Title: Lesson 6 - Read and Write 9 & 10 Grade: Kindergarten

Lesson Essential Question - How do we read, write, and recognize the numbers 9
and 10?

Standard - K.CC.3 Objective - The students will recognize

Write numbers from 0 to 20. Represent a and write the numerals 9 and 10 and
number of objects with a written numeral represent a number of objects with a
0 to 20 with 0 representing a count of no written numeral
objects

Materials
● Motion cards
● Number cards (9 and 10 only)
● Object images
● Base ten grid
● Guided practice worksheet
● Independent practice worksheet
● Exit ticket

Introduction
For our math portion of the day, we will be focusing on reading, writing, counting, and
recognizing two newer numbers today. I have a fun activity for us to introduce these
numbers to you

Anticipatory Set
Direct the students to gather at the front of the room and stand in their carpet spot.
Explain that we will be doing some exercises to represent numbers. Have the
students choose motion cards and complete them in sets of 9 or 10. Complete 4 to 5
of the exercises in the specific sets. Once the exercises are over, ask the students
which two numbers they think that we are working on today. Expect them to answer
that we are working on 9 and 10.

Sequence of Learning
Explicit Instruction - Number 9
● Have the students sit down at their carpet spots.
● I DO - Divide the board into two sections to have one side for 9 and the other
side for 10. On the 9 side, hang up the number 9, draw a base-ten grid, and 9
object images. The purpose of this is to represent this number in multiple ways.
Review how to draw the number 9
● WE DO - First, say the word nine and have the students repeat it. Next, count
the 9 object images together as a group. After counting, ask the students to
guide you to color in the correct amount of spaces in the base-ten grid. Finally,
model the written number 9. Skywrite with the students and move onto the
number 10
Explicit Instruction - Number 10
● I DO - On the 10 side, hang up the number 10, draw a base-ten grid and 10
 object images. The purpose of this is to represent this number in multiple ways.
Review how to draw the number 10
● WE DO - First, say the word ten and have the students repeat it. Next, count
the 10 object images together as a group. After counting, ask the students to
guide you to color in the correct amount of spaces in the base-ten grid. Finally,
model the written number 10. Skywrite with the students and move on to the
worksheets
Guided Practice Worksheet
● WE DO - Send the students back to their seats and hand out the first
worksheet. The students should have a pencil out for this activity. The purpose
of this worksheet is to practice writing 9 and 10 as a group. Ask the students to
complete the front side of the worksheet after reading the directions to them:
Count the hats in each group. *Pause to have the class say the number aloud
and continue reading the directions* Trace the numbers. Allow the students to
trace the number twice and repeat this process for the second section of the
front
● WE DO - Have the students flip their worksheet over to the other side. Read
the directions for this side of the sheet: Count the animals. *As a class, count
the animals in the first section* Trace the number two times. Repeat this
process for sections two and three. After they are complete, direct the students
to put this worksheet in their red or green folders on the K side
Independent Practice - DIY Side
● Hand each student an independent practice worksheet and have them write
their names at the top. Read the directions to the students: Count the animals
and trace the number
● YOU DO - Allow the students some time to work on the independent practice
worksheet. Repeat the instructions as needed. Facilitate this activity and
answer questions as they arise
Independent Practice - Brain Builders Side
● Have the students flip over their papers to the brain builders side. Read the
directions for sections 7 and 8: Say the number that is represented by the
circles. Trace the number and draw healthy foods to show how many. Read the
directions for section 9: Draw a circle around the carrots to show a group of 10.
Read the directions for section 10: Draw a circle around the grapes to show a
group of 9. For each section, the students should draw the numbers 9 and 10
twice
● YOU DO - Allow some time for the students to complete all of the sections for
this side of the worksheet. Repeat the instructions as needed. Facilitate this
activity and answer questions as they arise

Summarizing Strategy
● As students are finishing up their worksheets, check their work for accuracy
with writing the numbers. If all components of the worksheet are correct, give
the students a sticker and direct them to put the worksheet on the K side of
their red or green folder
● To summarize this lesson, have the students remain at their desks. Ask them
 about which two numbers we focused on today. They should respond with the
numbers 9 and 10. Help the students recall that we represented the two
numbers by counting, drawing, writing, and reading. Have the students
complete a short ticket-out-the-door as their formative assessment

Formative Assessment
● Each student needs a pencil for this formative assessment. It is a short exit
ticket for the teacher to see which students understand the concept of the
numbers 9 ad ten, and which students need more explicit instruction. Allow
three minutes for the students to complete the exit ticket and collect it once
they are finished. This formative assessment is to be completed on an
individual basis
● Walk the students through the exit ticket and read the instructions explicitly:
○ Please write your name at the top of the sheet
○ Count the pumpkins and write how many there are on the line below
○ Count the leaves and write how many there are on the line below

Special Consideration - Remediation

Remediation will occur on a separate day since this is the first time that the numbers 9
and 10 are being formally introduced. Allow for the exit ticket to tell which students
require remediation

Special Consideration - Enrichment

Enrichment will occur on a separate day since this is the first time that the numbers 9
and 10 are being formally introduced. Allow for the exit ticket to tell which students
require enrichment

Special Consideration - Accommodation

For the students who require accommodation during this lesson, read the directions
for each section of the worksheets. Read all of the directions out loud for the class,
but also go over to the individual student to repeat directions more explicitly

Bibliography
“Standards.” SAS, www.pdesas.org/standard/.