How Many in a Minute

Goal: Keep track of how much you can do in a minute

'ƌĂĚĞƐ͗K–6+ Before beginning DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗1 Pick something everyone will do for ^ƵŐŐĞƐƚĞĚŐƌŽƵƉŝŶŐ͗individual a minute, such as jumping jacks or Time: 10 minutes or less drawing stars. Math: ĞƐƟŵĂƟŶŐƟŵĞ;ĂŵŝŶƵƚĞͿ͖ ĐŽƵŶƟŶŐďǇϮ͛Ɛ͕ϱ͛Ɛ͕ĂŶĚŽƚŚĞƌŶƵŵďĞƌƐ X Predict How many stars do you think you can draw in Talk DĂƚĞƌŝĂůƐ͗ a minute? Why do you think so? About... ĐůŽĐŬŽƌǁĂƚĐŚƚŚĂƚƐŚŽǁƐŵŝŶƵƚĞƐ and seconds Record predictions (optional). ƉĂƉĞƌĂŶĚƉĞŶĐŝů;ŽƉƟŽŶĂůͿ WƌĞƌĞƋƵŝƐŝƚĞƐ͗none YKeep track ŽŽŬƐĂďŽƵƚŵŝŶƵƚĞƐ͗ Time for one minute while everyone does the activity and keeps count. A Second Is a Hiccup: A Child’s Book of Time. ,ƵƚĐŚŝŶƐ͕,͘:͘;ƌƚŚƵƌ͘ >ĞǀŝŶĞ͕ϮϬϬϳͿ͘ ZHow many? dĞŶDŝŶƵƚĞƐƟůůĞĚƟŵĞ͘ZĂƚŚŵĂŶŶ͕ Compare predictions with results. WĞŐŐǇ͘;WƵƚŶĂŵ͕ϭϵϵϴͿ͘ [ Repeat Children compare their times on different trials. Choose a different child to be the timekeeper each time.

sĂƌŝĂƟŽŶƐ ƌĂǁ͕ƚŚĞŶĐŽƵŶƚ;ĞĂƐŝĞƌͿ͘Children draw as many circles or stars as they can in am minute. Then, they count them. They don’t have to draw and count at the same time. ƐƟŵĂƚĞĂŵŝŶƵƚĞ;ƐĂŵĞĂƐŵĂŝŶĂĐƟǀŝƚǇͿ͘Explain the procedure, and then try it: Everyone shut your eyes. I’ll say “Start!” when I’m going to start timing. Raise your hand when you think one minute is up. Note whose hands go up before one minute, whose at one minute, and whose after one minute. Once all hands are up, tell them the results. dŝŵĞǇŽƵƌƐĞůĨ;ŚĂƌĚĞƌͿ͘Children pair up. One times a minute while the other does the activity and keeps count. Then, they switch roles.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m How Many in a Minute

^ƚƌĂƚĞŐŝĞƐĨŽƌĐŽƵŶƟŶŐ How Many in a Minute gives children a reason to count efﬁciently and accurately. Ask children to do the activity, share and reﬂect on counting strategies, and try it again. This example is drawn from a program in which a group of 5–8 year old children drew as many stars as they could in a minute. ^ŚĂƌĞĐŽƵŶƟŶŐƐƚƌĂƚĞŐŝĞƐ After children drew as many stars as they could, they were asked: How did you draw your stars? Child 1: I just did it fast. Child 2: I did lines (across). Child 3: All over the page. Child 4: Two rows. What did you do when you counted? How did you count? Child 1: I wrote the numbers as I counted. Child 2: I counted across by 1’s Child 3: Up and down. Child 4: By 2’s. Child 5: By 10’s.

