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.
| Name |
Description |
| Guess Who: True American Edition | In this integrated lesson plan, students will identify US coins, express their values using the cents (¢) symbol and state their equivalency to the US dollar while recognizing symbols and individuals that represent the United States. |
| "Cross It Out" | This lesson helps first grade students develop their 'counting on' and 'counting back' strategies. It also lays a strong foundation for working with the base ten system. Teach your students how to play the game "Cross It Out" where they will be able to pick any number on a 120 chart that is greater than 11 and less than 110, and then count on 1 more and 10 more than their number and 1 less and 10 less than their number. Once your students have mastered counting on and counting back and know how to skip count by tens you can introduce this game. |
| Flower Power Flower Company MEA & STEAM* Activity | This STEAM (Science, Technology, Engineering, Art, and Math) lesson has been designed around a Model-Eliciting Activity.
The Flower Power MEA provides students with an real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event. The resource was primarily designed as an MEA so the time and teacher instructions are based on the MEA format. The additional activities will take several hours of instruction but include watching and discussing a video about the parts of plants, reading a book, and discussing the art in the book as well as additional art by the book author/illustrator. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Best Babysitter | Teams of students will use math to solve an open-ended, real-world problem to help their parent or caregiver choose the best babysitter. Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to perform math calculations while analyzing data sets. This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Over a Hundred Hungry Ants: Counting to 120 | In this fun lesson, students will use ant manipulatives, hundred charts and the book "One Hundred Hungry Ants" to show how to count to 100 and 120 starting on any given number. |
| Lining Up... How can we use counting to help us line up? | In this lesson, students will use counting strategies to help them line up in numerical order using numbers from 1 to 120. They will also use hundred charts to help find missing numbers in a number sequence. |
| Name |
Description |
| Hundred Chart Digit Game | This game can be useful to help students who are having trouble with reversing numerals when reading numbers, for example, 14 as 41 or vise versa. Students often make this mistake because of the difference between reading teens which are read from right to left "Fourteen" versus "forty-one" which is read from left to right. |
| Counting Circles II | This activity is designed to target trouble spots that children have with counting so it is important to keep the sequence short and focused. If the majority of the class is struggling with the getting past 30 into the next family, or the "teen" numbers, or crossing the century from 99 to 100 this activity can be used to target a specific area and then move on to the next trouble spot. This activity is also effective for skip counting sequences. |
| Choral Counting II | The purpose of this task is for students to practice counting in a variety of ways. |
| “Crossing the Decade” Concentration | The purpose of this task is to help students learn the number sequence. One of the most common areas that young children struggle with when learning to count forward is crossing from one family to the next, for example getting to 29 in the counting sequence and not knowing what comes next or stating a random decade number. This game supports student development in this area. |
| Where Do I Go? | This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can. |
| Start/Stop Counting II | The idea is not for the student to figure out the counting sequence but to hear it and practice it repeatedly in a facile manner. It is important to keep the counting moving quickly and smoothly so offering support to the students from the teacher by giving the number name to a student if they are struggling or having the whole group count with them until they can be independent is appropriate. |
| Number of the Day | This activity provides a connection between the counting sequence and an experience from students' daily lives. It helps to give the students a sense of how "many" each number is. This task also reinforces many skills related to understanding and representing numbers, such as using tally marks, the word form, expanded form, and place value. |
| Name |
Description |
| Hundred Chart Digit Game: | This game can be useful to help students who are having trouble with reversing numerals when reading numbers, for example, 14 as 41 or vise versa. Students often make this mistake because of the difference between reading teens which are read from right to left "Fourteen" versus "forty-one" which is read from left to right. |
| Counting Circles II: | This activity is designed to target trouble spots that children have with counting so it is important to keep the sequence short and focused. If the majority of the class is struggling with the getting past 30 into the next family, or the "teen" numbers, or crossing the century from 99 to 100 this activity can be used to target a specific area and then move on to the next trouble spot. This activity is also effective for skip counting sequences. |
| Choral Counting II: | The purpose of this task is for students to practice counting in a variety of ways. |
| “Crossing the Decade” Concentration: | The purpose of this task is to help students learn the number sequence. One of the most common areas that young children struggle with when learning to count forward is crossing from one family to the next, for example getting to 29 in the counting sequence and not knowing what comes next or stating a random decade number. This game supports student development in this area. |
| Where Do I Go?: | This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can. |
| Start/Stop Counting II: | The idea is not for the student to figure out the counting sequence but to hear it and practice it repeatedly in a facile manner. It is important to keep the counting moving quickly and smoothly so offering support to the students from the teacher by giving the number name to a student if they are struggling or having the whole group count with them until they can be independent is appropriate. |
| Number of the Day: | This activity provides a connection between the counting sequence and an experience from students' daily lives. It helps to give the students a sense of how "many" each number is. This task also reinforces many skills related to understanding and representing numbers, such as using tally marks, the word form, expanded form, and place value. |
