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Lesson
Class #1: Estimating and Counting Course Grade 1 Math
Title/Focus

PROGRAM OF STUDY OUTCOMES

Number: Develop number sense.
1. Say the number sequence 0 to 100 by:
1s forward between any two given numbers
1s backward from 20 to 0
2s forward from 0 to 20
5s and 10s forward from 0 to 100
6. Estimate quantities to 20 by using referents

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Estimate or make educated guesses about a number of objects
2. Count forwards and backwards between 1 and 20
MATERIALS AND EQUIPMENT
20 beads, 20 cubes, 20 sticks for stations
3 clear containers for station items
Each student to have a journal
PREPARATION AND LOGISTICAL CONSIDERATIONS
Empty space on the carpet to move around
Rainbow table with 3 estimation stations (20 beads, 20 cubes, and 20 sticks in clear containers)
Have students divide into 3 groups of 3s
PROCEDURE
Introduction Time
Find out what students know and how high they can count by having students
count 1 to 100 together as a group and seeing how high each of them gets
before they stop
Have students each give teacher a high five to congratulate them on great
counting
3 min
Discuss how we are using five fingers when we give five to someone
Have students walk around giving each other a double high five (high ten).
Ask, without counting, how many fingers they are using to give a high ten?
Explain that they are estimating based on their knowledge of how many fingers
they have on one hand
Body Time
Part A 1) Have each student grab a handful of puffs
Grab and Guess a. They can guess how many they have and then
count how many they actually have 5 min
b. Continue this so each student grabs and guesses
about 3 times, each guess should get a little closer
Estimation 2) Ask students, what does it mean to estimate? 10 min
Stations a. Make a guess of how many of something there is
3) Divide students in to approx. 3 teams of 3
4) Assign each group to a station and have them discuss
with their group members how many items they are
looking at
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5) As students are discussing go to each station and take
out a sample number of items (5 beads, 5 cubes, and 5
sticks) and tell students that if this is [5 beads], how
many beads do you think there are altogether? Repeat
for each station for each round
6) Have groups move around to each station and repeat the
process and question.
Differentiation If students are struggling, take out 10 of each item and
see if that helps
Part B 1) Have students stand in a straight line on the carpet
Math Run (against one side of the room so they can move down the
line as they count off)
a. Start at one end and have them number off
starting at 1 and going to 9, have the first person
run to the other end of the line to represent and
count off 10, and the next person run down to the
other end to represent 11 and so on (moving
around to carpet as they need to) up to 20
15 min
2) Have the students do the same thing, but in reverse from
20 to 1, with that last person running to the other end to
represent their respective number.
3) Repeat counting by 2s for the second round, forward
only (from 2 to 20)
4) Have students sit in a circle on the carpet and go around
the circle counting by 5s, forward only (from 5 to 100)
5) Repeat in the circle having students count by 10s,
forward only (from 10 to 100)
Differentiation -If students are getting too wild running around, have
them sit and count off with a new group of three or pairs
on the carpet, taking turns counting
Conclusion Time
Have students identify what they learned today
Ask what they want to learn more about with regards to counting and 2 min
estimating
Assessment
Observation of student counting
Observation of student estimating

Additional Notes:
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Lesson
Class #2: Estimating and Counting Course Grade 2 Math
Title/Focus

PROGRAM OF STUDY OUTCOMES

1. Number: Develop number sense.
Say the number sequence 0 to 100 by:
2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10
respectively
10s, using starting points from 1 to 9
2s, starting from 1.
6. Estimate quantities to 100, using referents.

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
3. Estimate or make educated guesses about number of objects up to 100 objects
4. Count forwards between 1 and 100 multiple ways
MATERIALS AND EQUIPMENT
50 beads, 100 cubes, 75 sticks for stations
3 clear containers for station items
Each student to have a journal
PREPARATION AND LOGISTICAL CONSIDERATIONS
Empty space on the carpet to move around
Rainbow table with 3 estimation stations (50 beads, 100 cubes, and 75 sticks in containers)
Have students divide into pairs
PROCEDURE
Introduction Time
Ask students what is the highest number they can count to?
Have them count for one minute to a partner, and then switch
Have students each give teacher a high five to congratulate them on great
counting
Discuss how we are using five fingers when we give five to someone 3 min
Have students walk around giving each other a double high five (high ten).
Ask, without counting, how many fingers they are using to give a high ten?
Explain that they are estimating based on their knowledge of how many fingers
they have on one hand
Body Time
Part A 7) Ask students, what does it mean to estimate? 10 min
Estimation a. Make a guess of how many of something there is
Stations 8) Divide students into 3 even groups (pairs and a group of
3)
9) Assign each group to a station and have them discuss
with their group members how many items they are
looking at
10)As students are discussing go to each station and take
out a sample number of items (10 beads, 10 cubes, and
10 sticks) and tell students that if this is [10 beads], how
many beads do you think there are altogether? Repeat
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for each station for each round
11)Have groups move around to each station and repeat the
process and question.
Differentiation If students are struggling, take out 20 of each item and
see if that helps
Part B 6) Have students stand in a straight line on the carpet
Math Run (against one side of the room so they can move down the
line as they count off)
a. Start at one end and have them number off
starting at 1 and continuing until the last person
has numbered off, have the first person run to the
other end of the line to represent and count off
the next number, and the next person run down
to the other end to represent the number after
that and so on (moving around to carpet as they 20 min
need to) up to 20
7) Repeat counting by 2s for the second round, forward
and backward (from 2 to 100), by 5s (from 5 to 100),
and by 10s (from 10 to 100)
8) Have students sit in a circle on the carpet and go around
the circle counting by 10s, forward only (from 8 to 98)
(and from 4 to 94)
9) Have students count with a partner by 2s starting at 1
(from 1 to 100), switch so the other partner can count
Differentiation -if students are getting tired of running have them sit in
a circle on the carpet and proceed in a circle
-If students are getting too wild running around, have
them sit and count off with a new pair or group of three
on the carpet, taking turns counting
Conclusion Time
Have students identify what they learned today
Ask what they want to learn more about with regards to counting and 2 min
estimating
Assessment
Observation of student counting
Observation of student estimating

Additional Notes: