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# EDUC 2220- Educational Technology Lesson Plan Template

## 100 Day School

Kim Schriver
Kindergarten/Math focus

## 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.K.MD.3 Classify object into given categories; count the numbers of objects in
each category and sort the categories by count.
CCSS.MATH.CONTENT.K.CC.4 Understand the relationship between numbers and quantities; connect
counting to cardinality.
a. when counting objects, say the number name in standard order, pairing each object with one and
one number name each number name with one and only one object.

Lesson Summary:
Students will celebrate the 100th day of school, with activities leading up to the 100th day and celebrating the
100th day of school. Students will have a work with manipulatives in organizing sets of numbers that make
100. Students will express their creativity to create a design utilizing 100 objects to display and tell the class.
Estimated Duration:
This lesson will focus on 100 days of school for the duration of a five-day school week. Each day during this
week students will spend 20 minutes working independently on their 100 days of school Daily 5 each
morning after getting set for the day. During the daily math group students will spend 30 minutes working on
that days lesson and activity.
Commentary:
The students have been introduced to the 100 day of school count down since the first day of school. Students
get more excited as the number of boxes left to fill become less. A challenge could be those students who are
not yet comfortable with counting to 100 out loud or in their head. Students may also get frustrated if they are
not able to visually identify the numbers that make up 100.

Instructional Procedures:
Day 1:

## Daily 5 (20 minutes):

o Build with 100 blocks or Legos (4 minutes): students independently or as a pair (someone you have

not worked with today) will create a structure using Legos of blocks that have 100 pieces in it.
Once completed they will write their name(s) on a piece of paper and place it in front of the
structure and take a picture with the iPad of their structure.
o Build a 100 cup structure (4 minutes): students will work in Daily 5 group to build a 100 cup
structure using all 100 solo cups provided in the same structure. The structure has to stay within the
daily 5 boundaries. Once completed they will write their name(s) on a piece of paper and place it in
front of the structure and take a picture with the iPad of their structure.
o Roll the dice to 100 (4 minutes): students independently or as a pair (someone you have not worked
with today) will roll the dice as many times as needed to reach rolling to 100. Students roll the dice;
students will color in the number spaces rolled. Each roll coloring will be a different color. Students
will repeat this action until they have rolled to enough times to add up to 100. Once complete they
will write their name(s) at the top of the paper and take a picture with the iPad. If they did the
activity as a group, they will switch rolls and do it again.
o Writing to 100 (4 minutes): students will work with their group to come up with 100 words.
Students will put a word next to each number on the chart paper until they have come up with 100
different words. Once completed, students will ask another student to take their picture with their
words.
o If I had \$100 (4 minutes): students will work independently to complete the phrase: If I had \$100 I
would buy. students will add what they will buy and draw a picture of what they said they would
buy. Once students in the group have finished they will share what they would buy with those in
their group and have another group member take a picture of them and their picture.

Class lesson:
o Grouping (20 minutes) :(students were sent a note home to bring 100 of something to school with
them) Students will listen to an active read aloud Chicka, Chicka, 1, 2,3, Students will get the 100
items that they brought to school. Students will share what they brought in from home and why
within their table group. Students will count to make sure they have 100 objects. Students will
group the 100 objects into ten groups of 10 counting 10, 20, 30, 40, 50, 60, 70, 80, 90, 100; twenty
groups of 5 counting 5, 10, 15.80, 85, 90, 95, 100; and fifty groups of 2 counting 2, 4,6, 8, 10,
90, 92, 94, 96, 98, 100 making sure each time that they reach 100. Students will do this within
their table group and will communicate to make sure everyone is able to complete the task.
Students will put their objects away and they will be brought out tomorrow.

Day 2:

## Daily 5 (20 minutes):

o Build with 100 patterned blocks (4 minutes): students independently or as a pair (someone you
have not worked with today) will create a pattern using the pattern blocks. Students will be able to
create their own mathematical pattern with each block representing that value of 1,2, 5 or 10. Once
completed they will write their name(s) on a piece of paper and place it in front of the pattern and
take a picture with the iPad of their structure.
o 100 days smarter (4 minutes): students will work independently and create a 100 days smarter
necklace. The student will take a printout and cut out each group of ten (10, 20, 30, 40, 50, 60, 70,
80, 90, 100), then whole punch the top of each number. The student will create a necklace using
one color of FruitLoops to represent a group of ten and place ten FruitLoop on their necklace for
each group. They will change colors for each group and place the printout in between each group to

separate. Once completed the student will ask another student to take a picture of them wearing
their necklace.
o 100 days of school chain (4 minutes): students will work independently and create their school
chain. Students will cut along the dotted line to create ten strips of paper with ten bears on each
strip. Students will color each bear, staying inside the lines. Then the student will create a chain
taping each set of ten to each other. Once completed they will write their name on a piece of paper
and place it in front of their chain and take a picture with the iPad. Then attach their chain to the
o Creating day 100 (4 minutes): students will work independently to create a design out of the
number 100. The student can manipulate the number in any fashion as long as the numbers 1,0,0
are on the paper. Once completed they will write their name somewhere on the paper and place it
and take a picture with the iPad, then hang their picture on the 100 creation wall.
o How Many to 100 (4 minutes): students will work independently on a How Many work sheet.
Students will find how many different shapes of the seven different shapes and follow the
directions of the worksheet. Once students have completed they will compare with a friend in the
group to make sure everyone has the same answers. Once all students agree up the same answers as
a group they will take a group picture on the iPad with their worksheet.

