What Are Numbers? Practicing 6 & 7

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Students will be able to name and count numbers six and seven.

Big Idea

Someone is having a birthday party! There will be six people there. How many plates do we need? Cups? Napkins? What if seven people come?

Problem of the Day

5 minutes

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 'Sasha has some chocolate. How many pieces of chocolate does she have?'  What is this problem asking us to do?"  (Count the chocolate.)  I have a student come up with a pointer and count the chocolate.  I remind the student to say only one number as he touches each piece of chocolate.  "To get the correct answer, we have to make sure we are pairing each number up with just one piece of chocolate."

If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.

I tell students, "We have been learning about the numbers 6 and 7.  Today we will be continuing to work with 6 and 7 as we plan a birthday party!"

Presentation of Lesson

25 minutes

To start this lesson, I write the number 6 on the board and ask the students what I wrote.  I then write the number 7 on the board and ask the students what I wrote. 

I tell students that today we will be planning Sean's birthday party.  We need to set the table for the party. I have the students move into a circle around the carpet.  I lay out six plates and ask,"How many people are going to be at Sean's party?" (6)  "How do you know?"  (I counted the plates.)  I have the students show us how to count the plates making sure that one plate is matched with each number that is counted.  I say, "Remember the last number that we say when counting is the total number of plates."  I then hold out some napkins and ask, "How many napkins do we need?"  I have students count and place the napkins.  We repeat with the cups.  Then I say"Oh no!  We forgot about Suzie!"  We then add a plate, napkin and cup for Suzie and count that there are now seven of each.  

I tell students that we will also be practicing the numbers 6 and 7 on a Numbers 6 and 7 Worksheet.  I show students the paper and say, "We will be working on 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 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 projector and document camera and display the worksheet on the SMARTBoard.  When all students have their pencils up, I say, "The directions on this paper say ‘Count the objects and circle the correct number. '  The pictures in these first two questions are in a ten frame.  A ten frame is a way to organize pictures and make them easier to count.  There are 10 boxes in the ten frame, but we are still only counting the pictures.  Put your pencil point on the first hat.  Let's count the hats together." 1, 2, 3, 4, 5, 6  I have a student come up and point to the numeral for 6.  I model how to circle this number.  We repeat this with the balloons.  I tell the students that it is very important that the students stay with me on this paper because the directions change.  I say, "The directions for the middle of the paper say, 'Circle the group with 6 and draw an X on the group with 7.'  Let's count orange cupcakes together."  I point to the cupcakes as the students count with me.  "How many orange cupcakes are there?  There are 6 orange cupcakes, so we need to circle this group.  Before we put an X on the other group, we need to count to make sure that there are 7 cupcakes in that group."  I point to the other cupcakes as the students count with me.  "The last set of directions say, 'Count the objects and circle the correct number.'"  I tell the students that they can finish the last three questions on their own.  When they are finished, they put their papers into the paper tray in the front of the classroom and get their center.


20 minutes

Since the students finish their papers at different times, I circulate through the room to make sure that students are completing their papers, putting it in the tray and getting their centers.  This week's centers are:

Blocks with Numbered People (Use classroom materials- The wooden people I am using are discontinued, but any blocks and toy people can be used.)
Geoboard Numbers (MakingLearningFun.com)
Car Number Tracing (MakingLearningFun.com)
Pumpkin Patch Counting (Teacher Made)
Computer/LeapPads (SheppardSoftware.com)

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 and matching the numbers to objects.  I have a basic idea of who I want in each group based on the Unit 2 assessment on numbers 1 to 5, but I also take into account how the students did in the whole group lesson.  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 balloons- not inflated).  I show the flash cards and have students practice identifying the numbers.  I then give each student a pile of manipulatives (5-7) and have them pick the number card that matches their group.  The next two groups do a follow up activity that reviews identifying numbers and counting objects.  I use the flash cards and manipulatives with these groups as well.  I start by showing the students flash cards again and having them practice identifying the numbers.  I do this much quicker for these groups.  I then give each student a card and have then count out that many manipulatives.  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.


5 minutes

I close this lesson by inviting students back up to the carpet.  I turn on the projector and document camera and let one of the students who worked with me at the small group table in one of the review groups share her work on the screen.  The students like getting to "Be the teacher" and other students like seeing their classmates' work being projected on the SMARTBoard. 

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 about the numbers 6 and 7.  How many people were coming to our party?  (7)  "Let's count to 7 together."  1, 2, 3, 4, 5, 6, 7  "Tomorrow, we are going to learn about a new number 8.”