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One of the advantages of setting norms using the 100 Numbers game is that it allows students to begin seeing patterns in the locations of numbers.  This observation could be used as a strategy for team members to begin to anticipate where to look next.  For example, as students rotate and take turns highlighting numbers, they may notice that certain numbers can be located in specific quadrants.  Students who notice any patterns must be able to communicate their reasoning effectively.  Communicating one’s thoughts and ideas is a skill that could be established at the beginning of the year.  The goal is that as students collaborate in math work, they are able to understand the expectations of communication, and be able to use appropriate listening and speaking skills involved in discussions.

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Drawback 1:  Active vs. Passive Learners

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Drawback 1:  Active vs. Passive Learners

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In a game such as 100 Numbers, it could be quite a challenge to make sure that each student is carrying his/her own weight.  Certain students with more outgoing personality types tend to assume leadership.  Even showing excitement at finding the number when it is not his/her turn might discourage more introverted learners into becoming passive participants.  The challenge for teachers is that more introverted students could easily become turned off with group work altogether.  An even bigger problem for the teacher is the question of accountability— when students back off from participating, how much of the finished product is reflective of each student’s work?  Teachers could prevent this problem by setting clear rules that as each student takes a turn, group members must offer help without overpowering the student and giving him/her the answers.  Applying this norm in other math work requires the same expectations— students must help each other and scaffold learning rather than spoonfeed answers.

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The game becomes much easier when you talk with your partners and help each other, so it gives kids a lower-stakes environment to ask each other for help in. This is a great ice-breaker activity and shows students they can all help each other, no matter their perceived math ability.

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It is possible in this game for a student who is faster at finding the numbers to overrun the group. This person could jump ahead to find the numbers, then point them out without giving the other members of the group a chance to find them for themselves. The steamroller than feels that they are better than everyone else and doesn't need to listen to other group members, while the other members feel like the shouldn't bother trying. Set clear expectations that every person in the group has a turn to think for themselves and that helping each other doesn't mean doing all of the game for other people.

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Benefit 3: Challenging Task not Based on Computation

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Benefit 3: Challenging Task not Based on Computation

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The nature of this task means that it is challenging for everyone and is not based on computation ability. This means it's pretty level ground for all students and can help fight their self-image of being "bad" or "good" at math.

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Fierce competition between groups or ranking how many numbers each group found after the activity will help reinforce students' self-perceptions of being "good" or "bad" at math and shutdown learning. Instead, don't ask groups to share how many numbers they found and focus on each group developing strategies to improve, rather than any group being better than others.

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In order to successfully find the numbers, students must be attentive to their groupmates’ turn.  No one can simply “tune out”; otherwise, they risk not knowing what the next number would be.  In any math collaborative work, students must take turns to listen to each other fully before moving on.  In an interdependent game such as the 100 Numbers game, it is imperative that each student remains attentive so as not to lose valuable time figuring out who is next and what number to look for.

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When setting norms using a simple but engaging activity such as 100 Numbers, it is easy to unintentionally send the message that all math group work would be quick and easy, and each student gets a turn almost as soon as another student is finished.  In the real world, math collaborative work may involve new challenges which students must learn to overcome and persevere through as a group.  Also, although the goal of collaborative work is that each student participates and is heard, sometimes solving math problems together involves being active listeners for longer periods of time before getting one’s turn to express an opinion.