10/26-10/30

Subject: Math

Monday
10/26

Standard/Lesson Target: (Task 4)

MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this
range, read and write numerals and represent a number of objects with a
written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data
points, how many in each category, and how many more or less are in one
category than in another.
Activities:
- Students will have one minute to complete a challenge. Students
will be in pairs. One partner will roll a dice. After the dice has been
rolled, the other partner will move that many counters into a new
pile. When the timer stops, students stop.
- Students estimate how many counters they have in their pile.
- Students count their counters by grouping by tens and record their
data.
- Students find the difference between their estimate and their actual
number.
Materials:
- A timer (to keep track of one minute)
- 1 bag of counters
- 1 number cube per pair (standard six-sided)
- Worksheets from Georgia Math- Unit 2, Lesson 4
Assessment:
- Students ability and knowledge to group large numbers by ten.

Tuesday
10/27

Standard/Lesson Target: (Task 4)

MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this
range, read and write numerals and represent a number of objects with a
written numeral.
MGSE1.MD.4 Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data
points, how many in each category, and how many more or less are in one
category than in another.
Activities:
- (Continuation of Monday) Teacher selects numbers she would like
used for this lesson.
- Students transfer given number on sticky note.
- Students make a number line with their bodies with as little talking
as possible.
- Students assist teacher to collect data.
- Teacher and students graph data- how many students moved 1-19
counters, 20-49, 50+ counters during the one minute challenge.

Daily Lesson Plan Form

Materials:
- Data collection worksheet from previous lesson
- Sticky notes
- Graph worksheet- Georgia Math, Unit 4

Assessment:
- Students understanding of graphing data
Wednesday
10/28

Standard/Lesson Target: (Task 6)

MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this
range, read and write numerals and represent a number of objects with a
written numeral.
Activities:
- Gather students and discuss the three numbers on whiteboard- 44,
46, 49. Ask How are the numbers alike? How are they different?
Which two are closest? Why? Which is closest to 50? To 100? Have
the students name a number between two of the numbers you have
chosen. Name a number that is more than all of the numbers
chosen. Name a number that is less than all of these numbers
chosen.
- In partners, students go to each of the four stations and record the
numerals found and answer the same questions found on the class
discussion chart. After the students have rotated through each of
the stations, have the class come back together to share their
findings and express their mathematical reasoning about their
answers and the numerals they have explored.
What numerals did you explore? Did you find any patterns in the
numerals you explored? Which ones? Explain why the numbers with a
five in the ones place are in the same column. Why are the numbers
with a five in the tens place in the same column?
Materials:
0-99 chart
Close, Far, and In Between recording sheet
A set of four cards with three numerals on each. (the numerals should be
from the same row or column found on the 0-99 chart, but should not
exceed 120) *see additional note about recording sheet.
Assessment:
- Completing Close, Far and in Between recording sheet accurately.

Thursday
10/29

Standard/Lesson Target: (Task 7)

MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this
range, read and write numerals and represent a number of objects with a
written numeral. MGSE1.MD.4 Organize, represent, and interpret data with
up to three categories; ask and answer questions about the total number
Daily Lesson Plan Form

of data points, how many in each category, and how many more or less
are in one category than in another.
Activities:
- Ask How can we find the missing numbers on the 0-99 chart?
What patterns can be found on the 0-99 chart? How can patterns
help us understand number?
- Fill in missing spots on 99 chart- similar to calendar
- Show students how to make numbers by using spinners and base
ten blocks
- To play: Player 1 spins spinner to create a two digit number. Player
uses ten blocks to create number. Student fills in number on
Finding Neighbor sheet. Student also fills in 1 more, 1 less, 10
more and 10 less on sheet. Player 2 then goes. If students spin a
number that is already on their sheet, they may fill in what is still
needed (1 more, 1 less, 10 more, 10 less). If all slots are filled,
student loses turn.
Materials:
- Personally created 99 chart
- 0-99 chart
- Base ten blocks
- Finding neighbors recording sheet

Friday
10/30

Assessment:
- Finding Neighbor sheet- ability to locate and understand one
more, one less, ten more, ten less
Standard/Lesson Target: Unit 2, Task 8
MGSE1.MD.4 Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data
points, how many in each category, and how many more or less are in one
category than in another.
Activities:
- Access prior knowledge about 99 chart.
- What is an effective way of counting a large quantity of objects?
How can we represent a number with tens and ones? What are
math tools and how can they help me make sense of numbers and
counting? What do a 0-99 chart and a number line have in
common?
- Each student receives a 99 chart. Color each row a different color.
Ask the students what the benefits will be of coloring each row of
ten a different color.
- To Play Race to 99: Students put pawn on 0. Players will take turns
using the spinner and moving the corresponding number of spaces
on the number line. (Example: if player 1 is on zero, and spins 10
less, they stay on zero. If player 1 spins 1 more, they move their
counter to 1 on the number line. If player 2 is on 23 and spins 10
more they move their counter to 33.) The first player to reach the

Daily Lesson Plan Form

number 99 or beyond that number wins the game.

Materials:
0-99 chart printed on tag board
Tape or glue
2 different colored counters
spinner (1 more, 1 less, 10 more, 10 less)

Assessment:
- Students understanding of game- ability to move 1 more, 1 less, 10
more, 10 less.

Daily Lesson Plan Form