5 Match the numbers to the words. Ask students to match the numbers and the words. Then ask students to compare what they have matched with a friend. 6 Write the words. Students trace the words in their books. Write the number equivalents on the board and ask students to come up and write the words. Big Book 1: Mom Follows Instructions 19 Open to page 14 of Big Book 1 and point to the title. Read the title with the class. Play Track 19 and turn the pages so students can follow. Pause at the end of each page to check that students understand. Ask them if they think it will be easy to make. Ask who will try to make it. Illustrated instruction sheet for assembling a flying robot Step 2 Students write numbers 1-4 and draw an icon (color, paste, cut, cut and paste) next to each number to represent the instruction. Self-evaluation If the students wrote the correct number in the previous activity, ask them to tick the box. Wrap Up Have students get in two lines and face each other. You say a cardinal or ordinal number and the first student in one line says the equivalent; e.g. say, two . Student says, Second . Then that student says another number and the first student in the other row says the equivalent. Continue till everyone has had a turn.
5 Match the numbers to the words.
st
rd
nd
th
rst
third
second
fourth
6 Write the words. Ƃ rst
second
third
fourth
Illustrated instruction sheet for assembling a flying robot
Step 2 •Take a piece of paper. •Copy the numbers 1-4 from Step 1 and draw an icon for each step.
Self-evaluation • Can I recognize numbers?
29 Unit 3
• Recognize ordinal and cardinal numbers. • Di erentiate the order of steps in a sequence.
M03 Sunburst AB 1 MEX 44480.indd 29
23/04/18 6:52 p.m.
Expected Outcomes Recognize ordinal and cardinal numbers. Differentiate the order of steps in a sequence.
Materials Activity Book p. 29, paper, crayons or coloring pencils
Warm Up Draw a red button on the board. Tell students they are going to play a game called Robot On / Robot Off . They are going to pretend to be robots. You are going to push the imaginary button to turn on the robots, but when you push the button again, the robots must turn off immediately. Push the button on the board and say, Turn on . Let the students pantomime the motions of a robot. Then push the button and say Turn off . Students that don’t stop have to sit down. The last one standing wins.
Unit 3
T29
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