##
* *Reflection: Lesson Planning
Baker Bill-What Comes Next? (11-20) - Section 4: Independent Practice & Informal Assessment

Generally, planning a lesson that has a similar structure in kindergarten is a good thing. I did have this backfire a bit on a me during this lesson. I had two students who started doing the independent practice incorrectly. They remembered drawing numbers from a bag from our lessons on comparing numbers. They decided instead of writing what comes next, they would draw two numbers and compare them, circling the one that is greater.

Thankfully, I caught this mistake before the students got too far into the lesson. I was able to quickly get them on the correct track. I know in the future, I will make sure to tell the students, "This is NOT like our lesson on comparing numbers. You will only draw one card, not two. If you have any questions, make sure t let me know before you start." Even though it is half-way through the school year, I can still assume too much.

*Baker Bill*

*Lesson Planning: Baker Bill*

# Baker Bill-What Comes Next? (11-20)

Lesson 10 of 17

## Objective: Students will be able to tell what comes next when given a number 11-20.

## Big Idea: Counting on from any number is an important skill. Knowing what number comes next is the first step in understanding this concept.

*55 minutes*

#### Opening

*10 min*

For the lesson, you will need a copy of Baker Bill, included here along with some tips for using these materials in the Resources.

I gather the students by my chair. I ask them some questions to build background knowledge for reading the story. We live in a small community that has a very popular family owned bakery. People will travel for quite a distance to visit this bakery. I use this bakery as a foundation for conversation.

*Boy and girls, have you ever been to the Cold Spring Bakery? Every hand in the room goes in the air. What types of things do you find at the bakery? * I call on students to share. *I want you to turn to a neighbor and tell him or her what are your favorite treats from the bakery.* I give the students a chance to share with their neighbors. I call them back together and tell them. *I have a story to read to you about someone who works in a bakery. It is called Bill's Bakery. Let's see if Bill has anything in his bakery that is a favorite of yours. *

**Page 1**: *This is Bill. He owns a bakery. His bakery is always very busy. To make sure everyone is taken care of, he has each customer take a number when they walk in.*

**Page 2**: *A sign shows what customer’s turn it is. Right now, Bill and his bakers are helping the customer with the number 17. *

**Page 4**: *Let’s help Bill and his crew figure out what customer should be served next. He just served customer 12. *I invite a student to come up and write down the number of the next customer to be served. The class checks the student's work by saying, 12-13.

**Page 5:** I have number 13! I would like a cherry pie!

**Page 6**: *Here's that pie! I better help the team serve some more customers. They just served number 15. Who is next? *I again invite another student to come up and fill in the next number. We again check the student's work.

**Page 7:** I* have number 16. I would like a dozen donuts. *

**Page 8:*** Here you go! Let's see who we need to help next. What number is that boys and girls? Okay, who can fill out what comes next. *Another student comes up to write in the next number. The class checks.

**Page 9:** I have number 19! I'm here to pick up my wedding cake.

**Page 10:*** Here you go! One wedding cake coming right up.*

**Page 11:**** *** How much cake did you eat? Just keep smiling!*

The students don't quite get the humor at the end of the story. I need to explain it to them.

*Were any of your favorite treats in the story? *A student raises her hand and shares..*.*"Mrs. Baumann, they have that same kind of thing with the numbers at our bakery." (Yeah!! A connection is made!)

*Let's move over to the SmartBoard to continue our math work!*

*expand content*

#### Instruction

*20 min*

For this portion of the lesson, I use the SmartBoard file What Comes Next. 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, and using an equitable system (in my case cards with each student's name) I select who comes to the board.

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 tell what number comes next when given a number between 11 and 20.Language ObjectiveI can tell a friend what number comes next when given a number between 11 and 20.*

We then continue with the rest of the slides.

**Slide 2:** *Sometimes when I know a number, it is really important to know what number comes next. Speech Bubble: I need to know what customer to serve next. *

**Slide 3:** * **If I am not sure what number comes next, I can count or use a number line. *I invite a student to come up and fill in the missing number. You will need to use the RED marker on the Smartboard. We check by counting from that number while I point to the number line.

