Core Curriculum
Objective(s):
Demonstrate comprehension of whole numbers from 0-100 by counting, reading, and writing numbers with/without manipulatives (1NR1-1; South Carolina Standard- I.A.3 ); Count objects in a given set containing between one and 100 objects and write the corresponding numeral (1NR1-2; South Carolina Standard- I.A.3);
Recognize and write whole numbers in words through 10 using correct spelling (1NR4-2; South Carolina Standard- I.A.5).
Overview:
In this "World of Numbers" unit, children will learn how to count, read, and write the numbers 1-10 as well as recognize and correctly spell the number words one through ten. The teacher will present a variety of Internet games, an Internet counting story, number poems, and teacher-made games to facilitate the learning of these objectives. Also, the students will engage in such activities as making "Number Puppets" (for the numbers 1-5) and making "Number Mobiles" (for the numbers 6-10) in order to practice the number skills. The unit provides opportunities for whole group, partner, and individual learning and practice. Extension activities are provided throughout the unit as well. Also, the unit includes product and oral assessments and a matching number/number word assessment.
Focus/Essential Question(s):
When you see a set of objects, how do you know how many objects you are seeing?
When you count a group of objects, how do write the number that you counted?
When you look at a number, how do you know what to name this number?
When you see a number word, how do you know what number matches this word?
How do spell the number words for the numbers 1-10?
Time Frame: 8 one-hour periods
Resources/Materials:
Period 1
For the teacher:
For each student:
- 5 large index cards
- 1 red, green, blue, orange, purple marker
Period 2
For the teacher:
For each student:
- Markers
- Pencil
- 5 white paper lunch bags
- 20 pre-cut, colored construction paper small circles
- Glue
- Scissors
- Collection of number story books (from library) and/or CSMP number stories
Period 3
For the teacher:
For each student:
- 5 number puppets made in previous lesson
- 5 large index cards
- 1 black, brown, pink, light blue, light green marker
Period 4
For the teacher:
- Pocket chart
- 5 sentence strips with objects drawn on each strip (six objects on one strip, seven objects on second strip, etc...)
- 5 smaller blank sentence strips
- 5 number word sentence strips
- Hat
- Magician's wand or some sort of pointer
- Teacher-made "Number Mobile" (see Period 4 activities for a full description)
- String or yarn
For each student:
- Markers
- 5 long rectangular shaped pieces of poster board
- 10 round construction paper circles
- Set of stickers
- Dictionary
- Extra rectangular shaped pieces of poster board and construction paper circles (for early finishers)
Period 5
For the teacher:
For each student:
- Number mobiles from the previous lesson
- Several sheets of first grade handwriting paper
- Pencil
- Numeral/Number word index cards from previous lesson
- Story paper for number stories
Period 6
For the teacher:
- Dry-erase board
- Dry-erase markers
- Destination computer with remote control or television with AverKey
- http://www.magickeys.com/books/count
- Teacher-made example of "My Counting Story" (see Period 6 activities for a full description)
- Rubric One
For each student:
- 11 sheets of white or manila colored construction paper
- Student chosen animal clip art or animal dye-cuts, stickers, sponge stamps, ink stamps, ink pad, paint in tins
- Scissors
- Glue
- Pencil
- Dictionary
- Several sheets of paper
- Crayons
Period 7
For the teacher:
For each student:
- Materials from previous day to continue with any incomplete books
- Dictionary
- Several sheets of paper
- Pencil
- 10 numeral pictures for the numerals one-ten (taken
from http://www.janbrett.com/numbers/zero_to_ten.htm
- 1 Ziploc bag of number words (taken from the bottom portion of the numeral pictures- taken from
http://www.janbrett.com/numbers/zero_to_ten.htm )
- Glue
- Story paper for number character stories and/or already begun number character stories from previous lesson
- Completed counting story books
Period 8
For the teacher:
For each student:
Culminating Assessments:
Assessment 1- The students will create a book entitled "My Counting Story." On each page of the book, the children must write a number 1-10, spell the corresponding number word correctly, and count and place the corresponding number of objects on the page. The rubric below will be used to assess counting objects and writing corresponding numerals and writing whole numbers in words through 10 using correct spelling.
- The student correctly counts and places the number of stickers, stamps, etc... on the book page and writes the corresponding numeral= 2 points X 10= 20 possible points
- The student correctly spells the corresponding number word= 1 point X 10= 10 possible points
TOTAL = 30 points so that
30/30 points to 26/30 points = +
25/30 points to 23/30 points = a check
Below 23/30 points = a dot
Assessment
2- The students will match a number word to its corresponding numeral card. The rubric below will be used to assess recognizing the correct spelling of number words.
