NC.1.NBT.1

In Kindergarten, students independently rote counted forward from any number within 100. In 1st grade, students are expected to begin at any number and independently count on, up to 150, without having to go back and start counting at 1. 

This standard focuses on rote counting only and does not number recognition.

For numbers less than 100, work should be integrated into place value standards (NC.1.NBT.2, NC.1.NBT.7) when students write, read, and represent two-digit numbers. 

For numbers larger than 100, the use of a 150 chart should be considered. While the focus of this standard is rote counting, the use of the visual written number may help students (van de Walle et al., 2019). 

NOTE: Students should have opportunities to look at numbers between 101 and 150 and discuss how the tens and ones digits are read as a two-digit number with the phrase “one hundred” in front of it. For example, 132 should be thought of as “one hundred’ followed by “thirty-two.” A common misconception is inserting the word “and” after 100. For example, 107 is read “one hundred seven” not “one hundred and seven.” Provide multiple opportunities for students to work on reading numbers up to 150 and saying them without the word “and”.