Explore the counting sequence for counting to 100 and beyond

Maths

In this unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways including marking the position on a number line. They learn to represent 20-99 as a length. In the future unit pupils consolidate their counting across and on from 100. They will learn to represent a three-digit number up to 199 in different ways.

In the prior unit pupils extended their counting to 100 They explored pattern in counting, focused on the end of the decade and the start of the new decade numbers. In this unit pupils will explore the counting sequence for counting to 100 and beyond representing numbers from 20-99 in different ways including marking the position on a number line They will learn to represent 20-99 as a length

Counting and representing the numbers 20 to 99

Starting with the smallest, put these decades in order 

Which decade does the number 58 belong to?

Sort these numbers in the order you would say them when counting backwards. Use numbers to show the correct order.

Fill in the missing number. 83 is the same as 8 tens {{ }}

Andeep is counting forwards from 94. What is the next multiple of ten he will say?

When I count back from 70, each number will have {{ }} tens.

Which of these rows from the one hundred square should come first when counting forwards to 100? 

Sort these numbers in the order you would say when counting forwards. 

Andeep is counting backwards in ones. What is the next number he will say?

Laura is counting forwards in ones on her Gattegno chart. Which number has she tapped?

Numbers can be said in different ways. Match the numbers that are the same. 

This lesson will soon be taken down.

Explore the counting sequence for counting to 100 and beyond

Lesson outcome