**Slide 4:** Let's try doing some more. I invite another student up and then we check the answer as a class.

**Slides 5 -7:** We continue as in Slide 4.

**Slide 7:** It is now turn and talk time. Turn and Talk allows my English Learners to practice their academic language with a peer. The students hold hands with their assigned Turn and Talk partner and lift their hands in the air so I can check that everyone has a partner. I ask them the question, *Baker Bill served customer 14. The next customer he called up was 13. Did he call the correct customer? Why or why not? *I give the students some time to talk and then I call on one student to share their answer with the class. He said, "He made a mistake. It should have been 15. He counted backwards." (wow!) I say to the class, 15 comes after 14. *Great job students. Now let's go back to our seats and practice what comes next some more!*

*expand content*

#### Guided Practice

*10 min*

For this part of the lesson, you will need the Hanging Numbers 10-20 (these were also used in the previous lesson, Daniel's Dance Studio). Print out a copy of each number (I have exactly 22 students so I do two sets so I can divide the class into two).

I laminate the cards so I can use them again. I punch two holes in the top and attach string so they can be reused.

I pass out the numbers to the students. I keep one set of students on the right side of the room and the other set of numbers on the left side. I tell the students, I am going to call some numbers to go up in front of the room. If I call your number, go up to the front. Then we are going to have the student who has the number go up. The entire class needs to pay attention because we will be checking everyone's work.

I invite the students with the number 13 to go up in front of the class. I then ask the students who have the number that comes next to go up. This is tricky for the students. They know which number comes next, but they sometimes do not know what order to stand. They have to remember that they have to stand so it looks correct to the class. We check their work by counting from that number (13-14).

The students sit down and I call up more students. I make sure that every student has a chance to go up and be either the first or second number of each set. When were are done, I collect their cards and we prepare for independent practice.

#### Resources

*expand content*

You will need the What Comes Next activity sheet and Numbers 11-20, both included as a PDF with the lesson. You will need one set of numbers for each student (These numbers were used in previous lessons in this unit). I run half of the class on one color and the other half of the class on a different color. This keeps them from getting mixed up when students are sitting next to each other. After the cards are cut, I put them in brown lunch bags. I flatten the bags for storage purposes.

I pass the activity sheet out to the students and have them put their name on the top of the paper. I tell them, *"We are going to practice what comes next. You will draw a number out of the bag and write it on the first cake. Then you will write the number that comes next. You put that number back in the bag, shake it up and draw again. Continue doing this until you have both sides of the paper completed. When you are done, bring up your paper for me to check".*

I circulate around the room while the students complete their work. Two students draw two cards and start comparing them like in a previous lesson. I need to remind them what our lesson focus is and what we are doing. They are quickly back on track.

The students complete their work and I check it. They then put their work in their mailboxes.

*expand content*

Great Lesson....I that you gave the opportunity to think by saying that Bill was serving the wrong customer. This is great for helping students go deeper.

| one year ago | Reply##### Similar Lessons

Environment: Urban

###### Heading Back

*Favorites(3)*

*Resources(17)*

Environment: Suburban

Environment: Suburban

- 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: Sam's Sporting Goods-Placing Numbers 11-20 on a Ten Frame
- LESSON 2: Sam Takes Inventory-Counting Numbers 11-20 in a Ten Frame
- LESSON 3: Becky and Bart Build with Blocks-An Introduction to Base Ten Blocks
- LESSON 4: Becky and Bart Count Their Blocks-Base Ten Blocks and Numbers 11-20
- LESSON 5: Hurry Up! Exploring Place Value with a Ten Frame
- LESSON 6: The Super Counters-Working with Place Value with Base Ten Blocks
- LESSON 7: Place Value Safari--Reading Numbers Represented by Ten Frames and Base Ten Blocks
- LESSON 8: Place Value Round Up--Representing Numbers 11-20 with Base Ten Blocks and Ten Frames
- LESSON 9: Daniel's Dance Studio-Ordering Numbers 11-20
- LESSON 10: Baker Bill-What Comes Next? (11-20)
- LESSON 11: One Hungry Customer
- LESSON 12: Sweet Treats-More Practice Counting from Any Number (11-20)
- LESSON 13: The Block Battle-Comparing 11-20 with More
- LESSON 14: It Doesn't Matter-Comparing 11-20 with Less and Equal
- LESSON 15: Greedy Gordy Visits the Bakery AGAIN!-Comparing Numerals 11-20
- LESSON 16: Working with Numbers 11-20 Review
- LESSON 17: Working with Numbers 11-20 Assessment