ALEX Lesson Plan


100 More Hungry Ants

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  This lesson provided by:  
Author:Sara McGee
System: Tuscaloosa County
School: Brookwood Elementary School
  General Lesson Information  
Lesson Plan ID: 26326


100 More Hungry Ants


Students will investigate what happens to the number of ants at a picinc when 100 more ants arrive at the picnic. They will explore this concept using a slide presentation followed by a partner game. 

This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.

 Associated Standards and Objectives 
Content Standard(s):
MA2015 (1)
12. Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1-NBT4]
MA2015 (2)
3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. [2-OA3]
MA2015 (2)
7. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. [2-NBT3]
MA2015 (2)
11. Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. [2-NBT7]
ELA2015 (2)
29. Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]
b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]
c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]
ELA2015 (2)
31. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]

Local/National Standards:

Alabama 2009 Math COS 1 Grade 2

Identifying a number that is 100 more or less than a given number

Primary Learning Objective(s):

The students will develop concepts to enable them to identify a number that is 100 more than a given number.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Book 100 Hungry Ants by  Elinor J. Pinczes, deck of  number cards 0-9 (one per pair of students) recording sheet for 100 More Hungry Ants (one per pair of students), directions for 100 More hungry Ants, 100 ants sticker pages


Technology Resources Needed:

Computer with projector and speakers,  100 more hungry ants presentation (attached), presentation camera with projector


Teacher prep- The teacher should become familiar with the slide presentation and equipment needed to show it. 

The teacher should have a method for pairing students to work on the activity.  This can be done in a variety of ways.  Some suggestions are: call a girl's name and ask them to select a boy partner or draw names from a jar. 

Students should have prior knowledge of the book 100 Hungry Ants.If students do not know the book the teacher should read it prior to the slide presentation.




1. Have students sit where they can view the slide presentation. Before you begin, discuss the book 100 Hungry Ants and what happened to the ants.  Tell the students they will watch a presentation about ants at a picnic just like in the book. The difference is 100 more ants join them.  Ask students what they think will happen.

2. Show the presentation.  When the second slide opens, ask a student to read it to the group.  Give the children think time to formulate an answer. Have students turn to their neighbor and share their answers.  Show the next slide and discuss various strategies for solving this problem. Continue this for the next two slides.


1. Tell students that they are going to play a game using the 100 ants.  Display and read the directions to the class.

2. Use a presentation camera and projector to model the game with a student.  Ask students to make predictions as they play.

3. Have students play the game with a partner. 


After about 10 minutes have the student stop play for a short discussion.  Ask probing questions such as: What did you notice?  Why did that happen?  Will it happen everytime?


As you observe student play, notice which students have mastered the activity with two cards.  Challenge them to use three cards and add or subtract 100 (this will require extra sticker pages and the extention recording sheet).


Evaluation and adaptations for individual students should be ongoing.  Recording sheets (attached) can be collected and used for grades if desired.

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Assessment Strategies

Assessment should be ongoing to modify the activity as needed.  The student recording sheet (attached) can be used as a grade.


This lesson can be extended by using three number cards.  The students can then add or subtract 100 more ants. 


If students are having difficulty, remove the 100 sticker strip and add 10 hungry ants. 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.