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Lesson 11: Number 11سبق 11:

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Daily Lesson Plan -- Lesson 11

Number 11

Subject: Maths | Class: Nursery | Series: Skillford

Overview

This lesson introduces the number 11, the first number after ten. Learners look at a sunny garden where eleven red ladybirds with black spots sit on big green leaves, and count them together. They learn that eleven is ten and one more. On the second day they trace 11 as two straight lines side by side and colour the ladybirds on page 39. On the third day they build eleven as one ten and one one in a tens and ones box (page 37), count the footballs on page 58, and practise one more and one less. Learners say, count and trace; they are not expected to read words.

Learning Outcomes (from textbook)

  • Recognise the number 11 and say its name.
  • Count eleven objects.
  • Trace and write the number 11.

Key Vocabulary

  • eleven
  • ladybird
  • spots
  • leaf
  • ten and one more

Page Label

  • "Eleven Ladybirds"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 38
  • A clock face (a real one, or one drawn on card)
  • A large leaf shape cut from green paper
  • Eleven red counters or paper ladybirds
  • Scissors for the teacher

Circle Time Warm-Up (4 minutes)

  • Sit in a circle and count from 1 to 10 together, clapping each number
  • Stop at ten and ask: "What comes next?" Say "eleven" together
  • Draw 11 in the air: one straight line down, then another straight line down
  • Say "eleven" softly, then loudly, then in a whisper

Little Explorers (4 minutes)

  • Science card: say "Ladybirds have spots on their backs"
  • Point to one ladybird on page 38 and count its black spots together
  • Ask: "What colour is a ladybird?" (red with black spots)
  • Ask learners to tap two fingers gently on their arm like a ladybird walking

Look and Say (8 minutes)

  • Open page 38 and point to the big white 11. Say "eleven" and learners repeat
  • Point to the words "Eleven Ladybirds" and read them aloud
  • Count the ladybirds together, touching each one: "1, 2, 3 ... 11"
  • Count again, this time starting from the bottom of the picture
  • Ask: "Where are the ladybirds sitting?" (on green leaves)
  • Ask: "What else can you see in the garden?" (flowers, a fence, a tree)

Little Innovators (4 minutes)

  • Technology card: show the clock face and point to 12 at the top
  • Count round the clock from 1 to 11 together
  • Say: "11 is just before 12." Let a few learners find 11 on the clock

Little Builders (4 minutes)

  • Engineering card: cut a big paper leaf in front of the class
  • Ask: "Is this leaf big enough for eleven ladybirds?"
  • Learners take turns placing the eleven counters on the leaf, counting aloud

Little Thinkers (5 minutes)

  • Maths card: "Ten ladybirds and one more make eleven ladybirds"
  • Put ten counters in a row and count them. Add one more and count again
  • Say together: "Ten and one more is eleven"
  • Take the one away: "Ten." Put it back: "Eleven"

Wrap-Up (1 minute)

  • Hold up ten fingers, then ask a friend to hold up one more. Say "eleven"
  • Wave goodbye to the ladybirds: "Bye-bye, ladybirds!"

Differentiation

  • Support: Count the ladybirds with the learner, moving their finger from one to the next
  • Extension: Ask confident learners to count the ladybirds and then say the number that comes after eleven

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 38-39
  • Crayons (red and black)
  • Pencils
  • A tray of sand or salt

Warm-Up (5 minutes)

  • Show page 38 again and count the eleven ladybirds together
  • Say "Eleven Ladybirds" together
  • Count on from 8: "8, 9, 10, 11"

Little Artists: Sand Tracing (5 minutes)

  • Ask learners to trace 11 in the sand tray with one finger
  • Show the strokes: start at the top and go straight down, then do it again beside the first line
  • Wipe the sand smooth and let them try again

Look at Page 39 (5 minutes)

  • Open page 39 and point to the big white 11 and the words "Eleven Ladybirds"
  • Count the small ladybirds at the top: there are ten
  • Point to the big ladybird and say "ten and one more makes eleven"
  • Read the Teacher's Note: draw a straight line from the top to the bottom, twice, for 11

Trace the Number (10 minutes)

  • Hand out pencils and check the grip (pinch the pencil, rest it on the middle finger)
  • Rows 1 and 2: trace both dotted lines from the top dot down, following the green arrows
  • Rows 3 and 4: learners draw two straight lines down from the dots, with your hand over their hand if needed
  • Check that the two lines are the same height and stand up straight
  • Praise every try: "Two tall lines make eleven!"

Little Artists (4 minutes)

  • Arts card: colour the eleven ladybirds at the top of page 39
  • Learners count each ladybird as they colour it red

Wrap-Up (1 minute)

  • Draw 11 in the air one last time and say "eleven"

Differentiation

  • Support: Use a thick crayon; let the learner trace one line at a time with a rest in between
  • Extension: Let confident learners write 11 on the board without dots

Day 3: Activities (30 minutes)

Materials

  • Textbook pages 37 and 58
  • Eleven counters, blocks or bottle tops
  • A tens and ones box drawn on card (two boxes marked T and O)
  • A bundle of ten straws held with a rubber band, and one loose straw

Warm-Up (5 minutes)

  • Count to 11 together while marching on the spot
  • Hold up the bundle of ten straws: "This is one ten." Show the loose straw: "This is one one"

Activity 1: Tens and Ones (8 minutes)

  • Open page 37 and look at the boxes marked T and O
  • Remind learners that ten is one ten and zero ones
  • Put the straw bundle in the T box and the loose straw in the O box
  • Say together: "One ten and one one make eleven"
  • Write 1 under T and 1 under O and read it: "eleven"

Activity 2: Count the Footballs (8 minutes)

  • Open page 58 and point to the footballs at the top of the page
  • Count them together, touching each one
  • Ask: "How many footballs?" (eleven)
  • Learners join the footballs to the number 11

Activity 3: One More, One Less (6 minutes)

  • Put eleven blocks in a row and count them together
  • Take one away: "How many now?" (ten)
  • Put it back: "How many now?" (eleven)
  • Add one more: "Is this eleven?" Count to check (twelve). Take it away again

Wrap-Up (3 minutes)

  • Play "Ladybird, land!": learners crawl like ladybirds and stop when you call "eleven", then show ten fingers and one more
  • Praise the class: "You counted past ten!"

Differentiation

  • Support: Count out ten counters first, then add the one more together
  • Extension: Ask confident learners to make eleven with straws on their own and show which part is the ten

Teaching Tips (from textbook)

  • Begin by drawing a vertical line from the top to the bottom, then draw a second one beside it for 11
  • Ten ladybirds and one more make eleven ladybirds
  • Colour the eleven ladybirds at the top of the next page
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