Beacon Lesson Plan Library
Ten Fingers Ten Toes
Bay District Schools
Can you count your fingers and toes? This tenth and final lesson from the unit, Sky High Counting concludes students' exploration of the day and night sky. The final page is added to students' counting books.
The student uses titles and illustrations to make oral predictions.
The student dictates messages (for example, news, stories).
The student relates characters and simple events in a read-aloud book to own life.
The student counts up to 10 or more objects using verbal names and one-to-one correspondence.
The student uses numbers and pictures to describe how many objects are in a set (to 10 or more).
The student uses sets of concrete materials to represent quantities, to 10 or more, given in verbal or written form.
The student knows that the sky looks different during the day than it does at night.
The student knows that the position of the Sun in the sky appears to change during the day.
The student knows some of the objects seen in the night sky (for example, stars, Moon).
-Howard, Katherine. [I Can Count to 100 . . . Can You?]. New York. Random House. 1979. (or a similar counting book that counts above 10)
-Ichikawa, Satomi. [Nora’s Stars]. New York. Philomel Books. 1989.
-One copy of “Moving Sun Rhyme” from the associated file from the lesson plan Three Bears and Three Goats in the Morning Sun
-Ten quarter-size, yellow, construction paper or sticker dots per student
-Yellow construction paper cutout of the numeral 10, one per student plus one for the teacher’s number wall card (see associated file from lesson plan One Sun, One Moon)
-Copy of the student worksheet from associated file – one per student
-Copy of the formative assessment checklist previously used with this unit – one per student
-One sheet of chart paper
-Various colors of markers for writing on chart paper
-Ten large yellow stars traced from the pattern for the number wall cards (see associated file for lesson plan One Sun, One Moon)
-One 12 x 16 sheet of dark blue construction paper to make number wall cards
-One sheet per student of dark blue, 6 x 10 construction paper
-Pencils – one per student
-A set of multiple colors of crayons and/or markers per student or group
-One one-gallon plastic bag per student (previously used with this unit)
-One large ball (kickball size or larger – a beach ball is great)
-A copy of the “Earth Turns” rhyme from the Eight Stars at Night lesson plan associated file
1. Obtain and preview the book [I Can Count to 100 . . . Can You?]. A similar book that counts higher than 10 can be substituted.
2. Obtain and preview the book [Nora’s Stars].
3. Locate your copy of “Moving Sun Rhyme” from the associated file to lesson plan Three Bears and Three Goats in the Morning Sun.
4. Cut or obtain 10 quarter-size, yellow, construction paper or sticker dots per student. (The Ellison cutouts work great.)
5. Cut a yellow construction paper cutout of the numeral 10 per student plus one for the teacher’s number wall card. Patterns are available from the associated file from the lesson plan One Sun, One Moon. (The Ellison cutouts work great.)
6. Download, print, and duplicate student worksheet from associated file – one per student.
7. Locate the formative assessment checklist previously used with this unit.
8. Locate 1 sheet of chart paper.
9. Locate various colors of markers for writing on chart paper.
10. Create 10 large yellow stars traced from the pattern in the associated file for lesson plan One Sun, One Moon for the number wall cards. (The Ellison cutouts work great.)
11. Locate one 12 x 16 sheet of dark blue construction paper to make number wall cards. On this dark blue paper, glue ten large yellow stars and a yellow cutout of the numeral 10.
12. Locate one sheet per student of dark blue, 6 x 10 construction paper.
13. Locate pencils, one per student.
14. Locate a set of multiple colors of crayons and/or markers per student or group of students.
15. Have gallon bags used previously hanging in the room and available for use today.
16. All books used in the unit that this lesson is part of should be obtainable from various school libraries in your district. To locate the books, use the Sunlink Web site from the Web Links section of this lesson plan. Ask your media specialist to request the books for you from the various libraries. I have found all media specialists to willingly share their books.
17. Download and print a copy of the “Earth Turns” rhyme from the lesson plan Eight Stars at Night associated file.
18. Locate one large ball. A beach ball works great. The ball should be at least kickball size or larger.
Note: This is the tenth and final lesson plan that makes up the unit, Sky High Counting available from the link in the top corner or the Extensions section of this lesson plan. This integrated lesson plan includes reading, writing, mathematics, and science.
1. Much of this lesson plan is a review of the standards taught in the nine previous lesson plans that are part of the unit, Sky High Counting. As this lesson is being taught, pay close attention to any student that may need further assistance before being assessed as having mastered these standards. The Formative Assessment Checklists that you have been keeping these last nine days will be a great source for knowing which standards and which students need special attention in today’s lessons.
