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Counting Within 1,000

PROCEDURAL
Mathematics›Counting & Cardinality|Ages 7—8|ID: mt_M2v1A9OEuM

Count within 1000, including skip-counting by 5s, 10s, and 100s

Mastery Evidence

  • Count forwards and backwards within 1000 from any starting number
  • Skip-count by 5s from any multiple of 5 to 1000
  • Skip-count by 100s from any number (e.g. 150, 250, 350 …)

Assessment Prompt

“Can [child] count confidently up to 1000 — and if you ask them to count by hundreds from 200, or by tens from 650, can they do it without losing their place?”

Curriculum Standards1 alignment

2.NBT.2Common Core State Standards for Mathematics
Count within 1000

Count within 1000; skip-count by 5s, 10s, and 100s.

Number and Operations in Base Ten

Prerequisites2

Show full prerequisite tree
  • Counting in 2s hard

    Counting to 1000 by 5s/10s/100s extends skip counting from Year 2

  • The multiples of 100 soft

    Understanding multiples of 100 supports skip counting by 100s

    • A Hundred Is Ten Tens hard

      Multiples of 100 require understanding 100 as a unit

      • A Ten Is Ten Ones hard

        100 as ten tens extends understanding of 10 as ten ones

        • The teen numbers hard

          Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'

          • How Many in Total? hard

            Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

          • Reading and writing numbers to 20 hard

            Composing/decomposing teen numbers requires reading and writing those numerals

            • How Many in Total? hard

              Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • Writing digits 0-9 hard

              Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

      • The two digits of a two-digit number hard

        Must understand two-digit place value before extending to hundreds

        • A Ten Is Ten Ones hard

          Understanding tens and ones place value requires the concept of 10 as a bundle

          • The teen numbers hard

            Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'

            • How Many in Total? hard

              Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • Reading and writing numbers to 20 hard

              Composing/decomposing teen numbers requires reading and writing those numerals

              • How Many in Total? hard

                Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • Writing digits 0-9 hard

                Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

        • The teen numbers hard

          General two-digit place value extends from understanding teen number composition

          • How Many in Total? hard

            Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

          • Reading and writing numbers to 20 hard

            Composing/decomposing teen numbers requires reading and writing those numerals

            • How Many in Total? hard

              Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • Writing digits 0-9 hard

              Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

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