# 100 Penguins: Numbers to 100

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## Objective

Students will be able to place numbers 1-100 on a hundred chart.

#### Big Idea

Most kindergartners are comfortable with rote counting to 100. In this interactive lesson, students get to practice working with the numerals that represent these numbers.

## Opening

10 minutes

For this lesson, you will need the book, Penguin Count Off included as a PDF with this lesson.  I print the book on a colored printer and laminate the book for durability.  You can bind it with a comb binder, book rings or just staple the pages together.

Page 1:  My name is Professor Feather.  I study birds.  I want to know how many penguins are in a rookery that my researchers found.  I discuss with the students the vocabulary of researchers, rookery and professors.

Page 2:  The birds are hard to count because they are all huddled together.  My researchers said we need to organize them to count them.  We discuss what it means to "organize".

Page 3:   What if we made 100 squares?  We could put a penguin in each square.  They would be easier to count that way.

Page 4:  So the researchers started putting the penguins in the squares.

Page 5:  Yeah!!  All done.  Can you count how many penguins there are?  I invite the students to count with me as I point to each penguin.

Page 6:  Wow!!  That’s a lot of penguins.  They are all organized and neat in their fancy feathers.

Page 7:  Oops!  Make that 100 penguins!!  Speech Bubble:  Hey!! What's happening?  The students are very excited as this disheveled penguin looks like one of their favorite book characters, Tacky the Penguin.

## Direct Instruction

15 minutes

For this portion of the lesson, I use the Hundred Chart Smartboard Lesson SmartBoard file.  If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express.  There is also a PDF you can use to recreate this part of the lesson.

I gather my students in front of the SmartBoard.  I have cards with each student's name on.  These cards are used for selecting who will come up to the Smartboard.

I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms.  There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

Content Objective
I can find numbers on a hundreds chart.

Language Objective
I can tell a friend how to find a number on a hundreds chart.

Slide 2:  This is a hundred chart.  It has the numbers from 1-100 on it.

Slide 3:  What do you notice about each row of numbers?  We talk about how the number in tens place is the same all the way across the row and the number in the ones place increases by ones, just like we were counting by ones.  The student bring up other observations about the chart, how the number in the tens place increases going down a column, etc.

Slide 4:  Let's try finding some numbers on the chart.  Give students numbers to find on the chart.  When they touch the number, it will flipI have them find about five numbers on each chart.

Slide 5: Continue as above.

Slide 6:  It's is now time for Turn and Talk.  Turn and Talk allows my students to practice their academic language.  This is helps my English Language Learners increase their English proficiency.

Every student has a Turn and Talk partner.  We have a routine where they hold hands with their partner, so I know they are all partnered up.  I then ask the students, I want to tell a friend how to find the number fifty-six on the hundred chart.  What do I tell her?

The students turn toward their partners and begin discussing.  When the students are done, I invite a student to share with the class.  The student tells the class that to find 56 you find the row that has the fives in the front and then look for the number with the 6 at the back.  I restate what the student says, using place value vocabulary.  I say, That's right, if I want to find the number 56, I look for the row that has 5 in the tens place.  Then I follow along the row until I find the six in the ones place.

We move back to our seats for guided practice.

## Guided Practice

15 minutes

For this part of the lesson, you will need the Fill in the Hundred Chart included as PDF with the lesson.  I print four sets and laminate them so I have one set per table.  Trim around the outside of the first four pages and then tape them together on the back so the pieces make a hundred chart.  I then cut apart the individual pieces that are on the last page and place them in a zipper bag for storage.

I place one of the hundred charts in the center of each table.  I give the students the bag of numbers and have them each take five numbers (adjust this based on the number of students you have at each table).  I tell the students, We are going to work to fill in a hundred chart.  I want you to look at your number, say the name of your number and then place it on the hundred chart.  I will check your work when you are all done.

The students begin to place the numbers on the chart and I circulate around the room to check their work.  I find that the students are having a bit of difficulty with saying the names of  a few of the numbers.  I ask them to have their friend at their table assist them.

When the students are done, I have them count to 100 pointing to each number before picking up the pieces on the chart.  We then get ready for independent practice.

## Independent Practice & Informal Assessment

15 minutes

For independent practice, you will need Penguin Cover Up. Print penguin cards (2 sets 0-9) per group of students and cut them out.  Print one recording sheet per student.

I partner the students up.  I tell the students, "We are going to play a game to practice our numbers to 100.  To play the came, you will take turns drawing two cards.  Lay the two cards next to each other and say the number.  Then find that on the hundred chart and color it in."

"If I draw a 3 and a 2 and put the cards next to each other, that makes the number 32.  I color that number on the chart.  Now, I am going to switch the numbers around.  If I put the 2 first and then the 3, what number would that be?  That right!  It's 23.  I need to color that number in on the chart too."

I explain to the students, "Sometimes you might draw a zero.  If I draw a 4 and a 0, what number would I color in?  That's right, I would color in 40.  Now when I switch them around, I have a zero and 4.  What number is that?"  The students are perplexed.  I explain to them that would be the number 4.  I color the number 4 in on the chart.

The students begin the game.  See video.  It is fun to see how quickly the students figure out that they do not want to draw two of the same numbers.  They realize they only get to color in one number.

The students continue playing for about ten minutes.  At the end of the time, I ask them to count up the number of squares that were colored in to determine the winner.

I collect the penguins and they take their recording sheet home.  I tell them that it would be great number practice for them to take the chart home and have family members give them numbers to color in.