Title of Lesson Plan: Missing Numbers

Name: Laura Soto

Date: October 31, 2014
Grade Level: First Grade
Lesson Source: Adaption from Investigations:
Building Number Sense
Group Characteristics: There are 10 first graders and 11 second graders. There are 11 boys and
10 girls. The classroom is classified as an ELD classroom. The diversity includes Hispanic and
Swahili backgrounds. Im only going to facilitating to the first graders. In this group I have a
student with a hearing diversity and a student with a speech diversity.
Time Allotted: 12:00PM-1:00PM
Big Ideas: Numbers are related to each other through a variety of number relationships.
Instructional Student Objectives: The student will be able to accurately identify and write
numbers missing in a hundreds chart.
Student Friendly Objective: I will be able to find and write which numbers are missing on the
hundreds chart.
Arizona College and Career Readiness Standards Addressed:
Standards for Mathematical Practice:
Use appropriate tools strategically
Look for and make use of structure
Look for and express regularity in repeated reasoning
Content Standards:
(1.NBT.A.1) Count to 120, starting at any number less than 120. In this range, read and
write numerals and represent a number of objects with a written numeral.
Task: The students will be paired up and instructed to play a game. Partner 1 will hide a
numbers with a sticky note on the 100s chart and partner 2 will use their number sense to
identify which numbers are missing and write it on their Missing Number Recording Sheet.
Mathematical Vocabulary:
More: bigger amount of things compared to another number
Less: smaller amount of things compared to another number
Compare: How is something different?
Counting up: Counting so the numbers get bigger
Counting back: Counting so the numbers get smaller
Pattern: Something that repeats and happens over and over
Strategies: What did you do to get your answer?

Materials and Tools:

A hundreds pocket chart with removable number cards
Ipad
Individual white boards
Markers
Wipe off cloth
Hundreds Chart
Pencils
Dice
Sticky notes to cover number on 100s chart
Missing Numbers Recording Sheet

Childrens Literature Book: Not Applicable

Lesson
Introduction/Connections to Prior Knowledge:
Gather the students where they can easily see the 100s Chart. (Make sure its somewhere where
the children can reach and interact with it.) Go over how we raise our hands in class: quietly so
everyone can play.
Questions to Ask:
What is this called?
What can you tell me about this chart?
Who can show me where the 100 is on the chart?
How many numbers are in one row?
Do you see or know about any patterns on the 100s chart?
What do you think a really big number is? Can you find it on here?
Whats your favorite number? Can you find it on here?
Whats different about the number to the right?

Whats different about the number to the left?

Whats different about the number on the top or bottom?
Activity 1 (As big group):
1. Explained that we are about to play a really fun game. Now this game involves using the
white boards. Before I pass out the white boards, what are the rules to using the white
boards? (Have them name the rules.) Remind them that if they break these rules that
youll have to take it away and theyll use paper and pencil.
2. Pass out white boards, markers and cloth
3. Tell them to close their eyes and pull 5 cards from the chart and place them out of sight.
The numbers chosen will be: 12, 22, 32, 42, and 52.
4. Point to ONE empty slot and ask them to silently think of what number is missing (Start
with 12). Have them write it on their board. Wait until everyone has answered on their
board and ask someone to tell you what number they chose.
Questions:
Why do you think its that number?
Who thought of it a different way?
Can you show me how you got that answer?
5. Have everyone show you their board so you can assess their answers
6. Replace the card with a colored card with the same number
7. Continue steps 4-6 until all cards are replaced
Questions:
What do you notice about the replaced numbers?
What is a pattern?
Do they have anything in common? Do see a pattern?
Could any other numbers be added to this pattern?
Do you see or know about any patterns on the 100s chart?
8. Point out the pattern explained. If no one answers, partner them up with an elbow buddy
partner to discuss any other patterns they notice and have them share out.
9. Collect all white boards, markers and erasers
* Strategies for if a student isnt able to figure out the numbers: What does the number above it
look like? What does the number next to it look like? Can you count starting from ---- number?
Would you like to call on a friend to help you? (If a friend helps, go back to the first child and
ask how their friend did that to keep them accountable) Would you like me to count with you?
Transition:
1. Tell them they are going to play a similar game with a partner
2. Pass out cards with numbers. (These will identify pairs.) Have them remember their
number and find where it is on the hundreds chart. The person who places the card next
to theirs on the hundreds chart is their partner. Partner numbers are: (26 Luis Carlos, 27

