Chapter 6 Counting to 100 and Beyond!!

Chapter 6 Counting our Way to 100

This is a very funky chapter because it really delves into the world of higher numbers and makes us feel really smart. We learn all kinds of tricks and ways to see numbers in a new light. This chapter also secretly is preparing us for money because we focus on counting patterns such as counting by 10s and 5s which is how we learn how to count money. We also count by 2s and even try 3s!! We talk about saying numbers in different ways and just all around learn to appreciate the bigger, fancier numbers.  Boy are we getting smart now!!!

VOCABULARY

digit - a symbol used in numbers; our digits are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9

hundred - a number which is equal to 10 tens or 100 ones

ones - the value of a digit in the ones (right) position

tens - a group of ten ones

1.   Counting with Groups of 10
In order to make counting to 100 a lot easier and to sort the numbers, counting by groups of ten is a crucial concept. We have been making groups of ten all year as we count how many days that we have been in school, otherwise known as when Zero the Hero comes. We make groups of ten and then count on with the extras. For example:

6 groups of 10 and 3 left over is 63 and would look like this:

Visualizing these groups of ten, despite the object, gives the children a means to organize the higher numbers in their brains. We use different objects, but are always making groups of ten.

We also like to use a hundreds chart (see “Math Tools for Home Use” for a link to a hundreds chart that you can print). One of the key concepts for the hundreds chart is that all of the numbers in the columns have the same number in the ones column (red) and the numbers on the rows have the same number in the tens spot (blue).

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2. Tens and Ones

Here we are learning about that numbers can be written different ways.

The number 23 can be:

23 ones

2 tens and 3 ones

20+3

10 + 13

The key understandings here are:

* When there are only tens counting by tens can be used to fond how many there are in all.

eg. 10, 20 , 30 , 40

* Tens are written first- eg. 36 In this number “3” is in the “tens” and “6” is in the “ones”.

* When there are ten in the “ones then in class we “sound the alarm” to trade those ten ones into a tens stick and move that over to the tens side. (see tens and ones mat in the math tools section). At home you can use dimes (as the tens) and pennies (as the ones). Also you can use straws or Popsicle sticks and a rubber band to make the groups or legoes that can be connected to display tens and ones. Below is a link to a site that allows the child to  make numbers with tens and ones manipulatives.

* Now that we are using bigger numbers it is important to remind the children that when solving math stories that we can use objects to model the problems. Of course we already know that because we do our math stories everyday, but now is a good time to reinforce this because the numbers that we will be using are more than our fingers, unless you want to take off the smelly socks!!

3. Number Patterns-

The hundreds chart is also very helpful for seeing counting patterns. If you print out a hundreds chart, then you can color all of the numbers that you say when you are counting by 5s and see that these numbers are in the columns that end in 5 and 0.

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Counting by 2s on the hundreds allows the child to see that only numbers with the even numbers in the ones column are the numbers that we say when we count by 2s.

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Counting by 3s is a little tricky and has a different pattern on the hundreds chart. This pattern can be seen when you look on the diagonal.

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Also in this section is how to count items that in a line or in a position. These are called ordinal numbers and are words like, “first, second, third, fourth, etc.”

We also discuss where a number is on the hundreds chart using the words “before, after, and in between.”

We play a game to see which numbers are odd and which are even by seeing that even numbers have no leftovers when they are put in two groups and odd numbers do.

Activities for Chapter 7

1.   Grouping and Counting a Set to 100

Materials: Hundred chart (see math tools for home use) and 100 counters (beans or Cheerios)

Procedure:

1.   Put out the 100 beans and ask: “How many beans are there altogether?” Guide the child to see that it would take a long time to count all the beans one at a time.

2.   Ask the child if there is an easier way to count. Suggest counting by 10s or 5s if the child does not say this.

3.   Have the child explain the way that he grouped the beans. Once the child has grouped the beans one way then challenge him to count the beans another way.

2. Ordering Numbers to 100

Materials: Hundred chart; 100 Post-its, large chart paper

Procedure:

1.   Have the child write the numbers 1 to 100 on Post-its, one number per note.

2. Mix up the notes so that the numbers are not in order.

3.   Ask the child to out the numbers in order on the chart paper. This could be a game where the child outs one and then the grown-up puts another.

4. After all of the numbers are placed on the chart, discuss with the child how and where the numbers are the same and where they are different. Notice any patterns.

5. As an extra activity, color-code the numbers to reflect patterns. Ask the student what number comes before, after, or in-between another number.