ZĞŇĞĐƚŽŶĐŽƵŶƟŶŐƐƚƌĂƚĞŐŝĞƐ Was it easy for you to count? Why or why not? Some children who counted each star reported that they lost count and had to start over. The child who numbered each star was able to keep track, but her method was time-consuming. A child who made rows of 10 simply counted by 10’s. Try it again The second time they did the activity, many of the children organized the stars in rows or groups as they drew. They were able to count more quickly and easily to ﬁnd their totals. Organizing counts in groups works for physical activity, too. Some people count jumping jacks according to a rhythm or in a pattern such as “20, 1, 2, 3, 4, 5, 6, 7, 8, 9, 30, 1, 2, 3,…”)

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Majority Rules

'ŽĂů͗dĂŬĞĂŐƌŽƵƉǀŽƚĞƵƐŝŶŐĨƌĂĐƟŽŶƐŽƌƉĞƌĐĞŶƚƐ

Grades: 2–6+ X/ŶƚƌŽĚƵĐĞƚŚĞǀŽƟŶŐƉƌŽĐĞƐƐ DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗4 Choose a yes-or-no question for the group vote, such as: Suggested grouping: whole group Should we play basketball today? Time: 10 minutes or less Explain that the group will go with Math: ĨƌĂĐƟŽŶƐĂŶĚƉĞƌĐĞŶƚƐ whatever... Materials: Easy. ...at least 1/2 or 50% chooses. ƉĂƉĞƌĂŶĚƉĞŶĐŝů;ŽƉƟŽŶĂůͿ ĐĂůĐƵůĂƚŽƌƐ;ŽƉƟŽŶĂůͿ Medium. ...at least 3/4 or 75% chooses. Prerequisites: familiarity with 1/2 Hard. ...at least 2/3 chooses. ŽŽŬƐĂďŽƵƚĐŚŽŝĐĞƐĂŶĚǀŽƟŶŐ͗ Vote 'ƌŝǌǌůǇ'ĂǌĞƩĞ͘Murphy, Stuart. Y ;,ĂƌƉĞƌdƌŽƉŚǇ͕ϮϬϬϮͿ͘ Use show of hands or private ballot. Designate one or two Which Would You Rather Be? Steig, children to keep track of the number of votes for each choice and tŝůůŝĂŵ͘;,ĂƌƉĞƌdƌŽƉŚǇ͕ϮϬϬϱͿ͘ the total.

Tally the responses Talk Z About... Did either choice receive enough votes? How do you know? For 2/3, children may use calculators. Or, see the Math Spotlight for ideas on ﬁnding 2/3. If no choices received enough votes, debate the options and vote again.

sĂƌŝĂƟŽŶƐ Tally it up (easier). Go with whatever choice gets more votes. Nearly everyone (harder). Go with whichever choice gets at least 90% of the vote. Use calculators to ﬁnd 90%.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Majority Rules

Spotlight Finding 2/3 14 out of 17 children voted yes. Is that more or less than 2/3? First, divide into three groups as evenly as possible. Each group is about 1/3. If two groups voted yes, about 2/3 voted yes.

ŽŶŶĞĐƟŽŶƐ Sales and discounts Discounts of 10% and its multiples (20%, 30%, etc.) are common. Being able to ﬁnd 10% in your head can come in handy: 10% of $10.00 is $1.00. 10% of $10.50 is $1.05. 10% of $3.00 is $0.30 (30¢). 10% of $3.50 is $0.35 (35¢). You can use 10% to ﬁnd other percents: 20% is double 10%. 5% is half of 10%.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Giant Museum

'ŽĂů͗WƌĞĚŝĐƚƚŚĞƐŝǌĞŽĨĂŐŝĂŶƚƐĐĂůĞŵŽĚĞůŽĨĂĐŽŵďŽƌŽƚŚĞƌƌĞĐƚĂŶŐƵůĂƌŽďũĞĐƚ͕ then make one

