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Lesson 17: Number 16سبق 17:

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Daily Lesson Plan -- Lesson 17

Number 16

Subject: Maths | Class: Playgroup | Series: Skillford

Overview

This lesson introduces the number 16. Learners look at the big picture of sixteen drums on page 60, say the name "sixteen", and count the drums together. On the second day they finger-trace and pencil-trace the number 16 on page 61 and colour the outline drums. On the third day they work through the Activities page. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from textbook)

  • Recognise the number 16 and say its name
  • Count sixteen objects
  • Trace and write the number 16

Key Vocabulary

  • sixteen
  • 16
  • count
  • drum
  • before / after

Picture Title

  • "Sixteen Drums"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 60
  • Number cards 15, 16 and 17
  • Sixteen paper boats, made beforehand
  • A tub of water and a towel
  • A calculator
  • Building blocks or sheets of paper for folding

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big 16 in the air with your finger and ask learners to copy you
  • Count from 1 up to 15 together, clapping on each number
  • Say "sixteen" loudly and softly, three times

Little Explorers (5 minutes)

  • Float the sixteen paper boats in a tub of water, a few at a time, with the learners watching
  • Count the boats together as you put each one in the water
  • Ask: "How many float? How many sink?" Count each group aloud
  • Say together: "sixteen boats"

Look and Say (10 minutes)

  • Open page 60 and point to the big 16 and the title "Sixteen Drums"
  • Say "sixteen" and let learners repeat it
  • Point to the four rows of four drums on the grass and count the first row: 1, 2, 3, 4
  • Count the second, third and fourth rows the same way
  • Talk about the patterns on the drums: stars, hearts, dots and triangles. Each drum has two drumsticks
  • Count all the drums together, touching each one once; say the last number loudly: "sixteen!"
  • Ask: "What number comes just before 16?" (15). Say together: "fifteen, sixteen"
  • Play "Point to it": say a number between 13 and 16 and learners point to it on a number card

Little Innovators (5 minutes)

  • Show the calculator and press the number keys: first 1, then 6
  • Read the screen aloud: "sixteen"
  • Let each learner press the 1 and then the 6 and say "sixteen"

Little Builders (4 minutes)

  • Fold paper boats as a class and count each one as it is finished
  • Line up the finished boats on a table and count them together up to sixteen
  • Learners tap an imaginary drum once for every boat

Wrap-Up (1 minute)

  • Hold up the number card 16 and ask: "What number is this?" Learners say "sixteen"
  • Wave goodbye to the drums: "Bye-bye, drums!"

Differentiation

  • Support: Let shy learners point or touch instead of saying the number; count with them, one at a time
  • Extension: Ask confident learners to count the drums on their own, then say what number comes after 16

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 60-61
  • Crayons
  • Pencils
  • Red, blue and green crayons
  • Sixteen counters or buttons
  • Ten and six sticky dots or stickers

Warm-Up (5 minutes)

  • Show page 60 again and count the drums together
  • Say the number name together: "sixteen"
  • Draw 16 in the air with a big arm, then a small finger

Little Thinkers (4 minutes)

  • Line up ten boats (or counters) in one row and six in another row
  • Count the first row to ten, then count on into the second row: 11, 12, 13, 14, 15, 16
  • Say together: "ten and six more make sixteen"

Finger Tracing and Colouring (6 minutes)

  • Open page 61 and point to the big white 16 and the outline drums at the top
  • Count the outline drums together, touching each one: there are 16
  • Show the stroke for 16: draw a straight line from the top down for the 1, then for the 6 start at the top, curve round and down, and finish with a round "belly" at the bottom
  • Let the learners run a finger along the big 16

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 16, following the green arrows and starting at the dot
  • Rows 3 and 4: learners try to make a 16 from the dot, with your hand over their hand if needed
  • Teacher's Note from the book: draw a straight line from top to bottom for 1; for 6, remember the belly is at the bottom, begin at the top and curve round to the right near the bottom
  • Praise every try: "Lovely 16!"

Little Artists (6 minutes)

  • Colour the sixteen drums at the top of page 61
  • Count each drum as it is coloured and say its number aloud
  • Ask: "How many drums did you colour?" Learners say "sixteen"

Wrap-Up (1 minute)

  • Draw 16 in the air one last time and say "sixteen"
  • 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 16 on the board with a marker

Day 3: Activities (30 minutes)

Materials

  • Textbook page 62
  • Pencils and crayons
  • Number cards 16 and 6
  • A picture of three zebras (or the book page)
  • Sixteen balloon pictures or real balloons

Warm-Up (5 minutes)

  • Count from 1 to 16 together, then say the number name "sixteen"
  • Show a number card 16 and ask learners to say it

Activity 1 (7 minutes)

  • Open page 62 and point to the three zebras. Say: "Circle the zebra with 16 stripes."
  • Let learners count the stripes on each zebra by touching them one by one, with your help
  • Learners circle the zebra that has sixteen stripes
  • Say together: "sixteen stripes"

Activity 2 (8 minutes)

  • Point to the big red 16 and the blue maze next to it: "Join the number 16 to its home."
  • Learners follow the maze from 16 with a finger first and then with a pencil
  • At the end of the maze there are dice-style cards with dots; talk about the dots and count them together

Activity 3 (8 minutes)

  • Point to the balloons held by the teddy bear: "How many balloons are there? Write the number in the box."
  • Count the balloons together, one bunch at a time (the two bunches match each other)
  • Learners write 16 in the box, following your model, or trace it in the air if they cannot write yet

Wrap-Up (2 minutes)

  • Count the drums from page 60 one more time
  • Ask: "What number did we learn today?" Learners say "sixteen"

Differentiation

  • Support: Count with the learner, touching each item once; cover the part already counted with a piece of paper
  • Extension: Ask confident learners to explain how they know which group is 16

Teaching Tips (from textbook)

  • For 1, direct learners to draw a straight line from the top to the bottom. For 6, remind them that the "belly" is at the bottom: begin at the top and curve around to the right as they approach the bottom
  • Let learners touch each item once as they count, so none is counted twice
  • Finish with the matching pages in the Activity Book
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