Seeing Patterns in the Count

Focus
Recognizing the ways in which the numbers 0 through 9 repeat when we count by ones,and using these patterns to name numbers that come after or before given two- and three-digit numbers

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hen children first learn to count, they tend to view the sequence of number names as a completely arbitrary list, to be learned by rote. The list is indeed arbitrary up to 10. Afterwards there is a definite pattern: first the ones digit goes from 0 to 9; then the tens digit increases by one and the ones digit drops back to 0; then the ones digit again goes from 0 to 9, and so on. This pattern continues throughout the tens. Then, a 1 is added to the hundreds place and the entire pattern is repeated. This continues throughout the hundreds and can then be extended to additional places as well. It is a very subtle pattern, and it usually takes children a long time to recognize it. Using the Counter, children can grasp the pattern of the count directly, without the burden of rote memorization of a long list of names. Indeed, they find that they can easily count to 999.

Counting from 0 to 200

Distribute copies of Activity Sheet 4, the Pattern of the Count sheet. Have the children load single blocks onto the Counter, one at a time. After loading each block, children set the dials, say the number, and write it on their sheets. Have the children create a sequence that begins at zero and goes to 200, starting at the bottom and working up the sheets. The sheets can be stapled together to form a type of number line. (Children who would find the writing too difficult can count orally, place the blocks one by one, and just set the dials.) It will take children a few days to complete this task. At the end of each day they can roll up their stapled sheets and fasten the roll with a paper clip. The next day they can unroll their work and begin again by placing the number of blocks on the Counter to represent the last number they wrote. As the children work, ask them to predict the next number or next few numbers before they load the blocks. After children have recorded the numbers to 200, ask them to describe the patterns they see. Children will
Writing one number at a time, children discover the patterns in our counting sequence.

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develop their own terms to describe these phenomena. Some talk about the up and down number patterns. Others refer to starting over and over again. It is important to give children ample time to share their ideas and develop their own descriptive terms. Encourage children to focus on what happens when they reach numbers such as 99 and 199. Challenge them to generalize their thinking by asking questions such as,

What is one more than 399? one more than 599? Whats another number like this?

Counting Backward
After children have established a forward counting pattern, they can explore a backward count. Have them load 1 block-of-100, 9 blocks-of-10, and 9 single blocks onto their Counters. (Initially, for simplicity, they should not start this activity with a multiple of 10.) Children remove one block at a time, set the dials, and say the number. When they get to 190, they may want to remove an entire block-of-10. Remind them that they must remove only one single block at a time, and let them discover what they need to do. As children work, ask them to describe this process. When they are ready, ask them to predict the backward count for the next number or next few numbers before unloading the blocks. Over time, show a number on the Counter and have the children count on or count back from that number. At some point start with 975 and have children add single blocks, stopping at 999. Ask,

What do you think will happen next? Why do you think so?
Once the children have made their predictions, allow them to place another block and see what happens. For safety reasons, the block-of-1000 does not slide off of the Counter. The tenth block-of-100, however, will be pushed up by the hook as a reminder that there cannot be 10 blocksof-100 in the hundreds place. Remove the completed block-of-1000 and place it to the left of the Counter in an upright position. For a greater challenge, you can encourage children to keep counting up from 1000.

The Counter shows numbers from 0 to 999. To show numbers in the thousands, you can place blocks-of-1000 just to the left of the Counter.

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Counting by Tens and Hundreds
Following childrens exploration of the patterns with ones, have them load and remove blocks-of-10 one at a time. Emphasize the connections between the base ten representations and the number names twenty, thirty, forty, and so on. Make sure the children understand that loading a block-of-10 is just a quick way to load 10 singles. For example, put 2 blocks-of-10 and 3 singles on two Counters. On one Counter, have the children load 10 more singles, one at a time, and set the dials. On the other Counter, have the children place an additional block-of-10 and set the dials. Ask them to discuss the results and explain why the numbers are the same in each case. Children should have many opportunities to load and remove blocks-of-10, one at a time, beginning with a variety of numbers already loaded. Repeat the same process with children adding and removing blocks-of-100 one at a time and counting by hundreds.

Practicing Key Ideas

Race to 150
Children play this game in teams of two. Each team has its own Counter. The teams take turns rolling a die and placing that number of single blocks on the Counter. Aloud, players count up from the original number as they load the new blocks. When the task is completed, children set the dials and write the digits on the whiteboard. The first team to have 150 on its Counter is the winner.

Race from 159

In this game, teams begin with 159 (1 block-of-100, 5 blocks-of-10, and 9 ones) on their Counters. The teams take turns rolling a die and unloading that number of single blocks. Aloud, players count down from the original number as they remove the blocks. When the task is completed, children set the dials and write the digits on the whiteboard. The first team to have 0 blocks on its Counter is the winner.

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Assessing Learning
1. Have the child show 187 on the Counter and set the dials accordingly. Ask the child to set the dials to show what will be on the Counter when one more single block is added, and to name the number. Repeat, beginning with 179. Does the child identify and name the number correctly? identify and name the number correctly when the tens digit also changes? add the block first or just set the dials? 2. Have the child show 256 on the Counter and set the dials accordingly. Ask the child to set the dials to show what will be on the Counter when one single block is taken away, and to name the number. Repeat, beginning with 140. Does the child identify and name the number correctly? identify and name the number correctly when the tens digit also changes? take away the block from the Counter or just set the dials? 3. Show 43 on the Counter and ask the child to identify the number that is 10 more. Repeat, beginning with 90. Does the child identify the number correctly when hundreds are not changed? when hundreds are changed? add a block-of-10 to the Counter or just set the dials? 4. Show 167 on the Counter and ask the child to identify the number that is 10 less. Repeat, beginning with 200. Does the child identify the number correctly when hundreds are not changed? when hundreds are changed? take away a block-of-10 or just set the dials?

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