lesson plan - unicef

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Lesson PLanMathematics, age 4 – 7

This material was prepared by Sadie Clasby as per UNICEF in Bulgaria assignment. The opinions expressed in it are those of the contributors, and do not necessarily reflect the policies or views of UNICEF. This material should be quoted in any reprint, in whole or in part.

MaThEMaTICS LESSONS PLaN, aGE 4-7

© 2016 United Nations Children’s Fund (UNICEF)

Permission is required to reproduce the text of this material. Please contact the Communication section of UNICEF in Bulgaria, tel. +359 2/ 9696 208.

United Nations Children’s Fund (UNICEF)Blvd Dondukov 87, floor 2 Sofi a 1054, Bulgaria

Cover photo: all-free-download.com

For further information, please visit the UNICEF Bulgaria website at www.unicef.bg.

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IntroductIon to Lesson PLans

These lesson plans are designed to introduce children to Mathematics using repetition, simple activities, songs and games within a safe ‘circle time’ style environment. The structure and routine of the lessons remains very similar throughout the units. This is important for young children and refugee children who have experienced trauma. This is also important for children who speak different languages to those their teachers speak and to children with special educational needs and behavioural difficulties.

The teacher (and assistant/s) should be concentrating on supporting children to develop other very important skills throughout the lesson units. These skills, often referred to by teachers as behaviour for learning, include good sitting (sitting with legs crossed, arms/hands in lap, looking at the teacher, not talking etc), good listening (to the adults and other children), concentration, being kind to each other, following instructions and sharing and taking turns. These are skills that children learn when attending school and are important life skills, however, refugee children have often been out of formal education for many years or may never have attended formal schooling. Therefore these skills may need to be taught. Teachers and assistants must ensure that time is taken in each lesson to remind children of how they should be sitting before starting, waiting for their turn sensibly without calling out and gaining children’s attention before moving on etc. Children need to learn behaviour for learning in order to be ready to learn in a classroom, or lesson, environment.

notes

y Unless specified otherwise, the teacher should sit as a part of the circle that the children are sitting in and the assistant/s should be sitting just outside of the circle (to help with behaviour and room management, going to the door, moving children etc).

y If the number of children in each lesson is much higher than 20, it is important to keep the pace up and not spend too long on each activity or children will become restless. If the numbers are high more time will also be needed for getting all of the children to sit in a circle and to leave the lesson/the room when finished. It is important to be patient and allow plenty of time for this. The pace will increase once children have become familiar with the routine.

y all resources mentioned in the lesson plans can either be found in the resources pack or are items that are easy to source, can be found in a UNICEF school in a box resource or can be found in most play spaces e.g. a soft ball/whiteboard and whiteboard pens/blackboards and chalk.

y The timings for each activity in the lesson plans are a rough guide. Some time is allowed for sitting down, transitioning from one activity to the next and leaving the lesson. however it is important to remember that younger children should not be sitting in a lesson for longer than 5 minutes without doing something active!

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Lesson PLan

subject area: MathsUnit: 1c

age: 4 - 7

Level: Beginner

Class size: Works best with around 20 children but can be adapted for smaller and much larger numbers of children (see notes).

Lesson unit:1 of 3

Lesson number: 1 of 4

Lesson duration: 15 minutes

Learning goals:By the end of units 1c, 2c and 3c…

• Children will be able to count to 10 and back in English.• Children will be able to count groups of objects and sounds.• Children will be able to recognise written numbers to 10 in English.

Key Vocabulary:

Numbers 0 to 10

Resources needed:• Flashcards 0 – 10 (with dots for dot recognition

on the back).• 10 green bottle symbol cards.• “10 Green Bottles!” song lyrics (see Songs document).

adults needed:1 teacher and 1 assistant.

Time activity Steps Notes Evaluation and Next Steps1 min Children to be sitting in a

circle. Make sure all children are sitting sensibly with their legs crossed before starting.Teacher to begin by saying their own name whilst clapping their hands for each syllable e.g. hannah (clap once whilst saying “han”, clap once whilst saying “nah”). all children to then copy.Teacher to then say the name of the child next to them whilst clapping their hands for each syllable for all of the children to then copy.Repeat this for the next child and so on until all children’s names have been said. Include adult helpers who are in the room too!

This activity will take longer if trying for the first time but is a great way for the teacher to learn the children’s names, for the children to learn each other’s names and for each of the children to feel welcome and part of the group. This is especially the case for when there are new children in the group. If you are working with a constantly changing group of children it is a nice way to start off every lesson. If the group of children does not change often and they become more confident, try getting each child to say their own name (whilst clapping their hands for each syllable) for the rest of the children to copy! This is much slower than if the teacher leads so allow extra time!

Use this section to help you to reflect upon the lesson and think of ways to improve future lessons. Think about:

What went well? Why?

What was the children’s overall behaviour like? Why?

What did the children find too easy or too difficult?

at the end of the unit: have the children reached the learning goals?

What steps can you take to improve/what can you do differently next time or in the next lesson?

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Time activity Steps Notes Evaluation and Next Steps1 min Teacher to say “how many

children?” and then count children starting with the child next to them and pointing at each child as they are counted and saying each number loudly and clearly.

Encourage children to join in with the counting!

If working with a much larger group of children, teacher to stand up and walk around circle whilst counting children.

2 mins Teacher to hold up flashcards and say each number loudly and clearly, one by one and in order, starting from 0, for children to copy.

For example: Teacher holds up the “0” flashcard and says “zero”. Children then say “zero”.

Repeat with remaining numbers to 10. Correct pronunciation where needed.

Then repeat holding up flashcards, one by one and in order, starting from 0, but this time not saying anything, for the children to call out each number.

For example: Teacher holds up the “0” flashcard and children say “zero”.


Teacher to mix flashcards up then hold them up one by one for children to call out each number.

For example: Teacher holds up the “4” flashcard and children say “four”, teacher then holds up the “8” flashcard and children say “8”.


Make sure that all children can see the flashcards.

If working with a younger or less able group just focus on number 0 to 5 for the first few lessons before introducing numbers 6 – 10.

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Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to model counting to 10 using

their body:Start by kneeling with both feet tucked under your bottom and your head and hands on the floor, making your body as small and low to the ground as possible and say “0”. Move your head and upper body up a small amount and say “1”. Move your head and upper body up a small amount again and say “2”. Continue growing an equal amount taller with each number until you reach 5 and are kneeling with your back and thighs in a straight line, vertical to the floor. Continue growing taller (slowly standing with each number) until you are standing tall with your arms flat by your sides at number 10. aim to grow taller in equal amounts for each number.Remain standing tall with your arms by your sides and say “10” again. Then bend your knees slightly whilst moving you upper body and head down slightly too and say “9”. Continue making your body smaller with each number until you reach 5 and are kneeling with your back and thighs in a straight line, vertical to the floor. Continue getting smaller with each number until you are kneeling with both feet tucked under your bottom and your head and hands on the floor, making your body as small and low to the ground as possible and say “0”.Teacher to say “Everybody 0”. all children to get into the “0” position. Teacher to say “0”, children to say “0”. Then teacher to move upper body and head up slightly and say “1”. Children to copy and say “1”. Continue counting to 10 and back with the children copying the teacher at each step.

