Sep 26, 2020

By Printablee

Have you found it difficult when teaching your students or your children about basic mathematics and really don't know where to start giving them lessons? This method of using number grips may be suitable for your children to make improvements in their counting.

**1. Identify Patterns Using Number Grids**

It's an oldie, but it's a goodie. Simply have the pupils fill in the blank number grid with different colored patterns. For instance, ask the pupils to color in all the odd numbers. Instead, kids can count by 2s in one hue, 3s in another, and so on. Invite pupils to talk about the trends they discover.

If you want to stretch some of your more advanced pupils, have them perform the same exercise on a bigger scale. Start some pupils at 201, 1,001, or 6,401 instead of 1–100 on their number grid. They can still search for the same patterns as the rest of the class, but in a more advanced manner.

**2. Count (using big numbers).**

This one is straightforward. And, as previously said, it is a really helpful assessment tool. Instead of counting to 100 on a number grid, have pupils count by greater numbers. Inform the children what number to begin with and let them count.

This behavior is really simple to distinguish. Let certain pupils practice counting in the hundreds, beginning with a number such as 301. Other pupils can practice counting in the thousands, starting with a number like 2,501. Others can practice counting in the tens of thousands, beginning with a figure such as 13,901.

**3. Count, Beginning with a Variety of Numbers**

Most number grids begin with a number with a 0 or 1 in the one location. Instead, instruct pupils to begin counting on their number grid at various numbers. Let some pupils begin with a number such as 64, some with 115, others with 444, and so on. Then, have students seek out trends and compare their findings to those of other students. Ideally, pupils will see that the patterns stay consistent regardless of where they begin. For example, in the ones place, all the numbers in a column should have the same digit.

Additionally, this is simple to distinguish, and all students would be able to participate in the class debate. More proficient pupils can begin with greater numbers, while struggling students can count at their own pace.

We also have more printable number you may like:

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**4. Students build a fill-in-the-blank number grid.**

Give children a blank number grid and have them count, either providing them with a beginning number or allowing them to select their own. Let them leave many of the boxes in the number grid blank as they count.

Students can then swap number grids with a partner, letting their partner fill in the missing numbers. This exercise may also be used as a math center for small groups.

**5. Number Grid Puzzles**

Give each pupil a blank number grid and instruct them on what number they should put in the first box (the higher the number, the more challenging the puzzle). Then, call out a range of numbers and have students write them in the appropriate location on the number grid.

Make sure that each of the numbers you shout out has a place on the blank number grid. If you had pupils beginning with the number 781, for example, the number 899 would be too large to fit on that particular number grid.

The idea is for pupils to use what they know about number grid patterns to effectively insert numbers in the grid rather than merely counting by ones to obtain the correct answer.

**6. Determine the Prime and Composite Numbers**

A number grid may be a useful tool for teaching pupils about prime numbers. Eratosthenes, a Greek mathematician, employed a similar approach to determine prime numbers.

Fill in the blank number grid with pips, beginning with 1. Then, start searching for prime numbers.

Cross out 1 and explain that it is a special number that will be discussed later. Then, instruct the pupils that if they come across a number that isn't crossed out, they should circle it and then cross out its multiples.

The next uncrossed-out number on the number grid, for example, is 2. Students should circle the number two and then cross off all of its multiples. Repeat steps 3 and 4. The following number should be 4, but it has already been crossed out. Next, have students circle the number 5 and then cross off all multiples of 5.

Continue in this manner until all of the prime numbers have been circled. Lead students through a conversation to determine what all of the prime numbers and composite numbers have in common. A prime number has just two factors: one and itself. A composite number has more than two elements. (The number 1 is unique since it has just one element.)