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Halloween Hundreds Chart Race
Students will be able to practise moving up and down the hundreds board and articulate “tricks” they discover as they notice number patterns.
- Explain to students that you are going to play a maths game that will help them find tricks to move quickly around the hundreds board.
- Tell them the goal is to be the first person to reach the jack-o'-lantern at the end of the board (i.e., the 100 square).
Explicit Instruction/Teacher modeling(7 minutes)
- Model the game by playing against the class using the Halloween Hundreds Chart Game.
- Place both markers (i.e., Player 1 = you, Player 2 = the class) on the number 1 space to start.
- Roll two dice and add the two numbers together (e.g., 4 + 5 = 9) as Player 1. Move your marker to the number 9 space. Note: The 9th space has a bat on it, which means you need to move backward 5.
- Before you move your piece backward, say, “Where will I land? How do you know?” Then move to the number 4 space.
- Roll the two dice again for the class (or have a student roll) and model moving and strategizing to figure out where you are going to land before you count by ones forward or backward.
Guided practise(10 minutes)
- Choose students to continue to play the game you started as you guide their language and correct any misconceptions.
- Make sure to stop and ask, “How did you know?” when a student has found a “trick” for moving up or down the board without moving their piece on each square. (For example, when rolling an 11, a student might jump to the next 10 and then move ahead one space.)
- Continue to play with new students until someone reaches 100. The first person to reach 100 (the jack-o’-lantern) wins the game.
Independent working time(15 minutes)
- Divide students into partners to play the game sharing the same hundreds chart.
- Start with trying to get to 50 on the hundreds chart instead of 100.
- Allow students to complete the Get to the Jack-o’-Lantern! worksheet for homework to practise the day’s skill.
- Challenge them to write down the number sentences for each roll as they reach 100.
- Add variations to the game. For example:
- Allow each player to roll as many times as they want until they get the sum they want.
- Place rules on certain rolls. For example, if a player rolls a double, they get an extra 10. Or if a person gets a 7, they move back one space.
- As you walk around and observe students, look for the following student behaviors:
- Are students counting by ones only or finding patterns that help them skip ahead accurately?
- When a student rolls a number larger than 10 (e.g., 12), do they know it is a ten and a set of ones?
- Can students write the corresponding number sentence?
- Listen carefully for the language students are using to communicate their maths learning.
Review and closing(10 minutes)
- Bring students back to the rug and debrief. Ask some of the following questions:
- What was hard about the game at first?
- Did you get more efficient with your numbers as you played?
- What tricks did you figure out as you kept playing?
- Use the worksheet Get to the Jack-o’-Lantern! as an assessment after students are familiar with the game. Allow students to use base-ten blocks if needed to complete the activity.