In keeping with my belief that elementary school that students should be involved with numbers everyday in math time, I am posting my Number of the Day Level II sheet in English and French.
Today’s sheet is one to use primarily with numbers to 30. As in the Level I sheet, most of the components are self explanatory, and again the colouring on the 100 chart can be done either by colouring the individual number or by colouring all numbers up to and including the number of the day.
As mentioned before, breaking the number apart in different ways is an import thing for students to practice. As John Van de Walle wrote, “To conceptualize a number as being made up of two or more parts is the most important relationship that can be developed about numbers.” [Van de Walle, J. and Folk, S. (2005). Elementary and Middle School Mathematics: Teaching Developmentally (Canadian Edition). Pearson: Toronto.]
I am delighted to offer this sheet in a French version, as well. Merci to my friend and colleague Lynn St. Louis for her translation. 
Download the English version here.
Download the French version here.
I’d LOVE to hear from you if you try either version!
Mathematically yours,
Carollee
Focus on Math 
Reblogged this on reemdn.
Thanks for your wonderfull work!!! Expecially the french version!!!! it’s just perfect material for visualization. It ‘s also easy for the students to manipulate.
I just found these. They are wonderful! Especially because I can use the French version in my French Immersion classroom.
However, the image for this one is the level 2 in French, but the link to download is the level 1. Any chance of posting the level 2 in French as a download?
Thanks so much!
Thanks, Tamara, for letting me know the link was incorrect. It should be fixed now, Let me know if you are still having trouble, though. So glad to hear they will be useful for you!
[…] Level 2 (English and French) […]
[…] smaller numbers. I have included this practice on all of the Number of the Day sheets (level l, level ll, level lll) that I have posted, but it warrants adding these other sheets that focus on this […]
Hi Carollee
Can you please explain the ‘break the number apart’ section for me? My thinking is that if the number is 35 I can break it into 30 and 5 or 20 and 15 or 31 and 4 or 22 and 13… is this what you intend?
In my classroom I like to work on ‘renaming’ but I only focus on tens and ones.
Thanks, Brea
Yes, Brea, that is what I mean. Sometimes it is easier to work with numbers when we break them in ways other than ten and ones. Consider adding 26 + 27. If a student knows that 26 comes apart as 25 an 1 and that 27 comes apart as 25 and 2, it is easy to put the 25’s together to get 50, then add the 1 and the 2 —total 53. Students who use the 100 dot array often get especially comfortable with 25’s. Also consider adding 97 and 36. If a student notices that 97 is just 3 away from 100, it makes sense to split 36 as 3 and 33. Tens and ones are definitely useful, but so are other “break aparts”.