Counting to 1000

Strand: Number
Outcome: 1

Step 1: Identify Outcomes to Address

What do I want my students to learn?
What can my students currently understand and do?
What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

Strand: Number

Grade 2

Grade 3

Grade 4

Specific Outcomes
1.	Say the number sequence 0 to 100 by: 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10 respectively 10s, using starting points from 1 to 9 2s, starting from 1 [C, CN, ME, R]
2.	Demonstrate if a number (up to 100) is even or odd. [C, CN, PS, R]
3.	Describe order or relative position, using ordinal numbers (up to tenth). [C, CN, R]
4.	Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]

Specific Outcomes

Say the number sequence
0 to 1000 forward and backward by:

[C, CN, ME]

Specific Outcomes
1.	Represent and describe whole numbers to 10 000, pictorially and symbolically. [C, CN, V]

Numbers can be used in a variety of ways; for example, to count objects, to represent abstract quantities, to signify position in a sequence, to measure, or as codes or labels that do not relate to quantity (e.g., telephone numbers).
Numbers relate to each other in a variety of ways.
Numbers can be partitioned in a variety of ways.
There are patterns in numbers that can be discovered by counting in different ways.
Discovering patterns in numbers helps develop an understanding of number relationships and helps develop number sense.
Visual and concrete experience of quantity helps develop number sense.
Greater understanding of number leads to greater mathematical power and flexibility.