Stephanie Nalepa

Grade: Kindergarten
Subject: Mathematics
Observation Two Lesson: 100th Day Math Scavenger Hunt

I. Standard
CCSS.MATH.CONTENT.K.CC.A.1: Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and
sort the categories by count.1

CCSS.MATH.CONTENT.K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to
the number of objects in another group, e.g., by using matching and counting strategies.1

II. Objective/Target and I Can Statements

The learner will be able to count to 100 by tens.
I can count to 100 by tens.

The learner will be able to classify objects by identifying the color on the bottom of Hershey kisses into different categories
based on the color.
I can sort objects into similar groups.

The learner will be able to determine how many objects are in a group and which group is smaller, larger, and/or equal by
graphing the color on the bottom of Hershey kisses.
I can graph objects sorted into groups to show how many, and will be able to identify which group is larger, smaller,
and/or equal.

III. Lesson Management: Focus and Organization

Instructional Methods:
Individual work on interactive math notebook
Whole group discussion
Scavenger hunt
Individual work on graph activity page

Engagement Strategies:
Whole group discussion
Calling on students with a listening body and/or on random students by pulling sticks
Moving around the room: \ sitting at their desks, walking around the room looking for Hershey kisses, back to sitting
on the carpet, sitting at their seats, and back to the carpet.
Scavenger hunt
Hands on coloring numbers
Graphing

Materials Needed and Prepared:

Anchor chart paper and markers
Computer
Projector
Screen
ELMO Projector
Every students interactive math book with pre-cut materials inside for the students to glue and manipulate with
100 Hershey Kisses with colored numbers stuck to the bottom, placed in various spots around the classroom
Pencils and erasers for students
 Markers
Graph sheet for each student

IV. Introduction
The teacher will activate prior knowledge and review something that the students already know by giving each
student their interactive math book to complete. The students will glue the flaps onto a piece of notebook paper and
will write the answer and represent the equations with a picture underneath the flaps.
The teacher will generate interest by gathering students to sit down at the front of the room after completing their
math notebooks. The teacher will bring out the handmade (and pre-made) 100s chart and will tell the students that
she had Ms. Piccard hide 100 things around the room that the students are going to find and label on the chart.

V. Input
A. Task Analysis:
TTW explain the directions for the scavenger hunt to the students:
o There are 100 Hershey kisses places around the room.
o Each Hershey kiss has a colored bottom with a number on it.
o When the students find a Hershey Kiss they need to bring it up to Ms. Nalepa and/or Ms. Piccard at the front
of the room by the whiteboard.
o The students will take a marker that is the same color that was on the bottom of the Hershey Kiss.
o The student will find the number on the bottom of the Hershey Kiss and will then find the same number on the
hundreds chart taped onto the whiteboard. The student will color in the number on the hundreds chart with
the corresponding color on the Hershey kiss.
o The students will place their Hershey kiss in a basket with their marker.
o The students will repeat this until all of the spaces have been filled on the 100s chart, or until 10 minutes has
gone by.
TTW ask students what are some rules and/or procedures that they believe they should follow in order to stay safe
and to keep their classmates safe.
o TTW call on students who have a listening body and who have their hand raised.
o TTW add any rules/procedures not mentioned, and will be sure to emphasize that the students will quietly
walk around the classroom (the students should not be running or yelling).
TTW model finding a Hershey kiss, coming up to the board, getting a marker, coloring in the number, and putting the
kiss in the basket, while making sure to model thinking about where to find the number on the hundreds chart, as well
as reminding herself about following rules/procedures to stay safe.
TTW call on students to review directions, rules, and safety procedures.
The students begin the scavenger hunt.
After ten minutes and/or after the hundreds chart is filled in, TTW call on all students to come join her at the front of
the room to go over the 100s chart.
The students will count numbers on the chart by tens.
TTW ask students what they notice about the chart, and about the colors of the chart.
o The students and teacher will discuss the students observations and thoughts.
Example question: How many colors are there on the chart?
Ch\eck for Understanding: (and discuss answers appropriately with students)
o What does the first number in each number show us? (how many tens in the number)
o What does the second number in every number show us? (how many extra ones)
Check for Understanding: How many tens are in the number 52? (5)
o Students turn and talk with a friend and the teacher calls on a student to state their answer.
Check for Understanding: Give me a thumbs up if you and your partners also got 5.
o Discuss any misconceptions that may arise.
 Check for Understanding: On the count of three show me with your fingers how many extra ones there are in the
number 52.
TTW explain to students that they are going to complete an activity sheet where they are going to graph about the
Hershey Kisses and the colors on the bottom of them. TTW should also remind the students that if they are good and
follow directions, they may eat some Hershey kisses!
The students move back to their seats and write their name on their paper.
TTW model how to work on the graph: TTW think aloud as she reads the first section on the graph (red) and then
looks on the hundreds chart to find the numbers colored red. TTW count how many red Hershey kisses there were
with the students. TTW use a red crayon to color in ten red boxes and will instruct students to now do the same on
their paper.
The students and teacher will work together to complete the rest of the paper, repeating the steps above until the
teacher believes it is appropriate for the students to begin working on it on their own.
Check for Understanding: Compare the colors, which color has the most?
o TTW call on a student to explain their answer and discuss it.
Check for Understanding: How many tens are in the number 100?
o TTW call on a student to explain their answer and discuss it as a class.
The students will turn in their graphs when they complete them into the silver basket and may work on their hundreds
packets until everyone is done and/or until time runs out and the teacher calls them back to the carpet.

