Class: Primary 6
Term: 1st Term
Week: 4
Age: 11 years
Duration: 45 minutes
Subject: Yoruba
Curriculum Theme: Nigerian Languages
Previous Lesson: Leta Gbèfè, Oriki, Ilana and Igbese Inu Leta.
Topic: OǸKÀ (Numbers)
Subject Matter: Irinwó títí dé èédégbèta (400 to 500), Kíkọ oǹkà 400 si 500 sí ojú pátákó (Writing numbers 400 to 500 on the board), Ìgbésè oǹkà kòòkan ní kíkún (Detailed explanation of each number’s formation), Kíka oǹkà 400 si 500 (Reading numbers 400 to 500), Ṣíṣe àdàkọ oǹkà sínú ìwé (Copying numbers into notebooks).

Specific Objectives

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

Cognitive Domain:

Identify and state numbers from 400 to 500 in Yoruba.
Explain the formation of selected numbers within the 400-500 range in Yoruba.
Read numbers from 400 to 500 fluently in Yoruba.

Affective Domain:

Show interest in learning and using Yoruba numbers.
Appreciate the importance of counting in Yoruba language.

Psychomotor Domain:

Write numbers from 400 to 500 correctly in Yoruba.
Copy numbers from the board into their notebooks accurately.

Participate actively in group reading and writing activities for Yoruba numbers.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum (Yoruba Language)
State Unified Scheme of Work (Yoruba Primary 6)
Iwe Ede Yoruba fun Ile-eko Alakobere (Primary 6 Textbook)
9 Years Basic Education Curriculum
State Unified Scheme of Work

Instructional Materials

The teacher will teach this lesson with the aid of:

Chart showing numbers (Oǹkà chart)
Number cards (Kaadi oǹkà)
Whiteboard/Blackboard (Pátákó ìkòwé)
Markers/Chalk
Exercise books (Ìwé ìṣe)

Rationale for the Lesson

This lesson helps pupils learn to count and write numbers from 400 to 500 in Yoruba. Understanding these numbers is important for daily communication and transactions in Yoruba-speaking communities, enabling them to use their language effectively.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of counting and writing numbers from 1 to 399 in Yoruba.

Lesson Content/Board Summary

OǸKÀ LÁTI IRINWÓ (400) DÉ ÈÉDÉGBÈTA (500)

Ìtumọ Oǹkà Irinwó (400)

Irinwó (400) ni oǹkà tí ó tẹ̀lé igbá lélógójì (399). Ó tumọ sí igbá méjì (200 x 2).

Ìtumọ Oǹkà Èédégbèta (500)

Èédégbèta (500) ni oǹkà tí ó tẹ̀lé irinwó léláàdósàn (499). Ó tumọ sí igbá méta dín òódún (600 – 100).

Kíkọ ati Kíka Oǹkà láti Irinwó (400) dé Èédégbèta (500)

Àwọn oǹkà láti 400 dé 500 ní èdè Yorubà ní wọ̀nyí:

400: Irinwó (Igbá méjì)
401: Irinwó léèkan (400 + 1)
402: Irinwó léèjì (400 + 2)
403: Irinwó léèta (400 + 3)
404: Irinwó léèrin (400 + 4)
405: Irinwó léèdún (400 + 5)
406: Irinwó léèfà (400 + 6)
407: Irinwó léèjè (400 + 7)
408: Irinwó léèjò (400 + 8)
409: Irinwó léèsàn (400 + 9)
410: Irinwó léèwàá (400 + 10)
415: Irinwó léèdún-dínlógún (400 + (20 – 5))
420: Irinwó lélógún (400 + 20)
421: Irinwó lélógún léèkan (400 + 20 + 1)
430: Irinwó léèwòógbòn (400 + 30)
435: Irinwó léèdún-dílógójì (400 + (40 – 5))
440: Irinwó lélógójì (400 + 40)
445: Irinwó léèdún-díláàdóta (400 + (50 – 5))
450: Irinwó léláàdóta (400 + 50)
455: Irinwó léèdún-dílógóta (400 + (60 – 5))
460: Irinwó lélógóta (400 + 60)
465: Irinwó léèdún-díláàdójè (400 + (70 – 5))
470: Irinwó léláàdójè (400 + 70)
475: Irinwó léèdún-dílójò (400 + (80 – 5))
480: Irinwó lélójò (400 + 80)
485: Irinwó léèdún-díláàdósàn (400 + (90 – 5))
490: Irinwó léláàdósàn (400 + 90)
495: Irinwó léèdún-dínèédégbèta (400 + (500 – 5))
499: Irinwó léláàdósàn léèsàn (400 + 90 + 9)
500: Èédégbèta (600 – 100)

Akiyesi: Nínú oǹkà Yorubà, a máa ń lo ìṣípò ìdapọ̀ (addition) àti ìyọkuro (subtraction) láti ṣàlàyé àwọn oǹkà.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Set Induction

Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson on counting numbers from 1 to 399 in Yoruba. The teacher then introduces the new topic, “OǸKÀ LÁTI IRINWÓ DÉ ÈÉDÉGBÈTA” (Numbers from 400 to 500).

