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.

Task Rubric

Learning Targets:

I can count to 120.

I can count to 120 starting at any number.

I can read any number up to 120.

I can write any number up to 120.

I can label a set of objects up to 120 with the written numeral.

Assessment Tasks

(These tasks can be used for formative or summative data. Visit Assessing Students for more information.)
The purpose of rote counting is to maintain a one-to-one correspondence between objects and number words. Place a handful of objects in front of your students and see how they count all. Do they have a system for keeping track of the items that have been counted? Are they demonstrating one-to-one correspondence?

Tell the student that you have 18 objects under a cup. Hand them some more and have them count to see how many there are all together. Can the student start with 19 and count up? This is a stepping stone to adding, and understanding stories in context where one part is unknown.

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.

*Additional Tasks from Other Sources Task 1 (NC Dept of Instruction) Task 2 (NC Dept of Instruction) Task 3 (NC Dept of Instruction)
The following are also applicable to NBT.2 Task 4 (NC Dept of Instruction) Task 5 (NC Dept of Instruction) Task 6 (NC Dept of Instruction)

Intervention:

Progression of Skills

Other Common Misconceptions

Students sometimes recognize counting as a pattern much like singing the alphabet. This pattern can be memorized but may not be understood. Students who have done this can have difficulty counting on from a number other than 1. These students may also have difficulty counting backwards. When counting backwards, ask students to start at 24 and count back to 15. Listen to see if they can make the jump over the decade from 20 to 19.

Ability to produce the standard list of counting words in order

Ability to represent one-to-one correspondence/match with concrete materials

Reading

Ability to explore visual representations of numerals, matching a visual representation to a set to a numeral

Ability to read a written numeral

Writing

Ability to represent numerals in a variety of ways, including tracing numbers, repeatedly writing numbers, tactile experiences with numbers (e.g., making numbers out of clay, tracing them in the sand, and writing on the white board or in the air)

## 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.

Learning Targets:

(These tasks can be used for formative or summative data. Visit Assessing Students for more information.)Assessment TasksThe purpose of rote counting is to maintain a one-to-one correspondence between objects and number words. Place a handful of objects in front of your students and see how they count all. Do they have a system for keeping track of the items that have been counted? Are they demonstrating one-to-one correspondence?

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.

*Additional Tasks from Other SourcesTask 1 (NC Dept of Instruction)

Task 2 (NC Dept of Instruction)

Task 3 (NC Dept of Instruction)

The following are also applicable to NBT.2

Task 4 (NC Dept of Instruction)

Task 5 (NC Dept of Instruction)

Task 6 (NC Dept of Instruction)

Intervention:Progression of Skills

Students sometimes recognize counting as a pattern much like singing the alphabet. This pattern can be memorized but may not be understood. Students who have done this can have difficulty counting on from a number other than 1. These students may also have difficulty counting backwards. When counting backwards, ask students to start at 24 and count back to 15. Listen to see if they can make the jump over the decade from 20 to 19.Other Common MisconceptionsEnrichment:• Count beyond 120

• Write numbers beyond 120

• Count backwards

## Essential Skills and Knowledge (from MSDE Common Core Frameworks)

Counting:ReadingWriting