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Lesson 14: Number 13سبق 14:

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Daily Lesson Plan -- Lesson 14

Number 13

Subject: Maths | Class: Playgroup | Series: Skillford

Overview

This lesson introduces the number 13. Learners look at a big picture of thirteen doughnuts on three shelves and count them together. On the second day they trace the number 13 with a finger and a pencil and colour the doughnuts. On the third day they complete the activities page: colouring crocodiles with 13 spots, joining the number 13 to its home in a maze, and tracing thirteen starfish. 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 13 and say its name
  • Count thirteen objects
  • Trace and write the number 13

Key Vocabulary

  • thirteen
  • doughnuts
  • crocodiles
  • starfish
  • spots

Number Phrase

  • "Thirteen Doughnuts"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 51
  • Thirteen dried beans, some cotton wool and a small tray of water
  • A calculator
  • Paper butterflies or paper shapes, and pegs
  • Doughnut-shaped play dough rings or paper rings (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 13 in the air with your finger and ask learners to copy you
  • Say "thirteen" slowly three times together
  • Clap thirteen times, counting each clap aloud

Little Explorers (5 minutes)

  • Show thirteen beans and some wet cotton wool
  • Count the beans together, putting each one on the cotton: "1, 2, 3 ... 13"
  • Explain that you will watch the beans for a few days to see how many sprout
  • Ask: "How many beans are on the cotton?" (thirteen)

Look and Say (10 minutes)

  • Open page 51 and point to the big pink 13. Say "thirteen" and learners repeat
  • Read the words in the cloud: "Thirteen Doughnuts"
  • Point to the doughnuts one at a time and count aloud together up to 13
  • Count the top shelf (4), the middle shelf (5) and the bottom shelf (4), then all of them together
  • Ask: "What colours can you see on the doughnuts?" Accept pink, brown, yellow, green, blue and white
  • Count the doughnuts a second time, with learners tapping the page
  • Play "Show me thirteen": say "thirteen" and learners hold up ten fingers, then three more

Little Innovators (5 minutes)

  • Show a calculator and let learners look at the buttons
  • Press 1, then 3. Say: "a 1, then a 3, makes thirteen"
  • Let each learner press the buttons and say "thirteen" when it appears on the screen

Little Builders (4 minutes)

  • Give out paper butterflies and pegs
  • Learners clip pegs on the butterflies, counting each one
  • Stop and count the butterflies together up to thirteen

Wrap-Up (1 minute)

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

Differentiation

  • Support: Count only the top shelf with the learner, then the next shelf, then put the counts together; let shy learners point instead of speaking
  • Extension: Ask confident learners to count the doughnuts backwards from 13 to 1

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook page 52
  • Crayons
  • Pencils
  • Thirteen paper butterflies and a large sheet of paper (a "chart")
  • A sand tray or a tray of salt (optional)

Warm-Up (5 minutes)

  • Show page 51 again and count the thirteen doughnuts together
  • Say the number name: "thirteen"
  • Sing the counting song up to 13

Little Thinkers (5 minutes)

  • Stick ten paper butterflies on the chart in two rows of five
  • Count them together: "ten"
  • Stick three more butterflies beside them: "ten and three more"
  • Count all of them from the start: 1 to 13
  • Ask: "How many butterflies are there?" (thirteen)

Finger Tracing (6 minutes)

  • Open page 52 and point to the big white 13 next to the thirteen doughnuts
  • Count the doughnuts drawn on the page: one big doughnut on its own and three rows of four
  • Let the learners run a finger along the 13, then colour it in
  • Show the stroke: for 1, draw a straight line from the top to the bottom. For 3, draw the top curve, then a second curve that looks just like the first one

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 13, following the green arrows
  • Rows 3 and 4: learners try to make a 13 from each dot, with your hand over their hand if needed
  • Praise every try: "Lovely tall 1 and two round curves for 3!"

Little Artists (5 minutes)

  • Give out crayons
  • Colour the thirteen doughnuts on page 52, counting each one as it is coloured
  • Ask: "How many doughnuts have you coloured?" Learners say "thirteen"

Wrap-Up (1 minute)

  • Draw 13 in the air one last time and say "thirteen"
  • 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 13 on the board with a marker

Day 3: Activities (30 minutes)

Materials

  • Textbook page 53
  • Crayons and pencils
  • Thirteen counters or cubes
  • Small star shapes cut from paper (optional)

Warm-Up (5 minutes)

  • Count to 13 together while clapping
  • Show thirteen counters and count them, then show a smaller group and ask: "Is this thirteen?"

Activity 1: Colour the Crocodiles with 13 Spots (9 minutes)

  • Open page 53 and look at the four crocodiles
  • Count the spots on the first crocodile together, touching each one
  • Do the same for each crocodile
  • Ask: "Which crocodiles have 13 spots?" Learners colour only those crocodiles
  • Say together: "Thirteen spots"

Activity 2: Join the Number 13 to its Home (7 minutes)

  • Look at the big green 13 and the maze beside it
  • Point to the three boxes of dots at the end of the maze
  • Count the dots in each box together
  • Ask: "Which box has thirteen dots?" Learners follow the maze path with a finger, then join the 13 to its home with a pencil line

Activity 3: Trace the Starfish (7 minutes)

  • Look at the starfish at the bottom of the page: one big dotted starfish and smaller dotted starfish in two rows
  • Count the starfish together, touching each one: 1 to 13
  • Learners trace each starfish with a pencil, colour it, and count aloud as they go
  • Write 13 in the box at the end of the second row

Wrap-Up (2 minutes)

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

Differentiation

  • Support: Count in small groups of 5 and mark each group with a finger; let learners touch the pictures as they count
  • Extension: Ask confident learners to count the starfish in the two rows and say how many are in each row

Teaching Tips (from textbook)

  • Direct your students to draw a straight line from the top to the bottom for 1
  • Show the top curve for 3, then challenge your students to draw a second curve that is identical to the first one they already drew
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