Before teacher models this activity - teacher to say “Just looking” whilst pointing to their eyes to indicate that children should just watch whilst teacher models what they have to do. If there is a translator available – get them to translate that the children need to just watch the teacher (without joining in) for the first time.

Remind children to be careful when getting into the “0” position. Get children to move back as much as possible so that they have plenty of space.

It can help to stop at number 5 and say “5” a few times showing the children what position their bodies should be in at number 5. Give the children enough time to get into the correct position and then continue.

1 min Children to be sitting in a circle. Make sure all children are sitting sensibly with their legs crossed before starting.Teacher to hold up 1 finger and say “1”, children to copy. Teacher to hold up 2 fingers and say “2”, children to copy. Teacher to continue counting on their fingers for children to copy up to number 10 and then count backwards i.e. teacher holds up all 10 fingers and says “10”, children to copy. Teacher to then hold up 9 fingers and say “9”, children to copy. Continue to 0.

Make sure that all children are joining in and using their fingers!

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Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to choose 10 children who

are sitting next to each other in the circle (who are sitting sensibly) and give each of them one of the 10 green bottle symbol cards (in a random order). Direct these children to stand up and hold their bottle symbol cards so that everyone can see the number they have. Teacher to point to each child and say the number, in the order that the children are standing in. This will be the incorrect order! Say “huh?!” and act confused! Say “Where is number 1?” find the child with number 1 and get them to stand at one end. Say “Where is number 2?” find the children with number 2 and get them to stand next to the child who has number 1. Say “Where is number 3?” and get them to stand next to the child who has number 2. Then count and say (whilst pointing at each number) “1, 2, 3… hmm where is number 4?”The children may then start to get themselves in the correct order, or another child in the circle will offer to help. If so the teacher can step back and let the children get in the correct order. If not the teacher can continue to help the children get into the correct order.Once children are in the correct order, point to the green bottle symbol card for number 1 and say “1”. Encourage all children to count with you as you point to each bottle symbol card and count to 10.

When directing children to sit down or stand up, consistently use the phrases “sit down”/ “everybody sit down”/“stand up” or “everybody stand up” together with these signs:

sit down:

stand up:

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Time activity Steps Notes Evaluation and Next Steps6 mins Introduce children to the song “10 Green

Bottles!” by singing the lyrics and modelling the actions (see Songs document): Teacher and children to show the number of bottles with their fingers throughout the song together with a few other actions, for example: For “Ten green bottles” - hold up all 10 fingers, “sitting on the wall” – hold out left hand with palm facing up (a wall) and use right hand to place imaginary bottle on left hand, keep your hands like this because for “but if one green bottle should accidently fall” knock right hand off left hand to indicate a bottle has fallen off the wall. Then hold up 9 fingers for “there will be 9 green bottles sitting on the wall”.Children who are standing holding the green bottle symbol cards should sit down/crash to the floor at the correct point in the song! For example:“Ten green bottles, sitting on the wall.Ten green bottles, sitting on the wall.But if one green bottle should accidently fall…”(child holding green bottle symbol card with number 10 sits down) “There will be nine green bottles sitting on the wall.”Call children’s names one by one to leave the circle e.g. “Goodbye ali, goodbye George, goodbye sherin”. Choose children who are sitting and waiting sensibly.

Encourage children to sing along and do the actions throughout the song!

It always helps for the teacher to count down from 3 (using fingers too) before starting a song!

See Songs document for other notes and ideas for “10 Green Bottles!”

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Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:1 of 3





Key Vocabulary:

Numbers 0 to 10

Resources needed:• Flashcards 0 – 10 (with dots for dot recognition on

the back).• 10 green bottle symbol cards.• “10 Green Bottles!” song lyrics (see Songs document).• a small box/tin that has an easy to open (preferably

hinged) lid.



circle. Make sure all children are sitting sensibly with their legs crossed before starting.

Teacher to begin by saying their own name whilst clapping their hands for each syllable e.g. hannah (clap once whilst saying “han”, clap once whilst saying “nah”). all children to then copy.

Teacher to then say the name of the child next to them whilst clapping their hands for each syllable for all of the children to then copy.

Repeat this for the next child and so on until all children’s names have been said. Include adult helpers who are in the room too!

This activity will take longer if trying for the first time but is a great way for the teacher to learn the children’s names, for the children to learn each other’s names and for each of the children to feel welcome and part of the group. This is especially the case for when there are new children in the group. If you are working with a constantly changing group of children it is a nice way to start off every lesson.

If the group of children does not change often and they become more confident, try getting each child to say their own name (whilst clapping their hands for each syllable) for the rest of the children to copy! This is much slower than if the teacher leads so allow extra time!







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Time activity Steps Notes Evaluation and Next Steps1 min Teacher to say “how many

children?” and then count children starting with the child next to them and pointing at each child as they are counted and saying each number loudly and clearly.



2 mins Teacher to hold up flashcards and say each number loudly and clearly, one by one and in order, starting from 0, for children to copy.

For example: Teacher holds up the “0” flashcard and says “zero”. Children then say “zero”.


Then repeat holding up flashcards, one by one and in order, starting from 0, but this time not saying anything, for the children to call out each number.








It is important to continually assess and evaluate. If the children appeared to know their numbers to 10 in English during the last lesson, miss out the part where the teacher says each number. Instead just hold up the flashcards for the children to call out each number. If the children know their numbers to 10 very well then move them on to numbers to 20.

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Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to model counting to 10

using their body:

Start by kneeling with both feet tucked under your bottom and your head and hands on the floor, making your body as small and low to the ground as possible and say “0”. Move your head and upper body up a small amount and say “1”. Move your head and upper body up a small amount again and say “2”. Continue growing an equal amount taller with each number until you reach 5 and are kneeling with your back and thighs in a straight line, vertical to the floor. Continue growing taller (slowly standing with each number) until you are standing tall with your arms flat by your sides at number 10. aim to grow taller in equal amounts for each number.Remain standing tall with your arms by your sides and say “10” again. Then bend your knees slightly whilst moving you upper body and head down slightly too and say “9”. Continue making your body smaller with each number until you reach 5 and are kneeling with your back and thighs in a straight line, vertical to the floor. Continue getting smaller with each number until you are kneeling with both feet tucked under your bottom and your head and hands on the floor, making your body as small and low to the ground as possible and say “0”.

Teacher to say “Everybody 0”. all children to get into the “0” position. Teacher to say “0”, children to say “0”. Then teacher to move upper body and head up slightly and say “1”. Children to copy and say “1”. Continue counting to 10 and back with the children copying the teacher at each step.




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Teacher to hold up 1 finger and say “1”, children to copy. Teacher to hold up 2 fingers and say “2”, children to copy. Teacher to continue counting on their fingers for children to copy up to number 10 and then count backwards i.e. teacher holds up all 10 fingers and says “10”, children to copy. Teacher to then hold up 9 fingers and say “9”, children to copy. Continue to 0.


5 mins Play “Teacher’s box”

Box with green bottle symbol cards inside to be passed around the circle whilst everyone sings:

“Teacher’s box, pass it round, pass it round, pass it round, Teacher’s box, pass it round, what’s in the box?” in the tune of the song “London Bridge Is Falling Down”.

When the song ends, the child who is holding the box opens the lid, takes out one green bottle, holds it up for everyone to see before saying the number that is on the bottle.

Repeat until there are no more symbol cards in the box.

Teacher to take box and ask “Please can I have number 1?” Child with the bottle symbol card with number 1 on it to return it to the teacher and teacher to say “Thank you!” before putting it back in the box. Repeat until all bottle symbol cards are back in the box.

Model “good sitting” before starting (and throughout).

If the children have a consistent teacher, their name can replace the word “Teacher” in the song e.g. “Sadie’s box, pass it round…”

If the children take too long to choose a bottle symbol card from the box, introduce the rule that they must close their eyes and take any of them from the box.

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are sitting next to each other in the circle (who are sitting sensibly) and give each of them one of the 10 green bottle symbol cards (in a random order). Try to choose children who did not get to have a turn during the last activity.

Direct these children to stand up and hold their bottle symbol cards so that everyone can see the number they have. Teacher to point to each child and say the number, in the order that the children are standing in. This will be the incorrect order! Say “huh?!” and act confused!

Say “Where is number 1?” find the child with number 1 and get them to stand at one end. Say “Where is number 2?” find the children with number 2 and get them to stand next to the child who has number 1. Say “Where is number 3?” and get them to stand next to the child who has number 2. Then count and say (whilst pointing at each number) “1, 2, 3… hmm where is number 4?”

The children may then start to get themselves in the correct order, or another child in the circle will offer to help. If so the teacher can step back and let the children get in the correct order. If not the teacher can continue to help the children get into the correct order.

Once children are in the correct order, point to the green bottle symbol card for number 1 and say “1”. Encourage all children to count with you as you point to each bottle symbol card and count to 10.


sit down:

stand up:

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Time activity Steps Notes Evaluation and Next Steps6 mins Sing the song “10 Green Bottles!”

whilst modelling the actions (see Songs document):

Teacher and children to show the number of bottles with their fingers throughout the song together with a few other actions, for example: For “Ten green bottles” - hold up all 10 fingers, “sitting on the wall” – hold out left hand with palm facing up (a wall) and use right hand to place imaginary bottle on left hand, keep your hands like this because for “but if one green bottle should accidently fall” knock right hand off left hand to indicate a bottle has fallen off the wall. Then hold up 9 fingers for “there will be 9 green bottles sitting on the wall”.Children who are standing holding the green bottle symbol cards should sit down/crash to the floor at the correct point in the song! For example:“Ten green bottles, sitting on the wall.Ten green bottles, sitting on the wall.But if one green bottle should accidently fall…”(child holding green bottle symbol card with number 10 sits down) “There will be nine green bottles sitting on the wall.”

Call children’s names one by one to leave the circle e.g. “Goodbye ali, goodbye George, goodbye sherin”. Choose children who are sitting and waiting sensibly.




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Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:1 of 3





Key Vocabulary:

Numbers 0 to 10


the back).• 10 green bottle symbol cards (either with magnets

on the back and a magnetic board on the wall or with blu-tac on the back and a space on the wall/whiteboard etc).

• Numbers 0 - 10 displayed on the wall in order, in one long line (a number line).

• “10 Green Bottles!” song lyrics (see Songs document).















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Time activity Steps Notes Evaluation and Next Steps1 min Teacher to say “how many children?”

and then count children starting with the child next to them and pointing at each child as they are counted and saying each number loudly and clearly.

Encourage children to join in with the counting!If working with a much larger group of children, teacher to stand up and walk around circle whilst counting children.

1 min Teacher to hold up flashcards, one by one and in order, starting from 0, for the children to call out each number.For example: Teacher holds up the “0” flashcard and children say “zero”.Repeat with remaining numbers to 10. Correct pronunciation where needed.Teacher to mix flashcards up then hold them up one by one for children to call out each number.For example: Teacher holds up the “4” flashcard and children say “four”, teacher then holds up the “8” flashcard and children say “8”.Repeat with remaining numbers to 10. Correct pronunciation where needed.



2 mins Teacher to say “Everybody 0”. all children and teacher to get into the “0” position ready for counting to 10 with their bodies.

Teacher to say “0”, children to say “0”. Then teacher to move upper body and head up slightly and say “1”. Children to copy and say “1”. Continue counting to 10 and back with the children copying the teacher at each step. (See previous lesson plan for further detail).

Remind children to be careful when getting into the “0” position. Get children to move back as much as possible so that they have plenty of space.It can help to stop at number 5 and say “5” a few times showing the children what position their bodies should be in at number 5. Give the children enough time to get into the correct position and then continue.

2 mins Children to be sitting in a circle. Make sure all children are sitting sensibly with their legs crossed before starting.Teacher to also be sitting in the circle and say “0”, child next to teacher to say “1”, next child to say “2”, next child to say “3” and so on until “10” when the next child will start at “0” again.Continue until all children have each had a turn twice!

This may take some practice and will be quite tricky for some of the children!

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Time activity Steps Notes Evaluation and Next Steps2 mins Children to be sitting so that they can

all see the number line and the green bottle symbol cards on the wall. Make sure all children are sitting sensibly with their legs crossed before starting.

Teacher to count from 0 to 10 whilst pointing to the corresponding number on the number line. Some children will already know this and join in.

Teacher to then point to the numbers (starting at 0) for the children to call out, one by one. Repeat starting at 10 and counting backwards. Correct children’s pronunciation where needed.

Teacher to then point to random numbers for the children to call out


sit down:

stand up:

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Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to have 10 green bottle symbol cards in a

random order on the wall (at a height that children can reach).Teacher to choose a child who is sitting sensibly to approach symbol cards. Teacher to say “Where is 1?” Child to find number 1 and (with teacher’s support) move it so that is above the other symbol cards and has enough space next to it for the other symbol cards to follow in order.This child goes back to sit down and teacher chooses another child. This child to approach symbol cards whilst teacher says “Where is 2?” Child to find number 2 and place it next to number 1 before returning to sit down. Teacher to say “1, 2…where is 3?” before choosing another child to find number 3 and put it in the correct place. Teacher to say “1, 2, 3…where is 4?” before choosing another child to find number 4 and put it in the correct place. Continue until all number are in the correct order. Teacher to point to number 1 and children to say “1”, teacher to point to number 2 and children to say “2”. Repeat until children have counted how many green bottles there are whilst teacher has pointed to each one.

5 mins Sing the song “10 Green Bottles!” whilst modelling the actions (see Songs document): Teacher and children to show the number of bottles with their fingers throughout the song together with a few other actions, for example: For “Ten green bottles” - hold up all 10 fingers, “sitting on the wall” – hold out left hand with palm facing up (a wall) and use right hand to place imaginary bottle on left hand, keep your hands like this because for “but if one green bottle should accidently fall” knock right hand off left hand to indicate a bottle has fallen off the wall. Then hold up 9 fingers for “there will be 9 green bottles sitting on the wall”.Teacher to take each bottle off the wall/make it crash to the floor at the correct point in the song! For example:“Ten green bottles, sitting on the wall.Ten green bottles, sitting on the wall.But if one green bottle should accidently fall…”(teacher to take green bottle symbol card with number 10 off the wall) “There will be nine green bottles sitting on the wall.”Call children’s names one by one to leave the circle e.g. “Goodbye ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.




