Concept of Whole Numbers

Concept of Whole Numbers

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Lesson Planning of Concept of Whole Numbers

Subject Mathematics

Grade 1

Students` Learning Outcomes

  • Identify “0” as a number

Information for Teachers

  • Zero is an independent number in counting which does n`t possess any face value of its own but it gives value to a number when it is written on its right e.g. adding 0 next to 1 makes it 10 ten times increase in value of 1.

Concept of Whole Numbers

  • While teaching the lesson, the teacher should also consult textbook at all steps where in and whenever it is applicable.

Duration: 40 minutes

Material / Resources

Writing board, chalk/marker, match boxes, stones, pebbles, balls and transparent glass

Introduction

  • Hold 4 pencils in your hands.
  • Ask the students can you count how much I have? (Expected answer would be as; 4)
  • Hide the pencils one by one and ask each time how many do I have now? (Expected answer would be as; 3, 2, 1).
  • Now hide the last one and ask how many pencils now? (Expected answer would be as; Nothing or no pencil).
  • Check if anybody says zero “0”.

Development

Activity 1

  • Put two shoe boxes on table in front of class one with some books and the other without any.
  • Show the empty shoe box to the class and ask the whole class, as;
  1. Does it have 4 books? (Expected answer would be as; NO).
  2. Does it have 3 books? (Expected answer would be as; NO).
  3. Does it have 2 books? (Expected answer would be as; NO).
  4. Does it have 1 book? (Expected answer would be as; NO).
  5. Then how many are there? (Expected answer would be as; help them to say ‘ZERO’).
  • Explain to students that this shoe box has nothing in it and we say that it has zero books.
  • Add some pencils in the empty box and ask again, as;
  1. How many books does it have? (Expected answer would be as; let them say ‘ZERO’).
  • Repeat the question until the whole comes up with the right answer.

 

Activity 2

  • Draw three trees with some on the board as shown and ask, as;
  1. How many apples does each tree have?
  • Let them respond about tree with no apple on it.
  • Bring them to understand ‘No apples mean ZERO apples’
  • You can draw any other shape that you find easy. Ask the following questions, as;
  •  

 

  1. How many babies in the class? (Expected answer would be as; ZERO).
  2. How many beds in the class? (Expected answer would be as; ZERO).
  3. How many children in the class? (Any number by students but not zero).
  4. How many uncles in the class/ How many cows? / How many chairs, etc.
  5. How many shoes in your bag?
  • Ask the class to THINK of a funny question which answers ‘ZERO’ (give some time to play in pairs).

 

 

Sum up/ Conclusion

  • Ask the whole class to fold their fingers to make zero.
  • Write “0” on the board and invite students to do so.
  • Ask students to share what they have learnt today.

Assessment

  • Ask: as;
  1. How many students come to school on Sunday?
  2. If all students go to the ground from the class room how many are left in the class?
  3. If you have a chocolate in your bag which you eat up how many are left in your bag?
  • Teacher is also required to involve the students in solving the problems given in the exercise at the end of unit/chapter.

Follow – up tasks

  • Give them a worksheet or draw the following table on the board.
  • Draw the given number of stars, in the table.
  • Questions from the text book.

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