LESSON PLAN 1.

1: MATH
TOPIC  Counting 1-5
OBJECTIVES  Learners will be able to count up to 5
 Learners will be able to write numbers up to 3
MATERIALS  Number cards for 1 - 5
REQUIRED  Counters (stones, leaves, and other small objects)
 Paper and pencils for the pupils
Say:
 How does a herder keep track of his cattle?
WARM-UP
 How does a fruit seller keep track of her finances?
 Can you think of other ways to use math in daily life?
5 minutes
1) Explain that today we will count from 1 to 5 and write numbers 1
to 3.

LEARN 2) Count items up to five in the nearby environment (trees, leaves,

learners pencils, etc). Pupils can also find items to count.

15 minutes 3) Ask 5 pupils to come forward. As each comes forward, they

should loudly say their number (1, 2, 3, 4 or 5).

4) Give the 5 volunteers a pile of stones. Say different numbers, and

ask them to count the corresponding stones.
1) Form groups of 3-5 pupils. Make sure there is one advanced
PRACTICE pupil in each group who can be a group leader.

2) Give each group a set of counters. Say a number and ask the
group to count the correct number of stones. The advanced learner
10 minutes should help the others count. Make sure all learners have a turn.

3) Continue saying different numbers for learners to count. Circulate

to monitor groups and make sure all learners are counting.
 1) Show pupils how to write the number 1 in the air and on the
board.

2) Ask pupils to write the number 1 in the air, then in their

notebooks (or the sand). Advanced learners should help beginners.
WRITE
3) Repeat the previous steps with the number 2 and the number 3.
15 minutes
4) Ask pupils to come forward and write numbers on the board.
After writing, each pupil should say the name of the number.

5) Under each number, write a slash mark 1 2 3

and ask pupils to help you count it. / // ///

1) Point to number 1, 2, and 3 on the board, and ask pupils to say

the number.

2) Play “true or false.” Write a number on the board and say the
ASSESS name of the number. Sometimes say the correct name, sometimes
say the incorrect name. Pupils will tell you if it is true or false. (For
example, if you write “2” and say “two,” they should say true. If you
write “2” and say “three,” they should say false). If it is false, then
10 minutes ask them to tell you the correct answer.

2) If time permits, ask a pupil to lead the game of true or false on

the board.

SUMMARIZE
1) Ask pupils what they have learned today.

2) Ask pupils to practice writing numbers 1, 2 and 3 at home.

5 minutes
 LESSON PLAN 1.2: MATH
TOPIC  Counting 1-5
LEARNING  Learners will be able to count up to 5
OUTCOME  Learners will be able to write numbers 4 and 5
MATERIALS  Number cards for 1-5
REQUIRED  Paper and pencils for the pupils
Say:
WARM-UP  Yesterday we talked about practical ways to use math in
daily life. Who remembers an example?
 Can you think of any other ways to use math in daily life?
5 minutes
1) Say: Today we will count from 1 to 5 and write numbers 4 and
5.

• 1
2) Draw dots on the board for each number 1-5. Ask •• 2
LEARN children to count the dots with you. After they count ••• 3
the dots, write the number next to each set of dots. •••• 4
••••• 5

15 minutes 3) Point to each number you have written and ask children to name
it.

4) Show number cards 1 – 5 in order, then out of order. After you

show a card, ask a pupil to match it to the board.

5) Ask pupils to count backwards with you from 5.

1) Form groups of 5 pupils and give each group a number card.
PRACTICE
Make sure there is one advanced pupil in each group who can be a
group leader.
2) Give each group number card. They should count the number of
stones on their number card.
10 minutes 3) As groups to switch number cards and count again. Groups should
switch cards several times.

1) Show pupils how to write the number 4 in the air, then on the
board.

2) Ask pupils to write the number 4 in the air, then in their

notebooks (or the sand). Advanced learners should help beginners.
WRITE
3) Repeat the previous steps with the number 5.

10 minutes 4) Ask pupils to come forward and write numbers on the board. After
writing, each pupil should say the name of the number.

5) Under each number, write a slash mark and

4 5
ask pupils to help you count it.
//// /////
ASSESS 1) Point at random to the numbers written on the board. Ask pupils
to name the number, then hold up the correct number of fingers to
represent the number.

5 minutes
READ 1) Read aloud “Bishiya Mai Kyautar Mangwaro,” and ask the
ALOUD comprehension questions.
2) Ask pupils what numbers they heard in the story.
3. Ask pupils what they learned today.
15 minutes
 LESSON PLAN 2.1: MATH
TOPIC  Counting 1-10
OBJECTIVES  Learners will be able to count up to 10
 Learners will be able to write numbers 6, 7 and 8
MATERIALS  Number cards for 1 - 10
REQUIRED  Counters (stones, leaves, and other small objects)
 Paper and pencils for the pupils
Waƙar Ƙirge
Ɗaya mafarin ƙirge,
WARM-UP
Biyu idanun dabba,
Uku duwatsun murhu,
Huɗu ƙafafun tebur,
5 minutes
Biyar na yatsun hannu.
1) Explain that today we will count from 1 to 10 and write numbers
6, 7 and 8.

LEARN 2) Count items up to 10 in the nearby environment (trees, leaves,

shoes, pencils, etc). Pupils can also find items to count.

15 minutes 3) Ask 10 pupils to come forward. As each comes forward, they

should loudly say their number.

4) Give the 10 volunteers a pile of stones. Say different numbers,

and ask them to count the corresponding stones.
1) Form groups of 3-5 pupils. Make sure there is one advanced
learner in each group who can be the group leader.
PRACTICE
2) Give each group a set of counters. Say a number between 1 and
10 and ask the group to count the correct number of stones. The
advanced learner should help the others count. Make sure all
10 minutes learners have a turn.
3) Continue saying different numbers for learners to count. Circulate
to monitor groups and make sure all learners are counting.
 1) Write numbers 1-5 on the board, and ask learners to review
them by writing in the air with you.

2) Show pupils how to write the number 6 in the air and on the
board.

3) Ask pupils to write the number 6 in the air and in their

WRITE notebooks (or the sand). Advanced learners should help beginners.

4) Repeat the previous steps with the number 7 and the number 8.
15 minutes
5) Ask pupils to come forward and write numbers on the board.
After writing, each pupil should say the name of the number.

6) Under each number, write a slash mark and ask pupils to help you
count it. 6 7 8
////// /////// ////////

1) Point to numbers 1-10 on the board, and ask pupils to say each
number.

ASSESS 2) Play “true or false.” Write a number on the board and say the
name of the number. Sometimes say the correct name, sometimes
say the incorrect name. Pupils will tell you if it is true or false. (For
example, if you write “2” and say “two,” they should say true. If you
10 minutes write “2” and say “three,” they should say false). If it is false, then
ask them to tell you the correct answer.

2) If time permits, ask a pupil to lead the game of true or false on

the board.
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice writing numbers 6, 7 and 8 at home.

5 minutes
 LESSON PLAN 2.2: MATH
TOPIC  Counting 1-10
LEARNING  Learners will be able to count up to 10
OUTCOME  Learners will be able to write numbers 9 and 10
MATERIALS  Pattern flash cards 1-10
REQUIRED  Paper and pencils for the pupils
Waƙar Ƙirge
WARM-UP Ɗaya mafarin ƙirge,
Biyu idanun dabba,
Uku duwatsun murhu,
5 minutes Huɗu ƙafafun tebur,
Biyar na yatsun hannu.

1) Say: Today we will count from 1 to 10 and write numbers 9 and

10.

2) Write numbers 1-10 on the board and ask learners to recite

them with you.
LEARN

3) Show pattern cards with different number of dots up to 10. Ask

15 minutes learners to identify the number of dots they see. Once a volunteer
learner to identify the number
and to match the card to the
number written on the board.
 1) Form groups of 5 pupils. Make sure there is one advanced pupil in
PRACTICE
each group who can be a group leader.
2) Point to a number at random on the board. Ask learners to count
the stones. Circulate to assist.

10 minutes 3) Point to several more numbers for learners to count. Then ask a
learner to point to numbers on the board.
1) Show pupils how to write the number 9 in the air and on the
board.

2) Ask pupils to write the number 9 in the air and in their

notebooks (or the sand). Advanced learners should help beginners.
WRITE
3) Repeat the previous steps with the number 10.

10 minutes 4) Ask pupils to come forward and write numbers on the board. After
writing, each pupil should say the name of the number.
5) Under each number, write a slash mark and ask pupils to help you
count it. 9 10
///////// //////////

ASSESS 1) Point at random to the numbers written on the board. Ask pupils
to name the number, then hold up the correct number of fingers to
represent the number.

5 minutes
READ 1) Read aloud “Gari Mai Bishiyar Kaɗe Goma,” and ask the
ALOUD comprehension questions.
2) Ask pupils what numbers they heard in the story.
3) Ask pupils what they learned today.
15 minutes
 LESSON PLAN 3.1: MATH
 Counting 1-10
TOPIC
 Concept of 0
LEARNING  Learners will be able to count backwards from 10
OUTCOME  Learners will be able to identify and define 0
MATERIALS  Sticks and stones
REQUIRED  Paper and pencils for the pupils
Oyoyo oyoyo
Oyoyo Baba ya dawo
Ya dawo daga kasuwa
Ya sawo muna goriba
WARM-UP Ni an bani guda huɗu
Naci daya saura uku
5 minutes In ya ci ɗaya saura biyu
In ta ci ɗaya saura ɗaya
In ka ci ɗaya saura ɗaya
In ya ci ɗaya ba ko ɗaya
1) Say: Today we will learn about 0.

2) Hold up 10 fingers. Help pupils to count backwards from 10 with

you. Put one finger down with each number they say. After you
put down your last finger, ask pupils how many fingers are left.
LEARN They should say “none.”

3) Hold up 10 sticks. Help pupils to count backwards from 10. Put

10 minutes one stick down for each number they count. After you put down
the last stick, ask pupils how many sticks are left. They should say
“none.”

4) Explain that when we have “none” in math, we say “zero.”

Write: 0 1 2 3 4 5 6 7 8 9 10
Point to the numbers while learners count backwards from 10 to 0.
 1) Form groups of 3-5 pupils. Make sure there is one advanced
learner in each group as the group leader.
PRACTICE
2) Give each group a set of counters. Say a number between 0 and
10 and ask the group to count the correct number of stones. If you
say 0, then learners should clear their stones.
10 minutes
3) Continue saying different numbers for learners to count. Circulate
to monitor groups and make sure all learners are counting.
1) Show pupils how to write the number, first in the air and then
on the board 0.
WRITE
2) Ask pupils to write the number 0 in the air, then in their
10 minutes notebooks (or the sand).

3) Ask pupils to write 0 on the board.

1) Play “true or false.” Write a number on the board and say the
name of the number. Sometimes say the correct name, sometimes
ASSESS say the incorrect name. Pupils will tell you if it is true or false. (For
example, if you write “2” and say “two,” they should say true. If you
write “2” and say “three,” they should say false). If it is false, then
ask them to tell you the correct answer.
5 minutes
2) If time permits, ask a pupil to lead the game of true or false on
the board.

SUMMARIZE
1) Ask pupils what they have learned today.

2) Ask pupils to practice writing 0 at home.

5 minutes
 LESSON PLAN 3.2: MATH
TOPIC  Counting 1-10
LEARNING  Learners will be able to count forward and backward from 10
OUTCOME  Learners will be able to write numbers numbers 0-10
MATERIALS  Pattern flash cards 0-10
REQUIRED  Paper and pencils for the pupils
Oyoyo oyoyo
Oyoyo Baba ya dawo
Ya dawo daga kasuwa
WARM-UP Ya sawo muna goriba
Ni an bani guda huɗu
5 minutes Naci daya saura uku
In ya ci ɗaya saura biyu
In ta ci ɗaya saura ɗaya
In ka ci ɗaya saura ɗaya
In ya ci ɗaya ba ko ɗaya

1) Write numbers 0-10 on the board and ask learners to recite

them forwards and backwards with you.
LEARN
2) Show pattern cards from 0 - 10. Ask learners to identify the
number of dots they see. Once a learner has identified the number,
10 minutes he or she should match
the card to the number
written on the board.

PRACTICE 1) Form groups of 5 pupils.

2) Point to a number at random on the board. Ask learners to count
the stones. Circulate to assist.
10 minutes 3) Point to several more numbers for learners to count. Then ask a
learner to point to numbers on the board.

1) Ask pupils to write numbers 0-10, or as many numbers as time

WRITE
allows. First they can write in the air, naming each number. They
can write in notebooks or in the sand.
15 minutes
2) Circulate to assist.
ASSESS 1) Point at random to the numbers written on the board. Ask pupils
to name the number, then hold up the correct number of fingers to
represent the number. For “zero,” pupils can hold up a fist.

5 minutes
READ 1) Read aloud “Jakar Ilu Mai Zama Fanko,” and ask the
ALOUD comprehension questions.
2) Ask pupils where they heard zero in the story.
3) Ask pupils what they learned today.
15 minutes
 LESSON PLAN 4.1: MATH
TOPIC Addition within 10
 Learners will be able add within 10 using objects
OBJECTIVES
 Learners will be able to recognize the plus and equal signs
 5 sticks
MATERIALS  Counters (stones, seeds, or other small objects)
 Paper and pencils for pupils
Waƙar Ƙirge
Ɗaya mafarin ƙirge, Shida kafafun sauro.
WARM-UP Biyu idanun dabba, Bakwai kwanakin mako.
Uku duwatsun murhu, Takwas goma ba biyu kenan.
Huɗu ƙafafun tebur, Tara daga ke sai goma.
5 minutes Biyar na yatsun hannu. Goma biyar biyu kenan.
1) Say: Today we will learn to add within 10.
2) Name 5 pupils to come to the front of the class. Ask how many
pupils there are.
3) Call 3 more pupils, then say: 3 more pupils joined the group.
LEARN Now how many pupils are there in all?
Say: 5 pupils and 3 pupils make 8 altogether.
4) Hold up 2 sticks in one hand and 3 in the other. Ask pupils how
10 minutes
many you have in each hand.
5) Move your hands together to combine the sticks. Ask pupils how
many you have in all.

Say: 3 sticks and 2 sticks makes 5 altogether. Combining similar

groups together like this is called addition.
6) Repeat step 5 with different numbers of sticks.
 1) Form groups of 3-5 pupils. Give each group a set of 10 stones.

PRACTICE 2) Say: One person in your group should count out 4 stones. Make
sure a person in each group selects 4 stones.
Say: Another person in your group should count out 3 stones.
Make sure a person in each group selects an additional 3 stones.
20 minutes Say: How many stones do you have in all?

3) Repeat step 2 many times with different numbers.

1) Explain to pupils that you will say an addition problem. For each
number that you say, they should hold up the correct number of
ASSESS
fingers, then say the answer.

2) Say: There are 5 birds in the tree. 2 more fly in. How many birds
5 minutes are there altogether?

3) Repeat step 2 several times, using different numbers.

1) Say: Addition uses a special sign called plus. The plus means we
are combining the two groups together.

2) Write: +
WRITE
3) Say: For example, if I add three stones and two stones, I can write
plus in the middle to show I combine them.
15 minutes
4) Say: To create the total, I write a sign called equals.

5) Write: + =

6) Ask pupils to write the equation in their notebooks.

SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice addition at home.

 LESSON PLAN 4.2: MATH
TOPIC Addition within 10
 Learners will be able to add within 10
OBJECTIVES
 Learners will be able to solve written addition problems
 Picture cards
MATERIALS
 Paper and pencils for pupils
Waƙar Ƙirge
WARM-UP Ɗaya mafarin ƙirge, Shida kafafun sauro.
Biyu idanun dabba, Bakwai kwanakin mako.
Uku duwatsun murhu, Takwas goma ba biyu kenan.
5 minutes Huɗu ƙafafun tebur, Tara daga ke sai goma.
Biyar na yatsun hannu. Goma biyar biyu kenan.
1) Say: What did we learn in our last class?
Say: Last class we learned about addition. Addition means
combining similar groups together.

LEARN 2) Name 4 pupils to come to the front of the class. Say: How many
pupils are here?
3) Call 2 more pupils. Say: Two more pupils joined the group. Now
5 minutes how many pupils are there altogether?
Say: 4 pupils and 2 pupils make 6 altogether. Remember that the
plus sign means we combine groups together.
Write: 4 + 2 = 6
4) If time allows, repeat with different numbers.

PRACTICE 1) Form groups of 3-5 pupils. Give each group 10 stones, 2 number
cards, and a plus and equal sign card

2) Ask groups to make the equation. Provide an example if needed.

15 minutes

3) Ask pupils to switch one of their cards with another group, then
form the new equation. Continue until 20 minutes is up.

1) Write a number line on the board. Show learners how they can
use the number line to add.
EXTENDED
PRACTICE

10 minutes
2) Give learners different equations. Call different learners to the
board

WRITE 1) Ask learners to copy a number line into their notebooks.

2) Ask learners to solve this equation using the number line:

15 minutes 5 + 4 =

READ 1) Read aloud “Tani Da Kyanwa,” and ask the comprehension

ALOUD questions.
2) Ask pupils where they heard addition in the story.
3) Ask pupils what they learned today.
10 minutes
 LESSON PLAN 5.1: MATH
TOPIC Subtraction within 10
 Learners will be able to subtract within 10 using objects
OBJECTIVES
 Learners will be able to recognize the minus and equals signs
 5 sticks
MATERIALS  Counters (stones, seeds, or other small objects)
 Paper and pencils for pupils
Oyoyo oyoyo
Oyoyo Baba ya dawo
Ya dawo daga kasuwa
Ya sawo muna goriba
WARM-UP Ni an bani guda huɗu
Naci daya saura uku
In ya ci ɗaya saura biyu
5 minutes In ta ci ɗaya saura ɗaya
In ka ci ɗaya saura ɗaya
In ya ci ɗaya ba ko ɗaya
1) Say: Today we will learn to subtract within 10.
2) Name 5 pupils to come to the front of the class. Ask how many
pupils there are.
LEARN 3) Ask two of the pupils to sit down. Say: 2 pupils sat down. Now
how many are left?

10 minutes Say: If you have 5, then take away 2, you are left with 3.
4) Hold up 4 sticks in one hand. Ask pupils how many you have.
Then remove 1 and ask how many remain.
Say: If you have 4 and take away 1, you are left with 3. Taking
away numbers in this way is called subtraction.
5) Repeat step 4 with different numbers of sticks.
 1) Form groups of 3-5 pupils. Give each group a set of 10 stones.
PRACTICE
2) Say: Each group should count out 6 stones.
Make sure a person in each group selects 6 stones.

3) Say: Now remove 2 stones from the group of 6. How many

20 minutes stones are left? Ensure groups complete this step.
4) Repeat steps 2-3 many times with different numbers. Make sure
pupils take turns counting stones.
1) Explain to pupils that you will say a subtraction problem. After
you say the first number in the problem, they should hold up the
ASSESS correct number of fingers. After you say the second number, they
should put down the corresponding number of fingers.

5 minutes 2) Say: There are 5 birds in the tree. 2 fly away. How many birds
are left?

3) Repeat step 2 several times, using different numbers.

1) Say: For addition, we used a special sign called plus. For
subtraction, we use a special sign called minus. The minus sign
means we are taking something away. For example, if I have three
stones, then take away two, I can use the minus to show I am taking
WRITE them away.

2) Write:
15 minutes
3) Say: To indicate the total that remains, I write a sign called
equals.

4) Write:
5) Ask pupils to write the equation in their notebooks.
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice subtraction at home.

 LESSON PLAN 5.2: MATH
TOPIC Subtraction within 10
 Learners will be able to subtract within 10
OBJECTIVES
 Learners will be able to solve written subtraction problems
 10 bottles
MATERIALS  Ball or rock
 Paper and pencils for pupils
Oyoyo oyoyo
Oyoyo Baba ya dawo
Ya dawo daga kasuwa
WARM-UP Ya sawo muna goriba
Ni an bani guda huɗu
Naci daya saura uku
In ya ci ɗaya saura biyu
5 minutes
In ta ci ɗaya saura ɗaya
In ka ci ɗaya saura ɗaya
In ya ci ɗaya ba ko ɗaya
1) Say: What did we learn in our last class?
Say: Last class we learned about subtraction. Subtraction means
taking something away. Let’s practice this concept further.
2) Name 5 pupils to come to the front of the class. Ask how many
LEARN pupils there are.
3) Ask two of the pupils to sit down. Say: 2 pupils sat down. Now
how many are left?
10 minutes
Write: 5 – 2 = 3
Say: Remember the minus sign means we take something away.
4) Hold up 4 sticks in one hand. Ask pupils how many you have.
Then remove 2 and ask how many remain.
Write: 4 – 2 = 2
 1) Set up five bottles. Ask a pupil to throw a rock or ball at the
bottles to see how many were knocked down. Then help the pupil
write the equation on the board.
PRACTICE
Example:

15 minutes

2) Once pupils have mastered the game with 5 bottles, set up 10

bottles and continue the game.
1) Write a number line on the board. Show learners how they can
use the number line to add.
EXTENDED
PRACTICE

10 minutes
2) Give learners different equations. Call different learners to the
board

WRITE 1) Ask learners to copy a number line into their notebooks.

2) Ask learners to solve this equation using the number line:

15 minutes 7 - 4 =

READ 1) Read aloud “Asabe Ta Koyi Darasi,” and ask the comprehension
ALOUD questions.
2) Ask pupils where they heard subtraction in the story.
3) Ask pupils what they learned today.
15 minutes
 LESSON NUMBER 6.1: PRACTICE AND ASSESSMENT
CLASS Math assessment
 10 pupils will take a one-on-one math test
OBJECTIVES
 Remaining pupils will complete math problems
MATERIALS 1) Paper and pencils for pupils
1) Before class begins, write the following math problems on the board:

1+2= 4+3= 6-2= 4-3=

2+2= 6+1= 5-2= 6-1=

BEFORE CLASS
BEGINS 3+2= 7+2= 4-2= 7-2=

4+2= 4+5= 3-2= 4-5=

5+2= 5+5= 2-2= 5-5=

1) Ask learners to sit in pairs. An advanced learner should sit with a
beginning learner.
ASSIGN PAIR
2) Distribute paper and pencils. Explain that learners should copy and
WORK
solve each problem on the board.
10 minutes
3) Choose 10 learners at random. Explain that you will call then one by
one during the class to take an assessment.
1) Call the first learner. Sit in a quiet place separate from other learners.

2) Explain to the learner that you will ask a few math questions.

3) Show the learner the numbers and math problems. For numbers,
ASSESSMENT learners should simply name the number in Hausa. For addition and
subtraction, the learner should solve each problem. After each task,
45 minutes mark the total correct, making note of difficulties. During the
assessment, do not help the learner or give away the answers. You can
help the learner in the next lesson.

4) Call the next learner who was selected. Repeat steps 1-3. Continue
until you have tested all 10 learners.
CLOSING 1) Ask learners to hold up their papers to show what they have written.
5 minutes 2) Collect the papers for correction.
9 4 0 6

3 8 2 10

2+3= 1+1=

5+4= 6+0=

4-2= 3-3=

6-1= 9-5=
Name Numbers Addition Subtraction Notes
correct correct correct
1. /8 /4 /4

2. /8 /4 /4

3. /8 /4 /4

4. /8 /4 /4

5. /8 /4 /4

6. /8 /4 /4

7. /8 /4 /4

8. /8 /4 /4

9. /8 /4 /4

10. /8 /4 /4

Observations:

Teacher signature:___________________________________
Date: __________________________________________________
 LESSON NUMBER 6.2: REVIEW AND REINFORCEMENT
TOPIC Review

OBJECTIVES

MATERIALS
1) Distribute learners’ corrected assignment from the previous day.
REVIEW MATH
PROBLEMS 2) Review and explain any problems that gave learners difficulty.

20 minutes

ADDITIONAL
PRACTICE
ACTIVITIES

35 minutes

CLOSING

5 minutes
 LESSON PLAN 7.1: MATH
TOPIC  Counting 1-20
OBJECTIVES  Learners will be able to count up to 20
 Learners will be able to write numbers 11-15
 Hundreds chart
MATERIALS  sticks
REQUIRED  Number cards 11-20
 Paper and pencils for the pupils
Waƙar Ƙirge
Shida kafafun sauro.
WARM-UP
Bakwai kwanakin mako.
Takwas goma ba biyu kenan.
Tara daga ke sai goma.
5 minutes
Goma biyar biyu kenan.
1) Say: Today we will count from 11 to 20 and learn to write
numbers 11-15. First, we will review numbers 1-10.

2) Ask a learner to point to numbers 1-10 on a hundreds chart while

the rest of the class counts.

3) Ask questions about numbers 1-10: (For example, How many legs
LEARN does a table have? How many legs does a mosquito have? How
many fingers on one hand? On both hands?)

15 minutes 4) Count from 1-20 on the hundreds chart, pointing to teach

number. Ask pupils to count with you.

5) Count out 20 sticks one by one so that the class can see. Ask for
the class to count with you.

6) Ask the class to help you count twenty pupils. They should stand
as you count them.
 PRACTICE 1) Play a game called Pick and Count. Put number cards 11-20 face
down in a pile.

2) Call a learner to pick a card from the pile. The learner should
name the number, then count out a corresponding number of
10 minutes sticks.

3) Repeat steps 1 and 2 with multiple learners.

1) Show pupils how to write the number 11.

2) Ask pupils to write the number 11 in their notebooks (or the

WRITE sand). Advanced learners should help beginners.

3) Repeat the previous steps with numbers 12, 13, 14 and 15.
15 minutes
4) Ask pupils to come forward and write numbers on the board.
After writing, each pupil should say the name of the number.

ASSESS 1) Draw a flash card at random. Ask pupils to name the number.
Then call a pupil to the front to match it to the hundreds chart.
Repeat with different flash cards.

10 minutes
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice writing numbers 11-15 at home.

 LESSON PLAN 7.2: MATH
TOPIC  Counting 1-20
LEARNING  Learners will be able to count up to 20
OUTCOME  Learners will be able to write numbers 16, 17, 18, 19 and 20
MATERIALS  Hundreds chart
REQUIRED  Paper and pencils for the pupils
 Sticks and rubber bands
Tell learners the following story: Alhaji Mato is a trader. Many people
go to his store to buy things. Very often, he has problem giving correct
WARM-UP
change. As a result, his customers became angry with him and
deserted him.
5 minutes Why do you think Alhaji Mato has a problem with giving change?
Learners should explain that his main problem is lack of mathematic and
for a trader to be successful he must be good in mathematics
1) Say: Yesterday we learned about counting 1-20. Today we will
learn about the tens place and the ones place.
2) Count from 1-20 pointing to the numbers chart. Ask learners to
count with you. Only count with the learners once.
3) Count out 12 sticks. After you count the
LEARN first ten, tie the ten sticks in a bundle.
Say: How many total sticks do I have? (12)
Say: How many bundles of ten do I have? (1 bundle of 10)
15 minutes Say: How many sticks are not in the bundle? (2)
Say: We can think of 13 as a bundle of 10, plus 2 units.

4) Write:
T U
1 2
Explain that the “T” is the tens and the “U” is the units.
5) Repeat the process different numbers such as 14, 11, 17.
 1) Form groups of 5 pupils. Give each group 20 sticks and 1 rubber
band.
PRACTICE
2) Say a number between 11 and 20. Ask learners to count out the
corresponding number of sticks. They should make a bundle of ten,
plus the units.
3) Ask the learner to write the number in a table on the board:
15 minutes T U

4) Repeat the process with different numbers.

1) Show pupils how to write the number 16.

2) Ask pupils to write the number 16 in their notebooks (or the

WRITE sand). Advanced learners should help beginners.

10 minutes 3) Repeat the previous steps with numbers 17, 18, 19 and 20.

4) Ask pupils to come forward and write numbers on the board. After
writing, each pupil should say the name of the number.
ASSESS Play a writing game. Ask a learner to call a number between 1 and
20 and challenge the rest of the class to write it down.

5 minutes
READ 1) Read aloud “Kaka Da Jikokinta Goma Sha Tara,” and ask the
ALOUD comprehension questions.
2) Ask pupils what numbers they heard in the story.
3) Ask pupils what they learned today.
10 minutes
 LESSON PLAN 8.1: MATH
TOPIC Addition within 20
 Learners will be able add within 20 (using objects)
OBJECTIVES
 Learners will be able to write sums vertically
 200 small sticks
MATERIALS
 Paper and pencils for pupils
Ɗaya ga ɗaya,
Biyu kenan
WARM-UP Biyu ga ɗaya,
uku kenan
Uku ga ɗaya
5 minutes huɗu kenan
Huɗu ga ɗaya
1) Say: Today we will learn to add within 20. Remember that
addition means combining similar groups.
2) Name 8 pupils to come to the front of the class. Ask how many
pupils there are.
3) Call 7 more pupils, then say: 7 more pupils joined the group.
LEARN Now how many pupils are there in all?
Say: 8 pupils and 7 pupils make 15 altogether. Remember that
when we add groups together, we use the plus sign.
10 minutes
Write: 8 + 7 = 15
4) Hold up 6 sticks in one hand and 5 in the other. Ask pupils how
many you have in each hand.
5) Move your hands together to combine the sticks. Ask pupils how
many you have in all.
Say: 6 sticks and 5 sticks makes 11 altogether.
Write: 6 + 5 = 11
 1) Form groups of 3-5 pupils. Give each group a set of 20 sticks.

PRACTICE 2) Say: One person in your group should count out 9 sticks. Make
sure a person in each group selects 9 sticks.
Say: Another person in your group should count out 5 sticks. Make
sure a person in each group selects an additional 5 sticks.
Say: How many sticks do you have in all?
20 minutes Say: Can you organize the number into tens and units?

3) Repeat step 2 many times with different numbers.

ASSESS 1) Write: 9 + 8 =

2) Ask learners to solve the problem by counting their sticks. Then

5 minutes ask a learner to write the correct answer on the board.

1) Say: We can write the same addition problem two different

ways: horizontally and vertically. Today, we will practice both.
WRITE
2) Write: 9 + 8 = 17 9
+8
15 minutes 17

3) Ask pupils to copy both equations. If time permits, write another

example.
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice addition at home.

 LESSON PLAN 8.2: MATH
TOPIC Addition within 20
 Learners will be able to add within 20
OBJECTIVES
 Learners will be able to solve written addition problems
 Number cards
MATERIALS
 Paper and pencils for pupils
Biyar ga ɗaya
shida kenan
Shida ga ɗaya
WARM-UP Bakwai kenan
Bakwai ga ɗaya
Takwas kenan
Takwas ga ɗaya
5 minutes
Tara kenan
Tara ga ɗaya
Goma kenan
1) Say: What did we learn in our last class?
Say: Last class we learned about addition by counting sticks. We
also learned how to write sums vertically. Today, we will continue
practicing addition.
2) Say: I’m going to tell you a story, and I want a volunteer to
LEARN write the equation on the board.
Say: Amina bought 7 apples and 12 oranges. How much fruit did
she buy altogether?
10 minutes
A pupil should write the correct sum.
7
+12
19

3) Say: Musa bought 10 masa in the morning and 5 more in the

evening. How much did he buy altogether?
A pupil should write the correct sum.
 1) Form groups of 3-5 pupils. Give each group 2 number cards with
a sum less than 20. Ask each group to put the two numbers into an
PRACTICE equation and copy it into their exercise books. For example, if
groups receive 14 and 4, they should write:
4
+14
18
15 minutes
2) Ask groups to exchange number cards and repeat the process.

ASSESS 1) Say: Ladi has 6 chickens and Abba has 11. How many do they
have altogether?
2) Ask learners to write the correct answer in their notebooks and
5 minutes hold it up.

Write:
Ask pupils to copy and solve the problems, being mindful of the 10s
WRITE and units place. Then ask pupils to show the correct answer on the
board.

10 minutes 10 7
+10 +11
__ __
READ 1) Read aloud “Na Gari Na Kowa,” and ask the comprehension
ALOUD questions.
2) Ask pupils where they heard addition in the story.
3) Ask pupils what they learned today.
15 minutes
 LESSON PLAN 9.1: MATH
TOPIC Subtraction within 20
 Learners will be able to subtract within 20 using objects
OBJECTIVES
 Learners will be able to recognize the minus and equals signs
 sticks
MATERIALS  Counters (stones, seeds, or other small objects)
 Paper and pencils for pupils
Oyoyo oyoyo
Oyoyo Baba ya dawo
Ya dawo daga kasuwa
Ya sawo muna goriba
WARM-UP Ni an bani guda huɗu
Naci daya saura uku
In ya ci ɗaya saura biyu
5 minutes In ta ci ɗaya saura ɗaya
In ka ci ɗaya saura ɗaya
In ya ci ɗaya ba ko ɗaya
1) Say: Today we will learn to subtract within 20.
2) Name 15 pupils to come to the front of the class. Ask how many
pupils there are.
3) Ask 5 of the pupils to sit down. Say: 5 pupils sat down. Now how
LEARN many are left?
Say: If you have 15, then take away 5, you are left with 10.
Remember that we use the minus sign to show we are taking
10 minutes something away.
Write: 15 - 5 = 10
4) Hold up 11 sticks in one hand. Ask pupils how many you have.
Then remove 3 and ask how many remain.
Say: If you have 11 and take away 3, you are left with 8. Taking
away numbers in this way is called subtraction.
Write: 11 – 3 = 8
 1) Form groups of 3-5 pupils. Give each group a set of 20 stones.

2) Say: Each group should count out 11 stones.

PRACTICE
Make sure a person in each group selects 11 stones.

3) Say: Now remove 3 stones from the group of 11. How many
stones are left? Ensure groups complete this step.
20 minutes
4) Write: 11 – 3 = 7

5) Repeat these steps many times with different numbers.

ASSESS 1) Write: 17 - 6 =

2) Ask learners to solve the problem by counting their stones. Then

5 minutes ask a learner to write the correct answer on the board.

1) Say: We learned how to write addition problems two different

ways. We can also write subtraction problems two different ways.
Today, we will practice both. In a vertical equation, the large
number should always go on top, and the smaller number goes on
WRITE the bottom. You begin by subtracting at the units’ place.

2) Write: 17 - 6 = 11 17
15 minutes - 6
11

3) Ask pupils to copy both equations. If time permits, write another

example and ask them to solve it.
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice subtraction at home.

 LESSON PLAN 9.2: MATH
TOPIC Subtraction within 20
 Learners will be able to subtract within 20
OBJECTIVES
 Learners will be able to solve written subtraction problems
 Bottles
MATERIALS  Rock or stone
 Paper and pencils for pupils
Biyar ga ɗaya
shida kenan
Shida ga ɗaya
WARM-UP Bakwai kenan
Bakwai ga ɗaya
Takwas kenan
Takwas ga ɗaya
5 minutes
Tara kenan
Tara ga ɗaya
Goma kenan
1) Say: Last class we learned about subtraction by counting
stones. We also learned how to subtract vertically. Today, we will
continue practicing subtraction.
2) Say: I’m going to tell you a story, and I want a volunteer to
write the equation on the board.
LEARN
Say: Amina bought 16 apples and gave 8 away. How many did she
have left?
10 minutes A pupil should write the correct sum.
16
-8
__

3) Say: Musa had 20 Naira and spent 10. How much does he have
left?
A pupil should write the correct sum.
 1) 1) Set up 20 bottles. Ask a pupil to throw a rock or ball at the
PRACTICE bottles to see how many were knocked down. Then help the pupil
write the equation on the board.

Example:
15 minutes

1) Say: 20 bottles are set up, and 9 get knocked down. How many
ASSESS
remain standing?

2) Ask learners to write the correct answer in their notebooks and

5 minutes hold it up.

Write:
Ask pupils to copy and solve the problems, being mindful of the 10s
WRITE and units place. Show pupils how to subtract each column of
numbers, beginning with the units.

10 minutes 15 18 19
- 10 - 12 - 15
__ __ __

READ 1) Read aloud “Wani Sarki Da Munduwa,” and ask the

ALOUD comprehension questions.
2) Ask pupils where they heard subtraction in the story.
3) Ask pupils what they learned today.
15 minutes
 LESSON PLAN 10.1: MATH
TOPIC Addition within twenty
OBJECTIVES  Learners will be able to add with a number line

MATERIALS  Paper and pencils for pupils

Oyoyo oyoyo
Oyoyo Baba ya dawo
Ya dawo daga kasuwa
Ya sawo muna goriba
WARM-UP Ni an bani guda huɗu
Naci daya saura uku
In ya ci ɗaya saura biyu
5 minutes In ta ci ɗaya saura ɗaya
In ka ci ɗaya saura ɗaya
In ya ci ɗaya ba ko ɗaya
1) Say: We have been practicing our addition and subtraction.
Today, we will practice our addition with a number line. A
number line helps us visualize addition.

LEARN 2) Write:

3) Say: If I want to add 4 + 3, then I can start at the number 4 and

15 minutes count 3 more lines to the right. Then I get my answer.

Draw your counting on the number line:

4) Give one or two additional examples. Then give an equation to a

pupil and ask them to try.
 1) Form groups of 3-5 pupils. Ask each group to draw a number line
from 1-20.
PRACTICE
2) Say: On your number line, add 5 + 5. Circulate to check the
groups. Then ask a pupil to solve it on the board.

3) After you have checked the groups, ask them to erase any marks
20 minutes
on the page. Then give them a new equation.

4) Repeat these steps many times with different numbers.

ASSESS 1) Say an equation and ask learners to point to the correct answer
on their number line. For example, if you say 4 + 5, they should
point to 9 on the number line.
5 minutes
1) Say: Copy and solve each of these problems and check the
WRITE answer on your number line.

2) Write: 16 11 9
15 minutes +3 +7 +8

SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice subtraction at home.

 LESSON PLAN 10.2: MATH
TOPIC Subtraction within 20
OBJECTIVES  Learners will be able to subtract with a number line

MATERIALS  Paper and pencils for pupils

Oyoyo oyoyo
Oyoyo Baba ya dawo
Ya dawo daga kasuwa
Ya sawo muna goriba
WARM-UP Ni an bani guda huɗu
Naci daya saura uku
In ya ci ɗaya saura biyu
5 minutes In ta ci ɗaya saura ɗaya
In ka ci ɗaya saura ɗaya
In ya ci ɗaya ba ko ɗaya
1) Say: We have been practicing our addition with a number line.
Today, we will practice our subtraction with a number line. For
subtraction, we simply count in the opposite direction.

