Publisher's Synopsis
Why Do Students Often Have Trouble Counting Beyond 100? And what we can do to help them with this hurdle. Certainly, when you think about mathematics, you think about numbers. When you think about learning mathematics, you might have great thoughts of the quest to tackle problems that unlock applicable solutions.
Ask any lower elementary student to count aloud for you and chances are they will stop counting at 100. It doesn't matter if you ask them to count by 1s or to skip-count by 5s or 10s, 100 forms a natural stopping point. The problem arises when you ask young students to go further. "What comes next?" I ask my young math students. Many students are unsure about counting beyond 100, especially if I ask them to write the numbers on paper.100-a number not too small, not too large, but just right to challenge students without intimidating them. It's used in myriad ways within the problems: as an exponent, product, area, or perimeter; a constant in an equation; the number of items in a series or sequence; or as a physical value, such as a stack of 100 coins, a deck with 100 cards, or a jug that holds 100 ounces. There is something magical about the number 100, and these problems aim to capture some of that magic. But no matter how 100 is used, each problem is meant to spark curiosity and motivate students (and their teachers) to want to solve it.
