Teaching Notes - Number Strips

Matt Skoss
I made up several versions of Number Strips after attending an inspiring session at an MAV Conference
(www.mav.vic.edu.au/pd/confs/index.html) presented by Jill Cheeseman entitled 101 things to do with a 100 chart.

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Acting on the notion of youve got 12 days to put an idea into practice from a Maths workshop or conference, I made up
a laminated set, and used Velcro to make the resource re-usable and more durable.
I find it useful to push kids past 100 to at least 120. Young learners are able to generalize from their knowledge of
numbers from 1 to 20, making the numbers 101 to 120 accessible.
Sets included in this document are numbers broken up:
1. In decade strips
2. With intermittent breaks (provokes learners to focus on what is the next number?)
3. With missing numbers, except for multiples of 5
4. With missing numbers, except for multiples of 2
5. With missing numbers, except for multiples of 3
6. With missing numbers, except for prime numbers
7. With numbers to 1 decimal place, in decade strips
8. With numbers to 1 decimal place, with missing numbers
9. With numbers to 1 decimal place, with intermittent breaks

By using a flash timer (www.teachit.co.uk/custom_content/timer/clock3.html), the task can be turned into a performance
task where the class negotiates what time would be a good challenge for them.
Other dimensions that can be introduced to the task include:
Inviting students to reflect on how they might improve, as a group in
completing the task. This could lead to a discussion of delegation of
tasks to improve the groups overall performance.
Inviting students to reflect on the group dynamics. Who is playing a
leadership role? Follower role? Leading from within (allowing others
to step up to being a leader)?
Graphing the data for completing the task over time.
Older students peer-tutoring younger students (ie. Year 6s coaching
the Year 1s). This would generate data over time that could be
explored using bar charts, box and whisker plots and other measures of central tendency
Having multiple sets, and organising teams of students to compete against each other.
If you would like to be these resources in digital form, including the flash
timer, email the author at: matt@skoss.org. I am interested in hearing an
account of how these activities work in your classroom, and any new
variations you may develop.

1
11
21
31
41
51
61
71
81
91
101
111

2
12
22
32
42
52
62
72
82
92
102
112

3
13
23
33
43
53
63
73
83
93
103
113

4
14
24
34
44
54
64
74
84
94
104
114

5
15
25
35
45
55
65
75
85
95
105
115

6
16
26
36
46
56
66
76
86
96
106
116

7
17
27
37
47
57
67
77
87
97
107
117

8
18
28
38
48
58
68
78
88
98
108
118

9
19
29
39
49
59
69
79
89
99
109
119

10
20
30
40
50
60
70
80
90
100
110
120

1
11
21

4
13
23

32
41

43
53

61
81
101
111

72
82
92

54
64
74

5
15
35
45
55

6
16
26
36
46
56
66

17
27
37
47
77
87

10

39

30
40

18
28
48
58
68
78
88

59
70
79

86
93 94 95 96
99
103 104
106 107 108
113 114 115
118 119

90
100
110
120

5
15
25
35
45
55
65
75
85
95
105
115

10
20
30
40
50
60
70
80
90
100
110
120

2
12
22
32
42
52
62
72
82
92
102
112

4
14
24
34
44
54
64
74
84
94
104
114

6
16
26
36
46
56
66
76
86
96
106
116

8
18
28
38
48
58
68
78
88
98
108
118

10
20
30
40
50
60
70
80
90
100
110
120

12

15

21

18

24

27

33

39

45

51

48

54

57

63

60

66

72

69

75

81

30

36

42

78

84

87

93

90

96

102
111

99

105
114

108
117

120

2
11
31
41
61
71
101

3
13
23
43
53

7
17

19
29

37
47
59
67

73
83
103
113

79
89
97
107

109

1
2
3
4
10 11 12 13
19 20 21
28 29 30 31
37 38 39
46 47 48 49
55 56 57 58
64 65 66
73 74 75 76
82 83 84 85
91 92 93 94
100 101 102 103
109 110 111 112
118 119 120 121

5
14
22
40
50
67
95

7
8
9
15 16 17 18
23 24 25 26 27
32 33 34 35 36
41 42 43 44 45
51
52 53 54
59 60 61 62 63
68 69 70 71 72
77 78 79 80 81
86 87 88 89 90
96
97 98 99
104 105 106 107 108
113 114 115 116 117
122 123 124 125 126

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48
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