Primary Maths TG1

Mathematics
for Primary Schools
TEACHER’S GUIDE
1
N
E E
DIT
I
W
ON
Daniel O. Apronti Juliet C. Donkor Godwin T. Nomo

Mathematics
for Primary Schools
Teacher’s Guide 1
Daniel O. Apronti
Juliet C. Donkor
Godwin T. Nomo
Advisor
Charles Duedu
winmat
PUBLISHERS LIMITED
Published in 2016 by
WINMAT PUBLISHERS LTD
PO Box AN 8077,
Accra-North, Ghana
ISBN 978-9988-0-4601-9
Text © Daniel O. Apronti, Juliet C. Donkor, Godwin T. Nomo, 2016
All rights reserved; no part of this publication may be reproduced, stored

in a retrieval system, transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publishers.
Designed by Kwabena Agyepong
Illustrated by Elkanah Kwadwo Mpesum
The publishers have made every effort to trace all copyright holders but if they
have inadvertently overlooked any, they will be pleased to make the necessary
arrangements at the first opportunity.
Contents
Introduction 5
1 Counting Objects 8
2 Number and Numerals 1 13
3 Addition Sum ( Up to 9) 23
4 Number and Numerals II 32
5 Subtraction 0 -9 37
6 Solid shapes 44
7 Tens and Ones 45
8 Addition and Subtraction 56
Measurement of Length, Area, Capacity
9 62
and Mass
10 Measurement of Time and Money 69
11 Collecting and Handling of Data 74
Addition and Subtraction of Numbers
12 77
(0-99)
Introduction 5
Introduction
Basic School Mathematics

The curriculum covers the following five overlapping areas of content:
• Numbers and numerals;
• Number operations;
• Measurement, shape and space;
• Collecting and handling data;
• Problem solving and application
Pupil materials
Six Pupil’s Books cover the content of the mathematics curriculum. Each Pupil’s Book provides a
presentation of curriculum content, some examples, skill development and practice.
Pupil’s Book 1
The topics presented in Pupil’s Book 1 are arranged in twelve units:
1. Counting Objects
2. Numbers and Numerals I
3. Addition (up to 9)
4. Numbers and Numerals II
5. Subtraction 0-9
6. Solid shapes
7. Tens and Ones
8. Addition and Subtraction
9. Measurement of Length, Area, Capacity and Mass
10. Measurement of Time and Money
11. Collecting and Handling Data
12. Addition and Subtraction of Numbers (0-99)
The instructions in the Pupil’s Book are, initially, for the teacher to interpret as the pupils are only
beginning to learn to read.
Teacher’s Guides
The units of the six complementary Teacher’s Guides have sections which provide:
• objectives;
• background notes;
• teaching methods outlining the use of teaching/learning materials and equipment;
• key word;
• a list of materials;
6 Introduction
• activities which integrate the Pupil’s Books with practical work;

• some checks which give an indication of pupils’ progress;
• a diagnostic assessment test after every unit so that the teacher can evaluate the success of their
teaching methodology.
In line with the structure and organisation of the syllabus, no attempt has been made to break the year’s
work into terms. This is left for the teacher. However, no topic should be glossed over.
Teacher’s Guide 1
The ideas and suggestions in this book should help teachers and their pupils to:
• interact purposefully with each other;
• use the classroom environment and resources;
• develop a positive attitude towards learning mathematics.
The teacher should:
• first study the syllabus and note the topics that are to be taught in Year 1;
• Scan the Teacher’s Guide and be aware of how it refers to and fits together with the Pupil’s Book;
• become familiar with the whole programme for the year and the detail of the initial parts;
• decide which teaching aids are needed generally and the specific resources to begin the programme;
• recognise the parts of the programme which require discussions with other teachers and supervisors;
• make detailed plans for presenting each unit.
Teaching plan for the year

The following units of work should be covered each term.
Term 1 Unit 1, Unit 2, Unit 3, Unit 4,
Term 2 Unit 5, Unit 6, Unit 7, Unit 8,
Term 3 Unit 9, Unit 10, Unit 11, Unit 12
Helping the pupils to learn

Children learn best by ‘doing’, ‘thinking’ and ‘talking’. For these reasons the activities that are presented
should be both interesting and worthwhile. Teachers should guide, encourage and compliment their
pupils and try to anticipate their learning needs. In order to use the resources and materials efficiently, it
will be necessary to have the pupils organised in small groups.
Each unit uses some ideas based on a previous topic. For this reason it is important that the pupils
are given sufficient time to ‘think things out’ for themselves. Questioning and guiding will assist them to
think for themselves and relate the ideas that are presented to everyday life.
Additional review questions are provided in some of the units. These may be used as extra teaching
materials, or additional assessment exercises.
Introduction 7
Evaluation and assessment

Assessment should become part of the learning process and will help the teacher decide if the objectives
are being met. The teacher should observe the pupils closely and listen to what they talk about. This
will help the teacher to assess if they are ready to move to a new activity or whether a learning situation
should be modified. Tests based on the pupil materials can provide a measure of mastery and an
indication of readiness for the next topic. A diagnostic assessment test is provided after every unit so
that teachers can further assess pupils’ progress, see if there are areas they need to go over again and also
review their methodology. Teachers should mark these tests so they can see how individual pupils are
progressing.
It is also important that pupils start to learn to assess their own progress. For this reason, assessment
exercises have been included at the end of each unit. Teachers should set these for pupils to do when
indicated in the Teacher’s Guide. (Answers are provided in the Teacher’s Guide.) Pupils can look back at
their books when trying to answer these questions. Teachers should write the answers on the board when
pupils have finished, and pupils should mark their own work. Teachers should not record the marks for
these exercises, but should tell pupils to come and ask them if they couldn’t answer a question. In this
way, pupils can check for themselves whether they have understood what they have been taught, or if
they need more help.
8 UNIT 1 Counting objects
UNIT 1 Counting objects

Pupil’s Book pages 1 - 35
Objectives
The pupils should be able to:
• recite number names one, two, three, four, five in the correct order;
• use one-to-one matching to find which group has as many objects as in a given group.
• use one-to-one matching to find which group has one more object than a given group;
• count by matching number names to objects in a group, up to 20
• match number names with objects in a group
• match number names with given groups of objects up to 50.
Notes
Early stages of learning was about groups, objects in a group and matching them. This led to establishing
order and this unit is about counting , matching , making groups with one up to fifty objects,
recognising and reciting number names of groups of objects up to 50
Teaching method
Through teacher-led activities and book exercises the pupils will have sufficient opportunities to:
• see pictures of groups with up to fifty objects;
• identify groups with one to fifty objects;
• make groups with one to fifty objects.
• recite number names up to 50.
The assessment of the pupils will depend on teacher observation. Pupils’ responses to questions and
exercises will indicate their progress.
Key words
count, matching, group,order , compare , read , number , write, numerals, recite , number name, as
many as, more than, less than, one, two, three, four, five, ......fifty
Materials
Counters , pens , pencils and everyday objects.
Activity 1: One− to−onematching

Pupil’s Book 1 (Page 1)
Place a group of exercise books and a group of pens on the teacher’s table.
Ask the class:
• ‘Is there a pen to write in each book?’
UNIT 1 Counting objects 9
Demonstrate how to match the pens with the books by placing a pen on each book. If there are no pens
‘left over’, then state that there are ‘as many pens as books’ or ‘as many books as pens’
Tell the pupils that the pens and books are matched by drawing a line from each pen to each book. Let
them make two groups of objects with one−to−one matching.
Activity 2: One more than

Pupil’s Book pages 1-8. Demonstrate how to match the pens with the pencils by drawing lines from
one pen to one pencil. If there are pencils left over , state that ‘there are more pencils than pens’.
Ask the class ,”Are there more pencils than pens?” Ask the pupils to match the objects in each group
under the numeral 1, 2, 3...9 etc and the group with the number of objects. They should identify which
of the groups has 1 object. Similarly for the groups under the numerals 2, 3, 4, 5,6, 7, 8 and 9.
Activity 3: Counting objects up to 20

Pupil’s Book pages 2 - 17. For each group of objects for the numerals 1 to 20:-
• match the number, name and numeral with group of objects ;
• say the ‘number name’ e.g. ‘one’, each time and ask the class to repeat it up to 20
• match each group of objects with a name and ask class to repeat the number, up to 20
• say the counting number and then count the objects. Ask the class to repeat it. Lead the class in
counting and reciting the natural order of numbers 1 to 20
Activity 4: Order
Pupil’s Book 18 Ask the class to:
• name the balls in the smallest group (green); say the number of balls in the group
• name the balls in the largest group (yellow); say the number of balls in the group
• name the colour of the group which has one more than the group of red balls (yellow);
• name the colour of the group which has one more than the group of blue balls (red);
• name the colour of the group which has one more than the group of green balls (blue);
• count the green, blue, red and yellow balls. and say the number
Assist the class to decide which group of oranges is ‘next’ by counting the oranges in the group with one,
then two, then three, then four, five oranges etc.
Activity 5: matching group of objects (1-20) with numbers, names and numerals
Pupil’s Book 19 - 30
Matching number names with groups of objects up to 20: Match number names with group of objects;
match number names with numerals; match group of objects with number names, for numbers up to
20. Let pupils go through the Games on page 20 and go through the exercises on pages 21 - 28. Lead
pupils to match group of object, number names and numerals in ascending and descending order as on
page 30.
Activity 6: Counting objects from 21-50

Pupil’s Book 31 - 35
Match number names, numerals with objects up to 50.
Pupils go through the Game to consolidate their mastery in counting up to 50. Employ different
methods to lead pupils to count objects to 50.
Activity 7: Number rhymes

Lead the pupils in reciting rhymes such as ‘Fingers and thumbs’ showing the actions.
Fingers and thumbs
One finger, one thumb, keep moving
One finger, one thumb) keep moving
Hurrah, hurrah, hurrah.
Two fingers, one thumb, keep moving

Three fingers, one thumb, keep moving

Fourth verse:
Four fingers, one thumb, keep moving etc.
For specific numbers, rhymes such as ‘Two little black birds’ can be used:
Two little black birds

Two little black birds sitting on the wall.
One named Peter, one named Paul.
Flyaway Peter! Flyaway Paul!
Come back Peter! Come back Paul!
For ‘counting back’ number rhymes such as ‘Bottles on the wall’ and ‘Cat and rats’ can be used:
Bottles on the wall
Five green bottles standing on the wall

If one green bottle should accidentally fall
There’d be four green bottles standing on the wall.

(and so on until there are no bottles left.)
Cat and rats

Five little rats go out to play
Looking for breakfast on the way
Here comes Mrs Cat, ginger and thin
Only four rats go running in
(and so on until no rats are left.)
Activity 7: Numbers and actions

Ask some pupils to demonstrate:
• 1, 2, 3, 4,....10.....15 , etc hops ;
• 1, 2, 3, 4, ....18.....25, etc steps;
• 1, 2, 3, 4, .....20......31. etc jumps
In small groups the pupils should copy the actions and count the hops , steps , jumps etc up to 50
Evaluation
By the end of the unit the pupils should be able to:
• count objects up to 50;
• match number names to group of objects up to 50;
• match groups of objects with the numerals 1, 2, 3, 4 , 5 up to 50
Additional review question

Copy the unit assessment on to the board and discuss pupils’ answers.
Which is the next group? Include numbers up to 50.
Unit assessment test
1. Which is the next group?
Which has one

more oranges?

