Exemplar Lesson K CRM11 - Austin ISDcurriculum.austinisd.org/schoolnetDocs/early... · Lesson Template Lesson Name: Counting to 100 Estimated timeframe: 540 Minutes (9 Days) Grading

Lesson Template

Lesson Name: Counting to 100 Estimated timeframe: 540 Minutes (9 Days)

Grading Period/Unit: CRM 12 (3rd Nine Weeks) Grade level/Course: Kindergarten

Lesson Components

Lesson Objectives:

1. The students will be able locate/ describe patterns in the 1-100 display of numerals on a 100s chart.

Language Objectives:

1. The students will be able to recite the counting word sequence to 100, saying the appropriate 1-9 word pattern in relation to a corresponding decade—twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety—in correct order..

Prior Learning: T The child should be able to fluently and accurately rote count to 20, understanding the variation and nonsensical pattern within the teens—e.g., eleven, twelve, and thirteen (versus three-teen).

Standards(Texas Essential Knowledge and Skills): K.5A recite numbers up to at least 100 by ones and tens beginning with any given number.

Essential Questions: 1. In what situation would having 100 of something be too many, too few, or just enough? 2. What is the difference between a small number and a big number? 3. Do you notice any patterns on the 100s chart? What changes as you move across and down the chart?

What stays the same?

Vocabulary Lesson Preparation Counting words to 100, one-hundred, pattern, number, digit, order, sequence, decade; twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety

x 100s chart x Connecting cubes x Chart paper x Numeral cards 0-99 (See Attachment) x Glue sticks x Sentence strips x Large dot cube (die) x Cheerios x Dancing Through the Decade Picture Cards (See Attachment)

Lesson Cycle Engage

Morning Arrival: x During morning arrival, display and create a horizontally oriented table on chart paper. Instruct each

child to start at the left and write his/her name inside a square in the order he/she enters the room. x Have the child flip a coin or double sided counter and record the result of the toss —e.g., heads or

tails/ red or yellow—inside the box directly below his her name in the row above. Jordan Eric Lizeth Lin-Yi Elsa Ana Dominique Yolanda Edwin Rochelle

Lesson Template

Math Meeting Time: x Draw the children’s attention to the results of the coin/counter toss as represented by the random

linear sequence of symbols—e.g., (H) for heads/ (T) for tails or a red/ yellow dot sticker corresponding to a respective side of the double sided counter—running horizontally along the morning sign-in chart. o If a new student were to enter the room and record her name inside the next column directly to

the right of [student’s name], are you able to tell for sure which letter/color would she record to show the result of her coin toss? Why/ why not?

x Conduct the following ball drop experiment to help the children to make sense of the difference between the chance/ random nature of a coin toss experiment and the predictability of a consistent pattern: 1. Make an additional row directly below the horizontal sequence of letter/color symbols recorded

for the coin/counter toss experiment. 2. Invite the child whose name appears first on the table to drop a bouncy ball and then catch it as it

bounces back up. Use arrow symbols (e.g., ª©) to record the down and up sequence of the bounce in the corresponding row below that child’s name.

3. Continue this ball drop sequence moving left to right across the horizontal display of student’s names as recorded on the table: o What would happen if an additional student were to drop the ball? In what direction would

the ball go first? In what direction would the ball go after it touched the floor? o What number do you say after 30? What do you say after 40? How do you know? What is

the counting pattern?

Jordan Eric Lizeth Lin-Yi Elsa Ana Dominique Yolanda Edwin New Student

x Distribute a baggie of connecting/ Unifix® cubes to pairs of children. Direct one partner to construct a pattern with the cubes while the other child makes a random arrangement that does not follow a logical pattern.

x As the children complete the activity, invite them to sort their cube arrangements by two categories—e.g., pattern/ not a pattern. Gather the children around the display so that they can discuss and compare the two groups.

Preparing for Math Stations: x Gather the children in front of a classroom 100s chart display. x Encourage the children to study the chart closely so as to identify and recognize any patterns in the

way that the numbers are arranged.

