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Lesson Plan

Grade/Subject: Grade 1 Math Unit: Number Sense Lesson Duration: 30 minutes

OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

LEARNING OBJECTIVES
Students will

Say the number sequence 0

to 100 by:
1s forwards between
any two given
numbers
1s backward from 20
to 0

Represent and describe

numbers to 20, concretely,
pictorially and symbolically

1. Identify the numbers 1-20

symbolically.
2. Order the numbers given
from smallest to largest

3. Represent number 1-20

symbolically with numerals

ASSESSMENTS

(Observations, Key Questions,

Products/Performances)
What number is it? (LO #1)
If there are more than two digits
put together, what number
comes first? (LO #1)
Where is the number found on
the number line (LO #1)
Students should practice this
outcome when playing BINGO,
building a fence, 110 puzzle,
clay center, and whiteboard
center.
What number is the smallest of
the group? (LO #2)
What number comes next? (LO
#2)
What number comes last? (LO
#2)
Students should practice this
outcome when Building a
Fence and at the 110 puzzle
center
Where do you start your
numbers? (LO #3)
Does you number look like the
example? (LO #3)
Is your number facing the right
way? (LO #3)
Students will practice this
outcome at the whiteboard
center. Students will be writing
their numbers on the
whiteboards.

LEARNING RESOURCES CONSULTED

Resource #1: 110/120 Chart Puzzle: http://terristeachingtreasures.blogspot.ca/2014/09/hundreds-chart-puzzlefreebie.html
Resource #2: Ordering Numbers with popsicle sticks:
http://www.mrsthompsonstreasures.com/2014/07/monday-made-it.html
Resource #3: Clay Numbers: http://www.k-5mathteachingresources.com/kindergarten-math-activities.html

MATERIALS AND EQUIPMENT

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BINGO sheets (Red, Orange and Yellow)

Rock bucket
110 Chart Puzzle
6 plastic bags
Popsicle sticks labeled 1-20 (red), 20-40 (orange), 40-50 (yellow), 100-120 (brown)
Fence templates
Clay balls
Plastic bags for clay
4 different colour pom poms
4 labeled egg cartons
white cardstock
plastic sheets for each cardstock
4 white boards
4 white board markers
2 whiteboard erasers
4 sets of 20 (labeled) cards
4 elastics to hold cards together
Math Center Organization Board

