Skills and concepts below are learning goals for this standard.
Counting is a fundamental skill of mathematics. Students should be provided with lots of opportunities throughout the day to practice counting.
Count to 120.
Count to 120 starting at any number.
Objects of all kinds should be counted. To develop concepts of number, have students estimate how many of something before counting. For example, before getting crayons have students estimate how many crayons are in the box. After estimating, partners should count to find a total. When students are first estimating, ask them if the amount is more than ten or less than ten, or more than 20 less than 20, etc. This helps them begin to get a sense of quantity. As students become proficient forward counters, they should begin to count backward. This understanding helps develop an understanding of how numbers relate and soon will be foundations for comparing numbers. The standard can be naturally extended by having students begin to skip-count by simple intervals including 2, 5, and 10. The latter (skip-counting by 10) connects with 1.NBT.C.5.
Hundred charts and number lines are useful tools for developing our students' ability to count. Keep in mind that successful counting on one representation does not necessarily translate to other situations, contexts, or tools. Students who are proficient in counters can count and represent their counting in many ways. It is also important to note that counting, especially one-to-one counting, becomes comfortable for students who then rely on it for addition and subtraction. Though this is a reasonable early strategy, we should move students to more efficient modes of counting once one-to-one is proficient.
Read any number up to 120.
Write any number up to 120.
Label a set of objects up to 120 with the written numeral.
As students develop counting skills, it is only natural to have them read and write numbers. Students might reverse the image of a 6. However, they might also reverse place values writing 61 as 16. The latter is a considerable problem. Use of charts and other tools to support understanding of the formation and look of multi-digit place value numbers is critical. Be sure to connect physical representations (or drawings), with number charts, and the numbers generated by the students themselves.
As students become efficient one-to-one counters, it is wise to move them to count by groups or decompositions of numbers. For example, when counting up 16 from 49, they may count 1 to 50, 10 to 60, and then 5 more to 65. Keep in mind that this is not required by the standard however it is a useful and important extension of student understanding. More importantly, it is critical to moving students to more efficient ways of counting, adding, and so on as soon as they master a lower level strategy.
These tasks can be used with small group or whole group instruction.
Make various bags of objects ( counters, bears, cubes, color tiles, etc.) Have a pair students first look at their bag of objects. Depending on size of bags have them estimate if they think their bag has more or less than 20 (or 50 or 100). Then have them work in pairs to count their bags and write down the total. Have them look back at their estimate; were they right? Have students put all their objects back in the bag and swap bags until they have counted and recorded each number.
Have a student roll two 10-sided dice and create a two digit number. Have another student do the same. Have the students count up in between the two number or back from the larger number to the smaller number. Repeat activity but this time before you start counting see if students can name a number they know that comes in between these two numbers. Also ask for a number they know they will not say as it does not come in between these numbers.
Give students sets of digit cards. Have them pull two cards and create a two-digit number. Have them write the numbers that follow to 100 or the numbers that come before to go back to 1.
Give students a blank hundred chart have them fill the chart in starting at 25 and ending at 98.
Give students a blank hundred chart with the number 75 filled in. Ask students to work backwards from 75, completing the chart until they reach 29.
Give students a completed 120 hundreds chart that is cut up into eight sections. Have them put it back together and justify the puzzle placements.
Give students a 120 hundreds chart with only 20 random numbers filled in. Can you complete the chart using what you know about one more/less and ten more/less?
Use 8 base ten blocks to make a number. Can you make a different number with a different set of 8 blocks?
Draw a number line with the endpoints of 0 and 120. Place a dot on the number line. What number on the number line does the dot represent? How do you know?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Print Resources
Book Thumbnail
Book Title
Grade
Pages
Teaching Student-Centered Mathematics
K-3
Up and Back Counting, Activity 2.4, Page 40 Calculator Up and Back, Activity 2.5, Page 41 Counting On with Counters, Activity 2.6, Page 41 Real Counting On, Activity 2.7, Page 41
Brain Compatible Activities for Mathematics
K-1
12-13
Math Intervention: Building Number Power
K-2
20-30, 100-103
Developing Mathematics with Unifix Cubes:
Three Cubes on your Fingers (46-47)
Roads to Reasoning
1
Class Pets (30-33), How Many? (6-7) On the Farm (8-9), Pool Party (76-79)
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
a. Count to 120 orally, starting at any number less than 120.
b. Read numerals up to 120.
c. Write numerals up to 120.
d. Represent a number of objects up to 120 with a written numeral.
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
First Grade Students Learning First Grade Standards by Measurement Topic