LEARN 2) Write:

3) Say: If I want to add 9 - 3, then I can start at the number 9 and

15 minutes count 3 more lines to the left. Then I get my answer.

Draw your counting on the number line:

4) Give one or two additional examples. Then give an equation to a

pupil and ask them to try.
 1) Form groups of 3-5 pupils. Ask each group to draw a number line
from 1-20.
PRACTICE
2) Say: On your number line, add 10 - 5. Circulate to check the
groups. Then ask a pupil to solve it on the board.

3) After you have checked the groups, ask them to erase any marks
20 minutes
on the page. Then give them a new equation.

4) Repeat these steps many times with different numbers.

ASSESS 1) Say an equation and ask learners to point to the correct answer
on their number line. For example, if you say 12 - 4, they should
point to 8 on the number line.
5 minutes
1) Say: Copy and solve each of these problems and check the
WRITE answer on your number line.

2) Write: 16 11 9
15 minutes -3 -7 -8

SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice subtraction at home.

 LESSON PLAN 11.1: MATH
TOPIC  Counting 1-50
OBJECTIVES  Learners will be able to count up to 50
 Learners will be able to write numbers 21-30
 Hundreds chart
MATERIALS  sticks
REQUIRED  Number cards 20-50
 Paper and pencils for the pupils
Game: Explain to learners that you will say a number. As soon as
you say it, they should start counting up from that number as fast
WARM-UP as they can. For example, if you say “7,” learners should start
saying “8, 9 10, 11…”.

Game After a few seconds, say “stop.” Then repeat the process with a
new number.
1) Say: Today we will count from 1-50 and learn to write numbers
10, 20, 30, 40, 50.
LEAR
2) Count from 1-50 on the hundreds chart, pointing to teach
number. Ask pupils to count with you.
15 minutes
3) Ask the class to help you count 50 pupils. Ask learners to look
around in the vicinity and see if there is anything else they can count
up to 50.
1) Play a game called Pick and Count. Put number cards 1-50 face
PRACTICE down in a pile.

2) Call a learner to pick a card from the pile. The learner should
name the number, then count out a corresponding number of
15 minutes pupils or objects.

3) Repeat steps 1 and 2 with multiple learners.

 1) Show pupils how to write the number 10.

2) Ask pupils to write the number 10 in their notebooks (or the

sand). Advanced learners should help beginners.
WRITE
3) Repeat the previous steps with numbers 20, 30, 40 and 50.
10 minutes
4) Ask pupils to come forward and write numbers on the board.
After writing, each pupil should say the name of the number.

5) Help the learners count by 10s on the numbers chart up to 50.

ASSESS 1) Draw a flash card at random. Ask pupils to name the number.
Then call a pupil to the front to match it to the hundreds chart.
Repeat with different flash cards.

10 minutes
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice counting to 50 at home.

 LESSON PLAN 11.2: MATH
TOPIC  Counting 1-50
LEARNING  Learners will be able to count up to 50
OUTCOME  Learners will be able to distinguish between 10s and 1s
MATERIALS  200 sticks
REQUIRED  Rubber bands or string
 Paper and pencils for the pupils
Tell learners the following story: Hajiya Kulu is preparing for food for a
WARM-UP wedding. She has to know how much food she should make. How can
mathematics help Hajiya Kulu make a good decision?

5 minutes
1) Say: Yesterday we learned about counting 1-50. Today we will
learn about the tens place and the ones place, just like we did
when we counted 1-20.
2) Count from 1-50 pointing to the numbers chart. Ask learners to
count with you. Only count with the learners once.
3) Count out 25 sticks. After you count the first ten, tie the ten
LEARN sticks in a bundle.
Say: How many total sticks do I have?
Say: How many bundles of ten do I have?
15 minutes
Say: How many sticks are not in the bundle?
Say: We can think of 25 as two bundles of 10, plus 5 units.
4) Write:
T U
2 5

Remind learners that the “T” is the tens and the “U” is the units.
5) Repeat the process different numbers such as 14, 11, 17.
 1) Divide the class into 4 groups. Give each group 50 sticks and 5
rubber bands.
PRACTICE
2) Say a number between 20 and 50. Ask learners to count out the
corresponding number of sticks. They should make a bundle of ten,
plus the units. For example, if you say 32, they should make 3
bundles of 10, plus 2 units.
30 minutes 3) Ask the learner to write the number in a table on the board:
4) Repeat the process with different numbers. T U

1) Ask learners to write a tens and units chart:

T U
WRITE

2) Give learners a number between 20 and 50, and ask them to

10 minutes
write the correct numbers in the 10s and units space.

3) Repeat with different numbers.

ASSESS Say a number and ask a learner to point to the correct number on
the hundreds chart.

5 minutes
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice counting to 50 at home.

 LESSON PLAN 12.1: MATH
TOPIC  Counting 1-100
OBJECTIVES  Learners will be able to count up to 100
 Learners will be able to write numbers 60, 70, 80, 90, 100
MATERIALS  Hundreds chart
REQUIRED  Number cards 50-100
 Paper and pencils for the pupils
Game: Explain to learners that you will say a number. As soon as
you say it, they should start counting up from that number as fast
WARM-UP as they can. For example, if you say “7,” learners should start
saying “8, 9 10, 11…”.

5 minutes After a few seconds, say “stop.” Then repeat the process with a
new number.
1) Say: Today we will count from 50-100 and learn to write
numbers 50, 60, 70, 80, 90, 100
LEARN
2) Count from 50-100 on the hundreds chart, pointing to teach
number. Ask pupils to count with you.
15 minutes
3) Ask the class to help you count 100 pupils. Ask learners to look
around in the vicinity and see if there is anything else they can count
up to 100.
1) Put learners in groups of 5. Challenge each group to collect 100
PRACTICE stones or leaves.

2) When learners return, ask them to organize their 100 objects

into 10 groups of ten.

20 minutes 3) Help learners verify their total by counting their groups of 10.
 1) Show pupils how to write the number 60.

2) Ask pupils to write the number 60 in their notebooks (or the

sand). Advanced learners should help beginners.
WRITE
3) Repeat the previous steps with numbers 70, 80, 90 and 100.
10 minutes
4) Ask pupils to come forward and write numbers on the board.
After writing, each pupil should say the name of the number.

5) Help the learners count by 10s on the hundreds chart.

ASSESS 1) Point to a number on the hundreds chart. Ask learners to name

the number.

5 minutes
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice counting to 100 at home.

 LESSON PLAN 12.2: MATH
TOPIC  Counting 1-100
LEARNING  Learners will be able to count up to 100
OUTCOME  Learners will be able to distinguish between 10s and 1s
MATERIALS  200 sticks
REQUIRED  Rubber bands or string
 Paper and pencils for the pupils
Game: Explain to learners that you will say a number. As soon as
you say it, they should start counting up from that number as fast
WARM-UP as they can. For example, if you say “7,” learners should start
saying “8, 9 10, 11…”.

5 minutes After a few seconds, say “stop.” Then repeat the process with a
new number.
1) Say: Yesterday we learned about counting 1-100. Today we will
learn about the tens place and the ones place.
2) Count from 1-100 pointing to the numbers chart. Ask learners to
count with you. Only count with the learners once.
3) Count out 55 sticks. After you count the first ten, tie the ten
LEARN sticks in a bundle.
Say: How many total sticks do I have?
Say: How many bundles of ten do I have?
15 minutes Say: How many sticks are not in the bundle?
Say: We can think of 55 as five bundles of 10, plus 5 units.
4) Write:
T U
5 5

Remind learners that the “T” is the tens and the “U” is the units.
5) Repeat the process different numbers such as 34, 21, 77.
 1) Divide the class into 2 groups. Give each group 100 sticks and 10
rubber bands.
PRACTICE
2) Say a number between 50 and 100. Ask learners to count out the
corresponding number of sticks. They should make a bundle of ten,
plus the units. For example, if you say 62, they should make 6
bundles of 10, plus 2 units.
30 minutes 3) Ask the learner to write the number in a table on the board:
4) Repeat the process with different numbers. T U

1) Ask learners to write a tens and units chart:

T U
WRITE

2) Give learners a number between 50 and 100, and ask them to

10 minutes
write the correct numbers in the 10s and units space.

3) Repeat with different numbers.

ASSESS Say a number and ask a learner to point to the correct number on
the hundreds chart.

5 minutes
SUMMARIZE 1) Ask pupils what they have learned today.

2) Ask pupils to practice counting to 50 at home.

 LESSON NUMBER 13.1: ASSESSMENT
CLASS Math assessment
OBJECTIVES  Learners will take a math assessment
MATERIALS 1) Paper and pencils for pupils
1) Explain to learners that they will take an exam. This exam will show
what they have learned. First, they should write their name on the top
INTRODUCTION
of a blank piece of paper. You or advanced learners may have to assist
the younger learners.
10 minutes
1) Dictate the following numbers to learners verbally, without writing
them on the board. Ask the learners to write the numbers down
NUMBER without looking at the papers of anyone else.
DICTATION
5 8 10 17 20 35 70 100
1) Write the following problems on the blackboard. Ask learners to
copy and solve each problem:
MATH PROBLEMS 5+4 = 7–3 = 12 15 18 10
+8 +4 -7 -4
6+2 = 12 – 4 =
CLOSING 1) Ask learners to turn in their papers as they leave. Check to make sure
each paper has a name.
Minti 5
 LESSON NUMBER 13.2: REVIEW AND REINFORCEMENT
TOPIC Review

OBJECTIVES

MATERIALS
1) Distribute learners’ corrected tests from the previous lesson.
REVIEW MATH
PROBLEMS 2) Review and explain any problems that gave learners difficulty.

20 minutes

ADDITIONAL
PRACTICE
ACTIVITIES

35 minutes

CLOSING

5 minutes
 LESSON PLAN 14.1: MATH
TOPIC Units of time
 Learners should be able to recognize units of time
OBJECTIVES  Learners should be able to tell time on a clock in hours and half
hours
MATERIALS  Dummy clock
REQUIRED  Broom sticks or twigs
 Set of number cards (1 to 12) for small groups
1) Say: What have we learnt so far in our math classes?

2) Say: So far, we have learnt about numbers, counting, addition and

subtraction. Today we will start learning about time.
WARM-UP
3) Ask learners when they do different activities, such as come to
The picture can't be
display ed.

school, go to bed, eat dinner, etc. Learners may say general times,
5 minutes such as morning, evening, afternoon, after magrib, etc.

4) Say: “Morning” or “evening” is a nonstandard way of telling time.

Can you think of any disadvantages to telling time this way?
1) Say: A clock is used to tell time more accurately in hours and
minutes.

2) Show a dummy clock (or draw a clock on the board). Explain that
LEARN the short hand is the hour hand, and the long hand is the minute
The picture can't be display ed.

hand.

15 minutes 3) Use the dummy clock to explain how to read time in hours. Give
many examples (3 o’clock, 7 o’clock, 9 o’clock, 2 o’clock, etc).
 4) After learners seem confident in reading hours, show learners how
to read time in half hours. Give many examples (half past 3, half past
7, half past 9, half past 2, etc).

5) Think back to the discussion at the beginning of class. What time

do you wake up? What time do you think we go to school? What time
do you eat lunch?
PRACTICE 1) Put learners in groups and give each group a set of number cards 1
to 12.
The picture can't be display ed.

2) Tell them to arrange the cards on the floor to depict the face of a
clock.
10 minutes
3) Using two sticks to serve as hands of the clock, ask them to show
times such as: 3 o`clock, 7 o`clock, half past 1, etc.
WRITE 1) Draw a clock face on the board that says half past 10.
The picture can't be display ed.

2)Tell learners to copy the face of the clock in their exercise books and
15 minutes say what time it is.
ASSESS 1) Show learners various times on the dummy clock and ask them to
The picture can't be display ed.
say what time it is.

2) If time permits, allow a learner to show times on the clock while

10 minutes the class identifies the time.

SUMMARIZE 1) Ask the learners to tell you what they have learnt today.
The picture can't be display ed.

2) Ask the learners to tell you why clock is a better way of telling time
than nonstandard measures of time.
5 minutes
3) Tell them to practice drawing face of clock at home.
 LESSON PLAN 14.2: MATH
TOPIC Units of time
 Learners should be able to tell time on a clock in hours and in
minutes
OBJECTIVES
 Learners should be able to use the notation of a.m. and p.m.
for various times of the day
MATERIALS  Dummy clock for class demonstration
REQUIRED  Dummy clocks for small group work
1) Say: Yesterday, we learned about hours. Does anyone know
how many hours there are in a day?
WARM-UP 2) Say: There are 24 hours in a day. The first 12 hours (from 12
midnight to 12 midday) are a.m. The second 12 hours (from 12
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midday to 12 midnight) is p.m. Right now, is it a.m. or p.m.?

5 minutes 3) Ask learners to discuss their daily routines, and then say whether
the activity is a.m. or p.m.
1) Say: Today we will learn how to tell time more accurately in
hours and minutes. We can show these minutes on a clock.
2) Use a dummy clock (or draw a clock on the
board) that shows minute marks between hours.
LEARN 3) Say: how many minutes are there between any
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two consecutive numbers? (Learners should say 5).

4) Say: How many minutes are there in an hour? Count by 5s
15 minutes around the clock. Learners should conclude that there are 60
minutes. Then ask how many minutes there are in a half hour.
5) Make the clock show 9:27.
Say: The short hand shows hours. The long hand
shows minutes. What time is shown here?
6) Demonstrate various times on the clock, each
time asking the learners to recognize and read the time.
 1) Put learners in small groups and give each group a dummy clock.
PRACTICE
2) Say “34 minutes past 7” and ask each group to make the time on
the clock. The members of the group should agree whether it is
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10 correct or not.
minutes 3) Continue saying different times until all or most of the group
members had a turn at showing a time.
Say: There is an easier way of writing the time. Example, 27
minutes past 9 can be easily written as 9:27.

Write:
9:27
WRITE
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10 minutes Show more examples

 Ask the learners to copy the face of clock on the board and
write the time under it.
 Ask learners to draw faces of a clock showing these times:
 7:45
 11:22

ASSESS Show the following times on a clock face and ask learners to say the
time.
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1. 6:20
2. 5:15
5 minutes 3. 7:45
4. 10:13
READ ALOUD 1) Read aloud “Wani Sarki Wanda Ke Son Ya Rayu Har Abada,” and
ask the comprehension questions.
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2) Ask pupils what they heard about time in the story.

15 minutes 3. Ask pupils what they learned today.
 LESSON PLAN 15.1: MATH
TOPIC Relation among units of time
 Learners should understand the concept of a second
OBJECTIVES  Learners should be able to convert one unit of time to another
(seconds to minutes, minutes to hours)
MATERIALS  Clock with a second hand
REQUIRED

WARM-UP 1) Play, “What is the time” game. Tell learners that you want to go
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display ed.

to a naming ceremony and it takes 30 minutes from your house to

the venue. Tell them you arrive at 11:30. Then ask what time you
5 minutes left your house.
2) Repeat the game again, using different times.
1) Say: What did you learn in the last lesson?
 How many minutes are in an hour? (60)
 How many hours are there in a day? (24)
 Which is a shorter period of time, a minute or an hour?

2) Say: There is a unit of time even smaller than a minute. A second

is the smallest unit of measuring time.

LEARN 3) Show the class a wall clock with a second hand. Ask the class to
count as the second hand moves. Ask them how many seconds they
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could count in one complete turn (one minute).

10 minutes
4) Ask learners if they think they can hold their breath for 30
seconds. Time them on the clock.

5) Write the following problems on the board. Ask learners to

complete the problem verbally, then ask volunteers to write the
correct answer on the board.
______ seconds in a minute
______ minutes in an hour
______ hours in a day
 1) Write a list of tasks on the board. Ask learners to estimate how
much time a task will take.

Task Estimated time Actual time

PRACTICE Walk round
the class
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Write
numbers 1 to
30
20 minutes Collect 10
stones

2) Ask some learners to do the tasks on the chart. Time them, then
write their actual time on the chart.

3) Ask learners to compare estimated and actual time.

WRITE 1) Ask the learners to copy the completed table above in their
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exercise books.
15 minutes
ASSESS Tell pairs to ask each other questions about the number minutes in
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an hour, number of hours in a day. Ask pairs to share their questions

and answers with the class.

5 minutes

SUMMARIZE  Ask learners what they have learnt today.

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 Ask learners when they might need to tell time in their daily
lives.
 Ask them to check whether their siblings and friends know
5 minutes how many seconds are in a minute.
 LESSON PLAN 15.2: MATH
TOPIC Relation among units of time
OBJECTIVES  Learners should be able to change from one unit of time to
another (minutes to hours, days to hours, etc).
 Learners should be able to read dates on calendar
MATERIALS  Calendar
REQUIRED  Cards that say 7 days, 14 days, 21 days, 28 days, 1 week, 2
weeks, 3 weeks 4 weeks
1) Play, “What is the time” game. Tell learners that you want to
WARM-UP visit a friend and it takes an hour and a half to arrive at the venue.
Tell them you arrive at 4:00 p.m. Then ask what time you left.
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display ed.

5 minutes 2) Repeat the game again, using different times.

1) Say: What units of time have we learnt about so far? Are there
other ways to measure time?

2) Ask learners what they do on various days of the week. Then ask
what they do during various months of the year.

LEARN 3) Show learners a calendar. Show them how to find days of the
week.
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15 minutes 4) Using the calendar, ask learners to help you count the number of
days in a week, weeks in a month, and months in a year.

5) Show learners how to read dates on the calendar. Ask learners if

they know their birthdate. Then ask them to find the date on the
calendar. Repeat with different learners.

6) Ask learners how many days there are in one week, two weeks,
three weeks and four weeks.
 7) Lay all of the day and weeks cards face down. Ask a learner to
draw two cards. If the cards match (for example, one card says 14
days and the other card says 2 weeks) the learner can keep the card.
1) Write the following on the board:
i. Today is __________
ii. Yesterday was __________
iii. This month is ____________
PRACTICE
iv. Next month will be ____________
v. There are _____ days in January
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vi. There are _____ days in a year

10 minutes 2) Tell the learners to discuss their responses in groups. Then ask for
volunteers to fill in the blanks on the board.

3) Show learners how to check their answers with a calendar.

WRITE 1) Tell learners to copy the completed sentences in their exercise
books
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10 minutes
1) Say: How many weeks in a month? (4)
ASSESS
How many months in a year? (12)
How many weeks in a year? (52)
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How many days in a year? (365)

5 minutes 2) If time remains, say a date and ask a learner to find it in the
calendar.
READ 1) Read aloud “Ranar Haihuwar Talatu,” and ask the comprehension
ALOUD questions.
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2) Ask pupils what they heard about time in the story.

