This document provides information about a learning task called the One Hundred Board. Students place colored shapes or highlight numbers on a laminated one hundred board to identify patterns. They can follow provided patterns or create their own. The task helps students develop skills in spatial sense, counting, and pattern recognition. It is designed for students ages 5-7 years old and can accommodate different learning styles. Suggestions are provided for introducing, supporting, extending, and assessing the activity.

1. ECED4080 Creating Materials for Use by Young Children
Sample Album of Learning Task Documentation Entry
Learning Task: One Hundred Board
Description:
Students work independently with a laminated one
hundred board background to identify various types of
number patterns. They place small coloured geometric
shapes on the one hundred board or they use an erasable
marker to highlight numbers on the board. They can
either follow a pattern rule or create an original pattern of
their own. Student Learning Outcomes:
Learning task adapted from: Spatial Sense and Geometry:
http://www.amblesideprimary.com/ambleweb/mentalmat sorts and identifies two-dimensional shapes
hs/countersquare.html.
Number Sense and Numeration:
Age Group: counts orally to…
5.5 to 7.5 years
Patterning:
Subject Area: identifies & reproduces patterns
Mathematics
Prerequisite Concepts, Skills, & Values:
Subject Strands: • follows class routines for selecting,
Spatial Sense and Geometry using and returning individual learning
Number Sense and Numeration tasks
Patterning • adopts class routines for obtaining
teacher support to demonstrate
Subject Topic: learning tasks and to obtain assistance
Patterns • recognizes paterns in the natural and
man-made environment
Background Information: • can identify patterns in sounds as well
Children recognize patterns in the world around them. as visually
They see patterns in plants and animals as well as the • states the rules for patterns
commercial setting. At an early age they begin to learn to
use language to describe these patterns. The one hundred Learning Theory & Instructional
board is actually just a backgroun place mat where Strategies:
children can reproduce and create original patterns. At
• the activity is based upon a cognitive
the lowest level they can observe how numbers change in
approach where students make links
counting numbers. They move on to skip-counting.
with previous experiences
Colourful shapes can be used to make patterns that have
• a teacher demonstration is how the
rules such as ABB of ABCC.
learning task commences
The attributes of the coloured shapes can also be used to
create chains with one or two differences as the chain is • this activity can be seen as an
extended. extension of simple or short patterning
exercises because it challenges the to
expand patterns to cover the complete
Student Characteristics Accommodated: one hundred board.
• Accommodates kinesthetic, spatial and
logical mathematical intelligences.

2. ECED4080 Creating Materials for Use by Young Children
• The ability to identify similarities in shape,
sizes, and colours is applied here.
• Children attempt to reproduce patterns with
which they have experience.
• Creativity and originality come into play when
children are challenged to create new patterns.
Introduction of the Learning Task:
• Show the child how to use an erasible marker
to identify numbers when skip-counting.
• Demonstrate how to use coloured shapes on the
board to create a simple pattern.
• Ask the child which number should be A more advanced learning task:
underlined or circled next. • Notice that this learning task is
• Request that the child place another matching targetted at the students in the age
set of coloured shapes on the board. range from five and a half to seven
• Leave the child to work independently, telling and a half.
him to notify you when his pattern is complete. • Many students will not be ready for
this activity.
Checklist of Activity Items: • Students who are familiar with the
• Black feltboard use of a one hundred board will find
• A blank felt butterfly. it easier.
• A box or bag containing a large assortment of • Begin with an erasable marker and
differently coloured shapes of a variety of sizes. and skip-counting patterns.
• When the child thinks that the task is
Extension Activities: too easy introduce the coloured
• A variation on the challenge can consist of using shape cards to represent more
different coloured shapes and creating a ‘one- complex patterns.
Evaluation Rubric:
difference’ chain. 1. Does not identify numerical or
• Students could use attribute blocks to create one or shape patterns.
two difference trains with the blocks acting as cars of 2. Makes a few errors with skip-
the train. counting patterns. Sometimes
• Children could use number cards to attempt to places shape incorrectly.
reproduce a one hundred board without looking. 3. Creates skip-counting patterns
for two, five, and ten. Creates
Enrichment Activities: simple coloured shape patterns.
• Students could create ‘wall-paper’ patterns using 4. Creates original skip-counting
stamps and paint. patterns. Creates complex shape
• Students look through magazines to identify pictures patterns.
where patterns have been employed,
• Students create sound patterns using musical
instruments.
Assessment Techniques:
• Student examines the created pattern to ensure that it
follows a stated rule.
• Instructor observes a student while marking numbers
or placing shapes on the one hundred board.

3. ECED4080 Creating Materials for Use by Young Children
• The instructor asks the student questions to ensure the
student pattern was a planned rather than accidental
occurrence.
• Instructor records the one hundred board pattern with a
digital still camera to place in the child’s portfolio.
Feedback Suggestions:
• How can you decide which shape to put on next?
• What is the reason that you placed this colour here?
• How could you find the next number to be underlined/ Vocabulary:
circles? pattern, skip-counting, one hundred board,
shape, circle, pentagon, square, rectangle,
• All of the shapes are placed correct! Which words
hexagon, colour, red, yellow, blue, purple,
could you use to describe your pattern?
black, green, orange, pink, brown,
• Now that you have identified all of the skip-counting
numbers correctly, tell me about the pattern that you
References:
see on the one hundred board.
http://www.amblesideprimary.com/amble
web/mentalmaths/countersquare.html
Comments, Hints, & Suggestions:
• Talk to students on a regular basis
about patterns in the environment,
in photographs, and in art.
• Ask the students to take a big
overview of the one hundred board
periodically rather than just
focusing in on the next number of
shape.
Key Words:
One hundred board, attribute blocks,
stamp patterns, skip-counting, washable
marker, erasable marker, laminate, shape,
circle, pentagon, diamond, square,
hexagon,