Class Lesson:
o Creating 100 (20 minutes): students will take their 100 objects and create a masterpiece that they
will show and tell their classmates about. Students will work on creating a something out of their
100 objects. Students will have free use of provided materials: boxes, tubes, paper, tubs, crates, etc.
students will get today and tomorrow to finish their art work.

Day 3:

## Daily 5 (20 minutes):

o Build with 100 blocks or Legos (4 minutes): students independently or as a pair (someone you have
not worked with today) will create a structure using Legos of blocks that have 100 pieces in it.
Once completed they will write their name(s) on a piece of paper and place it in front of the
structure and take a picture with the iPad of their structure.
o Build a 100 cup structure (4 minutes): students will work in Daily 5 group to build a 100 cup
structure using all 100 solo cups provided in the same structure. The structure has to stay within the
daily 5 boundaries. Once completed they will write their name(s) on a piece of paper and place it in
front of the structure and take a picture with the iPad of their structure.
o Roll the dice to 100 (4 minutes): students independently or as a pair (someone you have not worked
with today) will roll the dice as many times as needed to reach rolling to 100. Students roll the dice;
students will color in the number spaces rolled. Each roll coloring will be a different color. Students
will repeat this action until they have rolled to enough times to add up to 100. Once complete they
will write their name(s) at the top of the paper and take a picture with the iPad. If they did the
activity as a group, they will switch rolls and do it again.
o Writing to 100 (4 minutes): students will work with their group to come up with 100 words.
Students will put a word next to each number on the chart paper until they have come up with 100
different words. Once completed, students will ask another student to take their picture with their
words.

o If I had \$100 (4 minutes): students will work independently to complete the phrase: If I had \$100 I
would buy. students will add what they will buy and draw a picture of what they said they would
buy. Once students in the group have finished they will share what they would buy with those in
their group and have another group member take a picture of them and their picture.

Class lesson:
o Creating 100 (20 minutes) continue: students will take their 100 objects and create a masterpiece
that they will show their classmates. Students will work on creating a something out of their 100
objects. Students will have free use of provided materials: boxes, tubes, paper, tubs, crates, etc.
students will get today and tomorrow to finish their art work

Day 4:

## Daily 5 (20 minutes):

o Build with 100 patterned blocks (4 minutes): students independently or as a pair (someone you
have not worked with today) will create a pattern using the pattern blocks. Students will be able to
create their own mathematical pattern with each block representing that value of 1,2, 5 or 10. Once
completed they will write their name(s) on a piece of paper and place it in front of the pattern and
take a picture with the iPad of their structure.
o 100 days smarter (4 minutes): students will work independently and create a 100 days smarter
necklace. The student will take a printout and cut out each group of ten (10, 20, 30, 40, 50, 60, 70,
80, 90, 100), then whole punch the top of each number. The student will create a necklace using
one color of FruitLoops to represent a group of ten and place ten FruitLoop on their necklace for
each group. They will change colors for each group and place the printout in between each group to
separate. Once completed the student will ask another student to take a picture of them wearing
their necklace.
o 100 days of school chain (4 minutes): students will work independently and create their school
chain. Students will cut along the dotted line to create ten strips of paper with ten bears on each
strip. Students will color each bear, staying inside the lines. Then the student will create a chain
taping each set of ten to each other. Once completed they will write their name on a piece of paper
and place it in front of their chain and take a picture with the iPad. Then attach their chain to the
o Creating day 100 (4 minutes): students will work independently to create a design out of the
number 100. The student can manipulate the number in any fashion as long as the numbers 1,0,0
are on the paper. Once completed they will write their name somewhere on the paper and place it
and take a picture with the iPad, then hang their picture on the 100 creation wall.
o How Many to 100 (4 minutes): students will work independently on a How Many work sheet.
Students will find how many different shapes of the seven different shapes and follow the
directions of the worksheet. Once students have completed they will compare with a friend in the
group to make sure everyone has the same answers. Once all students agree up the same answers as
a group they will take a group picture on the iPad with their worksheet.

