| Finding Patterns with the Hundreds Chart |
Grade:
Second |
Content Area:
Technology |
Time Frame:
1 Lesson (45-60 minutes) |
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Unit/Lesson Overview:
In this lesson, the students will use a virtual hundreds chart to make, compare and predict patterns. They will become familiar with the relationship between skip counting and grouping (for example, as you count 5,10,15, you are adding a group of 5 to the total each time.)
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
2.5(A)
2.12(D)
2.3(A) |
| Social Studies: |
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| Science: |
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| Technology: |
S1
S2
B11 |
| Technology: |
B12
N4
G1 |
| Additional TEKS: |
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I Can....
...find patterns when skip counting on a hundreds chart.
...make and compare patterns when skip counting on a hundreds chart.
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Assessment(s):
You may use the linked (file 2) rubric to assess the project.: |
TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
Grade 3: Objectives 1, 2, and 6 |
| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
File: hundredschart2.xls
File: hundreds_chart_rubric1.doc
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Internet Links:
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Accommodations:
To be determined by teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Before you do this lesson in the computer lab, the students should have used a paper hundreds chart in the classroom. They should be familiar with skip counting.To introduce using a hundreds chart with the computer, click on the web site provided and use the calculator/hundreds chart to show the students how the chart would look when they actually work on their own. Enter in multiples of 10, then 5, then 2 by using the calculator and adding the number to the total. This will give the students a visual as to what their chart will look like. |
Lesson:
To begin the lesson, show students how to access and save the Excel Hundreds Chart (file 1) to their own directory. Once they open their chart, have them look at the single chart, and together, as a class, show them how to color the squares to skip count by 10's. Talk about the pattern that occurs when counting by 10's. Be sure to show the students how to "erase" the color if they make a mistake.Once the class has produced the skip counting by 10's chart, have them click on the sheet that shows four different charts. They can then skip count by 10's, 5's, and 2's. Each chart should be in a different color. After filling in three of the four charts, they will look at them and find patterns. Under the charts, the students will write about the patterns that they see and other observations that they can make. Have students get into groups of two and complete the fourth chart skip counting by selecting another number of their choosing. After everyone has finished their fourth pattern, have the students walk around and look at other student's patterns. They can write their observations about their own patterns as well as patterns of other students at the bottom of the page. You may have them print out their patterns and observations for assessment or for them to take home.
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Reteach:
To be determined by the classroom teacher based on student needs
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Extension:
If you have an advanced class in the use of Excel, you may want to have groups of two create their own hundreds chart by adding an additional sheet to the back of their hundreds chart.You can also go into the lab at another time and have the students access the hundreds chart on the intranet with the calculator and skip count by a number of their choice and have them write their observations on paper. When they count by threes (or many other numbers), the students will notice that they do not land on 100 on the display, as they did in counting by twos, fives and tens. This would be a good point of discussion about why they don't land on 100, and a basis for factoring in later grades. There is also a hundreds chart that goes over 100 on this web site if you want some children to be challenged and go beyond 100.
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Guiding Questions:
Do you have to add the number you are counting by to each number before it, or did you figure out a pattern and fill it in by the pattern?How will you choose the number to use with your partner?
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Summary Questions:
Did you think that it was easy to use the hundreds chart in Excel to find your patterns?What number did you decide to use to skip count with the fourth chart? How did you decide on that number with your partner? Do you think that you can find patterns for any number that you can use?
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Reflection:
What role do counting sequences play in helping students understand number concepts?What naturally occurring classroom activities could serve as a context for teaching counting sequences? How do students' representations help them communicate their mathematical understandings? Can experiences such as these support the development of intuitive notions about the meaning of factors?
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