2. Draw students’ attention to the wall chart for the numbers that were previously presented. Orally review the lines of the numerals by having students trace them in the air as you verbally describe them. Ask a student to count the number of stars on the chart as you touch the stars to demonstrate one-to-one correspondence. Ask whether the blue paper is supposed to be the day sky or night sky and encourage students to explain how they know.
3. Show the book, [I Can Count to 100 . . . Can You?] Ask for predictions of what the book may be about. Ask how the students know that it might be about a mouse counting.
4. Read the title to the students. Ask for further predictions about the contents of the book now that the title is known. Ask how the students arrived at the prediction. Encourage them to realize that it is the title and illustrations that help them predict.
5. Read only the pages of the book, [I Can Count to 100 . . . Can You?] that demonstrate counting to ten. As you read, demonstrate one-to-one correspondence while counting the various objects on each page in the story.
6. Since each page has many objects that match the targeted numeral, actively involve students by selecting a variety of students to count orally while demonstrating the one-to-one correspondence.
7. Ask students to use the illustrations to relate the book to their own experiences. Ask guiding questions about these experiences that help students relate the illustrations to their own lives.
8. As each page is read, have the students predict what might be on the following page. Ask why they made that prediction. They can predict what number will be displayed and what animal will be on the page.
9. Display the number wall card for the number 10. Ask students which number will be our special visitor today.
10. Trace the cutout numeral on the chart with your finger. As you do, talk to the students about the shape of the numeral ten. Verbally trace the ten by modeling and saying, “Trace straight down the one. Now trace all the way around the zero. A one and a zero makes a ten.” Have the students trace the ten in the air with their fingers.
11. Touch the yellow stars on the wall chart and say the number words “one, two, three, four, five, six, seven, eight, nine, ten” demonstrating one-to-one correspondence.
12. Make the relation with the numeral ten and the ten stars obvious. Touch the stars and say “one, two, three, four, five, six, seven, eight, nine, ten.” Then, trace the numeral and say “ten.” Remind students that the numeral tells how many stars are on the paper.
13. Hang the wall card on the wall high enough that students can see it but low enough that they can touch the stars.
14. Display the chart paper. Remind students that their homework last night was to ask their parents what might have ten parts. Make a list as related by the students. The list should be words and drawings if possible. As the students respond, give formative feedback such as, “Yes, there are ten fingers on my hands.” or “No, spiders only have 8 legs.” Can you think of anything that has ten parts?” When students have had the opportunity to add as many answers as possible to the list, hang the list under the wall chart for the number 10. Ten is a hard number to make associations with, so this list may be very short and include ten fingers on a person’s hands and ten toes on a person’s feet.
15. Pass out the worksheet from the associated file. Have students write their names on the papers. Using their fingers, have the students trace the numeral 10 on the paper. As students are tracing with their fingers, verbally describe the procedure saying, “Trace straight down the one. Now trace all the way around the zero. A one and a zero makes a ten.” Have students pick up their pencils and trace the numeral 10 using their pencils. Verbally describe the tracing again.
16. Ask students how many stars will be colored today. How do they know? How many colors may they use? How do they know? They can be colored any way the student chooses as long as they only use ten colors and only color ten stars. The purpose is to be sure the student understands the concept of ten. Note that there are twelve stars on the page; so coloring all the stars is not a correct response. Students must be able to count the stars.
17. Collect the papers. Use the papers to formatively assess individual student’s knowledge of the numeral and number ten. Mark students ability on the formative assessment records sheet. Remember that you are assessing whether students adequately demonstrate their knowledge of counting to ten, not their coloring or tracing abilities.
18. Ask students if they can count to 100. Read the remainder of the book [I Can Count to 100 . . . Can You?]. Encourage students to count with you as you count to 100. This is an enrichment activity that is an introduction to the standard.
Reading (read-aloud) –
Note: While asking questions and requesting student input, be sure all students have the opportunity to demonstrate knowledge, share their predictions, and abilities, etc. Don’t allow the more vocal students to dominate.
19. Show the book, [Nora’s Stars].
20. Look at the cover of the book. Ask if students can predict what the title might be. Remind students to predict by using what they see. Ask guiding questions such as: “Is this a day sky, night sky? Why do they think so? Are the girl and toys real or make believe? Where is the girl?” After students predict the title using the illustration, read the title to them.
