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Part 1: Partitioning 100 into 2 parts
Assigns students into groups of 4. Give each group 2 different- colored sets of 50 links. Have the students sort the links into groups of 10 and then make a chain of 100 links by alternating colors in groups of 10. Have them check their links by comparing the length to other groups’ chains.
Ask:
How many groups of 10 links make up your chain?
Count the number of links in your chain by skip counting by 10s.
Ask each group to break their chain into 2 parts. Tell the students they must break the chains only where one color stops and the new color starts (they cannot break the chain within a group of 10). Also tell them the 2 parts do not have to be equal. Ask student groups to count the number of links in each part and write a corresponding number sentence on the 100-link chain activity page. Encourage students to skip count by 10s to determine the number of links in each part.
Have groups display the 2 parts of their chain. Ask questions on page 22 and 23.
Ask other groups to share their number sentences. Record number sentences on the board. If you notice one that did not come up hold up the partition: such as 3 groups of 10: ask questions on page 23.
Discussion may arise as to two number sentences such as 20+80=100 and 80+20=100 are the same of different solutions. Ask individual students for their opinions. Then come to a class agreement.
How Long is 100
Ask students how long in time 100 is. Discuss that we need to know what unit we are using….seconds, minutes, hours, etc.
Have the student close their eyes for 100 seconds to give that sense of duration. Ask questions on page 52.
Using a calculator have them type in 1+1. They will continue to press = for 100 seconds. Next, they will make as many Xs as they can on the 100 seconds sheet. They will make a prediction prior to this.
Display the 100 Seconds Class Data Table
You will create a class data table on the overhead of the numbers they received on these tasks.
Assigns students into groups of 4. Give each group 2 different- colored sets of 50 links. Have the students sort the links into groups of 10 and then make a chain of 100 links by alternating colors in groups of 10. Have them check their links by comparing the length to other groups’ chains.
Ask:
How many groups of 10 links make up your chain?
Count the number of links in your chain by skip counting by 10s.
Ask each group to break their chain into 2 parts. Tell the students they must break the chains only where one color stops and the new color starts (they cannot break the chain within a group of 10). Also tell them the 2 parts do not have to be equal. Ask student groups to count the number of links in each part and write a corresponding number sentence on the 100-link chain activity page. Encourage students to skip count by 10s to determine the number of links in each part.
Have groups display the 2 parts of their chain. Ask questions on page 22 and 23.
Ask other groups to share their number sentences. Record number sentences on the board. If you notice one that did not come up hold up the partition: such as 3 groups of 10: ask questions on page 23.
Discussion may arise as to two number sentences such as 20+80=100 and 80+20=100 are the same of different solutions. Ask individual students for their opinions. Then come to a class agreement.
How Long is 100
Ask students how long in time 100 is. Discuss that we need to know what unit we are using….seconds, minutes, hours, etc.
Have the student close their eyes for 100 seconds to give that sense of duration. Ask questions on page 52.
Using a calculator have them type in 1+1. They will continue to press = for 100 seconds. Next, they will make as many Xs as they can on the 100 seconds sheet. They will make a prediction prior to this.
Display the 100 Seconds Class Data Table
You will create a class data table on the overhead of the numbers they received on these tasks.