It seems that my first two posts on turning the hundreds charts (grid) upside down has generated a good bit of buzz. I really appreciated all the feedback from teachers across the country and from the teachers in my own building (special thanks to Andrew Stadel and John SanGiovanni)! What I thought was going to be a one shot blog post deal has taken on a life of its own.

The great part about being a lead teacher is being in a large elementary school (750 students) with lots of teachers who love to volunteer their classrooms up to me to model and try things out with their students. So when I pitched this idea to my grade 1 team they were eager to have me try it out. At that same meeting I came up with the idea of using Steve Wyborney’s digital hundreds chart version to make this into a math routine. I was able to modify his original hundreds chart into several different upside down versions to use in my routine.

So, the very next day I went off, ipad and tripod in hand, to video myself on my first attempt to Spencer Taylor’s first grade classroom. Spencer has a group of first graders who have many special needs (a quarter of them already have an IEP) as well as 1 or 2 students who are English Language Learners. I knew that in our first grade classrooms had spent a good amount of instructional time with place value and using the hundreds chart early in the year. From our planning the teachers decided to again revisit and expand on their instruction in place value to addition and subtraction in this upcoming marking period (we are really going to focus on those 1.NBT standards). Spencer warned me that he wasn’t sure how they might respond but, undeterred I forged ahead!

I began by exposing only the 1 and the 100 on the board. These are what I call the “anchor numbers”; numbers that help students make sense of the board and the arrangement without showing them the entire board. Then I turned 9 other squares white. With the students I first just had them simply NOTICE and WONDER about what they saw. The students quickly able to see that these numbers were in a different place then they were used to but, as you will see in the video, they adapted quickly and were not phased by the change. Next, for the routine we played a game of the class against me. I told them that for every number on the marked spaces, that they could identify correctly they would get a point and for every number that they incorrectly identified I would get the point. Throughout the idea was that the student identifying the number had to * explain* to the class

*they used their math thinking to determined the solution.*

**how***Side note….the video quality is not fabulous (sorry) as the lights had to be off to see the blue outline of the boxes on Steve’s chart. *

What I saw from these students during the short routine was a tremendous amount of thinking and reasoning! I also saw how easily they could reason through the changes given their knowledge of numbers and patterns. This has spurred me on to think about creating lots of different number charts (with numbers in different locations) and building routines around them to build number sense through reasoning with patterns.

*Side note…I would love to create a program where you could have a board with 100 or 120 spaces, fill the smallest number you want into one cell and the largest number into the last cell and then the board would automatically populate so you could use it like the board I modified from Steve or this Classworks board. If this is a skills you have contact me so we can make this happen!* In the meantime I’ll create some different boards on this page and start posting them for teachers.

Something else you might notice from the video is that you will see me try to redirect them to talk to their classmates instead of just me. Students tend to just respond to the teacher but it is very important for them to communicate with each other instead of just the teacher. This is something that could easily be built in this classroom through routines and activities.

Even after a successful routine with this group of first graders, I realized that this journey was taking on a life of its own. First, I’m going to call change the routine name to Number Chart Routine. My plan is that the boards will have many different configurations. They may be right side up or upside down, sometimes they will end with 100 and sometimes they will go way beyond that into digits in the thousands or even start below 1 with decimals, fractions, negative number (yes even elementary students can understand that concept), etc… For now, until I can figure out a way to automate the chart as I mentioned above, I will just begin by creating more variations on the board for teachers use and archiving them here on my blog (and on my school’s google page) for anyone to use and modify for FREE.

Here is the link to the folder that I’m going to continue to add versions of the Number Chart Routine. I created 10 number charts to start with (5 regular and 5 upside down). I will be adding more over the next few weeks. Be sure to drop in again and make suggestions of other variations that you would like to see created! This post will also be added to a new Math Resources page titled Number Chart Routine.

So…after all of this I hope you will dive in with me and try out this routine and share your experiences, thoughts, and feedback!