M 1.10

Count up to 1000: Start and end at any two given numbers; Count forward and backwards by 1’s, 2’s. 5’s, 10’s and 100’s up to 1000, start and end from any two given numbers, use natural multiples

Noun - Numbers

Verb - Count

Related Article:

The link below is an article that describes ways to count up to 1000:

• https://study.com/academy/lesson/counting-whole-numbers-up-to-1-000-lesson-for-kids.html
• https://www.youtube.com/watch?v=6rs_EuDx2xQ

Instructional Strategies & Learning Tasks

Manipulative:

1. 100 Charts
2. 1 000 Charts
3. Place Value Charts
4. Base Ten Blocks

Instructional Strategies

• Use base ten materials that student can manipulate and group as they count.
• Ask students to create sets in groupings of tens using base ten materials and place value charts.
• Ask students to explain how they know how many are in a set.
• Teach and sing counting songs. A variety of songs are available on YouTube
• Practice counting with number lines or hundreds charts.
• When counting, show the written numbers that accompany the number word.
• Teach skip counting through chants or songs.
• Give a number (e.g., 6) and count on. Start with 6 and count up to 15. Ready? 6, 7, 8, 9, 10, 11, 12, 13, 14, 15.
• Present story problems that require counting on.

Learning Tasks:

Task 1

• One Hundred to One Thousand: Ask students for a variety of strategies for counting between 100 and 1 000. Encourage skip counting in a variety of forms. Model with base ten materials on a place value chart.

Task 2

• Forward and Reverse: Use 100 charts or a 1 000 chart to count forward and backward. Roll dice or choose numbers at random to begin counting. When double 1’s are rolled it’s time to change direction. Dice show how many numbers to say when counting. Students choose what method of skip counting they would like. First person to 0 or 1 000 is the winner.

Task 3

• Count and Toss: Toss a ball to a student and say a number, the student then counts by either 1, 2 5, 10, or 100 and says the next number of the desired sequence, then the student tosses it to another student who will say the next number.

Task 4

• Story Time: Provide story problems for the students to solve using skip counting and manipulatives, such as base ten blocks, counters, straws, etc.

E.g., My dog eats 5 bones a day. How many bones will he eat after four days?

E.g., There are ten crayons in each box. If six students each have a box of crayons, how many crayons are there altogether?

E.g., I saw five nests in a tree. Each nest had 2 eggs in it. How many eggs did I see?

Task 5

• Students to use skip counting to solve, model and then have them try independently.

Assessment

Task 1

Listening to Skip-Counting. Teacher says numbers skip counting either forwards or backwards, and students write down the number that would come next when the teacher stops. Can the student independently write down or tell the teacher the correct number that would come next?

Task 2

Show the students a number sequence and ask them to figure out the pattern. Can the student tell if the pattern shows skip counting by 2, 5 or 10?

Task 3

Give students story problems. Can the students solve the story problems without manipulative? Can students solve the story problems with manipulative?

Task 4

Provide a pattern of numbers to students. Ask students to write down what the teacher is skip counting by in each given sequence. Students could be given manipulative to help them solve this.

Task 5

Ask student to represent a skip counting as a drawing. For example:

2 oo

4 oooo

6 oooooo

I am skip counting by 2

Sample Lesson Plan