My class has been counting to 120 for a whole semester. Counting to 120 will be a great warm-up activity for my class to get them thinking about these numbers for today's lesson. Because it's so monotonous, kids sometimes get bored when counting to these high numbers. To create engagement, I have my students slap their knees or snap their fingers to keep a rhythm and to supply movement. Also, if you are having them focus on 5's or 10's, you could have them save their slap or snap for when they say these numbers. Watch my students counting and keeping the rhythm.
There is a structure to our numbering system, and that is why we teach our students place value. If there is a 3 in the tens place, that means we have 30. I want them to identify the structure of the numbers and realize that there is a difference between 1020 and 120. (MP7). A discussion of place value would help my students understand reading, writing, and counting numbers with three digits and this strongly supports MP7. I want my students to be able to fall back on the structure of the number system (place value) when grappling with reading, writing, and counting three digit numbers. This lesson is focusing on numbers in the range of 100-120. This is the area my students have been struggling with recognizing, writing, and counting.
First, I will pass out a 120 chart to my students and state certain numbers aloud for them to find on the chart. I want them to identify numbers above 100 by pointing at the numbers I say. I will walk around the room and check their answers. It is important for them to have number recognition over 100 for them to achieve mastery of the CCSS for First Graders to read, write, and count to 120. (1.NBT.A.1).
Second, I will have them color certain numbers I state verbally.
Third, I will ask them the name of a number when I call out the digits. What number is 1,1,3? (one hundred thirteen) What number is 1,0,7? (one hundred seven)
Fourth, I will have them practice writing from any number together on the Smartboard. I will open up this document and call students up one at a time to assist in filling in the answers. When finished, the completed chart could serve as an anchor chart for students during their independent practice.
And last, we will have a discussion about patterns in numbers above 100. When I have a group discussion I use two different methods to keep things fair. One, each student is assigned a class number at the beginning of the year and they keep that number all year. I have Popsicle sticks with their numbers printed and I will draw sticks to insure every student gets a chance. Second, I have my students placed in desk groups of five. I have a mental pattern of who I call on based on where they sit in their group, then I am able to keep going around the room and make sure I call on every student. Sometime you want to take the time to have every student have an opportunity to answer a challenging question and not just rely on those that have their hand up.
You can get blank 120 charts from all over the Internet or even supplied in your district math curriculum. You can go here to print one and copy for your students. My students will be completing a 120 chart on their own with their privacy offices up. You will notice in the independent practice picture that my privacy offices actually have a 100 chart on them. At the beginning of the year, I did have a few students that relied heavily on those to get their answers, but my students totally ignore what is on there now. My goal this summer is to align those privacy folders with the CCSS and place 120 charts on their offices.
Here is a great opportunity for your higher students and give them challenge numbers above 100. I kept my discussion going and extended our learning by counting higher than 120. This allows all students to see that our numbers don't just stop at 120 and allows your higher students to push their thinking.
Students we have worked hard to identify how to write the numbers from 100 to 120. If I write one hundred twenty with a 1, 2, and 0, then how would I write the number four hundred twenty?
How would I write the number three hundred sixty-one? (You could give them a jump start and make a connection here by writing the number 161 and ask them what would change if we want three hundred sixty-one?)
How would I write the number two hundred fifty?