3) Ask pupils what they learned today.
15 minutes
 LESSON PLAN 16.1: MATH
TOPIC Addition within 50
 Learners should be able to use concrete objects to add within 50
OBJECTIVES
 Learners should be able to use + and = signs correctly
MATERIALS  Paper rolled into shape of a ball
REQUIRED  Sticks tied in bundles of tens and units
Play the “hot potato” game. Ask learners to stand in a circle and give
them paper rolled into a ball. Tell them that it is a hot potato and
WARM-UP should not hold it for long because it will burn them. Starting from 2,
any person who catches the ball should add another 2 to the total and
throw it to another. Any person that says wrong answer or allows the
5 minutes ball to remain with him longer than 5 seconds is out of the game.
1) Say: What does addition mean?

2) Remind learners that addition is putting two or more groups of

similar objects together. For example, 10 pencils + 6 pencils is 16
pencils. Show learners a bundle of ten plus six units.

3) Say: Today we will learn to add with larger numbers. Show learners
bundles of sticks that represent 12 (one bundle of 10 plus 2 units) and
LEARN 24 (two bundles of 10 plus 4 units).

15 minutes

4) Tell learners that a bundle of ten is counted as a “tens” unit. Two

loose sticks would count as two “ones” units. Write T U, then 12
underneath.
TU
12
 5) Ask learners what two bundles of ten plus four
TU
loose sticks would be. Add it to the equation.
12
24
6) Show learners how to combine the sticks to make 36. Then
36
show them how to add the units and tens columns to get 36.
Say: Two and four make six units, and one ten plus two tens
makes thirty. That gives us 36.
1) Write these problems on the board, and ask learners to solve them in
PRACTICE groups. They should first demonstrate the problem using sticks, and
then add the units and tens on the board.

1. T U 2. T U 3. T U
2 4 16 2 4
10 minutes + 2 1 +1 3 + 5

2) Ask learners to come to the board to explain their answers.

Write the following problems on the board. Ask learners to copy
WRITE them and write the correct answer in their books.
1. T U 2. T U 3. T U
1 2 18 2 4
15 minutes + 1 9 + 20 +1 5

ASSESS 1) Ask learners to check their answer with a friend.

2) Ask volunteers to write the answers on the board, explaining

how they got their answers.
10 minutes
1) Ask the learners what they learnt today. Ask learners when they might use
SUMMARIZE addition in their daily life.

2) Tell them to practice solving the following addition problems at home:

TU TU TU
23 32 14
5 minutes
+21 +27 +12
 LESSON PLAN 16.2: MATH
TOPIC Addition within 50
OBJECTIVES  Learners should be able to add numbers within 50 involving
crossing 10
 Learners should be able to solve a one-step word problem
involving addition
MATERIALS  Paper rolled into shape of a ball
REQUIRED  Sticks tied in bundles of tens and units
Play the “hot potato” game with addition of different numbers (for
WARM-UP example, ask learners to add 3 instead of 2 each time they toss the
5 minutes “potato”).

1) Say: There are 14 people at a wedding, and 23 more arrive.

How many are there total?

LEARN 2) Show learners how to represent this problem with addition and
sticks:

15 minutes 14
+23

3) Say: There are 14 people at a wedding, and 27 more arrive.

How many are there total?
 4) Explain that this is harder to solve, because the ones units add
up to more than 10. Show how you can use sticks to create a new
bundle of ten. In the equation, show how you add up the right-
hand column, then bring the tens unit to the top of the left column
and add it with the other tens units.

1) Write these problems on the board and distribute bundles of

PRACTICE
sticks. Ask learners to solve each problem with sticks, and then on
the board.

24 16 18 25
10 minutes +19 +15 +26 +25

2) Ask learners to copy the following problems in their books

WRITE
and solve them.
17 26 13
10 minutes +23 +15 +28

ASSESS Say: Musa has 17 naira. His father gave him 22 naira. How much
money does he have altogether?

Ask learners to write the equation and solve it. Then ask a learner to
5 minutes solve the problem on the board.
READ 1) Read aloud “Tsakanin Goggon Biri Da Sauran Dabbobin Dawa,”
ALOUD and ask the comprehension questions.
2) Ask pupils what they heard about addition in the story.
3) Ask pupils what they learned today.
15 minutes
 LESSON PLAN 17.1: MATH
TOPIC Subtraction within 50
 Learners should be able to use concrete objects to subtract within
50
OBJECTIVES
 Learners should be able to use - and = signs correctly

MATERIALS  Sticks in bundles of tens and units (for small group work)
REQUIRED
Oyoyo oyoyo
WARM-UP Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya
Ya sawo muna goriba In ka ci ɗaya saura ɗaya
5 minutes Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya
Naci daya saura uku

1) Say: What does subtraction mean?

Subtraction means taking away a objects from a group. For example, I
could have 9 books and take away 4. We use the minus sign for
subtraction. Equals shows what I am left with.

2) Write: 9 books – 4 books = 5 books.

LEARN 3) Say: Today we will practice subtraction with double digit numbers.
We will need to think about our tens and units.
15 minutes
4) Show learners 27 sticks, then take away 11 from the
group. Ask learners how many are left.
27
5) Write:
-11
6) Show learners how to solve the problem, starting with the ones unit.
 1) Put learners in small groups. Give each group a set of 30 sticks.
PRACTICE
2) Say the following problems as you write them on the board. Ask
groups to solve the problems using sticks.

24 28 17 29
10 minutes
-10 -21 -11 -12

3) Call learners to write the answers on the board.

Write these subtraction problems on the board. Ask learners to
copy them in their books and solve them.
WRITE
34 28 36 16
-12 -18 -24 - 5
15 minutes

1) Ask learners hold their exercise books in the air to show they
ASSESS have finished.

2) Ask volunteers to write the answers on the board, explaining how

10 minutes they got their answers.

1) Ask the learners what they have learned today. Ask learners
when they might need subtraction in their daily lives.
SUMMARIZE
2) Tell them to practice solving the following addition problems at
home:
5 minutes 47 25 38
- 22 -15 - 26
 LESSON PLAN 17.2: MATH
TOPIC Subtraction within 50
OBJECTIVES  Learners should be able to subtract numbers within 50, involving
crossing 10
 Learners should be able to solve a one-step word problem involving
subtraction
MATERIALS 1) Bundles of sticks for subtraction problems
REQUIRED
Oyoyo oyoyo Naci daya saura uku
Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
WARM-UP
Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya
Ya sawo muna goriba In ka ci ɗaya saura ɗaya
5 minutes Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya

1) Say: What did you learn in our last math class?

Last class, we learned about subtraction. Can you think of other words that
mean “subtract?” (example: take away, minus, reduce, less)

2) Say: Today we will continue practicing subtraction.

There are 47 oranges in a basket. If 22 are eaten, how many are left?
47
3) Write:
LEARN -22
25
4) Say: If I have 47 oranges in a basket. If 29 are eaten, how many are left?
15 minutes
47
5) Write:
-29
6) Say: This is harder because 9 is more than 7.
Therefore, we borrow from our groups of 10 to make 17 instead of 7.

7) Show learners how to borrow 10 and solve the problem.

8) Give additional examples. Use sticks to demonstrate if needed.

 1) Write: Jamila has 50 eggs. She sells 31. How many does she have now?
PRACTICE
2) Write: Isah has 45 naira. He buys a pencil with 18 naira. How much
money remains?

3) Ask learners to read the questions on the board, then work in small
10 minutes
groups to solve the problems.

Write these subtraction problems on the board. Ask learners to copy

them in their books and solve them.
WRITE
42 24 46 33
-23 -15 -24 -16
10 minutes

1) Ask learners hold their exercise books in the air to show they have
finished.
ASSESS
2) Ask volunteers to write the answers on the board, explaining how they
got their answers.
5 minutes
3) Say: When you do you think you could use subtraction in your daily
life?
READ 1) Read aloud “Tsohuwa Mai Hikima Da Shashashan Bara,” and ask the
ALOUD comprehension questions.
2) Ask pupils what they heard about subtraction in the story.
15 minutes 3) Ask pupils what they learned today.
 LESSON PLAN 18.1: MATH
TOPIC Number Sense 1 to 100
OBJECTIVES  Learners should be able to identify numbers from 1 to 100
 Learners should be able to write the numbers 50-75
MATERIALS  Hundreds chart
REQUIRED  Flash cards
 Sticks in tens and units
Waƙar Ƙirge
Ɗaya mafarin ƙirge, Shida kafafun sauro.
WARM-UP
Biyu idanun dabba, Bakwai kwanakin mako.
Uku duwatsun murhu, Takwas goma ba biyu kenan.
Huɗu ƙafafun tebur, Tara daga ke sai goma.
5 minutes
Biyar na yatsun hannu. Goma biyar biyu kenan.

1) Say: During the previous lessons we learnt numbers up to 50. Today

we will learn numbers up to 100.

2) Call ten learners to the front of the room. Ask them each to hold up
ten fingers. Then count their fingers to show that there are 100 fingers.

3) Show learners the Hundreds Chart. Point to each number while

learners count with you from 50 to 100.
LEARN
4) Draw a flash card at random between 50 and 100. Ask a volunteer to
name the number, then match it to the identical number on the
15 minutes hundreds chart. Repeat with different numbers.

5) Ask a learner to draw a flash card at random, then ask the learner to
count the correct number of corresponding sticks (using bundles of 10
plus units). For example, if a learner draws 67, the learner should select
6 bundles of 10 sticks, plus 7 loose sticks.

Repeat with different numbers.

 PRACTICE
1) Form groups 3-5 learners. Ask learners to collect 100 of something.
For example, they could find 100 stones, 100 leaves, or 100 sticks.

2) If time remains, ask groups to organize their objects into 10 groups of

10 minutes 10.

WRITE 1) Ask learners to write numbers 50-75 in their exercise books. If learners
do not finish in the time provided, they may finish as homework.

15 minutes

ASSESS 1) Point to numbers 50-100 on the Hundreds Chart (in order) while
learners count. Listen carefully to the learners to hear if they count
correctly.

10 minutes2) Point to a number at random on the Hundreds Chart and ask learners
to identify it.
SUMMARIZE 1) Ask learners what they have learned today.

2) Ask learners to finish writing their numbers at home.

5 minutes
 LESSON PLAN 18.2: MATH
TOPIC  Number Sense 1-100

OBJECTIVES  Learners should be able to identify numbers from 1 to

100
 Learners should be able to write the numbers 76-100
MATERIALS  Hundreds Chart
REQUIRED  Flash cards from 0-9
 Sticks in tens and units, flash cards, 100 square chart
Waƙar Ƙirge
WARM-UP Ɗaya mafarin ƙirge, Shida kafafun sauro.
Biyu idanun dabba, Bakwai kwanakin mako.
Uku duwatsun murhu, Takwas goma ba biyu kenan.
Huɗu ƙafafun tebur, Tara daga ke sai goma.
5 minutes
Biyar na yatsun hannu. Goma biyar biyu kenan.
1) Say: What did we learn yesterday?
Today we will keep practicing counting to 100.

2) Say a number and ask learners to count forward until you say
“Stop.” For example, if you say “43” learners should start counting
LEARN 43, 44, 45… until you say “stop.” Repeat with different numbers.

3) Show learners the Hundreds Chart. Point to each number while

learners count with you from 50 up to 100.
15 minutes
4) Point to each number while learners backwards from 100 to 50.

5) Say: I have digits 0 through 9 on these cards. I’ll ask volunteers

to draw two cards, combine them to make a number. For
example, if you draw 7 and 3, the number could be 73.
Allow different learners to try drawing cards to make a number.
Make sure learners say what number they made.
 1) Form groups of 3-5 learners. Ask learners to collect 100 of
PRACTICE something. For example, they could find 100 stones, 100 leaves, or
100 sticks.
10
2) If time remains, ask groups to organize their objects into 10
minutes groups of 10.

WRITE 1) Ask learners to write numbers 76-100 in their exercise books. If

learners do not finish in the time provided, they may finish as
homework.
10 minutes
ASSESS 1) Point to a number at random on the Hundreds Chart and ask
learners to identify it.

5 minutes
READ ALOUD 1) Read aloud “Biri Mai Rawa,” and ask the comprehension
questions.
2) Ask pupils what they heard about subtraction in the story.
15 minutes 3) Ask pupils what they learned today.
 LESSON NUMBER 19.1: PRACTICE AND ASSESSMENT
TOPIC Math assessment
 10 pupils will take a one-on-one math test
OBJECTIVES
 Remaining pupils will complete math problems
MATERIALS 1) Paper and pencils for pupils
1) Before class, write these math problems on the board:

10 + 13 = 24 + 7 = 20 – 7 = 35 – 5 =

BEFORE 32 24 38 16
CLASS +15
20 – 7 = +14
35 – 5 = +7 +26
BEGINS
44 24 46 23
-23 -12 -27 -16
1) Ask learners to sit in pairs. An advanced learner should sit with a
beginning learner.
ASSIGN PAIR
WORK 2) Distribute paper and pencils. Explain that learners should copy and solve
each problem on the board.
10 minutes
3) Choose 10 learners at random. Explain that you will call then one by one
during the class to take an assessment.
1) Call the first learner. Sit in a quiet place separate from other learners.

2) Explain to the learner that you will ask a few math questions.

3) Show the learner the numbers and math problems. For numbers, learners
ASSESSMENT
should simply name the number in Hausa. For addition and subtraction, the
learner should solve each problem. After each task, mark the total correct,
45 minutes
making note of difficulties. During the assessment, do not help the learner
or give away the answers. You can help the learner in the next lesson.

4) Call the next learner who was selected. Repeat steps 1-3. Continue until
you have tested all 10 learners.
CLOSING 1) Ask learners to hold up their papers to show what they have written.
5 minutes 2) Collect the papers for correction.
 8 10 17 45

50 65 74 83
8+9= 12 + 17 =
25 28
+14 +16

9-7= 27 - 10 =

28 42
-13 - 25
Name Numbers Addition Subtraction Notes
correct correct correct
1. /8 /4 /4

2. /8 /4 /4

3. /8 /4 /4

4. /8 /4 /4

5. /8 /4 /4

6. /8 /4 /4

7. /8 /4 /4

8. /8 /4 /4

9. /8 /4 /4

10. /8 /4 /4

Observations:

Teacher signature:___________________________________
Date: __________________________________________________
 LESSON NUMBER 19.2: REVIEW AND REINFORCEMENT
TOPIC Review
OBJECTIVES  Provide remediation to struggling learners
MATERIALS
1) Distribute learners’ corrected assignment from the previous day.
REVIEW MATH
PROBLEMS 2) Review and explain any problems that gave learners difficulty.

20 minutes
Conduct review activities with the learners on number recognition,
addition and subtraction. Focus on the mathematics skills that
ADDITIONAL learners struggled with in the test.
PRACTICE
ACTIVITIES
Put learners in small groups so that they can practice the areas that
cause them difficulty. Put at least one advanced learner in each
35 minutes group to guide the others.

1) Ask learners if they have quesitons.

CLOSING

5 minutes
2) Ask learners to continue practing addition and subtraction
problems at home.
 LESSON PLAN 20.1: MATH
Addition within 100
TOPIC

 Learners should be able to add within 100 using concrete

OBJECTIVES objects
 Learners should be able to use + and = signs correctly
 Ball of crumpled paper
MATERIALS
REQUIRED  Flash cards with double digit numbers (34, 52, 67, 21, etc)

Play the “hot potato” game. Ask learners to stand in a circle and give
them paper rolled into a ball. Tell them that it is a hot potato and they
WARM-UP should not hold it for long because it will burn them. Starting from 2,
any person who catches the ball should add another 2 to the total and
throw it to another. Any person that says wrong answer or allows the
5 minutes ball to remain with him longer than 5 seconds is out of the game.
1) Say: What is addition? (answer: combining like groups together)
Say: How do you think a fruit seller might use addition at the
market?Today we will practice addition within 100.

2) Say: You can write the same addition problem two different ways.
25
Write: 25 + 20 =
LEARN +20
Ask a volunteer to solve the problems.

15 minutes 3) Say: It’s easier to do vertical addition because we can align our
tens and units. Remember that when our units add up to more
than 10, we have to cross over to the tens column.

4) Ask learners to help you solve these problems on the board:

35 47 55 78
+40 +22 +36 +14
 1) Form groups of 3-5 learners. Give each group a pair of cards.
PRACTICE
Each card should have a different double digit number on it. For
example, one card could say 35 and another card could say 42. Ask
learners to solve the problem using vertical addition.

15 minutes 2) Ask learners to switch cards with another group and solve the
new sum.
1) Write these sums on the board. Ask learners to copy them, then
WRITE
write the answer in their exercise book.
67 82 45
10 minutes
+13 +13 + 46

 1) Ask learners to hold up their exercise books to show the correct

ASSESS answers.

2) Ask learners to compare their answers with a friend, and correct

each other’s work if necessary.
10 minutes
3) Ask learners to write the correct answers on the board.
Ask the class what they learned today.
SUMMARIZE
 Ask learners to complete the following at home:

24 62 35
5 minutes +18 + 29 + 56
 LESSON PLAN 20.2: MATH
TOPIC Addition within 100
OBJECTIVES  Learners should be able to add numbers within 100 using
concrete objects crossing the tens
 Learners should be able to solve one-step word problems
involving addition
MATERIALS  Crumpled ball of paper
REQUIRED  Word problem cards
WARM-UP Play the “hot potato” game with addition of different numbers (for
example, ask learners to add 4 instead of 3 each time they toss the
5 minutes
“potato.”).
1) Say: Yesterday we learned addition of numbers up to 100.
Today we will focus on solving word problems. Make sure you
listen carefully so you can solve the problem.

2) Say: There are 44 pupils in primary one and 35 in primary two.

How many pupils are there all together?
LEARN Ask learners to estimate the answer. Then ask a learner to solve
the problem on the board.

15 minutes 3) Say: My brother had 32 goats and bought 25 more. How many
does he have now?
Ask learners to estimate the answer. Then ask a learner to solve
the problem on the board.

4) Ask different learners to think of their own word problems. Then

ask the class to estimate the answer and solve them on the board.
 PRACTICE 1) Form groups of 3-5 learners. Give each group a different word
problem on it (these should be prepared before class). Ask learners
to write the problem in vertical form and solve. If they finish on time,
they can exchange the cards and try another.
10 minutes
WRITE 1) Write the following on the board: Hauwa bought a pen for 35
naira and a book for 47 naira. How much did she spend?
10 minutes 2) Ask learners to solve the problem in their exercise books.
ASSESS 1) Ask some pupils to explain how they got the answers.

2) For homework, ask learners to write a word problem and solve it.
5 minutes
READ 1) Read aloud “Tsakanin Goggon Biri Da Sauran Dabbobin Dawa,”
ALOUD and ask the comprehension questions.
2) Ask pupils what they heard about addition in the story.
3) Ask pupils what they learnt today.
15 minutes
 LESSON PLAN 21.1: MATH
TOPIC Subtraction within 100
 Learners should be able to subtract numbers within 100 using
OBJECTIVES concrete objects
 Learners should be able to use - and = signs correctly
MATERIALS  Number cards with double digits
REQUIRED
Oyoyo oyoyo
WARM-UP
Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya
Ya sawo muna goriba In ka ci ɗaya saura ɗaya
5 minutes Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya
Naci daya saura uku
1) Say: What is subtraction? (answer: taking something away)
Say: Last week, we talked about how a fruit seller might use addition at
the market. How do you think a fruit seller might use subtraction?
Today we will practice subtraction within 100.

