High Leverage Teaching Practice

Subject: Mathematics        

Grade Level: Kindergarten

Materials:

• 1 Chromebook per student

• Internet access

• Google Slides account

  • Pear Deck account/extension (link)

• Whiteboard space or a digital whiteboard (preferred) to:

  • Explain/model student thinking

• Online class account where all students have access to the lesson’s links

• Large hundreds chart (optional)

• Class copies of hundreds chart

• Class copies of place value chart

• Number line (1-100) - optional

• Math games and manipulatives (dice and spinners)

• Mini whiteboard and expo markers (or students can use paper and pencil)

 

State Standards:

Math – Counting and Cardinality

• K.CC. 1. Count to 100 by ones and by tens.

• K.CC. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

• K.CC. 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Technology - Empowered Learner

• 1. c. Students: Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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Enduring Understandings:

After this lesson, students should understand:

• How to effectively count to 100 by ones and tens

• How to find the next number in a count sequence

• What a hundreds chart is

  • Students will begin to understand the patterns within a hundreds chart

• Not every count begins at the number 1 (or 0)

• Which number(s) don’t belong in a sequence

• When counting by tens the number in the ones place is always a zero

 

Essential Questions:

1. When we count, what do the numbers tell us?

2. What patterns exist in a counting sequence?

3. What number is always in the ones place when counting by tens?

4. How many times do we have to count by ones to get to 100? (99)

5. How many times do we have to count by tens to get to 100? (10)

 

Lesson Objectives:

Students will learn:

• How to count to 100 by ones and tens

• How to use/navigate a hundreds chart

• How to skip count by tens using a hundreds chart

• How to identify the number that does not belong in a sequence of numbers

• How to read and write numerals of 100

• How to identify the place value of a number

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Engagement:

• Gather students on the carpet

• Begin by asking students how high they think they can count. As the students respond, say, “Today we are going to learn how to count to 100 by ones and tens!”

• Following that, encourage them to recall their knowledge about what ones and tens are

• Go around the room and let students share their prior knowledge of the math concept – “What do you know about counting by ones or tens? What do you think it means to count by ones and tens?” (encourage students to think about what we add to numbers when we count by ones and tens)

• Make student’s thinking visible by writing down their thoughts using the digital whiteboard feature on the smartboard

• Once the students are given adequate time to share their prior knowledge, pause and pull up an image of a hundreds chart on the smartboard (or show an actual hundreds chart that is printed/laminated)

 

 

 

 

 

 

 

 

 

 

• Explain to the students that they can use this chart to help them count to 100

• Play the Hundreds Chart Song to help the students understand what a hundreds chart is

  • Hundreds Chart Song - YouTube

• Have the students practice counting to 100

  • Have the students form a circle on the carpet

  • Start the count by saying “one” and have the students go around the circle continuing the count until they get to 100.

  • While the students count, keep them on track by pointing to the student that is responsible for saying the next number by using a wand or pointer to avoid confusion and keep students focused and prepared

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Exploration:

• Have students stay where they are in the circle on the carpet. (squeeze in between two students if you are not in the circle already.)

• Explain to them that as table/desk groups they are going to practice counting by ones and tens through playing different games and using manipulatives! (These games will allow students to be active and hands on in their learning)

• Before splitting and sending the students off to actively explore how to count to 100 by ones and tens, go over how to play each game with them (demonstrate)

• The games are as follows:

1. Spin and Cover (focus is on reading numbers up to 100 and familiarizing themself with the patterns shown on a hundreds chart)

   1. A group of students will take turns spinning both spinners, writing the number, and covering it on the hundreds chart. 

2. What Comes Next? (focus is on counting by tens/across decades) 

   1. A group of students will take turns rolling a dice, reading the numbers in the row, and covering the next number in the sequence using a manipulative.

3. Write and Wipe (focus is on writing numbers and counting by one’s) 

   1. On a small whiteboard, each student will pick a card and write the missing numbers on the whiteboard

• Once you think your students are ready to move onto the explanation phase and take part in independent learning to demonstrate their understanding of counting to 100 by ones and tens, using a hundreds chart, finding the missing numbers in a sequence, identifying place value, and using basic counting skills, introduce the next activity they will do at their desks.

  • Ask students to go back to their seats and open their Chromebook to Google Classroom, or whichever site you use to share your classroom materials/files. (Some teachers may prefer that their students work in pairs or small groups for this next activity – it is all based on student’s needs and the materials available)

https://docs.google.com/presentation/d/1zpK_8aTYqfqgnpLae6jZ4dtriZd7P7l5S_4uplz8u-0/edit?usp=sharing – students will use this link to access the counting and count sequences activity (It is a Google Slides presentation with a Pear Deck extension that allows the students to draw, type, drag, and select their answers to the questions.)

• On your laptop or computer, open Google Classroom, and project it onto the smartboard for the students to see.

