I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.
Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.
I project the Problem of the Day on the SMARTBoard and say to students, "This is our Problem of the Day for today. This says 'Match the numbers to the correct group. Which group has more?'" (There is a pdf copy of the slides that can be used in a variety of ways.)
I say, "This problem has two parts. What is the first thing it asks us to do?" (Match the numbers to the correct group.) I have a student come up, count the seals and drag the number into the box. I call another student to do the same for the dogs. "Listen to the direction again. 'Match the numbers to the correct group. Which group has more?' What do we need to do next?" (Tell which group has more.) I have a student tell which group has more and explain how they know.
I tell students, "Today we will continue to learn about numbers. We are going to review the numbers up to 10 and practice putting them in order."
To start this lesson, I pull up Ordering Numbers 1 to 10 on the SMARTBoard. I show the title slide and say, "We are going to learn to put the numbers 1 to 10 in order today.” I show slide number 2 and say, “We are going to start by reviewing some of the numbers that we have learned. You are going to come up and count the leaves. Then you need to choose the correct number.” I call up a student who is sitting quietly and criss cross applesauce. I have that student use a pointer to point to each leaf as he or she counts. I then have that student touch the correct number. If the student touches the correct number, a smiley face will appear. If the student touches the wrong answer, a sad face will appear. To correct an incorrect answer, I have the student point to the leaves again as we count them as a class. I then ask the student what number needs to be touched. I continue the same procedure with slides 3 through 6 as we review the numbers 6 through 10. The reason that I have the student touch the correct number, rather than saying it, is to reinforce the symbol recognition. If you aren't using a SMARTBoard, this is easy to replicate by using number cards, clipped up in a counting line or by writing the numbers of the board at "kid" height.
If you do not have a SMARTBoard, a pdf copy of the slides are here as a resource you can use instead.
I then show slide 7. I say, “This is called a number line. A number lines shows our numbers in order. Count with me as I touch each number on our number line. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. I need your help putting the numbers in order on the next page.” I show slide 8. This slide shows an empty number line. At the bottom are leaves with the numbers 1 to 10, but they are all mixed up. I call up one student at a time to put a number up on the number line. After each student puts up a number, I have the other students put their thumbs up or down to show if they agree or disagree with the answer. If a student disagrees, I let that student share their reasoning.
I tell students that we will be practicing ordering numbers on an Ordering Numbers 1-10 Worksheet. I show students the paper and say, "We are going to be working on the front of this paper together. You need to get out your pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start." I like to have students hold up their pencils or put their hands on their heads when they are finished with a task. It makes it easy for me to see who is ready and also keeps the students from writing all over their papers while they wait for other students to finish. I have the number strips already cut apart and trimmed, so that the students only need to cut on the dotted lines in between the numbers to separate them.
I hand each student a paper for them to take back to their seats and while the students are writing their names, I turn on the document camera and display the worksheet on the SMARTBoard. When all students have their pencils up, I say, "The directions on this paper say ‘Cut the numbers apart. Glue the numbers in the correct order on the number line.'" At this point, I show the students the number strip and tell them that they need to wait to cut the numbers apart until I tell them to. I model how to cut the numbers apart the keep them in front of me on my paper. I pass out the number strips and tell the students to cut their strip apart. I tell the students to put their hands on their heads when they are finished so that I know when we are ready to start. Why have students cut? Although it takes time (and patience), cutting is a natural way to assist my little guys in developing their motor skills.
When the students are finished cutting, I point to the number 1 and say, “They already put the number 1 on the number line for us. What needs to come next? Remember we are putting the numbers in order.” I have a students tell me what number to put on, and I model this on my paper. We continue this up to 10. When we are finished, I say, “There is another number line for you to do on the back of your paper. Flip your paper over. Once you receive your strip of numbers, you may begin. When you are finished, put it in the paper tray.” I circulate to help students with this task.
When the students are finished, they put their papers into the paper tray in the front of the classroom and get their center.
Since the students finish their papers at different times, I circulate through the room to make sure that student are completing their papers, putting it in the tray and getting their centers. This week's centers are:
Writing Numbers in Sand
Number Order Puzzles (K-5MathTeachingResources.com)
Counting and Ten Frames (K-5MathTeachingResources.com)
Dice Race (K-5MathTeachingResources.com)
Leap Pads and Computers (Macmillan/McGraw-Hill)
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. For this week I wait until the table doing the sand number is ready to start their center since I need to bring sand to the table. I pull three groups during centers. I pull the first group for 10 minutes and the other two groups for 5 minutes each. The first group is comprised of the students who were having trouble identifying numbers 0-5 and matching the numbers to objects. I pull the students back to my small group table to a review of the numbers 0 to 10. I show the flash cards and have students practice identifying the numbers. I then give each student a pile of manipulative (0-10) and have them pick the number card that matches their group. I then have the students work together to put the 1-10 flash cards in order. The next two groups do a follow up activity for ordering the numbers 1-10. I give each student two cards and have them work together to put the numbers in order. Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean.
There are many wonderful transition songs to be found, for free, online if you'd like to use music for transitions too.
Students clean up and return to their seats.
I have been recently started doing my closing with the students at their seats. Because of our schedule, it worked out better on certain days to have the students stay at their seats. I still turn on the projector and document camera.
Today I put up an example of a student's completed worksheet on the SMARTBoard. I have that student tell what they did and why. I mention positive things that I noticed during centers. I also include something that needs to be better next time. I review what we did during our whole group lesson. "Today we learned how to order the numbers 1 to 10. Tomorrow, we are going to continue to practice ordering numbers 1 to 10 with a story and song!”