## Loading...

# Assessing Counting: Number Tapes

Lesson 12 of 13

## Objective: SWBAT fill in missing numbers of a variety of number tapes. SWBAT write the sequence of numbers beyond 100.

### Thomas Young

## Big Idea: Students will continue to practice their rote counting skills to 100. They will also continue to look for patterns in their number writing as they continue to create number tapes beyond 100.

#### Number Tape Discussion

*15 min*

I start out by saying: *"I would like you to look at the tapes that are on the easel (see photo). Let's find the missing numbers for each one."* I then call out random students and have them tell me the number to write and how to write it. Once we have completed the tapes, I ask them, *"Do you notice any patterns with the numbers that we have filled in?"* Again I take observations and comments and allow students to share their thoughts with the class. I want to make sure that students are getting a chance to discuss what happens after we write a number with 9 in the ones column to reinforce the structural changes at the decade change.

#### Resources

*expand content*

#### Assessment Activity

*10 min*

Each student should be given both copies of the Number Tape Assessment that is in the section resource.

"Today you are going to fill out some tapes that have missing numbers. I want you to take your time and fill out each one. Don't forget to check your work."

At this point in the year, I expect students to be able to fill out the first page with no errors. I have added the 2nd page to see how they are progressing with higher numbers and the crossover of decades.

I have included a video of a student taking the assessment. She is someone to whom I have been giving a lot of intervention, and I wanted to see how she started the task. I decided to film it for you to have an idea of how she did.

*expand content*

#### Center Time

*25 min*

There are three center time choices today. I will require that each student plays the What's Missing Activity and then they can move on and choose from the other two or play a second round of What's Missing.

1. What's Missing: Students should work in teams of two to play this game. It was explained in the previous section. Each group will need a 100 grid, a recording sheet, and something that will cover 5 different numbers on the number grid (it depends on the size of the grid you are using. I have included a video and picture of the game being played.

2. Oral Counting on the Classroom Number Line (see photo in resource): Students can practice ether oral counts using the classroom number line. Students can count by themselves or partner up and switch every other number. I had included a video clip with two students modeling a way to do this activity.

3. Number Tapes: A description of this activity can be found at this linked lesson. I continue to put this out because the students are really enjoying them and it gives them the opportunity to write higher numbers and continually look at patterns that are formed with the vertical alignment of the ones, tens, and hundreds places. There is a photo of a child's tape in the section resource.

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)." All three of these activities are working on some facet of this goal.

*expand content*

#### Wrap Up

*10 min*

I will end today's session with a few rounds of What's Missing. A detailed description of how to play this activity is linked here.

Playing this game as a whole group from time to time gives you the opportunity to hear students' thinking and reasoning, as well as to get a sense of where the class is as a whole. It is also an opportunity for students to hear each other's strategies for finding the missing numbers.

*expand content*

#### Continued Practice

*5 min*

I end the lesson with this quick number fill (see section resource). I will use this as a formative assessment piece on how well they are writing 2 digit numbers and how they are doing with the sequential count.

#### Resources

*expand content*

##### Similar Lessons

###### Counting by ones to 120

*Favorites(21)*

*Resources(13)*

Environment: Urban

###### Missing Numbers

*Favorites(15)*

*Resources(15)*

Environment: Urban

###### Kicking Off the Year With Counting

*Favorites(5)*

*Resources(12)*

Environment: Urban

- 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