This pack includes whole group, small groups and independent resources that may be used for introducing, teaching, reviewing and assessing number sense to ten. For example, you’ll find lesson plans with 5 mini-lessons, 2 center activities and an interactive page is available for each week of instruction.
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Follow these lesson plans or use the ideas to supplement your curriculum. There are 4 weeks or 20 lesson plan ideas covering number sense to ten.
During this lesson, use this poster to teach learners different counting strategies to understand number sense to ten.
During this unit, post these cards on the math wall during the unit to refer to as new words are introduced.
All About the Number Pocket Chart:
During this unit, use this chart throughout the unit to learn about each number. This chart includes the number word, one-to-one correspondence, number order, tallies, ten frame, counting up and down, number bond and number line. Laminate the pieces, place on a pocket chart and use a dry erase marker to complete.
During this unit, have learners complete a page of this book after the pocket chart is completed together as a whole group. This book includes rainbow writing, numeral tracing, tally, ten frame and counting for each number to 10.
During this unit, have learners complete an interactive notebook page each week as independent practice. These pages include 1-3, 4-6, 7-9, 10 and number order and making 5 and 10.
One to Three:
During this lesson, read the story of the Three Little Pigs and use the resources included to practice 1 to 1 correspondence together.
Four to Six:
Another option, read the story of the Six Crows and use the resources included to practice counting and subitizing.
Seven to Nine:
Next, read the story of the Nine Ducks Nine and use the resources included to teach a number line, 1 to 1 correspondence and counting down.
Also, read the story of the Ten Fireflies and Fall Counting and use the resources included to review and practice counting, reading and writing 1 through 10.
Making 5 and 10
Finally, read the story Five Stinky Socks and Ten Little Rubber Ducks and use the resources included to practice composing and decomposing 5 and 10.
Dump Truck Numbers:
For this center, use the number mats and two-sided counters to practice making the numbers 5 and 10. Use the five and ten frame or introduce number sentences.
During this center, have learners use the numeral tracing mats and race cars to practice tracing numerals.
For this center, have learners use the number mats and playdough or a dry erase marker to form and count each number.
During this center, have learners complete the puzzle for each number.
Subitizing Clip Cards:
During this center, have learners look at the picture and clip the correct number with a clothespin.
Ten Frame Clip Cards:
For this center, have learners look at the ten frame and clip the correct number with a clothespin.
During this center, have learners count the correct number of gumballs for each mat.
Number Line Road:
For this center, have learners place the cars in order on the road to create a number line.
Number Match Pocket Chart:
Have learners match the numeral, number word and picture card on a pocket chart.
Making 5 and 10 Gumballs:
Have learners make 5 or 10 using the gumball mats and two-sided counters.
Finally, have learners use two-sided counters to make 5 and 10 on the number bond mats.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. For example, the student is expected to: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. For example, the student is expected to: count forward and backward to at least 20 with and without objects;
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