# Hundred Chart Assessment

This is a short follow-up to __a previous post__ on teaching the patterns on the hundred chart. This quick little assessment can help you determine if students truly understand the patterns and give you lots of useful information!

Give the students a copy of the blank hundred chart and give the following directions:

- Fill in the first row of the hundred chart (1 through 10).

*This gives them a baseline to use for the other patterns in the chart.* - Find the square for the number 21. Fill in that whole row (21 through 30).

*Look for two things: (1) can they find the number 21 and (2) do they know that moving across a row is counting by 1s.* - Put your finger on the number 9. Fill in that whole column.

*Do they know that moving down a column is skip counting by 10s and can they skip count by 10s off the decade (9, 19, 29. etc.)?* - Fill in the squares with the bold outlines on the front of the paper.

*Can students use the numbers they have already placed to find the missing numbers?* - Turn your paper over onto the back. I have pulled two sections out of a hundred chart. Use the number that is given to fill in the other numbers.

*This is the most difficult skill, because students do not have the support of seeing the rest of the hundred chart.*

You can grab this little assessment by clicking here.

What an awesome way to assess students’ understanding of the hundreds chart! I only recently found your blog and have really enjoyed reading through it. I am currently taking some additional qualifications in math in order to become a math specialist. You have been a great resource! Thanks!

Welcome to our learning community! So glad you liked the assessment. It was so easy to administer and really gave me a great snapshot of each of my kiddos!

Happy Thanksgiving, Donna. You are fabulous and this just proves it again! I plan on working my way thru the activities you outlined in your last post with my first graders. At what point would an assessment of this level of difficulty (understanding) be appropriate? I’m not really sure what I can expect. I’ve been following your blog for several months now and I’m really trying to get a solid background into my little mathematicians’ heads. Thanks for all your great posts and for sharing your knowledge and experiences.

Sorry it took me so long to respond, Terri. This was sort of an “end of unit” assessment for my kiddos. As you can imagine, some need reteaching. ๐

your posts are truly gems for Math! I wish I had discovered your blog a long time ago! thanks!

So glad you wandered across my blog and that it’s helpful to you. Welcome!

Love your blog it has been very helpful to me as a para working with Title 1 students. I attended a math workshop a few years back where the presenter presented the hundreds chart starting with zero and the tens following under the zero. It really helped the kids I work with see that when they get to 9 ones we now have another ten and it carries the tens through the row – the teens have one ten, the twenties have 2 tens and so on. I was wondering your thoughts on this type of chart.

0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29

30 31 32 33 34 35 36 37 38 39

40 41 42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57 58 59

60 61 62 63 64 65 66 67 68 69

70 71 72 73 74 75 76 77 78 79

80 81 82 83 84 85 86 87 88 89

90 91 92 93 94 95 96 97 98 99

100

Yes, I have seen charts like you described, and they make total sense to me. I like that the whole row has the same number in the tens place. I think the traditional hundred chart is so entrenched in our instructional culture, however, that it would be hard to change on a large scale.

How do you show your work?

They are filling in numbers on the blank hundred chart based on my verbal directions.