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Lesson 1: Number 1سبق 1:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 1

Number 1

Subject: Maths | Class: Nursery | Series: Skillford

Overview

This lesson revisits and secures the number 1. Learners look at a big white 1 on a red panel and one shiny red apple sitting in a green meadow. They learn that one means a single thing and begin to write the numeral on their own. On the second day they trace and write 1 beside an apple outline they can colour. On the third day they match bowls of fruit to 1, draw one dot on a dice and find single objects around the room. Talk stays playful, and learners begin to compare one with more than one.

Learning Outcomes (from textbook)

  • Recognise the number 1 and say its name.
  • Count one object.
  • Trace and write the number 1.

Key Vocabulary

  • one
  • apple
  • stalk
  • leaf
  • more

Page Label

  • "One Apple"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 14
  • A real apple (or a toy apple)
  • A plate and building blocks
  • A calculator

Circle Time Warm-Up (5 minutes)

  • Gather the learners on the mat and greet each other with one wave
  • Hold up one finger and say "one". Learners copy
  • Write a big 1 on the board with one straight line from top to bottom
  • Ask learners to "write" 1 in the air with a pointing finger

Little Explorers (5 minutes)

  • Science card: hold up the real apple and say "An apple has one stalk"
  • Pass the apple round the circle. Each learner finds the stalk and says "one stalk"
  • Ask: "How many leaves does our apple have?" Count them together and compare with the apple in the book

Look and Say (10 minutes)

  • Open page 14 and point to the big white 1. Say "one" and learners repeat
  • Point to the apple and ask: "What is this?" Learners say "apple"
  • Ask: "How many apples?" Learners hold up one finger and say "One!" (Maths card)
  • Point to the stalk and the green leaf and name them together
  • Read the label together: "One Apple"
  • Ask what else learners can see: grass, little flowers, trees, clouds
  • Point to the Listen, Read, Say and Write buttons and do each one: listen to you say "one", look at the 1, say "one", write 1 in the air

Little Innovators (4 minutes)

  • Technology card: show a calculator and press 1. Ask: "What do you see on the screen?" Learners say "one"
  • Let each learner press 1 once and show a friend

Little Builders (5 minutes)

  • Engineering card: put one block on a plate and rest the apple on top
  • Ask: "Does one block hold one apple?" Let learners take turns
  • Say together: "One block, one apple"

Wrap-Up (1 minute)

  • Hold up one apple and two blocks. Ask: "Which has one?" Learners point to the apple
  • Say goodbye to the apple: "Bye-bye, one apple!"

Differentiation

  • Support: Let learners hold the apple while they say "one apple"; say it with them
  • Extension: Ask confident learners to find one thing in the classroom and write 1 on a small whiteboard next to it

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 14-15
  • Red and green crayons
  • Pencils
  • A tray of sand or salt

Warm-Up (5 minutes)

  • Show page 14 again. Point and say together: "One apple"
  • Hold up one finger, clap once and stamp once, saying "one" each time
  • Draw a tall 1 in the air: start at the top, go straight down

Little Artists: Sand Writing (5 minutes)

  • Learners write a big 1 in the sand tray with one finger
  • Remind them to start at the top and pull straight down
  • Shake the tray smooth and write it again

Look at Page 15 (5 minutes)

  • Open page 15 and point to the big outlined 1 and the label "One Apple"
  • Point to the apple outline and ask: "How many apples?"
  • Read the Teacher's Note: draw a straight vertical line from the top writing guide line to the bottom. The hard part is keeping the line upright so it does not lean to one side

Trace the Number (12 minutes)

  • Check the pencil grip: pinch the pencil and rest it on the middle finger
  • Show the green dot at the top of each box and the green arrow pointing down
  • Rows 1 and 2: trace each dotted 1 from the dot to the bottom
  • Rows 3 and 4: trace again, more slowly, keeping the line straight
  • Write one more 1 on its own beside the last box, without dots
  • Praise each try: "That 1 is standing up tall!"

Wrap-Up (3 minutes)

  • Arts card: learners colour the apple at the top of page 15 red, with a green leaf
  • Ask: "How many apples did you colour?" Learners say "one"

Differentiation

  • Support: Use a thick crayon and guide the learner's hand for the first row
  • Extension: Ask confident learners to write a row of 1 on lined paper without dots

Day 3: Activities (30 minutes)

Materials

  • Textbook page 22 (top section)
  • Bowls and a few real or toy fruits
  • Small paper dice shapes and crayons

Warm-Up (5 minutes)

  • Put one apple in a bowl. Ask: "How many apples?" Learners say "one"
  • Add one more apple. Ask: "Is it still one?" Learners say "No, two!"
  • Take one away again and say together: "One apple"

Activity 1: Fruit Bowls (8 minutes)

  • Open page 22 and read the first instruction aloud: "Draw lines to join the number of pieces of fruit in each bowl to the correct numbers"
  • Point to each bowl and count the fruit together
  • Learners join every bowl with one piece of fruit to the 1 (leave the bowls of two for the next lesson, or let confident learners try them)

Activity 2: One Dot on the Dice (6 minutes)

  • Read the second instruction: "Draw the right number of dots on the dice"
  • Point to the single star and ask: "How many stars?" Learners say "one"
  • Learners draw one dot on the pink dice

Activity 3: One Hunt (8 minutes)

  • Send learners in pairs to find one thing each: one book, one cup, one shoe
  • Each pair shows its thing, says "one ...", and writes 1 on a sticky note to put beside it

Wrap-Up (3 minutes)

  • Hold up groups of one and two blocks. Learners jump once when they see one
  • Write 1 on the board one last time and say "one" together

Differentiation

  • Support: Touch each fruit with the learner's finger as you count
  • Extension: Ask learners to tell you which bowls are not one and how many pieces they hold

Teaching Tips (from textbook)

  • Direct children to draw a straight vertical line from the top writing guide line to the bottom
  • The challenge is making the line as vertical as possible, so it does not slant to one side
  • Colour the apple red at the top of the next page (page 15)
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