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Unit 1: In school

Day Three: Using numbers

Objective

Students, in groups of 4, will be able to discuss and write a master list of items that involve numbers.

Setting the stage (3 minutes)

The teacher plays a song (CD, guitar, piano, etc) that fits the words for counting up to 25. Teacher hums along. Teacher encourages students to hum along also.

Quick Tip
A good song for this activity is Rock Around the Clock. You can download both the sheetmusic and the recorded accompaniment to this song from several commercial websites.

Input (10 minutes)

Teacher sings the song, simply counting numbers, starting with 1 and counting as high as possible to fit the music. Numbers take the place of words in the song. Teacher encourages students to applaud as he/she bows. Teacher sings one phrase (e.g., "One, Two, Three") and asks students to sing along. Repeat this until students feel comfortable with that particular series of numbers. Teacher sings the next series, etc. until the students feel comfortable with the entire song and all the numbers that fit into the song. Teacher asks students to all stand up and sing the entire song again for good measure.

Guided Practice (10 minutes)

Teacher writes the following on the board and asks students to write the missing numbers. Students then read their answers aloud to a partner sitting nearby.

  • 1, 2, 3...10
  • 2, 4, 6...20
  • 1, 3, 5...19
  • 5, 10,...30
  • 3, 6, 9...29

Teacher writes the following locker combinations on the board. Students get up out of their seats and, with another classmate from across the room, they read the locker numbers, taking turns.

  • 09-26-17
  • 16-07-22
  • 13-29-11
  • 22-19-12
  • 04-12-27
  • 15-01-28
  • 10-06-14
  • 18-21-25

Independent Practice (15 minutes)

Teacher dictates the following and students write the appropriate numbers:

  • the numbers used to dial for information and for emergencies
  • an imaginary bar code number. (Download sample barcodes.)
  • the number of months until their next birthday
  • the number of students in their favorite class
  • the number of minutes it takes for them to get to school in the morning
  • the number of minutes they spend with friends every day
  • the number of people in their immediate family
  • an imaginary telephone number
  • an imaginary street address
  • how many hours they sleep most nights

Once finished writing the numbers, the students get into groups of 4 and create a "master list" on a separate piece of paper that compares all their answers. For example,

Mary sleeps 5 hours; John 8 hours; Susan 9 hours; Amy 6 hours a night

Closure (2-3 minutes)

Teacher and students reprise the song they created at the beginning of class.

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