Starting at a given number, count forward and backwards within 120 by ones. Skip count by 2s to 20 and by 5s to 100.
Instruction focuses on the connection to addition as “counting on” and subtraction as “counting back”.
Instruction also focuses on the recognition of patterns within skip counting which helps build a foundation for multiplication in later grades.
| Name |
Description |
| Skyler’s Dog Biscuits | Students use a counting strategy to find the difference between two numbers. |
| Counting Backward | Students are asked to count backward by ones, first from 10, and then from larger numbers within 1000. |
| Using Counting On Strategies | Students are encouraged to use Counting On to solve Add To (Result Unknown) word problems. |
| How Many Fish? | Students read three-digit numbers aloud, write three-digit numbers they hear the teacher say, count 116 fish on a page, and write the number of fish corresponding to their count. |
| Addition and Subtraction Equations | Students are asked to write equations that correspond to counting strategies used in word problems. |
| Beads On A Necklace | Students are guided to use counting to find the sum of two numbers. |
| Baskets of Apples | Students count 57 apples grouped in tens, and write the numeral that represents how many apples they counted. Students also read and write three-digit numbers. |
| Counting to 120 | Students are asked to read a numeral and then start counting from that number up to 120. |
| Name |
Description |
| Make a Patriotic Holiday Calendar | Students will make a personalized calendar of patriotic holidays to reference throughout the academic or full calendar year. |
| Guess Who: True American Edition | In this integrated lesson plan, students will identify US coins, express their values using the cents (¢) symbol and state their equivalency to the US dollar while recognizing symbols and individuals that represent the United States. |
| Counting Coral Reef Babies | Students will listen to the book Over in the Ocean in a Coral Reef, by Marianne Berkes. They will participate in an inquiry to figure out how many baby animals are in the book. They will show the number of animals in the book in groups of ten and some left over. This lesson is a beginning place value and addition lesson for first grade. |
| Best Babysitter | Teams of students will use math to solve an open-ended, real-world problem to help their parent or caregiver choose the best babysitter. Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to perform math calculations while analyzing data sets. This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Over a Hundred Hungry Ants: Counting to 120 | In this fun lesson, students will use ant manipulatives, hundred charts and the book "One Hundred Hungry Ants" to show how to count to 100 and 120 starting on any given number. |
| Counting On With SPLASH | In this lesson, students will count forward from a given number while manipulating animals in a pond during a read aloud by the teacher. |
| How Many Days? Calendar Place Value | This is not a stand-alone lesson that delves in depth with the standard, but rather a daily activity to be used for the entire school year. It describes work that can be done with the calendar each day. |
| No Kidding Hurricane Kit | Children are challenged to create hurricane kits from a list of $5 supplies and a fixed budget. In a twist, students are asked to revise their kits to account for diverse families including families with young children, families with elderly adults, and families with pets. They are given an increased budget and a checklist for each type of kit. The expectation is that students can determine which supplies would be useful in an emergency hurricane kit and that they can skip-count by 5’s to make sure they stay within their budgets. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Skip Count by 5s | Help the Third Little Pig skip count to 1,000 bricks in groups of 5. (Note students are not expected to count from 0-1,000 by 5s, but this activity allows them to experience counting within a variety of contexts between 0 and 1,000.) |
| Lining Up... How can we use counting to help us line up? | In this lesson, students will use counting strategies to help them line up in numerical order using numbers from 1 to 120. They will also use hundred charts to help find missing numbers in a number sequence. |
| Coin Combinations: How else can you pay for that? | In this lesson, students will learn that there can be multiple ways (multiple coin combinations) to reach a given money amount. Using money manipulatives, students will work cooperatively and independently to practice finding different coin combinations for a given money amount. Students will also become comfortable knowing that there are multiple ways to reach a correct answer. |
| Name |
Description |
| Counting Circles II | This activity is designed to target trouble spots that children have with counting so it is important to keep the sequence short and focused. If the majority of the class is struggling with the getting past 30 into the next family, or the "teen" numbers, or crossing the century from 99 to 100 this activity can be used to target a specific area and then move on to the next trouble spot. This activity is also effective for skip counting sequences. |
| Choral Counting II | The purpose of this task is for students to practice counting in a variety of ways. |
| “Crossing the Decade” Concentration | The purpose of this task is to help students learn the number sequence. One of the most common areas that young children struggle with when learning to count forward is crossing from one family to the next, for example getting to 29 in the counting sequence and not knowing what comes next or stating a random decade number. This game supports student development in this area. |
| Where Do I Go? | This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can. |
| Start/Stop Counting II | The idea is not for the student to figure out the counting sequence but to hear it and practice it repeatedly in a facile manner. It is important to keep the counting moving quickly and smoothly so offering support to the students from the teacher by giving the number name to a student if they are struggling or having the whole group count with them until they can be independent is appropriate. |
| Name |
Description |
| Counting Circles II: | This activity is designed to target trouble spots that children have with counting so it is important to keep the sequence short and focused. If the majority of the class is struggling with the getting past 30 into the next family, or the "teen" numbers, or crossing the century from 99 to 100 this activity can be used to target a specific area and then move on to the next trouble spot. This activity is also effective for skip counting sequences. |
| Choral Counting II: | The purpose of this task is for students to practice counting in a variety of ways. |
| “Crossing the Decade” Concentration: | The purpose of this task is to help students learn the number sequence. One of the most common areas that young children struggle with when learning to count forward is crossing from one family to the next, for example getting to 29 in the counting sequence and not knowing what comes next or stating a random decade number. This game supports student development in this area. |
| Where Do I Go?: | This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can. |
| Start/Stop Counting II: | The idea is not for the student to figure out the counting sequence but to hear it and practice it repeatedly in a facile manner. It is important to keep the counting moving quickly and smoothly so offering support to the students from the teacher by giving the number name to a student if they are struggling or having the whole group count with them until they can be independent is appropriate. |
