Lesson Plan:

# Popping Numbers

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Standards
August 29, 2015

## Learning Objectives

Students will be able to identify numbers 1-100 by writing the number that is called and placing those numbers in the correct order.

## Lesson

### Introduction (5 minutes)

• Inform your students that they will work with the numbers one to 100.
• Explain to them that they will write the number that is called out to them so that they can identify the numerals that make up a number.

### Explicit Instruction/Teacher Modeling (10 minutes)

• Tell your students that you are thinking of a number that is in the 50s and ends with a 4.
• Continue this a few times, writing the numbers on the board.

### Guided Practice/Interactive Modeling (15 minutes)

• Pass out the Numbers to 100 worksheet.
• Explain to the students that they will write the number that is called out to them.
• Write the numbers one through 10 on the board.
• Have your students put their fingers in box 1 on their worksheets.
• Call out a number, and repeat it twice.
• Instruct your students to write the number they hear.
• Write the answer on the board, say the number again, and point to each numeral as you say it.
• Continue with boxes two through ten.
• After number 10, have different students write the answers to two through ten on the board.
• Remind the students to say the numbers as they write them.
• Go over each answer so the students can check and correct their answers.

### Independent Working Time (15 minutes)

• Pass out the popcorn number cards, and make sure they are not in order.
• Depending on the number of students in the class, give your students four to five cards each.
• Start with the number one. Have your students read the numbers on their cards to determine which number comes next in order.
• Remind the students that they must pay attention and be ready with the next number to place in line.
• Continue until all the numbers have been placed correctly in line to 100.

## Extend

### Differentiation

• Enrichment: Have extra popcorn cards on hand, and instruct your students to write numbers beyond 100.
• Support: Instead of going to 100, work on putting the numbers in order by groups of 10. For example, have your students put 1-10 in order, then 20-29, and then stop at 40-49. When the students have mastered these numbers, continue in the same manner with 50-59, and so on to 100.

## Review

### Assessment (5 minutes)

• During guided practice, observe each student to see how well he is writing the number that is called out.
• If your students wait to write the answer, then work with these students with flashcards numbered to 100. If they have mastered this concept, then move them on to recognizing tens and ones place value.
• Give your students a Missing Numbers worksheet to take home.

### Review and Closing (5 minutes)

• Ask the students what was easy and difficult about listening, writing numbers, or putting them in order.