Mathematics · Grade 1

Active learning ideas

Counting by Ones to 120

Counting by ones to 120 involves developing fluency and recognizing patterns, which is best supported through kinesthetic and collaborative learning. Active learning strategies allow students to physically engage with number sequences, making abstract concepts concrete and memorable. This hands-on approach builds confidence and a deeper understanding of number order.

• Ontario Curriculum Expectations
• 1.NBT.A.1

• 20–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Numbered Heads Together
• 30 min · Whole Class

Number Line Hopscotch

Create a large number line on the floor using chalk or tape, extending to 120. Students take turns hopping along the line, counting aloud as they go forward or backward from a designated starting number. The teacher calls out directions, such as 'hop forward 5 times from 37' or 'hop backward 3 times from 62'.

Explain the pattern you notice when counting forward from 87 to 95.

Facilitation Tip

During Number Line Hopscotch, ensure students are calling out each number as they land, reinforcing the 'one more' or 'one less' concept with each hop.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 25 min · Small Groups

Counting Train

Students work in small groups to create a 'counting train' using connecting blocks or paper cutouts. Each student adds a number to the train, counting by ones. One student starts with a number, and the next adds the subsequent number, continuing the sequence up to 120. They can also practice counting backward by removing numbers from the end of the train.

Predict what number comes before 100 and after 100.

Facilitation Tip

In the Counting Train activity, prompt groups to discuss the order of numbers they are adding and to predict what number will come next, using the Round Robin structure to ensure all voices are heard.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 20 min · Pairs

Number Sequence Match-Up

Prepare cards with numbers and sequences. Students match cards that represent forward counting (e.g., 45, 46, 47) or backward counting (e.g., 83, 82, 81). Some cards can have a starting number and students must find the next three numbers in the sequence.

Compare counting forward to counting backward; how are they similar and different?

Facilitation Tip

During Number Sequence Match-Up, encourage pairs to talk through their reasoning for matching cards, using the Walk and Talk structure to allow for movement and peer discussion as they process the sequences.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

When teaching counting by ones to 120, prioritize visual and kinesthetic experiences to solidify number order. Avoid rote memorization; instead, focus on building understanding through patterns and relationships between numbers. Explicitly model counting backward and forward, highlighting the inverse relationship, and provide ample opportunities for students to practice in varied contexts.

Students will confidently count by ones to 120, both forward and backward, from any given starting point. They will demonstrate an understanding of number sequence and recognize patterns in the counting process. Successful learning is evident when students can articulate their counting strategies and explain the relationship between consecutive numbers.

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Watch Out for These Misconceptions

• During Number Line Hopscotch, watch for students who skip numbers or repeat them, especially when crossing tens.

  Redirect students by having them physically touch each number on the number line as they say it, or by having them hop to the next number only after saying the current one aloud.

• During Counting Train, students might struggle to understand that backward counting is the reverse sequence of forward counting.

  Guide students to physically take apart their train one block at a time, saying the numbers in reverse order, and then have them rebuild it forward to reinforce the connection.

• During Number Sequence Match-Up, students may confuse the order of numbers when presented with mixed sequences.

  Ask students to explain their matching choices by verbally counting forward or backward along the sequence represented by the cards, using the cards themselves as a visual aid.

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Methods used in this brief

• Numbered Heads Together