# What Are Numbers? Introducing 9 & 10

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## Objective

Students will be able to name and count the numbers nine and ten.

#### Big Idea

In this lesson, students will learn to count and recognize the numbers nine and ten through a variety of Bearobics: A Hip-Hop Counting Story fun movements .

## Problem of the Day

5 minutes

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 picture.  This says 'Count the apples on the big tree. Count the
apples on the ground. Which group has more?'"  I say, "This problem has three parts.  What is the first thing it asks us to do?"  (Count the apples on the big tree.)  I call up a student to count the apples on the big tree and write that number on the line.  "What is the next thing we need to do?"  Count the apples on the ground.  I call up a student to count the apples on the group and write the number on the line.  "Listen to the directions again.  'Count the apples on the big tree. Count the
apples on the ground. Which group has more?Are we finished?"  No, we need to find out which one has more.  I have several students give their answer and explain their reasoning.  This can be a difficult questions because the answer is neither.  They are the same amount.

You you don't have a SMARTBoard the slides are included here as a pdf file that can be used in a variety of ways.

I tell students, "We have been learning about the numbers 6, 7 and 8.  Today we are going to start learning about the numbers 9 and 10."

## Presentation of Lesson

25 minutes

To start this lesson, I draw 9 dots on the board and ask the students to count the dots with me.  I then write the number 9 on the board.  I tell students, "This is a number 9."  I repeat this with the number 10.  I tell students that we will be reading a story today called Bearobics by Vic Parker and Emily Bolam.  While reading the story, we will be focusing on the numbers 9 and 10.  When we are finished the story.  I put the Number March By Dr. Jean up on the SMARTBoard.  We sing and act out the song.  When I call up students to do the Number March, we count the students.  We also count the animals in the pictures.

I tell students that we will be practicing the numbers 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 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 9 ovals 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 9 and draw an X on the group with 10.'  You may do that on your own."  I circulate to make sure that all of the students are counting the bears.  "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.

## Practice

20 minutes

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)