21. Now that students know the title of the book, ask them to predict what they think the book will be about. Give formative feedback as to whether they are using the title and illustration to make their prediction and whether the prediction is realistic. Remember, formative feedback tells why the student is correct and/or guides the student toward the correct answer.
22. Read the entire book pausing to ask for predictions of what may be next in the text or illustrations and asking how this story and illustrations relate to the students’ lives. This story can also begin a lesson on real and make-believe.
23. Place the book in a predominant place in the classroom, such as on the chalk tray. Invite students to read the book during their “self selected” reading time.
24. Lead the students in reciting the “Moving Sun Rhyme.” Remember to either do the movements that accompany the rhyme or use the stick suns to represent the movement of the sun.
25. Recite the “Earth Turns” rhyme from yesterday. Select a student to demonstrate the Earth’s rotation as the class recites the chorus with you.
26. Allow the entire class to demonstrate the Earth’s rotation. Recite the rhyme again and have the students turn as they say the chorus with you. Give formative feedback to affirm student’s understanding and to correct any misunderstandings.
27. Answer any final questions about the day sky, night sky, apparent movement of the sun across the sky, and objects in the night sky.
28. Review the chart of things in the night sky. Ask for anything the students may want to add to the list. Discuss what there might be ten of in the night sky.
29. Remind students that they are creating a counting book somewhat like [Ten Black Dots] using yellow dots.
30. Ask students what today’s page in their counting books will be for. Ask how many yellow dots each student will need for this page.
31. Pass out one piece of dark blue paper to each student. Students must individually decide whether this page will be about things in the day sky or night sky.
32. Show a container with the yellow dots, and another container with numeral cutouts. Call on groups of students to come get ten dots from the dot container and a numeral 10 from the numeral container. Since this page in the book will be summatively assessed, no formative feedback should be given.
33. Have students place the dots and numerals on their papers (just place, not glue).
34. Remind students that each page must have a story that goes with it. Stories should include the number word “ten”, that this is the night sky, and what the item is in the picture. Since this page in the book will be summatively assessed, no student sharing or formative feedback should take place.
35. Pass out crayons and/or markers. Have students turn their papers the tall way to do their drawing. (Then the large construction paper cover can be folded to be the front and back of the book.)
36. As students are drawing, they should be thinking about the story that goes with this page. Tell them to be ready to tell you their story as you come to them, and you will write their stories on their pages for them.
37. Assist students with sticking their dots to their paper.
38. As students are drawing, circulate and write students’ stories as they dictate them to you. Ask any questions of individuals that will help you complete the rubrics for Summative Assessment #4, Day Sky, Night Sky Counting.
39. Have students store their completed pages in their gallon bags.
40. Now that all of the students’ Day Sky, Night Sky Counting Book pages are complete and in their gallon bags, you will be assembling each book and binding them in some way (staple, hole punch and ribbons, plastic binders and the binding machine). Use pages nine and ten of these books to complete all rubrics for Summative Assessment #4, Day Sky, Night Sky Counting.
41. Since all standards are taught for mastery, it may be necessary to do some individual or small group instruction until all standards are mastered.
Complete giving Summative Assessment #4, Day Sky, Night Sky Counting for the unit, Sky High Counting. The assessment tool is available from the unit plan. See the Extensions section of this lesson plan for a link to the unit. This tool assesses two language arts standards, three math standards, and three science standards using the counting book the students have been making each day of the unit as the evidence.
1. With minor adjustments, this standard (reads and writes numbers to 10) could be added to the unit. This would require additional practice in writing the numerals.
2. Set up an author's chair for students to share their completed Day Sky, Night Sky Counting Books.
3. Invite parents to come to school to celebrate a counting party. Parents can bring snacks for the children to count as they are passed out.
4. Number words can be added to the wall cards, worksheets, and book pages.
5. Adult volunteers can help with assembling wall cards, gluing yellow dots and numerals, and taking dictations.
6. ESE modifications may include guiding students’ hands while touching the stars being counted or having students put a mark on rather than color the stars on the worksheet.
7. ESOL modifications may include reading to small groups of students rather than the whole group.
8. If the specific books used in this lesson cannot be located, a book with similar content can be substituted.
9. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2982. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).
1. The Beacon Learning Center Student Web Lesson, Sunrise, Sunset should be completed by all students. Sunrise, Sunset
2. All books used in this lesson should be obtainable from various school libraries in your district. To locate the books, use the Sunlink Web site. Ask your media specialist to request the books for you from the various libraries. I have found all media specialists to willingly share their books. SunLink