Math - 2019-20

K.3 - Counting to 100

The student will

a)  count forward orally by ones from 0 to 100;

b)  count backward orally by ones when given any number between 1 and 10;

c)  identify the number after, without counting, when given any number between 0 and 100 and identify the number before, without counting, when given any number between 1 and 10; and

d)  count forward by tens to determine the total number of objects to 100.



Adopted: 2016

BIG IDEAS

  • So that I can use counting backward to builds skills needed for subtraction

UNDERSTANDING THE STANDARD

  • Counting skills are essential components of the development of number ideas; however, they are only one of the indicators of the understanding of numbers.
  • Counting forward by rote, supported by visuals such as the hundred chart or number path, advances the child’s development of sequencing.
  • The natural numbers are 1, 2, 3, 4... The whole numbers are 0, 1, 2, 3, 4...  Students should count the whole numbers 0, 1, 2, 3, 4...
  • A number path is a counting model where each number is represented within a square and the squares can be clearly counted.

Example of a Number Path

1 2 3 4 5 6 7 8 9 10

  • A number line is a length model where each number represents its length from zero.  When young children use a number line as a counting tool, they often confuse what should be counted (the numbers or the spaces between the numbers).  A number path is more appropriate for students at this age.
  • Counting backward by rote lays the foundation for subtraction. Students should count backward beginning with 10, 9, 8.. through ...3, 2, 1, 0.
  • Counting forward and backward leads to the development of counting on and counting back.
  • Connecting rote counting to the counting of collections is necessary for students to understand the meaning of a number.
  • Identifying the number after and/or the number before any given numbers demonstrates an understanding of number relationships as opposed to a memorized sequence of numbers.
  • Providing experiences in counting beyond 100 will help students who often struggle with going over the century mark. 

ESSENTIALS

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

  • Count forward orally by ones from 0 to 100. (a)
  • Count backward orally by ones when given any number between 1 and 10. (b)
  • Identify the number after, without counting, when given any number between 0 and 100. (c)
  • Identify the number before, without counting, when given any number between 1 and 10. (c)
  • Count forward orally by tens, starting at 0, to determine the total number of objects up to 100. (d)


Updated: Aug 22, 2018