Lesson 1:

Grade : Preschool (3-4 years old)

Time Allocation : 1 x 40 minutes
Subject Matter : Social Studies - (Celebration - Birthdays)
embedded by numeracy
Learning Objectives / Success Criteria :
By the end of the lesson, students should be able to:
1. Social studies objectives:
a. Students will begin to understand that birthdays are celebrated across different
cultures and can recognize that different people have unique ways of celebrating
special events.
b. Students will explore and identify similarities and differences between birthday
celebrations in theirs and others’ families
c. Students will develop an awareness of cultural diversity and recognize that
celebrations, though different, share common themes of joy and community.

2. Numeracy objectives
a. Recognize numbers associated with birthdays (e.g., age, date).
b. Count objects related to birthday themes (candles, balloons, presents).

Success Criteria:

1. Social Studies:
a. Students can share how they celebrate birthdays.
b. Students can point out a few features of birthday traditions from different families,
i.e. pinata, birthday cake, costumes, etc
c. Students can compare others’ birthday traditions with their own experiences.
2. Numeracy:
a. Students can count and identify small numbers (1-5) through birthday-related
activities.
b. Students can use simple vocabulary related to quantities of objects (more/less)

Learning Experiences:

1. Introduction (15 minutes)

○ Begin by discussing what a birthday is, how birthdays are a special celebration
for people across the world and why people celebrate it.
○ Ask children: "How old are you?" and “What do you do on your birthday?” Ask
the students to draw what they have in their birthday celebrations.
 ○ The teacher will scribe what the students say about the features of their birthday
celebrations. Ask them the details about how many people you invited, how
many candles you have on your cake, etc.
○ Let the students present the ways they celebrate their birthdays. As two or more
students were presenting, the class will discuss what’s the same or different from
the birthday celebrations presented.
○ Teacher will put the features of the birthday celebration on a poster by adding
numbers at the beginning so students could count how many common features
there are.
2. Main Activities (20 minutes)
○ Set up a role-play birthday party in the classroom. Have students take turns
pretending to host a birthday party, including singing a birthday song, pretending
to give gifts, and cutting a (pretend) cake.
○ Let them think about how many people they will invite to the party and how many
plates/cups they need to prepare. make a pretend birthday cake and don’t forget
to put the right amount of candles on your cake
○ The students will pretend to host the birthday party and see if they have enough
snacks to share or if it is more/less.
3. Closing (5 minutes)
Go back to our birthday celebration features and talk about how many common
features that we share in the class.
Play the birthday candle games when you can see the amount of candles on the
birthday cake and you count it together as you light the candle
Let’s reflect on our play today. What have you learned about the celebration?
Have you done some counting today? What do you need to count? So can
someone tell me why counting is important?

Resources:

● A4 paper
● Pencils/ markers/ crayon
● Pretend birthday cake
● Small candles
● Birthday-related items (toy presents, balloons, party hats, etc.)
● Toy food/ cups/plates and other loose parts for the pretend snack
- Assessment and Feedback:
● Observational Assessment:
○ Watch how children represent their experiences in celebrating their birthday
 ○ Pay attention to students' ideas and confidence when they are sharing the
features of the birthday celebration and when they compare those celebrations
○ Watch how children count the candles and prepare the birthday celebrations in
the roleplay and how they embedded the numeracy concept in the play.
● Feedback:
○ Offer immediate positive reinforcement during activities, such as, "Great job
counting the candles!" or "You sorted all the big presents together!"
○ Provide support and guidance to children who need help, gently encouraging
them to participate.
○ At the end of the lesson, ask each student what they learned and give praise for
effort and participation.

