Why do this problem?
a great way to reinforce children's understanding of the sequences contained within the hundred square even if they have seen it before. It could be used as an exploratory tool for children who haven't met the $0$ - $99$ hundred square before (puzzles 2 and 4 in the interactivity), or it could play a
part in assessing their understanding of it, if they have already met it.
You could use one of these jigsaws as a whole class activity on an interactive whiteboard, inviting children to explain how they would start and going on to complete the task altogether.
Alternatively, you could introduce a jigsaw to the whole group and then ask them to complete it in pairs, either at computers or by printing off and cutting out the sheets (Puzzle 1
, Puzzle 2
, Puzzle 3
and Puzzle 4
) of the grid and pieces.
The conversations they have amongst each other as they work will be well worth listening in on!
Which piece has the lowest number on it?
Which has the highest number?
How might that help us to complete the jigsaw?
Where will the smallest number go? How do you know?
Children could use a blank sheet of squared paper to make a hundred square with some numbers missing, or a differently sized numbered square such as $9$ by $9$ or $12$ by $12$.
Pupils could be prompted to find the '$0$' and '$99$' or the '$1$' and '$100$', looking at some completed number squares to see where these numbers usually go. They could be encouraged to find the numbers that go next to numbers that are already in place.