# 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.

### 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