The 100 chain, made of 10 bars of ten joined together.
One square of 100 beads.
Small labels (arrows) – 1 to 9 in green; 10 to 90 blue; 100 in red; in a box.
A tray and a rug.
- Invite the child to the lesson.
- Show the child the 100 chain.
- Demonstrate how to pick up the 100 chain by holding the left end with your sub dominant hand, and lift it so the chain is vertical, form a ring around the chain with your dominant hand.
- “This is the 100 chain.”
- Lay it back down in its place on the bead cabinet.
- Show the child the grey underlay and show him how to unroll the underlay.
- Ask the child to bring the 100 chain and place it horizontally on the underlay.
- “Let’s get a tray. We need a 100. And we need this container too!”
- Place a 100 square on the tray and the small “hundred” container.
- Bring the tray to the underlay.
- Turn the 10 bar that is the farthest on the left of the 100 chain so that it is vertical.
- Turn the next 10 bar vertical.
- Repeat this process until the 10 bars of the 100 chain form a 100 square (this is called folding the chain).
- Pick up the 100 square from the tray.
- Superimpose the 100 square on the folded 100 chain.
- “Look at that, it’s the same! 100.”
- Put the 100 square back on the tray.
- Unfold the chain so it is back to its original 100 chain form.
- “That’s how long 100 is!”
- Open the container of tickets and very gently poor them out by laying the container on its side, and slowly lift to the right so that the tickets carefully slide out on their own.
- Sort a few of the tickets into rows, such as 5 and 7 in a top row, then tens such as 20 and 40 in a row below the ones, and place the 100 ticket in a row below the tens.
- Ask the child to sort the rest into rows (but not in sequence).
- “Let’s count and use the tickets!”
- Count the first bead, “one.”
- Place the 1 ticket below the first bead, with the arrow pointing upwards towards the bead.
- Repeat this process for the 2nd bead and 2 ticket.
- Hand it off to the child to do the rest up to 9.
- Pick up a blue ten’s ticket, in this case the 10 ticket.
- Place it at the end up of the 10 bar, with that arrow pointing upwards towards the 10th bead.
- Ask the child to count every single bead, and place the tens tickets where they go as he counts.
- Watch as the child places tickets and counts every bead, all the way up to 100.
- “You made 100!”
- “This is the 100 chain, you counted all the beads to 100! Remember we made the 100 chain a square? It was a square of 10. What is the square of 10? Right, 100!”
- After 100 has been made, ask the child to read the tickets:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.
- Show the child how to clean up.
- “Let’s first put these tickets up. And let’s look all around to see if there are any tickets, we have to make sure we get them all.”
- Once the tickets are all picked up and placed in the container, ask the child to put the container on the tray with the 100 square and take them back to their places.
- Ask the child to put the 100 chain back in its place on the bead cabinet.
- Show the child how to roll up the underlay if he can’t yet do it himself.
Child works independently.
To practice linear counting and to reinforce the sequence of numbers up to 100. To show the square of 10.
Preparation for multiplication and preparation for squaring of numbers.
Control of Error
The child’s experience and carefulness in counting.
Blue labels always come at the end of a bead bar.
When the child sees that he can count to 100, there is a huge sense of accomplishment.
With this work, the child truly requires the mechanism of counting.