Lesson Plan

Future World School Gulberg Islamabad

Grade: Junior Year Section: Mercury Course: Mathematical Development

Week: 8 Unit: Basic Mathematical Concepts Timeline: 2022-10-10 to 2022-10-07
Topic: Reading and recognizing numbers ‘3’ and ‘4’
Objectives Methodology Resources Learning Outcomes Time Assessment Criteria
Monday: I will introduce the lesson by asking the them if they ever
Recognize and identify number 6. heard of numbers.Child
can call out the ones they know.The adult will write this
Recognize quantity change (1-6) in down.
materials by counting. I will Play the video “one two, buckle my shoe” and sing
along One Two Buckle My Shoe
Animated - Mother Goose Club Rhymes for Kids
Duplicate numbers quantifying them
As the song is going, the learners will duplicate the
with materials.
numbers mentioned in the song using
their fingers.
After the song, the learners will ask the child if they can
mention/give a number they
know.
The learners will write the numbers mentioned and tell the
child “we are learning about
numbers”
While watching the book, the adult will point to the
objects the dinosaur is
counting with the same number of fingers so the child can
see the quantity increase.
The learners will also point out the figures in the book
intentionally.
The learners will draw a big circle on a piece of paper with
markers on the side.
The learners will then put one marker into the circle one
after the other, counting each
marker to show the child the quantity increase. E.g “There
is nothing in this circle, so
that means zero, when we add one marker into the circle,
that’s one. When we add
another one, that is: 1, 2. We have 2 counters altogether”

This helps them to get through the concept of adding .And

i will tell them to adding things means they are getting
more in numbers

How Dianosours count book link

https://www.youtube.com/watch?v=n-wRps6QNnk

Tuesday: TOPIC: Triangle Shape 70 mins Learners will be assessed on the ability
Students will be able to
METHODOLOGY:

1. WARM-UP – Introduction Draw and cut triangle shape.

Learn to locate shapes within I will ask my learners have you ever seen mountains I
other objects/shapes. guess they are circle or sphere???

Tri means three sides.

Students will be able to build Quick responses will be recorded. Mountains are
triangles that have three straight of triangle shape because they make a pointer
sides and three corners peaks. I will Call learners to the rug and instruct
them to form a triangle with their fingers by
joining pointer fingers and thumbs. Tell them to
Cut a triangle out of a square repeat after you, "Triangle."
shape. I will ask them to call out other shapes that they
know, for example squares, circles and
rectangles. Let them know that today they will
think about what makes a triangle the same as
and different from other shapes.

1. DEVELOPMENT:

Activity Triangle sorting:

Learners will go to marking area of triangle. They will be

given toys and real-life objects which looks like triangle.
They will sort out triangle from cicle squares and other
shapes..

Learners will cut an image Cut an image of a

square diagonally and will observe what it
looks like (it now is two triangles). Next, make
a large triangle and a small triangle out of
both squares via folding them.

For the reference of real example, I will tell

them that pizza is of circle shape and when
we cut it into pieces it will change its shape
into a triangle.
 Worksheet resource

Multimedia

Flashcards

Paper Cuttings .

Written Task: Learners will do tracing of triangle

shape and circle the objects which they think of
are triangle.

WRAP-UP: learners will collect objects from class of

relevant shape..

Wednesday: I will assess students by asking them

Warm Up:
Topic: Green Colour questions and observe them while
I will make my learners to explore about which color we they are completing their activitiy.
Knowing the name of the colour -
will learn today asking them which primary colours we
have learnt previously- I will will let students give her
different examples from real life about the green colour
Compere between green colour and and she will help them, if they need help. - I will check
other colours. - students understanding (evaluate them) by asking them
questions and do a quick review.
Identify the colour.
Learners will Watch the Leo Lionni
Story book, Little Blue and Little Yellow

Vocabulary

green, Leaves, Earth ,trees, apples,

Resources

Story: “Little Blue and Little Yellow“, by Leo Lionni

Blue Ink /Poster Paints

Yellow Food colour / poster Paints

Development:
 Watch the story.

Discuss the story with the children. I will ask them how
they felt when little blue and yellow’s parents didn’t accept
them.

I will tell the children that they are going to retell the story
with paint.

I will give each group of children some blue paint and

some yellow paint.

I will tell them to use both hands to put one spot of blue
on their paper and beside it a spot of yellow.

Then i will tell them to make another spot below these

two spots by using both fingers together.

Here we go its a Green Spot!!!!!

This will represent blue and yellow hugging become

friends :)

Wrap up:

I will observe each child to check if they finish or not and,

then I will finish the activity by a song of clean up clean
up.

Thursday: METHODOLOGY: 70 mins Learners will be assessed on abi

Concept of thick and thin:
WARM-UP – Introduction
Engagement in activity

Finding objects from the class.

Objectives:
I will show video to learners of thick and thin.
Learners will be able to After video watch they will be shown. demonstrate
the difference between something thick (a book) and
something thin (a piece of paper).
Differentiate between the thick and I will Show the children a matching pair of thick
thin objects. and thin graphics (i.e., a thick thistle and a thin
thistle) and have them point to the thick one and
then the thin one.
Sort thick and thin amongst objects. Repeat with each pair of thick and thin graphics.
Show the children real objects of varying
thicknesses and have them put their thumb up if the
object is thick or their thumb down if the object is
thin.
Development:

Broad Stairs EPL

 Learners will be encouraged to participate in
activity.

I will Show my learners how to get the prisms from

the shelf, one by one, from thinnest to thickest, with
one hand at each end.

When I will build stair, slowly liking it from

different angles and gently run my hand
along the top of the stair from top to
bottom.

I will take the Brown Stair apart and invite

my child to construct the stair.

Show them how to return the stair to the

shelf in the opposite order in which they
remembered them.

Wrap up:

I will build the Broad Stair vertically, instead

of horizontally.
I will Place a few of the blocks behind my child’s
back and ask them to hand

Friday:
Saturday:

Teaching Evaluation: Learning Evaluation:

Evaluation will be written once the concept is being covered. Evaluation will be written once the concept is being covered.

Notes: