| TopicEgyptian counting | Session6 | LevelYear 5 | |
| Title: How did Egyptians count? | |||
| Key Competence:-Linguistic and audiovisual.
-Mathematical. |
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| Transferable SkillsCommunicative(Linguistic and audiovisual):
-To interpret and understand the situations she/he will encounter in everyday contexts and beyond. Methodological(Mathematical): -To interpret and put into practice processes of mathematical reasoning leading to solving the problems and questions in everyday situations and in different fields to which mathematics can offer answers. Personal(Autonomy, initiative and decision taking) -To develop collective activities with critical thinking. |
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| Aims:-To understand the structure of the Egyptian Counting.
-To practice sums. -To resolve word problems in pairs. |
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| Teaching Objectives | Learning Outcomes | Communication | |
| Content– The different hieroglyphics that represent each number.
-Mathematical expressions.
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Content– Identify the different hieroglyphics that represent each number in the Egyptian Counting.
-Say mathematical expressions and numbers using correct structures. |
Language OF learningKey vocabulary:
Hieroglyphics, plus, minus, equal, necklace, blocks, scarab, beads, workman Key structures: -Mathematical expressions (… plus …, … minus…, … times …, … equal…) |
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| Cognition– To transform Egyptian numbers into our numbers.
– To recall previous knowledge about numbers.
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Cognition– Resolve sums using hieroglyphics.
– Solve word problems using Hieroglyphics. |
Language FOR learning– I think that we have to do a… (Addition, subtraction…)
– The result is…. |
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| Language THROUGH learning– Numbers.
– Language to explain what sum should they do and why. |
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| INITIAL ROUTINE | |||
| Grouping OptionsWhole class | Time5 minutes | Resources-Poem | |
| DescriptionTo start with the class, the teacher will pass the attendance sheet and she/he will ask some questions to pupils to practice with greetings such as: “Hello. How are you? What’s the weather like today? Where are you from? What is your favourite food?” and so on. Furthermore, we can also propose that students ask questions among them.
After that, pupils will recite the Egyptian poem that they learnt in the first session. Students know that after the poem the class begins and that they will start by developing activities and learning new content. |
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| ACTIVITY 1 | |||
| Grouping OptionsWhole class | Time10 minutes | Resources-A picture of “Egyptian counting” (Annex 16) | |
| DescriptionThe teacher will ask them what they did and learnt in the previous session, reminding contents and linking the different sessions of the unit. Besides, the teacher will share with pupils the aims of the sessions and he/she will explain what they are going to do and to learn during the lesson.
The teacher will project a picture with the hieroglyphics and its equivalences with our numbers. He/she will connect this new topic with the hieroglyphics that they learnt some lessons before.
Then, the teacher can do some questions to check if pupils have understood the equivalences. For example, he/she can write a number in Egyptian and ask some student to say it English, aloud. It is good to remember the numbers, too. |
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| ACTIVITY 2 | |||
| Grouping OptionsPair work | Time20 minutes | Resources-Worksheets “Egyptian counting” Isis and Ra (Annex 17) | |
| DescriptionIn this second activity, students will work in pairs. The teacher will give to each pair the Worksheet “Egyptian counting”. One member of the pair will have a worksheet called “Isis (a protective goddess)” and the other member will have another called “Ra (the sun god)”. But note that they cannot do their own worksheet alone. They will need his/her classmate to solve it. Before starting, the teacher will do an example with one volunteer: For example, ___ has got Ra’s sheet and I Isis’ sheet. I start saying: 23 plus 64! And the volunteer has to answer 23 plus 64 equals 87. The teacher will write some expressions like plus, minus, is, equals… Pupils can do the sums in a sheet of paper if they need it.
When they have finished, they will correct it the whole class together. |
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| ACTIVITY 3 | |||
| Grouping optionsPair work | Time20 minutes
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Resources-Worksheet “Egyptian counting” –Word Problems (Annex 18) | |
| DescriptionThis time the pair will solve two word problems. The teacher will give the worksheets and introduce them in this way: Do you remember who Tutankhamun was? Yes! He was one pharaoh of Egypt. So Tutankhamun has two word problems but he doesn’t know how to solve them. And he needs our help; he wants us to solve them for him. Otherwise, he will be the only pharaoh of the Ancient Egypt who didn’t know how to solve a word problem. Let’s see which pair solves them faster so the pharaoh will be so grateful to them.
In the word problems students can find some new words, so there will be some pictures in the sheets to explain their meanings.
The first pair will correct the word problems, but waiting enough time to let their partners finish them. |
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| FINAL ROUTINE | |||
| Grouping OptionWhole class | Time5 minutes | Resources-Class glossary & songs | |
| DescriptionAt the end of the lesson, the teacher will ask to the pupils what they have learnt today and together with the whole class they will discuss and make decisions about what key vocabulary and grammar structures they should write in the class glossary. They have to take into account that they must write the important aspects that they have to remember. Furthermore, in the glossary they have to write the word in English, the translation into Spanish or Catalan and the pronunciation.
To finish with the class, they will listen to a song, where they can sing and make the actions and movements. With the song, pupils know that they have to pick up school material and that after the song the class finishes. It is not necessary that songs were goodbye songs. Here we have found two examples: |
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| Assessment Criteria- Identify and read correctly their sums.
– Solve their sums and word problems. |
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