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Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:1 of 3





Key Vocabulary:

Numbers 0 to 10




• 10 toy dinosaurs (any small items would work e.g. 10 toy cars/animals/building blocks).

• Numbers 0 - 10 displayed on the wall in order, in one long line (a number line).

• “10 Green Bottles!” song lyrics (see Songs document).















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1 min Teacher to hold up flashcards, one by one and in order, starting from 0, for the children to call out each number.








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Time activity Steps Notes Evaluation and Next Steps5 mins Teacher to place 6 toy dinosaurs in the

middle of the circle (without counting them). Teacher to say assistants name before asking “how many?”assistant to then enter the circle and count each dinosaur loudly and clearly whilst moving each one to the side slightly.assistant to return to where they were sitting. Teacher to say “Everybody!” to the rest of the group and then re-count the dinosaurs with the group (everyone to count aloud whilst the teacher moves the dinosaurs to the side one by one). If the assistant counted correctly, say “Yes! Very good!” to the assistant.Teacher to take away 2 toy dinosaurs (leaving 4 in the centre of the circle).Teacher to choose a child who is sitting sensibly and say their name before asking “how many?”Child to stand up and count each dinosaur (aloud) whilst moving each one to the side slightly.Child to return to where they were sitting. Teacher to say “Everybody!” to the rest of the group and then re-count the dinosaurs with the group (everyone to count aloud whilst the teacher moves the dinosaurs to the side one by one). If the child counted correctly, say “Yes! Very good!” to the child with a thumbs up! If the child made a slight mistake say “Good try!” and indicate with hands that they were very close!Continue changing the number of dinosaurs and asking different children to count them, before checking with the rest of the group, until about 10 children have had a turn. Give less able/younger children smaller numbers of dinosaurs to count and older/more able children a larger number of dinosaurs to count.Some children will need support in counting or in moving the dinosaurs as they are counting them. Teacher or assistant to enter the circle and count with/help move the dinosaurs with the children who need support.

Young children often find it difficult to count groups of items without getting confused as to which item they have already counted. By moving each toy dinosaur to one side as you count, you are modelling and teaching children a method of counting objects that makes it easier to tell which item has already been counted.

Remind children who are sitting in the circle and watching that they must be silent – it should only be the child who is counting the dinosaurs in the centre of the circle who is counting aloud during their turn!Model “good sitting” before starting (and throughout) to indicate you will be choosing children who are sitting sensibly and waiting for their turn.Depending on the number of children, the teacher can either repeat this activity for every child in the circle or just a few children.

Getting the rest of the group to count the dinosaurs after each child has counted them keeps the group focused and makes sure that as many children as possible are having lots of counting practice! however this needs to be done sensitively to avoid children feeling embarrassed if they make a mistake.

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Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to also be sitting in the

circle and say “0”, child next to teacher to say “1”, next child to say “2”, next child to say “3” and so on until “10” when the next child will start at “0” again.Continue until all children have each had a turn twice!


3 mins Children to be sitting so that they can all see the number line and the green bottle symbol cards on the wall. Make sure all children are sitting sensibly with their legs crossed before starting.



Teacher to then point to 0 and say “zero” in a tiny squeaky mousey voice. Children to copy in the same voice! Teacher to then point to 1 and say “one” in a tiny squeaky mousey voice. Children to copy in the same voice! Continue to number 10 and back to 0.

Teacher to then point to 0 and say “zero” in a loud scary monster voice. Children to copy in the same voice! Teacher to then point to 1 and say “one” in a loud scary monster voice. Children to copy in the same voice! Continue to number 10 and back to 0.

Teacher to then point to random numbers for the children to call out (in voices of their choice)!


sit down:

stand up:

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Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to have 10 green bottle symbol cards

in a random order on the wall (at a height that children can reach).Teacher to choose a child who is sitting sensibly to approach symbol cards. Teacher to say “Where is 1?” Child to find number 1 and (with teacher’s support) move it so that is above the other symbol cards and has enough space next to it for the other symbol cards to follow in order.This child goes back to sit down and teacher chooses another child. This child to approach symbol cards whilst teacher says “Where is 2?” Child to find number 2 and place it next to number 1 before returning to sit down. Teacher to say “1, 2…where is 3?” before choosing another child to find number 3 and put it in the correct place. Teacher to say “1, 2, 3…where is 4?” before choosing another child to find number 4 and put it in the correct place. Continue until all number are in the correct order. Teacher to point to number 1 and children to say “1”, teacher to point to number 2 and children to say “2”. Repeat until children have counted how many green bottles there are whilst teacher has pointed to each one.

5 mins Sing the song “10 Green Bottles!” whilst modelling the actions (see Songs document): Teacher and children to show the number of bottles with their fingers throughout the song together with a few other actions, for example: For “Ten green bottles” - hold up all 10 fingers, “sitting on the wall” – hold out left hand with palm facing up (a wall) and use right hand to place imaginary bottle on left hand, keep your hands like this because for “but if one green bottle should accidently fall” knock right hand off left hand to indicate a bottle has fallen off the wall. Then hold up 9 fingers for “there will be 9 green bottles sitting on the wall”.Teacher to take each bottle off the wall/make it crash to the floor at the correct point in the song! For example:“Ten green bottles, sitting on the wall.Ten green bottles, sitting on the wall.But if one green bottle should accidently fall…”(teacher to take green bottle symbol card with number 10 off the wall) “There will be nine green bottles sitting on the wall.”Call children’s names one by one to leave the circle e.g. “Goodbye ali, goodbye George, goodbye Sherin”. Choose children who are sitting and waiting sensibly.




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Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:2 of 3





Key Vocabulary:

Numbers 0 to 10

Resources needed:• lashcards 0 – 10 (with dots for dot recognition on the

back).• 10 Little Ladybirds book by Melanie Gerth.















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1 min Teacher to quickly put the flashcards back in order and repeat the previous activity but with the flashcards the other way around (showing the dots), both in order then mixed up.

It can be helpful to start with the number 1 flashcard instead of the 0 flashcard as the children need to learn that no dots equals 0!

The aim of this is for children to be able to recognise the number of dots very quickly, without having to count them. however it may be helpful for check and count them with the group if the children appear to be struggling. It needs some practise!

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Time activity Steps Notes Evaluation and Next Steps4 mins Teacher to place each flashcard in a

space, in the centre of the circle, one by one whilst saying each number as it is placed for the children to copy e.g. teacher places the number 7 flashcard in a space in the centre of the circle and says “seven” then the children say “seven”.

Teacher to say assistants name before asking “Where is 8?”

assistant to then enter the circle and find the number 8 flashcard, pick it up, turn it over and count the dots, loudly and clearly, on the back of the flashcard to check it is the correct number. The assistant should then return to where they were sitting with the flashcard.

Teacher to choose a child who is sitting sensibly and say their name before asking “Where is 3?” Child to stand up and find the number 3 flashcard, pick it up, turn it over and count the dots on the back of the flashcard to check it is the correct number. If it is not the correct number then they should put it down and try to find the number 3 flashcard again (and count the dots on the back to check). Some children may need help counting the dots.

Continue until there are no more flashcards left.

Teacher to stand in the centre of the circle and ask “Please can I have zero?” Child with the number 0 flashcard to hand it to the teacher and teacher to say “Thank you!” Repeat with 1, 2 and so on until all flashcards have been returned.

