Ages 7-9 | KS2.i Counting in 100's

[HanaHarding]

Overview

In this lesson, the children will begin by taking a look at 100. They will view it on a 100 square and review it. They will then move on to focus on counting in 100's to 1000. They will think about ordering them, completing number sequences and solving problems, before answering some reasoning questions.

Time	50-60 minutes
Learning Objective	I understand properties of 100 I can compare and order numbers up to 1000 I can count in 100's from any given number
UK Curriculum Links from Year 3 programme of study	Pupils should be taught to: count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number compare and order numbers up to 1000 read and write numbers up to 1000 in numerals and in words
US Curriculum Links / Common Core Links	Grade 2 | (California) CCSS.MATH.CONTENT.2.NBT.A.1.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). CCSS.MATH.CONTENT.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s

Key Vocabulary

hundreds, tens, ones, base 10, count on, count back

Procedure

Introduction (5-10 minutes)

Begin by discussing the learning objectives. Show the children hundred number square, (either follow the link below for use of IWB, or print and enlarge paper copy.) Discuss the properties they know about 100 hundred. -How many 50's make 100? -How many 25's make 100? -How many tens make 100? -How many ones make 100? (The last two are the most important in this warm up) Highlight the properties on the grid as you talk for children to visualise the discussion.

Main Activities (30-35 minuutes)

Explain that students are now moving on to think about numbers all the way to 1000. Begin by simple counting in 100's to 1000. As you count, demonstrate with the base ten interactive page below of demonstrate with actual blocks found in the classroom. -- Count forwards as well as backwards. Count again and this time write the numbers down on a blank board. - are these numbers odd or even? why? - ask the children to close their eyes. You cover a number. The children tell you which you have hidden. Repeat a few times. -then ask the children to close their eyes. You write several hundred numbers in the wrong order, e,g 400, 200, 900, 600, then they need to tell you the correct order. On the board display the question: (Quick display - PDF) Damien collects cards. Each pack contains 100 cards. He has 3 packs, how many cards does he have in total? -allow thinking time. Write the answer on the board using pictures, annotations and use base 10 to also demonstrate. Next ask: If Damien has 6 packs, how many cards will he have in total? You could also ask: Damien had 6 packs and he bought 3 more. Now how many cards does he have in total? Time to practice (time) Children can now move on to the worksheet. Counting in Hundreds Children who finish will be challenged by the extension task. Counting in Hundreds- Challenge Card

Extension Task (10-15 minutes)

Children who have completed the worksheet can move on to the challenge card. Encourage the children to write in full sentences.

Plenary / Assessment

- Children who are able to answer the questions will show their understanding of this concept. - Children who are able to successfully and coherently answer the reasoning questions, especially in the extension task will begin to show greater depth.

Resources and materials

Base Ten blocks, pencil, worksheets

References

Images on worksheets from google images. Images on quick display questions from Bing image search CC BY-NC-SA

Hundred Number Square	Counting in Hundreds- Worksheet	Counting in Hundreds- Challenge Card
ICT games-Hundred Number Square	ICT games- Base 10	Quick display questions - PDF