Georgia 1.NR.1

1.NR.1 is a Georgia mathematics standard. These are the expectations under it.

• 1.NR.1.1

  Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral.

• 1.NR.1.2

  Explain that the two digits of a 2-digit number represent the amounts of tens and ones.

• 1.NR.1.3

  Compare and order whole numbers up to 100 using concrete models, drawings, and the symbols >, =, and <.

01

What Students Need to Do

Students count forward to 120 from different starting numbers. They read, write, and model numbers through 120, then compare numbers within 100.

02

What Mastery Looks Like

A student counts forward from any starting number and reads or writes numbers through 120. The student models numbers with tens and ones, then correctly compares two numbers within 100.

03

Common Misconceptions

Students may reverse digits, write 41 for 14, or skip numbers after 99 and 109. They may compare the first visible digit instead of using tens and ones.

04

How to Assess It

Give an exit ticket: “Write the numbers from 96 to 105. Show 84 with tens and ones, then circle the greater number: 68 or 86.”

1. 01

   Build teacher-called numbers with bundled straws and single straws, then label each model with its numeral.

2. 02

   Ask, “How do you know 73 is greater than 67?” Students draw tens and ones and write one explanation.

3. 03

   Play Number Path Race: students draw a starting number card, roll a die, and write each number counted until reaching 120.

4. 04

   Use a classroom attendance chart to count toward 120 and compare totals from two days using greater than, less than, or equal signs.

• 3.NR.1.1

  Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.

• K.NR.2

  Use count sequences within 100 to count forward and backward in sequence.

• 2.NR.1

  Using the place value structure, explore the count sequences to represent, read, write, and compare numerical values to 1000 and describe basic place-value rela...