This lesson plan is for a 40-minute class for 9-10 year olds on numbers up to 100. It includes a warm-up reviewing previously learned numbers through a song. Students are then split into two groups and participate in two activities - a numbers matrix puzzle and a question game involving math problems - designed to reinforce numbers up to 100 while developing cooperation skills. The goal is for students to identify and use numbers up to 100, follow instructions, and work cooperatively in groups.

1. LESSON PLAN
Created by Kübra Kılıç
UNIT: NUMBERS
SUBUNIT: Numbers up to 100
Age group 9-10 years old
Time: 40 minutes
Resources- Materials:
Board, powerpoint, numbers matris-
prepared by the teacher, questions in a
box related with numbers (for the
game),Monster Body Count worksheet
and extra worksheets for homework.
Recycledlanguage: Numbers students
have already learnt. Number’s (1-20 and
30, 40, 50, 60, 70, 80, 90, 100), How
many..?, Are there..?
New language: Number’supto100
Plus, minus,multiplication,division
Objectives:
Pupils should be able to:
1. identify and use numbers up to 100
2. comprehend basic classroom language
3. follow the teachers instructions
4. cooperate with the group members for the complete
final outcome
5. scaffold each other and contribute groups success
6. solve maths problems and learn related mathematical
terms
Time Procedure
10’
Presentation
For the first stage the teacher asks pupils some questions and reflect
on what numbers they learnt ( How many students are there in the
class?, How many girls are there?, How many desks are there in the
class?, How many months are there in a year?, Can you count?).
Then teacher uses a video, numbers song. Students sing the song and
do the motions as in the video. Whole class and the teacher sing the
song two times. The song used as a warm up and review for the
numbers pupils have already learnt.
Whole class

2. 15’
15’
Activities
Activity 1: Numbers Matris
The teacher introduces the activity with a visual. It’s a picture with
numbers and their written forms. Before the lesson teacher prepares
the matris for each group. Teacher cuts the pictures into pieces. Puts
the pieces in two boxes. During the activity students are divided into
two groups. The teacher gives each group a box. Teacher wants
students to compound the pieces and get the whole picture. Which
group put the pieces together and get the picture first, win the game.
But pupils should be careful about compounding with the numbers
and their written forms.
Activity 2: Pupils do puzzle in a game
Students have already divided into two groups. First, the teacher
introduces the activity. She gives same puzzle for each group. But the
pieces of the puzzle are mixed. Then the teacher gives each group
member a number to answer the questions from the box. There is one
box and each group members take questions from the same box.
Before the lesson questions are written in small papers and folded. If
the students answer the questions correctly take pieces from the
puzzle and place it to the correct position. How many pieces pupils
can take is written under the each question.
Pupils should read the questions and answers loudly .There are also
maths problems in the box. In times of need pupils should use the
board or a paper for solving problems. Group members should help
each other for the questions and puzzle Each member of the group is
responsible not only for her/his answer but also for each group
members decision. Teacher should be sure that competition is
avoided among the pupils.
Group Work
Group Work
Group work

3. Evaluation:
This lesson planned with the interpersonal and cooperative concerns.
Teacher aims to promote meaningful communication around the
class. Teacher also aims to improve social skills, trust-building,
leadership, decision making, conflict management and team/group
soul. Teacher should be sure that competition is avoided among the
pupils. Evaluation is ongoing and takes place throughout the lesson
by observation of the pupils while they are involved in the activities.
The teacher notes the pupil’s progress and/or areas of concern soon
after the lesson.