PROCEDURE
Introduction (5 min.):
Attention Grabber: Students will be sitting on the carpet and they will have to find their name on the Math Center
Organization board- students must organize themselves to sit with their Math Center group on the carpet.
Assessment of Prior Knowledge: Students must explain what is expected of them at each station when called upon.
Expectations for Learning and Behaviour: Students will be seated in their Center groups and listening to those
students who are speaking. All hands must also be down while some one else is talking.
Advance Organizer/Agenda: Identify what station you are at, First Center time, switch, Second Center time, clean up
and debrief
Transition to Body: Students will move to their Center when the special word is said.
Body (20 min.):
While Students are at each center, the teacher will move throughout the stations making sure all materials are
provided and facilitate each students work as they work through the center. The teacher answers any questions
and provides students with hints or set them up for success at the math center they are at. The centers are a
combination of identifying, writing, organizing and molding numbers. There are 5 centers and 4 students per
center. Each Center lasts 10 minutes and singing or music signifies cleaning up and a transition between centers.
Learning Activity #1: Number BINGO Station. Students are all provided with individual Bingo sheets and a handful
of rocks. Depending on the groups decision, they can either have one caller, or they can take turns being the caller.
The group also decides whether they would like a BINGO to be one line/ two lines/ or a blackout (all numbers). The
caller says a number, then whoever has that number on their sheet puts a rock on that number. It is the next persons
turn and they do the same. This continues until one person wins a BINGO. The students clear their board of all rocks
and then repeat.
Assessments/Differentiation: Bingo sheets are levelled from Beginner (Red #1-10) to harder/higher numbers: Orange
(#10-20), Yellow (#20-30), Green (#30-40), Blue (#40-50), Violet (# 50+), Rainbow (mix of numbers) and Brown (#
100+). The students decide as a collective which level they would like to play at. If they want to be challenged, then a
higher level can be chosen. All students must have the same coloured board.
Learning Activity #2: Build a Fence. Students are provided with 20 popsicle sticks with one number on each of them
(#1-20) and a piece of paper with a fence outline and cartoon drawn on it. This Fence border sets the game and
provides a boundary/ purpose for students to place their popsicle sticks. The students must simply order the popsicle
sticks from 1-20 and are told keep the cartoon character behind the fence. For my class, I had a minion, an owl, a boy
and a pumpkin. When the student has completed on fence boundary, he can continue and try another template.
Assessments/Differentiation: Popsicle sticks can be labelled with either higher numbers or used for skip counting. I
have used a rainbow level system here. Red is beginner (1-20) and higher numbers are used with each level of the
rainbow.
Learning Activity #3: 110 Chart Puzzle. Students are given the pieces of the puzzle and are expected to solve the
puzzle and create the 110 chart. There is a 100 chart hung in the classroom and students are encouraged to use this as a
template if needed. This is meant to get students used to seeing the 100 chart in hopes they find patterns within the
chart to figure out where and how the number fit together. It is important for students to count higher than 100. For this
reason, I have made the 110 chart so students are familiar with seeing numbers higher than 100. Once students have
completed one 110-chart puzzle, they can finish a different one. There are 6 puzzles all different colours and all cut
differently. Students can check their puzzle is done correctly by skip counting to 100 or counting by 1s.
Assessments/Differentiation: Challenge students they must complete the puzzle within a time limit. Have a timer set at

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the station. They must complete it backwards (120 piece first and 1 piece last).
Learning Activity #4: Clay Center. All 4 pom poms are placed in the numbered egg carton. In groups of 4, each
student picks the colour of pom pom they would like to be. One person in the group closes the egg carton and shakes
the carton to bounce the pom poms around. When the carton is done shaking, the pom poms will land in one of the egg
compartments. Whatever number the students pom pom lands on, is the number that student is going to mould out of
the clay. The students can choose whether he/she would like a template to mould the number or they can mould it on
their own with a blank piece of cardstock and plastic sleeve. Once students have moulded the number, they are
encouraged to make the number of clay balls in correlation with the number chosen.
Assessments/Differentiation: If a student would like a challenge, he/she can put their pom pom in the egg carton alone
and shake it up 3 times in order to pick three different numbers. The student can use either add up these numbers to
create a larger number they must mould with the clay, or they can use these three different numbers as place values
and mould a number greater than 100.
Learning Activity #5: Whiteboard/Printing Center. In pairs, students lay all 20 playing cards face down on a flat
surface. Either taking turns or at the same time, each student flips over one card. The students must first find this
number on the number line provided to them and circle it with the whiteboard marker. Then they must correctly print
the number on the whiteboard that many times. For example, if a student flips an 8, they must circle 8 on the number
line, then print the number 8, eight times. Once they have completed this, they can move on to the next number. The
students are completed this station once all the numbers on the number line are circled.
Assessments/Differentiation: A number line with a different range of number can be made for students looking to
challenge themselves by printing larger numbers. These students would only have to write numbers five times,
however understanding the place values and the correct way to print numbers is still held and this skill can be further
developed.
Closure (5 min.):
Consolidation/Assessment of Learning: Student count backwards from 20-0 as a class while hopping on the dots on
the carpet. Ask each student what number I am saying. For example, if I were to say a one, and a two to a student,
the correct response would be twelve.
Feedback From Students: Oral numbers count backwards from 20. Correct answers to oral questions.
Feedback To Students: Enthusiasm and positive reinforcement
Transition To Next Lesson: Continuation of Center rotation and Number Assessment.