100 day activities.pdf | Leisure | Foods

100 DAY activities

These activities were compiled and created by Rachelle (www.whattheteacherwants.blogspot.com). Ideas and inspiration from: • www.proteacher.com • Herriman Elementary 1 st grade team • www.about.com • www.ehow.com • www.mathwire.com


days of school!

I want 100_____________________. I don’t want 100 ____________.

I would eat 100________________.

I wouldn’t eat 100___________.


If I had $100.00 I would buy…

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////////////////////////// ////////////////////////// ////////////////////////// Name:////////////////////

 What I will look like when I am

100 years old!


100’s day trail mix
*At each table you will have 10-12 labeled bowls of different snack items (or you can do it in rotations and have only 4 items at each table). The students will choose which snack they would like to have in their trail mix. They can have only 10 pieces of each item (that is why I have 12 items, in case someone doesn’t like 1 or 2 of them). They need to count 10 pieces and add it to one of their circles. They do this 10 times (to get 100 items in their trail mix). They need to count each circle and write the number (or draw tallies) and write the name of the snack in each circle before they add it to their trail mix bag (this ensures they have the correct amount and no duplicates). Then, they need to count by 10’s to count how many are in all. Eat and enjoy or take home and share with your family! *Print the 100’s day Trail Mix labels on Avery 8163 labels and stick on a ziplock. *Copy the 100’s Day Trail Mix recording sheet onto 11X17 paper! *Tip: Send home a letter for donations so you do not have to purchase all of it! * Ideas of trail mix items: M&M’s, pretzels, raisins, marshmallows, animal crackers, Chex Cereal, Cheerios, Apple Jacks, Popcorn, chocolate chips, goldfish crackers, butterscotch chips, crackers, etc.


100’s DAY trail mix







100 Tallies Dice Game


100 Tallies Dice Game
In partners, each player takes a turn rolling one (or 2 for upper grades) dice and marks a tall for each number they roll. If player 1 rolls a 5, then he/she will mark 5 tallies (remembering to cross on the 5th tally). Each box holds 5 tally marks. The player then gives the dice to player number 2. If player number 2 rolls a 4, he/she will tally 4 tallies. Keep playing until someone reaches the 100. The player must tally exactly the amount to 100, if he/she rolls a number that is over send them past 100, they lose their turn! That player wins!



Name_______________________ 100 th Day Estimates Estimate Actual amount Is the Jar A B C D

actual amount more or less than 100?


100 th Day Estimates
Estimate Actual amount Is the actual amount more or less than 100?

Jar A B C D




day estimates Directions

Around the classroom you will have 4 jars (or ziplocks) labeled either A, B, C, D. In each jar is a different group of items. For instance, in jar A you will have 82 cotton balls. In jar B you will have 121 jelly beans. In Jar C you will have 101 paper clips. In jar D you will have 44 pencils. Objective: The students will first be shown the jars as a whole class so they can individually estimate how many they think are there (have them do this in a red crayon). Then, tell the students they must count each jar together as a group (I group my students by tables-about 6 students in each group). Before they start counting, they must decide the FASTEST way to count the items because they only have 5 minutes at each jar. Brainstorm ideas (count by 10’s). Dismiss the students to their groups and have them start to count their jar together by separating their items into groups of tens. Then, they write the actual amount on their paper and answer the items were more or less than 100. After all groups are finished, have them rotate to the next jar. Continue until all groups have been to all jars. *If a group finishes early, have them count again to practice. Winner: I always tell the students the actual amount in each jar. Then, the students with the closest estimates wins a prize (that is why they write the estimate in crayon-no changing their answer).


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