B. Thinking Levels: Revised Blooms Taxonomy Questions To Engage Students Thinking

Remember:
o List the directions and procedures for staying safe during the scavenger hunt.
o How many tens are in the number 52? (5)
o How many tens are in the number 100?
o Describe what you notice about the chart?

Understand:
o Explain what the first number in each number shows us?
o Explain what the second number in every number shows us?
o Compare the colors, which color has the most?

Analyze:
o Compare and contrast the colors on your graph, how many are in each? Which color has the most? The
least? Equal?

C. Accommodations- Differentiating To Meet Student Needs

Remediation/Intervention: Students who may need additional assistance in understanding and discussing the
topics will benefit from working with partners to discuss questions asked, may benefit from whole group discussion,
and will benefit from the teacher also working on the graph with them as they complete it. Miss Piccard will also be
circulating the room as the students work on their graph activity pages to help students, if needed, and to gain a
better sense of who is grasping the content and procedures, and who is not.

Extension/Enrichment: Students who show considerable comprehension will benefit from working with partners to
discuss questions and prompts asked, as they can then share their understanding with their partner. These students
may also choose to not use the visual support from the teacher as they complete their graph activity page. These
students may also work on their hundreds fill-in-the-blank packets if they complete their work early, as well.

Learning Styles: Students will benefit from a variety of teaching styles used:
o Linguistic: discussion throughout the lesson, completing the graph activity page and the hundreds chart.
o Interpersonal: Turn and talk with partners
o Spatial & Musical: Moving around the room
 o Intrapersonal: Thinking to self, participating in the scavenger hunt, working on interactive math notebook
independently, coloring in the hundreds chart independently.
o Logical/Mathematical: Thinking about questions asked, counting, graphing, compare/contrast

D. Methods, Materials, and Integrated Technology

Instructional Techniques: Individual work on interactive math notebook, whole group discussion, scavenger hunt,
individual work on graph activity page

Engagement Strategies: Whole group discussion, calling on students with a listening body and/or on random
students by pulling sticks, moving around the room: \ sitting at their desks, walking around the room looking for
Hershey kisses, back to sitting on the carpet, sitting at their seats, and back to the carpet, scavenger hunt, hands on
coloring numbers, graphing

