COUNTING! Grade1! Nate!Dietzman! Education334:MW:8>9:20am! · 2010. 12. 9. · COUNTING! Grade1!...

COUNTING

Grade 1

Nate Dietzman

Education 334: MW: 8-‐9:20 am

1.1.1.1

Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. For example: Recognize the numbers 21 to 29 as 2 tens and a particular number of ones.

1.1.1.2

Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.

1.1.1.3 Count, with and without objects, forward and backward from any given number up to 120.

1.1.1.4

Find a number that is 10 more or 10 less than a given number. For example: Using a hundred grid, find the number that is 10 more than 27.

1.1.1.5 Compare and order whole numbers up to 120.

1.1.1.6 Use words to describe the relative size of numbers. For example: Use the words equal to, not equal to, more than, less than, fewer than, is about, and is nearly to describe numbers.

1 Number & Operation

Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones.

1.1.1.7

Use counting and comparison skills to create and analyze bar graphs and tally charts. For example: Make a bar graph of students' birthday months and count to compare the number in each month.

• Unit Objective: Students will be able to count, compare, and represent whole

numbers up to 120, with an emphasis on groups of tens and ones.

• Daily Objectives:

o Day 1: Students will understand how to use place value to describe

numbers up to 100.

o Day 2: Students will be able to read, write and represent whole

numbers up to 120 using representations such as collections of

objects, manipulatives, etc.

o Day 3: Students will learn to create and analyze bar graphs and tally

charts.

o Day 4: Students will be able to compare and order whole numbers up

to 120.

o Day 5: Students will be able to describe the relative size of numbers

using words.

Class Description:

In this classroom there are two gifted students, and one special needs (mildly

autistic) student. There are about 20-‐25 students total in the class, mixed in those

are a few ADD children and other mild disorders.

Grade 1 Lesson Plan Day 1: Counting

1. Objective:

o Students will understand how to use place value to describe numbers

up to 100.

2. Materials:

o A set of Two-‐Color Counters for each child in the class (50 count) plus

one set for the teacher

o A set of five Ten-‐Frames, one set for every 2 students plus one set for

the teacher

o A set of Base 10 Units (20/set), Base 10 Rods (10/set), and a Base Ten

Flat for each student in the class.

o Dice, one per every two students.

o Use attached “Race to 100” game board for the Procedure

3. Anticipatory Set:

o “Good morning, first-‐graders! Hope you all had a great weekend!

Today we are going to start our unit on counting and place value. By

the end of today’s lesson, you’re going to be able to describe a number

to me using place value.”

o “Place value is a way of describing numbers to help us break down

how big it is.

o Pass out the two-‐color counters and ten-‐frames.

o “To help us learn about place value, we will be playing a little game.

Using your two-‐color counters and your ten-‐frames, I want you to

show me the number ’26.’”

o Have your own set ready and displayed for the students.

o “You will do this by counting out your two-‐color counters and filling

up your ten-‐frames like this.” (Add the two color counters to the ten-‐

frames as you count) “Once you have filled up one of the ten frames,

start filling up the next one. Keep doing this until you get to 26. I will

be walking around if you have any trouble.”

o Walk about classroom, helping where needed, once everyone has

completed the task, return to front of room.

o “Great job, everyone. Now, can anyone tell me how many ten-‐frames

they filled up completely?” (Wait for answer.) “Two is correct, and

how did you have left over?” (Wait for answer) “Six is correct! So

what this tells us is that it takes two ‘tens’ and six extra ‘ones’ to make

26! The two full ten-‐frames represents the ‘tens’ place, and the six left

over represents the ‘ones’ place.”

o “Now let’s try this again with a different number, everyone, please

empty your ten-‐frames.”

o “This time we are going to do the same thing we just did, only now we

are going to make the number 34. So, like before, count using your

two-‐color counters, and fill up your ten-‐frames. I will be walking

around again if you need any help.”

o Repeat this activity using random numbers from 10-‐50. To help them

understand better, have them tell you which number is in the tens

place and which is in the ones place. After several rounds, or once the

class seems to be grasping the concept, move on to the procedure.

o “Alright first-‐graders, you are doing a great job with this, and really

seem to be understanding place value! Now we are going to move

onto our next activity, so please quietly clean up your materials and

then sit quietly to show me you’re ready.”

o Collect the materials while at the same time passing out the Base 10

units, rods, flats, and Base 10 tables.

