## Number 17 Activity Sheet - Section 4: Independent Practice and Informal Assessment

# Greedy Gordy Makes Pies: Exploring the Number 17

Lesson 8 of 13

## Objective: Students will be able to identify, count and represent the number 17.

*45 minutes*

#### Opening

*10 min*

For this part of the lesson, you will need the story Greedy Gordy Makes Pies, included as a PDF with this lesson. I print the book with a colored printer and laminate the pages to increase durability. I bind the book with a comb binder, but it could easily be stapled or bound with book rings.

I gather the students around my big chair. We begin the lesson with a short discussion to help activate prior knowledge and expose my English Language Learners to non-academic vocabulary that is related to our story. I ask the students, *What is a pie? *I call on a student and then expand upon his answer, explaining to the class what a pie is. I brought the apple pie that is in our dramatic play center out as a visual for the students and I use it to expand on the student's answer. I then ask them,* How many of you like pie? Let's see if we can come up with some different types of pie. *We work as a group to name as many different kinds of pies as possible. * Now, I want you to turn to a neighbor and tell them what your favorite* kind of pie is. I give the students time to talk. When they are done, I hold up the book for them to see. *Today we are going to read a story about pies. I want you to see if your favorite kind of pie is in the book. There is also one kind of pie in the book that is kind of silly. See if you can figure out which one it is. *

*The title of our story is Greedy Gordy Makes Pies. *The children cheer. They love Greedy Gordy stories.

**Page 1:** * * *Greedy Gordy needs to make pies to bring to a family celebration. *

**Page 2:** *Gordy is going to make an apple pie first. Gordy needs 17 apples for his pie. *We count the apples together. I purposefully point when counting to help the students develop one-to-one correspondence.

**Page 3-5: ** Continue as with page 2, counting the items on each page while purposefully pointing to each one.

**Page 6:** *All the pies are done now. Gordy!! Aren’t those pies for your family?? * One student says, "I knew it! I knew he would eat the pies!"

**Page 8:*** Maybe I shouldn’t have eaten all those pies. *

We discuss whether the students saw their favorite pie in the book. Several students shout out, "Pumpkin!" We also talk about that fact we have never seen a grape pie before....but who knows? Maybe it is a favorite flavor somewhere.

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

#### Resources

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

**Slide 2:** *This is the number seventeen. It has two digits a 1 and a 7. *

**Slide 3:** When I count, I say the number 17 after the number 16.

**Slide 4:** There are seventeen pies. I touch each one as I count, 1-2-3-4-5-6-7-8-9-10-11-12-13-14-15-16-17. I purposefully touch each slice of cheese as I count to build one-to-one correspondence.

**Slide 5:** *Which group has seventeen blueberries? Erase the circle to check. *I invite a student to come up and count to find the group with 16. After the students erases, we count the 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 put 17 raspberries on the bush? Count as you move each one, 1-2-3-4-5-6-7-8-9-10-11-12-13-14-15-16-17.* I stress that the student needs to count each raspberry as it is moved. We again check the student’s work by counting aloud.

**Slide 7:** * Can you put 17 coconuts on the tree? *Continue as in above slide.

**Slide 8:** *To make a number seventeen, start at the top line and go straight down to make the one digit. Start at the top line again, slide to the right on the line and then slant down to the bottom line. *

**Slide 9:** It is time for Turn and Talk. Turn and Talk provides a wonderful opportunity for all of my students to practice their academic language. This is especially beneficial for my English Language Learners.

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 apricots 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 16. I invite the student to come up and count the apricots for the class. To help reinforce English language, I repeat the answer as a complete sentence. I say, *That’s right. There are 16 apricots.* It is important for the students to hear the answer phrased as a sentence. This helps expand their knowledge of English syntax. I then ask the students, *How many cherries there? * I repeat the process as above, having the student count the cherries and then I restate the answer in a complete sentence for the students.

We return to our seats for guided practice.

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#### Guided Practice

*10 min*

For this part of the lesson, you will need the Greedy Gordy Makes Pies Student Book. 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, *We are going to read Greedy Gordy Makes Pies. This will be a great opportunity for us to practice counting to 17 and writing the number 16. Now, I want everyone to point to the title of the book and read it with me. *

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 pie ingredients on each page together with me. When we are done counting each page, the students pick up their pencil and trace the number 17. 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. When students are done with independent practice, they will be able to color in the book.

#### Resources

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For this part of the lesson, you will need the Number 17 Activity Sheet included as a PDF with this lesson. You will also need bingo daubers. If you do not have bingo daubers, you can have the student use their crayons.

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 grapes for that silly grape pie that Gordy is making. You will use your bingo dauber and mark exactly 17 grapes on each bunch. Make sure you count and double check your work. *

The students begin working (see video) and I circulate around the room to monitor their progress and catch any mistakes. When they are done, I have them pick one of the bunches of grapes and have them count them for me so I can check their understanding of the number 17 and one-to-one correspondence. They place their work in their mailboxes as they finish.

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