Numbers 20 to 25

1 teachers like this lesson
Print Lesson


Students will be able to count to 25 and recognize numbers up to 25.

Big Idea

Numbers don't stop at 20! We spend the last week or so of school looking at the numbers beyond 20. Today we do it through a story.

Problem of the Day

5 minutes

I start each math lesson with a Problem of the Day.  I use the procedures outlined here on Problem of the Day Procedures.

Today's Problem of the Day:

Nikki had 6 pairs of sunglasses.  She gave 2 pairs to her friends.  How many pairs does she have left?


I set this problem up with some structure to help the students organize their thinking.  I give a blank number sentence to encourage students to write an equation.  I also include a sunglasses set to infinite cloner.  If you do not have a SMART Board, you can use the PDF and manipulatives, pictures or students drawings.

Since we do this whole group, I have one student come up and do this problem.  I remind the student to check their work when they are finished and have the class tell if they agree or disagree by showing a thumbs up or thumbs down. 

Presentation of Lesson

25 minutes

I tell students that we will be reading the story called The Crayon Counting Book by Pam Munoz Ryan and Jerry Pallotta.  While reading the story, we will be focusing on the numbers to 25. 

I tell students that we will be practicing the numbers on a Numbers 21-25 Worksheet.

We are going to work on this paper together.  When you get to your seat, you need to get out a 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 use the procedures outlined here on the Paper Procedures.

Count the objects and circle the correct number.

We work through the front of the paper with the students.  For the back, I read the directions and allow the students to complete it on their own.  I walk around and make sure that students are correctly counting circling the numbers.  When students are finished with their paper, they can put it in the basket and get their center.


20 minutes
This week's centers are:

I am not pulling groups this week because of end of the year assessments and activities.

Prior to clean up, I check in with each table to see how the centers are going.  I have been using counting down from 20 slowly instead of a clean up song.  Counting backwards is as critical as counting up. Students need to be able to know the number that comes before, as well as after, any given number (w/i 10, w/i 20, etc.). Counting back is a critical strategy for subtraction.

The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.


10 minutes

To close, I put a student's paper on the document camera a project it on the SMART Board and have that student explain their work.  I mention positive things noticed during centers as well as something that needs to be better next time. 

I review what we did during our whole group lesson.  "Today we learned about numbers to 25.  Tomorrow we are going to look at numbers to 30."