The Wonders Of The Number Chart
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4The Wonders of the Number Chart
Presented by Dr. Karol L. Yeatts
The number chart is one of the most versatile manipulative devices available for
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teaching mathematics. You can certainly count on a number chart. The number
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chart can be used for teaching number patterns and number relationships,
operations, and problem solving. Number chart activities are designed to help
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elementary students in K-5
grades develop number sense and number
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relationships and the activities can be used with individual students, small groups
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or with an entire class. As extensions to each of the activities, have students create
their own number chart clues and directions.
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Activity 1: Special Numbers
This activity is designed to help familiarize the students to the number chart.
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Have students place five to ten counters on their very special numbers. Have
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students tell a partner why these numbers are important to them. Examples of
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special numbers may include:
Your age
Your shoe size
The day you were born
The number of pets you have
The number of people in your family
The number of relatives you have
Your favorite or “lucky” number
Your favorite sport’s player’s team jersey number
Activity 2: Picture It
This activity reinforces knowledge of the number chart and encourages children to visual patterns.
Have students cover the following numbers as you call them out one at a time: 1, 71, 17, 53, 44, 35, 34, 8, 78, 12, 67, 23, 45,
62, 26, 56. Ask students to guess what the picture will be before you finish calling out the numbers. If students recognize the
picture before the numbers have all been called, have students tell you the next number to cover up to complete the picture.
Activity 3: Locating Number Neighbors
This activity reinforces knowledge of the number chart.
Have students use a blank number chart. Have a student select a number from 0 to 99. Everyone must find where the number
belongs on the number chart. Students must then write the number neighbors. A number that is one more than, one less than,
ten more than and ten less than the selected number. Continue until the chart is filled in.
Activity 4: Name Patterns
This activity introduces a variety of number patterns and relationships and lays the foundation for multiplication.
Have students use a blank number chart. Have students begin writing their first name placing one letter in each box. They
continue writing their first name until they reach the end of the chart. Next, have students shade in the first letter of their name.
They must shade in all of the first letters of their name every time they wrote their name. Have students find other students
who have the same shaded pattern. Have students examine the patterns together and discuss what they observe. The shaded
patterns are the multiples of 3, 4, 5, 6, 7, 8, 9, 10, etc. depending on how many letters are in the students name.
Activity 5: Number Patterns
This activity introduces a variety of number patterns and relationships and lays the foundation for multiplication.
Have students begin by covering all numbers that have a 2 in either the ones or tens place. Have students discuss the
patterns or number relationships they observe. For example, these numbers form a horizontal line and a vertical line. The
lines meet at 22 and this number has a 2 in the ones and tens place. The vertical line increases by ten and the horizontal
line increases by one. Ask if these relationships are the same for other numbers. Try covering numbers that have a six in
either the ones or tens place and observe the patterns and number relationships.
Have students cover the following numbers 11, 22, 33, 44, 55, 66, 77, 88, 99. Discuss the patterns and number
relationships: One pattern students might notice is that the sums of the digits (11 is 1 + 1 = 2; 22 is 2 + 2 = 4) are 2, 4, 6, 8,
10, 12, 14, 16, 18. These are all even numbers.
Have students cover 1, 12, 23, 34, 45, 56, 67, 78, 89. Ask what they notice about the sum of the digits with these numbers.
They may notice that the sums of the digits are 1, 3, 5, 7, 9, 11, 13, 15, 17. These are all odd numbers. Ask students to try
the numbers on the next diagonal and see what happens.
Have students cover the following numbers and discuss their observation: 5, 14, 23, 32, 41, 50. Students may notice that
the sum of the digits all equal 5 and that 5 was the first number covered.
Have students cover 7, 16, 25, 34, 43, 52, 61, 70. Notice what the sum of the digits equal. (7) Check to see if this pattern
holds for other diagonals.
Provide students with an opportunity to discover additional patterns and number relationships that they observe.
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