Download the Nursery 2 Numeracy Scheme of work as created by the National Association of Proprietors of Private Schools(NAPPS) as a guide for educators and parents to teach kids.

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The Nursery 2 Numeracy is designed to ensure young children have a strong foundation in basic mathematical concepts. At this level, children are introduced to numbers, counting, and simple arithmetic a little higher than their previous classes.

Through engaging and interactive activities, young learners are exposed to hands-on learning with practical exercises that make math fun and relatable. Some of the topics they will be taught include number recognition, counting, basic addition and subtraction, shapes, and patterns, etc.

All lessons will be carried out in a way that children are bound to enjoy and look forward to more. The Nursery 2 Numeracy aims to foster a positive attitude towards mathematics and develop the essential skills to support future academic success.

Source | NAPPS | |||

Class | NURSERY 2 | |||

Subject | NUMERACY | |||

Term | FIRST TERM | |||

Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |

1 | NUMBERS 1 – 5 | i. The teacher draws 5 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 5 – Counting objects 1 – 5 – Tracing figures 1- 5 – Writing figures 1 – 5 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils pay attention to the teacher. ii. Pupils pick several objects e.g. 2 balls, 3 pencils, 1 eraser, etc. iii. Pupils recite number rhymes such as “one, two, buckle my shoes…” iv. Pupils demonstrate an understanding of the number concept by counting different objects. v. Pupils trace and write numbers 1 to 5 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. | Number cards, crayons, balls, pencils, counting sticks and other objects. |

2 | NUMBERS 1 – 10 | i. The teacher draws 10 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 10 – Counting objects 1 – 10 – Tracing figures 1- 10 – Writing figures 1 – 10 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils pick several objects e.g. 4 balls, 5 books, 9 biscuits, etc. ii. Pupils count their fingers to demonstrate an understanding of the number concept. iii. Pupils demonstrate an understanding of the number concept by counting different objects. iv. Pupils trace and write numbers 1 to 10 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. | Sand tray, number sand paper, magnetic numbers. |

3 | COUNTING NUMBERS 1 – 20: MAKING PATTERNS | i. The teacher draws 20 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 20 – Counting objects 1 – 20 – Tracing figures 1- 20 – Writing figures 1 – 20 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils count objects e.g. 15 balls, 18 stones, 11 books, etc. ii. Pupils count their fingers to demonstrate an understanding of the number concept. iii. Pupils learn to scribble anticlockwise i.e. from right to left and go round. iv. Pupils trace and write numbers 1 to 20 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Collection of items between 1 – 20. Count and circle the correct number for each set of objects. Color numbers. | Bottle tops, stones, beads and any counting device |

4 | COUNTING NUMBERS 1 – 30: MAKING PATTERNS | i. The teacher draws 30 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 30 – Counting objects 1 – 30 – Tracing figures 1- 30 – Writing figures 1 – 30 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils count objects e.g. 27 bottle tops, 26 stones, 29 beads, etc. ii. Pupils count their fingers to demonstrate an understanding of the number concept. iii. Pupils learn to scribble anticlockwise i.e. from right to left and go round. iv. Pupils trace and write numbers 1 to 30 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Collection of items between 1 – 30. Read numbers 1 to 30. | Bottle tops, stones, beads and any counting device |

5 | COUNTING NUMBERS 1 – 35: MAKING PATTERNS | i. The teacher draws 35 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 35 – Counting objects 1 – 35 – Tracing figures 1- 35 – Writing figures 1 – 35 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils count objects e.g. 31 straws, 33 stones, 35 balls, etc. ii. Pupils learn to scribble clockwise i.e. from left to right and go round. iii. Pupils trace and write numbers 1 to 35 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 35. Read numbers 1 to 35. | Bottle tops, stones, beads and any counting device |

6 | NUMBERS 1 – 40: MAKING PATTERNS | i. The teacher draws 40 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 40 – Counting objects 1 – 40 – Tracing figures 1- 40 – Writing figures 1 – 40 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils count objects up to 40 ii. Pupils learn to scribble clockwise i.e. from left to right and go round. iii. Pupils trace and write numbers 1 to 40 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 40. Read numbers 1 to 40. | Charts MP4 Player Bottle tops stones, beads or any other counting device. |

7 | NUMBERS 1 – 45: MAKING PATTERNS | i. The teacher draws 45 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 45 – Counting objects 1 – 45 – Tracing figures 1- 45 – Writing figures 1 – 45 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils count objects up to 45. ii. Pupils learn to scribble clockwise i.e. from left to right and go round. iii. Pupils trace and write numbers 1 – 45 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 45. Read numbers 1 to 45. | Charts MP4 Player Bottle tops stones, beads or any other counting device. |

