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

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.

5 minutes

I will gather the kids not he carpet for a few rounds of Start At/Stop At. I changed the numbers for this activity a few lessons ago. For a complete breakdown of this activity and the number cards needed to play, please see the warm up section of the linked lesson.

15 minutes

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.

10 minutes

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.

25 minutes

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.

10 minutes

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.

5 minutes

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.