Unit 23 Introducing length Objectives By the end of this unit, pupils should be able to: Develop the idea of length Compare the length of two or three objects Order similar objects according to lengths. Suggested resources Workbook Pencils varied in length Sticks varied in length Rulers Books Key word definitions length: how long something is taller: a person or thing that is higher than other people or things tallest: a person or thing that is the highest longer: a further distance from one end to the other longest: the furthest distance from one end to the other shorter: a smaller distance from one point to the other shortest: the smallest distance from one point to the other observe: to look at something carefully in order for the pupils to practice the concept of length as well as to practice and internalize the vocabulary that is needed. Evaluation guide Pupils to: 1. Give examples of lengths. 2. Compare lengths of given objects using longer than and shorter than. 3. Order given bundles of sticks of various lengths. Frequently asked questions Q Is it important to do practical activities when teaching the topic of length? A It is essential that you have plenty of practical activities. Pupils need to experience length in a concrete way if they are going to successfully be able to measure objects. This enables perceptual development as well as conceptual development. Common errors pupils make Pupils may confuse words, for example shorter than and the shortest or longer than and the longest. It is best to engage in plenty of practical activity 100 Unit 23: Introducing length
Lesson 1 Pupil s Book page 64 Pencils varied in length Sticks varied in length Ask pupils to look at the sticks that you have brought into the class. Talk about the word long. Ask the pupils which stick do they think is long and which stick they think is short. Practice this with various other sticks. It is important to start this unit with as much practical work as possible using concrete teaching materials. During the primary one year it is very important to emphasise perceptual development together with conceptual development. Perceptual development is aided by use of concrete teaching materials. Hold up two sticks and ask the pupils which stick is the longer stick. Point out to the pupils that the other stick is the shorter stick. Repeat with two different sticks. Then pack out three sticks and ask the pupils which stick they would say is the longest stick? The pupils should point out the correct stick. Hold up another three sticks and ask pupils to arrange the sticks from the longest to the shortest. Once they are able to complete the task ask them to arrange the sticks from the shortest to the longest. Repeat this activity until pupils know how to identify the longest stick and the shortest stick. Exercise 1 a) Green b) Green c) Purple d) Pink e) Orange Pupils should be able to arrange sticks or pencils from shortest to longest and from longest to shortest. Support activity Get pupils to repeat the activity using two or more pencils. Ask pupils to point out which pencil is the longest one. Ask pupils to draw two sticks. One stick should be longer than the other. Once pupils have practiced the concept of long and short, allow the pupils to complete Exercise 1 on page 64 in the PB. Work through the exercise with the pupils and guide them to write the answers correctly. Ensure that they know that tallest is used in the context to mean longest. Explain to the pupils that in the context of the sentence the correct word to use is tallest. Unit 23: Introducing length 101
Lesson 2 Pupil s Book page 65 Pencils varied in length Sticks varied in length Ask pupils to compare two sticks. They should be able to use full sentences to say: This stick is shorter than this one; this stick is longer than that one and so on. Pupils should be able to identify longer than and shorter than when comparing lengths of different objects. Pupils must draw three objects of different lengths. They must draw the longest one first and the shortest one last. The pupils should be given opportunity to integrate and consolidate the concept of longer than; shorter than, longest and shortest. Show the pupils three sticks of varying lengths and ask them if they can identify the longest stick of the three. Then ask them to identify the shortest stick. Repeat this a few times until the pupils know the meaning of longest and shortest. Hold up two pencils of differing lengths and ask them which pencil is the shorter of the two. Repeat this a few times until the pupils can answer easily. Allow the pupils to work in pairs. Give each pair three or four sticks. They then order the sticks from shortest to longest and from longest to shortest. Give pupils an opportunity to show the rest of the class how they ordered the sticks. Pupils now can complete Exercise 2 on page 65 in the PB. Guide the pupils through the exercises and assist them to write the answers correctly. Exercise 2 a) Blue b) Yellow c) Pupils draw two items that are longer than their pencils 102 Unit 23: Introducing length
Lesson 3 Pupil s Book page 65 Pencils varied in length Sticks varied in length Ask pupils to compare five sticks this time. They should be able to use full sentences to say: This stick is shorter than this one; this stick is longer than that one and so on. Pupils should be able to identify longer than and shorter than when comparing lengths of different objects. Extension activity Ask pupils to compare the lengths of their feet against two other pupils feet. Ask them to arrange themselves from tallest to shortest (left to right). This lesson is an extension of Lesson 2, where pupils are given the opportunity to integrate and consolidate the concept of longer than; shorter than, longest and shortest. Show the pupils four or five sticks of varying lengths and ask them if they can identify the longest stick of them. Then ask them to identify the shortest stick. Repeat this a few times until the pupils fully comprehend the meaning of longest and shortest. Hold up three pencils of differing lengths and ask them which pencil is the shorter of the three. Repeat this a few times until the pupils can answer easily. Allow the pupils to work in pairs and give each pair five or six sticks. They then order the sticks from shortest to longest and from longest to shortest. Pupils now can complete Exercise 3 on page 65 of the PB. Guide the pupils through the exercises and assist them to write the answers correctly. Exercise 3 1. Purple 2. Yellow 3. Guide the pupils to share the correct answers with their partner. The green bottle is the taller bottle and the man is holding the longer piece of wood / card. Unit 23: Introducing length 103
