##
* *Reflection:
What Are Numbers? Introducing 6 & 7 - Section 3: Practice

Today was the first day of using our new drawer center setup instead of the trays on the table. I made this adjustments based on the needs of my students and to prevent some challenging behaviors that have been occurring in my classroom. The students did a great job getting the centers out, but when they put them away it was a mess. I decided to leave them that way until tomorrow. I plan to let the first few groups get their centers out and see the mess that is in each drawer. I will then have everyone freeze so that we can discuss how to clean up correctly. Natural consequences can be very motivating!

*Taking Responsibility For Centers*

*Taking Responsibility For Centers*

# What Are Numbers? Introducing 6 & 7

Lesson 2 of 19

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

#### Problem of the Day

*5 min*

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. Look at the mice. This says 'Count the mice. Create a group with the same number of mice as the first group.'"* I say, *"This problem has two parts. What is the first thing it asks us to do?" * (Count the mice.) I have a student come up with a pointer and count the mice. *"Listen to the direction again. 'Count the mice. Create a group with the same number of mice as the first group.' What do we need to do next?" * (Create a group with the same number of mice as the first group.) I have a student come up and draw a picture of seven mice. I ask another student, *"Can you show me another was to make a group that has the same number as the group of mice?"* I allow the student to go and get whatever materials he or she needs. I tell students that both answers are correct. Drawing is a great strategy for solving problems and so is using manipulatives. We have learned several ways to solve problems. I am starting to encourage students to come up with their own strategies instead of relying on me to give them a strategy to use for the problems. There is a pdf copy of the notebook slides that you can use in a variety of ways if you don't have a SMARTBoard.

I tell students, *"We have been learning about the numbers 0 to 5. Today we will be start learning about learning about some new numbers. We are going to start with the numbers 6 and 7."*

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#### Presentation of Lesson

*25 min*

To start this lesson, I draw 6 dots on the board and ask the students to count the dots with me. I then write the number 6 on the board. I tell students, "This is a number 6." I repeat this with the number 7. I tell students that we will be reading a story today called* Seven Blind Mice *by Ed Young. While reading the story, we will be focusing on counting things in the book that come in groups of 6 and 7. During the story, I have the students act out the story with these Seven Blind Mice Cutouts from KizClub.com. You can print these on card stock and laminate them or attach them to felt if you use a felt board in your classroom. The following video shows how you can use the cutouts to model the story.

In addition to modeling the story. I also have the students count the mice. I have the students count how many mice there are in all. When each mouse leaves to explore the "something," we count how many mice are left behind. By doing this, the students count to six and seven several times during the story. After counting each group of mice, I ask the students, "How many mice are there? How do we know?" I look for students who are able to tell me that the last number they said while counting is the total number of objects.

I focus on making sure that students understand that the last number we say when we are counting is the total number of objects. I do this because some students do not make the connection between the their counting and answering the question "How many?" This directly relates to the Common Core State Standard for Counting and Cardinality 4b which says, "Understand that the last number name said tells the number of objects counted."

I tell students that we will 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 SMART Board. When all students have their pencils up, I say, "The directions on this paper say ‘ Say the number. Color in that number of objects.' Put your pencil point on the numeral, remember a numeral is the name for a written number. What is this numeral?" I call on a student who is raising a quiet hand. I have the student say the number. I then model how to color in six hearts on the paper. I continue this with the next question. 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 the gray mice together." I point to the mice as the students count with me. "How many mice are there? There are 7 mice, so we need to put an X on this group. Before we circle the other group, we need to count to make sure that there are 6 mice in that group." I point to the mice 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.

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#### Practice

*20 min*

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)

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 color tiles). 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.

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#### Closing

*5 min*

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 his 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 mice were there in our story? 7 "Let's count to 7 together." 1, 2, 3, 4, 5, 6, 7 "Tomorrow, we are going to continue practicing numbers 6 and 7.”*

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- LESSON 1: Numbers to 10 Math Centers
- LESSON 2: What Are Numbers? Introducing 6 & 7
- LESSON 3: What Are Numbers? Practicing 6 & 7
- LESSON 4: What Are Numbers? Introducing 8
- LESSON 5: What Are Numbers? Practicing 8
- LESSON 6: How Do We Write Numerals? Writing 6, 7, & 8
- LESSON 7: How Do We Write Numerals? - Writing/Reviewing 6, 7, & 8
- LESSON 8: What Are Numbers? Introducing 9 & 10
- LESSON 9: What Are Numbers? Practicing 9 & 10
- LESSON 10: Math Centers - Reviewing Numbers to 10
- LESSON 11: How Do We Write Numerals? Writing 9 & 10
- LESSON 12: How Do We Write Numerals? - Writing/Reviewing 9 & 10
- LESSON 13: Comparing Numbers to 10
- LESSON 14: Comparing Numbers to 10 Review
- LESSON 15: Ordering Numbers 1 to 10
- LESSON 16: Ordering Numbers 1 to 10 Review
- LESSON 17: Using Numbers to Describe Positions - Ordinals
- LESSON 18: What Have We Learned? - Assessing Numbers to 10
- LESSON 19: Let's Count on the Polar Express!