Resource Overview Quantile® Measure:
EM
Skill or Concept:
Use counting strategies for totals to 100 that include counting forward, counting backwards, grouping, ten frames, and hundred charts. (QT‐N‐617)
Excerpted from:
The Math Learning Center PO Box 12929, Salem, Oregon 97309‐0929 www.mathlearningcenter.org © Math Learning Center
This resource may be available in other Quantile utilities. For full access to these free utilities, visit www.quantiles.com/tools.aspx. The Quantile® Framework for Mathematics, developed by educational measurement and research organization MetaMetrics®, comprises more than 500 skills and concepts (called QTaxons) taught from kindergarten through high school. The Quantile Framework depicts the developmental nature of mathematics and the connections between mathematics content across the strands. By matching a student’s Quantile measure with the Quantile measure of a mathematical skill or concept, you can determine if the student is ready to learn that skill, needs to learn supporting concepts first, or has already learned it. For more information and to use free Quantile utilities, visit www.Quantiles.com.
1000 Park Forty Plaza Drive, Suite 120, Durham, North Carolina 27713 METAMETRICS®, the METAMETRICS® logo and tagline, QUANTILE®, QUANTILE FRAMEWORK® and the QUANTILE® logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The names of other companies and products mentioned herein may be the trademarks of their respective owners.
Set A5 Number & Operations: Multi-Digit Addition & Subtraction
Set A5 H Activity 2 Activity
Jump-a-Ten Overview
You’ll need
Students count by tens starting from 10, and then from a variety of other numbers on a 1–100 and a 1–200 chart. Then they play a whole-group game on the 1–200 chart. Jump-a-Ten may be added to your set of Work Places once students have been introduced to the game.
H 1–200 Chart (page A5.9, run a class set plus one copy on a transparency)
Skills & Concepts
H Hundreds Grid Number Cards 1–100 (see Advance Preparation)
H count by tens or hundreds forward and backward from 1 to 1,000 starting at any number H adding and subtracting tens H comparing and ordering numbers from 0 to 1,000
H Jump-a-Ten Record Sheet (optional, page A5.10, run a class set) H Hundreds Grid pocket chart
H 3 yellow game markers H 1 red game marker for each student, plus one extra H 3 *pennies H 6 dice marked 1–6 H whiteboard space and markers (see Advance Preparation) Advance Preparation Fill the Hundreds Grid pocket chart on your Number Corner display board with all the number cards, 1–100. Draw 2 copies of the recording form shown below on the whiteboard or a piece of chart paper.
Yellow
Red
Starting Number
© The Math Learning Center
Bridges in Mathematics Grade 2 Supplement • A5.5
Set A5 Number & Operations: Multi-Digit Addition & Subtraction
Activity 2 Jump-a-Ten (cont.) Instructions for Jump-a-Ten 1. Ask students to join you in the Number Corner area. Explain that you are going to play a new game with them today, but first you’re going to practice counting by tens. Point to the 10 on the Hundreds Grid pocket chart and ask the students to count by tens to 100 with you. Point to each multiple of 10 as the students count. 2. Now point to the 6. Ask students if it is possible to count by tens starting from 6 instead of 10. Give them a minute to pair-share their ideas and then call on volunteers to share their thinking with the class. Students Nope, you have to start on 10 to count by tens. Counting by tens goes 10, 20, 30, 40, 50, 60, and like that. You have to start on 10. You could start on 0, and then go up to 10, but you can’t start on 6. You could sort of count by tens if you started on 6 and then added 10. That would be 16. 3. After some discussion, explain that today, the class is going to learn to count by tens starting with any number on the chart. Point to the 6 again, and ask students to add ten. What is 6 + 10? When they have had a moment to think and respond, point to the 16. Ask them to add ten again. What is 16 + 10? Give them a moment to think and respond, and point to the 26. Repeat this sequence through 96. Explain that moving forward or backward by adding or subtracting ten from any number is another way to count by tens. 4. Now point to 94 on the chart. If the children count backwards by tens from 94, where will they land at the end of the sequence? Give students a moment to discuss their ideas, and then point to each number as you count backwards by tens with the class. Students 94, 84, 74, 64, 54, 44, 34, 24, 14, 4. Four is the last number, just like I thought. You can’t go any farther backwards. 5. Next, point to the 3. If the children count forward by tens from 3, where will they land at the end of the sequence? Give students a moment to discuss their ideas, and then point to each number as you count forwards by tens with the class. When you get to 93, ask students what the next number in the sequence would be. What is 93 + 10? What would come after 103? What would come after 113? Count with the class by tens up to 193. 6. Ask students to return to their tables. Give them each a copy of the 1–200 Chart, and display your own copy at the overhead. Ask the children to study the chart quietly for a moment and then pair-share some of their observations. Can they find and describe any patterns? 7. After they have had a minute or two to share their ideas, ask them to point to the 7 on the chart as you circle the number on the overhead. Have them count forward by tens, pointing to each number on their chart, while you circle the numbers at the overhead. When you have reached 197, ask them what would come next in the sequence. Then have them share observations about the numbers you have circled. Students It would be 207 next because that’s 10 more. All those numbers have 7’s at the end. It goes 7, 17, 27, 37, and when it gets to 107, it starts all over, like 117, 127, 137, and on and on. If we had more numbers on our chart, it would start over again at 207, then 307, and up and up. A5.6 • Bridges in Mathematics Grade 2 Supplement
© The Math Learning Center
Set A5 Number & Operations: Multi-Digit Addition & Subtraction
Activity 2 Jump-a-Ten (cont.) 8. Erase the overhead and tell the class that you are going to play a new game with them called Jump-aTen. Briefly explain the game rules outlined below and then take your turn so students can see how the game works. • Each team places their marker anywhere on the 1–200 chart except the number 100. Each team has to choose a different column, but may start in the same row. (133 and 136 are okay starting places; 128 and 108 are not.) * The two teams take turns to toss a die marked 1–6, and at the same time, a penny. The die tells how many jumps of 10 to make, and the penny tells whether to jump forward (heads) or backward (tails). For instance, if a team tosses a 5 and heads, they jump their marker ahead 5 tens. If a team tosses a 3 and tails, they jump their marker backwards 3 tens. • Each team gets 5 turns to toss and jump. Each new turn starts from where the marker landed on the previous turn. If a team cannot take the designated number of jumps forward or backward, they lose that turn. (For instance, if their marker is on 27 and the team tosses 5 and tails, they cannot take 5 jumps of ten backwards, and must wait until their next turn.) The team that lands closest to 100 on their last turn wins. Teams have the option of using two dice marked 1–6 instead of one die on their last turn. Teacher I’m going to put my marker on 105 to start. Then I’ll toss the die and the penny at the same time. Let’s see. I got heads and 4. If I jump my marker ahead 4 tens, where will I land? (Gives students a moment to think and respond.) Here I go. Please count with me. Students 115, 125, 135, 145. You landed on 145. It’s our turn. 9. Give students each a red game marker. Choose a volunteer to decide where to place the red marker for the class. Have students each place their marker on that number on their own charts. Then ask a second volunteer to toss the penny and the die for the class, and a third to move the marker at the overhead as all the students move their markers on their own charts and count forward or backwards by tens. 10. Record the starting numbers and the results of the first turn on the board for both teams.
