##
* *Reflection: Intrinsic Motivation
What Are Numbers? Introducing 8 - Section 1: Problem of the Day

The Problem of the Day questions that I use are not always complex problem solving kinds of questions. At this point in the year, we are using these mostly as a quick review of the prior lesson. This time can still be used to introduce students to strategies for problem solving. Today's questions were a bit wordy. Many story problems that students will see throughout their schooling are a bit wordy. Today we focused on finding the important information.

I found that some of my students were very concerned over who's party it was since I changed the name from the student that we used in yesterday's "party" lesson. A student also raised her hand to tell me that she is having a birthday party and she is not inviting "Sally" because she was mean to her yesterday. While this took a few minutes, it was a great point for me to jump in with how important it is to focus on what the problem is that we need to solve and not get bogged down with the extra information in the problem.

*Breaking Down a Word Problem*

*Intrinsic Motivation: Breaking Down a Word Problem*

# What Are Numbers? Introducing 8

Lesson 4 of 19

## Objective: Students will be able to name and count the number 8.

#### 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 table. This says 'Jamie is having a party. Look at the table. How**many people are coming to the party? How do you know?'"* I say, *"This problem has two parts. What is the first thing it asks us to do?"* (Figure out how many people are coming to the party.) The students may need help getting past the first two sentences and finding the first part of the task. Finding what the question is asking is an important skill for students to have as they work with story problems. I have a student tell how many people are coming to the party. *"Listen to the direction again. 'Jamie is having a party. Look at the table. How many people are coming to the party? How do you know?' What do we need to do next?" * (Tell how you know.) It is important for students to be able to explain how they got their answer.

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 are going to start learning about the number 8."*

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#### Presentation of Lesson

*25 min*

To start this lesson, I draw 8 dots on the board and ask the students to count the dots with me. I then write the number 8 on the board. I tell students, "This is a number 8." I tell students that we will be reading a story today called* Mighty Spiders *by Fay Robinson. While reading the story, we will be focusing on counting things in the book that come in groups of 8. When we are finished the story. I show the students how to make an eight legged spider with their hands by linking their thumbs together. I have students turn to a partner and count the number of legs on their partner's spider. We check to make sure everyone's spider has eight legs. We then use our spider hand to act out *The Itzy Bitzy Spider*.

I tell students that we will be practicing the number 8 on a Numbers 8 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 eight bugs 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, 'Draw eight legs on the spider.' You may do that on your own."* I quickly draw eight legs on my spider and circulate to make sure that all of the students have eight legs on their spider. *"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 some plastic spiders). I show the flash cards and have students practice identifying the numbers. I then give each student a pile of spiders (6-8) 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 spiders 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 number 8. How many legs does a spider have? 8 "Let's count to 8 together." 1, 2, 3, 4, 5, 6, 7, 8 "Tomorrow, we are going to continue practicing the number 8.”*

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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!