Copy this on to the board.
2.
Diagnostic assessment test

1. What strengths and challenges did the pupils exhibit when counting and matching number names
up to fifty ?
2. What strategies did pupils use to match groups of objects with their corresponding number names?
3. How appropriate were the strategies used?
14 UNIT 2 Numbers and numerals 1
UNIT 2 Numbers and numerals 1

Pupil’s Book pages 36 to 67
Objectives
• read and write the numerals I, 2, 3, 4 ......20 in correct order or natural order
• match the number zero (0) with a group with no objects in it;
• read and write the numeral zero (0);
• read and write the numerals 21-50 in ascending order, descending order and mixed up.
Notes
Through teacher-led activities and book exercises the pupils will have opportunities to:
• read and write numerals up to 50
Teaching methods
Here ideas and experiences are gathered together to form an understanding of number from zero
to fifty. The assessment of the pupils should be based on their ability to:
• recite the numbers in an appropriate order;
• write numerals correctly; from 0 up to 50
• read numerals in ascending and descending order as well as mixed -up.
• remember the counting sequence from 1 to 50.
Key words
number, numeral, zero, one, two, three, four, five, ......fifty,
Materials
suitable objects and dot cards, numeral cards 0 to 50, sandpaper numerals 0 to 50, Cuisenaire rods if
possible, playing cards, domino set, spinners, dice, number name cards, from zero to fifty
Activity 1: Reading and Writing ‘ I ’

Ask the pupils to match one finger with a single part of the head. They may point to the head, nose,
mouth, chin or neck. Point out that one sun shines during the day and one moon at night. Ask the class
to provide other examples of a group with one object in school and at home.
UNIT 2 Numbers and numerals 1 15
Pupil’s Book page 29. Talk about the single object groups on the page. Demonstrate how to write ‘I’
on the board ten times. Standing facing the board with your back to the class demonstrates the writing
of a large ‘I’ in the air five times. The pupils should copy this action, in the air, each time. Left-handed
children should perform the action with their left hands.
Recite the rhyme ‘Fingers and thumbs’ showing the actions.

Fingers and thumbs
If-possible, provide sand trays and slates for the pupils to write ‘I’ many times. Provide sheet of paper on
which the pupils should draw a group with one object and write a large ‘I’ beside it. Let pupils practise
writing ‘1’
Activity 2: Reading and Writing ‘2’

Ask the pupils how many eyes and ears they have. ‘Which other parts of the body do we have two of?’ They
may say hands, feet, knees, arms, elbows, shoulders, etc. Ask the class to provide other examples of
groups with two objects in school and at home.
Pupil’s Book page 37. Proceed as in Activity 1.

Recite the rhymes ‘Fingers and thumbs’ and ‘Two little black birds’. Show the actions.
Fingers and thumbs

Two little black birds

Two little black birds sitting on the wall.
One named Peter, one named Paul.
Flyaway Peter! Flyaway Paul!
Come back Peter! Come back Paul!
Provide a sheet of paper on which the pupils should draw a group with two objects and write a large ‘2’
beside it. Lets pupils practice writing ‘2’
Activity 3: Reading and Writing ‘3 ‘

Pupil’s Book page 31 Talk about the three coloured balls and the three bananas. Ask the class if they
can think of objects which show ‘three’. They may say a three-legged stool, the three sides of a triangle, a
bicycle frame etc. Proceed as outlined in Activities 1 and 3.
Recite the rhyme ‘Fingers and thumbs’ showing the actions.

Fingers and thumbs


Provide a sheet of paper on which the pupils should draw a group with three objects and write a large ‘3’
beside it. Let pupils practise the writing of ‘3’
Activity 4: Reading and Writing ‘4‘

Pupil’s Book page 39. Talk about the four plates and the four monkeys. Ask the class if they can think
of objects which show ‘four’. They may say the four legs of a chair, the four wheels of a car, the four walls
of a room etc. Proceed as previously outlined.
Recite the rhyme ‘Fingers and thumbs’ and show the actions.
Fingers and thumbs (4th verse)
Four fingers, one thumb, keep moving
Provide a sheet of paper on which the pupils should draw a group with four objects and write a large ‘4’
beside it. Let pupils practice the writing of ‘4’
Activity 5: Reading and Writing ‘5’

Pupil’s Book page 40. Talk about the five buttons and the five mangoes. Ask the class if they can think
of objects which show ‘five’. They may say the five fingers and five toes. Ask if they know of flowers with
five petals. Proceed as previously outlined.
Recite the rhymes ‘Fingers and thumbs’, ‘Bottles on the wall’ and ‘Cat and rats’.
Show the actions.
Fingers and thumbs (5th verse)
Five fingers, one thumb, keep moving
Bottles on the wall

If one green bottle should accidentally fall
There’d be four green bottles standing on the wall.
(And so on until there are no bottles left.)
Cat and rats

Five little rats go out to play
Looking for breakfast on the way
Here comes Mrs Cat, ginger and thin
Only four rats go running in
(and so on.)
Provide a sheet of paper on which the pupils should draw a group with five objects and write a large ‘5’
beside it. Let pupils practise writing ‘5’
Activity 6
Lead pupil’s to practise writing numerals 6 up to 9 on pages 41 - 44 of the textbook. Continue with
similar activities to identify number of objects in a group , read and practise writing the numerals uto 9.
Proceed as Activities 1,2,3, 4 and 5 to introduce objects in a group , read , and practise writing numerals
up to 9.
Activity 7
Discuss the picture on page 45 with pupils, Place some sand-paper numerals 1 to 20 on the teacher’s
table.
Pupil’s Book page 45. Ask:

• ‘How many lions are there?’ (2)
• ‘How many elephants are there?’ (1)
• ‘How many giraffes are there?’ (3)
• ‘How many monkeys are there?’ (5)
• ‘How many crocodiles are there?’ (4)
• ‘How many birds are there?’ (3)
• ‘How many fish are there?’ (5)
Lead the pupils in pointing to and counting the animals in each group. Ask some pupils to:
• identify the appropriate numeral from the teacher’s table and hold it in the air;
• identify the appropriate sand-paper numeral from the teacher’s table, hold it in the air and take it to
those who want to touch it;
• write these numerals in the air and ask the rest of the class to repeat the action;
• write the numerals on the board and say e.g. 5 fish.
Recite all the verses of ‘Fingers and thumbs’.
Activity 8: The Numeral Zero

Pupil’s Book page 47. Discuss the picture, the position of the fish and the numbers of fishes on the
left and right side of the trap. Discuss the question. The answer is zero or 0. Ask the class questions for
which you know that the answer is zero, for instance: ‘How many of you have been to the moon?’ and ‘How
many children drive cars to school?’ Ask individuals to write ‘0’ in the air and the rest of the class to repeat
the action. Ask some pupils to write ‘0’ on the board. Let the pupils practise writing ‘0’.
Activity 9: Ten as a Unit

Arrange nine objects on the teacher’s table. ‘How many objects does the set have?’ Ask a pupil to make
another group with one more object. ‘Does anyone know how many objects this group has? This group has
‘one more than nine objects. It has ten objects.’ Tell the class to repeat the word ten a number of times.
Write the two-digit number, 10, on the board. Ask the pupils to describe it and write it several times on
the board.
Pupil’s Book page 49-50 ‘Look at the group at the top of the page – how many objects does it have? Does
the group below it have nine objects? How many more than nine objects does it have? “one more than” nine.’
i.e ‘Ten’. Using the groups in the lower half of the page lead the class in counting up to ten several times.
Lead the class to practise writing “10” as on page 51.
Activity 10: The story of ten

Ask the class to provide stories, incidents or situations where ten is an important number, for example:
• 10 fingers;
• 10 toes;
• currency notes;
• a football/hockey team has 10 players and a goalkeeper
Activity 11: Number rhymes

Perform, sing or recite some rhymes which have numbers up to ten.
One, two, three, I like tea; One, two, three, four,
Four, five, six, pickup sticks; John is standing at the door;
Seven, eight, must not be late; Five, six, seven, eight,
Nine, ten, a big fat hen. Eating mangoes off a plate.
Two, four, six, eight,
One, two,
Who do we appreciate:
Buckle my shoe;
G, H, A, N, A: Ghana.
Three, four,
One, two, three, four, five,
Shut the door;
Once I caught a fish alive;
Five, six,
Six, seven, eight, nine, ten;
Pickup sticks;
Then I let him go again.
Seven, eight,
Lay them straight
Nine, ten,
A good fat hen.
Activity 12: Writing numerals; 1-20

Pupil’s Book pages 51 . Lead pupils to practice writing the numerals 1 to 20 as on page 51.
Activity 13: Counting up and down ; numbers 1-20

Pupil’s Book pages 52
Using up to twenty bottle tops , pupils should form towers of 1-20 bottle tops next to each other. Let
pupils walk up the staircases on page 52 and 53 , saying “one, two, three, four.......twenty” Walking
down the staircase they should say ‘“twenty , nineteen, eighteen......three , two one”
Activity 14: Writing numerals; 21-50

Repeat activity ‘11’ to lend pupils practise writing numerals 21-50 as on page 45.
Activity 15: Counting 21 to 50 ; (up and down)

Pupil’s Book pages 46-48
Repeat Activity ‘12’ here to lead pupil count in ascending and descending order, the number 21-50
Activity 16: Match number names with groups of objects and numerals up to 50.
Pupil’s Book pages 67.
Lead pupils to match numerals with groups of objects, number names with groups of objects, as well as
numerals with number names and with groups of objects, up to 50 using the text on pages 49-51.
Activity 17: Writing missing numbers

Pupil’s Book page 67. Pupils identify the missing numbers by counting either in ascending or
descending order. Write the missing numbers in their notebooks.
Answers
Pupil’s Book page 67
1. 22, 46, 49, 50
2. 1, 5, 9
3 10, 6, 3, 2, 0
4. 1, 5, 9, 13, 17,
5. 17, 13, 5, 1
Evaluation
Let pupils:
• provide examples of groups with no objects and associate the number of objects with the numeral 0
and the number name zero;
• order numbers from zero to fifty;
• write the numerals 0 to 50;
• count the objects in a group and say the number name;
• count the objects in a group and write the numeral for the number;
• count in ascending and descending order.
Additional review questions

1. Ask pupils to write as many ones as possible.
2. Ask pupils to write as many twos as possible.
3. Ask pupils to write as many threes as possible.
4. Ask pupils to write as many fours as possible.
5. Ask pupils to write as many fives as possible. Ask them to recite the five verses of ‘Fingers and
thumbs’ and the five verses of ‘Bottles on the wall’.
6. Ask pupils to write as many zeros as possible.
7. Continue to order and write numerals up to 50.

