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Model the pattern of 1 more in the forward count sequence.

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Lesson 29

Key Question

What do you notice, or see and hear, as we count from 1 to 10?

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Fluency

Show Me Beans to 7

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Let’s set up. Put 5 red beans on the red dots at the bottom.

Put 2 white beans on the white dots at the bottom.

I say a number. You move that many beans to the fingernails. Remember to start with the pinkie just like we practiced. (Wiggle pinkie for emphasis.)

Ready?

Show me 5.

[Pause while students move red beans to fill the left hand, from pinkie to thumb.]

Quick! Show me 6.

[Pause while students move a white bean to the thumb of the right hand.]

All right! Show me 5.

[Pause while students remove a white bean from the thumb of the right hand.]

[Continue with the following sequence: 5, 6, 5, 6, 7, 6, 7, 6, 5]

[Have students reset their mats by moving all 7 beans back to the dots at the bottom.]

[Repeat the activity, this time by using a card to show how many beans should be moved. Start with the 5-card, and then the 6-card. Continue showing the cards in a similar sequence as before.]

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Launch

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Learn �Model “Dancing Cats Chant”

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[For this segment, students may link Unifix Cubes horizontally to mimic the actions of the chant or stack cubes vertically to form a tower. Encourage them to model in whichever way makes sense to them. Have students begin with a pile of cubes rather than connected sticks.]

Let’s pretend these cubes are the cats. How does the chant begin?

Let’s see it—make it look like it’s dancing!

[Pause to let students dance a cube around the table.]

Then what happened?

[Continue to 10 at a steady pace. Circulate to support students who need help making their cubes match the chant.]

[When the chant is over, ask students to pull their cubes apart again. Have them stand when finished. The simple act of standing provides a welcome movement break and is an indicator of readiness for the next task.]

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Learn �Count 1 More

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[For this segment, make a vertical tower so students observe the correspondence between 1 more and the growth of the tower. Working vertically relates to the image of number stairs in the next segment.]

There are math words in the “Dancing Cats Chant” that keep repeating: 1 more, 1 more, 1 more. Nod if you heard that.

We can count forward by using the words 1 more.

[To increase student engagement while counting, use echo singing to teach 1-more counting. The singsong cadence encourages students to move their bodies and internalize the language of 1 more.]

I have 1. (Hold up 1 cube.)

1 more is 2. (Attach a cube.)

[Continue to 10 by using choral response. Then repeat the process. This time have students use their cubes to build towers as everyone counts by using the language of 1 more.]

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Learn�Number Stairs

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Land

Debrief

What happened to the group of cats as we chanted?�Who can talk about what happened by using the words 1 more?�What happened to the towers as we counted from 1 to 10?�Who can talk about the towers by using the words 1 more?�What happens to the numbers as we count from 1 to 10?�Who can talk about the numbers by using the words 1 more?

The First Number Stair Digital Interactive

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