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# Introducing Numbers!

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

(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 pracising counting the numbers from 1-10.
(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.
(5 minutes)
• When you finish the book. Go back to a few different pages and ask students the following questions:
• 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.
(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.

Support

• 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.

Enrichment

• Have students practise creating additional maths 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 maths pictures.
• Collect student work to check if students are able to accurately represent the focus number.
(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.

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