بيترت يف ٥٠–١ دادعلأا ةءارقو زييمت.بيترت ريغو for Primary 1

Class: Primary One

Term: Third Term

Week: 9

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 َّيِبرَ َعلْا

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

Skills:

• قطنلاو عامتسلاا

Previous Lesson: تاِرحلاب تاملِو فورح ةءارق.ةدشلاو نيونتلاو ةليوطلاو ةريصقلا

Topic: ٥٠–١ قٌ يِبطْ َت:ُداَدعْ َلأْا

Subject Matter: بيترت يف ٥٠–١ دادعلأا ةءارقو زييمت.بيترت ريغو

Specific Objectives

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

Cognitive Domain

• Identify and distinguish Arabic numerals from 1 to 50.
• Read Arabic numbers from 1 to 50 in sequential order.
• Read and identify Arabic numbers from 1 to 50 when presented out of order.

Affective Domain

• Listen attentively to the teacher’s pronunciation of Arabic numbers.
• Show enthusiasm in learning and reciting Arabic numbers.

Psychomotor Domain

• Pronounce selected Arabic numbers from 1 to 50 correctly.
• Point to the correct Arabic numeral when called out by the teacher.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for Arabic Language (Primary 1)
• Relevant State Unified Scheme of Work for Arabic Language (Primary 1)
• Approved Primary 1 Arabic Language textbook

Instructional Materials

The teacher will teach this lesson with the aid of:

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

Rationale for the Lesson

Learning to read and distinguish Arabic numbers 1-50 is fundamental for pupils’ numerical literacy in Arabic. This knowledge is essential for everyday counting, understanding quantities, and forms a strong basis for more advanced mathematical concepts in Arabic. It also enhances their overall comprehension and communication skills in the Arabic language.

Prerequisite/Previous Knowledge

Pupils should be familiar with basic Arabic letters and numbers from 1 to 10.

Lesson Content/Board Summary

الأَعْدَادُ ١–٥٠ (Numbers 1–50)

Arabic numbers 1–50 have numeral forms and corresponding number names.

Reading Arabic Numbers 1-50 in Order (بيترت يف ٥٠–١ دادعلأا ةءارق)

• ١ – واحد (Waahid) – One
• ٢ – اثنان (Ithnain) – Two
• ٣ – ثلاثة (Thalaatha) – Three
• ٤ – أربعة (Arba’a) – Four
• ٥ – خمسة (Khamsa) – Five
• ٦ – ستة (Sitta) – Six
• ٧ – سبعة (Sab’a) – Seven
• ٨ – ثمانية (Thamaaniya) – Eight
• ٩ – تسعة (Tis’a) – Nine
• ١٠ – عشرة (Ashara) – Ten

Numbers 11–20

• ١١ – أحد عشر (Ahad ‘ashar) – Eleven
• ١٢ – اثنا عشر (Ithna ‘ashar) – Twelve
• ١٣ – ثلاثة عشر (Thalaathata ‘ashar) – Thirteen
• ١٤ – أربعة عشر (Arba’ata ‘ashar) – Fourteen
• ١٥ – خمسة عشر (Khamsata ‘ashar) – Fifteen
• ١٦ – ستة عشر (Sittata ‘ashar) – Sixteen
• ١٧ – سبعة عشر (Sab’ata ‘ashar) – Seventeen
• ١٨ – ثمانية عشر (Thamaaniyata ‘ashar) – Eighteen
• ١٩ – تسعة عشر (Tis’ata ‘ashar) – Nineteen
• ٢٠ – عشرون (Ishroon) – Twenty

