Numbers Numbers What Are You?
Students will be able to practise one-to-one correspondence and counting to 10.
- 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 practising counting the numbers from 1–10.
Explicit Instruction/Teacher modeling(10 minutes)
- Read aloud Fish EyesBy 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 practise(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 maths manipulatives to student pairs.
- Choose one of the numbers (1–10) and have students practise finding the same number of manipulatives and counting to check their number.
Independent working time(15 minutes)
- Explain that now students will get to practise 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 maths 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 maths picture independently.
- Help students choose what to focus on in their maths picture (e.g., birds and trees).
- Provide students with maths manipulatives for counting support.
- Allow students to trace their focus number rather than writing it on their own.
- Have students practise creating additional maths pictures using the remaining numbers from 1–10.
- As students are working, walk around and assess if they are able to write, draw, and identify the correct number on their maths 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 maths pictures and having students practise sharing what they drew and how they know they used the focus number.