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 'Look at these two numbers. Which number is more? Draw an picture to show how you know.' This problem is only asking you one question, but you cannot just say the answer. You have to draw a picture to show how you know." I have a student come up and draw a picture to show which number is more. I have the student explain what they drew and why.
I tell students, "Today we will be playing a game to practice comparing the numbers to 10."
To start this lesson, I have the students sit in a circle on the carpet. I remind the students to have their bottoms on the hardwood floor so that everyone fits. I ask if anyone remembers how to play the game that we played to compare the numbers 0 to 5. I choose two of the students that remember how to play to sit in the middle of the circle and model the game. If any students cannot see, I allow them to stand up or move so that they can see what is going on. I explain the game as the students model how to play it.
After the volunteers model the game, students return to their tables where I already have the materials in place. Each student starts the game with 11 cards (Number Cards 0 to 10) and 10 counters (I use erasers as counters). The students are partnered with the person sitting next to them at their table. They know who based on where I put the materials. I have a few students move to make sure that all students have a partner. I circulate while the students play the game with their partners. After about 15 minutes, I have the students move the materials into the middle of their tables. I choose two students to collect the materials, one for the cards and one for the counters. The students can then get their centers.
This is a common card game with some adaptations. I originally taught the students to use the counters on every turn. Since many of the students are able to compare numerals 0 to 5 without counters, I allow them to play without the counters unless they need them or there is a disagreement about which is more. Common Core Standard K.CC.7 states that students should be able to "Compare two numbers between 1 and 10 presented as written numerals." This game helps students make progress towards this standard.
This week's centers are:
Writing Numbers in Sand (Use Number Cards 0 to 10)
Number Order Puzzles (K-5MathTeachingResources.com)
Counting and Ten Frames (K-5MathTeachingResources.com)
Dice Race (K-5MathTeachingResources.com)
Apple Counting SMART Board (TeachersPayTeachers.com - Use slide 11 as center)
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. 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 to 10 and matching the numbers to objects. I pull the students back to my small group table to do a reteach activity using flash cards and manipulatives (for this lesson I used the erasers that we used for the game). I show the flash cards and have students practice identifying the numbers. I then give each student a pile of manipulative (6 to 10 unless they need to practice 0 to 5) and have them pick the number card that matches their group. I also review the comparing numbers game with this group. The next two groups just do the comparing numbers game. 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. Students clean up and return to their seats. There are many wonderful transition songs to be found, for free, online if you'd like to use music for transitions too.
I close this lesson by inviting students back up to the carpet. I hold up two cards and ask, "Which is more?" I repeat this several times. I put counters on the document camera, if there is disagreement about which number is more. 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 to play a game that helps us practice comparing the numbers 0 to 5. Tomorrow, we are going to learn to order the numbers to 10."