- The student correctly matches the number word to the numeral card = 1 point X 10= 10 possible points
TOTAL = 10 points so that
10/10 points to 9/10 points = +
8/10 points = a check
Below 8/10 points = a dot
Assessment 3- As the teacher says a number aloud, the students will hold up the corresponding numeral dye-cut. The rubric below will be used to assess reading numerals.
- The student reads and holds up the correct dye-cut numeral as the teacher says the corresponding number= 1 point X 10= 10 possible points
TOTAL = 10 points so that
10/10 points to 9/10 points = +
8/10 points = a check
Below 8/10 points = a dot
Instructional Activities:
Period 1
- The teacher will begin the class by explaining to the children that they will be taking a journey to the World of Numbers. In the World of Numbers, the children will learn how to count, read, and write numbers, and they will also be able to recognize and correctly spell number words (teach the number "zero" before this lesson).
- The teacher will begin the journey by using the Destination computer or the AverKey to go to http://www.magickeys.com/books/count in order to share with the children "The Counting Story." The teacher should read the story aloud to the children first for enjoyment and familiarity.
- Then, the teacher will begin the story again by displaying the first page of the story. The teacher should model counting the bunny on the page by placing his/her finger on the screen and saying "1" as he/she touches the image. The teacher should have the students repeat after him/her as he/she says the number. Also, the teacher will point to the numeral 1 on the screen and tell the children that this image is called the number
one.
- The teacher also will model how to write the numeral one by going to http://members.home.net/henriksent/math.htm and scrolling down to the number poems (You will find two number poems at this site that will help children learn how to write their numbers. Each teacher can pick and choose which number poem or which parts of the number poems are most appropriate for his/her classroom. Also, make sure that the number poems are consistent with the handwriting rules in the District adopted Handwriting Manual-Zaner-Bloser. If some of the poem lines are inconsistent with the guidelines, use the number poems to help you design your own number poems.).
- The teacher will read aloud the poem for the number one as he/she shows the children how to "air draw" the numeral. The teacher should have the children repeat the poem with him/her as the teacher and the class "air draw" the numeral one.
- Then, the teacher will distribute 1 large index card and a red marker to each student, and he/she will instruct the students to use the red marker to write the numeral on one side of the index card as the teacher models writing the numeral one (using the transparency machine) and as the teacher and the students repeat the number one poem.
- Then, the teacher will refer back to the first page of the counting story (the number one page), and he/she will point to the red word on the screen ("one"), and he/she will ask the students to spell the word aloud with the teacher. Then, the teacher will ask if anyone can read this word. Once the teacher elicits the word "one," he/she will review counting aloud as he/she points to the number of bunnies on the screen.
- Then, the teacher will emphasize the correct spelling of the word "one" by having the children use the Pat Cunningham strategy of cheering for the word. After cheering for the word, the children will be instructed to take their index card and use their red marker to write the correct spelling of the word "one" on the other side of their index card as the teacher models how to write the number word correctly (using the transparency machine).
- The teacher will repeat steps 3-8 in order to teach counting, reading, and writing the numerals 2-5 and to teach the correct spelling of the number words for numbers 2-5 (for each new number, make sure that the children use a different colored marker as they write the numerals and number words: ex: 2=green, 3=blue, etc...). Also, the teacher should point out phonetic differences as each new number word is presented in order to help the children recognize and remember the correct spellings of the number words.
- After completing these activities, the teacher will play a review game. The teacher will use magnetic checkers or some other type of magnetic objects, and he/she will place anywhere from 1-5 of the magnetic items on the magnetic board. Then, he/she will call on a student to come to the board to model the counting strategy of pointing to each object as the student counts aloud.
- Then, the teacher will call on another student to write that numeral on the board. Then, the teacher will ask the class to take their index cards and lay them on their desks so that they can see only the number words. Then, the teacher will ask the children to locate and hold up the index card that has the number word that corresponds to the number shown on the board. Once the number word is located, the class should once more cheer for that number word.
