Lesson Overview

Target Age: 5 Years Old

Duration: 10 Minutes

Learning Objectives:

• Identify that 100 is made of ten groups of 10.
• Count by tens to 100 (10, 20, 30...).
• Practice counting from 90 to 100 by ones.

Materials Needed

• 10 small cups or bowls
• 100 small items (Cheerios, beans, LEGO bricks, or pebbles)
• Optional: A printed "100 Chart"

1. Introduction: The Cookie Mountain (2 Minutes)

The Hook: "Imagine you have a giant mountain of 100 cookies! If we count them one by one, it might take all day and our tummies would get too hungry. But did you know there is a secret 'fast track' to get to 100? It’s like taking a rocket ship instead of walking!"

Goal: Today, we are going to learn how to count to the biggest number in our neighborhood: 100!

2. I Do: The Power of Ten (2 Minutes)

Demonstration: Show the student 10 cups. Put 10 items into the first cup.

Talking Points: "Counting to 100 is just counting to 10, over and over again! Watch me. When I fill one cup, that's 10. When I fill two, that's 20. Let's hear the 'Big Ten' names: 10, 20, 30, 40, 50, 60, 70, 80, 90... ONE HUNDRED!"

3. We Do: The Counting Train (3 Minutes)

Interactive Activity: Have the student help you point to each cup as you "load the train" by counting by tens. Use a sing-song voice or a clap for each number.

• Step 1: Point and chant together: "10, 20, 30, 40, 50, 60, 70, 80, 90, 100!"
• Step 2: "Oh no! The train slowed down at the very end! Let's count the last few steps together slowly."
• Step 3: Start at 90 and count by ones together: "91, 92, 93, 94, 95, 96, 97, 98, 99... 100! We made it!"

4. You Do: The 100-Step March (2 Minutes)

Physical Practice: Since 10 minutes is short, we need to move!

• Ask the student to march in place. Every time they stomp their left foot, they say a "Ten" number.
• "10!" (stomp) "20!" (stomp)... all the way to 100.
• Challenge: Can you do it fast like a race car? Can you do it slow like a giant?

5. Conclusion & Recap (1 Minute)

Summary: "You did it! You reached the top of the mountain. Remember, 100 is just ten 'tens' standing together."

Success Criteria: Ask the student: "What comes after 90 when we count by tens?" (100). "Let's shout the big number on the count of three... 1, 2, 3... 100!"

Assessment & Extension

Formative Assessment: Observe if the student can follow the "tens" pattern or if they skip numbers like 50 or 80.

Differentiation:

• Scaffolding: If 100 is too much, focus on reaching 50 today using the same "cups of ten" method.
• Extension: Ask the student to find "100" on a cereal box, a page number in a book, or a license plate later today.