Grades: 2–6+ Before beginning DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗1 Choose a flat surface, such as a table top or window that children Suggested grouping: divide into pairs can reach. Children will predict if their giant objects will cover Time: 20–60 minutes the table (or window). Math: ĐŽŶƐƚƌƵĐƟŶŐĂƐĐĂůĞŵŽĚĞů͖ ŵĞĂƐƵƌŝŶŐĂƌĞĂ X Would a giant one cover the table? Hold up one of the objects. Ask children to predict its length and Materials: width if it were enlarged five times. ƌĞĐƚĂŶŐƵůĂƌ͕ŇĂƚŽďũĞĐƚƐ;Ğ͘Ő͕͘ĚŽůůĂƌ͕ If this eraser were five times longer, would it Talk ƐƟĐŬŽĨŐƵŵ͕ƉŽƐƚͲŝƚŶŽƚĞ͕ƉůĂǇŝŶŐ About... card): 1 per pair fit on the table? What if it were also five times ƌƵůĞƌƐ wider? ůĂƌŐĞƐŚĞĞƚƐŽĨƉĂƉĞƌ͕ŝĨƉŽƐƐŝďůĞ͕ Distribute objects, paper, and other supplies to each pair. Ask ǁŝƚŚϭͬϮ͟ŽƌůĂƌŐĞƌŐƌŝĚƐƋƵĂƌĞƐ͗ϭŽƌ them to make and record two predictions: more pieces per pair ƉĞŶĐŝůƐ͕ŵĂƌŬĞƌƐ͕ƐĐŝƐƐŽƌƐ Would it cover the table? Would it cover you if you were lying down? scrap paper Prerequisites: ĨĂŵŝůŝĂƌŝƚǇǁŝƚŚ Make it five times the length and five times the width ŵĞĂƐƵƌŝŶŐ Y Children trace the object five ŽŽŬƐĂďŽƵƚŐŝĂŶƚƐŝǌĞƐ͗ times across and down. Or, they If Dogs Were Dinosaurs͘ĂǀŝĚ measure and multiply using ^ĐŚǁĂƌƚǌ;^ĐŚŽůĂƐƟĐ͕ϮϬϬϱͿ͘ rulers or graph paper. El nabo gigante;The Giant TurnipͿ͘ ůĞŬƐĞŝdŽůƐƚŽǇ;ĂƌĞĨŽŽƚŽŽŬƐ͕ Then they cut and decorate. ϮϬϬϬͿ͘ ZMake a museum Display giant objects next to the originals.

How did you make your giant object? Talk Was it as long as you predicted? Was it as wide? About... How many times more area does the giant one cover? sĂƌŝĂƟŽŶƐ dŚƌĞĞƟŵĞƐƚŚĞƐŝǌĞ;ĞĂƐŝĞƌͿ͘ Enlarge a ﬂat rectangular object three times in length and three times in width.

dŚƌĞĞĚŝŵĞŶƐŝŽŶƐ;ŚĂƌĚĞƌͿ͘ Enlarge a three-dimensional rectangular solid object, such as a thick book, pencil sharpener, or small box.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Name Game

Grades: K–6+ Number of players: 2 Skills: patterns

Goal: Fill in the grid with names n Players take turns writing their names in the grid. oNames can go across or down with one letter in each square. p The game is over when there is no room to take a turn.

Variation Try using a different size grid, or block out some squares.

Read The Name of the Tree: A Bantu Tale Retold. Lottridge, Celia. (Groundwood, 2002). Grapes of Math. Tang, Greg. (Scholastic, 2003).

Visit our web site for more math ideas. http://mixinginmath.terc.edu

Goal: Get in order by something easy to compare, such as height or arm span

Grades: K–2 Before beginning DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗4 Choose a size characteristic that children can physically compare, Suggested grouping: divide into such as foot length or hair length. groups of 4–10 Time: 10 minutes or less X Predict Math: comparing height; graphing Tell children they will be lining up from largest to smallest. Materials: We’ll be lining up by arm span. Do you think Talk none you’ll be the start, middle, or end of the line? About... Prerequisites: none YLine up! Books about comparing sizes: Everyone makes comparisons and stands in order. If two children The Best Bug Parade. Murphy, Stuart. have the same measurement, they stand side by side. (Harper Trophy, 1996). The Giant Cabbage: An Alaskan Are we in order? Folktale. ^ƟŚůĞƌ͕ŚĞƌŝĞ͘ Z (Sasquatch, 2003). Check and change places if needed. Are you in the part of the lineup you predicted?

