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B.1 Count forward from 0-50 with number lines

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Counting Forward from 0 to 50

Counting forward helps students build number sense and recognize patterns in numbers. Using a number line provides a clear visual for understanding the order of numbers.

Counting Practice:
  • Start at 0 and count forward by ones to 50.
  • Point to each number on the number line while saying it aloud.
  • Practice stopping at different points, such as 25, and continue counting to 50.
Teaching Tip

Encourage students to use their finger to track along the number line as they count. This reinforces both direction and sequence.

Using Number Lines

Number lines help students see numbers in order and understand the idea of "next" and "before." They are useful for showing how numbers grow as you count forward.

Number Line Activities:
  • Show how 12 comes right before 13 on the number line.
  • Ask: “What number comes after 29?” and find it on the number line.
  • Highlight important points such as 10, 20, 30, 40, and 50.
Helpful Strategy

Have students make their own number lines on paper. This hands-on activity strengthens understanding and confidence with counting.

Connecting Numbers and Words

Reading and writing numbers in both numerals and words helps students understand that numbers can be represented in different ways.

Practice Ideas:
  • Match 14 with the word fourteen.
  • Write 20 as “twenty.”
  • Say a number aloud, such as thirty-one, and write 31.
Instructional Focus

Use both number cards and word cards. Mixing formats encourages flexibility and stronger number recognition.

Counting Patterns

Patterns help children notice how numbers are organized. Recognizing counting patterns makes it easier to count forward quickly and accurately.

Pattern Practice:
  • Count by 1s from 0 to 50.
  • Practice counting by 5s: 0, 5, 10, 15 … up to 50.
  • Practice counting by 10s: 0, 10, 20, 30, 40, 50.
Visual Strategy

Circle every fifth or tenth number on the number line. This helps students see the skip-counting pattern more clearly.

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