1.nbt.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

 * **Quarter 1** || **Quarter 2** || **Quarter 3** || **Quarter 4** ||
 * Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

a. Count to 120 orally, starting at any number less than 120.

b. Read numerals up to 120.

c. Write numerals up to 120. || Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

d. Represent a number of objects up to 120 with a written numeral.

This includes representing 100 with a "flat" base ten block. || Continue in quarters 3 and 4 through routines and classroom discussion. ount to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

a. Count to 120 orally, starting at any number less than 120.

b. Read numerals up to 120.

c. Write numerals up to 120. || Continue in quarters 3 and 4 through routines and classroom discussion. 20, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

a. Count to 120 orally, starting at any number less than 120.

b. Read numerals up to 120.

c. Write numerals up to 120. ||

[[image:katie_cubes.jpg align="right" caption="Katie Cubes"]][[image:digi_blocks.jpg align="right" caption="Digi Blocks"]][[image:base_ten_blocks.jpg align="right" caption="Base Ten Blocks"]]

 * Give students a blank hundred chart have them fill the chart in starting at 25 and ending at 98.
 * Give students a blank hundred chart with the number 75 filled in. Ask students to work backwards from 75, completing the chart until they reach 29.
 * Give students a completed 120 hundreds chart that is cut up into eight sections. Have them put it back together and justify the puzzle placements.
 * Give students a 120 hundreds chart with only 20 random numbers filled in. Can you complete the chart using what you know about one more/less and ten more/less?
 * Use 8 base ten blocks to make a number. Can you make a different number with a different set of 8 blocks?
 * Draw a number line with the endpoints of 0 and 120. Place a dot on the number line. What number on the number line does the dot represent? How do you know?

__About the Math__
Counting is a fundamental skill of mathematics. Students should be provided lots of opportunities throughout the day to practice counting. Objects of all kinds should be counted. To develop concepts of number, have students estimate how many of something before counting. For example, before getting crayons have students estimate how many crayons are in the box. After estimating, partners should count to find a total. When students are first estimating, ask them if the amount is more than ten or less than ten, or more than 20 less than 20, etc. This helps them begin to get a sense of quantity. Essential vocabulary for this standard includes **Place Value** and **Digit** __(online dictionary, HCPSS Vocabulary Cards).__

The Illustrative Mathematics Project tasks below demonstrate expectation of this standard.
 * “Crossing the Decade” Concentration
 * Start/Stop Counting II
 * Choral Counting II
 * Hundred Chart Digit Game
 * Number of the Day
 * Where Do I Go?
 * Counting Circles II

__Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)__

 * 1. Show clear jars with different amount of objects (i.e. a jar of linking cubes, jelly beans, paper clips, etc). Have students identify which jars they think have the most objects. Have students share their reasoning. Have groups/partners count the objects in each jar, write the number, and write the amount on a sticky note that can be placed on a number line. Have the class share their findings.

2. An estimation jar can be part of a weekly routine. Use a quart jar and place objects in the jar. Ask students to estimate the number of objects. Once estimates have been given, count the number of objects. Record the number on a chart. This chart should be displayed. The next week put different objects in the jar that are larger or smaller than the first set of objects. The number of objects from the weeks before, can help students estimate the new number of objects. For instance, if there are 35 unifix cubes the first week and the following week there are centimeter cubes which are smaller. Elicit from the students there are more centimeter cubes because they are smaller than the unifix cubes.

Important Tools/Models

 * [|Hundreds charts] and [|number lines] are important tools for understanding counting principles as well as concepts of number. Students should be exposed to and use both tools frequently.[[image:NumberLine.png align="right"]]
 * A large hundreds chart should be displayed in the room for all students to see. Students should be encouraged to refer to the chart.
 * __Groupable models:__ Beans and a small cup for 10 beans, Linking cubes, Plastic chain links
 * __Pregrouped materials:__ Strips (ten connected squares) and squares Base-ten blocks, Beans and beans sticks (10 beans glued on a craft stick), Ten-frame
 * [|Place value mat], or chart graph paper with numbers from 1 to 120 in rows
 * [[file:120chart.pdf|120 Chart]] (pdf) || [[image:VDW-k-3.png]] ||

__**Print Resources**__
[|Brain Compatible Activities for Mathematics K-1] (12-13) ||= [|Roads to Reasoning (Grade 1)]: Class Pets (30-33), How Many? (6-7) On the Farm (8-9), Pool Party (76-79) ||= [|Developing Mathematics with Unifix Cubes]: Three Cubes on your Fingers (46-47) ||= [|Math Intervention: Building Number Power K-2] (20-30; 100-103) ||
 * = [[image:brainactivitiesk-1.png]]

__Web Resources__
Printable Games Fish Out of Water -
 * = [[image:https://grade2commoncoremath.wikispaces.hcpss.org/file/view/hcps%20092810%20630.jpg/448286042/231x154/hcps%20092810%20630.jpg]] ||= [[image:https://grade2commoncoremath.wikispaces.hcpss.org/file/view/hcps%20092810%20666.jpg/352967160/232x159/hcps%20092810%20666.jpg]] ||= [[image:https://grade1commoncoremath.wikispaces.hcpss.org/file/view/hcps%20092810%20723.jpg/352966022/229x155/hcps%20092810%20723.jpg]] ||= [[image:DSC_5883.jpg]] ||
 * = **Games and Centers** ||= **Lessons** ||= **Student Resources** ||= **Video Segments** ||
 * = [[image:fishoutofwater.png align="right" link="http://www.mathwire.com/games/fishoutofwater.pdf"]]

Center Ideas Counting Activities ||= Lesson Seeds Endurance Count Around

Illustrative Mathematics Examples Hundred Chart Digit Game Choral Counting II Start/Stop Counting II Crossing the Decade Concentration ||= Printables Missing Numbers Grids 1-50

Online Resources Interactive Hundreds Chart Countersquare

Student Activity Ideas Fun Counting Activities ||=  || Grouping and Grazing The Counting Game Ten Frame Five Frame Guess My Number Give the Dog a Bone Whack A Mole ||= Lesson Plans Curious George Counts to 100 Mystery Number (Game/Lesson Seed) Fill in the Hundreds Chart Race Constructing Tens and Ones Counting and Writing to 120 [|Building Tens at the Lego Factory] ||= (Dalton Onorato, Cradlerock) See Teacher Share page for ideas for this resource. ||=  || Developing Base Ten Number Sense ||= Virtual Manipulatives
 * = Online Games
 * = Hundred Chart Spin ||= Unit Plans

||=  ||

__**Connecting Children's Literature:**__
**Click on the books for additional activities.** Counting Crocodiles by Judy Sierra ||= 100 Days of Cool Activities || Math Fables by Greg Tang ||
 * = [[image:countingcrocs.png link="http://www.mathsolutions.com/documents/Counting_Crocodiles_i30.pdf"]]

Questions/Comments:
Contact John SanGiovanni at jsangiovanni@hcpss.org.

**Use and Sharing of HCPSS Website and Resources:** Howard County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a [|Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License].