1. Ask the pupils to look at the picture on below.
Ask the pupils questions. Ask individuals to write the answers in the air and the rest of the class to repeat
the action. Ask some pupils to write the numerals on the board.
How many lions are there?
How many elephants are there?
How many giraffes are there?
How many monkeys are there?
How many crocodiles are there?
How many birds are there?
How many fish are there?
Recite all the verses of ‘Fingers and thumbs’ and other numbers rhymes
2. Copy the number sequences on to the board and ask pupils to copy them and write in the missing
numbers.
0 1 2 4 5
0 2 3 4 5
0 11 13 14 15
21 22 23 24 25
0 1 2 3 5
31 34
41 42 43 44
32 34 35
20 30 50
3. How many are there?
Unit assessment test answers

2. 3 1 12 20 4 30 32 33 35 40 45 30 31 33 0 10 40
3. 4 2 2 3 5 1 3 0 3

1. What were the different activities that helped pupils develop the concept of zero?
2. How effective were these activities?
3. What were the strengths and challenges the pupils exhibited when (a) ordering groups with zero to
fifty objects? (b) matching number names, numerals and objects?
4. Identify numerals that pupils found difficult to write, Identify activities to help pupils overcome
these difficulties.
24 UNIT 3 Addition (sums up to 9)
UNIT 3 Addition (sums up to 9)

Objectives
• Count and tell how many objects are in two groups of objects put together .
• identify the plus (+) and equal to (=) symbols;
• write an addition sentence for two groups of objects and put them together using the ‘plus’ and ‘equal
to’ symbols.
• find the sum of two numbers up to a total of 9;
• find missing numbers (addend) in addition sentences whose sum is not greater than 9;
• solve simple story problems involving addition of two numbers with sums up to 9.
Notes
In 5 + 4 = 9, 5 and 4 are addends and 9 is the sum.
The pupils have:
• made up groups with up to 9 objects;
• compared groups of objects in the range 0 to 9;
• ordered groups in the range 0 to 9.
The next stage is addition.
The next stage is the ‘addition of ’ or the ‘bringing together of groups whose sum is nine or less.
In 3 + 2 = 5, the 3 and the 2 are addends and 5 is the sum.
In 3 +? = 5, an addend is missing. The number sentence can be said,
‘Three and what makes five?’ The answer is, of course, 2.
This prompts another statement, ‘Five, take away two is three.’. This is a subtraction statement which can
be written as 5 – 2 = 3. Finding missing addends or ‘addition with a gap’ leads to subtraction in Unit 8
Teaching method
Addition is presented as putting objects together and finding the total number.
Missing addends are calculated by finding “how much more” is required to make a total sum
The assessment of the pupils should be based on their ability to:
• match the number of objects in a group with the appropriate numeral;
• write numerals correctly;
• understand ascending and descending order in the 0 to 9 range;
• remember the counting sequences from 1 to 9;
• recall 70% of the number bonds of 9.
UNIT 3 Addition (sums up to 9) 25
If available, the use of Cuisenaire rods will help the pupils understand and remember the addition
bonds. Using the rods, dot-pattern cards and a number line marked on the floor of the classroom will
provide other views of addition which may be appreciated by many pupils.
Key words
Put together, join, add, addition, plus, same as, equal to, sum , estimate, total
Materials
Bottle tops, suitable objects, dot-pattern cards. If available, the white, red, green, pink and yellow
Cuisenaire rods. A number line marked on the classroom floor.
Activity 1: Putting groups together

Pupil’s Book page 68. Demonstrate on the teacher’s table the bringing together of two groups of objects
whose total is nine or less. Ask the pupils to:
• count the objects in each group;
• say how many objects each group has;
• count one group of objects and then ‘count on’ the objects in the next group;
• count the objects brought together;
• say the final counting number as the sum of the objects in the two groups;
• say a number sentence using ‘and’ (or plus) and ‘makes’ or ‘equals’ which describes the addition.
Pupil’s Book page 68. Ask the pupils to:
• state the number of objects in each group by counting;
• state the number of objects brought together;
• say a number sentence using ‘and’ (or plus) and ‘makes’ or ‘equals’ which describes the addition.
.
Answers
Pupil’s Book page 68.
5+4 =9
Activity 2: Using + and =

Pupil’s Book page 69. Lead the pupils to:
• say ‘plus’ for ‘and’ or ‘+’;
• say ‘equals’ for ‘makes’ or ‘=’;
• writing + and = to complete addition statements
Answers
4+1=5 1+3=4
3+2=5 2+2=4
Activity 3: Sums
Arrange two beans and a pencil on the teacher’s table. Form the arrangement of 2 beans and a pencil
,write 2 + 0 = 2 on the board. Use the pencil (/) to separate the groups of beans. Demonstrate the other
arrangements with 2 beans and write a number sentences on the board each time.
Pupil’s Book page 70 - 71. Discuss the arrangements of beans in each section and the number
statements for sums of 1 to 5 which they represent. Use more beans to help pupils add up to 5,
as on pages 70-71.
Answers
2+0=2 1+0=1 3+0=3 4+0=4 5+0=5
1+1=2 0+1=1 2+1=3 3+1=4 4+1=5
0+2=2 1+2=3 2+2=4 3+2=5
0+3=3 1+3=4 2+3=5
0+4=4 1+4=5
0+5=5
Activity 4: Making 6, 7, 8, 9
Ask pupils to repeat activity to make 6, 7, 8, and 9. Lead pupils to find which numbers fill the boxes.
Answers
Making 6. Page 72
6+0=6
5+1=6
4+2=6
3+3=6
2+4=6
1+5=6
0+6=6
Answers
Making 7, Page 73
7+0=7
6+1=7
5+2=7
4+3=7
3+4=7
2+5=7
1+6=7
0+7=7
Answers
Making 8, Page 74
8+0=8
7+1=8
6+2=8
5+3=8
4+4=8
3+5=8
2+6=8
1+7=8
0+8=8
Answers
Page 75. Making 9
9+0=9
8+1=9
7+2=9
6+3=9
5+4=9
4+5=9
3+6=9
2+7=9
1+8=9
0+9=9
Activity 5: Missing numbers

Pupil’s Book pages 77. Direct the pupils to copy and complete the statements by writing the missing
numbers.
Answers
1. 1+2=3 2. 3+2=5 3. 4+1=5
4. 1+4=5 5. 1+3=4 6. 3+2=5
Activity 6: Missing Numbers

Pupil’s Book page 78. Demonstrate how to complete the examples by:
• counting the objects in the first group and ‘counting on’ the objects in the second and third groups;
• establish that the last number is the same as the total in the groups on the right side of the = sign;
• count the objects in the second group and write the ‘missing number’.
Answers
1. 1 + 2 = 3 4. 1+ 4=5
2. 3 + 2 = 5 5. 1 +3=4
3. 4 + 1 = 5 6. 3 +2=5
Answers
1. 4 5. 2 9. 5 13. 3
2. 4 6. 6 10. 1 14. 3
3. 2 7. 3 11. 8
4. 2 8. 1 12. 3
Activity 8: Addition
Test whether the pupils can recall the number bonds of 1 to 9.
Activity 9: Number stories

Pupil’s Book page 79. Discuss each picture in terms of:
• the situation or scene;
• the action: what is happening;
• the data: groups and the numbers in them;
• the total objects in the groups.
Ask the class to think of stories to describe the pictures.
Provide a simple example for the first picture. Ask the class to make up addition stories about any
situation and tell them. They should write a number sentence for each story and complete them.
Evaluation
• count and tell how many objects there are in two groups together up to a total of nine,
• recall 70% of the sums of two addends making 1 to 9.

1. Copy the following questions on to the board.
Use counters to demonstrate.
In demonstrating 4 + 3 = 7:
• place 4 counters on the desk and say ‘four’;
• place 3 counters next to the 4 and say ‘and three’;
• put the 4 and the 3 together and say’ is seven’.
In small groups the pupils should follow the procedure to complete the number sentences.
1+1= 3+2= 2+5= 4+4=

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

2 Copy the questions below on to the board. Ask pupils to copy and complete the sums.
6+ =7 2+ =7 1+ =7
+2=5 +4=5 +4=8
3+ =8 +4=7 3+ =4
1+ =6 5+ =8 5+ =7
+3=7 +5=9 +1=8
2+ =6 1+ =8 1+ =9
+2=3 +2=4 +1 = 2
4+ =6 +1=5 2+ =9
+1=6 +3=9 +3=5
7+ =9 3+ =6 3+ =9
6+ =8 2+ =3 2+ =8
+1 = 9 +3=4 +4=9
Answers to additional review questions

1. 2 5 7 8
3 5 7 8
3 6 7 8
4 6 7 8
4 6 7 9
4 6 8 9
5 6 8 9
5 7 8 9
9 9 9 9
2. 1 5 6
3 1 4
5 3 1
5 3 2
4 4 7
4 7 8
1 2 1
2 4 7
5 6 2
2 3 6
2 1 6
8 1 5

1. Copy the questions on to the board. Ask pupils to copy and complete.
1+4= 0+9= 5+4= 7+1=
4+2= 1+7= 5+1= 2+4=
3+5= 2+5= 6+2= 7+2=
6+1= 4+3= 2+3= 8+1=
4+5= 1+3= 4+1= 3+1=
3+3= 4+4= 2+2= 5+4=
1+5= 3+6= 1+8= 8+0=
5+3= 5+2= 3+4= 3+3=
8+1= 0+7= 2+6= 1+6=
9+0= 2+7= 0+6= 4+5=
5 9 9 8
6 8 6 6
8 7 8 9
7 7 5 9
9 4 5 4
6 8 4 9
6 9 9 8
8 7 7 6
9 7 8 7
9 9 6 9
UNIT 4 Numbers and Numerals II 33
UNIT 4 Numbers and Numerals II

Objectives
• use ordinal numbers to describe the positions of objects in a row;
• recite simple rhythmic number patterns, e.g. (1, 1, 1), (1, 1, 2), (1, 1, 3), (1, 1, 4) ... and (1, 1), (1,
2), (1, 3), (1, 4) ... ;
• say or sing rhymes involving numbers up to 9.
Notes
The pupils should be familiar with the numbers 0 to 9
Teaching method
Here, ordinals from 1st to 9th are introduced .
Key Words
Ordinals , first , second, third, fourth , fifth, sixth, seventh, eighth, ninth,
1st,2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th.
Materials :
Number cards , countable objects, bottle tops , unifix cubes
Activity 1: Ordinals
Ask nine pupils to stand in a line at the front of the class. Say, ‘Let’s count the number of people in the bus
queue. Who will be the first person to get on the bus? Who will be the last person to get on?’ Lead the pupils to
say:
• person number 1 will be the first to get on the bus;
• person number 2 will be the second to get on the bus;
• person number 3 will be the third to get on the bus;
• person number 4 will be the fourth to get on the bus;
• person number 5 will be the fifth to get on the bus;
• person number 6 will be the sixth to get on the bus;
• person number 7 will be the seventh to get on the bus;
• person number 8 will be the eighth to get on the bus;
34 UNIT 4 Numbers and Numerals II
• person number 9 will be the ninth to get on the bus.

Ask nine different pupils to stand in front of the class. Lead the pupils to refer to the order again. The
pupils in the queue should be able to refer to their position in the queue by saying, ‘I am __ in the
queue.’
Pupil’s Book page 81. Discuss the queue. Ask the pupils to identify people in the queue by referring to
the order, the name (if labelled), male or female, girl or boy, colour of clothing, etc.
Activity 2: Number patterns with one-digit numbers

Pupil’s Book page 82. Use the text to identify a number pattern and show how it can be continued.
Lead the pupils to say the next three terms in each question. Tell them to write the answers in their
exercise books.
Activity 3: Number rhymes and song

Lead the pupils to say or sing number rhymes involving 1- digit numbers as in the text .
• Perform, sing and recite some rhymes which have numbers up to nine in the same styles as to those
in Unit 2 and 3
Answers to Number Patterns

2, 1 2, 2 2, 3 2, 4 2, 5 2, 6 2, 7 2, 8
3, 1 3, 2 3, 3 3, 4 3, 5 3, 6 3, 7 3, 8
1, 0 1, 1 1, 2 1,3 1,4 1, 5 1, 6 1, 7
1, 1, 1 1, 1, 2 1, 1, 3 1, 1, 4 1, 1, 5 1, 1, 6 1, 1, 7
1, 2, 1 1, 2, 2 1, 2, 3 1 ,2, 4 1, 2, 5 1, 2, 6 1, 2, 7
3, 2, 1 3, 2, 2 3, 2, 3 3, 2, 4 3, 2, 5 3, 2, 6 3, 2, 7
1, 2, 1 2, 2, 2 3, 2, 3 4, 2, 4 5, 2, 5 6, 2, 6 7, 2, 7
1, 2, 1 2, 3, 2 3, 4, 3 4, 5, 4 5, 6, 5 6, 7, 6 7, 8, 7
Evaluation
• state the position of an object among others in a sequence;

• continue simple number patterns;
• say number rhymes.

1. Find position of objects in daily life.
2. Ask pupils to continue number patterns.
3. Ask pupils to recite number rhymes.

1 Copy the patterns onto the board. Ask pupils to copy them and write the next three parts.
1, 1 1, 2 1,3 1,4 , , ,
2, 0 2, 1 2, 2 2, 3 , , ,
3, 2 3, 3 3, 4 3, 5 , , ,
2, 1 3, 2 4, 3 5, 4 , , ,
8, 1 7, 2 6, 3 5, 4 , , ,
2. Copy the table and ask pupils to write the positions of the people in the queue.
36 UNIT 4 Numbers and Numerals II
Kofi first 1st

Mary seœond ___nd
Ben
Ofei _______ ___rd
Akosua
Jane _______ 4___
Godwin
Daniel _______ _____
Juliet
Juliet _______ _____ Daniel
Godwin _______ _____ Jane
Akosua _______ _____ Ofei
Ben _______ _____ Mary

Kofi
2 Unit assessment test answers
1. 1,5 1,6 , 1, 7 2. Mary second 2nd

2,4 2, 5 2,6 Ofei third 3rd
3, 6 3,7 3,8 Jane forth 4th
Daniel fifth 5th
6,5 7,6 8,7
Juliet sixth 6th
4,5 3,6 2,7
Godwin seventh 7th
Akosua eighth 8th
Ben ninth 9th
Diagnostic assessment tests

1. What were the strengths and challenges the pupils exhibited when describing positions of objects in
a row.
2. Identify ordinals that pupils found difficult to write. Identify activities that will help pupils
overcome these difficulties.
3. How enthusiastic were the pupils when performing the different activities which develop the
concept of ordinal numbers and the number patterns?
4. List the challenges the pupils faced in reciting the simple rhythmic number patterns. Plan activities
to help pupils overcome these challenges.
38 UNIT 5 Subtraction 0 - 9
UNIT 5 Subtraction 0-9

Objectives
• separate a given collection of objects into two groups and find how many objects are in each group;
• find how many objects are left if a number of objects are separated (removed) from a given group;
• write subtraction sentences to represent the separation of objects from a given group, using the ‘–’ and
‘=’ symbols;
• find how many more or less objects are in one group than another;
• find the difference between two numbers;
• solve simple story problems involving the subtraction of two one-digit numbers.
Notes
In 5 – 3 = 2, 5 is the minuend and 3 is the subtrahend, 2 is the difference.
This is a ‘take away’ view of subtraction. Terms like addends, minuend and subtrahend are not used
to explain subtraction to pupils at this level. They should be used by teachers and other education
professionals to define the range of number activities at a particular stage in the curriculum.
Terms like add, sum, difference and take away can be used to explain the process of subtraction to
pupils. When these terms are used the aim is to ‘get at’ the central ideas in subtraction which are:
• how much more/less: the difference;
• taking away or reducing.
Teaching method
Similar teaching approaches are used to present the process of addition and subtraction: picture groups,
the number line, story problems and Cuisenaire rods, where available.
The assessment of the pupils should be based on their ability to:
• find addends where the sum is up to 9;
• find differences where the minuends and subtrahends are 9 or less;
• write 70% of the differences, where the minuends and subtrahends are 9 or less, correctly.
Key words
Subtract, minus, take away, difference, subtraction, separate.
Materials
Bottle tops, beans, suitable objects, number line, Cuisenaire rods when available, number cards
UNIT 5 Subtraction 0 - 9 39
Activity 1: Idea of subtraction

Pupil’s Book page 84. Demonstrate the example by:
• placing 8 beans in a row on the teacher’s desk;
• putting 5 beans aside;
• asking the class how many beans are left (of the 8) when 5 beans are taken away (3);
• writing 8 – 5 = 3 on the board to represent the process.
Demonstrate the next example (8 – 3 = 5) in a similar way. Using real objects such as beans or bottle
tops the pupils should complete the exercise.
Answers
7, take away 4 leaves 3 9, take away 5 leaves 4
7–4=3 9–5=4
6, take away 4 leaves 2 9, take away 6 leaves 3
6–4=2 9–6=3
Activity 2: Taking away

Place 4 mangoes or any other objects on the teacher’s desk. Show that you take away 1 mango. ‘How
many mangoes are left on the table?’(3)
Pupil’s Book page 85. Ask the pupils to describe what is happening in the first three pictures.
Demonstrate the next example with real bananas.
Pupil’s Book page 85 - 86. Ask the pupils to describe what is happening in the picture. Write on the
board: 5 – 2 = 3. Explain that (–) means ‘take away’. Say the number sentence as: ‘Five take away two is
three.’ and ‘Five minus two is three.’
Ask the pupils to repeat the number sentence.
Lead the pupils to find the missing numbers and then write the complete number sentences in their
exercise books.
Answers
5–3=2 7–3=4
8–4=4 9–5=4
6–3=3 9–6=3
7–2=5 6–5=1
9–7=2 5–1=4
Activity 3: Difference
Pupil’s Book page 87. Demonstrate the 9 – 4 = 5 example on the board.
Discuss each subtraction before asking the pupils to write complete subtraction sentences in their
exercise books.
Answers
8–4=4 8–3=5 9–3=6
7–4=3 9–6=3 6–4=2
5–4=1 9–7=2 7–3=4
9–1=8 8–2=6 6–6=0
7–3=4 5–3=2 9–8=1
Activity 4: Subtracting
Pupil’s Book page 88. and 89. Demonstrate the 7 – 6 = 1 and 4 – 4 = 0 examples using coloured bottle
tops or counters. The pupils should write complete subtraction sentences in their exercise books.
Answers
Pupil’s Book pages 88. and 89.
7–6=1 4–4=0
7–5=2 4–3=1
7–4=3 4–2=2
7–3=4 4–1=3
7–2=5 4–0=4
7–1=6 2–0=2
7–0=7 2–1=1
7–7=0 2–2=0
8–8=0 6–5=1
8–7=1 6–4=2
8–6=2 6–3=3
8–5=3 6–2=4
8–4=4 6–1=5
8–3=5 6–0=6
8–2=6 6–6=0
8–1=7 1–0=1
8–0=8 1–1=0
9–8=1 5–4=1
9–7=2 5–3=2
9–6=3 5–2=3
9–5=4 5–1=4
9–4=5 5–0=5
9–3=6 5–5=0
9–2=7 3–2=1
9–1=8 3–1=2
9–0=9 3–0=3
9–9=0 3–3=0
Activity 5: Subtraction stories

Pupil Book page 90. Ask the pupils to describe the pictures.
In groups the pupils should:
• discuss the pictures;
• make up subtraction stories;
• write a subtraction sentence for each story.
Ask the class to tell other subtraction stories and record each one on the board using a number sentence.
Provide sheets of paper for the pupils to draw a subtraction story and write a number sentence to
describe it.
Answers
Suggested interpretations:
5–2=3 There will be 3 bananas left.
9–3=6 The boy will have 6 mangoes left.
8–5=3 3 birds will be left on the branch.

1. 7 - 4 = 3 5. 7 - 4 = 3
2. 4+5=9 6. 3+4=7
3. 3+4=7 7. 9-3=6
4. 5 + 4 =9 8. 7-5=2
Evaluation
• find differences where the minuends and subtrahends are 9 or less;
• write 70% of the differences, where the minuends and subtrahends are 9 or less, correctly.
• find the missing addends in a given number sentence
• solve simple story problems involving subtraction 0-9

Copy the questions onto the board. Ask pupils to copy and complete them.
7 – 2 = 9 – 2 =
7 – 3 = 7 – 5 =
9 – 6 = 9 – 7 =
8 – 5 = 5 – 3 =
8 – 4 = 8 – 2 =

7–2=5 9–2=7
7–3=4 7–5=2
9–6=3 9–7=2
8–5=3 5–3=2
8–4=4 8–2=6

Copy the questions on to the board. Ask pupils to subtract and find the difference.
5–3= 9–7= 9–3= 6–6=

4–1= 8–4= 8–6= 9–8=
3–2= 7–2= 7–6= 1–1=
6–5= 6–1= 6–2= 8–1=
7–4= 4–3= 5–4= 8–7=
5–2= 5–4= 5–1= 4–0=
4–2= 9–6= 2–1= 9–2=
3–1= 8–2= 9–4= 5–5=
7–5= 7–3= 8–3= 9–1=
6–4= 6–3= 7–1= 9–5=

2 2 6 0
3 4 2 1
1 5 1 0
1 5 4 7
3 1 1 1
3 1 4 4
2 3 1 7
2 6 5 0
2 4 5 8
2 3 6 4

1. What were the pupils’ reactions to each of the different materials they used in developing the
concepts of addition sums up to 9?
2. How appropriate were each of the activities?
3. What challenges did the pupils face in identifying the subtraction (–) sign?
4. What challenges did pupils face in translating story problems into numbers and symbols?
5. Was there sufficient probing of pupils’ knowledge, understanding, skills, attitudes and processes?
UNIT 6 Solid shapes 45
UNIT 6 Solid shapes

Objectives
• sort objects according to their shape;
• identify the faces, edges and corners of objects;
• identify the edges of objects that are straight or round;
• identify solid objects with straight or round edges;
• sort objects according to the shape of their edges;
• draw around the faces of solid objects.
Notes
The pupils have had some modelling experience with solid shapes in Unit 1.
Solid shapes are also called three-dimensional shapes. The three dimensions are length, width and
height. The faces of solids are two-dimensional shapes. The two dimensions are length and width. When
two faces of a solid meet, an edge is formed. When three faces or edges of a solid meet, a corner is
formed.
edge
face
corner
Teaching method
This unit investigates aspects of solid shapes: their faces, edges and corners. Particular faces of solids are
used to make new flat shapes. Investigations into whether a shape will roll or slide indicate if its faces are
curved or flat.
Key words
Object, solid shape, faces, edge, roll, round, straight ,
Materials
All kinds of everyday objects including empty boxes, milk tin, milo tin, match boxes, chalk box, cubes of
sugar, bottles, pencils. books, cones
46 UNIT 6 Solid shapes
Activity 1: Sorting objects

Arrange many different solid shapes on the teacher’s table. These should include boxes, bottles, cans,
pipes, balls, cones and everyday objects such as fruit and bread. Ask the pupils to describe the objects in
terms of their shape, material, purpose, etc.
Pupil’s Book page 92. Ask pupils to name the objects in the picture and allow them to identify similar
shapes on the teacher’s table. Lead the pupils to describe the objects in terms of:
• material: wood, cardboard, metal, glass, rope, etc.,
• purpose: holding liquid or food, building, etc.,
• shape: flat, curved, spiral, will roll or slide or rock etc.
The pupils should make up groups of shapes which have particular qualities.
Activity 2: Faces, edges and corners

Pupil’s Book page 93. Use the pictures to name objects that have:
• faces: flat and curved;
• edges: straight and curved;
• corners where three surfaces meet;
• points such as at the top of a cone or pencil or nail.
Layout a set of objects with similar edges, for example cylinders, and include one object that is different,
for example a cuboid. Ask pupils which object is the ‘odd one out’, and ask them to explain why. Repeat
with a different set of objects, for example a set of cuboids and one cube. Does the cube belong to the
group? Encourage pupils to express their reasons carefully.
Activity 3: Testing for flat and curved surfaces shapes

Pupil’s Book page 94. Discuss the type of tests that the pictures show. Ask some pupils to demonstrate
the tests. The pupils should make groups of objects which have:
• flat surfaces;
• curved surfaces;
• curved surfaces which allow rolling;
• surfaces which allow sliding;
• surfaces which allow rocking movements;
• sharp points so that they can be used to hold things together;
• edges that are similar shapes.
Activity 4: Faces of solids

Pupil’s Book page 95. Arrange on the teacher’s table as many as possible of the shapes shown in the
picture. Discuss the features of the shapes. Hold up a box and ask a pupil to draw the type of faces it has
UNIT 6 Solid shapes 47
on the hoard. Similarly ask pupils to draw the types of faces that other solids have. Demonstrate how to
use the faces of solid shapes to draw such shapes as rectangles, triangles and circles.
Activity 5: The odd one out

Pupil’s Book page 96. Ask pupils to describe the shape of each object. Which is the odd object, in terms
of its shape? Why?
Answers
1. the book (because it has straight surfaces and it slides rather than rolls)
2. the bowl (because it has curved surfaces which are not sharp like the other objects)
Evaluation
• identify the faces, edges and corners of solids;
• make pictures using the faces of solids.

