Book #13 100th Day Worries

Book #13
100th Day Worries by Margery Cuyler
Cuyler, M. (2005). 100th day worries. New York, NY: Simon & Schuster Children's Publishing.

Summary:
This book follows a worrier named Jessica. She worried about losing her first tooth, remembering her lunch money, missing the bus, and doing well in school. She worried about everything. When her teacher, Mr. Martin, asks the students to each bring to class a collection of 100 things for the 100th day of school, Jessica immediately starts to worry. As her classmates begin to bring in their collections and she can’t think of anything, she worries even more. But when it comes time for the students to share their homework assignment, Jessica surprise everyone including herself. She brought in 10 groups of 10 items, each one from a member of her family.

Standards:
SC.2-2 The student will demonstrate through the mathematical processes an understanding of the base-ten numeration system; place values; and accurate, efficient, and generalizable methods of adding and subtracting whole numbers.

2-2.5 Interpret models of equal grouping (multiplication) as repeated addition and arrays.

Objectives:
The student will be able to build understanding of 100 through skip counting and addition.

Materials:
Cuyler, M. (2005). 100th day worries. New York, NY: Simon & Schuster Children's Publishing.
1 to 100 chart (one per student)

Procedures:
Read the book aloud. Then return to the page where Bobby brings to Mr. Martin his collection of 100 peanuts. Read to the class that he brought five bags with twenty peanuts in each bag and ask, “How do we know the five bags Bobby brought to class with twenty peanuts in each equals one hundred all together?” Have students think and then explain their reasoning. Record their ideas as an addition sentence and as a sequence of numbers (20+20+20+20+20=100 and 20, 40, 50, 60, 80, 100). Have the students count with you by twenties to 100. Repeat for each collection of 100 things other characters assemble. Finally, ask pairs of students to think of other ways to count to 100 and record each strategy in the two ways you modeled.