• ٢١ – واحد وعشرون (Waahid wa ishroon) – Twenty-one
• ٢٢ – اثنان وعشرون (Ithnain wa ishroon) – Twenty-two
• ٢٣ – ثلاثة وعشرون (Thalaatha wa ishroon) – Twenty-three
• ٢٤ – أربعة وعشرون (Arba’a wa ishroon) – Twenty-four
• ٢٥ – خمسة وعشرون (Khamsa wa ishroon) – Twenty-five
• ٢٦ – ستة وعشرون (Sitta wa ishroon) – Twenty-six
• ٢٧ – سبعة وعشرون (Sab’a wa ishroon) – Twenty-seven
• ٢٨ – ثمانية وعشرون (Thamaaniya wa ishroon) – Twenty-eight
• ٢٩ – تسعة وعشرون (Tis’a wa ishroon) – Twenty-nine
• ٣٠ – ثلاثون (Thalathoon) – Thirty

Numbers 31–40

• ٣١ – واحد وثلاثون (Waahid wa thalathoon) – Thirty-one
• ٣٢ – اثنان وثلاثون (Ithnain wa thalathoon) – Thirty-two
• ٣٣ – ثلاثة وثلاثون (Thalaatha wa thalathoon) – Thirty-three
• ٣٤ – أربعة وثلاثون (Arba’a wa thalathoon) – Thirty-four
• ٣٥ – خمسة وثلاثون (Khamsa wa thalathoon) – Thirty-five
• ٣٦ – ستة وثلاثون (Sitta wa thalathoon) – Thirty-six
• ٣٧ – سبعة وثلاثون (Sab’a wa thalathoon) – Thirty-seven
• ٣٨ – ثمانية وثلاثون (Thamaaniya wa thalathoon) – Thirty-eight
• ٣٩ – تسعة وثلاثون (Tis’a wa thalathoon) – Thirty-nine
• ٤٠ – أربعون (Arba’oon) – Forty

Numbers 41–50

• ٤١ – واحد وأربعون (Waahid wa arba’oon) – Forty-one
• ٤٢ – اثنان وأربعون (Ithnain wa arba’oon) – Forty-two
• ٤٣ – ثلاثة وأربعون (Thalaatha wa arba’oon) – Forty-three
• ٤٤ – أربعة وأربعون (Arba’a wa arba’oon) – Forty-four
• ٤٥ – خمسة وأربعون (Khamsa wa arba’oon) – Forty-five
• ٤٦ – ستة وأربعون (Sitta wa arba’oon) – Forty-six
• ٤٧ – سبعة وأربعون (Sab’a wa arba’oon) – Forty-seven
• ٤٨ – ثمانية وأربعون (Thamaaniya wa arba’oon) – Forty-eight
• ٤٩ – تسعة وأربعون (Tis’a wa arba’oon) – Forty-nine
• ٥٠ – خمسون (Khamsoon) – Fifty

Distinguishing Arabic Numbers 1-50 Out of Order (زييمت بيترت ريغو)

Examples:

• ١٥ — خمسة عشر (Khamsata ‘ashar)
• ٣٢ — اثنان وثلاثون (Ithnain wa thalathoon)
• ٧ — سبعة (Sab’a)
• ٤٨ — ثمانية وأربعون (Thamaaniya wa arba’oon)

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Individual Practice, Choral Repetition.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils in Arabic (السلام عليكم) and asks them to respond. The teacher then reviews numbers 1-10 with the pupils by displaying flashcards and asking them to say the numbers. The teacher introduces the new topic, explaining that they will learn to count and recognise numbers up to 50.

Pupils’ Activity: Pupils respond to greetings and actively participate in reviewing numbers 1-10. They listen attentively to the introduction of the new topic.

Learning Point: Recall of prior knowledge

Step 2: Presentation of Numbers 1-20

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher displays flashcards for Arabic numbers 1-20 in order, pronouncing each number clearly. The teacher leads the pupils in choral repetition of each number, then asks individual pupils to pronounce selected numbers. The teacher ensures correct pronunciation (قطنلا).

Pupils’ Activity: Pupils listen carefully (عامتسلاا) to the teacher’s pronunciation and repeat the numbers in chorus. Individual pupils pronounce numbers when called upon.

Learning Point: Reading numbers 1–20

Step 3: Presentation of Numbers 21-30

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher displays flashcards for numbers 21-30, explaining the pattern (e.g., “one and twenty”). The teacher guides pupils to repeat these numbers in order, correcting any pronunciation errors.