8 | NUMBERS 1 – 50: MAKING PATTERNS | i. The teacher draws 50 items on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 50 – Counting objects 1 – 50 – Tracing figures 1- 50 – Writing figures 1 – 50 – Matching figures with several objects – Scribbling – Reading figures written in words. | i. Pupils count objects up to 50. ii. Pupils learn to scribble clockwise i.e. from left to right and go round. iii. Pupils trace and write numbers 1 to 50 in their notebooks on their own. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 50. Read numbers 1 to 50. | Charts MP4 Player Bottle tops stones, beads or any other counting device. |

9 | LENGTH COMPARISON | i. With the aid of charts, posters, and an mp4 player, the teacher explains the meaning of length to the pupils. ii. The teacher guides pupils to understand that length tells how long or how short an object is. iii. The teacher shows pictures of objects of different lengths to the pupils and guides the pupils to compare the lengths of the objects. iv. The teacher guides pupils to determine the longer or longest object in a group of objects. | i. Pupils draw lines of different lengths. ii. Pupils compare different objects of different lengths. iii. Pupils determine the longer or longest object. iv. Pupils determine the shorter or shortest object. | |

10 | CAPACITY | i. Using charts and real objects such as bottled drinks, carton juice, sachet water, buckets, water, etc., the teacher explains the concept of capacity as “how much an object can contain”. ii. The teacher demonstrates that different objects usually have different capacities. iii. The teacher guides pupils to fill water into a small bowl and then pour the water into a bucket. iv. Pupils repeat this process until the bucket is filled. v. The teacher guides pupils to determine the number of bowls filled in the bucket. vi. The teacher guides pupils to repeat this experiment with a plastic bottle and a bowl. | i. Pupils listen attentively and participate actively in the class discussion. ii. Pupils demonstrate the experiment carried out by the teacher with a plastic bottle and a bowl. iii. Pupils fill water into the plastic bottle and pour it into a bowl until the bowl is filled. iv. Pupils then determine the number of plastic bottles that filled the bowl. vi. Given a group of objects with different capacities, pupils determine which object has the greater or greatest capacity. vii. Pupils determine which has the greater capacity between a sachet (pure water sachet) and a bottle (small bottle of water). | Bowl Charts Plastic bottle Sachet water Bottle water Textbook Workbook |

11 | REVISION | |||

12 | EXAMINATION |

Term | Second Term | |||

Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |

1 | NUMBERS 1 – 50: MAKING PATTERNS | i. The teacher draws 50 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 50 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 50 – Counting objects 1 – 50 – Tracing figures 1 – 50 – Writing figures 1 – 50 – Reading figures written in words: 1 – 50 – Tracing patterns in slant from right to left | i. Pupils count objects up to 50. ii. Pupils trace and write numbers 1 to 50 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 55. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 50. Read numbers 1 to 50. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

2 | NUMBERS 1 – 55: MAKING PATTERNS | i. The teacher draws 55 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 55 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 55 – Counting objects 1 – 55 – Tracing figures 1 – 55 – Writing figures 1 – 55 – Reading figures written in words: 1 – 55 – Tracing patterns in slant from right to left | i. Pupils count objects up to 55. ii. Pupils trace and write numbers 1 to 55 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 55. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 55. Read numbers 1 to 55. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

3 | NUMBERS 1 – 60: MAKING PATTERNS | i. The teacher draws 60 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 60 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 60 – Counting objects 1 – 60 – Tracing figures 1 – 60 – Writing figures 1 – 60 – Reading figures written in words: 1 – 60 – Tracing patterns in slant from right to left | i. Pupils count objects up to 60. ii. Pupils trace and write numbers 1 to 60 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 60. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 60. Read numbers 1 to 60. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

4 | SHAPES – Identification of common shapes. – Counting and coloring of shape | i. The teacher sketches common shapes on the board and tells pupils the name of each shape. ii. The teacher guides pupils to sing different rhymes on shapes and the teacher introduces the plane shapes to them and leads them to identify them. iii. The teacher shows different shapes on a chart to pupils one after the other and asks them to identify the shapes. iv. The teacher gets worksheets with traceable shapes for pupils to trace and identify shapes. vi. On the other hand, the teacher could simply draw traceable shapes in the pupils’ notebooks for pupils to trace and identify shapes. | i. Pupils listen attentively to the teacher’s explanation. ii. Pupils identify basic shapes such as circles, triangles, squares, and rectangles, on their own. iii. Pupils trace, draw, and color different shapes in specified colors with and without the teacher’s guidance. iv. Pupils color shapes beautifully. | Charts Worksheet or Workbook Textbook Crayon |

