The Skills section explicitly lists "Count within 1000; skip-count by 5s, 10s, and 100s." Activity 1 has students count and point on a number line by 2s and circle numbers when counting by 5s. Activities 2 and 3 have students color or mark numbers on 1–100 number grids to show counting by 2s, 5s, and 10s and to compare overlaps between patterns. Day 3 asks students to make a pattern book coloring grids for counts by 5, 10, 4, 6 and another number less than 10.

Students are asked to count up by 5s and 10s to 100 as a warm-up and to fill in blanks in sequences such as 20, 25, ___, ___ and 30, 40, ___, ___. Students complete missing-number activities on a 1–100 number grid and on worksheets that require filling in numbers when counting by 2s, 3s, 5s, and 10s (e.g., More Missing Numbers and Option 1/2 worksheets). Students create their own number patterns including a task to 'count by 5s' starting at nonstandard starting points and practice identifying neighbors (the number before and after) using cards 1–100.

The Skills list explicitly states "Count within 1000; skip-count by 5s, 10s, and 100s." Students are directed to create photo journal entries specifically for "Counting by 10s" and "Number patterns," and planning pages prompt students to produce and label examples of number patterns and counting by tens. The project requires students to write captions using correct mathematical language, which asks students to explain their counting-by-10s examples.

Students use an abacus with labeled places 1000, 100, 10, and 1 and practice moving beads to represent ones and to regroup to tens (for example, modeling 8+7 by making a ten and five). Students practice grouping beads by color around five and sing a chant that emphasizes decomposing numbers as 5 and some more (e.g., "6 is 5 and 1..."). Students use number lines (0–20) and draw jumps to add, practicing counting forward to reach sums up to the teens.

Students are asked to count from 40 to 80 by 2s in the Introduction. Students are asked to review counting by 10s to 100 while hopping on one foot in the Wrapping Up. Students work with number cards 1–100 to compare which is greater or less, providing practice with numbers up to 100.

The Introduction explicitly asks the child to "count by 5s from 50 to 100," which is direct practice of skip-counting by 5s. The lesson also repeatedly instructs the child to practice math facts with flashcards, indicating some additional number practice opportunities.

Students use tally marks to record how many of each shape they find during the Shape Scavenger Hunt and write totals in a dedicated column. Students answer questions that require combining counts (e.g., "How many triangles and circles did you find altogether?") and comparing counts (e.g., finding the difference between squares and rectangles). The activity page prompts students to list shapes and their quantities, providing practice with counting and totaling sets of objects.

The lesson's Skills section explicitly states students will "Read and write numbers to 1000 using base-ten numerals, number names, and expanded form." Students answer questions like "What is 10 more than this number?" and "What is 10 less than this number?" and use place-value cards to build numbers in tens and ones (e.g., 3 tens and 7 ones = 37). Students also use number cards 1-100 in activities that involve identifying and comparing numbers.

Students count by tens when using the abacus (counting tens: "10, 20, 30, 40") and when the teacher asks them to count up by tens to find sums (e.g., start at 33 and count 33, 43, 53). Students practice adding multiples of 10 mentally through problems and worksheets (Activity 1 and Activity 2) and use tens rods/pretzel sticks to represent and count tens in the Race to 100 activity. Students also reason about how many tens are in two-digit numbers and use tens-counting to determine how many more tens are needed to reach 100.

Students practice subtracting multiples of 10 (e.g., 56-10, 23-10, 67-10) using base-10 blocks and the abacus and are asked explicitly, "What happens to the digit in the tens place when you subtract 10?" Students also solve problems like 40-30 and 50-20 by comparing tens digits and are encouraged to solve subtracting tens mentally. Number-line examples and counting-back/counting-up strategies are used for ones and small two-digit differences.

The lesson's Skills list explicitly states "Count within 1000" and "Skip count by 100s." Activity 2 has students place and stack hundreds flats while saying "one hundred," "two hundred," etc., and directs students to order hundreds cards from 100 to 900, which practices counting by 100s. Activity 1 and place-value exercises have students bundle ten rods into hundreds and use ten rods and unit blocks when composing three-digit numbers, which references counting by 10s and using tens in number formation.

