Lesson Plan Template
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Grade
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Subject
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Section
First
Math
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Competency
Counting to 100 (1)
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Aligned Standards
Number and Operations in Base Ten
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Strand
1.NBT.A.1
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Vocabulary
Count: To say numbers in order.
Next: Coming immediately after.
Count Forward (up to 100)
Prerequisite Skill
Materials and Preparation
- Number charts (1-100)
- Flashcards with numbers
- Whiteboard and markers
- Worksheets for guided and independent practice
Learning Objectives
- Students will be able to count sequentially from a given number.
- Students will recognize and identify the number that comes next in a sequence.
Introduction
Begin the lesson by asking students if they know what it means to count up. Explain that counting up means starting at one number and moving to the next number in order. Provide a simple example such as starting at 1 and counting up to 5: 1, 2, 3, 4, 5. Then present the problem example: "Counting up from 77, what number comes next?" Write the sequence on the board: 76, 77, 78, 79, 80. Highlight the transition from 77 to 78.
Explicit Instruction/Teacher modeling
Explain that when we count up, we simply add one to the current number to get the next number. Use the number line on the board to demonstrate this visually. Point to 77 and ask what number comes after it. Show that by moving one step to the right, we land on 78.
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Guided Practice
Hand out number charts to the students. Have them start at 77 and count up to 80 with you. Walk around the classroom to ensure everyone is following along and provide assistance as needed. Afterward, use flashcards with different starting numbers and practice counting up together.
Independent Practice
Provide worksheets where students practice counting up from various starting numbers. For example, starting at 43, 89, and 56. Have students complete the sequences and circle the number that comes next.
Differentiation
Support
- Provide additional practice with smaller number sequences for students who need more help.
- Use visual aids like number lines and charts to support understanding.
Extension
- Have students create their own number lines and practice counting up.
- Introduce counting by twos, fives, and tens for advanced practice.
Assessment
Use an assessment worksheet where students are given several starting numbers and asked to write the next number in the sequence. Evaluate their ability to count up correctly.
Review and closing
Review the main concept of counting up. Address any common misconceptions, such as skipping numbers or counting down instead. Ensure all students understand by asking if there are any final questions. Allow students to share their observations or any curiosities they have about numbers and counting.
Misconceptions
- Students might skip numbers when counting up. Ensure they understand each number follows the previous one sequentially.
- Students might count down instead of up. Emphasize moving forward on the number line.