Lesson 4 Pupil's Book page 64; Workbook page 36 Workbook Pupils revise the concepts covered in this unit by working through worksheet 23 on page 36 in the WB. Check pupils progress and monitor carefully how they cope with integrating the content covered in this unit. Prepare rhymes and games to play with pupils which consolidate the concepts covered in this lesson. Worksheet 23 1. Check that each pupil has used the correct colour for long and for short. 2. Check that the longer objects have been coloured in. Observe and listen to the pupils during the lesson. Take in the pupils WBs and informally assess the pupils worksheets and level of understanding. They should be able to develop the idea of length, compare the length of two or three objects and order similar objects according to length. 104 Unit 23: Introducing length
Unit 24 Measuring length using natural units Objectives By the end of this unit, pupils should be able to: Measure length and distance in their natural units. Suggested resources Workbook Objects for measuring such as string, rope, sticks Key word definitions measuring: a way of finding out the size or amount of something natural units: parts of the body which can be used to measure the length or size of something, such as the hand or foot hand span: the width of the hand from one side to the other Evaluation guide Pupils to: 1. Measure different given lengths using different natural units. 2. Measure the wide of their classroom with their foot and arm s length. Frequently asked questions Q What prior knowledge do pupils need to complete this unit? A It is important that the pupils understand the introductory work done in Unit 23 very well. They should understand the words and language of the unit. They should be able to compare two objects and say which is the longest and which is the shortest. Common errors pupils make Pupils may find it difficult to understand how to measure an item using their hands or arms. It is important that you demonstrate carefully allowing them to copy your actions. They should understand that if they are using their hands they should place their hands closely together and there should be no gaps in between them. Unit 24: Measuring length using natural units 105
Lesson 1 Pupil s Book page 66 Objects for measuring such as sticks or string Read through the unit in the PB in order to know what is expected of the pupils. Ensure that you have identified items for them to measure using their hands and arms. Try the activities yourself in order to know what questions could arise and what challenges the work will present given your particular context. Explain to the pupils that we can use our hands to measure length. Ask the pupils how they think they would measure the length of their tables using their hands. Ask them to share their ideas with the class. At this point you do not want to point out right or wrong answers. You should aim at encouraging them to share as many ideas with the class as possible. List the different suggestions and ask the pupils which method they think would work best. Try the method out and measure the length of a table. Discuss the advantages and disadvantages of the method with the pupils. Demonstrate to the pupils how to measure using hand spans. Ask the pupils to use their hands to measure the tables. Assist the pupils to measure their tables. You could now ask pupils to tell you what the length of the tables are in hand spans. Repeat the exercise asking the pupils to measure other objects for example, the length of a stick in hand spans. Allow them plenty of practice at this. If pupils do not understand how to measure using their hand spans it is important that you guide them by showing them using your own hands and then assisting them to measure an object using their own hands. Demonstrate to the pupils how to measure the length of the wall using an arm length. Ask pupils to come forward and to measure a wall in the classroom using the length of their arm. Repeat this with different pupils measuring. Ensure that they are able to measure the length of a wall using the length of their arm. Discuss how they measured with them. Observe and listen to pupils during the lesson. Ensure that they are able to measure the length of different objects using hand spans and the length of their arm. Extension activity Ask pupils to measure the length of their table using their hand spans. Now measure the table using your own hand span. Compare the measurement that they recorded and the measurement that you recorded. Your measurement should be less than theirs as their hands are smaller than yours. Discuss the difference with the pupils. Ask pupils to measure different household items using their hand spans. They could measure the length of a table, the length of a bed, etc. They should report their findings back to you the following day. Once they have mastered the skill of measuring the length of an object using their hand spans ask them to describe to you what they did to measure the length of the object. This enables them to develop the language of mathematics and mensuration. It also affords them the opportunity of consolidating the concepts through language. 106 Unit 24: Measuring length using natural units
