September 25, 2018
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By Kerry McKee

Lesson plan

Maths Moves

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Do you need extra help for EL students? Try the All the Ways to Count to 100Pre-lesson.
EL Adjustments
Do you need extra help for EL students? Try the All the Ways to Count to 100Pre-lesson.

Students will be able to count to 100 by tens.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(10 minutes)
  • Introduce the lesson by reading aloud the book Chicka Chicka 1, 2, 3.
  • Think aloud, "I noticed that something changed about the numbers after 20 climbed the tree. What number came after 20? That's right, 30. Instead of counting by ones, they began counting by tens."
  • Introduce the lesson by displaying the Hundreds chartTo the class.
  • Point to the numbers In the right hand column and explain that today the class will practise Skip countingBy counting by Tens.
(5 minutes)
  • Begin by counting as a class to 100 by ones. Have students hold up both hands and move their fingers one by one as you count together.
  • When you finish counting to one hundred by ones, tell students that they will learn a faster way to count to one hundred. Have them repeat after you as you flash all 10 fingers at once, and call out "10!" Flash all 10 fingers at once a second time, and have the students repeat "20!" Continue counting by tens to 100.
  • Explain that you are adding 10 each time to skip count by tens.
(5 minutes)
  • Practise skip counting with movements. Begin with jumping jacks. Choose a student to point to the tens column on the hundreds chart as you skip count by tens to one hundred chorally as a class.
  • Skip count by tens to 100 a few more times using movements such as situps or toe touches. Choose students to suggest other movements and lead the count.
(10 minutes)
  • Have students come back together as a class seated in a circle on the rug.
  • Tell students that they are going to practise putting objects in groups of 10, and then skip counting by tens to count the objects.
  • Show students a bag of approximately 100 countable maths manipulatives, such as foam circles. Model counting the circles one by one until you have a group of 10. After you reach 10, start over at one and pile the circles up to make a second group of 10. Create a few more groups of 10. Next, model skip counting by 10 as you point to each group of circles to count the total number. Show students that any number of circles left at the end less than 10 should be counted as ones.
  • Distribute a bag of approximately 100 counting maths manipulatives, such as foam circles or cubes, to small groups of students.
  • If time allows, have students rotate to practise skip counting more than one item.

Support:

  • Observe that children are counting accurately as they place their items in groups of 10. Children should touch each item as they count by one, and have a system for organizing the piles of items.
  • Provide copies of the hundreds chart for students to reference in their groups when counting the objects by tens.

Enrichment:

  • Have students estimate the number of items in the bag before counting them. Ask them whether their estimation was correct, or were there a greater or lesser number of items than predicted?
(5 minutes)
  • Assess that students are able to collaborate as a group to divide the items into groups of 10, and then count by tens to one hundred.
  • Observe that students count items too few to create a group of 10 as ones.
(5 minutes)
  • Call on student volunteers to point to groups of 10 objects as the class counts chorally.
  • Bring the class back to the rug and close the lesson by asking students why they might want to count by tens instead of ones.
  • Point out that when counting large numbers of items, it can be helpful to group the items by 10. This may make it easier to count the items correctly.

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