Model “good sitting” before starting (and throughout) to indicate you will be choosing children who are sitting sensibly and waiting for their turn.

It helps to start with an older or more able child.

25

Time activity Steps Notes Evaluation and Next Steps2 mins If there are lots of new children

in the group, teacher to model counting to 10 using their body:

Start by kneeling with both feet tucked under your bottom and your head and hands on the floor, making your body as small and low to the ground as possible and say “0”. Move your head and upper body up a small amount and say “1”. Move your head and upper body up a small amount again and say “2”. Continue growing an equal amount taller with each number until you reach 5 and are kneeling with your back and thighs in a straight line, vertical to the floor. Continue growing taller (slowly standing with each number) until you are standing tall with your arms flat by your sides at number 10. aim to grow taller in equal amounts for each number.

Remain standing tall with your arms by your sides and say “10” again. Then bend your knees slightly whilst moving you upper body and head down slightly too and say “9”. Continue making your body smaller with each number until you reach 5 and are kneeling with your back and thighs in a straight line, vertical to the floor. Continue getting smaller with each number until you are kneeling with both feet tucked under your bottom and your head and hands on the floor, making your body as small and low to the ground as possible and say “0”.

Teacher to say “Everybody 0”. all children to get into the “0” position. Teacher to say “0”, children to say “0”. Then teacher to move upper body and head up slightly and say “1”. Children to copy and say “1”. Continue counting to 10 and back with the children copying the teacher at each step.


If the group of children has remained the same since introducing this activity in the previous unit the teacher will not need to model counting with their body but start at “Everybody 0!”



26

Time activity Steps Notes Evaluation and Next Steps5 mins Children to be sitting so that they

can all see the teacher and the book. this could mean that the children stay sitting in the circle or that some of them move so that they can see. Make sure all children are sitting sensibly with their legs crossed before starting.

Introduce the book by showing the front cover and pointing to the title of the book whilst reading aloud “10 Little Ladybirds”. Point to each of the ladybirds on the front cover whilst counting them with the children.

Teacher to read 10 Little Ladybirds by Melanie Gerth to the children.

after each page (where it says “then there were…”) turn to the next page and count each of the ladybirds with the children whilst pointing to them one by one, before continuing reading.

Make sure to count all 10 ladybirds on the last page with the children (whilst pointing to them one by one)!

Call children’s names one by one to leave the lesson e.g. “Goodbye ali, goodbye George, goodbye sherin”. Choose children who are sitting and waiting sensibly.

Make sure all children can see the pictures of the book – this may require holding up the book and turning it so different children can see it at each new page.

If possible, leave the book in the reading area of the classroom after reading it to the class as they may want to revisit it/read it to each other!

When reading the story, try to use your voice and facial expressions to engage the children and bring the story to life!

27

Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:2 of 3





Key Vocabulary:

Numbers 0 to 10


the back).• Numbered fish (1 – 10) with metal rings/paper clips

and a magnetic fishing rod.• 10 green bottle symbol cards.• “10 Green Bottles!” song lyrics (see Songs document).• a small box/tin that has an easy to open (preferably

hinged) lid.















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1 min Teacher to hold up flashcards with the dot sides showing, one by one and in order, starting from 0, for the children to call out each number.

For example: Teacher holds up the flashcard showing no dots and children say “zero”.

Repeat with remaining numbers of dots to 10. Correct pronunciation where needed.


For example: Teacher holds up the flashcard showing 4 dots and children say “four”, teacher then holds up the flashcard showing 8 dots and children say “8”.




29

Time activity Steps Notes Evaluation and Next Steps1 min Teacher to place each fish in a space,

in the centre of the circle, one by one whilst saying each number as it is placed for the children to copy e.g. teacher places the fish with the number 7 on it in a space in the centre of the circle and says “seven” then the children say “seven”.

Teacher to choose a child who is sitting sensibly and say their name before asking “Where is 3?” Child to stand up and find the fish with the number 3 on it, catch it with the fishing rod, and give the rod with fish to the teacher. Teacher to say “Thank you!” and give the fish to the child who just caught it who then returns to their place in the circle with the fish! Some children may need help catching the fish with the magnetic fishing rod!

Continue choosing different children to have a turn until there are no more fish left.

Teacher to stand in the centre of the circle and ask “Please can I have 1?” Child with the fish with 1 on it to hand it to the teacher and teacher to say “Thank you!” Repeat with 1, 2 and so on until all fish have been returned.


It may be helpful for the teacher or assistant to model what the children need to do before starting.

It helps to start with an older or more able child.





30

Time activity Steps Notes Evaluation and Next Steps1 min Children to be sitting in a circle.

Make sure all children are sitting sensibly with their legs crossed before starting.

Teacher to hold up 1 finger and say “1”, children to copy. Teacher to hold up 2 fingers and say “2”, children to copy. Teacher to continue counting on their fingers for children to copy up to number 10 and then count backwards i.e. teacher holds up all 10 fingers and says “10”, children to copy. Teacher to then hold up 9 fingers and say “9”, children to copy. Continue to 0.


4 mins Play “Teacher’s box”





Teacher to take box and ask “Please can I have number 1?” Child with the bottle symbol card with number 1 on it to return it to the teacher and teacher to say “Thank you!” before putting it back in the box. Repeat until all bottle symbol cards are back in the box.




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are sitting next to each other in the circle (who are sitting sensibly) and give each of them one of the 10 green bottle symbol cards (in a random order). Try to choose children who did not get to have a turn during the last activity.

Direct these children to stand up and hold their bottle symbol cards so that everyone can see the number they have. Teacher to point to each child and say the number, in the order that the children are standing in. This will be the incorrect order! Say “huh?!” and act confused!

Say “Where is number 1?” find the child with number 1 and get them to stand at one end. Say “Where is number 2?” find the children with number 2 and get them to stand next to the child who has number 1. Say “Where is number 3?” and get them to stand next to the child who has number 2. Then count and say (whilst pointing at each number) “1, 2, 3… hmm where is number 4?”

The children may then start to get themselves in the correct order, or another child in the circle will offer to help. If so the teacher can step back and let the children get in the correct order. If not the teacher can continue to help the children get into the correct order.

Once children are in the correct order, point to the green bottle symbol card for number 1 and say “1”. Encourage all children to count with you as you point to each bottle symbol card and count to 10.


sit down:

stand up:

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Teacher and children to show the number of bottles with their fingers throughout the song together with a few other actions, for example: For “Ten green bottles” - hold up all 10 fingers, “sitting on the wall” – hold out left hand with palm facing up (a wall) and use right hand to place imaginary bottle on left hand, keep your hands like this because for “but if one green bottle should accidently fall” knock right hand off left hand to indicate a bottle has fallen off the wall. Then hold up 9 fingers for “there will be 9 green bottles sitting on the wall”.Children who are standing holding the green bottle symbol cards should sit down/crash to the floor at the correct point in the song! For example:“Ten green bottles, sitting on the wall.Ten green bottles, sitting on the wall.But if one green bottle should accidently fall…”(child holding green bottle symbol card with number 10 sits down) “There will be nine green bottles sitting on the wall.”





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Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:2 of 3





Key Vocabulary:

Numbers 0 to 10


the back).• a small tin (could be an empty food tin/can that has

been cleaned) and 10 small coins.• Five Little Ducks big book by annie Kubler.