Copy the diagrams on to the board.
Discuss how shapes produced from the faces of solid shapes are used to make new shapes such as the girl
and the lorry. The pupils should produce shapes and glue them on to paper to make new shapes.
48 UNIT 6 Solid shapes

Have the following solid objects available: cuboid, cylinder, triangular prism, cube, pyramid and cone.
Which objects can be used to draw :

• straight lines? • curved lines?
• this shape? • this shape?
• this shape? • this shape?

• cuboid, cube, prism, pyramid • cone, cylinder
• cuboid • cube
• cone, cylinder • triangular prism

1. Were pupils able to sort solid objects into groups according to their own criteria, criteria given by
peers and criteria given by the teacher?
2. What challenges did pupils face in identifying the faces, edges and corners of solid objects?
3. Was the number of pictures drawn using the faces of solids diverse enough to exhibit different
talents and skills of pupils?
UNIT 7 Tens and ones 49
UNIT 7 Tens and ones

Objectives
• make a group of ten objects;
• a group of ten objects and some more as 11, 12, 13 ... 19 objects;
• make two or more groups of ten objects as 20, 30 ... 90;
• read and write the numbers 10, 20, 30 ... 90;
• read and write the numbers 0 to 99;
• break two-digit numbers into tens and ones.
Notes
The pupils should be familiar with:
• the numbers 0 to 50
• addition and subtraction in this range 0-9.
Here 10, the two-digit number, is introduced. The first digit is 1: the number of ‘tens’; and the second
digit is 0: the number of ‘ones’.
Teaching method
The pupils are introduced to:
• ten as one more than nine;
• multiples of ten: the ‘ty’ numbers, up to ninety or nine tens (90);
• numbers in tens and ones in the ‘teen’ (11 to 19) range;
• numbers in multiples of tens and ones in the 20 to 99 range.
It is important to exemplify this range of numbers in different ways which can include:
• bundles of tens and single sticks;
• the ‘longs’ and ‘cubes’ of base ten materials;
• abacus;
• Cuisenaire rods;
• hundred square.
Key words
Tens, ones, loose sticks, bundle sticks, multi base blocks
Materials
Bottle tops, suitable objects, Bundles of sticks in tens , single sticks, number cards , unifix cubes,
50 UNIT 7 Tens and ones
Hundred square. Where possible: an abacus, base ten material and Cuisenaire rods, scissors.
Activity 1: Counting to ten

Pupil’s Book page 97. ‘Look at the staircase – count the steps. How many bricks are in the first (second etc,
tenth) step?’ Lead the pupils in counting up to ten and from ten to one.
Arrange ten bottle tops on the teacher’s desk. Ask a pupil to arrange them into two groups. Write the
arrangement on the board as an addition sentence, e.g. 9 + 1 = 10. Continue to ask for rearrangements
of the bottle tops or blocks until all the addition bonds of ten are recorded on the board.
Pupil’s Book page 97 (bottom). The pupils should copy and complete the addition sentences in their
exercise books.
Ask the class to provide stories, incidents or situations where ten is an important number, for example:
• 10 fingers;
• 10 toes;
• currency notes;
• a football/hockey team has 10 players and a goalkeeper
Answers
10 + 0 = 10 4 + 6 = 10
9 + 1 = 10 3 + 7 = 10
8 + 2 = 10 2 + 8 = 10
7 + 3 = 10 1 + 9 = 10
6 + 4 = 10 0+10 = 10
5 + 5 = 10
Activity 2: Cuisenaire staircase

Working with small groups and using the white, red, green, pink, yellow, dark green, black, brown, blue
and orange Cuisenaire rods, demonstrate how to form a staircase and name the colours from shortest to
longest. The pupils should say the colours in order ten times. Ask the pupils to say which colour stands
for ten (orange). Using the rods they should discover all the addition bonds of 10 and write them in
their exercise books.
Answers
As in Activity 1
Activity 3: Making tens

Show the class a large number of sticks cut from reeds to the same length as match-sticks. Demonstrate
the counting of ten by counting ten of these sticks and then tying them into a bundle called ‘1 ten’. If
appropriate, the pupils can, in small groups, make more bundles of tens.
Activity 4: Tens and ones

Demonstrate the representation of eleven (11) using 1 bundle of ten and 1 single stick. Write the
numbers 11,12, 13, 14, 15, ..., 20 on the board. Tell the pupils that the first digit shows how many tens
and the second digit shows how many ones. Ask the groups to use their bundles and single sticks to
represent the numbers on the board.
Pupil’s Book page 98. Discuss the arrangements of tens and ones. Emphasise how the ‘teen’ numbers
are made up of a ten and from one up to 9 ones. Ask the class to provide examples of ‘teen’ numbers, for
example:
• eleven players in a football/hockey team;
• twelve months in a year;
• thirteen players in a rugby league team;
• fourteen days in a fortnight;
• fifteen players in a rugby union team;
• sixteen, seventeen, eighteen and nineteen: the ages of older brothers and sisters etc.
Activity 5: Counting and reading in tens

Pupil’s Book pages 99. Discuss the arrangements of tens: emphasise how many tens, the number name
and write the two-digit numbers on the board. Lead the class in reciting, a number of times, the ‘ty’
numbers: ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety. Lead them also to recite these ‘ty’
numbers, a number of times, in a similar way to reciting multiplication tables:
• one ten: ten;
• two tens: twenty;
• three tens: thirty;
• four tens: forty;
• five tens: fifty;
• six tens: sixty;
• seven tens: seventy;
• eight tens: eighty;
• nine tens: ninety.
Activity 6: More tens

Ask the class to provide stories, incidents or situations where ‘ty’ numbers are important, for example:
• my grandfather/grandmother is 70 years old;

• my mother/father is 30/40 etc years old;
• the number of my house is 10, 20 etc.
Activity 7: More tens and ones

Pupil’s Book page 101. Explain that:
• the ten-strips can be used instead of the bundle of ten to represent ten;
• the squares can be used instead of single sticks to represent one.
Discuss the representation of the father’s and daughter’s ages. The pupils should name the numbers
represented by the arrangements of strips and squares.
Answers
a. 37 b. 46 c. 58
d. 19 e. 88 f. 97
Activity 8: Tens and ones

Demonstrate the representation of five numbers in the 11 to 99 range using the orange Cuisenaire rods
for Tens and the white to blue rods for Ones. Ask the pupils to represent, say and write ten further
numbers.
Activity 9: Numbers to 99:-

Discuss the features of the hundred square.
‘Count the rows (across) – how many are there?’ (10)
‘Count the columns (up) – how many are there?’ (10)
‘How many is in the second row?’ (ten, there are two in 11)
‘How many 2s in the third row?’ (ten, there are two in 22) etc to the tenth row.
‘Which number always appears in the first column?’ (1) ‘How many times?’ (11)
‘What do you notice about the other numbers down the first column?’ (They increase; 1, 2 etc. to 9)
‘Which number always appears in the second column?’ (2) ‘How many times?’ (11)
‘What do you notice about the other numbers down the second column?’ (They increase; 1, 2 etc. to 9)
‘Which number always appears in the tenth column?’ (0) ‘How many times?’ (9, or 11 if 100 was there)
‘What do you notice about the other numbers down the tenth column?’ (They increase; 1, 2, 3 etc. to 9)
‘Go to the first number in the second row – what is it?’ (11) ‘From there move your finger diagonally. What do
you notice?’ (The pattern 11, 22, 33, 44 etc. to 99.)
Lead the class, fingers on each number, in reading/reciting the numbers from 1 to 99 several times.
Ask a pupil to read a number in the table, another to write it on the board and another to point out its
position in the hundred square. Working in groups, ask pupils to find the missing numbers to complete
the two tables. Pupils to complete or continue the rows on the page by writing the answers in their
notebooks.
Answers
1 2 4 6 8 10 12 14 18 20
21 23 25 27 29 31 35 37 39
41 42 43 44 45 47 48 49 50
53 56 59 61 63 66 71 73 74
76 77 79 80 82 83 86 89 92
94 96 98
2 1 2 3 4 5 6 8 9 10
11 12 13 14 15 16 18 19 20
21 22 23 24 25 26 28 29 30
41 42 43 44 45 46 48 49 50
51 52 53 54 55 56 58 59 60
61 62 63 64 65 76 76 79 80
71 72 73 74 75 86 88 89 90
81 82 83 84 85 86 98 99
Activity 10: Tens and ones – decomposing

Pupil’s Book page 103. Demonstrate the decomposition of 36 using:
or
• the longs and cubes of the base ten material;
Ask some pupils to demonstrate other examples before telling the pupils to write the expansions in their
exercise books.
Use the example of 8 + 6 = 14. Demonstrate exchanging cubes for one long exchange ten sticks for 1
bundle . i.e. 8 + 6 = 1 ten + 4 ones
= 14
Answers
2. 21 = 2 tens + l one = 20 + 1
3. 73 = 7 tens + 3 ones = 70 + 3
4. 49 = 4 tens + 9 ones = 40 + 9
5. 65 = 6 tens + 5 ones = 60 + 5
6. 46 = 4 tens + 6 ones = 40 + 6
7. 57 = 5 tens + 7 ones = 50 + 7
Evaluation
• group objects in tens;
• say the number of tens in ‘ty’ numbers;
• say how many tens and ones in numbers between 11 and 99;
• use numbers in this range to describe real life situations.
• break two digit number into tens and singles (ones).
Answers
a. 92 b. 56 c. 60

Copy these on to the board and ask pupils to copy and complete them.
24 = 2 tens + ones = 20 +
36 = tens + 6 ones = +6
57 = tens + ones = +
5 tens + 9 ones = + = 59
8 tens + 4 ones = + =
7 tens + 0 ones = + =
1 ten + 1 one – + =
3 tens + 9 ones = + =
1 ten + 9 ones = + =
5 tens + 6 ones = + =
4 tens + 3 ones = 40 + 3 =

24 = 2 tens + 4 ones = 20 + 4 8 tens + 4 ones = 80 + 4 = 84
57 = 5 tens + 7 ones = 50 + 7 1 ten + 1 one = 10 + 1 = 11
60 = 6 tens + 0 ones = 60 + 0 1 ten + 9 ones = 10 + 9 = 19
5 tens + 9 ones = 50 + 9 = 59

1. What strategies did pupils use in grouping objects into tens and ones?
2. Were the various strategies appropriate?
3. Identify the various processes/skills pupils used in reading and writing numbers 0 to 99.
4 Identify the various processes/skills pupils used in saying how many tens and ones in numbers between
0 and 99.
56 UNIT 8 Addition and subtraction
UNIT 8 Addition and subtraction