5 | NUMBERS 1 – 65: MAKING PATTERNS | i. The teacher draws 65 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 65 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 65 – Counting objects 1 – 65 – Tracing figures 1 – 65 – Writing figures 1 – 65 – Reading figures written in words: 1 – 65 – Tracing patterns in slant from right to left | i. Pupils count objects up to 65. ii. Pupils trace and write numbers 1 to 65 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 65. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 65. Read numbers 1 to 65. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

6 | NUMBERS 1 – 70: MAKING PATTERNS | i. The teacher draws 70 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 70 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 70 – Counting objects 1 – 70 – Tracing figures 1 – 70 – Writing figures 1 – 70 – Reading figures written in words: 1 – 70 – Tracing patterns in slant from right to left | i. Pupils count objects up to 70. ii. Pupils trace and write numbers 1 to 70 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 70. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 70. Read numbers 1 to 70. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

7 | NUMBERS 1 – 80: MAKING PATTERNS | i. The teacher draws 80 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 80 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 80 – Counting objects 1 – 80 – Tracing figures 1 – 80 – Writing figures 1 – 80 – Reading figures written in words: 1 – 80 – Tracing patterns in slant from right to left | i. Pupils count objects up to 80. ii. Pupils trace and write numbers 1 to 80 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 80. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 80. Read numbers 1 to 80. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

8 | NUMBERS 1 – 90: MAKING PATTERNS | i. The teacher draws 90 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 90 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 90 – Counting objects 1 – 90 – Tracing figures 1 – 90 – Writing figures 1 – 90 – Reading figures written in words: 1 – 90 – Tracing patterns in slant from right to left | i. Pupils count objects up to 90. ii. Pupils trace and write numbers 1 to 90 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 90. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 90. Read numbers 1 to 90. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

9 | NUMBERS 1 – 100: MAKING PATTERNS | i. The teacher draws 100 strokes on the board and counts along with the pupils. The teacher writes numbers 1 – 100 on the board. ii. The teacher guides pupils through: – Recognition of figures 1 – 100 – Counting objects 1 – 100 – Tracing figures 1 – 100 – Writing figures 1 – 100 – Reading figures written in words: 1 – 100 – Tracing patterns in slant from right to left | i. Pupils count objects up to 100. ii. Pupils trace and write numbers 1 to 100 in their notebooks with and without the teacher’s guidance. iii. Pupils trace slant patterns and draw slant lines. iv. Pupils fill in missing numbers between 1 – 100. ASSESSMENT: Count and match objects to the correct number. Identify and color numbers. Identify a collection of items between 1 – 100. Read numbers 1 to 100. | Bottle tops, stones, magnetic numbers, beads or any other counting device. |

10 | FRACTION – 1/2 | i. With the aid of charts, posters, and mp4 players, the teacher explains the meaning of fractions to the pupils. ii. The teacher demonstrates the concept of fractions with an orange: the teacher cuts the orange into two halves. iii. The teacher demonstrates the concept of fractions by drawing different shapes on a cardboard. iv. The teacher uses scissors to cut out the shapes and then cuts each shape into two halves. v. The teacher guides the pupils to also demonstrate the concept of fraction by producing two halves of a particular object. | i. Pupils listen and participate actively in the class discussion. ii. Pupils demonstrate the concept of fractions by cutting different shapes into two halves. iii. Pupils draw different shapes in their notebooks and with the teacher’s guidance, they shade half of the shapes to show the fraction 1/2 | Charts Cardboard Orange Scissors Knife Crayon |

11 | REVISION | |||

12 | EXAMINATION |

Term | Third Term | |||

Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |

1 | NUMBERS 1 – 100 – Recognition of figures 1 – 100 – Counting objects 1 – 100 – Tracing figures 1 – 100 – Writing figures 1 – 100 – Reading figures written in words: 1 – 100 – Reading figures: 1 – 100 | i. Teacher instructs pupils to write and read numbers 1 – 100. ii. The teacher writes numbers 1 – 100 on the board and asks pupils to identify certain numbers. | i. Pupils trace and copy numbers 1 – 100 in their notebooks with and without the teacher’s guidance. ii. Pupils match figures to words. iii. Pupils write figures in words. iv. Pupils identify and color specific numbers. | Bottle tops, stones, magnetic numbers, beads and any counting device., crayons. |

2 | ORDINAL NUMBERS: – 1st to 5th: First to Fifth | i. With the aid of charts, posters, and an mp4 player, the teacher explains the concept of ordinal numbers as a way of positioning or arranging. ii. The teacher arranges five pupils according to their heights; from 1st to 5th with the tallest coming last. iii. Teacher relates ordinal numbers to counting of numbers: 1 = 1st; 2 = 2nd; 3 = 3rd; 4 = 4th; 5 = 5th etc. iv. Teacher guides pupils to write ordinal numbers in words: 1st = first; 2nd = second, 3rd = third. v. The teacher gives 5 objects of different sizes (e.g. orange) to the pupils and asks them to arrange the objects from the smallest to the biggest. vi. The smallest object is the first and the biggest object is the 5th. | i. Pupils read and copy ordinal numbers in their notebooks as guided by the teacher. ii. Pupils write and read ordinal numbers in words with and without the teacher’s guidance. iii. Pupils demonstrate an understanding of ordinal numbers by telling the position of pupils when arranged according to their height. iv. Given a basket containing 5 balls of different colors and different sizes, pupils select the balls from the biggest to the smallest. | Charts Posters MP4 Player Pupils |

