##
* *Reflection: Checks for Understanding
I See Two. Do You? Exploring the Number Two - Section 4: Independent Practice and Informal Assessment

One-to-one correspondence is a tricky concept for many students. I have intentionally emphasized this concept. When checking the students' work, I had every child count the apple stickers for me, touching each one (see video). It is easier to just quickly look at students work, but reinforcement and evaluation occurs during this step. I can quickly assess what students are struggling with this concept when they have to demonstrate it for me. I was able to catch some students who were not demonstrating this concept correctly. I will be monitoring their progress on future lessons.

*Showing What They Know*

*Checks for Understanding: Showing What They Know*

# I See Two. Do You? Exploring the Number Two

Lesson 2 of 14

## Objective: Students will be able to identify the number two, identify groups with two objects and represent the number two.

## Big Idea: Many kindergarteners come to school with rote counting skills, but they often do not understand that the numbers they can recite actually represent quantities. This lesson helps to make that connection.

*45 minutes*

#### Opening

*10 min*

You will need to print a copy of the classroom book, I See Two. Do You?, that is included with this lesson. I prefer to use a color printer and laminate the book for durability. I then bind it with a plastic comb, but staples and rings would also work. Make sure to snip out the eyes of the monkey on the last page so you can put it up to your face and look through it like a mask.

I gather the students in our reading corner, around my “big chair”. I hold up the book and read the title to the students. I ask them some questions prior to reading the book.

* Yesterday we read a book about the number one. I have another book for us. What do you think this book might be about? Quickly, students say, Two! Two!*

I point to the title of the book and say*, the title of this book is “I See Two. Do You”. You are going to help me read this book. *

I begin reading the book. I read the top line of the first page, "I see two hands. Do you?" I encourage the students to answer the question. We then count the hands to see if they are correct. To help build “one to one correspondence”, I touch each hand and say 1-2, inviting the students to count with me.

On the final page of the book, I hold the mask up to my face and read the line on the last page, "I see two eyes and they are looking at you!"

If time permits, I reread the book. If not, we move over to the SMART Board to continue the instruction.

#### Resources

*expand content*

#### Instruction

*15 min*

For this portion of the lesson, I use my SMARTBoard. If you have a SMARTBoard, the file Number Two Notebook File can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a pdf of the slides so you can recreate this part of the lesson.

I gather my students in front of the Smartboard. I have cards with each student's name on. These cards are used for selecting who will come up to the Smartboard.

I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content Objective*

*I can find the number two, count two items, write the number two and make a group with two items.*

*Language Objective*

*I can use the number two to tell a friend how many items are in a group.*

I then advance to **Slide Two**. I tell the students, *This is the number two*.

**Slide Three:** *When I count, two is after the number 1. * I then count to two pointing to the numbers on the Smartboard slide. I repeat, having the students count with me.

**Slide Four:** *There are two squirrels. I can count them. I touch each one. *I then demonstrate for the students how I can count . I touch each item once and and I say , “One-two”. This step helps students develop “one to one correspondence”.

**Slide Five:** I explain to the students, *There are some groups of cows. I want to find the groups that have two. If you are called up, I want you to show the class how we count by touching each cow. We can check our answers. Erase the circle to check. *I have the students touch and say one-two when counting. If students need help with this step I will gently take their hand and guide them through the process. I call students up using my “picking cards”.

After the students identify the slides with two, I ask them how many objects are in the other groups. I have them come to the board and demonstrate counting the objects. The remaining objects have one object each to review the number one.

**Slide Six and Seven:** Now the students get the opportunity to practice making groups of two. I say to them: Can you make a group that has two? Count as you move the birds, 1-2. The students use their finger to drag one bird at a time out of the circle and into the box (using the smooth part of your fingernail works well for students to move the birds. If that is too difficult, students can use a tennis ball to drag the items on the Smartboard). Make sure that students count aloud as they are moving the birds. Repeat with the next slide using the turtles.

