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Lesson 13: Number 13سبق 13:

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Daily Lesson Plan -- Lesson 13

Number 13

Subject: Maths | Class: Nursery | Series: Skillford

Overview

This lesson introduces the number 13. Learners look at a fruit stall by the sea, where thirteen yellow bananas lie on a wooden stand with three shelves, and count them together. They learn that thirteen is ten and three more. On the second day they trace 13 (a straight line, then a 3 made of two matching curves) and colour the bananas on page 43. On the third day they show thirteen in a tens and ones box (page 37), count the teddy bears 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 13 and say its name.
  • Count thirteen objects.
  • Trace and write the number 13.

Key Vocabulary

  • thirteen
  • banana
  • green
  • yellow
  • ten and three more

Page Label

  • "Thirteen Bananas"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 42
  • One green banana and one yellow banana (or pictures of them)
  • A calculator or a phone with a number keypad
  • Thirteen paper bananas cut from yellow card, a piece of string and pegs

Circle Time Warm-Up (4 minutes)

  • Sit in a circle and count from 1 to 12 together
  • Ask: "What comes after twelve?" Say "thirteen" together
  • Draw 13 in the air: a straight line down, then two round bumps for the 3
  • Say "thirteen" slowly, clapping on each part: "thir-teen"

Little Explorers (4 minutes)

  • Science card: say "Bananas turn from green to yellow"
  • Show the green banana and the yellow banana side by side
  • Ask: "Which one is ready to eat?" (the yellow one)
  • Ask: "What colour are the bananas on page 42?" (yellow)

Look and Say (8 minutes)

  • Open page 42 and point to the big white 13. Say "thirteen" and learners repeat
  • Point to the words "Thirteen Bananas" and read them aloud
  • Count the bananas together, one shelf at a time: five on the top shelf, five on the middle shelf, three on the bottom shelf
  • Count them all together, touching each one: "1, 2, 3 ... 13"
  • Ask: "What else is for sale at the fruit stall?" (pineapples, oranges)
  • Ask: "What can you see behind the stall?" (the sea and the hills)

Little Innovators (4 minutes)

  • Technology card: show the calculator
  • Press 1, then press 3, and show the screen: "13"
  • Let a few learners come up and press 1 then 3 to make 13

Little Builders (4 minutes)

  • Engineering card: hang the string across the classroom or along the board
  • Learners take turns pegging a paper banana on the string, counting aloud
  • Stop at thirteen and count the whole line together

Little Thinkers (5 minutes)

  • Maths card: "Ten bananas and three more make thirteen bananas"
  • Point to the ten bananas on the top two shelves on page 42 and count them
  • Point to the three on the bottom shelf: "and three more"
  • Say together: "Ten and three more is thirteen"

Wrap-Up (1 minute)

  • Hold up ten fingers, then three more fingers from a friend. Say "thirteen"
  • Wave goodbye to the bananas: "Bye-bye, bananas!"

Differentiation

  • Support: Count one shelf at a time with the learner, then put the shelves together
  • Extension: Ask confident learners to count the bananas and say how many are on the bottom shelf and how many are on the top two shelves

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 42-43
  • Yellow crayons
  • Pencils
  • A tray of sand or salt

Warm-Up (5 minutes)

  • Show page 42 again and count the thirteen bananas together
  • Say "Thirteen Bananas" together
  • Count on from 10: "10, 11, 12, 13"

Little Artists: Sand Tracing (5 minutes)

  • Ask learners to trace 13 in the sand tray with one finger
  • Show the strokes: for 1, go straight down. For 3, make a curve at the top and another curve the same size underneath it
  • Wipe the sand smooth and let them try again

Look at Page 43 (5 minutes)

  • Open page 43 and point to the big white 13 and the words "Thirteen Bananas"
  • Count the small bananas and the one big banana together: thirteen
  • Read the Teacher's Note: draw a straight line from the top to the bottom for
    1. Then draw the top curve and the second curve, which are the same, for 3

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 the dotted 13, following the green arrows
  • Rows 3 and 4: learners make a 13 from the dots, with your hand over their hand if needed
  • Check that the two curves of the 3 are about the same size
  • Praise every try: "A straight 1 and a bumpy 3!"

Little Artists (4 minutes)

  • Arts card: colour the thirteen bananas at the top of page 43
  • Learners colour each banana yellow and count it

Wrap-Up (1 minute)

  • Draw 13 in the air one last time and say "thirteen"

Differentiation

  • Support: Draw the two curves of the 3 as two separate bumps first, then join them
  • Extension: Let confident learners write 13 on the board without dots

Day 3: Activities (30 minutes)

Materials

  • Textbook pages 37 and 58
  • Thirteen 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 three loose straws

Warm-Up (5 minutes)

  • Count to 13 together while stamping feet
  • Show the bundle of ten straws and the three loose straws and count them all

Activity 1: Tens and Ones (8 minutes)

  • Open page 37 and look at the boxes marked T and O
  • Put the straw bundle under T and the three loose straws under O
  • Ask: "How many tens? How many ones?" (one ten, three ones)
  • Write 1 under T and 3 under O and read it: "thirteen"

Activity 2: Count the Teddy Bears (8 minutes)

  • Open page 58 and point to the teddy bears
  • Count them together, touching each one
  • Ask: "How many teddy bears?" (thirteen)
  • Learners join the teddy bears to the number 13

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

  • Put thirteen blocks in a row and count them
  • Take one away: "How many now?" (twelve)
  • Put it back: "How many now?" (thirteen)
  • Add one more: count again (fourteen). Take it away again

Wrap-Up (3 minutes)

  • Play "Banana stall": one learner is the seller and hands out bananas (paper or blocks) while the class counts up to thirteen
  • Praise the class: "You counted all the way to thirteen!"

Differentiation

  • Support: Count out ten counters first, then add three more one at a time
  • Extension: Ask confident learners to show 13 in the tens and ones box on their own and say how many tens and how many ones

Teaching Tips (from textbook)

  • Draw a vertical line from the top to the bottom for 1
  • Then draw the top curve and the second curve, which are the same size, for 3
  • Ten bananas and three more make thirteen bananas
  • Colour the thirteen bananas at the top of the next page
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