#### 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)

### KEY VOCABULARY

*Updated: Aug 22, 2018*