The purpose of this activity is for students to count within 120 starting at a number other than 1. Students stand in a circle and are given a “start” and “stop” number. As they count around the circle, each student says one number until they reach the “stop” number. The student who says the last number wins the round.

• “Juguemos otra ronda con toda la clase” // “Let’s play another round as a class.”
• Display the “start” number 100 and the “stop” number 120.
• “¿Cómo supieron qué número decir después del 100?” // “How did you know what number to say after 100?” (It’s one more than 100 so that is 101.)

The purpose of this activity is for students to count a collection of between 90 and 120 objects. As students count, they apply what they have learned about grouping objects to make counting more efficient and accurate (MP6, MP7). Students may represent their count with different representations that they have worked with, including base-ten drawings, words ( _____ tens _____ ones), numbers, expressions, and equations.

• Display previously identified student work.
• “¿Cómo contó y representó su colección este estudiante?” // “How did this student count and represent their collection?” (They drew tens and ones, counted the number of tens, and added the ones.)
• “¿En qué se parecen estas representaciones? ¿En qué son diferentes?” // “What is the same about these representations? What is different?” (One shows all of the objects, and the other made a drawing of a ten instead of showing 10 objects.)

The purpose of this activity is to count an organized arrangement of images and write a number to represent the quantity. The arrangement is designed to encourage kids to count by 10 as each row, except the last, has ten cats. Students may determine the number of tens and ones (10 tens and 8 ones is 108) or they may skip count the groups and count on by ones (10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 101, 102, 103, 104, 105, 106, 107, 108).

• Display student work that shows grouping in different ways.
• “¿Cómo agruparon ellos los gatos? ¿Cómo les ayudó esto a averiguar cuántos gatos había?” // “How did they group the cats? How did it help them figure out how many there were?” (They circled 5 rows for 50 and another 5 rows, and knew that . Then there are 8 more, which is 108.)