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Will you play with me?"

But Mother Hen clucked loudly and said, "No, Percy, I will not be your friend. I will not play with you. Your quills are too sharp. Go away! Go away!"

  • Draw Mother Hen and her three little chicks.
LO 1.1.4 LO 2.1 LO 3.2.5

Percy was sad. He walked on and met Old Brown Cow and her little calf.

"Aha!" he said. "Here are some friends to play with me.

I can play with Old Brown Cow.

I can play with the little calf.

We can play hide-and-seek.

We can play ball.

We can play all kinds of games."

So he crept nearer and said,

"Good morning, Old Brown Cow. My name is Percy. Will you be my friend?

Will you play with me?"

But Old Brown Cow lowed loudly and said, "No, Percy, I will not be your friend. I will not play with you. Your quills are too sharp. Go away! Go away!"

  • Draw Old Brown Cow and her calf.
LO 2.5 LO 3.2 LO 3.2.4

Percy was sad. He walked on and met Mrs Sheep and her two little lambs.

"Aha!" he said. "Here are some friends to play with me.

I can play with Mrs Sheep.

I can play with the two little lambs.

We can play hide-and seek.

We can play ball.

We can play all kinds of games."

So he crept nearer and said,

"Good morning, Mrs Sheep. My name is Percy. Will you be my friend? Will you play with me?"

But Mrs Sheep bleated loudly and said, "No, Percy, I will not be your friend. I will not play with you. Your quills are too sharp. Go away! Go away!"

  • Draw Mrs Sheep and her two little lambs.
LO 1.1.1 LO 2.5 LO 3.8.1

Percy the Porcupine was very, very sad.

Nobody wanted to be his friend.

Nobody wanted to play with him.

Nobody wanted to play hide-and-seek.

Nobody wanted to play ball.

So he walked back to his berry bush and cried himself to sleep.

And there the porcupines of the forest found him.

"Percy!" they said, "we will be your friends. We will play with you". And so they did!

  • Draw Percy and the porcupines of the forest playing.
LO 3.2.3 LO 3.3.1

Assessment

Learning Outcome 1: LISTENING : The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment Standard 1.1: We know this when the learner shows understanding of stories:

1.1.1 predicts what the story will be about from the title;

1.1.2 answers literal comprehension questions (e.g. true/false questions);

1.1.4 recalls and retells parts of the story;

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.1: We know this when the learner answers questions using words and phrases:

Assessment Standard 2.5: We know this when the learner talks about a picture, photograph or object:

Assessment Standard 2.8: We know this when the learner asks for clarification (e.g. ‘can you explain it again, please?’):

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts;

Assessment Standard 3.2: We know this when the learner makes meaning of written text by reading with the teacher:

3.2.3 answers literal questions about the story;

3.2.4 describes how the story makes self feel;

3.2.5 retells the story;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words;awareness:

3.3.1 recognises on sight an increasing number of high-frequency words;

Assessment Standard 3.8: We know this when the learner reads on own for information and enjoyment:

3.8.1 reads and follows instructions (e.g. how to play a game);

3.8.6 reads familiar poems and rhymes;

Learning Outcome 4: WRITING : The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.5: We know this when the learner writes sentences using a ‘frame’ (e.g. ‘I can…’).

Questions & Answers

explain and give four Example hyperbolic function
Lukman Reply
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, English first additional language grade 3. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11118/1.1
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