### EL Support Lesson

# How Hungry Is the Caterpillar?

#### Objectives

##### Academic

Students will be able to recognise 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.

#### Introduction

*(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?"

#### Explicit Instruction/Teacher modeling

*(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.

#### Guided practise

*(5 minutes)*

- Use the story as a guide to ask the following questions for students to think-pair-share:
- How many apples are on this page?
- 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 maths manipulatives to each student.
- As a group, practise counting the maths manipulatives one at a time in order to practise 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).

#### Group work time

*(10 minutes)*

- Display the worksheet and explain that now students will get to practise 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).

#### Additional EL adaptations

**Beginning**

- Gather together a small group of students to practise 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.

**Advanced**

- Encourage students to practise counting larger groups of items using their one-to-one correspondence skills.

#### Assessment

*(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 ____?

#### Review and closing

*(2 minutes)*

- Gather the class back together and practise 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 practise.