Julie) (48 Eduardo, 49 Isabella) (54 Kevin, 55 Vanessa) (73Cesar, 74 Georgina) (95
Gianni, 96 Emma). Have them say the number when they locate it on the number chart.
Then have them sit with their partner.
Main Lesson:
Model: Chose someone to come up and demonstrate with you. Explain that you and your partner
will share a hundreds chart. Just like we did as a group, one partner (Me) will close their eyes
and one partner (The Student) will hide a number (explain that they will hide it by covering it
with a piece of paper). I will then open my eyes and use my strategies to figure out what the
number is (show them example of one strategy with the number the student chose). Once I figure
it out, I will write my answer on my Missing Numbers Recording Sheet. They will show me
what the number is. If I get it right, I will draw a smiley face next to it. Then its my partners
turn to close their eyes. They will play until the Missing Numbers Recording Sheet is filled out
Questions (to each individual group):
What strategies are you using to find the missing numbers?
Extension: If they finish early. They can play race to 100. (Partner 1 rolls the dice and moves
their manipulative how many times the dice says to move. Then it is partner 2s turn to roll and
move their manipulative. Each persons manipulative is different and they only move when its
their turn to roll while each taking turns. The first to 100 wins.)
Transition into Large Group: Show me a fancy ten on your head if youre ready. (This means
backs straight, hands on head and eyes on me.) I want to show you all a really cool video but
everyone has to have their listening ears on and eye spy eyes on.
Closure:
Show Video on IPad: http://www.youtube.com/watch?v=RWg5yCu4V8A (Used to visually
engage students)
Questions:
What did you see?
Did anything look familiar?
Did anything look like what you are doing now?
What strategies did you see in the video?
Did you use any of them when you played the game?
How did you know what number was missing when you played the game?
What were some hard numbers to find?
What were some easy numbers to find?
Can you predict the numbers that would occur after 100 and where they would go?
Explain that we count things every day. For example, when we have a birthday party when need
to count the right amount of people and plates so that everyone gets one. Thats why we are
doing this activity. We need to know what number comes next when we are counting.

Accommodations/Differentiation Strategies:
Visuals for ELDs, hearing and speech diversities: pocket hundreds chart, paper hundreds
chart, colored replacement cards, IPad Song and Missing Number Recording Sheet.
Introverts (children who need wait time to internalize information): Allow extraverts to
write on the white board so they dont yell out the answer. This will give introverts time
to think
Modeling the main lesson for visual learners
Pre-planned groups that dont put children together who might distract each other
Extension for the children who understand the material faster: Race to 100 activity.
Struggling Child Variation: For the main lesson give the child a hundreds charts with
missing numbers and one that doesnt have missing numbers. Have them compare the
two, say which ones are missing and write them in.
Child that Needs More of Challenge Variation: For the main lesson provide this tool to
have the child predict what four numbers are covered on the chart (10 less, 10 more, 1
less, 1 more). Then they can uncover the number and check themselves.

Assessment/Evaluation:
I will assess by asking questions that allows me to follow their thinking and check for
prior knowledge
I will look at the answers on the white boards
Can they find their partner by using their number sense or do they need to use the 100s
chart as a scaffold?
I will collect their Missing Numbers Record Sheeting and document how many smiley
faces they put on their
I will check the numbers written on the sticky notes