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Lesson 4: Number 4سبق 4:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Lesson 4

Number 4

Subject: Maths | Class: Nursery | Series: Skillford

Overview

This lesson introduces the number 4. Learners look at a big white 4 and four colourful cupcakes standing in a row on a plate in a bakery. They learn that two and two more make four, and they practise counting four objects in a line. On the second day they trace and write 4 in three strokes: a slanted line, a line across and a line straight down. On the third day they finish the activity page for numbers 1 to 4, counting lines on balls and a group of four kittens, and set up a small cupcake shop.

Learning Outcomes (from textbook)

  • Recognise the number 4 and say its name.
  • Count four objects.
  • Trace and write the number 4.

Key Vocabulary

  • four
  • cupcake
  • oven
  • fluffy
  • two more

Page Label

  • "Four Cupcakes"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 20
  • Four paper cupcake cases (or play-dough cupcakes)
  • Building blocks
  • A calculator

Circle Time Warm-Up (5 minutes)

  • Sit in a circle and clap four times, counting "one, two, three, four"
  • Hold up four fingers and say "four". Learners copy
  • Draw a 4 in the air: slant down, across, then a long line down

Little Explorers (5 minutes)

  • Science card: say "Heat helps cupcakes rise and become fluffy in the oven"
  • Show a flat spoonful of play dough and a puffed-up ball. Ask: "Which one has risen?"
  • Talk about staying away from a hot oven and letting a grown-up do the baking

Look and Say (10 minutes)

  • Open page 20 and point to the big white 4. Say "four" and learners repeat
  • Point to each cupcake and count: "one, two, three, four"
  • Ask: "How many cupcakes?" Learners say "four"
  • Read the label together: "Four Cupcakes"
  • Talk about the toppings: a red star, a cherry, an orange slice and chocolate with sprinkles
  • Ask learners which cupcake they would choose and why
  • Maths card: cover two cupcakes with your hand. "Two cupcakes." Uncover them. "Two cupcakes and two more cupcakes make four." Learners repeat
  • Do the Listen, Read, Say and Write buttons together

Little Innovators (4 minutes)

  • Technology card: press 4 on a calculator for the four cupcakes
  • Each learner presses 4 and then touches the four cupcakes on the page

Little Builders (5 minutes)

  • Engineering card: build a stand from blocks for four cupcakes
  • Learners place one paper cupcake case on each step and count them
  • Ask: "Is there room for four?"

Wrap-Up (1 minute)

  • Pretend to eat a cupcake in four bites, counting each bite
  • Say goodbye to the cupcakes: "Bye-bye, four cupcakes!"

Differentiation

  • Support: Line the cupcake cases up in a row and touch each one as you count together
  • Extension: Ask confident learners to make four in two ways: three and one more, two and two more

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 20-21
  • Crayons in many colours
  • Pencils
  • A tray of sand

Warm-Up (5 minutes)

  • Show page 20 and count the cupcakes together
  • Jump four times, counting aloud
  • Draw a 4 in the air three times

Little Artists: Sand Writing (5 minutes)

  • Learners write a big 4 in the sand with a finger
  • Say the strokes: "slant down, lift, across, lift, straight down"
  • Smooth the sand and try again

Look at Page 21 (5 minutes)

  • Open page 21 and point to the big outlined 4 and the label "Four Cupcakes"
  • Count the four cupcake outlines with hearts on top
  • Read the Teacher's Note: start with the slanted line, drawing it diagonally downwards. Lift the pencil, then draw the second stroke across the slanted line, leaving a little tail on the horizontal line. Finally, draw the vertical line downwards

Trace the Number (12 minutes)

  • Check the pencil grip before starting
  • Rows 1 and 2: trace the dotted 4 in three strokes, following the green arrows
  • Remind learners to lift the pencil between strokes
  • Rows 3 and 4: only the green arrows are there. Learners write the 4 themselves
  • Praise every try: "Three strong lines make a 4!"

Wrap-Up (3 minutes)

  • Arts card: learners colour the four cupcakes at the top of page 21
  • Ask: "How many cupcakes did you colour?" Learners say "four"

Differentiation

  • Support: Number the strokes 1, 2 and 3 in a large 4 on the board and trace it together first
  • Extension: Ask confident learners to write 4 on a whiteboard and draw four dots under it

Day 3: Activities (30 minutes)

Materials

  • Textbook page 22 (whole page)
  • Green and blue crayons
  • Paper cupcake cases and play dough

Warm-Up (5 minutes)

  • Show two blocks and two more blocks. Ask: "How many altogether?" (four)
  • Take one away. Ask: "How many now?" (three)
  • Say together: "Four, one less is three"

Activity 1: Lines on the Balls (8 minutes)

  • Open page 22 and read the third instruction aloud: "Colour the balls with 3 lines green. Colour the balls with 4 lines blue"
  • Count the lines on each ball together, touching each line
  • Learners colour each ball green or blue

Activity 2: Count the Cats (6 minutes)

  • Read the fourth instruction: "Count the cats. Draw a circle around the correct number"
  • Count the kittens in each picture: three, then four
  • Learners circle 3 under the first picture and 4 under the second

Activity 3: Cupcake Shop (8 minutes)

  • Learners make four play-dough cupcakes in paper cases
  • One learner is the baker; others ask for one, two, three or four cupcakes
  • Go through the page 22 checklist with each learner: say and trace 1 to 4, match the fruit, draw the dots, colour the balls, count the cats

Wrap-Up (3 minutes)

  • Line up four number cards (1, 2, 3, 4) in the wrong order. Learners put them in order and count along
  • Write 4 on the board and say "four" together

Differentiation

  • Support: Let learners colour one ball at a time after you count its lines together
  • Extension: Ask learners which picture has more cats and how many more

Teaching Tips (from textbook)

  • Start with the slanted line, drawing it diagonally downwards
  • Lift the pencil, then draw the second stroke across the slanted line, leaving a little tail on the horizontal line
  • Finally, draw the vertical line downwards to complete the number 4
  • Colour the four cupcakes at the top of the next page (page 21)
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