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Daily Lesson Plan -- Lesson 19

Number 18

Subject: Maths | Class: Playgroup | Series: Skillford

Overview

This lesson introduces the number 18. Learners look at the big picture of eighteen fish on page 67, say the name "eighteen", and count the fish together. On the second day they finger-trace and pencil-trace the number 18 on page 68 and colour the outline fish. 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 18 and say its name
  • Count eighteen objects
  • Trace and write the number 18

Key Vocabulary

  • eighteen
  • 18
  • count
  • fish
  • before / after

Picture Title

  • "Eighteen Fish"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 67
  • Number cards 17, 18 and 19
  • Eighteen paper strips
  • A timer
  • A string and eighteen ribbon tails

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big 18 in the air with your finger and ask learners to copy you
  • Count from 1 up to 17 together, clapping on each number
  • Say "eighteen" loudly and softly, three times

Little Explorers (5 minutes)

  • Give out the eighteen paper strips, one or more per learner
  • Learners blow gently on each strip and watch it move
  • Count the strips together as each one moves, up to eighteen
  • Ask: "What moves the strips?" (the wind, or our breath)

Look and Say (10 minutes)

  • Open page 67 and point to the big 18 and the title "Eighteen Fish"
  • Say "eighteen" and let learners repeat it
  • Point to the three columns of fish and count each column: 1, 2, 3, 4, 5, 6
  • Say the colours of the fish: orange, blue, yellow, pink, purple, green, red and turquoise
  • Point to the bubbles, the corals and the sea at the bottom of the picture
  • Count all the fish together, touching each one once; say the last number loudly: "eighteen!"
  • Ask: "What number comes just before 18?" (17). Say together: "seventeen, eighteen"
  • Play "Point to it": say a number between 15 and 18 and learners point to it on a number card

Little Innovators (5 minutes)

  • Set a timer for eighteen seconds
  • Learners clap until the timer rings, counting aloud with you
  • Say together: "eighteen seconds"

Little Builders (4 minutes)

  • Tie ribbon tails onto a kite string, counting each knot as you go
  • Count the finished tails together up to eighteen
  • Hold up the string so everyone can see eighteen tails

Wrap-Up (1 minute)

  • Hold up the number card 18 and ask: "What number is this?" Learners say "eighteen"
  • Wave goodbye to the fish: "Bye-bye, fish!"

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 fish on their own, then say what number comes after 18

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 67-68
  • Crayons
  • Pencils
  • Red, blue and yellow crayons
  • Ribbon or strips of paper
  • Eighteen counters

Warm-Up (5 minutes)

  • Show page 67 again and count the fish together
  • Say the number name together: "eighteen"
  • Draw 18 in the air with a big arm, then a small finger

Little Thinkers (4 minutes)

  • Make eighteen kite tails from ribbon: first count ten, then count eight more
  • Say together: "ten and eight more make eighteen"
  • Ask: "What number comes just after 17?" Learners find 18

Finger Tracing and Colouring (6 minutes)

  • Open page 68 and point to the big white 18 and the outline fish at the top
  • Count the outline fish together, touching each one: there are 18
  • Show the stroke for 18: draw a straight line from the top down for the 1, then for the 8 pause briefly, draw the top curve, and then draw a second curve just like it underneath
  • Let the learners run a finger along the big 18

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 18, following the green arrows and starting at the dot
  • Rows 3 and 4: learners try to make an 18 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 8, pause briefly before changing direction to draw the top curve, then draw a second curve identical to the first
  • Praise every try: "Lovely 18!"

Little Artists (6 minutes)

  • Colour the eighteen outline fish at the top of page 68
  • Count each fish as it is coloured and say its number aloud
  • Ask: "How many fish did you colour?" Learners say "eighteen"

Wrap-Up (1 minute)

  • Draw 18 in the air one last time and say "eighteen"
  • 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 18 on the board with a marker

Day 3: Activities (30 minutes)

Materials

  • Textbook page 69
  • Pencils and crayons
  • Number cards 18 and 8
  • Pairs of socks (real or pictures)
  • Real or paper pomegranates (optional)

Warm-Up (5 minutes)

  • Count from 1 to 18 together, then say the number name "eighteen"
  • Show a number card 18 and ask learners to say it

Activity 1 (7 minutes)

  • Open page 69 and point to the pairs of socks: "Colour the 18 socks."
  • Remind learners that each pair has two socks. There are nine pairs on the page
  • Learners colour the socks, counting each one by touching it; count up to eighteen
  • Say together: "eighteen socks"

Activity 2 (8 minutes)

  • Point to the three groups of tomato plants and the pink 18: "Find the group which has eighteen. Join it to the 18."
  • Count the tomatoes in each group together, pointing at each tomato once
  • Learners draw a line from the right group to the 18

Activity 3 (8 minutes)

  • Point to the pomegranates in three rows of six: "How many pomegranates are there? Write the number in the box."
  • Count the pomegranates together from left to right, row by row
  • Learners write 18 in the box, following your model, or trace it in the air if they cannot write yet

Wrap-Up (2 minutes)

  • Count the fish from page 67 one more time
  • Ask: "What number did we learn today?" Learners say "eighteen"

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 18

Teaching Tips (from textbook)

  • For 1, direct learners to draw a straight line from the top to the bottom. For 8, remind them to pause briefly before changing direction to draw the top curve, then challenge them to draw a second curve identical to the first
  • 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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