Linear Counting: 100 and 1000 Chains
Materials:
A chain of 100 golden beads
A square of 100
Labels: Green for units 1 - 9 (1/2cm x 3cm); Blue for tens 10-90 (1cm x 3 cm); Red for 100 (2 cm x 3cm)
A container for the labels
A rug
A chain of 1000 golden beads
A tray with ten squares of 100 and one cube of 1000
Labels: colors and measurements the same as above plus a green label for 1000 (3 cm x 3cm) (Even hundreds are red – labels for the even tens are blue again)
Containers for the labels
A long linear counting underlay – 9 meters x 30 cm or 28.5 feet
Purposes:
Practice in counting
To consolidate linear counting
To show the difference between 102 and 103
Indirect preparation for squaring and cubing
Age: 4 ½ - 5 ½
Preparation: The child is confident with the Tens Boards exercises
The child will have worked with the Decimal System materials
Parallel: The child will be working through the operations with the Decimal System
Presentation: The 100 Chain
Invite the child for the lesson and to bring a rug.
Model how to carry the chain with one hand holding the top bar and the other forming a ring around the chain middle. (To keep it from swinging)
The child will carry the chain to the rug. Lay it out along the center.
On a tray, the child will bring one hundred square and the tags.
Ask the child to identify what the first bead bar is. Fan fold the chain each ten is counted to verify it is made of 10 ten bars.
Pull the chain straight and invite the child to fan fold and count.
Ask the child what the folded chain look like.
Superimpose the hundred square.
Pull the chain straight again and place the hundred square above the last bar on the right.
Turn the tags face up.
Explain that you place a tag for the beads you count.
Count the first bead and place the tag of 1 touching the bead, repeat for 2.
Let the child continue. After the 10 is placed, explain that there will only be tags for the end of the bead bar.
The child will count the rest and place the tags.
Count the tags forward 10-100 and backwards 100-10.
Invite the child to mix the tags and do it as many times as they like.
Presentation 2: 1,000 Chain
Invite the child for the lesson. Model how to unroll the long underlay with the child holding the end steady.
Model how to remove the chain from the hooks and place it over the child’s hand.
Have the child use their other hand to hold the end to keep it from swinging.
Explain that it takes two people to lay out the chain. Lay it down carefully on the underlay pulling until the entire chain is laid out.
Take time to look down the length of the chain.
Use a tray to bring all the hundred squares, the thousand cube, and box of tags to the chain.
Fan-fold the thousand chain into squares as you count the ten bars (one ten, two tens, three tens...) and compare it to the hundred square. Set the square above the folded portion. Repeat for each square you fold.
Count the hundred squares while you stack them and compare with the cube
Let the child slowly pull the chain open again.
Order the packets of labels on the tray. Spread out the first packet.
Count the beads and place the tags just like in the 100 chain presentation. Transfer this to the child early. Help the child transition past 100 by placing a square and spreading out the next packet of tags.
With the child, notice that the last tag placed was 1000. Place the thousand cube and
Show the child clean up by picking up groupings of tags to bundle. Do this for each section of 100.
Take tags, squares, and cube back to the cabinet.
Model how to pick up the chain by taking every other large ring and draping it over the child’s hand. Again, this is a two-person job.
Model how to place the chain on the hooks in the cabinet and roll the long underlay.
Control of Error: If the number counted does not correspond to a label
Pedagogical Notes:
The chains represent the step of Practice in the math progressions.
The colors of the tags match the category colors in the Decimal System work.
Arrows point to the bead. Children tend to point them at the rings of the chains.
When you are setting up your classroom, make room for the thousand chain.
Walking Around Someone’s Chain Work and Asking for Help to Pick up or Layout the chain are necessary Grace and Courtesy.
Keep needle nose pliers handy to make repairs to the chains.
Counting is a restful and even meditative activity. It becomes methodical which helps the child internalize that pattern of 9 in counting.
The child will get a feeling of accomplishing something extraordinary. It is an activity that requires their maximum effort.