## Number 19 Worksheet.pdf - Section 4: Independent Practice and Informal Assessment

# Nina's Family: Exploring the Number 19

Lesson 10 of 13

## Objective: Students will be able to identify, count and represent the number 19.

*45 minutes*

#### Opening

*10 min*

For this part of the lesson, you will need the story Nina Has Nineteen Family Members, included as a PDF with this lesson. I print the book with a colored printer and laminate the pages for durability. The book can be bound with a comb binder, stapler or book rings.

I gather the students together and begin the story with a discussion to activate prior knowledge. This is also helps my English Language learners to acquire Tier I words (concrete words that they experience on a daily basis). I ask the students, *How many people are in your family? *I call on a student to share with the class how many people are in his family. We count them together as he names them (mom, dad, brother and two sisters). I invite the students to turn to a neighbor and share how many people are in their family. I then say to the students, *We have other relatives besides our mom, dad, sisters and brothers What do we call our mom and dad's parents? That's right, Grandma and Grandpa or Grandparents. How about your mom and dad's sisters. That's a tough one. They are called Aunts. And if they are aunts, what do we call your mom or dad's brothers? That's right uncles. The children of our aunts and uncles are called cousins. Raise your hand if you have cousins. All of those people make up what we call our extended family. Our story today is about that extended family. It is called Nina has Nineteen Family Members. Let's read it together.*

**Page 1:** * ** This is Nina. She needs to get her house ready for her nineteen family members. *

**Page 2:** * First, Nina needs 19 beds for her family. *We count the beds 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:** * Nina has everything she needs for her family. *(Speech bubble 1: * Nina, did you remember to get food? Speech bubble 2: Make that "almost" everything! *)

We discuss *what Nina's problem is and how she might solve it. *

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

**Slide 2:** *This is the number nineteen. It has two digits a 1 and a 9.*

**Slide 3:** When I count, I say the number 19 after the number 18.

**Slide 4:** There are nineteen grandmas. I touch each one as I count, 1-2-3-4-5-6-7-8-9-10-11-12-13-14-14-15-16-17-18-19.

**Slide 5:** *Which group has nineteen? Erase the circle to check. *I invite a student to come up and count to find the group with 19. After the students erases, we count the toothbrushes 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 19 chairs in the house? Count as you move each one, 1-2-3-4-5-6-7-8-9-10-11-12-13-14-15-16-17-18-19.* I stress that the student needs to count each chair as it is moved. We again check the student’s work by counting aloud.

**Slide 7:** * Can you put 19 pillows on the bed? *Continue as in above slide.

**Slide 8:** *A number 19 is just like making a 1 and a 9. To make a number one start, at the top and go straight down to the bottom line.To make a number nine, start at the green dot. Curve around hitting the center line, then make a circle. Close it up and then make a straight line down stopping at the bottom line.*

**Slide 9:** It is time for Turn and Talk. Turn and Talk is an easy technique teachers can incorporate into lessons to provide practice and reinforcement of academic language. This is especially important for English Language Learners.

Each student in my class 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 sisters 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 19. I invite the student to come up and count the sisters for the class. To help reinforce English language, I repeat the answer as a complete sentence. I say, *That’s right. There are 19 sisters.* 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 brothers are there? * I repeat the process as above, having the student count the pants and then I restate the answer in a complete sentence.

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 Nina Has Nineteen Family Members 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 they write their name on the front cover. I say, *We are going to read Nina Has Nineteen Family Members. We will read about all the things Nina does to get read for her family. We will practice counting to 19 and writing the number 19. *I have the students find the font cover They point to and read the title of the book 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 items on each page together with me. When we are done counting each page, the students pick up their pencil and trace the number 19. I remind them to start their numbers at the top line.

When we are done reading the book, the students set it aside. They will be coloring in it after they finish their independent practice.

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For this part of the lesson, you will need the Number 19 Worksheet included as a PDF with this lesson. Run the sheet back to back. The students will need scissors and glue or glue sticks to complete the activity sheet.

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 help Nina get ready for her guests. You need to cut out 19 chairs and glue them in the house. You have more chairs than you need. You can recycle the extra chairs or take them home. When you have your 19 chairs in your house, raise your hand. I will check your work before you glue it down. You can then turn the sheet over and practice writing the number 19.*

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 groups and count for me. I want to check their understanding of the number 19 and one-to-one correspondence. They place their completed work in their mailboxes as they finish.

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This is a great a lesson.

Thank you for sharing it with all of us.

| 9 months ago | Reply

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