Overview- First Grade Unit 9 (Grouping by Tens)

Problem Solving:
 Lesson 1: How can I count objects in the most efficient and accurate way?
 Lesson 2: How can I show that 100 represents 10 tens?
 Lesson 3: How can I show the relationship between groupings of tens and ones and a
sequence of two-digit numbers?
 Lesson 4: How can I understand the patterns when skip counting?
 Lesson 5: How can I show relationships and patterns within numbers using the 100
chart?

Objectives:
 Lesson 1: Students will be able to group and count objects by tens and ones.
 Lesson 2: Students will be able to predict the total number of letters in the first names of
all the students in the class while using manipulatives to determine whether is it more or
less than 100.
 Lesson 3: Students will be able to represent a two-digit number with connecting cube
towers of tens and ones.
 Lesson 4: Students will explore number patterns by skip counting using the 100 chart.
 Lesson 5: Students will identify target numbers on the 100 chart and solve mystery
numbers using clues about number relationships.

Literature:
Leaping Lizards Book will be used in lesson 4

Enrichment:
 Lesson 1: Students will be able to identify totals between two numbers.
 Lesson 2: Students will find the number of letters in their first and last names and count
the letters using groups of tens and ones.
 Lesson 3: Students will think of questions to ask the class about the 50 chart.
 Lesson 4: Students will locate numbers on the 100-chart counting by twos, fives, and
tens.
 Lesson 5: Students will locate numbers on the 100 chart that are 2 rows up or down from
the target number or 4 left or right from the target number.

Remediation:
 Lesson 1: Students will use the ten frames worksheet to help them count groups of tens.
 Lesson 2: Students will continue using manipulatives to represent their names.
 Lesson 3: Students will continue examining patterns using the 50 chart.
 Lesson 4: Students will continue examining patterns using the 100 chart.
 Lesson 5: Students will continue working with a partner of different abilities.

Manipulatives: Counting cubes/collectors will be used in lessons 2 & 3.

Technology: The calculator will be used in lesson 2.

Evaluation:
Lesson 1: Group and Count Homework Page
Lesson 2: How Many Letters Homework Page
Lesson 3: The 50 Chart Homework Page
Lesson 4: Journal using the 100 Chart
Lesson 5: Tricky Target Number Homework Page
 Lesson One: “Spill the Beans”

Big Idea: Understand that grouping objects before counting them is more efficient and
accurate than counting by ones.

I can group and count objects by tens and ones

Launch:
 “Hello students! Today we are going to be doing an activity called “Spill the Beans”. We
will be working with lima beans. Has anyone ever heard of or seen a lima bean before?
Raise you hand if you know what a lima bean is.” (Students respond) *have the lima bean
up on the projector* “So this is what a lima bean looks like. People usually use them
when cooking but we are not going to eat these today. Instead we are going to use them
in our activity!
 You are your partner will be counting how many lima beans I give you. Can anyone think
of ways we could count the number of beans we have? Turn to your partner and discuss
how you think you may go about doing this.” (Students share ideas to a partner). I am
going to put up on the board the data table we will be using today in our activity to help
us keep track of the numbers we find.” *Show the table on the board* “Can anyone tell
me what the first column wants us to do. Raise you hand if you know.” (Student responds
“Write the object”) “Correct! And what is the object we are using today? Raise you hand
if you know!” (Student responds “lima beans”) “Great, can someone explain to me where
in my chart I would write my answer to how many lima beans there are? Raise you hand
if you know.” (Student responds “The last column that says number”)
 “Awesome job! Okay I would like for everyone to go back to their seats quietly. I am
going to pass out to you and your partner the data table and the lima beans you will
need.”

Explore:
 How will the students be grouped?
o Partners- Same abilities
“Today you and your partner will share one data table. You and your partner will go back and
forth switching between who counts and who fills in the table. Once you think you have found
the answer raise your hand and I will come over and check. If you have it correct I will give you
more beans and you can repeat the activity!”
 Cooperative Learning
o Individual Accountability: One person counts the beans and the other
writes their answers on the table. They switch back and fourth each time I
give them additional beans.
o Group Goal: One shared worksheet

 Key Questions:
o Clarifying:
 What do you know?
 How many beans are there total?
 How many groups are there total?
  How many leftovers are there total?
 What are you trying to figure out?
o Eliciting:
 How did you get that?
 What did you do?
 What does that number represent?
 How did you know when you were done counting?
 Was your counting experience easy or difficult? Why?
o Extending:
 Can you record your thinking?

