Updated: 18 Jan 2022
A template for students to use to count out 100 snack items!
Non-Editable: PDF
Pages: 1 Page
Grades: PK - 1
Count to 100 by ones and by tens.
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.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones - called a "ten."
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
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).
Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.
Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
Use objects, pictures, and expanded and standard forms to represent numbers up to 120;
Recite numbers forward and backward from any given number between 1 and 120;
Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
A template for students to use to count out 100 snack items!
Why not celebrate the 100th Day of School with a snack of 100 of your favorite things?
Students will use the ten frames to count out exactly 100 pieces of a snack. Then have your students count their snacks by 2’s, 5’s, and 10’s before they eat!
Some snacks that work great for this activity are: cheerios, goldfish crackers, popcorn, and cheese puffs.
Count to 100 by ones and by tens.
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.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones - called a "ten."
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
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).
Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.
Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
Use objects, pictures, and expanded and standard forms to represent numbers up to 120;
Recite numbers forward and backward from any given number between 1 and 120;
Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
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