Count to 100 by ones and tens.





Kindergarteners are fascinated with counting, often before they know how to count. This enthusiasm provides an ideal environment for learning to count to 100. Students should learn to count by ones and by tens. Learning the sequence "ten, twenty, thirty, forty,...., ninety, one-hundred" provides structure that helps children remember the sequence "twenty-eight, twenty-nine, thirty, thirty-one,...). 

Understanding the Standard:

  • Students need to hear the counting sequence in a variety of contexts.  Examples include:
    • Counting Around the Circle (Click on Activity button for more information about this activity)
    • Book: Building Numerical Literacy Every Day in Grades K-3 (Shumway, Jessica F. (2011) Stenhouse Publishing
    • Counting beads, coins, blocks, or other objects. 
  • Students need repeated practice with counting.


Questions to Focus Instruction:


  • Can students fluently count by tens to 100?
  • Can students count to 100 fluently, beginning at one?


Prior to: Students can count from 1-10.

At Grade Level:
  Students can rote count to 100. Students can count to 10, then to 20, then to 30, and on by 10 to 100. Students may be able to group and skip count by 2s, 5s, and 10s, although not required at this level.

Moving Beyond:
Students' frustration at losing their place when counting to large numbers like 100 will encourage them to group and skip count, especially by tens. This, in turn, leads to other forms of skip counting. These are addressed in Grades 1 and 2. Go to 2.NBT.A.2 to see the progression of related skills.