Lesson 2 Pupil s Book page 66 Objects to measure such as string, rope or sticks Using items that are suitable for measuring, explain to the pupils that we can use our feet to measure length. Ask them how they think they would measure the length of the passage using feet. Encourage pupils to share as many ideas with the class as possible. List the different suggestions and ask the pupils which method they think would work best. Try the method out and measure the length of a passage. Discuss the advantages and disadvantages of the method with the pupils. Demonstrate to the pupils how to measure using feet. Ask the pupils to use their feet to measure the length of a piece of rope which is placed on the floor in the classroom. You could now ask pupils to tell you what the length of the piece of rope is in feet. Repeat the exercise asking the pupils to measure other objects, for example, the length of a line drawn with chalk on the floor. Allow them plenty of practice at this. Once they have mastered the skill of measuring the length of object using their feet ask them to describe to you what they did to measure the length of the object. This enables them to develop the language of mathematics and mensuration. It also affords them the opportunity of consolidating the concepts through language. Demonstrate to the pupils how to measure the length of the passage using steps. Ask pupils to come forward and to measure the length of a passage using steps. Repeat this with different pupils measuring. Ensure that they are able to measure the length of the passage using steps and discuss how they measured the length of the passage. If pupils do not understand how to measure using their feet it is important that you guide them by showing them using your own feet and then assisting them to measure an object using their own feet. Once pupils are comfortable with the skill of using hand spans, feet, arms and steps to measure different things then they are ready to attempt Exercise 1 on page 66 in the PB. Guide them carefully through each of the questions. Exercise 1 1. Pupils measure feet to measure the length of the classroom. 2. Pupils use their arms to measure the width of the classroom. Ensure that pupils are able to measure length using feet and steps. Extension activity Ask pupils to measure the length of the classroom using steps. Now measure the length of the classroom using your steps. Compare the measurement that they recorded and the measurement that you recorded. Your measurement should be less than theirs as their steps are smaller than yours. Discuss the difference with the pupils. Ask pupils to measure different lengths at home using their feet. They could measure the length of a room, the length of a garden, etc. They should report their findings back to you the following day. Unit 24: Measuring length using natural units 107
Lesson 3 Pupil s Book page 67 Objects for measuring such as string or rope Prepare a revision activity for measuring with arms, hand spans, feet and steps. Ask pupils to tell you how they have learnt to measure. You can use this activity to assess if they have developed the necessary perceptual skill, concepts and language to enable them to understand the basic principles of measurement. Lay a piece of rope on the ground and ask the pupils to measure the rope using their feet. Pupils are able to measure length using hand spans, arms, feet, steps and identify longer and shorter items. Pupils to complete Exercise 2 on page 67 of the PB if they have not done so in class. Ask pupils to measure the following: The length of their desk using their hand spans The length of the passage using steps The width of the classroom using their arms Allow pupils to explain how they measure as well as tell the class what the result is of their measuring. Draw 5 pairs of objects on the chalkboard, placing a longer and shorter one next to each other. Ask pupils to copy the pictures into their note books and circle the larger of the two objects. Once the pupils are confident about measuring you may ask them to complete Exercise 2 on page 67 of the PB. Guide the pupils through the exercise. Exercise 2 1. Pupils measure their building 2. 8 blocks long 108 Unit 24: Measuring length using natural units
Lesson 4 Pupil s Book page 67 Objects for measuring such as rope, string Have pupils form pairs and compare their hand spans, steps and arms (and any other natural units they are familiar with). Repeat a few times with different partners. Guide pupils to see that natural units are not standard, and that each pupil can have a different size. Ask them if they think this might cause inaccuracy of measurements. Observe and listen to the pupils during the lesson. They should be able to measure length using hand spans, arms, feet and steps. Pupil s to complete Exercise 3 on page 67 of the PB if they have not done so in class. This lesson is an extension of Lesson 4. The focus of this lesson is to consolidate what they have learnt about measuring using hand spans, steps and arms. Once the pupils are confident about measuring, they can complete Exercise 3 on page 67 of the PB. Guide them through the exercise. Assist all pupils to attempt the puzzle. Guide them to find the answer. It may help to draw the strides and help them count in fives. Exercise 3 1. Hand spans 2. Feet [any other reasonable answer could be considered] Puzzle 14 x 5 = 70 feet or the pupils can count in 5s to get to the answer. Unit 24: Measuring length using natural units 109
Lesson 5 Pupil's Book page 66; Workbook pages 37 and 38 Workbook Revise the concepts covered in this unit by working through Worksheet 24 on pages 37 and 38 in the WB. Check pupils progress while they do this and assess how well they have understood the lessons. Worksheet 24 1. will vary according the individuals and the classroom. 2. will vary according the individuals and the classroom. 3. Check that the pupils give reasonable answers. 4. a. Pupils estimate 1-3 match sticks. Pupils measure at 3 match sticks. b. Pupils estimate 2-5 match sticks. Pupils measure at 2 match sticks. c. Pupils estimate 2-4 match sticks. Pupils measure at 1 1 match sticks. 2 Observe and listen to pupils during the lesson. Look at the answers in their WBs to assess their level of understanding. They should be able to measure length and distance using different natural units and order given objects by length. 110 Unit 24: Measuring length using natural units
