##
* *Reflection:
Frank Sets a Table: Exploring the Number 14 - Section 4: Independent Practice and Informal Assessment

There are times that I stop and wonder, is this too basic? Too much repetition? Am I moving too slowly? Do the students really need to cover just one number at a time? A saying that I often hear in the early childhood world is "Go slow to go fast." The majority of the students are doing well in learning the numbers, but there are still several who are a little shaky. The beauty of covering each number 0-20 in a separate lesson is that the students get the opportunity to review the previous numbers through the lessons.

It is a temptation to "bundle" the lessons and try to cover more numbers in a day. It is so critical that the students develop a conceptual understanding that the time spent covering the numbers individually will come back when the students master concepts such as ordering and comparing numbers with ease.

*Frank Sets Table-Exploring the Number 14*

*Frank Sets Table-Exploring the Number 14*

# Frank Sets a Table: Exploring the Number 14

Lesson 4 of 13

## Objective: Students will be able to identify, count and represent the number 14.

*45 minutes*

#### Opening

*10 min*

For this part of the lesson, you will need the story Frank Sets a Table for Fourteen Friends included as a PDF with this lesson. Print the story on a colored printer and if you are able, laminate the pages for durability. I bind it with a comb binder. You could also staple the story or use rings to bind the book.

I gather the students around my big chair. To help activate prior knowledge and expand the vocabulary of my English Language Learners. I ask them, *Have you ever helped set the table? Do you know what it means to set the table? I call on a student to explain to the class what it means to set the table. I want you to tell a neighbor something you would put on the table when you set it. *I call on a few students to share with the class after their discussion time.

I then tell the students,* Today, we are going to read a story about setting the table, It is called, Frank Sets the Table for Fourteen.*

I begin reading the story to the students.

**Page 1:** This is Frank. He is having a party for fourteen friends and needs your help to set the table.

**Page 2:** First, Frank needs to set fourteen plates on the center of the placemats. Can you count fourteen plates? I have the class count with me while I point to each object.

**Page 3-6: ** Continue as with page 2, pointing to each item as the students count to help develop one to one correspondence.

**Page 7:** *The table is all set for the party. Now I just need to welcome the guests. *(Speech bubble.)* Sure hope I am on the guest list! * The students are excited to see one of their favorite recurring characters, Greedy Gordy.

We now move over to the SMARTBoard to continue our lesson.

#### Resources

*expand content*

#### Direct Instruction

*15 min*

For this portion of the lesson, I use my SMARTBoard. If you have a SMARTBoard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF of the slides so you can recreate this part of the lesson.

I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.

I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content ObjectiveI can find the number fourteen, count fourteen items, write the number fourteen and make a group with fourteen.Language ObjectiveI can use the number fourteen to tell a friend how many items are in a group.*

**Slide 2:** *This is the number fourteen. It has two digits a 1 and a 4.*

**Slide 3:** *When I count, I say the number 14 after the number 13.* I invite the students to count with me.

**Slide 4:** *There are fourteen spoons. I touch each one as I count, 1-2-3-4-5-6-7-8-9-10-11-12-13-14.* I purposefully touch each spoon as I count to build one-to-one correspondence.

**Slide 5:** *Which group has fourteen plates? Erase the circle to check. *I invite a student to come up and count the plate to find the group with 14. After the students erases, we count the plates as a group to check his or her work. *Do you know how many are in the other groups? *I invite additional students up to the SMARTBoard to count the other groups and tell how many are in them. They erase to check their answer. Again, the class counts as a group to double check their counting.

**Slide 6:*** *Can you make a group that has fourteen?

Count as you move the coffee cups, 1-2-3-4-5-6-7-8-9-10-11-12-13-14. I stress that the student needs to count each coffee cup as it is moved. We again check the student’s work by counting aloud.

**Slide 7:** * *Try making another set of fourteen. This time it will be fourteen napkins.

**Slide 8:** *A number 14 is just like making a 1 and a 4. Start at the top and go straight down to the bottom line.To make a number four, start at the green dot. Go straight down until you hit the middle line and then turn right. Make a straight line from top to bottom that touches it.*

**Slide 9:** It is now Turn and Talk time. Turn and Talk allows all students in my class, especially my English Language Learners, to enhance their academic vocabulary.

Every student has an assigned Turn and Talk Partner. I have the students hold hands in the air with their partner so I can check to make sure everyone is partnered up I then ask them the question from the slide, *Now, turn to a friend and tell them how many forks there are.*

After the students have had time to talk, I invite a student to share with the class. The student tells the class that there are 14. I invite the student to come up and count the forks for the class. To help reinforce English language, I repeat the answer as a complete sentence. I say, *That’s right. There are 14 forks.* It is important for the students to hear the answer phrased as a sentence. This helps expand their knowledge of English symtax. I then ask the students, How many knives are there? I repeat the process as above, having the student count the knives and then I restate the answer in a complete sentence for the students.

We return to our seats for guided practice.

*expand content*

#### Guided Practice

*10 min*

For this part of the lesson, you will need the Number 14 Student Book included as a PDF with this lesson. If you double staple on the side when duplicating, two books are printed with each copy. You just need to cut the copy in half.

I distribute the books to the students and I have them write their names on the book. I tell them, *Now we are going to read the Frank Sets a Table Book as a class. We will get a chance to practice counting to 14 and writing the number 14. I ask the students to point to the title on the page. We read it together. *

We then turn to the first page. I invite the students to read with me. After we read each page, I invite the students to count the items on each page together with me. When we are done counting each page, the students pick up their pencil and trace the number 14. I remind them to start their numbers at the top line.

We continue in this fashion until we have completed the book. I then have the students set the book aside at their spot. There will be time to color in the book after our independent practice.

#### Resources

*expand content*

For this part of the lesson, you will need the Number 14 Activity Sheet included as a PDF with this lesson. You will also need ink pads and pencils with erasers on the end. I keep a set of unsharpened pencils to use as stampers. The students touch the end of the pencils to the ink pad and then their paper.

I pass out the activity sheet to the students. After the students have put their name on their paper, I tell them, *We are going to be counting out some items for setting the table. You will count 14 plates and put a dot on each one with your eraser stamper. Then you will count 14 spoons and put a dot on each one. And finally, you will count 14 glasses and put a dot on each one. *You will finish the worksheet by tracing the number 14 and practicing writing the number 14.

The students begin working (see video) and I circulate around the room to observe their work and correct any mistakes. When the students are done with their work, I have them bring it to me. I ask them to count one group of dishes that they dotted so I can check their understanding of the number and their one-to-one correspondence when counting. The students place their completed work in their mailboxes and then color in their guided practice book while waiting for their friends to finish.

*expand content*

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- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: Emery the Elephant: Exploring the Number 11
- LESSON 2: Twinkie the Rabbit: Exploring the Number 12
- LESSON 3: Thelma Makes Breakfast: Exploring the Number 13
- LESSON 4: Frank Sets a Table: Exploring the Number 14
- LESSON 5: The Backyard Barbecue: Exploring the Number 15
- LESSON 6: Thanksgiving Time: Reviewing Numbers 11 - 15
- LESSON 7: Sam the Turkey: Exploring the Number 16
- LESSON 8: Greedy Gordy Makes Pies: Exploring the Number 17
- LESSON 9: Emmitt is Thankful: Exploring the Number 18
- LESSON 10: Nina's Family: Exploring the Number 19
- LESSON 11: Thanksgiving Times Twenty: Exploring the Number 20
- LESSON 12: Let's Review Numbers 11-20
- LESSON 13: Numbers 11-20 Assessment