When I first started visiting elementary school classrooms, I noticed that almost all of them had a hundreds chart somewhere in the room. It might have been a pocket chart, or maybe a poster on the wall, but it was always there as an instructional tool. Then, about ten years ago, the mathematics community agreed that rather than stopping at 100, this chart should go to 120. This change would address students’ struggles with “turning the century,” helping them recognize that the number after 100 is 101 and that counting continues from there.Read More
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