Representing numbers to 120
Identify, represent and estimate numbers to 120 using different representations: place a number on a number line marked in tens, represent it with base-ten blocks or bundles of ten (tens and ones, including numbers just past 100 such as 112 as a hundred, a ten and two ones), drawings, bead strings or number charts, with physical or virtual materials, and estimate 'about how many' objects in a set before counting to check
Lesson
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Connect a numeral, grouped model and approximate number-line position.
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Connect a numeral, grouped model and approximate number-line position.
Connect a numeral, grouped model and approximate number-line position.
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Learning resources
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Illustrative Mathematics · Practice link — not the full lesson
Counting Circles II
Before you open · source notes
Counting-circle routines support representing numbers toward 120. Not every fraction number line.
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Before you openAsk the learner to continue a counting sequence and say one number that was represented.
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Source, access and review notes
Public Illustrative Mathematics task page. The .html address responds HTTP 308 to this URL. An anonymous GET of this URL on 2026-11-12 returned HTTP 200 with no login or payment prompt. Where a teacher solution is present, it is on the same page as the student task; this check did not find a separate locked student view. An adult can use the student view section and should not read a solution aloud. Advertising was not observed in the fetched HTML text; that is not a browser, device, or ad-free guarantee. This is a paper or discussion task, not an automatically marked interactive game. Opening the link does not save practice or assess mastery. Diagrams on the page use missing or filename-only alt text, so they are not an accessible image equivalent. Accessibility still depends on an adult describing the picture.
Illustrative Mathematics. “Counting Circles II.” Licensed CC BY-NC-SA 4.0. External task; Gakuva does not copy, host, embed, or redistribute it.
CC BY-NC-SA 4.0 — link only
Check understanding
- Mark 47 in about the right place on a 0–100 number line marked in tens (between 40 and 50, nearer 50)
- Show 63 as 6 tens and 3 ones with base-ten blocks or a drawing, and show 112 with bundles of ten straws and loose straws (real or on-screen)
- Estimate 'about how many' objects are in a set of 30–50 without counting, then count to check
“If your child is making numbers with bundles of ten straws or base-ten blocks, can they show 47 as 4 tens and 7 ones — and show a number past 100 like 112 as one hundred, one ten and two ones?”
Curriculum record
- Type
- Representational
- Subject
- Mathematics
- Domain
- Number Representation & Place Value
- Age range
- Ages 6–9
Standards