Materials and Integrated Technology List: Anchor chart paper and markers, computer, projector, screen, ELMO
Projector, every students interactive math book with pre-cut materials inside for the students to glue and manipulate
with, 100 Hershey Kisses with colored numbers stuck to the bottom, placed in various spots around the classroom,
pencils and erasers for students, markers, graph sheet for each student

VI. Modeling: I DO
TTW model finding a Hershey kiss, coming up to the board, getting a marker, coloring in the number, and putting the
kiss in the basket, while making sure to model thinking about where to find the number on the hundreds chart, as well
as reminding herself about following rules/procedures to stay safe.
TTW model how to work on the graph: TTW think aloud as she reads the first section on the graph (red) and then
looks on the hundreds chart to find the numbers colored red. TTW count how many red Hershey kisses there were
with the students. TTW use a red crayon to color in ten red boxes and will instruct students to now do the same on
their paper.

VII. Checking for Understanding

Formative Assessment Questions:
o What does the first number in each number show us? (how many tens in the number)
o What does the second number in every number show us? (how many extra ones)
o How many tens are in the number 52? (5)
o Compare the colors, which color has the most?
o How many tens are in the number 100?

Possible questions to ask students throughout the course of the lesson:

o TTW call on students to review directions, rules, and safety procedures.
o TTW ask students what they notice about the chart, and about the colors of the chart.
o How many colors are there on the chart?
o Give me a thumbs up if you and your partners also got 5.
o On the count of three show me with your fingers how many extra ones there are in the number 52.

VIII. Guided Practice: WE DO

TTW call on students to review directions, rules, and safety procedures.
The students will count numbers on the chart by tens.
TTW ask students what they notice about the chart, and about the colors of the chart.
The teacher and students will discuss the following questions and answers together:
o What does the first number in each number show us? (how many tens in the number)
o What does the second number in every number show us? (how many extra ones)?
o Give me a thumbs up if you and your partners also got 5.
 o On the count of three show me with your fingers how many extra ones there are in the number 52.
o Compare the colors, which color has the most?
o How many tens are in the number 100?
The students and teacher will work together to complete the rest of the paper, repeating the steps above until the teacher
believes it is appropriate for the students to begin working on it on their own.

IX. Collaborative (YOU DO TOGETHER) and/or Independent Practice (YOU DO)

Turn and Talk:
o How many tens are in the number 52? (5)
Complete the graph activity page independently (if appropriate)

X. Closure:
The teacher will elicit student input and feedback by asking students if they enjoyed the scavenger hunt, if they like
graphing, and if they would like to use graphs to compare and contrast more things from now on.
The teacher will connect todays activities to future learning experiences by asking students if they think they will continue
to work with 100s numbers and things today and in the future, reminding them that breaking down numbers into groups,
adding and subtraction, and counting by tens is a good way and an easy way to count and compare a large number of
items.

XI. Assessment
The teacher will know if the objectives/learning targets were met by observing students throughout the discussion. If
students are not participating throughout the discussion, then it may be wise to be sure to provide this student with extra
support in the following lessons, which are aimed to really teach new concepts to the students.
The teacher should also record any misconceptions that students may have, so that they can be addressed at the
appropriate time in future lessons.
The teacher should also look at the students activity pages to see how accurately they graphed and compared their
results.
The students answers to formative assessment questions asked throughout discussion, and students completed activity
page should also be used to guide further instruction and activities.

***Credit: Some ideas for this lesson were borrowed and adapted from the following source:
Mrs. Hodge and her Kindergarten Kids: http://mrshodgeandherkindergartenkids.blogspot.com/2013/01/our-100th-day-
celebration_24.html

XII. Reflection: for every lesson - questions to ask yourself

Refer to your objective(s)/target(s): how do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment data how will you change the lesson or instruction for the next time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?
How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Were there any surprises?

(Revised/Edited by Elementary Team, 2014)