Numbers to 120: a week of ready-to-teach maths
Five days of lessons for Year 1 Number. Children count on past one hundred, place numbers on a number line, read a hundred chart stretched to 120, put numbers in order, and show a number as tens and ones. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and every answer.
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days. Each day is two A4 sheets: a plan and a worksheet.
- Cut out the two card sheets once; they are reused all week.
- Open the free interactive unit on your board. Every plan tells you which picture to show and when.
- Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.
No maths background needed
This pack is written for the busy generalist teacher. Each plan explains the idea in plain words, lists the ideas children muddle, and gives model answers, so you can walk in and teach it.
One day, one lesson
The five lessons fill a week of maths, one lesson of about 40 minutes a day. Run them in order: each day stands on the one before, from counting past 100 to seeing a number as tens and ones. Every lesson can also split into a short warm-up and a main session if your timetable runs small blocks.
The week at a glance
One lesson a day for a week. Each day stands on the day before, so run them in order.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Counting past 100 | Count on past one hundred to 120; the counting pattern keeps going | “Counting Past 100” |
| 2 | On the number line | Place numbers to 120 on a number line and find the nearest ten | “On the Number Line” |
| 3 | The hundred chart | Read a 1 to 120 chart; ten more goes down, one more goes right | “The Hundred Chart” |
| 4 | Put them in order | Order numbers to 120 smallest first and say which is more | “Put Them in Order” |
| 5 | Tens and ones | Show a number as tens and ones; four tens and three ones is 43 | “Tens and Ones” |
How the week builds
Day 1 counts on past one hundred, so the numbers no longer stop at 100. Day 2 lays them along a number line; Day 3 folds that line into a hundred chart to see the tens and ones patterns; Day 4 puts numbers in order and compares them; and Day 5 names a number as tens and ones. It grows from Numbers to 20 in Foundation, and it opens the way to counting and place value in the hundreds in Year 2.
Materials for the week (one trip)
- From the classroom: scissors, pencils, this pack printed.
- From home or the craft box: a small tub of counters, buttons or dry pasta to count past one hundred.
- Printed in this pack: a 120 chart and a number line to show on the board and to cut out; the ten-strips and one-cubes for building numbers.
- Cut out once, use all week: the number cards, the ten-strips and one-cubes, and the blank number line. No maths equipment to buy.
Dear families
This week in maths, Year 1 works with numbers all the way to 120. We count on past one hundred, place numbers on a number line, read a hundred chart, put numbers in order, and show a number as tens and ones — for example, 43 is four tens and three ones.
Try this at home
- Count steps, stairs or claps together and keep going past one hundred: 98, 99, 100, 101, 102.
- Ask “what comes after 109?” and “what comes after 119?” The answers are 110 and 120.
- Make tens and ones with coins: four ten-cent coins and three one-cent-sized counters is like 43.
- Spot numbers over one hundred around you: a page number, a letterbox, a bus number.
My numbers this week
Fill one row a day. Tick when you have said it and shown it.
| Day | My number | I said it | I showed it | Tens ___ , ones ___ |
|---|---|---|---|---|
| Monday | □ | □ | ||
| Tuesday | □ | □ | ||
| Wednesday | □ | □ | ||
| Thursday | □ | □ | ||
| Friday | □ | □ |
Printed from the free seegongsik Numbers to 120 teaching pack · seegongsik.com/au/y1/number/AC9M1N01/pack
Counting past 100
The count does not stop at one hundred. After 100 comes 101, 102, 103, all the way to 120, and the pattern of ones and tens keeps working just as it did below a hundred. Today children count on past 100 out loud and in writing, and learn to cross each ten cleanly: 109 then 110, 119 then 120.
We are learning to
- count on past one hundred to 120,
- say the number that comes after a number, even across a ten,
- fill in the missing numbers in a count that goes past 100.
Success criteria
- I can count on from a number past one hundred.
- I can say what comes after 109 and after 119.
You need
A tub of counters for counting on. The number cards (cut-out sheet 1) so children can build a run of numbers. The worksheet, one per child. The 120 chart from the cut-out sheets is handy on the wall.
