Virginia Standards of Learning (SOL)
SOL 1.1 The student will
a) count from 0 to 100 and write the corresponding numerals; and
b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.
SOL 1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30.
Understanding the Standard (Background Information from the Virginia Department of Education):
SOL 1.1
· There are three developmental levels of counting:
– rote sequence;
– one-to-one correspondence; and
– the cardinality of numbers.
· Counting involves two separate skills: verbalizing the list of standard number words in order (“one, two, three, ¼”) and connecting this sequence with the items in the set being counted, using one-to-one correspondence. Association of number words with collections of objects is achieved by moving, touching, or pointing to objects as the number words are spoken.
· The last number stated represents the number of objects in the set. This is known as the cardinality of the set.
· Rote counting is a prerequisite skill for the understanding of addition, subtraction, and the ten-to-one concept of place value.
· Articulating the characteristics of each numeral when writing numbers has been found to reduce the amount of time it takes to learn to write numerals.
· The number system is based on a pattern of tens where each place has ten times the value of the place to its right. This is known as the ten-to-one concept of place value.
· Opportunities to experience the relationships among tens and ones through hands-on experiences with manipulatives are essential to developing the ten-to-one place value concept of our number system and to understanding the value of each digit in a two-digit number. Ten-to-one trading activities with manipulatives on place value mats provide excellent experiences for developing the understanding of the places in the Base-10 system.
· Models that clearly illustrate the relationships among tens and ones are physically proportional (e.g., the tens piece is ten times larger than the ones piece).
· Providing students with opportunities to model two-digit numbers expressed with groups of ones and tens will help students understand the ideas of trading, regrouping, and equality.
SOL 1.2
· The patterns developed as a result of skip counting are precursors for recognizing numeric patterns, functional relationships, and concepts underlying money, time telling, and multiplication. Powerful models for developing these concepts include counters, number line, hundred chart, and calculators.
· Skip counting by twos supports the development of the concept of even numbers.
· Skip counting by fives lays the foundation for reading a clock effectively and telling time to the nearest five minutes, counting money, and developing the multiplication facts for five.
· Skip counting by tens is a precursor for use of place value, addition, counting money, and multiplying by multiples of 10.
· Counting backward by rote lays the foundation for subtraction. Students should count backward beginning with 30, 29, 28, … through …3, 2, 1, 0.
· Calculators can be used to reinforce skip counting.