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100 Chart

100 Chart. EALRS & GLES. EALR 1: The student understands and applies the concepts and procedures of mathematics. Component 1.1: Understand and apply concepts and procedures from number sense. GLE 1.1.2: Understand sequential relationships among whole numbers to at least 100.

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100 Chart

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  1. 100 Chart

  2. EALRS & GLES • EALR 1: The student understands and applies the concepts and procedures of mathematics. • Component 1.1: Understand and apply concepts and procedures from number sense. • GLE 1.1.2: Understand sequential relationships among whole numbers to at least 100. • GLE 1.1.5: Understand the meaning of addition and subtraction and how they relate to one another. • GLE 1.1.7: Understand and apply strategies and appropriate tools for adding and subtracting with whole numbers. (Use calculator, manipulatives, or paper and pencil to solve addition or subtraction problems.)

  3. Think of Some Ways We Can Count To 100?

  4. Lesson Overview • Learn how the 100 chart works • Investigate skip counting by 2’s, 5’s, and 10’s • Explore number patterns on the 100 chart

  5. Locating Numbers • I’m thinking of a number that is 1 more than 32. • I’m thinking of a number that is 2 less than 70. • I’m thinking of a number that is 10 more than 90. • I’m thinking of a number that is 2 tens and 5 ones.

  6. Skip Counting By 2’s Up To 40 • What are some patterns you notice? • Would we cover the number 52 if we continued counting by 2’s? • Would we cover the number 76? • What about 85?

  7. Skip Counting By 5’s Up to 50 • What are some patterns you notice?

  8. Skip Counting By 10’s Up to 100 • What are some patterns you notice? • How many 10’s does it take to equal 100?

  9. Targeting Numbers on the 100 ChartTarget Number: 25 24 • One less than 25 • One more than 25 • Ten less than 25 • Ten more than 25 26 15 35

  10. Questions • What do you notice when we move to the left on the 100 chart? • Numbers get smaller • Subtracting • What do you notice when we move to the right on the 100 chart? • Numbers get bigger • Addition • What do you notice when we move up one row? • The second digit is the same • Subtracting • What do you notice when we move down one row? • The second digit is the same • Addition

  11. Lets Try Some MoreTarget Number: 22 • One less than 22 • One more than 22 • Ten less than 22 • Ten more than 22 21 23 12 32

  12. Find the Missing NumbersTarget Number: 36

  13. Reference • “The 100 Chart”. In Math Trailblazers: A Mathematical Journey Using Science and Language Arts. (296-299). Dubuque, IA: Kendall/Hunt Publishing.

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