 = 6

4. Call out more numbers and let volunteers write the addition and subtraction problems on the board.

5. Continue to call out numbers and they write the problems in their exercise books

6. Go around the room to encourage students and help as needed.78. Relay activity:

Addition andsubtraction to 20

(Class)

1. Students stand in a circle.

2. One student thinks of an addition problem to 20. They ask the next person to answer. EX: What is 10-6?) The next studentanswers.

3. If correct, that student asks the next student a subtraction problem.

4. If that students answers correctly, they ask the next person an addition problem.

5. Go around the circle, alternating addition and subtraction problems until everyone has had a chance to ask and answer anaddition or subtraction problem

79. Relay activity:Addition of 3numbers.

(Teams of 10)

1. Teams of 10 students stand in a circle.

2. One student makes up a word problem adding 3 numbers (I ate 3 bananas one day, then 2 bananas then 1 banana. Howmany did I eat in all?)

3. The next student gives the answer. If that person answers correctly, they make up a problem and the next person answers.

4. Go around the circle like that. Encourage them to help each other with the problems and answers.80. Relay activity:

Subtractionproblems

(Teams of 10)

1. Tell students that they will make up their own word problems for subtraction. Give an example: I have 9 oranges. I give eachof my 4 friends one orange. How many oranges do I have left?” Let students answer.

2. Teams of 10 students stand in a circle.

3. One student makes up a story problem using subtraction and the next student gives the answer.

4. If that student answers correctly, they make up a problem and the next person answers.

5. Go around the circle like that. Encourage them to help each other with the problems and answers.

26

81. Revise conceptof ZERO.

Use the containers to review the concept of ZERO.

82. Revisemultiplication by2 to 10.

(Teams)

1. Give each team some flash cards with the number 1, 2, 3, 4, 5. (Have 2 flashcards with 2).

2. Also have flash cards with an “X” and a “=”.

3. Teams practice making multiplication problems up to 10 with the flash cards.83. Revise

subtraction from9.

(Teams or partners)

1. Call out different subtraction problems between 2 and 9.

2. Teams or partners do the problems using objects, After they say the answer, write the problem and answer on the board andthey write it in their Exercise Book.

84. Revisesubtraction from2to 5.

(Teams)

Teams use objects & number cards to review subtraction to 5.

85.

Revise L1 termsfor capacity

(Class)

1. Draw pictures of containers on the board

2. Ask students for the L1 words to describe the capacity of the containers (Large container has most capacity; small containerhas least capacity.

3. Volunteers draw different levels of water in each container.

4. Class say the L1 words for empty, half full and full. If there are other L1 words to talk about capacity, review those at thistime.

86. Subtract from 9using zero.

(Class)

1. Use objects or counting sticks to show the students a subtraction problem that ends in ZERO.

2. EX: Put out 9 stones. How many stones are there? (9)

3. Then take away the 9 stones. Now how many stones are there? (0)

4. Volunteer gives the answer and then writes the problem on the board (9 – 9 = 0)

5. Call out more subtraction problems that end in ZERO and students, write the problems with answers in their exercise books.

27

87. Subtract objectsand numbercards to 5

(Partners)

1. Tell partners to take _ objects (up to 5).

2. Tell them to “SUBTRACT” __ objects. How many are left? Let them answer.

3. Do this with different combinations up to 5 first using objects, then using number cards.88. Subtraction from

2-5

(Class)

1. Explain that before we learned about addition. Today we will learn about subtraction (L1 term). Explain that “subtraction”means we take something away from the total.

2. Call 2 students to the front. Class counts the students (1, 2). Write 2 on the board.

3. Tell one student to sit down. Ask how many students are left. (1)

4. Write “2 – 1 =1. Remind the students that the “addition sign” is “+”. The subtraction line is “-“.

5. Do the sequence of activities (#2-4) for these subtraction problems: 3-1; 3-2; 4-3; 4-2; 5-1; 5-2; 5-3; 5-4.89. Subtraction: 6-9 (Class, Teams)

1. Revise subtraction problems 2-5. Call out subtraction problems (3-1; 3-2; 4-3; 4-2; 5-1; 5-2; 5-3; 5-4) and let volunteer writethe problems and answers on the board.

