##
* *Reflection: Real World Applications
What Are Numbers? Practicing 9 & 10 - Section 1: Problem of the Day

The narrative in the Problem of the Day section here is what I planned to say for this lesson. Doing that alone would have taken approximately five minutes or less which is what I try to keep as the time limit for my Problem of the Day. Unfortunately, Problem of the Day went much longer today because we ended up doing a quick lesson on paper money. We no longer cover money as a unit in kindergarten, but the students still need some basic knowledge about it since they use in their daily lives.

During the Problem of the Day there was some confusion about the money being worth different amounts. I used the students' interest and questions about money to throw in a quick mini lesson on money. Luckily I had some paper money in my purse, so I pulled it out and we looked at the difference between at 1 dollar bill, a 5 dollar bill and a 10 dollar bill. We talked about 5 being more than 1 and 10 being more than 5 and more than 1. I then had the students look back at the SMARTBoard to see that Ben's dad gave him all 1 dollar bills, so we could just count them the way that we normally count. I love catching moments like this where I can bring in some of the concepts that we no longer cover in kindergarten, but that it is beneficial to at least touch on.

*Counting Money*

*Real World Applications: Counting Money*

# What Are Numbers? Practicing 9 & 10

Lesson 9 of 19

## Objective: Students will be able to use a ten frame to name and count numbers nine and ten.

*40 minutes*

#### 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.*

Before teaching this lesson, I suggest you check students' general knowledge of paper money (1, 5, & 10 dollar bills) (see my reflection for more information).

I project the Problem of the Day on the SMART Board and say to students, *"This is our Problem of the Day for today. This says 'Ben's dad gave him these dollar bills. How much money does he have?'" * I say, *"What is this problem asking us to do?"* (Count how much money Ben has.) I have a students come up with a pointer and count the dollars. "*How much money does Ben have?"* (He has 8 dollars.)

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, *"Today we will reviewing how to use a ten frame while we practice the numbers 9 and 10."*

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#### Presentation of Lesson

*10 min*

To start this lesson, I pull up the SMART Notebook file for Reviewing Ten Frames. I write a number 9 and ask, *"What number is this?"* (9) I repeat with 10. *"We are going to use this ten frame to help us count out 9 and 10 bears. A ten frame always has 10 boxes in it, but we can fill it with however many pictures or objects we need. Using the ten frame can help when we are counting." * I model how to put 9 bears in the ten frame by first filling the top line and then putting 4 on the bottom line. I have the students count the bears with me. *"How can we make this 10 bears?" * (Add one more bear.) I then pull up the next slide. *"This is also a ten frame. We can hold the ten frame either way. Lets look at another way to put in 9 bears. I start at the bottom and fill the ten frame up that way."* I have the students count the bears with me. *"How can we make this 10 bears?* (Add one more bear.) See example here.

I tell students that we will also be practicing ten frames and the number 9 and 10 on a Numbers 9 and 10 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 SMARTBoard. When all students have their pencils up, I say, *"The directions on this paper say ‘Count the objects and circle the correct number. ' The pictures in these first two questions are in a ten frame. Put your pencil point on the first white bear. Let's count the bears together." 1, 2, 3, 4, 5, 6, 7, 8, 9 *I have a student come up and point to the numeral for 9. I model how to circle this number. We repeat this with the brown bears. 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, 'Fill in the ten frame to match the given number.' This time we have two ten frames to fill in. Let's start with the one for the number 9. We can fill in the ten frame with whatever we want! I am going to use X's since they are easy for me to draw."* I model how to draw 9 X's in the ten frame. I repeat this with the ten frame for 10. *"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- The wooden people I am using are discontinued, but any blocks and toy people can be used.)

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 assessments and teacher observations. 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, manipulatives (for this lesson I used the counting bears), and ten frames. I show the flash cards and have students practice identifying the numbers. I then give each student a pile of manipulatives (8-10), have them put them on a ten frame and have them pick the number card that matches their group. The next two groups do the same activity, but I do this much quicker for these groups. 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.

#### Resources

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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 her 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 9 and 10 and ten frames. Let's count to 10 together." 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 "Tomorrow, we are going to learn about new centers that will help us practice the numbers 0 to 10.”*

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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!