I also made a "What Comes Next?" bingo game! The caller reads a series of numbers, such as "36, 37, 38, 39." and then the children call out, "40!" (hopefully, anyway!) and then look for number 40 on their bingo boards and cover it up. I think it kind of gives them a visual representation of the pattern that they are trying to give when counting to 100. Then, I teach the children to slide one bead over each time they finish a set of ten and move on to a new set. One thing that I have done each year is put some large beads on a shoelace and write the numbers on the beads from 10-100, counting by tens. For a free download of this chart, please click here. And after that, the goal was to identify that row as being the row of the twenties, thirties, forties, or fifties, etc. So my objective was for them to just NOTICE where each row was, and to notice that each row all started with the same number. We did that same thing for each of the rows, coloring each of them different colors. Over the next few days, the volunteers pulled those children that were struggling and had them try to count to 100 again while reading their charts,Īfter that, I had them color in the charts, using one color for the twenties, another color for the thirties, and so on. This is how I did it: I told them to find the row with a certain number (like the row in which all of the numbers started with a three.) I asked them to identify that row (the thirties row) and then color all of them blue. Then, at our math table one day, I had the children fill in the missing squares on a hundreds chart that I made that had blank spaces in the five's and ten's columns. The children were pulled for extra practice in this area by my volunteers and university observers. I gave each volunteer a hundred's chart to show the children as they were counting, so that they could see the pattern themselves close up. If you would like a free download of this note in both English and Spanish, please click here.Īfter that, I kept the list of children's names handy that were still struggling with counting to 100, and gave this list to a volunteer each time one dropped in. Then I sent a note home to let parents know how far their children were able to count, and asking them for some help with this. So the first thing that I did was test each of the children individually to see how far they could count. Children also need to practice this skill with an adult in a one-on-one situation, and if parents at home forget to do this, then that can also slow things down. Obviously, counting to 100 involves recognizing the hundred's chart as one giant pattern! And I think that a lack of solid patterning skills (and probably some general readiness issues) are what is holding back some of the children in my class from reaching this milestone. As I have attempted to get them to master this skill, I decided to keep track of the different things that I have done to help them and share these things with you here today. Counting to 100 is a tough skill for many little ones, but it is one that they are expected to master in the Common Core Standards for Kindergarten! In my district, we have been expected to teach the children to do this now for many years, so this is nothing new, thankfully! I am now down to about eight students (out of 23) that are still unable to count to 100 successfully without assistance.
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