COUNT TO 100 BY ONES AND BY TENS.

Common Core Standards

Know number names and the count sequence:
​Count to 100 by ones and by tens.

LESSON PLAN: COUNTING BY TENS
Counting by tens is much more exciting than counting by ones! Start with tens, provide relevance, and then work back!

See how high the student can count aloud. Count with the student to get him/her started, if necessary. Make a note of which number the student reaches. The student should be able to count past ten before doing this lesson.
MATERIALS

• muffin pan (or container with 6 compartments)
• beads (or similar small item for counting)
• dry-erase board, marker
• "students"

COUNTING AND NUMBERS: CRASH COURSEHave the student put 10 beads into the first muffin compartment. Count them out by ones. Draw a 10 in the corresponding circle.

Continue to count 10 beads into each compartment of the muffin pan. Repeat the total, by going back and counting by ones up to ten, then up to twenty, then up to thirty, and so on. Let the student prove that there really are 30 or 40 beads in the pan.

At each set of 10, show the student what the numbers look like, by drawing it on the marker board: 10, 20, 30, 40, 50, 60.

Take a break when you reach 60! Answer any questions the student may have, and move on to a non-math-related activity.

Later, ask the student to pick out his/her "smartest" toys or toys that "most want to learn." Explain that the student is the teacher, and the toys really want to learn what was discussed earlier. Set the toys up so they can watch "the teacher."

Make all materials available to the child. Step back and let the child do the teaching. Chime in only if the child has hesitation or asks a direct question. If the student is overwhelmed, remind the "classroom" of toys to pay attention and be good listeners to their teacher. Sometimes this is all that's needed to boost a child's confidence and get them back on track to teaching!

In the photos above, the student learned to count to 60. Then, later, the student taught her toys how to count to 100. The student took the lesson in a slightly different direction. She asked for guidance in naming the numbers (70, 80, 90, 100), but figured out the numbers in between. 

When your student is doing the teaching, pay close attention to where you weren't clear in your lesson. Make notes, review and correct with the child the next day. The student does not need to repeat your lesson plan perfectly; the student's teaching will demonstrate an understanding of the concepts, and will assess what areas need more focus.

It can be scary to teach a new skill; give your little teacher lots of praise and assurance!