YouTube has a great video here to give my students a chance to stand up, move around, see the numbers as they count aloud to 120. So many counting resources available on the Internet still go only to 100, but the CCSS expects first graders to count all the way to 120. This video only goes to 100, but it will be very easy for me to have my class keep counting and fill in the next two missing numbers. The video has them count three different times to 100. I will pause it each time when it gets to 100 and have them finish the counting to 120.
My students loved when we learned our military chant for tens and ones in this previous lesson. I followed the singing with an activity that has my students using their bodies to build numbers and represent tens and ones.
I will label so many of my kids tall (a ten) or small (a one). If they are a tall, they must stand straight and tall. If they are a small, they must bend and wrap their arms around their shins. For example, I will use 5 students and label 3 of them tall and 2 of them small. We will count the 3 tall, 10, 20, 30 and then the ones, 31, 32. Look at this picture of my students lined up to give us a problem to solve. We will do more examples like this until everyone has a turn.
Print the Worksheet Printable and copy for each student.
The CCSS have provided me with a more precise focus when it comes to place value. In the past, I taught that a number was made of tens and ones and we would practice this all year by counting how many days we had been in school. The kids would watch how the ones were changed to tens every few days by adding straws and eventually we would achieve ten sets of ten straws and build a set of 100. The CCSS have broken down the concepts of place value into simpler steps that build on one another. To begin with, my little ones learned the concept of ones while in Kindergarten. The CCSS provides a connection to this in first grade by having students learn that these ones can be grouped into a set of ten. After the set of ten was mastered, I taught my students that ones could be added to the ten and build numbers to 20. Now we are working on counting multiple sets of tens and adding ones to them. (1.NBT.B.2). My students are use to using towers of ten unifix cubes and single unifix cubes that count as one. You will see in the introduction to dice rolling video that this student intuitively knew what to draw for a ten and a one. However, you will probably have students that still need the support of the manipulatives, and I will keep both out at our tables for students to use who are still at this stage. They are learning that a number represents a certain quantity and they use numbers to explain their responses (MP2). They will share their ideas using these numbers and be eager to interact with others ideas while reasoning quantitatively.
I will first present the instruction for this activity as a whole group. I will do it myself, then ask a couple of students to come up and show everyone else how to do it. After, I will release them on their own. Watch the whole group instruction video to see how I introduced this activity. You can also see a student working and another building her numbers.
Students, we are going to build numbers today by rolling dice. You will only use one dice and you will roll two times. The first time you roll and get a number, this will be how many tens you draw in your box. The second time you roll will be the ones you draw in the box. Then you will count your tens and ones and see what number you created and write it in the corner box. Let's try it.
My kids love anything we do with dice, so enjoy!
It's the 4-1-1 ... I will ask my students to stand up and take 4 steps to pick one partner to tell one thing they learned today. This will help us finalize our learning for today and end our lesson.