Lesson Plan
CLASS: Adv.Year SUBJECT: BMC
SUBMITTED BY: Sadaf Tanveer Date: 25-8-2025-26-8-2025
WEEK # 2 DAY # 1-2 Time: 40 mins Topic: Forward counting 1-20
OBJECTIVES :
Learners will be able to:
• Practice forward counting/ drill the numbers orally in accurate sequence 1-20
• Recognize ,read and write numbers in sequence
RESOURCES
Beads
Ice cream sticks
Small number cards
Worksheets or blank paper
Color pencils
Approaches and Methodology:
Warm-Up (5–7 minutes)
🔸 Activity: "Count and Move!"
Use a counting song (e.g., “Count to 20”).
While playing the song, encourage children to clap, jump, or stomp with each number.
After the song, do a quick choral count from 1 to 20 as a group.
Development (20–25 minutes) – EXPLORE & PRACTICE
Activity 1: Bead Counting & Number Match (Concrete)
Instructions:
1. Each student gets a cup of 20 beads and 20 ice cream sticks.
2. Show a number card (e.g., 5), and students slide 5 beads onto one ice cream stick.
3. Continue with random numbers up to 20.
4. Students line up their sticks in order from 1 to 20 with the beads.
Activity 2: Draw and Write (Pictorial → Abstract)
1. Give students a worksheet with blank boxes labeled 1 to 20.
2. For each number:
oAsk them to draw that many objects (e.g., 4 stars for number 4).
oThen write the number next to their drawing using a color pencil.
3. They can use the ice cream sticks to count and cross-check before drawing.
Independent Practice (10 minutes):
Activity 3:
Learners will practice forward counting on workbook page # 5.
Wrap-Up Activity (5–7 minutes)
Activity: “Pass the Number” Circle Game
Sit in a circle.
Pass an ice cream stick while saying the numbers aloud in sequence (1–20).
When the teacher says “STOP!”, the child holding the stick must:
1. Say the next number
2. Write it on the board or in the air with a color pencil
R.A: Write forward counting 1-20 on R.A notebook
Assessment Criteria:
Students will be assessed by different activities, class work, and oral feedback.
Lesson Plan
CLASS: Adv.Year SUBJECT: BMC
SUBMITTED BY: Sadaf Tanveer Date: 27-8-2025 – 28-8-2025
WEEK # 2 DAY # 3-4 Time: 40 mins Topic: 2D shape (Rectangle)
OBJECTIVES :
Learners will be able to:
Recognise ,explore and write 2D shape Rectangle
1.RESOURCES
Whiteboard & markers
Interactive board (for showing shape rhyme)
Flashcards of 2D shapes
Montessori apparatus
Ice cream sticks (colored)
A4 papers
Approaches and Methodology:
Warm-Up (5–7 minutes) – Rectangle Hunt Around the Classroom
Introduction (1–2 mins):
Start by quickly revising what a rectangle looks like. Show a large flashcard of a rectangle and
say:
“A rectangle has 4 sides and 4 corners. It has 2 long sides and 2 short sides. Let’s find some
rectangles!”
Activity (3–4 mins):
Announce a "Rectangle Hunt"! Let learners move around the classroom for a few minutes and
find objects shaped like rectangles.
2. Development (20–25 minutes) – EXPLORE & PRACTICE
Step 1: Concrete Stage (Hands-On)
Show a flashcard of a rectangle.
Use the whiteboard to draw and explain:
o “A rectangle has 4 sides and 4 corners.”
o “Two sides are long, and two sides are short.”
Pass around real-life rectangular objects (e.g., a book, a pencil box) for children to touch
and observe.
Activity 1:
Children use ice cream sticks to form a rectangle on A4 paper.
Encourage them to talk: “Which sides are long? Which ones are short?”
Step 2: Pictorial Stage (Drawings & Visuals)
Activity 2:
Children draw rectangles on mini whiteboards or loose sheets.
They can color or decorate their rectangles.
Activity 3:
Use Montessori apparatus to form rectangles. Children work in small groups or
centers.
Step 3: Abstract Stage (Worksheet Practice)
Production:
Students complete the worksheet (Workbook page 6) where they trace and identify
rectangles.
Children can also write the word “rectangle” under their drawing.
3. Wrap-Up (5 minutes) – REINFORCE & REFLECT
Ask quick questions:
o “How many sides does a rectangle have?”
o “Are all sides the same?”
o “Can you show me with your fingers how a rectangle looks?”
Let a few students come up and draw a rectangle on the whiteboard.
Assessment Criteria:
Students will be assessed by different activities, class work, and oral feedback.
Lesson Plan
CLASS: Adv.Year SUBJECT: BMC
SUBMITTED BY: Sadaf Tanveer Date: 29-8-2025
WEEK # 2 DAY # 5 Time: 40 mins Topic: Number spelling 1-5
OBJECTIVES :
Learners will be able to:
• Recognise , read and write number names 1-5
• Associate numbers 1-5 with the relevant quantity by using real objects
2. Approaches and Methodology:
Warm-Up (5 minutes)
Activity: Number Name Song and Movement
Begin with a fun number names song (e.g., “One, Two, Buckle My Shoe”
Ask children to clap or jump for each number in the song.
Show large number cards (1–5) and have kids call out the name with you.
“1 is ONE, 2 is TWO...”
This gets them moving and primes them with the sound and look of each number name.
Concrete Stage (15 minutes)
Activity: Count & Match with Real Objects
Give each child a set of 5 small items (e.g., buttons, toy animals, or fruit).
Show a number card (e.g., 3) and say: “This is number 3. Can you give me THREE
apples/buttons?”
Have them count out the correct number of items and place them next to the number
card.
Next, show the word card (e.g., "three") and say, “This is how we write the word three.
Let’s say it together!”
Repeat for numbers 1–5.
Pictorial Stage (10 minutes)
Activity: Matching Game with Picture Cards
Use picture cards showing groups of 1–5 items (e.g., 2 cats, 5 balloons).
Ask children to match the picture card to the correct number name card (e.g., “Which
word says five? Match it with the five balloons.”)
Alternatively, play a simple matching board game: match pictures → number → number
name.
Abstract Stage (7 minutes)
Activity: Writing Practice
Give children a worksheet or whiteboard space with guided lines to trace and write
number names from 1 to 5.
Say the word together as they write it. (e.g., say “one” while writing "one").
Wrap-Up and Review (3 minutes)
Activity: Quick Check-In Game
Flash a number name (e.g., “four”) and ask:
o “Can you show me four fingers?”
o “Can you find 4 toys?”
o “What number is this? Can you say it?”
Celebrate their responses with praise or stickers.
Assessment Criteria:
Students will be assessed by different activities, class work, and oral feedback.
Evaluation of Learning:
Evaluation of Teaching:
