100 Story

Ages 4–6 · 9 minutes · Math

Read a story about the number 100, featuring characters from different Super Teacher courses

In this lesson, students will celebrate the number 100 through a story about Maya and her great grandmother Josephine, who is celebrating her 100th birthday. The guests at her party are all characters from different Super Teacher courses, so students might recognize a few of them.

Part of

Number Sense: 21–100

Standards alignment

Common Core State Standards

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Alabama

ELA21.K.3 — Actively participate in teacher-led choral and shared reading experiences.
ELA21.K.8a — Recognize and demonstrate that print conveys meaning.
ELA21.K.5b — Describe people, places, things, and events with relevant details in a story with three to five events.
MA19.K.2 — Count to 100 by ones beginning with any given number between 0 and 99.

Alaska

K.CC.2 — Count forward beginning from a given number within the known sequence.
K.G.1 — Describe objects in the environment using names of shapes and describe their relative positions (e.g.,above, below, beside, in front of, behind, next to).
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Arizona

K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.A.2 — Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11.").

Arkansas

K.GM.1 — Describe the positions of objects and geometric shapes in the environment. • Terms include: inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of, and to the right of
K.RC.8.RL — Identify the major characters in a text.
G.1.K.1 — Describe familiar places using words that communicate location (e.g., beside, past, before), direction (e.g., right/left), and distance (e.g., long/short).
K.RC.12.RL — Recognize literary texts, using text elements (e.g., title, illustrations, story elements, literary introductions such as “Once upon a time”).
K.NPV.1 — Count to 100 by ones and tens; count forward by ones from any given number up to 100.

California

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.4.1 — Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.

Colorado

RWC20-GR.K-S.2-GLE.1-EO.a.iii — With prompting and support, identify characters, settings, and major events in a story.
RWC20-GR.K-S.1-GLE.2-EO.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Connecticut

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Delaware

K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Florida

SS.K.G.1.1 — Describe the relative location of people, places, and things by using positional words.
ELA.K.R.1.1 — Describe the main character(s), setting, and important events in a story.
MA.1.NSO.2.3 — Identify the number that is one more, one less, ten more and ten less than a given two-digit number.

Georgia

K.GSR.8.2 — Describe the relative location of an object using positional words.
K.NR.2.2 — Count forward beginning from any number within 100 and count backward from any number within 20.

Hawaii

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Idaho

K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as “above,” “below,” beside, “in front of,” “behind,” and “next to.”
K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the “one more” pattern of counting using objects.

Illinois

K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Indiana

K.RC.1 — With support, ask and answer questions about main topics and key details in a text heard or read. (E)
K.G.1 — Use words related to location, direction, and distance, including here/there, over/under, left/right, above/below, forward/backward, and between. (E)
K.RC.3 — Identify important elements within a text (e.g., characters, settings, or events). (E)
K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (E)

Iowa

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.A.2 — Count forward beginning from any given number within the range of 0–100.

Kansas

RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.13 — Listen to high quality prose and poetry of appropriate complexity for Kindergarten.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Kentucky

RL.K.3 — With prompting and support, identify characters, settings and major events in a story in order to make meaning of the story development.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear.
L.K.1.d — sentences using common prepositions.
L.K.4.c — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
KY.K.CC.2 — Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).

Louisiana

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
RL.K.7 — With prompting and support, make connections between the illustrations in the story and the text.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.18 — Use maps and models to describe relative location. For example: locating objects and places to the right or left, up or down, in or out, above or below.

Maine

K.G.A.1 — Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects.
R.4.K.a — Ask and answer questions with prompting and support about who, what, when, where, and how.
R.6.K.a — With prompting and support, identify characters, settings, and major events in a story.
SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Maryland

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Massachusetts

K.T2.1 — Describe the location of people, objects, and places, using correctly words and phrases such as up, down, near, far, left, right, straight, back, behind, in front of, next to, between.
L.K.1.a — Demonstrate the ability to produce and expand complete sentences using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0–100 (see kindergarten mathematics standards for Counting and Cardinality).
PreK.T2.1 — With prompting and support, describe location of people, animals, objects, and places, using words and phrases such as up, down, on, off, close, far away, beside, inside, next to, close to, above, below, apart correctly.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
PK.CC.A.1 — Listen to and say the names of numbers in meaningful contexts.

Michigan

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K–G1.0.2 — Use directions or positional words to identify significant locations in the classroom.

Minnesota

0.1.4.3 — Identify characters and setting, in a literary text, with prompting and support.
0.3.1.1.1 — Describe spatial information depicted in simple drawings and pictures. For example: While looking at a picture, the student says, "The boy is in front of the house. The house is at the edge of the woods." Other words describing spatial information in a picture include up, down, left, right, near, far, back, in front of.
0.2.5.2 — Verbally or visually respond to a story, with support and guidance.
1.1.1.3 — Count, with and without objects, forward and backward from any given number up to 120.
1.1.4.1 — Ask and answer questions including who, what and where to demonstrate understanding of key details in a text; retell key details.

Mississippi

K.G.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Missouri

K.R.1.D.a — engaging with text as developmentally appropriate
K.R.2.A.a — identify elements of a story, including setting, character, and key events
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.

Montana

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Nebraska

K.N.2.b — Understand that each successive number name refers to a quantity that is one larger.
1.N.2.b — Count verbally by ones and tens within 120 starting at any given number. Understand that the given number is a direct representation of the total objects in a given set and counting on each successive number represents adding an additional object, and counting back each proceeding number represents removing an object.

Nevada

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
1.NBT.A.1 — Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

New Hampshire

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New Jersey

K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
RL.K.1 — With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

New Mexico

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
RL.1.NM.2 — Identify characters and simple story lines from selected myths and stories from around the world.
K.CC.A.1 — Count to 100 by ones and by tens.
SL.K.NM.3 — Demonstrate familiarity with stories and activities related to various ethnic groups and countries;

New York

PKSL4 — Describe familiar people, places, things, and events.
NY-K.CC.2 — Count to 100 by ones beginning from any given number (instead of beginning at 1).

North Carolina

RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
RL.K.7 — With prompting and support, describe how the words and illustrations work together to tell a story.
K.G.1.3 — Identify locations in the classroom, community, and around the world with positional words.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

North Dakota

1.R.2 — Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
1.R.3.b — Identify characters, setting, and plot in a literary text during or after a shared reading or other text-listening experience.
K.NO.CC.1 — Count verbally in sequential order by ones and tens to 100, making accurate decuple transitions (e.g., 89 to 90). Count verbally forward from any given number within 100.

Ohio

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.2 — Count forward within 100 beginning from any given number other than 1.

Oklahoma

PK.3.R.3 — Students will identify characters in a story with prompting.
1.3.R.4 — Students will ask and answer basic questions (e.g., who, what, where, why, and when) about texts.
1.N.1.3 — Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, words, addition and subtraction, pictures, tally marks, number lines, and manipulatives.
1.4.R.5 — Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.

Oregon

K.12 — Use terms related to location, direction, and distance (such as over/under, here/there, left/right, above/below, forward/backward, between).
K.RL.1 — With prompting and support, ask and answer questions about key details in a text.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story. Identify beginning/middle/end.
K.RL.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.RL.10 — Actively engage in group reading activities with purpose and understanding.

Pennsylvania

CC.1.3.K.C — With prompting and support, identify characters, settings, and major events in a story.
CC.1.2.PK.G — With prompting and support, answer questions to connect illustrations to the written word.
CC.1.3.PK.C — With prompting and support, answer questions to identify characters, settings, and major events in a story.
CC.2.1.K.A.1 — Know number names and write and recite the count sequence.

Rhode Island

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
L.K.1.a — Demonstrate the ability to produce and expand complete sentences using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0–100 (see kindergarten mathematics standards for Counting and Cardinality).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).

South Carolina

K.G.1 — Describe positions of objects by appropriately using terms, including below, above, beside, between, inside, outside, in front of, or behind.
K.NS.4c — Understand the relationship between number and quantity. Connect counting to cardinality by demonstrating an understanding that each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less.

South Dakota

K.CC.A.2 — Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.
K.G.1.2 — Use environmental directions or positional words including but not limited to up, down, above, and below to identify significant locations in the classroom
K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.

Tennessee

K.RL.KID.3 — With prompting and support, orally identify characters, setting, and major events in a story.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.
K.SL.PKI.4 — Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.
K.CC.A.2 — Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).

Texas

K.3A — use spatial terms, including over, under, near, far, left, and right, to describe relative location;
1.5A — recite numbers forward and backward from any given number between 1 and 120;

Utah

K.G.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.4.c — Understand that each successive number refers to a quantity that is one greater than the previous number.
K.3.1.a — Locate objects in the classroom using the terms near/far, left/right, behind/in front, and up/down.

Vermont

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Virginia

K.NS.1e — Count forward orally by ones, within 100, starting at any given number.
1.NS.2a — Read and write numerals 0-120 in sequence and out of sequence.

Washington

K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Washington, D.C.

K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

West Virginia

ELA.K.33 — Describe familiar people, places, things, and events and, with prompting and support, provide additional details.
M.K.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
ELA.PK.FR.PC.5 — Recognize words such as name, names of family and friends, and familiar environmental print.

Wisconsin

ELA.K.R.3 — With prompting and support, identify characters, settings, and important events in a story or pieces of information in a text. (RI&RL)
M.K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
ELA.K.R.1 — With prompting and support, develop and answer questions about a text. (RI&RL)
M.K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
ELA.K.SL.4 — With guidance and support, describe familiar people, places, things, and events.

Wyoming

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.