Mathematics · 1st Grade · The Power of Ten and Place Value · Quarter 2

Counting to 120 and Number Patterns

Students count, read, and write numbers up to 120, identifying patterns on a hundred chart.

• Common Core State Standards
• CCSS.Math.Content.1.NBT.A.1

About This Topic

Counting to 120 strengthens number sense as first graders read, write, and order numerals up to 120. They use the hundred chart to spot patterns, such as rows ending in tens and vertical skips by ones. This practice connects counting by ones with skips by fives and tens, revealing structure in the number system.

This topic anchors the Power of Ten and Place Value unit by previewing tens bundles before formal place value lessons. Students analyze patterns from counting sequences, predict missing numbers, and describe how the chart shows relationships like 10 more or 5 more. These skills build flexible thinking for addition and subtraction.

Active learning fits perfectly because students manipulate charts, link arms to form human number lines, or race to cover patterns with counters. Hands-on tasks make sequences visible and interactive, helping children internalize patterns through movement and peer talk while addressing varied paces in counting fluency.

Key Questions

1. Analyze the patterns that emerge when counting by ones, tens, and fives.
2. Predict the next number in a sequence based on observed patterns.
3. Explain how a hundred chart helps us understand number relationships.

Learning Objectives

• Identify patterns in number sequences up to 120 when counting by ones, fives, and tens.
• Predict the next number in a given sequence based on identified counting patterns.
• Explain how the structure of a hundred chart reveals relationships between numbers, such as '10 more' or '5 less'.
• Read and write numerals accurately from 1 to 120.
• Compare and order numbers up to 120.

Before You Start

Counting to 20

Why: Students need a foundational understanding of counting and number recognition before extending to larger numbers.

Number Recognition (0-20)

Why: Students must be able to identify and read individual numerals before they can work with them in sequences or on a chart.

Key Vocabulary

Hundred Chart	A grid containing numbers from 1 to 100 (or 1 to 120), used to visualize number patterns and relationships.
Pattern	A predictable sequence or arrangement of numbers or objects that repeats or follows a rule.
Sequence	A set of numbers that follow a specific order or rule, like counting by ones or tens.
Numeral	A symbol or name that represents a number, such as '5', 'ten', or '15'.

Watch Out for These Misconceptions

Common Misconception

Numbers after 100 start over like 1, 2, 3.

What to Teach Instead

After 99 comes 100, continuing the pattern of tens. Use hundred charts where students trace from 99 to 100 and beyond; group activities reveal the seamless flow, correcting the reset idea through visual continuity and peer explanations.

Common Misconception

Skip counting by fives only works on even numbers.

What to Teach Instead

Fives skip through both evens and odds, like 5, 10, 15. Hands-on skips with counters on charts let students see the alternating parity; pair discussions clarify that fives add steadily regardless of even or odd starts.

Common Misconception

The hundred chart has no special patterns, just random numbers.

What to Teach Instead

Rows increase by one, columns by ten. Scavenger hunts in small groups highlight these repeats; students mark and verbalize rules, building recognition through repeated exploration.

Active Learning Ideas

Small Groups: Hundred Chart Patterns Hunt

Print hundred charts with missing numbers or highlighted paths. Groups hunt for patterns by circling numbers that skip by fives or tens, then predict and fill the next three in sequence. Share findings with the class by drawing paths on a large chart.

35 min·Small Groups

Pairs: Skip Counting Chains

Partners use linking cubes or beads to build chains counting by tens to 120, then by fives. They snap chains together to compare lengths and predict how far the next skips go. Record sequences on paper strips.

25 min·Pairs

Whole Class: Number Line Relay

Mark a floor number line to 120 with tape. Teams relay by hopping forward by ones, fives, or tens as called, landing on numbers and calling them aloud. Switch patterns midway and discuss path efficiencies.

40 min·Whole Class

Individual: Pattern Prediction Cards

Provide cards with partial sequences like 45, 50, 55, __. Students write predictions, color patterns on mini hundred charts, and explain choices in journals. Collect for quick conferences.

20 min·Individual

Real-World Connections

• Calendar makers use number patterns to organize days, weeks, and months, helping people plan events and track time.
• Retailers often use skip counting by fives or tens when pricing items in bulk or organizing inventory on shelves.
• Bank tellers count money quickly by grouping bills into tens or fifties, a practical application of skip counting to manage transactions.

Assessment Ideas

Exit Ticket

Provide students with a partially filled hundred chart. Ask them to fill in the missing numbers in a specific row or column. Then, ask them to write one sentence describing the pattern they used.

Quick Check

Call out a number sequence, such as '5, 10, 15, __, 25'. Ask students to write the next number on a mini-whiteboard and hold it up. Repeat with different patterns (e.g., counting by ones, tens).

Discussion Prompt

Show students a hundred chart and ask: 'How does this chart help you see that 37 is 10 more than 27?' 'What pattern do you notice in the last column?' Encourage students to use vocabulary like 'pattern', 'sequence', and 'numeral'.

Frequently Asked Questions

How do you teach first graders to count to 120?

Start with familiar counting to 100 using songs and daily routines, then extend daily by chanting 101-120 while pointing on a wall chart. Incorporate writing practice through traceable sheets and games that reward reaching higher numbers. Regular short bursts build fluency without fatigue, linking oral, visual, and written forms.

What are common misconceptions in counting to 120 and patterns?

Students often think numbers restart after 100 or that skip patterns ignore odds. Address with visual aids like extended hundred charts showing continuity. Pattern hunts reveal rules through discovery, while choral counting reinforces sequences collaboratively.

How can active learning help students master number patterns to 120?

Active methods like human number lines or cube chains let children physically experience skips by fives and tens, making patterns kinesthetic. Group relays build excitement and peer correction, while chart manipulations visualize relationships. These approaches engage multiple senses, solidify fluency, and adapt to diverse learners over passive rote practice.

Why use a hundred chart for place value introduction?

The chart previews tens structure visually, with columns as tens groups. Students see 10 more as rightward shifts, building intuition before abstract place value. Interactive marking of patterns connects counting to grouping, easing transitions to operations.

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