For this part of the lesson, you will need the book One Hungry Monster by O'Keefe and Munsinger or a similar counting book that counts upward, not backwards. How Do Dinosaurs Count to Ten? by Jane Yolen, and The Icky Bug Counting Book by Jerry Pallotta are great choices if you can find them.
I gather the students around my big chair and I say to them, "Boys and girls, I am going to read a story to you today. The title of my story is One Hungry Monster. It is written by Susan O'Keefe. She is the author. Lynn Munsinger is the illustrator. That means she drew the pictures for the book."
"I am looking at this book and I am wondering if it is a fiction or a non-fiction book. What do you think? You think fiction. Why? I see, you said fiction because monsters are not real. You are right. this is a fiction book."
"As I read this book, I want you to tell me what number you think is going to come next. I read the text for the number one monster. I then ask the students, "How many monsters do you think there will be now? Let's see if you are right." I turn the page..."You are right! Now there are two hungry monsters."
I continue reading the story in this fashion, having the students tell me what number comes next. When we complete the story, I say to the students, "You are so smart. I can't believe you knew which number came next on every page of this book. How did you know what number comes next? You were using your counting? So counting can help us figure out what number comes next. I think we should learn some more. Let's move over to the SMARTBoard and do some more math work."
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.
When given a number 0-10, I can tell what number comes next.
When give a number 0-10, I can tell a friend what comes next.
I then guide the students my students through the following slides.
Slide 2: I know that when I say the numbers, they are always in a given order. I count for the students from 0-10. I then count in a random order. I say 3-5-1-6-7. The students laugh. I ask them what is wrong. They tell me that I am counting wrong. You're right. When I am counting by 1s, I always say the numbers in the same order.
Slide 3: If someone gives me a number, by using number order, I can tell them what number comes next. What number is this? Right. It is a 6. If I look at the number line, I can see the number that comes next. It is a 7. I invite a student to come up and tap the square to reveal the number 7.
Slide 4: Let's try using the number line to figure out what comes after this number. What number is this? You're right. It's a four. I select a student's card and ask him what comes next. He replies 5. I invite him to come up and tap the square to see if he is correct. So five comes after four. That makes sense because when I count, I say five after four.
Slides 5 and 6: What is the next number? We continue as above, with me picking cards for students to come up to the board and discussing the answer with the students.
Slides 7-10: Roll the die. Write down the number you get, then write down the next number. I invite two students to come up to the SMARTBoard for each slide. The first student rolls the die by tapping and then records the number. The next student write the number that comes next. I encourage the students to use the number line if they are having problems identifying the number that comes next.
Slide 11: Turn and Talk. The students show me who their designated Turn and Talk partners are by holding up hands with their partner. Turn and Talk gives the students an opportunity to practice their academic language. I read the slide for the students. I rolled the die and I got this number. What comes next? I instruct the students to talk with their partner about what number comes next. After they have had their Turn and Talk time, I ask them what their answer is. "I hear six! That's right. Six comes after five. I want you all to say that with me, "Six comes after 5." I have the students say it with me so they get a chance to practice their academic language. I then have the students return to their seats for guided and independent practice.
You will need the What Comes Next activity sheet included as a PDF with this lesson. Duplicate these sheets back to back. You will also need one 10-sided die for each student. To demonstrate how to complete the sheet, you can use the 10-sided die that displays on the Smartboard for this lesson, or you can simply roll a ten-side die and ask students what number is showing.
I distribute the activity sheets to the students. I ask them to put their name at the top. I do not pass out the students' dice until they need them for the independent practice. This keeps them focused instead of playing with the dice.
I tell the students, we are going to do an activity to practice what number comes next. I will roll the die. I tap on the die button on the Smartboard and it rolls. I ask the students what number comes up. I have them write the number in the first box with the little die in the corner.
I then say to the students, now I want you to write the number that comes next in the next box. I rolled a 6, so I need to write the number that comes right after 6. Remember, I can count in my head or use the number line if I need help.
I circulate around the room to make sure the students are completing their sheets correctly. I then ask the class what number comes after six. You are right. Seven comes after ix. When I am counting I say the number seven after the number six.
We continue doing problems together. I invite students to come up to the Smartboard to roll the die on the Smartboard. We continue doing the problems together until the front side of the sheet is completed.
For the independent practice portion of this lesson, the students will continue to work with the What Comes Next activity sheet and 10-sided die. After we complete the front side of the sheet together, I distribute the 10-sided dice to the students.
I tell the students, now you are going to complete the rest of the sheet on your own. Make sure to write the number that you roll in the box that has the little die in the corner. After you write that number, write the number that comes next in the other box.
The students begin working and I circulate around the room, monitoring their progress. A few students write the number that comes before instead of writing the number that comes after. I demonstrate on the students' name tag number lines how to find the number that they rolled and move to the right to find the number that comes next.
The lesson is self-closing as the students bring their work up to me to check before placing it in their mailboxes.