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x Ask: What stays the same about the numbers as you look across each row? What changes? Do you

see a pattern? What do you notice about the numbers going down? x Display two sets of numeral cards on the carpet. All of the cards in one set should be numbers in the

teens and the other set of cards should have numbers in the twenties. (Be sure, however, not to include all numbers in each representative decade—set aside some of the numeral cards 10-19 and 20-29 for the children to sort into a respective group.

x Direct the children to look carefully at both sets to determine the sorting rule. o Ask: How are all of the numerals in this set alike/ different?

x Display one of the numeral cards you did not include in the teens group (e.g., 13) and select a student volunteer to determine in which group the card belongs. o Ask: Why does this numeral belong in this group and not with the other cards?

x Allow other children volunteers to sort the remaining discarded cards into a respective group.

Exploration

Math Centers/ Stations (DAYS 1-8): Before dismissing the children to math stations/centers, begin to introduce various Choice Time activities (one per day of the week) as recommended in the Elaboration section as well as from Investigations (2nd Edition, 2012) Unit 3, Investigation 2, Session 2.1, “Making Patterns” (p. 58); and Session 2.2 “Patterns on the Pocket Chart” (p. 65). Other suggestions for Choice Time stations include Activity 2.29, “Patterns on the 100s Chart” (p. 57) and Activity 2.30, “Missing Numbers” (p. 58) from John A. Van de Walle’s Teaching Student Centered Mathematics Grades K-3, Volume Two.

Dual Language Activity 1: (This activity is also appropriate for all classrooms) 1. Assign one set of cards from each decade represented on the 100s chart to pairs of children (or groups

of 3 if the class is sufficiently large). 2. Instruct the children to work with their partners sequencing their assigned decade cards in numerical

order. 3. Once all the children have completed the sequencing activity, call on each pair (or group) in the order

their decade follows in the 1-100 counting sequence to arrange their cards accordingly on the 100s chart—e.g., 0-9, 10-19, 20-29, 30-39, 40-49, 50-59, 60-69, 70-79, 80-89, 90-99.

4. Explain to the children that the digit 0 is not a counting word. Rather, 0 represents an empty set.

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Explanation

DAY 1 Debriefing Session (15 minutes maximum): Direct the children to stand and perform the following “Dancing through the Decades” chant/ dance as they rote count to 100 by ones:

(0-9) Dig through the digits: Make a digging motion with your arms. (10-19) Tip toe through the teens: Tip toe with your finger on your lips as you quietly recite the counting sequence. Remind the children they have to be careful as they count in this decade because the number words are strange. (20-29) Twirl through the twenties: Distribute scarves to each child. The children twirl the scarves with their hand in the air. (30-39) Thumb through the thirties: Make up and down movements with your hands with thumbs facing up. (40-49) Forge through the forties: Pretend to carry a heavy load behind your back as you walk in place appearing to go forward. (50-59) Fiddle through the fifties: Hold a pretend fiddle between your chin and arms and move an invisible arc across, up and down. (60-69) Sing through the sixties: Hold a pretend microphone to your mouth and sing the counting sequence. (70-79) Serenade through the seventies: Get down on one knee and pretend to strum a guitar as you count. (80-89) Exercise through the eighties: Bend your arms up and down pretending to lift a barbell (90-99) Nibble through the nineties: Pretend to bite off a piece of cheese and chew as you count 100! Shout and applaud.

DAY 2 Introduction: Morning Attendance: (How Many Children is 100 Fingers?”)— Use a set of 100 Unifix® cubes to keep track of and represent the number of children there are in the classroom who can make a live display of 100 fingers. Invite one volunteer at a time to come to the front and attach one cube per finger. Keep a running record on chart paper that shows how many children are needed to exhaust the 100 cubes. As you document each completed set of fingers, emphasize how the number of children standing corresponds to the place value of the first digit in the current total—e.g., if there are 8 children, there are 80 cubes.

