Number: Counting… · B1 Mathematics

Lesson notes

Learning Objectives

Indicator: B1.1.1.1.3 - Use number names and non-standard units for measuring (lengths and volumes) to count to find out “how long or how much?”…up to 100

By the end of the lesson, learners can:

Measure the length of classroom objects (tables, window frames, doors) using their hand-span, feet, or referent materials such as chalk sticks or exercise books, and count the number of units to state “how long” the object is.
Measure the capacity of larger containers (buckets, bowls, cooking pots) using smaller non-standard containers such as cups, bottles, or empty tins, and count the number of fills to state “how much” the larger container holds.
Read and write the number names for counts up to 100 when recording their measurement results (e.g., twenty-five hand-spans, forty cups).
Explain in their own words why different people or different units can give different counts for the same object, showing understanding that the unit must be stated with the count.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Number: Counting, Representation, Cardinality & Ordinality (1.1)
Content standard: B1.1.1.1 - Describe numbers and the relationship between numbers 0 to 100
Indicator: B1.1.1.1.3 - Use number names and non-standard units for measuring (lengths and volumes) to count to find out "how long or how much?"...up to 100
Suggested placement: Term 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 3
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Have learners use their feet, hand-span and referent materials to find how long a table, window and door frames are etc., by counting the number of times their feet, hand-span and referent materials are able to do this
E.g. 2. Have learners use empty containers such as bottles, cups etc. to determine the capacity of other bigger containers by counting to find how much (the number of times) the bottles, cups etc. are able to do this