900 Fifth St.

, Nanaimo, BC V9R 5S5

Colour-by-Number & Cup Sort

Nam Brittanii Lasota
e:

Grad Beginning French/ELL Topic Counting 0-10

e
Date Allotted
Time

STAGE 1: Desired Results

Cite sources used to develop this plan:

https://www.carrollk12.org/curriculum/elementary/mathematics/fourthgrade/Docume
nts/R.4.NBT.1.PlaceValueCups.pdf *This site inspired the actual activity
https://www.google.ca/search?
q=color+by+number+french&biw=1440&bih=710&source=lnms&tbm=isch&sa=X
&ved=0ahUKEwihoor5jvrPAhVrslQKHUHTB70Q_AUIBigB#imgrc=z0Cyw9lTVWvwuM
%3A * An example of what could be used. Could be done in a more complex way for
intermediate students

ESL Students:
Primary: Student #2: Amado This student was born in Canada and has lived in the
Philippines for the past several years. Amado speaks some English but did not study
it while in the Philippines
(L=2 S=2 W=1)

Intermediate: Student #6: Veronique A Visiting second language student from

France who has studied English in school (L= 3 S=3 W=2)
Rationale & Background for Understanding: Why is this lesson relevant at this time
with these students?
Big Idea: Counting 0-10
The students have been practicing their numbers from 0-5 since the beginning of
the unit. The students are now ready to add the numbers 6-10 to their vocabulary.
This lesson is a hands on way to allow all students to learn new numbers, how to
pronounce them, how to write them, and how to recognize them.

Provincial Learning Outcome(s): What Big Ideas (Understand,) Core Competencies

(Do), Language & Content Standards (Know) does this lesson develop?
Understand

Big Ideas: Listening and viewing with intent helps us learn

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Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Essential Questions: Listen to your classmates pronunciation of each number.

Does this allow you to better pronounce the words yourself?
Do

Curriculum Competencies: Use visuals to assist in understanding and

communicating

Language Competencies: Students will be utilizing listening and speaking skills

throughout this lesson

Know

Content Standards: Number concepts to 10

Numbers represent and describe quantity

Language Standards: Students will be able to recognize the numbers 0-10, write
them down, speak them, and put them in order.

Oral:
Oral: BC ELS O L#:

Key Vocabulary for Lesson: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & the colours of

whichever colouring sheet you choose

STAGE 2: Assessment Plan

Assessment
Summative Formative Assessment Sources of Evidence
Assessment (Of Learning) (Criteria)
(Of Learning) How will students show their What product or action will
What will students learning? show what students have
learn? learned?

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Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Students will be able to Students will participate in a
recognize/write/say the colour by number worksheet,
numbers 0-10. count out loud from 0-10, and
will complete a cup stacking
activity.
Students will complete the
colour by number worksheet
and will accurately stack the
Styrofoam cups in the
correct order.

STAGE 3: Learning Plan

Resources, Material and Preparation: What resources, materials and preparation

are required? Think of resources you need to support beginning and intermediate level
language learners?
Styrofoam cups (11 per student)
Black Marker (1 per student)
Colour by Number worksheet
Pencil Crayons

Lesson Development
Pacing
Introduction: How will you introduce this lesson in a
manner that engages students and activates their
thinking?

*Before the lesson I would give both of my students

lots of time with the numbers 0-10. My class would
have a number line on the board and we would go
over the numbers each day in the morning.
I would begin by reviewing what the students have
learned in the previous lessons. (Numbers 0-5).
- What can we remember about French numbers?
- Who can tell me what number __ is?
I would also replay the song that was introduced in
the introduction lesson

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Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

Pacing
Teaching/Learning Sequence: What steps and
activities are you going to use to help students
acquire and practice the knowledge, skills and/or
attitudes needed to meet the outcome?

Then, I would tell the students that today we will be

learning the numbers 6-10.
- Does anyone know any of the numbers from 6-
10 in French?

I will then begin to go over the numbers one by one

with the students (six, sept, huit, neuf, dix).
Checking for understanding along the way.

Once the students are feeling comfortable

pronouncing each number I will have them stand up
at their desks and while pointing at each child, I will
have them say one number at a time from 0-10.
When we go through it one time perfectly we will
move onto the next activity.

Then, I will hand out the colour by number sheet and

have the students complete it at their desks.
- This sheet allows the students to see the
written number, recognize what the word stands
for, and colour in the appropriate area
- Students will have a chart on the board to refer
to

Once the students have complete the colouring

worksheet we will move onto the next portion of the
lesson.

Next, I will hand out the white Styrofoam cups (11

per student) and a black marker (1 per student)
*Primary students will have the cups already
completed, ready to play the game

Next, I will tell the students that they are going to

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Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

write each written number on the cup (with the

corresponding number if they need the extra
support) from zero-ten

Then, I will ask the students to lay all of the cups on

their desk in random order

When I shout out Go! they will begin to stack the

cups in order from zero-ten

Pacing

Closure: How will you solidify the learning that has

taken place and deepen the learning process?

To conclude our lesson we will have a cup stacking

race and discuss once again, the numbers from
zero-ten

Accommodations (adaptations, extensions, other): How will you plan for students who
have learning/behaviour difficulties or require enrichment?

**For an ESL learner I would do this same lesson plan but change the French to English. We will
that the student does not feel lost

Primary adaptions:
- Instead of having the students create the numbered cups I would provide them already ma
high priority.
- For the colour by number worksheet I would be sure to have a chart to allow the students t
- The cup stacking would not be timed for my younger students unless they all really got the
accurate would be emphasized, not timing.

Intermediate Adaptions:
- I would have the students write their own numbered cups to give them some extra practic
- The colour worksheet could be done as the sum of a number (example: one + nine =) in o
worksheet the student would have to be able to recognize the sum of two numbers

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Student Name:
 900 Fifth St., Nanaimo, BC V9R 5S5

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Student Name: