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Celebrate the 100th Day of School with this 10 tens = 100 lesson
Title – 100th Day of School
By – Chelse Burzio
Primary Subject – Math
Grade Level – First
Relationship to State Standards:
2.1 Numbers, Number System and Number Relationships
- 2.1.3 A. Count using whole numbers (to 10,000) and by 2′s, 3′s, 5′s, 10′s, 25′s, and 100′s.
- 2.1.3 B. Use whole numbers and fractions to represent quantities.
- 2.1.3 C. Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.
- 2.1.3 D. Use drawings, diagrams, or models to show the concept of fraction as part of a whole.
- 2.1.3 G. Use concrete objects to count, order, and group.
- 2.1.3 H. Demonstrate understanding of one-to-one correspondence.
- 2.1.3 I. Apply place-value concepts and numeration to counting, ordering, and grouping.
- 2.1.3 J. Estimate, approximate, round, or use exact numbers as appropriate.
2.2 Computation and Estimation
- 2.2.3 A. Apply addition and subtraction to everyday situations using concrete objects.
- 2.2.3 E. Use estimation skills to arrive at conclusions.
2.3 Measurement and Estimation
- 2.3.3 A. Compare measurable characteristics of different objects on the same dimensions (length).
- 2.3.3 D. Determine the measurement of objects with nonstandard and standard units.
- 2.3.3 G. Estimate and verify measurements.
2.4 Mathematical Reasoning and Connections
- 2.4.3 A. Make, check, and verify predictions about the quantity, size and shape of objects, and groups of objects.
2.5 Mathematical Problem Solving and Communication
- 2.5.3 A. Use appropriate problem-solving strategies.
- 2.5.3 C. Select and use an appropriate method, materials, and strategy to solve problems, including mental mathematics, paper and pencil, and concrete objects.
- The students will be able to listen and understand the story Emily’s First 100 Days of School by Rosemary Wells.
- The students will be able to represent numbers to 100 using the base ten models by grouping the ones and tens together. (reinforcing place value).
- The students will create a lei necklace using Fruit Loops and short pieces of a straw to represent the number 100.
- The students will discuss and count other materials (toothpicks, pretzels, paper clips, bow tie noodles, pennies) in order to reinforce the number 100.
- The students will guesstimate and compare lengths of certain items (toothpicks, pretzels, paper clips, bow tie noodles, pennies).
- The students will measure the length of certain items using a ruler (toothpicks, pretzels, paper clips, bow tie noodles, pennies).
Cross-Curricular Integration: Mathematics, Reading
Materials: Emily’s First 100 Days of School
- by Rosemary Wells, base ten models (plastic base ten units or unifix cubes), yarn with both ends raped, tape, scissors, Fruit Loop cereal (100 pieces), 11 short straw pieces per child,
Emily’s First 100 Days of School
- song lyrics, ruler (1 per group), 100 pennies in a plastic bag, 100 toothpicks in a plastic bag, 100 pretzels in a plastic bag, 100 bow tie noodles in a plastic bag, 100 paper clips in a plastic bag
- Anticipatory Set: The students have been anxiously awaiting the 100th Day of School. Each day the teacher goes over how many days the children have been in school. All week long, the teacher has been preparing the children for the 100th Day. Students will gather on the carpet to listen to a story that will help us celebrate the 100th day of school. Read the story Emily’s First 100 Days of School by Rosemary Wells. Discuss with the children the different activities Emily and her classmates encounter, starting with the very first day of school through the one hundredth day (eating candy, counting people on a bus, singing songs. This will take approximately 15 minutes.
- Developmental Activities: Students will be directed to move back to their individual seats. Review with the students using either the unifix cubes or the plastic base ten models the concept of 100. Give students a number and ask them how many tens and how many ones make up the number using the models (for example: 84, 8 tens and 4 ones). Students may work with classmates at their table sharing the base ten models. Ensure students are aware that 10 tens make 100, the basic idea of the lesson. The teacher will have collected certain items for students (toothpicks, pretzels, paper clips, bow tie noodles, pennies). Group students into pairs. Have students with their partner, moving around the room visiting five different stations, to guesstimate and them compare the lengths of these items. Students will take a worksheet and a ruler to find and record their answers. Students are encouraged to use a ruler to measure each item to find its actual length. Allow students to discuss with their partner the different strategies they used in order to estimate which item would be longer. Call students back to their seats to have an open discussion on the student’s discoveries and the strategies they used to come up with their estimation. Allow students approximately 10 minutes to work around the room in station and to discuss strategies with their partners. Ensure students understand they must work on a piece of paper where the ruler has ended before picking up the ruler to continue measuring.
- Closure: Explain that in order to continue to celebrate the 100th Day of School, we are going to be making lei necklaces in order to help represent the number 100. The teacher will give the directions for the activity before any materials are passed out. Thread 10 Fruit Loops onto the yarn, then add a piece of straw, add ten more Fruit Loops, straw, etc. until you have 100 pieces of cereal on your necklace (the straw is separating the groups of ten reinforcing place value: 10 tens make 100). The teacher will then pass out to each student all the materials needed in order to create a necklace (The students will each receive a piece of yarn with tape at each end, 100 Fruit Loops separated by colors, and 11 short straw pieces pre-cut, one hundreds chart). Students will use the hundreds chart in order to help them keep track of how many and sort the Fruit Loops before stringing them into the yarn. The child will place one Fruit Loop on one number only. Once ten Fruit Loops have been laid out, the children may switch colors and place ten more Fruit Loops on the chart. Make students aware they should not eat the Fruit Loops until they are sure they have enough to make the necklace. This activity will take the students approximately 25 minutes. The teacher will walk around the room, observing students using the hundreds chart to separate the Fruit Loops into groups of ten before stringing them onto the yarn.
- Enthusiasm, willingness to participate, ability to follow directions, observing students use unifix cubes to form ones, tens, and hundreds, discussion about the different strategies used to guesstimate the length of 100 different items, observing the correct use of the numbers chart to help students thread Fruit Loops onto the string
- If extra time was allotted, students could work with a partner and trace each others’ feet. Each child could color and decorate one foot, and then combine all the feet with children in another classroom. Tape the footprints down the hall and mark off every 10 feet until reaching 100. The children could see exactly how far 100 footprints stretch in their school. Allow students at their seats to count 100 kernels, M&M;’s, erasers, candy hearts. This will help reinforce the concept of 100.
Special Needs Adaptation (if need be): A blind child could easily participate in listening to the story and singing the song. The child would need a special aide to help him/her string the Fruit Loops on the necklace, but the child could easily count out the cereal, since this exercise is tactile and hands-on. For the closure activity, the aide could put together the items for the child and allow the child to feel them to determine which one is longer in length.
An interpreter may be needed for a deaf child. The child could also be placed close by the teacher at all times. The teacher must speak clearly and loudly, enunciating his/her words for the child to be able to understand. The song could also be taught to the class in sign-language.
- One computer in the classroom:
The teacher may use the one computer in the classroom along with the overhead projector to display a large one hundreds chart. Students will also have their own individual hundreds chart at their desk. The teacher will call out “color the number that is one more than 21.”(For example). The students will color in the number. Then the teacher will color in the number on the overhead. Continue this process with one more, one less, before, after, and between until all the following numbers are colored: 22, 24, 25, 26, 28, 29, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 75, 76, 78, 79, 80. Ask the students what the shaded numbers created.
(If chart is completed correctly the design will be 100.)
- Six computers in the classroom:
When celebrating the 100th Day, students will also be practicing place value using unifix cubes or base ten models. A great way for students to practice their place value is using the computer. During free time when work has been completed or recess, children make take turns using one of the six computers in the back to look at http://www.funbrain.com/cgi-bin/tens.cgi?A1=s&A2;=0 . This website is created for elementary school students and allows children to choose between several place value games. One particular game is called Place Value Puzzler. This game will give students a place value (ones, tens, hundreds) and have the child pick the number that corresponds with that place value. The child can choose different levels (easy, average, hard). Children enjoy these games because of the sound effects and the variety of games to choose from.
- Each child has a computer in the classroom:
All students will be able to participate in creating a page for a classroom book. The booklet will be entitled “Our favorite things from the First 100 Days of School” with each child contributing a page. Each page will surely be different and unique. Before writing, I brainstorm with my students numerous activities we have done throughout the year so that each child will have a different idea to write about. Pages will be typed on the computer and children will draw a picture to illustrate their page in the book. The teacher should include a page in the booklet also.
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