Daily Lesson Plan -- Lesson 10

Number 10

Subject: Maths | Class: Nursery | Series: Skillford

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Overview

This lesson introduces the number 10, the first number made of two digits, a 1 and a 0. Learners look at a big red 10 and a pink ice-cream parlour where ten ice creams stand in a holder, five on the top row and five on the bottom. They count the ice creams, hold up ten fingers, and see that five and five more make ten. On the second day they trace 10: a straight line for the 1 and a "skinny O" for the 0. On the third day they count T-shirt spots, follow a maze to the dice with ten dots and count from 1 to 10 in order.

Learning Outcomes (from textbook)

• Recognise the number 10 and say its name.
• Count ten objects.
• Trace and write the number 10.

Key Vocabulary

• ten
• ice cream
• cone
• melt
• five and five more
• ten fingers

Page Label

• "Ten Ice Creams"

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Day 1: Look and Say (30 minutes)

Materials

• Textbook page 34
• Ten paper cones
• A box lid or egg box with ten holes
• A calculator
• Number cards 1 to 10

Circle Time Warm-Up (5 minutes)

• Count from 1 to 10 together, putting up one finger at a time until both hands are open
• "Five fingers and five more fingers make ten"
• Draw a 10 in the air: a straight line down, then a tall thin circle

Little Explorers (5 minutes)

• Science card: read "Ice cream melts when it is warm"
• Ask: "What happens if you leave an ice cream in the sun?"
• Play a quick game: count ten paper cones as fast as you can before the "ice cream melts" (before you count to ten on a timer)

Look and Say (10 minutes)

• Open page 34 and point to the big red 10. Say "ten" and learners repeat
• Point to the 1 and the 0: "Ten has two numbers, a 1 and a 0"
• Read the words "Ten Ice Creams" aloud
• Count the ice creams on the top row (five), then the bottom row (five), then all of them: "Ten ice creams!"
• Ask learners to name the toppings they can see: a cherry, blueberries, a strawberry, sprinkles, chocolate pieces
• Ask: "Which number comes just before ten?"

Little Innovators (4 minutes)

• Technology card: on a calculator, press 1 then 0 to make 10
• Let each learner try, then say "ten" together

Little Builders (5 minutes)

• Engineering card: use a box lid or egg box with ten holes as an ice-cream stand
• Learners take turns putting a paper cone in each hole, counting until the stand is full

Little Thinkers (Maths) (1 minute)

• Maths card: "Hold up ten fingers, one for each ice cream: ten!"
• Learners touch each finger to an ice cream on the page as they count

Wrap-Up (1 minute)

• Wiggle all ten fingers and count them
• Say goodbye to the ice creams

Differentiation

• Support: Count one row of five first, then carry on counting from six to ten
• Extension: Ask confident learners: "If one ice cream melts, how many are left?" (nine)

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Day 2: Trace the Number (30 minutes)

Materials

• Textbook pages 34-35
• Pencils and crayons
• A tray of sand
• A stick and a hoop or ring to show 1 and 0

Warm-Up (5 minutes)

• Show page 34 again and count the ten ice creams
• Count to ten and back down to one

Little Artists: Stick and Ring (5 minutes)

• Stand a stick upright and place a ring beside it: "This is 1 and 0. Together they make 10"
• Learners draw 10 in the sand tray: a straight line, then a tall thin O

Look at Page 35 (5 minutes)

• Open page 35 and point to the big outlined 10 and the words "Ten Ice Creams"
• Count the ten ice-cream outlines together
• Read the Teacher's Note: draw a vertical line from the top to the bottom for the 1, and a "skinny letter O" for the 0

Trace the Number (12 minutes)

• Check the pencil grip before starting
• Rows 1 and 2: trace the dotted 1 from the top down, then the dotted 0 from its green dot, following the arrows
• Rows 3 and 4: only the dots and the arrows are there; learners write the 10 themselves
• Remind learners to leave a small space between the 1 and the 0

Wrap-Up (3 minutes)

• Arts card: colour the ten ice creams at the top of page 35
• Count the coloured ice creams together

Differentiation

• Support: Let the learner write the 1 on its own first, then the 0, then both together
• Extension: Let confident learners write 10 on the board and draw ten dots beside it in two rows of five

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Day 3: Activities (30 minutes)

Materials

• Textbook page 36
• Number cards 1 to 10
• Ten paper cones or ten counters
• Paper T-shirt shapes and stickers

Warm-Up (5 minutes)

• Hand out the number cards 1 to 10 to ten learners
• The class helps them stand in order from 1 to 10, then counts along the line

Activity 1: Spotty T-shirts (8 minutes)

• Open page 36 and read the first instruction: "Count the spots on each T-shirt. Draw lines to join the T-shirts to the correct numbers"
• Count the spots on each T-shirt together, touching each spot
• Learners join the T-shirts with ten spots to the 10 and the T-shirts with nine spots to the 9

Activity 2: Find the Way Home (7 minutes)

• Read the second instruction: "Draw lines to join 9 and 10 to their homes"
• Count the dots on each dice at the end of the maze
• Learners trace a path from the 10 along the maze to the dice with ten dots

Activity 3: Nine and One More (7 minutes)

• Put nine counters in a row: "How many?" Add one more: "How many now?" (ten)
• Learners make ten in two rows of five and check it on their fingers

Wrap-Up (3 minutes)

• Count from 1 to 10 in order, then from 10 back to 1 like a rocket: "Blast off!"
• Praise the class

Differentiation

• Support: Count the spots with the learner, covering each one with a counter
• Extension: Ask learners to make a T-shirt with ten spots and a partner's T-shirt with nine, then say which has more

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Teaching Tips (from textbook)

• Draw a vertical line from the top to the bottom for the 1
• Draw a "skinny letter O" for the 0
• Colour the ten ice creams at the top of the next page