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35

Time activity Steps Notes Evaluation and Next Steps5 mins Teacher and assistant to model activity

before starting:Teacher has tin with coins in. Teacher empties the tin into their hand and shows these to the children. Teacher to say the assistants name and say “close your eyes” whilst modelling closing their eyes. assistant closes eyes. Teacher slowly drops 5 coins into the tin, one by one, so that the sound of each one dropping is clear. Teacher then says “open your eyes”. assistant opens their eyes and raises their hand. Teacher says assistants name and assistant says “five”. Teacher takes the 5 coins out of the tin and then slowly drop them back in, one by one whilst counting aloud i.e. teacher drops 1 coin in the tin and says “one” then drops the second coin in the tin and says “two” and so on until all 5 coins have been counted. Encourage the children to count along.

Repeat but this time drop only 3 coins.

Teacher to say “everybody close your eyes”. Encourage all children to sit silently with their eyes closed. Wait until everyone is ready with their eyes closed and sitting sensibly.

Teacher to slowly drop 4 coins into the tin, one by one, so that the sound of each one dropping is clear. Teacher then says “open your eyes”. Children open their eyes (remaining silent) and raise their hand. Teacher chooses a child, says their name and child says “four”.

Teacher to then take the 4 coins out of the tin and then slowly drop them back in, one by one whilst counting aloud i.e. teacher drops 1 coin in the tin and says “one” then drops the second coin in the tin and says “two” and so on until all 4 coins have been counted. Encourage the children to count along. If the child who answered was correct (after checking by re-counting the coins with the class) turn to them and say “very good!” or “well done!”

Repeat with different numbers of coins (up to 10) in a random order.

This will need some practise and repetition until the children can be silent and sensible and understand what they need to do!

It is important that the children remain silent whilst the coins are being dropped in the tin so that everyone can count in their head. If children start counting aloud or making noise, start again.

36

Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to say “Everybody 0”. all

children and teacher to get into the “0” position ready for counting to 10 with their bodies.




1 min Teacher to hold up 1 finger and say “1”, children to copy. Teacher to hold up 2 fingers and say “2”, children to copy. Teacher to continue counting on their fingers for children to copy up to number 10.

Teacher to hold up random numbers of fingers for children to call out.


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can all see the teacher and the book. this could mean that the children stay sitting in the circle or that some of them move so that they can see. Make sure all children are sitting sensibly with their legs crossed before starting.

Introduce the book by showing the front cover and pointing to the title of the book whilst reading aloud “5 Little Ducks”. Point to each of the ducklings on the front cover whilst counting them with the children.

Teacher to read Five Little Ducks by annie Kubler to the children by singing the lyrics to the song. The words are slightly different in the book so use the song lyrics (see Songs document) with the pictures in the book.

after each page (and where you sing “but only three little ducks came swimming back) turn to the next page and count each of the ducklings with the children whilst pointing to them one by one, before continuing singing.

Make sure to count all 5 ducklings on the last page with the children (whilst pointing to them one by one)!


Make sure all children can see the pictures of the book – this may require holding up the book and turning it so different children can see it at each new page.

If possible, leave the book in the reading area of the classroom after reading it to the class as they may want to revisit it/read it to each other!

When reading the story, try to use your voice and facial expressions to engage the children and bring the story to life!

38

Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:2 of 3





Key Vocabulary:

Numbers 0 to 10



been cleaned) and 10 small coins.• Five little ducks symbol cards.• “5 Little Ducks Went Swimming One Day!” song lyrics

(see Songs document).• 10 toy animals (any small items would work e.g. 10

toy cars/dinosaurs/building blocks).• Numbers 0 – 10 displayed on the wall in order, in one

long line (a number line).















39












40

Time activity Steps Notes Evaluation and Next Steps4 mins Teacher to place 7 toy animals in the

middle of the circle (without counting them). Teacher to say assistants name before asking “how many?”

assistant to then enter the circle and count each animal loudly and clearly whilst moving each one to the side slightly.assistant to return to where they were sitting. Teacher to say “Everybody!” to the rest of the group and then re-count the animals with the group (everyone to count aloud whilst the teacher moves the animals to the side one by one). If the assistant counted correctly, say “Yes! Very good!” to the assistant.Teacher to take away 2 toy animals (leaving 5 in the centre of the circle).Teacher to choose a child who is sitting sensibly and say their name before asking “how many?”Child to stand up and count each animal (aloud) whilst moving each one to the side slightly.Child to return to where they were sitting. Teacher to say “Everybody!” to the rest of the group and then re-count the animals with the group (everyone to count aloud whilst the teacher moves the animals to the side one by one). If the child counted correctly, say “Yes! Very good!” to the child with a thumbs up! If the child made a slight mistake say “Good try!” and indicate with hands that they were very close!Continue changing the number of animals and asking different children to count them, before checking with the rest of the group, until about 10 children have had a turn. Give less able/younger children smaller numbers of animals to count and older/more able children a larger number of animals to count.Some children will need support in counting or in moving the animals as they are counting them. Teacher or assistant to enter the circle and count with/help move the animals with the children who need support.

Young children often find it difficult to count groups of items without getting confused as to which item they have already counted. By moving each toy animal to one side as you count, you are modelling and teaching children a method of counting objects that makes it easier to tell which item has already been counted.

Remind children who are sitting in the circle and watching that they must be silent – it should only be the child who is counting the animals in the centre of the circle who is counting aloud during their turn!


Depending on the number of children, the teacher can either repeat this activity for every child in the circle or just a few children.

Getting the rest of the group to count the animals after each child has counted them keeps the group focused and makes sure that as many children as possible are having lots of counting practice! however this needs to be done sensitively to avoid children feeling embarrassed if they make a mistake.

41


before starting:Teacher has tin with coins in. Teacher empties the tin into their hand and shows these to the children. Teacher to say the assistants name and say “close your eyes” whilst modelling closing their eyes. assistant closes eyes. Teacher slowly drops 5 coins into the tin, one by one, so that the sound of each one dropping is clear. Teacher then says “open your eyes”. assistant opens their eyes and raises their hand. Teacher says assistants name and assistant says “five”. Teacher takes the 5 coins out of the tin and then slowly drop them back in, one by one whilst counting aloud i.e. teacher drops 1 coin in the tin and says “one” then drops the second coin in the tin and says “two” and so on until all 5 coins have been counted. Encourage the children to count along. Repeat but this time drop only 3 coins.Teacher to say “everybody close your eyes”. Encourage all children to sit silently with their eyes closed. Wait until everyone is ready with their eyes closed and sitting sensibly.Teacher to slowly drop 4 coins into the tin, one by one, so that the sound of each one dropping is clear. Teacher then says “open your eyes”. Children open their eyes (remaining silent) and raise their hand. Teacher chooses a child, says their name and child says “four”. Teacher to then take the 4 coins out of the tin and then slowly drop them back in, one by one whilst counting aloud i.e. teacher drops 1 coin in the tin and says “one” then drops the second coin in the tin and says “two” and so on until all 4 coins have been counted. Encourage the children to count along. If the child who answered was correct (after checking by re-counting the coins with the class) turn to them and say “very good!” or “well done!”