Pupils’ Activity: Pupils respond to greetings, participate in the review, and listen attentively to the new topic introduction.

Learning Point: Pupils recall previous knowledge and are prepared for the new lesson.

Step 2: Presentation of Numbers and Explanation

Time: 15 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher writes numbers 400 to 500 on the board, showing their Yoruba names and briefly explaining the formation of key numbers (e.g., Irinwó, Irinwó léèkan, Irinwó léèwàá, Irinwó lélógún, Èédégbèta) using the chart and number cards. The teacher demonstrates how to pronounce each number clearly.

Pupils’ Activity: Pupils observe the teacher, listen to explanations, and pay attention to the pronunciations of the numbers.

Learning Point: Pupils learn how to identify and pronounce Yoruba numbers from 400 to 500 and understand their formation.

Step 3: Reading and Repetition of Numbers

Time: 10 minutes

Teaching Skill: Repetition/Drilling

Teacher’s Activity: The teacher leads the pupils in reading the numbers from 400 to 500 from the board, first in unison, then individually. The teacher corrects any pronunciation errors.

Pupils’ Activity: Pupils repeat the numbers after the teacher and read them individually, practicing correct pronunciation.

Learning Point: Pupils improve their fluency and accuracy in reading Yoruba numbers from 400 to 500.

Step 4: Writing the Numbers

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher instructs pupils to copy the numbers and their Yoruba names from the board into their exercise books, emphasizing neatness and correct spellings.

Pupils’ Activity: Pupils carefully copy the numbers from the board into their notebooks.

Learning Point: Pupils practice writing Yoruba numbers from 400 to 500 correctly.

Step 5: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Kí ni Irinwó ní èdè Gẹ̀ẹ́sì? (What is 400 in English?)
Kọ oǹkà 425 ní èdè Yorubà. (Write 425 in Yoruba.)
Ṣàlàyé bí a ṣe ń pe oǹkà 450 ní èdè Yorubà. (Explain how 450 is called in Yoruba.)
Kí ni Èédégbèta ní èdè Gẹ̀ẹ́sì? (What is 500 in English?)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 6: Conclusion

Time: 5 minutes

Teaching Skill: Summarization/Assignment

Teacher’s Activity: The teacher summarizes the lesson, reiterating the importance of knowing numbers in Yoruba. The teacher then assigns homework, asking pupils to write out numbers from 400 to 500 in their notebooks and practice reading them at home.

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

Learning Point: Pupils consolidate their learning and are encouraged to practice further.

Lesson Keywords

Oǹkà – Numbers
Irinwó – Four hundred (400)
Èédégbèta – Five hundred (500)
Kíkà – Reading/Counting
Kíkọ – Writing

Differentiation

For fast learners, the teacher will encourage them to form simple sentences using the Yoruba numbers learned. For slow learners, the teacher will provide additional one-on-one support, simplified charts, and more repetitive practice to help them grasp the numbers.

Note for teachers using this lesson plan

Teachers should ensure that pupils are actively engaged through repetitive reading and writing exercises. Emphasize the unique structure of Yoruba counting, especially the additive and subtractive patterns. Use visual aids extensively to help pupils associate the numerical figures with their Yoruba names. Encourage pupils to use these numbers in everyday conversations to reinforce learning.

Onka, Kika 400 Si 500 and Igbese Kikun for Primary 6

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

OǸKÀ LÁTI IRINWÓ (400) DÉ ÈÉDÉGBÈTA (500)

Ìtumọ Oǹkà Irinwó (400)

Ìtumọ Oǹkà Èédégbèta (500)

Kíkọ ati Kíka Oǹkà láti Irinwó (400) dé Èédégbèta (500)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Presentation of Numbers and Explanation

Step 3: Reading and Repetition of Numbers

Step 4: Writing the Numbers

Step 5: Evaluation/Review

Step 6: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor

Specific Objectives

Cognitive Domain:

Affective Domain:

Psychomotor Domain:

Social Domain:

Reference Materials

Instructional Materials

Rationale for the Lesson

Prerequisite/Previous Knowledge

Lesson Content/Board Summary

OǸKÀ LÁTI IRINWÓ (400) DÉ ÈÉDÉGBÈTA (500)

Ìtumọ Oǹkà Irinwó (400)

Ìtumọ Oǹkà Èédégbèta (500)

Kíkọ ati Kíka Oǹkà láti Irinwó (400) dé Èédégbèta (500)

Teaching Methods/Instructional Techniques

Instructional Procedures

Step 1: Introduction

Step 2: Presentation of Numbers and Explanation

Step 3: Reading and Repetition of Numbers

Step 4: Writing the Numbers

Step 5: Evaluation/Review

Step 6: Conclusion

Lesson Keywords

Differentiation

Note for teachers using this lesson plan

Royal Alikor