Beacon Lesson Plan Library
Cat's Meow One Through Ten
Jennifer Slichter Santa Rosa District Schools
Description
Through the use of classroom activities, roleplay and cooperative learning, students practice counting and reading numerals 110.
Objectives
The student counts up to 10 or more objects using verbal names and onetoone correspondence.
The student reads and writes numerals to 10 or more.
Materials
1 Stuffed toy cat
2 Sets of flashcards (See Preparations)
1 Set of large number cards 110
Large classroom chart paper
Meow One to Ten Worksheet, one per student (See Associated File)
Timer
2 Sets of magnetic numerals 110
Plain piece of paper, one per student
Dry erase or chalkboard
Preparations
1. Take out or borrow a class timer.
2. Borrow a stuffed toy cat.
3. Prepare flashcards for the class. Write the numerals 1 through 10 on one set, and the number words “one” through “ten” on the other. (One set is needed for each group of four students in the room.)
4. Write 110 on large cards. The cards should be large enough that students in the back of the room can easily see the numerals.
5. Write one, two, three, four, five, six, seven, eight, nine, and ten on the board.
6. Write 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 on the board.
7. Write these words on the large chart paper:
One cat meows, two cats meow, three cats meow, four cats meow, five cats meow, six cats meow, seven cats meow, eight cats meow, nine cats meow, ten cats meow.
8. Make copies of Meow One to Ten Worksheet. (See Associated File)
Procedures
1. Hold up the stuffed toy cat. Ask the students to raise their hands if they like cats. Get responses and tell the students that we are going to do some activities with cats today to practice saying and counting our numbers 110.
2. Point to the large chart paper with the Cat's Meow words written on it. Read it to the class. Reread as a group.
3. Call for ten volunteers to come to the front of the room. Tell the students that we are going to pretend we are number cats. Give each child a large number card (110) to hold. Line them up in order one to ten in the front of the room. Tap their shoulders lightly as the class counts 110.
4. Tell the class that we are going to pretend that we are cats today. The Cat's Meow words on the large chart paper will be read as a group and as the number cat is called out, that cat steps forward and “meows” loudly. When we call out ten, all the cats “meow.” Repeat twice or until every student has had an opportunity to be a cat.
5. Put two sets of magnetic numerals 110 in random order on opposite sides of the dry erase or chalkboard. Call on two volunteers to come to the board and arrange the magnetic numerals in order. The students race to see who can arrange the numbers in order the quickest. Repeat witih several volunteers.
6. Tell the students that they are going to have a chance to work in groups arranging numbers in order. The goal will be to see which group can arrange the numbers 110 in order the quickest.
7. Divide into groups of four. Pass out the flashcards numbered 110, one set of cards per group. Set the timer for two minutes and each group tries to arrange the cards in order the quickest.
8. Review correct answers. Attach the set of large cards to the board and underneath the numerals write the number words. Read the number words together as a class.
9. Tell the class that they are going to have a more challenging assignment. Pass out flashcards with the number words one, two, three, four, five, six, seven, eight, nine, and ten, written on them. (One set of cards per each group of four.) Tell the class that the timer will be set to five minutes and each group's word cards must be arranged in order.
10. Set the timer to five minutes. Each group attempts to arrange their cards in order.
11. Review correct answers.
12. Instruct students to go back to their seats. Pass out the plain sheet of paper.
13. Write the words one, two, three, four, five, six, seven, eight, nine, ten on the board. Write the numerals 1,2,3,4,5,6,7,8,9,10 on the board.
14. Tell students that we are going to practice counting cat whiskers. Draw 2 lines on the board. Ask class to count how many cat whiskers they see. Get response. Ask who can guess how to write that numeral. Ask for a volunteer to come to the board and point to the numeral 2 and the number word “two.”
15. Tell students to write their names on the blank pieces of paper.
16. Draw 9 cat whiskers on the board. Ask the students to write the numeral and number word of what they counted. Review correct answers.
17. Draw 10 cat whiskers on the board. Ask the students to write the numeral and number word of what they counted. Review correct answers.
18. Draw 8 cat whiskers on the board. Ask the students to write the numeral and number word of what they counted. Review correct answers.
19. Draw 7 cat whiskers on the board. Ask the students to write the numeral and number word of what they counted. Review correct answers.
20. Draw 6 cat whiskers on the board. Ask the students to write the numeral and number word of what they counted. Review correct answers.
21. Draw 5 cat whiskers on the board. Ask the students to write the numeral and number word of what they counted.
22. Draw 4 cat whiskers on the board. Ask the students to write the numeral and number word of what they counted.
23. Pass out the Meow One to Ten Worksheet. (See Associated File) Give directions.
24. Circulate and assist students.
25. Collect worksheets.
26. Go over answers together as a class.
Assessments
This is a formative assessment. This could be used as a good review for a summative assessment. Observe students' ability to identify numerals, number words, and their ability to count to ten. On the Meow One to Ten Worksheet, students should be able to draw ten cats showing the ability to count ten objects. Students should be able to match at least 8 out of 10 numerals with the number words on the worksheet. Any student who does not get 8 out of 10 correct should be given more practice and another opportunity to complete the worksheet again. (Use a class list to check off those who complete the activity correctly and those that don't.)
Extensions
Cooperative learning activities in this lesson should help ESOL students. Gifted students may have this lesson extended by having a center where they practice the concepts of “greater than” and “less than” with the numbers 120. To make the task more challenging, number words could be used by the teacher instead of number cards.