2) Say: You can write the same addition problem two different ways.
25
Write: 25 - 10 =
LEARN - 10
Ask a volunteer to solve the problems.

15 minutes 3) Say: It’s easier to do vertical subtraction because we can align our
tens and units. Remember that when the bottom unit is larger than
the top unit, we must borrow from the tens column. Show
21
learners a quick example:
- 7
4) Ask learners to help you solve these problems on the board:
36 47 52 86
- 12 - 22 - 33 - 27
 PRACTICE 1) Form groups of 3-5 learners. Give each group a pair of cards.
Each card should have a different double digit number on it. For
example, one card could say 41 and another card could say 85. Ask
learners to create a subtraction problem with the two numbers,
then solve it.
10 minutes
2) Ask learners to switch cards with another group and solve the
new subtraction problem.
1) Write these sums on the board. Ask learners to copy them, then
WRITE write the answer in their exercise book.
57 82 47 65
15 minutes - 13 - 43 - 39 -46

 1) Ask learners to hold up their exercise books to show their

ASSESS answers.

2) Ask learners to compare their answers with a friend, and correct

each other’s work if necessary.
10 minutes
3) Ask learners to write the correct answers on the board.
Ask the class what they learnt today.
SUMMARIZE
 Ask learners to complete the following at home:

34 72 85
5 minutes
-18 - 29 - 56
 LESSON PLAN 21.2: MATH
TOPIC Subtraction within 100
OBJECTIVES Learners should be able to subtract numbers within hundred
involving crossing from tens to units
Learners should be able to solve one step word problem involving
subtraction
MATERIALS  Flash cards
REQUIRED
Oyoyo oyoyo
WARM-UP Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya
Ya sawo muna goriba In ka ci ɗaya saura ɗaya
Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya
5 minutes Naci daya saura uku

1) Say: Yesterday we learnt subtraction within 100. Today we

will focus on solving word problems. Make sure you listen
carefully so you can solve the problem.

2) Say: There are 54 learners at school, and 22 go home. How

many learners remain?
Ask learners to estimate the answer. Then ask a learner to solve
LEARN
the problem on the board.

3) Say: My brother had 32 goats and but sold 15. How many
15 minutes
does he have now?
Ask learners to estimate the answer. Then ask a learner to solve
the problem on the board.

4) Ask different learners to think of their own word problems.

Then ask the class to estimate the answer and solve them on
the board.
 PRACTICE 1) Form groups of 3-5 learners. Give each group a different word
problem on it (these should be prepared before class). Ask
learners to write the problem in vertical form. First they should
estimate the answer, then solve it. If they finish on time, they
10 minutes can exchange the cards and try another problem.
WRITE 1) Write the following on the board: Amina’s chickens laid 44
eggs. Amina sold 25. How many does she have now?
10 minutes 2) Ask learners to solve the problem in their exercise books.
ASSESS 1) Ask some pupils to explain how they got the answers.

2) For homework, ask learners to write a word problem and solve

5 minutes it.
READ ALOUD 1) Read aloud “Asabe Ta Koyi Darasi,” and ask the
comprehension questions.
2) Ask pupils what they heard about subtraction in the story.
15 minutes 3) Ask pupils what they learnt today.
 LESSON PLAN 22.1: MATH
TOPIC Addition and Subtraction within 100
OBJECTIVES Learners should be able to solve addition problems within 100
using money and objects
MATERIALS Inexpensive store items (pencil, soap, kola nut, candy).
REQUIRED Paper and pens to make price tags
WARM-UP Ask learners to count backward from 100 until you say “Stop.”

Choose other starting points (for example, 55 or 32). Ask learners

5 minutes to count backwards until you say “Stop.”
1) Say: We have been learning about addition and subtraction. Can
you give examples of how we use addition and subtraction in daily
life?
Say: Today we will talk about addition at the market. We are going
to use an imaginary store to practice addition.

2) Display 5 different items (for example, a pencil, a pen, exercise

LEARN book, soap, kola nut). Display a price tag for each item that is 50
naira or less.

15 minutes 3) Call a learner to the front. Explain that the learner should choose
any two items. The learner should estimate the total cost of the two
items, then confirm the estimate by writing the sum on the board.

4) Call another learner to the front. Ask the learner to choose three
items from the store. The learners should estimate the total cost,
then confirm by writing the sum on the board.

5) Continue with different learners.

 1) Put learners in small groups. Explain that they are in a store and
PRACTICE one learner per group is the vendor. Give each vendor 5 objects
and ask the vendor to put a price on each item (50 naira or less).

2) Each learner in the small group should choose two items from
the store, then add them to find the total cost.
20 minutes
3) Tell learners in each group that they have only 70 Naira to
spend. Ask learners to find what combinations of items they can
buy.
WRITE Say: I will say a word problem. You should write down the sum.

Musa buys a pencil for 10 naira, an exercise book for 35 naira,

10 minutes and an eraser for 20 naira. How much does he spend altogether?
ASSESS 1) Ask learners to hold up their exercise books to show they have
added 10 + 35 + 20. Then ask a learner to solve it on the board.

2) Ask “How much” problems. For example, say: If I spend 50 naira

5 minutes on rice and 30 naira on fruit, how much do I spend?
SUMMARIZE 1) Ask learners what they learnt today.

2) Ask learners to practice adding costs with a family member or

friend.
5 minutes
 LESSON PLAN 22.2: MATH
TOPIC  Subtraction within 100

OBJECTIVES Learners should be able to make change using subtraction

MATERIALS Inexpensive store items (pencil, soap, kola nut, etc).
REQUIRED Naira notes (fake or real)
Paper and pens to make price tags
WARM-UP 1) Ask the pupils to count in fives up to 100. If available, show
5 naira notes while you count.
5 minutes
1) Say: In the last lesson, we learnt about adding prices. Today
we are going to talk about making change. Where have you
seen people make change?
Say: We use subtraction to make change.

2) Display 5 different items (for example, a pencil, a pen,

exercise book, soap, kola nut). Display a price tag for each item
that is 20 naira or less.
LEARN
3) Give a learner a 100 note (real or fake). Explain that the
learner should choose any two items and add the cost together.
15 minutes
4) Say: If the learner pays with a 100 naira note, how much
change does he get? After the class responds, give the learner
his change.

5) Write the subtraction sum on the board to confirm the

learners’ response.

6) Repeat steps 3-5 with different learners.

 1) Put learners in small groups and explain that they are in a
store. One learner per group is the vendor. Give each vendor 5
PRACTICE objects and ask the vendor to put a price on each item (50
naira or less).

2) Explain that all other learners in the group have 100 Naira
15 minutes to spend. Each learner should buy 2 items from the store, and
the vendor should give proper change.

3) If time remains, ask learners to take turns being the vendor.

Say: I will say a word problem. You should write down the
WRITE
subtraction problem and solve it.

15 minutes Musa has 100 Naira. He spends 75 Naira on school supplies.

How much change does he receive?
ASSESS 1) Ask learners to hold up their exercise books to show they
have subtracted 100 - 75 = 25.

2) Ask “How much” problems. For example, say: If I buy kola

5 minutes nuts for 30 naira and pay with a 50 naira note, how much
change do I receive?
READ ALOUD 1) Read aloud “Tsaron Shago Dabo,” and ask the
comprehension questions.
2) Ask pupils what they heard about money in the story.
15 minutes 3) Ask pupils what they learnt today.
 LESSON PLAN 23.1: MATH
TOPIC Units of length

OBJECTIVES Learners should be able to use nonstandard units of length

MATERIALS  Assorted objects for measurement (pencils, sticks rope, etc)
REQUIRED
1) Show ten objects to the class (for example, a pencil, book, rope, leaf,
WARM-UP etc). Ask learners to order them from longest to shortest.

2) Say: Who is the tallest in the class? Who is the shortest? How can
5 minutes we find out?
Ask learners to guess who is the tallest, then line children up to find
out.
1) Say: Today we will talk about length. We can measure length in
different ways. For example, we can measure length using our arms.
How many arm lengths is the blackboard? Allow learners to guess,
then measure with your arm to find the answer.

2) Say: If we call a learner to measure instead of the teacher, how

many arm lengths is the blackboard? Call two different learners to
measure.

LEARN 3) Say: Instead of measuring with our arms, we can also measure with
our hands. How many hand lengths is the blackboard? Call two
different learners to measure it.
15 minutes
4) Ask learners to help you fill out the chart according to what you
found.
Name Teacher Learner A Learner B
Hand span
Arm
 1. Ask learners to copy the following chart into their exercise books.

Unit of measure Learner A Learner B

PRACTICE Stride
Feet

2. Tell learners to work in pairs. Each learner should measure the same
distance (for example, the length of the classroom). First they should
20 minutes measure with their full stride, then with the length of their feet. They
should copy their findings on their chart.

3. Ask learners to report to the class what measurements they got. Ask
learners why their measurements may be different.

1) Ask learners to make a drawing of different objects that add to the

same length. For example, they could draw pictures of hands lined up
Write next to a person.

ASSESS 1) What other objects could I use to measure length? For example,
pencils, rope, finger length, etc.

2) Ask different learners to show you how to measure classroom items

10 minutes with these objects.

SUMMARIZE 1) Ask the pupils what they have learnt today.

2) Tell them to measure some objects at home with feet, arm, hand
span.
5 minutes
 LESSON PLAN 23.2: MATH
TOPIC Measurement of length
OBJECTIVES Learners should be able to measure different object in meters and
centimeters
Learners should be able to estimate length and measure
MATERIALS  Meter stick
REQUIRED  Meter sticks (real or made out of paper) for the learners.
Tell the class this story: One day Hassan and Hadiza were arguing about
WARM-UP the size of their classroom. Hassan, who was 15 years old, said he could
walk across the classroom in 10 large steps. Hadiza, who is 8 years old,
said she could walk across the classroom in 20 steps. Why do you think
they had different measurements?
5 minutes
1) Say: Yesterday we learnt nonstandard measurements, like hands and
feet. What is difficult about this kind of measurement?
LEARN
2) Say: Nonstandard measurements give us different measurements.
Standard measurements all give us the same answer. One common
standard measurement is called “meter.”
20 minutes
3) Show learners how to measure the blackboard (or another short
distance) with a meter stick. Then ask learners to try measuring with the
meter stick.

1) Go outside with the learners. Ask learners to form small groups.

PRACTICE 2) Provide each group with a meter stick. (If meter sticks are not
available, you can draw a line in the sand the length of a meter. You can
also give them meter sticks made out of paper).

3) Ask learners to find objects that are the length of one meter. They can
10 minutes line up multiple objects end-to-end if they wish (for example six books
may be as long as one meter).
 1) Ask learners to write a list of the items they found that were one
WRITE meter. For example:
6 books: 1 meter
10 minutes 15 pencils: 1 meter
21 leaves: 1 meter
ASSESS 1) Ask learners to estimate how many meters long the class is, and how
many meters tall the teacher is.

2) Ask learners to confirm their estimates using the meter stick.

5 minutes
READ 1) Read aloud “Labarin ‘Yar Sarki Da Masunta,” and ask the
ALOUD comprehension questions.
2) Ask pupils what they heard about measurement in the story.
3) Ask pupils what they learnt today.
15 minutes
 LESSON PLAN 24.1: MATH
TOPIC Measurement

OBJECTIVES  Learners should be able to measure using centimeters

 Learners should be able to convert from one unit to another
MATERIALS  Meter rule
REQUIRED  Classroom objects (pencil, book, paper, etc)
 Strips of paper 10 centimeters in length, with centimeters marked
WARM-UP Say: We are going to play a game called Greater Than or Less
Than. I will say an object, and you tell me if it is greater than or
less than a meter. (Examples: horse, fish, car, bicycle, book, hand,
5 minutes pencil).
1) Say: Yesterday we learnt about meters. Do you think that
everything can be easily measured with a meter stick?

Say: Some measurements are too far to be easily measured with

a meter stick. For example, the distance from here to Abuja
should be measured in larger units. We measure this distance in
kilometers. One kilometer is 1,000 meters.

LEARN Say: Other items are too short to be measured with a meter stick.
Therefore, we need smaller units. These smaller units are called
centimeters. Every meter stick is divided into 100 centimeters.
15 minutes
2) Trace the meter stick on the board. Then ask learners to count
aloud with you as you make 100 tick marks for the centimeters.
Make sure to make a longer tick mark at 10, 20, 30, 40, etc.

3) Ask volunteers to choose an object from the classroom (pencil,

cap, finger, etc) and guess how many centimeters their object is.
They should confirm their guess by measuring on the blackboard.

4) Say: Let’s review. How many centimeters are in one meter?

 Say: Imagine you are a tailor. Do you think that understanding
centimeters could help you do your work? How?
PRACTICE 1) Put learners in small groups. Give each group a measuring stick
that is 10 centimeters long.

2) Ask learners to find 5 objects to measure against their

10 minutes centimeter stick. Then ask them to order their objects from longest
to shortest.
WRITE 1) Ask learners to draw a fish (or another animal or object) that is 5
centimeters long. Then they should check their drawing with
measuring stick.
15 minutes

ASSESS 1) Call 5 learners to the front of the room. Ask each learner to draw
a line of a different length.

2) Ask learners to estimate how long each line is in centimeters.

10 minutes Then ask volunteers to measure them.

SUMMARIZE 1) Ask learners what they learnt today.

2) Ask learners how many centimeters are in a meter.

5 minutes
 LESSON PLAN 24.2: MATH
TOPIC  Conversion of units
OBJECTIVES  Learners should be able to convert from centimeter to meter
and vice versa.
MATERIALS  Rulers and meter sticks
REQUIRED
Say: We are going to play a game called Greater Than or Less
WARM-UP
Than. I will say an object, and you tell me if it is greater than or
5 minutes less than a meter. Example objects: horse, fish, car, bicycle, book,
hand, pencil.
1) Say: What did we measure during the last lesson?

2) Say: Some lengths require us to use both meters and

centimeters. For example, a length might be more than one meter
but less than two meters.

3) Draw a line on the board that is approximately one and a half

LEARN meters. Ask learners to estimate the length. Then show learners
how you find the measurement with a meter stick (for example, 1
meter and 30 centimeters).
15 minutes
4) Draw additional lines on the board that are over one meter long.
Ask learners to estimate the length, and then measure.

5) Ask for a learner to come to the front of the room. Ask the class
to guess his height. Then measure to confirm the meters and
centimeters. If time remains, more learners can volunteer to be
measured.
PRACTICE 1) Go outside with learners. Put learners in small groups. Ask each
group to draw a line on the ground that is more than one meter but
less than two. They should estimate the length, then measure it to
check. Groups can take turns using the meter stick.
10 minutes
1) Write the following list of centimeters. Ask learners to convert to
meters and centimeters:
WRITE
135 centimeters = 1 meter 35 centimeters
147 centimeters =
10 minutes
261 centimeters =
588 centimeters =

ASSESS Say: How many centimeters in a meter?

Say: Name an object that is less than ten centimeters.

Name an object that is more than ten centimeters.
5 minutes Name an object that is more than a meter.

READ 1) Read aloud “Labarin ‘Yar Sarki Da Masunta,” and ask the
ALOUD comprehension questions.
2) Ask pupils what they heard about measurement in the story.
3) Ask pupils what they learnt today.
15 minutes
 LESSON PLAN 25.1: MATH
TOPIC Revision of addition
 Identify areas where learners are struggling in addition
OBJECTIVES  Give learners additional practice in addition

MATERIALS  Sticks in bundles and units

WARM-UP Ask learners to count forward and backward, starting at different
points. For example, if you say “forward from 25” they count “25,
26, 27, etc.” If you say “backward from 50” they say “50, 49, 48,
5 minutes 47, etc.”

1) Say: What have we learnt in math in the last few weeks?

Say: Today we are going to review what we have learnt. Who can
tell us what addition means? (Answer: putting two or more groups
of similar objects together).

2) Say: Imagine that there are 25 people at a naming ceremony,

and 16 more arrive. Can you estimate many are there in all?
LEARN
3) After learners estimate an answer, ask for a volunteer to
demonstrate the problem with bundles of sticks.
15 minutes
4) Ask for a volunteer to solve the problem on the board, using tens
and units columns:
T U
2 5
+1 6
5) Ask a learner to come up with their own story
problem, then solve it on the board.
 PRACTICE 1) Ask learners to solve the following in pairs. Circulate to assist
struggling learners.

29 36 56 27 32
15 minutes 42 48 44 14 41
36 18

WRITE Say: Write the sum for this word problem. Hajiya makes 55 masa
for primary 1 and 37 for primary 2. How many masa does she make
in all?
10 minutes
ASSESS Check learners’ notebooks for both pair work and the writing
exercises.

Ask learners to write the correct answers on the board.

10 minutes
1) Ask the class what they learnt today.
SUMMARIZE
2) Give learners the following exercises to try at home.
25 + 16 =
45 + 29 =
5 minutes 34 + 9 + 43 =
 LESSON PLAN 25.2: MATH
TOPIC Revision of subtraction
OBJECTIVES  Identify areas where learners are struggling in subtraction
 Give learners additional practice in subtraction
MATERIALS Sticks in tens and bundles
REQUIRED
Ask learners to count forward and backward in twos, starting at
WARM-UP different points. For example, if you say “Forward from 8, learners
should say 8, 10, 12, 14, etc.”

5 minutes

1) Say: What did we practice in our last class?

Say: Today we are going to review subtraction. Who can tell us
what subtraction means? (Answer: taking something away from a
group).

2) Say: Imagine that there are 58 people at a naming ceremony.

LEARN Then 19 people leave. Can you estimate many people are left?

3) After learners estimate an answer, ask for a volunteer to

15 minutes demonstrate the problem with bundles of sticks.

4) Ask for a volunteer to solve the problem on the board, using tens
and units columns:
T U
5 8
-1 9
5) Ask a learner to come up with their own story
problem, then solve it on the board.
 1) Ask learners to solve the following in pairs. Circulate to assist
PRACTICE struggling learners.

49 36 76 84 41
-22 -18 -36 -56 -15
10 minutes

WRITE Say: Write the sum for this word problem. Hajiya makes 55 masa,
and her family eats 37. How many masa are left?
10 minutes
ASSESS Circulate to check learners’ notebooks.

Ask learners to write the correct answer on the board.

5 minutes
READ 1) Read aloud “Asabe Ta Koyi Darasi,” and ask the comprehension
ALOUD questions.
2) Ask pupils what they heard about subtraction in the story.
3) Ask pupils what they learnt today.
15 minutes
 LESSON NUMBER 26.1: ASSESSMENT
TOPIC Math assessment
OBJECTIVES  Learners will take a math assessment
MATERIALS  Paper and pencils for pupils
1) Explain to learners that they will take an exam. This exam
INTRODUCTION will show what they have learnt. First, they should write their
name on the top of a blank piece of paper.

Tell learners to copy the problems from the board and solve
them.

1) 18 2) 23 3) 63 4) 34
ADDITION +17 +16 +24 45
WITHIN 100
+17
5) There are 27 boys and 38 girls in a
class. How many pupils are there in all?

