Counting in 10s and 100s

Name:

Date:

Guided counting

WALT: We are learning to count forwards and backwards in 10s and 100s.

Success criteria: I can find the pattern and explain which digit changed.

1. Count forwards in 10s.

286, 296, ______, ______

2. Count backwards in 100s.

761, 661, ______, ______

Take turns as the solver and checker. Fill in each sequence and say whether you counted in 10s or 100s.

3. Count forwards in 10s: 347, 357, ______, ______

4. Count backwards in 10s: 402, 392, ______, ______

5. Count forwards in 100s: 168, 268, ______, ______

6. Count forwards in 10s: 995, ______, ______, ______

7. What digit changed, and why? You may draw jumps or write an explanation.

8. Start at 638. Count backwards in 10s three times, then forwards in 100s twice.

638 → ______ → ______ → ______ → ______ → ______

How do you feel about counting in 10s and 100s?

Confident

Almost there

Need more practice

Plenary: Tell your partner which digit changed and how you checked your answer.

Support: Use a place-value chart and the sentence starter: “The ______ digit changed because I added/subtracted ______.”

Extension: Create your own sequence that crosses a place-value boundary. Ask your partner to solve it.