vmt-award-2024_47--2-_purple

but they can be difficult to work with on a desktop. To demonstrate this connection to the number line, another activity that I do with my students is to cut the 99s chart into strips and tape them together in number line format to show that the chart is really a number line. We then cut that number line apart and tape the chart back together to demonstrate how it is constructed. Since the hundreds chart and 99s chart are really numbers lines that have been deconstructed and put back together, the 99s chart is the more accurate math tool since it reflects the construction of an ac tual number line. Given the struggle that many stu dents have with the concept of zero, using a tool that fails to include zero makes learning that con cept harder. It is a low cost and easy change to switch from the classic hundreds chart to a 99s chart and have one tool that ties counting, a visual of how numbers are built from digits, and place value together. It allows for calculation involving all four basic operations. Ditch those hundreds charts! Conclusion

References

Stohr - Hunt, P. (2013, October 23). Instructional conundrum: 100 board or 0 - 99 Chart? Re trieved May 01, 2021, from http:// bookishways.blogspot.com/2013/10/ instructional - conundrum100 - board - or - 0.html Upadhyay, R. (2020, April 16). Decimal number system . Retrieved May 01, 2021, from https:// www.geeksforgeeks.org/decimal - number system/ Vacc, N. (1995). Gaining Number Sense through a Restructured Hundreds Chart. Teaching Excep tional Children , 28 (1), 50 - 55.

Diane Richman Title 1 Mathematics Intervention Teacher Petsworth Elementary diane.richman@gc.k12.va.us

NASA RESOURCES LINKED TO MATHEMATICS IN NATURE

Wave Patterns of Coral Reef Near Bajo Nuevo Reef (Grades K – 12) earthobservatory.nasa.gov/images/6981/wave - patterns near - bajo - nuevo - reef - caribbean - sea

Life Sciences Education Website (Grades k – 12)

https://www.nasa.gov/stem - ed - resources/space - life sciences - education - website.html

Virginia Mathematics Teacher vol. 47, no. 2

37