Name: Justine Higgins Subject Area: Math 1st Grade

Lesson Elements
Topic INTRODUCTORY: Number Sense 0 - 120
Enduring Students will develop number sense by practicing with a 120 board
Understandings

Essential Questions Using two dice, make a number and find it on your 120 board. What number
is it? What is it made up of?
Standards 1.1a The student will count forward orally by ones to 110, starting at any
number between 0 and 110
1.2a The student, given up to 110 objects, will group a collection into tens
and ones and write the corresponding numeral

*As we practice counting orally, we supplement with math games to build their number sense
from 0-120. During this game, students orally dictate the number and we have a discussion
following each number the student’s study and identify on the board regarding grouping of
tens and ones, odd or even, what comes before and after the number, etc.

Content Objectives Students will be able to form a number given two random numbers from a
dice, and find it on their 120 board
Language Objectives Students will be able to explain what makes up their number (10’s and 1’s)

Key Vocabulary Locate, combined, tens and ones

Materials 120 board (one per student)
See through colored chips (10-15 per student)
Polyhedral dice (2 per pair)
Procedure: We have been working so hard to develop our number sense and practice our
Motivation numbers. Today I want us to become familiar with our number board from 0-
120. We are going to work together to form numbers with these dice, and
then find them on the board!
Presentation Can someone tell me what they notice about this board? Any patterns? What
about the dice? How many numbers are on each dice?

Practice During this lesson, I will first roll the polyhedral dice, and work with the
students to form a number with those two given numbers that they can find
on their board. Once students have all placed a chip over their chosen

Department of Instruction 1 May 2012



number, I will lead a discussion about that number (asking how many tens
and ones it is, asking what numbers come before and after, asking whether
it’s odd or even). Students will work individually during the first part of the
activity, and will then pair up to work in a partnership where they play the
game together and I observe, interjecting every now and then to lead a
discussion about the numbers they are studying.
Plan for Teacher per small group
Differentiation/ Leading discussion before, doing and after lesson
Accommodation / Modeling activity before start of lesson
Adaptation

Home School Think of some numbers that you see at home a lot. Can you find them on this
Connection board?

Plan for Differentiation/ Accommodation / Adaptation

Differentiation
Students in need of support Plan of Action

The two lower math groups might struggle with
higher numbers
Model activity a few times, and ask them to locate
a few numbers 0 – 30 before they build their own
numbers using the dice. This will help them
become familiar with the board and will let them
practice hearing and then finding numbers.

Department of Instruction 2 May 2012