Talk Are there any people with the same height? About... Which height is most common? If we do this again in 6 months, do you think everyone will be in the same place in line?

sĂƌŝĂƟŽŶƐ Line up for a moment (easier). Divide into groups of 5 or 6. Each smaller group lines up. That way, no one waits too long in line while others are deciding where they stand. Guess our lineup (harder). One person is the Detective and leaves the room while the others line up in order by a secret characteristic. The Detective returns, looks over the lineup, and tries to determine the characteristic by asking yes-or-no questions. >ŝŶĞƵƉŽǀĞƌƟŵĞ;ƐĂŵĞĂƐŵĂŝŶĂĐƟǀŝƚǇͿ͘Line up according to the same characteristic at different points in the year. For instance, line up by height at the start of the year and record the order. Try it again in March, and compare how the order changed.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Line Up

Spotlight Graphing When children line up in order, they form a human graph. Each person is like a “point” on the graph. The line shows the characteristics of the group: s the largest and smallest measurements s the range, or span of measurements s the slope, or variation from person to person s common or modal values—whether some measurements are the same

ŽŶŶĞĐƟŽŶƐ Comparing sizes This activity helps children visually compare height, length, and width. Since most of us don’t carry around measuring tapes, we make a lot of judgments based on relative sizes. Are these pants likely to be wide enough for me? Is this book too tall for my bookshelf? Will this container ﬁt on the bottom refrigerator shelf? With practice, people become good at making comparisons. Hairdressers can quickly judge hair length; carpenters are good at determining if two boards are the same size; athletes can judge the distance remaining to a ﬁnish line.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Look Around

'ŽĂů͗WĂƌƟĐŝƉĂƚĞŝŶĂƐĐĂǀĞŶŐĞƌŚƵŶƚŝŶǀŽůǀŝŶŐƐŝǌĞƐ͕ƐŚĂƉĞƐ͕ĂŶĚŶƵŵďĞƌƐ

'ƌĂĚĞƐ͗2–6+ ĞĨŽƌĞďĞŐŝŶŶŝŶŐ DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗1 Create a “Look Around” list ^ƵŐŐĞƐƚĞĚŐƌŽƵƉŝŶŐ͗individual or with number, measurement, divide into pairs and shape questions. dŝŵĞ͗10–20 minutes Easy/Medium. Use or adapt “Look DĂƚŚ͗measuring; comparing sizes Around List 1”. Include questions involving small numbers and measuring DĂƚĞƌŝĂůƐ͗ with hands and feet. Review questions with less skilled readers. “Look Around” list: 1 per child rulers Medium/Hard. Use or adapt “Look Around List 2”. Include pencils questions that require measuring with rulers, edtimating, and numbers 50 and up. WƌĞƌĞƋƵŝƐŝƚĞƐ͗ƌĞĂĚŝŶŐĂŶĚǁƌŝƟŶŐ ŽŽŬƐĂďŽƵƚŵĞĂƐƵƌŝŶŐĂŶĚƐŝǌĞƐ͗ X ^ƚĂƌƚůŽŽŬŝŶŐ My Very Own Room/Mi propio Individual children or pairs take ĐƵĂƌƟƚŽ. Perez, Amada Irma. (Children’s Press, 2000). “Look Around” lists, rulers, and Measuring Penny. Leedy, Loren. (Henry pencils. Holt, 2000). As needed, review how to measure with rulers.

YtŚĂƚĚŝĚǇŽƵĨŝŶĚŽƵƚ͍ Ask children how they located particular items on the list. For instance:

Talk Can you show us how you measured with your hands? Did About... anyone try that and get a different number of hands? Why might that be?

sĂƌŝĂƟŽŶƐ tƌŝƚĞǇŽƵƌŽǁŶƋƵĞƐƟŽŶƐ;ŚĂƌĚĞƌͿ͘ Children submit questions for another “Look Around” list.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Look Around

>ŝƐƚϭ EĂŵĞ͗ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

&ŝŶĚŝƚ͊ ZĞĐŽƌĚŚĞƌĞ

How many windows are in the room?

