Reflection: Diverse Entry Points Count to 100 - Section 2: Presentation of Lesson

A 100s chart is busy visually. There's a lot of information there, and it can be overwhelming for some students, even those who've mastered the concept of the base ten pattern. There are some simple solutions to make sure of success. It's important that students are successful, I want them to come away from math knowing that if they persevere (Mathematical Practice 1) they will get there.

Here are some simple ways to differentiate this task, depending on a student's need:

• Cutting the 100s chart into individual number rows (by tens), and giving those to a student one at a time.
• Cutting the 100s chart into two rows and giving those one at a time.
• Filling in more numbers on the chart, making sure that each number in the ones place is represented somewhere on the chart.
• Grouping students so that stronger students work with those who are still developing knowledge to collaboratively complete the hundreds chart.
• Using prompts and asking questions:
• Point to a number that you know and tell me what it is. What number comes before? What number comes after (see why it is a critical practice that can be slipped in throughout the day, every day).
• Can you find ten for me, and point to it? Remember counting by ten? Let's count together. So what comes after ten? Hmm...I wonder where we'd write this on the chart. Can you point to that place?
• Can you find a number you know, point to it and tell me what it is. Let's compare (and use what is known to leverage what is not) this number, with this empty place (selecting a nearby place). We'll start by counting together (leveraging rote counting skill), starting from this (known) number.

Creating Success
Diverse Entry Points: Creating Success

Count to 100

Unit 9: Numbers to 100
Lesson 8 of 8

Big Idea: Numbers don't stop at 20! We spend the last week or so of school looking at the numbers beyond 20. Today we are playing a fun game with a 100 Chart!

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60 minutes

Christina Yingling-Smith

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