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.
- So that I can use counting backward to builds skills needed for subtraction
UNDERSTANDING THE STANDARD
skills are essential components of the development of number ideas; however,
they are only one of the indicators of the understanding of numbers.
forward by rote, supported by visuals such as the hundred chart or number
path, advances the child’s development of sequencing.
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
- 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.
backward by rote lays the foundation for subtraction. Students should count
backward beginning with 10, 9, 8.. through ...3, 2, 1,
forward and backward leads to the development of counting on and counting
rote counting to the counting of collections is necessary for students to
understand the meaning of a number.
the number after and/or the number before any given numbers demonstrates an
understanding of number relationships as opposed to a memorized sequence of
experiences in counting beyond 100 will help students who often struggle with
going over the century mark.
The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
forward orally by ones from 0 to 100. (a)
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)
forward orally by tens, starting at 0, to determine the total number of objects
up to 100. (d)