Guided Inquiry Lesson Plan

Unit/Class/Grade:
Know names and the count sequence/Kindergarten

Standard(s):
CCSS-M: K.CC.A.1
Count to 100 by ones and by tens 
CA ELA Standard:  
I.A.2 Interacting with others 

Language Supports:
Teacher will support academic language, that is, counting by 1s and counting by 10s, on the
hundred chart with video, verbal explanation, and visual examples.
ELL students will be practicing the essential skills counting by 1s and counting by 10s with a
table friend, while the teacher will be available for support.

Materials Needed:
- one math mat per student
- highlighters
- color pencils for circle and underlining numbers
- highlighting frames made by pipe cleaners.

Objective(s): ​Children will use a hundred Possible Challenges /Misconceptions:

chart to recognize patterns when counting by Counting by 10s with numbers not ended with
1s and 10s 0, as student might think counting by 10s is
just count all the numbers that end with 0.

Prerequisite Knowledge:
Hundred chart
Row
Column

Formative Assessment:
During activity 3 and 4, the teacher walks around and ​listen​to students counting by 1s and
10s to their table friends.

Opening: (Warm up) Teacher Actions Student Actions

Activate prior knowledge and
student interest- teacher
presents an interesting
situation, phenomenon, or
dilemma that helps students
connect to the content
- “This week we have been - Locate the two
learning to count from 1 to numbers according to
100 on the ​hundred chart​.” the clues.
“Here is it. We also learned
that numbers in ​a row​on the
chart is the numbers you
count when you go across;
and numbers in ​a column​on
the chart is the numbers you
count when you go down.
Now Mrs. Song want us to
play a detective game. You
have a case, to solve it, you
need the passcode to open
the box of treasure hidden in
a museum. And the clue you
have is: the passcode is 4
numbers that are made up
by:
1st, the number on the 5th
row and the 5th column on
the hundred chart.
2nd, the number on the 4th
row and 7th column on the
hundred chart.”
Teacher guides students
using the visual on hundred
chart to find the two
double-digit numbers, writes
them down on white board.
“Mystery solved! Thank you
for the help, K5 detectives!”
“To be a great detective and
solve more mysteries, we got
to learn more patterns on the
hundred chart. Today we will

Introduction:
Getting students ready -
teacher introduces the task
and makes sure students
understand what they are
trying to accomplish, but not
how they are to do it
Body of lesson:
Students working on content -
learn to identify two patterns:
counting by ones, and
counting by tens. “
“Now let’s walk to our tables
and be ready to learn.”
After students sit and ready - Listen and watch
to learn at the tables… teacher demo on
document cam/video
Visual Learning on screen
- Play the video of - Echo what the teacher
Visual Learning says when asked.
Bridge (teacher pause
to give students some
thinking time along
the video, also pause
the video to explain
the word “underlined”
but no further
interruption or other
explanations)
- After the video,
teacher helps
students make the
following connections
Same row and counting by
ones;
Same column and counting
by tens.
Teacher says: “When ​we go
along a row,​we are
counting by ones​. ​Say it:
“counting by ones, go
across in a row.”
“When we ​go along a
column​, we will be ​counting
by tens.”
Say it “Counting by tens,
go down in a column”
1. Show them the - Practice counting to
hundred chart on the 100 by 1s with the
teacher observes students,
monitors their progress, and
provides clarification as
necessary
2. “Now, get your pencil
3. “Now get your
4. Pick a column and
front side of the math GoNoodle video
mat and say: “let’s do soundtrack
our counting to 100
practice for today.” - Highlight a row and a
column in the hundred
Teacher will play chart;
GoNoodle “Counting
to 100” video but only - With understanding
let students hear the the patterns of ones
soundtrack. and tens on the
Meanwhile, have hundred chart, count
students look at the to self or a table friend
numbers on the by ones; then by tens.
hundred chart as the
teacher moves her
fingers along each
row.
out, be ready to write
down your name and
date on the math
mat.”
Teacher passes out
the math mat to
students.
highlighter out, pick a
row on the hundred
chart on your math
mat, and butter the
numbers in that row.
“Move across the
chart, we are counting
by ones. Now read
the numbers to
yourself.
butter the numbers in
that column.
“Move down the chart,
we are counting by
 10s. Now read the
numbers to yourself.”

[Faster Finisher]
If you finish early, please find
a friend who also finished and
do the following practice

pick another row, and count

by ones to your friend. Then
your friend do the same.

Pick another column, and

count by 10s to your friend.
Then your friend do the
same.

Check for Understanding: During activity 3 and 4, the

teacher walks around and
listen​to students counting by
1s and 10s to themselves.

Closure: What did we learn today? -

Wrapping Up - teacher
facilitates group discussion, Two patterns on the hundred
helps students share their chart.
work/progress, helps
“Counting by ones, go
students make connections,
across; counting by tens, go
and ensures that big ideas down.
are brought forward

Guiding Principles
o Students must be given opportunities to grapple with the content
o Students are actively engaged in the construction of knowledge
o Vocabulary and notation are introduced in context and as needed