1. Topic

I can show numbers to 100 


Goals: Aims/Outcomes

Describe and represent numbers to 100



Materials and Aids

Pearson Math Makes Sense Teacher Guide, one hundred charts, SMART
Board 


Procedures/Methods

A. Introduction
1.Brain starter: copy me game
2.I can show numbers to 100.
3.Math starter: How can we show the number 33.
4.Explain that we are going to play a game called "What is my secret
number?" (taken from Math Makes Sense Teaching guide) I am looking
for all the ways that you can describe your number, just like we did
when we made a web for the number 33.
5. Show one hundred chart on Smart Board and explain that I have chosen
a secret number and now I am going to teach them the game. 


B. Development
1.I will record and hide my secret number from the students (my
number will be 45).
2.I will record examples of questions that they could ask their partner
to find out the number. Ex: Can I make groups of five with no leftovers?
Is this in the same column as 15? Is it less than 20? Is my number
even?
3.Explain that you must be able to answer a yes or no to the question. 


C. Practice
1.Now I will have students ask me some questions until they guess
my secret number. I will help guide their questions and explain when
a question is helpful or not.
2.I may need to do another number if this was too complicated to understand.
This is dependent on how quickly they can guess my number.
3. 


D. Independent Practice
1.Students will take 100 chart, piece of paper and pencil to their
group.
2.I will have preselected groups to ensure that students are paired
with other students that are in their zone of proximal development.
3.Students will play game together for about 10 min (I may put up
a silent timer from YouTube.com to help me watch the time. 


E. Accommodations (Differentiated Instruction)
1.Ensure that Eric has his magnets to keep his hands busy while
I explain.
2.Put Vavil and Alexsander together and have them use a chart to 20.
I may need to go through reading the numbers with them prior to playing
the game independently.
3.I will have Tia, Amy, Christian and Eric pair up and write out the
questions as they go, to challenge their thinking. 


G. Closure
1. I will have one or two students come up and play the game with
the whole class. This will give me the opportunity to gauge what type
of questions were most common and how I can expand their vocabulary
and understanding of describing numbers. 

