Lesson Plan:

# It’s Raining Numbers!

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July 22, 2015
Standards
July 22, 2015

## Learning Objectives

Students will be able to use correct ordering to count in different ways. Students will be able to construct a piece of raindrop artwork in which they correctly count and label the number of raindrops in a different way, ordering the numbers correctly. The students will be able to count to the number ten in different ways.

## Lesson

### Introduction (5 minutes)

• Tell your students that they are going to be counting raindrops today.
• Have them sit in a circle.
• Drop the large model raindrops so that they fall in the middle.
• Tell your students that the challenge is to count the raindrops in different ways.

### Explicit Instruction/Teacher Modeling (5 minutes)

• Using the SMART Board, model the process of moving the raindrops, counting them, and writing the number next to the last raindrop counted.
• Alternatively, using the paper manipulatives, have the students sit in a circle. Model the process of counting the raindrops, matching the correct number and saying the number as you arrange the raindrops in order.

### Guided Practice/Interactive Modeling (5 minutes)

• Using the SMART Board file, invite the students to come up and take turns moving the raindrops around, showing how the raindrops can be moved and counted in different ways.
• Alternate calling on students to move the raindrops.
• After each student moves a raindrop, call on another student to write the correct number next to the raindrop.
• Continue until all raindrops are counted, and have the students arrange the raindrops in a different way.
• Alternatively, using the paper manipulatives, distribute the numbers and raindrops to the students as they are sitting in the circle.
• Each student should get one raindrop or number. Invite students to show different ways they can order the raindrops and count to the correct, final number of raindrops.
• Have the students take turns placing the raindrops and numbers in order.
• Repeat, and have the students place the raindrops in different locations and arrange them in different ways.

### Independent Working Time (15 minutes)

• For the next part, direct your students to create different pieces of artwork that show how raindrops can be counted and ordered.
• Arrange the students in groups of 3 or 4 and place a container of paint, glue, and crayons in the middle.
• Give each student a large piece of tagboard or construction paper, a sponge raindrop, and a cut-out of an umbrella.
• Have the students glue the umbrella on the bottom of the paper.
• Next, have the students stamp raindrops on their papers above the umbrella and write the corresponding number next to each raindrop. The total number of raindrops can be written on the umbrella.
• If desired, have the students color the umbrella.

## Extend

### Differentiation

• Enrichment: Challenge your students to count the same raindrops from their artwork in a different way, such as counting the raindrops starting at the bottom of the page. Alternatively, have them work on A Nice Umbrella worksheet. Have the students count and label the number of raindrops in the picture, too.
• Support: Provide numbers for the students to cut and glue in the correct order. For students having trouble with pencil grip or number formation, work with the students individually, and dot the numbers for them to trace as they say the numbers aloud.

### Technology Integration

• Enhance the lesson by having the students create raindrop pictures using Google Draw, Paint, or another program in which the students can create raindrops using the shapes tool.

## Review

### Assessment (5 minutes)

• Distribute the Counting Raindrops worksheet, and have students color and count the total number of raindrops, labeling and matching the number of raindrops to the correct numeral.

### Review and Closing (5 minutes)

• Have students sit in a half circle on the carpet.
• Lay several pieces of finished work on the floor in front of the group, and invite students to share how they used their raindrops to count the numbers in order.
• Encourage the students to identify how many there are by emphasizing the last number they said when they stopped on the last raindrop.