##
* *Reflection: Continuous Assessment
100 Here We Come - Section 4: Continued Practice

I want to use this continued practice task to look informally at the approaches students are using and at how they are doing with understanding the pertinent information in a problem. I can also use this information to group students when I am working with them and help them move toward the next developmental jump. I have included the four different types of approaches that my students used to solve this problem.

Student 1: She drew all 11 snowballs, then drew the 8 that Emma from the problem got. Then she went back and crossed the 8 off from the original snowballs. She is still very early in her understanding of subtraction and needs to draw everything out.

Student 2: This student drew all 11 snowballs and then crossed out 8. He was able to write an equation to represent his thinking.

Student 3: She was able to use a number line and count. You will notice that she was able to start on the right side and count back to the left. This represents her understanding that she is going from a bigger number to a smaller number on the number line.

Student 4: He demonstrated that he understands the relationship of subtraction to addition. He is using a known addition fact to quickly solve the subtraction fact. This is above the grade expectation at this time.

*Continuous Assessment: Looking At Student Work*

# 100 Here We Come

Lesson 10 of 13

## Objective: SWBAT orally count from 1-100. SWBAT Identify and use patterns in the sequence of numbers to 100.

### Thomas Young

## Big Idea: Today we go all EDWARD SCISSOR HANDS on a number line as the students start to recognize patterns. We will be cutting our number lines into groups of ten numbers and build a 100 Chart!

#### Warm Up

*5 min*

I will start the class with the Quick Flash activity using cube images. I will have the students sit down at their tables or on the floor. I will flash card I first. In order to do this, I use the document camera, I flash the card for 2 seconds and then remove it. The students should try to recreate the image using the tiles on their table. After a few seconds, I will flash the image again to allow kids to check their work. I will then cover it and wait a few more seconds. Finally, I will display the card permanently and instruct students to fix their work.

*"We are going to do more Quick Flash cards today. I want you to use the tiles that are on your table or in front of you. I will flash the image once, then again, and finally leave it up for you to check your thinking."*

**I then proceed with the routine using card K, then L, and finally N. **

*"Who can tell me how they saw the first card?"*

Students will offer a variety of answers: "I just knew it was ___" ... "I counted each of them" ... and/or "I saw it as groups of numbers." I will allow students to come up and model their thinking by pointing to the displayed image on the Smart Board. It is the expectation that mathematically proficient students have "the ability to *decontextualize*—to abstract a given situation and represent it symbolically (**CCSS.Math.Practice.MP2**)." This activity is one way of developing this ability with first graders.

*NOTE: These cards are taken from the Investigations Math Program. You will need to make a variety of polygons and circular shapes.*

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#### Creating A 100 Grid

*30 min*

I start this portion of the lesson by having two or three kids holding up the 1-100 horizontal number strip that I made ahead of time. There is a video clip of this tape in the resource section.

* "I want you to notice that this strip goes horizontally instead of vertically. How high did I count on this strip? How do you know? I will point to the first number and I would like to hear you all count until we get to the end. Please follow along as I point." * I then lead the class in the count.

**"We just counted to 100. How many numbers are on my strip? I want to make sure that they get the idea that it is 100 numbers. Let's say I want to make this easier to use and not have it so long. What if I decided to cut my tape into smaller sections of 10 numbers."**

I then have them count off the first ten numbers and I cut the strip and fasten the 1-10 strip to the poster paper. I continue to do this for the next two sets of ten. I will then start asking them questions such as, ** "What number do you think will be next?" **and

**I continue this until we have created ten strips of ten or a hundreds chart.**

*"What will the next strip we cut end with?"**"What do you notice about number tape now? How many numbers are on my tape now? Did it change?"*

I then hold up a hundreds grid and ask them who is the poster we just created similar to this 100 grid? I will have students share their observations. There is a picture of the poster that was created in the resource section.

I finish with students quickly identifying numbers on the grid that are orally called out.

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#### Center Time

*30 min*

The students can choose from the following three activities:

1. Number Line Counting: See the video of this activity in the section resource. Students can work individually or with a partner and count to 100 on the class number line.

2. Number Tapes: Counting Tapes: The students will work on their counting strips that were introduced in a previous lesson and reviewed earlier in this lesson. As students are working and/or showing me their work, I want to enter into a discussion about what patterns they are seeing (i.e. the 1's, 10's, & 100's). I have included a video of a student filling out her tape.

3. Partner Counting: Students can practice counting to 100 with each other. They can alternate every other number or switch after each decade.

It is expected that first grade students can "count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral (CCSS.Math.Content.1.NBT.A.1)." These activities allow for continued development and growth toward this expectation.

*At this point, most of the students in my class will want to the opportunity to write bigger numbers and build the length of their tape. Therefore most will gravitate toward the second center. I would encourage students who need the rote practice (1-100) to spend some time with the other activities too.

#### Resources

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#### Continued Practice

*5 min*

I will finish the lesson by having the students solve the attached story problem, How Many Snowballs? I want to continue to have them be exposed to story problems involving both addition and subtraction. This type of problem allows me to see if they can figure out the "action" in the problem, how they solve the task, and how they represent their thinking.

#### Resources

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing

- LESSON 1: Assessment: Finding Combinations for 11
- LESSON 2: Story Problems Involving Subtraction
- LESSON 3: Ideas on Subtraction
- LESSON 4: Story Problems: Putting Concepts Into Action
- LESSON 5: Number of the Day
- LESSON 6: Assessment: Addition Story Problem
- LESSON 7: Measuring A Foot
- LESSON 8: Big Numbers For Big Brains
- LESSON 9: More Number Fun
- LESSON 10: 100 Here We Come
- LESSON 11: What Goes Here?
- LESSON 12: Assessing Counting: Number Tapes
- LESSON 13: Assessment of Unit Concepts