- The teacher then will tell the children that for homework they will be given the number words one-ten to study throughout the week. The teacher will tell the students that at the end of the number unit, they will be asked to spell the words correctly on a culminating activity. Also, the teacher can give each student a copy of a "Number Word Dictionary." In order to compile the "Number Word Dictionary," the teacher must go to http://www.janbrett.com/numbers/zero_to_ten.htm and print an enlarged copy for each of the numbers one through ten for each student. The teacher can then staple the pages together (this dictionary makes for a more interesting and fun way to reinforce the skills learned in class). The number word cards from this site will be used later as an assessment.
Period 2
- The teacher will review counting, writing, and recognizing numbers and number words for the numbers 1-5 by playing a pocket chart game. The teacher will place five different sentence strips on the left side of the pocket chart. On each of the sentence strips, the teacher already will have drawn some type of object (one object on one sentence strip, two objects on another sentence strip, etc...). The teacher also will place smaller blank sentence strips down the middle of the pocket chart. The teacher will place five number word sentence strips in a hat. The teacher will pretend to be a magician, and he/she will pull out one of the number word cards and show the class. The teacher will call on a student to recognize and read the number word. If the student correctly reads the number word, he/she will come up to the pocket chart and place the word on the right side of the pocket chart on the same row as the corresponding number of objects. If the student correctly matches the object sentence strip with the number word, then he/she will call on another student to write correctly the corresponding numeral on the blank sentence strip on the same row. This game will continue until all 5 numbers, objects, and number words are correctly matched.
- After playing the review game, the teacher will review with the children the number poems for numbers 1-5, and the teacher and class will practice "air drawing" the numerals.
- Then, the teacher will assign each student another activity to help him/her practice counting, writing, and reading numerals 1-5 and spelling the number words correctly. The teacher will explain to the students that they will be making puppets called "Number Animals." The teacher should show the students the teacher-made model during the explanation of the activity. The teacher should make sure that the students know where are the front and back of the paper bag puppet (The lunch bag is turned upside down so that the bottom of the bag is facing up; stick your hand upwards inside the bag, and curve your hand inward toward the bottom flap; this movement will create the effect of a talking mouth; move your fingers in an open and close motion to make the mouth move; this side is considered the front of the puppet; the back of the puppet is the totally flat side of the bag).
- After showing the children the front and back of the puppet, the teacher will explain that the students should write their names on the back of each puppet. The teacher will explain that most of their work will be completed on the front of the puppet. The teacher will explain that the students should not do anything to the flap part of the bag (this part is where the children will attach their puppet heads after the activity). On the front body of the first puppet, the children should do three things: 1. Write the numeral 1, 2. Write the number word for the numeral 1, and 3. Glue one of the colored dots onto the body of the puppet. After completing this activity, the students will work on their second puppet focusing on the number 2. Again, the students will complete the same 3 steps using the number 2. A puppet should be made for each number 1-5. Remind the children that they can use the information from the pocket chart game to help them with this activity. The teacher will give each student 5 white paper lunch bags, 20 pre-cut colored construction paper small circles, glue, scissors, and a pencil. The teacher will circulate and assist any children who need help.
- After students complete this part of the activity, they will be ready to attach their animal heads to the flap part of the bag. For this activity, the teacher will use the masks found at http://www.janbrett.com/activities_pages_masks.htm (the teacher should let the children choose their five masks the day before so that the teacher can print the masks for this day's activity). The teacher will give the masks to the students and instruct them to cut out each mask and glue it to the flap part of the bag (make sure that the students do not put the mask over the part of the flap that opens and closes). **** If children finish early, they can read from a collection of number books and/or CSMP number stories.
- At the end of the activity, the teacher will review numbers and number words by asking children to come up to the already completed pocket chart game and to read the number words on the chart.
Period 3
- The teacher will review the number words one-five by giving the children their number puppets from the day before and instructing the students to use these number puppets to cheer the spelling of the words (ex: the children would use their number 1 puppet to make their puppet mouth the spelling of the word "one" as they cheer the word aloud).
- Then, the teacher will introduce the numbers 6-10 by returning to "The Counting Story" at http://www.magickeys.com/books/count and repeating steps 3-8 in Period 1.
- After this activity, the teacher again will play the review game outlined in steps 10-11 in Period 1 for the numbers 6-10.
Period 4
- The teacher will review the numbers 6-10 by playing the game outlined in step 1 in Period 2.
