Virginia SOL 1.NS.1.d
The Standard
Represent forward counting patterns when counting by groups of 2 up to at least 30 using a variety of tools (e.g., beaded number strings, number paths [a prelude to number lines], 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 organize objects into pairs and keep track of the total as each pair is added. They show the totals with beads, jumps, or chart marks and describe the repeating pattern.
What Mastery Looks Like
- A student can arrange 30 objects into pairs and state the running totals accurately. The student can mark those totals on a number path or chart and explain that each total is two more.
Common Misconceptions
- Students may count each object by ones instead of treating two objects as one group. They may skip a total, reverse 12 and 20, or mark every number on the number path.
How to Assess It
- Give students a number path from 0 to 30. Say, “Draw each jump as you count pairs, then circle and read every landing number.”
Lesson moves
Ways to Teach It
Students build pairs with 30 counters, slide one pair at a time along a beaded string, and record each new total.
Ask, “What changes and what stays the same when we count pairs?” Students explain using 8, 10, and 12.
Play Pair Path: students roll a die, move that many two-space jumps on a number path, and say every landing number.
Set out 15 paper shoes in pairs, then have students label the total number of shoes after each new pair.
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Printable 1.NS.1.d Worksheet
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Related Standards
- 1.NS.1.c
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).
- K.NS.1.c
Represent forward counting by ones using a variety of tools, including five-frames, tenframes, and number paths (a prelude to number lines).
- 2.NS.1.a
Represent forward counting patterns when counting by groups of 2 up to at least 50, starting at various multiples of 2 and using a variety of tools (e.g., objec...
- 2.NS.1.b
Represent forward counting patterns created when counting by groups of 5s, 10s, and 25s starting at various multiples up to at least 200 using a variety of tool...
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