  • Walk them through how to get to the link on Google Classroom or whichever digital platform you use

  • Once all the students can locate and access the link on their Chromebook, read the first two slides to them.

• Side Note: teachers may want to consider giving their students a blank sheet of paper to use as they complete the online activity because some students learn better when they write things out or show their work.

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Explanation:

• After explaining the instructions and requirements, walk around the room (use proximity) to make sure each student understands the task, to answer any questions students might have, and to guide those student’s who may be struggling or need a little extra support getting started.

• Although students may be working individually on this activity, teachers can decide whether to have this activity student-paced or teacher-paced. Student paced will allow the students to go through the activity at the pace they need to demonstrate their thinking and understanding of the knowledge, whereas teacher paced will ensure each student answers the same question at the same time before collectively moving onto the next. It allows the teacher to guide the students through the lesson and see their responses synchronously. For kindergarteners, I strongly recommend that the teacher reads each slide/question aloud to the class. This means the class will go at the same pace; each student will answer the same question at the same time (like in a Kahoot game). In this way, the teacher knows a student isn’t simply typing, selecting, or drawing random numbers to get through the activity. It also allows the students to ask and share questions or comments about the slides as they go through them as a group. The teacher can help students along the way and ensure they all understand what is expected of them on every slide by moving around the room and observing the student’s screens, as well as facial expressions. (For the sake of time and with my students being adults, I let them go through the activity on their own)

• As students finish up the Pear Deck activity, look over their submissions/answers to each problem on your laptop (make sure student answers are anonymous or unavailable to all students!!)

• After all students have completed the activity, go through each slide, particularly focusing on the ones where the students may have shown some of their misconceptions or underdeveloped thinking skills. (I had students purposefully get questions wrong!)

  • Have students explain how they thought about the problems and model their thinking using the hundreds chart, place value chart, a number line, or whiteboard.

• Slide 4: Critical Thinking – “This was a bit a of tricky question so let’s look at it together.” Reread the question and hint.

  • “We can turn this question into an addition or even a subtraction problem to help us figure out the answer. Does anyone have any idea how we can do that?” What numbers might be in our problem?” – Have students raise hands and share their thinking!

  • Addition problem: 1 + _____ = 100

    • For this problem, have students look back at the answer choices and plug in each number for the unknown to help them determine the correct choice

  • Subtraction problem: 100 – 1 = 99

  • 99 is the correct answer

• On slide 7 use the place value chart to help students notice the similarities between the ones place when counting by tens. -This idea will help students answer the prompt on that slide: “Think to Yourself: What do you notice about each of these numbers?”

  • “Let’s look at slide 7 where you counted by tens to fill in the missing numbers from the sequence.” Look back at the final sequence, what do you notice about all those numbers?” Do they have anything is common?”

  • Every number ends in a zero – present that place value chart (seen below) and explain that when we count by tens, the number in the ones place will always be a zero but the number in the tens place goes up by one.

 

 

 

 

 

 

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• Slide 8: Sorting the sequence – “Can someone tell me what they think the correct order of the sequence should be?”

  • “Great job or not quit but I see what you were thinking.”

  • This sequence illustrates skip counting. We can use a number or the hundreds chart to practice skip counting by tens.

  • For this explanation, we are going to use a number line. Let’s start at 0 and skip count by tens. I will model first.

  • Starting at one, we can draw an arrow and skip all the way 10; this demonstrates skip counting because we are skipping all the numbers between 0 and 10. Now let’s do the rest of the skip counting together. So from 10 where would we draw our next arrow to if we are skip counting by tens?” (20). Continue using the number line and drawing arrows as the students help explain the skip counting sequence.

  • OR we can use our hundreds chart to skip count by tens. For instance, if we look at the far right column and go down it ten times, we get to 100.

• Slide 12: Which number does NOT belong – “Take a look at the hundreds chart. We can use this to help use find which number from the sequence does not fit. Let’s look at sequence a. Can someone read us the numbers in the sequence?”

  • Thank you, now let’s find the first number of this sequence on our hundreds chart. Put your finger on it. What is the next number in the sequence on the slide? (35) Okay lets move our finger over one on the hundreds chart. Does this number match the next number in our sequence on the slide? (yes) Okay, now let’s keep going.

  • Do this for all three sequences and have the students use the hundreds chart to visually see the sequence and follow along with their fingers to determine which number does not belong.

  • Use the hundreds chart that is seen above in the engage section

• The main focus of this section is for the teacher to explain and model. It is also an opportunity for students to explain what they have learned about the content, as well. The teacher’s job is then to guide and model the students’ thinking and them help continue to develop their understanding of the math knowledge and skills.

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Elaboration:

• To elaborate on students’ thinking about counting to 100 use this interactive hundreds chart ↓

  • Link: Interactive Hundreds Chart | Toy Theater

• Display in on the smartboard screen and let the students familiarize themselves with it and extend their understanding.

