<p> Ideas for Using Your 1-100 Number Strip</p><p>Your child has worked hard to sequence the numbers from 1-100 in order. Now that they have brought this work home, here are a few ideas of ways you can use the number strip to extend their understanding of math concepts.</p><p> Have your child count all the way from 1-100, touching each number as they say it.  Give your child a marker (i.e. pennies, goldfish crackers, M&Ms) and have them cover the numbers you say.  Point to different numbers and have your child tell you the number.  Ask your child to place a marker on a number. Ask them what number is “one more”, “one less”, “two more”, “two less”, etc. They may need help at first to understand what you mean, but they will become more independent with practice.  Have your child cover any two numbers of their choice and name the numbers. Ask them which number is more or which is less.  If you feel they are ready, show them skip-counting patterns such as counting by 10s, 5s and 2s.  Cover two numbers on the number line with a difference no greater than 10. Point to the smaller number. Ask your child how many “jumps” they must take to get to the larger number. You may need to show them what you mean by pointing to the smaller number, then “jumping” your finger and counting up to the larger number. (For example, if your numbers were 4 and 10, you would need to take 6 “jumps” from 4 to reach 10.)  Cover two numbers. Have your child practice “counting on” from the smaller number to get to the larger number. (For example, if your numbers were 11 and 20, your child would say, “11, 12, 13, 14, 15, 16, 17, 18, 19, 20.)</p><p>Ideas for Using Your 1-100 Number Strip</p><p>Your child has worked hard to sequence the numbers from 1-100 in order. Now that they have brought this work home, here are a few ideas of ways you can use the number strip to extend their understanding of math concepts.</p><p> Have your child count all the way from 1-100, touching each number as they say it.  Give your child a marker (i.e. pennies, goldfish crackers, M&Ms) and have them cover the numbers you say.  Point to different numbers and have your child tell you the number.  Ask your child to place a marker on a number. Ask them what number is “one more”, “one less”, “two more”, “two less”, etc. They may need help at first to understand what you mean, but they will become more independent with practice.  Have your child cover any two numbers of their choice and name the numbers. Ask them which number is more or which is less.  If you feel they are ready, show them skip-counting patterns such as counting by 10s, 5s and 2s.  Cover two numbers on the number line with a difference no greater than 10. Point to the smaller number. Ask your child how many “jumps” they must take to get to the larger number. You may need to show them what you mean by pointing to the smaller number, then “jumping” your finger and counting up to the larger number. (For example, if your numbers were 4 and 10, you would need to take 6 “jumps” from 4 to reach 10.)  Cover two numbers. Have your child practice “counting on” from the smaller number to get to the larger number. (For example, if your numbers were 11 and 20, your child would say, “11, 12, 13, 14, 15, 16, 17, 18, 19, 20.)</p>