Lesson 6سبق 6All Lessonsتمام اسباق

Lesson 6: Number 5سبق 6:

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Daily Lesson Plan -- Lesson 6

Number 5

Subject: Maths | Class: Playgroup | Series: Skillford

Overview

This lesson introduces the number 5. Learners look at a big picture of a strawberry plant with five ripe red strawberries and count them. On the second day they trace the number 5 using the words "hat, neck, fat round belly". On the third day they colour the cards that have 5 things on them, find the groups of five fish and circle the plate with five strawberries. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from textbook)

  • Recognise the number 5 and say its name
  • Count five objects
  • Trace and write the number 5

Key Vocabulary

  • five
  • strawberries
  • fingers
  • fish
  • plate

Cloud Caption

  • "Five Strawberries"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 25
  • Five real strawberries (or five red paper strawberries)
  • Building blocks
  • A timer or a clock with a second hand
  • Five crayons and a bag

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Hold up one hand, fingers spread wide, and say "five!" Learners copy
  • Count the fingers together: 1, 2, 3, 4, 5
  • Draw a big 5 in the air with your finger and say "five" each time

Little Explorers (5 minutes)

  • Ask learners to look at their own hands
  • Count the fingers on one hand together, touching each one
  • Wiggle all five fingers and say: "Five fingers, wiggle, wiggle, wiggle!"
  • Ask: "How many fingers on this hand?" Learners say "five"

Look and Say (10 minutes)

  • Open page 25 and point to the big yellow 5
  • Point to the cloud and say "Five Strawberries". Learners repeat
  • Touch each ripe strawberry once and count together: 1, 2, 3, 4, 5
  • Ask: "How many strawberries?" Learners say "five"
  • Point to the Student's Learning Outcomes box and tell the learners that today they will find 5, count five things and trace 5
  • Play "Show me five": say "five" and learners hold up five fingers

Little Innovators (5 minutes)

  • Set a timer for five seconds
  • Count along together until it rings: 1, 2, 3, 4, 5
  • Try it again, and let the learners clap once for each second

Little Builders (4 minutes)

  • Give out building blocks
  • Build a tower of exactly five blocks, counting each one as it goes on
  • Ask: "How many blocks?" Learners say "five"

Wrap-Up (1 minute)

  • Hold up five fingers and ask: "How many?" Learners say "five"
  • Wave goodbye to the strawberries: "Bye-bye, strawberries!"

Differentiation

  • Support: Let shy learners hold up five fingers instead of saying the number; count with them
  • Extension: Ask confident learners to count five things around the room and show you

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 25-26
  • Red and green crayons
  • Pencils
  • A tray of sand or salt for finger tracing

Warm-Up (5 minutes)

  • Show page 25 again. Count the five strawberries together
  • Hold up five fingers and say "five"
  • Sing a counting song up to 5

Little Thinkers (4 minutes)

  • Put five crayons in a bag, tip them out and count them: 1, 2, 3, 4, 5
  • Put them back in the bag, one at a time, counting each one
  • Ask: "How many crayons?" Learners say "five"

Finger Tracing (6 minutes)

  • Open page 26 and point to the big white 5 at the top
  • Show the stroke by saying "make a hat, then a neck, then a fat, round belly"
  • Start at the dot on the right, go left for the hat, straight down for the neck, then curve round to make the belly
  • Let the learners run a finger along the 5 in the sand tray, saying the words as they go

Trace the Number (8 minutes)

  • Hand out pencils and check the grip (pinch the pencil, rest it on the middle finger)
  • Work through the traced rows together, one line at a time
  • Rows 1 and 2: trace the dotted 5, following the green arrows
  • Rows 3 and 4: learners try to make a 5 from each dot, with your hand over their hand if needed
  • Teacher's Note from the book: direct the learners to "make a hat, then a neck, then a fat, round belly" to make the perfect 5. Repeat those directions as they write to help them stay on track
  • Praise every try: "Lovely 5!"

Little Artists (6 minutes)

  • Look at the five strawberries at the top of page 26: four small ones and one big one
  • Colour the five strawberries red and give them green tops
  • As they work, ask: "How many strawberries?" Learners say "five"

Wrap-Up (1 minute)

  • Draw 5 in the air one last time and say "five"
  • Remind parents to finish with the matching pages in the Activity Book

Differentiation

  • Support: Use a thick crayon for tracing; hold the learner's hand for the first row
  • Extension: Let confident learners draw a big 5 on the board with a marker

Day 3: Activities (30 minutes)

Materials

  • Textbook page 27
  • Crayons
  • Counters or blocks
  • Five real or paper strawberries on three plates

Warm-Up (5 minutes)

  • Count to 5 together with claps
  • Ask: "Show me five fingers." Check each learner

Colour the Cards (7 minutes)

  • Open page 27 and look at the four cards
  • Count the things on each card together, touching each one: stars, moons, ladybirds and birds
  • Ask learners to colour the cards which have 5 things on them
  • Check by counting aloud: 1, 2, 3, 4, 5

Find the Groups of Five (8 minutes)

  • Point to the big pink 5 in the middle of the page
  • Look at each fish tank and the splashing fish and count the fish together
  • Ask: "Is this a group of five?" Learners say yes or no
  • Join each group of five to the 5 with a crayon line

Count the Strawberries (6 minutes)

  • Look at the three plates of strawberries at the bottom of the page
  • Count the strawberries on each plate together, touching each one
  • Circle the plate which has five strawberries
  • Do the same with real or paper strawberries on three plates

Little Builders (3 minutes)

  • Give each learner a handful of blocks
  • Ask them to build a tower of exactly five blocks and count it

Wrap-Up (1 minute)

  • Hold up five fingers and say "five!"
  • Praise the learners for their counting

Differentiation

  • Support: Count with the learner, guiding their finger to touch each object once
  • Extension: Ask confident learners to say how many there are on the cards and plates that are not five

Teaching Tips (from textbook)

  • Direct learners to "make a hat, then a neck, then a fat, round belly" to make the perfect 5
  • Repeat those directions as they write to help them stay on track
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