Math playgroup (1st term)

Emergent Learning Series First Term

Playgroup

Emergent Learning Series First Term

Playgroup

Emergent Learning Series Math Playgroup (3-4year) Managing Director Mumtaz Tiwana Project Manager Masood Mujahid Curriculum & Content Designed by Aneela Shabbir Sania Tanveer

Design & Illustration by Asim Hussain

ISBN 978-969-7603-02-2 Edition 1st 2015

All rights reserved No part of this book may be reproduced or copied in any form, without the written permission from the publishers.

Produced in Pakistan 60-B1 Johar Town, Lahore Tel: 042-35177779 Email: info@bookline.com website: www.bookline.com

Table of Contents

Introduction Unit

COLORS

Unit 1

Unit

TRACE

Unit 2

iii

Page

Titles

Skill

2

Bee & beehive

Ÿ Ÿ Ÿ

3

A brown hut

4

Turtle playing flute

5

Snake in grass

6

A Happy Tiger

7

Singing bluebird

8

Cherry cake

9

The colourful birds

10

Rabbits in the garden

Page

Titles

11

Flowers fence

12

Mr. humpty dumpty

13

Feeding babies

14

Going to school

15

Fish in bowl

16

Sailing ship

17

Sand castle

18

A rainy day

19

The shining rainbow

20

A happy snail

Fine motor skills Self expression Colour recognition Grip on pencil colours

Teaching objectives Teacher will: Ÿ Introduce different colours Ÿ Use, and reinforce vocabulary related to colours e.g. red, blue, black, green

Learning outcomes: Children will be able to: Ÿ Recognize the colours and their names Ÿ Sort objects according to colour Ÿ

Use of imaginary skills

Skill Ÿ Fine motor skills development Ÿ Awareness of pre-writing patterns: w Horizontal tracing w Vertical tracing w Diagonal tracing

u u

Curve tracing Wavy tracing

Teaching objectives Teacher will: Ÿ Encourage students the correct handling of pencil Ÿ

Demonstrate how to trace lines with smooth strokes, without lifting the pencil

Learning outcomes: Children will be able to: Ÿ Understand how to trace lines with variations Ÿ Recognize different lines ( horizontal, vertical, curves) Ÿ Develop tracing skills

Emergent Learning Series Math Playgroup (1st Term)

Table of Contents Unit

DRAW

Unit 3

Page

Titles

21

The Flowers’ Pot

22

Bird and flower

23

Fire engine

24

Going to Island

25

Reach to flower

26

Annoying owl

27

Balls in boxes

Pages

Titles

28-59

Introduction to Letter a-d

60-63

Revision Letter a-d

64-95

Introduction to Letter e-h

96-99

Revision Letter e-h

100-131

Introduction to Letter i-l

132-135

Revision Letter i-l

136-139

Assess & Review

141-147

Fun Time

Skill Ÿ Awareness of pre-writing patterns Ÿ Demonstration of pre-writing patterns Ÿ Fine hand-control Ÿ Hand-eye coordination and visual discrimination

Teaching objectives Teacher will: Ÿ Introduce the practice of pre-writing patterns with variations Ÿ Demonstrate that drawing lines without the help of ruler

Learning outcomes: Children will be able to: Ÿ Able to draw different writing patterns Independently Ÿ Demonstrate pre-writing skills Ÿ Differentiate writing patterns Ÿ Able to follow directions/instructions

Skill Ÿ Letter Sounds Ÿ Letter Identification Ÿ Letter Discrimination(Features of a, b,d) Ÿ Accuracy & Fluency Ÿ Writing of letters Teaching objectives Teacher will: Ÿ Introduce phonological awareness Ÿ Introduce letters a-l Ÿ Introduce Tracing/ writing of alphabet correctly and of a uniform size Learning outcomes: Children will be able to: Ÿ Recognize sounds and objects starting with letters a to l Ÿ Identify the sounds of letters at the beginning of vocabulary word Ÿ Identify the shape of letters a to l Ÿ Practice of letter formation a-l

Emergent Learning Series Math Playgroup (1st Term)

iv

Introduction Learning the letters and their sounds are considered one of the major key learning in a literacy programs. Once children understand the sounds of letters then they perceive how English language works, will be able to comprehend initial letters of words on their own.

Therefore, Emergent Learning Series edition includes readers and activity exercises evolving child's cognitive skills and learning styles together.