New Math Station Activity (Gross Motor): x Arrange a set of 10 sentence strips (each containing a series of numbers representing a decade in the

1-100 counting sequence) in a straight line on the carpet. Leave enough space between each strip for one child/person to stand.

x Start at 1 and demonstrate how to jump over each strip and count by 10s. x Introduce a new math station game called “Jump the Decades” whereby the children will work with

you and a partner practicing the jumping and counting by 10s exercise you just modeled. x One player will be the 10s counter and the other player will be the 1’s counter.

1. The 10s counter will start the game by rolling a 0-5 dot cube to indicate how many sentence strips (decades) to jump over.

2. After jumping and counting that many decades forward, the 1s counter will start where the first player stopped and begin to count by ones down the next sentence strip decade—e.g., if the first

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player stopped at 30, the second player will start at 31 and count forward by ones until reaching the next decade, 40.

3. The 10s counter then rolls the dot cube once again and proceeds to count by tens as he/she jumps over that many strips/ decades.

4. If the 10s counter fails to make it to 100 after the second round of jumps, the 1s counter will go next and count by ones to the next decade.

x Upon reaching 100, the players switch roles as the 10s and 1s counter and go down the 100s path for a second round.

Elaboration 100 Days of School Work Stations: x “Are there 100 Kindergarteners at Our School?”—Number a series of charts from 1 to 100. Invite all

the kindergarteners in the school (one class at a time) to sign the survey. Discuss: “Are there more than/ fewer than 100 kindergarteners at our school?” If you are at a small campus, you might combine grade levels—all the children in the 100 wing. When creating the numbered list, consider assigning pairs of children one decade (20s, 30s, etc.) to write in numerical order on one sheet of paper. Post the sheets in numerical order—by decade—outside the classroom for others to sign.

x “When is 100 a Small Number?”—Encourage the children to think about contexts in which 100 would not be a very large quantity—“Is a town of 100 people (Austin has 800,000 people) very large?” “If you spilt 100 Cheerios out of a full box, would that be a huge loss?” (To do this, count out 100 and compare the quantity to the remaining Cheerios still inside. Debrief by reading The Cheerios Counting Book, which models how to skip count by 10s.

Dual Language Activity 2 : (This activity is also appropriate for all classrooms) x Instruct the children to discuss any patterns they notice on the 100 chart classroom display. Instruct

the children to close their eyes as you remove a number from the chart. Then, tell the children to open their eyes and turn and discuss with their partner to which number is missing.

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x Provide clues to help the children figure out the missing number on the chart:

o What do you notice about the numbers before and after the missing number? What do all of the numbers in that row have in common?

o What do you notice about the number right above and the one right below the missing number? What is the last digit in both of those numbers?

Evaluation (check for understanding)

Formative: Allow the children to work in groups or with a partner at a center where the task is to fill in missing numbers on a 100s pocket chart. Observe to see whether the children notice patterns to help them fill in the missing numbers. If the children have difficulty completing the task, allow them to refer to a 100s chart that is completely filled in.

Summative: Interview each child, asking him/ her to count as high as he/ she can. If the child makes it to 40, stop and congratulate him/her on his/ her counting skill. Then, prompt the child to count on from various numbers—e.g., “What if you started counting from 76, what number would come next?” Encourage the child to continue counting from that designated number—e.g., “77, 78, 79, 80, 81, 82…” The goal is to check to be sure the child is able to successfully transition between each successive decade—e.g., she should say “ninety” after “eighty-nine”, not “eighty-ten.”

English Language Proficiency Standards

4(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; 3(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

Anchors of Support

When displaying numerals on a number line or 100s chart, make visual enhancements to specific digits to emphasize the implicit patterns and relationships of the number system. For example, make the numerals in one decade all the same color and italicize or highlight the first digit numbers:

0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29

30 31 32 33 34 35 36 37 38 39

College and Career Readiness

VII.B.1 (Functions/ Analysis of functions) Understand and analyze features of a function. IX.A.3 (Communication and Representation) Use mathematics as a language for reasoning, problem solving, making connections, and generalizing.

21st Century Skills

Critical Thinking and Problem Solving: (Make Judgments and Decisions) Interpret information and draw conclusions based on the best analysis.

