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Title
Counting to
twenty
Number
Search
Specific
Objectives
1.Say the number
sequence, 0-100 (to
20 here), by:1s
forward and
backward between
any two given
numbers
Methods
Activities
Resources
Assessment
-Students will do
worksheet pages 6
and 7 in the
Pearsons Math
Makes Sense
forward and
backward between
any two given
numbers
3. Demonstrate an
understanding of
factors and
multiples by:
_Determining
multiples and
factors of numbers
less than 100
_Identifying
prime and
composite numbers
_Solving
problems using
multiples and
factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
3. Demonstrate an
understanding of
factors and
multiples by:
_determining
workbook.
-Memory matching
game with number
cards only turning 2
cards over at a time.
Terrific Ten
multiples and
around and ask how
factors of numbers many are there now.
less than 100
_identifying
prime and
composite numbers
_solving
problems using
multiples and
factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
5. Compare sets
containing up to 20
elements, using:
_referents
_one-to-one
correspondence
to solve problems.
[C, CN, ME, PS, R,
V]
7. Demonstrate an
understanding of
conservation of
number. [C, R, V]
2. Solve problems
-how do you look for
Pearsons Math
Use attached 1-
involving whole
numbers and
decimal numbers.
[ME, PS, T] [ICT:
C62.4]
3. Demonstrate an
understanding of
factors and
multiples by:
_determining
multiples and
factors of numbers
less than 100
_identifying
prime and
composite numbers
_solving
problems using
multiples and
factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
8. Identify the
number, up to 20,
that is:
_one more
together as a class to
show them 10 frames
-students will do
page 11 in their
workbook.
Makes Sense
4 rubric.
_two more
_one less
_two less
than a given
number.
2. Solve problems
involving whole
numbers and
decimal numbers.
[ME, PS, T] [ICT:
Seeing
C62.4]
Numbers
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
3. Demonstrate an
understanding of
factors and
multiples by:
_determining
multiples and
Representing
factors of numbers
Numbers 10less than 100
20
_identifying
prime and
composite numbers
_solving
problems using
multiples and
-Have students
Pearsons Math
paired and show their Makes Sense
partner a flash card
number for only 3
seconds and then
hides it.
-Draw flash cards on
page 12
-give students a 2
part mat and have
them put the proper
amount of counters
on it when asked.
-Students will do
page 14 & 15 of their
workbook
Pearsons Math
Makes Sense
factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
7. Demonstrate an
understanding of
conservation of
number. [C, R, V]
Didnt do!!!
Representing
Numbers 1020
Grouping
numbers to
20
7. Demonstrate an
understanding of
conservation of
number. [C, R, V]
Pearsons Math
Makes Sense
Pearsons Math
Makes Sense
10
workbook
-pair students and
have them pick a
number out of the
bag that is higher
than 10 to do on the
ten frame with
counters
-Have students do
page 19 in their
workbook
Pearsons Math
Makes Sense
Pearsons Math
Makes Sense
11
12
quantities to 20 by
using referents.
5. Compare sets
containing up to 20
elements, using:
_referents
_one-to-one
More fewer correspondence
or the same? to solve problems.
[C, CN, ME, PS, R,
V]
3. Demonstrate an
understanding of
factors and
multiples by:
_determining
multiples and
factors of numbers
One and two less than 100
more, one
_identifying
and two less prime and
composite numbers
_solving
problems using
multiples and
factors.
[CN, PS, R, V]
8. Identify the
-adding counters on
board in circle. Remove
counters on board and
ask rule.
page 20 and 21 in
their workbook
-group students in 4s. Pearsons Math
Students will ask
Makes Sense
which student likes
building blocks more
and which student
likes action toys.
(More or fewer).
Students will record
their answers on page
22
-students will do
page 23
-with snapblocks
students will work
with a partner,
having their partner
add more or less,
then switching jobs.
-students will do
page 24 and 25
number, up to 20,
that is:
_one more
_two more
_one less
_two less
than a given
number.
-review of all
specific outcomes.
13
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