1) 47 2) 32 3) 77 4) 61
-28 -15 -35 -39

SUBTRACTION
WITH 100 5) There are 45 people in a school. If 20 are boys, how many
girls are on the bus?

6) Salim has a 100 naira note. If he bought a pen for 25 naira

and a sweet for 20 naira, how much is his change?
 LESSON NUMBER 26.2: REVIEW AND REINFORCEMENT
TOPIC Review
 Assist struggling learners in area of difficulty
OBJECTIVES

MATERIALS

REVIEW 1) Distribute learners’ corrected test from the previous day.

MATH
PROBLEMS 2) Review and explain any problems that gave learners difficulty.

20 minutes
Conduct review activities with the learners on addition and
ADDITIONAL subtraction. Focus on the mathematics skills that learners struggled
PRACTICE with in the test.
ACTIVITIES
Put learners in small groups so that they can practice the areas that
cause them difficulty. Put at least one advanced learner in each
group to guide the others.
35 minutes

1) Ask learners if they have quesitons.

CLOSING
2) Ask learners to continue practing addition and subtraction
5 minutes problems at home.
 LESSON PLAN 27.1: MATH
TOPIC  Repeated addition
OBJECTIVES  Learners will be able to solve repeated addition problems

 Ball of crumpled paper

MATERIALS  Stones, leaves, and other small objects
 Paper and pencils for the learners
WARM-UP Play the “hot potato” game. Ask learners to stand in a circle. Give
The picture can't be
display ed.

them paper rolled into a ball. Starting from 2, any person who
catches the ball should add another 2 to the total and throw it to
10 minutes another person.

1) Say: In our math lessons, we learnt how to add up

quantities. Today we will practice addition of equal groups.

2) Call six learners to the front of the classroom. Ask them to

stand in pairs.

3) Say: We can see 2 learners in each group. There are 3

groups, so we will add: 2 + 2 + 2 = 6. We can also say that
LEARN three groups of two equals six.
The picture can't be display ed.

Write: 2 + 2 + 2 = 6
10 minutes
4) Draw two groups of four chairs.

Say: We can see 4 chairs in each group, so we add 4 + 4 = 8.

We can also say that two groups of four equals 8.

5)

Write: 4 + 4 = 8
 6) Ask learners to find objects in the environment to create
other repeated addition problems (for example, 3 groups of 4
pencils).
1) Form groups of 3-5 learners and give each group a set of
stones.

2) Ask learners to make four groups of 2 with the stones. Walk

PRACTICE around to make sure they make correct groupings.
The picture can't be display ed.

3) Ask the learners how many stones are in each group. Then
ask how many groups of stones there are.
15 minutes

4) Ask the learners to add up the total number of stones:

Write: 2 + 2 + 2 + 2 = 8

5) Repeat the process with different quantities (3 groups of 5

stones, 2 groups of 6 stones, etc).
WRITE 1) Draw the following on the board. Ask learners to write a
The picture can't be display ed.

repeated addition equation for each.

10 minutes
ASSESS Ask learners to check their answers with a friend. Then ask a
learner to write the equations on the board.
10 minutes
3+3+3+3= 5+5+5=
1) Ask learners what they learned today.

2) Say: Today we learned about repeated addition. Repeated

addition is when you add the same group of numbers again
SUMMARIZE
and again.
5 minutes
3) Ask learners to copy the following and solve them at home:
4+4+4= 1 + 1 + 1 +1 + 1 =

3+3+3= 5 + 5 + 5 + 5=
 LESSON PLAN 27.2: MATH
TOPIC  Multiplication
Learners will be able to:
OBJECTIVES  Recognize and use multiplication symbol (×)
 Multiply numbers between 1 and 5
MATERIALS  Paper cut outs, stones, leaves, and other small objects
REQUIRED  Paper and pencils for the learners
WARM-UP Play the “hot potato” game. Ask learners to stand in a circle.
The picture can't be
display ed.

Give them paper rolled into a ball. Starting from 3, any person
who catches the ball should add another 3 to the total and
5 minutes throw it to another person.

1) Say: Last class we learnt about repeated addition. Today

we will learn about a shorter way to add the same
quantity.

2) Draw two groups of four chairs.

Say: We can see 4 chairs in each group. There are 2 groups,

so we will add: 4 + 4 = 8. We can also say that two groups
LEARN of four equals 8.
The picture can't be display ed.

3)
15 minutes
Write: 4 + 4 = 8
2x4=8

4) Say: In this problem, the “x” means “times” or “groups

of.” In other words, we see that two groups of four equals
8.

5) Continue practicing examples of repeated addition and

multiplication. In each instance, draw the image on the
 board, write the repeated addition equation, and write the
multiplication equation.
1) Form groups of 3-5 learners and give each group a set of
stones.

2) Ask learners to make 3 groups with 2 stones in each

PRACTICE group. Walk around to make sure they make correct
The picture can't be display ed. groupings.

3) Ask the learners how many stones are in each group.

10 minutes Then ask learners for the total.

4) Write: 2+2+2=6
2x3=6

5) Repeat the process with different quantities (3 groups of

5 stones, 2 groups of 4 stones, etc).
1) Draw the following on the board. Ask learners to write a
WRITE
The picture can't be display ed.
repeated addition equation and a multiplication equation
for each:
15 minutes

ASSESS Ask learners to check their answers with a friend. Then ask
The picture can't be display ed.

a learner to write the equations on the board.

3 + 3 + 3= 5+5= 4+4+4=
3x2= 5x2= 4x3=
10 minutes
1) Read aloud “Gizo Mai Ƙafafu Da Yawa” and ask the
Read aloud comprehension questions.
2) Ask pupils what they heard about multiplication in the
The picture can't be display ed.

story.
5 minutes 3) Ask pupils what they learnt today.
 LESSON PLAN 28.1: MATH
TOPIC  Multiplication
OBJECTIVES  Learners will be able to multiply numbers with results not
exceeding 24
MATERIALS  Stones, leaves, and other small objects
REQUIRED  Paper with multiplication problems written on them
 Paper and pencils for the learners
Waƙar Ruɓanyawa (1)
Ɗaya sau ɗaya – Ɗaya,
WARM-UP
Ɗaya sau biyu - Biyu,
Ɗaya sau uku – Uku,
10 minutes Ɗaya sau huɗu – Huɗu,
Ɗaya sau biyar – Biyar
1) Say: In our previous lesson, we learnt that multiplication
is a simple way of calculating the sum of equal groups,
such as 2 + 2 + 2

2) Draw:

LEARN Say: How many huts are in each group? How many groups
are there?
The picture can't be display ed.

10 minutes 3) Call a learner to the board to represent the problem with

repeated addition. They should write: 3 + 3 + 3 + 3 + 3 = 15

4) Ask learners if there is a shorter way to write this equation.

Then call a learner to write the problem as a multiplication
problem. They should write:
3 x 5 = 15

5) Write: 6+6+6+6, then ask a learner to write it as a

multiplication problem.
 6) Repeat the process using other numbers.

1) Form groups of 3-5 learners. Make sure there is one

advanced learner in each group. Give each group a set of
stones.

PRACTICE 2) Distribute pieces of paper that contain different

The picture can't be display ed.

multiplication problems that connect multiplication to real

life (For example: A farmer has 2 rows of beanstalks, with 5
beanstalks in each row. How many beanstalks does he have
10 minutes altogether)? Learners should represent the problem using
stones, and then solve it symbolically.

3) After learners finish, they should exchange papers and

solve the new problem.
1) Ask learners to copy these problems and solve them.
WRITE
The picture can't be display ed. 2x1= 2x6=
2x2= 2x7=
10 minutes 2x3= 2x8=
2x4= 2x9=
2x5= 2 x 10 =
1) Ask learners to hold up their notebooks to show their
ASSESS answers.
The picture can't be display ed.

2) Ask learners to sit in pairs and quiz each other on their

“times 2” multiplication facts. If learners finish, they can
15 minutes move to more difficult multiplication factsCirculate to listen
and assist learners.
SUMMARIZE 1) Say: Today we practiced multiplication. It helps to
The picture can't be display ed.

practice and memorize our multiplication facts so that we

can quickly find the answer in the future.
5 minutes 2) Ask learners to complete the following problems for
homework:
3x1= 3x6=
3x2= 3x7=
3x3= 3x8=
3x4= 3x9=
3x5= 3 x 10 =
 LESSON PLAN 28.2: MATH
TOPIC  Multiplication
OBJECTIVES Learners will be able to:
 Multiply between numbers 1 and 9
MATERIALS  Stones, leaves, and other small objects
REQUIRED  Paper and pencils for the learners
Waƙar Ruɓanyawa (2)
Biyu sau ɗaya – Biyu,
WARM-UP
Biyu sau biyu - Huɗu,
5 minutes Biyu sau uku – Shida,
Biyu sau huɗu – Takwas,
Biyu sau biyar – Goma
1) Say: Today we are going to continue practicing
multiplication, but with higher numbers. First, let’s review
with lower numbers. If I have 3 groups of learners, with 5
learners in each group, how many learners do I have
altogether?
Are you ready to move onto higher numbers?
LEARN
The picture can't be display ed.
2) Ask 21 learners to come the front of the room and stand in
groups of 3. Ask learners how many total groups there are
(they should say 7).
15 minutes
Write: 7 x 3 = 21

3) Ask the 21 learners to stand in groups of 7. Then ask how

many groups there are (they should say 3).

Write 3 x 7 = 21

Say: What do you notice about these two equations?

 When we multiply, we can write our numbers in either order.
Changing the order means we rearrange the groups, but it
does not change the total.

4) Repeat the process again, using different numbers (for

example, ask for 30 learners to make 6 groups).

1) Form groups of 3-5 learners. Make sure there is one

advanced learner in each group. Give each group a set of
stones.
PRACTICE
The picture can't be display ed. 2) Distribute pieces of paper that each contain a different
multiplication problem. Ask learners to represent the problem
10
with stones, then solve it. For example, if learners receive a
minutes
paper that says 7 x 4, they should make seven groups of four
(or four groups of seven) and write 4 x 7 = 28.

3) Ask groups to exchange papers and do the new problem.

1) Ask learners to copy these problems and solve them.

WRITE 4x1= 4x6=

4x2= 4x7=
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4x3= 4x8=
10 minutes
4x4= 4x9=
4x5= 4 x 10 =

ASSESS 1) Ask learners to hold up their notebooks to show their

The picture can't be display ed.
answers.

2) Ask learners to sit in pairs and quiz each other on their

10 minutes “times 4” multiplication facts. Circulate to listen and assist
learners.
SUMMARIZE 1) Say: Today we practiced multiplication. It helps to practice
The picture can't be display ed.

and memorize our multiplication facts so that we can quickly

find the answer in the future.

10 minutes 2) Ask learners to complete the following problems for

homework:
5x1= 5x6= 10 x 1 = 10 x 6 =
5x2= 5x7= 10 x 2 = 10 x 7 =
5x3= 5x8= 10 x 3 = 10 x 8 =
5x4= 5x9= 10 x 4 = 10 x 9 =
5x5= 5 x 10 = 10 x 5 = 10 x 10 =
 LESSON PLAN 29.1: MATH
TOPIC Division
 Learners will be able to divide piles of objects not
OBJECTIVES exceeding 12 into equal groups
 Learners should recognize and use division symbol
MATERIALS  Stones, leaves, and other small objects
REQUIRED  Paper and pencils for the learners
Say:
 How do you and your siblings share money?
WARM-UP  How do students share food?
5 minutes  How do you share responsibilities?
 Are there other ways that we share in life?
1) Say: Today we will talk about the concept of sharing in
mathematics.

2) Show a pile of 10 stones to the learners. Count the stones

to confirm you have 10. Then call 5 learners to the front. Ask
them to try to share the stones equally among themselves.
Then ask how many they each have (they should have 2).
LEARN
The picture can't be display ed.

3) Say: Sharing in mathematics is called division. We divide a

quantity into equal groups. In this case, if we divide 10 into
15 minutes 5 equal groups, we get 2 in each group. We use a division
sign to indicate this.

Write: 10 ÷ 5 = 2

4) Show 12 stones to the learners. Call 3 learners to the front

and ask them to share the stones equally. Then write the
division problem on the board.
 5) Ask different numbers of learners to divide the 12 stones (6
learners, 4 learners, 2 learners, 1 learner, etc). Write each
division equation.
1) Form small groups of learners. Make sure there is one
advanced learner in each group.
PRACTICE
2) Give each group 12 stones and ask them to count to confirm
how many there are.
10 minutes
3) Ask learners to make 3 equal groups from the stones, then
write the equation.

4) Repeat with different numbers. Circulate to help learners.

Ask learners to copy the following division problems, then
solve them.
WRITE
12 ÷ 3 = 10 ÷ 5 = 6÷3=
15 minutes 12 ÷ 2 = 10 ÷ 2 = 6÷2=
12 ÷ 4 = 10 ÷ 1 =

1) Ask learners to hold up their notebooks to show their

ASSESS completed work.
The picture can't be display ed.

2) Ask different learners to write the correct answer on the

board. After each learner writes the correct answer, they
10 minutes should demonstrate the division problem with manipulatives.

1) Remind the learners that we use division to share things

SUMMARIZE among ourselves, including food, money and other items.
The picture can't be display ed.

2) Ask learners to solve the following exercises at home:

5 minutes 8÷2= 14 ÷ 7 = 15 ÷ 3 = 16 ÷ 4 =

9÷3= 12 ÷ 6 = 4÷2= 16 ÷ 2 =
 LESSON PLAN 29.2: MATH
TOPIC  Division
OBJECTIVES  Learners will be able to divide piles of objects not
exceeding 12 into equal groups
 Learners should recognize and use division symbol
MATERIALS  Stones, leaves, sticks, or other small objects
REQUIRED  Paper and pencils for the learners
 Markers and flip charts
Ask learners to form a circle. Ask a simple division question
WARM-UP (for example, I have 6 oranges and share them among 2
people. How many do I give to each person?). Throw a ball to
The picture can't be
display ed.

a learner to answer the question. Then ask a new question

5 minutes and throw a ball to a different person.

1) Say: Last class we talked about division. Who remembers

what we mean by division?

Division means sharing things in equal groups. What is an

example of something we might share equally?
Remember that division is the opposite of multiplication.

LEARN 2) Show a pile of 18 stones to the learners. Count the stones

to confirm you have 18. Then call 3 learners to the front. Ask
The picture can't be display ed.

them to try to share the stones equally among themselves.

15 minutes Then ask how many they each have (6).

3) Say: If we divide 18 into 3 equal groups, we get 6 in each

group. We use a division sign to indicate this.

Write: 18 ÷ 3 = 6

4) Repeat steps 2 and 3 with different numbers of stones and

learners (for example, 18 stones and 2 learners; 20 stones
and 4 learners; etc)
 1) Form small groups of learners. Make sure there is one
advanced learner in each group.
PRACTICE
2) Give each group 24 stones and ask them to count to confirm
how many there are.
The picture can't be display ed.

10
minutes 3) Ask learners to make 6 equal groups from the stones, then
write the equation.

4) Repeat with different numbers. Circulate to help learners.

Ask learners to copy the following division problems, then
solve them.
WRITE
The picture can't be display ed.

24 ÷ 6 = 20 ÷ 5 = 16 ÷ 8 =
10 minutes 24 ÷ 3 = 20 ÷ 2 = 16 ÷ 4 =
24 ÷ 2 = 20 ÷ 4 =

ASSESS 1) Ask learners to hold up their notebooks to show their

The picture can't be display ed.
completed work.

2) Ask different learners to write the correct answer on the

5 minutes board.

READ ALOUD 1) Read aloud “Shiga Motar Tunkiya da Kare da Akuya” and ask
The picture can't be display ed.

the comprehension questions.

2) Ask pupils what they heard about division in the story.
15 minutes 3) Ask pupils what they learnt today.
 LESSON PLAN 30.1: MATH
TOPIC  Multiplication
 Learners will be able to solve one-step word problems
OBJECTIVES involving multiplication
 Learners will learn a strategy for solving problems
MATERIALS  Paper and pencils for the learners
REQUIRED  Markers, cardboards and flip charts
 Multiplication stories to distribute to groups
Waƙar Ruɓanyawa (2)
WARM-UP Biyu sau ɗaya – Biyu,
The picture can't be

Biyu sau biyu - Huɗu,

display ed.

Biyu sau uku – Shida,

5 minutes Biyu sau huɗu – Takwas,
Biyu sau biyar – Goma
1) Say: We have now learnt about multiplication and
division. Today we will practice using multiplication in real
life situations.

2) Say: When we hear a problem, there are three steps to

solving it. First, we need to understand it. Second, we need
to make a plan. Third, we need to act on our plan.
LEARN
The picture can't be display ed.

Say: Here is an example. One pencil costs ₦15. What is the

cost of three pencils?
15 minutes
Say: First, let’s understand the problem. What are we trying
to find? (Answer: the cost of three pencils).
Second, let’s make a plan. How could we solve this problem?
(Possible answers: Add 15 three times, or multiply 15 times
3).
Third, let’s try out our plan. (Guide learners to multiply 15
times 3).
 3) Repeat the steps above with a new problem: Musa has 4
plates of masa. There are 6 pieces of masa on each plate.
How many pieces of masa does Musa have?
1) Form small groups of learners. Make sure there is one
advanced learner in each group.

PRACTICE 2) Give each group a piece of cardboard containing a

multiplication story (for example, “Laila went to a goat yard.
She counted 8 goats at the yard. How many goat legs were in
The picture can't be display ed.

the yard?”). Every group should receive a different story.

10 minutes 3) Ask a volunteer in each group to read the problem aloud.

Then each group should make a plan for how to solve it.

4) After groups had time to discuss, ask each group to present

their story, their reasoning, and their solution.

1) Write: Magajiya collected 5 bags of mangos. There were 4

mangos in each bag. How many did she collect?
WRITE
2) Write: Laure bought 5 packets of pencils at a shop. If each
The picture can't be display ed.

packet had 7 pencils, how many pencils did she buy?

15 minutes
Ask learners to copy each question and solve it with an
equation.
1) Ask learners to hold up their notebooks to show what they
ASSESS wrote.
The picture can't be display ed.

2) Ask learners to share how they solved each problem.

10 minutes 3) If time remains, ask learners to invent their own word
problems and ask the class to solve them.
Say: Remember, to solve a word problem we need to:
SUMMARIZE 1 Understand the problem
2 Plan on the way to solve the problem
 3 Act according to the plan
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5 minutes Ask learners to solve this problem at home:

Shafiu requires 2 mudus of maize to feed his family in a day.
How many mudus of maize will he need in a week?
 LESSON PLAN 30.2: MATH
TOPIC  Word problems involving division
OBJECTIVES  Learners will be able to solve some one-step word
problems involving multiplication
MATERIALS  Paper and pencils for the learners
REQUIRED  Division stories to distribute to groups
Sing the Ina Yara song:
WARM-UP Ina yara ina yara ina yara yara mu ne yaran yanzu.
The picture can't be
display ed.

Ina yara ina yara ina yara yara mu ne manyan gobe.

