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Lesson 10: Number 9سبق 10:

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Daily Lesson Plan -- Lesson 10

Number 9

Subject: Maths | Class: Playgroup | Series: Skillford

Overview

This lesson introduces the number 9. Learners look at a juice stall on page 38 and count the nine glasses of orange juice on three shelves, three glasses on each shelf. On the second day they finger-trace and pencil-trace the number 9 and colour the nine glasses. On the third day they draw nine holes in a leaf, find the home of the number 9 in a maze and count nine birds on a branch. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from textbook)

  • Recognise the number 9 and say its name
  • Count nine objects
  • Trace and write the number 9

Key Vocabulary

  • nine
  • glass of juice
  • count
  • tower
  • taller

Page Title

  • "Nine Glasses of Juice"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 38
  • Nine small objects to drop in water (such as corks, stones, leaves, a spoon) and a bowl of water
  • Building blocks
  • A phone keypad picture (or a real phone) and a clock face

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a counting song from 1 to 8 together
  • Draw a big 9 in the air with your finger: a circle first, then a straight line down. Ask learners to copy you
  • Say "nine" slowly three times

Little Explorers (5 minutes)

  • Drop nine things into a bowl of water, one by one, and count each as it goes in: 1, 2, 3, 4, 5, 6, 7, 8, 9
  • Ask: "How many float?" Count the floating ones together
  • Say: "Some float and some sink"

Look and Say (7 minutes)

  • Open page 38 and point to the big yellow 9
  • Say "nine" and let learners repeat
  • Point to the words "Nine Glasses of Juice" and say them together
  • Count the glasses on the top shelf: 1, 2, 3. Then the middle shelf: 4, 5, 6. Then the bottom shelf: 7, 8, 9
  • Ask: "How many glasses of juice?" Learners say "nine"
  • Ask: "How many glasses on each shelf?" Learners say "three"
  • Play "Point to it": say "top shelf", "middle shelf" or "bottom shelf" and learners point

Little Innovators (4 minutes)

  • Show a phone keypad and point to the 9. Say: "This is nine"
  • Show a clock face and point to the 9
  • Ask: "Can you find the 9 on the phone and on the clock?"

Little Builders (4 minutes)

  • Give out building blocks
  • Build a tower of nine blocks, counting each block as it goes on: 1, 2, 3, 4, 5, 6, 7, 8, 9
  • Ask: "Does it stand up, or does it fall down before nine?"

Little Thinkers (4 minutes)

  • Build two towers: one of nine blocks and one of five blocks
  • Ask: "Which is taller?" Learners point to the tower of nine
  • Count each tower to check: nine and five

Wrap-Up (1 minute)

  • Hold up nine fingers (nearly all ten!) and ask: "How many?" Learners say "nine"
  • Wave goodbye to the juice stall: "Bye-bye, juice!"

Differentiation

  • Support: Let shy learners point to the glasses instead of counting aloud; count with them, one shelf at a time
  • Extension: Ask confident learners to build a tower of nine on their own and say how many blocks without counting again

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook page 39
  • Crayons
  • Pencils

Warm-Up (5 minutes)

  • Show page 38 again and count the nine glasses together
  • Say: "nine, nine glasses of juice"
  • Draw a big 9 in the air with your finger

Little Thinkers (4 minutes)

  • Open page 39 and count the glasses at the top of the page: four in the top row, four in the second row, and one very big glass on the right
  • Say together: "four, four and one make nine"
  • Learners only count and point; they do not write

Finger Tracing (6 minutes)

  • Point to the big white 9 on page 39
  • Teacher's Note: some learners like to think of this number as a bat hitting a ball. Make the round ball first, then the straight line is the bat
  • Show the stroke: start just under the top line at the dot, go round to make a nice round circle, then add the straight line down
  • Let the learners run a finger along the dotted 9 in the first box, again and again

Trace and Write (8 minutes)

  • Hand out pencils and check the grip (pinch the pencil, rest it on the middle finger)
  • Remind learners to begin with their pencils just under the top line, to get a nice round circle before adding the straight line
  • Rows 1 and 2: trace the dotted 9s, following the green arrows
  • Rows 3 and 4: learners try to make a 9 from each dot, with your hand over their hand if needed
  • Praise every try: "Lovely round 9!"

Little Artists (6 minutes)

  • Ask learners to colour the nine glasses of juice at the top of page 39
  • Count each glass as it is coloured
  • Ask: "What colour is your juice?"

Wrap-Up (1 minute)

  • Draw 9 in the air one last time and say "nine"
  • 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 trace a big 9 on the board with a marker

Day 3: Activities (30 minutes)

Materials

  • Textbook page 40
  • Crayons and pencils

Warm-Up (5 minutes)

  • Count to 9 together, then count back from 9 to 1
  • Draw a 9 in the air

Draw 9 Holes in the Leaf (8 minutes)

  • Point to the green grasshopper and the empty leaf next to it
  • Learners draw 9 holes in the leaf, counting each hole as they make it, then colour the leaf
  • Count the holes together at the end: there should be 9

Join the Number 9 to Its Home (7 minutes)

  • Point to the big pink 9 and the blue maze with three dice on the right
  • Learners follow a line from the 9 with a finger to find its home
  • At the end, count the dots on the die together to check it shows nine

Count the Birds (8 minutes)

  • Point to the colourful birds on the branch and ask: "How many birds are there?"
  • Learners touch each bird and count aloud
  • Show where to write the number in the box. Learners try to write 9, or trace one in the air

Wrap-Up (2 minutes)

  • Ask: "What number did we learn?" Learners say "nine"
  • Make a group count of nine, one clap for each number

Differentiation

  • Support: Use counters to match one to each bird before counting
  • Extension: Ask learners to count the birds from the other end and see if the answer is the same

Teaching Tips (from textbook)

  • Students like to think of this number as a bat hitting a ball
  • Remind your students to begin with their pencils just under the top line to get a nice round circle before adding the straight line
  • Finish with the matching pages in the Activity Book
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