Objectives
• add any two one-digit numbers up to a sum of 18;
• develop the basic addition facts up to a sum of 18;
• subtract a one-digit number from numbers in the range 0 to 18;
• develop basic subtraction facts for numbers 0 to 9 only.
Notes
• the numbers 0 to 99;
• addition and subtraction in the 0 to 9 range.
Teaching method
Addition is demonstrated by:
• bringing groups together;
• steps forwards (or to the right) on the number line
Subtraction is demonstrated by:
• establishing the difference between two groups;
• steps back (or to the left) on the number line.
Key words
The numbers from zero to eighteen. Add, subtract.
Materials
Bottle tops, suitable objects.
Pupil’s Book page 91. Use the 8 + 6 = 14 example to show how the objects of two groups are brought
together and the total number is determined by counting. If necessary, provide the pupils with counters
to find the totals.
UNIT 8 Addition and subtraction 57
Answers
13 13 12
14 18 11
17 11 16
15 11 12
11 13 13
14 15 12
Activity 2: Subtraction
Pupil’s Book page 108. Demonstrate the 15 – 9 = 6, Subtraction by asking the pupils to:
• place 15 green beans or appropriate counters in the 1 to 15 spaces;
• change the colour of the 9 of the beans
• count the number of green beans;
• state that 15 – 9 = 6.
Similarly demonstrate 14 – 8 = 6. The pupils should use real beans or counters or the ‘bean spaces’ to
complete the subtractions.
Answers
7 8 9
5 7 9
Activity 3: More on subtraction

Pupil’s Book page 109. Tell pupils to use counters to complete the subtractions.
Answers
4 4 10 5
9 4 6 2 8-
Tell pupils that in subtraction another word for answer is difference
Ask pupils to find the differences between the pairs of numbers.
Answers
9–7=2 9–5=4 9–2=7
8–6=2 8–4=4 8–1=7
7–5=2 7–3=4 7–0=7
6–4=2 6–2=4
5–3=2 5–1=4
4–2=2 4–0=4
3–1=2
2–0=2
Now ask pupils to find all the pairs of numbers (between 0 and 9) whose difference is 3.
Answers
a. 9–6=3 b. 6+0=6
8–5=3 5+1=6
7–4=3 4+2=6
6–3=3 3+3=6
5–2=3 2+4=6
4–1=3 1=5=6
3–0=0 0+6=6
Evaluation
• add and subtract numbers in the 0 to 18 range using counters;
• achieve 70% in subtraction tests based on the range 0 to 9 without using counters.

Copy these questions on to the board. Ask pupils to copy and complete them.
9–9= 7–7= 6–6= 8–8=

9–8= 7–6= 6–5= 8–7=
9–7= 7–5= 6–4= 8–6=
9–6= 7–4= 6–3= 8–5=
9–5= 7–3= 6–2= 8–4=
9–4= 7–2= 6–1= 8–3=
9–3= 7–1= 6–0= 8–2=
9–2= 8–1=
7–0= 5–5=
9–1= 8–0=
5–4=
9–0= 2–2=
5–3= 4–4=
2–1=
3–3= 5–2= 4–3=
2–0=
3–2= 5–1= 4–2=
3–1= 1–1= 5–0= 4–1=
3–0= 1–0= 4–0=
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
7 7
8 7 0 8
9 0 1
1 2 0
0 2 3 1
1 4 2
2 0 5 3
3 1 4

Copy the questions on to the board. Ask pupils to copy and complete them.
1. 9 + 2 = 9+5= 5+5=
8+4= 8+7= 4+7=
7+6= 7+9= 3+9=
8+3= 6+5= 4+6=
7+5= 8+9= 3+8=
6+7= 8+6= 4+8=
9+6= 7+8= 3+7=
7+4= 7+7= 2+9=
6+6= 6+9= 9+4=
5+8= 6+4= 5+9=
5+6= 9+9= 9+3=
9+1= 6+8= 8+5=
5+7= 2+8= 1+9=
4+9= 9+8= 8+2=
2. 14 – 5 = 11 – 2 = 10 – 5 =
15 – 7 = 12 – 4 = 11 – 7 =
16 – 9 = 13 – 6 = 12 – 9 =
15 – 6 = 11 – 3 = 10 – 6 =
17 – 9 = 12 – 5 = 11 – 8 =
14 – 6 = 13 – 7 = 12 – 8 =
15 – 8 = 18 – 8 = 10 – 7 =
14 – 7 = 11 – 4 = 11 – 9 =
15 – 9 = 12 – 6 = 13 – 4 =
10 – 4 = 13 – 8 = 10 – 2 =
18 – 9 = 11 – 6 = 14 – 9 =
14 – 8 = 10 – 1 = 12 – 3 =
10 – 8 = 12 – 7 = 13 – 5 =
17 – 8 = 13 – 9 = 10 – 9 =

1. 11 14 10 2. 9 9 5
12 15 11 8 8 4
13 16 12 7 7 3
11 11 10 9 8 4
12 17 11 8 7 3
13 14 12 8 6 4
15 15 10 7 9 3
11 14 11 7 7 2
12 15 13 6 6 9
13 10 14 6 5 8
11 18 12 9 5 5
10 14 13 6 9 9
12 10 10 2 5 8
13 17 10 9 4 1

1. What competencies did pupils exhibit in adding and subtracting numbers in the 0 to 18 range?
2. How will these competencies enhance pupils’ development of concepts of addition and subtraction
of larger numbers?
3. Identify any challenges pupils faced. Plan strategies to overcome these challenges.
62 UNIT 9 Measurement of length, area, capacity and mass
UNIT 9 Measurement of length,

area, capacity and mass
Objectives
• compare the lengths/heights of two objects and tell which is taller/longer/shorter
• use arbitrary units to compare the lengths and heights of various objects;
• compare the capacities of two containers and tell which holds more or less or equal amounts of water
or sand;
• use arbitrary units to compare the capacities of various containers;
• compare the size of two surfaces (areas) and tell which one is bigger /smaller
• compare the mass of objects by observing and feeling the differences in mass and using a simple
balance.
Notes
Most pupils will be familiar with different-sized containers and boxes or surfaces, but they may not know
the terms area, capacity or mass. The mass and weight of an object are different although there is no need
to explain the difference between the two term to pupils at this level. The region covered by an object/
surface is the area.
The mass of an object is the amount of material it contains. It never changes wherever the object is,
for example the North Pole, the equator, in space or on the moon. An astronaut is weightless in space
but has the same mass because he or she is made of the same material.
The weight of an object depends on its location. A person is a little heavier at the poles than at the
equator because the earth is not a perfect sphere. The weight of a person on the moon is about a sixth of
their weight on earth because the moon’s force of gravity is less than the earth’s.
Weight is measured in newtons (N) while mass is measured in kilograms (kg). On earth a mass of 1
kg weighs 10 N. Weight and mass are connected by W = mg, where g is the force due to earth’s gravity.
For everyday use we say that an object’s weight is n kg because we know that the same value applies
(within limits) on earth. We also use the words mass and weight to mean the same thing in everyday
language. Area is measured in square unit (e.g. cm2 , m2 ....)
UNIT 9 Measurement of length, area, capacity and mass 63
Teaching method
Whenever possible the activities outlined in the Pupil’s Book should be supplemented with practical
activities in comparing lengths/heights, area, capacities and masses.
Key words
Longer than, shorter than, as short as, as long as, as tall as, tallest of all, longest of all, shortest of all,
capacity, holds more than, holds less than, holds the same as, holds the most, holds the least, mass, is
heavier than, is lighter than, is as heavy as, lightest, heaviest, bigger/smaller than, as big/small as smallest,
biggest, small , big.
Materials
A variety of containers of different capacities, a larger bowl of water or dry sand, wooden strips, surface
of books, empty cans and wire suitable to make simple beam balances, a variety of small objects suitable
for weighing on a simple balance such as coins, bolts, marbles etc, a supply of small nails or bottle tops
as arbitrary units of mass.
Activity 1: Length and height

Ask the pupils to compare the lengths or heights of pairs of objects in the classroom. Choose objects
which are significantly different in length/height so that the pupils are able to easily see which is
the longer/taller. Introduce the phrases ‘taller than’, ‘longer than’ and ‘shorter than’ for expressing
the differences in length and height. Extend this idea to groups of objects where an object might be
described as the longest, tallest or shortest of all. Explain that where the objects being considered are
equal in length the phrases ‘as short as’, ‘as long as’ and ‘as tall as’ are used.
Pupil’s Book pages 110 - 112. Discuss the pictures and encourage the pupils to use the appropriate
vocabulary.
Activity 2: Comparing lengths

Explain to the pupils that when objects are very different in length or height there is no need to measure
them to find out which is the longer or taller because the difference is easy to see. Ask the pupils how
they might find which is the longer or taller when objects are similar in size. Introduce the idea that the
size of objects could be compared to another object such as the length of a pencil or a book. A pencil or
book length is then referred to as an arbitrary unit.
Pupil’s Book page 113. Ask the pupils to estimate (guess) the length of, and then measure, some objects
in the classroom using a pencil length or a book length as arbitrary units.
Ask the pupils to order the objects according to their lengths
Activity 3: idea of area

Pupil’s Book pages 114 - 116. Lead pupil to estimate the number of times a small notebook can cover
an exercise book. Place one flat object on top of another to find out which one is bigger or smaller. Find
how many times the smaller object can cover the bigger object. Ask pupils to repeat this activity for
surfaces such as the top of teachers table, pupils table, and the blackboard (if possible). Use arbitrary
units to measure surface (area) of the objects . Ask pupils to order the areas of objects selected from
smaller to the biggest and vice versa.
Activity 4: Comparing Capacities

Show the pupils a range of familiar containers such as a cup, a jug, a pan and a bucket. Pour water (or
sand) from one to another to show that they each hold different amounts. Ask some pupils to repeat
the tests. Use arbitrary units to measure the capacities: ‘How many cups does the jug, pan or bucket hold?’
Introduce the word capacity as the amount that a container will hold.
Demonstrate that a tall thin container may hold less than a short wide one even though the tall
container looks as if it could hold more.
Pupil’s Book pages 117 - 119. Ask the pupils to compare the capacities of the containers using words
such as ‘holds more than’ and ‘holds less than’. Ask the pupils to arrange the containers in order from
‘holds most’ to ‘holds least’.
Answers
Pupil’s Book pages 118 and 119.
The jar holds less than the vase.
The vase holds more than the tin.
The tin holds the same as the jar.
The bowl holds the most.
The tin is next.
The jar is next.
The cup holds the least.
Activity 4: Comparing masses

Introduce the word mass as a measure of how heavy an object is. Treat the words mass and weight as
meaning the same thing at this stage.
Pupil’s Book pages 120-122. Explain that when objects are very different in mass there is no need to
measure their masses in order to find which is the heavier because this can be easily done by holding
them. Ask the pupils to compare the masses of objects using the terms ‘heavier than’ ‘lighter than’ and
‘the same mass as’.
Explain that when objects are similar in mass, comparing their masses by feel is not sufficiently
accurate. Introduce the idea of using simple balance for comparing the masses of objects. A suitable
balance can be made by suspending a wooden beam, 40 to 50 cm long, from its mid-point on a wire
or piece of string. An empty tin should be attached, by wire, to each end of the beam. Ask the pupils to
compare and order the masses of objects of similar masses using a simple balance and some nails. Explain
that, in the same way that a pencil and book edge were used as arbitrary units when measuring length,
the masses of objects can be compared using nails, of the same weight, as arbitrary units. They should
record the mass of each object as being the same as so many nails and then order them.
Answers
The pineapple is heavier than the orange.
The lemon is lighter than the orange.
The orange has the same mass as the mango.

•The stone is heavier than the sponge
•The sponge is lighter than the stone
Evaluation
By the end of the unit the pupils should be able to compare the lengths or heights of objects, which are
obviously of different sizes, by sight and say which is the longer, taller or shorter. They should have used
objects such as a pencil or the edge of a book as arbitrary units, to make rough measurements of objects
in the classroom and express the results in such terms as ‘longer than’, ‘shorter than’ and ‘the same length
as’. The pupils should be able to order objects according to their length or height. The pupils should
understand the term - area and have awareness of areas, different surfaces of objects . They should be able
to compare the areas of different surfaces and use the terms as big as, bigger than, small, smaller than.
The pupils should understand the term ‘capacity’ and have some awareness of the relative capacities of
different containers. They should be able to compare the capacity of different containers and express the
results in such terms as ‘holds more than’, ‘holds less than’ and ‘holds the same as’. They should be able
to order objects according to their capacities.
The pupils should understand the term ‘mass’ and appreciate that objects have different masses. They
should have compared the masses of objects by feel and by using a simple balance. They should have
used an arbitrary unit to measure the masses of objects and express the results in such terms as ‘heavier
than’, ‘lighter than’ and ‘as heavy as’. They should be able to order objects according to their mass.

