Melanie Cella

School of Education
The College of New Jersey

Number Sense: Grades K-2 Duration 10:10-10:50 (40 minutes)

Lesson Essential Question(s): How can we use our knowledge of numbers and math facts to represent
a number in multiple ways?

Standards:
CCSS.MATH.CONTENT.1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.
CCSS.MATH.CONTENT.1.NBT.C.5
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to
count; explain the reasoning used.
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Learning Objectives Assessments

Students will be able to support their answers
to missing addend, greater than, and less than
math problems by describing the strategy that
they used to find their answer.
Students will be able to represent a number in
multiple forms.
The students will orally respond to questions during
the number talk and explicit instruction by
explaining how to solve a problem using a strategy
discussed in class (i.e. using a number line, skip
counting, using a number grid, etc.)
The students will create a turkey hat with feathers
representing the number in tallies, number models
of missing addends, and through identifying
numbers ten less, ten more, greater than, and less
than.

Materials:
-9 turkeys (one for each student, one for example) and feathers
-Pencils, Glue
-Number Grids, Number lines

Pre-lesson assignments and/or prior knowledge:

Students are already familiar with the Number Talk Board, as it is a part of their everyday math
routine. They have been working with a number grid to find numbers greater than, less than, ten more,
and ten less but are still in need of some review on the shortcuts they could take using the number grid.
The 1st and 2nd graders have been working on finding the missing addend. The kindergarten students
have been working on writing numbers 1-10. All students have been working with tally marks.

Lesson Beginning:
To begin the lesson, we will conduct our Number Talk Board. In this activity, the students are given a
number of the day. Today, the number of the day will be 35. We will use our number grid as a class to
find one more than 35 (Kindergartener), one less than 35 (Kindergartener), ten more than 35 (1st
grader), and ten less than 35 (1st grader). I will ask the students how they found their answer. We will
focus on using the number grid. When counting up or back by ten, we will go over the strategy of
going above or below the number instead of counting ten spaces up or back.
We will also draw 35 tallies on our board (kindergarten or 1st grader).
Then, we will move on to finding a number greater than 35 and a number less than 35 and explain how
what strategy we used to find the answer (2nd grader).

Instructional Plan:
1. Lesson Beginning: Number Talk Board (described above) (5 minutes)

2. Number Sense Instruction (5-10 minutes)

I will then tell the students that we will be creating a turkey hat using our own numbers of the day. I
will go step by step using my own turkey to show the students the directions.

My number of the day will be 12. I will show the students the first feather that says tallies and tell them
that I must first draw ten tallies. I will have the class count the tallies with me.
How can I check my work? I will call on a first grader to count by 5s to check my tallies.
I will then show the students my greater than feather and less than feathers.
What is a number greater than 12? How do you know? What is a number less than 12? How do
you know?
We will then work through our ten more and ten less feathers.
What is ten more than 12? What is ten less than 12? What strategy did you use? I will direct
this part at the first and second grade students.
We will then work through our one more and one less.
What is one more than 12? What is one less than 12? How do you know? I will direct this at the
kindergarten students. I will explain that some students will receive feathers that say ten more
and ten less and some will receive feathers that say one more and one less so make you to read
carefully.
We will the work through finding the missing addend.
My feather says 10+__=12. How do I find the missing addend? I will direct this question at the
first and second graders. We will use our number line to count how many jumps it takes to get
from 10 to 12. If the students seem confused, I will present them with another problem.
I will tell the students that some of the will receive a feather with an outline of their number and they
should trace the number and then practice writing it.

3. Turkey Number Sense Craft: (20-25 minutes)

Each student will receive a turkey body and six feathers. On the turkey body, there will be a number.
In order to differentiate, I will pre-assign the numbers and give the younger students the lower
numbers that they are working on writing. I will give the older students numbers in the teens,
depending on their level.
Max (8), Shayan (9), Logan (10), Jacob (15), Travis (17), Nick (18), Matthew (14), Zhicheng (20)

Each student will be given feathers. On each feather, they must follow the directions in relation to their
given number. The students will be given a number grid and a number line to complete their work.
The first feather will be tallies and they will draw the number of tallies that represent their number.
The second feather will state greater than and they must write a number greater than the given number.
The third feather will state less than.
For the 1st and 2nd graders, the fourth feather will state ten more and the fifth feather will state ten
less. For the kindergarten students, the fourth feather will state one more and the fifth feather will be
one less.
For the 1st and 2nd graders, the sixth feather will contain a number model with a missing addend.
For the kindergarten students, the sixth feather will direct them to practice writing the number by
tracing it and then writing in on their own.

When they are finished and I have checked their work, the students can color their turkey and feathers.
We will then staple the turkeys onto construction paper to make them into a hat.

4. Closure: Craft Presentations (5 minutes)

Each student will stand in the front of the room, share their number, and explain how they knew the
missing addend (1st and 2nd graders) and how they found numbers great than or less than (kindergarten
students).

o Questions: (written within procedure)

o Differentiation: I am giving the students different numbers based on their grade levels. I am also
giving the students different directions. I am going to direct my questions to the students that need
to focus on those particular skills. (Exact directions and directed questioning written in lesson
procedure).
o Classroom Management: I will not pass out the materials until all of the students are ready to
complete the project. When the students finish, I will help them glue their feathers to their turkey
and staple it into a hat. I will remind the class to have clam hands, quiet body, and a quiet mouth.
o Transitions: When explaining the turkey activity, I will relate greater than, less than, and tallies
back to our number talk wall. If a student is struggling with a problem, I will connect it back to my
example and ask them if they remember how I solved my problem.

Closure:
To close, I will have each student present his turkey hats. I will ask them to tell the class their number
of the day and present two feathers: they can choose one feather on their own and their second feather
should be to explain how they knew the missing addend (1st and 2nd graders) and how they found
numbers great than or less than (kindergarten students). This will show me which strategies they used.