Lesson Plan

LESSON PLAN
100th Day of School

Level- 2nd Grade
Integrated Subjects- Math & Language Arts/Reading
Curriculum Standard(s):
Illinois State Standards

STATE GOAL 1: Read with understanding and fluency.
1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text
to previous experiences and knowledge.
1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary
forms.
1.C.1a Use information to form questions and verify predictions.
1.C.1b Identify important themes and topics.
1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g.,
dialogue, conflict, shape, color, characters).
STATE GOAL 2: Read and understand literature representative of various societies, eras
and ideas.
2.A.1a Identify the literary elements of theme, setting, plot and character within literary works.
2.A.1b Classify literary works as fiction or nonfiction.
2.B.1a Respond to literary materials by connecting them to their own experience and
communicate those responses to others.
2.B.1c Relate character, setting and plot to real-life situations.
STATE GOAL 3: Write to communicate for a variety of purposes.

3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate
capitalization and punctuation; correct spelling of appropriate, high-frequency words; and
appropriate use of the eight parts of speech.
3.C.1a Write for a variety of purposes including description, information, explanation, persua-
sion and narration.
STATE GOAL 4: Listen and speak effectively in a variety of situations.

4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is
said.
4.A.1b Ask questions and respond to questions from the teacher and from group members to
improve comprehension.
4.A.2b Ask and respond to questions related to oral presentations and messages in small and
large group settings.
4.A.1c Follow oral instructions accurately.
4.A.2c Restate and carry out a variety of oral instructions.
4.B.1b Participate in discussions around a common topic.
4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and
audience (e.g., show and tell).
Page 1 of 20
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division), patterns, ratios
and proportions.
6.A.1b Identify and model fractions using concrete materials and pictorial representations.
6.A.2 Compare and order whole numbers, fractions and decimals using concrete materials,
drawings and mathematical symbols.
6.D.1 Compare the numbers of objects in groups.
NCTM Standards
Understand numbers, ways of representing numbers, relationships among numbers, and number
systems
• understand the place-value structure of the base-ten number system and be able to represent and
compare whole numbers and decimals; • recognize equivalent representations for the same
number and generate them by decomposing and composing numbers;
Instructional programs from prekindergarten through grade 12 should enable all students
to—
• organize and consolidate their mathematical thinking through communication;

• communicate their mathematical thinking coherently and clearly to peers, teachers, and
others;
• analyze and evaluate the mathematical thinking and strategies of others;
• use the language of mathematics to express mathematical ideas precisely.
Instructional programs from prekindergarten through grade 12 should enable all students
to—
• recognize and use connections among mathematical ideas;

• understand how mathematical ideas interconnect and build on one another to produce a
coherent whole;
• recognize and apply mathematics in contexts outside of mathematics.
Instructional programs from prekindergarten through grade 12 should enable all students to
—
• create and use representations to organize, record, and communicate mathematical

ideas;
• select, apply, and translate among mathematical representations to solve problems;
• use representations to model and interpret physical, social, and mathematical
phenomena.
100th Day of School

Norma Angelica Guerrero Page 2 of 20
© National Teacher Education Center
NETS Standards
1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology. Students:
a. apply existing knowledge to generate ideas, products, or processes.
c. use models and simulations to explore complex systems and issues.
Lesson Objective(s):
The students will be asked to collect 100 items in preparation to the 100th day of school.
The students will be able to listen and understand the story 100th Day Worries by Margery
Cuyler.
The student will generate ways of producing the number 100.
The students will be able to represent numbers to 100 using number sets of 2, 4, 5 and 10.
The students will discuss and count other materials (items TBD) in order to reinforce the number
100 and number sets of 2, 4, 5 and 10.
The students will use assigned web pages to reinforce the number 100.
The students will complete worksheets that reinforce the number 100.
The students will create a bead necklace using white beads and color beads to reinforce the
number 100 and number sets of 2, 4, 5 and 10.
Materials:
100th Day Worries by Margery Cuyler; overhead projector (portable and computer); colors;
baggies; printed pictures of 100 day of school celebration; 100th Day Worries worksheets; paper
labels; white beads and color beads; strings; journals; dictionaries; translating dictionaries;
computer/internet access;
*Pre-Req.*
Students must have a journal with sections for reflections, new vocabulary, and art.
Students should know how to construct reflections.
Students should have been introduced to the number 100- addition.
Students should be familiar with rules applied when using computers and Internet access.
Teacher is to inform students of the 100TH day of school.
100th Day of School

