Day+7

= __ Day 7 __  =

Introduce and Sequence Numbers 0 to 100
__** Judges Prior Learning: **__ The students took a preassessment at the beginning of the unit. The preassessment showed that the students in the class needed to learn and practice sequencing numbers from 0 to 100.
 * Preassessment **:

The purpose of this lesson was to introduce the students to the numbers 50 to 100, as well as give them practice using the new numbers.
 * Purpose **:

- The students will review numbers 0 to 50 and introduce numbers 50 to 100 by watching the video “Count to 100.” - The students will complete “50 More or Less” in order to demonstrate their understanding of numbers 0 to 100. - The students will use a hundreds chart to make a picture in order to practice identifying numbers 0 to 100.
 * Objectives **:

- The students completed the “50 More or Less” worksheet and the “Hundreds Chart Art.” Students were expected to understand the relationship of numbers compared to 50 as well as be able to identify any number between 0 to 100.
 * Assessment **:

__** Plan for Teaching: **__ "50 More or Less" Worksheet Hundreds Chart
 * Materials **:

- Copy worksheets - Try out the different pictures first to make sure they work.
 * Preparation **:

- Computer - Internet - Document Camera
 * Technology **:


 * Procedures **:

Introduction : 1. The students will come to the carpet. 2. We will review numbers 0 to 50. 3. We will introduce numbers 0 to 100. - a. We will count by 10's to 100. - b. We will watch Count to 100

Instruction **:** 1. Students will complete "50 More or Less" Worksheet as they enter the room. - a. There are 35 numbers on the page. - b. If the number is more than 50, the students will color it blue. - c. If the number is less than 50, the students will color it yellow. - d. The students will know if their answers are correct, because the last question asks, “Look at the boxes you colored. Write the number you see.” - - - If the students’ answers are correct, they will see the number 50. - - - If the students’ do not see a number, they know they need to go back and check their work. 2. Hundreds Chart Art - a. As a class, we will create a picture by coloring in numbers on a hundreds chart. - b. Each student will receive a paper with a hundreds chart on each side of the paper. - c. I will call out one number at a time, - - - First, I will say which color crayon to use - - - Then, I will say the number out loud. - - - After 10 seconds, I will write the number on the board. - d. Once I call out all of the numbers, the students will have a picture of a cat on their papers. - e. Dependent on time, I can do a picture of a question mark, ice cream cone, or a kite.

Closure : As the students are lining up, I will point to a number on the hundreds chart. The students have to tell me the number I am pointing to in order to get in line.

- Keep a close eye on J’s behaviors. - Make sure A stays focused and gets any extra assistance she may need. - Make sure J stays on task. - Keep Z engaged and on the right track. - Double check to see if A is focused or needs extra assistance. - Clarify and rephrase directions for A, W, A, J, T. - Make sure A and J are not in the same group.
 * Differentiation and a **** daptations for students with special needs: **

N/A: This is a guided activity.
 * Extensions for early finishers: **

__** Teach the Lesson: **__

__**Assess**__: The students completed the “50 More or Less” worksheet and the “Hundreds Chart Art.” Students were expected to understand the relationship of numbers compared to 50 as well as be able to identify any number between 0 to 100.

__** Analysis **:__ __50 More or Less__ [|Star]: 15 [|Check]: 2 [|Dot in the Box]: 2

__Hundreds Chart Art__ Since this was a guided lesson, I did not give stars, checks, and dots. Instead, I graded it as Yes, the student understands or No, the student does not understand. Yes: 16 No: 3

__** Reflection :**__ - “50 More or Less” took a lot longer than I expected. My intention was to use it as a warm-up, but it ended up taking almost 20 minutes for the students to complete. Most students did well on it. If they messed up on a number or two, they were able to see which numbers because they knew the picture showed the number 50.However, there were a few students who were struggling with the concept. - The Hundreds Chart Art also took longer than I expected. I figured we would get through 2 or 3 pictures, but we only got through one picture. - Some students breezed through the activity while others struggled. Because of the variety of results, I decided it would be beneficial to reteach and reinforce the skills by incorporating the Hundreds Chart Art into the next day of instruction. When I made my groups for the day, I used homogeneous groups in order to meet the needs of ALL of my learners. The students who demonstrated an understanding of numbers 0 to 100 were given a more challenging picture to complete in order to practice and challenge the skills they already know. Students who struggled during this day were given a less complicated picture that way it gave the group more discussion time to learn and understand how the numbers relate with one and another.