Unit 25 Comparing and ordering lengths Objectives By the end of this unit, pupils should be able to: Compare lengths of two or three objects Apply length and ordering of lengths in our environment. Suggested resources Pencils of varied lengths Sticks of varied lengths String Wool Objects that have different lengths, widths and height, for example, different sized cups or mugs, bowls, tins, boxes Key word definitions compare: to look at two people or things together so that you can tell the difference between them long: something that is far from one end to the other, for example: she has long hair longer: something that is further from one end to the other longest: something that is the furthest from one end to the other short: a small distance from one end to the other, for example: we walk a short distance to school. shorter: a smaller distance from one end to the other shortest: the smallest distance from one end to the other order: when everything is in the right place ordering: placing or organizing things in a certain way smallest: of a size that is less than usual, opposite of largest largest: the greatest size or amount of something, biggest arrange: to place things in a particular order width: how wide something is from one side to the other measure: a way of showing the size or amount of something Frequently asked questions Q What prior knowledge do pupils need? A Pupils need to have an understanding of length. They need to know that when they consider the length of something then they are considering how long the object is. Common errors pupils make Pupils may struggle to compare different lengths. Their understanding of long, longer and longest may not have developed fully. Also their understanding of short, shorter and shortest may not have developed. It is important to include as much practical activity as possible and to develop their language skills and vocabulary (See Key word definitions above). Evaluation guide Pupils to: 1. Measure and order given objects by length. Unit 25: Comparing and ordering lengths 111
Lesson 1 Pupil s Book page 68 Pencils Objects for measuring such as sticks, string or wool Call two pupils to the front of the class. They should differ in length. Ask the pupils to put them in order of length: from the shortest to the tallest. Now call three pupils and repeat. Repeat a couple of times. Ask the pupils how they decided who should stand first in the row and who should stand next and so on. They should refer to the fact that they compared the two and the one who is smallest has to stand first, then the taller pupil and so on. Read through the example on page 68 of the PB with the pupils and encourage them to look at the pictures and corresponding words. Demonstrate by holding up three sticks and asking the pupils to say which is long, longer and longest. Ask the pupils to match the sticks to the words: which stick can be described as long, which stick can be described as longer and which stick can be described as the longest stick. Repeat with a different set of objects, for example, pieces of string. Ask the pupils which piece of string can be described as short, which piece of string can be described as shorter and which piece of string can be described as the shortest piece of string. Assess if the pupils have understood the language and the concepts of length. If not repeat the activities using other objects such as pencils, wool, leaves and so on. Extension activity Ask pupils to measure the length and width of the classroom using their arm. Ask them to measure the length of the classroom with their arm. Ask them to describe which is longest: the width or the length. Support activity Some pupils may still struggle to use the words correctly to compare length. If this is the case, repeat the exercises from the main lesson but using only two objects at a time initially. Once pupils have mastered this skill then progress to comparing the length of three objects. Ask the pupils to collect three objects at home and draw them. They should draw a circle around the object which is the longest. Observe and listen to the pupils during the lesson. Pupils should be able to compare the length of objects correctly. They should also be able to use the words long, longer and longest and short, shorter and shortest correctly. 112 Unit 25: Comparing and ordering lengths
Lesson 2 Pupil s Book pages 69 and 70 Objects for measuring such as pencils, sticks, wool, string Prepare the same objects used in the previous lesson. Read through pages 68 to 70 in order to know what is required from the pupils in this lesson. Revise one of the activities from the previous lesson. You could take three sticks and ask the pupils to arrange the sticks in order of length from shortest to longest and then another set of objects such as pencils that they should arrange from short to shortest. Repeat this as many times as necessary using different objects. The lesson continues the concept of comparing length. You could use this lesson to encourage the pupils to work in a semi- abstract way, if they are ready for this step. You could show them the illustrations on page 68 and read the information to them. They could point to the water pipes and indicate which one is long, which one is longer and which one is longest. They could then look at the pictures of the bottles and then point to which one is short, which one is shorter and which one is shortest. Assist pupils to complete Exercises 1 and 2 on pages 69 and 70 in the PB. Pupils may find it easy to point out the answers but may be a little confused with writing the number to represent the picture. Explain to them carefully how to use the numbers to indicate the correct answers. If the pupils are not able to do the work in the PB, go back to covering the work practically with concrete objects in the class. Exercise 1 1. a) 1;2;3 b) 1,2,3 c) 2,1,3 2. a) 3,1,2 b) 2, 3, 2 c) 3,2,1 Exercise 2 Each picture to the right of the first picture represents the shorter object. Observe and listen to pupils during the lesson. They should be able to compare length using these words: Long, longer and longest Short, shorter and shortest Extension activity The pupils must collect three sticks of different lengths. Pupils must then arrange the sticks in this order: long, longer, longest. They must then draw their sticks in the correct order. They must write these words under each stick: long, longer and longest. Pupils to complete Exercises 1 and 2 on pages 69 and 70 in the PB if they have not done so in class. Unit 25: Comparing and ordering lengths 113