Lesson flow (about 40 minutes)
| 10 min | Count on together Start the class counting from 95 and keep going past one hundred, touching a counter for each number. Do not stop at 100. Ask: “We are at 99. What comes next? And after 100? The counting just keeps going: 101, 102, 103.” |
| 20 min | Cross the ten Count on to each new ten and pause right at the change: 108, 109, then 110. Let pairs lay number cards for 108 to 112 and for 118 to 120. Ask: “We just said 109. The ones are full, so the next number starts a new ten. What is it?” |
| 10 min | Fill the gaps Children complete the count-on track and the missing-number rows on the worksheet, saying each number as they write it. |
Two half-sessions instead? End Session A after counting on together. Start Session B with crossing the ten.
Watch for these ideas
- Stopping or starting again at 100, as if the numbers restart at one after a hundred.
- Jumping from 100 straight to “one hundred and ten”, skipping 101 to 109.
- Getting stuck at a ten, so 109 is followed by 200 or another 109 instead of 110.
Answers
- Count-on track: the missing numbers are 100 and 103.
- Missing numbers: 98, 99, 100, 101, 102.
- The number after 109 is 110. The number after 119 is 120.
- Keep counting: 116, 117, 118, 119, 120.
Count on past 100
The count keeps going past one hundred. Write the missing numbers in the empty boxes.
Fill the missing numbers
98, 99, ____, 101, ____
Cross the ten
The number after 109 is ____.
The number after 119 is ____.
Keep counting to 120
Write the next two numbers: 116, 117, 118, ____, ____
On the number line
A number line lays every number in order along one straight road, evenly spaced. Today children find where a number lives on a 0 to 120 line: first the ten it sits in, then a little more or a little less. Landing on the nearest ten first makes the placing sure.
We are learning to
- find the ten a number sits between on a number line,
- place a number to 120 in about the right spot,
- say the ten a number is nearest to.
Success criteria
- I can find which two tens a number is between.
- I can place a number to 120 on a number line and name its nearest ten.
You need
The blank number line (cut-out sheet 2) or a chalk line on the floor. The number cards (cut-out sheet 1) to peg on the line. The worksheet, one per child.
Lesson flow (about 40 minutes)
| 10 min | Walk the tens Point along the marked tens together: 0, 10, 20, on to 120. These are the signposts; every other number lives between two of them. Ask: “Here is 70 and here is 80. Which numbers hide in the space between these two signposts?” |
| 20 min | Peg a number Hand out number cards; children peg each on the line, saying the two tens it sits between and which it is nearer. Ask: “You have 78. It is between 70 and 80. Is it nearer to 70 or to 80? How do you know?” |
| 10 min | Mark the line Children mark 45, 78 and 112 on the worksheet line, then name the nearest ten for 78. Marking spot need only be close, not exact. |
Two half-sessions instead? End Session A after walking the tens. Start Session B by pegging numbers.
Watch for these ideas
- Placing numbers by guesswork instead of finding the two tens first, so 78 lands nearer 60.
- Spacing the numbers unevenly, bunching the big ones up at the end of the line.
- Thinking a number past 100 falls off the line, when 112 simply sits between 110 and 120.
Answers
- 45 sits just before halfway between 40 and 50; 78 sits close to 80; 112 sits just past 110.
- 78 is nearest to 80.
- Between: 45 is between 40 and 50; 78 is between 70 and 80; 112 is between 110 and 120.
Numbers on the line
Here is a number line from 0 to 120. There is a mark at every ten.
Mark these numbers
Mark 45, 78 and 112 on the line. Put a dot and write the number above it.
The nearest ten
Is 78 nearer to 70 or to 80? ____
Between which two tens?
| Number | Just after this ten | Just before this ten |
|---|---|---|
| 45 | ||
| 78 | ||
| 112 |
The hundred chart
A hundred chart is the number line folded into rows of ten, carried on here to 120. Folded this way, the patterns jump out: move right and you add one, move down and you add ten. Once children trust those two moves, they can find any number and jump by tens in their head.
We are learning to
- read a 1 to 120 chart and find a number on it,
- see that one more goes right and ten more goes down,
- find ten more and ten less than a number.
Success criteria
- I can fill a missing number on the chart.
- I can find ten more and ten less than a number.
You need
A big 120 chart on the wall or board. The number cards (cut-out sheet 1) to drop into gaps. The worksheet, one per child.