2. Students divide into teams

3. Give each team counting sticks or other counting objects plus number cards to practice subtraction to 6. Call out theproblems; students use the counting objects to show the problem and answer. Then they use number cards and then eachteam member writes the problems with answers in their exercise books.

4. Do the same for subtraction from 7, 8, and 9.

5. Go around to encourage the students and help as needed.90. Subtraction (10-

15; 16-20)

(Teams)

1. Review subtraction to 9. Give teams objects. Tell the teams to put out 11 stones. Then tell them to take away 5 stones.How many are left? (6). Tell them to show that problem. Write the problem on the chalkboard and tell the students to writeit in their exercise books.

2. Do another subtraction problem from 11. When they call out the correct difference (answer), write the problem on theboard and students write it in their exercise book.

3. Do the same for 12 to 20

28

91. Teamcompetition:Addition andsubtraction to 9.

(Teams of 10-15 students)

1. Teams of 10 to 15 stand in two lines in the front of the room.

2. The first person on each team closes their eyes as you write two addition problems (2 or 3 numbers) to 9 or subtractionproblems to 9.

3. When you say GO! the two in front open their eyes and run to the chalkboard to write the correct answer.

4. The team that puts the correct answer first, gets a point.

5. Do this until everyone on each team gets a chance to try. If time, choose another 2 teams and do it again.92. Team

competition:subtraction

(2 teams of 10)

1. Two teams of 10 students each line up facing the front of the room.

2. First person on each team closes their eyes as you write two subtraction problems up to 20 on the board.

3. When you say GO!, they open their eyes and run to write the correct answer in their problem.

4. Team that puts the correct answer first gets a point.

5. Do this until all 10 people on each team have a turn.

6. If time, do another round with two more teams of 10 students each.93. Team

competition:Subtractionword problems

(Teams of 6)

1. Divide the class into teams of 6. Have 2 teams together.

2. First team thinks of a story problem and tells it to the second team who must answer. If they are right, they get a point. Ifthey miss, the other team gets the point.

3. Then that team asks the story problem and the 1st team answers. (The problems can be any numbers between 2 and 20.

4. Go around and encourage the children and help as needed.94. Use comparison

words todescribe weight

Ask the children to use l1 words to describe differences in weight light, lighter, lightest ,heavy, heavier , heaviest , etc

95. Use objects andnumber cards toshowcombinations in

(Teams)

1. Teams use objects to show different combinations to make 5.

2. Then teams practice addition problems to 5, using number cards. Walk around and help as needed.

addition 3. Call out an addition problem to 5 (ex: 1 + 2). One student on the team puts out the objects and symbol cards to show thatequation. Then another team member shows the equation using number and symbol cards.

O + OO = OOO

96. Use shapes andnumbers to showmultiplcationproblems.

(

1

2

397. Use zero in

addition to 9

(

1

298. Word problems

using additionand subtractionto 20.

(

1

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Class)

. Ask 3probl

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. Tell thfish do

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29

s to come to the chalkboard. Each student draw shapes to show a multiplication problem and then write thembers. EX: 2x2=4

dents to the board and let them do the problems using shapes and numbers.

h student do the same in their Exercise books, from 2 to 10.

show addition and subtraction problems using ZERO. EX: Show 5 stones. Ask the students,”If I add 5 stoness, how many stones do I have? Volunteer gives the answer and then writes the problem on the board

ddition problems using ZERO and students, in pairs, work out the problem on the board and say the answer.

ts several “word problems” using subtraction to 20. (EX: I had 12 fish. I gave 6 fish to my mother. How manyft? (6). Put 10-12 word problems in an Annex at the end of this Manual

3

2 2 x 1 = 2

4 2 x 2 = 4

6 2 x 3 = 6

8 2 x 4 = 8

10 2 x 5 = 10

30

2. Do 4-5 more problems like that.99. Write

subtractionproblems to 5.

Call out subtraction problems to 5. Students write the problem and answer in their exercise books..

100. Write symbolsfor more, less,equal

(Class)

1. Show students how to write the symbols in the air, on a friend’s back in their hand and on their paper.

2. Write 2 sets on the board and count Set 1 and Set 2, then say if Set 1 is less than, more than or equal to Set 2.

3. Students compare the elements of each set