February 15, 2019
|
by Kerry McKee

EL Support Lesson

Hundreds Chart Hunt

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This lesson can be used as a pre-lesson for the Popping Numbers lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Popping Numbers lesson plan.
Academic

Students will be able to identify, write, and order numbers from 1-100

Language

Students will be able to describe the relationship between numbers from 1-100 with content-specific vocabulary and prepositional phrases using a visual word bank.

(5 minutes)
  • Introduce prepositions of place with students by reflecting on the order in which students line up to go to lunch.
  • Display the Vocabulary Cards for before, after, and between, and review the definitions.
  • Ask students to remember who was before them in line. Gesture by pointing in front of yourself, and tell students to repeat, "before." Display the sentence frame, "____ was before me in line." Allow students to share with a partner before choosing a few volunteers to share with the class. The first students in line will say that "No one was before me in line."
  • Repeat the procedure, using the sentence frames, "____ was after me in line" and "I was between ____ and ____."
  • Display the Vocabulary Cards for above and below, and review the definitions. Model an example such as "I see that the clock is above the whiteboard. I see that the book shelf is below the window."
  • Tell students to look around the classroom and describe to a partner where something is using the sentence frames, "The ____ is above the ____." and "The ____ is below the ____."
(10 minutes)
  • Place number cards 65-95 face down in the front of the room.
  • Determine a space in the classroom where students will be able to see the number cards. For example, stretch a clothesline across the front of the room, hang the numbers with magnets across the board, or lean the numbers on whiteboard tray.
  • Tell the class that today you will order numbers from least to greatest. Place the 65 at the far left and the 95 at the far right. Place the rest of the cards face down in a pile.
  • Call students up individually to choose a number at random from the pile. Have the student show the class the number, and tell the class to shout out the name of the number.
  • Tell the student to hang the number in the spot where they think it belongs on the number line.
  • Continue to call students to choose a number. Prompt students with questions such as "Is the number before or after ____?" and "Which numbers is that number between?"
  • Challenge students to explain their thinking as they order the numbers using the sentence frame, "I know (number) is (greater than/ less than) (displayed number) because ____."
  • Continue until all numbers have been placed in order.
  • Count backwards chorally from 95 to 65 as you take the numbers down.
(5 minutes)
  • Display a hundreds chart and introduce the Vocabulary Cards as a visual word bank. Review with gestures the prepositional phrases "to the right" and "to the left." Add these phrases to the word bank with picture of arrows pointing right and left.
  • Add the phrases "one more," "10 more," "one less," and "10 less" to the word bank. Review the meaning of more and less by showing four, then five fingers and having them repeat, "Five is one more than four. Four is one less than five."
  • Tell students to turn and talk to a partner about what patterns they notice on the hundreds chart using the word bank.
  • Choose volunteers to share observations. For example, that the number above another number is 10 less, and has the same digit in the ones place but one less in the tens place. Prompt students to notice patterns in the numbers that come before, after, and between other numbers. Ask students what they notice about the numbers that are diagonal to other numbers.
  • Hide a number on the hundreds chart with a sticky note. Tell students to turn to a partner and tell them which number is hidden, and how they know. Display the sentence frame, "The number is ____ because ____." Check that students are using prepositions of place correctly.
(10 minutes)
  • Distribute one Blank Hundreds Chart worksheet per student. Hide the class hundreds chart for the activity.
  • Tell students that they will be filling in a number's neighbors, or the numbers that are next to it.
  • Show students how to find the correct square to fill in the number 27 on the hundreds chart (count down two rows and across seven columns) or fill in a few target numbers before copying the worksheet.
  • Tell students to think about patterns on the hundreds chart that can help them fill in the neighbors around 27, including the numbers that come before, after, above, and below.
  • Give students time to fill in the numbers, and then have them compare their answers with a partner. Provide the sentence frame, "I know the number is ____ because ____."
  • Continue with additional target numbers, like 53 and 78. Tell students to fill in the neighboring numbers and compare their answers with a partner.

Beginning

  • Work with a teacher-led small group to fill in the neighbors of target numbers on the Blank Hundreds Chart.
  • Partner students with peers who speak the same home language, L1, if possible. Allow them to explain their thinking using L1.

Advanced

  • Prompt students to explain how they know which numbers to write without using the word bank.
  • Allow students to engage in the activity independently by instructing students to choose a number for their partner to write on the hundreds chart.
(5 minutes)
  • Circulate as students write the neighboring numbers on the Blank Hundreds Chart worksheet.
  • Ask students to explain how they know which numbers are correct using the sentence frame, "I know the number is ____ because ____."
(5 minutes)
  • Invite students to share what was easy or difficult for them about writing the numbers that surround a given number on the Hundreds Chart.
  • Play the Hundreds Chart song.

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