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Ways to Get to 100

Topic:
Finding equivalent representations of 100

In this activity students will:

3 Find a variety of methods for representing 100 using blocks-of-10 and single blocks. 3 Record and describe their solutions. 3 Check their solutions by packing or by counting to 100.

Set up:
Student arrangement: Whole class read-aloud, discussions, and small group or partner work Story One Hundred Hungry Ants, by Elinor Pinczes Story 12 Ways to Get to 11, by Eve Merriam One block-of-100 for each pair or small group Digi stamps or Digi colored markers Activity sheets White mats (optional)

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Digi-Block

Ways to Get to 100

Introduction:
Teacher will:

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Share one or both stories as an opening for the lesson. H Have students model and discuss possible ways to represent 100 using the blocks. (For example: 10 singles and 9 blocks-of-10 or 30 singles and 7 blocks-of-10.) H Have the class check each representation to be sure that there are 100 blocks in all. They can pack all the blocks together and see if it makes 1 block-of-100. Or, they can count the blocks by tens and ones. H Share that the emphasis should be on finding as many ways as possible to represent the number 100 with blocks.
H

Activity:
Students will work with a partner to find ways to represent the number 100 with blocks-of-10 and single blocks. H Record their solutions on the activity sheet.
H

Whole Class Discussion:

The class will: H Create a list of all possible solutions for making the number 100 with single blocks and blocks-of-10. 1 block-of-100
H

10 9 8 7 6 5
H

blocks-of-10 blocks-of-10 blocks-of-10 blocks-of-10 blocks-of-10 blocks-of-10

0 10 20 30 40 50

single single single single single single

blocks blocks blocks blocks blocks blocks

4 3 2 1 0

blocks-of-10 blocks-of-10 blocks-of-10 block-of-10 blocks-of-10

60 70 80 90 100

single blocks single blocks single blocks single blocks single blocks

Consider whether they have found all of the possible ways and check to be sure that each solution is a representation of 100.

Assessment:
Are students able to use the blocks to find accurate solutions? Are students able to describe their solutions? Do they count or pack to check if their solutions are correct? H Are students able to find only one or two ways to represent the number 100? Or, do they find all or nearly all the ways? H Do students attempt to make an organized list? H Do students identify a pattern? (i.e. as the number of tens goes down as the number of single blocks increases.)
H H H

Extension Ideas:
H H

Have the class create a book, titled The Many Ways to Get to 100. Have students find multiple ways to represent the numbers 10, 20, 50, or 200. They canuse the Digi stamps or markers to illustrate all the ways. A second activity sheet is provided.
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Digi-Block

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15 Ways to Get to 100

Name ________________________________________________

I counted to 100!
It was such an awesome sight! I then went back and checked my work to prove that I was right!

I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks.
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This page may be copied for classroom use. Digi-Block

My Ways to Get to 200

Name ________________________________________________

15

I counted to ________!

I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks. I used ________ blocks-of-10 and ________ single blocks.
Digi-Block This page may be copied for classroom use.

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