Daily Lesson Plan -- Lesson 7

Number 6

Subject: Maths | Class: Playgroup | Series: Skillford

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Overview

This lesson introduces the number 6. Learners look at a big picture of a gymnasium with six basketballs lined up on the floor and count them. On the second day they trace the number 6, starting at the top and curving round to make a "belly". On the third day they colour six apples on each tree, find the groups of six vegetables and count the animals in the zoo. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from textbook)

• Recognise the number 6 and say its name
• Count six objects
• Trace and write the number 6

Key Vocabulary

• six
• basketballs
• legs
• books
• apples
• zoo

Cloud Caption

• "Six Basketballs"

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Day 1: Look and Say (30 minutes)

Materials

• Textbook page 28
• Six balls (or six paper balls)
• Six books
• A dice
• A ladybird picture with six legs (or the ladybirds in a picture book)

Circle Time Warm-Up (5 minutes)

• Sit the learners in a circle and sing a hello song together
• Hold up six fingers (one whole hand and one finger) and say "six!" Learners copy
• Count 1, 2, 3, 4, 5, 6 together, tapping a knee for each number
• Draw a big 6 in the air with your finger and say "six" each time

Little Explorers (5 minutes)

• Show a picture of a ladybird
• Say: "Insects have six legs." Count the six legs on the ladybird together: 1, 2, 3, 4, 5, 6
• Say together: "Six legs, six legs, six!"

Look and Say (10 minutes)

• Open page 28 and point to the big green 6
• Point to the cloud and say "Six Basketballs". Learners repeat
• Touch each basketball once and count together: 1, 2, 3, 4, 5, 6
• Ask: "How many basketballs?" Learners say "six"
• Point to the Student's Learning Outcomes box and tell the learners that today they will find 6, count six things and trace 6
• Play "Show me six": say "six" and learners hold up six fingers

Little Innovators (5 minutes)

• Roll a dice and look for the face with six dots
• Count the dots together, touching each one: 1, 2, 3, 4, 5, 6
• Let each learner roll the dice and say how many dots they see

Little Builders (4 minutes)

• Give out six books to each group
• Stack the six books into a tower, counting each book as it goes on
• Ask: "How many books?" Learners say "six"

Wrap-Up (1 minute)

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

Differentiation

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

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Day 2: Trace the Number (30 minutes)

Materials

• Textbook pages 28-29
• Orange and black crayons
• Pencils
• A tray of sand or salt for finger tracing

Warm-Up (5 minutes)

• Show page 28 again. Count the six basketballs together
• Hold up six fingers and say "six"
• Sing a counting song up to 6

Little Thinkers (4 minutes)

• Put six books in a row on the table
• Count them together, touching each one: 1, 2, 3, 4, 5, 6
• Ask: "How many books?" Learners say "six"

Finger Tracing (6 minutes)

• Open page 29 and point to the big white 6 at the top
• Show the stroke: start at the top, curve down and around to form a loop at the bottom, making the "belly" of the 6
• Let the learners run a finger along the 6 in the sand tray, saying "top, down, round"

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 6, following the green arrows
• Rows 3 and 4: learners try to make a 6 from each dot, with your hand over their hand if needed
• Teacher's Note from the book: remind the learners to start at the top, curve down and around to form a loop at the bottom, creating the "belly" of the 6
• Praise every try: "Lovely 6!"

Little Artists (6 minutes)

• Look at the six basketballs at the top of page 29: five small ones and one big one
• Colour the six basketballs orange
• As they work, ask: "How many basketballs?" Learners say "six"

Wrap-Up (1 minute)

• Draw 6 in the air one last time and say "six"
• 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 6 on the board with a marker

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Day 3: Activities (30 minutes)

Materials

• Textbook page 30
• Red crayons
• Counters or blocks
• Six real or toy vegetables (optional)

Warm-Up (5 minutes)

• Count to 6 together with claps
• Ask: "Show me six fingers." Check each learner

Colour the Apples (7 minutes)

• Open page 30 and look at the three trees
• Each tree has white apples. Count the apples on the first tree together, touching each one
• Ask learners to colour the 6 apples red on each tree
• Check by counting aloud: 1, 2, 3, 4, 5, 6

Find the Groups of Six (8 minutes)

• Point to the big pink 6 in the middle of the page
• Look at each group of onions, tomatoes, red peppers and potatoes and count them together
• Ask: "Is this a group of six?" Learners say yes or no
• Join each group of six to the 6 with a crayon line

How Many Animals? (6 minutes)

• Look at the zoo picture at the bottom of the page
• Name the animals together: giraffe, elephant, tiger, polar bear, rhinoceros and monkey
• Count them by touching each one: 1, 2, 3, 4, 5, 6
• Say: "There are six animals in the zoo." Learners may write or draw the number 6 in the box

Little Builders (3 minutes)

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

Wrap-Up (1 minute)

• Hold up six fingers and say "six!"
• 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 which groups on the page do not have six and say how many they have

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Teaching Tips (from textbook)

• Remind learners to start at the top, curve down and around to form a loop at the bottom
• This creates the "belly" of the 6