Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Lesson, Lesson Plan
Level:
Lower Primary
Tags:
  • 10
  • 100
  • Add
  • Base Ten
  • Chart
  • Cl5Lesson
  • Cluster 5
  • Mentally
  • Place Value
  • Skip Count
  • Unit 5
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Skip Counting on a Sheet

    T4T Skip Counting on a Sheet

    Overview

    This resource is from Tools4NCTeachers.

    In this lesson, students explore 700-799 by drawing cards and placing them correctly on a hundreds “sheet” labeled with only the numbers 700 and 799.

     

    Here is a sample from this resource.  Click the attachment to download the entire, fully-formatted lesson.

     

     

    In this lesson, students explore 700-799 by drawing cards and placing them correctly on a hundreds “sheet” labeled with only the numbers 700 and 799.

    Skip Counting on a Sheet

     

     

     

    Common Core Standard:

    Use place value understanding and properties of operations to add and subtract.

    NC.2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10
    or 100 from a given number 100-900.

     

    Additional/Supporting Standard

    NC.2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens – called a “hundred.”

    b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

     

    Standards for Mathematical Practice:

    1.   Make sense of problems and persevere in solving them.

    2.   Reason abstractly and quantitatively.

    3.   Construct viable arguments and critique the reasoning of others.

    4.   Model with mathematics.

    5.   Use appropriate tools strategically.

    6.   Attend to precision.

    7.   Look for and make use of structure.

    8.   Look for and express regularity in repeated reasoning.

     

    Student Outcomes:

    • I can add 10 to a given number from 100-900.
    • I can mentally subtract 10 from a given number from 100-900.
    • I can mentally add 100 to a given number from 100-900.
    • I can mentally subtract 100 from a given number 100-900.

     

    Materials:

    • 101 to 200 black line master
    • Full or Queen size Sheet with 100 grid sections marked
    • Numbers 700-799 written on index cards, one number per card
    • 1000 chart found at www.allenteachers.com

     

    Advance Preparation:

    • Students understanding of place value will lead to efficient strategies for computing with numbers. 
    • Teacher needs to have black line master copied for students.
    • The easiest way to mark the sheet into 100 grids is to use colored electrical tape and measure into sections.  This can be done as a problem solving task with students or prepared ahead of time.  It is time consuming but can be used for many tasks and helps students visualize working with 10 mentally.  It is well worth the time to make the sheet as it can be used for lots of place value understandings as well.

     

    Directions:

    1. Have students sit around the gridded sheet on the floor and talk about the grids on the sheet.  Compare these to a hundreds board and review structure in number on the hundreds board.  Students should have had lots of experiences with the hundreds board in first grade.
    2. Explain to the students that we will be beginning with 700 and will build to 799. Put the numbers 700 and 799 on the board in the correct place. Hand out a number card to each student. 
    3. Ask students if anyone know where their card needs to go on the sheet. If they do and can justify where it goes by explaining it to the class they can put the card on the sheet.  They will take a new card after placing theirs on the sheet.
    4. Continue giving students opportunities to place their cards on the sheet.  Emphasize when students add or subtract 10 mentally. 
    5. When the chart is filled in talk about the structure of the numbers on the sheet and look at the patterns created within the columns. Help students make connections to the addition and subtraction of 10.
    6. Pull up the 1000 chart found at the website above.  The teacher can create various charts with this site. Students can see the same structures in number between 400 and 600 or 300 and 500 using this site. 
    7. By creating the larger charts students can also add and subtract 100 and see the structure of the number system.
    8. Continue to review using these charts throughout the year.

     

    Questions to Pose:

    Before:

    What do you know about the structure of numbers on a hundreds board?

    What have you already learned about hundreds boards?

     

    During:

    Ask questions as students add numbers to the board. Focus these questions on how did you know to place that number there with an emphasis on adding or subtracting 10 mentally.

     

    After:

    What did you learn about adding and subtracting 10 mentally?

    How can we apply what we learned about 10 when adding and subtracting 100?

     

    Possible Misconceptions/Suggestions:

    Possible misconceptions

    Suggestions

    Students who are forced to rely on algorithms and procedural understanding of mathematics struggle with the ability to fluently add and subtract 10 and/or 100 to numbers.
     

    Ask students to use the hundreds chart to add or subtract 10. Ensure that they understand that moving down a row means you are adding 10 and moving up a row means you are subtracting 10. If they have to count by ones to add the 10 they do not see this relationship. Hundred charts for numbers from 100-900 are available.

     

    Special Notes:

    This task takes quite a while to complete if students put all the numbers on the chart.  You may want to assist students in filling in the numbers if they lose interest.


    Solutions: N/A

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