Need: a giant ten frame and life-size paper counters.
There is a little bit of prep work for today's lesson. First, you need about a ten foot length of butcher paper. The color doesn't matter, I will use white because it is what we have the most of. Using a yard stick I will draw a life-size ten frame onto the paper. Each box will be about a 20" by 20" square for students to be able to stand in. Check the resource section for a picture of the ten frame.
Next, I will create a dozen red circles and a dozen yellow circles. You can make them as large as you want to. These circles will be attached using tape to each of the students' chests. Each student will either be red or a yellow counter. Check the resource section for a picture of the kids with their counters on and standing on the ten frame. I know my kids are going to be super excited to see the life-size ten frame and get to wear a counter on their shirt.
I keep a large container of beans in my classroom and am going to use them today to provide counting practice. I want my students to count out different quantities of beans. I will call out different numbers between 1-15 and walk around the room to check and see how many beans they have gathered on their desk.
Ten is a benchmark number that can be used as a guide to understand other numbers. Counting tells how many are in a set. I want my students to develop an understanding that the numbers 11 and 12 are 10 and some more. This is a structure I need my students to notice to have better counting skills and to reinforce their one-to-one correspondence. (MP7). Mathematically proficient First Graders carefully look for patterns and structures in the number system. Spatial patterns provide a structure and I want my students to identify these to assist with their one-to-one correspondence and fluency in counting. It is these smaller broken down skills that assist First Graders in becoming fluent in counting to 120 starting at any number. (1.NBT.A.1).
I will give every student in my class a paper counter. It's no biggie on what color each student receives, so I plan to split them down the middle and half will get red and half yellow. This works for my class because I have 24, but if you have a smaller class, make sure at least ten kids get all one color. You want to show them that ten students fill up the ten frame and then when we build larger numbers you want the opposite color beyond ten. For example, I will ask ten red students to come up one at a time and have everyone count as they step into the frame box until we reach ten. Then I will ask a yellow student to stand at the bottom, left side (you facing it, your left) of the frame and have them count eleven. Then I will point out that eleven is ten and one more. I will do the same for twelve and then challenge them to help me build through number 15 using this same process. I will make sure and pick different students for each problem because I know they will all be excited and want a turn.
Need: Print and copy the worksheet from the resource section for each student.
Students will use the worksheet from the resource section to build the numbers 10, 11, 12, 13, 14, and 15. Copy the first two pages front to back if you like and it will use less paper.
They will use a red and yellow crayon to draw their counters and color them to show ten plus more to represent each number.
I want to verify what my students have learned in today's lesson. I will have my students use unifix cubes to share with me what 13 looks like. I will remind them these numbers are made up of ten and some more. I am hoping to see them create a tower of 10 connected together and 3 separate cubes. I will walk around the room and check as they finish.