Students build and represent three-digit numbers (e.g., 631, 999, 540, 308) using base-10 blocks, showing hundreds, tens, and ones. Students read, write, and say three-digit numbers when asked to make numbers called out (e.g., 184, 461, 729, 983, etc.). Students sort and group numbers by digit place (ones, tens, hundreds) and identify digit values (e.g., recognizing that the 2 in 285 is worth 200).

Students practice skip-counting by 10s aloud within 100 (e.g., 30 to 100) and then extend that skill on a 101–200 number grid by counting up and back by 10s from 110 to 200 and beyond (e.g., 180, 190, 200, 210, 370–430, etc.). Students use base-ten blocks and a place-value mat to add tens, trade ten tens for a hundred, and write numbers to show transitions such as 190 -> 200 -> 210. Students also practice counting by 100s with hundred flats (100 -> 200 -> 300) and counting back by 100 (800 -> 700 -> ...).

The skills list explicitly includes "Count within 1000" and "Skip-count by 5s, 10s, and 100s." In the Introduction students draw tens cards (10–90) and are instructed to count up by 10 from the drawn number, including guidance for continuations past 100. The Wrapping Up asks students to create a three-digit number from dice rolls and then to count up by 10 from that number, and activities have students form, read, and discuss three-digit numbers and the value of hundreds, tens, and ones.

The lesson's Skills list explicitly states that students will "Count within 1000," indicating students will work with numbers up to 1000. In the Hunting and Sequencing activity, students find 12 three-digit numbers and place them in order from largest to smallest, requiring them to read and compare numbers within 1000. Multiple activities (Three-Digit Concentration, Place Value Yahtzee, Make the Greatest, Number Drop) have students read, build, and match three-digit numbers and use base-10 representations, giving practice with numbers in the 0–999 range.

Students are asked to create a "Numbers to 1000 Collection" by filling in ten 1–100 number grids and are told to count by 100 to 1000 using their fingers. The Skills list explicitly includes "Read and write numbers to 1000." The Wrapping Up tasks require students to count by 10s (starting at 4) and to count by 5s from 55 to 75, and to identify numbers that are 10 more/less or 20/40 more than a given number on the 1–100 grid.

Students complete number grids from 1–100 and 101–200 and are prompted to count up by tens from a chosen start to 200 and to count down by tens from a number between 191 and 200. The wrap-up asks students to pick a three-digit number (greater than 150 and less than 170) and identify the hundreds, tens, and ones digits and to add 20 to that number. The Skills section explicitly lists reading and writing numbers to 1000.

Students are asked to fill a 100-grid beginning with the number after 200 and complete it to 300, and three completed 100-grids (1–300) are laid side by side. Students are asked to determine how many more 100-grids are needed to reach 1000 (answer 7) and to read or produce three-digit numbers based on hundreds/tens/ones clues (e.g., 360, 207, 148). The lesson's stated skills include reading and writing numbers to 1000 and understanding that three-digit numbers represent hundreds, tens, and ones.

Students complete number grids (one starting at 301 and ending at 400 and four grids showing numbers 1–400) and are asked to read and write numbers to 1000. Students are prompted to identify the hundreds, tens, and ones digits, name the digits in a number, and state whether a number is odd or even. Students also practice describing numbers in multiple ways and solving simple vertical addition and subtraction problems that use two- and three-digit numbers.

Students complete a 10x10 number grid that includes numbers 401–500 and are told this is halfway to 1000, and the Skills list includes reading and writing numbers to 1000. In the Wrapping Up students count up by 100s from 100 to 500. The Wrapping Up also poses tasks asking students to find numbers that are 1 more/less and 10 more/less than given numbers, which practices moving by ones and tens.

Students complete number grids that result in writing numbers 1 through 600 and are asked to finish a grid starting at 501 (ending at 600). Students are prompted to "pick a number below 400, and show me how to count up by 10s from it as high as you can," and they are guided to count by 100s with examples (e.g., 126 → 226 → 326). The lesson's skills list explicitly includes "Read and write numbers to 1000."