Lesson 3 Pupil s Book page 70 Objects for measuring such as pencils, sticks, string, wool Draw or stick up pictures of suitable objects up on the board showing different lengths and ask pupils to point out the long, longer and longest and short, shorter and shortest. Write the words under the correct objects. This is an extension to the previous lesson. Exercise continues to strengthen the pupils concept of comparing length. With your help and guidance they are then able to complete Exercise 3 on page 70 in the PB. If the pupils are not able to do the exercise in the PB go back to covering the work practically with concrete objects in the class. Exercise 3 a) Longer b) Shorter c) Shorter Observe and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. They should be able to compare length using these words: Long, longer and longest Short, shorter and shortest Ask pupils to do a drawing of the members of their family and to circle the person who is the shortest. Lesson 4 Pupil s Book page 71 Pencils of varied lengths Sticks of varied lengths Objects that have different lengths, widths and height such as different sized cups or mugs, bowls, tins, boxes Pupil's Book Ask pupils to arrange themselves from tallest to shortest. Help them form a row from shortest to tallest. Ask them to tell you how they solved the problem. Now ask them to re-arrange themselves from tallest to shortest. A pupil may point out that if you look at the row from the other point (where the tallest pupil is) then they are already in order. However give them another point in the classroom to start their ordering. Explain to the pupils that when comparing objects it is important to compare the same dimension: height or width or length. Use the objects that you brought to class to demonstrate, for example, put two different sized boxes next to each other. Ask the pupils which one is the largest one. Ask them which one which is the smaller box. Now place 3 boxes next to each other and ask them to order them from smallest to largest. Encourage pupils to explain how they knew which was the smallest box, and which one was the largest box. Ask pupils to indicate the height of the box, the length of the box and the width of the box. This is an introductory activity and pupils do not have to memorise or be able to describe each of these properties in year one. Revise the concept of long and short. Pupils should now complete Exercise 4 on page 71 in the PB. Guide and assist the pupils to write the answers. 114 Unit 25: Comparing and ordering lengths
Exercise 4 1. a) high heel shoes then the school shoes b) spoon, fork and then the knife Observe and listen to the pupils during the lesson. Pupils should be able to compare length of objects and order them from longest to shortest. Extension activity Make a height chart by sticking a piece of paper onto the wall about 1.5m high. Ask pupils to stand with their backs straight against the paper and mark their height with a pencil, writing each pupil s name next to their mark. Look at the chart with the pupils and discuss who is the tallest, shortest and so on. Lesson 5 Pupil's Book page 68; Workbook page 39 Workbook Pupils revise the concepts covered in this unit by completing Worksheet 25 on page 39 in the WB. Check pupils progress and monitor carefully how they cope with integrating the content covered in this unit. Worksheet 25 1. Check that pupils colour only one object, and that it is the longest object in the set. 2. Check that pupils colour only one object, and that it is the shortest object in the set. 3. Pupils circle the giraffe. 4. Pupils circle the wall in the middle of the set. 5. Pupils colour only one pair of shoes, the pair on the far right. Observe and listen to the pupils during the lesson. Look at their answers in the WB to assess their understanding. They should be able to compare lengths of two or three objects and apply length and ordering of lengths in our environment. Unit 25: Comparing and ordering lengths 115
Unit 26 Time Objectives By the end of this unit, pupils should be able to: Demonstrate knowledge of the idea of time Read a clock to the hour and half hour Name days of the week and arrange them in order Mention when certain things are done at home and school. Suggested resources Charts indicating activities particular to different periods of the day Chart with four quadrants Morning Afternoon Evening Night Pictures of activities that may fit in each of the quadrants Cardboard, scissors, glue or tape, pins, pencils (for the clock) Key word definitions morning: the time of day from when the sun rises until midday afternoon: the time of day from midday until evening evening: the time of day from the end of the afternoon until you go to bed night: the time of day when it s dark and most people sleep It may be best to describe evening time as that time that the family is home after the activity of the day and the time that they should be getting ready to go to bed. The time just before the sun goes down, etc. Evaluation guide Pupils to: 1. State the time when certain things are done at home or at school, such as going to sleep, coming to school etc. 2. Show that they understand the idea of time. Frequently asked questions Q What prior knowledge should pupils have? A Pupils should have some awareness of morning, afternoon, evening and night time. Common errors pupils make Pupils should not have too much difficulty with this unit of work. However, some pupils may find the distinction between evening and night time a little confusing. 116 Unit 26: Time
Lesson 1 Pupil s Book page 72 Charts indicating activities peculiar to different periods of the day Chart with four quadrants Pictures of activities that may fit in each of the quadrants Use the chart that you prepared and stick it on to the board. Hold up each of the pictures that you have selected and ask the pupils where they would paste the pictures. Assist them to stick the pictures into the correct quadrants. Observe and listen to the pupils during the lesson. They should be able to match appropriate activities to times of the day. Ask pupils to draw a picture of their favourite time of day. They must bring the picture to class the next day and explain why they like this time of day the most. Discuss with pupils when they do certain activities. Ask them when do they wake up? When do they walk or travel to school? When do they go home? When do they have their last meal of the day? When do they go to bed? Ensure that pupils understand the terms: morning, afternoon, evening and night. Emphasise that the sun rises in the morning and that the sun sets in the evening. Once the pupils are able to grasp the periods of time and appropriate activities linked to the times then they are ready to attempt Exercise 1 on page 72 of the PB. Guide and assist them to answer the questions correctly. Exercise 1 1. Pupils discuss the activities of each of the pictures: a) The girl is doing her school work. b) The girl is playing in the garden. c) The girl is having supper. d) The girl is sleeping. 2. a) The girl is doing her school work during the morning. b) The girl is playing in the afternoon. c) The girl is having supper in the evening. d) The girls is sleeping at night. Unit 26: Time 117
