Class: Kindergarten

Unit: Counting to 100 (intro to numbers)

Teacher: Ms. Jackeline Vasquez
Objective: The student should be able to count to 100 by 5s, and 10s. They should be able to
understand different ways of counting using different objects.
Standards:
Counting and Cardinality k.cc
Know number names and the count sequence.
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known sequence (instead of having
to begin at 1).
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with
0 representing a count of no objects).
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number
of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
5. Count to answer how many? questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered con guration; given a
number from 120, count out that many objects.
The students will be held responsible for knowing the material at the end of the unit with a
counting test.
Materials: Counting books, ASL books, construction paper, glue, pencils, crayons, test paper.
Duration: One week
Anticipatory Set: Start each day by reading a book of the different ways of counting to 100. Ms.
Bindergarten books and books using money to count to 100 before every lesson.
Teaching: I will model how to count to 100 using nickels, dimes, and quarters. I will also
demostrate how to count to 100 using sign language. Reading each book will ilustrate the
various materials that can be used to count to 100 and allow students to know the value of each
number.
Modeling
The teacher models an art lesson where students have to crate anything theyd like using the
number 100. She shows them an example of her artwork. This part is not graded, but a way to
stimulate their creativity and a brain break before their test.
Checking for Understanding
At the end of the lesson, Students are given a test where they have to write 1-100.

Questioning Strategies
After reading each book, I ask the students questions about what they understood from the
book. I also ask them how many dimes do we need to make 100? We count together each
morning. Each day we count to 100 in different ways. We counted by 5s one day, and by 10s
the following day.
Guided Practice:
Throughout the 100s unit, the students were asked to perform at least one act of kindness for
someone to try to reach 100. They realized how hard it was to reach 100 and the value of 100.
At the end of the unit, the students were given a blank paper with spaces to write the numbers
1-100. They werent given any help for this part of the lesson. I just supervised to make sure
they were on task.
Closure:
We will have a class discussion of what we learned and the different ways we can count to 100.
We also counted the amount of acts of kindness we completed. We reviewed each book we
read and evaluated the meaning of each of the books. The pictures using the number 100 were
placed on the board and the students walked around to see the different ways of creating a
picturing.
Independent Practice:
Their homework was to continue performing acts of kindness until reaching 100 and to find
different ways of counting to 100. Also, finding different materials of counting to 100.