• Using this hundreds chart, help the students find patterns and have them talk about what they notice about how the numbers are arranged.

• The teacher can engage with the students on the carpet and give each of them the chance to play around with it and apply what they have learned. Teachers can have each student show a specific count by ones or tens.

• Teacher can then have students interact with a place value chart

  • Link: Place Value Chart | Virtual Manipulatives | Toy Theater

• This gives students the opportunity to elaborate on their understanding of place value. The teacher can have each student come up and make their own number using the prompts she gives. (Example: show me a number that has a 7 in the ones place and a 4 is the tens place OR give students the choice to pick a number and place it in the correct place values spots and explain their understanding of place value using that specific number.

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Evaluation:

Teachers can assess or evaluate their students by:

• Observing their participation during carpet instruction

• Reflecting on their submissions of the Google Slides / Pear Deck activity

• Taking note of their participation in explaining their math thinking or noticing patterns

• Giving students a copy of a hundreds chart with different missing numbers (different copies = different missing numbers)

• Giving students an oral assessment – have them use mini whiteboards to count by ones or tens starting at the number you select (“What would the first three numbers in your count be if you started at the number 35 and counted by ones?”) – teacher would ask questions of that sort

• Working with students one on one using their counting skills (flash cards / computer math games)

• Using a formal exit slip to assess the students understanding of the material that was just taught to them. Ask 3-4 questions that relate to the lesson objectives

*** This lesson should be taught over the course of a few days!!!

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Differentiation Strategies to Meet Learning Needs:

• This lesson’s online activities can be done independently or in pairs/partner depending on learning needs.

• Students with learning disabilities – for these students I would provide additional time on the activities, particularly the online part of the lesson.

• Some students may prefer to respond orally instead of writing, typing, or drawing their answer so I could make arrangements for them. I could read the question to them or have an audio put over the slides and have the student(s) tell me their answer aloud.

• ESL or ELL students – I would ensure to have Spanish (or other) language versions of these slides and activities

• I would practice equity-based teaching practices and culturally relevant/responsive teaching methods

 

Rationale for Technology Tools Used:

Hundreds Chart Song - YouTube – This song brings joy and excitement to the students’ learning. It is an effective way of using technology to engage the students in the lesson. This is something I can use/play over and over again to help my students strengthen their knowledge and understanding of counting and using the hundreds chart. It encourages an upbeat, positive environment for the start of learning something new. (I have observed my Kindergarten mentor teacher doing something similar for her instruction. She tends to play songs or interactive videos to introduce or engage her students in a new lesson or topic. It gets them motivated and eager to learn.)

 

https://docs.google.com/presentation/d/1zpK_8aTYqfqgnpLae6jZ4dtriZd7P7l5S_4uplz8u-0/edit?usp=sharing – Google Slides with Pear Deck extension (lesson link may vary)

I created this Google Slide and added a Pear Deck extension. Pear Deck is a website, an app, and extension that helps to enhance student learning using technology. Through engagement and visually active learning, students can explore, explain, and evaluate the content within this lesson. It amplifies group discussions which center around collaboration, engagement, and elaboration of the material. It is an effective tool to turn the students into active learners. With the student paced mode opinion, students can choose to participate in the activities in real time or independently on their own pace and on their own time. Students aren’t the only ones who benefit from this technological tool. Pear Deck helps teachers instill formative assessment activities into lessons. Teachers can receive real-time feedback as they teach the lesson which allows them to respond and adapt to student needs. To add, they can instantly view student responses and share insight back to them. This was an easy and effective way to engage my students, allow them to explore the material, and explain their thinking through class discussion and modeling. I was able to use a variety of different answer options through the use of the Pear Deck extension. I loves this feature and I plan to use it in my future classroom!

 

Interactive Hundreds Chart | Toy Theater – digital hundreds chart

This interactive hundreds chart helps students elaborate and extend their knowledge and apply what they learned. It teaches counting and skip counting, as well as addition and subtraction. It is a visual guide for lower elementary learners to see how numbers are arranged, organized, and what they tell us. Students can use a variety of fun colors to find patterns and interactive with the numbers 1 through 100.

 

Place Value Chart | Virtual Manipulatives | Toy Theater – digital place value chart

This interactive place value chart helps students develop a stronger understanding of the value of each digit in a number (place value). This manipulative chart serves as a visual representation of all the place values (millions to ones). However, my students will only focus on hundreds, tens, and ones. It is simply and easy to use; students just click and drag a number into the chart depending on its value. The chart shows the number, composition of the number, in addition to the written number. The students can practice placing a specific number and determine whether or not they have done so correctly. They can do this by reading the written number that is shown below the chart. This chart is used for students to explore and experiment with numbers and watch how they change as they move them from place to place on the different place value positions.