Teacher should add excitement to the day and make preparation- I.E. Posting a caterpillar with
100 legs, a countdown, decorations around the room announcing the 100th day.
Five to ten days before the 100th day of school, the teacher should give students a bag (size may
vary) where they can collect 100 items to bring to school on the 100th day of school.
Inform the students that the classroom is going to turn into a museum with the help of the items
they are bringing.
(Teacher can choose the option to send a note home letting parents know about the class’ plan to
celebrate the 100th day of school and that their child may require help collecting 100 items.)
Give students a bag with this label- created by Norma Angelica Guerrero for this lesson. The X’s
are in representation of the story. This will not be revealed to students until the 100th day.
Give students time to color their label.
100th Day of School

**Teacher will go over the class rules that are practiced when using the teacher’s/school’s
supplies.
• sign the sheet informing the teacher that you borrowed a supply.
• be respectful of the items that are being borrowed
• if supplies are scarce make sure to share with the students that are in need of
those supplies.
• make sure your peer signs their name next to yours on the sheet if you are
sharing.
As encouragement for students to be unique with the items they bring there will be a contest.
Students with items that are not duplicated will receive a special reward. (Teacher will still give
the other students smaller rewards for their participation and good effort- this will not be
revealed in order to create excitement for the 100th day.)
Students are to keep a journal of their experience as they attempt to collect their 100 items.
Teacher can pose questions such as:
What was the first thing that you thought you were going to bring when the task was
assigned?
Did you talk to your family or friends about the 100th day of school?
Did you ask for suggestions on what you should bring?
Did anyone give you suggestions on what you should bring?
Did you follow their advice or did you select the items?
Were you nervous about the assignment?
How did you choose your 100 items?
How long did it take you to collect your 100 items?
How did you collect your 100 items?
100th Day of School

Engagement
Part 1:
**Teacher will go over the class rules that are practiced when one is speaking to assure that
students will behave appropriately.
• if instructions are being given hold any questions until the end.
• sit quietly and patiently, until teacher says otherwise.
• raise your hand if you wish to speak.
• be respectful of the person speaking and be respectful of classmates that are
listening.
Teacher will instruct students to keep their items in their bag. Teacher will hand out labels as
such as in the following image:
Created by Norma Angelica Guerrero.
Students will be instructed to write their names on it and to title the items they brought.
They can decorate the label as they wish as long as it is class appropriate.
supplies.
those supplies.
sharing.
Students will be given some time to do their labels, which will be on display with their items in
the classroom.
100th Day of School

During this time the teacher will layout in a visible area:
10 ribbons, 10 screws, 10 erasers, 10 beads, 10 buttons, 10 pennies, 10 nickels, 10 barrettes, 10

rocks and a paper with 10 Xs.
The teacher can choose to write a label that says “Thanks for the 100 bits of Love”.
The teacher will ask students about their experience collecting100 items and to share with the
class the items they brought. They are to share the following:
Why did you choose those 100 items?
Was it hard to choose the 100 items that you were bringing?
How long did it take you to choose the 100 items?
The teacher will ask students if they would like to share a small paragraph from their journal as
well.
The teacher will congratulate the students for completing 100 days of school and working hard
for their museum.
Lesson Activities:
**Teacher will go over the class rules that are practiced when one is speaking to assure that
students will behave appropriately.
• if instructions are being given hold any questions until the end.
• sit quietly and patiently, until teacher says otherwise.
• raise your hand if you wish to speak.
• be respectful of the person speaking and be respectful of classmates that are
listening.
Literary Aspect (Approx. 15-20 minutes)

Following the congratulations and the quick overview of the rules, the teacher will turn the lights
off and project the book 100th Day Worries by Margery Cuyler on a white screen.
The teacher will give a quick synopsis and relate the story to the students.
Teacher can say things such as: This is a fictional story about a girl that also was
preparing for her 100th day in school and just like in our class her teacher asked the class to bring
in 100 items.
(The teacher has made a list on the board of words that may be new or unfamiliar. The teacher
will provide dictionaries and translating dictionaries for students that may need it. These words
are to be written in their journal’)
Read the story 100th Day Worries by Margery Cuyler.
The teacher will ask students if they have any questions.
100th Day of School

The teacher will discuss with the students what happened in the story- this includes the summary,
the discussion of the main characters, etc.
The teacher and the class will have gone over each character and the role each of them
contributed to the story.
The teacher will ask the students if they felt similar to the main character in the story.
The teacher will ask students if they noticed that the teacher’s items were the same as the items
in the story.
100th Day of School

Part 2:
Activity 1
**Remind the students of classroom rules that are applied when working in-groups.
• Respect for each other and the materials.