42

Time activity Steps Notes Evaluation and Next Steps3 mins Children to be sitting so that they can

all see the number line on the wall. Make sure all children are sitting sensibly with their legs crossed before starting.



Teacher to then point to 0 and say “zero” in a tiny squeaky mousey voice. Children to copy in the same voice! Teacher to then point to 1 and say “one” in a tiny squeaky mousey voice. Children to copy in the same voice! Continue to number 10 and back to 0.




sit down:

stand up:

43

Time activity Steps Notes Evaluation and Next Steps5 mins Children to be sitting so that they can all

see the teacher, with a space in front of them (to act as a stage for acting out the song). Make sure all children are sitting sensibly with their legs crossed before starting.

Choose 5 children to be the 5 little ducks. Give each of them a duckling symbol card. Choose a sensible older/more able child or the assistant to be the mother duck and give them the mother duck symbol card.Mother duck to be sitting near the front, to one side of the “stage” (preferably on a chair so everyone can see them) holding the mother duck symbol card so that everyone can see it. The 5 little ducks should be lined up behind mother duck. Set up an overturned table/bean bag/assistant sitting on a chair at the other side of the “stage” to act as a hill for the little ducks to hide behind.Everyone to sing “5 Little Ducks Went Swimming One Day!” whilst the children act out the song (with the Teacher and assistant’s help):When singing “Five little ducks went swimming one day,Over the hills and far away…” all 5 little ducks should slowly walk from mother duck to hide behind the hill.When singing “Mother duck said, “Quack, quack, quack, quack,” mother duck to loudly say “Quack, quack, quack, quack!”When singing “But only four little ducks came swimming back” 4 of the little ducks to walk back to mother duck (one to stay hidden behind the “hill”). It helps if the teacher or assistant stays by the hill or acts as the hill to direct which child to stay hidden etc.Continue like this throughout the song until all 5 little ducks go swimming back to mother duck!Occasionally stop the song to count how many little ducks are left!Call children’s names one by one to leave the lesson e.g. “Goodbye ali, goodbye George, goodbye sherin”. Choose children who are sitting and waiting sensibly.

Make sure all little ducks and mother duck are holding their symbol cards so everyone can see them throughout the song. You could also use finger puppets, hats, costumes or toys to show who each character is.

Teacher and assistant to support children who are acting out the song.

44

Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:3 of 3





Key Vocabulary:

Numbers 0 to 10




• “10 Green Bottles!” song lyrics (see Songs document).• a small box/tin that has an easy to open (preferably

hinged) lid.















45













1 min Teacher to quickly put the flashcards back in order and repeat the previous activity but with the flashcards the other way around (showing the dots), both in order then mixed up.

It can be helpful to start with the number 1 flashcard instead of the 0 flashcard as the children need to learn that no dots equals 0!


46

Time activity Steps Notes Evaluation and Next Steps5 mins Play “Teacher’s box”





Teacher to take box and ask “Please can I have number 1?” Child with the bottle symbol card with number 1 on it to place it on the magnet board on the wall (or whatever is being used) in any order. Teacher to say “Thank you!” Repeat until all bottle symbol cards are on the magnet board on the wall. Do not order the bottles at this stage; have them in a random order ready for the next activity.




47

Time activity Steps Notes Evaluation and Next Steps2 mins Teacher to have 10 green bottle

symbol cards in a random order on the wall (at a height that children can reach).

Teacher to choose a child who is sitting sensibly to approach symbol cards. Teacher to say “Where is 1?” Child to find number 1 and (with teacher’s support) move it so that is above the other symbol cards and has enough space next to it for the other symbol cards to follow in order.

This child goes back to sit down and teacher chooses another child. This child to approach symbol cards whilst teacher says “Where is 2?” Child to find number 2 and place it next to number 1 before returning to sit down. Teacher to say “1, 2…where is 3?” before choosing another child to find number 3 and put it in the correct place. Teacher to say “1, 2, 3…where is 4?” before choosing another child to find number 4 and put it in the correct place. Continue until all number are in the correct order.

Teacher to point to number 1 and children to say “1”, teacher to point to number 2 and children to say “2”. Repeat until children have counted how many green bottles there are whilst teacher has pointed to each one.

48



Teacher and children to show the number of bottles with their fingers throughout the song together with a few other actions, for example: For “Ten green bottles” - hold up all 10 fingers, “sitting on the wall” – hold out left hand with palm facing up (a wall) and use right hand to place imaginary bottle on left hand, keep your hands like this because for “but if one green bottle should accidently fall” knock right hand off left hand to indicate a bottle has fallen off the wall. Then hold up 9 fingers for “there will be 9 green bottles sitting on the wall”.Teacher to take each bottle off the wall/make it crash to the floor at the correct point in the song! For example:“Ten green bottles, sitting on the wall.Ten green bottles, sitting on the wall.But if one green bottle should accidently fall…”(teacher to take green bottle symbol card with number 10 off the wall) “There will be nine green bottles sitting on the wall.”

Call children’s names one by one to leave the circle e.g. “Goodbye ali, goodbye George, goodbye sherin”. Choose children who are sitting and waiting sensibly.




49

Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:3 of 3





Key Vocabulary:

Numbers 0 to 10


the back).• Number and picture matching jigsaw cards 1 – 10

(either with magnets on the back and a magnetic board on the wall or with blu-tac on the back and a space on the wall/whiteboard etc).

• Five little speckled frogs symbol cards.• “5 Little Speckled Frogs!” song lyrics (see Songs

document).• Numbers 0 - 10 displayed on the wall in order, in one

long line (a number line).















50











Teacher to quickly put the flashcards back in order and repeat the activity but with the flashcards the other way around (showing the dots), both in order then mixed up.



51

Time activity Steps Notes Evaluation and Next Steps4 mins Teacher to have number and picture

matching jigsaw cards in a random order on the wall (at a height that children can reach).

Teacher to choose a child who is sitting sensibly to approach symbol cards. Teacher to say “Where is 1?” Child to find number 1 and (with teacher’s support) move it so that is above the other symbol cards and has enough space next to it for the other symbol cards to follow in order. Child to then find the matching picture and put it together with the number 1 card.

This child goes back to sit down and teacher chooses another child. This child to approach symbol cards whilst teacher says “Where is 2?” Child to find the number 2 card and place it next to number 1. Child to then find the matching picture and put it together with the number 2 card, before returning to sit down. Teacher to say “1, 2…where is 3?” before choosing another child to find number 3 and its matching picture card. Continue until all numbers are in the correct order with their matching picture cards.

Teacher to support children in counting the number of items on the picture cards until they find the correct one.

Teacher to point to number 1 and children to say “1”, teacher to point to number 2 and children to say “2”. Repeat until children have counted along the number and picture cards whilst the teacher has pointed to each one.

after completing this lesson, leave the number and picture matching jigsaw cards on the magnetic board/wall for the children to play with during their free play sessions.

52



Teacher to say “0”, children to say “0”. Then teacher to move upper body and head up slightly and say “1”. Children to copy and say “1”. Continue counting to 10 and back with the children copying the teacher at each step. (See previous unit for further detail).



2 mins Children to be sitting so that they can all see the number line on the wall. Make sure all children are sitting sensibly with their legs crossed before starting.

