2 Dot Nbt Dot A 2 Additional Ideas

Skip and County Patterns

Skip Count Patterns (Van De Walle, K-3, p138). As a full class activity. have students skip count by 2s, 5s, and 10s. After skip counting as a class, have students record a specific skip-count pattern on their own copy of the hundreds chart by coloring in each number they count. Every skip count produces an interesting pattern on the chart. You should also discuss the patterns in the numbers. For example, which counts make column patterns and which make diagonal patterns. Once students are comfortable with this, have them predict how these patterns will extend beyond 100. Also introduce skip counting by 100s.

Communication
Look for patterns when you skip count. For example, when you skip count by 2's you always get an even number? Ask your students questions like; What happens when you skip count by 4's?

Use a hundreds chart with some of the numbers missing or use a pocket hundreds chart with some numbers removed. Point to an empty area of the chart and ask the students what number belongs there. Initially, display random numbers that are missing. As students master this, begin to remove several consecutive numbers from three or four rows and then move onto columns. Finally, remove entire rows or columns. Be sure to engage in conversation with the students to discuss how they know which number(s) belong in the empty area. Stress multiple ways to solve for the missing number.

Good mathematics questions/problems:
Starting at zero, what numbers can I skip count by and land on 30?
Make a pattern that starts at 5 and skip counts by 4. Share with a partner and ask what the rule is.
What number from the set 7, 12, 21, 28 is not included if you count by 3’s?
What number from the set of 8, 16, 22, 28 is not included if you count by 4’s?

Making Connections
Incorporate skip counting into the problem solving strategies - the problem solving strategy of making a table is a natural connection.

Representation
Display a number line with two unknown end points and a labeled mid point. For example, label the midpoint 58. Have students communicate to you that the first endpoint is 57 and the second endpoint is 59. Discuss how 57 is the number before 58 and 59 is the number after 58.

Be sure to connect this to a concrete model. Have students build a number with base ten blocks. Discuss what happens to our materials when we add one more? What happens when we take one away? How do we show one more or one less? Be sure to also bridge over a ten with this representation. For example work up to using the number 59. What happens when we add one more? Build the number 70, what happens when we take one away. Watch for students who say one less than 70 is 60.

Skip Counting:
Use a hundred chart to find patterns for skip counting.
Ask students to count by tens starting at 17 and stopping at 100. So students would say 17, 27, 37, 47, 57, 67, 77, 87, 97.
On a hundreds chart, color in all the numbers you say when you count by two and start with two. Ask your students questions like; Will you always get an even number? What happens when you skip count by 5's?

Start and Jump Numbers:
Display a hundreds chart so students can see the numbers. Have students make a list of numbers beginning with 4 and skip count by 5. The 4 is called the “start number” and the 5 is called the “jump number”. Ask the students what patterns they see.

Roll a Pattern:
Give students a number to use for skip counting, such as 2, 5, 10, 25, or 100. Have them generate a starting number by rolling a number cube or picking a number out of a card deck. Have students complete their number pattern.

Place Value Dice Roll
Have students roll a three-digit number with place value dice. Have students choose a ten or hundred to count forward to or backward from.

Pattern Riddles:
Have students write riddles about patterns for partners to guess. For example, my pattern skip counts by 10 and has 63 in it. What other numbers could be in my pattern?
This should be an ongoing activity and should be completed during morning work and not necessarily during the mathematics class.

Graphic Organizers in Math:
Put a rule (i.e. Skip counting by 3 in the center of a Frayer Model (Appendix B). Have students make different patterns that follow the skip counting rule.

Larry said that he would trade 2 new comic books for 3 old ones. Karen has 18 old comic books. How many new comic books will Larry give her in a trade? (Larry will give her 12 new comic books.)