# I Am Five! Exploring the Number Five

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## Objective

Students will be able to identify the number five, identify groups with five objects and represent the number five.

#### Big Idea

Many kindergarteners come to school with rote counting skills, but they often do not understand that the numbers they can recite actually represent quantities. This lesson helps to make that connection.

## Opening

10 minutes

You will need to print a copy of the classroom book, I Am Five, that is included with this lesson.  I prefer to use a color printer and laminate the book for durability.  I then bind it with a plastic comb, but staples and rings would also work.

I gather the students in our reading corner, around my “big chair”.  I hold up the book and read the title to the students.  I ask them some questions prior to reading the book.

I ask that children how old they are.  Raise your hand if you are five  Raise your hand if you are six.  Do you remember your birthday when you turned five?  Turn and tell a neighbor about that birthday.  The children are very excited and making connections to the text.

I turn their attention to the text.  I read the title for them.  I ask them what to make a prediction about the text.  They quickly respond, "Someone is having a birthday part for when they turn five."

I begin reading the book.  I am five.  Come to my party.  There will be 5 cupcakes.  I ask the children to help me count the number of cupcakes on the page while I purposefully point to them. I model this to build one-to-one correspondence.

I continue reading the book, inviting the children to count with me.  When I get to the page with the 5 pigs, the children look confused.  I say to them, "What's the matter?  Can't pigs come to party?"  They quickly respond, "No!"  When I turn the page and they see the pigs partying, they are all giggles.  I ask, Is this story real or make-believe?  They respond, "Make believe!"  How do you know?  They respond, "Pigs can't party!!"

After we are done reading the story, I bring out the interactive book, "The Elephant Song".  This resource is included with the lesson.  We "sing" and read the book together.  Watch the  video to hear how the song goes and to see a sample of how the book it constructed.

If time permits, I reread the book.  If not, we move over to the SMART Board to continue the instruction.

## Instruction

15 minutes

For this portion of the lesson, I use my SMARTBoard.  If you have a SMARTBoard, the Number Five Notebook 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 Objective
I can find the number five, count five items, write the number five and make a group with five.

Language Objective
I can use the number five to tell a friend how many items are in a group.

Slide Two:  This is the number 5.

Slide Three: When I count, five is after the number four.  I then count to five pointing to the numbers on the Smartboard slide.  I repeat, having the students count with me.

Slide Four:  There are five pigs.  I can count them.  I touch each one.   I then demonstrate for the students how I can count .  I touch each item once and and I say , “One-two-three-four-five”.  This step helps students develop “one to one correspondence”.

Slide Five:  I explain to the students, There are some groups of party pigs.  I want to find the groups that have five.  If you are called up, I want you to show the class how we count by touching each pig.  We can check our answers by erasing.

I have the students touch and say one-two-thee-four-five when counting.  If students need help with this step I will gently take their hand and guide them through the process.  I call students up using my “picking cards”. After counting, the students will erase in the circle to show the number of objects in the circle.

After the students identify the slides with five, I ask them how many objects are in the other groups.  I have them come to the board and demonstrate counting the objects.  The remaining objects have three and four objects each to review those numbers

Slide Six and Seven:  Now the students get the opportunity to practice making groups of five.  I say to them: Can you make a group that has five?  Count as you move the pigs, 1-2-3-4-5.

The students use their finger to drag one pig at a time out of the circle and into the box (using the smooth part of your fingernail works well for students to move the objects.  If that is too difficult, students can use a tennis ball to drag the items on the Smartboard).  Make sure that students count aloud as they are moving the pigs.  Repeat with the next slide using the cupcake.

Slide Eight: I use this slide to demonstrate how to make the number five.  I stress the importance of starting the number at the top where the green or “go” circle is.  I show how to make the number, saying to the students, start at the green dot.  Make a hat, go down and then curve around making a fat tummy.

Slide Nine:  Now it's time to do Turn and Talk to build oral language skills.  Students get with their assigned Turn and Talk Partners.   I tell the students, Now, turn to a friend and tell them how many butterflies there are.

After the students have had a chance to talk, I ask the students to raise a hand if they know how many presents there are.  When I get a correct answer, to expand their language skills I have them repeat the answer in a complete sentence.  I say, You are right.  There are four presents.  I want everyone to say, "There are four presents."   This gives us a quick review from the previous lesson.

To review the number five, I ask,  Now, how many cakes are there? I repeat the above process, giving the students Turn and Talk time.  I call on a student and then have the entire class repeat, "There are five cakes."

We then move from the SMARTBoard back to our tables.

## Guided Practice

10 minutes

For this part of the lesson, I Am Five Student Book is needed.  The file can be duplicated and stapled on the side.  After duplicating, the stapled packet can be cut down the middle to make two student booklets.

After the students are seated, I distribute the booklet and instruct the students to put their name on the front cover and set their pencil down.

The students and I read the cover togetherWe then turn to the first page.  I say to the children, let's read this together.  I am five.  Come to my party.  I then invite the students to count how many candles are on the cake.    We count them together. We then turn to the next page and read.  There will be five cupcakes.

I then tell them that we need to check and make sure the number of cupcakes is correct.   I say to them, Get your finger out.  Make sure you say one number for each touch.  Ready, touch…one-two-three-four-five!

I then invite the students to pick up their pencils and write the number  five, tracing over the lines provided. I remind them to start the number at the top.  When they are done, I have them put their pencil down and turn the page. The last does not have guidelines to encourage the students to write the number independently.  We then discuss again about the pigs coming to the party.  I have the students think about what the pigs might like to do at the party.

When we are done, the students are instructed to put the booklet on their name tags on their table.  After independent practice they will get a chance to color in the book.

## Independent Practice and Informal Assessment

10 minutes

A copy of the Number Five Gumball Worksheet is needed for each student. To complete the activity, students will need color coding dot stickers or some other type of round sticker.  Students could also use bingo daubers or they could color the gumballs with a crayon if there are no stickers or daubers available.

I distribute a copy of the activity to each student.  I have them put their name at the top and set their pencils down. I then explain to the students, we will be putting gumballs in the machine.  How many gumballs do you think we will put in each one?  That's right, five.  Each gumball machine gets exactly five gumballs. I demonstrate putting the gumballs in the machine counting as I place each sticker in a machine.

I then say, after we are done putting the gumballs in the machine, you will practice writing the number 5.  You will trace over each four and then write the number 5, three times.  Make sure you start from the top.

As the students complete their work, they bring it up for me to assess.  I make sure to have them count the number of gumballs for me so I can assess whether they are saying one number for each touch and touching each gumball only once. After I have assessed their work, they are given time to color in their student book.  I encourage them to take the book home and read it with their parents.

Included in this lesson is Number Five Dauber Review for students who need additional practice. Students can practice identifying, representing and writing the number 5 with this sheet.