While we are counting, I point to the numbers on the hundreds chart. I like to then give each student their own hundreds chart and have them color in the numbers as we count by tens to 100. This provides them with a concrete picture of counting by tens to 100. (I have provided a hundreds chart in the resources section.)
I guide the discussion by asking the following questions:
I then hand out a counting chart (a chart from 1-120, also located in the resources section). Using the counting chart, I start at 3 and count by tens.
3, 13, 23, 33, 43, 53, 63, 73, 83, 93, 103, 113
I have students color and say the numbers as we are counting. After we are done counting, ask the following questions:
Using the same strategy, and a different color, I then start at 7 and count by tens.
7, 17, 27, 37, 47, 57, 67, 77, 87, 97, 107, 117
I use the same questions as above to guide the discussion. This is to get them thinking about the pattern in counting by tens. All the numbers are in the same column, you just go down the column.
By discussing the patterns found in a hundred (or counting) chart, students begin to realize that there is a pattern and structure to our number system. This is a direct correlation to MP7, looking for and making sense of structure and patterns.
I like to hand out a worksheet for the independent practice portion of this lesson. The worksheet that I use for this lesson is designed to get the students to understand the patterns and structure of our number system.
For struggling students, I let them color or use highlighting tape for the numbers in the counting sequence to help them see the pattern.
To close out the lesson, I use index cards and count by tens starting at 2 and have students put themselves in order at the front of the room.