Pupils’ Activity: Pupils observe the numbers and repeat them after the teacher, focusing on the new number patterns.

Learning Point: Reading numbers 21–30

Step 4: Presentation of Numbers 31-40

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher continues to display flashcards for numbers 31-40, reinforcing the counting pattern. The teacher encourages pupils to try pronouncing some numbers before the teacher says them.

Pupils’ Activity: Pupils actively participate in pronouncing numbers 31-40, attempting to say them independently.

Learning Point: Reading numbers 31–40

Step 5: Presentation of Numbers 41-50

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher presents numbers 41-50 using flashcards, ensuring pupils understand the pattern for the final set of numbers. The teacher leads the class in reciting numbers 1-50 in full, several times.

Pupils’ Activity: Pupils learn numbers 41-50 and practice reciting the full sequence from 1 to 50 with the teacher.

Learning Point: Reading numbers 41–50

Step 6: Distinguishing Numbers Out of Order

Time: 7 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher shuffles the flashcards and displays them randomly. For each flashcard, the teacher asks individual pupils to identify and pronounce the number. The teacher also calls out a number and asks pupils to point to the corresponding flashcard.

Pupils’ Activity: Pupils actively participate in identifying and pronouncing numbers presented out of order. They point to the correct flashcards when a number is called out (زييمت).

Learning Point: Recognition of unordered numbers

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. Say the Arabic number for 25.
2. What is the Arabic number for 40?
3. Point to the flashcard that shows the number 17.
4. Can you count from 45 to 50 in Arabic?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Demonstration of lesson mastery

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation

Teacher’s Activity: The teacher praises the pupils for their effort and reminds them to practice counting Arabic numbers at home. The teacher summarises that they have learned to read and recognise Arabic numbers from 1 to 50.

Pupils’ Activity: Pupils listen and acknowledge the summary, promising to practice.

Learning Point: Consolidation of key learning

Lesson Keywords

• دادعلأا – Numbers
• واحد – One
• عشرة – Ten
• عشرون – Twenty
• ثلاثون – Thirty
• أربعون – Forty
• خمسون – Fifty
• بيترت – Order/Sequence
• زييمت – Distinguish/Identify

Differentiation

Support: For pupils struggling with number recognition, provide a smaller set of flashcards (e.g., 1-20) for focused practice. Use visual aids like number lines with Arabic numerals. Pair weaker learners with stronger ones for peer support during repetition activities.

Extension: For faster learners, challenge them to write some of the Arabic numerals or to count backwards from 50 to 1. Ask them to identify numbers when shown quickly or to say the number that comes before/after a given number.

Suggested Lesson Videos

Search YouTube for: “Arabic numbers 1-50 for kids primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all flashcards (م ُّلَعَت تُ اَقاطَ ِب and ٌةرَ وَّصَ مُ تٌ اَقاطَ ِب) with Arabic numerals 1-50 are prepared and clearly visible. If using a projector (ض رْ عَ زُ اهَ جِ), prepare a presentation with the numbers. Start by engaging pupils with a quick review of numbers 1-10 to build confidence. Present the numbers in groups of ten (1-10, 11-20, etc.) to make the learning manageable. For each group, first, model the pronunciation clearly, then lead the class in choral repetition. Pay close attention to individual pronunciation (قطنلا) and correct errors gently. After teaching each group, do a quick check to see if pupils can identify numbers within that group out of order. The core of this lesson is active listening (عامتسلاا) and pronunciation practice. During Step 6, make the “out of order” identification a fun, interactive game, perhaps by having pupils race to point to the correct flashcard. Encourage pupils to use their fingers to trace the shape of the numerals to help with recognition. When pupils are copying the Board Summary, ensure they are writing the correct Arabic numerals. For evaluation, use a mix of oral questions and asking pupils to point to numbers, catering to different learning styles. Ensure a positive and encouraging classroom environment to foster a love for learning Arabic.