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More Hide and Seek on the Number Chart:

Bigger Numbers!

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Mr. Todd said to his students: “Who’s ready for another game of hide and seek?”

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Mr. Todd showed his class a number chart and said, “We are going to play hide and seek. I hid some numbers on the chart. Can you figure out which numbers are hidden?”

Questions to ask:

What do you notice about this chart?

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out wherethe missing numbers go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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Mr. Todd said, “Let’s play another round! Which numbers are hidden now?”

Questions to ask:

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where the missing numbers go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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Mr. Todd said, “Round 3! Which numbers are hidden now?”

Questions to ask:

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where the missing numbers go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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Mr. Todd said, “Let’s make it more challenging! I hid more numbers than last time. Which numbers are hidden now?”

Questions to ask:

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where the missing numbers go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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Mr. Todd said, “Round 2! Which numbers are hidden now?”

Questions to ask:

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where the missing numbers go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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Mr. Todd said, “Round 3! Which numbers are hidden now?”

Questions to ask:

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where the missing numbers go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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Mr. Todd said, “Time for a new challenge! What number is each animal covering?”

Questions to ask:

What do you notice about this chart?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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= ____

Questions to ask:

Fill in the missing numbers.

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where 24, 41, 76 and 109 go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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Mr. Todd said, “Round 2! What numbers are these animals covering?”

Questions to ask:

What do you notice about this chart?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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=____

Questions to ask:

Fill in the missing numbers.

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where the missing numbers go go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place missing numbers on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

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Mr. Todd said, “Round 3! What numbers are these animals covering?”

Questions to ask:

What do you notice about this chart?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

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=____

=___

Questions to ask:

How do you know that number goes there? Is there another way you can prove it goes there?

What number on the 120 chart helped you to decide where __ goes on the 120 chart?

Are you noticing any patterns? Tell me about what you notice.

Where on the 120 chart do you think the number __ goes? Why?

Do you need to write in all of the numbers on the 120 chart to figure out where the missing numbers go?

What to look for:

Students who use the tens and ones patterns on the 120 chart to place the numbers 24, 41, 76 and 109.

Students who use a nearby number to either count up or count back to place 24, 41, 76 and 109 on the 120 chart.

Students who write 24, 41, 76 and 109 correctly based on place value understanding and not using reversed place value (if a student is using reversed place value to write a number, have them build the number they write with a place value tool like base ten blocks or ten frames to see if their physical representation matches their written representation)

Students who can accurately read any number up to 120

For early finishers: give students place value dice, have the roll a number and place it on the 120 chart.

Note: this page can be printed and used as a student handout

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

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Let’s Think and Talk!

How did we figure out the missing numbers?

What strategies did we use?