Counting to 100

Overview

Grade: Kindergarten / Grade 1 (5-6 years old)
Duration: 60 minutes
Class size: 16 students
Unit: Exploring Numbers and Quantities (Lesson 3 of 28)
Lesson Title: Lesson 2: Counting Up to 100
Big Idea (BC Curriculum):
Understanding numbers helps us quantify and describe the world around us.

Content Focus (BC Mathematics K-1):

• Number Concepts and Operations
• Recognize and say the number names from 0 to 100
• Develop oral counting ability and visual recognition of numerals
• Use of rhythm and movement to support memory

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Learning Objectives and Competencies

Students will be able to:

• I can say number names when shown numerals from 0 to 100.
• Identify and verbalize number names in sequence and out of sequence.
• Understand the connection between the visual numeral and its spoken name.

Curricular Competencies (BC Ministry of Education, Mathematics K-1):

• Communicating and Representing: Students communicate mathematical thinking using number names and numerals.
• Connecting and Reflecting: Students use counting with concrete objects to connect numerals to quantities.
• Reasoning and Analyzing: Students develop thinking through patterns in counting sequences.

Curriculum Content (Number):

• Read and write numbers from 0 to 100 (Kindergarten to early Grade 1 focus).
• Count forwards by 1s to 100.

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Success Criteria

Students will demonstrate success if they can:

• Accurately say number names when shown numerals up to 100.
• Participate actively in rhythm-based counting activities with peers.
• Recognize and name 10’s and 1’s place values within two-digit numbers through visual cues.

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Materials

• Number cards from 0 to 100 (large, clear font)
• Mini whiteboards and markers for students
• Visual number chart (0-100) displayed
• An engaging educational video illustrating counting to 100 (with rhythm/music)
• Beat or percussion instruments (e.g., tambourines, rhythm sticks)
• Dyslexia-friendly print resources (e.g., clear font such as OpenDyslexic, simplified texts, visual cues)
• Headphones for individual video viewing during independent centres

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Lesson Structure

1. Mini-Lesson (15 minutes)

Objective: Introduce counting from 0 to 100 with number recognition.

• Begin with a warm-up: Teacher claps rhythm while chanting numbers 0-20, students join in.
• Present a 0-100 number chart. Use a pointer and ask: “Can you say this number name?” randomly pointing to 2-digit and single-digit numerals.
• Show number cards one-by-one (both sequential and mixed order) while students say the number names aloud.
• Highlight patterns in numbers (e.g., after 19 comes 20, changing tens place).
• Teach the rhythm chant from the video (played once) encouraging students to move/pat beat.

2. Independent Learning Centres (30 minutes)

Rotate students through these centres in small groups (4 groups of 4 students, 7-8 minutes per centre):

a) Number Recognition Centre

• Students match number cards (0-100) to number charts.
• Use mini whiteboards to write number names or numbers they hear from teacher prompts.

b) Rhythm Counting and Movement Centre

• Using percussion instruments, students count aloud while tapping rhythms to internalize counting patterns (e.g., groups of 5 or 10).

c) Video Engagement Centre

• Students watch the counting to 100 video with headphones, following along with visual and auditory cues.
• A worksheet with pictures and dyslexia-friendly print notes helps support comprehension and vocabulary.

d) Peer Counting Centre

• Pair up students; one holds a number card and challenges their partner to say the number name.
• Switch roles and use gentle peer support to build confidence.

3. Group Reflection and Assessment (10 minutes)

• Regroup and have a quick ‘pop quiz’ style game where teacher flashes number cards and students say the number names out loud in turns.
• Ask reflective questions: “Which numbers were easy or tricky? Why?”
• Reinforce learning with positive feedback and identify students needing extra help.

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Differentiation Strategies

Learner Need	Approach
English Language Learners	Use visuals, gestures, paired peer support, slow clear pronunciation during counting activities.
Students with Dyslexia	Dyslexia-friendly print cards, colour-coded numerals, audio support via headphones, multi-sensory rhythm activities.
Students needing extra support	One-on-one mini-sessions during independent learning, simplified counting sequences, offer manipulatives (counters, blocks).
Advanced learners	Introduce skip counting by 2, 5, and 10, challenge them to write number names for two-digit numbers, and explore patterns in tens and ones.

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Extension Activities

• Create personalised counting books with illustrated numbers 0-100.
• Explore “Number of the Day” in detail: write it, say it, and find real-life objects matching that number.
• Invite advanced students to prepare mini rhythm games using counting sequences for peers.

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Assessment Evidence

Formative assessments during:

• Oral number identification in mini-lesson and group reflections.
• Observation at independent centres and peer practice sessions.
• Review of mini whiteboard responses and participation in rhythm activities.

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Reflection / Teacher Notes

• Note students showing hesitation at certain numbers (e.g., teens to twenties transitions). Plan follow-up micro-lessons accordingly.
• Use technology (videos, audio) to support diverse learning styles.
• Encourage confidence through peer support and rhythm, making counting memorable and fun.
• Continue to revisit numbers through the unit to build automaticity and fluency.

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End of plan