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Names: Katie Russell
School: Templeton Elementary
Grade: Kindergarten
Date: 10/14/15
Cooperating Teacher: Miss Jen Waltz
Estimated Time (minutes): 30 minutes
Lesson Prerequisites & Pre-Assessment of Students:
 Prerequisites:
- Fine motor skills for writing in pencil and dry erase marker
- Ability to work in whole group, partners, and individually
- Knowing the numbers 0-7
 Pre-Assessment of Students:
- Students are able to count manipulatives
- Students are able to create given numbers with manipulatives
- Students are able to write the numbers and number words up to 7
Lesson Objectives:
 Mathematical/Conceptual Goal
- Students will be able to read, write, count, and make the numbers 8 and 9.
 Social/Relational Goal
- Students will be able to share their findings in a whole group setting.
- Students will be able to work in partners and share ideas.
State/National Standards
K.NS.2 Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent
a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
- In this lesson, children are asked to identify 8 and 9 in number drawings and words. They
will represent the amount of unifix cubes with a number drawing and word.
K.NS.6 Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without
counting.
- In this lesson, children will be shown a card representing 8 or 9 in a ten frame for 2
seconds and must identify the number without counting.
Materials needed:
- Large Five Frame for Whole Group
- Individual-sized Five Frames for each child
- Large Ten Frame for Whole Group

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- Individual-sized Ten Frames for each child
- Magnet clip
- Tape
- Unifix cubes to act as markers on the five and ten frames
- Flash cards of 8 and 9 on ten frames
- Dry erase boards and markers
- Assessment sheets for end of lesson where children draw the numbers in ten frames,
write the numbers, and write the number words
Launch 10 minutes
 Setting: Whole group on carpet squares in semi-circle arranged in pairs in front of
kidney table with moveable dry erase board for teacher.
 Materials: Large Five Frames, dry erase board (for teacher), magnet clip or tape, dry
erase markers, small five frames, unifix cubes
 Task/Activity:
o Teacher will place large five frame on the dry erase board. “Has anyone seen
this before? Raise your hand if you can tell us what it is” [3 second wait time]
o Brief discussion of five frame. Discuss how an object or dot is placed in each
square to represent one object or number. “We can use a five frame to help us
count and know how many items we have. “
o Children will be given five frames and unifix cubes. Unifix cubes will be used
as markers on the five frame since there are no bingo chips in the classroom.
“With your partner, you will create the numbers I write on the dry erase
board.”
o Teacher will write 2, 4, 5, 6, 8, 9 on board while pausing in-between and
observing what children are creating with partners.
o Attention signal. Teacher will facilitate discussion about how children used
five frames to create these numbers by having children draw on the dry erase
board. Hoping for children to mention that they had to combine them to create
6, 8, 9. If children are showing these numbers by filling the five frame and
placing the rest outside of it, I would ask them to find a way to show it with
their partner. “Could you and your partner find a way to use both your frame
to show the bigger number?” This would help them discover that they could
use both the frames to show it if they had not already tried to do so.
Investigation: 13 minutes
 Task/Activity #1:
o Teacher guides discussion so that ten frames are presented as the solution for
displaying 8 and 9. Teacher places large ten frame on dry erase board.

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o Children are given ten frames and unifix cubes. Unifix cubes will be used as
markers on the ten frame since there are no bingo chips in the classroom.
o Teacher writes the number eight (8) on the board and asks children to create it
with the ten frame. There will be no parameters created for using the ten frame, so
that the teacher can observe the different ways the children are creating numbers.
Teacher observes as children do this.
o Teacher has children share the way they represented 8 on the dry erase board.
Children are able to show the different ways they displayed it.
o Facilitate discussion about the number 8. “What is the best way to show eight in a
ten frame?” “Which way is it easiest for you to see that you have 8?” “How do
you know you are showing 8?” (Perhaps tie in concept of 2 blanks, so 8; Ex.
“How can you describe 8 in relation to 10? How can you describe it in relation to
5?”)
o Teacher writes the number nine (9) on the board and asks children to create it
with the ten frame. There will be no parameters created for using the ten frame, so
that the teacher can observe the different ways the children are creating numbers.
Teacher observes as children do this.
o Teacher has children share the way they represented 9 on the dry erase board.
Children are able to show the different ways they displayed it.
o Facilitate discussion about the number 9. “What is the best way to show nine in a
ten frame?” “Which way is it easiest for you to see that you have 9?” “How do
you know you are showing 9?” (Perhaps tie in concept of 1 blank, so 9; Ex. “How
can you describe 9 in relation to 10? How can you describe it in relation to 5?”)
 Task/Activity #2:
o Ten frames and unifix cubes are collected.
o Children are given dry erase boards and markers.
o Teacher writes “8” and “eight” on board and displays the number with the ten
frame. “These are two ways we can show the number 8. This [8] is how we draw
the number. This [eight] is how we write the number word.”
o Have children write “8” and “eight” on dry erase boards and show to teacher. “I
want everyone to write the two ways you can show eight on your dry erase board.
When I say “turn it,” I want everyone to show me what they wrote.” Allow
children enough time to write and then have everyone turn them around at the
same time.
o Teacher writes “9” and “nine” on board and displays the number with the ten
frame. “These are two ways we can show the number 9. This [9] is how we draw
the number. This [nine] is how we write the number word.”
o Have children write “9” and “nine” on dry erase boards and show to teacher. “I
want everyone to write the two ways you can show nine on your dry erase board.
When I say “turn it,” I want everyone to show me what they wrote.” Allow

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children enough time to write and then have everyone turn them around at the
same time.
Summarize/ Wrap up: 7 minutes
 Task/Activity:
o Teacher will give every child a dry erase board and marker.
o Teacher will say, “I am going to show you a card. The card displays one of the
ways we learned to show 8 or 9. I want you to write (eight or nine)/draw (8 or 9)
the number [give different instruction for every other]. Give me a thumbs up if
you are ready to see the number. I want everyone to write/draw the number on
your dry erase board. When I say “turn it,” I want everyone to show me what they
wrote.”
o Show the children the card and give them enough time to write/draw and then say,
“Turn it.”
o Repeat with several cards
 Task/Activity #2:
o Children will place dry erase boards and markers on their carpet squares and
return to their seats.
o Children will write and draw the numbers 8 and 9 in the air with their arms/hands
in review. “Everyone get your hands ready. We are going to draw the number
eight (8) in the air. [Draw it] Now we are going to write the number word in the
air with our fingers. Say the letters as you spell it! (Ex. E-i-g-h-t)”
o Repeat with the number nine.
o Children will have a worksheet to complete at their desk for 8 and 9.
Scaling up
If children are quickly placing numbers in the ten frames and completing them ahead of other
children, I will ask the children if they can find another way to show the number 8 or 9 in the ten
frame than the way they originally arranged. “What other ways can you show 8/9 in the ten
frame?” “Did you notice what numbers make up 8/9?” “What is the relationship between 8 and
9?” (8 is two 4s, and 9 is one more) (Connections to doubles, 5, and 10)
Scaling down:
Several children in this classroom are still at the prewriting stage. Since I know these children
will struggle with the writing activities, I will provide cards with “8,” “9,” “eight,” and “nine” on
them that they can use to show the number drawings and words during the flash card activity.
Additionally for these students, their worksheets will have the number words and drawings
outlined so that they may trace them.

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References
None.