Mu koyi karatu da lissafi ina yara yara mu ne yaran yanzu.
5 minutes Ina yara ina yara ina yara yara mu ne manyan gobe.

1) Say: Yesterday, we learned a three-step process for

solving problems. Who can tell me what it is? (Answer:
Understand the problem, make a plan, act on the plan).

2) Say: Zaliha has 24 pencils which she will places in pencil

boxes. Each pencil box can contain 8 pencils. How many
pencil boxes does she need?
LEARN
The picture can't be display ed.
3) Say: We need to understand the problem: In this case
what are we to find? (They should say the number of pencil
boxes Zaliha needs)
15 minutes
4) Say: Now we need to find a means of solving the problem:
How can we solve it? (They should say division).

5) Now who can show us how to act on our plan? (A learner

should solve 24 ÷ 8 on the board).

6) Repeat the process with this story: Salim has 42 books on a

shelf, which he wants to put in boxes. If each box can contain 6
books, how many boxes does he need?
 1) Form small groups of learners. Make sure there is one
advanced learner in each group.

2) Give each group a piece of cardboard containing a division

story. For example, Hassan, Ya’u and Tijjani went to pick
PRACTICE oranges from the school garden, which they decided to share
The picture can't be display ed.
equally. How many oranges will each get if they have collected
39 oranges altogether?”
10 minutes
3) Ask a volunteer in each group to read and discuss the
problem from the story and how will they plan to solve it.

4) After groups had time to discuss, ask each group to present

their story, their reasoning, and their solution.

1) Write: Karime wants to give an equal number of kola nuts to

WRITE
The picture can't be display ed. her 8 guests. If she has 32 kola nuts altogether, how many
kola nuts will she give to each guest?
10 minutes
Ask learners to copy the question and solve it.
1) Ask learners to hold up their notebooks to show what they
ASSESS wrote.
The picture can't be display ed.

2) Ask learners to share how they solved each problem.

5 minutes 3) If time remains, ask learners to invent their own word
problems and ask the class to solve them.
READ ALOUD 1) Read aloud “Shiga Motar Tunkiya da Kare da Akuya” and ask
The picture can't be display ed.

the comprehension questions.

2) Ask pupils what they heard about division in the story.
15 minutes 3) Ask pupils what they learnt today.
 LESSON NUMBER 31.1: PRACTICE AND ASSESSMENT
CLASS Math assessment
 10 learners will take a one-on-one math test
OBJECTIVES
 Remaining learners will complete math problems
MATERIALS 1) Paper and pencils for learners
1) Before class begins, write the following math problems
on the
4X2= 3X6=
12  4 = 93=
2X9= 5X5=
24  3 = 21  7 =
6X4= 4X5=
30  2 = 10  2 =
8X3= 3X 7=
BEFORE CLASS 15 + 19 = 20 + 30
48  8 = 39  3=
BEGINS board:
49 – 24 = 33 – 23 =

1) Ask learners to sit in pairs. An advanced learner should

sit with beginning learners.

2) Distribute paper and pencils. Explain that learners

ASSIGN PAIR WORK should copy and solve each problem on the board.

10 minutes 3) Choose 10 learners at random. Explain that you will call

them one by one during the class to take an assessment.

ASSESSMENT 1) Call the first learner. Sit in a quiet place separate from
other learners.
45 minutes
2) Explain to the learner that you will ask a few math
questions.

3) Show the learner the numbers and math problems.

For numbers, learners should simply name the number
in Hausa. For multiplication and division, the learner
should solve each problem. After each task, mark the
total correct, making note of difficulties. During the
assessment, do not help the learner or give away the
answers. You can help the learner in the next lesson.

4) Call the next learner who was selected. Repeat steps

1-3. Continue until you have tested all 10 learners.

1) Ask the class to hold up their papers to show what they

have written while you were testing individuals.

CLOSING 2) Collect the papers for correction.

5 minutes

80 25 92 12

14 69 74 83
 3 x 2= 5x6=

4 x 10 = 7x3=

63= 20  4 =
21  3 =
Toka, Talle and Marka are given 15
oranges to share among themselves, how
many oranges will each have?

Name Numbers Multiplication Division Notes

correct correct correct
1. /8 /4 /4

2. /8 /4 /4

3. /8 /4 /4
4. /8 /4 /4

5. /8 /4 /4

6. /8 /4 /4

7. /8 /4 /4

8. /8 /4 /4

9. /8 /4 /4

10. /8 /4 /4

Observations:

Teacher signature:___________________________________
Date: ______________________________________________
 LESSON NUMBER 31.2: REVIEW AND REINFORCEMENT
TOPIC Review
OBJECTIVES  Help learners in different areas of dificulty
MATERIALS  Problem cards in different areas
1) Distribute learners’ corrected assignment from the
REVIEW MATH previous day.
PROBLEMS 2) Review and explain any problems that gave learners
20 minutes difficulty.

 Identify learners that have not performed well in the

tasks from the previous day.
ADDITIONAL  Group the learners based on the challenges they face.
PRACTICE Assign an advanced learner to each group.
ACTIVITIES  Give each group a card with problems based on their
challenges.
 Ask each group to solve the problems. Encourage the
35 minutes advanced learners to assist the beginners.
 Go round to support each group as they work through
the problems

CLOSING  Ask learners to continue practing the problems at

home
5 minutes
 LESSON PLAN 32.1: MATH
TOPIC  Fractions
OBJECTIVES  Learners should be able to recognize and write 1/2

 Flash cards
MATERIALS
 Orange and a knife to cut it
REQUIRED
 Assorted semi circles, rectangles, triangles, etc
WARM-UP 1) Say: In previous lessons, we talked about sharing many
items equally. Can you think of examples when people might
The picture can't be
display ed.

have to share one item?

5 minutes 2) Say: How do we decide how to fairly share one item?
1) Show an orange to the class. Say: Imagine I want to share
this orange with a friend. How can I cut it?
Say: We can share the orange by cutting it into 2 equal parts.

2) Cut the orange into 2 equal parts and show the learners.
Say: We shared the orange by cutting it into 2 equal parts. Each
part is 1 of the 2 parts. We write this as ½.

3) Draw a rectangle on the board. Ask a learner to color in half

LEARN the rectangle, then write ½ next to it. It should look like this
when the learner is finished.
The picture can't be display ed.

10 minutes ½

4) Draw more shapes on the board (circle, oval, square, triangle,

etc). For each shape, call a learner to color in half of the shape,
then write ½ next to it.
 1) Tell learners that they will each receive half of a shape. They
should find another learner who has the other half. They
should put their halves together to make a whole.

The picture can't be display ed.

PRACTICE
2) After each learner finds their other half, ask all learners
stand in pairs. Learners should hold their shapes together to
10 minutes make a whole.

3) Ask learners how they knew how to identify which shapes

went together to make a whole (shapes should be both
identical shape and size).

4) Repeat steps 2 and 3 several times so that learners can try

the exercise with different shapes.
Draw these shapes on the board. Ask learners to copy the
WRITE shapes into their exercise books, then color in one-half of each
shape. They should write ½ underneath.
The picture can't be display ed.

15 minutes

1) Ask learners to hold up their books to show what they

ASSESS
colored.
10 minutes
2) Ask learners to fill in the correct shading on the board.
READ ALOUD 1) Read aloud “Jayayyar Wata da Rana” and ask the
comprehension questions.
2) Ask pupils what they heard about half in the story.
10 minutes
3) Ask pupils what they learnt today.
 LESSON PLAN 32.2: MATH
TOPIC  Fractions
OBJECTIVES  Learners should be able to recognize and write ¼
MATERIALS  Orange and a knife to cut it
REQUIRED  Assorted semi circles, rectangles, triangles, etc
WARM-UP Say: Yesterday, we talked about sharing equally. When one only
has one item, how can we share it fairly?
5 minutes
1) Cut an orange into 2 equal parts and show the learners.
Say: Yesterday, we shared an orange by cutting it into 2 equal
parts. Each part is 1 of the 2 parts. We write this as ½.

2) Say: What happens if I take each half and divide it again?

Divide each half again so that you have four pieces. Say: When we
divide it again, we have four pieces of orange. Each part is one of
four parts. We write this as ¼.

LEARN 3) Draw a square on the board. Ask a learner to divide it into 4

pieces, then color in ¼ of the rectangle. They should write ¼ next
to it.
15 minutes
¼

4) Continue drawing different shapes on the board (circle, oval,

square, etc). For each shape, call a learner to color in a quarter of
the shape, then write ¼ next to it.
 1) Tell learners that they will each receive a quarter of a shape.
They should find three other learners who have the other three
quarters. They should put their pieces together to make a whole.

2) Give learners assorted quarter shapes made from paper (see

examples below).

PRACTICE
The picture can't be display ed.

10 After each learner finds three other quarters to make a whole,

minutes ask all learners stand in their group of four. Learners should hold
their shapes together to make a whole.

3) Ask learners how they knew how to identify which shapes

went together to make a whole (shapes should be both identical
shape and size).

4) Repeat steps 2 and 3 several times so that learners can try the
exercise with different shapes.
Draw these shapes on the board. Ask learners to copy the shapes
WRITE into their exercise books, then color in one quarter of each shape.
They should write ¼ underneath.
The picture can't be display ed.

15 minutes

ASSESS 1) Ask learners to hold up their books to show what they colored.
5 minutes
2) Ask learners to fill in the correct shading on the board.
READ ALOUD 1) Read aloud “Yadda Gimbiya Larai Ta Ƙetara Hamadar Talali
The picture can't be display ed.

” and ask the comprehension questions.

2) Ask pupils what they heard about ¼ in the story.
15 minutes 3) Ask pupils what they learnt today.
 LESSON PLAN 33.1: MATH
TOPIC  Fractions
OBJECTIVES  Learners should be able to recognize and write 1/3
MATERIALS  Orange and a knife to cut it (or another food to divide)
REQUIRED  Assorted semi circles, rectangles, triangles, etc
 Stones, sticks or other objects
Oyoyo oyoyo
Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
WARM-UP
Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya
5 minutes Ya sawo muna goriba In ka ci ɗaya saura ɗaya
Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya
Naci daya saura uku
1) Cut an orange into 3 equal parts and show the learners.
Say: We have been sharing objects in halves and quarters. Today,
we will talk about sharing in threes. If I take an orange and divide
it in 3 parts, I have 3 pieces. Each part is one of 3 parts. We write
this as 1/3.

2) Draw a rectangle on the board. Ask a learner to divide it into 3

LEARN pieces, then color in 1/3 of the rectangle. They should write 1/3
next to it.

10 minutes 1/3

3) Say: We can also divide groups of objects into thirds. Call 9

learners to the front of the room. Ask them to organize themselves
into 3 groups. Then ask one third of the learners to step forward.

4) Repeat with different groups of learners, then objects (such as

sticks or stones).
 1) Tell learners that they will each receive a third of a shape. They
should find two other learners who have the other two thirds.
They should put their pieces together to make a whole.

2) Give learners assorted shapes made from paper (see examples

below).
PRACTICE
The picture can't be display ed.

10 Ask learners to stand with their group of three and hold up their
minutes shapes to make a whole. Learners should hold their shapes
together to make a whole.

3) Ask learners how they knew how to identify which shapes went
together to make a whole.

4) Repeat steps 2 and 3 several times so that learners can try the
exercise with different shapes.
Draw these shapes on the board. Ask learners to copy the shapes
WRITE into their exercise books, then color in one quarter of each shape.
They should write 1/3 underneath.
The picture can't be display ed.

15 minutes

ASSESS Ask learners to hold up their books to show what they colored.
The picture can't be display ed.

Ask learners to fill in the correct shading on the board.

5 minutes
READ ALOUD 1) Read aloud “Wani Manomi da ‘Yan Ƙwadago,” and ask the
The picture can't be display ed.

comprehension questions.
2) Ask pupils what they heard about 1/3 in the story.
3) Ask pupils what they learnt today.
15 minutes
 LESSON PLAN 33.2: MATH
TOPIC  Recognize, read and write 2/3 using objects
OBJECTIVES  Learners should be able to recognize, read and write 2/3
MATERIALS  Orange and a knife to cut it (or another food to divide)
REQUIRED  Assorted semi circles, rectangles, triangles, etc
 Stones, sticks or other objects
Oyoyo oyoyo
Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
WARM-UP
Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya
5 minutes Ya sawo muna goriba In ka ci ɗaya saura ɗaya
Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya
Naci daya saura uku
1) Cut an orange into 3 equal parts and show the learners.
Say: If I take an orange and divide it in 3 parts, I have 3 pieces.
Each part is one of 3 parts. If I have two of the parts, then I write
it as 2/3.

2) Draw a rectangle on the board. Ask a learner to divide it into

3 pieces, then color in 2/3 of the rectangle. They should write
2/3 next to it.
LEARN
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2/3
15 minutes
3) Say: We can also divide groups of objects into thirds. Call 9
learners to the front of the room. Ask them to organize
themselves into 3 groups. Then ask one third of the learners to
step forward. Then ask another third of learners to come
forward. Explain that this is two thirds of the learners.

4) Repeat with different groups of learners, then objects (such as

sticks or stones).
 1) Put learners in small groups. Give each group a different
fraction (1/2, ¼, 1/3, 2/3).
PRACTICE
2) Ask each group to represent the fraction in at least two
different ways (for example, a drawing and using objects from
10 minutes the environment).

2) Ask learners to present their fraction and representation to

the larger group.
Draw the following on the board. Ask learners to draw the
remaining fractions.
WRITE

½ 1/3 2/3 1/4

10 minutes

ASSESS Ask learners to order the fractions from least to greatest on the
board. They should write the fraction and draw the picture.

15 minutes Ask learners to show you what one/third of the class looks like.
Then ask them to show you one half, then one quarter.
SUMMARIZE 1) Ask learners what they have learned about fractions.

2) Say: When we have a whole quantity, we can divide it into

5 minutes different sized parts. Fractions show us the parts of a whole.

3) Ask learners to think about ways they can use fractions in their
daily life.
 LESSON PLAN 34.1: MATH
TOPIC  Counting up to 1000.
OBJECTIVES  Learners should be able to count and write numbers by
10 up to 1000.
MATERIALS  Thousands chart
REQUIRED  Stones or other objects
Say: How many fingers do you think are in this class? (Allow
learners to guess).
Say: Let’s count by 10s to see how many fingers we have in
WARM-UP
this class. I’ll point to each person as we count. When I
5 minutes point to you, hold up your 10 fingers.

Say: If we have 100 learners in a class, we will have 1,000

fingers.
1) Say: Today we will count and write numbers up to 1000.
It’s very slow to count all the numbers one by one. That
would be like counting fingers individually instead of in 10s.
So for big numbers like 1000, we will count by 10s.

Show a Thousands chart:

10 20 30 40 50 60 70 80 90 100
110 120 130 140 150 160 170 180 190 200
LEARN 210 220 230 240 250 260 270 280 290 300
310 320 330 340 350 360 370 380 390 400
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410 420 430 440 450 460 470 480 490 500
510 520 530 540 550 560 570 580 590 600
10 minutes
610 620 630 640 650 660 670 680 690 700
710 720 730 740 750 760 770 780 790 800
810 820 830 840 850 860 870 880 890 900
910 920 930 940 950 960 970 980 990 1000

2) Ask learners to count with you by 10s as you point.

3) Point to numbers out of order and ask learners to identify

them.
 4) Say: If you were a farmer, why would it be useful to count
up to 1,000?
PRACTICE 1) Put learners into 10 groups. Tell each group they should
find 100 stones (or leaves or other small objects).
The picture can't be display ed.

2) When learners return, tell them to organize their stones

into groups of 10.
15 minutes
3) As a class, count all the stones by 10. There should be
1000 total.
WRITE 1) Ask learners to copy the Thousands chart into their
The picture can't be display ed.

notebooks.
20 minutes
ASSESS 1) Point to different numbers on the Thousands Chart, and
The picture can't be display ed.

ask learners to say the number.

5 minutes
SUMMARIZE
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1) Ask learners what they have learned today.

2) Ask learners to practice writing numbers in 10s at home.

5 minutes
 LESSON PLAN 34.2: MATH
TOPIC  Counting up to 1000
OBJECTIVES  Learners should be able to count and write numbers by
100 up to 1000.
MATERIALS  Prepared thousands chart
REQUIRED  Hundred Naira notes
Ina yara ina yara ina yara yara mu ne yaran yanzu.
WARM-UP Ina yara ina yara ina yara yara mu ne manyan gobe.
Mu koyi karatu da lissafi ina yara yara mu ne yaran yanzu.
The picture can't be
display ed.

Ina yara ina yara ina yara yara mu ne manyan gobe.

5 minutes
1) Say: In our previous lesson, we learnt how to count up
to 1000 by 10s. Let’s review.

2) Show the Thousands chart. Ask a learner to lead the class

in counting by 10s.
LEARN 10 20 30 40 50 60 70 80 90 100
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110 120 130 140 150 160 170 180 190 200
210 220 230 240 250 260 270 280 290 300
15 minutes 310 320 330 340 350 360 370 380 390 400
410 420 430 440 450 460 470 480 490 500
510 520 530 540 550 560 570 580 590 600
610 620 630 640 650 660 670 680 690 700
710 720 730 740 750 760 770 780 790 800
810 820 830 840 850 860 870 880 890 900
910 920 930 940 950 960 970 980 990 1000

3) Ask learners if they think there is an even faster way to

count to 1,000. Then show learners how to count by 100s.
 4) Show learners how to count to 1,000 using 100 Naira
notes. Then call a learner to try counting.
1) Put learners into small groups. Give each group ten small
pieces of paper the size of 100 Naira notes.
PRACTICE
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2) Ask learners to label each note as 100. They may
decorate each so that it looks like 100 Naira.

3) Ask learners to count their handmade 100 Naira notes in

10 minutes
each group. The total should be 1,000. Then ask the class to
count the total Naira they have, counting by 100s.

WRITE 1) Say numbers between 100 and 1,000. Ask learners to

write each number in their exercise books.
The picture can't be display ed.

10 minutes
ASSESS 1) Ask learners to compare their exercise books with a peer
The picture can't be display ed.

to ensure they wrote the same numbers. Walk through the

class and check selected books.

5 minutes
1) Read aloud “Gwarzon Manomin Shekara” and ask the
comprehension questions.
READ
ALOUD 2) Ask pupils where they heard hundreds and thousands in
the story.
15 minutes
3) Ask pupils what they learnt today.
 LESSON PLAN 35.1: MATH
TOPIC  Addition
OBJECTIVES  Learners should be able to add numbers between 100
and 1000
MATERIALS  Sticks in bundles of 100s, 10s and 1s
REQUIRED
Ina yara ina yara ina yara yara mu ne yaran yanzu.
Ina yara ina yara ina yara yara mu ne manyan gobe.
WARM-UP
The picture can't be
display ed.
Mu koyi karatu da lissafi ina yara yara mu ne yaran yanzu.
Ina yara ina yara ina yara yara mu ne manyan gobe.
5 minutes
1) Say: You have been adding single digit numbers like 7 + 6
and two digit numbers like 32 + 15 = 47. Today we are going
to do the same thing with bigger numbers.
2) Imagine you must add 124 and 211 together.
Show this chart on the blackboard. Explain H T U
that 124 means 1 hundred, 2 tens and 4 1 2 4
2 1 1
units, and 211 means 2 hundreds, 1 ten
LEARN and 1 unit.
The picture can't be display ed.