 Assessment:
o Students grouping the beans by tens
o Students grouping the leftover beans
o Students counting by tens
o Students counting leftover by ones
o Students realizing grouping objects before counting them is easier than
counting them all by ones
o Students representing two-digit numbers using grouping language (Ex. 2
tens and 3 ones left over) and conventional names (Ex. 23)

Summarize:
“Now that everyone has finished I would like for you to come back to the floor with your
worksheets and beans. I would like one group of partners to come up to the front and show how
they counted their beans.” (Partners come up to the front- these are students who counted by
ones) “Okay can I have you two explain to the class what you did to figure out how many beans
you had?” (Students respond “We counted our beans and when we got to ten we put them in one
group and then we did that for the rest of the beans and when we did not have enough beans left
to count to 10 we set the left-over beans to the side. Then we counting the beans by ones and
found we had 56 beans.) “Okay great job you can go ahead and sit back down. Can someone
raise their hand and tell me how many groups of tens this group had?” (Student responds “5”)
“Great and how many left overs did they have? Raise your hand if you know!” (Student responds
“6”) “Awesome! Can you talk to a partner and tell them how many beans total this group had?”
(Students share ideas to a partner) “Did anyone else count the beans in a different way other than
counting by ones? Raise your hand if you did.” (Students respond- this group of students then
come up to the front) “Okay can I have the two of you explain to the class how you counted your
beans?” (Students respond “We put our beans in groups of 10 and the leftovers that did not make
10 in a different pile. Then we counted each group by tens saying ten, twenty, thirty, forty, fifty
and then we had 8 left over so we counted by ones saying one, two, three, four, five, six, seven,
eight”) “Perfect, you two can go ahead and sit back down. Can someone tell me how many
groups of 10 this group had? Raise you hand if you know.” (Student responds “5”) “Perfect and
can anyone tell me how many beans they counted as leftovers?” (Student responds “8”) “I want
you to think in you heads how many beans this group had total. When you have your answer,
share it with a partner.” (Students share ideas to a partner) “Okay so we had two different groups
come up and show us how they solved the problem. Can anyone explain to me how they solved
the problem the same? Raise your hand if you know.” (Student responds “They both started by
putting the beans in groups of 10 and the leftovers on the side”) “Great! Does anyone know how
they counted the beans differently? Raise you hand if you know.” (Student responds “The first
group counted by ones and the second group counted by tens”) “Yes! Did everyone hear that?
The first group used the strategy of counting each bean by one and the second group used the
strategy of counting each bean group by tens. Does anyone know why we may count by tens
when we have a large number of items to count. Raise you hand if you know.” (Student responds
“It makes it easier and so you don’t mess up when you are counting”) “Right! For the people that
counted by ones did you feel like it was harder to keep track of what number you were on when
you were counting or maybe you had to start over and recount the groups? Put a thumbs up if
you and your partner counted by ones and found it a bit challenging.” (Students respond) “Okay
and what about the partners that counted by tens, did you find this easier for you to keep track of
your counting? Put a thumbs up if you counted by tens.” (Students respond) (One student states
“It made it faster”) “Yes, I am sure it did make counting the beans faster! Does it matter if we
count by ones or tens though? Will it change our answer? Raise your hand if you think counting
by ones will change the overall answer.” (Students respond) “Great I am not seeing very many
hands up which means it does not change the number depending on how we count. However,
counting by tens does make it easier, faster and less likely to mess up when we are counting. So
today, I learned that grouping objects before counting them is more efficient and accurate than
counting by ones. Can you turn to a partner and share your ideas of what you learned today?”
(Students share to a partner) “Can you share to the group what you have learned?”

Evaluation:
o Assign the Group and Count Homework Page. Have students bring the homework page
back to school the next day. Ask students to have their parents read the homework sheet
for instructions.

Accommodations:
 Enrichment:
o As students count their collections of beans, ask them to identify which totals are
between 40 and 50, 50 and 60, and so on.
 Remediation:
o Continue working with a partner- different abilities
o Use the ten frames worksheet to help students organize their beans. This will
make it easier for them to count the groups of ten.
Explore: Table
Evaluation: Homework
Remediation:
 Lesson Two: “More or Less than 100?”

Big Idea: Understand that 100 represents 10 tens

I can predict the total number of letters in the first names of all the students in the class
and use manipulatives to determine whether it is more or less than 100.

Launch:
 “Hello students! Today we are going to use what we learned yesterday during our lima
bean activity to help us with todays activity. Can anyone raise their hand and tell me what
we learned yesterday when counting the beans?” (Student responds “We learned that
counting by ten makes it easier and not as likely to mess up when counting”) “Perfect!
We are going to keep that in mind when doing todays activity. The activity we are doing
today is called “More or Less than 100”. I am going to pass out to each of you the
worksheet we will be using today for our activity. (Pass out worksheet). What I would
like for you to do is count the number of letters in you first name. When you have found
the number of letters in your first name, I want you to write it down at the top of the
worksheet.” (Students write on worksheet) “Okay, I am going to write the number of
letters in my first name in the board. My first name is Emma. Emma has four letters in it.
Can you turn to a partner and share how many letters are in your first name?” (Students
share to partners) “Great! Can I have a volunteer share how many letters are in their first
name?” (Student responds) “Awesome! How about another person.” (Student responds)
 “I would like to know if you guys think the total number of letters in the first names of
everyone in this classroom is more than 100 or less than 100. I want you to write down
your predictions on your worksheet if you think the total number will be less or more
than 100. Share to a partner your ideas and how you made this prediction.” (Students
share ideas to a partner)
 “So today, you will be working in groups of four to find out the number of letters in the
first names of your group members. I would like each of you to write on your worksheet
the first name of your partners and your first name, as well as how many letters they have
in their first name. There will also be questions at the bottom of the worksheet that I want
you and your group to figure out while working together. Count everyone please get up
and go back to your seats quietly with your worksheets.”

