# Rote Counting Skills From 1 to 100

Rationale:
In this exercise we will combine the previous exercises to teach rote counting from 1 to 100. We will practice counting until the fluency level of 150 counts/minute with 2 or fewer errors is reached. Now that the student has met the fluency standard for counting from 1 to 20, we can add the next step.

Materials:
The numbers from 1 to 100 printed below.

Â 1Â  Â 2 Â Â 3Â Â  4 Â Â 5Â Â  6Â Â  7Â Â  8Â Â  9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Rote Counting from 1 to 100. See and Say Numbers from 1 to 100.
This task should be done for a couple of minutes each day until the student counts to 100 quickly and easily without errors. Â Notice that the display is set out using recursive numbers so that the student can see the pattern for counting by 1’s to 100.

Task 1: Counting from 21 to 30.
Say to the student, “Count for me from 1 to 20.

Listen to the child count from 1 to 20.

“You did it. Good counting. Now we are going to learn to count from 21 to 30.”

Place the blank piece of paper under the numbers from 21 to 30.

“First I am going to count from 21 to 30. I will touch each number and say it. Listen.”

21 22 23 24 25 26 27 28 29 30

Touch each number from 21 to 30 and say it.

Say, “Listen again.” Repeat numbers from 21 to 30.

Say, “Count from 21 to 30 with me. I will touch the numbers. When I touch the number we well both say it. Ready.” (Signal)

21 22 23 24 25 26 27 28 29 30

Touch each number and count from 21 to 30 with the student.

Â “Good job. You did it. You counted from 21 to 30. Let’s do that again. Count with me. Ready.” (Signal) Repeat counting from 21 to 30 with the student.

21 22 23 24 25 26 27 28 29 30

Say, “Good work.” Now try that all by yourself. Touch each number and count from 21 to 30. Ready.” (Signal)

Watch the student touch each number and listen to the student count from 21 to 30.

Say, “You did it. Good counting. Do that for me one more time. Ready.” (Signal)

Listen to the student count again.

Say, “Excellent, you are learning to count well.”

Correction Procedure:
If the child cannot count from 21 to 30 without making errors, model the task, then do it with the child. Check to see that counting from 1 to 20 is fluent at 200 counts per minute and review as necessary until fluency is reached.

Repeat Task 1 for sets of numbers 31-40, 41-50, 51-60, 61-70, 71-80, 81-90, 91-100.