Lesson 2
- Grade : Preschool (3-4 years old)
- Time Allocation : 1 x 40 minutes
- Subject Matter : Literacy (Phonics (letter sounds and
formations) embedded by numeracy
- Learning Objectives :
● Students will recognize the sounds of specific letters (e.g., “s,” “a,” “t,).
● Students will practice forming letters using different materials and methods
(tracing, drawing).
● Students will identify numbers and count objects in activities related to letter
sounds.
● Students will sort the objects and compare the amount of objects by using the
words more or less.
● Students will identify the taller and shorter letters that formed by the letters
- Success Criteria:
● Students can correctly pronounce and identify the sounds of letters introduced.
● Students can form letters using their hands or on papers.
● Students can count objects related to the letters they are learning.
● Students can sort the objects and compare the amount of objects by using the
words more or less.
● Students can compare the height of letters
- Learning Experiences:
1. Introduction (10 minutes)
○ Begin by reviewing the letters that we have learned in the previous terms.
Explain that today we will talk about some of the letters only to strengthen our
letter sounds and formation skills. The letters are /s/,/a/, /t/
 ○ Show large visual cards with the letters on them.
○ Say each letter sounds out loud and ask the children to repeat after you.
Example: “S snake /s/, so what sound does it make? /s/
○ Show a few objects or images that begin with each letter sound. Ask the children
what the objects are and what sound they begin with.
2. Main activity 1 (15 minutes)
○ The children will be paired up. they will be given a deck of flashcards that have
objects beginning with the letter s,a,t. Their job is to sort those cards into group
based on the beginning sound.
○ Numeracy Element: Incorporate counting by asking, “How many cards that
begin with /s/ do you have?” Encourage children to count aloud as you point to
each object. Let’s compare which group of sounds has the most cards? which
one has the least number of cards? How many more cards do we need to make
the group having the same amount?
3. Main activity 2: Letter Formation Practice (10 minutes)
○ Provide sensory materials for students to practice letter formation (e.g., sand
trays, playdough, or finger tracing on large laminated letter cards).
○ Have students form the letters s, a, t, while saying the letter sound. Encourage
them to trace the letters with their fingers or use playdough to create the letter
shapes.
○ Then they will draw on the grid to make sure they make the right formation. s is
airplane letter, a is airplane line letter, t is sky line letter
○ Numeracy Element: which letter is tallest? Which one is the shortest? which one
is the fat letter and which is the skinny letter?

4. Closing (5 minutes)
○ Sing a fun phonics song that incorporates letter sounds and counting. For
example, “If you hear the sound /s/, clap your hands 3 times!”
○ Let’s reflect on our learning today. Which activity do you like the most? what can
we do better next time?

Resources:

● Large letter cards with s, a, t

● Objects and some cards starting with s, a, t
● Sensory materials (sand trays, playdough, laminated letter cards for tracing)
● pencil/crayon/marker
 Assessment and Feedback:

● Observational Assessment:
○ Observe students during letter sound activities to see if they can correctly
pronounce the sounds of the letters.
○ Assess their ability to form letters using their fingers or materials.
○ Evaluate how well students can sort the cards and count them during activities.
● Feedback:
○ Provide immediate positive feedback during activities (e.g., “Great job! You have
3 cards beginning with /a/!” or “You made a perfect S sound!”).
○ Offer guidance to students who struggle with forming letters, giving them
additional support or practice.
○ Conclude the lesson by asking students what their favorite part was and giving
them praise for their efforts.

Lesson 3
- Grade : Preschool (3-4 years old)
- Time Allocation : 1 x 40 minutes
- Subject Matter : Art embedded by numeracy (In Celebration
Unit - Celebration from India Diwali)
- Learning Objectives:
● Students will explore basic shapes (circle, square, triangle) and recognize them
in art.
● Students will appreciate the creative processes in making art work
● Students will create simple artwork using various shapes while following
numerical patterns.
- Success Criteria:
● Students can identify and name basic shapes used in their artwork.
● Students can show appreciation the creative processes in making art work
● Students can follow simple patterns using shapes and colors.
- Learning Experiences:
1. Introduction (10 minutes)
○ Let’s review what we have learned about shapes. Show the children some
shapes and let them say the name of the shapes.
○ Go on a shape hunt around the classroom or use printed images to find everyday
objects that match the shapes (e.g., round plates for circles, square tiles, or
books).
 ○ Ask students to identify objects and count how many of each shape they can
find. For example, “How many circles can we find in the classroom?”
○ Numeracy Element: Incorporate counting by encouraging children to count
aloud as they find the shapes (e.g., “We found 3 circles!”).
○ After introducing each shape, ask, “How many sides does a square have?” or
“Can you count the sides of a triangle with me?”
2. Main Activities (20 minutes)
○ Talk about an important celebration in India called Diwali. To celebrate Diwali,
Indian people usually make an artwork called mandala. Then show some
pictures of Mandala for the Diwali celebration that includes basic shapes (e.g.,
circles, squares, triangles). Explain that today they will create their own Mandala
using shapes.
○ Introduce the shapes (circle, square, triangle) using large cutouts and ask
children to identify them.
○ Provide paper cutouts of different shapes (circles, squares, triangles) in various
colors and sizes.
○ Have students use glue to create their own artwork by arranging the shapes on a
large round sheet of paper so it will look like Mandala. Encourage them to count
how many shapes they are using.
○ Numeracy Element: Ask students to use a specific number of shapes (e.g.,
“Can you use 3 triangles and 2 circles in your artwork?”). Also, encourage
counting while they work (e.g., “How many circles did you use?”).

