100 Board

Mathematics is all about patterns.

Numbers are easier to read than words.


What is a 100 BOARD?

A 100 Board is a 10 x 10 grid showing all the numbers from 1 to 100 in order from smallest to largest. Numbers read from left to right in rows of 10, starting from the top left corner with the number 1, down to 100 in the bottom right corner.

A 100 Board is like a number line, but in a condensed space that illustrates place value and patterns. The typical +1, -1, +10, and -10 pattern of a 100 Board is central to enable a learner to develop an abstract understanding of place value.

Some educators prefer a hundred and twenty chart to help the learner progress into the next hundred. Neuro Dynamix focuses on supporting learners to master the basics, hence we support a learner to first master numbers up to 100.


What is the purpose of a Neuro Dynamix 100 Board?


Mathematics involves abstract concepts and many learners battle to master the basics.

Concrete thinking involves physically manipulating objects to solve a math problem.
Representational (semi-concrete) thinking involves using images to represent objects to solve a math problem.
Abstract thinking involves a quality or description of a real object and is not an object on its own.
Colour, shape, number, position in space, cause and effect, time, quantity and quality can define abstract concepts.


The purpose of the Neuro Dynamix 100 Board is to offer a concrete resource for learners who are still mastering fluency with numbers to 100 and developing counting and skip counting skills.

A 100 Board reinforces concrete, representational and abstract thinking.

learning real object (cat)
learning picture of the real object (cat)
learning the word symbols (letters)

How to develop abstract thinking before introducing the
Neuro Dynamix 100 Board

Colour dice
Match objects of similar colour and shade.
Name the colour objects by putting all the same ones together.

Match the same shape irrespective of colour or size.
Name the shape.
Use the Neuro Dynamix Matching and Sorting Board to categorise all the same shapes together.
Look for form/shape consistency – for example: Find me a flower that looks like a circle.

Match objects of the same size.
Name relative sizes (bigger, smaller).
Compare different shapes that are the same size.

Where are you? (In front, behind, etc.)
Where is the object? (Under, over, etc.)
Follow verbal instructions: Stand behind, in front.

First take the biscuit and then put the icing on it.
Link activities or games to the time of day: After break, we will read a story.
Use time words like today, tomorrow and yesterday.
Use the Neuro Dynamix Moving and Static Clocks to experience the passing of time.

Cause and effect
When…then (When it rains, then you get wet).
If…then (If you finish your work, then we can go and play in the park).
Absurd situations (Why is the road not made of glass, nails, etc.).

More, less, all, the same, nil.

Use a blindfold and experience qualities like rough, smooth, hard, soft, sharp or blunt.

Counting means to determine how many there are.

Steps to learn how to count and to develop a concept of numbers

  • Say the words 1, 2, 3, etc. like a rhyme and without counting objects.
  • Touch-count while saying the number.
  • Count and match – count the number of people and match the number of objects.
  • Sharing – one for you, one for me.
  • Once a learner can recognise the number of real objects, introduce dots on a dice.
  • Recognise number patterns, first concrete (3 blocks, 3 apples, 3 cars, etc.) and later 3 dots on a dice (representational).
  • Match number pattern with a number – 3 objects, domino with three dots, the number 3.
  • Recognise numbers up to 6 on a dice.
  • Play games with a dice.
  • Recognise numbers up to 10.
  • Recognise numbers up to 20.
  • Introduce the MIND DYNAMIX 100 Board.



Use the colour, shape, dot and number dice, cubes and shapes in the kit to develop abstract reasoning and thinking skills.

Place all the cubes or shapes to the left of the learner.
Start with one quality only.
Name the colour, shapes and numbers aloud.
Use the colour dice and the sorting tray to match, sort and group the objects according to colour.
Use the colour dice and the sorting tray to match, sort and group the objects according to shape.
If there is no object to match the dice, leave the box open. It is a concrete experience of zero or nil.
Use both colour and shape dice to find and match: e.g. red circle.
Use colour, shape and dot dice to find and match: e.g. ••• blue squares.
If there is no object to match the dice, leave the box open. It is a concrete experience of zero or nil.
Use both dot and number dice to find the number and match it with the correct number of dots.
Use colour, shape and dot number to find and match: e.g. 3 blue squares.

Mathematical vocabulary

Cardinal numbers are counting numbers and tell us “How many are there?”
1, 2, 3 …

To know “how many are there” there should be something.
Since 0 means nothing, 0 is not a cardinal number.

Ordinal numbers tell us about the position of an object rather than its quantity.
First, second, third …

Number words are the alphabetical form of numbers.
One, two, three …

‘Counting on’ means that you start with the biggest number and count up from there.

