Virginia SOL 1.NS.1.c
The Standard
Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools (e.g., objects, coins, 120 chart).
Virginia Standards of Learning for Mathematics · The student will utilize flexible counting strategies to determine and describe quantities up to 120.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students make equal groups of 5 or 10 and track the total after each group. They show the sequence with objects, coins, number cards, or a 120 chart.
What Mastery Looks Like
- Students organize objects into equal groups and record the running totals accurately through 120. They complete missing numbers and explain that each new total is 5 or 10 more.
Common Misconceptions
- Students may count each object by ones instead of treating a group as one count of 5 or 10. They may mix the two sequences or skip 100 when crossing from 95 to 105. Some count each nickel or dime as one rather than using its value.
How to Assess It
- Give this exit ticket: Complete 75, 80, __, __, __, 100 and 70, 80, __, __, __, 120, then show each pattern on a 120 chart.
Lesson moves
Ways to Teach It
Give pairs 120 counters and number cards, then have them build groups of 5 and 10 and place each running total.
Show a marked 120 chart and ask: What repeats when you count by 5s, and what repeats when you count by 10s?
Play Cover the Count by calling a sequence by 5s or 10s while students cover each number on a 120 chart.
Give students bags of nickels or dimes, then have them touch each coin, count its value, and record totals through 120 cents.
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