Explore:
 How will the students be grouped?
o Groups of four- Same abilities
“Today you are your group will figure out how many letters are in your first names. You will
each write the first name of your group member along with how many letters they have in their
name on your worksheet. Then together you will find the total number of letters in your groups
first names. You will use the cubes on your desk to stack the letters in your names and compare
heights of the stack within your group. When you each have your own stack of letters in your
name, I would like for you to combine all of the stacks and count the number of cubes all
together. Remember what we learned yesterday about counting large amounts of items!”
 Cooperative Learning
 o Individual Accountability: Each student counts the number of letters in their
first names using cubes to represent the letters. They then report this number
to their groupmates.
o Group Goal: Finding the total number of letters in their groups first names.

 Key Questions:
o Clarifying:
 What do you know?
 How letters are in your first name?
 How many cubes are you using to represent this?
 What are you trying to figure out?
o Eliciting:
 How did you get that?
 What did you do?
 What were you using to count all of the names?
 What does that number represent?
 Did you answer the question?
 How did you know when you were done counting?
o Extending:
 Can you record your thinking?

 Assessment:
o Students grouping numbers by tens
o Students counting numbers by tens
o Students recording their answers in their journals
o Students using cubes to represent their first names
o Students communicating mathematics orally and written
o Students comparing and contrasting number of letters in their first names

Summarize:
“Okay now that everyone has finished I would like you to come back to the floor with your
worksheets, counting cubes, and a calculator. I would like one group of four to come up and
share what they found.” (Students come up to the front and share- these are students who
counted by ones) “Okay so tell me what your group did.” (Students respond “We first counted
the letters in our first names and used the cubes to stack how many letters were in our first
names. Then we told each other how many letters were in our first names”) “Okay great! Did
you all write your partners names and how many letters they had in their names?” (Students
respond “Yes”) “Okay, so what did you do next?” (Students sharing respond “We looked at the
cubes and put them next to each other to see who had the tallest stack and who had the shortest”)
“So when you did this, what questions were you answering up on your worksheets?” (Student
responds “The greatest number of letters is___ and the smallest number of letters is___”)
“Awesome! Did anyone in your group have the same number of letters in your first names?”
(Students respond) “Okay so now I would like to know what you did next to find out how many
letters all together you had in your group.” (Student responds “We took all of the cubes and put
them into one pile and then we stacked them into groups of 10 and had 3 left over”) “Perfect and
how did you count them. Can you show me?” (Student responds “We counted them by ones and
got 23”) “Great job group! Okay go ahead and sit back down. Did any other groups count the
total number of letters differently? Raise your hands if you counted the cubes in a different way.”
(Students respond- a group that counted by tens comes up and shares) “Okay so how did your
group count then cubes after you found out how many letters each of you had in your first
names?” (Student responds “We put all of the cubes together and then stacked them into groups
of ten. Then we saw there was 3 groups of 10 and 2 left overs. Then we counted ten, twenty,
thirsty and then thirty-one, thirty-two, thirty-three”) “Awesome! Can your group please go ad sit
back down on the floor for me. Okay class, can anyone tell me how group 1 counted the problem
differently than group two. Think about it for a minute and when you think you know share to a
partner your ideas.” (Students share ideas to a partner) “Okay can I have one student explain
what the two groups did differently?” (Student responds “One group counted by ones and the
other group counted by tens”) “Yes, that is what I noticed too! Do you remember what we said
yesterday about counting by tens? Raise your hand if you remember.” (Student responds “It
makes it easier and less likely to mess up when counting”) “Exactly! Okay can we think about
what we are trying to figure out for this problem again? Someone read to me what we are trying
to figure out.” (Student responds “Do you think the total number of letters in the first names of
everyone in this class is more than 100 or less than 100”) “Right, so we still need to figure out
this part of the problem correct? Does anyone know what we could do to figure this problem
out?” (Student responds “We can count the cubes all together”) “That sounds like a great idea!
Let me come around and gather each groups of the cubes.” (Collect all the groups cubes, place
them in one big pile on the floor) “So now what? I have all of these cubes but how can I count
them all? Can someone help me thing of a way to make this easier for me.” (Student respond
“You can make groups of tens”) “I can make groups of tens! Let’s do that.” (Break cubes up into
groups of tens leaving the leftover on the side) “What do I do now? Does anyone know?”
(Student responds “Count all of the groups by tens”) “Okay class lets count together 10, 20, 30,
40, 50, 60, 70, 80, 90, 100. So how many groups of 10 do we have? Raise your hand if you
know.” (Student responds “ten”) “Yes, and how many total cubes do we have when we have ten
groups of ten? Raise your hand if you know.” (Student responds “100”) Awesome! But, what
about the cubes left over? What do I do with these? Say it out loud if you know!” (Students
respond “Count by ones!”) “Okay let’s do that 1, 2, 3, 4, 5, 6, 7. Okay class so how many total
cubes do I have? Say it out loud if you know.” (Students respond- 107) “Awesome job! Okay
let’s use our calculator to make sure we counted correctly.” (Have the number each group
counted on the board and have students type those numbers into the calculator) “So what did we
find? Did we count the total correctly? Put a thumbs up if you think we counted the number
correctly.” (Students respond) “I am seeing a lot of thumbs up which means we counted the
cubes correctly and got 107. So, class what did we find out? Is the total number of first names in
the classroom more or less than 100? Put both hands up in the air if the class total was more than
100.” (Students respond) “I am seeing so many hands up in the air which means our total number
is over 100! I would like for you to write down on your worksheet the final number we found for
our problem. Then I would like for you to share to a partner your original guesses at the
beginning of the activity to what we counted as the actual number. Talk to your partner about
how these predictions were different. Today I learned that 10 tens represent 100! Can you turn to
a partner and share what you learned today?” (Students share to a partner) “Awesome! Can you
share to the whole class what you learned?”
Evaluation:
o Students will take home and complete the “How Many Letters” Worksheet. Explain to
students they will need to write the first names of four people in their home (Mom, Dad,
Brother, Pet, etc.) and use the same strategy’s used in class to find the total number of
letters in the first names.