About The Book Emergent Learning Series likewise use alliteration emerging reader and activity workbook together enriched with vocabulary and colourful illustration, stimulating the senses to promote children's interest and curiosity to explore and learn more.

All integrated skills (Reading, Writing, Listening, Speaking and creativity) have been focused throughout the book. Also, a component of fine-motor skills has been included to develop the sense of hand involvement experience in learning. This book is divided in two parts Book I & Book II and infused with number of interactive activities like colouring, tracing, matching, and circling to bring the element of energy, enjoyment and making it child-friendly. This Emergent Learning Series help to teach the children critical alphabetic principle to emerging learners. Each page contains pictures representing the featured letter that will help children to acquire the knowledge about objects that start with target letter and sound, and to introduce them the concept of print.

Instructions have been provided for teachers under each activity to make concept clear for teachers and parents. Word list and Web Resources have been included at the end of the book to help children, teachers and parents to make learning process effective.

v

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Paste your Photo

Fine Motor Skills Trace over each line.

2

Ask students to trace line correctly.

Encourage students to reach the end of the line without any pause.

Fine Motor Skills Trace over each line.

Ask students to trace line correctly.

Encourage students to reach the end of the line without any pause.

3

Fine Motor Skills Draw patterns and lines Help sparrow to follow pattern.

4

Help students to trace lines with fingers before using pencil.

Fine Motor Skills Lets blow bubbles!

Help students to trace circles with finger before using pencils.

Teacher can blow bubbles for students for in the class.

5

Fine Motor Skills Draw a line between the object that go together use printed line path as your drawing guide.

Colour the pictures and draw lines with colours.

6

Help students to draw line with finger before using pencil.

Draw different pencil pattern on board.

Fine Motor Skills Trace the diagonal lines to ďŹ ll Ice Cream Cone’s pattern

Help students to trace circles with finger before using pencils.

Draw ice cream on board to help students.

7

Fine Motor Skills Trace the outline of vase.

8

Help students to draw line with finger before using pencil.

Fine Motor Skills Trace the outline of glove.

Ask students to draw a solid outline around the picture by tracing over the dashed lines.

Encourage them to try completing the outline without lifting the pencil.

9

Fine Motor Skills Complete the maze by helping honeybee to ďŹ nd its home: Colour the bee and honeycomb

10

Help students to draw line correctly. Encourage them to stay in the middle of path and set not allow pencil/crayon/colour to touch the edges.

Fine Motor Skills Draw a line to finish the maze by helping farmer reach his farm.

Colour the formar and farm

Help students to draw line correctly.

Encourage them to stay in the middle of path and let not allow their pencil / crayon / colour to touch the edges.

11

Be Familiar Match the same objects.

Draw a line to connect the same objects.

12

Direct students to focus on details such as curves or angles in the outline of each picture.

Matching Pictures Colour objects in given colour that match with each other.

Direct students to read the name of objects as they colour them.

13

Matching Pictures Colour the pitcures, that are same in same colour.

cat

14

Encourage students to tell other animals name that they know while colouring.

dog

Matching Pictures Circle the picture that matches one in frame.

Encourage students to obeserve same things in classroom.

Ask students tell the names of given objects.

15

Matching halves Draw a line to connect each picture to its half.

16

Direct students to match picture correctly.

Draw an object on board, cover it and show half object and ask them to identify object. After this, show the whole objects.

Matching to shadow Draw a line between each picture and its shadows.

Direct students to focus on details such as curves or angles in the outline of each full-colour picture.

17

Matching to Shadows Draw a line between picture and its shadow.

18

Ask students to tell the names of given objects.

Tell them the uses of these objects like teddy for play.

Cross (x) Matching Odd one out.

Direct students to focus on matching each picture and help them to choose correct objects

19

Recognition Personal hygienic.

20

We use

to comb

We use

to clean

We use

to clean

We use

to cut

We use

to wash

Tell students about other per other personal hygiene.

Ask students what do they do before gains to bed and their washing up?

Matching Match objects that we use for cleanliness.

Help students to match correctly.

Throw same piece of papers on the floor and ask students to pick them up and put them in bin.

21

Colours

The apple is Red.

The duckling is Yellow.

The leaf is Green.

22

Read aloud colours names fr students show them different objects of given colours.

Colours The sky is blue

The sky is Blue.

The bat is Black.

The goat is White.

Ask students to draw a solid outline around the picture by tracing over the dashed lines.

