Daily Lesson Plan -- Lesson 13

Number 12

Subject: Maths | Class: Playgroup | Series: Skillford

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Overview

This lesson introduces the number 12. Learners look at a big picture of twelve bees flying in a flower garden and count them together. On the second day they trace the number 12 with a finger and a pencil. On the third day they complete the activities page: circling the basket with 12 guavas, joining the group of twelve to the number, and colouring 12 spots on a cow. All talk is oral and playful. Learners count objects; they are not expected to add or read long sentences.

Learning Outcomes (from textbook)

• Recognise the number 12 and say its name
• Count twelve objects
• Trace and write the number 12

Key Vocabulary

• twelve
• bees
• guavas
• cones
• spots

Number Phrase

• "Twelve Bees"

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Day 1: Look and Say (30 minutes)

Materials

• Textbook page 47
• An egg box that holds twelve eggs (clean and empty, or a toy one)
• A clock face (a real one, or one drawn on card)
• Twigs or sticks (twelve per group)
• A tablet or screen for a short video clip of bees visiting flowers (optional)

Circle Time Warm-Up (5 minutes)

• Sit the learners in a circle and sing a counting song from 1 to 10
• Draw a big 12 in the air with your finger and ask learners to copy you
• Say "twelve" slowly three times together
• Clap twelve times, counting each clap aloud

Little Explorers (5 minutes)

• Show the egg box and let learners look inside
• Count the twelve cups together, pointing to each one: "1, 2, 3 ... 12"
• Say: "An egg box holds twelve eggs"
• Pass the box round so every learner can touch the twelve cups

Look and Say (10 minutes)

• Open page 47 and point to the big pink 12. Say "twelve" and learners repeat
• Read the words in the cloud: "Twelve Bees"
• Point to the bees one at a time and count aloud together up to 12
• Ask: "Are the bees flying or sitting?" (flying)
• Ask: "What can you see in the garden?" Accept flowers, a fence and a watering can
• Count the bees a second time, this time with learners tapping the page
• Play "Show me twelve": say "twelve" and learners hold up ten fingers, then two more

Little Innovators (5 minutes)

• Show a clock face and point to the 12 at the top
• Say: "Find 12 at the top of the clock"
• Count every number round the clock from 1 up to 12 together
• Ask: "Which number is at the very top?" (12)

Little Builders (4 minutes)

• Give each group twelve twigs or sticks
• Learners build a little nest, counting each twig as it goes in
• Stop and count all twelve together at the end

Wrap-Up (1 minute)

• Hold up the page and ask: "How many bees?" Learners say "twelve"
• Wave goodbye to the bees: "Bye-bye, bees!"

Differentiation

• Support: Count only up to 5 or 10 with the learner, then count on to 12 with your finger; let shy learners point instead of speaking
• Extension: Ask confident learners to count the bees backwards from 12 to 1

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Day 2: Trace the Number (30 minutes)

Materials

• Textbook page 48
• Crayons
• Pencils
• Paper birds or twelve small counters
• A sand tray or a tray of salt (optional)

Warm-Up (5 minutes)

• Show page 47 again and count the twelve bees together
• Say the number name: "twelve"
• Sing the counting song up to 12

Little Thinkers (5 minutes)

• Place twelve paper birds on a table or on a "branch" drawn on the board
• Count them together, touching each bird as you say its number
• Ask: "How many birds are on the branch?" (twelve)
• Take one bird away and ask learners to count again (eleven). Put it back and count to twelve

Finger Tracing (6 minutes)

• Open page 48 and point to the big white 12 next to the twelve bees
• Count the bees drawn on the page: two rows of five and one row of two
• Let the learners run a finger along the 12, then colour it in
• Show the stroke: for 1, draw a straight line from the top to the bottom. For 2, draw a full curve at the top, come down to the bottom, pause before changing direction, then add the flat "foot"

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 12, following the green arrows
• Rows 3 and 4: learners try to make a 12 from each dot, with your hand over their hand if needed
• Praise every try: "Lovely tall 1 and curly 2!"

Little Artists (5 minutes)

• Give out crayons
• Colour the twelve bees on page 48, counting each one as it is coloured
• Ask: "How many bees have you coloured?" Learners say "twelve"

Wrap-Up (1 minute)

• Draw 12 in the air one last time and say "twelve"
• 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 write a big 12 on the board with a marker

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Day 3: Activities (30 minutes)

Materials

• Textbook page 49
• Crayons and pencils
• Twelve counters or cubes
• A tray of twelve toy cones or blocks (optional)

Warm-Up (5 minutes)

• Count to 12 together while clapping
• Show twelve counters and count them, then show a smaller group and ask: "Is this twelve?"

Activity 1: Circle the Basket with 12 Guavas (8 minutes)

• Open page 49 and look at the three baskets of guavas
• Count the guavas in each basket together, touching each one
• Ask: "Which basket has 12 guavas?" Learners point to it, then circle it
• Say together: "Twelve guavas"

Activity 2: Find the Group of Twelve (8 minutes)

• Look at the three groups: orange cones, bells and xylophones
• Count each group together
• Ask: "Which group has twelve?" Learners join the group of twelve to the 12
• Say together: "Twelve cones"

Activity 3: Colour the 12 Spots on the Cow (7 minutes)

• Look at the cow with empty circles on its body
• Count the circles together, pointing to each one
• Learners colour every spot, counting aloud as they go
• Ask: "How many spots did you colour?" (twelve)

Wrap-Up (2 minutes)

• Hold up twelve fingers (ten, then two more) and say "twelve"
• Praise the class: "You counted all the way to twelve!"

Differentiation

• Support: Count in small groups of 4 and mark each group with a finger; let learners touch the pictures as they count
• Extension: Ask confident learners to count the cones in rows and say how many rows there are

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Teaching Tips (from textbook)

• Have your students draw a straight line from the top to the bottom for 1
• For 2, draw a full curve at the top; when they reach the bottom, have them pause before changing direction and adding the horizontal "foot"