4. Procedure:

o “Our next activity is a game called ‘Race to 100’ but before we do that I

want you all to look at your Base 10 rods. Who can tell me how many

cubes are in that rod?” (Wait for answer) “10 is correct! And who

can tell me how many rods are in the flat you have?” (Wait for

answer) “10 is right! So in the flat, there are a total of 100 individual

cubes.”

o “The goal of this game is to get to that flat by trading in your units and

rods. The way you get those is by rolling the dice, so say you rolled a

five, you would add five units to your ‘Ones’ slot on your game board,

then say the next time you rolled a six, you would add six units to the

‘ones’ slot.”

o As you doing this, show the students using a translucent Base 10 set

on the overhead.

o “Now, you have 11 units in your ones slot, and that’s too many. So

what we can do is trade in 10 units for 1 rod, since they are the same

amount, and what’s left over?” (Wait for answer) “Correct, you have

one unit left over, which shows that 11 is made up of one ‘tens’ and

one ‘ones.’”

o “I am going to split you up into partners, and you can take turns

rolling the dice and adding in the units, the goal of the game is to be

the first to get to trade in your rods for the flat. Who thinks they know

how many rods they need to be able to trade for the flat?” (Wait for

answer) “10 is right! This represents that 100 is made up of 10

‘tens.’”

o “I will be walking around and will be asking you as you go what

number you have on your board, for example, if I had six rods in my

‘tens’ slot and two units in my ‘ones’ slot, what number would I have?”

(Show them up on the overhead what it looks like, and wait for

answer) “62 is correct, and now that I see you’re getting it, let’s start

playing!”

o Split students into pairs and start the game.

o Walk around classroom and be asking them to tell you the number on

their sheet. Help students as needed.

o “Alright class, we have had lots of great games today, but now it’s time

to put our materials away and move onto our next lesson.”

5. Closure:

o Ask the following questions:

o “What was hardest part about today’s lesson?”

o “What did you learn today?”

6. Informal Assessment:

o ‘Race to 100’ Game

7. Formal Assessment:

o None

8. References:

o Hands On Teaching For Using Math Manipulatives Binder

9. Modifications:

o For the Special needs student, focus more exclusively on “ones” place

numbers, and keep the numbers lower, instead of using larger

numbers right off the bat.

FLAT

RODS

UNITS

Grade 1 Lesson Plan: Day 2

1. Objective:

o Students will be able to read, write and represent whole numbers up

to 120 using representations such as collections of objects,

manipulatives, etc.

2. Materials:

• Each child should bring in a collection of something they have at home,

preferably small, such as marbles, paperclips, LEGOS, etc. and have

approximately 120 total items with it.

• In case a child forgets to bring in a collection, doesn’t have enough of

something, etc, be sure to have several bags of bingo markers, two-‐color

counters, pencils, etc. for them to use, each containing approximately 120

items each.

• Pencils

• 120-‐box grid (incomplete)

• 120-‐box grid handout (one side complete, the other side, incomplete)

• Chalkboard or whiteboard with chalk or markers

• Personal whiteboards with markers and erasers 1 per student


• “Good morning, first-‐graders! Today, we are going to be continuing our

unit on counting! I am very excited to see all of the collections that were

brought in to class today! But before we get going with those, I want you

all to set them aside and pull out a pencil.”

• Pass out the 120-‐box grid.

• “The first thing we are going to do today is count together all the way up

to 120! I know that many of you may already know how to do this, and

some of you may not, but we are going to all work together to get all the

way to 120!”

• “I am going to write the numbers on the board and count them, 10

numbers at a time. You all will repeat them after I have said them, and

then copy them down into your grid, starting with the top left corner and

moving to the right. Now in a few boxes, I have already filled in the

number, but I still want you to practice writing it in.”

• Count out loud as you write the numbers on the board starting with 1 and

going to 10. Wait for students to repeat them (as they repeat, point to

each number as they go) and then allow them time to write them down.

Write the numbers on the board, as they would appear on the grid, i.e. 1-‐

10 on the top row, 11-‐20 below that, and so on, until you reach 120.

• “Great job, class! You all did a great job! Now we are all going to count

together from 1 to 120!”

• Count as a class, from 1-‐120 pointing to each number on the board as it’s

said out loud by the class and yourself.

• “Very well done, first graders! Now that I’m sure you have got this down,

we are going to move on to our next activity, you may set your grids

aside.”

4. Procedure:

• “Alright class, you may now pull out your collections that you have

brought with to class today. If any of you don’t have one, you may come

up and grab one of the collections I have with me.”