Measure with your hands. How many hands across a small table?

Find a book you want read. How many colors are on the cover?

Measure with your feet. How many feet across the room?

Find a box with crayons. Are there more than 30 crayons in it?

Find something as high as your head. What is it?

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Look Around >ŝƐƚϮ EĂŵĞ͗ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ &ŝŶĚŝƚ͊ ZĞĐŽƌĚŚĞƌĞ

Are there more than 50 books in the room? Find something with a price on it. What is it, and how much does it cost? ƐƟŵĂƚĞ͗,ŽǁŵĂŶǇƉŝĞĐĞƐŽĨƉĂƉĞƌ in the room?

Find a light in the room. What shape is it?

Find a number larger than 100. What is it?

Find something shaped like a triangle. What is it?

How many steps does it take you to walk all the way around the room? Start with your back to a window. Take 3 giant steps, turn right, and take 3 more giant steps. Where are you? DĞĂƐƵƌĞŽƌĞƐƟŵĂƚĞ͗,ŽǁŵĂŶǇ inches high is the highest window in the room? What is the smallest number you can ĮŶĚŝŶƚŚĞƌŽŽŵ͍

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Mystery Jars

'ŽĂů͗ƐƟŵĂƚĞŚŽǁŵĂŶǇŽďũĞĐƚƐĂƌĞŝŶĞĂĐŚŽĨƚǁŽũĂƌƐĂŶĚƌĞĐŽƌĚǇŽƵƌƌĞĂƐŽŶƐ

'ƌĂĚĞƐ͗K–6+ ĞĨŽƌĞďĞŐŝŶŶŝŶŐ DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗4 Make the Mystery Jars: ^ƵŐŐĞƐƚĞĚŐƌŽƵƉŝŶŐ͗individual s Put the smaller objects in one jar and dŝŵĞ͗10 minutes or less the larger in the other. Fill each jar to about the same height. DĂƚŚ͗ĞƐƟŵĂƟŶŐǀŽůƵŵĞ͕ĐŽƵŶƟŶŐ͕ ĂƌŝƚŚŵĞƟĐ s Record how many are in each jar. Don’t tell anyone! DĂƚĞƌŝĂůƐ͗ s Label the jars “Jar 1” and “Jar 2.” ƚǁŽŝĚĞŶƟĐĂůĐůĞĂƌƉůĂƐƟĐũĂƌƐ ƐŝŵŝůĂƌŽďũĞĐƚƐŝŶƚǁŽƐŝǌĞƐĨŽƌĮůůŝŶŐ Make the display: ũĂƌƐ;ƐŵĂůůĂŶĚůĂƌŐĞƉĂƐƚĂƐŚĞůůƐ͕ s Place the jars where everyone can see them. ƉŽŵƉŽŵƐŽƌďĞĂĚƐͿ s Leave out recording sheets and pencils. ƌĞĐŽƌĚŝŶŐƐŚĞĞƚƐĂŶĚƉĞŶĐŝůƐ WƌĞƌĞƋƵŝƐŝƚĞƐ͗none X ƐƟŵĂƚĞĂŶĚƌĞĐŽƌĚ ŽŽŬƐĂďŽƵƚĞƐƟŵĂƟŶŐ͗ Children record their 'ƌĞĂƚƐƟŵĂƟŽŶƐ͘'ŽůĚƐƚŽŶĞ͕ƌƵĐĞ͘ estimates and their ;,ĞŶƌǇ,Žůƚ͕ϮϬϬϲͿ͘ thinking. Help younger children record. Which jar has more? How do you know? Talk Does the jar have about 10? about 100? About... Does one jar have about twice as many as the other? about 10 times as many?

