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# How Hungry Is the Caterpillar?

Use this classic read-aloud to practice the numbers 1-10 with your students! It can be used as a stand alone lesson or support lesson for the Dalmation Dots lesson plan.
This lesson can be used as a pre-lesson for the Dalmatian Dots lesson plan.

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This lesson can be used as a pre-lesson for the Dalmatian Dots lesson plan.

Students will be able to recognize numerals from 1–10 and match quantities to numerals.

##### Language

Students will be able to verbally count to 10 and explain how to match objects to numbers using visual supports.

(2 minutes)
• Gather the class together for a read aloud.
• Display the book The Very Hungry Caterpillar and say, "Today we are going to read a book about a caterpillar. Has anyone ever seen a caterpillar before?"
(8 minutes)
• Read aloud the The Very Hungry Caterpillar, pausing on each page to count the number of items the caterpillar eats each day.
• Display the numbers 1–10 on the board and point to each number as you count the foods on each page.
(5 minutes)
• Use the story as a guide to ask the following questions for students to think-pair-share:
• How many more oranges are on this page than the last page?
• How do you know?
• Ask the class to count aloud with you as you point to each number.
• Invite students to hold up their fingers as you count to show the same number (e.g., 2 fingers for 2, etc.).
• Pass out 5 math manipulatives to each student.
• As a group, practice counting the math manipulatives one at a time in order to practice one-to-one correspondence and matching a written number to a given quantity.
• Count aloud and then say, "There are four bears. This is the number four. Can you draw a four in the air with your fingers?"
• Repeat with remaining numbers 1–5 (and 6–10 if time allows).
(10 minutes)
• Display the worksheet and explain that now students will get to practice counting the cupcakes and matching the number of cupcakes to the number on the right side.
• Pass out worksheets and as a group, complete the worksheet one line at a time (counting the number of items and identifying the matching number).

Beginning

• Gather together a small group of students to practice matching numbers to the corresponding quantity of items (e.g., the number 2 to two bears).
• Provide number lines or number cards for students to use as additional support when matching numbers.

• Encourage students to practice counting larger groups of items using their one-to-one correspondence skills.
(3 minutes)
• Check that students are able to match the correct number of objects to the target number (e.g., 1 button for the number 1).
• Ask guiding questions to support understanding and further assess students such as: How many cupcakes are there? How do you know it makes the number ____?
(2 minutes)
• Gather the class back together and practice counting a new group of items or use the students (e.g., how many students are wearing red? How many have shoes with laces?) to provide additional one-to-one counting practice.