Ep: 28 Math Activities for the 100th Day of School

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The 100th day of school is quickly approaching and I'm going to share with you today some

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of my favorite activities to do with my kindergartners for the 100th day of school.

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Hello and welcome to Making Number Sense Make Sense, a podcast for elementary teachers,

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specifically early elementary teachers, looking to really make an impact in the number sense

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of their students.

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My team really liked a good theme.

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So for the past couple years for the 100th day of school, they sent home a note.

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It was a 100th day of school note and in the note it explained that the kids could come

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to school dressed like they were 100 years old, which was it's adorable to see like all

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of your kids dressed up like they're 100 and it's just some of them had like baby powder

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in their hair and they had little pearls on little cardigans.

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It was so cute and the note gave some really simple ideas of things that they can do with

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things they already had around the house.

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So nothing like very extravagant.

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They didn't have to go out and buy anything just using things that they already had.

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Other years we did more simple like 100 days brighter and they had to just come to school

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with a bright colored shirt.

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Like it didn't have to be neon.

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It could be neon, but just something bright.

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So coming to school already themed.

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But in terms of the activities we did, I've mentioned before that I taught Spanish immersion.

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So I was teaching only math and science.

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So all of the activities I'm going to share with you are more math related, not like a

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100 day writing or anything like that.

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So coming in with our 100 day counting, you will know if you had listened to my rote counting

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episode that counting to 100 every day takes a long time.

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It can get kind of dull after every group of 10.

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We would change the movement that we do from 1 to 10 count do claps from 11 to 20 jumps

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from 30 to 40 do something different.

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So that's my first thing.

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It's a counting to 100 exercise.

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And when they come in to the classroom, they see 100 numbers all around the room.

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What I would do is I just had 100 numbers all around the room in groups of 10.

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So like 1 to 10 was in one area.

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11 to 20 is in another area all around the room.

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So that could just be with sticky tack.

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It could be with postage.

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If you want to do that, it could be with tape all around the room.

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And I'll explain why in a second.

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The big thing that they were doing, which could take them the longest was 100 day of

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school necklace.

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You would have a string and it would have to be taped on the edges and they would make

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a necklace with 100 things on it.

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So you could do beads.

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You could do fruit loops.

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If you're going to use food, just check to see that you don't have any allergies.

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Also be sensitive to a lot of food insecurity in your population.

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That's something you might want to be sensitive to.

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If you're making 100 day necklace with those things.

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When I first started doing that, it's obviously difficult for young kids to keep track of

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100 things.

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To mitigate that, they would each get a paper with 10, 10 frames on it.

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And before they even started stringing anything, they would put all of the fruit loops or beads

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on all of the 10 frames.

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So they already had 100 and they just had to string them on.

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Some kids got creative with it.

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They started doing patterns.

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They probably wanted, they might've wanted 10 of one color and then 10 of another color.

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Or some of them just put it on and went for it.

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And that can take them a while.

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But I never had a kid who gave up because they really wanted a necklace with 100 things.

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As with other things of that nature, some kids finish faster than others.

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So that was kind of our main thing that everybody started at the same time.

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And while they started that, there were other things going on around the room.

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My classroom was set up into tables.

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And so I would call them table by table to do other things.

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Another thing I had them do was called the 100 cup structure.

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I had 100 cups and I was like, okay, your group, you're going to come here.

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You have 10 minutes to try and make something, build something with these 100 cups.

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So they would stop doing the necklace, build something with 100 cups for 10 minutes.

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And then I would take a picture of them after their 10 minutes were up with whatever structure

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they would create.

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And then they'd go back to doing in their necklace while the other kids were doing their

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necklace.

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At the same time, there was the kids building.

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I would pull another group to do some kind of craft or activity.

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I had tried lots of different crafts throughout the years.

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The most recent one I did was a gumball machine.

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They would do dot paintings with a q-tip and it had 100 circles in it for the 100 gumdrops.

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Sometimes I let them just go to town with it.

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Sometimes I had them count like 10 and then get a new color, 10, get a new color.

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You can do that how you choose.

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And again, they could go back and do their necklace while the other kids were building

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and doing their craft.

