### Lesson plan

# Numbers Numbers What Are You?

#### Learning Objectives

Students will be able to practice one-to-one correspondence and counting to 10.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(5 minutes)*

- Introduce the lesson by gathering the class together for a read aloud.
- Display the cover and tell the class the title of the book,
*Fish Eyes.* - Ask if anyone knows how many eyes a person has. Say, "Right! Just like fish, people have two eyes."
- Explain that today the class will be learning about and practicing counting the numbers from 1–10.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Read aloud
*Fish Eyes*by Lois Ehlert and pause to point out the number of fish on each page. - As you read, model counting the number of fish, and record the numbers on the board for students to reference.

#### Guided Practice

*(5 minutes)*

- When you finish the book. Go back to a few different pages and ask students the following questions:
- How many fish are on this page?
- How many more fish are on this page than the last page.
- How do you know?

- Group students into pairs.
- Pass out math manipulatives to student pairs.
- Choose one of the numbers (1–10) and have students practice finding the same number of manipulatives and counting to check their number.

#### Independent working time

*(15 minutes)*

- Explain that now students will get to practice drawing their own number pictures, just like in the book.
- Write a number between 1–10 on the board and tell students that they will be creating a math picture using that number, just like in the book.
- Model creating a simple picture of something using a different number (e.g., draw two birds for the number two) on the board. Make sure to also model how to write the number on the top of your page.
- Pass out unlined paper and pencils/crayons/markers to each student and have them create their math picture independently.

#### Differentiation

**Support:**

- Help students choose what to focus on in their math picture (e.g., birds and trees).
- Provide students with math manipulatives for counting support.
- Allow students to trace their focus number rather than writing it on their own.

**Enrichment:**

- Have students practice creating additional math pictures using the remaining numbers from 1–10.

#### Assessment

*(5 minutes)*

- As students are working, walk around and assess if they are able to write, draw, and identify the correct number on their math pictures.
- Collect student work to check if students are able to accurately represent the focus number.

#### Review and closing

*(5 minutes)*

- Close the lesson by displaying the math pictures and having students practice sharing what they drew and how they know they used the focus number.