Accommodations:
 Enrichment:
o Have students find the number of letters in their first and last names and count the
letters using groups of tens and ones.
 Remediation:
o Continue working with a partner – different abilities
o Continue using counting collections (manipulatives)
 More or Less than 100?

Number of letters in your first name: __________________

Will the total number of letters in the first names of everyone in this classroom be more or less
than 100? (Predict) ___________

First Name of Partners Number of Letters in their name

Total Number of Letters=___________

Questions:

1. The greatest number of letters is ____________.

2. The smallest number of letters is ____________.

3. ___________ names have _________ letters.

4. No names have __________ letters.

Is the total number of letters in the first names of everyone in this classroom more or less than
100? (Do not answer this question until the end of the discussion!) __________________.
Evaluation: Homework
 Lesson Three: “The 50 Chart”

Big Idea: Understand the relationship between groupings of tens and ones and the
sequence of two-digit numbers

I can represent a two-digit number with connecting cube towers of tens and ones.

Launch:
 “Hello first graders! Today we are going to be doing an activity called “The 50 Chart”.
Can everyone please open their students guides to page 165. This is the chart you will be
using for today’s activity.” *Display the 50 chart on the overhead* “We will be using our
connecting cubes in today’s activity.”
 “I am now going to hold up a number and I would like for you to think about how I could
use my connecting cubes to represent this number and how I would represent the left
overs.” *Hold up a card that has the number 32* “Can I have someone raise their hand
and tell me what number I am holding up.” (Student responds “32”) “Great! Can I have
you share to your partner how I would use my connecting cubes to represent this
number.” (Students share ideas to partner) “Can I have one student raise their hands and
tell me how I can use my connecting cubes to represent this number.” (Student responds
“You can have three groups of tens and one group of 2”) “Awesome, and what does the
one group of two represent? Can someone raise their hand and tell me?” (Student
responds “The leftovers”) “Correct! If I were to use this number in my activity I would
begin by starting at the top of my chart and placing the three towers of tens cubes to
cover three rows of tens squares and the two individual cubes to cover two more squares
in my fourth row.” *Show this on the overhead* “So how many rows of ten squares have
I covered? Raise your hand if you know.” (Student responds “3”) “Great, and how many
extra squares have I covered? Raise your hand if you know.” (Student responds “2”). “So
class, what is my number? Say it out loud if you know!” (Students respond “32”)
 “Awesome job first grade! Now I am going to remove the cubes and write 32 in the spot
my last cube was. Does this make sense why I am doing this? Put a thumbs up if you
understand.” (Students respond)
 “So today I am going to give you and your partner a sheet that has the numbers I want
you to find. When you find the number, I would like you to write it on the 50 chart.
Could everyone please get up and go back to your seats quietly.”

Explore:
 How will the students be grouped?
o Partners- Same abilities
“Today you will work with a partner and share one worksheet. One person is going to begin by
using the counting cubes to represent the number and the other person will write the number on
the 50 chart. You and your partner will go back and forth switching who is counting the cubes
and who is writing the number after each problem.”
 Cooperative Learning
o Individual Accountability: One person uses counting cubes and the other
writes the number and they switch after each problem. 
o Group Goal: One shared worksheet
  Key Questions:
o Clarifying:
 What do you know?
 What number are you trying to find?
 How many rows of tens do you need?
 How many leftovers do you have?
 What are you trying to figure out?
o Eliciting:
 How did you get that?
 What did you do?
 What does that number represent?
 How did you know when you were done counting?
o Extending:
 Can you record your thinking?
 Can you fill in the chart 1-50?

