Lesson Plan
MAED 3224
Subject: Kindergarten math Central Focus: Finding Numbers on Hundred
Charts
Common Core Objective: Date taught: 3.29.17
CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given
number within the known sequence
(instead of having to begin at 1).
CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number
less than 120. In this range, read and
write numerals and represent a number
of objects with a written numeral.
Daily Lesson Objective:
Performance- Students will be able to
Conditions- independently
Criteria- 8 out of 10 points on the exit ticket.
Prerequisite knowledge and skills needed: Students should know numbers 0-10 in sequence
and how to count by tens
Activity Description of Activities and Setting Time
1. Engage (mini lesson) CR: Story problem-Matt has 7 books. He gives 15 mins
2 two Jill. How many books does Matt have
now? How can we record our work? What do
we do first? (Solution: draw a picture of 7
books and cross off 2 to show the subtraction
piece Then write the equation 7 - 2 = 5. )
Introduce the number model mystery on the
hundred chart. Cover 5-6 numbers on the
hundred chart without the students seeing
what numbers are covered with post- it notes
on the whiteboard They need to be able to tell
which numbers are missing on the chart by
looking at the other numbers around the
missing numbers.
Questions to ask students:
Which numbers are missing?
How do you know which numbers are
missing?
What did you do to figure out the numbers?
2. Explore Math Workshop: 20 mins
Students are trying to figure out what the
missing numbers are on the hundred chart
just like it was modeled for them in the
engage. With a partner (that is assigned) they
will play a game. One partner will cover up a
number with a counter they are given while
the other partner closes his or her eyes. Then
the partner will guess what the number on the
hundred chart is. They will switch back and
forth. Teacher walks around to help if students
have questions and observe the pairs.
Questions to ask students:
Which numbers are missing on the chart?
How do you know?
What can you do to figure out the missing
numbers?
Did you always use the same strategy?
Can you figure out another way to help you?
If your partner is unsure of the answer how
can you help them?
3. Explain Discussion of Questions to ask students: 10 mins
workshop
What did we do today?
How were you able to figure out the missing
numbers?
How did you figure out how to say a number if
you didnt know it?
Ask these questions with the students and
figure out if they need more review of the
topics or if they understood the concept.
Review the use of the hundred chart and how
it can be very helpful and why it is used. This
involves going over one more example on the
hundred chart on the whiteboard. Ask a
student to volunteer their answer and
explanation who did not already answer
during the engage.
4. Elaborate/Extend (adapt for For students that would struggle in the
struggling learns and those explore section adapt the hundred chart to fit
that need a challenge) their needs. This could include using a 20
chart, 30 chart, 50 chart, 60 chart, 70, chart,
80 chart, or 90 chart based on how
comfortable the student is with numbers
above 10 and below 100.
For students that need a challenge in the
explore section again adapt the hundred chart
to fit their needs. This could include using a
120 or 150 chart depending how advanced
the student is with numbers above 100.
5. Evaluate (exit ticket) Exit Ticket: Students are required to for each 10-15 mins
question to write what number is to the left,
(assessment methods) to the right, above, and below of the given
number. Then as they finish the exit ticket one
by one they will be called to the back table to
explain how they found their answer (teacher
writes explanation on exit ticket to avoid a
time-consuming task). (3-procedural, 4-
conceptual 3-problem solving: 10 points
total).
Materials/Technology:
Class hundred chart with post-its to cover numbers
Whiteboard
20-150 student hundred charts for each pair
Counters for each pair to cover numbers
Exit ticket
Name: _____________________ Date: ____________________
Exit Ticket
Please write the correct number in the spaces below using a hundreds
chart.
1. 89 4. 29
Number to the left ___88___ Number to the left __28____
Number to the right __90__ Number to the right __30____
Number below ___99_______ Number below _____39_____
Number above ____79_____ Number above _____19____
Explanation: Explanation:
2. 57 5. 36
Number to the left ___56______ Number to the left __35________
Number to the right ___58____ Number to the right ____37____
Number below ____67______ Number below ____46______
Number above ____47_____ Number above ____26_____
Explanation: Explanation:
3. 73
Number to the left ____72______
Number to the right ____74_____
Number below _____83_____
Number above _____63____ Explanation:
