M 1.6

Count up to 100: Include all six counting principles: One-to-one, stable order, cardinality, abstraction, order irrelevance, counting on

Noun - Numbers

Verb - Count

Related Article:

• The article below is a link to a summarized version of the counting principles.
• https://www.ncetm.org.uk/public/files/712850/The+principal+counting+principles.pdf

Instructional Strategies & Learning Tasks

Manipulative:

1. Collections of objects
2. Multi-link cubes
3. Counters
4. Shower Curtain 100 Chart

Instructional Strategies

• Use objects that student can manipulate and group as they count.
• Ask students to create sets of a given size using a variety of objects.
• Ask students to explain how they know how many are in a set.
• Encourage students to show numbers physically, for example, by showing fingers or by clapping.
• Focus on the concrete manipulatives rather than the symbols

Learning Tasks:

Task 1

One Hundred Count: Use Ten frames, hundreds chart and counters to have students count from 1-100. Ask students to make groups of 10’s and 5’s. Have students recite counting by 5’s and 10’s. Ask students use counters to represent 5’s and 10’s and count up to 100. Allow students to form groups of 5’s and 10’s with and without remainders.

Task 2

Shower Curtain Math: Use a large 1 to 100 chart drawn on a plastic shower curtain. Ask students to name the numbers on the corners. Ask students to trace pathways from one number to another. Model skip counting on the shower curtain with students’ bodies moving from square to square. Cover four or five of the numbers. Have students figure out which numbers are missing and discuss how they know. Ask students to also name missing numbers as they count by 5’s and 10’s. This can be done repeatedly until students feel comfortable filling in numbers up to 100.

Task 3

Number Sets: Ask students to create sets of objects that represent a given numeral. For example, ask students to show sets of 10 in a variety of ways using different objects.

Task 4

Rekenrek Counting: Make Rekenreks for each student to use for counting to 100, representing the part-part-whole concept and number bonds to 100.

Assessment Tasks

Task 1:

Ask students to count by 5’s and 10’s using the ten frames.

Does the student fill in the ten frame using 5 and 10 representations correctly? Does the student use more or less counters than needed to compose numbers up to 100?

Task 2:

Arrange a group of cubes on the table.

Say to the student - count to see how many cubes there are. Count out loud so I can hear you. How many cubes are there? Does the student start at 1 and say the number names in the correct order or does the student skip number names in the counting sequence? Does the student pair each object with one and only one number name? (one to one correspondence) Does the student keep track of objects counted or does the student count one object more than once or skip objects? How does the student count the collection? Does the student touch each object as he/she counts or does the student set objects aside as he/she counts?

Task 3:

Show students a collection of cubes on the table. Ask students to count the cubes. Rearrange the cubes.

• Ask the student - now how many cubes are there?

Does the student say the number trusting the count from the previous task or does the child hesitate or count the cubes again? A student who explains ‘I know there are five because I just counted them’ has the cardinality rule.

Sample Lesson Plan