Number bonds are the pairs of numbers that make up a given number.
1+3=4, 2+2=4, 3+1=4, 4+0=4

With number bonds, a learner can instantly tell the answer without calculating.

Warm up with Mind Moves before you introduce Neuro Dynamix 100 Board:

Neck rotator
The learner must stand up straight, imagining that his neck and spine are a ‘string-of-beads’. He then needs to pull at the imaginary string above the head until the beads hang in a straight line. He can now slowly turn the head as far to the left as possible, holding it in the extended position for a count of eight. Then slowly turn the head as far to the right as possible, keeping the spine straight, and holding it in the extended position for a count of eight. The learner’s hips and shoulders should face forward while only the head rotates. This movement relaxes the tension in the neck and shoulders to free up eye movement and improve listening skills. The vestibular stimulation also improves crossing the visual, auditory and kinaesthetic midlines, as well as posture and balance when done with eyes closed and eyes open. >> Watch Video
Mouse Pad
The learner needs to focus on his thumb held at elbow distance from the eyes. He then moves the thumb upwards, first around the left eye and then around the right eye outlining the shape of an infinity sign. Repeat five times. He now must swop hands and repeat the same process, always first drawing a circle around the left eye and then around the right eye. This move stimulates the visual, auditory and kinaesthetic receptive ability while crossing the midline to integrate the left and right parts of the brain and body. It develops eye-hand coordination and visual integration.
>> Watch Video

Suggested activities for the Neuro Dynamix 100 Board:

  • By using a Neuro Dynamix 100 Board a learner can see the number as they say it, which means they start to connect the number name to the symbol that represents that number.
  • Directionality is important to understand numbers. The Neuro Dynamix 100 Board allows the learner the opportunity to learn about ‘horizontal’ and ‘vertical’:

Horizontal is like lying down.

On the Neuro Dynamix 100 Board ‘horizontal’ means that as the learner moves a counter from left to right, the number consistently increases by 1. Ask the learner to place a counter on the 1 (one) on the board and add one more counter for every number they read up to 10.

Show the learner the numbers consistently repeat the same pattern in the next 9 lines when moving your finger from left to right (1,2,3,4,5 …). Draw the learner’s attention to the number words from eleven to twenty and that they are very different from other number words.

Vertical is like standing up.

On the Neuro Dynamix 100 Board ‘vertical’ means from top to bottom. Place a counter on number one. Encourage the learner to move the counter down one block, the learner will notice the numbers are increasing by 10 with every move. Each number ends in a 1 (11, 21, 31, 41, 51, etc.) but all the tens consistently increase by 1 each time.

  • After learning the number words up to twenty, it is important to learn the number words such as thirty, forty, fifty, sixty until hundred.
  • Ask the learner to use their index finger and point from left to right and count up to 20.
  • Point from right to left to count down from 20.
  • Ask the learner to point to 10 and count in 10’s to 100.
  • Point to 100 and count ‘down’ in 10’s pointing from bottom up (90, 80, 70 …).
  • Start at 23 and count up in 10’s to 93. Ask the learner what + 10 would be (103).
  • Start at any number and count down in 10’s. Counting down means moving up on the Neuro Dynamix 100 Board.
  • Count forward in ones from any given number (37, 38, 39 …) while pointing to the number on the Neuro Dynamix 100 Board.
  • Start pointing and counting in ones to any number, stop and ask the learner to continue.
  • Counting on is a mental math skill where, when adding two numbers, the learner begins counting from the largest number and add the second number to it. Counting on helps the learner to figure out how many they will have once more is added.
  • Start to teach the learner how to add and subtract by using a marker. The equation 13 + 6 can be demonstrated by placing a marker on thirteen and moving it six places forward to 19.
  • Subtraction can be demonstrated with the marker on, for example, nineteen and moving the marker six spaces backwards. Repetition builds confidence and skill.
  • Practise adding ten to numbers. Show the learner adding ten is just one vertical move on the Neuro Dynamix 100 Board.
  • Introduce skip counting by using 12 markers. This is a concrete way to demonstrate the times tables while the learner discovers the visual patterns that emerge.
  • Count by 2s (2,4,6 …) starting on an even number.
  • Count by 2s (3,5,7, …) starting on an odd number.

What skills relate to the Neuro Dynamix 100 Board?

  • A concrete experience for abstract concepts
  • Directionality
  • Number value
  • Number sense
  • Counting on (forwards)
  • Counting backwards
  • Understand the composition of 2-digit numbers
  • Grasping concepts like more and less, and larger and smaller
  • Critical thinking
  • Conceptual understanding
  • Confidence

The 100s chart is a great tool for visually representing several basic math concepts. It also offers an opportunity to start reading abstract symbols.