Count forward beginning from a given number within the known sequence (instead of having to begin at 1).




While the previous standard asks students to know the count sequence to 100 starting at one, this standards asks students to count on from any given starting number. Typically, this should be counting by 1s. This standard requires ensuring that students can recite the number names sequentially beginning at a number other than one.

Understanding the Standard:

  • Students need repeated practice with counting. This practice should include verbal recitation of the counting sequence beginning with numbers other than one.
  • Students need a variety of opportunities to visually see numbers within sequences. For example, a teacher might present a partial list of numbers and ask students what numbers would come next. 1, 2, __, __, 5, 6, __, 8, 9, __.

Questions to Focus Instruction:

  • Can students fluently count on starting from any point in the number sequence within 100?
  • Can students fluently count to 100, from various starting positions?
  • Are students able to identify numbers in a list of numbers or within a hundreds chart? For example, if there are missing numbers in a sequence or hundreds chart, can students fill in the missing numbers?


Prior to: Students are able to recite the whole numbers to 100 in order starting from 1.

At Grade Level:  Students are able to recite the numbers in order starting from any number (less than 100) specified by the teacher.

Moving Beyond:  The mastery of this skill  prepares students to understand one of the strategies in addition called “counting on.” Once students make the connection between the number sequence and the physical action of counting objects, they will move towards the strategy of "counting on" to do basic addition problems. This, in turn, might encourage students to also count backwards in order to subtract.