CCSS.Math.Content.K.CC.A.1
The standard
Count to 100 by ones and by tens.
Common Core State Standards for Mathematics · Counting and Cardinality
What this standard means
Students need to say the counting sequence from 1 to 100, without skipping numbers or mixing up the tricky parts like 29 to 30 or 59 to 60. They also need to count by tens to 100, using the decade numbers in order.
Mastery sounds smooth and confident, not just memorized in a song that falls apart when started at 43. Students often get stuck at decade changes, teen numbers, and confusing “sixty” and “sixteen.” Counting by tens is usually easier, but some students say “twenty-ten” or skip 70.
Ways to teach it
- Have students build a 100 chart with number cards, then touch each card while counting aloud by ones and tens.
- Ask, “What number comes after 39, and how do you know?” then have students explain to a partner.
- Start at 1, 27, 48, or 81 and ask each student to count the next ten numbers aloud.
- Use classroom calendar days to count how many school days have passed, then count by tens using bundled straws.
Plan a lesson for CCSS.Math.Content.K.CC.A.1
Generate a complete lesson plan aligned to this standard, with objectives, activities, and materials. Free, no account needed.
Related standards
- CCSS.Math.Content.1.NBT.A.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.
- CCSS.Math.Content.2.NBT.A.1b
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
- CCSS.Math.Content.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
- CCSS.Math.Content.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations...