1. Counting by 1’s and 10’s
Unit of Study: Counting and Modeling Numbers to 120
Global Concept Guide: 1 of 4

2. Content Development
As students are adding a ten on the hundreds chart, students should recognize the pattern of the tens increases by 1 ten while the ones remain the same.
Counting by ones and tens from any two digit number is crucial for future place value concepts.
120 chart will be used on a daily basis to build concrete understanding. Students should have access to 120 charts for their own discovery.

3. Content Development
In kindergarten, students have been taught the following skills related to this GCG.
Count to 100 by ones and tens
Count forward beginning from a given number within the unknown sequence
Write numbers from Represent a number of objects with a written numeral 0-20.
This is important for first grade teachers to understand because students have been exposed to counting from a given number but they were not expected to write the numbers greater than 20.
Therefore when starting this GCG, teachers will have to scaffold students with the numeral form of a number.

4. Day 1 Essential Question: How can you count from any number?
Informal Pre-Assessment: Go Math Lesson 6.1, Listen and Draw p This task can be used as an informal pre-assessment because students have the opportunity to count and write Teachers should monitor students and take anecdotal notes on their mastery. This task should be limited to a few minutes since the goal is to capture a snapshot of their background knowledge.
Building Conceptual Knowledge: Display 120 chart with missing numbers. Students will use their previous knowledge of counting and place value to determine the missing numbers. This should be completed as a whole group as students may not know how to write numbers past 20.
It is important to use 120 charts with missing numbers in different decades. The Go Math Listen and Draw p. 241 only focuses on the missing numbers The first grade standard is explicit that students need to count from any given number to 120.
Possible Extension: Students can predict the missing number on a small post it note and the teacher can facilitate a discussion about reasonableness of the predictions.
Teachers need to take anecdotal notes during this task since students are not filling out the 120 chart independently. These notes will be used as the evidence of learning and can help drive instruction for Day 2 and 3.

5. Day 1 Continued….
Essential Question: How can you count from any number?
Go Math p. 243 Math Talk in Action. This math talk section includes guiding questions.
This is a sample question from the Math Talk in Action. The teacher could record these numbers on the board versus oral communication. This would allow students to observe patterns in these numbers.
Use Numeral Cards to have students record the next five numbers after pulling a given number. This can be recorded in their math journal. Provide the 120 chart to students that need scaffolding on how to write the numbers.
Include opportunities for students to count up and back by ones from a given number.
By the end of Day 1, students should be able to count by ones from any given number.

6. Day 2 Essential Question: How do numbers change as you count by tens?
Engage: Go Math Lesson 6.2, Listen and Draw p Students will start counting at 10 by tens. Students will also color each square as they count by tens.
Use the guiding questions on p. 245 to facilitate a discussion about the pattern students notice. It is crucial students discover the pattern and have ample practice with the 120 chart.
Additional teacher questions: What pattern do you see in the colored numbers in the chart?; What pattern do you see in the numbers written under the chart?
Building Conceptual Knowledge: Use the resource Hundreds Chart Patterns to build understanding about patterns on a hundreds chart. Students will start at a given number, count tens, and color the squares in the hundred chart. Repeat the guiding questions from the engage, Go Math Listen and Draw p. 241.

7. Day 2 Continued…
Essential Question: How do numbers change as you count by tens?
Independent Practice: Use the Go Math On Your Own p. 247 #s 4-8 and Count 10 resource. The Go Math textbook only includes counting up by tens and the Count 10 resource includes counting down by 10’s. Remember the first grade standard includes to count up and back by tens and ones.
Closure: Select a counting forward and backward problem from the independent practice to discuss as a class. Make sure to discuss the patterns used to complete the sequence.
By the end of Day 2, student should be able to count forward and backward by tens from a given number within 120.

8. Day 3
Essential Question: How can knowing a counting pattern help you count to 120?
This day will be used to solidify counting by ones and tens from a given number.
Building Conceptual Knowledge
Use the resource Missing Numbers, students will be exposed to mixed practice of counting ones and tens forward and backward.
Use pentominoes to count by ones and tens. The pentomino represents one segment of the hundreds chart. See the next slide for a detailed animation of this task. Go Math Lesson 6.2, Problem Solving p. 248 can be an additional resource with pentomino task.
Go Math Problem Solving p. 244 #s can be additional word problems to use with core or small group instruction.
Use the additional reteach/enrich tasks provided at the end of the PowerPoint, as needed for your students.
By the end of Day 3, students should be able to count by ones or tens from any given number to 120 and become less dependent upon the use of the 120 chart.

9. Pentomino Activity
Write a number with a dry erase marker on one square of each pentomino.
Have students record the missing numbers based on the location of the known number.
Students can use a 120 chart to check their work. 14 15 25 36

10. Reteach/Teacher Small Group
If students have difficulty with counting past a decade number or understanding how to use a hundreds chart, show the 100 or 120 chart. Cut the 100 chart into strips and tape into a number line.

11. Enrich/Reteach/Intervention
Core/Enrich
Students receive a bag of 5 numeral cards (either counting by ones or tens and forward or backward). Students will have to determine if the set of number cards is counting by tens or ones then have to explain how they know.
Partially filled backwards 120 chart
Number riddles- Go Math HOT Questions p. 247 #10 and 11
Intervention/Small Group
Put a set of sequenced cards in a baggie. The cards should be shuffled. Give a set of cards to each of partners/student. Students will order the numbers forward and backward. Include numbers to count by ones or tens.
Strategic Interventions: Skill 15- Use a Hundred Chart to Count (TE)
Student Pages
Strategic Interventions: Skill 20- Count by Tens (TE)

12. Literature for your Classroom