3 | ORDER OF NUMBERS: 1- 10 – Ascending Order – Descending Order | i. The teacher explains the concept of ordering to pupils and explains the meaning of descending as going from bottom to the top; lowest to highest; smallest to biggest; and least to greatest. ii. The teacher explains the concept of ordering to pupils and explains the meaning of descending as coming from up to down; highest to lowest; biggest to smallest; and greatest to least iii. The teacher guides pupils to appreciate the quantity value of numbers by counting 5 bottle tops first and then 10 bottle tops separately. iv. The teacher leads the pupils to understand that 10 is more than 5. v. The teacher demonstrates arranging numbers between 1 and 20 in both ascending and descending orders. | i. Pupils listen actively to the teacher. ii. Pupils demonstrate an understanding of “ascending” by telling how they ascend a staircase; from the bottom to the top. iii. Pupils demonstrate an understanding of “descending” by telling how they descend a staircase; from the top to the bottom. iv. Pupils arrange a set of random numbers between 1 and 20 in ascending order. v. Pupils arrange a set of random numbers between 1 and 20 in descending order. | Charts Posters Bottle tops Textbook Picture of a staircase. |

4 | ADDITION OF NUMBERS – Concept of addition. – Addition of one-digit numbers. | i. The teacher demonstrates the addition of numbers by counting different sets of objects separately. ii. The teacher puts together the different sets of objects. iii. The teacher demonstrates addition by counting all the objects put together. 4 + 6 = 10 | i. Pupils pay attention and follow every step demonstrated by the teacher. ii. Pupils show understanding of the concept by demonstrating addition by putting together different sets of objects. | Number cards, counting objects |

5 | SUBTRACTION – Recognition of subtraction symbols. – Concept of subtraction as “take away” or “remove”. | i. The teacher introduces the lesson by writing the symbol “– ” on the board and showing it to the pupils. ii. The teacher explains that subtraction means “take away” or “remove”. iii. The teacher uses teaching aids such as charts, posters, and mp4 to aid the pupils’ understanding of subtraction and the “take away” or “remove” process. | i. Pupils listen and concentrate as the teacher explains and introduces the topic. ii. Pupils participate in class discussion and they identify the subtraction sign (-). iii. Pupils write the subtraction symbol in their notebooks. | Number cards Flash cards Counting devices |

6 | SIMPLE SUBTRACTION OF NUMBERS – Concept of subtraction. | i. The teacher demonstrates the concept of subtraction of numbers by counting objects to represent the larger number. | i. Pupils pay attention and follow every step demonstrated by the teacher. ii. Pupils show understanding of the concept by demonstrating subtraction by taking away | Number cards Flash cards Counting devices |

7 | WEIGHT – Concept of Weight of Different Objects. | i. The teacher explains the concept of weight as a measurement of how heavy or light an object is. ii. The teacher explains how to measure the weight of objects using a weighing balance or scale. iii. The teacher tells the pupils examples of where weighing balance is being used e.g. in a shop where frozen foods are sold. iv. The teacher provides a weighing balance to measure the weight of objects and to know which is heavier or lighter. v. The teacher leads pupils to compare objects of different weights and decide which one would be heavier or lighter without using a measuring balance e.g. a desk is heavier than a textbook. vi. The teacher compares different objects around the class and decides which would be heavier in comparison to the 2 objects. | i. Pupils pay attention to the teacher’s explanations. ii. Pupils participate actively in class discussions and ask questions. iii. Pupils compare different sets of objects and determine which is heavier with a tick. iv. Pupils attempt questions such as: – Tick the heavier object. – Tick the lighter object. | Pencil, ruler, drawing book,, charts, objects in the environment. |

8 | MONEY Paper and coin Naira and kobo | i. The teacher explains what money means to the pupils. ii. The teacher shows real money of different values or denominations to the pupils e.g. 50 kobos, N1, N5, N10, N20, N50, etc. iii. The teacher explains what money is used for – for buying different things. | i. Pupils participate in the class discussion and ask questions. ii. Pupils identify denominations of money such as N5, N10, N20, etc. | Real paper money and real coins. |

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11 | REVISION | |||

12 | EXAMINATION |

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