2015-2016 Curriculum Blueprint
Grade: 1
Course: Mathematics
Topic 7 – Extend the Counting Sequence
Flexible Time
Line
10 days
Topic Overview
Students focus on counting to 120 by tens and ones, reading and writing numbers to 120, and representing a number of objects with a written numeral for
quantities to 120. Counting by tens and ones builds understanding about 2-digit numbers that will prove useful in upcoming topics involving place value.
Vertical Progression
Kindergarten: Students counted and wrote numerals to 20 and used the counting sequence to count forward by tens and ones from any number to 100. They
counted on and counted back to add and subtract within 20.
2nd Grade: Students will use counting on or counting back to add and subtract 2-digit numbers. They will also extend place-value concepts to 3-digit numbers,
read and write numbers to 1,000, and count within 1,000 by 1s, 5, 10s, and 100s.
Learning Goal
Essential Question
Students will be able to extend the counting sequence through 120.
How can you use what you already know about counting to count past
Topic 7 Scale
100?
Textbook Correlation
Recommended Instructional Sequence
Essential Vocabulary
*Be selective in choosing problems aligned to the standards
Step 1: Problem-Based Learning “Solve and Share”
 hundred chart
within the topic. Lessons and problems used for instruction
Problem-Based Learning Lesson Flow Map
 tens digit
and assessment should be determined through collaborative
Conceptual understanding is developed when mathematics is
 row
unit planning.
introduced in the context of solving a real problem in which
 ones digit
ideas related to the new content are embedded. Conceptual
 column
Topic 7: Extend the Counting Sequence
understanding results because the process of solving a problem
Lesson 7-1: County by 10s to 120
requires students to connect their prior knowledge with the new
Lesson 7-2: Count by 1s to 120
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 7-3: Count on a number chart to 120
Lesson 7-4: Count by 1s or 10s to 120
Each lesson in the book begins with a Solve and Share. See the
Lesson 7-5: Count on an open number line
links below for additional tasks to be used as needed:
Lesson 7-6: Count and write numerals
Lesson 7-7: Math practice and problem solving: Repeated
Math Formative Assessment System (MFAS) Tasks by Standard
Reasoning
Illustrative Mathematics Tasks by Standard
Step 2: “Visual Learning Bridge”
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the
lesson through the use of the worked-out problem in the
textbook.
Deconstructed Standards
MAFS.1.NBT.1.1 (DOK 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.
 Recall numbers and numerals up to 120.
 Represent a number of objects up to 120 with a written numeral.
 Count to 120, starting at any number less than 120.
 Read and write numerals up to 120.
MAFS.1.NBT.2.2 (DOK 2) Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special
cases:
a) 10 can be thought of as a bundle of ten ones — called a “ten.”
b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
d) Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).
 Explain what each digit of a two-digit number represents.
 Define a bundle of 10 ones as a “ten.”
 Represent numbers 11-19 as composed of a ten and correct number of ones.
 Represent the numbers 20, 30, 40, 50, 60, 70, 80, and 90 as composed of the correct number of tens.
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.8.1 Look for and express regularity with repeated reasoning.
Additional Resources & Links
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
*Higher order questions should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.
Georgia Units
Unit 2 Task 8 Make It Straight
Unit 2 Task 9 Number Hotel
Unit 5 Task 2 Building Towers of 10
EngageNY Math Studio Talk: Common Core Instruction for 1.NBT
This video shows strategies for teaching students to extend the counting
sequence. It also discusses the correct language students should use when
counting. (Beginning of video through 4:38)
* YouTube must already be opened on your browser before clicking the link.
Engage New York Module 4
Topic A: Lessons 1-3
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What do a hundred chart and number line have in common?
Write to explain what each digit in a two-digit number means.
How can you use ten-frames to count by tens?
How does a hundred chart help you put numbers in order?
How is counting by ones and tens alike/different?
How does understanding place value help you count by tens?
www.pearsonrealize.com
Home-School Connection Page
Reteaching Pages
Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS-MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard.
FSA Test Items Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
www.pearsonrealize.com
Daily Review 7-1 through 7-7