Lesson flow (about 40 minutes)
| 10 min | Find the patterns Point to a number, then step right and step down, saying the new number each time. Ask: “Here is 54. Step one to the right, what is it? Now step straight down, what is it? What changed?” |
| 20 min | Jump by ten Cover a number and ask for ten more and ten less; children point straight down and straight up on the chart. Ask: “Ten more than 54 is straight down. Ten less than 87 is straight up. What numbers land under your finger?” |
| 10 min | Fill the chart Children fill the blank cells on the worksheet chart, then answer the ten-more and ten-less questions. |
Two half-sessions instead? End Session A after finding the patterns. Start Session B with jumping by ten.
Watch for these ideas
- Reading down a column as counting by ones, missing that each step down adds a whole ten.
- Losing the row when the number crosses a ten, so 59 to 60 seems to break the pattern.
- Counting on by ones to find ten more, instead of trusting the one step straight down.
Answers
- The blank cells, in order, are 4, 16, 29, 33, 47, 55, 64, 77, 88, 91, 105, 117.
- Ten more than 54 is 64. Ten less than 87 is 77.
- One more than 54 is 55; ten more is one row straight down.
The 120 chart
This chart counts from 1 to 120 in rows of ten. Fill in the numbers in the shaded boxes.
| 1 | 2 | 3 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 11 | 12 | 13 | 14 | 15 | 17 | 18 | 19 | 20 | |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 30 | |
| 31 | 32 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | |
| 41 | 42 | 43 | 44 | 45 | 46 | 48 | 49 | 50 | |
| 51 | 52 | 53 | 54 | 56 | 57 | 58 | 59 | 60 | |
| 61 | 62 | 63 | 65 | 66 | 67 | 68 | 69 | 70 | |
| 71 | 72 | 73 | 74 | 75 | 76 | 78 | 79 | 80 | |
| 81 | 82 | 83 | 84 | 85 | 86 | 87 | 89 | 90 | |
| 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | |
| 101 | 102 | 103 | 104 | 106 | 107 | 108 | 109 | 110 | |
| 111 | 112 | 113 | 114 | 115 | 116 | 118 | 119 | 120 |
Ten more and ten less
Ten more than 54 is ____.
Ten less than 87 is ____.
Which way?
On the chart, one more goes ____ (left / right). Ten more goes ____ (up / down).
Put them in order
Numbers sit in a fixed order, so any two can be compared: one is more, the other is less. Today children put numbers to 120 in order, smallest first, and say which of two is larger. Looking at the tens first settles most comparisons, and it stops the trap of thinking a longer-looking number is always bigger.
We are learning to
- compare two numbers and say which is more,
- put three numbers to 120 in order, smallest first,
- use the tens to decide, then the ones.
Success criteria
- I can say which of two numbers is more.
- I can put three numbers in order, smallest first.
You need
The number cards (cut-out sheet 1), one set per group, to lay out and order. The worksheet, one per child.
Lesson flow (about 40 minutes)
| 10 min | Which is more? Hold up two number cards; children say which is more and how they know. Ask: “Which is more, 78 or 87? Look at the tens first: seven tens or eight tens?” |
| 20 min | Order the cards Groups draw three number cards and lay them out smallest first, then check against the 120 chart or number line. Ask: “You have 87, 78 and 108. Which is smallest? Which is largest? Put them in order.” |
| 10 min | Order on paper Children order the sets on the worksheet and circle the larger number in each pair. Try 108 against 80, where fewer tens can still look longer. |
Two half-sessions instead? End Session A after ordering cards. Start Session B with the worksheet sets.
Watch for these ideas
- Comparing the ones and forgetting the tens, so 78 is called more than 87.
- Thinking a number with more digits or a longer name is always bigger, so 80 seems more than 108.
- Ordering largest first when asked for smallest first: check the direction each time.
Answers
- In order: 78, 87, 108. Then 45, 54, 105. Then 90, 99, 101.
- Larger in each pair: 87; 108; 101; 115.
- Look at the tens first: 108 has more tens than 80, so 108 is more even though 80 sounds round.
Smallest to largest
Put each set in order, smallest first
| The three numbers | In order, smallest first |
|---|---|
| 87, 78, 108 | |
| 54, 45, 105 | |
| 99, 101, 90 |
Circle the larger number
| 78 | 87 |
| 108 | 80 |
| 99 | 101 |
| 115 | 105 |
In each row, circle the number that is more.
Tens and ones
Every two-digit number is made of tens and ones. In 43 the 4 stands for four tens and the 3 for three ones. Seeing a number built from ten-strips and single cubes is the first real step into place value, and it draws the whole week together: the ten that mattered on the chart is the same ten we build with here.