 Assessment:
o Students representing qualities to 50 using counting cubes
o Students representing two-digit numbers using grouping language
o Students representing two-digit numbers using conventional names
o Students using number patterns to solve problems
o Students communicating mathematics verbally and in writing

Summarize:
“Now that everyone has finished I would like you to come back to the floor with your chart. I
would like one pair of partners to come up to the front and show how they found the number 12
on the chart.” (Students share “We first counted 12 cubes. Then we put the cubes in each square
and we knew that 12 cubes make one row of 10 and 2 left overs. The we wrote 12 on the chart.”)
“Great job. You two can go ahead and sit back down. Can you all raise your hand if you found
the number 12 the same way.” (Students respond) “Great! I am seeing a lot of hands up in the
air! Can I have another pair of partners come up and show the class how you found the number
25 on your chart?” (Students share “We put a cube in each square and counted to 25. Then we
looked at the chart and saw we had two rows of ten and 5 left over cubes. Then we wrote 25 in
the box.”) “Perfect, you can go ahead and sit back down. Can someone tell me how the two
groups found the number on the chart differently? Share to a partner your ideas and when you
know raise your hand.” (Student responds “The first group counted the cubes before putting then
in the squares and the second group counted the cubes when they put then in the squares.”) “Yes!
That is also what I noticed! What I want you to do now is fill in the rest of the numbers 1-50. So
on your chart you should have the numbers 12, 25, 37, 21, 15, 40, 45, 20, 28, 43, 3, and 49 all
written down but I want you to go through and fill in the missing numbers.” (Students fill in the
rest of the chart) “Awesome job, it looks like you all have your charts filled out. I would like one
person to raise their hand and tell me what numbers are in the first row.” (Student responds “1-
10”) “Awesome! The first row has numbers 1-10. Okay what about if we look at the number 12
on our chart. What number comes before the number 12 on the chart? Raise your hands if you
know!” (Student responds “11”) “Yes! 11 come before 12 on the chart. Do we see any patterns in
this chart? Discuss to a neighbor what you notice about the filled in chart.” (Students share
observations to a partner) “I hearing lots of great observations! My next questions I have is when
we look at the number 35 on the chart what number is in the row right above it? Say it out loud if
you know!” (Students respond “25”) “Yes! And how much less is 25 than 35. Think about it with
a partner and when you know say it out loud!” (Students respond “10”) “Awesome job my
friends. We could say 25 is 10 less than 35 and we used our 50 chart to help us figure this out!
Today I learned how groupings of tens and ones can make two-digit numbers and we used our 50
chart to help us figure this out! Can I have you turn to a partner and share one thing you learned
today? (Students share to a partner) “Great! Can you share to the whole class what you learned
today?”
Evaluation:
o Students have a take home worksheet. They will use the completed 50 chart to answer the
questions.

Accommodations:
 Enrichment:
o Have students think of questions to ask the class about the chart similar to what
was done in the discussion.
 Remediation:
o Continue working with a partner – different abilities
o Continue using counting collections (manipulatives)
o Use a graphic organizer/50 chart
Explore: Worksheet
Explore/ Evaluation: 50 Chart

The 50 Chart
Homework
*Use your completed 50 chart from todays activity to answer the questions*

1. What is the number in the row above 15? ______________

Show or tell how you found this number.

2. What number is directly below the number 37? _____________

Show or tell how you found this number.

3. How much less is 42 than the number below it? ____________

Show or tell how you found this number.

4. How much more is 29 than the number above it? ____________

Show or tell how you found this number.
Explore: How the activity is
done.
 Lesson Four: “The 100 Chart” (Session One)

Big Idea: Understand the patterns when skip counting

I can explore number patterns by skip counting using the 100 chart

Launch:
 “Hello students! Today we are going to begin by reading the story Leaping Lizards. I
want to know what you guys think this story is going to be about based off of the cover
picture. Share to a partner your ideas!” (Students share ideas to a partner)
 Begin reading the story out loud to students.
 (Pause while reading) “Can someone tell me how many lizards the story says we need?
Raise your hand if you know! (Student responds “50”) “Yes 50! And can someone raise
their hand and tell me how many lizards we have currently?” (Student responds “5”)
“Awesome! How many lizards do you think there would be if another 5 came? Raise
your hand if you know!” (Student responds “10”) “Yes, there would be 10 lizards. How
did you know there would be 10? Can someone explain how they knew there would be
ten?” (Student responds “5+5=10”) “Correct! I am going to continue reading the rest of
the story!”
 (Finish the story) “Now that we have finished the story can someone explain how they
counted the lizards in the story? Did anyone notice some sort of pattern? Did they count
by twos? Put a thumbs up if you think they counted the lizards by twos.” (Students
respond) “I am not seeing thumbs up which means you all thought they counted a
different way. What do you think they counted by? I want you to say it out loud if you
know!” (Students respond “5”) “They did count by fives! Let’s say out loud how we
count by fives to get to 50, ready? 5, 10, 15, 20, 25, 30, 35, 40, 45, 50! Great job!”
 (Put the 100 chart activity page on the overhead) “This is the chart we will be using for
our activity today. Does this chart look like any other chart we have used in the past?
Raise your hand if you know what this chart looks like.” (Students responds “The 50
Chart”) “Yes! It does look like the 50 chart however, this chart goes up to 100! This chart
is on page 167 in your student guides. Can someone tell me what we did with the 50
chart? Raise your hand if you know.” (Student responds “We used counting cubes to find
out how many tens and ones are in a number”) “Yes! That is also what we will be
working on today in our activity. I would like everyone to grab a 100 chart and a
worksheet and go back to your desks and begin working.”

