I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.
Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.
I project the Problem of the Day on the SMARTBoard and say to students, "This is our Problem of the Day for today. This says 'Freddy received cards for his birthday. How many cards does he have? Draw a group of cards with one less than Freddy's.'" I say, "This problem has two parts. What is the first thing it asks us to do?" (Count how many cards Freddy has.) I have a student come up and count the cards aloud. The cards are not arranged in any specific way. I ask, "What can we do to make it easier to count these cards?" I have students suggest strategies. I show the students that the cards can move, so we can line them up to make it easier. (Part of Common Core Standard K.CC.B.5 says, "Count to answer 'how many?' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration." This problem gives students an experience with things in a scattered configuration which can be confusing for them to count.)
"Listen to the direction again. 'Freddy received cards for his birthday. How many cards does he have? Draw a group of cards with one less than Freddy's.' What do we need to do next?" (Draw a picture of cards with one less than Freddy's.) I ask, "How many cards are we going to draw? 9 "How do we know to draw 9?" (We need to draw 9 because 9 is one less than 10.) I have a student come up and draw. I suggest a drawing simple rectangles to represent the cards. I tell students that when we are drawing in math, we need to keep our pictures simple. I say this because sometimes students get too focused on how to draw a certain picture and forget the math skill that they are working on. I have the student count when he is finished to make sure he drew 9.
If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.
I tell students, "Today we will keep learning about numbers. We are going to learn to write the numbers 9 and 10."
Some of the Problem of the Day questions that I use are simple review kinds of tasks, but I am trying to build up to more complex tasks. Today's problem ended up being a bit more challenging of the students than I expected. The students needed the question broken down and it actually ended up taking us about 15 minutes before it was complete and I was still unsure if all of the students were comfortable with what we did. I think the combination of the mixed up/overlapping cards, finding one less and drawing a picture of 9 objects was overwhelming to some students. The students needed more practice with each of those kinds of tasks before combining them into one question. While posing students with a challenge engages some students, it is important to build up to more complex tasks so that the students do not get overwhelmed and frustrated to the point of not wanting to attempt the tasks.
I draw 9 dots on a white board and ask students to count the dots with me. I then write the number 9 on the board. I tell students, "This is a number 9." I continue with number 10. I tell students that we will be reading a story today called Feast For 10. I use this book because it has numerals on the pages. The students also enjoy the story about how the family gets ready for a feast. I read through the the story stopping to count the objects in the pictures. During the pages for 9 and 10, I stop count the potatoes and hands in the picture and name the number. I have a sticky note over the numerals 9 and 10 with the numeral written in the way that I would like the students to write. I also have 5 students come up so that we can see that 5 people have 10 hands. I hold up the book so that all of the students can see the number and draw it with their finger in the air. I continue to read the rest of the story as a reviews as it goes through each number again.
I tell students that we will be practicing the numbers 9 and 10 on a Writing Numbers 9 and 10 worksheet. I show students the paper and say, "We will be working on this paper together. You need to get out a pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start." I like to have students hold up their pencils or put their hands on their heads when they are finished with a task. It makes it easy for me to see who is ready and also keeps the students from writing all over their papers while they wait for other students to finish. I hand each student a paper for them to take back to their seats and while the students are writing their names, I turn on the projector and document camera and display the worksheet on the SMART Board. When all students have their pencils up, I say, "The directions on this paper say ‘Count the objects. Trace and write the number.' Put your pencil point on the first pepper. Point to each red pepper as we count together. How many red peppers are there?" I call on a student who is raising a quiet hand. I have the student come up and point to the red pepper as they count aloud. I then model how to write the number 9. I say this rhyme as I write it "A loop and a line. That's a nine." The rhymes I use to write the numbers I learned from another teacher, and they work great to help the students remember how to write the numbers. I continue this with the question about the carrots. When modeling the number 10, I say, "A straight line down makes a one. Put a 0 beside it to make 10 more fun." When we are finished, I say, "The next set of directions says, 'Count the objects. Write the number.' You may finish the paper on your own." When they are finished, they put their papers into the paper tray in the front of the classroom and get their center.
Since the students finish their papers at different times, I circulate through the room to make sure that students are completing their papers, putting it in the tray and getting their centers. This week's centers are:
Writing Numbers in Sand (Use Number Cards 0 to 10)
Number Order Puzzles (K-5MathTeachingResources.com)
Counting and Ten Frames (K-5MathTeachingResources.com)
Dice Race (K-5MathTeachingResources.com)
Apple Counting SMART Board (TeachersPayTeachers.com - Use slide 11 as center)
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers. I pull the first group for 10 minutes and the other two groups for 5 minutes each. The first group is comprised of the students who were having trouble identifying numbers and matching the numbers to objects. I have a basic idea of who I want in each group based on recent assessments, but I also take into account how the students did in the whole group lesson. I pull the students back to my small group table to do a reteach activity using flash cards and food picture cards (for this lesson I use images from this website for the pictures. I laminated and cut out the pictures of the food.). I show the flash cards and have students practice identifying the numbers. I then give each student a pile of fruit (1-10) and have them pick the number card that matches their group. Today I use Giant Tracing Numbers from Lakeshore that the students can trace on with a dry erase maker. The next two groups do a follow up activity that reviews identifying numbers, counting objects. I use the flash cards and manipulatives with these groups as well. I start by showing the students flash cards again and having them practice identifying the numbers. I do this much quicker for these groups. I then give each student a pile of manipulatives (9 or 10) and have them write the number on a white board. Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean.
There are many wonderful transition songs to be found, for free, online if you'd like to use music for transitions too. Students clean up and return to their seats.
I close this lesson by inviting students back up to the carpet. I turn on the SMART Board and let one of the students who did well writing 9 and 10 come up and show us how to write a 9 and 10. As they write, I have the other students say the number rhymes with me. I mention positive things that I noticed during centers. I also include something that needs to be better next time. I review what we did during our whole group lesson. "Today we learned how to write the numbers 9 and 10. How do we remember how to write a 9?" A loop and a line. That's a nine. "A 10?" A straight line down makes a one. Put a 0 beside it to make 10 more fun. "Let's count to 10 together." 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 "Tomorrow, we are going to continue practicing how to write the numbers 9 and 10."