Y&ŝŶĚŚŽǁŵĂŶǇ Try one of these ways: s Gather children to share estimation strategies. Then, count the objects together. s Post actual amounts next to the jars. ZZĞƉĞĂƚ͊ Try the activity again with different objects. sĂƌŝĂƟŽŶƐ hƐĞŽŶĞƚŽĮŶĚƚŚĞŽƚŚĞƌ;ĞĂƐŝĞƌͿ͘ Post the amount in one jar and ask children use that information to ﬁnd how many in the other jar. ^ĂŵĞƚŚŝŶŐ͕ĚŝīĞƌĞŶƚũĂƌƐ;ŚĂƌĚĞƌͿ͘ Use two jars of different sizes and shapes. Fill them with the same thing. Children estimate how many in each.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m DǇƐƚĞƌǇ:ĂƌƐ

ƐƟŵĂƟŶŐ,ŽǁDĂŶǇ Mystery Jars is a mathematical twist on the “guessing jar.” With Mystery Jars, children estimate rather than guess, compare amounts in two jars, and record their estimates and how they made them. ƐƟŵĂƟŶŐǀŽůƵŵĞ͗^ƚĂƌƚǁŝƚŚǁŚĂƚǇŽƵƐĞĞ Start with the jar containing the larger objects. Ask children to look for a section they can count. How many in the top layer? How many layers? How many in all? Good estimators mentally break the jar into parts. They count how many in one section, and then they count, add, or multiply to ﬁnd how many in all. ŽŵƉĂƌŝŶŐƐŵĂůůŽďũĞĐƚƐǁŝƚŚůĂƌŐĞŽŶĞƐ͗&ŝŶĚ ƚŚĞƌĂƟŽ Which jar has more? How do you know? About how many small pompoms take up as much room as a large one? Help children notice that more small objects take up the same space as fewer large ones. <ĞĞƉŝŶŐĂƌĞĐŽƌĚ͗>ĞĂƌŶĨƌŽŵĞĂĐŚŽƚŚĞƌ How did others decide on an estimate? Do you agree with their strategies? One child estimated by multiplying length by width. Another offered a correction, including height of the jar as well. Even children who copy can learn by reading through and choosing an answer they think makes sense. /ĨǇŽƵĂƌĞŐŝǀŝŶŐŽƵƚƉƌŝǌĞƐ Consider giving a prize to those who explain their thinking clearly or to those who explain their thinking in a unique way. Or, enter those who explain their thinking into a drawing for a prize.

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Mystery Jars

ƐƟŵĂƚĞ ƐƟŵĂƚĞ EĂŵĞ :Ăƌϭ :ĂƌϮ ǆƉůĂŶĂƟŽŶ

*()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m How many legs are in the room?

7(5&KWWSPL[LQJLQPDWKWHUFHGX 88 89 90 91 92 93 94 100 Days 95 96 97 98 99 100

Project and crafts Displays and independent activities Counting Books Count Around 110 Children write counting story, counting by Find something there is (at least) 100 100 10’s or dimes. of in the room. 90 80 Look Around 70 60

Include some “100’s” in a scavenger 50 hunt: the number 100, something 100 40 inches high, a book with 100 pages, 30 something that costs 100 cents. 20

0 º Paper Bag Skits Calendars F Make up a skit about 100’s, minutes, Number the days before photocopying. centimeters, pounds, or other 100’s.

Flip coins and count dimes with the Coins calendar. Short activities and games Narrow It Down: Jump on Tens Numbers Jump to 100. Play a game with Everyone jumps numbers to 100. on multiples of 10. Add more actions for more challenge. Fill the Time What can you do to fill 100 seconds? 100 Numbers in the minutes? News Take Ten Find the number closest to 100 on the sports or weather page. What does it mean? Pick up everything on the floor, 10 things at a time. How Many in a Minute Try “How Many in a Minute?” in reverse: Countdown (to 100) predict how long it takes to draw 100 stars. Then try it. What’s going to happen 100 hours from now? 100

minutes from now? Count

down to find out.

100 99 97 96 95 98

Include the activity name, when and where it will be offered, a book, and any additional notes.

Handout

Theme:

MIXING IN MATH display ideas: MIXING IN MATH craft ideas:

MIXING IN MATH game ideas: MIXING IN MATH book ideas: