Yesterday we played Missing Number game to help us practice numbers to 100. Today we will think about those numbers again, but we are going to rebuild a broken number chart! Let's sing our Count to 100 song to get our brains ready to use these numbers.
We are going to be using big numbers in our story problems one day so we need to get really good at counting them in order. This will help us have a number line in our brains that we can use anywhere we go!
Your thinking job today is: How can I use what I know about a 100s chart to help me rebuild a number chart?
I'll set up lesson engagement: "Last night, I made this big hundreds chart for us to use later this year. It was going to look great! But when I came in this morning, someone had cut up all of my hundreds charts! Every one of them! I need your help to put these number charts back together, but we will have to use what we know about counting and how the number chart works to do so."
I'll show the Promethean Board hundreds chart (See attached resource!).
“Look at all these pieces! Can I just put them wherever I want? Why not? What number has to be first? What number has to be last?”
I will do a think aloud for first piece to get students used to the academic language they need to use to be able to explain their thinking. “I know this one has to go first in the sequence because it has the number 1 at the top. I’ll move it up to the very top of the board because I know hundreds charts start at 1.” (Students say the numbers chorally that the teacher placed)
Guiding Questions as students help me put the hundreds chart back together:
Throughout these questions, I'll push students to use academic vocabulary, a key component of the CCSS shift. Some of the vocabulary to emphasize is: 1 more, 1 less, after, before, column, row
When 100s chart is complete, we will count the numbers chorally and check to make sure the numbers are correctly placed.
I will explain the expectations for the partner activity, and model how to do each part.
This is a partner activity so students have an opportunity to discuss their reasoning, a crucial part of their mastery of the Common Core.
I will play a few rounds with students, modeling how to agree or disagree, which helps students communicate their ideas precisely (MP6).
See attached video for some examples of how to help students explain their thinking!
Group A: Students do the easiest of the puzzles (Puzzle A). This puzzle has them focus on whole rows of the number chart. These students are thinking about the sequence of numbers. Students write the numbers on a blank number chart.
Group B: Students do Puzzle B, which is slightly more difficult. This has students focus on the different patterns of the columns and takes out middle chunks. Students write the numbers on a blank number chart.
Group C: Students work on numbers to 120 and do Puzzle C. Students write the numbers on a blank number chart.
Today’s thinking job was: How can I use what I know about counting to help me rebuild my number chart?
Partner talk: Show your partner your number chart. Check and give your partner a feedback about how they did on their chart.