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For Students to Discover Number Patterns Using a 100'S Chart. III

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For Students to Discover Number Patterns Using a 100'S Chart. III I. Topic • Hundreds Chart II. Purpose/Goals: • For students to discover number patterns using a 100’s chart. III. Materials List • 100’s chart for each student • crayons or colored pencils for each student IV. Activity Idea • Grade K-2 • First, I would hand each student a 100 number chart. I would have them pick out a color and have them do all the numbers counting by 2’s in that color. Next, I would have the students choose a different color and color all the numbers that are counting by 5’s and see if they start noticing any patterns. After that I would have the students work in groups to see what other patterns they might find in the 100’s chart. • Assessment: ♦ I would ask the students what patterns they found and who would like to share their patterns with the class. Then I would have the students write in their math journals what they liked or disliked about the activity or what they might not have understood. I would ask them to write about at least 3 patterns that they found on their 100’s chart and how they knew it was a pattern. V. Activity Extension • Grade 3-5 ♦ I would use a multiplication chart of 1-12 and have the children see what patterns they can find with multiplication tables much like with the 100’s chart. I. Topic: • How Long Activity II. Purpose/Goals: • Students should be able to develop number sense for larger natural numbers III. Materials List • Paper • Pencil • Calculator IV. Activity Idea • Grade 6-8 • I would have a worksheet with different numbers of seconds on them, for example how long is 1,000 seconds. I would ask the class to guess how long they think 1,000 seconds is. We would then work together to figure out how many minutes, hours if necessary 1,000 seconds are. Next I would have the students work in groups to guess and then figure out problems such as: How long is a million seconds? How long is a billion seconds? • Assessment ♦ I would walk around the rooms observing what my students are doing. I would help those that seem to be struggling with converting seconds into minutes, etc. As a class we would discuss the answers we came up with and compare those answers to the guess we made and see how close we were. I would also have my students write in their math journal about how they felt about the activity and their concept of how long something really is. V. Activity Extension • To adapt this activity to grade 3-5 I would have students calculate how many hours of television they watch in a day, week, month, or year. They could also figure out how many days, months, hours, and minutes they have been alive. l. Topic: • Addition and Subtraction ll. Purpose/Goals: • To teach the children addition and subtraction by using models such as ones, tens, and hundreds pieces. lll. Materials: • Addition and Subtraction sheet. • Ones, tens, and hundreds pieces. lV. Activity Idea: • Grade Level: 2nd grade In this activity children will learn how to add and subtract by using ones, tens, and hundreds pieces to model each problem. The teacher will show an example on the overhead of how to model an addition and subtraction problem. The teacher will explain that a “ones piece” is equal to one, a “tens piece” (ten ones) is equal to ten, and a “hundreds piece” (ten tens and one hundred ones) is equal to one hundred. Students will work in pairs. They will be given ones, tens and hundreds pieces to use as models. Once they have created a model for the problem and the answer they will then draw a picture of the model they created. V. Activity Extension: To extend this activity to the 3rd grade level, each pair of students will get to choose their own ones, tens, and hundreds pieces from materials provided by the teacher. Some material could include: hundred – dollar bill, ten – dime, one – penny. Hundred – notebook paper, ten – pencils, one – eraser. If the teacher cannot or would prefer not to provide materials, the students can think of their own pieces to model each problem and answer. The student will write what they have chosen to represent each piece and will draw a picture to model each problem and answer. Example Problems for the Worksheet: 123 + 492 = Draw a picture of the model you created. 482 – 215 = Draw a picture of the model you created. l. Topic: • Multiplication and Division Methods ll. Purpose/Goals: • Teach children multiplication by using models such as ones, tens, and hundreds pieces. lll. Materials: • Multiplication sheet • Ones, tens, and hundreds pieces lV. Activity Idea: • Grade Level: 4th grade In this lesson, students will learn to multiply by using ones, tens, and hundreds pieces. The teacher will model a multiplication problem on the overhead as an example for the students. The problem 123 X 3 would be modeled as three separate sets of one “hundreds” piece, two “tens” pieces, and three “ones” pieces. Students will work in pairs using the ones, tens, and hundreds pieces. They will model each problem on the worksheet, provide the answer, and also write out a description of their model. For example: “we used two groups of one “hundreds” piece, four “tens” pieces, and seven “ones” pieces to model 147 X 2” V. Activity Extension: To extend this activity to more of the 5th grade level, students can work on an exploratory multiplication activity much like the one that we did as a class. The students will have a chance to solve multiplication problems mentally. Each student will be given two multiplication problems to solve. For example: 45 X 5 and 68 X 2. The students will be instructed to solve each problem mentally and then record their process. After the students have finished, the class will discuss the processes they took to solve each problem. Example Problems for the Worksheet: 115 X 2 = Describe or draw how you modeled this problem 371 X 3 = Describe or draw how you modeled this problem Purpose: Students should develop and understand for spatial relationships between single digit numbers. Grad Level: Pre-K-1 Materials: 1. Dot cards 2. Record sheets 3. Bingo Card Sheets 4. Spatial Relation Game Board Building in Parts: Focusing on Spatial Relations 1. Make as many different arrangements of counters to represent the number one. Then record the ones you like most in the RECORD sheet next to the number “1 one” 2. Make as many different arrangements of counters to represent the number two. Then record the ones you like most in the RECORD sheet next to the number “ 2 two” 3. Make as many different arrangements of counters to represent the number three. Then record the ones you like most in the RECORD sheet next to the number “3 three” 4. Make as many different arrangements of counters to represent the number one. Then record the ones you like most in the RECORD sheet next to the number “4 four” 5. Make as many different arrangements of counters to represent the number one. Then record the ones you like most in the RECORD sheet next to the number “5 five” Share your arrangements with the class. Building in Parts: Focusing on Spatial Relations Game Divide students up into groups of four and give each student a Spatial Relation Game Board. Give each group a set of dot pattern cards. Have students place these cards side down so you can not see the dots and spread them around. Next have students take turns drawing a card. Have students place that card under the number set on their Spatial Relation Game Board that it represents. Have students continue doing this until their game board is filled. Whole Class Activity Give each student a spatial relation BINGO Game Board and a set of dot cards. Have students put the correct dot card on the number called during the game. Extension Ideas: Part-Part-Whole Concept: Using Dominos Fractions *: Using Dominos or Pattern Blocks Sets of numbers: 5-10, 10-20, 20-30, etc: Counters, toothpicks, wooden cubes Assessment: Have students create their own BINGO board by giving children a list of numbers to put on their BINGO board and they can represent these numbers using dots or drawings. Also have dot cards and ask children to find in the dot cards certain numbers. .
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