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And as they finished, they could go back.

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So it was definitely a very free flowing day.

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And it sounds like it was a little bit chaotic, but I promise you it works out.

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And as they finish building their cup structure and doing their painting, they rotate through

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the different areas.

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And if they finish everything, that's where those numbers that I told you at the beginning

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come in.

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Then they get a clipboard with a hundreds chart on it, a tracer hundreds chart.

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So they have all the numbers that they need to find just in tracer form.

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And then they go around the room with their clipboard and their pencil looking for those

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numbers.

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So they're in groups of 10, so they don't have to be bouncing all around the classroom.

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So it's like, OK, there's one to 10 here.

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I'm going to do one, two, three, four, five, six, seven, eight, nine, 10.

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And then I go to the next area looking for the next group of 10.

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They do not by any means have to do that in order.

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They can go in whatever order they like.

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Sometimes they pair up with a friend and do it with a friend.

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That's absolutely fine, too.

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And we have we have fun.

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It's a good day.

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We have fun doing that.

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I will say, though, being the 100 day and being with young kids, they're going to get

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excited about it anyway.

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It's not going to be a normal day, but they always really enjoy the process.

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They enjoy all the activities.

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And I usually end up having a 100 day math center area for the next week or sometimes

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two because they enjoy the activities that much.

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And usually, if you're lucky, wink, wink, the 100 day of school always falls around

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Valentine's Day and sometimes it falls on Valentine's Day.

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So if you're doubly lucky, you're going to get the double whammy of Valentine's Day and

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the 100 day of school on the same day.

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So look out for that.

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And this usually doesn't happen with most students.

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Most students just have time to finish their necklace, their cup structure, their painting

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and finding the numbers around the room before it's time to go to recess or the end of the

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day or something like that.

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But if we do have students who finish, I have some other hundreds chart activities that

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they can do.

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They get a blank hundreds chart or a tracer hundreds chart similar to the one that they

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had, but it would be a roll in color so they can work by themselves or with a partner.

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And if they're working with a partner, they get a die or dice, doesn't matter.

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They can do one dice if they just need one.

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They can do two to have it be a little bit more challenging.

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They would roll their dice.

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If they roll their dice and get 12, they would color in 12 spots on the hundreds chart with

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their color.

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And then their partner goes, their partner rolls a seven.

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So wherever so that person, the first player finished at 12, the next player starts at

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13.

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And then from 13, they color in seven spots.

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And then the next person goes from there color in their spots until they fill up the hundreds

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chart and they can see who has colored in the most.

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They can do the same thing with a spinner.

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If you don't have dice, those dice are usually easier, but a spinner, you can control the

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range more, but the game is similar.

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There's also the hundreds chart code kind of activities where they have like red and

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then a bunch of numbers and they have to find all of those numbers and color them in red.

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And the next one purple, the next one, whatever color you want to get the hidden picture hundreds

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chart.

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Those would be things that I would have the kids do if they finished all the other things.

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And you can definitely save those if you make the copies.

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Those can definitely go in a center for early finishers, morning work or things like that.

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So they won't go to waste if they don't get to them, but that's just in case.

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So you have everything that you need.

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You don't have to leave the classroom run for copies or anything like that.

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If you're looking for more of a problem solving type activity, I will leave a link to my hundred

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chart thief activity that you can get for free the first in the series.

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And basically what happened is there's a hundred chart thief group who are stealing numbers

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off of the hundreds chart and your class needs to figure out which numbers have been stolen

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from the hundreds chart.

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But each thief has a particular pattern that they steal the hundreds chart numbers from

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and the kids are supposed to figure out and your students figure out what the pattern

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is and how and that helps them determine the numbers that are missing and helps them get

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them back.

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And that activity has fin slicing built in.

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It has check your understanding activities built in.

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So that's another one.

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And like I said, that one is free if you'd like to give it a try.

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I hope that gave you some ideas of things that you can do for the hundred day of school

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with your students.

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I'll have a link to a blog post with images of all of these things written out explanations

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so that you can see as well as links to where you can get these activities for yourself

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if you would like to give them a try.