The skills list asks students to read and write numbers to 1000 and to understand hundreds, tens, and ones, and students complete number grids totaling 7 grids beginning at 1 and ending at 700. The introduction and wrapping up prompt students to start the next grid at 601 and to count aloud from 585 to 615 while pointing to the numbers. Students also practice identifying digits in places via Yes/No questions about a secret number (e.g., "Does this number have three digits?" or "Does this number have a 4 in the hundreds place?").

Students complete number grids that go from 701 to 800 and are asked to count by 2s from 702 to 720 and by 5s from 730 to 765. Students produce a set of eight number grids covering 1 through 800 and play a secret-number game that requires reading and reasoning about three-digit numbers. The lesson skills also list that students read and write numbers to 1000 and understand hundreds, tens, and ones.

Students are given a number grid beginning at 801 and asked to identify the end number (900) and how many grids remain to reach 1000. Students lay out nine completed number grids beginning at 1 and ending at 900 and are instructed to count by 100s from 100 to 900 while pointing to the numbers. Students practice place-value thinking and reading/writing three-digit numbers through the secret number game and the listed skill "Read and write numbers to 1000."

Students complete ten 100-number grids to write numbers to 1000 and count by ones (for example, counting from 980 to 1000). The Skills list explicitly states students will read and write numbers to 1000 and understand three-digit place values. The Wrapping Up section asks students to skip-count by 10s (e.g., 350 to 460 and 748 to 838) and by 100s (100 to 1000), and to identify numbers 10 more/less and 20 more than given numbers.

Students use an abacus labeled 1000, 100, 10, and 1 to show specific numbers (e.g., 29, 92, 54, 45) and to model sums that exceed 100 (e.g., 122, 113). Students add multiples of ten vertically (60+40, 40+70, etc.), physically moving ten-beads and exchanging 10 tens for 1 hundred. Students create and add multiple two-digit numbers using base-10 blocks, the abacus, and regrouping, reinforcing counting by tens and place-value exchanges.

Students build, read, and compare three-digit numbers (e.g., 352, 781, 864) and match numbers to expanded forms, practicing with numbers up to 999 which supports counting within 1000. Students answer prompts such as "What number is 10 more than 781?" and "What number is 10 more than 864?", practicing increments of ten. Students also represent numbers by adding a 100 bead on the abacus (e.g., showing 49 then 149), which provides practice with increments of one hundred.

Students use an interactive abacus to add 10 repeatedly (e.g., starting at 45 and counting by tens to 195) and to subtract 10 repeatedly, identifying how the tens and hundreds places change. Students add and subtract 100 by pressing the hundreds control, counting by hundreds from 0 up to 1000 and back down, and are asked questions about what number comes next when adding or subtracting 100 (e.g., 150 → 250, 724 → 624). Students complete a table of given three-digit numbers with columns for +10, +100, -10, and -100, practicing these operations within 1000.

Students repeatedly add and subtract 10 and 100 to numbers generated between 100 and 900 using the number generator, practicing increments and decrements by tens and hundreds. Students identify and name multiples of 10 and multiples of 100 and represent addition of hundreds using base-10 blocks (for example, adding 300 to 572 to make 872). Students set up and add three-digit numbers on the abacus and laminated grid paper, work with numbers up to and near 1000 (e.g., 945, 995), and play a game aiming for sums close to 1000.

Students complete a "Counting by 10s and 100s" worksheet that has them fill in missing numbers in sequences (e.g., 560, 570, ___ and 280, 380, 480, ___). Students generate and manipulate three-digit numbers (using dice, index cards, and base-10 blocks) and work with values up to and below 1000 in addition and subtraction problems (examples include 972, 921, 985, 889). Students add and subtract multiples of 100 and reason about changes in the hundreds and tens places in problems like 568 - 200 and 800 - 300.

Students draw ones, tens, and hundreds place-value cards to create and read three-digit numbers, and they answer questions such as "What is 10 more? What is 10 less? What is 100 more? What is 100 less?," which practices adding and subtracting tens and hundreds. Students play games and complete worksheets that require forming and adding/subtracting three-digit numbers with totals and differences near or within 1000, giving repeated experience with numbers in the 0–1000 range. Students use manipulatives (base-10 blocks, abacus, place-value mats) and record number sentences on scorecards, reinforcing work with tens, hundreds, and three-digit values.

