# Ten the Hen! Exploring the Number Ten

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## Objective

Students will be able to identify the number ten, identify groups with ten objects and represent the number ten.

#### 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.

## Opening

10 minutes

You will need to print a copy of the classroom book, Ten the Hen.  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.

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 to help them make connections to the text.

Do you know what a hen is?  That's right.  A hen is a girl chicken.  What do you notice about the hen?  You're right!  She has a number 10 on her.  What do you think this book will be about, turn and tell a friend your prediction.

I read the first page for them.  "This is Ten.  She is a hen.  She likes to collect eggs."  Do you know what it means to collect something?  I listen to the students' answers and we come up with a definition for the word.  If you ever collected something, raise your hand.

When we get to the last page, we talk about whether the dinosaur might want to eat meat.  (My class loves the song "Dinosaur Boogie", so they know about carnivores and herbivores.  We talk about whether the T-Rex is a carnivore or an herbivore and if so, would it eat chicken).  Yikes!! I think that chicken has something to be worried about!

## Instruction

15 minutes

For this portion of the lesson, I use my SMART Board.  If you have a SMART Board, the Number Ten SMART Board 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 SMART Board.  I have cards with each student's name on.  These cards are used for selecting who will come up to the SMART Board.

I open the first slide (SMART Board 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 ten, count ten items, write the number ten and make a group with ten.

Language Objective
I can use the number ten to tell a friend how many items are in a group.

I then continue with the slides.

Slide Two:  This is the number 10.

Slide Three: When I count, ten is after the number nine.  I then count to nine pointing to the numbers on the SMART Board slide.  I repeat, having the students count with me.

Slide Four:  There are ten eggs.  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-three-four-five-six-seven-eight-nine-ten”.  This step helps students develop “one to one correspondence”.

Slide Five:  I explain to the students, There are some groups of eggs.  I want to find the groups that have ten.  If you are called up, I want you to show the class how we count by touching each egg.  We can check our answers by erasing.

I have the students touch and say one-two-thee-four-five-six-seven-eight-nine-ten 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 counting, the students will erase in the circle to show the number of objects in the circle.

After the students identify the slides with ten, 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 eight and nine objects each to review those numbers

Slide Six and Seven:  Now the students get the opportunity to practice making groups of ten.  I say to them: I have an empty basket.  What do you think we are going to put in our basket?  That's right!  Eggs!  How many eggs?  Right again!  Ten!

The students use their finger to drag one egg 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 objects.  If that is too difficult, students can use a tennis ball to drag the items on the SMART Board).  Make sure that students count aloud as they are moving the eggs.  Repeat with the next slide putting eggs in the nest.

Slide Eight: I use this slide to demonstrate how to make the number ten.  I stress the importance of starting my numbers at the top where the green or “go” circle is.  I say to the students,  A number 10 is just like making a 1 and a zero.  Start at the top and go straight down to the bottom line.  For the zero, start at the top, go around to the left and close the zero at the top line.

Slide Nine:  Now it's time to do Turn and Talk to build oral language skills.  Students get with their assigned Turn and Talk Partners.   (To see an sample turn and talk, click on this video).  I tell the students, Now, turn to a friend and tell them how many chickens there are.

After the students have had a chance to talk, I ask the students to raise a hand if they know how many presents there are.  When I get a correct answer, to expand their language skills I have them repeat the answer in a complete sentence.  I say, You are right, there are ten chickens.  I want everyone to say "There are ten chickens."

To review the number zero, I ask,  Now, how many dinosaurs are there? Of course, the student think this is quite silly because there is nothing in the box.  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 are zero dinosaurs."  This gives us a quick review from the previous lesson.

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

## Guided Practice

10 minutes

For this part of the lesson, the Ten the Hen student booklet is needed.  A PDF file for the booklet is included with the lesson.  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 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 togetherI read the first page to the students, This is Ten.  She is a hen.  She likes to collect eggs.   We then turn to the next page.  I invite the students to read with me.  She has ten spotted eggs.  We count them together. I say, make sure you say one number for each touch.  Ready, touch…one-two-three-four-five-six-seven-eight-nine-ten!

I then invite the students to pick up their pencils and write the number ten, tracing over the lines provided. I remind them to start each digit at the top.  When they are done, I have them put their pencil down and turn the page. We continue reading and filling in the numbers together.  The last page with eggs does not have guidelines to encourage the students to write the number independently.

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.

## Independent Practice and Informal Assessment

10 minutes

A copy of the Ten Eggs Activity Sheet is needed for each student.  This is included as a pdf with this lesson.

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 explain to the students, There are eggs on your worksheet.  We are going to color in some groups of eggs.  How many eggs do you think there will be in each group?  That's right!  Ten.  We are going to color in ten eggs.

I demonstrate for them how to color in the eggs.  I count each egg as I color it in.  I then say, When I am done, I need to double check my work.  How can I check?  That's right.  I can check by counting.  I then demonstrate counting the eggs for the students, carefully touching each egg and saying the corresponding number.   I then say, after you are done coloring the eggs, you will be making some number tens.  Trace over each ten that is on the sheet, remembering to start at the top (I demonstrate for the students on my sheet).  You will need to write 3 more tens on the bottom of the sheet after you trace.

As the students complete their work, they bring it up for me to assess.  I make sure to have them count the number of eggs for me so I can assess whether they are saying one number for each touch and touching each egg only once. 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 Number Ten Dauber Review for students who need additional practice. Students can practice identifying, representing and writing the number 10 with this sheet.