##
* *Reflection: Checks for Understanding
One Hungry Customer - Section 4: Independent Practice and Informal Assessment

The students did a great job with this lesson, but I noticed something while they were completing the Independent Practice and Informal Assessment part of this lesson. Many of the students needed to touch the treats on the cards to count them. It made me wonder if they could count on from any number without an object to tap. Informal assessment is an important aspect of every lesson. The informal assessment helped me to know that I needed to add another lesson on counting on that did not give the students items to tap when counting. You will find this lesson in this unit.

*One Hungry Customer*

*Checks for Understanding: One Hungry Customer*

# One Hungry Customer

Lesson 11 of 17

## Objective: Students will be able to count on from any given number 11-20.

#### Opening

*10 min*

For this part of the lesson, you will need the book, One Hungry Customer, included with this lesson. I print the book on a color printer and laminate the pages for durability. I bind mine with a comb binder, but you could use book rings or a stapler.

I gather the students around my big chair to read the story. I say to them, "*We talked about a special place yesterday, do you remember what that place is? That's right, a bakery. Who owned the bakery. Right, Baker Bill. Today we are going to read another story about a bakery. It is called, One Hungry Customer. What does it mean if you are hungry? That's right. It means you want something to eat. Let's read our story and find out what this customer wants to eat." *

**Page 1:** *One day a very hungry customer came into Bill’s Bakery. *

**Page 2:** The customer wanted to buy all the donuts. How many donuts are there for the customer? I invite a student to come up and count the donuts. I assist them with counting on. The class and I then count together to check the student's work.

**Page 3:** The customer wanted to buy all the cupcakes. Again, I invite a student up as above to count with the class checking.

**Page 4:** *The customer wanted to buy all the cookies. * Continue as above.

**Page 5:** *The customer wanted to buy all the brownies. *Continue as above.

**Page 6:** *Boy, Baker Bill. That was one hungry customer. Who could ever eat that much? I will give you one guess!!* The students start shouting out...Gordy!! (A favorite recurring character from other lessons).

**Page 7:** *Of course…Greedy Gordy!!! I can always diet tomorrow!*

We move over to the SmartBoard to continue our lesson.

#### Resources

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#### Instruction

*15 min*

For this portion of the lesson, I use my SMARTBoard. If you have a SMARTBoard, the Count from Any Number: Day 1 Notebook Slides 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. I've included in the resources a Count from Any Number: Day 1 PDF so you can recreate this part of the lesson without Smart technologies.

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 count on from any number 11-20.Language ObjectiveI can tell a friend what numbers come next when give a number between 11-20.*

We then continue with the rest of the slides.

**Slide 2:** *Sometimes it is very helpful to count from a number other than one. I know there are 12 cookies in the container. How many cookies do I have? *We don't count yet. We wait until we go to the next slide.

**Slide 3:** * **If I ever need help, I can use a number line. *I demonstrate how to count the cookies, counting on from 12.

**Slide 4:** Let's count some more treats I invite a student to come up and count the treats. The entire class then checks the student's work.

**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, *How many cookies are there? How can a number line help you count from any number? *I give the students time to talk to their neighbors. I then invite a student to share with the class the discussion she had with her partner. She said, "There are 18 cookies. You can use the number line to help by finding 15 and starting from there." I repeat what she said, *That's right. We can always find the number we want to count from on the number line and start counting from there. *

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#### Guided Practice

*10 min*

For this portion of the lesson, you will need the Hanging Numbers 10-20 printing two sets of the cards. Because I have exactly 22 students, the cards start with 10 instead of 11. I laminate the cards and punch holes on the top and then attach strings so the students can wear them.

As I'm passing out the cards, I'm making adjustments because several students are out sick. The right side of my class gets one set and the left side of my class gets the other set.

*We are going to practice counting on from any number. If I call your number come up. Then we will have students bring their numbers up to show how we would count on.*

*Tens, will you go up front? Now, I want the next three numbers to go up front. * The students with the numbers 11, 12 and 13 go to the front of the room. I notice that some of the students need to wait until they see the number presented, before they are sure that it is their number that goes up next. After everyone is in place, we choral count on from the first number to reinforce counting on.

I have students return to their seats and I call up a new number. The point here is to begin counting in random places, so that students internalize counting order rather than dropping back to one to pick up a count. I continue to call groups of students (see: One Hungry Customer) until all students have had a chance to go up at least once (make sure to call numbers to allow this to happen). When we are done, I collect the numbers and we get ready for guided practice.

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For this part of the lesson, you will need to prepare the Bakery Count on from Any Number activity. I print the activity set on a color printer and laminate it so I can use it in upcoming years. The final preparation is to cut the cards apart and tape them in different places around the room. You will need a copy of the recording sheet for each student in your class. I have my students use our portable whiteboards to write on for this activity. If you have clipboards for your students, now is the time to get them out!

I tell the students, *We are going to practice counting on from any number. There are bakery treats hidden all over in our classroom* (the students get excited...I tell them they are NOT real). *When you find a bakery treat, you will find that letter on your worksheet. Write the first number that is on the container and then count the items that are on the cards. Fill out a number for each item to see how many sweet treats are there. When your sheet is done, bring it to me to check. *

I sent the students off to find the sweet treats and practice counting on. I circulate around the room to assist as needed. Some of the students need to tap to help with the counting. When they are done with their work, I check it to make sure they understand the concept. They then put their work in the mailboxes.

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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: 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