The Skills section explicitly states students will "Read and write numbers to 1000." The activities require students to read distances (e.g., 174, 509, 458) and write number sentences, then compute sums and differences within 1000. Students are instructed to use place-value materials (abacus, base-10 blocks, place value mat) while finding sums and differences.

The Skills list instructs students to "Tell and write time from analog and digital clocks to the nearest five minutes," which requires working with minute increments of 5. Activity 2 and its answer key have statements and practice with numerical time facts (e.g., 60 seconds in a minute, 24 hours in a day) and the Time Words cut-and-paste task that uses the number 60 and other time-related numbers. The Addition and Subtraction Practice page has multiple addition and subtraction problems with values within 1000 (for example, 456 + 368, 788 + 109, 962 - 746) that students solve.

Students place index cards labeled 00, 05, 10, 15, …, 55 around a large clock and are prompted to count by 5s as they move around the clock face. Students turn cards over or receive them in random order and must identify and place the face-down or shuffled 5-minute increments in the correct positions. Students sequence and read aloud a series of times in five-minute increments (e.g., the Sequencing 5-Minute Times activity and Time Maze) and show/add five-minute jumps on a geared clock.

Students are shown how to count the minutes until the next hour by fives on the clock face, including counting from 8 to 12 around the face and watching the geared clock hands move as they count by 5. Activities ask students to read and say times like 7:50 and 1:55 while relating those times to counts of 5 minutes (e.g., '10 minutes to 8', '5 minutes to 2'). The web game linked asks students to read time to the nearest five minutes, reinforcing counting by fives in a timed or untimed format.

Students play the ClockWorks game and move clock hands to show times to the nearest five minutes, prompting use of 5-minute increments. Students sort activity cards and match index cards labeled 5 minutes, 15 minutes, 30 minutes, and 60 minutes, and justify their ordering. Students work with swim lesson start times and lap times given in minute amounts (e.g., 5, 10, 20, 35, 40) to compare durations and compute total or difference in minutes.

The Skills section asks students to "tell and write time from analog and digital clocks to the nearest five minutes," which requires working with 5-minute increments around the clock. The introduction has students move the minute hand in quarter-hour (15-minute) increments and list ways to make an hour (1 hour, 2 half hours, 4 quarter hours, 1 half hour + 2 quarter hours). Day 2 has students combine 15- and 30-minute activities to fill one-hour blocks and reason about times such as 8:30, 3:30, and 4:30.

Students are asked to count by 10s and 5s to 200 and to count by 10s from 25 to 95, including discussion of how the digits in the ones and tens places change when skip-counting. Students count nickels by 5s and dimes by 10s when sorting coins and when finding total cents for coin groups. Several activities require students to begin counting with the highest-value coins and to use counting by 5s and 10s to reach totals (for example, counting dimes first as groups of 10 cents and nickels as groups of 5 cents).

Students are prompted to count by 10s when combining dimes and nickels (e.g., "she can count the dimes by 10 and then add another 10 for the two nickels"). The lesson explicitly reminds students that they already know how to count by 5s and 10s and asks them to use these skills when counting coin amounts. Activity 3 has students determine values of 1, 2, 3, and 4 quarters (25¢, 50¢, 75¢, 100¢). The wrapping up problems require students to add and subtract multi-digit numbers with sums and differences within 1000 (e.g., 525+173, 975-566).

The lesson explicitly asks students to mentally add and subtract 100 to/from numbers between 100 and 900 and provides practice problems such as 356+400 and 829-100 that focus on changing the hundreds place. Students count and combine coins (quarters, dimes, nickels, pennies) in multiple activities: making target cent amounts using as few coins as possible, matching groups of coins to values, and playing an exchange game to reach 100 cents. The activities require students to determine coin values and order amounts from least to greatest, engaging them in repeated counting of coins (including nickels and dimes).

The Skills list and Wrapping Up ask students to add and subtract within 1000 and give specific problems (618 + 355, 654 - 246), so students practice working with numbers in the hundreds. Multiple activities require students to count cent and dollar amounts using pennies, nickels, dimes, and quarters (e.g., Path and Sticker Shopping activities, What's in My Wallet riddles), which has students count coin values including fives and tens. The Counting Money Game and coin-manipulation tasks have students repeatedly count coin totals to reach specified amounts.

