٤١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٥٠ ىلإ for Primary 1

Class: Primary One

Term: Second Term

Week: 5

Age: 6 years

Duration: 40 minutes

Subject: Arabic Language

Curriculum Theme: ةيبرعلا دادعلأاو فورحلا

Focal competence: نَ يَْب زُ يِيمَّْتلا مِاَقرَْلأْاِب ةِ َبوُتكْ مَ لْا دِاَدعْ َلأْا ةِ َّي ِبرَ َعلْا

Key competencies/values: ةِ َّيِبرَ َعلْا ةِ َغُّللاِب ُديفِمُ لْا لُ صُ اوَ َّتلا

Skills:

• قطنلاو عامتسلاا

Previous Lesson: ٣١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٤٠ ىلإ

Topic: ٥٠–٤١ ُداَدعْ َلأْا

Subject Matter: ٤١ نم ةيبرعلا ماقرلأاب ةبوتكملا دادعلأا.٥٠ ىلإ

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify Arabic numerals from 41 to 50.
• Recognise the Arabic words for numbers 41 to 50.

Psychomotor Domain

• Pronounce Arabic numbers from 41 to 50 correctly.
• Repeat Arabic numbers from 41 to 50 individually and in groups.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum.
• Relevant State Unified Scheme of Work.
• Primary 1 Arabic Language Textbook.

Instructional Materials

The teacher will teach this lesson with the aid of:

• ض رْ عَ زُ اهَ جِ (Projector)
• وْ َأ ٌةرَ وَّصَ مُ تٌ اَقاطَ ِب (Illustrated cards/Flashcards)
• م ُّلَعَت تُ اَقاطَ ِب (Learning cards)
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

Learning to identify and pronounce numbers 41 to 50 in Arabic is important for pupils to build a strong foundation in the language. This skill helps them count, understand quantities, and communicate effectively in Arabic, which is essential for daily life and future learning.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of Arabic numbers from 1 to 40, including their identification and pronunciation.

Lesson Content/Board Summary

الأَعْدَادُ ٤١–٥٠ (Numbers 41–50)

The numbers 41 to 50 are written with Arabic numerals and Arabic number words.

Arabic Numbers from 41 to 50

The numbers 41 to 50 in Arabic numerals and words are:

• ٤١ (واحد وأربعون) – Waahid wa arba’oon (Forty-one)
• ٤٢ (اثنان وأربعون) – Ithnaan wa arba’oon (Forty-two)
• ٤٣ (ثلاثة وأربعون) – Thalaathah wa arba’oon (Forty-three)
• ٤٤ (أربعة وأربعون) – Arba’ah wa arba’oon (Forty-four)
• ٤٥ (خمسة وأربعون) – Khamsah wa arba’oon (Forty-five)
• ٤٦ (ستة وأربعون) – Sittah wa arba’oon (Forty-six)
• ٤٧ (سبعة وأربعون) – Sab’ah wa arba’oon (Forty-seven)
• ٤٨ (ثمانية وأربعون) – Thamaaniyah wa arba’oon (Forty-eight)
• ٤٩ (تسعة وأربعون) – Tis’ah wa arba’oon (Forty-nine)
• ٥٠ (خمسون) – Khamsoon (Fifty)

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Listening and Repeating, Use of Flashcards.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Greeting/Review

Teacher’s Activity: The teacher greets the pupils in Arabic (السلام عليكم) and asks them to recite some Arabic numbers from 1 to 40 to recap their previous knowledge. The teacher praises them for their efforts.

Pupils’ Activity: Pupils respond to the greeting and recite Arabic numbers from 1 to 40 as requested.

Learning Point: Recall of prior knowledge

Step 2: Introduction of New Numbers (41-45)

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the new topic: Arabic numbers from 41 to 50. The teacher displays flashcards for numbers 41, 42, 43, 44, and 45 one by one, pronouncing each number slowly and clearly in Arabic. The teacher writes the numbers on the board.

Pupils’ Activity: Pupils listen attentively to the teacher’s pronunciation and observe the numbers on the flashcards and board.