• When working together, stay on task!
• If there are any questions about the activity that IS given the “Ask 3 before me”
rule is in effect.
• When the timer goes off, it means that times up, stop what you are doing and look
at the teacher.
Students will be separated into groups according to ability.

Groups will be given unifix cubes, abacus, small blocks, tiles, bingo chips, coins, or Lego pieces.
supplies.
those supplies.
sharing.
100th Day of School

The teacher will hand out a worksheet such as in the following image:
(mathwire.com)
The teacher will instruct students and their groups that they are being challenged to produce the
number 100 in as many different ways as they can think of and record it in the sheet
(mathwire.com).
The teacher will demonstrate by using supplies and generating the examples 99+1, 50+50, and
25+25+25+25 (mathwire.com). Encourage students to go outside the box and even use halves,
quarters, etc- this can vary depending on the ability of students or how far along a teacher is in
the curriculum.
Groups will be rewarded for the amount of ways they have generated and the effort put into the
task, (but teacher will not announce this until the end of the activity).
Teacher will walk around to assure students stay on task and in case students appear to be
struggling.
After the allotted time, the teacher will ask for volunteers that want to demonstrate an example or
2 from their sheet.
Teacher will wrap up this activity by asking students if they have questions of the examples
demonstrating and by doing an overview of the task and the examples.
Activity 2

100th Day of School
• If there are any questions about the activity that will be given the “Ask 3 before
me” rule is in effect.
**Remind the students of writing center rules:
• Respect for computer area.

• Stay on task.
• Stay on indicated websites. There should be no other browsing being done- other
than what is assigned.
• Use the assigned programs only.
Students will be separated into groups according to ability. (If there are not computers available
for all groups, teacher should have pre-ordered additional class equipment or reserved the
computer lab.)
With the use of a computer and a computer projector the teacher will demonstrate the web
address of the webpage ALL groups should be on.
Teacher will go over the instructions on the Apples4theTeacher.com webpage

(http://www.apples4theteacher.com/math/games/100-number-chart-one.html).
“Skip Counting
Have students color the number chart to reinforce [skip counting by 2, 5 and 10].
For example, have them select a color and color all the squares that are multiples of two the
same color. Repeat for number patterns for counting by fives and tens by selecting a different
color.
The chart becomes a great visual for skip counting by 2's, 5's, and 10's.”
Teacher will demonstrate an example through their individual computer using the computer
projector.
100th Day of School

EXAMPLE: SKIP COUNTING BY 2:
100th Day of School

The teacher will have the instructions somewhere visible in the room (in use of a portable
projector).
Students can choose to write the instructions down if they need to.
Teacher will also write the instructions in Spanish for ELL students.
Students will print out their groups completed work for future reference- “The chart becomes a
great visual for skip counting by 2's, 5's, and 10's.”
Teacher will walk around observing that students are staying on task and will aid students that
are struggling or are in need of assistance.
Activity 3
**Again, remind the students of classroom rules that are applied when working in-groups.

• If there are any questions about the activity that will be given the “Ask 3 before
me” rule is in effect.
Students will stay separated into groups according to ability.

Teacher will grant access to markers and crayons.
supplies.
those supplies.
sharing.
Students will receive two worksheets one will be fill-in the missing number and the other will be
a circle the numbered item.
The teacher will have the instructions somewhere visible in the room (in use of a portable
projector).
100th Day of School
Students can choose to write the instructions down if they need to.
Teacher will also write the instructions in Spanish for ELL students.
Instructions:
Fill in worksheet (created by Norma Angelica Guerrero- screws, eraser, coins and rock images
are credited to google images): Students are to fill in the missing number. Teacher can do the
first row of missing numbers for demonstration.
-----WORKSHEET IN THE FOLLOWING PAGE----
100th Day of School

100th Day of School
Instructions:
Color/Circle in the numbered Item.