**Slide Eight**:** **I use this slide to demonstrate how to make the number two. I stress the importance of starting the number at the top where the green or “go” circle is. I show how to make the number, saying to the students, *start at the green dot. Curve around and slant down. Stop at the red dot. Now, slide to the right. Do not pick up your pencil.*

**Slide Nine:** We use Turn and Talk to help build oral language skills, especially with my EL students. My students have an assigned “Turn and Talk Partner”. I then tell the students, *Now, turn to a friend and tell them how many bears there are. *

After the students have had a chance to talk, I ask the students to raise a hand if they know how many bears there are. When I call on a student, they usually say, two. To expand their language skills I have them repeat the answer in a complete sentence. I say, *You are right. There are two bears. I want everyone to say, "There are two bears." *

*T*o review the number one, I as*k, Now, how many ducks are there? *I repeat the above process, giving the students Turn and Talk time. I call on a student and then have the entire class repeat, "There is one duck."

We then move from the SMART Board back to our tables.

*expand content*

#### Guided Practice

*10 min*

For this part of the lesson, the I See Two, Do You? student booklet is needed. The file can be duplicated and stapled on the side. After duplicating, the stapled packet can be cut down the middle to make two student booklets.

After the students are seated, I distribute the student booklet. I instruct the students to put their name on the front cover and set their pencil down.

The students and I read the cover together, *I See Two. Do You?*. I then invite the students to touch the number two the cover of the book. We then turn to the first page. I invite the children to read with me. We read the entire first page together. *I see two hands. Do you? *

We then count the number of hands. I say to them*, Get your finger out. Touch the hand when we count. Ready, touch…one-two!*

I then invite the students to pick up their pencils and write the number two, tracing over the lines provided. I remind them to start the number at the top. When they are done, they are to put their pencil down and turn the page.We then continue reading the pages until we get to the last page.

The last page does not have guide lines for writing the number two. The students write the number on their own. To add a a fun touch to the book, the students can glue "google eyes" on the monkey on the last page or simply push their pencil through the eyes to make a "mini mask" to look through.

When we are done, the students are instructed to put the booklet on their name tags on their table. After independent practice they will get a chance to color in the book.

#### Resources

*expand content*

A copy of the Number Two Apple Activity Sheet is needed for each student. To complete the activity, small apple stickers are also need. If stickers are not an option, students could also use bingo daubers, stamps or they could draw and color apples.

I distribute a copy of the activity to each student. I have them put their name at the top and set their pencils down. I then say, *we will practice making groups of two. I am going to put some apples on the apple tree. How many apples do you think I will put on each tree? That's right. I am going to put two apples on each tree. As I put them on, I will count, 1-2 *(demonstrate as apples are put on)*. I can check to make sure I have the right number of apples by touching each apple and counting *(demonstrate touching each apple).

I then explain to the students that they will complete the activity by writing the number two below the apple trees. *First we trace the two, then we write it on our own. Let's make two 2s on our own.* I demonstrate it how I want the students to write the twos.

As students complete their work, they bring their activity sheet to me. I have them demonstrate how to count the apples on the tree. See Video. Students who have difficulty with the activity are given assistance at this time. After I have assessed their work, they are given time to color in their student book. I encourage them to take the book home and read it with their parents.

Included in this lesson is a Number Two Dauber Review for students who need additional practice. Students can practice identifying, representing and writing the number 2 with this sheet.

*expand content*

- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: One Is Fun! Exploring the Number One
- LESSON 2: I See Two. Do You? Exploring the Number Two
- LESSON 3: Count with Me! 1-2-3 Exploring the Number Three
- LESSON 4: Four for You! Exploring the Number Four
- LESSON 5: I Am Five! Exploring the Number Five
- LESSON 6: Six Spots! Exploring the Number Six
- LESSON 7: Let it Roll! Reviewing Numbers 1-6
- LESSON 8: Seven is a Ball! Exploring the Number Seven
- LESSON 9: Eight Friends! Exploring the Number Eight
- LESSON 10: Nine in the Sky! Exploring the Number Nine
- LESSON 11: Zero, My Hero! Exploring the Number Zero
- LESSON 12: Ten the Hen! Exploring the Number Ten
- LESSON 13: A Great Catch! Reviewing Numbers 0-10
- LESSON 14: Assessing Number Knowledge 0-10