For this part of the lesson, you will need the book, One Hungry Customer, included with this lesson. This book was also used in the previous lesson. I print the book on a color printer and laminate the pages for durability. I bind mine with a comb binder, but you could use book rings or a stapler.
I gather the students around my big chair to read the story. I say to them, "Yesterday, we learned about counting on from any number. Let's reread our story, One Hungry Customer and practice counting on some more."
Page 1: One day a very hungry customer came into Bill’s Bakery.
Page 2: The customer wanted to buy all the donuts. How many donuts are there for the customer? I invite a student to come up and count the donuts. The class and I then count together to check the student's work.
Page 3: The customer wanted to buy all the cupcakes. Again, I invite a student up as above to count with the class checking.
Page 4: The customer wanted to buy all the cookies. Continue as above.
Page 5: The customer wanted to buy all the brownies. Continue as above.
Page 6: Boy, Baker Bill. That was one hungry customer. Who could ever eat that much? I will give you one guess!!
Page 7: Of course…Greedy Gordy!!! I can always diet tomorrow!
We move over to the Smartboard to continue our lesson.
For this portion of the lesson, I use my SmartBoard. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express and there are also Slides so you can recreate this part of the lesson.
I gather my students in front of the SmartBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SmartBoard.
I open the first slide (Smartboard 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.
I can count on from any number 11-20.
I can tell a friend what numbers come next when give a number between 11-20.
We then continue with the rest of the slides.
Slide 2: Yesterday we practiced counting on from any number by counting sweet treats. Today, we are just going to use the numbers.
Slide 3: If I ever need help, I can use a number line. What numbers come next? I call a student up to fill in the missing numbers. I decide not to have one student do each number because I want the students to see the flow of the numbers and not view this as a "what comes next" activity.
Slide 4-7: We continue as in slide 3.
Slide 7: It is now turn and talk time. Turn and Talk allows my English Learners to practice their academic language with a peer. The students hold hands with their assigned Turn and Talk partner and lift their hands in the air so I can check that everyone has a partner. I ask them the question, What numbers come next? I give the students time to talk to their neighbors. I can hear them counting with each other. I then invite a student to share with the class the discussion she had with her partner.
He said, "The next numbers are 19, 20, 21 and 22. (I purposefully had this slide go beyond the 20 that the students are comfortable with). That's right. I invite a student to come up and write the numbers in. We discuss how the number line only goes to 20 and how could we figure out how to write the next numbers. The students came up with great answers...use the 100s chart, ask a friend, listen to the number you are saying. It would be a two with whatever number you say last at the end. I was quite impressed.
We return to our seats for guided practice.
For this portion of the lesson, I repeat the guided practice from the previous day to give the students more practice with counting on.
If you did not teach the previous lesson, you will need the Hanging Numbers 10-20 that are included as a PDF. These cards were used in the previous lesson. I print two sets of the cards because I have exactly 22 students, that's why the cards start with 10 instead of 11. I laminate the cards and punch holes on the top and then attach strings so the students can wear them.
I pass out the cards. The right side of my class gets one set and the left side of my class gets the other set.
After the cards are passed out, I tell the students, We are going to practice counting on from any number. If I call your number come up. Then we will have students bring their numbers up to show how we would count on.
Tens will you go up front. Now, I want the next three numbers to go up front. The students with the numbers 11, 12 and 13 go to the front of the room. I notice that some of the students need to wait until they see the number before their number go up to the front. After everyone is place, we count on from the first number as a group to reinforce counting on.
The students sit down and I call up a new number. I continue to call on groups of students to come up until all students have had a chance to go up at least once (make sure to call numbers to allow this to happen). When we are done, I collect the numbers and we get ready for guided practice.
For this portion of the lesson, you will need the Count from Any Number: Sweet Treats activity. I print the set on a colored printer and laminate the cards for durability. I cut the cards apart and tape them around the room. The structure of this activity is very similar to yesterday's lesson. This will help the students focus more on the concept than on the task. You will also need copies of the recording sheet for each student and something for them to write on..clipboard, personal whiteboard, book, etc.
I tell the students, "We will be searching for more sweet treats in our room today. Today, when you find a sweet treat, you will look for the same one on your answer sheet. Write the number down that is on the card and count on from that number until you have filled all the spaces next to that sweet treat."
I send the students off to find the treats and circulate around the room to observe their work. The students do a great job. A few students need to refer to a number line to help them complete the task, but overall, I'm pleased with what they have done. I check their work to make sure that they complete the task correctly. The students place their completed work in their mailboxes.