**This will be a 2 part post in which I will discuss different ways to engage students in activities using hundreds charts. Each post will include three activities to engage students.**
Provide each student with several chips or counters and a copy of a 100’s chart. First highlight an important number to you. For example, my number is 6 because it represents the 6th month of the year, which is June (the month I was born). I ask the students to find and cover the number 6 as well. I then ask the students to cover up 2 – 3 numbers that are important to them. From this point, I provide an opportunity for the students to pair up with someone from their group to discuss why that number is important to them. Typically, I call on 5 different students to share out why that number is important to them. After the students do this quick activity, allow them to choose 2 of their important numbers and determine how far apart they are. For instance, using the numbers 6 and 20 the students will find the difference is 14.
- My number is a two digit number.
- My number is greater than 7 and less than 17.
- You can only land on my number by skip counting by 2’s.
- The two digits in my number add up to 5.
- What’s my number? Answer is 14.
- What patterns do you notice?
- How did you see these patterns? Prove it by showing it to us.
- What do you think will happen if I change the starting number? Will the patterns remain the same or will they change? Will you still skip count by the same amount?
- Do you notice any patterns with the digits in the numbers? What are they?
Also have the students look at less conventional patterns that still skip count by 5’s, such as those in the images below. The most important part of this activity is to allow the students time to discuss and share the patterns they notice. This directly correlates to Standards of Math Practice # 3 – Construct viable arguments and critique the reasoning of others.