Count forward and backward
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Count forward and backward: skill guide
| Objective | This mixed practice asks learners to identify the direction of a sequence before filling one or several blanks. |
|---|---|
| Grade | Grade 1 |
| Standard | CCSS.MATH.CONTENT.1.OA.C.5 |
| Difficulty | Developing · Abstract |
| Representation | Number sequence |
| Practice format | Interactive, account-free practice with immediate feedback |
Objective
This mixed practice asks learners to identify the direction of a sequence before filling one or several blanks.
What this practice covers
This mixed practice asks learners to identify the direction of a sequence before filling one or several blanks. Later problems may begin in the middle of a decade.
Standards alignment
Prepares for Common Core: CCSS.MATH.CONTENT.1.OA.C.5 — Relate counting to addition and subtraction.
Who it’s for
This practice is for kindergarten and Grade 1 learners who count confidently through 20 and are ready to extend the same patterns through 100. The visual structure keeps tens visible while learners work with larger numerals.
What to know first
- Learners should recognize numerals through 20, count forward one number at a time, and understand that a full ten strip represents one group of ten. Comparison quizzes also assume familiarity with <, >, and =.
Difficulty and scaffolding
Developing · Abstract stage
Problem representations
- Number sequence
Three worked examples
- 23, 24, __, 26 needs 25.
- 47, 46, __, 44 needs 45.
- 68, __, __, 71 needs 69 and 70.
Likely misconceptions
- Common mistakes include skipping a decade number, reversing the direction of a sequence, counting an incomplete strip as a full ten, or comparing only the ones digits. Encourage learners to name the tens first, then check the ones.
Hints and explanations
- 23, 24, __, 26 needs 25.
- 47, 46, __, 44 needs 45.
- 68, __, __, 71 needs 69 and 70.
What to practice next
Compare quantities through 100 and explain which has more tens or ones.
Editorial review
Reviewed by Brilliant’s curriculum team. Exercises are generated within defined difficulty ranges and checked against verified answer rules.
Count forward and backward FAQs
Why practice one row at a time?
A short row keeps attention on the repeating ones pattern and the change at each new decade. It gives learners the benefit of a hundred chart without the visual load of all one hundred squares.
Should this practice be timed?
No. Accuracy and noticing structure matter more than speed. Fluency usually develops naturally after learners repeatedly connect a numeral to its place in a sequence or to groups of ten.
How can ten strips help with larger numbers?
Each full strip is one group of ten. Learners can count the full strips by tens and then count the dots in the final partial strip by ones.
What should learners practice next?
Continue with place value, counting by tens, and addition or subtraction across a decade. These activities all build on seeing a two-digit number as tens and ones.