Lesson 2 Pupil s Book page 73 Charts indicating activities peculiar to different periods of the day Get pupils to show you their pictures they had to complete for homework. Give each pupil a chance to explain why he or she likes a specific time of day. You could get pupils to talk about their favourite time of the year as well. Set some time aside to map the pupils day with them and explain what time of day it is when they perform certain activities. For example, they list all their activities: I get up, I go to school, I work at school, I leave school, I play with my friends at home, I do my homework, I have supper, I wash and then go to bed. Now discuss with them when each of these activities take place. They could then draw what they do in the morning, etc. Please be sensitive to pupils living in difficult conditions e.g. there may not be a regular dinner time in some homes, there may not be a regular bath time in some homes}. Observe and listen to the pupils during the lesson. Look at their answers in the PB to assess their understanding of the concepts. Pupils should be able to match appropriate activities to times of the day. Pupils can find out from their parents what they do during the day at work. They can find out what tasks they do at specific times of the day. This is an extension of the previous lesson. Talk about the different things pupils do in their holidays or over weekends, and the times at which they do them. This will help consolidate their understanding of the terms: morning, afternoon, evening and night. Pupils to complete Exercise 2 on page 73 of the PB. Guide and assist pupils to answer the questions correctly. Exercise 2 1. a) I go do school in the morning. b) I go to bed at night. c) I do my homework in the afternoon. d) I take my bath in the evening. e) I leave the school in the afternoon. f) I eat my dinner in the evening. {some of the responses may differ depending on the pupils context and circumstances. 118 Unit 26: Time
Lesson 3 Pupil s Book pages 73 and 74 Cardboard, scissors, glue or tape, pins, pencils (for the clock) Songs and rhymes about time Start the lesson with a song or rhyme about time. Show the pupils the model clock that you have made and ask them what they notice about the clock. They should notice the numbers that are displayed on the clock face. Encourage them to count from the 1 to the 12 while pointing at the numbers. Explain to them that school starts at a certain time and show them the time on the clock. They do not have to be able to read time but pupils will benefit from becoming aware of time shown on a clock face. Observe and listen to pupils during the lesson. Pupils should be able to match activities to periods of the day. Extension activity Give pupils a circular piece of paper to stick into their note books with the numbers 12, 3, 6 and 9 in the correct places. Ask them to fill in the missing numbers and draw the hands showing the time that school starts in the morning. Ask pupils to find out the current time of sunrise and sunset and whether this changes during the different seasons. Show other times that may be appropriate, for example, at what time do you get up in the morning? If they say 6 o clock then show them this time, explain to them that this time is 6 o clock in the morning. Explain to the pupils that if the sun is rising at 6 o clock then it is morning time. Explain to the pupils that time enables us to know when to do certain tasks and it also helps us know when to get up in the morning and when to go to bed in the evening. Read through the information on page 73 with the pupils. Read the example to them, as well. Pupils can complete Exercise 3 on page 74 of the PB. Guide them to write the correct answers. Exercise 3 1. Morning 2. Morning 3. Morning 4. Afternoon Unit 26: Time 119
Lesson 4 Pupil s Book page 75 The clock (from Lesson 3) Songs and rhymes involving time Start the lesson by singing songs or reciting rhymes that you introduced in the previous lesson. Using the clock from Lesson 3, get pupils to count the numbers from 1 to 12 on the clock again, identifying each number on the clock. When school starts, get pupils to look at the clock and ask them to read the number on which the short hand falls. At break time, get pupils to look at the clock and ask them to read the number on which the short hand falls. Extension activity Ask pupils to stand in one place early in the morning. They should look at their shadow and describe it. Ask them to stand in the same place at about 11h30 am. They should again look at their shadow and describe it. Ask them if they notice a difference. Pupils to complete Exercise 4 on page 75 of the PB if they have not done so in class. Revise the work covered in the previous lesson by repeating the times of the day and how we use these times to do specific things. Pupils can complete Exercise 4 on page 75 of the PB. Guide them to write the correct answers. Exercise 4 1. Morning 2. Evening 3. Night 4. Evening 5. Afternoon 6. afternoon Observe and listen to the pupils during the lesson. Pupils should be able to match activities to periods of the day. 120 Unit 26: Time
Lesson 5 Pupil's Book page 72; Workbook pages 40-42 Workbook Sing songs or recite rhymes that the pupils are now familiar with from the previous lesson. Revise the concepts covered in this unit by working through Worksheet 26 on pages 40 to 42 in the WB. Guide pupils where necessary and check their answers to assess how they are progressing. Worksheet 26 1. Morning 2. Evening 3. Afternoon 4. Morning 5. Night 6. Pupils give their own answers 7. Check that pupils draw reasonable activities for each time of day. Take in the pupils Workbooks (WB) and informally assess the pupils worksheets and level of understanding. They should be able to demonstrate knowledge of the idea of time and mention when certain things are done at home and at school. Unit 26: Time 121
