Counting Beyond 100

Grade Level

1st Grade

Duration

20 minutes

Class Size

13 students

Common Core State Standards Addressed

CCSS.MATH.CONTENT.1.NBT.A.1
Extend the counting sequence to 120, starting at any number less than 120.

CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones.

CCSS.MATH.CONTENT.1.NBT.C.4
Compare two two-digit numbers based on meanings of the tens and ones digits, using >, =, and < symbols to record the results.

Learning Objectives

By the end of this lesson, students will be able to:

Count forward by ones from any number up to 120.
Read and write numbers up to 120.
Represent numbers up to 120 using visual tools (tens rods and ones cubes).
Compare two numbers to 100 using greater than, less than, and equal to symbols.

Materials Needed

Number cards 1-120 (can be printed or magnetic)
Base-ten blocks (rods for tens, cubes for ones)
Whiteboard and markers
Visual number chart extending to 120
Student mini whiteboards and dry-erase markers
A large paper number line (1 to 120) displayed in the classroom
Comparison symbol cards: >, =, <

Lesson Procedure

1. Warm Up: Counting Review (3 minutes)

Gather students in a circle.
Quickly count aloud from 1 to 60 together as a whole class to activate prior knowledge.
Teacher asks: “Who can count with me starting from 45 up to 60?” calling on 2-3 volunteers to practice counting forward from various numbers below 60.

2. Introduction: Extending to 120 (5 minutes)

Show the large number line from 1 to 120.
Teacher models counting from 90 to 120 aloud, using fingers to keep track.
Highlight the transition from 99 to 100 and how the numbers change: “Now we have a ‘hundred’!”
Students practice saying numbers aloud while pointing to them on the number line.

3. Guided Practice: Reading & Writing Numbers (5 minutes)

Activity: Teacher pulls out random number cards between 100 and 120.
Students take turns reading the number aloud and writing it on their mini whiteboards (e.g. 105, 118).
Use base-ten blocks to represent the numbers — e.g., 1 ten rod and 5 one cubes for 15, 10 ten rods and 8 cubes for 108.
Ask: “How many tens? How many ones?” to reinforce place value.

4. Comparing Numbers to 100 (5 minutes)

Display two numbers (one under and one over 100), e.g., 95 and 103.
Students use their base-ten blocks or draw on mini whiteboards to show tens and ones.
Discuss: “Which number is greater? Which is smaller?”
Introduce and practice using comparison symbols >, <, = on whiteboards.
Have students hold up the correct symbol card for the displayed pair.

5. Wrap-Up & Assessment (2 minutes)

Quick oral quiz: Call out two numbers between 90–120 and ask students to give a thumbs up if the first number is greater than the second and thumbs down if smaller.
Final check: Ask student volunteers to count from 110 to 120 aloud or write numbers between 100 and 120.

Differentiation and Extension

For students needing extra support: Count aloud with a partner using the number line. Use physical base-ten blocks to build numbers.
For advanced students: Challenge them to compare three numbers to 100 or start counting backward from a number between 100-120.

Reflection for Teachers

Note students’ fluency with the count sequence beyond 100.
Observe students’ ability to represent numbers via place value models.
Track mastery of comparison symbols for numbers close to 100.
For next lessons, plan to integrate addition and subtraction problems within 120 to build on number sense.

This dynamic, interactive, and age-appropriate approach aligns rigorously with 1st grade Common Core standards, effectively building foundational number sense towards mastery of place value and number comparison to 120.

Teaching Instructions