This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials Set of cards from 1-100, these can be purchased or created using a black marker and index cards Setup Sort the 1-100 cards into sequential gr...

In this online game, students will be building numbers using Base 10 blocks.  Students decide if they want to select ones, tens, or hundreds.  Students also get to choose if they want to read the number, listen to the number, or if they want to count the blocks given and deterine the number being represented.

This task/game allows students to practice addition while also thinking about ways to organize counting by randomly selecting two (two-digit) number cards and finding the sum. In addition, students are prompted with guiding questions to promote discourse. In closure, students use writing to reflect on their learning and thinking strategies during the game.

Teachers (and then students) lead the class in chanting numbers from 1 to 120.

In this online game, students will practice counting forward from a given number with the known sequence.  Students choose a starting point and then will practice sequencing numbers in a 20 digit range.

How many cookies did the Cookie Monster eat? This 3 Act Task by Graham Fletcher begins with a short portion of a video with Cookie Monster eating cookies. First students make observations and estimates to begin determining how many cookies the puppet ate. Students can then use pictures of the cookie label package, a full package of cookies, and the remaining cookies after the puppet ate some. Students are estimating, adding, and subtracting within 50 to determine the number of cookies the Cookie Monster ate.

Students practice counting sequences by standing in a circle and counting one by one.

This resource contains lessons and activities for counting collections and subitizing. It was inspired by learning within The Power of Early Mathematics, 2024, a WISELearn Innovation Grant funded WI Department of Public Instruction learning series.

Students will learn or review counting with small numbers, in order. Opportunities are also provided for practice following each learning video.

In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones. 

In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones. 

In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones. 

This is a modification of the Illustrative Math lesson, "Crossing the Decade Concentration" https://www.illustrativemathematics.org/content-standards/1/NBT/A/1/tasks/405. This lesson was used with a tier 3 fourth grade intervention math group to help students count forward and backward by ones; specifically focusing on crossing the decades. I modified this lesson by extending the counting sequence to 200 instead of 100 and placed cards in 4 by 4 arrays instead of 3 by 3. My students were quite proficient counting forward across decades, but were not with counting backward across decades, so I also modified the game to practice this. Students picked from the "_0" number cards first and had to verbalize the number one back, the "_9" number. It was very important that they verbalize that number to show that they were truly thinking about crossing the decades versus just "guessing" for the card match. My students also needed additional practice crossing decades with numbers in the 100s so I extended the cards to 200 to practice this.

Students practice crossing from one family to the next in counting forward with this concentration game.

 This resource was created to help educators of students aged 3-8 plan a family engagement session/night. Included in this resource is a flyer that can be sent to your community. This flyer is fully editable and can be customized to your needs. The facilitation guide will help you with the steps you should take to plan, organize, and hold the family engagement session. In the facilitation guide, there is a resource that can be handed to parents either digitally or in a physical copy. As a gift to your participant, a game can also be sent home with them. We suggest that these games, one per grade level, be prepared as directed so that they are ready to be used immediately. This family engagement experience can be set up to meet your needs; however, to accommodate many participants, we have designed it so that participants move through a series of stations. Each station is based on a grade level. We understand that you may have parents only interested in the grade level their child is enrolled in, but we suggest that you encourage parents to visit all stations so that they can see the progression of mathematics from pre-kindergarten through second grade.

This google slide presentation describes a numeracy routine for grade 1 use during the second quarter. The routine involves sequencing various representations of numbers on a clothesline. Printable materials are included.

This google slide presentation describes a numeracy routine for grade 1 use during the first quarter. The routine involves sequencing various representations of numbers on a clothesline. Printable materials are included.

This google slide presentation describes a numeracy routine for grade 1 use during the third quarter. The routine involves sequencing various representations of numbers on a clothesline. Printable materials are included. The items used build upon those used in the first quarter of the year.

This google slide show will be used by first grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Multiple opportunities to count objects exist within each slide's photo. The slides build upon the counting collections strategy, which involves multiple ways to count collections of physical objects.