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Counting
Numbers 0-120
Ways to Count

brainpopjr

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Repeat and Clarify-Adapt the Task by establishing how many circles they can draw.

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(TE 213) 2: Counting is More Than 1,2,3
(TE 215) 4: Observing First Graders as they count
(TE 216) 5: Drawing 20

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*Building various teen numbers using ten frames and pennies.  Starting with 12, adding 1(13), adding 2 (15), and then subtracting 1 (14).
*Students will draw 20 circles, teacher will be observing for accuracy and organization.
* Students will engage in math workshop: building numbers to 20, mystery boxes, exploring connecting cubes, geoblocks, pattern blocks, power polygons
* During the Discussion portion, Create a class chart for "Mystery Box Data --discuss with students why some quantities may vary. Discuss strategies for counting accurately

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Data means information that we have collected.

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*Relate counting to addition and subtraction by counting on or back (adding/subtracting 1 or 2).
*count to 120 starting at any number as well as read and write the numerals that represent a number of objects.
*make a teen number by filling in a ten frame and adding more to a second frame.
*organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, (how many more or less) in one category than in the other.

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We know that a full ten frame represents 10. With knowing that, today we are going to represent a teen number as a full ten and some more.

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Mystery Boxes with bigger numbers

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(TE 259) 3: Counting What's in a Mystery Box

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When drawing the 20 circles students may have difficulty due to organization and labeling the circles.
When building using the pennies & ten frames; after building a number instead of adding to it students may clear their mat to start over, instead of adding to.
Students may have difficulty with common couinting errors such as:
skipping or repeating numbers. sequence, not saying one number name for each object, not having a system for keeping track as they count, during these difficulties modeling, modeling is very important.

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ten frame
counting on
counting back
double check
number line

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1.OA.C.5, 1.NBT.A.1,
1..NBT.B.2b, 1.MD.C.4,
1.G.A.2

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Start with/Get to: Start with 1: counting around the class up to 30. (Counting forward) As you do this have a student find the number on the number line.

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Classroom Routines
Activity

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data

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Review Words on Wall/Focus Board
-Ask to restate using vocabulary word

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look for and make use of structure-students may decompose numbers as they draw their 20 objects (2 rows of 10)

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1. Build it:
How do you know?
How many pennies will be in the 2nd ten frame?
Will we count on or back?
Will we add or take some away?
2. Draw 20
How did you organize your circles?
Did you double-check?
How are you keeping track of your counting?
3. Counting and Exploring Materials
See previous questions
4. Mystery Boxes Data Discussion
Why do you think some quantities vary?
How many people counted in each box?
How can we make sure that we counted accurately?

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Assessment Checklist can be completed throughout lesson.

Observe students as they count.  Do they ?
* know the names of numbers in order?
*1:1 correspondance
*Are they keeping track
*Knows how many
*Makes an equivalent set
*represents a quantity
*Double Checks