• Pass out personal whiteboards, markers, and erasers to each student.

• “We are going to practice making counting with our collections we

brought with today. I want you all to find your own area in the classroom,

either on the floor, at a table, at your desk, where you are separate from

your neighbors, we don’t want your collections getting mixed up with

each other, take your collection and your whiteboards with you.”

• Wait for students to find their spots before continuing.

• “First I’m going to give you a little time to explore your collections. Take

them out of your containers and examine them, arrange them in different

ways, whatever you like.”

• Allow 5-‐10 minutes of exploration.

• “May I have everyone’s attention please? We are now moving on with our

activity. First what I want everyone to do is break their collections up

into groups of 10 items each, and make sure to keep them separated.”

(Give time for students to do this before moving on)

• “How this is going to work is I will give you a number, and then I want

you to repeat the number, write it on your own board and then I want

you to count out that many items from your collection.”

• “For example, if I gave you the number 35, and I had a collection of

marbles, I would count out and separate 35 marbles from my collection.

You can use the knowledge you learned yesterday since you know that 35

has three ‘tens’ and five ‘extras’ or ‘ones.’ If you have any trouble you

may look at your grid or ask your neighbor. I will also be walking around

to help if needed. Now, let’s get started.”

• Call out random numbers of teacher’s choosing, making sure to use a

wide range, have students repeat the number, write it down, and count

out that many items from their collection.

• Move about the classroom to check students’ work.

• “Great job today class, now I want you all to pick up and put away your

collections, return the whiteboards to me, as well as hand in your 120-‐

grids, and go back to your seats.”

5. Closure:

• “What was your favorite numbers to count out from your collections?”

(Wait for response)

• “What were the most difficult numbers to count out?” (Wait for

response)

• “What did you learn today?” (Wait for response)

• “To practice, tonight, I want you to take this home and fill out the 120 grid

once again, making sure to say the numbers out loud, practice with your

parents if you like!”


• Counting collections and representing different numbers with items.


• 120-‐box grid (the one done in class)

8. References:

• None

9. Modifications:

• None.

120-Grid

1 2 3

26

47

53

79

88

102

120

1 2 3

26

47

53

79

88

102

120

120-Grid

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

Grade 1 Lesson Plan: Day 3: Counting

1. Objective:

o Students will learn to create and analyze bar graphs and tally charts.

2. Materials:

• Scissors

• Eye cut-‐outs

• Markers/crayons/colored pencils

• 2-‐3 Large pieces of roll-‐paper, taped together to form a graph, with a long

line along the bottom, and a line going up the left side. Label the graph at

the top with “Eye Color Bar Graph”


• “Good morning, class, we are going to be continuing our unit on counting

today with learning about bar graphs and tally charts!”

• “A bar graph is something that we use to represent how much there is of a

certain thing. For example, you may have seen a chart that shows all your

birthdays on it. Well we could split that up so that each bar represents a

month of the year, and count how many students have birthdays in that

month”

• Draw a mock bar graph of this on the board for the students to see.

• “This is what it might look like if we were to draw it out, with the

numbers on the left going up and the months of the year on the bottom

with bars above them.”

• “A tally chart is another way to represent how many there are of

something. Only instead of bars, we use tally marks like this (show them

a tally mark on the board). When we get to the number five, we put a

mark through the first four marks so that we can see it’s a group of five,

like this (show them on the board).”

• “To practice using tally charts, we are going to make one on the board as a

class. The subject of our tally chart will be pets. I want to hear from you

all about what kinds of pets you have at home, and then we will mark

tally’s for how many of you have a pet of that kind. So, what’s one kind of

pet you have at home?”

• Wait for several answers, and be sure to ask to see if someone doesn’t

have any pets at home. Mark them on the board along the top in a row,

with lines in between to separate them.

• “That’s a great list we have! Now, what I want you all to do is one at a

time as I call you, I want you to come up to the board and put a tally mark

underneath each kind of pet you have. If you have more than one dog for

example, still only put one tally mark.”

• Call on students to one at a time, or two or three at a time to come up and

mark the board, making sure they remember to put a cross through a

group of four tally’s to make five, and then start a new group.

• (Once each student has marked their tally’s): “This is a great tally chart

we made! Let’s count as a class and see how many students have each

kind of pet.” (Count as a class each tally mark, and write the number at

the bottom of each section.)

• “Great job, everyone! Now we are going to move on and learn how to

make a bar graph!”

