July 26, 2018
by Jasmine Gibson

Lesson plan

Numbers Numbers What Are You?

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Do you need extra help for EL students? Try the 1, 2, 3 Numbers! pre-lesson.
EL Adjustments
Grade Subject
Do you need extra help for EL students? Try the 1, 2, 3 Numbers! pre-lesson.

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.
EL adjustments
(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.
(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.
(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.
(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.


  • 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.


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

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