Numbers 26 to 30

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Students will be able to count to 30 and recognize numbers up to 30.

Big Idea

Numbers don't stop at 20! We spend the last week or so of school looking at the numbers beyond 20.

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:

What shape is this?  How many are there?


For this problem, I set up some structure to help students.  I added three ten frames for the students to use to organize the pictures before or as they count.  I also have a line for the students to write the answer.  On the Notebook file, the students can just drag the pictures into the ten frames.  If you do not have a SMARTBoard, you can use the PDF file.  You could also have the students solve the problem by using manipulatives.

I have one student come up and work on this problem.  I remind student to check his or her work when they are finished and have the class tell if they agree or disagree by showing a thumbs up or thumbs down.  I am also looking for students to explain how they can check their work. (Mathematical Practice 3: Construct viable arguments and critique the reasoning of others).

Presentation of Lesson

25 minutes

I start this lesson by reviewing the numbers to 25.   I show the students each number and say its name.  I have the students repeat the number and practice writing it in the air. I introduce 26 to 30 in the same way.I show the students the Numbers 26-30 Worksheet and discuss how we can use three ten frames to show numbers in the in the 20s. By using ten frames, I'm continuing to focus students on the structure and patterns of our base 10 system.

I tell students that we will be practicing the numbers on a Numbers 26-30 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 30.  Tomorrow we are going to look how to order number to 30."