4. Procedure:

• “Now that we have one way to count something, we are going to make a

bar graph to count something.”

• “The thing we are going to count is our eye colors, I know we have lots of

different colored eyes in this class, but we don’t know how many we have

of each, so to find this out, and be able to easily see how many we have of

each, we are going to make a bar graph.”

• Pass out Eye cut outs.

• “For this bar graph, instead of just using bars, we are going to represent

each number in a different way. With these eye pictures! What I want

each of you to do is color in the eye with whatever your eye color is. If

you’re not sure, you can ask your neighbor. Then we are going to cut out

the eyes and stack them on a big chart according to their color to show

how many of each color we have in class!”

• “The chart will have the different colors along the bottom, and can

someone tell me what will be on the left side going up?” (Wait for answer)

Correct! There will be numbers up the side to show how many there are!

Also to help us with this graph, there will be the colored eyes, which we

can count to see how many students have that eye color in class.

• Allow ample time for students to color in their eyes and then cut them

out.

• “Now we are going to take turns gluing our colored eyes onto the chart,

glue your eye above the color that your eyes are, and if there is an eye

there already from someone else, glue yours right above it, so we will

have a bar-‐like graph.”

• Allow students to take turns gluing their eyes onto the graph. Once each

student has done so, hold it up for the class to see.

• “Excellent job, class! Let’s count how many we have of each eye color

together!”

• Count as a class each eye color.

• “Great job today, first graders!”

• Display the graph somewhere in the classroom.

5. Closure:

• “What did you learn today, first-‐graders?”

• What did you like better, tally charts or bar graphs?” “Why?”


• Tally chart activity

• Bar graph activity


• None

8. References:

• None

9. Extensions:

• Do the same kind of chart as the Eye Color Bar graph, only this time count

Favorite colors, or how many siblings.

10. Modifications:

• None

11. Differentiation:

• If students seem to be excelling at this lesson, have them create their own

bar graphs for something of their choice. Bar graphs could be made for

things like: Favorite sports of class, favorite candy, etc.


1. Objective:

o Students will be able to compare and order whole numbers up to 120.

2. Materials:

• Sets of cards numbered from 1-‐120, one set for every 3-‐4 students (cards

can be hand-‐made from note cards and laminated, example is attached to

the end of this lesson)

• Set of Base Ten Units, Rods, and Flat, one set for every 3-‐4 students

• Sheets of paper that have a number between 1 and 120 written on them

of the teacher’s choosing. Do not repeat numbers, and have one sheet

with a number on it for every student in class. Can also use personal

whiteboards instead.

• Notebook paper

• Pencils


• “Good morning, first graders! I hope you’re all ready for some fun

counting activities today! As a part of our counting unit, today we are

going to be ordering and comparing numbers!”

• “The first game we are going to play is ordering numbers between 1 and

120. I have written them down on these sheets of paper. (Show class an

example of a number on the paper or whiteboard) Obviously, we don’t

have 120 students in our class, so there are several numbers that were

skipped.”

• “What we are going to do is everyone is going to get a number, and then

we are going to stand up and line up around the classroom putting the

numbers in the correct order from least to greatest. You can use what

you’ve learned about tens and ones places to put them into the correct

order.”

• Pass out the paper or white boards with the numbers on them.

• “Everyone know what their number is? Okay, now stand up and put

yourselves into order, we will start with the smallest or least number

here at (pick spot on the outside of classroom), and moving around to the

right (gesture the direction so class can see which way to go.)

• Walk around to check on how they are doing, provide help where needed.

• Once class has ordered themselves, check how they did, if it is incorrect,

ask appropriate questions like: “Why do you think you would be placed

there?” or “Looking at your number and the ones next you, where do you

think you should go?”

• Once everyone is in the correct spot: “Excellent job class, this is the

correct order! Now please turn in your numbers and return to your seats

so we can move on to our next game!”

4. Procedure:

• “The next game we are playing uses these cards (Show set of cards to the

class). How this game is going to work is I will break you up into groups

of about three or four and then one of you will draw ten random cards

from the pile and put them into order from least to greatest on your own.

The other people in your group will check your work, and when you all

agree on the order, you put the cards you used to the side, and the next

person draws ten more cards. If you need to, you may use your Base Ten

units, rods and flats to make the number so you can see which one might

be greater.”

• Break class into groups of three or four depending on class size.

