Learning Objectives

• Count forward and backward by 1s, 2s, 5s, 10s, and 100s.
• Use place value to continue number patterns and count on from any number.
• Identify and correct counting errors in spoken and written sequences.
• Explain counting strategies using mathematical vocabulary.

Materials Needed

• Whiteboard and markers
• Number line or hundred chart
• Individual whiteboards or paper
• Pencils
• Counting sequence cards or teacher-made prompts

Support

• Provide a hundred chart or number line for students who need visual support.
• Allow students to count with a partner before answering independently.
• Use smaller numbers first, then move to larger numbers if needed.
• Repeat directions and model each task before independent practice.

Challenge

• Ask students to count by 3s, 4s, or 25s.
• Have students explain why a sequence is correct or incorrect using place value language.
• Challenge students to start counting from three-digit numbers and continue by 100s or 10s.

Checks for Understanding

• Listen for correct oral counting during whole-class practice.
• Observe student responses on whiteboards for accuracy.
• Use the mistake-finding activity to see whether students can identify and correct patterns.
• Check that students can explain their counting strategy using vocabulary.

Closure

Review the key idea that counting follows a pattern. Remind students that using a number line, place value, and skip counting can help them count accurately and quickly.