3. Conclusion (10 minutes)

○ Have students walk around and look at each other’s artwork like an art gallery.
○ Ask them to count the shapes in their friends’ artwork. For example, “Can you
count how many squares are in Alex’s art?”
○ Numeracy Element: This will reinforce counting skills and shape recognition
through peer engagement.
○ What do you like about your friends’ artwork? how is it the same or different to
yours?

Resources:

● Shape cutouts (variety of sizes and colors for circles, squares, triangles)
● Glue sticks and large sheets of round paper for Mandala
● Printed images of shapes or everyday objects with recognizable shapes
 ● Simple artworks showcasing basic shapes

Assessment and Feedback:

● Observational Assessment:
○ Observe whether students can identify and name shapes during the shape hunt
and the art activity.
○ Observe students’ creativity in creating their own mandala
○ Assess students' ability to count the shapes they use in their collage and
recognize patterns.
○ Observe students’ ability in appreciating the artworks of others.
● Feedback:
○ Provide positive reinforcement for shape identification and counting. For
example, “Great job finding 4 triangles!” or “Your pattern looks perfect with those
circles and squares.”
○ Offer guidance to children who may need help with pattern creation or shape
recognition, encouraging them to try again or count aloud.

Lesson 4
- Grade : Preschool (3-4 years old)
- Time Allocation : 1 x 40 minutes
- Subject Matter : PE (dribbling) embedded with numeracy
- Learning Objectives:
● Students will learn basic dribbling skills (bouncing a ball with control).
● Students will practice counting as they dribble the ball and complete
numeracy-related tasks.
● Students will improve coordination and gross motor skills through physical
movement.
- Success Criteria:
● Students can dribble the ball while counting the number of bounces or steps.
● Students can recognize and respond to simple number commands (e.g., “dribble
5 times”).
● Students can participate in numeracy-related physical challenges (e.g., counting
cones, dribbling between numbered obstacles).

- Learning Experiences:
1. Introduction (5 minutes)
 ○ Greet the students and ask how they feel today
○ Begin with a simple warm-up that incorporates counting, such as jumping jacks
or running in place.
○ Ask students to count to 10 while doing the activity (e.g., “Let’s jump 10 times
together!”).
○ Numeracy Integration: Use counting as part of the warm-up to get students
thinking about numbers as they move.
2. Main Activities (25 minutes)
○ Demonstrate basic dribbling by bouncing the ball with control and counting each
bounce.
○ Have students try dribbling, counting how many bounces they can do in a row.
Encourage them to count out loud as they dribble.
○ Numeracy Element: Set simple goals such as, “Can you dribble the ball 5 times
without stopping?” or “Let’s see who can dribble 3 times and then stop.”
○ Set up cones or small obstacles around the space, each with a number attached
(e.g., 1-5).
○ Have students dribble the ball through the obstacles in numerical order. For
example, dribble to cone 1, then to cone 2, and so on.
○ Numeracy Element: Reinforce number recognition by asking students to name
the numbers as they dribble through the cones. They can also count how many
cones they pass through.
3. Closing (5 minutes)
○ Lead a simple stretching routine, encouraging students to hold each stretch for a
count of 5 or 10.
○ Ask students to count out loud while holding each stretch.
○ Let’s reflect about today’s lesson - which activity do you like the most? why? what
should we do differently next time?

- Resources:
● Balls for dribbling (small basketballs or soft balls)
● Cones with numbers attached
● Open space

- Assessment and Feedback:

● Observational Assessment:
 ○ Observe how well students control the ball while dribbling and how accurately
they count while moving.
○ Assess students’ ability to follow number and shape patterns during obstacle
courses.
● Feedback:
○ Offer immediate feedback, such as, “Great job dribbling 5 times!” or “You counted
the cones perfectly!”
○ Encourage students who may struggle with dribbling or counting by offering
additional support and practice. Provide positive reinforcement for their efforts.