# Gr. 1 Unit: Extend the Counting Sequence

**LESSON UNIT**

- EXTEND THE COUNTING SEQUENCE (DOCX)

**LESSON PLANS**

**LESSON SEEDS**

- USING MY 100 & 200 CHARTS (DOCX)

### UNIT OVERVIEW

In this unit, students extend their work with numbers and counting begun in Prekindergarten and continued in Kindergarten. They will now count to 120, starting at any number less than 120. Within this range of numbers, they will write numerals and represent a number of objects with a written numeral. This work reinforces that begun in Kindergarten which is a prerequisite for counting on. Students progress from saying the counting words to counting out objects in order to determine ‘how many’ are in a set of objects. Their work in the base-ten system is intertwined with their work on counting and cardinality. Through practice and structured learning time, students learn patterns in spoken number words and in written numerals, and how the two are related. Grade 1 students take the important step of viewing ten ones as a unit called a “ten.” They learn to view the numbers 11 through 19 as composed of 1 ten and some ones. They learn to view the decade numbers 10,…90, in written and in spoken form, as 1 ten,…9 tens. More generally, first graders learn that the two digits of a two-digit number represent amounts of tens and ones, e.g., 67 represents 6 tens and 7 ones.

**Essential Questions:**

- What do numbers convey? (Identify amount – cardinal; name position – ordinal; indicated location – nominal)
- How can numbers be expressed, ordered, and compared?
- What are different ways to count? (count all, count on, count back, skip count, count groups)
- What are efficient ways to count? (count up or back from the largest number, count sets of items, count to/using landmark numbers)
- How does our number system work?
- Why do we need numbers?
- How do I determine the best numerical representation (pictorial, symbolic, objects) for a given situation?

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

**UNIT LESSON:**

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

**AVAILABLE MODEL LESSON PLANS**

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

Hanging Out on the Number Line

CCSC Alignment: 1.NBT.A.1

Students position numbers correctly on a number line labeled from 20 to 120, compare two numbers, read and write numerals with a range of 0 to 120, represent a number from 0 to 120 with a written numeral, and use base ten manipulatives to represent numbers from 0 to 120.

**AVAILABLE MODEL LESSON SEEDS**

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: 1.NBT.A.1

Students use a Hundred Chart or a Two-Hundred Chart to represent numbers and explore their relationships.