Students will need Red, Blue, Green and Yellow- markers or crayons.
Count by 2 and circle the numbered item with Red.
Count by 4 and circle the numbered item with Blue.
Count by 5 and circle the numbered item with Green.
Count by 10 and circle the numbered item with Yellow.
Color the circled items.
(The teacher can print out multiple worksheets for each number set for students that are
struggling.)
-----WORKSHEET IN THE FOLLOWING PAGE----
100th Day of School

100th Day of School
Closure/Follow-up:
The teacher will review what was done in the lesson.
-review includes: the story read in class in part 1 and part 2, the challenge, the online
work, and the worksheet.
The teacher will ask the students if they have any questions about the lesson.
Students will work in groups creating a 100th day of School necklace made with white beads and
color beads.

Students are working with beads therefore the teacher should tie a knot at the end of the string
and the final knot. This is to avoid any mess. Teachers can also supply small trays, paper plates
or buckets for each student to work on.
It is suggested to put a dot of hot glue at the end on the knots to assure they do not become
undone (education.com).
Students will be given the option to do their necklace by using number sets of 2, 4, 5 or 10.
Students will use color beads as separators/dividers.
Teacher will demonstrate how each number set should look in the form of a necklace.
The following image should be projected somewhere visible in the classroom for students to use
as a reference.
Created by Norma Angelica Guerrero.

100th Day of School
Assessment:
For Homework:
The teacher will ask students to write in their journal of any area of the lesson that they had
trouble with understanding.
Students will also draw pictures of the items they brought in for the 100th day of school museum
in two ways to represent the 100 items either in groups of 2s and 4s or groups of 5s and 10s.
The teacher will give an example of what students are required to do.
Accommodations/Adaptations:
The book is read with the aid of an overhead protector for students that have a hard time seeing.
Dictionaries and translating dictionaries are provided for students in need.
Extra worksheets are provided for struggling students that need do number sets to 100 in
different sheets instead of just in one.
For students with special needs- if a student has a seeing impediment, the story is read out loud
and there is a hands-on activity to reinforce the sets to 100. Since the class is mostly working in
groups, peers and the teacher can provide additional assistance.
If a student has a hearing impediment, the teacher will ask assistance from the student’s aid with
the lesson.
Spanish versions of the instructions will be provided for ELL students.
The writing journal assignment is provided in order to know which students are struggling and
need further assistance.
Reflection:
This portion of the lesson plan cannot be completed since it has not been executed.
I will write about strengths and weakness of the lesson.
I am very confident of this lesson plan. I think the lesson plan tackles many different ways of
learning about the number 100. There are various ways of learning- hands-on and visual. I try to
implement various learning styles. There is also plenty of reinforcement. I feel that my students
would be ecstatic because it is a celebration and yet there is definitely learning being done in
more than just a mathematical aspect.
100th Day of School

What I fear is that maybe this lesson will be overwhelming for my struggling students, ELL
students or students with special needs. I think I would have to take more preparations with those
students to ensure that they stay on task and at the same speed as the rest of my students.
100th Day of School


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LESSON PLAN

100th Day of School

Illinois State Standards

STATE GOAL 3: Write to communicate for a variety of purposes.

STATE GOAL 4: Listen and speak effectively in a variety of situations.

• organize and consolidate their mathematical thinking through communication;

• recognize and use connections among mathematical ideas;

• create and use representations to organize, record, and communicate mathematical

100th Day of School

1. Creativity and Innovation

100th Day of School

Give students time to color their label.

100th Day of School

100th Day of School

Created by Norma Angelica Guerrero.

100th Day of School

10 ribbons, 10 screws, 10 erasers, 10 beads, 10 buttons, 10 pennies, 10 nickels, 10 barrettes, 10

Literary Aspect (Approx. 15-20 minutes)

100th Day of School

100th Day of School

• Respect for each other and the materials.

Students will be separated into groups according to ability.

100th Day of School

• Respect for each other and the materials.

**Remind the students of writing center rules:

• Respect for computer area.

Teacher will go over the instructions on the Apples4theTeacher.com webpage

100th Day of School

100th Day of School

• Respect for each other and the materials.

Students will stay separated into groups according to ability.

-----WORKSHEET IN THE FOLLOWING PAGE----

100th Day of School

Color/Circle in the numbered Item.

-----WORKSHEET IN THE FOLLOWING PAGE----

100th Day of School

The teacher will review what was done in the lesson.

• Respect for each other and the materials.

Students will use color beads as separators/dividers.

Created by Norma Angelica Guerrero.

Dictionaries and translating dictionaries are provided for students in need.

Spanish versions of the instructions will be provided for ELL students.

100th Day of School

100th Day of School

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