MathematicsCounting & CardinalityAges 7–9

Counting Within 1,000

Count within 1000, including skip-counting by 5s, 10s, and 100s

Lesson

Set out your lesson

Count across place-value boundaries without changing the step.

Before teaching

Use this short check, then start teaching.

Activity

Inferred, not a taxonomy edge: learner can access the supplied prompt with agreed support and can explain or mark a response. If earlier skills are unfamiliar, use the prerequisite topic for teaching; an authored prerequisite is not proof this learner is ready.

Printer, credit, and teaching notes

Sequence

Keep the two adult-only cards off the learner screen. Have a pencil and scrap paper if useful; oral pointing/typing/AAC can replace handwriting unless spelling or composition is the target. No printing, cutting, account or purchase is required.
Open Show first, read the explanation together, and pause to check the central idea. Then do Guided Try together.
For Try, close earlier models and the adult keys unless the task explicitly supplies a reference. Record any hints, read-aloud help or model reopening; do not call supported work independent.
Use only the active learner card. Keep the private key closed until an attempt is recorded. Stop or take a break on request; practical claims stay not observed unless actually done.

No Printer

Use on screen; read aloud or recreate a tactile model only with declared support. No printer or purchased kit.

Privacy

Never display adult keys or dictation spellings with a learner task; no family financial, identity or conflict disclosure.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view.

Next: Show

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Entire curriculum

1858 concepts · 9 subjects

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Teaching approaches

Gakuva’s recommended starting approach is selected. You can still compare every option.

1 approach

Selected Default Gakuva

Count across place-value boundaries without changing the step.

Family records and proof options

Keep a record of your learning

Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.

View learner plans ($12/mo per learner) See sample family archive

Learning resources

Extra practice links — they do not replace Gakuva’s teaching approach.

Illustrative Mathematics · Practice link — not the full lesson

Start/Stop Counting II

Open practice(new tab)

Before you open · source notes

Start/stop counting practice supports counting within 1,000. Not every place-value regrouping lesson.

Free, no sign-in. A teacher solution is on the same page, so use the student view with your child.

Before you open

Ask the learner to count on from a start number and stop at an adult-chosen end.

Opening this link does not save learning or assess mastery.

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. “Start/Stop Counting 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

Count forwards and backwards within 1000 from any starting number
Skip-count by 5s from any multiple of 5 to 1000
Skip-count by 100s from any number (e.g. 150, 250, 350 …)

“Can your child count confidently up to 1000 — and if you ask them to count by hundreds from 200, or by tens from 650, can they do it without losing their place?”

Curriculum record

Type: Procedural
Subject: Mathematics
Domain: Counting & Cardinality
Age range: Ages 7–9

Standards

acara-v9:AC9M2A01ccss-math:2.NBT.2the-ontario-curriculum-mathematics-2020:ON-MATH-2020-G2-B1.4the-ontario-curriculum-mathematics-2020:ON-MATH-2020-G3-B1.4