Encourage them to try completing the outline without lifting the pencil.

23

Colour Black Look each picture below, circle the picture which is black.

abc

24

Help students to draw line with finger before using pencil.

Colour Red Look at each picture below.

Circle the pictures which is red

Ask students to draw a solid outline around the picture by tracing over the dashed lines.

Encourage them to try completing the outline without lifting the pencil.

25

Colour Green Look each picture below, circle the picture which is black.

26

Help students to draw line with finger before using pencil.

Colour Blue Look at each picture below.

Circle the pictures which is red

Ask students to draw a solid outline around the picture by tracing over the dashed lines.

Encourage them to try completing the outline without lifting the pencil.

27

Colour Yellow Look each picture below, circle the picture which is black.

28

Show different object and talk about yellow objects.

Black Colour the thin that are black.

Show and talk about different black objects.

29

Green Colour the things that are green

30

Help students to draw line with finger before using pencil.

Blue Colour the things that are blue.

Ask students to draw a solid outline around the picture by tracing over the dashed lines.

Encourage them to try completing the outline without lifting the pencil.

31

Red Colour the things that are red

32

Show or talk about red objects.

Yellow Colour the things that are yellow

Ask students to draw a solid outline around the picture by tracing over the dashed lines.

Encourage them to try completing the outline without lifting the pencil.

33

Matching Cut coloured paper and paster into the box.

Red

Green

Yellow

Blue

Black

34

Read aloud the colours name and help students to paste correct colour accordingly.

Colour Me! Colour the owers to help honey bee to get some juice: Blue

Green

Red

Yellow

Yellow

Help students to colour the flowers.

Put objects of different colour on table and ask students to tell their names.

35

Matching Cut coloured paper and paster into the box.

36

Ask students to join each patch of colour to its fruit.

Ask them to tell fruit vegetables names of these colours.

Colour / Fun Give you hands prints with your favourite colour.

Help students to give prints properly.

Give a hand print and make peacock with this hand print.

37

Shapes Trace & Colour Circle

Square

Rectangle

Triangle

Oval

38

Tell students the names of these shapes.

Funny Face Buddies These are funny face shapes.

Read their name and colour to make them friends.

Help students to indentify shape with their names.

Show different objects related to different shapes.

39

Trace the Shape Find square shape and trace

40

Help students to trace shape with finger before using pencils.

Show different objects of square shape like, Cushion, Rubik’s Cube.

Shapes Cross (x) odd one out.

Ask the names of shapes first then ask students to observe which shape is different in each shape.

41

Trace Correct Shape Find square shape and trace

42

Help students to trace shape with finger before using pencils.

Show different objects of square shape like, Cushion, Rubik’s Cube.

Colours

43

Shapes Matching shapes to abjects.

44

Help students to trace shape with finger before using pencils.

Show different objects of square shape like, Cushion, Rubik’s Cube.

Colours Match the picture to its shadow.

Ask the names of shapes first then ask students to observe which shape is different in each shape.

45

Shapes Match up items that same same shape.

46

Help students to trace shape with finger before using pencils.

Show different objects of square shape like, Cushion, Rubik’s Cube.

Bugs Shapes This is bug family colour the missing shape and f ind out their names.

Ask the names of shapes first then ask students to observe which shape is different in each shape.

47

Big & Small

48

Show different objects to clear the concept of big & small.

Use realia to present the concept of big & small.

Big & Small Match and colour Match the mama bee to baby bee.

Match the mama ďŹ sh to baby ďŹ sh.

Match the mama duck to baby duck.

Ask the students which object is big and which is small.

Find big & small them as in classroom.

49

Big & Small Look at the animals in each box and circle the one that is big!

Ask students to tell the size of their.

50

Big & Small Colour the big one in given objects.

Ask students to tell the names of these fruits before starting colouring.

Ask other fruits names and also about their favourite fruits.

51

Big & Small Colour the small one in given objects.

Tree

52

Before starting this activity, ask students to tell which objects is big and which one is big & small. Show them different things to clear the concept of

Big & Small Tick ( ) big one in each set and colour.

Identification of big and small things.

These are sea animals ask students to tell the names of land animals.

53

Big & Small Tick the small one in each set and colour.

54

These are land animals.

Show students more land animals and ask their names

Big & Small Which character is small circle and match the small one with its big one.

Show different objects to show difference between big and small objects.

Help students to circle and match character correctly.

55

Big & Small Circle the pictures that are same in size.

