Lesson 20سبق 20All Lessonsتمام اسباق

Lesson 20: Number 20سبق 20:

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Daily Lesson Plan -- Lesson 20

Number 20

Subject: Maths | Class: Nursery | Series: Skillford

Overview

This lesson introduces the number 20. Learners look at twenty bright paper fans (pinwheels) standing on a green lawn by a lake, in four rows of five, and count them together. They learn that ten fans and ten more fans make twenty, so 20 is two tens and zero ones. On the second day they trace 20 with a finger and a pencil and colour the twenty paper fans at the top of page 57. On the third day they count the burgers on page 58 and match them to 20, review all the numbers from 11 to 20, and use the page 58 checklist. Talk stays oral and playful; writing is limited to the numeral.

Learning Outcomes (from textbook)

  • Recognise the number 20 and say its name
  • Count twenty objects
  • Trace and write the number 20

Key Vocabulary

  • twenty
  • paper fan
  • wind
  • air
  • two tens

Page Label

  • "Twenty Paper Fans"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 56
  • Sheets of paper for folding
  • A calculator
  • Two ten-frame cards and twenty counters
  • A ready-made paper fan

Circle Time Warm-Up (4 minutes)

  • Count together from 1 to 20, jumping on every number
  • Write a big 20 on the board and say "twenty" slowly
  • Hold up ten fingers, then a partner holds up ten more: "Ten and ten make twenty"

Little Explorers (5 minutes)

  • Science card: a fan moves air. Wave a paper fan twenty times. Feel the wind!
  • Pass round the paper fan. Each learner waves it near their face and says what they feel
  • The class counts aloud as the teacher waves the fan twenty times

Look and Say (8 minutes)

  • Open page 56 and point to the big 20. Say "twenty" and learners repeat
  • Read the label in the cloud together: "Twenty Paper Fans"
  • Count the fans row by row: four rows with five fans in each
  • Ask: "Which fans have spots? Which fans have stripes?"
  • Point to the fence, the flowers and the lake behind the lawn
  • Count all twenty fans again, one learner touching each fan

Little Innovators (3 minutes)

  • Technology card: on a calculator, press 2 then 0 to make 20
  • Let learners take turns to press 2, then 0, and read the screen together

Little Builders (4 minutes)

  • Engineering card: fold paper back and forth to make twenty paper fans
  • Show how to fold a sheet back and forth, like a zigzag, and pinch one end
  • Each learner folds a fan; count the class fans together towards twenty

Little Thinkers (4 minutes)

  • Maths card: ten fans and ten more fans make twenty fans
  • Fill one ten-frame with counters, then fill a second one
  • Count the first ten, then count on: "11, 12 ... 20"
  • Say: "Two full tens make twenty"

Wrap-Up (2 minutes)

  • Blow like the wind twenty times together, counting each puff
  • Wave goodbye to the fans: "Bye-bye, twenty paper fans!"

Differentiation

  • Support: Count the fans on page 56 one row at a time, five by five, with your finger on each fan
  • Extension: Ask confident learners to count from 20 back to 10

Day 2: Trace the Number (30 minutes)

Materials

  • Textbook pages 56-57
  • Pencils and crayons
  • A tray of sand or salt
  • Number cards 10 to 20

Warm-Up (5 minutes)

  • Show page 56 again and say together: "Twenty Paper Fans"
  • Find 20 among the number cards 10 to 20
  • Draw 20 in the air: the 2, then the 0

Little Artists: Sand Tracing (5 minutes)

  • Learners trace 20 in the sand tray with one finger
  • For 2: a full curve at the top, down to the bottom line, pause, then the flat foot across
  • For 0: a tall, skinny O, round and back to the start
  • Smooth the sand and try again

Look at Page 57 (4 minutes)

  • Point to the big outline 20 and the label "Twenty Paper Fans"
  • Count the fans at the top together: seven, seven and six make twenty
  • Read the Teacher's Note aloud (see Teaching Tips below)
  • Point out that 20 does not start with a 1 like 11 to 19

Trace the Number (12 minutes)

  • Check the pencil grip before starting
  • Rows 1 and 2: trace the dotted 20 from the green dots, following the arrows
  • Rows 3 and 4: only the arrows and the starting dots are shown. Learners write 20 on their own
  • Remind learners to pause at the bottom of the 2 before drawing its foot
  • Praise every careful try: "What a neat foot on your 2!"

Little Artists: Colour the Fans (3 minutes)

  • Arts card: colour the twenty paper fans at the top of page 57
  • Learners count each fan as they colour it

Wrap-Up (1 minute)

  • Write 20 in the air one more time and say "twenty"

Differentiation

  • Support: Let learners trace a large 20 on the board with a finger before using a pencil; guide the hand for the first row
  • Extension: Ask learners to write 20 three times on a whiteboard without dots

Day 3: Activities (30 minutes)

Materials

  • Textbook pages 37 and 58
  • Twenty counters or blocks
  • Two ten-frame cards
  • Two boxes labelled T and O
  • Number cards 11 to 20

Warm-Up (5 minutes)

  • Count to twenty together, then count back from 20 to 1
  • Hold up the 20 card and ask: "What number is this?"

Activity 1: Count the Burgers (8 minutes)

  • Open page 58 and read the instruction aloud: "Count the objects and match with the correct number"
  • Count the burgers together, row by row: five, five, five and five
  • There are twenty burgers. Learners draw a line from the burgers to the number 20
  • Then count the other groups together and match them too: 11 footballs, 19 cars, 17 coconuts and 13 teddy bears

Activity 2: Two Tens (8 minutes)

  • Look at page 37 again. Make two towers of ten blocks and put both in the T box. The O box stays empty
  • Ask: "How many tens? How many ones?" (two tens, zero ones)
  • Show 20 on the board: the 2 means two tens, the 0 means no ones

Activity 3: Line Up 11 to 20 (6 minutes)

  • Hand out number cards 11 to 20, one to each learner
  • Learners stand in a line in the right order and say their number
  • Ask: "Who is one less than 20?" (19) "Who comes first?" (11)

Wrap-Up (3 minutes)

  • Use the checklist at the bottom of page 58 to note each learner: tens and ones, saying and tracing 11 to 20, counting up to 20, matching groups, and writing 11 to 20 without help
  • Praise the group for finishing the numbers to twenty

Differentiation

  • Support: Count the burgers with the learner, touching each one; match only the burgers and the footballs
  • Extension: Ask: "Which number comes just before 20?" (19) and "What is ten and ten?" (20)

Teaching Tips (from textbook)

  • Draw a full curve at the top for 2
  • When you reach the bottom line, pause before changing direction and adding the horizontal foot for 2
  • Draw a skinny letter O to get the perfect shape for 0
  • Colour the twenty paper fans at the top of the next page
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