Counting Within 1,000

MathematicsCounting & CardinalityAges 7–8

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

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Teaching Table

Set out your lesson

Count across place-value boundaries without changing the step.

Activity

Inferred, not a taxonomy edge: learner can access the supplied prompt with agreed support and can explain or mark a response. If earlier skills are unfamiliar, use the prerequisite topic for teaching; an authored prerequisite is not proof this learner is ready.

Sequence

Keep the two adult-only cards off the learner screen. Have a pencil and scrap paper if useful; oral pointing/typing/AAC can replace handwriting unless spelling or composition is the target. No printing, cutting, account or purchase is required.
Open Show first, read the explanation together, and pause to check the central idea. Then do Guided Try together.
For Try, close earlier models and the adult keys unless the task explicitly supplies a reference. Record any hints, read-aloud help or model reopening; do not call supported work independent.
Use only the active learner card. Keep the private key closed until an attempt is recorded. Stop or take a break on request; practical claims stay not observed unless actually done.

No Printer

Use on screen; read aloud or recreate a tactile model only with declared support. No printer or purchased kit.

Privacy

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.

Teaching limits and safe use

These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

Finite samples do not establish confident counting from every starting number.
These bounded examples do not establish independent performance in other situations. Record the support used.

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

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Entire curriculum

1590 concepts · 8 subjects

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Teaching approaches

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Count across place-value boundaries without changing the step.

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Learning resources

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Check understanding

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 …)

“Can your 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 record

Type: Procedural
Subject: Mathematics
Domain: Counting & Cardinality
Age range: Ages 7–8

Standards

ccss-math:2.NBT.2