A Great Catch! Reviewing Numbers 0-10
Lesson 13 of 14
Objective: Students will be able to identify the numbers 0-10 and their representations with dot patterns.
For this part of the lesson, you will need the book, Ten Black Dots by Donald Crews. It is a classic children's counting book and the dots in the story work well with this lesson that focuses on on domino/dice dot patterns. You will also need the Domino Dot Pattern Posters 0-10 - they can be printed on any printer. I like to laminate mine for durability and reuse.
I gather the students by my big chair and show them the cover of the book. I say to them, I see a number on this book. Do you know what the number is? That's right, it is the number ten. I see something on the number. Do you know what those are called? That's right, they are called dots. The title of this book is Ten Black Dots. Do you think this is a good name for the book? Why? I see that there is only one name on the cover of the book. Usually I see two names, one for the author and one for the illustrator? Why do you think there is only one name? That's a tough question. Donald Crews is both the author and the illustrator. What does that mean? Right! It means he wrote the words and he drew the pictures.
I begin reading the story to the students. After each page, we count the number of dots together. I very purposefully touch each dot as I say the number to help build one-to-one correspondence.
After we finish the book, I say to the students, you did a great job of counting the dots in the story. I like to play a game that has pieces that have dots on them. Do you know what the games is called. Your right that dice have this pattern but this is a game that only uses pieces have dots on them...right! Dominoes! I hold up a domino for the students to see. We have these in our math center and they are a great way to practice numbers. Every number always has the same pattern on the dominoes. I have some posters that have the dot patterns that are found on dominoes. Let's see if you can tell me the number for each dot pattern.
I have mixed up the patterns, putting a few of the easier ones on top. I hold them up and ask the students to say the number. Many students will be able to say the number without counting because they have a firm understanding of the visual representation of the number. Some students will need to count. To allow for this, I ask them to say the number in their heads When it is obvious the students have the number, I count to three and ask them to say the number. We double check by counting the dots together. I always start on the upper left side of the pattern when pointing, to build left-right, top-to bottom progression.
After we have said all the numbers, I ask the students to move to the SMART Board. I quickly tape the patterns to the wall right next to the Smartboard. If you are not comfortable with having the students wait, a second set could be taped to the wall, ready for the direct instruction part of the lesson.
To complete this part of the lesson, you will need the Underwater Number Review SMART Board file included with this lesson. If you another type of interactive whiteboard, you can open the file using Smart Notebook Express. If you do not have an interactive whiteboard, you can recreate this lesson by printing the numbers 0-10 individually on pieces of paper. You will also need a Kooshball.
The opening slide of the SMART Board lesson is included as a PDF for you to see what it looks like. The slide has a number of fish. Each of the fish is linked to another slide in the SMART Board file that has a number on it. I show the students how I throw the Koosh ball at the SMART Board and it opens a slide. The slide has a number printed on it (If you do not have a SMART Board, you could tape the individual numbers 0-10 on the wall and have students throw the Kooshball at the numbers). I ask the students what the number is. I then step over to the wall and look for that number. I demonstrate counting the dots for the students, starting at the left side and moving from the top to the bottom. I do not immediately pick the correct dot pattern.
I say to the students, Let's count this one...1-2-3-4-5-6. No, not enough. I need to find one that has 7. I need to look for a pattern that has how many more dots? Right one. Wait! I see one here. It looks the same as the one that had 6, but there is an extra dot. I think we should count this one. I have the students count with me. 1-2-3-4-5-6-7! Yes!! That's the right one! Great job. I then invite a student to come up to the Smartboard and do the same thing, walking them through the process.
The students who are not involved could become very restless during this process. In the next section I discuss how to keep them engaged during the review.
For this part of the lesson, you will need the domino dot patterns for individual students. Print only the first page with the dot patterns. The number cards will be discussed later. You will need one dot pattern page for each student. I like to laminate mine to use for further use in the classroom and then I keep them to use with this lesson in future years
Once students understand how to throw the Kooshball at the SMART Board and open and find the number, I tell the rest of the students how they can become engaged in the lesson, even if they are not the one throwing the Kooshballs. I give each student a copy of the individual student domino dot patterns. I also give them some type of a marker like one red/yellow counter or plastic coin or some other type of marker.
I use my student name card to call students up to the SMART Board to throw the Kooshball. When the student throws the Kooshball and is looking for the domino dot pattern that is on the wall, I have the students look for the same pattern on their individual cards. They then place the marker on the correct dot pattern. This keeps all students engaged during the lesson. See video. It also gives me a chance to circulate among the students, so I can quickly glance and see who has the correct answer marked. It also gives me the opportunity to see how well the students are doing with one-to-one correspondence. I make note of students who are having difficulties so I can work with them during small group instructional time.
After everyone has had a chance to throw the Kooshball, I collect the cards and markers from the students and have them return to their seats for further directions.
For this section of the lesson, you will need a copy of the Roll and Cover Apple Domino Dot activity sheet for each student. You will also need one 10-sided die for every two students. If you would like to reuse the activity sheets, they can be laminated or the students can use crayons to color in the apples and there is no need for lamination.
I gather the students around a table where my student teacher and I are sitting. I like to model playing the game for the students as many of my students do not play games at their homes and do not have a sense of turn taking or fair play. I model how to play games multiple time during the school year. If you do not have a student teacher, it could be modeled with another adult or a student.
My student teacher and I sit close to each other. We both have the activity sheet and a color crayon. We have one 10-sided die. This is the conversation:
Me: We are going to play a game together. I will roll the die and then find that number on my activity sheet. When I do, I will color it in.
ST: I think we should put our names on our papers first.
Me: That's a good idea. (Write names on our papers)
ST: How do we decide who goes first?
Me: We can each roll the die and whoever has the bigger number can go first.
ST: Okay...I got a three.
Me: I got a two. Boys and girls who goes first? That's right!
ST: (Rolls die) I got a 6. (She models counting the dots for the class until she find the correct apple). She then colors it in.
Me: I got a 9. (I also model counting the dots. We continue in this fashion, demonstrating a few rolls)
ST: What happens if I roll a 7, but I don't have any sevens left to color?
Me: That's when we say a special word. Do you remember what it is? The word is "pass".
ST: How do we know who is the winner? Whoever gets all the apples colored in or whoever has the most when the teacher says time is up.
ST: What do we do when someone wins?
Me: We shake hands and say, "Good game. Thanks for playing."
Of course, the exchange would be slightly different if you were modeling with another student, but you could coax them along by asking leading questions.
The students are then divided into groups of two and assigned areas throughout the classroom to work. While the students are playing the game, I circulate throughout the classroom, recording names of students who are having difficulty. I will work with these students on these concepts during small group time.