Lesson Template

Differentiation strategies

Special Education: Work individually with children who have difficulty keeping track of and conceptualizing how the rote counting process to 100 correlates to a pattern of tens and ones. First, have the child count with you by lifting a finger for each counting word he/she says during the count. Assign one cube for each round of finger counting (10 fingers altogether) so that by the end of the recitation to 100, the child will have accumulated a set of 10 cubes—each representative of a decade (or group of ten). For example, after the child has exhausted all 10 fingers to show the first round of counting to 10, you will display a cube to keep track of which numbers (1-10) have already been counted. The child will then start the finger lifting process over again as he/ she starts a new count to 20—e.g., he she will lift one finger for 11, another finger for 12, etc., until he/she reaches the last finger, which will represent 20 and require a new cube.

English Language Learners: Many Eastern languages (e.g. Korean) follow a more sensible 11-100 counting word pattern. A person who speaks one of these languages would say, for example, “ten one, ten two, ten three, ten four;” which corresponds to the structure of the number’s composition. This literal translation may assist English Language Learners in making sense of the nonsensical pattern of the English counting sequence—e.g., eleven, twelve, thirteen, fourteen, fifteen, etc.

Extension for Learning: Compile the Dancing Through the Decades Cards (See card attachment at the end of the lesson plan) into a booklet. As the children flip through the booklet, have them recite and perform each counting and dancing sequence.

CRM Planning Schedule

Monday Tuesday Wednesday Thursday Friday Engage & Explore & Explain sections of the Exemplar Lesson

Investigations: Unit 3, Session 1.1

Elaborate section of the Exemplar Lesson

Go Math: Lesson 16.1















100th Day of School

Celebrations

Evaluation section of the Exemplar Lesson

Evaluation section of the Exemplar Lesson

Other resources include Teaching Student-Centered Mathematics: Grades K-3; REMEMBER, if you cannot get to every activity suggested, that is okay. Choose and pick wisely.

“Twenty-seven, twenty…”

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Numeral Cards (0-99)

0 1 2 3 4

5 6 7 8 9

0 1 1 1 2 1 3 1 4 1

5 1 6 1 7 1 8 1 9 1

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0 2 1 2 2 2 3 2 4 2

5 2 6 2 7 2 8 2 9 2

0 3 1 3 2 3 3 3 4 3

5 3 6 3 7 3 8 3 9 3

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0 4 1 4 2 4 3 4 4 4

5 4 6 4 7 4 8 4 9 4

0 5 1 5 2 5 3 5 4 5

5 5 6 5 7 5 8 5 9 5

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0 6 1 6 2 6 3 6 4 6

5 6 6 6 7 6 8 6 9 6

0 7 1 7 2 7 3 7 4 7

5 7 6 7 7 7 8 7 9 7

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0 8 1 8 2 8 3 8 4 8

5 8 6 8 7 8 8 8 9 8

0 9 1 9 2 9 3 9 4 9

5 9 6 9 7 9 8 9 9 9

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Dig through the D

igits 0

1 2

3 4

5 6

7 8

9 y

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Tip-Toe through the Teens 10 11 12 13 14 15 16 17 18 19

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Twist through the Twenties 20 21 22 23 24 25 26 27 28 29

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Thumb through the Thirties 30 31 32 33 34 35 36 37 38 39

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Forge through the Forties 40 41 42 43 44 45 46 47 48 49

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Fiddle through the Fifties 50 51 52 53 54 55 56 57 58 59

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Sing through the Sixties 60 61 62 63 64 65 66 67 68 69

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Serenade through the Seventies 70 71 72 73 74 75 76 77 78 79

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Exercise through the Eighties 80 81 82 83 84 85 86 87 88 89

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Nibble through the N

ineties 90 91 92 93 94 95 96 97 98 99

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Documents

Exemplar Lesson K CRM11 - Austin ISDcurriculum.austinisd.org/schoolnetDocs/early... · Lesson Template Lesson Name: Counting to 100 Estimated timeframe: 540 Minutes (9 Days) Grading