Counting Adventures: Skip Counting by 100!

Mathematics Grades 1st Grade 2:51 Video
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Lesson Description

Let's go on a counting adventure and learn to skip count by 100s using a fun song and exciting activities!

Video Resource

Skip Counting by 100 Song for Kids | 1st Grade - 2nd Grade

Math Songs by NUMBEROCK

Duration: 2:51
Watch on YouTube

Key Concepts

  • Skip Counting
  • Hundreds
  • Number Patterns

Learning Objectives

  • Students will be able to skip count forward by 100s up to 1000.
  • Students will be able to skip count backward by 100s from 1000.
  • Students will be able to identify the pattern when counting by 100s.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what they already know about counting. Ask if they've ever counted really high, like to 100. Introduce the idea of skip counting as a faster way to count.
  • Watch the Numberock Video (5 mins)
    Play the "Skip Counting by 100 Song for Kids" video. Encourage students to sing along and pay attention to the numbers.
  • Discussion (5 mins)
    After the video, ask students what they noticed about the numbers. What happens each time they count by 100? (The hundreds place goes up by one).
  • Interactive Counting Activity (10 mins)
    Use a hundreds chart or whiteboard. Start at 100 and have students take turns saying the next number when counting by 100s. Go up to 1000. Then, start at 1000 and count backward by 100s to 100.
  • Worksheet Activity (10 mins)
    Provide students with a worksheet that has number sequences with missing numbers. Students will fill in the missing numbers by skip counting by 100s. Include sequences that count both up and down.
  • Wrap-up (5 mins)
    Review what they learned about skip counting by 100s. Ask them to give examples of when they might use skip counting in real life (e.g., counting money).

Interactive Exercises

  • Clap and Count
    As a class, clap and count by 100s. The teacher starts by saying "100" and clapping, then the class responds with "200" and claps, and so on.
  • Human Number Line
    Give each student a card with a number that is a multiple of 100 (100, 200, 300, etc.). Have them arrange themselves in order to create a human number line.

Discussion Questions

  • What did you notice about the numbers in the song?
  • Can you think of a time when counting by 100s would be helpful?
  • What happens to the number each time we count by 100?

Skills Developed

  • Skip Counting
  • Number Recognition
  • Pattern Identification

Multiple Choice Questions

Question 1:

What number comes after 200 when counting by 100s?

Correct Answer: 300

Question 2:

What number comes before 500 when counting by 100s?

Correct Answer: 400

Question 3:

Which of these numbers do we say when counting by 100s?

Correct Answer: 300

Question 4:

What number is 100 more than 600?

Correct Answer: 700

Question 5:

If you count by 100s, what comes after 800?

Correct Answer: 900

Question 6:

If you are counting down by 100s from 300, what is the next number?

Correct Answer: 200

Question 7:

Counting by 100s is like...

Correct Answer: Adding 100 to each number

Question 8:

Which of these shows counting by 100s?

Correct Answer: 100, 200, 300, 400

Question 9:

What number is 100 less than 200?

Correct Answer: 100

Question 10:

If you start at 400 and count up by 100 two times, what number do you get?

Correct Answer: 600

Fill in the Blank Questions

Question 1:

100, 200, 300, ____, 500

Correct Answer: 400

Question 2:

If you count by 100s, the number after 700 is ____.

Correct Answer: 800

Question 3:

The number 100 is one ____.

Correct Answer: hundred

Question 4:

When counting down from 600 by 100s, the number before 600 is ____.

Correct Answer: 500

Question 5:

300, 400, ____, 600, 700

Correct Answer: 500

Question 6:

If I have 200 cookies, and I get 100 more, now I have ____ cookies.

Correct Answer: 300

Question 7:

900, 800, ____, 600, 500

Correct Answer: 700

Question 8:

Five hundreds is the same as ____.

Correct Answer: 500

Question 9:

100 less than 800 is ____.

Correct Answer: 700

Question 10:

When we count by 100s, we add ____ each time.

Correct Answer: 100

Educational Standards

1.N.1.4:Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s. 1.N.1.5:Count forward, without objects, by multiples of 1s, 2s, 5s, and 10s, up to 100. 1.A.1.1:Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or shapes).

Teaching Materials

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