Students divide a square into 8 parts, colour the parts, cut out numbers and glue them in the spaces to create a number spinner, and then use it to practice number recognition and counting.
Kindergarten to Grade 1
Language Arts Mathematics Visual Arts
RulersPlastic SpinnersBristol Board - 15.3 cm x 15.3 cm (6" x 6")Crayola MarkersCrayola ScissorsCrayola Glue Sticks
Shop Crayola Products
Connect the dots to divide the square into 8 parts. - Hold the ruler firmly with one hand. - Draw a line along the edge of the ruler with your other hand.
Attach the spinner.
Use a marker to colour the spaces.
Cut out each number from 1 to 8. (Downloads - Numbers_1-8.pdf)
Glue a number in each space.
Take turns using the spinner to play a counting game with a partner. (Downloads - NumbersDots.pdf) - spin to get a number - choose the box that shows how many dots that is - count the dots
Make up other games you can play using the number spinner.
Students will be able to:
divide a square into 8 parts;
create a colourful number spinner;
match numerals to the correct number of objects;
demonstrate technical accomplishment and creativity.
create their own number games that make use of their spinners, such as, games that include adding, subtracting and counting in different ways;
test their games by playing them with peers;
share their games with others.
Prior to this lesson have children gather and sort items and place them in different containers.
Make a math centre with number cards and the sorted materials. - Provide time for students to practice making sets of numbers of things from the sorted materials. - Have them choose a number card, and make a set to match it and then draw the set, or take a photo with a device. - Display the drawings and photos and invite students to talk about them amongst themselves.
Gather, and make available, books about counting and numbers, for example, 1-2-3 Peas, by Keith Baker; Ten Apples Up On Top!; by Dr. Seuss; Zero, by Kathryn Otoshi; One, by Kathryn Otoshi; Two, by Kathryn Otoshi; Doggy Kisses 123, by Todd Parr.
Prepare the Bristol board - cut 15.3 cm squares - enough for each student to have one; mark the corners and mid points on all 4 sides of the Bristol board; purchase spinners.
Create a sample spinner that is not coloured but has numbers on it.
Print the numbers 1-8 sheets - enough for each student to have one. (Downloads - Numbers_1-8.pdf)
Print the number dots sheets - enough for students to share. (Downloads - NumbersDots.pdf)
You may want to print the number squares. These can be used with the spinners for adding to the spinner number. (Downloads - NumberSquares.pdf)
Have a basket of objects along with your spinner. - Demonstrate how to spin a number. - Ask a student to spin a number and then count out that many objects from the basket placing them on the carpet and touching each item as they count. - Repeat for several more sets.
Talk about how much fun it is to count things.
Talk about how much fun it is to use the spinner.
Introduce the challenge.
Divide a square into 8 parts.
Create a colourful number spinner.
Match numerals to the correct number of objects.
Demonstrate technical accomplishment and creativity.
Ensure that students understand the challenge.
Establish success criteria with your students, for example, I know I am successful when I: - use my own ideas to make my spinner - divide the square into 8 parts - colour each space - cut out numbers from 1 - 8 - glue the numbers in different spaces - match the numerals to the correct number of objects - keep my spinner in good condition
Demonstrate how to hold the ruler in place and draw a line.
Guide students through the steps outlined in the lesson plan.
Observe students as they work.
Provide individual assistance and encouragement.
Gather students to view and discuss their spinners. Ask students to share: - What they learned about making a spinner. - What they learned about drawing lines with a ruler. - What they like best about using their spinners. - What else they can do with their spinners.
Encourage students to find interesting ways to use their spinners.
Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
Observe students as they discuss their spinners – speaks with a clear voice, looks at audience while speaking, holds spinner to the side, provides accurate information, answers questions from the audience effectively.
Observe students as they listen – looks at presenter, asks effective questions.
Use a checklist to track progress. (Downloads - Spinner_tracking.pdf)