## Penguin Cover Up - Section 4: Independent Practice and Informal Assessment

# Chill Out! More Practice with Numbers to 100

Lesson 17 of 21

## Objective: Students will be able to place numbers 1-100 on a hundred chart.

## Big Idea: Students will have the opportunity to expand their knowledge of larger numbers with this interactive lesson.

*50 minutes*

#### Opening

*10 min*

This lesson begins with a rereading of the story Penguin Count Off, included as a PDF. It was used in the lesson, 100 Penguins. I print the book on a colored printer, laminate it and bind it with a comb binder. It could also be bound with book rings or a stapler.

It is very important for students to reread texts, but it is something that some students are not used to doing. The rereading of this text helps the students to again make a connection to the lesson content in addition to reinforcing academic vocabulary.

We gather around my chair to reread the story. The students participate in counting and I review the vocabulary with them. After we are done reading, the students move over to their SMARTBoard spots.

#### Resources

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#### Direct Instruction

*15 min*

For this portion of the lesson, I use the Hundred Chart Notebook File Day 2 SMARTBoard file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF of the notebook slides that you can use to recreate this part of the lesson.

I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.

I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content ObjectiveI can fill in numbers on a hundred chart. Language ObjectiveI can explain to a friend if a hundred chart has been filled in correctly.*

**Slide 2: ***Do you remember our hundred chart? *

**Slide 3: ***If I want to find out where a number goes on the chart, I start by looking at the first number or the number that is in the tens place. I find the row of numbers that start with that number.* I direct my hand across the row that has the 40s in.

**Slide 4: ***I then look at the number that is last or in the ones place. I look at my chart and find the column of numbers that end with that number.* I direct my hand down the row that has the numbers that have a seven in the ones place.

**Slide 5: ***Let's try finding some numbers on the chart. * To make this more challenging, tap on the eraser tool and then touch several numbers, including the one the students are looking for, the number tiles will "disappear". When tapped the number will reappear.

**Slide 6-9: **Continue as above.

Slide 10: It's is now time for Turn and Talk. Turn and Talk allows my students to practice their academic language and improve their English proficiency. This is extremely important for all learners at the kindergarten level, not just those acquiring English.

Every student has a Turn and Talk partner. We have a routine where they hold hands with their partner, so I know they are all partnered up. I then ask the students, *My friend was looking for 46 on the hundred chart. How did he do finding it?*

The students begin to discuss the question and when their discussion has ended, I invite a student to share with the class. The student says that they picked the wrong number because the numbers are switched around. I ask the student to show where the correct number is. The student shows the class. I reinforce that we follow across the chart where the fours are in the tens place and then down the chart where the sixes are in the ones place.

We move back to our seats for guided practice.

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#### Guided Practice

*10 min*

For this portion of the lesson, you will need a 100 Chart for each student. You will also need something for the students to cover spaces on the hundreds chart. I use the cubes from base ten blocks.

I tell the students that we are going to practice finding numbers on the base ten chart. I say, *"I will write a number on the board and I want you to find that number on the hundred chart."* I write a number on the board and circulate around the room as the students are looking for the number. I help students who are having difficulty finding the number. After everyone has found the number, I write another number on the board.

I continue to write several numbers on the board. I then switch to only saying the number instead of giving the students the numeral to look at. This is a little challenging for some of the students. I talk them through what the numeral that represents the number looks like.

Help comes in the form of questioning, rather than me pointing out the number on the grid. The goal, after all, is for students to learn to identify digits up to 100. Some question stems appropriate to this guidance might be:

*I'm going to repeat the number. After I say it, I want you to say it back to me. What do you hear in that number? In little words?* The goal is for the student to identify the word in the ones place. With the exception of the teen numbers, this will sound exactly as always. Once the student can identify this number, I ask them to look at their chart, and see if they can find numbers with that number in the ones place. This can open up another problem if the student doesn't know how to identify the ones place. In that case, I wouldn't go any further. Hopefully, most students will be able to identify a column of numbers with 4 in the ones place. I have them show me by pointing, and guiding them until they see that there is a column. Once that is done, I repeat the number again, and have them echo it. Now, I ask them to think...*"Hmm, you know that word four, what was the piece before that? Can you say it for me? Does it sound a little like any number that you know?"*

If they still cannot come up with the number, I write it on a small whiteboard that I carry around the classroom with me. We do several more numbers. After we are done, the hundred charts and markers are collected and we prepare for independent practice.

#### Resources

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For independent practice, you will need Penguin Cover Up. This game was used in the lesson, 100 Penguins. Print penguin cards (2 sets 0-9) per group of students and cut them out. You will be using a different recording sheet for the game today. This sheet is missing numbers, and students are finding where the missing numbers go and writing these on the sheet. If you have students who are really struggling, you can differentiate by giving them the original sheet that comes with the Penguin Cover Up game. Print one recording sheet per student.

I partner the students up. I tell the students, *"We are going to play the same game we played yesterday to practice our numbers to 100."* I remind them of how to play, "*To play the game, you will take turns drawing two cards. Lay the two cards next to each other and say the number.* *Instead of coloring in the number today, you are going to look for the number on the hundred chart. If the number is not on the chart, you will write it in. Then switch the cards around and look for that number on the 100 chart. If it is not on the chart, write it in. If it is already on the chart, you will not doing anything."*

*"For example, if I draw a 3 and a 2 and put the cards next to each other, that makes the number 32. I look for that number on the chart. If it's not there I write it in. Now, I am going to switch the numbers around. If I put the 2 first and then the 3, what number would that be? That right! It's 23. I need to look for that number on my chart too and if it is not there, I write it in."*

I remind the students,* "Sometimes you might draw a zero. If I draw a 4 and a 0, what number would I color in? That's right, I would look for 40. Now when I switch them around, I have a zero and 4. Remember that is the number 4." *

The students begin the game and I circulate around the room to check on their progress. See video. This is a bit more challenging then the previous day, but the students are doing quite well. After a set period of time, I stop the game and I have the students count to see how many numbers they have filled in to determine the winner.

We clean up and the students put their recording sheet in their mailboxes.

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