Teacher to point to 0 and say “zero” in a tiny squeaky mousey voice. Children to copy in the same voice! Teacher to then point to 1 and say “one” in a tiny squeaky mousey voice. Children to copy in the same voice! Continue to number 10 and back to 0.




sit down:

stand up:

53


can all see the teacher, with a space in front of them (to act as a stage for acting out the song). Make sure all children are sitting sensibly with their legs crossed before starting.

Choose 5 children to be the 5 little speckled frogs. Give each of them a numbered frog symbol card.

have 5 chairs at the front (in the “stage” area) in a line for the speckled frogs to sit on. This is the “log”.

Everyone to sing “5 Little Speckled Frogs!” with actions whilst the children act out the song (with the Teacher’s help):

When singing “One jumped into the pool, where it was nice and cool…” 1 of the speckled frogs should jump off their chair and sit on the floor in front of their chair. The first child to jump off should be the child with the number 5 frog symbol card, then 4, then 3 and so on until all the frogs have jumped off the log at the end of the song!

Occasionally stop the song to count how many speckled frogs are left!

Teacher to model the actions (see Songs document) throughout the song for the children (who are not acting out the song at the front) to copy.


Make sure all little speckled frogs are holding their symbol cards so everyone can see them throughout the song. You could also use finger puppets, hats, costumes or toys to show who each character is.

54

Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:3 of 3





Key Vocabulary:

Numbers 0 to 10


the back).• Number fans 0 – 9.• 10 unnumbered magnets and a magnetic board on

the wall or 10 small pictures with blu-tac on the back and a space on the wall/whiteboard.

• Five little speckled frogs symbol cards.• “5 Little Speckled Frogs!” song lyrics (see Songs

document).















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1 min Teacher to hold up flashcards, one by one, in a random order, for the children to call out each number.



Teacher to quickly put the flashcards back in order and repeat the activity but with the flashcards the other way around (showing the dots), both in order then mixed up.


1 min Teacher to also be sitting in the circle and say “0”, child next to teacher to say “1”, next child to say “2”, next child to say “3” and so on until “10” when the next child will start at “0” again.Continue until all children have each had a turn twice!






56

Time activity Steps Notes Evaluation and Next Steps5 mins Children to be sitting where

they can all see the magnets and magnetic board/pictures with blu-tac whiteboard on the wall. Hand out number fans (1 for each child). Make sure all children are sitting sensibly with their legs crossed before starting.

Teacher and assistant to model the activity:Teacher to place 4 magnets on the board. assistant to find the number 4 on their number fan and then hold it under their chin so that the teacher can see it. Repeat with 7 magnets.Teacher to place 3 magnets on the board. Children to find the number 3 on their number fans and hold their answer under their chin for the teacher to see. Repeat with different numbers of magnets. Put all 10 magnets on the board. Can children work out how to show number 10 even though there is no number 10 on their number fans? (Put 1 and 0 together).

Clear away number fans.

If working with a very large group of children, put them into pairs with whoever they’re sitting next to and each pair to share a number fan and work together.

If working with a younger or less able group of children it may be too complicated to use number fans! If this is the case, encourage children to use their fingers to show the number of magnets each time.

Encourage children to hold their number fan answers under their chins and to not wave them around in the air. This should prevent children from poking each other in the eye with them etc and makes it more difficult for other children to copy them.

57


can all see the teacher, with a space in front of them (to act as a stage for acting out the song). Make sure all children are sitting sensibly with their legs crossed before starting.

Choose 5 children to be the 5 little speckled frogs. Give each of them a numbered frog symbol card.

have 5 chairs at the front (in the “stage” area) in a line for the speckled frogs to sit on. This is the “log”.

Everyone to sing “5 Little Speckled Frogs!” with actions whilst the children act out the song (with the Teacher’s help):

When singing “One jumped into the pool, where it was nice and cool…” 1 of the speckled frogs should jump off their chair and sit on the floor in front of their chair. The first child to jump off should be the child with the number 5 frog symbol card, then 4, then 3 and so on until all the frogs have jumped off the log at the end of the song!

Occasionally stop the song to count how many speckled frogs are left!

Teacher to model the actions (see Songs document) throughout the song for the children (who are not acting out the song at the front) to copy.


Make sure all little speckled frogs are holding their symbol cards so everyone can see them throughout the song. You could also use finger puppets, hats, costumes or toys to show who each character is.

58

Lesson PLan


age: 4 - 7

Level: Beginner


Lesson unit:3 of 3





Key Vocabulary:

Numbers 0 to 10



been cleaned) and 10 small coins.• Whiteboard (on the wall for the teacher) and a

whiteboard pen (or similar alternatives).• Bingo 0 – 10 teacher’s numbers and tin (or small box/

hat etc).• Bingo 0 – 10 cards and pens for each child.















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1 min Teacher to hold up flashcards, one by one, in a random order, for the children to call out each number.



Teacher to repeat the activity but with the flashcards the other way around (showing the dots).


1 min Teacher to also be sitting in the circle and say “0”, child next to teacher to say “1”, next child to say “2”, next child to say “3” and so on until “10” when the next child will start at “0” again.Continue until all children have each had a turn twice!


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before starting:Teacher has tin with coins in. Teacher empties the tin into their hand and shows these to the children. Teacher to say the assistants name and say “close your eyes” whilst modelling closing their eyes. assistant closes eyes. Teacher slowly drops 5 coins into the tin, one by one, so that the sound of each one dropping is clear. Teacher then says “open your eyes”. assistant opens their eyes and raises their hand. Teacher says assistants name and assistant says “five”. Teacher takes the 5 coins out of the tin and then slowly drop them back in, one by one whilst counting aloud i.e. teacher drops 1 coin in the tin and says “one” then drops the second coin in the tin and says “two” and so on until all 5 coins have been counted. Encourage the children to count along.

Repeat but this time drop only 3 coins.

Teacher to say “everybody close your eyes”. Encourage all children to sit silently with their eyes closed. Wait until everyone is ready with their eyes closed and sitting sensibly.Teacher to slowly drop 4 coins into the tin, one by one, so that the sound of each one dropping is clear. Teacher then says “open your eyes”. Children open their eyes (remaining silent) and raise their hand. Teacher chooses a child, says their name and child says “four”. Teacher to then take the 4 coins out of the tin and then slowly drop them back in, one by one whilst counting aloud i.e. teacher drops 1 coin in the tin and says “one” then drops the second coin in the tin and says “two” and so on until all 4 coins have been counted. Encourage the children to count along. If the child who answered was correct (after checking by re-counting the coins with the class) turn to them and say “very good!” or “well done!”




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9 mins Children to be sitting where they can all see the whiteboard on the wall. Hand out bingo cards and pens for every child. Make sure all children are sitting sensibly with their legs crossed before starting.Play Bingo 0 – 10!

Teacher to pull number out of tin, call out number and then write it on the whiteboard. Children to check if they have this number on their bingo card and draw a cross over the number if so. Some children will have 2 of the same numbers on their cards. If one of these numbers is called, they must only cross out one of the numbers as the teacher has 2 cards for each number in the tin.

The winners are the first 2 children to have all of their numbers crossed out on their bingo cards! Teacher to check that all the winner’s numbers are on the board.

Children to clean their bingo cards. Teacher to collect bingo cards, assistant to collect pens.


See Games document for other ideas and notes for Bingo.

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lesson plan - unicef

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