56

Encourage students to observe same objects in size.

Ask students to tell the names of given objects.

Big & Small Cross the odd one out (x)

Ask the names of given things.

Help students to recognize which object is odd one out.

57

Fat & Thin Tick ( 端 ) the heavy one: Cross (x) the light one:

This cow is fat.

This cow is thin.

58

Show different objects to clear concept of fat and thi.

Teacher can use flash cards.

Fat & Thin Cross (x) add one out in given set.

Help students to cross correct objects.

Ask students to differentiate objects by size fat and thin.

59

Fat / Thin Underline the object that is thin.

60

Help students to underline correct objects.

Show different size of pencils / crayon to students and ask students to pick thin and fat pencil accordingly

Fat & Thin Colour the fat one.

Cross the thin one.

Tell students about good that can make them fate and food that can them to stay healthy and active.

61

Long and Short

Show different objects to clear the concept of long short.

Use flash cards to give concept of long & short.

Long and Short Colour the long objects brown colour and short with blue.

Ask students to tell long and short objects before matching.

63

Long and Short Draw

64

around the object that one short

Direct students to draw around the correct objects.

Ask students other animals name that are long and short in size.

Long and Short Colour the short doll with brown colour.

Cross the long doll.

Ask students to tell which is short teddy bear before colouring.

65

Long and Short Tick the ( 端 ) and cross ( ) the short obejcts.

66

These are kitchen implements.

Tell students the name of these things.

Long and Short Colour long object with brown colour and short with red colour.

Colour long obejct with blue & short with red colour.

Ask students to tell which object is long and which is short before colouring.

Use flash cards to give the concept of long short.

67

Long and Short My Pencil Box Cross the odd one out.

68

Direct students focus on each picture and helps to change correct picture.

Long and Short Circle the picture that match the one in frame

Ask students to tell which objects is long and which object is short before matching.

69

Tall and Short Colour & circle the tall bird.

Ask students to circle and colour the correct object.

70

Long and Short Trace over the long and short. slide to play tina and ali.

Help students to trace one the line correctly to complete slide.

71

Number Awareness Learning the : Number ‘1’

One Aeroplane

72

Ask them different objects that they see in sky e.g. bird, moon, sun, star.

Count & Colour Give you hands prints Count with andyour colour favourite the rainbow. colour.

rainbow in the sky

Explain students about the different objects which are 1 in nature.

Ask Students to say 1 as they colour.

73

Number & Amount Match number or group of pictures that corresponds to the number already circled.

74

Ask students to count the objects that are ‘1’ in amount.

Count & Colour Give you hands prints with Learning your the favourite : Number colour.

‘1’ A bird wants to build its nest with dry leaves.

Number ‘1’ is hidden in leaves help to f ind.

Help students to find out the correct number.

75

Colour & Trace How many objects are different in this given sets?

Colour and circle the objects.

1 1 1 1 76

Help students to count the correct object. Ask item to say number ‘1’ as they trace. Put three English books and one Maths, book on table and ask them to which one is different out.

Count & Colour Give you hands Drawprints a linewith to connect your favourite the number colour.

‘1’ throughout the sun grid to see what comes out.

Help students to connect number 1 and complete the sun grid.

Ask students to say number ‘1’ as they connect number.

77

Colour & Trace Give you hands prints with your favourite colour.

Moon

I see the moon in night

1 One 78

1

1 One

1 One

Help students the trace number 1 appropriately.

Ask students to count object and colour.

Ask students to say the number ‘1’ as they trace.

1 One

Colour & Trace Learning the : Number ‘1’

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

Direct students to follow the correct movement for number construction.

79

Practice Trace over the number ‘1’

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

80

Help students to trace the correct movement of number ‘1’.

Practice Trace over the number ‘1’

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

Help students to trace the correct movement of number ‘1’.

81

Number Awareness Learning the : Number ‘2’

Fence & Cats

Two Cats

82

Show students the numeral value and symbol of number ‘2’.

Ask them to say the number ‘2’. Ask students the name of 2 birds that are found in houses e.g. sparrow, pigeon, crow, etc.

Colour & Trace Each number or group of pictures that corresponds to the number already coloured

Show students different pairs of objects the help them learning number ‘2’.

Ask students to say ‘2’ us they colour the picture.

83

Number & Amount Circle each number or group of pictures that are corresponds to the number already circled.

84

Show students different pairs of objects the help them learning number ‘2’.

