These are some active learning games for the hundreds grid. Created for our Jump2math programs and teacher classrooms. You can create the grid with chalk or get your own Hundreds Grid. See below this blog.

**Math Station Facilitator ( for Jump2math programs and classrooms )**

When the students arrive at your station ask them to sit down (in front of the last line of the grid etc.).

Once seated, briefly explain the goals of the station (e.g., We are going to be exploring the Hundreds Grid with fun activities.)

You may ask the students what they ‘notice’ or know about the hundreds grid. Their answers will help you to know what they know about numbers. Keep this part brief.

Kindergarten Suggested Activities

Warm-up: Ask each child “What’s your favourite number between 1 and 100?” The child tells you their favorite number and then stands on it. They may need help finding the number.

**How many?**

Materials needed: one bag/bucket with cubes

Each child takes a turn to put one hand in the bag and remove some cubes. They place them down on the floor and everyone counts them out loud together. Once the number is counted, the child places their cubes on the corresponding number on the hundreds chart (e.g., six cubes, count 1,2,3,4,5,6 and then put the cubes on the number 6 on the chart)

Repeat. If the number is already taken, a friend removes the previous cubes so that the new cubes can be placed on the number.

**Number train**

Ask the students to stand on the beginning numbers i.e., if there are 6 students they stand on the numbers 1,2,3,4,5, and 6. Next, the child on number 1 moves to number 7, 2 moves to number 8, 3 moves to number 9 and so on. The last person moves to the front of the line and says the next number. All students count together as each a child moves on the the next space.

Race to 100! How high can we go before the timer rings? or Beat the Clock

Materials needed:

One die

One timer (set at 5 minutes)

In turn, each child rolls a die. Child #1 rolls a number (e.g., 6) and beginning at 0 they count 6 spaces and stand there. Child # 2 rolls a number (e.g., 5 )and begins counting 5 spots and stops. Child # 1 returns to the end of the line. Child # 3 rolls a number and moves that many spaces ahead of child # 2. Child # 2 returns to the end of the line. Continue until the timer rings.

Repeat and try to beat the previous score.

Grade 2 Suggested Activities:

Warm Up Activity

Guess my Number

Use the following Clues

My number has two digits.

My number is greater than 2 and less than 19

My number is an even number.

The digits in my number add up to 3.

What’s my number? The answer is 12.

Second example:

My number has two digits.

My number is greater than 16 and less than 26.

My number is an odd number.

The digits in my number add up to 5.

What’s my number? The answer is 23.

**More or Less?**

Materials needed:

Cards that say:

What number is one more?

What number is one less?

What number is ten more?

What number is ten less?

Ask a student to choose a number that is not on the outside edge and stand on that number.

Students take turns turning over a card and reading it out loud. The student on the number chart must respond to the question. Help as needed to ensure success.

Repeat choosing another child to choose a number.

Race to 100! How high can we go before the timer rings? or Beat the Clock

Materials needed:

One die

One timer (set at 5 minutes)

In turn, each child rolls a die. Child #1 rolls a number (e.g., 6) and beginning at 0 they count 6 spaces and stand there. Child # 2 rolls a number (e.g., 5 ) and begins counting 5 spots and stops. Child # 1 returns to the end of the line. Child # 3 rolls a number and moves that many spaces ahead of child # 2. Child # 2 returns to the end of the line. Continue until the timer rings.

Repeat and try to beat the previous score.

**Plus One!**

Materials needed:

One large penny

Show kids how to add and subtract with a penny. Give an addition problem such as 42 + 3. Have students identify the larger number and put a penny on that number. Then have a child move the penny up as many times as the second number shows. Practice with problems such as 6+14, and 9+63, to give kids practice identifying the larger number first, then adding the smaller number. This is an important addition skill. For Penny Subtraction, start on the larger number and move backward.

**Rounding Up or Down**

Form two teams. Students will toss a bean bag and identify the number that it falls on. Round up or down to the nearest 10. For example the bean bag lands on 33 and the student rounds it to 30. The other team has to count by 10s and do jumping jacks, jumps, claps etc. The number 30 would be 10, 20, 30 (three jumping jacks).

Grade 3 Suggested Activities:

Who has my number?

Materials needed:

Whiteboard, marker, and eraser to demonstrate an answer if needed.

Index cards:

Card # 1 Who has the number 26 + 2?

I have 28. Who has 44 + 10?

I have 55. Who has 2 tens and 5 ones?

I have 25. Who has 4 tens and 1 one?

I have 41. Who has one less than 68?

I have 67. Who has one more than 89?

I have 90. Who has the number that extends this pattern 1,3,5,7,____?

I have 9. Who has the number that extends this pattern 22,24,26,____?

I have 28. Well done!

Hand out all of the cards randomly. Some students may have 2 cards. Begin with Card 1 and ask the question. Each student looks for the answer on their card and then reads the answer and the next question. Keep track of the questions above in case a student needs help.

**Counting by 10s
**

Looking at the hundreds chart count by 10s.

Choose one student to stand on 10 and move forward on the chart counting by 10s to 100. Note: This is a ‘growing’ pattern.

Choose another student to stand on 100 and count by 10s backward to 10. Note: This is a ‘shrinking’ pattern.

Choose a student to select and stand a number on the number line (not on the outside lines). Ask them to move forward or backward counting by 10s e.g., The student stands on 34. Ask them to count forward by 10s (34,44,54,64,74,84,94). Is this a growing or shrinking pattern?

A student stands on 76. Ask them to count backward by 10s (76,66,56,46,36,26,16,6). Is this a growing or shrinking pattern?

Repeat.

Ask them if they notice a pattern when they are counting by 10s on the hundreds chart. (They move in a straight line)

Race to 0! How low can we go before the timer rings? or Beat the Clock

Materials needed:

One die

One timer (set at 5 minutes)

Begin at 50 and count backward before the timer rings. In turn, each child rolls a die. Child #1 rolls a number (e.g., 6) and beginning at 50 they count backward 6 spaces and stand there. Child # 2 rolls a number (e.g., 5 ) and continues counting backward 5 spots and stops. Child # 1 returns to the end of the line. Child # 3 rolls a number and c that continues counting backward from child # 2. Child # 2 returns to the end of the line. Continue until the timer rings or the reach 0.

Repeat and try to beat the previous score.

Grade 4 Suggested Game

Layout money manipulatives over numbers on grid