Unit 27 Weight Objectives By the end of this unit, pupils should be able to: Compare the weights of some common objects using the terms light and heavy and order objects according to their weights. Suggested resources Weight balance See-saw Various objects that pupils can compare (coconuts, oranges, etc.) Bags to hold objects Bathroom scale or kitchen scale Balance beam or weight balance Key word definitions weight: how heavy a person or object is heavy: a person or object that weighs a lot and may be difficult to lift heavier: a person or object that weighs more when compared to another person or object light: a person or object that weighs a little lighter: a person or object that weighs less than another person or object estimate: to say what you think something will cost or weigh before you know all the facts estimating: saying what you think something will cost or weigh compare : to look at two people or things together so that you can tell the difference between them comparing: the act of looking at two things together so that you can tell the difference between them weighing: the action of finding out the weight of a person or object balance: to put something in a position where it does not fall. a beam balance is used to compare the weight of objects pulley: a piece of equipment which has a wheel and a rope and is used for lifting things Frequently asked questions Q What prior knowledge do pupils need? A Pupils will need to be able to count to at least 10. Learners will need to be able to compare numbers to 10 and know which is more and which is less. Q Are weight and mass the same thing? A Weight and mass are not the same thing. Mass is the quantity of matter in an object. It is quite often called weight, but the two are not the same. The weight of an object changes according to gravity. Mass is measured in kilograms (kg) and weight is correctly measured in newtons (N). A one-kilogram mass weighs 9.8 N on Earth, but on the Moon, owing to much weaker gravity, it would weigh only 1.6 N. Common errors pupils make Pupils need to realise that mass has nothing to do with what an object looks like: It is a property that can only be judged by feeling it, or measuring it by using something like a beam balance. They also need to understand that mass, like other measures, is relative: A heavy item can feel lighter in comparison with an even heavier object. Evaluation guide Pupils to: Show two different objects and select which one is heavier than the other. 122 Unit 27: Weight
Lesson 1 Pupil's Book page 76 Weight balance See-saw Various objects that pupils can compare (coconuts, oranges, etc.) Bags to hold objects Have different objects in the class for pupils to compare in terms of weight and how heavy or light they feel. Ask three pupils to stand at the front of the class. Give the first pupil a coconut in one hand and an orange in the other. Which feels heavier the coconut or the orange? Give the second pupil a book in one hand and a stone in the other. Which feels lighter the book or the stone? Give the third pupil a spoon in one hand and a pencil in the other. Which feels heavier the spoon or the pencil? Ask another three pupils to the front and pass the objects to them. Do they agree with the first group of pupils answers? Before the lesson begins gather some bags which can be closed place a couple of large stones, in one bag place a few hardback books, in one bag a bunch of bananas, in another bag place some clothes and in another bag place some feathers or straw. Bring the bags to the front of the class. Ask one pupil to come to the front and choose two bags. Which bag feels heavier? Place the heavier bag on one side and the lighter bag on the other. Place the corresponding labels (lighter/heavier) in front of them. Ask another pupil to come to the front and choose another bag. Ask the pupil to pick up the bag found to be lighter by the previous pupil and compare the two bags. Which bag is heavier? If the new bag is lighter, then place it on the side with the label lighter. If the new bag is heavier then compare it with the bag labelled heavier. Which bag is heavier now? If the new bag is lighter place it between the first two bags. If the new bag is heavier, place it on the heavier side and move the label heavier in front of the new bag. Repeat with different bags and the remaining bags and compare them all with each other. When all the bags have been compared and been placed in some kind of order from heavier to lighter, ask another pupil to come up and open each bag to see what is inside. What was the heaviest bag filled with? What was the lightest bag filled with? If pupils are struggling to distinguish between heavier and lighter objects, ask them to hold two different objects, such as a stone in one hand and a feather in the other. Ask them to tell you which object is lighter and which is heavier. Observe and listen to the pupils during the lesson. They should be able to identify the words heavier and lighter and compare objects that feel heavier and lighter. Extension activity Pupils to make a collection of items they think are heavy, or collect pictures of heavy objects. They should make another collection of items they think are light, or collect pictures of objects which would be light. Pupils collect some items at home and try and compare them. They put them in order from heaviest to lightest. Unit 27: Weight 123
Lesson 2 Pupil s Book page 77 Weight balance or beam balance Various objects that pupils can compare (coconuts, oranges, etc.) Revise the work from lesson one. Pupils hold two objects and try and say which one is heavier and which one is lighter. It may be a good idea to demonstrate the relativity of the concept. You could ask the pupils to compare a leaf and a small stone. Then they can compare the same small stone and a larger stone and so on. Observe and listen to the pupils during the lesson. Are pupils able to compare objects and determine which object is heavier and which object is lighter? Support activity Have a class discussion on which object the learners have seen that they think is the heaviest/ lightest object. Compare these objects to each other. Refer to previous day s homework activity and ask pupils to arrange the objects they brought from home from lightest to heaviest on their desks and say which is heaviest and which lightest. Show the pupils two objects, for example, a banana and a pencil. Ask them to guess or estimate which object will be heavier. Tell them that you will show them using the beam balance. Place the banana on one end of the balance and the pencil on the other. The banana should be heavier than the pencil. Repeat using similar objects to the objects used in exercise 1 on page 77 of the PB. Once the pupils understand the concept of using the balance to show heavier and lighter, they can complete Exercise 1 on page 77 of the PB. Guide them and assist the pupils to reach the correct answers. Exercise 1 a. banana b. rock c. pineapple d. apple e. board duster 124 Unit 27: Weight
