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.
http://www.kyrene.org/mathtools/
* 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.