Explore:
 How will the students be grouped?
o Partners- Same abilities
“Today you will work with a partner and share one counting by tens worksheet. One person will
use the 100 chart to find the number and color it in and the other person will write the number on
the worksheet. You and your partner will go back and fourth switching between who is finding
the number and coloring and who is writing the number on the worksheet.”
 Cooperative Learning
 o Individual Accountability: One person finds the number and colors it in and
the other writes the number on the worksheet and they switch after each
problem. 
o Group Goal: One shared worksheet

 Key Questions:
o Clarifying:
 What do you know?
 What are you counting by?
 What are you trying to figure out?
o Eliciting:
 How did you get that?
 What did you do?
 What does that number represent?
 How did you know when you were done counting?
o Extending:
 Can you record your thinking?

 Assessment:
o Students correctly counting by tens
o Students using number patterns to solve problems on the 100 chart
o Students exploring relationships among numbers to 100
o Students coloring in the correct boxes on the 100 chart
o Students communicating mathematics verbally and in writing
o Students exploring number patterns in skip counting on the 100 chart

Summarize:
“Now that you are all finished I would like you to come back to the floor with your completed
worksheet. I would like one group to come up to the board and show the class how they solved
the yellow row on the worksheet.” (Students come up and share) “Awesome! Can someone raise
their hand and tell me how these two counted the numbers. What pattern did they use?” (Student
responds “They skip counted by tens”) “Yes, they did skip count by tens. Hopefully that is what
you all did. However, there are other ways we can skip count that was not listed on todays
worksheet. What are some of the other patterns we can use when skip counting besides 10? Raise
your hand if you know.” (Student responds “By fives”) “Great, we can also skip count by fives,
what else? Raise your hand if you know.” (Student responds “By twos”) “Yes, we can also count
by twos. Did anyone use counting cubes to help you with todays worksheet?” (Students respond
yes or no”) “I would like you all to look at your 100 chart and answer some questions I have. I
am thinking of a number that is two tens and 5 ones. What is my number? Say it out loud if you
know.” (Students respond “25”) “Great, can someone explain how they found this number.”
(Student responds) “My next question is that I am looking for a number that is 1 more than 32.
Look at your chart to find the number and say it out loud if you know.” (Students respond “33”)
“And how did you find that number. Raise your hand and explain.” (Student responds) “Okay
my next question is that I am looking for a number that is 10 more than 90. What is my number?
Say it out loud if you know!” (Students respond “100”) “Awesome job! Can someone tell me
how they found the number 100.” (Student responds) “Lets practice counting by twos using our
chart. Use your finger to point to the numbers as you go. We will stop at 20. Ready?” (Students
count out loud by twos) “Great, now let’s practice counting out loud by fives using out chart!
Let’s count to 40.” (Students count out loud by fives) “Awesome! What is another way we can
count? What did we count by on our worksheets today? Share the answer to a partner and raise
your hand when you know.” (Student responds “By tens”) “Yes! We can count by tens. Let’s do
that now and we are going to go all the way to 100.” (Students count out loud by tens) “Now I
would like to know if we counted by twos would we cover the number 15? Turn to a partner and
discuss your thoughts. Raise your hand if you think we will cover the number 15 counting by
twos.” (Students respond) “I am not seeing very many hands up which means we would not
cover the number 15 when counting by twos. Lets practice counting all together by twos to see if
we cover 15.” (Count out loud with students up to 16) “I did not hear 15 when we counted by
twos. What number comes before 15? Raise your hand if you know.” (Student responds “14”)
“Great! What number comes after 15? Raise your hand if you know.” (Student responds “16”).
“Awesome! Another question I have is that if we counted by fives, would we cover the number
40? Turn to a partner and share your ideas.” (Students share ideas to a partner) “So what is the
answer yes or no. Say it out loud if you know!” (Students respond “Yes”) “Great! Can someone
raise their hand and explain to me how they found out we would cover 40 counting by fives.”
(Student responds) “If we were to look at row two going up and down on our chart what sort of
pattern do we see as we go from 2 to 92? Raise your hand if you notice any patterns.” (Student
responds “Each box has a 2 in the number”) “Yes! Each box does have a two! What about if we
look at the 7th row. What pattern do we notice here? Raise your hand if you know.” (Student
responds “Each box has a 7 in the number”). “Yes, so we see that depending on the row we are
in, all of the number in that row going up and down have one of the same numbers in them in the
tens spot. This is also true when we go from down to up on the chart. What if we look at our
rows going left to right. What sort of patterns do we see here? Raise your hand if you know.”
(Student responds “All of the first numbers are the same.”) “Yes! Can you explain to the class
how you found this?” (Student responds “I looked at the second row and saw 11, 12, 13, 14, 15,
16, 17, 18, 19 and they all begin with a 1”) “Awesome, so when we look at the chart and go left
to right we see the pattern of the same starting number. This is also true when you go right to
left! Awesome! Great work today my friends. Today I learned some of the patterns we can use
when skip counting. Turn to a partner and share some of the patterns you learned today!”
(Students share to a partner) “Can you share to the whole group what patterns you learned
today?”