Lesson 3 Pupil s Book page 78 Bathroom scale or kitchen scale Various objects that pupils can compare (coconuts, oranges, etc.) Read through pages 77 to 79 of the unit in the pupil book (PB) to ensure that you know the work that needs to be covered in the lesson. Discuss with the pupils where they have seen merchants and traders weighing foodstuffs in order to sell them by weight. Ask them if they have seen other people weighing items, objects or people. Some pupils may have baby brothers or sister who has been weighed at the local clinic. Ask them to talk about their experiences. Revise the work of the previous two lessons and ask pupils to hold two different objects and to tell the class which one is heavier and which one is the lighter object. Explain to the pupils that we do not always use a beam balance to determine if an object is heavier than another and that sometimes we may use a pulley to compare weights of objects. The pupils can complete Exercise 2 on page 78 in the PB. Exercise 2 a. the book may be lighter than the 3 bananas b. the orange may be lighter than the coconut c. the pencil will be lighter than the bottle d. the computer screen may be heavier than the bag Observe and listen to the pupils during the lesson. Pupils should be able to compare objects and say which one is heavier and which one is lighter. Lesson 4 Pupil s Book page 79 Bathroom scale or kitchen scale or beam balance Various objects that pupils can compare (coconuts, oranges, etc.) Ask pupils to find out from their mother or father, or any other relative, how much they weighed at birth. Pupils must then work in pairs and tell each other about their weights. They must work out who was the lightest/heaviest of them. Give assistance where necessary. Revise the work of the previous three lessons. Practice giving pupils different objects to work out which is the heaviest, or lightest, alternating each time. Remind pupils that we do not always use a beam balance to determine if an object is heavier than another and that sometimes we may use a pulley to compare weights of objects. Show the pupils that when objects have more or less the same weight the beam balance will balance. So for instance, place a book on one end of the beam balance and a few smaller objects on the other side until the beam balance is balanced. Ask them to count how many of the smaller items it took to balance the beam balance. The pupils can complete Exercise 3 on page 79 in the Pupil s Book (PB). Use a beam balance to demonstrate the answers if possible. Exercise 3 a. 3 b. 8 c. 6 Unit 27: Weight 125
Pupils are able to compare objects and say which one is heavier and which one is lighter and order them from heaviest to lightest. Pupils draw objects which are lighter than others. Lesson 5 Pupil's Book page 76; Workbook pages 43 and 44 Workbook Pupils revise the concepts covered in this unit by working through the worksheet 27 on pages 43 and 44 in the WB. Check pupils progress and monitor carefully how they cope with integrating the content covered in this unit. Worksheet 27 1. Pupils colour the eraser and the hammer. 2. a) Heavier b) Lighter c) Lighter 3. a) 2 b) 8 c) 1 4 d) 1 2 e) 1 4 4. Pupils colour the brick and the book. Observe and listen to pupils during the lesson. Take in the pupils WBs and informally assess the pupils worksheets and level of understanding. They should be able to compare the weights of some common objects using the terms light and heavy. Support activity Identify if pupils are struggling to complete any of the answers in the worksheet and assist them individually if necessary or pair them with another pupil who can work with them. 126 Unit 27: Weight
Unit 28 Three-dimensional shapes Objectives By the end of this unit, pupils should be able to: Identify, sort and name cuboids, cubes, cylinders and spheres Distinguish between cuboids and cubes Identify and count the flat faces, corners and edges of a cube and cuboid Identify the curved surfaces of a cylinder Mention solid shapes in homes and the environment that are cuboids, cubes, cylinders and spheres. Suggested resources Ludo dice Empty match boxes Packets of sugar Empty Milo tins, milk containers, Balls of different sizes Charts showing pictures of cuboids, cubes, cylinders, spheres Two sets of cards with three-dimensional shapes drawn on them Cube and cuboid objects Charts that show objects that have spherical, cylindrical, cube and cuboid shapes around the house and in nature Key word definitions three-dimensional (3-d) shapes: solid shapes which have length, width and height solid shapes: hard shapes with no empty space inside tallest: the highest person or thing longest: an object having the furthest distance from one end to the other width: how wide something is from one side to the other depth: how deep something is height: how far it is from the bottom to the top of a person or object cuboid: a solid shape with six rectangular sides cube: a solid shape with six square sides all the same size cylinder: a solid shape which is long and round, like a tin of beans sphere: a solid, round object, such as a ball distinguish: to tell the difference between two things environment: the area outside our homes and buildings Frequently asked questions Q What prior knowledge do the pupils need? A Pupils will need to be able to count up to 10. They need to know the colours red, blue, green and yellow. They will also need to be able to identify 2-D shapes, namely squares, rectangles, triangles and circles. Pupils will need to understand what is meant by the concepts straight and curved. Q Can cuboids have square faces? A Cuboids are rectangular prisms. Four of the faces will be rectangles and the two end faces can be either two more rectangles or two squares. A shape with all six square faces is a cube. Q Does a sphere have one edge? A No, an edge is where two surfaces join. As a sphere is perfectly round with only one surface it has no edges and no faces. Q Why should pupils spend time playing with threedimensional shapes and building models? A Pupils sort, match, fit, combine and compare these shapes in the same way as they compare sets of objects that lead to number operations. The advantage of using three-dimensional material is that it leads pupils towards considering more than one feature at a time. Not only do they need to take into account length, but also height and breadth; not one face, but several faces must look right. Unit 28: Three-dimensional shapes 127