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Clarifications
Clarification 1: Instruction focuses on the connection to addition as “counting on” and subtraction as “counting back”.Clarification 2:Instruction also focuses on the recognition of patterns within skip counting which helps build a foundation for multiplication in later grades.
Clarification 3: Instruction includes recognizing counting sequences using visual charts, such as a 120 chart, to emphasize base 10 place value.
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- NA
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for students to interact with patterns found in counting. In Kindergarten, students recited number names to 100, counted forwards within 100 and backwards within 20. In Kindergarten, students also built the understanding that successive numbers refer to quantities one larger, and built the foundation for addition and subtraction (MTR.5.1).- Instruction builds the foundation for strategies of addition and subtraction through counting forwards and backwards (MTR.5.1).
- Instruction includes skip counting within this benchmark which builds to repeated addition, the basis for multiplication (MTR 3.1).
Common Misconceptions or Errors
- Students may omit numbers when counting in a sequence.
- Students may not understand how to use visual charts to answer questions.
Strategies to Support Tiered Instruction
- Instruction includes the use of a bottoms-up hundreds chart. Using the chart, the teacher
asks students to find a number, like 8. Once they point or identify the number, students
count forward by one until they reach 25. Student should locate and identify each number
on the chart as they count.
- For example, the teacher asks the student what happens when they come to the number 10? 20? What do they notice? Repeat this activity counting backward starting at 57 and have them count by one until they reach 35.
- Instruction includes the use of a bottoms-up hundreds chart. Students identify specified numbers on the chart and understand that values increase as they move to the right and up on the chart, as well as decreasing or counting backward would require tracking left and down. Students may need additional instruction once they reach the end of a row, they start back on the left as they count up or back on the right as they count down.
Instructional Tasks
Instructional Task 1 (MTR.1.1, MTR. 3.1, MTR.5.1, MTR.6.1)
- Part A. In a small group, present students with the portion of the 120 chart below. Use the questions to facilitate discussion. Allow students time to independently think then share with the group. Encourage students to justify their thinking.
- Part B. Provide students with a blank hundred-twenty chart and a highlighter and ask them to complete Emma’s pattern, as shown below.
- What pattern do you notice?
- Should any other numbers be shaded on her chart?
- What other numbers do you think she could shade on a 120 chart?
- If Emma continues the pattern, would 75 be shaded or not shaded?
Instructional Task 2 (MTR.7.1)
- Jeremiah and Michael are going to the store with these coins in their pocket. What is the total value of the coins?
Instructional Items
Instructional Item 1
- Count on from 5 until you reach 23.
Instructional Item 2
- Count backward from 54 until you get to 32.
Instructional Item 3
- What numbers come next when you count by 2s?
Instructional Item 4
- Ben is counting by 5s but he can’t remember which numbers go in the missing blanks. Help him out by stating the numbers he needs to complete his task.
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Teaching Idea
Problem-Solving Tasks
Tutorial
STEM Lessons - Model Eliciting Activity
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.
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.
MFAS Formative Assessments
Students are asked to write equations that correspond to counting strategies used in word problems.
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.
Students are asked to count backward by ones, first from 10, and then from larger numbers within 1000.
Students are asked to read a numeral and then start counting from that number up to 120.
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.
Students are encouraged to use Counting On to solve Add To (Result Unknown) word problems.
Original Student Tutorials Mathematics - Grades K-5
Learn how to count to 120 and fill in the missing number on a chart to 120 in this interactive tutorial.
Student Resources
Original Student Tutorial
Learn how to count to 120 and fill in the missing number on a chart to 120 in this interactive tutorial.
Type: Original Student Tutorial
Tutorial
In this video on using a chart to count numbers 0 to 99, you will start to see patterns in the numbers in each row and the numbers in each column.
Type: Tutorial
Parent Resources
Problem-Solving Tasks
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.
Type: Problem-Solving Task
The purpose of this task is for students to practice counting in a variety of ways.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
Tutorial
In this video on using a chart to count numbers 0 to 99, you will start to see patterns in the numbers in each row and the numbers in each column.
Type: Tutorial