- The teacher will explain that the children will begin another activity to help them with the numbers 6-10. This time the students will be building "Number Mobiles." Each student will receive one rectangular shaped piece of poster board, two round construction paper circles, a marker, and a set of stickers (can be seasonal or based on a theme in your classroom, etc...). The students will be instructed to write their names on one side of the rectangle and the two circles. The teacher will show his/her mobile as he/she explains the assignment to the children. On their first mobile, the students should write the number word for the number six on the rectangular piece with a marker. On one of the circles, the students should write the corresponding numeral, and on the other circle, the students should count out six of their stickers and place all six stickers on the second circle. Once a student completes his/her first mobile, then he/she should raise his/her hand, the teacher will collect all 3 pieces, and the teacher will give the child his/her three new pieces in order to make the second mobile on the number 7. Again, the students will follow the same procedure until they have made one mobile for each of the numbers 6-10. Later, the teacher can attach the mobiles by using string, yarn, or longer rectangular pieces of construction paper or poster board (so that the circles won't twist and turn). *****If children finish early, they can choose other numbers beyond ten that they would like to learn to spell. They can use a dictionary to locate their number words, and then they can design a mobile for each of their chosen numbers.
Period 5
- As a review of the numbers 6-10, the teacher will ask the children to share one of their number mobiles from the day before.
- As a review of counting objects, reading numbers, writing corresponding numerals, and recognizing number words for all numbers 1-10, the teacher will go to http://www.geocities.com/EnchantedForest/Tower/1217/math1.html and then select the game "Count Your Chickens." As each image appears on the screen, the teacher will call on a student to come to the screen and point to each object as he/she counts aloud. Then, the child will read aloud his/her answer choices below the objects by reading the numerals, and then he/she will use the remote control, AverKey or Mouse to select the correct numeral. After the child selects the correct numeral, the teacher will remind the children of the corresponding number poem from previous lessons, and then he/she will instruct the children to practice writing one row of that numeral on first grade handwriting paper. Then, the teacher will ask the children to lay their number word index cards on their desks so that they can see only the number words. Then, the teacher will tell the students to select from their index cards, made in previous lessons, the card that contains the corresponding number word. The teacher will continue with this game until all students have had a chance to answer a question on the computer.
- After this activity, the teacher will tell the students that they will be playing a partner game to practice spelling their number words correctly. The teacher will tell the students to get their number word/numeral index cards, made in previous lessons, to use for the game. The teacher will tell the students that they will be playing a flash card game with their partner. One person will be the card flipper, and he/she will show his/her partner the numeral side of the card. Upon seeing the card, the partner must read the numeral aloud and then use a piece of paper and pencil to spell the corresponding number word correctly. After spelling the word, the partner will show the card flipper his/her spelling and the card flipper will look on the back of his/her index card to check the correct spelling with his/her partner's spelling. The card flipper either will confirm the spelling with a positive remark or, if the partner misspells the word, the card flipper will tell his/her partner to try again. If after three tries the partner cannot spell the word correctly, the card flipper should show the number word to his/her partner so that the partner can study the card for the correct spelling. This game will continue until partners have covered all ten numerals. Then, the card flipper and his/her partner will switch roles and begin the game again.
- The teacher then will pass out paper and pencil to each child, assign partners, and have the partners go to different areas throughout the room to play the game. As the children play this game, the teacher should circulate in order to monitor which children need additional help.
- If children finish the game early, the teacher will have each child write a story using the number words as the characters (similar to CSMP stories; example "Number one is my best friend. He/She and I like to play at the park with our other friend number two.....").
- Once all children have completed their partner games, the teacher will tell the children that tomorrow they will be given the opportunity to make their own number books similar to "The Counting Story" from the Internet site. The teacher will tell the children that instead of using a rabbit for the main character of the number story, they will be able to choose their own animal character. The teacher should ask each child which animal he/she wants as the starring character of the story so that the teacher can search the following clip art sites to find the pictures for the next day's book-making activity (assessment): http://www.animfactory.com/ (choose "Animal" category) and/or http://www.enchantedlearning.com/coloring/ (the teacher should print 55 smaller images for each child's project).
**** Because this project would require a great deal of printing, the teacher could use dye-cut animals, animal stickers, animal sponge stamps, animal ink stamps, etc...
- The teacher will tell the students that the book they will be making will be a product that reflects how much the students have learned about counting and writing numbers and spelling number words. The teacher will remind the children to study their list of number words one last time for homework that night.
Period 6
- For a review of writing numerals and spelling number words, the teacher will play a game of hangman on the board using the ten number words. After the class has correctly spelled a word, the teacher will ask a student to read the word aloud and then to write the numeral on the board. As the child writes the numeral on the board, the teacher will remind the children of the number poems used in earlier lessons, and the teacher and the class will recite the number poem that corresponds with the number word.
