Planning tool

Students:

• count to and from 120 by ones from any starting point
• count forwards and backward to 120 by tens
• order numbers by placing number cards at precise points along a number line
• count large collections using group of fives and tens and by skip-counting and recording details of the count.

Some students may:

• have difficulties with the number naming sequence from 12, particularly with the start of the teen sequence. They may say, ‘twelve, thirty, forty, fifty, sixty, seventy, eighty, ninety’ when counting aloud by ones from 12. To help address this, provide repeated opportunities to practise reading and naming numbers, emphasising teen numbers.
• have difficulty bridging across decades when counting forwards, for example, they may follow twenty-nine with twenty-ten. To address this, use a daily counting routine such as ‘100 days of school’ and provide repeated opportunities to count using hundreds charts as a counting tool.
• experience difficulty bridging across barriers when counting backwards. For example, they may have difficulty crossing tens barriers when counting backwards from 54, saying, 54, 53, 52, 51, 50, unsure. Or they may skip all other numbers in a decade, for example, following 30 with 20. To address this, provide repeated opportunities to engage with hundreds chart and assist students to visualise the patterns in it.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are developing confidence when counting and skip-counting up to 120.

Why are we learning about this?

• Counting and skip-counting are skills regularly used in everyday life.

What to do

• Count how many steps it takes to walk from one part of the house to another.
• Count when grocery shopping together. For example, skip-count by twos the number of apples you put into the bag.
• Read picture storybooks and count by ones or twos to work out ‘how many’ of something is on a page.
• Do a stocktake of collections at home. For example, skip-count objects groups of twos, fives or tens.
• Listen to songs about skip-counting by twos, fives and tens. There are many appropriate songs for children on YouTube.

Success criteria

I can:

• count forwards to starting at any number up to 30 initially, then up to 100, then 120
• count backwards from any number up to 30 initially, then up to 100, then 120
• count forwards and backwards to 100 by tens, then 120
• use skip-counting to count objects in groups of twos, fives and tens.