Ask students to say ‘2’ us they colour the picture.

Circle Number 2 looking for number 2, Give you hands prints Hina with isyour favourite colour. number ‘2’ is hidden in oranges. Help her to find.

2

3

1 2

1

3

2 1

3 2

Help students to find number ‘2’.

Ask students to count the oranges while finding number ‘2’.

2

1

1

85

Count & Colour Count and colour 2 objects in given set.

86

Help students to count and circle objects correctly. Ask them to say number 2 as they colour. Put 3 pencils in front of students and ask them if your take one how many pencils are left? Repeat this activity by adding or subtracting pencils.

Colour & Trace.

Each Givenumber you hands or group printsofwith pictures your that favourite corresponds colour. to the number already coloured

2

4

4

2 2

2

2 1

1 2

2

3

3

3

2 2

2 2

2 2

5

3

2

Help students to connect number ‘2’ and complete the bread gird.

Ask students to say number ‘2’ as they connect number.

4 2

87

Colour & Trace.

Count the object colour the sheep and trace number ‘2’

Two sheeps are grazing

2 Two 88

2

2 Two

2 Two

Help students to trace number ‘2’ appropriately.

Ask students to count object and colour.

Ask students to say the number ‘2’ as they trace.

2 Two

Trace Number ‘2’ Trace over the number ‘2’

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

Direct students to follow the correct movement for number construction.

89

Practice Trace over the number ‘2’

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

90

Direct students to follow the correct movement for number construction.

Practice Trace over the number ‘2’

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

Direct students to follow the correct movement for number construction.

91

Number Awareness Learning the : Number ‘3’

Music Room

three

92

Show students the numeral value and symbol of number ‘3’.

Ask them to say number ‘3' Teacher can use different musical toys e.g. guitar, drum, piano, xylophone etc.

Colour & Trace Give you hands prints with Circle your favourite the number colour.

3.

1

2

4

3

5

3

1

3

2

1

How many guitars ?

Help students to circle the correct number.

Teacher can read members, when students have to circle to help them.

93

Count & Colour Learning the : Number ‘3’ Count and colour the object that are ‘3’ in number.

94

Ask students to count the objects that are ‘3’ in amount.

Colour & Trace.

Give you handsAhmad prints with is looking your favourite for number colour.

‘3’.

Number ‘3’ is hidden in apples. Help him to f ind.

1 2

2 1

2 1

1

3 2

1 3

3

3

2 2

2

3

3

Help students to find number ‘3’ Ask them to count from 1 to find number 3.

2

2

95

Count & Circle Count 3 objects and circle the correct number

4 1 3

3 1 2

4 5 3 96

Help students to count the correct object & circle number correctly.

Ask them to say number ‘3’ as they circle.

Put different 3 objects on tables and ask students to count.

Scramble Draw Give a lineyouto hands connectprints the number with your ‘3’ favourite throughout colour. the music cloud grid. and see what comes out.

3 3

5 1

6

2 1

1

3

3 3

3

4

5 2

3

3

1

5

3

3

4

2

6

3

3

3 1

2 4

2

3 3

Help students to connect number ‘3’ and complete the music cloud grid.

Ask students to say number ‘3’ as they connect number.

97

Count & Colour Count the objects, colour tehm and trace number ‘3’

Ahmed is playing music Music Instruments

3

3

3

3

3

Three Three Three Three 98

Help students to trace number ‘3’ appropriately.

Ask students to count object and colour.

Ask students to say the number ‘1’ as they trace.

Trace number ‘3’ Trace over the number ‘3’

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Direct students to follow the correct movement for number construction.

99

Count/Trace/Colour

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

100

Explain students about the different objects which are ‘3’ in nature.

Ask students to say ‘3’ as they colour.

Practice / Trace Trace the number ‘3’

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Help students to trace the correct movement of number ‘3’

101

Number Awareness Learning the : Number ‘4’

Playground

four

102

Show students the numeral value and symbol of number ‘4’.

Ask them to say the number ‘4’. Ask students to tell the names of ‘4’ rides that see in park or home and ask their favourite ride.

Colour & Trace Circle the number 4.

3

4

1

4

2

3

2

1

4

1

3

1

2

3

4

1

How many swings?

Help students to circle the correct number.

Teacher can read numbers when students have to circle to help them.

103

Numbers & Amount Learning the : Number ‘4’ Circle each number or group of pictures that corresponds to the number alread circled

104

Ask students to count the objects that are ‘4’ in amount.