- After playing the game, the teacher will remind the students that they will be making their own books similar to "The Counting Story." The teacher will return to http://www.magickeys.com/books/count and again read the story aloud to the children.
- After reading the story, the teacher will explain to the children how to make their own "Counting Story." The teacher should use a model book to show the children as he/she explains the project.
- The teacher will tell the students that they will make one page in their book for each number 1-10. On the first page of their book, they will write the numeral 1 on the left side of their page, place one of their animal pictures (or dye-cuts, stamps, stickers, etc...) on the top of their page, and underneath their one object, they should write and complete the following sentence "This is the number one. I see one _____." (blank is for the animal name). The teacher will explain that the children will follow this exact same procedure for each new number and that each new number will be put on a new page. At this time the teacher will explain Rubric One to the children.
- Then, the teacher will pass out one long white or manila-colored piece of construction paper, a pencil, child-selected animal pictures, stickers, etc...., scissors, glue, ink pads (if necessary), and paint in tin pans (if necessary).
- As each child finishes a page of his/her book, he/she should write his/her name on the back of the paper, turn in the page to the teacher, and the teacher will give the child a new piece of paper to begin his/her next number.
- Once a child has completed all pages of the book, then the teacher will give the child a set of crayons and tell the child that he/she should design a book cover with the following title "My Counting Story by ____________" The teacher should write this title on the board for the students to copy.
Extension Activity: If children finish the entire product assessment early, they can work with a partner who has already finished, and they should use a dictionary to see if they can find the correct number word spellings for the numerals 11-20. Once they find the correct spellings in the dictionary, they should write the numeral and the corresponding number word on a sheet of paper. Once the teacher has checked for correct spellings, then these children can design book pages using these new spellings.
***** The teacher can laminate the pages and staple or punch-hole the pages and run yarn through the holes to bind the book pages.
Period 7
- Children will continue with the product assessment from the previous day if they did not complete it.
- Once all children have finished their counting books, the teacher will go to http://www.geocities.com/EnchantedForest/Tower/1217/math1.html , click on "Kid's Carnival Numbers" and then click on "Know Your Numbers." This game will serve as a review for reading numerals and recognizing number words. As each new question appears, the teacher will call on a student to read aloud the numeral answer choices, read the number word, and then select the correct numeral answer by using the remote control, AverKey, or mouse.
- Then, the teacher will explain the second assessment to the children. This activity will assess recognizing the correct spelling of the number words.
- The teacher will tell the students that they will be given 10 pictures for the numerals one-ten and that they will also be given a Ziploc bag that contains number words. The students must correctly match the numeral card to the number word by finding the correct number word and gluing the number word to the front of the numeral card (The teacher will have previously printed Jan Brett's number cards for the numbers one through ten- number cards found at http://www.janbrett.com/numbers/zero_to_ten.htm - for each child). Also, the teacher already should have cut apart the number word from the numeral/portion of the number card). **** You can print the zero picture and number word for a bonus question.
- At this time, the teacher will explain Rubric Two.
- The teacher will give each student the 10 numeral pictures, a Ziploc bag of number words, and glue.
- If a child finishes early, he/she can continue or begin his/her number story explained in step 5 in Period 5.
- Once everyone has finished the second assessment, the teacher will tell the children that they can share their counting story books that they made in Period 6 and their number character stories, if they had time to write one.
Period 8
- As a review of reading numerals and number words, the teacher will go to http://www.primarygames.com/math.htm and click on "The Number Game." The teacher will call on a student to read the numeral answer choices and the number word and to select the correct answer choice by using the remote control, AverKey, or mouse. The teacher and children will play this game until all children have had a chance to select an answer choice.
- Then, as a final activity to assess reading numerals, the teacher will give each child a dye-cut of each of the numerals one-ten. The teacher will instruct the children to place all the dye-cut numerals on their desks. The teacher will explain that when he/she calls out a number, the children must locate the correct dye-cut numeral and hold it up in the air. At this time, the teacher will explain Rubric Three.
3. After the assessment, the teacher will ask the children to review what they have learned during their journey into the World of Numbers. While the children provide ideas, the teacher will complete a chart listing the children's knowledge.
***** Special Note: The teacher should display some or all of the student products completed during this unit in the room and/or on the school's website.
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