NBT-Extend+the+counting+sequence

1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. || ===‍**Anchor Standard/Mathematical Practice(s)**===
 * ===**Common Core Standard**===
 * MP.2. Reason abstractly and quantitatively.**
 * MP.7. Look for and make use of structure.**
 * MP.8. Look for and express regularity in repeated reasoning.** ||
 * ===‍**Information Technology Standard**===

Explain why safety is important when using the Internet.
|| ===‍ Revised Bloom's Level of thinking === remembering-number sequence ||

‍**I can...**
= I can count forwards to 120. = = = = I can count backwards from 50, 100,120. = = = = I can count forwards or backwards starting at any number between 0 and 120. = = = = I can read and write numbers in any order to 50, 100, 120. = = = = I can count objects and write the correct number. =

‍**Intervention:**
Create number cards for students to sort and order. Create number lines / hundred charts with missing numbers for students to fill in. Choral count. Practice counting large collections of items. Have students use register tape to make their own number lines. Use glue numbers for children to trace and write numbers. Count school days each day. Create learning centers for students to count a variety of objects. Also, they can practice writing numbers with paint, shaving cream, or play dough.

‍**Instructional Resource**
Number lines, counters, hundreds chart, investigations unit 8 100 Days of School by Trudy Harris One Hundred Hungry Ants by Elinor J. Pinczes Equal Shmequal by Virginia Kroll I’ll Teach my Dog 100 Words by Michael K. Frith The Night Before the 100th Day of School by Natasha Wing 100 Days of Cool by Stuart J. Murphy Jake’s 100th Day of School by Lester L. Laminack and Judy Love 100th Day Worries by Margery Cuyler On the Ball by Autumn Leigh
 * Books**:

‍**Notes and Additional Information**
First Grade students rote count forward to 120 by counting on from any number less than 120. First graders develop accurate counting strategies that build on the understanding of how the numbers in the counting sequence are related—each number is one more (or one less) than the number before (or after). In addition, first grade students read and write numerals to represent a given amount. As first graders learn to understand that the position of each digit in a number impacts the quantity of the number, they become more aware of the order of the digits when they write numbers. For example, a student may write “17” and mean “71”. Through teacher demonstration, opportunities to “find mistakes”, and questioning by the teacher (“I am reading this and it says seventeen. Did you mean seventeen or seventy-one? How can you change the number so that it reads seventy-one?”), students become precise as they write numbers to 120.