Evaluation:
o Students homework is to journal what patterns they notice in the chart. Students will take
home the 100 chart to explore patterns and relationships between the numbers.

Accommodations:
 Enrichment:
o Students locating numbers on the 100 chart counting by twos, fives, and tens.
 Remediation:
o Continue working with a partner- different abilities
o Use counting cubes for a visual representation
o Use a graphic organizer/ 100 chart
Explore/ Evaluation: 100 Chart
Explore: Worksheet (Not used for homework as stated)
 Lesson Five: “The 100 Chart” (Session 2)

Big Idea: Understand relationships and patterns within numbers using the 100 chart

I can identify target numbers on the 100 chart and solve mystery numbers using clues
about number relationships.

Launch:
 “Hello students! Today we are going to be using the 100 chart from yesterday’s activity
in today’s activity. Can someone tell me what we used the chart for in yesterdays activity.
Raise your hand and explain if you remember what we did.” (Student responds)
“Yesterday we used the 100 chart to count by twos, fives, and tens and locate number
patterns. Today we will be doing something similar. Let’s begin by looking at the 100
chart together.”
 (Put the 100 chart on the overhead) “I am going to circle a number and ask some
questions. The number I am going to circle is 25. My first question is what number is one
less than 25? Raise your hand if you know.” (Students responds “24”) “Great, can
someone tell me how they knew the number was 24?” (Student responds) “Okay. My
next question is what number is one more than 25? Raise your hand if you know.”
(Student responds “26”) “Awesome, someone explain how they knew the number one
more that 25 was 26.” (Student responds) “My next question is what number is 10 less
than 25. Share your ideas to a partner and when you know raise your hand.” (Student
responds “15”) “Awesome. How did you find out it was 15? What did you do? Raise
your hand and tell me.” (Student responds) “My final question is what number is 10 more
than 25? Say it out loud if you know!” (Students respond “35”) “Correct! 35 is ten more
than 25. How did you find this out? What did you do? Raise your hand and tell me what
you did.” (Students respond)
 (Repeat this exercise two more times using other numbers such as 12 and 38. Ask
students to explain their reasoning.)
 “I am going to ask some questions about the overall 100 chart now. I want you to think
about the question and when you think you know raise your hand and respond. My first
question is what do you notice happening when we move to the left on the chart?”
(Students respond “The number gets smaller” “We are subtracting”) “Great! What about
when we move to the right? What happens then?” (Students respond “The number gets
larger” “We are adding”) “Awesome job! What about when we move up a row like this?
*Move your finger up a row* What do you notice?” (Students respond “We subtract”
“The numbers get smaller” “The second digit is the same”) “Great, what about when we
move down a row like this? *Move your finger down a row* What happens to the
number then?” (Students responds “The numbers get bigger” “We add” “The second digit
is the same”) “Awesome job students. You all seem to notice a lot of patterns in the
chart!”
 *Write a number in each center box of the Target Numbers Activity Page before copying
it for students* “So in todays activity we are going to be using a worksheet called Target
Numbers.” *Show the worksheet on the overhead* “The worksheet has five-square boxes
which shows parts of the 100 chart. Your job today is to fill in the missing numbers for
 each box. Can everyone please get up and grab a worksheet off of the table and go back
to your seats quietly.”

Explore:
 How will the students be grouped?
o Partners- Same abilities
“Today you will work with a partner and share one worksheet. One person is going to locate the
number on the 100 chart and the other person will write the number on the Target Numbers
Worksheet. You and your partner will go back and fourth switching between who is finding the
number and who is writing the number after each problem.”
 Cooperative Learning
o Individual Accountability: One person locates the number using the 100
chart and the other writes the number on the worksheet and they switch after
each problem. 
o Group Goal: One shared worksheet

 Key Questions:
o Clarifying:
 What do you know?
 What is the target number?
 What number is in the row above the number? The row below?
 What number is to the left of the number? To the right?
 What are you trying to figure out?
o Eliciting:
 How did you get that?
 What did you do?
 What were you using to find the number?
 What does that number represent?
o Extending:
 Can you record your thinking?

