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Lesson 12: Number 11سبق 12:

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Daily Lesson Plan -- Lesson 12

Number 11

Subject: Maths | Class: Playgroup | Series: Skillford

Overview

This lesson introduces the number 11. Learners look at a busy pizza restaurant on page 44 and count the eleven pizzas laid out on a long table. They see that 11 is two straight lines, each a number 1, side by side. On the second day they finger-trace and pencil-trace the number 11 and colour the pizzas. On the third day they find the plate with eleven flowers, find the groups of eleven, and count eleven samosas. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from textbook)

  • Recognise the number 11 and say its name
  • Count eleven objects
  • Trace and write the number 11

Key Vocabulary

  • eleven
  • pizza
  • count
  • one more
  • seeds

Page Title

  • "Eleven Pizzas"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 44
  • Eleven seeds, a tray of soil and a little water
  • Building blocks
  • A clock face
  • Ten small counters (or paper fish) and one more

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a counting song from 1 to 10 together
  • Draw a big 11 in the air with your finger: two straight lines, one beside the other. Ask learners to copy you
  • Say "eleven" slowly three times

Little Explorers (5 minutes)

  • Plant eleven seeds in a tray of soil, one at a time, counting each as it goes in: 1 to 11
  • Say: "We will watch the tray. How many seeds will grow?"
  • Come back to the tray in a few days and count how many have grown

Look and Say (7 minutes)

  • Open page 44 and point to the big purple 11
  • Say "eleven" and let learners repeat
  • Point to the words "Eleven Pizzas" and say them together
  • Count the pizzas on the long red-and-white table, touching each one, from the pizza at the back to the pizza at the front
  • Ask: "How many pizzas?" Learners say "eleven"
  • Show how 11 is two number 1s side by side
  • Play "Point to it": say "front" or "back" and learners point to a pizza

Little Innovators (4 minutes)

  • Show a clock face and find the 11
  • Say: "Eleven comes just before twelve. Can you find 12?"
  • Point to the 11 and then to the 12 on the clock

Little Builders (4 minutes)

  • Give out building blocks
  • Build a train of eleven blocks: ten blocks and one more. Count each block as it goes on: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
  • Ask: "How many blocks?"

Little Thinkers (4 minutes)

  • Count ten counters (or paper fish) together
  • Add one more and count again
  • Say together: "ten and one make eleven"

Wrap-Up (1 minute)

  • Hold up ten fingers and then one finger on the other hand. Ask: "How many?" Learners say "eleven"
  • Wave goodbye to the pizzas: "Bye-bye, pizzas!"

Differentiation

  • Support: Let shy learners point to the pizzas instead of counting aloud; count with them and move each counter across a line as you say its number
  • Extension: Ask confident learners to count eleven objects on their own and say how many without counting again

Day 2: Trace and Write (30 minutes)

Materials

  • Textbook page 45
  • Crayons
  • Pencils

Warm-Up (5 minutes)

  • Show page 44 again and count the eleven pizzas together
  • Say: "eleven, eleven pizzas"
  • Draw a big 11 in the air with your finger

Little Thinkers (4 minutes)

  • Open page 45 and count the pizzas at the top of the page: one big pizza on the left, and ten small pizzas on the right (four, four and two)
  • Say together: "ten small and one big make eleven"
  • Learners only count and point; they do not write

Finger Tracing (6 minutes)

  • Point to the big white 11 on page 45. It is two tall lines side by side
  • Teacher's Note: begin by drawing a straight line from the top to the bottom for 1 twice
  • Let the learners run a finger along the two dotted lines 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)
  • Rows 1 and 2: trace the dotted 11s, following the green arrows. Draw the first line from the top to the bottom, then the second line
  • Rows 3 and 4: learners try to make an 11 from each pair of dots, with your hand over their hand if needed
  • Praise every try: "Two tall, straight lines!"

Little Artists (6 minutes)

  • Ask learners to colour the eleven pizzas at the top of page 45
  • Count each pizza as it is coloured
  • Ask: "What colour is your pizza?"

Wrap-Up (1 minute)

  • Draw 11 in the air one last time and say "eleven"
  • 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 11 on the board with a marker

Day 3: Activities (30 minutes)

Materials

  • Textbook page 46
  • Crayons and pencils

Warm-Up (5 minutes)

  • Count to 11 together, then count back from 11 to 1
  • Draw an 11 in the air

Colour the Plate with 11 Flowers (8 minutes)

  • Point to the six plates with flowers on them
  • Learners touch each flower on a plate and count aloud, one plate at a time
  • Learners colour the plate that has eleven flowers

Find the Groups of Eleven (7 minutes)

  • Point to the groups of birds, apples, bananas and cars around the big pink 11
  • Learners count each group by touching each one
  • Learners join the groups that have eleven to the 11

Count the Samosas (8 minutes)

  • Point to the samosas and ask: "How many samosas are there?"
  • Learners touch each samosa and count aloud: 4 in the top row, 4 in the middle row, 3 in the bottom row
  • Show where to write the number in the box. Learners try to write 11, or trace one in the air

Wrap-Up (2 minutes)

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

Differentiation

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

Teaching Tips (from textbook)

  • Have your students begin by drawing a straight line from the top to the bottom for 1 twice
  • Hand out pencils and work through the traced rows together, one line at a time
  • Finish with the matching pages in the Activity Book
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