Today's Problem of the Day:
Order these numbers.
On the Notebook file, I have a number line with only the number 26. The numbers 25, 27, 28 and 29 are at the bottom of the page and need to be move onto the number line. If you do not have a SMARTBoard, you could write a similar problem on a white board or chalkboard.
I have one students come up and answer the question. I then ask another students to agree or disagree and explain why. In this problem, I am looking for students to be able to put the teen numbers in the correct order on the number line. I follow up with some questions including:
What number is less than 26?
What number is more than 28?
This number line only shows up to 29. What number would come next?
I tell students that we will be reading the story called Chicka Chicka 123 by Bill Martin Jr., Michael Sampson and Lois Ehlert. While reading the story, we will be focusing on the number 100 and all the numbers we count before we get to 100.
I tell students that we will be looking at a lot of numbers on a Exploring the 100 Chart Worksheet.
We are going to work on this paper together. When you get to your seat, you need to get out a pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start.
I use the procedures outlined here on the Paper Procedures.
Follow teacher directions.
We work through this paper together. I give the following direcitons:
-Color the number 25 green.
-Color all of the numbers starting with a 7 yellow.
-Color all of the numbers ending with a 9 orange.
-Color the number 13 blue.
-Color the number 100 purple.
I model on the SMART Board so that the students who need it can see where these numbers are located on the 100 Chart.
When students are finished with their paper, they can put it in the basket and get their center.
I am not pulling groups this week because of end of the year assessments and activities.
Prior to clean up, I check in with each table to see how the centers are going. I have been using counting down from 20 slowly instead of a clean up song. Counting backwards is as critical as counting up. Students need to be able to know the number that comes before, as well as after, any given number (w/i 10, w/i 20, etc.). Counting back is a critical strategy for subtraction.
The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.
To close, I put a student's paper on the document camera a project it on the SMART Board and have that student explain their work. I mention positive things noticed during centers as well as something that needs to be better next time.
I review what we did during our whole group lesson. "Today we learned about the numbers to 100. Tomorrow we are going to learn to count by 10s."