Then Came One

Beginning

• Create an illustrated word bank to scaffold understanding as you think aloud about the missing numbers. Include words and phrases such as to the right of, to the left of, above, below, next to, one more, one less, ten more and ten less.
• Use gestures to further illustrate the phrases. Show students one finger and say "one". Gesture with hands wide apart as you say "more." Play Simon Says to review prepositional phrases of place (e.g. Hold you hands above your head.)

Intermediate

• Tell the students to give you a thumbs-up if they think that your guess is correct. Provide the sentence frame, "I agree that the number is ____ because ____" and allow them to share their thinking with a partner.

Beginning

• If students do not know number names in English allow them to name the numbers in their home language L1. If possible, partner students who speak the same home language.

Intermediate

• Prompt students to use the full sentence, "I think that the number is ____ because ____" to explain their thinking to a partner.
• Allow students to write the number on personal whiteboards to check for understanding whole-class.

Beginning

• Display the sentence frame, "I know that ____ is one more than ____." Encourage students to explain their thinking as they fill in the chart.

Intermediate

• Review the prepositions before, after and between before starting the activity. Ask questions such as, "Which number comes after four?" Check for understanding by having students answer by raising the correct number of fingers.