100 Frame Bingo

Early Years/Primary/Junior (Age 3 – 9)

Curriculum Goal

Kindergarten: Demonstrating Literacy and Mathematics Behaviour

  • Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships.

Primary: Number Sense

  • Read, represent, compose, and decompose whole numbers up to and including 200, using a variety of tools and strategies.

Context

  • Students play in pairs.
  • Students should have prior experience with number magnitude up to 100 and place value.
  • Students should understand the difference between rows and columns.

Materials

In-person version

  • Deck of cards (1-9 and Jacks only)
  • 100 Frame (Appendix A)
  • 25 chips (different colours per player)

Online version

Lesson

  • Players take turns pulling two cards from the deck and arranging them to make a number.
  • Jacks will represent the number zero.
  • Players choose which number will represent the tens place and which number will represent the ones place (e.g., If they pull a three and six, they can create 36 or 63, depending on their strategy).
  • The player places a chip on the corresponding number on the 100 frame.
  • Place the used cards in the discard pile and the next player takes their turn.
  • If a player pulls a number that has already been covered, the player will miss their turn (e.g., If 36 and 63 are already taken and they’ve pulled a 6 and 3, they miss a turn).
  • Optional: If a player pulls a number that has already been covered, they can remove the players chip from the 100 frame and cover it with their own chip.
  • If a player pulls two Jack cards, they place a chip on 100.
  • The object of the game is to be the first player to place a chip on every row or every column of the 100 frame.
  • If players run out of cards in the deck before the game ends, shuffle the discard pile and replay the cards. Game play continues.

Look Fors

  • Do younger students comprehend the magnitude of the numbers indicated on the cards?
  • What strategies do the students implement to arrange their numbers (e.g., do students intentionally arrange the two numbers to place a chip in a row or column that has not been filled by other chips yet)?

Share this lesson

Share on facebook
Share on twitter
Share on email