Lesson Topic: Counting and Reading Numbers 6 and 7

Date: 9/26/19 Time: 11:55am-1:00pm Subject: Mathematics

Content Standard/s:
● K.CC.B.4b: Understand the relationship between numbers and quantities; connect
counting to cardinality.
● K.CC.B.5: Count to answer “how many?” questions about as many as 20 things arranged
in a line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration.
Materials:
● Computer & Elmo
o Online access to Pearson Easy Bridge
● Worksheet
● Printouts of different ways to represent numbers 6 & 7
● Counters
● Cubes
● Song: I Can Show Numbers In So Many Ways
o https://www.youtube.com/watch?v=lAQ2HTqTl2w
Lesson Objective/s:
● This lesson is the first day of a two-part bigger lesson regarding the numbers 6 and 7. By
the end of this lesson, students will be able to identify different ways that represent the
number 6 and 7. They will also be able to represent the numbers using cubes, counters, or
by coloring.
Introduction to Lesson:
● Start the class with working on Common Core Review (worksheet found online)
○ Discussion to review topics covered so far — looking at the number 5 and about
fewer/more.
○ Practice counting from 0-5 again and how they can be represented using counters
● Introduce today’s lesson: counting until 7
Learning Activities:
● Students will be counting from 5 (where we finished the introduction) and the teacher
will be representing the number 6 and 7 on the whiteboard along with the counters. The
teacher will then play part of the video/song on Youtube: I Can Show Numbers In So
Many Ways. They will then turn to a partner and share the different ways they saw a
number could be represented. Students will share with the entire class any other ways of
representation that they know as well.
● 4 Corners Activity
o Students will then work on a physically engaging activity. The teacher will
provide 4 pieces of paper in 4 corners with different ways of representing the
number. When they travel to one of the corners, they have to share with a partner
why they chose that certain representation. The class will discuss as a whole. The
purpose of this activity is so that students are able to see that there are multiple
ways to show just one number (and thus there are multiple correct answers!)
o Round 1: (Go to any corner that shows me 6)
▪ 6 cubes in a line, 6 fingers, 9 numeral, 5 scattered objects
 o Round 2: (Go to any corner that shows me 6)
▪ 6 counters (5&1), 6 numeral, 7 counters (5&2), 4 cubes in a line
o Round 3: (Go to any corner that shows me 7)
▪ 7 scattered objects, 7 counters (5&2), 7 numeral, 7 cubes in a line
● Worksheet
o The teacher will use the front side of the worksheet to model the activity. The
teacher will use both counters and cubes to help students show how they can both
be used.
o The teacher will pass out the worksheet as well as manipulatives for the students
to use. The class together will work on questions #1-3. Then, I will have students
work on #4-6 on their own.

Overall Teaching Strategies:

● The students will be engaging in a lot of pair and group work. This allows them to talk to
one another more about what they are learning. Students who may be an emergent
bilingual will be supported in being able to socially learn the language and comprehend
the terms through speaking and listening.
● It is important that the students are exposed to the different manipulatives. As the
students work on their worksheet, I will provide them with the option to have either
counters or cubes to help them with their counting and representation.

Assessment/s (How you will assess or evaluate student learning):

● The 4 corners activity will serve as a way to formatively assess the students’ learning.
Based upon the results in the activity, the teacher will either shorten the activity and
possibly start to teach more about writing the number (if the majority understand already)
or the teacher will provide more explicit instruction about counting and identifying the
different representations (if the majority does not understand).
● The teacher will use the worksheet as a summative assessment. It will help them to see
what they understand so far about counting and representing these two numbers. Since
the worksheet already includes scaffolds, the teacher will focus on how the students do
for the last couple of problems (#4-#6) as a way of seeing how much they have learned
and understand.
Closure (Describe how students will reflect on what they have learned.):

● The class will end by counting from 0 to 7 now and the teacher will ask the students to
tell them the different ways we can represent numbers. They will also discuss that they
will be practicing more on writing the numbers and also moving onto even bigger
numbers to engage them for future lessons.
● In the next lesson, students will be able to become proficient in identifying and
representing the numbers using manipulatives. Additionally, they will be able to write the
numbers in numeral form.

Round 1: (Go to any corner that shows me 6)

6 blocks in a line x
6 fingers x
9 numeral x
5 scattered objects x

Round 2: (Go to any corner that shows me 6)

6 counters (5&1) x
6 numeral x
7 counters (5&2) x
4 blocks in a line x

Round 3: (Go to any corner that shows me 7)

7 scattered objects x
7 counters (5&2) x
7 numeral x
7 blocks in a line x