March 2, 2019
|
By Jasmine Gibson

Lesson plan

Musical Numbers to 100

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Do you need extra help for EL students? Try the How High Can You Count?Pre-lesson.
EL Adjustments
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Do you need extra help for EL students? Try the How High Can You Count?Pre-lesson.

Students will be able to count numbers beyond 20.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(10 minutes)
  • Gather the class together for a read-aloud.
  • Ask students if they know how many 100 is and allow for a few ideas.
  • Read aloud the text of Centipede's One Hundred ShoesTo the class.
  • Display the hundreds chart and explain that a hundreds chart is a useful tool to help us keep track as we count all the way to 100.
  • Model using a hundreds chart to count to 100. Have students count along as they are able.
(5 minutes)

Prior to the start of the lesson, set up the pre-cut numbers in a winding path around the classroom (leaving enough space for students to walk).

  • Explain that students will get to play a game called Musical Numbers to 100. Point to the numbers on the floor and model how to walk slowly on the numbers as the music plays. When the music stops, each person should freeze on their own number. As students are frozen, explain that you will call out numbers and, if a student is standing on the number that is called, they should raise their hand.
  • Invite students to stand up and find a number to start on. Play music and then pause. Call out a number. Repeat several times.
(20 minutes)
  • Tell students that now they will get a chance to practise counting collections of 100 on their own.
  • Display the collections of 100 and the hundreds charts. Explain that students will get to choose a collection of 100 to count, using their 100s chart to support them.
  • If students finish early, they can count another collection.

Support:

  • Provide students with additional centers to practise counting to 100. Have students practise counting out and then gluing objects (buttons, puff balls, etc.) to paper while recording the numbers or filling in a hundreds chart.
  • The words for teen numbers can be confusing since they do not follow the pattern of other numbers (for example, "fourteen" vs. "twenty-four"). Provide additional practise by having students practise identifying and reciting teen numbers and connecting the number name with the written numeral.

Enrichment:

  • Have students count out 100 using objects of their choosing. Ask students to explain how they know the group contains 100: Can they use counting by 10s or grouping numbers to show?
(5 minutes)
  • As students are working, assess their ability to accurately keep track of counting without skipping numbers. Be aware of common errors such as confusing the sequence of numbers (ex. 1, 4, 7, 3, 9, 2), skipping numbers (ex. 1, 2, 3, 5, 6, 7, 9 . . .), or repeating the numbers (1, 2, 3, 4, 2, 3, 4) in a sequence.
  • Ask students to show you how they are keeping track of numbers as they count. Are they using a system (e.g., groups of 5 or 10)? Can they use the hundreds chart?
(5 minutes)
  • Close the class by playing an additional round of Musical Numbers with the students.

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