Lesson 26 Objective: Count 10 objects in linear and array configurations (5 and 5). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10. Suggested Lesson Structure Practice (12 minutes) Application Problem (5 Development (25 minutes) Student Debrief (8 minutes) Total Time (50 minutes) Fluency Practice (12 minutes) Roll, Count, Show the Number K.CC.4a (4 minutes) Match Movements to Counts K.CC.4b (4 minutes) See, Count, Write Numbers to 10 K.CC.5 (4 minutes) Roll, Count, Show the Number (4 minutes) Conduct the activity as outlined in Lesson 9. Be sure to cover the 6-dot side to represent 0, ensuring that the total number of dots does not exceed 10. Match Movements to Counts (4 minutes) Select two students. One student chooses a number from 1 to 10; the other student selects a movement or exercise to do that number of times. For each movement, maintain an even pace. Do not allow students to count too quickly. Do the movement with the class, but do not count with them. Student A: The number is 4. Student B: Clap hands. T: So, what do we do, everyone? S: Clap our hands 4 times. T: Ready? Go! S: 1 (clap), 2 (clap), 3 (clap), 4 (clap). Choose two more students and repeat with different numbers and movements.
Lesson 26 Objective: Count 10 objects in linear and array configurations (5 and 5). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10. Suggested Lesson Structure Practice (12 minutes) Application Problem (5 Development (25 minutes) Student Debrief (8 minutes) Total Time (50 minutes) Fluency Practice (12 minutes) Roll, Count, Show the Number K.CC.4a (4 minutes) Match Movements to Counts K.CC.4b (4 minutes) See, Count, Write Numbers to 10 K.CC.5 (4 minutes) Roll, Count, Show the Number (4 minutes) Conduct the activity as outlined in Lesson 9. Be sure to cover the 6-dot side to represent 0, ensuring that the total number of dots does not exceed 10. Match Movements to Counts (4 minutes) Select two students. One student chooses a number from 1 to 10; the other student selects a movement or exercise to do that number of times. For each movement, maintain an even pace. Do not allow students to count too quickly. Do the movement with the class, but do not count with them. Student A: The number is 4. Student B: Clap hands. T: So, what do we do, everyone? S: Clap our hands 4 times. T: Ready? Go! S: 1 (clap), 2 (clap), 3 (clap), 4 (clap). Choose two more students and repeat with different numbers and movements.