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.

Quarter 1

Quarter 2

Quarter 3

Quarter 4

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.

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.

d. Represent a number of objects up to 120 with a written numeral.

This includes representing 100 with a "flat" base ten block.

Continue in quarters 3 and 4 through routines and classroom discussion. ount 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.

Continue in quarters 3 and 4 through routines and classroom discussion. 20, 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.

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?

About the Math

Counting is a fundamental skill of mathematics. Students should be provided lots of opportunities throughout the day to practice counting. 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. Essential vocabulary for this standard includes Place Value and Digit(online dictionary, HCPSS Vocabulary Cards).

The Illustrative Mathematics Project tasks below demonstrate expectation of this standard.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

1. Show clear jars with different amount of objects (i.e. a jar of linking cubes, jelly beans, paper clips, etc). Have students identify which jars they think have the most objects. Have students share their reasoning. Have groups/partners count the objects in each jar, write the number, and write the amount on a sticky note that can be placed on a number line. Have the class share their findings.

2. An estimation jar can be part of a weekly routine. Use a quart jar and place objects in the jar. Ask students to estimate the number of objects. Once estimates have been given, count the number of objects. Record the number on a chart. This chart should be displayed. The next week put different objects in the jar that are larger or smaller than the first set of objects. The number of objects from the weeks before, can help students estimate the new number of objects. For instance, if there are 35 unifix cubes the first week and the following week there are centimeter cubes which are smaller. Elicit from the students there are more centimeter cubes because they are smaller than the unifix cubes.

Important Tools/Models

Hundreds charts and number lines are important tools for understanding counting principles as well as concepts of number. Students should be exposed to and use both tools frequently.

A large hundreds chart should be displayed in the room for all students to see. Students should be encouraged to refer to the chart.

Groupable models: Beans and a small cup for 10 beans, Linking cubes, Plastic chain links

Pregrouped materials: Strips (ten connected squares) and squares Base-ten blocks, Beans and beans sticks (10 beans glued on a craft stick), Ten-frame

Place value mat, or chart graph paper with numbers from 1 to 120 in rows

## 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.

Quarter 1Quarter 2Quarter 3Quarter 4a. 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.

This includes representing 100 with a "flat" base ten block.

ount 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.

20, 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.

Increasing RigorAbout the MathCounting is a fundamental skill of mathematics. Students should be provided lots of opportunities throughout the day to practice counting. 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. Essential vocabulary for this standard includes

Place ValueandDigit(online dictionary, HCPSS Vocabulary Cards).The Illustrative Mathematics Project tasks below demonstrate expectation of this standard.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)2. An estimation jar can be part of a weekly routine. Use a quart jar and place objects in the jar. Ask students to estimate the number of objects. Once estimates have been given, count the number of objects. Record the number on a chart. This chart should be displayed. The next week put different objects in the jar that are larger or smaller than the first set of objects. The number of objects from the weeks before, can help students estimate the new number of objects. For instance, if there are 35 unifix cubes the first week and the following week there are centimeter cubes which are smaller. Elicit from the students there are more centimeter cubes because they are smaller than the unifix cubes.

## Important Tools/Models

Groupable models:Beans and a small cup for 10 beans, Linking cubes, Plastic chain linksPregrouped materials:Strips (ten connected squares) and squares Base-ten blocks, Beans and beans sticks (10 beans glued on a craft stick), Ten-framePrint ResourcesBrain Compatible Activities for Mathematics K-1 (12-13)

Roads to Reasoning (Grade 1):

Class Pets (30-33), How Many? (6-7)

On the Farm (8-9), Pool Party (76-79)

Developing Mathematics with Unifix Cubes:

Three Cubes on your Fingers (46-47)

Math Intervention: Building Number Power K-2

(20-30; 100-103)

Web ResourcesGames and CentersLessonsStudent ResourcesVideo SegmentsPrintable GamesFish Out of Water -

Center Ideas

Counting Activities

Endurance

Count Around

Illustrative Mathematics ExamplesHundred Chart Digit GameChoral Counting IIStart/Stop Counting IICrossing the Decade Concentration

Missing Numbers Grids 1-50

Online Resources

Interactive Hundreds Chart

Countersquare

Student Activity IdeasFun Counting Activities

The Counting GameTen Frame Five FrameGuess My NumberGive the Dog a BoneWhack A Mole

Mystery Number (Game/Lesson Seed)Fill in the Hundreds Chart Race

Curious George Counts to 100

Constructing Tens and Ones

Counting and Writing to 120

Building Tens at the Lego Factory

(Dalton Onorato, Cradlerock)

See Teacher Share page for ideas for this resource.

Developing Base Ten Number Sense

Teacher guide for virtual manipulatives 1.NBT.1

Connecting Children's Literature:Click on the books for additional activities.Counting Crocodiles

by Judy Sierra

100 Days of Cool Activities

Math Fablesby Greg Tang

## Questions/Comments:

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