We are learning to
- build a number from ten-strips and single ones,
- say how many tens and how many ones are in a number,
- read the two digits of a number as tens and ones.
Success criteria
- I can say the tens and ones in a two-digit number.
- I can build a number from tens and ones.
You need
The ten-strips and one-cubes (cut-out sheet 2), one set per pair. The number cards. The worksheet, one per child. The mini-check for the end of the lesson.
Lesson flow (about 40 minutes)
| 10 min | Build forty-three Build 43 together: four ten-strips and three ones. Count the tens by ten, then the ones by one. Ask: “Ten, twenty, thirty, forty, then forty-one, forty-two, forty-three. How many tens? How many ones?” |
| 20 min | Tens and ones Call a number to 99; pairs build it and say the tens and ones. Then build 108 as ten ten-strips and eight ones. Ask: “Show me 52. How many ten-strips? How many single ones? Which digit tells the tens?” |
| 10 min | Mini-check Hand out the mini-check from the back of the pack. Read each question aloud; children work on their own. |
Two half-sessions instead? End Session A after tens and ones. Start Session B with the mini-check.
Watch for these ideas
- Reading 43 as four and three, or forty and three added the long way, instead of four tens and three ones.
- Counting every single cube by ones, not counting the ten-strips by ten first.
- Muddling which digit is the tens and which is the ones, so 52 is built as two tens and five ones.
Answers
- 52 is 5 tens and 2 ones. 108 is 10 tens and 8 ones.
- Build 67: six ten-strips and seven ones.
- Mini-check answers are on the answers-and-marking sheet at the back of the pack.
Tens and ones
A number is made of tens and ones. Here is 43: four ten-strips and three single ones.
43 is 4 tens and 3 ones.
How many tens and ones?
| Number | How many tens? | How many ones? |
|---|---|---|
| 52 | ||
| 108 |
Build 67
Draw 6 ten-strips and 7 ones to make 67.
Number cards to 120
Cut out the cards. Use them to count on, to peg numbers on the line, to fill a gap in the chart, and to order numbers smallest first. One set per pair or group is plenty.
Numbers
Teacher note: keep the cards for the whole week. The spread covers the ones and teens, the tens to 120, and the exact numbers used in the lessons, so every task has a card to match.
Ten-strips, one-cubes and a number line
Cut out the ten-strips and the one-cubes to build numbers as tens and ones: ten ten-strips and eight ones make 108. Cut out the blank number line to peg or mark numbers to 120.
Ten-strips (twelve)
One-cubes (twenty)
Blank number line
Teacher note: the ten-strips are gold and the one-cubes blue, the same as the tens and ones on screen, so the picture and the digits stay tied together. Twelve strips and twenty ones can build any number to 120.
What we know: Numbers to 120
Work on your own. Your teacher will read each question aloud.
- Write the number just after 119: ____
- Fill in the next two numbers: 108, 109, ____, ____
- Mark 75 on the number line below. Put a dot and write the number above it.
- Put these in order, smallest first: 92, 79, 101. ____, ____, ____
- How many tens and ones are in 46? ____ tens and ____ ones.
Answers and marking guide
Answers
- 120.
- 110, 111.
- A dot at 75, halfway between 70 and 80.
- 79, 92, 101.
- 4 tens and 6 ones.
A quick three-level guide
| Idea | Working towards | At standard | Beyond |
|---|---|---|---|
| Count past 100 (Q1, Q2) | counts on past 100 with help | says the number after 119 and fills a count past 100 | crosses any ten to 120 without pausing |
| Number line (Q3) | finds the nearest ten with help | marks a number near the right place on the line | places it between the correct tens, close to exact |
| Order and compare (Q4) | compares two numbers | orders three numbers to 120, smallest first | orders across one hundred without slipping |
| Tens and ones (Q5) | names the tens or the ones with help | says the tens and ones in a two-digit number | reads both digits as tens and ones straight away |
Five questions, four ideas. A child at standard answers most questions and can count, place, order and show numbers to 120.
Weekly class record
Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.
| Name | Counts past 100 | Number line | Hundred chart | Orders numbers | Tens and ones |
|---|---|---|---|---|---|
The five columns are the five days: counting past 100, the number line, the hundred chart, ordering, and tens and ones.