Students are asked to count dimes by 10s and nickels by 5s to prove that the coins total 100 cents, and they are told a dollar equals 100 cents. Students cut out and group coins to show that 1 dollar = 4 quarters, 10 dimes, 20 nickels, or 100 pennies, and they represent amounts like $1.25 and $1.45 using bills and coins. The matching and "show in two different ways" activities require students to compose and count coin amounts.

Students are prompted to count coins using nickels and dimes and are advised that "it helps to count by 10s and 5s when possible," which explicitly references skip-counting by 5s and 10s. Activity 2 links one dollar to 100 cents using a hundred flat and asks students to find 2 and 3 dollars (200, 300 cents), providing practice skip-counting by 100s. The rolling-to-two-dollars game has students add increments of 1, 5, 10, and 25 cents and trade coins for dollar bills, requiring repeated addition by 5s, 10s, and 100s in a counting context.

The lesson explicitly asks students to add and subtract multi-digit numbers within 1000 (examples: 425+377, 927-378, 586+356, 946-563) and instructs students to write these number sentences in vertical format and check answers. The skills list also names "Add and subtract within 1000" and multiple activities have students count and represent dollar and cent amounts using bills and coins. Activity 4 has students reason about groups of bills (e.g., how many one-dollar bills equal a five-dollar bill), which engages counting in groups.

Students play an exchange game where they roll a die, collect pennies, and exchange coins and bills as needed until a player reaches or exceeds two dollars, so they practice counting cents and dollars and making dollars from coins. The "My Piggy Bank" activity has students color and total columns of pennies, nickels, dimes, quarters, and half-dollars, and prompts counting half-dollars by pairing them to make dollars. The wrap-up asks students to roll three dice to create amounts like $3.64 and then show those amounts with bills and coins, reinforcing counting dollars and cents and composing amounts from coin values.

The Skills section explicitly instructs students to "Count cent and dollar amounts" and to "Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies," which requires students to determine totals of coins and bills. The Project Coins and Bills activity provides specific numbers of coins and bills for students to cut out and use to show amounts, and the Cereal Box Requirements ask for a space that shows coin values and a space that teaches how to write cent and dollar amounts. The suggested activities (matching pictures of coins to values, matching collections of coins with their amounts, and using cut-out coins and bills to show amounts) require students to count collections of coins and compute totals.

Students use tally marks and are shown how to group four marks and place a fifth diagonally to represent a group of five, which supports counting in fives. Students examine a bar graph and are prompted to notice that the numbers on the vertical axis increase by tens, giving practice with increments of 10. Students compute and read aloud three-digit addition and subtraction problems (e.g., 376+173, 683-348), exposing them to numbers within 1000.

The lesson has students read a pictograph in which each flower symbol represents 10 flowers and explicitly tells students to "count the flowers by 10s." Students also count tally marks and match/cut the correct number of images to create pictographs, practicing counting icons one-for-one in single-unit graphs. The Skills list also indicates students will draw picture graphs with a single-unit scale, requiring counting of individual symbols.

Students read and interpret bar graphs whose vertical axes are numbered in increments of 5 (Creating a Bar Graph vertical axis 0–50 by 5s). Students identify and use a graph that counts by 10s (activity asking "What is the last bar graph counting by?" with answer 10s) and examine a graph that counts by 20s (noting it goes 20, 40, 60, 80, 100). Students locate values between tick marks (e.g., identifying 55 as between 50 and 60).

Students are asked to label the left side of their bar graph with numbers and to decide whether the numbers should count up by 1s, 2s, 5s, or another number. The instructions explicitly mention that if counts go beyond 10, students might choose to count by 2s or 5s. Students collect data and use those counts to determine an appropriate numeric scale for their bar graph.

The lesson's Skills list explicitly states "Count within 1000; skip count by 10s and 100s." The Introduction directs students to count up by 10 (e.g., from 30 to 120 and from 340 to 400) and by 100 (e.g., from 300 to 1000 and from 220 to 820). These tasks require students to produce and say sequences within 1000 using tens and hundreds.