SWBAT read and write numbers from 1-100.

Make it count! Students need lots of practice at reading and writing numbers to build fluency. They will begin to see a pattern when going all the way to 100.

10 minutes

*Need*:* Check the resource section and print the activity sheet. *

My students need extensive practice at reading and writing to 100. The common core standards challenge first graders to master reading and writing numbers to 120. (1.NBT.A.1). My students will accomplish this in small steps through rote counting and practice activities. Encouraging students to notice patterns within rote counting allows them to become more proficient and fluent. (MP7).

Today, we will play "Pass the Paper" to review writing their numbers to 50.

Points I will make with my students:

*They can tell if they have skipped a number if they check the ones place and it does not match the number in the row from the same column.**Similarly, a process could be used to check the tens place and checking the numbers in the right order against the row above.*

Directions: supply one paper per group in your class. I have 5 students per group. Have the first person write the number 1 and pass it to the second person. The second person writes a 2 and so on. The paper continues to be passed around the group until the group makes it to 50. I instruct my students to place their hands on their heads when done and I will know which group finished first. Check out the resource section and watch the video of my class playing pass the paper.

10 minutes

*Need: Shaving Cream (4 cans for 24 students), Paper towels or baby wipes.*

I want to show my students how counting to 50 can help them count all the way to 100. First, I will pull up a one hundred chart on the Smart Board and if possible scroll it so that only the numbers 1 to 50 show. Here is a great website to go and practice using a 100 number chart. You are even able to color code the numbers that you want the students to focus on. I will ask them to help me identify any patterns they see, similarities or differences. The Common Core math practices encourage students to use evident structures and patterns to develop into mathematically proficient First Graders. (MP 7). There are obvious patterns when counting higher numbers, such as the tens digit stays the same as they go across a row and it goes up by one as they go down a column. I want my students to identify such patterns.

*Things that I will guide them towards:*

*The number in the tens place always goes up one on each consecutive line going down.*

* Each number in the ones place goes up one as we count going across. *

*They can pick any line at the top and look going down and see that the number in the ones place stays the same, such as, 11, 21, 31, 41, etc. (*This one is very important to lead towards mastery of 1.NBT.5; mentally finding 10 more or 10 less than a number, without having to add or subtract*.)*

After this examination is complete, I will tell my students we are gong to practice starting at 50 and counting up to 100. I will squirt a liberal amount of shaving cream on each students desk and encourage them to blend it all together and smooth it out as a work surface on their desk.

We will count and write one set of ten at a time starting with 51. I will encourage them to use their finger to write across their desk, as I write numbers on the board. We will do each set of ten and then smooth it back out for the next set of ten. Go to the resource section and check out the pictures of the happy faces and watch the video of the kids writing in the shaving cream.

Round 1: Write numbers 51 to 60.

Round 2: Write numbers 61 to 70.

Round 3: Write numbers 71 to 80.

Round 4: Write numbers 81 to 90.

Round 5: Write numbers 91 to 100.

10 minutes

*Need: Check the resource section and print the one-hundred chart.*

I will ask my students to complete a blank one-hundred number chart on their own. I will walk around during this task because many of my students try to turn this into a race and begin to make mistakes. I want them working at their own pace and not trying to keep up with their neighbor. Also, I do have several students who have identified patterns in the chart at this point in the school year and they are beginning to fill in their charts going down columns instead of going in numerical order across each row. Look at the picture in the resource section for an example of one student who filled in his "tens" column ahead of all his other numbers. I will be observing students who are doing this to catch any mistakes "in the making", so they can stop and fix them. If there are repeated mistakes, I will stop them from using this method and encourage them to number going in numerical order.