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# Lesson Plan

## Counting and numbers - Counting on a Hundred Chart to 120

### LEARNING TARGET

• Students will be able to understand the pattern and sequence of numbers on a number chart up to 120.
• Students will be able to use counting strategies to identify missing numbers on a number chart up to 120.

### LEARNING PROGRESSION

###### PREREQUISITE SKILL
• Students will be able to identify missing numbers on a number line up to 120.
• Students will be able to fill in missing numbers on a number line up to 120.
###### EXTENSION SKILL
• Learners can show ways to find a missing number by counting up or down.
• Students will be able to count up to 120 by starting at any given number.
• Students will be able to identify the next number in the sequence.
###### DURATION
• Introduction (5 minutes)
• Instruction (15 minutes)
• Guided Practice (15 minutes)
• Misconception Review (5 minutes)
• Independent Practice (15 minutes)
• Exit Card Formative Assessment (5 minutes)
###### MATERIALS
• Number chart up to 120
• Number tiles or cards
• Whiteboard and markers
• Number chart
• Sequence
• Pattern
• Counting

### TEACHING RESOURCES

No Centers or Task Cards Available

###### WORKSHEET PACKS

No Worksheet Packs Available

###### IEP GOAL WORKBOOKS

What is a Math IEP Objective Workbook?

• 40 daily fluency assignments
• 8 student self-monitoring progress sheets with weekly goal setting
• 2 baseline assessments
• 8 formative assessments
• 1 present level of performance self-graphing data tracking sheet (Perfect for
progress reporting and IEP meeting)
###### 5 AND 1 INTERVENTIONS

No Interventions Available

###### GAMES

Games can be used as a reward, as an introduction to a concept, or for independent practice.

###### ACTIVITIES

No Activities Available

### LESSON INSTRUCTION

###### INTRODUCTION
1. Begin by introducing the hundred chart to students, and explain what it is used for.
2. Show students a hundred chart (0-120) and point out some of the numbers.
3. Ask students if they have used a hundred chart before, and if so, when and how.
###### INSTRUCTION
1. Review the concept of counting and counting by ones with students.
2. Demonstrate how to count on a hundred chart by starting at a given number and counting forward or backward.
3. Use the hundred chart to model counting forward and backward by ones, with the help of counters or small objects.
4. Draw the pattern on the whiteboard and ask students to identify it.
###### GUIDED PRACTICE
1. Distribute individual hundred chart worksheets to each student.
2. Instruct students to practice counting forward and backward by ones on their individual hundred chart worksheets.
3. Provide students with a pattern and ask them to continue the pattern on their individual hundred chart worksheets.
4. Walk around the classroom to check for understanding and offer assistance where needed.

###### INDEPENDENT PRACTICE
1. Instruct students to complete a set of counting exercises on their own, using their individual hundred chart worksheets.
2. Provide a set of patterns for students to continue on their individual hundred chart worksheets.
3. Offer assistance to students who are struggling, but encourage independent practice as much as possible.

###### HOMEWORK
1. Assign homework that includes identifying missing numbers on a number chart up to 120 using a worksheet or an online activity.

###### EXIT TICKET
1. Provide the students with an exit card with a number chart and a missing number.
2. Ask them to identify the missing number and explain how they found it.

###### ASSESSMENT
1. Exit Card Formative Assessment
2. Progress Monitoring Formative Assessment
3. Summative Assessment 10 question worksheet 8/10 for mastery

###### CLOSURE
1. Review the lesson and ask the students to share one strategy they used to find missing numbers on a number chart up to 120.

###### EXTENSION
• For advanced learners, provide a blank number chart and ask them to identify and fill in the missing numbers.
• Have students create their own number charts with missing numbers for their peers to identify.
###### INTERVENTION
• For struggling students, provide a partially filled-in number chart with fewer missing numbers to identify.
• Use manipulatives or visual aids to represent the numbers on the chart for students who have difficulty recognizing numbers.
###### VIDEOS

No Video Available

### TEACHING TIPS

Use visual aids such as charts, number lines, and manipulatives reinforcing the concept of identifying missing numbers within a number chart.

### STUDENT MISCONCEPTIONS

Common misconceptions when identifying missing numbers within a number chart up to 120 include:

1. Skipping numbers: Students may skip numbers while counting or skip counting, leading to errors in identifying missing numbers on the chart.

2. Counting by ones: Students may try to count by ones to identify the missing number, which can be time-consuming and confusing, especially for larger numbers.

3. Confusing the placement of numbers: Students may have difficulty placing numbers correctly on the chart, leading to errors in identifying missing numbers.

4. Not recognizing the pattern: Students may not recognize the pattern of the numbers on the chart and therefore have difficulty identifying the missing number.

5. Difficulty with place value: Students may struggle with understanding place value and the significance of the position of the digits in a number, leading to errors in identifying the missing number.

6. Confusion with the orientation of the chart: Students may become confused with the orientation of the chart (e.g., vertical vs. horizontal) and have difficulty locating the missing number.

7. Misunderstanding of the counting sequence: Students may not have a clear understanding of the counting sequence and may skip or repeat numbers while counting, leading to errors in identifying the missing number.

### STANDARD

##### Common Core Standard:

1.NBT.A.1 - Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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