We reread the book together. With each page we used picture cards to retell the story and to show who scared the trick-or-treater away and then one trick-or-treater would run away.
We discussed the pattern in the book--- the pattern being that one trick-or-treater went away each time.
Then we used the trick-or-treater cards to make sets and compare them to see which set was greater. We talked about what greater means and how we know which is greater. I made the sets with the cards and then had the students count them, label them with the numbers, and decide which set was greater.
We rearranged the trick-or-treaters here to help us better see which one was greater just by looking.
We reread the book again. Then we retold the story using the people and creatures who scared the trick-or-treaters away. We counted how many trick-or-treaters we had left each time. We wrote out the numbers and the number words to label our flow map.
Just for fun we made these trick-or-treaters from TLC Lessons.
My students used smaller versions of the trick-or-treater cards to make a set of ten, count ten objects, and to order the numbers to ten.
We also used the trick-or-treater cards to decompose the number 10. My students worked with partners to do this. They had a tower of ten. They put it behind their back and broke it into two parts. Then they counted the two parts and labeled them with a number card. My students also made sets with the trick-or-treaters to match their sets of cubes. We have been using the math sentence ____ and ____ makes ____ when we decompose numbers. This week I decided to add the actual word cards to make sure my students were using this math language on their own. I had them point to the numbers and the words as they read the math sentence to each other.
After we practiced in whole group and with partners, my students worked independently to decompose 10.