Difference between revisions of "Let's Count From 1 to 100"
KumamotoPA (talk  contribs) (Created page with "'''Name of Teacher: '''Jayna Hulleman '''Class/Grade/Language Level: '''4th Grade Elementary Schoo, but potentially for 5th and 6th grade too '''Textbook and specific lesson...") 
KumamotoPA (talk  contribs) 

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The basis of this lesson is to mostly to review the numbers they already know, which in my case is 130. And then to hopefully help them learn the numbers by tens ie 20, 30, 40 etc. It didn’t take me long to realize that even though numbers use the same words a lot, the kids just saw a hundred words they were expected to learn. I broke the lesson down as follows after my usual greetings (Hello, how are you, what day is it today, what is the weather).  The basis of this lesson is to mostly to review the numbers they already know, which in my case is 130. And then to hopefully help them learn the numbers by tens ie 20, 30, 40 etc. It didn’t take me long to realize that even though numbers use the same words a lot, the kids just saw a hundred words they were expected to learn. I broke the lesson down as follows after my usual greetings (Hello, how are you, what day is it today, what is the weather).  
−  #  +  # 
#:Review previously learned numbers, which usually they are happy to do.  #:Review previously learned numbers, which usually they are happy to do.  
−  #  +  # 
#:Upon reaching 19, leave the flash cards up with 19 above 1019. Now introduce the number 20.  #:Upon reaching 19, leave the flash cards up with 19 above 1019. Now introduce the number 20.  
−  #  +  # 
#:To go from 2129, start by asking them to remind you what 1 is, which they may do enthusiastically. If you can, you could also then ask them what 二十一 is in English. Some smart kid will probably know. Regardless, my chosen menthod is to point at the 20 card as I say “20” and then to point again at the 1 card when I say “1”. My hope is to allow them to realize that they are simply repeating words at this point in the number line. Some repetition can help.  #:To go from 2129, start by asking them to remind you what 1 is, which they may do enthusiastically. If you can, you could also then ask them what 二十一 is in English. Some smart kid will probably know. Regardless, my chosen menthod is to point at the 20 card as I say “20” and then to point again at the 1 card when I say “1”. My hope is to allow them to realize that they are simply repeating words at this point in the number line. Some repetition can help.  
−  #  +  # 
#:Repeat the intial steps for 21 for 2229.  #:Repeat the intial steps for 21 for 2229.  
−  #  +  # 
#:Introduce Thirty (doing what you can to separate the sounds between 13 and 30). This I much like how introduced 20. Follow up by repeating the 21 introduction with 31.  #:Introduce Thirty (doing what you can to separate the sounds between 13 and 30). This I much like how introduced 20. Follow up by repeating the 21 introduction with 31.  
−  #  +  # 
#:Repeat until you have graced the number 100 with whatever attention span you and your kids still have left.  #:Repeat until you have graced the number 100 with whatever attention span you and your kids still have left.  
−  #  +  # 
#:Optional step 5.5; if you have the time, motivation, and attention from your students, you can go back and review some of the numbers like the 20s or 30s, which might help them retain a few extra numbers.  #:Optional step 5.5; if you have the time, motivation, and attention from your students, you can go back and review some of the numbers like the 20s or 30s, which might help them retain a few extra numbers.  
−  #  +  # 
#:Play a game where the kids move. This is so terribly important. This is a lot of words, the kids are sitting probably too long. Get them to move. Chose a set of numbers you want them to remember.  #:Play a game where the kids move. This is so terribly important. This is a lot of words, the kids are sitting probably too long. Get them to move. Chose a set of numbers you want them to remember. 
Revision as of 19:53, 7 December 2016
Name of Teacher: Jayna Hulleman
Class/Grade/Language Level: 4th Grade Elementary Schoo, but potentially for 5th and 6th grade too
Textbook and specific lesson: N/A
Goal: Ideally helping kids remember a bulk of the numbers from 1100. Mostly reestablishing 130 and maybe every tenth number after that.
Preparation: You need flashcards from 120, then 30, 40, 50, 60, 70, 80, 90, 100.__Then whatever is the best moving game you’ve got, though this example will use a hammer word smash game.
Class time: Full Class
Disclaimer right up here, first and foremost, please try to understand. I am not a trained teacher, I make almost no lesson plans. The only time I am on my own is my 14th grades at my elementary schools. This is probably the only thing where I felt I figured this out without just taking a bunch of ideas already residing on the wiki. Take it as a “need to teach way too many numbers in one lesson” lesson.
The basis of this lesson is to mostly to review the numbers they already know, which in my case is 130. And then to hopefully help them learn the numbers by tens ie 20, 30, 40 etc. It didn’t take me long to realize that even though numbers use the same words a lot, the kids just saw a hundred words they were expected to learn. I broke the lesson down as follows after my usual greetings (Hello, how are you, what day is it today, what is the weather).

 Review previously learned numbers, which usually they are happy to do.

 Upon reaching 19, leave the flash cards up with 19 above 1019. Now introduce the number 20.

 To go from 2129, start by asking them to remind you what 1 is, which they may do enthusiastically. If you can, you could also then ask them what 二十一 is in English. Some smart kid will probably know. Regardless, my chosen menthod is to point at the 20 card as I say “20” and then to point again at the 1 card when I say “1”. My hope is to allow them to realize that they are simply repeating words at this point in the number line. Some repetition can help.

 Repeat the intial steps for 21 for 2229.

 Introduce Thirty (doing what you can to separate the sounds between 13 and 30). This I much like how introduced 20. Follow up by repeating the 21 introduction with 31.

 Repeat until you have graced the number 100 with whatever attention span you and your kids still have left.

 Optional step 5.5; if you have the time, motivation, and attention from your students, you can go back and review some of the numbers like the 20s or 30s, which might help them retain a few extra numbers.

 Play a game where the kids move. This is so terribly important. This is a lot of words, the kids are sitting probably too long. Get them to move. Chose a set of numbers you want them to remember.