Starting Number
Yellow
Red
105
99
145
69
11. Continue taking turns with the class and recording the results on the board until both teams have had 5 turns. Then ask the students to determine which team landed closest to 100, and circle the winning team on the board.
© The Math Learning Center
Bridges in Mathematics Grade 2 Supplement • A5.7
Set A5 Number & Operations: Multi-Digit Addition & Subtraction
Activity 2 Jump-a-Ten (cont.) Students We did! We landed on 89 right at the end, and you’re only on 85. 89 is closer to 100 because it’s only 11 away. 85 is 15 away. We won! I was worried when we got all the way back to 9, but then we got heads two times. Set A5 Number & Operations: Multi-Digit Addition & Subtraction Blackline Run a class set and one copy on a transparency.
NAME
DATE
1–120 Chart
1 11 21 31 41 51 61 71 81 91 101 111 121 131 141 151 161 171 181 191
2 12 22 32 42 52 62 72 82 92 102 112 122 132 142 152 162 172 182 192
3 13 23 33 43 53 63 73 83 93 103 113 123 133 143 153 163 173 183 193
4 14 24 34 44 54 64 74 84 94 104 114 124 134 144 154 164 174 184 194
5 15 25 35 45 55 65 75 85 95 105 115 125 135 145 155 165 175 185 195
6 16 26 36 46 56 66 76 86 96 106 116 126 136 146 156 166 176 186 196
7 17 27 37 47 57 67 77 87 97 107 117 127 137 147 157 167 177 187 197
8 18 28 38 48 58 68 78 88 98 108 118 128 138 148 158 168 178 188 198
9 19 29 39 49 59 69 79 89 99 109 119 129 139 149 159 169 179 189 199
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
Starting Number
Yellow
Red
105
99
145
69
175
9
115
59
75
49
85
89
12. If time allows, play the game a second time. This time, let the class be first to place their marker and take their turn. Extensions • Repeat this activity several more times with the whole class. Once students learn to play, it makes a good sponge activity. • If you want to add Jump-a-Ten to your collection of Work Places, laminate three of the 1-200 charts, or place them in protective plastic sleeves. Place the charts, along with 3 pennies, 6 dice marked 1-6, 3 yellow and 3 red game markers, and a class set of Jump-a-Ten record sheets in a Work Place tub.
A5.8 • Bridges in Mathematics Grade 2 Supplement
© The Math Learning Center
Set A5 Number & Operations: Multi-Digit Addition & Subtraction Blackline Run a class set and one copy on a transparency.
name
date
1–200 Chart
1 11 21 31 41 51 61 71 81 91 101 111 121 131 141 151 161 171 181 191
2 12 22 32 42 52 62 72 82 92 102 112 122 132 142 152 162 172 182 192
© The Math Learning Center
3 13 23 33 43 53 63 73 83 93 103 113 123 133 143 153 163 173 183 193
4 14 24 34 44 54 64 74 84 94 104 114 124 134 144 154 164 174 184 194
5 15 25 35 45 55 65 75 85 95 105 115 125 135 145 155 165 175 185 195
6 16 26 36 46 56 66 76 86 96 106 116 126 136 146 156 166 176 186 196
7 17 27 37 47 57 67 77 87 97 107 117 127 137 147 157 167 177 187 197
8 18 28 38 48 58 68 78 88 98 108 118 128 138 148 158 168 178 188 198
9 19 29 39 49 59 69 79 89 99 109 119 129 139 149 159 169 179 189 199
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
Bridges in Mathematics Grade 2 Supplement • A5.9
Set A5 Number & Operations: Multi-Digit Addition & Subtraction Blackline Optional, run a class set.
name
date
Jump-a-Ten Record Sheet Game 1 Yellow
Game 2 Red
Yellow
Starting Number
Starting Number
1
1
2
2
3
3
4
4
5
5
Game 3 Yellow
Game 4 Red
Yellow
Starting Number
Starting Number
1
1
2
2
3
3
4
4
5
5
A5.10 • Bridges in Mathematics Grade 2 Supplement
Red
Red
© The Math Learning Center