Danielle Farkas

MATH/ART/LANGUAGE ARTS
Grade: 1

Unit: Number Sense/Art/Creative Writing

Lesson: 1

Activity: I Moustache You a Question

Duration: 40 minutes x 2

OUTCOMES FROM MATHEMATICS ALBERTA PROGRAM OF STUDIES

General Learning Outcome: Develop number sense
Specific Learning Outcome 4: Represent and describe numbers to 20, concretely, pictorially, and
symbolically
Specific Learning Outcome 8: Identify the number, up to 20, that is:
one more
two more
one less
two less
than a given number.
OUTCOMES FROM ART ALBERTA PROGRAM OF STUDIES
I Can: Draw
OUTCOMES FROM LANGUAGE ARTS PROGRAM OF STUDIES
General Learning Outcome 2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media texts.
Specific Learning Outcome 4: Create Original Text
Learning Objectives
Students will:
1.
2.
3.
4.

Recognize a number between 10 and 20

Represent a number visually between 10 and 20 four different ways
Add and subtract their number by 1
Express their creative thoughts in writing short, simple sentences

ASSESSMENTS
Observations:

Students ability to recognize and

represent a number between 10 and
20 four different ways

Key Questions:

What number can you visually represent in

four different ways?

Explain why you are wearing a moustache

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(creative writing).

Students ability to draw

Students adding and subtracting by 1

Students ability to write short, simple

sentences with a capital and period

Can you colour the correct part of the image

according to the number legend?

Written/Performance Assessments:
Students will create a visual representation for a number between 10 and 20. Students will subtract
and add one from their number and include it in their representation. Students will complete their
creative writing of why they are wearing a moustache. Students will complete colour-by-number
worksheets to demonstrate their ability to recognize and identify numbers up to 20.
MATERIALS AND EQUIPMENT

Yellow Construction Paper for each student

Picture printouts for each student (x2)

I moustache you a question handout

Lined paper handout for creative writing

Glue

Scissors

Writing instrument

Pencil crayons/crayons/markers
PRE-LEARNING CONSIDERATIONS

Time of day: Final 2 periods following gym

Desks are arranged in foursomes

TEACHER RESOURCES

Sample Number Representation (Appendix 1)

Student Sample Creative Writing (Appendix 2)

Colour By Number Worksheets x 3 (Appendix 3)

PROCEDURE

Introduction

Teacher

Student

(2 min.):

Teacher reminds students of the moustache

Students return from gym

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pictures that were taken of them.
Teacher introduces task and shows example of
what we will be creating with the pictures.

and are sitting at their desk

waiting for instruction

Shows example and keep on board with

magnet
Teacher/Student
Transition

Teacher

Student

Teacher pulls two names from the popsicle

sticks to get volunteers to hand out moustache
pictures.

Students wait at their desks

for materials to be handed
out

Teacher hands out construction paper and

moustache handouts to each student.

Two volunteers hand out

pictures and return to their
desks.

Learning Activity #1

Teacher

Student

(35 min.):

Teacher explains step by step how we will

complete task and pauses between steps to
assist students:

Students work at their

desks and put up their hand
for assistance

(3 min.):

I Moustache You a
Question Craft
Note: Each step will
take approx. one
minute to explain and a
few minutes for the
students to complete
each step
Students progress
through the steps at a
regulated pace so they
know how to complete
each step thoroughly
and correctly
MATH SLO 4, 8
ART: I Can Draw

1) Fold yellow construction paper in

half and fold moustache handout in
half
2) Glue handout onto the yellow
construction paper
3) Glue your moustache photo on the
front fold of the construction paper
(show the students)
4) Pick a number between 10 and 20
and write that number in the middle
of the page nice and big, and then
write the number again on the
bottom line of the page (What are
the ways you can represent this
number?)
5) On the top left hand corner, choose
a way to draw the number or show
it in a way without writing the
number again
6) On the top right hand corner, repeat

Students retrieve materials

as needed from communal
bins

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7) On the bottom left hand corner,
repeat
8) On the bottom right hand corner,
repeat
9) On the right side of your big
number, write a + 1 = and your
number plus 1
10) On the left side of your big number,
write a -1 = and your number minus
1
11) When you are finished, raise your
hand and you will receive your
moustache writing to add more
sentences to Why do you have a
moustache
Assessments of Prior Knowledge: Students
knowledge of numbers 1-20 and remembering
ways to show this number (ex. ninja tallies, 10
frames)
Expectations for Learning and Behaviour:
Students are to complete the tasks at their
desks, putting their hands up for assistance,
keeping noise level to a minimum. For
movement breaks throughout activity, students
will get up from their desks to retrieve scissors,
glue, pencil crayons, crayons, markers from
communal bins.
Accommodations: Teacher walks around
classroom to check in on each student and
those with their hands up to assist.
Teacher progresses through each step with the
class, frequently showing example.
Key Question: What number can you visually
represent in four different ways?
Teacher/Student
Transition
(2 min.):

Teacher

Student

Teacher hands out Activity #2 and refreshes

them on what they are expected to do with this

Students hand in their first

activity to receive their

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activity.

second activity
Students are working at
their desks

Learning Activity #2

Teacher

Student

(13 min.):

Teacher asks students to continue their writing

project on Why are you wearing a moustache

Students write quietly at

their desks and put up their
hands for assistance.

LANGUAGE ARTS
GLO 2/SLO 4

Come up with your own ideas about why you

might have a moustache.
Assessment: Students ability to write short,
complete sentences, in the lines and with
capitals and periods.
Key Question: Explain why you are wearing a
moustache (creative writing).

Transition

Teacher

Student

(4 min.):

Teacher collects Activity 2 from students

(Ongoing)

Students raise their hands

when they are finished and
hand in Activity 2

Learning Activity #3

Teacher

Student

(20 min.):

Teacher hands out a Colour By Numbers

worksheet to those students that are done their
writing. There are 3 worksheets, progressing
from numbers below 10, to numbers between
11 and 20, and the third is a mix of numbers
between 1 and 20.

Students collect any pencil

crayons/markers they need
for Activity 3

Color By Numbers
Extra Time Activity
MATH SLO 8

Students are working

individually at their desks

Teacher explains the colour legend to those

students with worksheet
Assessment: Students completely coloured
images demonstrates their ability to recognize
numbers up to 20
Key Question: Can you colour the correct part
of the image according to the number legend?
Closure

Teacher

Student

(3 min.):

Teacher asks students to hand in their work,

completed or not (to formatively assess) and
put away their materials (pencil crayons, etc).

Students stop their work

and hand in to the teacher,
put away materials into the

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and return to their desks for Agenda writing.
Consolidation/Assessment of Learning:
Students complete a written and visual
representation of a number between 10 and
20. Students complete an original piece of
writing. Students complete colour by numbers
worksheet to demonstrate their understanding
of numbers.
Transition to Next Lesson: We are laminating
your final product to showcase on the bulletin
board outside of our classroom
Extra Time Activity: Allotted for above

communal bins or their

desks and return to their
desks and wait for their
agenda to be handed to
them.

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Appendix 1

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Appendix 2

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Appendix 3

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