standard_description: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- 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).
- 10 can be thought of as a bundle of ten ones — called a “ten.”
problem_activity: Narrative
The purpose of this warm-up is for students to count by 10 to 100. Although students see the written sequence of numbers, they are not required to identify numbers beyond 20 until Grade 1.
Launch
“Let’s count to 100 by 10.”
Record as students count.
Count to 100 by 10 2-3 times.
Activity
“What patterns do you see?”
1-2 minutes: quiet think time
Record responses.
Student Response
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Activity Synthesis
“Take turns counting to 100 by 10 with your partner.”
“We will keep practicing counting to 100 by 10.”


aligns: no