 Assessment:
o Students identifying numbers to the right and left of the target number
o Students identifying numbers in the row above and below the target
number
o Students locating the correct numbers using the 100 chart
o Students focusing on number patterns such as the box directly above or
below the target number is 10 less or more than the target number
o Students focusing on number patterns such as the box directly to the right
or to the left of the target number is 1 more or less than the target number
o Students focusing on number relationships

Summarize:
“I see that everyone has finished so lets go ahead and come back into our circle. I would like to
begin by discussing what patterns you and your partner noticed when working on the worksheet.
I would like each group to name one pattern they found.” (Students respond “The numbers above
and below one another are different by 10”) “Great! Can all of you turn to a partner and show
them what this group means by the numbers directly above and below one another are different
by ten?” (Students share to a partner) “Awesome job. Can I have another group share what
patterns they found?” (Students respond “Numbers on each side of each other are different by
one”) “Great! Can everyone look at their chart and point to a number and check to see if the
numbers to the left and to the right of that number are different by one? If you think they are put
your thumbs up.” (Students respond) “Oh great! I am seeing so many thumbs up which means a
number directly left or right from our target number are different by one. Is the number less or
more than my target number when I go left? Say it out loud if you know!” (Students respond
“less”) “Awesome, can someone tell me why it is less? Raise your hand if you know!” (Student
responds “Because the number is smaller and it is one less than the starting number”) “Great!
And is the number to the right of my target number less or more? Say it out loud if you know!”
(Students respond “More”) “Okay, why is it more? How do you know it is more? Raise your
hand if you know” (Student responds “Because the number is bigger and it is one more than the
target number”) “Awesome! Did any other groups find another pattern from our 100 chart? Raise
your hand if you did.” (Students respond “Numbers above and below each other end in the same
number.”) “Okay, can you explain that a little bit more? What number is the same? The ones
digit or the tens digit? I want everyone to look at their chart and tell me if when I go up and
down on my rows is the ones or tens digit in each row is the same. Say it out loud if you know.”
(Students respond “The ones”) “Correct! When I look at my chart and go up and down in each
column the ones digit stays the same in each box. Great observation class! Did anyone notice
anything similar or different from this? Raise your hand if you noticed a different pattern.”
(Students respond “I noticed numbers to the right and left of each other start with the same
number.”) “So what digit would this be if it is the starting digit of a two-digit number? Is it the
ones digit like in our last observation or a different digit? Say out loud what digit it is.” (Students
respond “Tens digit”) “Yes! It would be the tens digit. When we look at the numbers going left
to right on our chart we can see they all begin with the same tens digit. Wow, you all did such a
great job finding patterns in our 100 chart. What did you guys do to solve the problems on the
worksheet? Did you use any strategies we have learned? Raise your hand and tell me how you
got the answer.” (Students respond) “Awesome! These are all great ways to use the 100 chart to
find a number. I want to now ask some questions and you will use your chart to locate the
answer. When you think you have the answer I want you to turn to a partner and discuss whether
or not you got the same answer and how you found it. My first question is that I am thinking of a
number that is between 30 and 40.” *Put your fingers on the numbers 30 and 40 on the 100 chart
transparency to show students the interval* “The number I am thinking of is in this interval. I
want you to point to the numbers on your charts that are between the interval of 30 and 40. Share
to your partners the numbers it count be.” (Students use their fingers to locate numbers and they
share to a partner) “So what numbers could I be talking about. Say it out loud.” (Whole group
responds “31,32,33,34,35,36,37,38,39”) “My next clue is that the number is closer to 40 than to
30. Point on your chart which numbers are closer to 40 than to 30 and discuss your findings with
a partner.” (Students locate numbers and share to a partner) “So what number could I be thinking
of. Say it out loud if you know.” (Students respond “36, 37, 38, 39”) “Awesome. Can someone
share to me how you found these numbers and what my question was?” (Student responds)
“Okay my final clue is that the number I am thinking of is two more than 35. Find the number
that is two more than 35 on your 100 chart and when you have the answer share it to a partner.”
(Students locate the final number and share ideas to a partner) “Okay class what is my number?
Say it out loud!” (Students respond “37”) “Yes! 37 was my mystery number. How did you solve
the problem to get my mystery number? What did you do? Raise your hand and tell me.”
(Students respond) “Awesome job today my friends. Today I learned different relationships and
patterns within numbers using the 100 chart! I learned that when we go one to the left or to the
right we either have one less or one more than our starting number. I also learned when we go up
or down a row we have ten more or ten less than our target number. What did you learn today?
Think about some of the other patterns we noticed as a class. Discuss what you learned to a
partner.” (Students discuss with a partner) “Can you share what you learned today to the whole
class?”

Evaluation:
o Students take home the “Tricky Target Numbers” worksheet and complete it as
homework using the 100 chart.

Accommodations:
 Enrichment:
o Have students locate numbers on the 100 chart that are 2 rows up or down from
the target number or 4 left or right from the target number.
 Remediation:
o Continue working with a partner- different abilities
o Use counting collectors (counting cubes)
o Use a graphic organizer/100 chart
Explore: Worksheet
Evaluation: Homework
Explore/ Evaluation: 100 Chart