Learning Point: Recognition of numbers 41–45

Step 3: Guided Practice (41-45)

Time: 7 minutes

Teaching Skill: Repetition/Correction

Teacher’s Activity: The teacher asks pupils to repeat the numbers 41-45 after him/her, first as a class, then in smaller groups, and finally individually. The teacher corrects any mispronunciations.

Pupils’ Activity: Pupils repeat the Arabic numbers 41-45 after the teacher, focusing on correct pronunciation.

Learning Point: Accurate numbers 41–45 pronunciation

Step 4: Introduction of New Numbers (46-50)

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher continues by introducing numbers 46, 47, 48, 49, and 50 using flashcards and writing them on the board. The teacher pronounces each number slowly and clearly.

Pupils’ Activity: Pupils listen attentively to the teacher’s pronunciation and observe the new numbers.

Learning Point: Recognition of numbers 46–50

Step 5: Guided Practice (46-50)

Time: 7 minutes

Teaching Skill: Repetition/Correction

Teacher’s Activity: The teacher asks pupils to repeat the numbers 46-50 after him/her, first as a class, then in smaller groups, and individually. The teacher ensures correct pronunciation.

Pupils’ Activity: Pupils repeat the Arabic numbers 46-50 after the teacher, practicing correct pronunciation.

Learning Point: Accurate numbers 46–50 pronunciation

Step 6: Combined Practice (41-50)

Time: 6 minutes

Teaching Skill: Reinforcement/Identification

Teacher’s Activity: The teacher shuffles the flashcards for numbers 41-50 and shows them randomly, asking pupils to identify and pronounce each number. The teacher encourages pupils to say the numbers confidently.

Pupils’ Activity: Pupils identify and pronounce the Arabic numbers 41-50 from the flashcards.

Learning Point: Mastery of numbers 41–50

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is this number in Arabic? (Teacher shows flashcard for ٤٥)
2. Say the Arabic word for ٤٨.
3. Identify the number ٥٠.
4. Pronounce the number ٤١.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarisation/Assignment

Teacher’s Activity: The teacher summarises the lesson by briefly reviewing the numbers 41-50. The teacher gives homework, asking pupils to practice saying these numbers at home and to write them down in their notebooks.

Pupils’ Activity: Pupils listen to the summary and copy down their homework.

Learning Point: Consolidation of key learning

Lesson Keywords

• ٤١ – واحد وأربعون (Forty-one)
• ٥٠ – خمسون (Fifty)
• دادعلأا – Numbers
• قطن – Pronunciation
• استماع – Listening

Differentiation

Support: For pupils who are struggling, the teacher can provide one-on-one pronunciation practice, use larger flashcards, or allow them to work with a peer. They can also focus on smaller sets of numbers (e.g., 41-45 first, then 46-50).

Extension: For faster learners, the teacher can challenge them to count backwards from 50 to 41, or ask them to identify numbers when spoken quickly, or even attempt to write the Arabic words for the numbers.

Suggested Lesson Videos

Search YouTube for “arabic numbers 41-50 primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have clear, legible flashcards for Arabic numerals 41-50, ideally with both the numeral and the written Arabic word. A projector (ض رْ عَ زُ اهَ جِ) can be used to display these numbers clearly to the whole class. Begin by warming up with numbers 1-40 to activate prior knowledge. When introducing the new numbers, model each pronunciation slowly and distinctly. Emphasise the ‘wa’ (and) sound that connects the units and tens. Encourage whole-class repetition, then group practice, and finally individual turns to build confidence. Pay close attention to common pronunciation errors and gently correct them. Use the flashcards for quick identification drills. For the evaluation, mix up the numbers to check both recognition and pronunciation. Allow pupils to copy the Board Summary after the main teaching and practice sessions, ensuring they have a correct reference. For pupils who find it difficult, break down the numbers into smaller chunks, for example, 41-45, then 46-50. Encourage peer support. For advanced learners, challenge them with simple number sequences or asking them to identify missing numbers in a series.