• Hand out Base Ten supplies and cards: “Now everyone, take your cards

and mix them up good, and make them into a big pile in the center of your

desks, face-‐down so you can’t see the numbers.”

• Allow students to play the game for at least 10-‐20 minutes depending on

class length before saying: “Alright class, to switch it up a little, we are

going to start drawing 15 cards instead of 10 and putting them in order!”

• Allow students to play game for another 10-‐20 minutes depending on

class length before saying: “I need everyone’s attention once more.

Before we wrap up this game and move on with the day, I want each

group to work together in putting all 120 of their cards in order from

least to greatest! Work together and raise your hands when you are done

and I will come by to check your work.”

• Allow time for students to do this, check work once done. If a group is

done long before the others, have them continue to put 10-‐15 cards at a

time in order.

• “Great job, class! Now please stack all your cards together and return

them to me.”

5. Closure:

• “What did you learn today, first graders?”

• “What numbers were especially hard to put in order?”


• Numbered Card game


• None

8. References:

• None

9. Extensions:

• Do the Anticipatory Set activity a second time, only this time let the

students pick the numbers they use.

10. Modifications:

• For gifted children, use cards with tally marks on them instead of

numbers.

Examples of Cards for the Ordering Numbers Game:


1. Objective:

o Students will be able to describe the relative size of numbers using

words.

2. Materials:

• Base Ten Units, Rods, and Flats, one set per student

• Personal whiteboards

• White board markers

• Numbered Cards from 1-‐120 (Same ones used in Day 4’s lesson)-‐2 sets

for every group of 3 students

• 120-‐box number grid (blank)—from Day 1’s lesson plan.


• “Good morning and Happy Friday! Today is our last day of our Counting

unit! To finish it off, we are going to learn how to describe numbers’ size

using words such as more than, less than, and equal to.”

• “This is important because it helps us see which numbers are more than,

less than, or equal to others. Who can tell me when a number would be

equal to another?” (Wait for answer). “Correct, two numbers would be

equal to each other when they are the same number.”

• “Can someone tell a number that would be more than 56?” (Wait for

answer) “Correct, and what about a number that is less than 56?” (Wait

for answer) Correct!”

• “To practice this, let’s do a little activity. I am going to say a number, then

I will ask you to give me a number, no higher than 120, that is more than,

and you will write a number on your board that fits that category.”

• “So, for example, if I say give a number that is more than 100, what are a

couple of numbers you could write on your board?” (Wait for answers).

“Great! So now that I see you’re getting it, let’s try it out!”

• Hand out whiteboards, markers, and erasers.

• Ask several questions, mixing up what you’re asking for, interchanging

asking for numbers more than, less than, and equal to, be sure to keep

numbers below 120.

• “Great job class, now that you’ve got the hang of this, let’s move onto the

next activity. Please hand in your whiteboards, markers, and erasers.”

4. Procedure:

• “For this next activity, I’m going to break you up into groups of 3.

Working with your group members, two of you will draw a number from

your own decks of cards which we used in yesterday’s lesson one of you

will be person A, the other one will be person B, and then you will make

the numbers using your Base Ten Units, Rods, and Flats. Then the third

person will decide if person A’s number is more than, less than, or equal

to person B’s number.”

• “Once you have completed that, you will rotate to the right, or clockwise,

and do the next person’s job.”

• Hand out the cards and Base Ten materials and break students up into

groups of three.

• “Alright, let’s get started, and remember, while you are working, be sure

to be checking the other two people in your group’s work.

• Walk around to check students’ work, and help where needed.

• “Alright class, you did a great job today, now we have to clean up and

move on to the next subject.”

5. Closure:

• “What did you learn today, class?”

• “What were the hardest numbers to find, ones that were more than, less

than, or equal to?”


• Number Analyzing Activity (Procedure)


• None

8. References:

• None

9. Extensions:

• Go back and teach students to use the words “not equal to, is about, and is

nearly, describing what each one means.

10. Modifications:

• None

11. Differentiation:

• If the students are not understanding, work longer on each of the

different words, so take longer focus on “more than” and when they seem

to be understanding fully, then you may move on to “less than” or “equal

to.”

Unit Plan Formal Assessment:

For this Unit Plan’s formal assessment, give the students the 120 Grid (blank

version) to fill out (from the Day 1 lesson plan). This will tell you if they can, not

only count from 1 to 120, but also if they can write them.

COUNTING! Grade1! Nate!Dietzman! Education334:MW:8>9:20am! · 2010. 12. 9. · COUNTING! Grade1!...

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