1. Draw the trees on the board. Ask pupils to write which is the tallest and which the shortest.
B
A C
A
2.
B
Draw the pencils on the board. Ask pupils to write which is the longest and which is the shortest.
A
C
B
D
C
D
3. Copy the diagram and sentences on to the board. Ask pupils to copy and complete the sentences.
D
B
C
A E
D
B
C
A E
C holds more than…………… and ……………..

……………..holds more than B.
…….……….holds as much as E.
D holds ……………… than E.
A holds ……………… than D
B holds more than __ , __ and __ .
D holds more than __ , __ , __ and __ .
4. Copy the exercise on the board and ask pupils to complete
A. Notebook B. Maths Textbook C. Teachers Notebook
1. A is ...................than B
2. C is .......... .......than A
3. B is .................. than C
5. Copy the diagram onto the board. Ask pupils to copy the diagram and mark the heavier bag of flour
with H and the lighter bag of flour with L.
F LOUR
F LOUR
Unit Assessment Answers

3. A , E 4. smaller
D bigger
A smaller
more
less
A , C, E
A, B , C , E

1. What information did you gather from the pupils’ responses to the activities? Was the information
sufficient to ensure pupils’ understanding of the concepts involving length, area, capacity and mass?
2. Relating the correct terms to activities involving comparison of lengths, area, capacities and masses
can be very challenging. What strategies did you use in overcoming these challenges?
3. How appropriate were the arbitrary units the pupils used for length, area, capacity and mass?
UNIT 10 Measurement of time and money 69
UNIT 10 Measurement of time and

money
Pupil’s Book pages123 to 1281
Objectives
• identify some events and tell when they take place;
• identify events which take a short time and those which take a long time;
• recognise currency notes and coins up to GH¢10.00;
• name items that each note or coin can buy;
• use token coins up to GH¢1.00 to buy everyday items in a play shop.
Notes
The 1 Gp , 5 Gp,10 Gp, 20 Gp, 50 Gp and GH¢1.00 coins have been included since they are in
use. The GH¢1.00, GH¢ 2.00, GH¢5.00 , and GH¢10.00 bank notes are to be introduced now. The
GH¢20.00 and GH¢50.00 will be introduced later in the course.
The prices and the denominations of notes and coins used in the book must be changed as necessary
to suit prevailing conditions.
Teaching method
The pupils are led to look at how money is used to buy everyday items. Through book exercises and ‘class
market stall’ play, they will get the opportunity to identify and use the coins and notes necessary to buy
price labelled items.
Key words
money, time, currency, note, coin, sunrise, sunset, token money, playshop, buy , change, balance ,
morning, afternoon, evening
Materials
The 1 Gp , 5 Gp,10 Gp, 20 Gp, 50 Gp and GH¢1.00 coins and GH¢1.00, GH¢2.00, GH¢5.00 , and
GH¢10.00 bank notes, token coins, token notes, water timer or sand timer, bottle tops, card, scissors,
colouring pencils, empty packets and real shop or market items for making a ‘classroom market stall’.
Activity 1: Idea of time

Pupil’s Book page 123. Discuss how the day may be divided into parts, such as morning, afternoon and
evening. Ask the pupils to:
70 UNIT 10 Measurement of time and money
• describe what they do during the different parts of the day;

• compare a typical school day with a day at the weekend.
Explain that talking about activities in terms of parts of the day is acceptable for many purposes but
not sufficiently accurate for other purposes. For example, if school started ‘after breakfast’ pupils would
turn up at different times because they would have their breakfasts at different times and take different
amounts of time to get to school.
Point out that clocks and watches allow time to be measured more accurately. When events occur
at a particular time on the clock everyone can be sure when that is and come at the same time. Discuss
some examples where the need to know time accurately is important. The start and end of a school day is
one example. Other examples could include a timetable for catching buses and trains, and a programme
schedule for television.
Activity 2: Measuring time

Pupil’s Book pages 124 - 125. – Point out that doing different things takes different amounts of time.
Ask the pupils to describe some of the things they do which take only a short time, and others which
take a long time. Show the pupils how to use a simple water timer or sand timer to compare the time
taken to carry out different events. A simple water timer can be made by making a small hole in the
bottom of a milk tin and standing this over a clear plastic bottle. When water is placed in the milk tin, it
will drip into the bottle. Pupils can determine the relative amount of time taken for different events by
counting drips, if the events are short, or looking at the depth of water which accumulates in the bottle.
Ask the pupils to compare the times taken for some different activities. Encourage them to use
phrases like longer, shorter, quicker and slower when comparing the times taken to do these activities.
Answers
Pupil’s Book pages 125. cleaning the blackboard took most time. Reading a page of a book took less
time. Counting up to 99 took even less time. Touching the walls of the classroom took least time.
Activity 3: Money
Discuss how people work to earn money which is used to buy food and other things. Ask the pupils if
they buy food and other items at the market each day.
Pupil’s Book page 109. Show the pupils the coins and currency notes up to GH¢10.00, Ask the pupils
which coins and which bank notes they recognize. Show the pupils that each coin and each note is worth
a certain amount in cedis, and point out the number on each coin and note. Pass the coins around and
ask the pupils to examine them carefully. Discuss the designs on each coin and point out that the shapes
and colours of the coins give people an easy way of identifying the coins.
Ask the pupils to write down the values of the coins and describe the designs on them.
Pass the notes around and ask the pupils to examine them carefully. Discuss the main colours used in
printing the notes and the designs on them. Point out that the different colours of the notes , give people
a quick and easy way of identying them.
Get the pupils to play a game called ‘What am I?’ in pairs. One pupil should describe a coin or note
and the other has to guess its value from the description.
Answers
GH¢ 1.00 note is predominantly red. On one side is the picutre of the big six made up of Kwame
Nkrumah, Ako Adjei, J.B Danquah, Edward Akuffo-Addo, Emmanuel Obetsebi-Lamptey and William
Ofori-Atta .)
GH¢ 2.00 is predominantly yellowish, brown. On one side is the picture of the 1st president of the
Republic of Ghana, Osagefo Dr. Kwame Nkrumah.
GH¢ 5.00 is predominately blue. It has a picture of the University of Ghana on one side and a picture of
the Big Six on the other side.
GH¢ 10.00 is predominately green. It has a picture of the Headquarters of Bank of Ghana on one side
and and picture of the Big Six on the other side.
GH¢ 20.00 is predominately purple. It has a picture of the Supreme Court Building for Ghana at one
side a picture of the Big Six at the other side
GH¢ 50.00 is predominantly brown . It has a picture of the Christianborg Castle on one side and a
picture of the Big Six on the other side
Answers
The GH¢ 1.00 note is predominately red . On one side is a picture of the Akosombo Dam at the other
side is the picture of the Big Six on the front. .
The GH¢5.00 note is predominantly blue. It has a picture of the University of Ghana on one side and a
picture of the Big Six on the other side .
The GH¢10.00 note is predominantly green. It has a picture of the Headquarters of Bank of Ghana on
one side and picture of the Big Six on the other side
Activity 4: Shopping
Explain to the pupils that when they buy an item they must look at the price and find the coin or note
which has the same value as the price of the item. Point out that sometimes they may not have a coin or
note of the correct value. Ask the pupils what they should do then? Introduce the idea that two or more
of one coin have the same value as (are equal to) another coin or note.
72 UNIT 10 Measurement of time and money
Lead the pupils to work out how many of one coin is or are equal in value to another coin or note.
Answers
Ofeibea, GH¢ 1.00
A coconut, orange, mango, banana, pawpaw or sugar cane
Mensah, GH¢ 1.00,
A sugar cane stick or a coconut, orange, mango,pawpaw or banana.
Some pupils might point out that Mensah could buy several pieces of fruit which cost a total of
GH¢ 1.00,.
Activity 5: Make your own market stall

The pupils enjoy buying and selling things amongst themselves.
Pupil’s Book page 128. Ask the pupils to collect materials: empty packets and real shop or market items
for making a ‘classroom market stall’. They should make labels to show the cost of each item. They will
also need to make some ‘play money’ from any suitable material. When they have made their shop and
money they can trade with each other: selling their goods and buying the goods of other pupils.
Evaluation
The pupils should:
• be aware that we often divide a day on the basis of what we are doing at different times;
• have some appreciation of the relative times taken to do different activities;
• should appreciate that it is adequate to describe some events as happening during different parts of
the day for many purposes but is not sufficiently accurate for others;
• know that a clock has a long minute hand and a shorter hour hand;
• be able to tell the time to the nearest hour.
The pupils should:
• know that the monetary unit of Ghana is the cedi, and be able to write the symbol, GH¢,
• be able to recognise the 1 Gp , 5 Gp,10 Gp, 20 Gp, 50 Gp and GH¢1.00 coins,
• be able to recognise the GH¢1.00, GH¢2.00, GH¢5.00 and GH¢10.00 notes,
• select the appropriate coin or note to pay for familiar items,
• find the total cost of two or three items.

Copy the diagram and questions onto the board for pupils to answer.
What coins does Kwame have?
How many are equal to ?
How many are equal to ?

2. 5 3. 5

1. Was the range of information collected from pupils sufficient to indicate that pupils have developed
the concepts of time and money?
2. How realistic were the materials in relation to the pricing system?
74 UNIT 11 Collecting and handling data
UNIT 11 Collecting and handling

data
Pupil’s Book pages129 to134
Objectives
• collect or identify different kinds of similar items and find how many of each kind there is;
• record the data collected;
• arrange the collected items/data to form rows/columns.
Notes
Data are facts or figures from which conclusions can be drawn
Teaching method
The pupils are shown how:
• to collect information;
• numerical information can be represented graphically;
• simple graphs can be interpreted.
Key words
Information, data, collect, record, class, rows, columns
Materials
Boxes or cans, bottle tops, counters or coins, countable objects,
Activity 1: Collecting and recording

Discuss this page with pupils and explain the recording of the data in the table.
Pupil’s Book page 130 and 131. Explain to pupils how Boama and Stella represented the data in their
table as a graph. Tell them to complete the graph by drawing in the number of stones Boama and Stella
recorded (7). Encourage pupils to go out into the playground and make their own collection of leaves,
twigs and stones. They should group these objects into types and count the objects in each group. Then
they should record the numbers in a table. Finally, pupils should represent their data in a graph.
UNIT 11 Collecting and handling data 75
Activity 2: On what day were you born?

In advance, the pupils should find out from their parents on which day of the week they were born.
Pupil’s Book page 131. Explain to the class that it is often useful to collect information and show it in a
special way. Write a list of the days of the week on the board. Ask each pupil to name the day of week on
which they were born and make a mark next to the day on the blackboard. Tell the pupils to write down
the days of the week and, from the information on the board, find by counting, how many pupils were
born on each day. Explain to the class that gathering information in this way is called a survey.
Pupil’s Book page 132. Ask the pupils to build a graph using boxes or cans to represent the results of
the survey.
Activity 3: Rows and Columns

Lead pupils to collect data on sitting arrangements in the classroom. Ask pupils to wrtie the number of
pupils who sit in each row and each column as on top of page 133 of the Pupil’s book. Pupils represent
the data in rows and columns, in rows as at the bottom of the page 133.
Activity 4: What letter does your name begin with?

