## Beacon Lesson Plan Library## 100's of Ants## Desiree Senter## DescriptionWhat does 100 look like? What is the best way for 100 Ants to move on? Students will have fun counting to 100 orally as they use grids to display the 100 raisins they counted.## ObjectivesThe student listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing tasks, solving problems, and following rules.The student counts orally to 100 or more. ## Materials-Book: [One Hundred Hungry Ants] by Elinor J. Pinczes-500 Raisins -Grids of the following sizes: 1X100, 2X50, 4X25, 5X20, and 10X10 ## Preparations1. Make 5 grids the following sizes: 1X100, 2X50, 4X25, 5X20, and 10X10. Have the grids laminated for year to year use.2. Send home a note requesting a donation of raisins and/or request the cafeteria donate. Purchase any additional raisins not donated. 3. Purchase or check out the book [One Hundred Hungry Ants] by Elinor J. Pinczes from the library. Reading Level: Ages 4-8, Published by Houghton Mifflin Co (Juv), Publication date: April 1993, ISBN: 0395631165 4. Copy of rubric and score sheet. ## Procedures1. Teacher states today we will be learning practice counting to 100 in a variety of ways. Just like the Elinor J. Pinczes does in 100 Ants.2. Teacher reads [One Hundred Hungry Ants] by Elinor J. Pinczes. While reading locate repetitive text with the children. Observing who is participating and is attentively listening. 3. Children join in and read repetitive text with the teacher. 4. Students evaluate and formulate through discussion a theory as to why the ants did not get to the picnic in time to get food. Was it the constant change or was it the more complicated formations 1X100, 2X50, 4X25, 5X20, or 10X10? 5. Practice counting orally to one hundred by using a page in the book. The teacher will point count to demonstarte how to count to 100. 6. Test theory of complicated formations developed in step 2 by dividing children into equal groups around five grids. 7. Explain how to display 100 raisins with one raisin to one square. Remind students to count at the end to check the squares are all used. Also, all the rubric expectations to the students. 8. Keep track of the groups as to who finishes first, second, third, fourth, and fifth placing the 100 raisins on their graphs. Teacher observes and assesses children’s progress with the rubric checklist. 9. Next students evaluate why their group either worked faster or slower to get the the raisins in the formations through whole class discussion. Children will find 1X100 is faster because they could spread out whereas, with the 10X10 graph takes less space but is the hardest to fill because of the closeness. This is why the ants took so long to relocate. They bumped into each other in the more compact formations. ## AssessmentsThrough observation and teacher checklist formatively assess the student's ability to:Use one-to one correspondence as they count 100 raisins and place 1 raisin per square on variuos grids. Use mathematical language to read and interpret data on simple concrete grids. ## Extensions1. Place grids in a center station and let the children reenact the story.2. See web link. ## Web LinksA reading site to join or log in to take a comprehension quiz and earn points toward prizes for reading stories.Book Adventure A teacher’s review with some extension activities One Hundred Hungry Ants by Elinor J. Pinczes of various ants for students to explore. Gakken's Photo Encyclopedia: Ants" ## Return to the Beacon Lesson Plan Library. |