Student will be able to count forward from any given number up to 10.

Counting on from a given number is a foundational skill that will assist students in learning addition. This lesson gives them exposure to this concept without naming it "adding".

7 minutes

For this portion of the lesson, you will need a copy of Creepy Counting included as a PDF with this lesson. I print the book with a colored printer and laminate the pages for durability. I bind it with a comb, but it could be stapled or held together with book rings. You will also need an erasable marker (dry erase or Vis-A-Vis) for students to write the answers on each page. Make sure to clean the pages before storing.

I gather the students around my big chair and ask them a few questions to help them connect with the text. *Do you know what a pest is?* That's right. *A pest is something that bothers us. What are some examples of pests. Yes, your brother might be a pest if he is bothering you. Bees. Yes, bees can be pests. Mice. Yes, we don't want mice in our house. They are pests. *

*There is a person whose job it is to get rid of pests. They are called exterminators. Would you like to be an exterminator and get rid of pests? Today we are going to read a story about an exterminator. It is called Creepy Counting. Let's see what kind of pests he has to deal with.*

I begin reading the story to the students.* "My name is Pat the Pest Man. I take care of pests that bother peoples’ homes." *We continue to the next page. * *

*"I was wondering if you could help me count some pests. I want to know how many bats I have." Let's see, it says he has five bats in the house. I can't see them and I don't want to stick my hand in a bat house to check how many bats are in it, so I am going to trust Pat's word. So, I need to start counting with the number 5. Do you think that you can count how many bats there are. *I invite a student to come up and count the bats helping them to point to the ones in the house and then count the other bats. 5, 6, 7, 8, 9, 10. T*here are ten bats. Write 10 in the box.*

We then turn to the next page. I read it to the class,* " Let's find out how many spiders there are." Let's see. It says there are 6 in the box. We need to start counting with the number 6. I again invite a student to come up and count how many spiders and record the number on the page. *

*"Now, let's count the rats." I can see there are 3 in the bag, so we need to start counting with the number 3.* Anther student is invited up to count how many rats and record the number in the box.

*"Wow! You’re really good at this. I was wondering if you would like to work for me." * I then read what the boy says in the speech bubble, "Ummm....no thanks!". We discuss why the boy would not want to work with Pat.

I then invite the students to move over to the SMARTBoard to continue to the lesson.

12 minutes

For this portion of the lesson, I use my Smartboard. If you have a Smartboard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. Click here to download. There is also a PDF of the slides so you can recreate this part of the lesson.

I gather my students in front of the Smartboard. I have cards with each student's name on. These cards are used for selecting who will come up to the Smartboard.

I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques (click here to learn more about SIOP). I read these objectives aloud for my students.

**Content Objective***I can count on from any number (0-10).***Language Objective***I can tell a friend what numbers come next when given a number (0-10).*

**Slide 2:** *We do a great job counting when we start with the number one!*

**Slide 3:*** Sometimes it is easier to start counting from another number. I know there are 5 bats in the house. I can start counting with 5 to figure out how many bats there are.*

**Slide 4:*** I can use the number line to help me figure out what comes next. I find the number 5 and then I start counting from there. *I model how I use the number line and then record the answer in the box.

**Slide 5:*** There are 3 rats in the bag. How many bats in all? *A student is invited up to count how many rats and record the answer.

**Slide 6:*** There are 6 spiders in the box. *Another student is invited to come up to the Smartboard.

**Slide 7: *** There are 4 toads in the bucket. *Again a student comes up to count and record the answer.

**Slide 8:*** When I am given a number, I can use the number line to help me figure out what numbers come next. Move the number that comes next. *I invite a student to come up to the Smartboard and move the number. * *

**Slide 9 and 10: *** Move the number that comes next. * Again a student comes up to move the number. After each students moves numbers, we discuss how they know which numbers come next.

* Slide 11: Now, let's try putting in more numbers. Move in the next numbers. *I call on a student to come up and move the numbers in. I assist the students in counting the numbers aloud when they are done and explaining how they decided what numbers to move into place. See video.

**Slide 12-14: ** Continue as in slide 11.

**Slide 15:** It is now Turn and Talk time. Turn and talk gives the students, especially those with limited English proficiency a chance to expand their academic language. The students are instructed to hold hands in the air with their assigned turn and talk partners so I can see that everyone has a partner. I then read the slide, *"Tell your neighbor what comes next." *The students are given time to talk. When it is obvious that they have completed their discussion, I call on a student to tell the class what they came up with. I then have a student come up and move the correct numbers into place. After she is done, I say, *That's right. When I start counting with 5, the next numbers are 6, 7, and 8.*

*We then move back to our seats for guided practice.*

5 minutes

For this part of the lesson, you will need the hanging number tags that have been used in previous lessons in this unit. They are also included as PDF with this lesson.

I divide the class into two groups and have them form two semi-circles on the floor. I distribute one number tag to each student. Each group has numbers 0-10.

I ask the students who have the number 4 to stand up. I then say, *I want to count from the number 4. What would be the next three numbers I would say?* I then invite the students who have these numbers to stand and form a row. When they are done, we then check their answers together by counting aloud.

The students are seated and then I ask for the number 7 to stand. I invite the next three numbers to stand. Again, we count aloud to check.

We do this several times. I start with a variety of numbers, including 0 to allow everyone a chance to stand up during the activity.

After the activity, the students are invited to move back to their seats for independent practice.

10 minutes

For this part of the lesson, you will need copies of the Count from Any Number Activity Sheet included as a PDF with this lesson. It can be duplicated back to back. Each student will also need a 10-sided die.

I distribute the activity sheet to the students and have them record their name at the top of the paper. I then have them put their pencil down and listen to instructions.

I tell them, *we are going to practice counting from any number. You will be rolling a 10 sided die like this one.* I roll the die. *I got a 3. I am going to write the number 3 in the box that has the little die picture. I am then going to write the numbers that come next. There is room for me to write three numbers. I have to start counting with the number 3, so I will write 4, 5, 6 because those are the numbers that come next. After I am done writing those numbers, I am done with that group of boxes, so I need to roll again. This time I roll a 9...oooh this is going to be a tough one. I wonder if you can help me with this since we really have only worked with numbers zero through 10. I start with 9 and then I go 10...do you know what is next? You're right! 11, 12. If I need help, I can look at the number line in the classroom.*

I then circulate around the room and watch the students at work. I notice some children are writing the number they roll twice, 7, 7, 8, 9, instead of 7, 8, 9, 10. I correct their mistake and continue to circulate around the room. As the students complete the activity, I check their work, correcting mistakes and then I have them place their work in their mailboxes.