3) Show these quantities using bundles of sticks:

15 minutes
1 bundle of hundreds, 2 bundles of tens and 4 units
+ 2 bundles of hundreds, 1 bundles of tens and 1 unit

4) Show the total using sticks, then write the H T U

answer in the chart. 1 2 4
2 1 1
5) Repeat the process with different 3 3 5
numbers.
 1) Write these equations on the board:
H T U H T U
1 2 3 1 0 5
PRACTICE 2 2 4 1 1 2

The picture can't be display ed.

H T U H T U
2 1 2 3 1 2
10 minutes 2 3 7 1 3 6

2) Put learners in small groups. Give learners bundles of sticks

in hundreds, tens and units. Ask learners to solve these
equations using their sticks.
1) Ask learners to copy the exercises into their books in the
format below, then write the correct answer:

123 312
WRITE
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+224 +136
_____ ____
15 minutes
212 105
+237 +112
_____ ____

1) Ask learners to compare answers with a partner.

ASSESS
2) Ask learners to write the correct answers on the board
10 minutes and explain how they got them.

SUMMARIZE 1) Ask learners what they learnt today.

 2) Give learners the following problems to try at home.
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231 342 552

5 minutes
+421 +316 +423
_____ ____ _____

LESSON PLAN 35.2: MATH

TOPIC  Addition
OBJECTIVES  Learners should be able to add 3 digit numbers
MATERIALS  Paper and pencils
REQUIRED
Ina yara ina yara ina yara yara mu ne yaran yanzu.
WARM-UP
Ina yara ina yara ina yara yara mu ne manyan gobe.
5 minutes Mu koyi karatu da lissafi ina yara yara mu ne yaran yanzu.
Ina yara ina yara ina yara yara mu ne manyan gobe.
1) Say: We have been adding numbers using concrete
materials. How would you feel about adding without these
materials?

2) Say: Yesterday, we practiced with sticks. Sticks showed us

LEARN
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how our three digit numbers are made of hundreds, tens and
ones. We can also show this on the board.
15 minutes
3) Show learners how to use expanded addition to add.

H TU
1 2 4 = 100 + 20 + 4
+2 1 1 = 200 + 10 + 1
3 3 5 = 300 + 30 + 5
 4) Say: You see that when we add vertically, we are not adding
single digits. We are adding the ones, the tens, and the
hundreds, just like we added with our sticks.

5) Repeat step 3 with different numbers.

PRACTICE Ask learners to solve the following problems in small groups.
The picture can't be display ed.

321 512 612

+424 +136 +337
_____ ____ ____
10 minutes
Ask learners to copy and solve the following problems.
WRITE
231 711 335 681
The picture can't be display ed.

10 minutes +514 +282 +444 +216

_____ ____ ____ ____

ASSESS 1) Ask learners to hold up their notebooks to show the

The picture can't be display ed.

problems they solved.

2) Ask learners to write the correct answers on the board and

5 minutes explain how they got them.
READ 1) Read aloud “Sarsar Da Taurari” and ask the comprehension
ALOUD questions.
2) Ask pupils where they heard addition in the story.
The picture can't be display ed.

3) Ask pupils what they learnt today.

15 minutes
 LESSON PLAN 36.1: MATH
 Subtraction
TOPIC

OBJECTIVES  Learners should be able to subtract numbers within

1000
MATERIALS  Bundles of sticks in hundreds, tens and units
REQUIRED  Paper and pencils for the learners
Oyoyo oyoyo
Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
WARM-UP Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya
Ya sawo muna goriba In ka ci ɗaya saura ɗaya
Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya
5 minutes Naci daya saura uku

1) Say: We have been adding three digit numbers, like 432 + 315
= 747. Who can solve this question on the board?
How do you think that this kind of addition could be useful for
a vendor?
Can someone show us another example of three digit addition?

2) Say: Today, we will learn to subtract 3 digit numbers.

LEARN Imagine you want to subtract 124 from 347. You can do this by
The picture can't be display ed.

using concrete materials such as sticks.

H T U
15 minutes Show this chart on the blackboard. Explain 3 4 7
that 347 means 3 hundreds, 4 tens and 7 units, 1 2 4
and that 124 means 1 hundred, 2 tens and 4
units.

 Show 3 bundles of hundreds 4 bundles of tens and 7 units.

 Remove 1 bundle of hundreds 2 bundles of tens and 4
units.
 Ask learners how many sticks are left.
 H T U
4) Write the answer in the chart. 3 4 7
1 2 4
2 2 3
5) Repeat the process with different
numbers.

1) Write these equations on the board:

H T U H T U
2 2 3 1 4 8
PRACTICE 1 1 2 1 3 6

H T U H T U
2 5 2 2 6 8
15 minutes 1 3 1 2 3 6

2) Put learners in small groups. Give learners bundles of

sticks in hundreds, tens and units. Ask learners to solve these
equations using their sticks.
WRITE 1) Ask learners to copy the exercises into their books in the
format below, then write the correct answer:
 10 minutes
379 842
-214 -431
_____ ____
545 225
- 230 -112
_____ ____

ASSESS 1) Ask learners to compare answers with a partner.

2) Ask learners to come to the board to write the correct
answers and explain how they got it.
10 minutes
1) Say: When we subtract, we always put the larger number
is on top. Why do you think that is?
SUMMARIZE
2) Give learners the following problems to try at home.
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431 366 552

5 minutes
-220 -115 - 423
____ ____ _____

LESSON PLAN 36.2: MATH

TOPIC  Subtraction
OBJECTIVES  Learners should be able to subtract within 1000
MATERIALS  Paper and pencils for the learners
REQUIRED
Oyoyo oyoyo
WARM-UP Oyoyo Baba ya dawo In ya ci ɗaya saura biyu
The picture can't be
display ed.

Ya dawo daga kasuwa In ta ci ɗaya saura ɗaya

Ya sawo muna goriba In ka ci ɗaya saura ɗaya
Ni an bani guda huɗu In ya ci ɗaya ba ko ɗaya
5 minutes
Naci daya saura uku
 1) Say: We have been subtracting numbers using concrete
materials. How would you feel about subtraction without
concrete materials?

2) Say: Just like with addition, we can expand our three-digit

units into hundreds, tens and units for subtraction.

H T U
3 2 4 = 300 + 20 + 4
LEARN -2 1 1 = 200 + 10 + 1
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1 1 3 = 100 + 10 + 3

15 minutes 3) Say: You see that when we subtract vertically, we are not
subtracting single digits. We are subtracting the ones, the
tens, and the hundreds, just like we did with our sticks.

4) Repeat step 4 with different numbers.

5) Say: How could three digit subtraction be useful for a farmer

or a vendor?

PRACTICE Ask learners to solve the following questions in small groups.

The picture can't be display ed.

167 212 155

- 124 -110 - 37
_____ ____ ____
10 minutes
WRITE Ask learners to copy and solve the following problems.
The picture can't be display ed.

10 minutes
 514 711 335 780
-200 - 282 - 145 -317
_____ ____ ____ ____

ASSESS Ask learners to hold up their notebooks to show the problems

The picture can't be display ed.

they solved.

5 minutes
READ 1) Read aloud “Gwarzon Manomin Shekara” and ask the
ALOUD comprehension questions.
2) Ask pupils where they heard about subtraction in the story.
The picture can't be display ed.

3) Ask pupils what they learnt today.

15 minutes
 LESSON PLAN 37.1: MATH
TOPIC Addition
OBJECTIVES  Learners should be able to add with money
MATERIALS  Paper and pencils
REQUIRED

WARM-UP Ina yara ina yara ina yara yara mu ne yaran yanzu.
The picture can't be
display ed.

Ina yara ina yara ina yara yara mu ne manyan gobe.

Mu koyi karatu da lissafi ina yara yara mu ne yaran yanzu.
5 minutes Ina yara ina yara ina yara yara mu ne manyan gobe.

1) Say: We have been adding and subtracting within 1000. We

often have to add and subtract within 1000 when we use money.
Today we are going to use an imaginary store to practice.

2) Display 3 different items (for example, a book, a box of chalk,

and a package of exercise books). Display a price tag for each
item that is ₦500 or less.

3) Explain that we use the ₦ sign to indicate that the number

LEARN indicates an amount of money.
The picture can't be display ed.

4) Call a learner to the front. Explain that the learner should

10 minutes choose any two items. The learner should estimate the total
cost of the two items, then confirm the estimate by writing the
sum on the board using ₦. For example:
₦300
+₦400
₦700

5) Call other learners to the front and repeat. Each learner can
choose different combinations of items, then add them on the
board.
 1) Put learners in small groups. Explain that they are in a store
and one learner per group is the vendor. Give each vendor 3
PRACTICE objects and ask the vendor to put a price on each item (₦500
The picture can't be display ed. or less).

2) Each learner in the small group should choose two items

10 minutes from the store, then add them to find the total cost.

3) Tell learners in each group that they have only ₦700 to

spend. Ask learners to find out which combinations of items
they can buy.
1) Write the following problems on the board and ask learners
to solve them in their exercise books. Before students begin,
remind them how to carry numbers when digits add to more
WRITE
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than 10.

15 minutes ₦321 ₦512 ₦612 ₦688 ₦249

+₦424 +₦136 +₦337 +₦216 +₦383
______ _____ _____ ______ ______

ASSESS 1) Ask learners to compare their answers with a friend.

2) Ask different learners to write the answers on the board and
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explain how they got their answers. Ask learners to find out
10 minutes which items they can buy.

SUMMARIZE 1) Ask learners what they learnt today.

The picture can't be display ed.

2) Say: Remember addition involving money is like any other

addition. We simply attach the currency sign (₦).
5 minutes
 LESSON PLAN 37.2: MATH
TOPIC  Subtraction involving money
OBJECTIVES  Learners should be able to make change with
subtraction
MATERIALS  Papers and pencils
REQUIRED
WARM-UP Ina yara ina yara ina yara yara mu ne yaran yanzu.
Ina yara ina yara ina yara yara mu ne manyan gobe.
Mu koyi karatu da lissafi ina yara yara mu ne yaran yanzu.
5 minutes Ina yara ina yara ina yara yara mu ne manyan gobe.
1) Say: You learnt how to add money with the currency
sign. Today we will do subtraction with money. Subtraction
involving money is like any other subtraction. It means we
are taking one quantity of money away from another
quantity of money.

2) Display 3 different items (for example, apples, oranges,

bananas). Display a price tag for each item that is ₦500 or less.
LEARN
The picture can't be display ed.

2) Call a learner to the front. Ask the learner to choose an

item to buy. Then give the learner a ₦1000 note (real or
15 minutes
fake). Say: If you pay with this ₦1000 note, how much
change do you get after purchasing this item?

3) Write the subtraction equation on the board. For example,

₦1000
- ₦200

5) Repeat with different learners.

 1) Put learners in small groups and explain that they are in a
store. One learner per group is the vendor. Give each vendor
3 objects and ask the vendor to put a price on each item
PRACTICE (₦500 or less).

2) Explain that all other learners in the group have ₦1000 to

The picture can't be display ed.

10 spend. Each learner should buy 1 item from the store, using
minutes the ₦1000. The vendor should give proper change.

3) If time remains, ask learners to take turns being the vendor.

Learners can also try buying two items from the store instead
of one.
1) Write the following problems on the board and ask learners to
solve them in their exercise books. Before students begin, remind
them how to borrow numbers when subtracting a larger digit from
WRITE a smaller one.
The picture can't be display ed.

10 minutes ₦1000 ₦1000 ₦500 ₦500 ₦200

-₦ 300 - ₦ 250 -₦220 -₦150 - ₦ 75
______ _____ _____ ______ ______

ASSESS 1) Ask learners to compare their answers with a friend.

2) Ask different learners to write the answers on the board
The picture can't be display ed.

and explain how they got their answers.

5 minutes
READ ALOUD 1) Read aloud “Tsaron Shago Dabo,” and ask the
comprehension questions.
The picture can't be display ed.

2) Ask pupils what they heard about money in the story.

15 minutes 3) Ask pupils what they learnt today.
 LESSON PLAN 38.1: MATH
TOPIC  Revision on multiplication and division
OBJECTIVES  Learners will practice multiplication and division
MATERIALS  Story problems to distribute to small groups
REQUIRED
Waƙar Ruɓanyawa
Ɗaya sau ɗaya – Ɗaya, Biyu sau ɗaya – Biyu,
WARM-UP Ɗaya sau biyu - Biyu, Biyu sau biyu - Huɗu,
Ɗaya sau uku – Uku, Biyu sau uku – Shida,
The picture can't be
display ed.

Ɗaya sau huɗu – Huɗu, Biyu sau huɗu – Takwas,

5 minutes Ɗaya sau biyar – Biyar Biyu sau biyar – Goma
1) Say: We have covered many topics in math this year. It is time
to revise some of our topics. Today we are going to revise
multiplication and division. Who can define multiplication and
division for us?

2) Say: Imagine I have four friends, and I want to give each of

them five masa. How do I find out how many I need?
After learners respond, ask a learner to write the equation on the
LEARN
The picture can't be display ed.
board. They should write: 4 x 5 = 20

15 minutes 3) Say: Imagine I have 30 kola nuts, and I want to distribute

them equally among 10 friends. How many should I give each
friend? After learners respond, ask a learner to write the
equation on the board. They should write: 30 ÷ 10 = 3.

4) Ask learners to think of their own story problems for

multiplication and division. After each learner thinks of a story,
ask another learner to solve it on the board.
 1) Put learners in small groups. Make sure there is an advanced
learner in each group.

PRACTICE 2) Give learners papers with story problems (examples below).

The picture can't be display ed.
Ask learners to solve the problems in groups.
 There are 20 students in a class. A teacher wants to give
each of them 3 masa. How many masa are needed in all?
10 minutes  There are 4 pencils in a box, and Musa buys 3 boxes. How
many pencils did he buy?
 Fatima has 24 eggs and wants to share them equally among
her six children. How many eggs does each child receive?
 There are 50 books in a library and 25 children in a class.
How many books can each child have?
1) Write the following problems on the board. Ask learners to
copy and solve them:

2x4= 24 ÷ 6 =
WRITE
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3x5= 18 ÷ 3 =
4x6= 15 ÷ 5 =
15 minutes
5x7= 42 ÷ 6 =
6x8= 63 ÷ 7 =
7x9= 8÷4=
ASSESS 1) Ask learners to check their answers with a friend.
The picture can't be display ed.

2) Ask learners to write the correct answers on the board.

3) Ask learners whether they noticed any patterns (they should
say the multiplication is the opposite of division: 2 x 4 is 8, and 8
10 minutes ÷ 4 is 2.
SUMMARIZE 1) Ask the class what they learnt today
2) Give them the following exercises to try at home.
The picture can't be display ed.

3 x 12 = 10 x 4 = 7x7=
5 minutes 36  3 = 30  5 = 48  4 =

LESSON PLAN 38.2: MATH

TOPIC  Revision on whole numbers and fractions.
OBJECTIVES  Learners will review and practice whole numbers and
fractions
MATERIALS
REQUIRED
Waƙar Ruɓanyawa Waƙar Ruɓanyawa (2)
WARM-UP Ɗaya sau ɗaya – Ɗaya, Biyu sau ɗaya – Biyu,
The picture can't be
display ed.

Ɗaya sau biyu - Biyu, Biyu sau biyu - Huɗu,

Ɗaya sau uku – Uku, Biyu sau uku – Shida,
Ɗaya sau huɗu – Huɗu, Biyu sau huɗu – Takwas,
5 minutes
Ɗaya sau biyar – Biyar Biyu sau biyar – Goma
1) Say: Today’s revision will focus on two things: fractions, and
addition and subtraction of whole numbers.

2) Say: Who can remind us what a fraction is? (Learners should

say that a fraction is a portion of a whole).
LEARN
3) Draw partially shaded boxes on the board. Ask learners to
The picture can't be display ed.

identify the boxes and write the fractions (they should write ½ for
15 minutes the first and 1/3 for the second). Make sure they explain their
reasoning.

4) Say: Who can help us solve this addition problem? 136

(If needed, remind learners how to carry a digit). +228
 5) Say: Who can help us solve this subtraction
265
problem? (If needed, remind learners how to
-127
borrow).

1) 6) Demonstrate more addition and subtraction problems.

Ask learners to solve the following problems in pairs:

30 25 200 140 254

+22 +76 +150 +238 +377
PRACTICE
25 48 500 467 392
The picture can't be display ed.

- 14 -29 -200 -248 - 135

20 minutes Label these two shapes with the appropriate fraction:

Ask learners to copy and solve the following in their notebooks:

WRITE
The picture can't be display ed.

45 27 200 59 154
10 minutes +32 +86 -125 - 27 - 118

ASSESS 1) Ask learners to peer check their answers.

The picture can't be display ed.

2) Ask learners to come to the board to write the answers. Ask

them to explain their reasoning.
10 minutes
SUMMARIZE Ask learners to practice the following problems at home:
The picture can't be display ed.

31 67 130 45 195
+27 +56 - 80 - 17 - 218
5 minutes
 LESSON NUMBER 39.1: ASSESSMENT
TOPIC Assessment
OBJECTIVES  Learners will take a math assessment
MATERIALS  Paper and pencils for learners
Explain to learners that they will take an exam. This exam will
INTRODUCTI show what they have learnt. First, they should write their name
ON on the top of a blank piece of paper.
Write the following problems on the blackboard (or print these
questions before class and distribute them).
Solve the following multiplication and division problems
1. 5 X 4 =
2. 7 X 6 =
3. 6 X 8 =
4. 2 x 3 =
5. 24 6 =
6. 36 3 =
MULTIPLICAT
7. 15 5 =
ION AND
8. There are 6 eggs in a crate. How many eggs are in 5 crates?
DIVISION
9. An envelope can contain 6 books. How many envelops do we
need to pack 42 books?

10. There are 5 children and 15 masa cakes. How much masa
should each child receive?
 Shade the diagram to match the fraction:
11.
2/3

12. 1/3
FRACTIONS
13.
1/4

14. 45 15. 355 16. 124 17. ₦550

ADDITION OF
+32 +234 +367 +₦400
NUMBERS UP
TO 1000
18. 68 19. 435 20. 861
- 24 - 220 -354

LESSON NUMBER 39.2: REVIEW AND REINFORCEMENT

 TOPIC Review
 Identify learners’ difficulties based on the test
OBJECTIVES
 Give learners reinforcement in the areas of need
MATERIALS Prepare problem cards based on the areas of difficulty
1) Distribute learners’ corrected test from the previous class.
REVIEW MATH 2) Review and explain any problems that gave learners
PROBLEMS difficulty.

20 minutes

 Identify learners who struggled on particular areas of the

test.
ADDITIONAL  Group the learners based on the challenges they face.
PRACTICE  Assign an advanced learner to each group.
ACTIVITIES  Give each group a card with problems based on their
challenges.
 Ask each group to solve the problems. Encourage the
35 minutes advanced learners to assist the beginners.
 Go round to support each group as they work through the
problems

CLOSING  Ask learners to continue practing the problems at home

5 minutes