Count & Colour Sara is looking for number ‘4’, number ‘4’ is hidden in mangoes help her to find.

Help students to find number ‘4’.

Ask them to count from 1 to find number ‘4’.

105

Count & Circle Sara is looking for number ‘4’, number ‘4’ is hidden in mangoes help her to find.

4

3

106

5

4

6

5

5

4

7

Help students to count objects and circle the correct number.

Ask they to say number ‘4’ as they circle.

Ask 4 students to come infront of class and ask students to count them.

Scramble Draw a line to connect the number ‘4’ throughout the cup swing grid.

3 1 3 1

2

1 2 2

2 1 2 5

2 3 4 4 4 1 5 3 4 4 4 2 4 3 4 5 2 1 4 4 4 4 2 2 5 5 4 4 2 5 4 4 4 3 4 3 5 5 2 1 2 3 5 4 3 5

Help students to connect the number ‘4’ and complete the cup swing grid.

Ask students to say number 4 as they connect the number.

5

107

Colour & Trace.

Count the objects, colour tehm and trace number ‘3’

4

4

4

4

4

Four Four Four Four 108

Direct students to follow the correct movement for number construction.

Trace number ‘4’ Trace over the number 4.

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

Help students to trace number ‘4’ appropriately.

Ask students to count the objects swing & colour.

Ask students to say the number ‘4’ as they trace.

109

Practice Trace over the number ‘4’

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

110

Help students to trace the correct movement of number ‘4’

Practice Trace over the number ‘4’

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

Help students to trace the correct movement of number ‘4’

111

Number Awareness Learning the : Number ‘5’

My Wardrobe

five

112

Show students the numeral value and symbol of number ‘5’.

Ask them to say the number ‘5’.

Show different objects for memorization number ‘5’.

Colour & Trace.

Circle the number ‘5’

4

3

2

1

5

5

1

2

3

4

3

1

4

5

2

1

5

3

2

1

2

1

5

1

2

How many necklace?

Help students to trace number ‘1’ appropriately.

Ask students to count object and colur.

Ask students to say the number ‘1’ as they trace.

113

Numbers & Amount Match numbers and amount.

114

Ask students to count the objects that are ‘5’ in amount.

Circle number ‘5’ Circle the number ‘5’

1 2 4 5

2 5

5

2 3

4

4 5 2 3

5

5

5

3

Help students to find number ‘5’.

Ask them to count from 1 to find number ‘5’.

115

Count & Circle Count 5 Objects and circle the correct number.

4

5

6

5

3 116

4

6

7

5

Help students to count objects and circle number correctly.

Ask them to say number ‘5’ as they circle. Put ‘5’ same pencils boxes and 1 different pencil box on the table and ask them to count which are same.

Scramble Draw a line to connect the number ‘5’ throghout the wardrobe grid and see whats comes out.

3 1 2

1 4 4 2

5 5

5 5 5 5

2

5 5 5 5

1

5 5 5

3

3

2 5

1

4

5 5 5

2

5 5

5 5 5

4

5 5 5 5 5

3

2

4

3 2

2

4 3 2

4 1 4 1 3

117

Trace Number ‘5’

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

118

Direct students to follow the correct movement for number construction.

Colour & Trace.

Count the objects, colour them and trace number ‘5’

5 Five

5 Five

Help students to trace number ‘5’ appropriately.

Ask students to count objects and colour.

Ask students to say the number ‘5’ as they trace.

5

5 Five

5 Five 119

Practice Trace over the number ‘5’

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

120

Explain students about the different objects which are ‘5’ in nature.

Ask students to say ‘5’ as they colour.

Practice Trace over the number ‘5’

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

Help students to trace the correct movement of number ‘5’

121

Heavy / Light

122

Show different object to clear the concept of heavy and light.

Teacher can use realia / flash cards.

Heavy / Light Underline the heavy objects.

Circle the light objects.

Help students to underline and circle objects correctly.

Show different objects to students and ask whether they are heavy or light.

123

Heavy / Light Which object is heavy?

Which object is light?

Tick (端) the heavy one: Cross (x) the light one:

124

Help students to cross correct objects show different objects to students and ask them whether the objects are heave or light.

Heavy / Light Tick ( 端 ) the heavy one: cross (x) the light one: Colour the objects.

Helps students to tick & cross objects correctly. Bring a weight machine and ask one by one students to scale on the machine and compare different weight.