Write the letters of the alphabet vertically on the chalkboard. Ask each pupil what letter of the alphabet
his or her name starts with and make a mark next to the appropriate letter on the chalkboard.
Pupil’s Book page 134. Ask the pupils to write down the letters of the English alphabet and count to
find how many pupils’ names start with each letter from the information on the chalkboard. The pupils
should build a graph using counters or coins to represent the results of the survey.
Evaluation
By the end of the unit the pupils should be able to collect data, represent data in rows and columns
-(represent the information as a block graph).
76 UNIT 11 Collecting and handling data

Copy this diagram and questions on to the board.
Graph showing days on whiœh pupils in

9 St Miœhael’s Grade 1, were born
8
7
6
5
4
3
2
1
Sun Mon Tues Wed Thurs Fri Sat
1. How many pupils were born on:

Sunday?
Monday?
Tuesday
Wednesday?
Thursday?
Friday?
Saturday?
2. On which day were most pupils born?
On which day was the smallest number of pupils born?
Unit Assessment test answers

1. 7, 3, 8, 5, 7, 4, 6
2. Tuesday , Monday

1. Identify the processes, skills and strategies that pupils used to collect, organise and present the
information.
2. Were the range of activities varied enough for the pupils to identify various sources of
UNIT 12 Addition and subtraction of numbers , (0 to 99) 77
UNIT 12 Addition and subtraction of

numbers , (0 to 99)
Objectives
• add two numbers expressed as tens and ones without renaming/ regrouping;
• add two two-digit numbers without renaming/regrouping;
• subtract two two-digit numbers expressed as tens and ones without regrouping/borrowing;
• subtract two two-digit numbers without regrouping/borrowing;
• solve simple story problems involving the use of the basic addition and subtraction facts.
Notes
• the numbers 0 to 99,
• addition and subtraction in the 0 to 18 range with no renaming.
Teaching method
It is important to exemplify addition using:
• ten-strips and squares;
• the ‘longs’ and ‘cubes’ of base ten materials;
• the white and orange Cuisenaire rods.
At this stage renaming or decomposition is not required for addition and subtraction.
Key words
The numbers from zero to ninety-nine, tens, ones, sum, difference, renaming, regrouping, bundles,
Dienes blocks.
Materials
Bundles of sticks in tens and single sticks. Where possible, base ten material or Cuisenaire rods.
Activity 1: Adding tens and ones

Write 23 + 34 on the board. Ask some pupils to:
• show the expansion of 23 as 2 bundles of ten and 3 single sticks;
78 UNIT 12 Addition and subtraction of numbers , (0 to 99)
• add the ones by collecting the single sticks and placing them together making 7 sticks;
• add the tens by collecting the bundles of tens and placing them together making 5 bundles;
• placing the 5 bundles and 7 sticks together to show the sum of 57.
Note:
Ten-strips and squares or longs and cubes or orange and white Cuisenaire rods can be used instead of
bundles of ten and single sticks.
Pupil’s Book page 135. Lead the pupils through the expansions and addition of tens and ones.
The pupils should set out their work in a similar fashion in their exercise books.
Answers
1. 46 7. 35 13. 36
2. 36 8. 39 14. 37
3. 56 9. 59 15. 68
4. 79 10. 68 16. 59
5. 59 11. 88 17. 69
6. 79 12. 79 18. 79
Pupil’s Book page 136. Demonstrate:
• the representation of 34: 3 tens and 4 ones using the available material;
• the representation of 25: 2 tens and 5 ones in the same style;
• the collection of the ones (Also say: 4 ones and 5 ones equal 9 ones);
• the collection of the tens (Also say: 3 tens and 2 tens equal 5 tens, The answer is fifty-nine’.)
The sentences in the brackets are known as the addition pattern. They are what is said by the teacher in
demonstrating addition. They should also be used by the pupils, initially, when doing addition. Getting
the pattern correct is very important.
Ask some pupils to demonstrate the other examples using the appropriate materials and the correct
pattern. They should write the sums in their exercise books.
Answers
1. 73 2. 87 3. 78 4. 98
5. 96 6. 59 7. 88 8. 68
Activity 3: Subtraction using expansions

Write 48 – 23 on the board. Ask some pupils to:
• remove 3 sticks from the 8 sticks leaving 5 sticks;
• remove 2 bundles from the 4 bundles leaving 2 bundles;
• placing the 2 bundles and 5 sticks together to show the sum of 25.
Note:
Ten-strips and squares or longs and cubes or orange and white Cuisenaire rods can be used instead of
bundles of ten and single sticks.
Pupil’s Book page 137. Lead the pupils through the expansions and subtraction of tens and ones. The
pupils should set out their work in a similar fashion in their exercise books.
Answers
1. 22 6. 13 11. 14 16. 19
2. 31 7. 34 12. 14 17. 23
3. 32 8. 37 13. 55 18. 32
4. 22 9. 33 14. 25 19. 63
5. 29 10. 23 15. 21 20. 21
Activity 4: Subtracting tens and ones

Demonstrate 38 – 12 by:
• representing 38 using the available material;
• the taking away of 2 ones (Also say: ‘8 ones, take away 2 ones equals 6 ones’);
• the taking away of 1 ten (Also say: ‘3 tens, take away 1 ten equals 2 tens.
The answer is twenty-six’.)
The sentences in the brackets are known as the subtraction pattern. They are what is said by the teacher
in demonstrating subtraction. They should also be used by the pupils, initially, when doing subtraction.
Getting the pattern correct is very important.
Ask some pupils to demonstrate the other examples using the appropriate materials and the correct
pattern. They should write the differences in their exercise books.
Answers
Pupil’s Book page 138 -139.
1. 22 2. 21 3. 22 4. 35 5. 52 6. 31 7. 22
8. 25 9. 53 10. 11 11. 63 12. 51 13. 34 14. 22

15. 14 16. 53 17. 21 18. 32 19. 24 20. 21
Activity 5: Story problems

Pupil’s Book page 122. Discuss:
• the situations;
• the numerical information;
• the process (addition or subtraction) that will be required to solve the problem.
Demonstrate the addition or subtraction using the correct patter. Tell the pupils to write the answers in
their exercise books.
Answers
1. 25 2. 59 3. 29 4. 44 5. 62 6 a. 15 b. 22 c. 68
Evaluation
• expand two-digit numbers into tens and ones;
• complete addition sentences with no re-naming for sums up to 99;
• complete subtraction sentences with no re-naming for minuends up to 99;
• do vertical addition and subtraction;
• solve simple story problems involving addition and subtraction.

1. Write the questions on to the board. Ask pupils to copy and complete them, writing the sums in the
spaces.
Collect the ones, then the tens.
T 0 T 0 T 0 T 0
4 3 3 5 2 7 5 4
+ 2 4 + 5 1 + 3 2 + 3 5
4 5 6 2 3 0 4 3
+ 3 3 + 1 7 + 4 6 + 5 0
T 0 T 0 T 0 T 0
7 6 5 9 6 4 1 7
+ 2 3 + 2 0 + 3 3 + 7 2
2. Write the questions on to the board. Ask pupils to copy and complete them, writing the differences
in the spaces.
Take the ones away, then the tens.
T 0 T 0 T 0 T 0
9 7 8 6 5 4 7 9
– 3 5 – 5 3 – 3 1 – 2 7
6 9 5 8 7 9 4 9
– 3 4 – 2 4 – 6 1 – 2 0
T 0 T 0 T 0 T 0
7 6 9 7 6 6 8 6
– 4 1 – 3 6 – 3 0 – 6 3

1. 67 86 59 89
78 79 76 93
99 79 97 89
2. 62 33 23 52
35 34 18 29
35 61 36 23

Write questions on the board. Ask pupils to copy and complete them, writing sums or differences in the
spaces.
T 0 T 0 T 0
2 6 4 2 3 4
+ 3 1 + 2 4 + 4 3
T 0 T 0 T 0
5 3 2 7 3 9
+ 1 5 + 5 2 + 3 0
T 0 T 0 T 0
2 1 1 0 8 5
+ 7 8 + 8 7 + 1 2
T 0 T 0 T 0
7 0 6 6 5 4
+ 1 9 + 2 2 + 2 3
T 0 T 0 T 0 T 0
3 8 4 6 5 7 4 9
– 2 4 – 3 3 – 2 5 – 1 6
T 0 T 0 T 0 T 0
6 5 8 7 9 6 4 7
– 3 2 – 4 4 – 6 0 – 1 7
T 0 T 0 T 0 T 0
1 2 6 4 8 9 9 9
+ 8 3 +3 5 – 5 2 – 6 8

1. 57 66 77
68 79 69
99 97 97
89 88 77
2. 14 13 32 33
33 43 36 30
95 99 37 31

1. What competencies did pupils exhibit in adding and subtracting two digit numbers with and
without renaming and regrouping?
2. How will these competencies enhance pupils’ development of concepts of addition and subtraction
of larger numbers?
3. Identify any challenges pupils faced. Plan strategies to overcome these challenges.
Mathematics
for Primary Schools
1
Mathematics for Primary Schools is a six-level course
written by leading educationists and practising teachers
specifically for the latest Ghanaian syllabus for Primary
Mathematics. There is an Activity-based Pupil’s Book and a
comprehensive Teacher’s Guide for each level.
The Activity-based Pupil’s Books:

present mathematics in a lively and interesting way
use examples from the immediate environment and in
everyday contexts
contain a good balance of content, activities and exercises
develop mathematical understanding and skills gradually
and logically
are well illustrated with useful and colourful artwork
have carefully controlled and graded language levels
winmat
PUBLISHERS LIMITED

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Mathematics

for Primary Schools

Daniel O. Apronti Juliet C. Donkor Godwin T. Nomo

Text © Daniel O. Apronti, Juliet C. Donkor, Godwin T. Nomo, 2016

All rights reserved; no part of this publication may be reproduced, stored

Designed by Kwabena Agyepong

Illustrated by Elkanah Kwadwo Mpesum

Basic School Mathematics

• activities which integrate the Pupil’s Books with practical work;

Teaching plan for the year

Helping the pupils to learn

Evaluation and assessment

UNIT 1 Counting objects

Activity 1: One− to−onematching

Activity 2: One more than

Activity 3: Counting objects up to 20

Activity 6: Counting objects from 21-50

Activity 7: Number rhymes

Two fingers, one thumb, keep moving

Three fingers, one thumb, keep moving

Two little black birds

Five green bottles standing on the wall

There’d be four green bottles standing on the wall.

Cat and rats

Activity 7: Numbers and actions

­Additional review question

Unit assessment test

1. Which is the next group?

Which has one

Unit assessment test

Diagnostic assessment test

UNIT 2 Numbers and numerals 1

Activity 1: Reading and Writing ‘ I ’

Recite the rhyme ‘Fingers and thumbs’ showing the actions.

Activity 2: Reading and Writing ‘2’

Pupil’s Book page 37. Proceed as in Activity 1.

Two fingers, one thumb, keep moving

Two little black birds

Activity 3: Reading and Writing ‘3 ‘

Recite the rhyme ‘Fingers and thumbs’ showing the actions.

Three fingers, one thumb, keep moving

Two fingers, one thumb, keep moving

Activity 4: Reading and Writing ‘4‘

Activity 5: Reading and Writing ‘5’

Five green bottles standing on the wall

Cat and rats

Pupil’s Book page 45. Ask:

Activity 8: The Numeral Zero

Activity 9: Ten as a Unit

Activity 10: The story of ten

Activity 11: Number rhymes

Activity 12: Writing numerals; 1-20

Activity 13: Counting up and down ; numbers 1-20

Activity 14: Writing numerals; 21-50

Activity 15: Counting 21 to 50 ; (up and down)

Activity 17: Writing missing numbers

Additional review questions

7. Continue to order and write numerals up to 50.

Unit assessment test

Unit assessment test answers

Additional review question

Ben ___ _ Mary