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Lesson 15: Number 14سبق 15:

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Daily Lesson Plan -- Lesson 15

Number 14

Subject: Maths | Class: Playgroup | Series: Skillford

Overview

This lesson introduces the number 14. Learners look at a big picture of fourteen cupcakes on a wooden table and count them together. On the second day they trace the number 14 with a finger and a pencil and colour the cupcakes. On the third day they complete the activities page: colouring the toffee with 14 spots, finding the group of fourteen and joining it to the number, and counting the chicks. 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 14 and say its name
  • Count fourteen objects
  • Trace and write the number 14

Key Vocabulary

  • fourteen
  • cupcakes
  • toffee
  • sweets
  • chicks

Number Phrase

  • "Fourteen Cupcakes"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 54
  • Fourteen cotton balls and two plates
  • A calculator
  • Lolly sticks (fourteen per group)
  • Paper cupcake cases (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 14 in the air with your finger and ask learners to copy you
  • Say "fourteen" slowly three times together
  • Clap fourteen times, counting each clap aloud

Little Explorers (5 minutes)

  • Pass round the cotton balls and let every learner feel how soft they are
  • Say: "Sheep wool is soft"
  • Count the cotton balls together as you put them in a bowl: "1, 2, 3 ... 14"
  • Ask: "How many cotton balls?" (fourteen)

Look and Say (10 minutes)

  • Open page 54 and point to the big yellow 14. Say "fourteen" and learners repeat
  • Read the words in the cloud: "Fourteen Cupcakes"
  • Point to the cupcakes one at a time and count aloud together up to 14
  • Count the top row (5), the middle row (5) and the bottom row (4), then all of them together
  • Ask: "What can you see on top of the cupcakes?" Accept cherries, strawberries, hearts, a star, a flower and sprinkles
  • Count the cupcakes a second time, with learners tapping the page
  • Play "Show me fourteen": say "fourteen" and learners hold up ten fingers, then four more

Little Innovators (5 minutes)

  • Show a calculator and let learners look at the buttons
  • Press 1, then 4. Say: "a 1, then a 4, makes fourteen"
  • Let each learner press the buttons and say "fourteen" when it appears on the screen

Little Builders (4 minutes)

  • Give each group fourteen lolly sticks
  • Learners lay the sticks in a square to make a little sheep pen, counting each stick as it goes down
  • Stop and count all fourteen together at the end

Wrap-Up (1 minute)

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

Differentiation

  • Support: Count only the top row with the learner, then the next row, then put the counts together; let shy learners point instead of speaking
  • Extension: Ask confident learners to count the cupcakes backwards from 14 to 1

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook page 55
  • Crayons
  • Pencils
  • Fourteen cotton balls and two plates
  • A sand tray or a tray of salt (optional)

Warm-Up (5 minutes)

  • Show page 54 again and count the fourteen cupcakes together
  • Say the number name: "fourteen"
  • Sing the counting song up to 14

Little Thinkers (5 minutes)

  • Put ten cotton balls on one plate and four on another
  • Count the first plate together: "ten"
  • Count the second plate: "four"
  • Count all of them from the start: 1 to 14
  • Ask: "Ten and four more makes how many?" (fourteen)

Finger Tracing (6 minutes)

  • Open page 55 and point to the big white 14 next to the fourteen cupcakes
  • Count the cupcakes drawn on the page: one big cupcake on its own, then a row of six, a row of five and a row of two
  • Let the learners run a finger along the 14, then colour it in
  • Show the stroke: for 1, draw a straight line from the top to the bottom. For 4, draw a slanting line down to the left, lift the pencil, draw a flat line across it that goes a little to the right, then draw a straight line down on the right

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 14, following the green arrows
  • Rows 3 and 4: learners try to make a 14 from each dot, with your hand over their hand if needed
  • Praise every try: "Lovely tall 1 and neat 4!"

Little Artists (5 minutes)

  • Give out crayons
  • Colour the fourteen cupcakes on page 55, counting each one as it is coloured
  • Ask: "How many cupcakes have you coloured?" Learners say "fourteen"

Wrap-Up (1 minute)

  • Draw 14 in the air one last time and say "fourteen"
  • 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 14 on the board with a marker

Day 3: Activities (30 minutes)

Materials

  • Textbook page 56
  • Crayons and pencils
  • Fourteen counters or cubes
  • Small yellow paper circles for chicks (optional)

Warm-Up (5 minutes)

  • Count to 14 together while clapping
  • Show fourteen counters and count them, then show a smaller group and ask: "Is this fourteen?"

Activity 1: Colour the Toffee with 14 Spots (8 minutes)

  • Open page 56 and look at the three toffees
  • Count the spots on the first toffee together, touching each one, including the spots on the twisted ends
  • Do the same for the other toffees
  • Ask: "Which toffee has fourteen spots?" Learners colour that toffee
  • Say together: "Fourteen spots"

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

  • Look at the groups around the big 14: purple sweets, doughnuts, gingerbread men and tall cups
  • Count each group together
  • Ask: "Which group has fourteen?" Learners join the group of fourteen to the 14
  • Say together: "Fourteen sweets"

Activity 3: How Many Chicks? (7 minutes)

  • Look at the yellow chicks in three rows
  • Count them together, touching each one: 1 to 14
  • Ask: "How many chicks are there?" (fourteen)
  • Learners write the number 14 in the box

Wrap-Up (2 minutes)

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

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 chicks in rows and say how many are in each row

Teaching Tips (from textbook)

  • Have students draw a straight line from top to bottom to form 1
  • To form 4, draw a diagonal line down to the left, lift the pencil, then draw a horizontal line across it, extending slightly to the right
  • Finally, draw a vertical line down on the right
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