125

Revsion Count and Match

Count the stars in balloons and match them with numbers.

126

Explain students about the different objects which are ‘1’ in nature.

Ask students to say ‘1’ as they colour.

Revision of 1-5 Give you hands Count prints and connect with your withfavourite right numbers colour.

Ask students to count objects one by one match them with correct numbers

127

Revsion Trace the numbers

1

2

3

4

5

Can you count the objects in given picture.

Sun

Ducks

Frog

128

Butterflies

Flowers

Encourage students to count things and tell their names.

Revision How many candies in the jar?

Count and colour candies

1

Trace the numbers

3

2 4

5

Help students to count and colour candies and trace the numbers.

129

Revsion Numbers are missing in balloons count / from 1 and trace the missing numbers

1 2

1 3

4

2

5 1 2

130

3 4

5

Encourage them to tell the number which are missing.

3 4

5

Revision How many bananas are on the table.

Count and colour the banana trace number 1-5.

1

2

3

4

5

How many doughnut are in the plate count and colour the doughnuts.

Ask students to count object as they colour and trace numbers.

Show different objects to make them lean one-to-one correspondence.

131

Revsion Numbers are missing in balloons count / from 1 and trace the missing numbers

3 4 1 2 5

1 2 3 132

5 4

Encourage them to tell the number which are missing.

Revision Trace in figures.

Help students to trace and count object correctly.

Ask them to say number 1-5 as they trace.

133

Revsion Count and trace

Count the objects and trace the numbers.

134

1

1

1

1

2

2

2

2

3

3

3

3

4

4

4

4

5

5

5

5

Explain students about the different objects which are ‘1’ in nature.

Ask students to say ‘1’ as they colour.

Revision Count the pictures and trace the numeral and word for how many

1

one

5 Dolls

2

two

3

three

1 2 3 4 5

Help students to count and colour candies and trace the numbers.

4

four

5

f ive

One Two Three Four Five 135

Revsion Count and trace

Count the objects and trace the numbers.

136

1

2

3

3

4

5

2

3

4

Explain students about the different objects which are ‘1’ in nature.

Ask students to say ‘1’ as they colour.

Revision Count stars and circle the correct number on numbers

0

1

2

3

4

5

0

1

2

3

4

5

0

1

2

3

4

5

0

1

2

3

4

5

0

1

2

3

4

5

Help students to count and colour candies and trace the numbers.

137

Revsion How many?

How many ďŹ ngers are these?

Count and circle the correct number.

138

1

2

3

3

4

2

3

4

1

1

2

4

3

5

4

Help students to count fingers circle the number correctly.

For demonstration use your own fingers to make counting fun.

Revision Count stars and circle the correct number on numbers

3

Four

1

Two

2

One

5

Three

4

Five

Help students to memorize numbers in words through spelling & sound.

139

Revision Colour the correct number of items.

3 boats 3 coloured

3 plain caps

140

Help students to count fingers circle the number correctly.

For demonstration use your own fingers to make counting fun.

Revision Count and trace number 1-5 in raindrops.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

Direct students to trace numbers in correct formulation.

141

Revision Colour the correct number of items.

142

Help students to count fingers circle the number correctly.

For demonstration use your own fingers to make counting fun.

Revision Help the bird to follow the numbers from 1 to 5 to reach his nest.

1 2

3

4 5 Direct students to trace numbers in correct formulation.

143

Revision Colour the correct number of items.

144

Help students to count fingers circle the number correctly.

For demonstration use your own fingers to make counting fun.

Revision Trace with colours 1-5 match up.

1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 Ask different question from students like how many pencil/colours/crayon they have in their pencil box?

145

Revision Trace over the number 1-5.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

146

Help students while tracing and encourage them to read aloud numbers while tracing.

Revision Trace over the number 1-5.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

Help students while tracing and encourage them to read aloud numbers while tracing.

147

Emergent Learning Series First Term

Playgroup

Emergent Learning Series comprises textbooks and workbooks together.

It has been divided into two books: English Playgroup 1 and English Playgroup 2. This colourful book is easy to use for both students and teachers. All essential skills have been focused that provide plenty of opportunities for students to practice language skills.

ISBN 9789697603022

Head Office: 60, B-1 Johar Town, Lahore. t: 042 3517 7779 e: info@bookline.pk u: www.bookline.pk

9 789697 603022

Rs. 280/-