Class lesson:
o Explaining 100 (40 minutes): students will create an independent free write about what they created
from their 100 objects. Students will need to include in their free write who they are (name), what
object they brought in from home, where they got the objects from, why they brought them in, how
many of what object was used (10 buttons, 30 pennies, and 60 cheerios) and what they created with

their objects.
o Recording 100 (40 minutes): Once students have completed their free write and have reviewed it
with the teacher students will practice reading their free write then record each other within their
group on the iPad. Students will find a quiet place in the room and read what they have wrote
displaying their object, while another classmate records their presentation. Students will save the
Day 5:

## Daily 5 (20 minutes):

o Build with 100 blocks or Legos (4 minutes): students independently or as a pair (someone you have
not worked with today) will create a structure using Legos of blocks that have 100 pieces in it.
Once completed they will write their name(s) on a piece of paper and place it in front of the
structure and take a picture with the iPad of their structure.
o Build a 100 cup structure (4 minutes): students will work in Daily 5 group to build a 100 cup
structure using all 100 solo cups provided in the same structure. The structure has to stay within the
daily 5 boundaries. Once completed they will write their name(s) on a piece of paper and place it in
front of the structure and take a picture with the iPad of their structure.
o Roll the dice to 100 (4 minutes): students independently or as a pair (someone you have not worked
with today) will roll the dice as many times as needed to reach rolling to 100. Students roll the dice;
students will color in the number spaces rolled. Each roll coloring will be a different color. Students
will repeat this action until they have rolled to enough times to add up to 100. Once complete they
will write their name(s) at the top of the paper and take a picture with the iPad. If they did the
activity as a group, they will switch rolls and do it again.
o Writing to 100 (4 minutes): students will work with their group to come up with 100 words.
Students will put a word next to each number on the chart paper until they have come up with 100
different words. Students will compare this list to the list they already created and see how many
new words they came up with. Once completed, students will ask another student to take their
picture with their words.
o If I had \$100 (4 minutes): students will work independently to complete the phrase: If I had \$100 I
would buy. students will add what they will buy and draw a picture of what they said they would
buy. Once students in the group have finished they will share what they would buy with those in
their group and have another group member take a picture of them and their picture.

Class lesson:
o Sharing 100 (80 minutes broken into morning and afternoon): The teacher will show the students
videos on the smartboard. When it is students time to be aired the student will come forward and
display their art work for the class to see it and count aloud all 100 objects. Students will then make
themselves available for any questions that a classmate might have about their masterpiece.

Pre-Assessment:
Student will count the numbers leading up to 100 prior to the 100th day of school. Student will repeat this

action every day prior to reaching the 100th day. Each day leading up a new student helps lead the class through
the activity of counting the Days of School. During this time the teacher walks around and assesses the
students based on their knowledge for the numbers they know while they are following along.
Scoring Guidelines:
Students do not have any formal guidelines, students are assessed for what numbers they know, what
numbers they try, what numbers they skip, and what numbers they avoid.
Post-Assessment:
Students will be able to show mastery of counting to 100 and showing one-to-one correspondence by counting
to each item within their master piece and putting a number to that item.
Scoring Guidelines:
Students will be assessed and receive mastery of the standard after they show proper knowledge of
knowing the standard. Students will be able to show mastery when progress reports go home to parents
that show the standard that the student has mastered.

## Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: students work in groups and within each group the groups are set up to make sure that students who
are struggling can ask for help to their group and as a group they can help the student find the answer or seek
the teachers help. The accelerated students will double check their work with those in the group to make sure
everyone is participating and reaching the same outcome.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Within the group each student is responsible for their own work, the group is also responsible for
each persons work. The group is designed to make sure that each member is able to succeed

Extension
Heidi Song website provides additional worksheets and videos that students can watch to visualize how
grouping twos, fives, and tens. It also provides a song that children can sing to help them with counting to 100.
http://blog.heidisongs.com/2012/05/teaching-kids-to-count-to-100.html
Homework Options and Home Connections
Students homework will be fill in the missing number worksheet or complete the ap. Students will be sent
home with four different worksheets throughout the week all focusing on filling in the missing number to 100.
Students will start with the missing number counting to 100 from 1, fill in the missing number in groups of 10
to 100, fill in the missing number in groups of 5 to 100, fill in the missing number in groups of 2 to 100.

Interdisciplinary Connections

As the students complete the lessons they will also be intergrading English Language Arts and reading into
their work.

Students will write out what they chose to represent 100 days of school to them and why they selected
this way.

Students will also be cutting, gluing and or taping their 100 day objects to paper.

Students will read out loud in front of their peers, what they chose and why for their 100-day
representation.

For teachers

## Laptop- to have the smartboard running from

Doc cam- show grouping of sets of objects
Manipulatives- get cubes in sets of 1, 5, 10, 100
Timer- daily 5 time setting

For students

Smartboard
100 objects
Paper
Glue
Buttons
Pencil
Pattern blocks
Cups
Legos/blocks
Fruit Loops
String
Crayons
Print outs

Key Vocabulary